Having started my career as a teacher in the late 1990s, I advanced to become a deputy principal and the founding principal of a high school. I spent more than a decade in different school settings, before I moved to teach in several different higher education contexts; where I was privileged to connect with and learn from diverse student populations. My teaching philosophy is based on the belief that teaching is a means for human connection and the discourse between the educator and the learner that transcends the boundaries of the written curriculum, didactic teaching or evaluation. I can say I am a progressivist and reconstructivist teacher. Within our interpersonal discourse, I strive to empower learners to develop a critical consciousness, challenge them to question their presumptions and attempt to enrich their learning experience with opportunities for creativity and innovation. I guide my students to transcend theory and learn to lead significant educational-social action for change in their teaching and in policy-making and realize their potential as aspiring researchers. Hence, in my courses I incorporate both educational philosophy and educational policy to enhance my students understanding and action at different levels of educational influence (local, district, state and global). I draw constant enrichment from both classical and cutting-edge interdisciplinary research and theory to make my students understand the complex world of education. The substance of my learning-teaching is continually revised and refreshed through interactive discussions with my students and colleagues. I implement diverse activities enabling us to problematize existing educational reality in search for deeper understanding. I engage the students through getting their practical experience and link it to theory. I remain passionate about teaching and thoroughly enjoy sharing my students’ learning, both collectively and individually.
My teaching philosophy is based on the belief that educational leadership, policy, and foundation concepts can and should be integrated to help shape relevant experiences for aspiring researchers and practitioners. Accordingly, my courses incorporate: (a) resources from educational policy sources such as local, state and federal-level statutes, (b) classic and cutting-edge educational leadership research, and (c) multi-disciplinary theoretical and empirical studies. However, selecting quality course materials does not necessarily yield meaningful course experiences. I seek to develop in-course activities that challenge and broaden student perspectives of salient issues, increasing their capacity to critically analyze topics through a variety of methods and conceptual frameworks, and examine their discrete role as empowered actors in the policy processes that shape educational issues at local, state, federal, and international levels.