Holistic Instructional Leadership In Gulen Schools

The instructional leadership in Gulen schools demonstrates such holistic landscape that the administrators not only do they strive to contribute intellectual capital but also the social capital of all students regardless of their gender, ethnicity and socio-economic background. The school leaders believe that each child is a unique individual who demands a secure, caring, and stimulating atmosphere in which to grow and mature socially, intellectually, physically, and emotionally. Their overarching goal seems to help students meet their fullest potential in these areas by providing an environment that is cherished, supports risk-taking, and invites a sharing of ideas. A careful examination of their educational model, curricular design and delivery process reveal there are three elements that are necessary to establishing such an environment, (1) the teacher acting as a guide, (2) allowing the child’s natural curiosity to direct his/her learning, and (3) promoting respect for all people and things.

In Gulen schools, although contributing student’s social capital is another goal. Academic welfare of students has always been primary focus, which defines the character, perimeter and axis of daily operation including but not limited to the relationships between teachers and administrators. School leaders believe that when the teacher’s role is to guide, providing access to information, knowledge is met as they learn to find answers to their questions. For students to construct knowledge, they need the opportunity to discover for themselves and practice skills in authentic situations. Providing students access to hands-on activities and allowing adequate time and space to use materials creates an opportunity for individual discovery and construction of knowledge to occur.

What makes Gulen Schools Successful ?

Culturally relevant curriculum is what makes Gulen schools unique and appealing to many immigrant families who happen to live in major metropolitan cities. Therefore, the administrators in Gulen schools believe that having the opportunity to study topics that are meaningful and relevant to one’s life and interests is equally important to self-discovery. Developing a curriculum around students’ interests fosters intrinsic motivation and stimulates the passion to learn. A way to take learning in a direction relevant to students’ interest is to invite student dialogue into the classroom. Given the opportunity for input, students generate ideas and set goals that make for much richer activities than I could have created and imagined myself. When students have ownership in the curriculum, they are motivated to work hard and master the skills necessary to reach their goals.

Teaching provides an opportunity for continual learning and growth. In our competitive society it is important for students to not only receive a solid education, but to work with someone who is aware of and sensitive to their individual needs, which are indispensable tenets of the social justice and equitable practices. Consistent with Fethullah Gulen’s worldview and educational philosophy, the leaders in Gulen schools deploy a holistic and inclusive approach to a child rearing process which is to say that teachers must also consider students’ unique cultures and values. The common belief is that designing and implementing culturally relevant curricula is essential if we are sincere in helping our students to ultimately thrive in a democratic and multicultural society.

Culturally relevant teaching emerges as one of the effective tools in Gulen schools in an attempt to invite and engage students to participate in the knowledge-building process.