The end is JUST the beginning of something else...

Heather Enzie's Theory of Action

If we open our practice to ideas and collaboration, then we are more likely to create responsive, innovative, and creative learning opportunities that are thought provoking for students; and as a result, students are more likely to see the value and relevancy in school and are more likely to become life-long learners.

Personal Philosophy Statement of Heather Enzie

The way forward in innovation and creativity is to borrow ideas from the past and present, and shift ideas to fit the current needs of the community of learners.

I must model for kids, that wisdom accumulates with experiences of success and failure. Innovation will require us to ignite a more interdisciplinary mindset, to borrow the best ideas from multiple disciplines, to design and build solutions to our wicked problems. Teaching and learning should challenge the status quo; to push ideas beyond our comfort zones.

I have a duty as an intellectual to historically think and assess previous behavior of humankind to ask appropriate questions, and to question deeply, so that I can address the most essential moral imperatives. My teaching must incite the spark in young developing/aspiring intellectuals who may one day have that responsibility of the intellectual.

I need to apply care-ethics to relationships and in that process, I am more likely to create the conditions necessary for innovation and creativity to emerge. The idea of talking, listening, and relating, all support the conditions that are apt to ignite conversations that bring forth new ideas.

In an information age, there is too much to know, so teaching needs to unpack curriculum in a way that yields skills beyond the content; I need to create myself and my students, the desire to create a tapestry of learning that reflects the path and trajectory of learning.

I must vow to use philosophical thinking at times (especially in growth phases). This may allow for the space to think about possibilities and futures without being stuck in present accountability.

I must dare to address the history of what was; and challenge it, with what it means for us now. By looking at the history of education I can deeply develop habits of thought, which include reflection and deliberative inquiry.

I must teach hope, by engaging in teaching that addresses emotions. I need to equip students to filter their emotions, and to effectively understand them without creating more anxiousness.

I must support and guide students in crafting essential questions that I feel students should uncover but also leave the space for them to make their own essential questions and big ideas that help them make sense of their world.