how to write a philosophy of educational leadership

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Writing an Educational Leadership Philosophy Statement

Dr. natasha kenny, phd, & dr. carol berenson, phd, taylor institute for teaching and learning .

December 2016

We often support instructors in creating teaching philosophy statements, and various resources exist to support their development (e.g. Chism, 1998; Kenny, Jeffs, and Berenson, 2015; Schonwetter et al., 2002).  However, few resources are available to help faculty in preparing educational leadership philosophy statements.

We recently created a resource to help faculty preparing educational leadership philosophy statements as part of their nomination dossiers for institutional and national awards, such as the University of Calgary Teaching Award for Educational Leadership and the  3M National Teaching Fellowship .

Similar in format to a teaching philosophy statement, an educational leadership philosophy statement “clearly communicate[s] what our beliefs are about educational leadership, why we hold these beliefs and how we translate our beliefs into practice” (Berenson and Kenny, 2015).  An example structure for an educational leadership philosophy statement and guiding questions to help those preparing a statement are presented in Table 1 below.  While every statement will uniquely articulate the educational leadership beliefs and practices of each author, these questions provide a foundational guide for helping to support faculty in creating an educational leadership philosophy statement.

Dr. Ken MacMillan, 3M National Teaching Fellow, and the 2015 recipient of the UCalgary Award for Educational Leadership has shared an  example educational leadership philosophy statement here .

Philosophy statement components

Developing an educational leadership philosophy statement provides an opportunity for individuals to reflect on their own leadership beliefs and activities. This process also makes visible the many ways in which leadership is formally and informally enacted by individuals on our campus.

Beliefs about educational leadership

What are my beliefs about educational leadership in post-secondary education? Why do I hold these beliefs?   Who or what has most informed my leadership approaches? How have my beliefs been influenced by my experiences postsecondary educator and/or scholarly literature related to leadership? What difference do I hope to make as a leader? What does it mean to be a good leader in a post-secondary context?

Educational leadership activities and initiatives

What educational leadership activities, practices and initiatives have I implemented? How do these align with my beliefs? When have I felt most engaged and affirmed as an educational leader? What are my key strengths and skills as a leader? What am I most proud of? What sets me apart? What are some of my accomplishments as a post-secondary leader?

Impact and influence

What difference have I made, and how do I know? What has been the impact and influence of my educational leadership (on me, on students, on colleagues, on my department, on my faculty, on the institution and beyond)? What have others learned from my leadership approaches?

Future aspirations

How will I continue to develop, grow, and improve as a leader? What interests me most about teaching and learning in post-secondary education? What changes do I most hope to see and inspire? What are my future goals and aspirations as a leader in post-secondary education?

Guiding questions adapted from: Kearns, K.D. & Sullivan, C.S. (2011); Kenny, Jeffs & Berenson (2015); Stavros & Hinrichs (2011); Schonwetter et al. (2002); Seldin, P., Miller, J. E., & Seldin, C. A. (2010).

Related content

Sample teaching philosophy statements .

Read more >>

What Makes a Great Teaching Award Nomination Dossier? 

Berenson, C. & Kenny, N.A. (2016).  Preparing an Educational Leadership Philosophy Statement . Calgary, AB: Taylor Institute for Teaching and Learning.

Chism, Nancy. (1998). Developing a philosophy of teaching statement.  Essays on Teaching Excellence: Toward the Best in the Academy, 9,  1-3.  Retrieved from http://podnetwork.org/content/uploads/V9-N3-Chism.pdf

Kearns, K.D. and Sullivan, C.S. (2011). Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy.  Advances in Physiology Education , 35, 136-145.

Kenny, N.A., Jeffs, C., & Berenson, C. (2015).  Preparing a Teaching Philosophy Statement.  Calgary, AB: Taylor Institute for Teaching and Learning.

Schonwetter, D.J., Sokal, L., Friesen, M., & Taylor, L.K. (2002). Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements.  International Journal for Academic Development,  7(1), 83-97

Seldin, P., Miller, J. E., & Seldin, C. A. (2010). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. John Wiley & Sons.

Stavros, Jacqueline M, & Hinrichs, Gina. (2011). The Thin Book Of SOAR: Building Strengths-Based Strategy: Thin Book Publishing.

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How to write your philosophy of education statement

The Philosophy of Education Statement is an important piece in your educator portfolio. It may be requested by hiring personnel at schools to be included with a cover letter and resume. Your teaching philosophy should be thoughtful, organized and well-written. The summary should be between 1-2 pages and should document and support your core educational principles.

• First, state your objectives as a teacher. These need to be achievable through some form of assessment.
• Second, you will want to outline the methods by which you will achieve your teaching objectives.
• Third, you will need to have demonstrated evidence of your achievements. This may take the form of standardized assessments or evaluations.
• Forth, allude to the factors that motivate you to be in the teaching profession. This is where you can be cerebral. State what motivates you to be in the teaching profession. 

Some Important Considerations

Your core values and beliefs.

The statement should reflect your core values and beliefs in terms of teaching. Consider your thoughts regarding the nature of students, the purpose of education and how people learn, and the role of teacher. As you develop your educational philosophy, think about completing the following statements: 

• I believe the purposes of education are ... 
• I believe that students learn best when... 
• I believe that the following curriculum basics will contribute to the social, emotional, intellectual and physical development of my students ... 
• I believe that a good learning environment is one in which ... 
• I believe that all students have the following basic needs ... 
• In order to further the growth and learning of my students, these basic needs will be met in my classroom through ... 
• I believe that teachers should have the following qualities ... 

Why You Teach

• What is the purpose of education? 
• What is your role as an educator?

Whom You Teach

• How will you reach the diverse students in your classroom? 
• How do you define your community of learners?

How and What You Teach

• What are your beliefs about how students learn?
• How will your beliefs affect your teaching? Think about management, instructional strategies, curriculum design and assessment.
• How do you balance the needs of the individual learner with the needs of the classroom community?
• What are your goals for students? 

Where You Teach

• How will you bring a global awareness to your classroom? 
• What will be your relationship with the community, parents, teaching colleagues and administration? 

Completing the Application 

Don't cut corners! As you are completing your applications, keep in mind that they are as important to your job search as your resume, letter of interest and other documents in your application packet. You are encouraged not to rush through completing your applications. Regional applications may be required instead of or in addition to the employer’s individual application.

• Be consistent with the information you provide on the application and on your resume. Make sure there are no contradictions of dates and places of employment and education.
• Do not make up an answer. Be honest. If you embellish, it will eventually catch up with you and you will leave a negative impression on the employer.
• Extra-curricular activities, which you may be willing to sponsor or coach, may be listed on most applications. Your willingness to sponsor activities can sometimes enhance your consideration for positions.
• Follow the application directions exactly. The directions may be different for each application you complete, so read all the directions carefully. Enter the correct information in the correct fields.
• Grammatical rules should be followed at all times. Teachers are held to high standards. Errors are unacceptable.
• Humor in your responses on an application can come across as sarcastic or flippant.
• Remember, an application may be a prospective employer’s first introduction to you; make it a professional one.
• Incomplete applications give the appearance of poor attention to detail. It is always best to respond to each question posed on an application whenever possible. An employer would not ask it if s/he did not want an answer.
• Never answer a question with “See my resume.”

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Writing an Educational Leadership Philosophy Statement

Your educational leadership philosophy statement invites the reader to learn about you in a more personal way in that it shares with readers how and why you came to work in schools. This is your chance to illuminate your ideas and values as they relate to education. It’s a creative opportunity, in contrast to the chronological listing of cold, hard facts in your resume, or the specific evidence for why you are someone the school needs right now that you presented in your cover letter. Your educational leadership philosophy statement is the window through which a reader gets to first view the way you think about schools and education, to first learn about life experiences that have influenced your own education and/or leadership journey, and to first see how you write. 

As with all writing, strong opening paragraphs engage the audience, making them want to read more and get to know you better. For that reason, make sure whoever is proofing your statement gives you feedback on how they felt when they first started reading it. Was their interest piqued or did they keep reading because you are a friend and they said they would look it over for you?  And keep in mind that, like a good essay, at the end, your statement should bring back some of the points you make in the introduction. Tie it all together.

Unless a specific length is required as in, “Please share a one-page statement of your educational philosophy and leadership practice,” the general rule of thumb is one-page at a minimum and two-pages maximum. But, if you have a lot to say and your writing is really good, feel free to go longer. Just be careful not to get repetitive or to let the essay lose focus. Shorter than a page would be unusual but I’ve seen it done with decent success.  

While humor is good if that’s within your writing and speaking style, you should steer clear of sarcasm and jokes. They won’t translate well. You want to sound like yourself, and if you have a sense of humor, feel free to show it; if not, don’t pretend you do.

“I think there are probably as many opinions out there about educational leadership philosophy statements as there are search consultants. I tend to be less prescriptive, in part because I feel that one can learn a lot about a candidate by their decisions about what to include and how to write.”

– Co-managing partner Nat Conard

When pressed for more specific guidance he shared, “I tend to prefer statements with a little humor, a light at best dose of jargon, at least a nod to educational theory or research (mostly to signal that you are versed in such things), a connection to personal experience (what has shaped this person), and a narrative flow.” 

Not all senior administrator candidates such as CFO’s, Directors of Development, and Directors of Annual Funds need to have an educational philosophy. But, leadership skill in their areas of expertise is an important quality to explain. If you are not sure you should have an educational philosophy, talk it through with your search consultant. They will know what makes the most sense for your situation.

Lastly, don’t be fooled by the many different ways schools, search committees, candidates, and even search consultants refer to this document. From “personal statement” to “statement of leadership philosophy,” at the end of the day you are writing a statement of educational leadership philosophy if you are applying for a senior administrator position that has students as part or all of its focus. Of course, when in doubt, ask the search consultant which parts of the Venn diagram you need.

Interested in learning more about how we can help? 

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Educational Leadership Philosophy

Strong educational leadership empowers great schools to thrive and troubled schools to transform. In fact, educational leaders rank second only to teachers in their importance in student learning, according to the landmark report “How Leadership Influences Student Learning” by The Wallace Foundation. The best principals and administrators build school environments that enable teachers to flourish and, in turn, students to excel. School leaders do this by giving clear direction, cultivating the talent of teachers, and establishing high expectations for students and teachers.

To address the challenges in education, such as closing the achievement gap and ensuring that different student populations meet national standards, leaders in education must develop evidence-based approaches. With a thoughtful educational leadership philosophy, school leaders can tackle the obstacles that prevent students from thriving.

Developing the skills to effectively lead in education demands an in-depth understanding of instructional policies and strategies, collaboration in school settings, and school organization. Those interested in creating strong educational communities and directing positive change should explore the LSU Online Master of Education in Educational Leadership. By earning this degree, graduates gain the skills and knowledge needed to become trusted leaders and make meaningful differences in the lives of students and teachers.

What Components Constitute an Educational Leadership Philosophy?

