Servant Leadership Practice In The Face Of Common Core Case Study

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Servant Leadership Practice In the Face of Common Core
Introduction
It is my educational philosophy that all children deserve to be educated to their fullest potential, based on the belief that individuals become actualized when they become contributing members of society. Educational leadership that promotes the attitude that all children matter, Should be a driving force in contemporary education decision-making. I see myself as a contributor in the broad conversation concerning educational leadership, and as an emerging leader I have taken the initiative of educating myself to be a more effective leader, especially for students with disabilities.
For far too long students with diverse needs have been marginalized by society. They are
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I have always felt a unique sense of understanding of how diverse learners may not always feel as though they fit in, in much the same way I felt like an outsider in the many countries I traveled to. I was drawn to marginalized groups of students due to empathy and my lack of understanding. My curiosity grew into a full-fledged mission with my earning a Master’s Degree in Special Education. I wanted to understand the strategies utilized to teach students with special needs in order for them to generalize the knowledge and skills needed to assimilate into society. Over time my interest grew into attempting to apply the strategies I was learning to other groups of diverse learners. I can now connect some of my educational practices to specific individuals and educational philosophers. Pestalozzi developed schools that, like families, would nurture children’s development. He felt children should learn slowly and understand fully before moving to the next lesson and saw education in a holistic way based on children’s interests and needs (Gutek 2011, p.177). I identify with the teachings of Pestalozzi, as I can identify with his deep dedication to children who were poor, hungry, socially, cognitively and psychologically handicapped. I also see how the teachings of Gandhi speak to me and are in line with my own beliefs in career and technical education. Gandhi believed in the holistic growth of individuals and moved away from the exaggerated literary bent of conventional schooling, as well as supporting vocational education to marginalized groups in order to teach them employable skills (Gutek, 2012). I too believe that career and vocational education is an important component in inspiring and reaching students with learning issues. Maria Montessori who

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