Statement of Educational Philosophy: Patti Hearn

Strong and authentic relationships are the foundation for effective teaching, learning, and leading, and a commitment to authentic feedback and growth is essential. My work in education is built upon the connections among deep academic learning, social-emotional learning, and a dedication to justice. 
In order for these three elements to work together, relationships are paramount. In schools and classrooms where I have worked, it has been clear to me that students must feel valued and seen in order to learn; that all kids deserve for their teachers to commit to them; and that education is a path toward justice. Strong relationships, community, and belonging don’t just happen on their own; planning, preparation, strategy, and collaboration are necessary to cultivate a community of learners. Our job as educators is to care about our students, connect with them, build trust, strengthen their social/emotional skills, and hold them to high expectations for their engagement in their learning. Zaretta Hammond describes this work as “care and push,” and Dr. Gloria Ladson-Billings would describe this as culturally responsive teaching, or, in other words, “just good teaching.” 
Learning and student engagement are at the center of our work in schools, and teachers should think of ourselves as expert learners. “An expert at learning is someone who is continually growing and developing through introspection and guided feedback from other experts and peers.” (Meyer, Rose, and Gordon, 2014). Effective teachers must be willing to reflect deeply and be open to feedback and change. In my teaching and in leadership, I strive to make sure the goals are clear and firm, while the means to achieve those goals are flexible, allowing for multiple means of engagement. Learners should see themselves as capable, purposeful, goal-directed, and motivated. As an educator, I facilitate this by empowering each student, acknowledging that they have valuable contributions to bring, and connecting to what they already know in order to forge pathways to what they have yet to learn. 
Finally, education is a means to increase agency for all, by addressing systemic barriers that result in inequitable learning opportunities and outcomes (Fritzgerald, 2020). As a student who benefited from the Educational Opportunity Fund, a program for “low-income, first-generation students who demonstrate commitment, motivation, and potential for success,” I know first-hand how much the removal of some barriers can mean to a young person. In my work as an educator, my focus is on increasing opportunities and access for students, particularly those who are farthest from educational justice. I work to foster an inclusive learning community and ensure that students have opportunities to lead, to collaborate, to effect change, to explore, and to be present as their authentic selves. In our work together, members of the learning community cultivate the courage to challenge the status quo.

Fritzgerald, Andratesha. Antiracism and Universal Design for Learning: Building Expressways to Success. CAST Professional Publishing, 2020. Hammond, Zaretta. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin, a SAGE Company, 2015.Ladson-Billings, Gloria. “But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy.” Theory Into Practice, vol. 34, no. 3, Taylor & Francis, Ltd., 1995, pp. 159–65.Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, 2014.

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