Becoming an educational leader requires a clear philosophy and a plan for implementing that philosophy. The following are key components that constitute an educational leadership philosophy.

Core Beliefs About Leadership in Education

Principals and school administrators need core beliefs about what it means to serve as an effective and inspirational leader. These beliefs can come from experience as a teacher under an effective or ineffective leader, literature, and experience in leadership positions. Regardless of origin, school administrators should know how to articulate why they hold their beliefs. They should also have a plan for how to motivate teachers and students to reach goals and develop a leadership style that creates a community that trusts them.

For example, principals and school administrators often use different styles of leadership, pulling aspects from various styles to form personalized versions.

• Servant leadership, for instance, focuses on providing the conditions that enable students and teachers to succeed. Using this style, school leaders build a culture of trust through guidance, consensus building, and listening.
• Transformational leadership focuses on giving teachers and students a sense of ownership over what they do in order to motivate them. It honors the knowledge and abilities of teachers and gives them the independence to develop curricula and be creative.

School communities are inherently collaborative. As a result, school leaders should consider how to use their leadership positions to create an atmosphere of teamwork. They must also consider how to make themselves accessible to the concerns of teachers and students. Ultimately, school leaders with thoughtful philosophies about leadership can better empower teachers and students to do their best work.

A Meaningful Vision

An educational leadership philosophy must have a vision. School leaders must adopt a vision that they believe encompasses the best teaching practices and most valuable learning goals. They must demonstrate that their vision aligns with the core values and ideas of their teachers and must demonstrate that the goals they want to achieve are important.

They must then communicate their vision to teachers and staff, ensuring that everyone holds a common understanding of the school’s direction. Some school leaders find value in seeking input from their staff regarding school vision, believing it improves buy-in when the people involved in manifesting a vision help develop it. Likewise, laying out incremental steps that show how a school community can achieve a vision encourages everyone to meet goals.

Core Beliefs About Teaching and Learning

Many factors influence and determine student learning. School leaders must possess a comprehensive system of beliefs about what meaningful instruction looks like. This often includes considering the following questions:

• What type of instructional designs and which types of learning experiences make the greatest impact on students?
• How should a school integrate special education into its overall curriculum?
• What technology should a school use to deliver instruction, and how?

A philosophy of how to best support teachers must also guide school leaders. Teachers with varying levels of experience, different skills, and an array of talents make up school communities. As a result, school leaders need to tailor their support and tap into the different abilities of the people they lead. For example, novice and veteran teachers may benefit from very different kinds of professional development. A one-size-fits-all approach to professional development often fails someone in the teaching community.

Learn How To Make a Difference as a School Leader

Establishing a layered, nuanced educational leadership philosophy takes time. However, by devoting years to classroom teaching and building knowledge through the right education, school leaders can make a huge impact in the field of education. The LSU Online Master of Education in Educational Leadership is designed to train aspiring school leaders. Students study topics such as best leadership practices for principals, ethics in leadership, and methods in school improvement, preparing them to inspire and guide their fellow educators.

Developing expertise in educational leadership enables school leaders to transform schools. Discover how earning the LSU Online Master of Education in Educational Leadership can launch a career as a successful school leader.

ASCD, “How to Help Your School Thrive Without Breaking the Bank”

Houston Chronicle, “Careers in Educational Leadership”

Lexia Learning, “Four Key Factors of Effective School Leadership”

Louisiana State University, Master of Education in Educational Leadership

The Edvocate, “4 Major Types of Educational Leadership”

The Hechinger Report, “Why School Leadership Matters”

ThoughtCo, “An Educational Leadership Philosophy for School Leaders”

Ready to reach your goals?

Take the first step forward by completing the form and our enrollment team will contact you soon to discuss:

• What program meets your academic and career goals
• Financial aid options (employer funding, military benefits)
• Receiving credit for past education (transfer, professional development)
• The admissions process and timeline

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Teaching philosophy statement, what is a teaching philosophy statement.

A teaching philosophy statement is a narrative that includes:

• your conception of teaching and learning.
• a description of how you teach.
• justification for why you teach that way.

The statement can:

• demonstrate that you have been reflective and purposeful about your teaching.
• communicate your goals as an instructor and your corresponding actions in the classroom.
• point to and tie together the other sections of your portfolio.

What is the purpose of a teaching philosophy statement?

You generally need a teaching statement to apply for an academic position. A teaching statement:

• conveys your teaching values, beliefs, and goals to a broader audience.
• provides a set of criteria and/or standards to judge the quality of your teaching.
• provides evidence of your teaching effectiveness.

Components of a teaching philosophy statement

• educational purpose and learning goals for students
• your teaching methods
• methods for assessing students’ learning
• assessment of teaching

You also may include:

• a list of courses you have taught.
• samples of course syllabi.
• teaching evaluations.
• letters of recommendation.
• a video of a class you have taught (asked for by some universities).

Teaching values, beliefs, and goals

You should consider what you believe is the end goal or purpose of education:

• content mastery
• engaged citizenry
• individual fulfillment
• critical thinking
• problem solving
• discovery and knowledge generation
• self-directed learning
• experiential learning

What criteria are used to judge your teaching?

• student-teaching roles and responsibilities
• student-teacher interaction
• inclusiveness
• teaching methods
• assessment of learning

How do you provide evidence of your teaching effectiveness?

• peer review
• students’ comments
• teaching activities

Writing guidelines:

• There is no required content, set format, or right or wrong way to write a teaching statement. That is why writing one can be challenging. 
• Make the length suit the context. Generally, they are one to two pages.
• Use present tense and the first person, in most cases.
• Avoid technical terms and use broadly understood language and concepts, in most cases. Write with the audience in mind. Have someone from your field guide you on discipline-specific jargon and issues to include or exclude.
• Include teaching strategies and methods to help people “see” you in the classroom. Include specific examples of your teaching strategies, assignments, discussions, etc. Help them to visualize the learning environment you create and the exchanges between you and your students.
• Make it memorable and unique. The search committee is seeing many of these documents—What is going to set you apart? What will they remember? Your teaching philosophy will come to life if you create a vivid portrait of yourself as a person who is intentional about teaching practices and committed to your career.

“Own” your philosophy

Don’t make general statements such as “students don’t learn through lecture” or “the only way to teach is with class discussion.” These could be detrimental, appearing as if you have all of the answers. Instead, write about your experiences and your beliefs. You “own” those statements and appear more open to new and different ideas about teaching. Even in your own experience, you make choices about the best teaching methods for different courses and content: sometimes lecture is most appropriate; other times you may use service-learning, for example.

Teaching philosophy statement dos and don’ts:

• Don’t give idyllic but empty concepts.
• Don’t repeat your CV.
• Do research on the teaching institution and disciplinary trends.
• Do keep it short (one to two pages).
• Do provide concrete examples and evidence of usefulness of teaching concepts.
• Do discuss impact of methods, lessons learned, challenges, and innovations—how did students learn?
• Do discuss connections between teaching, research, and service.

Answer these questions to get started:

• The purpose of education is to________.
• Why do you want to teach your subject?
• Students learn best by______________.
• When you are teaching your subject, what are your goals?
• The most effective methods for teaching are___________.
• I know this because__________________.
• The most important aspects of my teaching are______________.

More information on teaching philosophy statements

An excellent guide for writing your teaching philosophy statement is Occasional Paper number 23, “Writing a Statement of Teaching Philosophy for the Academic Job Search,” from the University of Michigan’s Center for Research on Learning and Teaching, which you can find at this page on The Teaching Philosophy and Statement .

Articles on Teaching Statements:

• “Writing the Teaching Statement”  by Rachel Narehood Austin, Science Magazine
• “How to Write a Statement of Teaching Philosophy”  by Gabriela Montell, The Chronicle of Higher Education
• “What’s Your Philosophy on Teaching, and Does it Matter?”  by Gabriela Montell, The Chronicle of Higher Education
• “A Teaching Statement”  by Jeffrey Marcus, The Chronicle of Higher Education
• “Everything But the Teaching Statement”  by Jeremy S. Clay, The Chronicle of Higher Education
• “Writing a Teaching Philosophy Statement”  by Helen G. Grundman, Notices of the American Mathematical Society

Additional Resources:

• From Cornell’s Center for Teaching Innovation
• From the University of Michigan
• From University of California Berkeley
• From University of Pennsylvania

Electronic portfolios

The electronic portfolio is a way to showcase your accomplishments, skills, and philosophy on the internet. You can write a personal profile; post your CV, resume, research statement, teaching philosophy statement; give links to published articles, work samples, etc.; and post photos and other images. You can continually update it as you progress through your studies and your career. It is readably available for potential employers to see.

Sites that Host Electronic Portfolios:

• Digication (Cornell-supported option)
• Interfolio  (fee-based)
• Google Sites  (free)

Help at the Center for Teaching Innovation (CTI)

Coursework involving teaching portfolio development.

The course ALS 6015, “ Teaching in Higher Education ,” guides graduate students in how to prepare teaching portfolios and provides opportunity for peer and instructor feedback.

Individual Advice

By enrolling in the CTI’s new Teaching Portfolio Program , you will have access to consultations and advice on helping prepare elements of a teaching portfolio such as a teaching philosophy statement.

Workshops and Institutes

For graduate teaching assistants and postdocs considering academic positions in higher education, you could attend a teaching statement workshop as part of the Graduate School’s Academic Job Search Series , or a day-long Teaching Portfolio Institute offered by the CTI to help refine and document your teaching for the job search.

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Your teaching philosophy is a self-reflective statement of your beliefs about teaching and learning. It's a one to two page narrative that conveys your core ideas about being an effective teacher in the context of your discipline. It develops these ideas with specific, concrete examples of what the teacher and learners will do to achieve those goals. Importantly, your teaching philosophy statement also explains why you choose these options.

+ Getting Started

Your reasons for writing a teaching philosophy may vary. You might be writing it as an exercise in concisely documenting your beliefs so that you can easily articulate them to your students, peers, or a search committee. It might serve as the introduction to your teaching portfolio. Or, it can serve as a means of professional growth as it requires you to give examples of how you enact your philosophy, thus requiring you to consider the degree to which your teaching is congruent with your beliefs.

Generating ideas

Teaching philosophies express your values and beliefs about teaching. They are personal statements that introduce you, as a teacher, to your reader. As such, they are written in the first person and convey a confident, professional tone. When writing a teaching philosophy, use specific examples to illustrate your points. You should also discuss how your values and beliefs about teaching fit into the context of your discipline.

Below are categories you might address with prompts to help you begin generating ideas. Work through each category, spending time thinking about the prompts and writing your ideas down. These notes will comprise the material you’ll use to write the first draft of your teaching philosophy statement. It will help if you include both general ideas (‘I endeavor to create lifelong learners’) as well as specifics about how you will enact those goals. A teaching philosophy template is also available to help you get started.

Questions to prompt your thinking

Your concept of learning.

