Lost amidst journal articles, textbooks, and ideas, I decided to go back to the personal statement I wrote to get started on this graduate school journey, hoping it would help me find direction.
Pursuing research in education is my opportunity to circle these big questions, square my experiences, and dig deeper.
My vision for education was that we need to cultivate hopeful individuals, who think deeply and creatively, who develop their strengths and pursue their passions, who feel safe to take risks, who work effectively across cultures, and see opportunity in change. It is these aspirations that give direction to our actions.
What professional, social, and administrative support structures do teachers need to be innovative in their practice? How can a system-wide framework be designed to inspire personal investment? How do great leaders envision, design, and introduce large-scale initiatives when there is resistance? Is cultivating passionate and engaged teachers enough to shift an institution, school district, or nation towards change?
How do practitioners identify the problems that they need to solve? What tools do they use to solve them? What do they do with their solutions and how does that scale to the rest of the district? How do you study a multi-level, systemic process? How can schools change to meet the needs of their students, constituents, and society? How does this scale?
My commitment and passion for education is fundamental to who I am, and it is precisely this love that drives me to improve it. The world can be a better place if we are intentional in our actions, aware of our environment, and seek joy in learning and play. Living this at all levels – students, teachers, and administrators – will cultivate agency. After all, life is about possibility. If we see education as a set of rules that do not work or even include us, why bother? But if we live learning as a way to discover and transform, the possibilities are endless.