I advocate for my students

I believe my students’ goals and passions are worthwhile. I have faith in their inherent learning processes, and I work to encourage and improve those processes.

I inspire my students to advocate for themselves

I urge my students to believe in their goals and abilities. I foster their critical thought and give them tools to answer their own questions. I ask them to treat learning as a profession. Work is its own life-long reward— not something that waits “until they grow up.”

I cultivate knowledge instead of drilling tricks

I prepare students for life’s complexities. I demonstrate the merit of nurturing a deep understanding versus stopping at a quick fix. I teach concepts and connections that will serve students beyond single questions or tests. 

I use rigorous methods

I develop proprietary material from reliable texts and empirical research, as well as from my own experiences and those of trusted colleagues. My students and I establish concrete goals, track progress together, and share that progress with stakeholders. 

I have fun

I awaken my students’ innate delight in learning. I laugh at my own mistakes and encourage my students to embrace their own vulnerabilities. I show them that undertaking serious endeavors with a spirit of joy is the best way to work at anything for the long haul. 

I evolve my skills

I foster a reciprocal relationship with my students. They teach me what they need to learn best, and I respond to those needs by continually reflecting on and improving my methods. 

I value my students’ learning community

I understand the impact of parents, teachers, and the community on my students’ ability to learn and thrive. I make an effort to maintain open, productive relationships with these parties, knowing that their support is vital to my students’ success.