What do you mean by learning? What happens in a successful learning situation? Note what constitutes "learning" or "mastery" in your discipline.

Your concept of teaching

What are your values, beliefs, and aspirations as a teacher? Do you wish to encourage mastery, competency, transformational learning, lifelong learning, general transference of skills, critical thinking? What does a perfect teaching situation look like to you and why? How are the values and beliefs realized in classroom activities? You may discuss course materials, lesson plans, activities, assignments, and assessment instruments.

Your goals for students

What skills should students obtain as a result of your teaching? Think about your ideal student and what the outcomes of your teaching would be in terms of this student's knowledge or behavior. Address the goals you have for specific classes or curricula and that rational behind them (i.e., critical thinking, writing, or problem solving).

Your teaching methods

What methods will you consider to reach these goals and objectives? What are your beliefs regarding learning theory and specific strategies you would use, such as case studies, group work, simulations, interactive lectures? You might also want to include any new ideas or strategies you want to try.

Your interaction with students

What are you attitudes towards advising and mentoring students? How would an observer see you interact with students? Why do you want to work with students?

Assessing learning

How will you assess student growth and learning? What are your beliefs about grading? Do you grade students on a percentage scale (criterion referenced) or on a curve (norm referenced)? What different types of assessment will you use (i.e. traditional tests, projects, portfolios,  presentations) and why?

Professional growth

How will you continue growing as a teacher? What goals do you have for yourself and how will you reach them? How have your attitudes towards teaching and learning changed over time? How will you use student evaluations to improve your teaching? How might you learn new skills? How do you know when you've taught effectively?

+ Creating a Draft

Two ways of organizing your draft.

Now that you've written down your values, attitudes, and beliefs about teaching and learning, it's time to organize those thoughts into a coherent form. Perhaps the easiest way of organizing this material would be to write a paragraph covering each of the seven prompts you answered in the Getting Started section. These would then become the seven major sections of your teaching philosophy.

Another way of knitting your reflections together—and one that is more personal—is to read through your notes and underscore ideas or observations that come up more than once. Think of these as "themes" that might point you toward an organizational structure for the essay. For example, you read through your notes and realize that you spend a good deal of time writing about your interest in mentoring students. This might become one of the three or four major foci of your teaching philosophy. You should then discuss what it says about your attitudes toward teaching, learning, and what's important in your discipline.

No matter which style you choose, make sure to keep your writing succinct. Aim for two double-spaced pages. And don't forget to start with a "hook." Your job is to make your readers want to read more; their level of engagement is highest when they read your opening line. Hook your readers by beginning with a question, a statement, or even an event from your past.

Using specific examples

Remember to provide concrete examples from your teaching practice to illustrate the general claims you make in your teaching philosophy. The following general statements about teaching are intended as prompts to help you come up with examples to illustrate your claims about teaching. For each statement, how would you describe what happens in your classroom? Is your description specific enough to bring the scene to life in a teaching philosophy?

"I value helping my students understand difficult information. I am an expert, and my role is to model for them complex ways of thinking so that they can develop the same habits of mind as professionals in the medical field."

"I enjoy lecturing, and I'm good at it. I always make an effort to engage and motivate my students when I lecture."

"It is crucial for students of geology to learn the techniques of field research. An important part of my job as a professor of geology is to provide these opportunities."

"I believe that beginning physics students should be introduced to the principles of hypothesis generation, experimentation, data collection, and analysis. By learning the scientific method, they develop critical thinking skills they can apply to other areas of their lives. Small group work is a crucial tool for teaching the scientific method."

"As a teacher of writing, I am committed to using peer review in my classes. By reading and commenting on other students' work in small cooperative groups, my students learn to find their voice, to understand the important connection between writer and audience, and to hone their editing skills. Small group work is indispensible in the writing classroom."

Go back to the notes you made when getting started and underline the general statements you’ve made about teaching and learning. As you start drafting, make sure to note the specific approaches, methods, or products you use to realize those goals.

+ Assessing Your Draft

Assessing your draft teaching philosophy.

According to a survey of search committee chairs by the University of Michigan Center for Research on Learning and Teaching, there are five elements that are shared by strong teaching philosophy statements:

• They offer evidence of practice (specific examples)
• They are student-centered
• They demonstrate reflectiveness
• They demonstrate that the writer values teaching
• They are well written, clear, and readable

Now that you’ve completed an initial draft, ask whether your statement captures these elements and how well you articulate them.

You might find it useful to compare your draft to other teaching philosophies in your discipline. It can also be useful to have a colleague review your draft and offer recommendations for revision. Consider printing out a teaching philosophy rubric from our “Rubrics and Samples” tab to provide your reviewer with guidelines to assess your draft. These exercises will give you the critical distance necessary to see your teaching philosophy objectively and revise it accordingly.

+ Rubrics and Samples

Rubrics and sample teaching philosophies.

Here are links to three teaching philosophy rubrics to help you assess your statement. We have included four different rubrics for you to choose from. These rubrics cover similar elements, and one is not necessarily better than the other. Your choice of which to use should be guided by how comfortable you feel with the particular instrument and how usable you find it. 

• Teaching Philosophy Rubric 1   This rubric allows a reader to rate several elements of persuasiveness and format on a scale of 1 to 5.
• Teaching Philosophy Rubric 2   This rubric contains prompts for assessing purpose and audience, voice, beliefs and support, and conventions.
• Teaching Philosophy Rubric 3   This rubric contains prompts for assessing content, format, and writing quality.
• Rubric for Statements of Teaching Philosophy  This rubric was developed by Kaplan et. al. from the University of Michigan.
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40 Philosophy of Education Examples, Plus How To Write Your Own

Learn how to define and share your teaching philosophy.

These days, it’s become common for educators to be asked what their personal teaching philosophy is. Whether it’s for a job interview, a college class, or to share with your principal, crafting a philosophy of education can seem like a daunting task. So set aside some time to consider your own teaching philosophy (we’ll walk you through it), and be sure to look at philosophy of education examples from others (we’ve got those too!).

What is a philosophy of education?

Before we dive into the examples, it’s important to understand the purpose of a philosophy of education. This statement will provide an explanation of your teaching values and beliefs. Your teaching philosophy is ultimately a combination of the methods you studied in college and any professional experiences you’ve learned from since. It incorporates your own experiences (negative or positive) in education.

Many teachers have two versions of their teaching philosophy: a long form (a page or so of text) and a short form. The longer form is useful for job application cover letters or to include as part of your teacher portfolio. The short form distills the longer philosophy into a couple of succinct sentences that you can use to answer teacher job interview questions or even share with parents.

What’s the best teaching philosophy?

Here’s one key thing to remember: There’s no one right answer to “What’s your teaching philosophy?” Every teacher’s will be a little bit different, depending on their own teaching style, experiences, and expectations. And many teachers find that their philosophies change over time, as they learn and grow in their careers.

When someone asks for your philosophy of education, what they really want to know is that you’ve given thought to how you prepare lessons and interact with students in and out of the classroom. They’re interested in finding out what you expect from your students and from yourself, and how you’ll apply those expectations. And they want to hear examples of how you put your teaching philosophy into action.

What’s included in strong teaching philosophy examples?

Depending on who you ask, a philosophy of education statement can include a variety of values, beliefs, and information. As you build your own teaching philosophy statement, consider these aspects, and write down your answers to the questions.

Purpose of Education (Core Beliefs)

What do you believe is the purpose of teaching and learning? Why does education matter to today’s children? How will time spent in your classroom help prepare them for the future?

Use your answers to draft the opening statement of your philosophy of education, like these:

• Education isn’t just about what students learn, but about learning how to learn.
• A good education prepares students to be productive and empathetic members of society.
• Teachers help students embrace new information and new ways of seeing the world around them.
• A strong education with a focus on fundamentals ensures students can take on any challenges that come their way.
• I believe education is key to empowering today’s youth, so they’ll feel confident in their future careers, relationships, and duties as members of their community.
• Well-educated students are open-minded, welcoming the opinions of others and knowing how to evaluate information critically and carefully.

Teaching Style and Practices

Do you believe in student-led learning, or do you like to use the Socratic method instead? Is your classroom a place for quiet concentration or sociable collaboration? Do you focus on play-based learning, hands-on practice, debate and discussion, problem-solving, or project-based learning? All teachers use a mix of teaching practices and styles, of course, but there are some you’re likely more comfortable with than others. Possible examples:

• I frequently use project-based learning in my classrooms because I believe it helps make learning more relevant to my students. When students work together to address real-world problems, they use their [subject] knowledge and skills and develop communication and critical thinking abilities too.
• Play-based learning is a big part of my teaching philosophy. Kids who learn through play have more authentic experiences, exploring and discovering the world naturally in ways that make the process more engaging and likely to make a lasting impact.
• In my classroom, technology is key. I believe in teaching students how to use today’s technology in responsible ways, embracing new possibilities and using technology as a tool, not a crutch.
• While I believe in trying new teaching methods, I also find that traditional learning activities can still be effective. My teaching is mainly a mix of lecture, Socratic seminar, and small-group discussions.
• I’m a big believer in formative assessment , taking every opportunity to measure my students’ understanding and progress. I use tools like exit tickets and Kahoot! quizzes, and watch my students closely to see if they’re engaged and on track.
• Group work and discussions play a major role in my instructional style. Students who learn to work cooperatively at a young age are better equipped to succeed in school, in their future careers, and in their communities.

Students and Learning Styles

Why is it important to recognize all learning styles? How do you accommodate different learning styles in your classroom? What are your beliefs on diversity, equity, and inclusion? How do you ensure every student in your classroom receives the same opportunities to learn? How do you expect students to behave, and how do you measure success?

Sample teaching philosophy statements about students might sound like this:

• Every student has their own unique talents, skills, challenges, and background. By getting to know my students as individuals, I can help them find the learning styles that work best for them, now and throughout their education.
• I find that motivated students learn best. They’re more engaged in the classroom and more diligent when working alone. I work to motivate students by making learning relevant, meaningful, and enjoyable.
• We must give every student equal opportunities to learn and grow. Not all students have the same support outside the classroom. So as a teacher, I try to help bridge gaps when I see them and give struggling students a chance to succeed academically.
• I believe every student has their own story and deserves a chance to create and share it. I encourage my students to approach learning as individuals, and I know I’m succeeding when they show a real interest in showing up and learning more every day.
• In my classroom, students take responsibility for their own success. I help them craft their own learning goals, then encourage them to evaluate their progress honestly and ask for help when they need it.
• To me, the best classrooms are those that are the most diverse. Students learn to recognize and respect each other’s differences, celebrating what each brings to the community. They also have the opportunity to find common ground, sometimes in ways that surprise them.

How do I write my philosophy of education?

Think back to any essay you’ve ever written and follow a similar format. Write in the present tense; your philosophy isn’t aspirational, it’s something you already live and follow. This is true even if you’re applying for your first teaching job. Your philosophy is informed by your student teaching, internships, and other teaching experiences.

