Shifting The Paradigm | A Reflection on RIC's MAT Program, My Own Personal Teaching Philosophy, and Presidents' Day

 Shifting The Paradigm | A Reflection on RIC's MAT Program, My Own Personal Teaching Philosophy, and Presidents' Day 

By April Federico

Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models by Shannon Renkly and Katherine Bertoloni argues that schools need to move away from focusing on what students "lack" and focus more on actually working with students to achieve their truest potential. When educators operate from a deficit mindset, expectations can unintentionally be lowered, and interventions become reactive rather than proactive. This can negatively affect students’ confidence, identity, and engagement in learning.

An asset-based model shifts this perspective by encouraging educators to intentionally identify and build upon student strengths. These strengths may include resilience, cultural knowledge, creativity, relationships, and personal interests. When schools recognize these assets, students are more likely to feel respected and capable, which increases motivation and academic success. Bertoloni and Renkly also emphasize the role of leadership in creating this shift. School leaders influence whether teachers adopt strength-based language and practices, ultimately shaping a school culture that views students as capable individuals rather than problems to be solved.

This concept connects deeply to my own teaching philosophy. I believe every student enters the classroom with intelligence and potential, even if it does not fit traditional academic measures. My goal as an educator is to create an environment where students feel seen, valued, and supported so they can develop both confidence and competence. This philosophy also aligns with what I am learning in my MAT program, where coursework and field experiences emphasize culturally responsive teaching, differentiation, and relationship-building. These practices naturally support an asset-based approach because they require teachers to recognize and respond to students’ strengths and backgrounds.

The idea of focusing on student potential rather than limitations also connects to themes in speeches by Barack Obama about education reform and the importance of ensuring that every child has access to opportunity. In discussions surrounding policies like the No Child Left Behind Act, Obama emphasized the responsibility of schools to believe in students’ ability to succeed while also holding systems accountable for providing equitable support. His message that education should open doors for all students resonates strongly with the asset-based perspective, which similarly centers belief in students’ potential rather than their perceived deficits. This is something that my seventh-grade English teacher did not quite comprehend about Obama's speech. Needless to say, she had a deficit lens.


Reflecting on this during Presidents’ Day this past Monday also highlights how educational leadership, whether at the national, state, or school level, shapes the opportunities students receive. Presidents influence policy, funding, and national priorities, but teachers influence their students’ daily experiences. This reminds me that leadership is not limited to a political office; educators also serve as leaders who can advocate for equity and opportunity in their classrooms. As a future teacher, I see my role as part of a larger commitment to ensuring that no student is overlooked or underestimated. By adopting an asset-based mindset, I can contribute to an educational system that truly supports the growth and success of every learner. And in my definition, a learner is someone who is capable and successful when their whole self is nurtured.

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