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Mission Statement and Explanation
To help students discover confidence and leadership through cooking and collaboration, they not
only build life skills in the kitchen but also learn responsibility, independence, and the value of
working together.
As an educator, I believe leadership in the classroom extends beyond instruction—it’s about
fostering an environment where every student is empowered to reach their fullest potential. My
teaching philosophy aligns with Danielson’s Framework for Teaching, particularly in creating a
structured, student-centered environment that supports both academic and personal growth.
I aspire to lead by teaching content and shaping young minds to think critically, act with empathy,
and lead with integrity. My mission is to guide students in developing life skills that extend beyond
the classroom, equipping them to succeed as individuals and as members of society.
My desire to pursue a leadership role stems from my belief in the power of education to create
lasting change. Leadership is not about being in charge but about making others feel safe, capable,
heard, and valued. I strive to build a culture of collaboration, trust, and shared purpose. To truly
lead, I must first serve my students—providing a safe environment, supporting their growth, and
encouraging their strengths. This isn’t just about academics but also about nurturing their
emotional and social development.
I believe every student can lead, and it is my role to create opportunities for them to take ownership
of their learning. Whether leading in the kitchen, taking on group roles, helping to plan a lesson,
or taking initiative in their education, I want to help them build confidence to lead, both inside and
outside the classroom.
Leadership in the classroom is not a one-way street. I learn as much from my students as they learn
from me. They inspire me to grow, adapt, and continuously improve. As a teacher leader, my goal
is to create an environment where students feel safe to explore, fail, and succeed, knowing they
have my support every step of the way.
By leading with empathy, authenticity, and a commitment to growth, I believe I can make a lasting
impact—not just as a teacher, but as a leader who fosters respect, collaboration, and continuous
learning.

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Focusing on values like integrity, growth, confidentiality, respect, community, boundaries, and presence shows that I lead with both heart and purpose—key qualities of a servant leader. By creating a classroom where students feel safe, seen, and supported, I’m not just teaching content—I’m building trust, encouraging growth, and fostering a sense of belonging. These qualities guide my actions and decisions, helping me lead in a way that serves the whole student and strengthens our classroom community.

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When I began teaching, I didn’t realize that what I was doing could be called servant leadership—I simply knew I had a passion to teach from the heart. I cared deeply about my students and wanted to create a space where they felt safe, seen, and capable. Taking this class has helped me put a name to that approach and better define who I am as an educator. As Nichols (2011) explains, servant leaders “focus on the growth and well-being of people and the communities to which they belong” (p. 8). That has always been my goal, even if I didn’t have the terminology for it. I now understand that what I’ve been doing—building strong relationships, leading with empathy, and creating a supportive environment—is the foundation of servant leadership. Moving forward, I want to continue growing in this role with greater intention and clarity, becoming the kind of teacher who “inspires students to be the best version of themselves” (Nichols, 2011, p. 45).

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I believe I am a servant leader in education because I lead from a place of care, compassion, and a deep desire to support the growth of my students—not just academically, but emotionally and socially as well. For me, teaching is about service. It’s about creating a space where students feel safe, seen, and valued. I prioritize building strong relationships because I’ve seen firsthand how connection lays the groundwork for meaningful learning.

As a Foods and Baking teacher, I see every day how food brings people together. That’s one of the reasons I chose this path—it’s not just about teaching recipes or techniques, but about creating community in the classroom. Sharing food and preparing meals is such a universal way to bond, and I love using that as a tool to build trust and foster belonging among my students. My class becomes a space where students collaborate, support each other, and find pride in their work.

Being a servant leader means asking, “What do my students need from me today?”—not just what I need to teach. Whether it’s encouragement, structure, a listening ear, or a gentle push to reach higher, I try to show up with empathy and awareness. I also believe in advocating for students, especially those who might be overlooked or underestimated. I see my role as someone who lifts others up, creates safe spaces for growth, and uses every opportunity—including the kitchen—to help students feel capable, connected, and confident.