Lead with your core beliefs about teaching and learning. These beliefs should be reflected throughout the rest of your teaching philosophy statement.

Then, explain your teaching style and practices, being sure to include concrete examples of how you put those practices into action. Transition into your beliefs about students and learning styles, with more examples. Explain why you believe in these teaching and learning styles, and how you’ve seen them work in your experiences.

A long-form philosophy of education statement usually takes a few paragraphs (not generally more than a page or two). From that long-form philosophy, highlight a few key statements and phrases and use them to sum up your teaching philosophy in a couple of well-crafted sentences for your short-form teaching philosophy.

Still feeling overwhelmed? Try answering these three key questions:

• Why do you teach?
• What are your favorite, tried-and-true methods for teaching and learning?
• How do you help students of all abilities and backgrounds learn?

If you can answer those three questions, you can write your teaching philosophy!

Short Philosophy of Education Examples

We asked real educators in the We Are Teachers HELPLINE group on Facebook to share their teaching philosophy examples in a few sentences . Here’s what they had to say:

I am always trying to turn my students into self-sufficient learners who use their resources to figure it out instead of resorting to just asking someone for the answers. —Amy J.

My philosophy is that all students can learn. Good educators meet all students’ differentiated learning needs to help all students meet their maximum learning potential. —Lisa B.

I believe that all students are unique and need a teacher that caters to their individual needs in a safe and stimulating environment. I want to create a classroom where students can flourish and explore to reach their full potential. My goal is also to create a warm, loving environment, so students feel safe to take risks and express themselves. —Valerie T.

In my classroom, I like to focus on the student-teacher relationships/one-on-one interactions. Flexibility is a must, and I’ve learned that you do the best you can with the students you have for however long you have them in your class. —Elizabeth Y

I want to prepare my students to be able to get along without me and take ownership of their learning. I have implemented a growth mindset. —Kirk H.

My teaching philosophy is centered around seeing the whole student and allowing the student to use their whole self to direct their own learning. As a secondary teacher, I also believe strongly in exposing all students to the same core content of my subject so that they have equal opportunities for careers and other experiences dependent upon that content in the future. —Jacky B.

All children learn best when learning is hands-on. This works for the high students and the low students too, even the ones in between. I teach by creating experiences, not giving information. —Jessica R.

As teachers, it’s our job to foster creativity. In order to do that, it’s important for me to embrace the mistakes of my students, create a learning environment that allows them to feel comfortable enough to take chances, and try new methods. —Chelsie L.

I believe that every child can learn and deserves the best, well-trained teacher possible who has high expectations for them. I differentiate all my lessons and include all learning modalities. —Amy S.

All students can learn and want to learn. It is my job to meet them where they are and move them forward. —Holli A.

I believe learning comes from making sense of chaos. My job is to design work that will allow students to process, explore, and discuss concepts to own the learning. I need to be part of the process to guide and challenge perceptions. —Shelly G.

I want my students to know that they are valued members of our classroom community, and I want to teach each of them what they need to continue to grow in my classroom. —Doreen G.

Teach to every child’s passion and encourage a joy for and love of education and school. —Iris B.

I believe in creating a classroom culture of learning through mistakes and overcoming obstacles through teamwork. —Jenn B.

It’s our job to introduce our kids to many, many different things and help them find what they excel in and what they don’t. Then nurture their excellence and help them figure out how to compensate for their problem areas. That way, they will become happy, successful adults. —Haley T.

Longer Philosophy of Education Examples

Looking for longer teaching philosophy examples? Check out these selections from experienced teachers of all ages and grades.

• Learning To Wear the Big Shoes: One Step at a Time
• Nellie Edge: My Kindergarten Teaching Philosophy
• Faculty Focus: My Philosophy of Teaching
• Robinson Elementary School: My Teaching Philosophy
• David Orace Kelly: Philosophy of Education
• Explorations in Higher Education: My Teaching Philosophy Statement
• University of Washington Medical School Faculty Teaching Philosophy Statements

Do you have any philosophy of education examples? Share them in the We Are Teachers HELPLINE Group on Facebook!

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• Staff Management

How to write an educational philosophy statement

With competition for teacher jobs in international schools now tougher than ever, one of the ways the recruitment process has evolved is the introduction of the educational philosophy statement.

Many schools, in trying to unearth the right candidate for their role and their wider school culture in this competitive market, now ask applicants for a statement reflecting who they are as a practitioner, from their overarching values and priorities to their preferred teaching methods.

For some, writing an educational philosophy statement can be a novel and daunting experience. So, what should you do to ensure that your application stands out and truly reflects you as a teacher?

Writing an educational philosophy statement

Reflect on your values and beliefs

The most logical place to start is to take some time for self-reflection and ensure that you truly understand your own educational philosophy. This can be guided by some key questions:

• What do you believe is the purpose of education?
• Why did you enter the education industry in the first place?
• What type of environment do you feel students learn best in?
• What role should teachers play in the learning process?
• What do you want the future of education to look like?

Working through these types of questions will bring your values to the fore, which is the best possible starting point.

Study other educational philosophies and theories

It’s important to research philosophies and theories used by other practitioners. Doing this will broaden your perspective and perhaps raise some ideas you hadn’t yet considered that you can weave into your statement.

More on teacher job applications:

• Five tips for your teacher CV and cover letter
• Teacher job interviews: six ways to stand out
• How to impress in interview lessons

It will also show that you have an awareness of philosophies wider than your own experience and are motivated to learn from others, which is desirable.

This research doesn’t have to solely involve big names in the education space either. The person in the classroom or office next to you may provide the spark that lights your fire.

Ideally, an educational philosophy will be a synthesis of individual beliefs and experiences combined with insights and best practice from others, so it’s important to get this right.

Consider your approach and style

There are many ways to climb a tree, and this applies to working in education. We all possess a slightly different way of approaching our positions and you must be aware of your approach when formulating your educational philosophy.

Are you more of a facilitator, guiding those around you to make discoveries on their own? Or are you more hands-on throughout the process? Do you prioritise relationships or are you content contributing from more of a distance? Are you vocal or more of a listener?

It’s important to be honest about this because, while a job may be tempting, if you write what you think people want to hear, rather than what you truly believe, you could end up working in an environment that doesn’t suit you or find that you don’t suit the school.

Reflect on personal experiences

Bringing your philosophy to life through examples of when you felt your approach really paid off can be a great way to engage those assessing your application.

It could be recalling a “Goldilocks lesson” when everything was just right, or perhaps an initiative or event you oversaw that achieved all the objectives you set out.

The key again is to be honest - especially because it’s the sort of thing you may be asked for more information about at any interview.

Write the philosophy

Having thought about all of this, the last step is, of course, actually writing the philosophy, which should articulate your individual beliefs, values and goals as an educator.

When writing your statement be sure to be efficient with your words. While there is no set word limit and what schools request may vary, the ability to be concise while providing a complete picture of yourself is desirable. A single A4 side should suffice.

Finally, your educational philosophy is not set in stone and will evolve as you grow as a practitioner. Revisit your philosophy from time to time to ensure that it is accurate and up to date and paints the best possible picture of you as a professional.

James Worland is the principal of The International School @ ParkCity, Kuala Lumpur. He tweets @jamesworlandedu

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In This Article Expand or collapse the "in this article" section Theories of Educational Leadership

Introduction, general overview of educational leadership styles and related theories.

• Textbooks and Handbooks
• Journals and Professional Organizations
• Historical and Philosophical Foundations
• Conceptual Approaches and Frameworks Exemplars
• Large Data Sets and Empirical Evidence
• Complementary, Diverse, and Alternative Perspectives
• Critical, Global, and International Applications

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• Administrator Preparation
• Assessing School Leader Effectiveness
• Continuous Improvement and "High Leverage" Educational Problems
• Culturally Responsive Leadership
• Distributed Leadership
• Education Governance
• Leadership in Early Childhood Education

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Theories of Educational Leadership by Lorri Michelle Johnson Santamaría LAST REVIEWED: 30 August 2016 LAST MODIFIED: 30 August 2016 DOI: 10.1093/obo/9780199756810-0153

Prior to understanding theories of educational leadership, it is important to begin with a comprehensive definition of educational leadership. In this article, educational leadership is the professional practice of a leader (or leaders) in an administrative role(s) working with, guiding, and influencing educators in a particular context toward improving learning and other educational processes in early childhood education centers and in elementary, secondary, and postsecondary institutions. These people are most often individuals or small teams employed as school site leaders, principals, and assistant or associate administrators. In early childhood, higher education, or other educational settings these individuals may serve as center director, head of school, department chair, academic dean, provost, or president. Theories of educational leadership have origins in the United States, where frameworks have been drawn largely from industry and commerce management principles. Leadership theories and practices drawn from business-oriented frames of reference have been adopted and adapted for use in educational settings in the United States and similarly developed nations. Therefore, theories of educational leadership have been derived from a diversity of interdisciplinary conceptualizations and models over time. As a result, theories of leadership can be considered emergent, dynamic, and subject to further evolution. In fact, every theory of educational leadership is subject to investigation by researchers in educational centers, schools, and university settings who seek to better understand the dynamics of leadership in a variety of educational contexts. Beyond seminal notions and ideations of educational leadership, developing and sometimes groundbreaking theories contribute to the existing canonical literature in the field. Nonetheless, most theories of educational leadership comprise key elements, which often include capabilities, approaches, and practices. A closer look at these elements further reveals theoretical types of educational leadership (e.g., styles, traits, behaviors), characteristics of educational leadership (e.g., management versus leadership, power, coercion, conceptual frameworks), or the activities or practices educational leaders engage in as expressions of their leadership in action (e.g., approaches, ways of leading). Each element is dependent on the educational context within which it occurs and warrants the consideration of multiple and international perspectives for relevance in diverse and global societies in the 21st century. Therefore, this article includes a representative sampling of influential textbooks, handbooks, journals, and relevant literature as exemplars of sources to explain, illuminate, introduce, interrogate, and evaluate a variety of educational leadership theories. Additionally, this article provides historical and philosophical foundations, general overviews, conceptual frameworks, supporting literature on large data sets, and multiple complementary international perspectives of the theories considered. Pertinent examples are provided from each area for further exploration, consideration, and study by readers.

