Cringe much?

If you have been teaching or principaling for a decent amount of time, say at least 7 years, when you reflect on your first year or two, do you cringe a little? Is it fair to say that if you don’t cringe a little, you may not have grown and learned very much? If, in year 7, you are in lockstep with your practices, skills, and thinking from year 1, that’s a problem. Somebody really pushy might say that if you are in lockstep with your practices, skills, and thinking from last year, that might be a problem.

I cringe. In both contexts, especially the teacher context. Middle school teacher for 16 years, principal for 12. Lots of stuff I would want to tell that young, barely 22 year old teacher, in his spiffy Miami Vice yellow jeans and flipped up collar. That kid probably wouldn’t have listened, he was so cocky.

Here’s the excuse.

I taught and principaled by gut and instinct. More so as a teacher. Pretty much zip followed me out of my college time into the classroom. And the professional preparation for this young teacher, at the time, was, “Here’s your classroom, your key, and plan book, see you in June.” So with that solid professional preparation in place, I strolled into a classroom of 14 year olds, and was off and flailing. I got better as time went along, but not even close to my potential.

Here’s the excuse.

I didn’t read, nor have offered or shared with me, one darn thing. I don’t think once in the 16 years. How about that?

Are we doing better now? I sure think so.

Here’s are recent examples.

Last week, we had a professional learning day, with two sessions hosted by central office leadership. First, was a session led by Denise Daniels, our new Executive Director of Equity and Inclusion. Her session was called, ‘Creating Your Culture’. We held the learning via Zoom, which one might assume would be problematic. It was not. It was helpful. It was like everybody in one big room, with multiple ways to share. Either by flat talking, or by adding to the chat. People were present, engaged, and vulnerable. It was an amazing session, led by a gifted, passionate, and experienced leader.

During the session, one of our middle school teachers, John Garrett, shared the impact the book Not Light, But Fire by Matthew R. Kay had on him as a teacher and learner. So….I bought it and am on chapter two. Chapter one hooked me big time. Lots a great conversation about establishing a culture in a classroom for conversation. Not assuming that one’s classroom is a ‘safe space’ because one has simply announced that it is a ‘safe space’. There’s ongoing work that must happen to make it a potential ‘safe space’.

Among the cool things in the above example is the fact that Mr. Garrett, as a teacher, is offering up a resource to his colleagues. That simple and generous act is already miles ahead of what I experienced as a new teacher.

Our second session of learning, for our K-5 teachers, was hosted by Dr. Lindsay Lombardo, our new Director of Curriculum and Instruction. Dr. Lombardo led us through work called, “K-5: Addressing Unfinished Learning in Reading: An Overview.” It is safe to say that this learning landed huge. And there’s evidence to that effect. Teachers had the opportunity to share feed back, and close to 80 of them have already done so. Not just positive feedback but earnest requests for more learning.

It’s a goal of our TLI department, that in 7 years, or next year, or next week, or today, our educators will look at learning during this time and recognize professional growth.

With no cringing.