This reflection highlights my growth as a reflective practitioner and leader grounded in sociocultural and constructivist theory. Through the Curriculum and Instruction program, I have come to view learning as relational, dynamic, and sustained through curiosity, collaboration, and reflection. The proposed Play, Purpose, and Progress initiative represents the next phase of my professional and scholarly journey—a potential dissertation study exploring how coaching, play-based learning, and intentional professional development impact teacher efficacy and classroom quality.
Artwork by T.S. 2019
Growing “A Head Taller”: Leadership, Learning, and the Sociocultural Lens of Early Childhood 