Educational Philosophy

            It has always been the responsibility of educational institutions to actively foster an environment of learning and development. Given the increasing needs of students, educators and administrators are constantly revitalizing and rethinking new strategies that will help align educational philosophy towards teaching practices and curriculum design with the aide of state and district standards. By actively doing so, it can increase the potential for practice and necessitate actions that are accountable and adaptive to students.

            Reflecting on the significance of our school’s educational philosophy, it can be argued that it has continuously sought to address the changing patterns of facilitating and administering its specific objectives. With the overall philosophy centering on the idea that “every child can learn given the right opportunity”, the actions and initiatives committed permeate the formulation of values and curriculum that seeks to justify and achieve educational excellence among students. This has been the integral framework that serves as a guide and benchmark for our school’s educators in facilitating institutional and classroom goals accordingly.

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            In terms of its consistency, our institution has sought to adapt to the current trends and demands of education by formulating areas that are considered influential in helping both teachers and educators grow in the environment. It can be seen here that the mission statement coincides with the prescribed values and added commitment that in turn generates the necessary outcomes for educational excellence among all learners. This is essential as it conveys the ability of the institution to transcend the idea over a distinct set of outcomes that will likely serve its overall intention (Erkilic, 2008).

            On the other hand, the formulation of these criteria has given our school the strength to apply its policies on curriculum development and instructional practices in the report. With such ideals and values presented, it paves the way for administrators and teachers to actively design models and techniques that can be used to supplement these objectives. Likewise, the creation of an educational philosophy opens up the parameters wherein actors can duly operate. For example, “curriculum makers are able to answer questions pertaining to curriculum development such as what subjects are of value, how students learn and what methods and materials should be used” (Yusof, 2008, p.1). Due to this, active collaboration happens as decision making is centered on the prescribed values and actions are conveyed with emphasis on accountability and responsibility.

            Lastly, educational philosophy also creates a lasting effect on instructional practices as it molds the way it is performed and facilitated within the parameters of the classroom. Since the overall belief is geared in generating learning in every opportunity, our school has maximized and devised new alternatives that can further address the needs of students in a given discipline. Furthermore, it has sought to generate consensus and cooperation by opening up areas of communication wherein teachers can actively interact among concerned actors on how to increase the potential of students.

            Overall, our school showcased significant attention to its educational philosophy by actively focusing on important areas such as curriculum development and instructional strategies. Amidst the increasing challenges in handling facilitation, diversity and competence in the school environment, it has remained committed in generating new outcomes that can intensify its ability to address the challenges of 21st century education and promote various avenues for students to develop in a holistic manner.


Erkilic, T.A. (2008) Importance of Educational Philosophy in Teacher Training for Sustainable

Development in Middle-East Journal of Scientific Research. 3 (1). Retrieved July 4, 2009. 1-8

Yusof, N.Y. (2008). The Importance of Philosophy to Curriculum Makers. Retrieved July 4,

2009 from

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