While literature on educational leadership styles and related leadership theories has been contested by scholars in works such as Spillane, et al. 2004 , representative research discusses leadership styles as relevant to the field. Contributions on educational leadership styles provide reference points from which to begin a deeper consideration of theories of educational leadership. Familiarity with these works (e.g., servant, authentic, instructional/ pedagogical, distributed, transactional, transformational, etc.) is relevant for students, aspiring leaders, practitioners, and academics interested in the discipline to understand ways in which the theories have been developed, are manifested, and are sometimes contested in educational settings. Following the general to specific, business, commerce, management to education progression, and cross-disciplinary nature of educational leadership theories, servant leadership emerges as one of the oldest if not the first leadership style. Many researchers have studied servant leadership, however, Greenleaf and Spears 2002 (originally published in 1977) provide the most thorough presentation of the type. The authors of these works present philosophical underpinnings of servant leadership in educational and other contexts with clear connections to authentic, transactional, and transformational conceptualizations of leadership in education. Evidence of the dynamic nature of educational leadership is provided in the varied opinions on particular leadership styles. For example, scholars, in works such as Avolio and Gardner 2005 , present authentic leadership in schools, while Southworth 2012 and West-Burnham 2013 present understandings of and counter-perspectives to instructional and pedagogical leadership. Similarly, Harris 2004 features the pros and cons of distributed leadership specific to educational contexts. Building on multiple voices in educational leadership, an intriguing juxtaposition is found to exist between transactional and transformational leadership. To learn about it, new students and practitioners should consult Bass 1999 . Complementing this work, the contributors to Leithwood, et al. 2009 write about and assert the benefits of transformational leadership, whereas Fink 2005 and Day 2003 offer critiques of this style. In a further departure of transactional leadership, Shields 2010 pushes beyond the theory by introducing transformative leadership as a style more inclusive of leadership for social justice and more appropriate for culturally and linguistically diverse contexts. This work is similar to those of Bogotch 2002 and Brown 2004 . Further demonstrating the multiple ways in which educational leadership styles can be conceptualized by scholars and researchers in the field, Fehr, et al. 2015 and Frick 2009 investigate moral leadership. Readers are reminded that this comprehensive general overview is open to additional exploration and, as such, it is not exhaustive. It is designed to set the stage for conceptual framing of educational leadership theories through a deeper consideration of the theme. Selected handbooks and textbooks serve to bring together all of the aspects covered in this entry in single volumes from a variety of worldviews and perspectives.

Avolio, Bruce J., and William L. Gardner. 2005. Authentic leadership development: Getting to the root of positive forms of leadership. Leadership Quarterly 16.3: 315–338.

DOI: 10.1016/j.leaqua.2005.03.001 Save Citation » Export Citation » Share Citation »

Excellent read. Leading scholars in the field provide readers with diverse theoretical and methodological perspectives, including discourse on definitions for the constructs of authenticity, authentic leaders, authentic leadership, and authentic leadership development, including a detailed description of the components of authentic leadership theory.

Bass, Bernard M. 1999. Two decades of research and development in transformational leadership. European Journal of Work and Organizational Psychology 8.1: 9–32.

DOI: 10.1080/135943299398410 Save Citation » Export Citation » Share Citation »

Peer-reviewed article is significant because it offers a review of the research to the date of publication on transformational leadership considering application in interdisciplinary contexts (business, military, industrial, hospital, and educational). A key contribution because it states research findings that indicate women leaders tend to be more transformational than their male counterparts.

Bogotch, Ira E. 2002. Educational leadership and social justice: Practice into theory. Journal of School Leadership 12.2: 138–156.

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Expert author in the field explores and defines social justice leadership in educational contexts and concludes its creation is dependent on community context and players with pluralistic or individual means and ends. Important foundational reading for understanding other theorists who include social justice aspects in their scholarly contributions on educational leadership.

Brown, Kathleen M. 2004. Leadership for social justice and equity weaving a transformative framework and pedagogy. Educational Administration Quarterly 40.1: 79–110.

DOI: 10.1177/0013161X03259147 Save Citation » Export Citation » Share Citation »

Features strategies to help pre-service leaders develop as transformative, reflective scholars and practitioners actively engaged in political, emancipatory interests by way of examination of ontological and epistemological assumptions, values and beliefs, context and experience, and competing worldviews.

Day, Christopher. 2003. What successful leadership in schools looks like: Implications for policy and practice. In Handbook of educational leadership and management . Edited by Brent Davies and John West-Burnham, 87–204. London: Pearson Education.

Book chapter in edited handbook. Offers a balanced critique of transformational leadership from an international perspective.

Fehr, Ryan, Kai Chi Sam Yam, and Carolyn Dang. 2015. Moralized leadership: The construction and consequences of ethical leader perceptions. Academy of Management Review 40.2: 182–209.

DOI: 10.5465/amr.2013.0358 Save Citation » Export Citation » Share Citation »

Current research provides an overview of moral leadership and features the construction and consequences of ethical leader perceptions. It also reveals ways in which values underlying the moralized behaviors of leaders determine specific types of follower behavior.

Fink, Dean. 2005. Developing leaders for their future not our past. In Developing leadership: Creating the schools of tomorrow . Edited by Martin J. Coles and Geoff Southworth, 1–20. Maidenhead, UK: Open Univ. Press.

Frick, William C. 2009. Principals’ value-informed decision making, intrapersonal moral discord, and pathways to resolution: The complexities of moral leadership praxis. Journal of Educational Administration 47.1: 50–74.

DOI: 10.1108/09578230910928089 Save Citation » Export Citation » Share Citation »

Good article for understanding the nuances of what is meant by moral leadership. The research featured explores internal struggles experienced by school leaders when making ethically informed judgments. Contains principals’ intimate reflections about professional decision making in response to personal versus organizational and/or professional value discrepancy.

Greenleaf, Robert K., and Larry C. Spears. 2002. Servant leadership: A journey into the nature of legitimate power and greatness . Mahwah, NJ: Paulist.

The seminal book on servant leadership, this book is an interdisciplinary must-read for those interested in learning more about this enduring leadership style. Originally published in 1977.

Harris, Alma. 2004. Distributed leadership and school improvement: Leading or misleading? Educational Management Administration & Leadership 32.1: 11–24.

DOI: 10.1177/1741143204039297 Save Citation » Export Citation » Share Citation »

Important article on the topic by a leading scholar who suggests further research is needed to confirm a relationship between distributed forms of leadership and improved student learning outcomes.

Leithwood, Ken, Doris Jantzi, and Rosanne Steinbach. 2009. Changing leadership for changing times . 2d ed. Maidenhead, UK: Open Univ. Press.

Originally published in 1998. Examines the types of leadership that are likely to be productive in creating and sustaining schools with records of improvement. It is based on a long term study of “transformational” leadership in school restructuring contexts and offers what the authors consider to be a highly readable account of leadership that is grounded in empirical evidence.

Shields, Carolyn M. 2010. Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly 46.4: 558–589.

DOI: 10.1177/0013161X10375609 Save Citation » Export Citation » Share Citation »

Author/scholar and leader in the field delineates a theory of transformative leadership, distinct from other theories (transformational or transactional leadership) to assess the utility of the theory for guiding the practice of educational leaders who want to effect both educational and broader social change.

Southworth, Geoff. 2012. Connecting leadership and learning. In Leadership and learning . Edited by Jan Robertson and Helen Timperley, 71–85. London: SAGE.

The author in this edited book argues that leadership should be focused on teaching and learning and, in particular, pedagogical practices.

Spillane, James P., Richard Halverson, and John B. Diamond. 2004. Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies 36.1: 3–34.

DOI: 10.1080/0022027032000106726 Save Citation » Export Citation » Share Citation »

Widely read scholars of educational leadership suggest the term style offers a fixed approach to leadership and that more critique of this term is called for with regard to educational leadership.

West-Burnham, John. 2013. Contemporary issues in educational leadership. In Principles of school leadership . Edited by Mark Brundrett, 9–26. London: SAGE.

West-Burnham offers a commentary on the evolution of school leadership and management theory.

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A philosophy of education statement, or teaching philosophy statement, is a very powerful document to include in your teaching portfolio. These posts will provide tips and strategies to make your educational philosophy statement stand out and give you an edge over the competition.

Submitting a philosophy of education statement with your teacher resume has become almost compulsory when applying for a teaching job. As such, it is imperative you put a great deal of thought and effort into writing your statement. These articles showcase excellent tips for writing a philosophy of education statement.

Your teaching philosophy should highlight why education is important, why you became a teacher, your greatest strengths, how learning occurs, and various other questions. Do NOT skimp on your philosophy of education statement or opt out of writing one – doing so might instantly land you in the rejection pile. If you only get one shot at applying for your dream job, shouldn’t you make it count?

Educational administrators are also encouraged to write their own statements, whether a philosophy of education statement or a philosophy of leadership statement. The latter focuses on qualities you deem to be important for successful educational administrators. A philosophy of leadership statement should highlight why you think education is important, how you interact with and motivate students and staff, your leadership style, your greatest strengths, and so forth.

If you find that after you have gone through these comprehensive articles, you are still struggling with your teaching philosophy of education statement, contact Candace Alstad-Davies to review your job application document, and provide useful tips and strategies for enhancing it. Candace also specializes in educator resumes, instructor cover letters, teacher LinkedIn profile development, and all other aspects of the teacher job search process!

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The purpose of an educational portfolio is to showcase your talents in teaching. There are many benefits to creating and showcasing the perfect teaching portfolio to advance your career. Show your education experience, prior job experience, and accomplishments within the classroom in a well-written resume and cover letter. Crafting a top-notch portfolio will demonstrate how [...]

A Teaching Portfolio Should Include a Philosophy of Education Statement

Include a statement of philosophy of education in a teaching portfolio to communicate your unique qualities and personality. A statement of teaching is approximately a 600-word narrative and is used to communicate your values and beliefs of teaching. Take some time to reflect on your values, beliefs about education, and experiences as an educator. Consider [...]

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When writing a philosophy of discipline statement, remember that it’s not based only on control but the underlying topics that coincide with it – morals, ethics, values, and personal responsibility. Parents or guardians should serve as the primary resource for instructing their children about these concepts. Some guardians don’t set a good example or could [...]

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How to Write a Philosophy of Education for Elementary Teachers

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A philosophy of education statement, sometimes called a teaching statement, should be a staple in every teacher's portfolio. For elementary school teachers, the statement is an opportunity to define what teaching means to you and allows you to describe how and why you teach as you do at the early stages of learning. The following tips and philosophy of education examples for elementary teachers can help you write an essay that you'll be proud to have.

A philosophy of education statement is an opportunity to define what teaching means to you, and to describe how and why you teach as you do. Articulating this statement in the first person and using a traditional essay format (introduction, body, conclusion) will help you craft an enduring and inspiring personal statement.

Structure of a Teaching Philosophy

Unlike other kinds of writing, educational statements are frequently written in the first person because these are personal essays on your chosen profession. In general, they should be one to two pages long, though they can be longer if you've had an extensive career. Like other essays, a good educational philosophy should have an introduction, a body, and a conclusion. Here is a sample structure.

Introduction

Use this paragraph to describe your views on teaching in a general sense. State your thesis (for example, "My philosophy of education is that every child should have the right to learn and get a quality education.") and discuss your ideals. Be brief; you'll use the following paragraphs to explain the details. Think about aspects of early education that are unique to elementary teachers, and introduce these ideals into your writing.

