Leadership Philosophy

Access a PDF version of my Leadership Philosophy.


  • Focus on learning The focus of the school is on learning (for students and staff) not teaching.  Instruction is responsive to student needs and varied to meet all learners.  The principal serves as head learner for the school.  Adults model learning for the school community.


  • Collaboration is key Isolation is not an option.  Staff work together to improve classroom learning for students, as well as improvement efforts for the school.  Structures need to be embedded to support effective collaboration.  Effective practices are consistent from classroom to classroom while allowing for informed risk-taking and innovation to occur.


  • Students first Above all else, the needs of the students come first and guide all planning efforts and actions.  The school’s first obligation is to provide a caring environment for every student that can then be conducive to learning.
  • Focus on fun Learning should be fun for students, staff and families.  School should be a place of joy for all people coming into the building.


  • Families need to be involved Parental involvement is a critical component of student success.  The school needs to actively promote an inviting atmosphere for families and find ways to actively involve parents in their child’s learning (such as three-way conferencing).  Families need to be well-informed, with communication occurring at multiple levels and in varied formats.


  • Every student will achieve Failure is not an option!  The school will find ways to provide additional time and support for all students to meet high levels of achievement.  Need to have meaningful data sources available to guide school and classroom planning.
  • Assessment used to plan for students Assessment will not only guide classroom planning but school programming.  Structures to ensure constant progress monitoring need to be established to help catch kids from falling behind or through the cracks.
  • Early intervention is crucial Focus placed upon students in K-2, identifying needs early and planning programs and instruction to address those needs.  Focus on intervention rather than remediation.