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The moment that defined me as a Special Education teacher was the first time an incredibly angry
and abandoned little boy crawled out from under my table and joined our class for circle. That moment is
frozen in my mind as one of pure possibility; it is a snapshot of my first classroom in my first month of
teaching, yet it has shaped my teaching career. I knew then that if this little boy could come out from the
shadows and into a circle of learning, any child could. In The Science of Raising Courageous Kids,
Brokenleg and Van Bockern (2003) encourage educators to embrace four core values to nurture students
in a climate of respect and dignity: belonging, mastery, independence and generosity. They call this
philosophy the Circle of Courage (p.22). The unique and challenging students I have had the privilege to
teach have cemented my belief that regardless of any extenuating factor, every child deserves to be
included in the circle of learning. Every child has potential, deserves the security of belonging, needs to
be empowered to grow beyond their current reality, and can develop into contributing, generous human
beings.
I believe that all children have the potential to learn and grow, despite where they begin their
journey. When students are provided support and encouragement, and held to high yet attainable
expectations, they grow. As a teacher leader, it is my responsibility to foster each student’s belief that he
or she is capable and deserving, that he or she truly belongs i n our circle. This is possible through
creating an atmosphere of trust. Many children do not come into our classrooms ready to embrace
learning. We must first create a climate of safety and security. Brokenleg and Van Bockern (2003)
stress that children will learn best from those with whom they have positive bonds. (p.23) I believe that
only when a child trusts that he or she is safe and accepted can their minds open to learning. I strive to
provide my students with security and knowledge that they can safely make mistakes. I will continue to
support them, help them, and still hold them to high standards, because I know they are capable. I work
to create a culture among staff of belonging, safety, support and acceptance so they might bring these
I believe in empowering students to reach for their goals, even those that seem far from possible
in moments of challenge. Belief and acceptance nurture a student’s potential for mastery and
independence. I have learned that believing in my students is necessary to teach them to believe in
themselves. As a teacher leader, I empower my staff to accept challenges and opportunities for their
professional growth. When staff experience success and are supported through failure, they bring the
richness of those experiences into the classroom expanding every student’s potential to grow. Growth is
I believe education is a force for social justice. Necessary change in our communities is possible
through teaching our young people how to learn and to embrace lifelong learning. A person’s ability to
succeed is often impacted by how open they are to accept and learn from others, even in situations they
find uncomfortable. I focus on teaching my students to embrace other’s unique perspectives, abilities and
beliefs, as well as to embrace an attitude of generosity towards everyone they meet. I encourage a culture
of acceptance and potential in my school. When we foster in students the ability to accept and expect
acceptance, we create a more welcoming and more equitable, generous society for future generations.
I challenge myself to be the kind of teacher leader who impacts her students and colleagues; who
is a force for positive change in their lives. I strive to ensure that those who are in my care understand
their worth, feel secure to make mistakes, and embrace opportunities to grow. Brokenleg and Van
Bockern (2003) summarise that “schools who fail to provide environments of belonging, mastery,
school community where education is every child’s right and recognized as a powerful means for change.
Brokenleg, M., & Van Bockern, S., 2003. The Science of Raising Courageous Kids. Reclaiming