Use the following three to five paragraphs (or more, if needed) to elaborate on your introductory statement. For example, you could discuss the ideal elementary classroom environment and how it makes you a better teacher, addresses student needs, and facilitates parent/child interactions.

Build on these ideals in the following paragraphs by discussing how you keep your classes aware and engaged, how you facilitate age-appropriate learning , and how you involve students in the assessment process . Whatever your approach, remember to focus on what you value most as an educator and to cite examples of how you've put these ​​ideals into practice.

Go beyond simply restating your educational philosophy in your closing. Instead, talk about your goals as a teacher, how you have been able to meet them in the past, and how you can build on these to meet future challenges. 

Philosophy of education documents for elementary teachers are very personal and unique to the individual. While some may have similarities, your own philosophy should focus on your personal approach to pedagogy and classroom management. Focus on what makes you unique as an educator, and how you wish to advance your career to further support elementary education.

Writing Prompts

As with any writing, take the time to outline your ideas before you begin. The following tips can help you craft your teaching philosophy statement:

• Brainstorm about  your educational philosophy and your views of education, making notes on those principles you value most. This can help you articulate your philosophy as you organize your essay.
• Demonstrate how you have put your educational philosophy into practice in the classroom by citing specific examples and outcomes with students, parents, or fellow teachers and administrators. 
• Reflect on your experience over your career. Most likely, your teaching philosophy has changed over time. Reflect on the opportunities and challenges that lie ahead, and how you intend to meet them.
• Connect with others and talk to your peers in the field, as well as mentors. Ask them about how they crafted their essays and ask them to review yours once you complete it. Having people who know you and your teaching style well review your work can help you craft a truly representative statement.
• Review a few sample essays to help you as you begin writing your own.

Career Advancement

Applying for a brand new job isn't the only time you need an educational philosophy. If you're seeking a promotion or are applying for tenure, you'll need to craft or update your educational philosophy statement. As time goes on, your approach to education and classroom management will likely evolve, and so will your beliefs. Updating your philosophy allows you to articulate your professional motivations and goals, as well as your approach to educating others so that observers can have a better sense of who you are, even without observing you in the classroom. Consider reviewing your philosophy every few years.

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How To Develop A Leadership Philosophy (With Examples)

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Developing a leadership philosophy will help you become a better and more effective leader . There are several main leadership philosophies that most people follow to determine their leadership style. You might know of these leadership philosophies and decide to model your leadership off of them, or you naturally developed your leadership style, and it matches one of these methods.

No matter what stage of your career you’re in, what industry you’re in, or what your career goals are, knowing the leadership philosophy you follow is an important tool. In this article, we’ll go over how to develop a leadership philosophy, provide leadership philosophy examples, as well as some tips to keep in mind when writing your philosophy.

Key Takeaways:

A leadership philosophy depends on your personal values as well as environmental factors

Clarifying your leadership philosophy will make you a better leader.

Leadership philosophy examples include: solution-based leadership, democratic leadership, and transactional leadership.

To develop your leadership philosophy consider how you work currently, what your goals are, and examine leaders you admire.

What is a leadership philosophy?

How to develop a leadership philosophy, leadership philosophy examples, examples of personal leadership philosophies, why should you review examples of leadership philosophies, leadership philosophy faq.

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Leadership philosophies are based on several things, including character, beliefs, emotions, and principles. To create an outline of how someone acts as a leader, you can follow a leadership principle on a personal level, referring to how you are as a leader. This can also be mandated on a company or organizational level, meaning an organization encourages employees to lead in a certain way.

Leadership has different ways of approaching and tackling different situations. Each person views it differently and acts as a leader in different ways. Using leadership philosophies is a way to distill those differences and make sense of the ways people can act as leaders.

Though it seems technical or advanced, leadership philosophies are more like guidelines than rules set in stone. You can relate to multiple leadership styles and switch up your leadership since the philosophies don’t have to be adhered to. Think of it as a way to classify types of leadership and a method to help you frame how you approach leadership.

While they’re not formalized in nature, you should take time to consider your leadership philosophy and write it down. Sometimes a potential employer will ask to know your leadership philosophy, but it’s still mainly a tool for you. Taking the time to sit down, think, and write about your take on leadership can prepare you for tackling a leadership role in the future.

You can use it as a reference when you need to figure out how to approach a challenging leadership problem .

To develop a leadership philosophy, you should first figure out your leadership style, think about how you work currently, and think about what you want your future to be. Below is a more detailed list of how to develop a leadership style.

Find your leadership style. Along with leadership philosophies, leadership styles are important in understanding how you lead.

Think about how you work currently. To start, you should consider how you lead presently or how you’ve led in the past. Your most effective leadership philosophy will be one that feels natural to you, so starting with what you already do is a great start.

Think about your future. How do you want to be perceived as a leader? Thinking about the future of your leadership and skills is a good way to get on a path that will lead you there. Consider how you would like to lead in the future and how you want to work with your team.

Talk with other leaders. Getting advice from other leaders is a great way to think about your leadership values. Ask them about how they lead and what general principles they bring to all of their leadership roles .

Consider your goals . Think about where you want to be in the future and how you can get there. Your leadership goals should fall in line with your broader career and life goals, so make sure everything is consistent.

Think about your personal values. At the end of the day, leadership philosophies are extremely personal and reflect who you are. Turning to your values is a good way to incorporate your beliefs into the way you lead others.

Find leaders you admire. Just like looking at leadership philosophies can help you determine your personal perspective. Looking at the leadership styles of leaders you admire can help you find what you like.

Some examples of leadership examples include solution-based leadership and democratic leadership. You can deviate from these and develop something new, or you can choose to incorporate elements of one or a few in your personal statement .

There’s no wrong way to lead, and these are just a few common examples of leadership philosophies:

Solution-based leadership. You can look at a challenge as a problem or an opportunity to find a great solution . People who see it the second way can be solution-based leaders who look for good solutions instead of worrying about the problem at hand.

Democratic leadership. If you believe in hearing every voice in the room, democratic leadership might be for you. As the leader, you can consult everyone and weigh their opinions equally before making a decision. But, since you’re in charge, you can ultimately decide the next step.

Transformational leadership. Setting goals, finding paths to success, and working collaboratively with a team are central to transformational leadership. These leaders want to help their team grow and evolve as everyone works together.

Learning leadership. Some people like to approach leadership as an opportunity to learn. Instead of acting like a leader who got there because of their existing knowledge, they approach every situation as a chance to learn more and expand their horizons.

Laissez-faire leadership. If you like being hands-off and leaving people to do what they do best, laissez-faire leadership might be your style. Typically, these leaders act as a final “okay” or a resource for help when team members get stuck, but they don’t hover or force people to do things their way.

Transactional leadership. Sometimes people work harder when they know they’ll get something good in the end. This is the basis for transactional leadership, which uses rewards to motivate people to work toward a common goal. Think of things like bonuses , promotions, raises , and other rewards for employees who contribute to a project or goal.

Autocratic leadership. Almost the opposite of laissez-faire leadership is autocratic leadership, where the leader wants to oversee most, if not all, of a team’s work. People who are control freaks tend toward this style, but that’s not a bad thing.

Take a look over these personal leadership philosophy examples to see which one resonates with you the most. Note that your personal leadership style doesn’t have to adhere to the exact language of these examples. Instead, use them as inspiration for writing your own leadership philosophy.

Solutions-based leadership philosophy example

Challenges at work represent new opportunities for growth and development. I consider the long-term goals of our company and team, then reverse-engineer a plan for how to get there. I look forward to solving problems together by applying our collective knowledge.

Democratic leadership philosophy example

While it’s important to have clear guidelines and definitive goals, I believe that everyone on my team should have a voice in determining those guidelines and goals. Furthermore, I encourage a diversity of opinions on any topic and think that the best results come from people who have a say on what they’re working on and how they work on it.

Transformational leadership philosophy example

Failure to evolve leads to stagnation and eventually depreciation. New ideas are the life blood success. I motivate my team members with long-shot goal setting to encourage a belief in radical transformation. Additionally, I commit myself to providing the necessary tools and time to allow for my team to grow their skill sets.

Learning leadership philosophy example

Being a leader means being a jack-of-all-trades who can adapt quickly to new ideas. I approach new challenges as exciting opportunities to expand the skill set of my team and myself. I encourage my employees to explore extra learning opportunities outside of their normal responsibilities and provide resources for them to do so.

Laissez-faire leadership philosophy example

I trust my team to know how to do their jobs correctly. They’re experts who make great decisions and can solve problems on their own. I like to set big-picture goals and provide a vision that everyone can get behind, but I stay out of the way when it’s time for tasks to be carried out.

Transactional leadership philosophy example

My team responds to financial incentives more than anything else, so I use bonuses, commissions, raises, and promotions to motivate my team to success. I foster a competitive spirit that pushes everyone to reach for their highest potential. Finally, I make sure that the metrics I institute make sense and incentivize the right sort of behavior.

Autocratic leadership philosophy example

Decision-making takes too long and ends up with soft, difficult-to-apply polices when too many people are involved. I will make all of the important decisions and delegate a handful of other key stakeholders as decision-makers as well. Most employees will have to follow our examples and guidelines and trust that we’ll lead them to a successful outcome.

Reviewing examples of leadership philosophies will not only will you better understand the format of leadership philosophies when you review examples, but you’ll also get a chance to see how other people see leadership. You might find points you agree with or some that you hate, and they’re all valuable.

You can choose to model your personal philosophy after others or decide that you want to do the opposite of what someone else did.

Having access to other people’s leadership philosophies can help you formulate your own better than if you were on your own. Taking inspiration from others can help you decide how you want to be as a leader. It’s like thinking back to a leader you admire and trying to capture what you love about them in your own leadership style.

This doesn’t mean you should take your leadership style from someone else. It’s actually the opposite. You should strive to create a unique leadership philosophy that feels like your own, but of course, you can take inspiration from other people.

Why is a leadership philosophy important?

A leadership philosophy is important because it clarifies the objectives of a leader. A leadership philosophy is a framework which you can build off of. This helps provide consistency, that is a huge factor in good leadership. Knowing your leadership philosophy can also help during difficult times, especially in situations where you may need to either adjust or reinforce your leadership style.

What makes a good leader philosophy?

Regardless of philosophy, a good leader will help everyone produce their best work possible. To do this, a good leader must combine the skills of delegation, communication, structure, vision, decision-making, empathy, and inspiration. All of these skills combine to make a leader who can move their team to success.

Do I need a leadership philosophy?

Yes, if you are a leader, you should have a leadership philosophy. Not only will the philosophy provide you with direction or allow you to answer leadership-based interview questions , but it will also give you a great way to communicate with your team. By knowing your philosophy you can set clear goals and expectations.

What does a leadership philosophy look like?

A leadership philosophy is a belief system that helps guide your decision-making. Since leadership has different ways of approaching and tackling different situations, leadership philosophies will help people use their own personal viewpoints to lead. They are more like guidelines than a set of rules you have to follow.

