Philosophy of Education
Richard S. Fulton
April 2005
Teaching presents perhaps the most challenging, yet rewarding profession in our society.
Teachers send gifts of opportunity, fascination, and hope. However, developing a culture for quality
teachers to thrive is one of education’s largest obstacles. Therefore, the role of a principal remains one
of the most critical roles in education. My philosophy of education includes establishing high
expectations and a supportive environment for all staff and students. My strategies involve clarifying
goals and vision, understanding the special nuances of teaching and learning, and recognizing
accomplishments, both big and small. As a school team, we must all feel successful and appreciated.
a. Pedagogical philosophy:
Teaching presents perhaps the most challenging, yet rewarding profession in our society
today. Teachers send gifts of opportunity, fascination, and hope. However, developing a culture
for quality teaching and learning is one of education’s largest obstacles. Specifically, the role of
preparing future teachers is a critical piece of establishing positive learning experiences for
tomorrow’s students. As a teacher education college professor, my primary goals include creating
classrooms that model a variety of instructional strategies, bringing relevant information to future
teachers, and inspiring future teachers to challenge K-12 students in ways that allow them meet high
academic standards, as well as, achieve personal aspirations.
One of my primary aspirations as a college teacher is to model effective teaching. In each of
my classrooms, I incorporate key elements for success. I always construct a variety of instructional
methods that reaches all students. For example, I develop multiple methodologies throughout the
course including lectures with visual and content information, introduction to various web sites of
innovative and up-to-date programs, school simulations, teacher and student role playing,
cooperative group projects, jigsaw activities, peer teaching, art work, technology lab assignments,
guest speakers and field trips. These strategies inform, as well as, inspire student to reach levels of
comprehension, analysis, synthesis, and evaluation of the content. I continuously check for
understanding of content with all class members, by clarifying specific assignments and providing
timely feedback on assignments. My goal is to always engage students and challenge them to reach
higher levels of understanding.
Another essential aim as a teacher education professor is to bring relevant information to
students concerning the field of K-12 education. I bring over 24 years of experience to the
classroom in K-12 schools; however, I keenly aware how quickly school reform and practices
occur. I wish to stay very connected to local schools and to my former districts. In addition, I strive
to have my students connect personal past experiences in schools with the realities of today’s
educational systems. Finally, my courses emphasize the creation of ideal schools that should exist,
in order to change past practices that fail to inspire to students to reach high academic and personal
achievements.
The final area that I focus on in my college teaching is pushing students to reach high
expectations and reveal personal insights. I believe that students who master content need to be
encouraged to reach the next level and ask, “How can I incorporate my larger vision of education
into my everyday lessons?” I believe college students enjoy this type of challenge and that K-12
students respond well to academic and personal encouragement.
College teaching is a personal and professional highlight. After years of experience in
multiple settings, I am excited everyday to venture into the classroom and engage with students.
The variety of material, an assortment of instructional strategies, and the collective action of
teaching and learning keep me ultimately engaged in the changing world of education. Eventually,
teaching is the thread that will change society for the better. I am blessed to be an integral part of
the process.
Administrative Questions
Richard S. Fulton
April 2005
A. In supervising and evaluation, how do you determine if state standards are being addressed and
assessed by the classroom teacher?
Principals and a community of teachers set the standard of expectations in any school building. On-going
discussions are critical to develop a system of supervision and evaluation concerning meeting the wide range
of state standards. One of the first steps to determine if state standards are being addressed to assure all
teachers understand the scope and general expectations of reaching state standards. The next part of the path
of reaching state standards is the development of effective classroom-based assessments in critical content
areas. As teachers understand the expectations of classroom-based assessments, their curriculum becomes
clearer.
After the groundwork has been completed, supervision and evaluation of teachers can center on reaching
state standards as measured by appropriate assessments. Therefore, informal and formal visitations can
easily refer to prior discussions on standards and related assessments. Certainly, the most effective way to
determine if state standards are being addressed and assessed is to use observations, reflective discussions
with the teacher and specific standard-based assessment data. Ideally, the teacher has the clarity to see what
standards are being addressed and how certain lessons may be stretched to include more standards or
accomplish them with more refinement.