I also strive to make the learning in my classroom “stick”—not just for a test, but in a lasting, meaningful way. As Lands (2022) describes in The Stickiness Effect, learning becomes more powerful and memorable when it’s emotionally resonant and personally connected. Servant leadership, with its emphasis on relationship, relevance, and responsiveness, helps me create those “sticky” learning moments that stay with students long after they leave my classroom.

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Taste testing cookies lab using varied ingredients

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Student artwork displayed around the room

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My Goals and Dreams as a Teacher and Servant Leader

After reflecting on what I’ve learned from Teachers as Servant Leaders, my goals as an educator feel even more rooted in the heart of service. I now understand that being a servant leader means putting the needs of my students first, building relationships, and guiding them with empathy and purpose. One of my greatest dreams is to help my students grow into critical thinkers—young people who are curious, reflective, and confident in their ability to make thoughtful decisions. I want to create a classroom where students are not only challenged academically but are also encouraged to think deeply about their actions, their values, and the impact they have on others.

In my Foods and Baking class, I take a team-based approach, which fits perfectly with the servant leadership model. Collaboration is at the core of what we do. I want students to learn how to work well with others, communicate respectfully, and celebrate each other's strengths. These are life skills that extend far beyond the kitchen. Just as the book emphasizes the importance of a holistic approach, I strive to support not only the academic but also the emotional and social growth of my students. As Nichols writes, “servant leaders view students as whole individuals—cognitive, psychological, emotional, and spiritual—and attend to the development of the whole person” (Nichols, 2011, p. 34).

I also dream of teaching my students how to care for themselves and those around them. Food is such a powerful tool for connection—it brings people together, nurtures the body, and creates space for community. I hope my students not only gain useful cooking skills but also walk away with a deeper understanding of how to show care through service. Ultimately, I want their time in my class to be filled with good memories—moments of joy, laughter, growth, and feeling valued. That’s the kind of legacy I hope to leave behind as a servant leader in education.

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"I feel so safe coming into your classroom because you make it feel welcoming. You try to connect with all your students and have a relationship with them and most teachers don’t care to have a connection, but you took the time too." Reece A.

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Growing from others is a key part of leadership. As a servant leader, I recognize the importance of knowing myself, growing alongside others, and showing leadership through action. I will continue to seek advice and ideas from my colleagues, learning from their experiences and insights. Nichols (2011) emphasizes that “leaders must be teachable and understand that leadership is not a finished product but a continual process of growth” (p. 38). By staying open to growth and collaboration, I hope to not only strengthen my own teaching but also contribute to a supportive, team-oriented environment where everyone thrives.

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From my interview with Chris Cook “All teachers are leaders, how they lead is up to them. I’ve had the honor of learning from great teacher leaders, and they taught me a few things:

1. Don’t say anything about a student that you wouldn’t say in front of them or their family.

2. Focus on the positives…asset based.

3. Have high expectations, and high support.

4. Work hard. This job is not 7:30-3. It requires a lot of time at home – planning and grading. And attending student activities is worth every minute in terms of building relationships.

5. Continue to learn and grow. When things don’t go well, that’s when we really learn. And always read, listen, and be open to learning about our profession.”

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Hearing from students about how they feel in my classroom affirms that I’m on the right path. Their words and actions show me that the environment we’ve created together is making a difference. I see them interacting positively with one another, collaborating effectively, and celebrating each other’s strengths. These moments reflect the heart of servant leadership—fostering a space where students feel valued, supported, and empowered to grow both individually and as a community.

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Nichols, J. D. (2011). Teachers as servant leaders. Rowman & Littlefield Publishers.

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Whitaker, T., Zoul, J., & Casas, J. (2017). Start right now: Teach and lead for excellence. Dave Burgess Consulting，Inc

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Lands, B. (2022, May 4). The stickiness effect. The Landscape of Learning. https://www.thelandscapeoflearning.com/2022/05/the-stickiness-effect.htmlLinks to an external site.

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Pink, D. H. (2009, August). The puzzle of motivation [Video]. TED Conferences. YouTube.https://www.youtube.com/watch?v=rbR2V1UeB_ALinks to an external site.