PennState Extension – Tips for Developing a Personal leadership Philosophy

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Amanda is a writer with experience in various industries, including travel, real estate, and career advice. After taking on internships and entry-level jobs, she is familiar with the job search process and landing that crucial first job. Included in her experience is work at an employer/intern matching startup where she marketed an intern database to employers and supported college interns looking for work experience.

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How To Build Your Personal Philosophy of Education

Written by Maria Kampen

Help inspire your students to love learning with Prodigy's online learning platform.

• Teacher Resources

What is a philosophy of education?

Basic examples of educational philosophies, questions to ask within your own philosophy, prodigy's philosophy of education.

• How to constantly refine your learning process

Why did you become a teacher?

Whether it’s in a job interview or a dinner with friends, chances are you’ve been asked some version of that question. But it’s not always an easy question to answer!

Creating a personal philosophy of education can help you articulate your approach to teaching in a clear, concise way. It can also help you express why you think being a teacher is so important. 

Whether you’re deciding on a course of action in your classroom or answering interview questions, an educational philosophy can help you make sure you’re sticking close to what matters most to you.

A philosophy of education is a set of beliefs and guiding principles for teachers. It helps you make decisions about how you teach your students.

It’s also a useful tool when it comes time to communicate your beliefs to other people, including:

• Your teaching team
• School administrators
• Potential employers in a job interview

Creating a philosophy of education is a great way to set teaching goals for yourself, and can even help you identify areas for further professional development .

Some educational philosophies are short and sweet, while others are one to two pages long and have more detail. Shorter versions are appropriate for a quick summary on a classroom website or resume. 

Every teacher is different — and so are their educational philosophies! 

 Dr. Josh Prieur, director of educational efficacy at Prodigy Education, notes that “as you develop your philosophy of education, a best practice is to lean on research-based best practices and understand how to leverage technology and other resources appropriately.”

His advice is to think of the big picture and imagine all the things surrounding a student, whether it’s social and emotional learning , promoting equity in the classroom or integrating technology . 

As a teacher, you should be able to articulate the research and theories you believe in. “You’ll write many educational philosophies, and you should constantly revisit them,” says Prieur. “ It really is fundamental to who you are as an educator .”

We also asked teachers who use Prodigy what their educational philosophies are. Here’s what they said:

“Every student is capable of learning. Parents and teachers are a team working together for their child’s education. Inquiry and discovery are the basis for lifelong learning. These are things that I believe, without them, teaching would be ineffective or pointless!” | Samantha H., teacher

“My educational philosophy is to guide students to be independent learners who have a lifelong desire to learn and use a growth mindset.” | Diana C., teacher

“I believe the purpose of education is to ensure all students learn and grow to the best of their ability. I believe students learn best when they are shown exactly how to do something and are given a path to follow. Also, students learn through their learning style and as an educator it’s my job to teach them using all three learning styles.” | Carrie H., teacher

Most teachers don’t subscribe to only one hard-lined philosophy in practice. Taking ideas from a few different schools of thought can help strengthen and balance your teaching approach.

Sample teaching philosophies to help you create your own

• Structure and repetition is key. Teachers should work from well-organized plans and schedules in a consistent manner so students have a supportive learning environment.
• Teachers must hold students to high expectations. Every student has the ability to succeed, given the right teaching methods, resources and support. It’s the teacher’s job to encourage students to be diligent and strive for growth in their learning. 
• Students need effective tools and resources. Teachers should have access to a wide variety of excellent learning and educational resources in order to fully support student learning. 
• Teachers should be great examples. A person in leadership has a responsibility to lead by example. This will cover many aspects, but teachers should model respect, discipline and problem-solving for their students.
• Teachers offer the gift of learning . An educator's job is to guide students through the principles of learning and fulfill their need for education. A teacher's gift to their students should be motivating them to continue to learn, and helping them succeed in the process through good classroom management, solid educational theory and consistent teaching practices.
• Learning goes beyond the classroom. Everyone, from parents to teachers to members of the community, has a role to play in developing a well-rounded education. Involving stakeholders in the education process in a meaningful way helps students understand multiple perspectives and build critical thinking skills. 
• Feedback, in both directions, is a key part of the learning process. While teachers generally give feedback to students in the form of assignments, regular communication and feedback can help improve teaching. Short feedback forms and creating a culture where students feel safe to speak out can improve the quality of learning for teachers and students. 

Because there are so many different facets to teaching, many teachers have teaching statements made up of several paragraphs, with each paragraph organized around a key idea. 

As you progress in your teaching career, it’s natural for your beliefs and attitudes to change . Revisit your educational philosophy frequently to make sure it’s still up to date and aligned with your current practices.

You know how you want to teach, but it’s not always easy to articulate your beliefs in writing. We’ve put together a list of questions you can ask yourself to help clarify your view and provide a starting point for your own teaching philosophy.

• What does effective learning look like in your classroom? Do you prioritize engagement? Learning for mastery ? 
• What kinds of goals do you set for your students? How do you encourage them? Do you set the goals, or do you ask for their input?
• How do you interact with students? What kind of relationship do you have with students? How do you build trust in the classroom?
• What types of assessment do you use? How do you determine mastery? Which assessment styles do you think are the most effective?
• What is the purpose of education in society? Is it for social justice, to build good citizens, to prepare students for life outside of school or something else?
• What qualities should good teachers possess? Patience, compassion and authority are all qualities you need as a teacher — but what’s most important to you?
• What kind of learning environment do you want to create? Is your classroom individualized or collaborative? Do you use a lot of technology, or prefer an analog approach?
• How do you approach differences in learning styles? Do you use differentiation, unique resources, tailored teaching methods or other pedagogical approaches to reach all students?
• What helps students learn effectively? This answer can change depending on whether you teach high school or elementary school, but what are your core teaching strategies? How flexible are you willing to be?
• What do you see as the teacher’s role in learning? Is your teaching style more student-centered or teacher-centered? How does hands-on learning or techniques like inquiry-based learning fit into your classroom?

Your philosophy of education doesn’t have to answer every single question. But it should give a big-picture perspective on who you are as a teacher, and what you value.

At Prodigy Education, we’re always working to define our approach to education and our beliefs about how we can support students, teachers and parents to help them learn best. 

Prodigy’s educational philosophy centers around using motivation as an anchor for building a lifelong life of learning. Here’s how we’re doing it:

Leveraging student motivation helps develop a lifelong love of learning

When students are excited to learn, they’re more likely to persevere through new skills and hard problems. Prodigy is designed to help students stay focused through a game-based learning platform that makes practicing math skills fun.

Learn more about Prodigy’s “Motivation First” approach to learning here.

To maximize student motivation, Prodigy uses research-based pedagogical approaches to put learners at the center of everything we do, whether it’s:

• Building an engaging math game
• Creating an accessible tutoring platform
• Offering tools to help parents and teachers support students
• Developing Prodigy English , a world-building game designed to help students practice key ELA skills

Our approach to personalized learning combines an adaptive algorithm with teacher tools that help you differentiate math practice in just a few clicks, so the individual needs of students are always front and center. 

Constantly refining your learning process

An educator’s work is never done — and neither is your educational philosophy! 

To make sure your philosophy reflects current best practices, your own learning and new research or technology, seek out information from subject matter experts and other teachers:

• On the Prodigy Blog
• On Instagram or Twitter
• In online or physical education journals
• In communities like Prodigy’s Facebook teacher community

When your educational philosophy is aligned with what you’re doing in your classroom, everyone benefits — including your students! 

Prodigy Math Game is an adaptive, game-based learning platform that offers time-saving tools for teachers. Easily differentiate, motivate and assess learning when you sign up for your free teacher account today.

Achieving Excellence: Leadership Development for Principals

Ground your leadership in best practices and frameworks that empower you to lead schools that support excellence for all learners.

Associated Schools

Harvard Graduate School of Education

HGSE Professional Education

What you'll learn.

Examine leadership frameworks and develop skills for leading highly effective schools and teams

Learn specific strategies for fostering a positive school culture, valuing diversity, and communicating effectively with constituents

Deepen your understanding of the instructional core and how to best support and grow teacher talent

Explore the science of trauma and resilience and how to create a school environment that supports both the students and the adults

Grow your understanding of the powerful role families and communities play in education and how to engage them in the work

Course description

Achieving Excellence: Leadership Development for Principals  (AEL) is designed to give school leaders a chance to step away from day-to-day challenges, deeply explore their values as educators, and build a concrete plan that centers those values for the benefit of their school communities. This six-day institute brings together new and experienced principals from across the country and around the world to engage in dialogue and define educational frameworks that empower school leaders, students, families, and staff.  

Throughout the institute, you’ll engage with a problem of practice and participate in a consultancy exercise so you leave the institute prepared to enact new leadership approaches in your setting. You’ll work with experienced principal facilitators in small group discussions to explore ideas, reflect on how they relate to the needs of your school, and create a plan to implement them. As you do, you’ll build strong peer connections with other principals from around the world.

Instructors

Pamela Mason

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New Pathway to Educational Leadership

The University of La Verne LaFetra College of Education has a new pathway to educational leadership.

Last fall, the college launched its first Preliminary Administrative Services credential program cohort to help California educators meet requirements to work as an administrator, while providing a pathway to earn a Master of Education in Educational Leadership. The program is a twenty-four unit online one-year program that provides a series of leadership courses taught by successful education leaders, including superintendents and cabinet members.

Courses are based on the California Professional Standards for Education Leaders (CPSELs) and the integration of CalAPA exam content. Accredited through the California Commission on Teacher Credentialing (CCTC) the program is comprised of six sequential courses with embedded fieldwork and CalAPA-focused support courses. The course curriculum is intentionally designed with a “learn by doing” framework. This model encourages leadership development through learning activities in school-based fieldwork commonly experienced by school site leaders.

Upon completion of the Preliminary Administrative Services Credential Coursework, students have the option to transfer units to the Master of Education in Educational Leadership program . Interested students can apply to the master’s degree program and upon acceptance, complete an additional nine units (three courses) to complete the degree.

Live virtual information sessions for PASC are ongoing. The next one is scheduled for May 7. 

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Doctor of Education in Christian Leadership Study Today to Lead Tomorrow

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Distinguish Yourself as a Leader with Liberty’s Online Doctor of Education in Christian Leadership

At Liberty, we believe that knowledge of all things begins with Christ — especially knowledge of leadership. As a steward of the power vested in you, you have a responsibility to lead others with excellence and integrity. People look to you for answers, guidance, expertise, and encouragement. If you are in a position of authority or hope to pursue a job that requires principled leadership, Liberty University’s 100% online Doctor of Education (EdD) in Christian Leadership can help you develop valuable leadership skills that are directly applicable to several career fields.