In conclusion, I understand the complexity of reaching all state standards. Elementary teachers reach and
extend themselves to include all content areas with limited time, as they concentrate on students who need
basic reading and math skills. I have engaged with numerous secondary instructors who must continuously
modify their curriculum to find ways to provide detailed knowledge for students and provide the critical
thinking, necessary to reach state standards. I certainly am a principal that loves the discussions that
supervision and evaluation bring forth. I always find ways to encourage all teachers to expand or refine their
current methods in order to reach the high expectations for all the students in their classes. It is the best work
a principal can provide to the community of learners.
B. In your building, how do you ensure the educational needs of all students?
All means all. Quality requires discipline. Learning results from trying. I simply ask these three things of
all teachers and students. Quality teaching requires following researched-based programs with students that
we know works. If a student is providing consistent effort in a quality program, all students can learn. I
work hard to support teachers who become frustrated with challenging students and I will keep their
classrooms safe by removing students whose behavior is distracting or threatening, but I ask in return that
teachers provide a quality program for all students.
I require students have the same commitment that teachers have. I ask them that they will learn if they show
up everyday and give their best effort. I understand that students need a personal connection every now and
then to stay on track. Nothing is more fulfilling for me as a principal to work with a student who struggles to
overcome personal, family or cultural barriers. Nothing gives me more pride than watching a teacher and
student create a partnership that results in success. I understand through 22 years of experience, that some
students come easily through life and school, while others all continuously challenged at nearly every turn.
These are students I come to work for, since they are the ones that leave us with life’s best lessons.
In conclusion, well developed and commonly understood academic assessments and clear behavior codes set
the stage for teaching and learning for all students. When a student fall below expectations for academic
performance or their behavior is interfering with learning, I find a huge amount of success with a student
study team, which might include a speech-language specialist, social worker, ELL specialists, special
education and classroom teacher. This team can offer solutions and strategies that can be implemented
quickly. At times, family members or medical professionals are consulted and solutions are gained. I know
that schools are filled with quality professionals and it takes proper channels and clear communication to
ensure the educational needs of all students.
C. What have you done as an administrator to raise the academic achievement of minority students?
Many of the same strategies used to raise achievement in all children are successful in providing assistance
for minority students who may struggle in specific content areas. Strategies that I have implemented in my
schools are cross-age tutoring, special literacy projects based on specific cultural themes, and hands-on math
or science projects that help provide essential background for students. To raise academic achievement for
minority students, specific activities may be needed help those who may be unfamiliar with the setting of the
story, learn the necessary background language. At other times, teachers and other students may need to
visual displays in to understand a writing assignment or science concepts.
Further strategies that make learning objectives more attainable for minority students include content studies
that include a wide variety of cultures. When we developed high school thematic units in language arts and
social studies, we would gather curriculum that represented all continents, including South America, Africa,
Asia, Europe and North America. It is exciting to watch students with various cultural backgrounds give
specific insights based on their own family history and personal life experiences. Therefore, my experience
has demonstrated that minority students seem to relate to lessons and achieve at higher standards when they
can visualize and articulate the cultural context of assignments. Like many of us, we learn more when we are
able to relate personally to the material presented and understand how it can fold into the world in which we
live.
D. As an administrator, how do you use technology and how should your teachers utilize technology in
the classroom?
Throughout my professional career I have continued to gain the expertise needed to utilize, supervise,
implement, and maintain the infrastructure for instructional technology. I use on a regular basis Power Point,
Outlook, Excel, Microsoft Word, and numerous Internet resources. Technology seems to have blended
closely to nearly every administrative task. I email and share Internet resources continuously with families,
teachers, administrators, community partners, and critical colleagues. I often review websites for
professional development, that might relate to investigating new math programs, researching reading
strategies, accessing grants available for certain purposes, or exploring courses for my own professional
growth.
In the numerous schools where I have taught and led, I have created numerous avenues for the innovative
and practical use of instructional technology. I have learned to match the instructional technology with the
needs of the community of teachers and students. I find that at-risk students in need of remedial work may
need technology assistance with individualized instruction, where other students are enhanced by large group
instructional settings with power point projectors, while classrooms may need traditional computer labs to
reach a their teaching objectives. Without a doubt, all schools and teachers will need an extremely broad
range of technological expertise in order to excel in the future. I can help foster the exposure to teachers and
the community the wide magnitude of technology programs and instructional methods that can help all
students succeed in the future.