1. Matthew Spearing, M.Ed.
January 2016
Statement of Philosophy
"I believe that the school is primarily a social institution… I believe
that education, therefore, is a process of living and not a
preparation for future living." -John Dewey, My Pedagogic Creed,
The School Journal, Vol. LIV, No. 3, January 1897
As an educator I am drawn to the rewards and challenges of working with young people and
adults in an institution that fosters interdisciplinary thought and a growth mindset. It is important
for me to be part of intentional programs to support critical thinking skills, resilience,
collaboration, and cultural competency. I aspire to build dynamic networks and agendas that are
necessary for a more vibrant and compassionate community, therefore increasing overall
institutional sustainability. It is advantageous to recognize and celebrate both personal
similarities and cultural differences when cultivating progress through holistic educational
programs. In order to generate successful programs I actively seek feedback using evaluation
tools, curriculum design, active listening, and strategic planning.
A healthy community helps young people grow beyond their inner thoughts and self-centric
worldview to become visible, active members in the community as adolescents. It is imperative
for adults to responsibly model and teach young people the tools and skills needed to actively
and creatively participate in social, economic and political systems in an increasingly globalized
world. The means to achieve these goals are nurtured by professional development enabling
adults with the tools required to facilitate constructive dialogue in support of critical thinking
skills, resilience, collaboration, and cultural competency. Along with professional development
for adults, resources for thoughtful programming are important so that students have time and
space to develop their identities and perspectives as they relate to these skills.
As I design standards for age-appropriate academic, health, character-building, and equity
programs I attempt to creatively address the many challenges we face today. Some persistent
obstacles include racism and sexism; however, there are also new challenges like evolving forms
of social media and interactions through technological globalization. I aim to mentor students so
they can responsibly and bravely navigate these barriers as well as new technologies with
effective communication, resilience, and sensibility. These are some of the characteristics I try to
instill in my community through robust programs, speakers, field trips, and presentations.
First-hand experience is an imperative aspect of any curriculum. Intentional facilitation of
dialogue helps link past learning with real-life applications. Thus, experiential education is
proven to enhance both a deeper understanding of a topic within a program or curriculum, and to
improve standardized test scores if applicable. Tangible learning experiences keep the abundance
of topics and content salient for both traditional and progressive academic programs. We can
improve together by setting program standards with feedback mechanisms for all constituents.
This capacity-building will lead to greater institutional advancement, which can further support
enriching student programs. I look forward to continuing this kind of programming and capacity-
building in collaboration with dedicated colleagues.