No matter what leadership position you serve in, you can benefit from a Christian view of leadership. Leading others can be challenging – awareness of the needs, strengths, and weaknesses of your team is a must, as is the ability to steer your team towards the completion of goals and objectives. At Liberty University, we seek to train principled, ethical leaders who can compassionately and effectively shepherd others.

Our doctorate in Christian leadership gives you the opportunity to personalize your degree. This program offers multiple specializations, allowing you to gain knowledge that is both broadly applicable and specifically tailored to your career goals.

Whether you’d like to revive a struggling church, minister to today’s youth, develop your ability to share the Gospel on digital platforms, start your own ministry, or serve as an administrator in a Christian school, Liberty’s Doctor of Education in Christian Leadership is an excellent option. Partner with us, gain valuable knowledge and skills, and take your career to new heights.

Accreditation

Liberty Theological Seminary, as part of Liberty University’s John W. Rawlings School of Divinity, is accredited by the  Commission on Accrediting of the Association of Theological Schools ( ATS ) . Your seminary degree is approved by ATS and has met rigorous accreditation standards, so you can feel confident that your degree is both academically excellent and well-respected among churches, ministries, and nonprofit organizations.

What Will You Study in Our Doctor of Christian Education Online?

While each of our Doctor of Education in Christian Leadership tracks has a different emphasis, each one contains the same core foundation of courses.

In the core classes of our Christian leadership doctoral degree program, you will study biblical and theological foundations of leadership and education. You will also study theological anthropology in leadership and education, character and ethics, leadership and management theory, and organizational development. In addition, our EdD in Christian Leadership covers group and team dynamics as well as teaching theory and practice.

Within each of the Christian leadership EdD specializations, you’ll find a group of courses tailored to your unique interests. For example, the digital discipleship specialization offers an overview of how to construct a theology of networks for the digital age, best practices for digital spiritual formation, techniques for fostering online Christian community, and an advanced examination of digital ministry. The next-generation ministry specialization features courses that can help develop your youth ministry skills — such as leadership models for next-generation ministry and trends in next-generation ministry.

Following completion of your particular specialization, you will begin preparing for your praxis sequence. In your praxis courses, you will seek to produce a scholarly artifact that demonstrates applied research competency, scholarly achievement, and professional development within a specific field setting. 

Featured Courses

• CLED 700 – Biblical and Theological Foundations of Leadership
• CLED 720 – Biblical and Theological Foundations of Education
• CLED 800 – Theological Anthropology in Leadership and Education
• CLED 815 – Character and Ethics in Leadership and Education

Degree Information

• This EdD degree program falls under the  John W. Rawlings School of Divinity .
• View the  Graduate Divinity Course Guides   (login required) .
• Contribute to the body of knowledge in your field through this program’s integrated praxis sequence. 

Why Choose Liberty’s Online Degree?

As a pioneer in distance education since 1985, we understand what you’re looking for in an online degree. You want a program that will challenge you to grow, teach you marketable skills, help you develop in-demand knowledge, and respect your free time. After all, your community, family, and personal obligations don’t stop when your degree begins. Our EdD in Christian Leadership is offered 100% online with no set login times and no required intensives, so you can take the next step in your educational journey while staying invested in your personal commitments.

Many doctoral programs have one of 2 emphases: theoretical or practical. For example, if you were to pursue a PhD in Christian Leadership online, your program would likely have a theoretical emphasis. While many PhD programs are designed to prepare you for careers in research or academia, other doctoral programs have a practical emphasis — like our Doctor of Ministry (DMin) degree program. Programs like the DMin are designed for practical application and hands-on problem-solving.

Liberty’s Doctor of Education in Christian Leadership offers you the best of both worlds. Our Christian leadership EdD won’t just help prepare you for academic or research careers – it can also help you pursue careers like ministry or Christian education. If you’re not sure whether you’d like to pursue a career within or apart from academia, choose a degree program that can help prepare you for both: Liberty’s EdD in Christian Leadership.

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Potential Career Opportunities for Doctor of Education in Christian Leadership Graduates

• Christian education administrator
• Christian school principal or president
• Church administrator
• Church discipleship coordinator
• Curriculum coordinator
• Minister of education

Doctor of Education Degree Options

Our EdD in Christian Leadership allows you to choose from the following list of specializations so you can gain additional training in a subject you’re most passionate about. Whether you’d like to revive a struggling church, lead an online ministry, or minister to today’s youth, our EdD in Christian Leadership offers a specialization that can give you the training you need to succeed. 

Church Revitalization

Liberty’s  Doctor of Education (EdD) in Christian Leadership – Church Revitalization  can help prepare you to breathe new life into a struggling church.

View the Degree Completion Plan .

Digital Discipleship

Liberty’s  Doctor of Education (EdD) in Christian Leadership – Digital Discipleship  can help you gain an advanced understanding of effective evangelism on digital platforms.

Faith-Based Consulting

Liberty’s  Doctor of Education (EdD) in Christian Leadership – Faith-Based Consulting  may be your key to a career that involves helping faith-based organizations, nonprofits, and churches achieve their vision and mission. You can help them grow stronger and more effective and become a beacon of faith, guiding others with wisdom and expertise. Gain the knowledge and skills you need to make a real difference in your community and beyond.

Ministry Leadership

Liberty’s  Doctor of Education (EdD) in Christian Leadership – Ministry Leadership  can help you become a knowledgeable minister capable of sharing God’s Word with your congregation.

Next Generation Ministry

Liberty’s  Doctor of Education (EdD) in Christian Leadership – Next Generation Ministry  can help equip you to minister to the leaders of tomorrow.

Spiritual Formation

Liberty’s  Doctor of Education (EdD) in Christian Leadership – Spiritual Formation  is designed to help you shepherd your flock and take your evangelical ability to the next level.

Strategic Christian Ministry

Liberty’s online  Doctor of Education (EdD) in Christian Leadership – Strategic Christian Ministry  is designed to help you critically assess and serve faith-based groups as you glorify Christ through effective evangelism.

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Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Electronic textbooks are provided for many divinity courses* all for one convenient fee. To continue our mission of providing affordable education, this fee is waived for students who enroll by Summer 2024 D-term.

*Electronic textbooks are not provided for courses that fall under departments outside the School of Divinity.

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Admission Information for the Doctor of Education in Christian Leadership

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• The Statement of Purpose is an opportunity to demonstrate to application reviewers why you wish to pursue a doctoral degree at Liberty University, and also to showcase graduate-level writing abilities. Develop a well-written statement that describes how previous education and experience has prepared you for doctoral studies, what you hope to achieve by pursuing a doctoral degree, and the personal strengths that will help you succeed in a doctoral program.
• The  Doctor of Education (EdD) in Christian Leadership  is offered through Liberty University’s School of Divinity, a Christian academic community in the tradition of evangelical institutions of higher education. Accordingly, you will want to review the  Liberty University Doctrinal Statement  as you prepare to write your Statement of Purpose. You should also understand that program courses are taught from this evangelical theological perspective. Where appropriate, you should integrate clear references to your own biblical worldview as you respond to the questions on the Statement of Purpose.
• How has your previous education and/or work experience prepared you for doctoral studies at Liberty University?
• What is your goal with regard to pursuing a doctoral education at Liberty University?
• Please describe the character and values you possess that will help you succeed in your desired field.
• Submit a  School of Divinity Questionnaire (login required) .
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• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

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What Teachers Really Want for Teacher Appreciation Week

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It’s that time of year again for social media posts, emails, and gifts thanking teachers for their hard work —and legions of teachers who still report feeling unappreciated. For years, writers have taken to Education Week’s opinion pages to mark the week with both heartfelt thanks and searching reflections on how to make that appreciation last far longer than five days.

In 2021, teachers of the year from seven states came together to write “ It’s Teacher Appreciation Week. Flowers? Mugs? We’re Looking for Something More ,” expressing their hopes for appreciative gestures that won’t wilt by the end of the week.

Their No. 1 ask? “Include teachers in education decisions.”

Another former state teacher of the year came to a similar conclusion several years earlier, when 2014 Texas Teacher of the Year Monica Washington argued that messages of appreciation ring hollow when they aren’t accompanied by a seat at the decisionmaking table: “We are often told that we are ‘valued professionals’ who ‘change the lives of our students every day.’ But we are also micromanaged to immobility, not trusted to make the simplest decisions that affect students’ learning and well-being.”

Sharif El-Mekki has taken on a principal eye view of this conundrum in several recent essays. “What if we made Teacher Appreciation Week last all year?” he asked school leaders last spring , before laying out five actionable recommendations.

Several months later, the former principal kept the theme of teacher appreciation alive into the fall by offering “ The 4 Gifts Principals Should Give Teachers This Year (Hint: Not Another School Mug) .”

That’s not the only call to action opinion writers had for principals. Explaining her own approach in “ Why One Principal Is Asking Her Staff to Do Less ,” Indiana Principal Crystal Thorpe dialed in on the ABCs of school—academics, behavior, and culture—to slow down the runaway snowball of demands on teachers.

For some quick-hit ideas of how school leaders can back up those “thank you” emails with action, look no further than teacher and blogger Larry Ferlazzo’s three roundups of educators sharing the one thing principals can do to support their teachers:

• 7 Ways Principals Can Support Teachers
• Principals: Supporting Your Teachers Doesn’t Have to Be Such Hard Work
• Advice for Principals: Empower Your Teachers

Part of appreciating teachers starts with respecting their profession as more than just a steppingstone to administration or some other career changes. That’s the message of “ Why I’m Happy Being ‘Just a Teacher,’ ” in which Amanda Myers works through her response to a recent dinner party guest who pushed for answers on her “next step” after teaching. The widespread assumption that every teacher is an administrator-in-waiting undermines the valuable types of leadership that teachers bring to the job they already have, she writes.

Gratitude doesn’t just come from outside the profession: Teachers are ready to appreciate each other as well. Just look at what these teachers and student-teachers had to say about the educators who inspired them:

Those words of affirmation are just in line with instructional coach Lisa Westman’s prescriptions in the 2017 opinion essay “ Teachers, Do We Appreciate One Another? ” To help her fellow educators join the mutual-appreciation party, Westman translates the popular love languages—gift giving, words of affirmation, quality time, acts of service, and physical connection—into work-appropriate gestures to make colleagues feel valued.

“Teachers most frequently say they feel unappreciated by society and administration,” she wrote. “And it is easy to look outward at factors we cannot control, we can’t make society appreciate us. But, when we look inward, we must ask, what part do we, teachers, play in creating a culture of appreciation?”

A decade into retirement, former English teacher Laurie Barnoski was still feeling the appreciation when she sat down to write a love letter to teaching back in 2018. After reconnecting with four former students—two of whom had gone on to become English teachers themselves—she was reminded of the long-tail influence of her job.

“By taking time to say thank you,” she wrote, “my students were telling me that my 32 years in the classroom meant something; my goal to have a positive impact on my students was complete. They gave me the greatest gift human beings can give one another: They told me that I mattered.”

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