Duty to Self

As the dust is somewhat settling to the start of my 14th school year I am starting to find a bit more time to read and reflect and truly start thinking about what #SAVMP. To say there was a big cloud of dust to start the year would be fairly accurate.  But, like all educators, we strive to be resilient daily but I found this year to be particularly hard in balancing life.    

In PA we are required to take Act 45 classes (Principal PD-PILS) with other local principals. During class last week (and every class so far) these has been some very worthwhile dialogue and I have been able to utilize many of the teachings and share back with our faculty. One activity that hit home was when we were presented with 3 lists of leadership traits from 3 well-known leaders with varying leadership styles (I forget who they all were now but will find out and edit :). 

Even though varying in styles, age, and practice, most characteristics overlapped between the 3, and during our breakout sessions most principals resonated with the most common themes of leadership such as serving others, making connections, building trust, communication, etc... HOWEVER one principal who's district is going through major cuts and has had numerous major challenges so far this year was the only one who chose "Duty to Self" as one that resonated.  She shared her numerous trials and tribulations that has effected her this year and said if she didn't have grounded her in this life perspective, she didn't know how she would be able to get up each morning. 

It is easy for us to forget about ourselves while trying to complete our job to the best of our ability, but if we don't take care of ourself first, how are we going to be able to take care of others?   

My Educational Journey/Why I Lead #SAVMP (Part 2/2... Lifelong Learning and the Pursuit of Student Achievement)

My second year teaching I have to say was my best year professionally so far. The trials and tribulations of the first year made me realize I had a long way to go to become an effective teacher. My management improved to the point where I actually considered it my strength. With my management system in place, I began to truly feel like a teacher. It was a special class whom many I still keep in touch with to this day.

From Day One I connected with the class and they were eager to learn. I found that with having a positive rapport with the students, I was able to truly focus on providing a rigorous academic environment where student learning was stretched. By May, I was able to expand the 8th grade science curriculum to include elements of a high school Physics class. It was amazing how the students loved and were successful learning a subject that most high school students dread.  The following year was much the same, but toward the end of the school year an opportunity arose for me to take a position as a teacher in a charter school in west Philadelphia at a public school which was turned into a charter due to low performing scores and what the district declared as an "unsafe learning environment."

Having 3 years experience entering the position, I was one of the more veteran teachers. That being said, I realized during my first day that I knew nothing about teaching. My management techniques did not work and most students were not academically motivated. My first year there I learned what resiliency in education really means. Days were long and challenging but we had a united faculty who together grew daily as professionals. We weren't afraid to take risks and our hearts were in it to provide our students with a high quality education.

Becoming a leader of a school is something that I always thought about and being one of the most experienced (even if it was only 3 years) our middle school team would look at times to me for leadership. There is a debate whether leaders are born or made, for as long as I can remember I tried to be a leader in everything I did. However, true leadership doesn't occur until others look to you for guidance. Once I started my grad classes I knew I made the right choice. I was thoroughly engaged in each class and I was able to bring a lot of what I learned back to school. Like I am sure most of you who are principals will attest, going through any ed. leadership program, your teaching effectiveness skyrockets. In a way it brought everything together and I was able to look through each lens (teacher/principal) and understand the true system. I understood how important the principal's role is in providing a safe learning environment and ensuring that each student is provided a top notch education.

Do I miss the classroom? Yes, and after this year I will have spent more time as an administrator than in the classroom, but I have not forgotten where I came from. I engage with students daily and "management" issues are left for before/after school so student learning is at the forefront of my daily walk abouts.

Today, now more than ever, we need resilient, passionate, visionary educational leaders. The current reforms in education are not simply "initiatives" but rather a new way of focusing on what is best for our students and their future is in our hands.

“The difficulty lies not so much in developing new ideas as in escaping from old ones.”

 - John Maynard Keynes

My Educational Journey (Part I. I almost quit...)

Fourteen years ago this month I was gearing up for my first year teaching 8th grade at St. John the Baptist in Philadelphia (Manayunk), PA. I remember feeling nervous, scared, and excited all at the same time. I never taught a lesson to anyone older than a 5th grader and that was in Oxford, PA which was much different than what I was about to get myself into. I had a grade partner who was brand new as well but I had a mentor who showed me the ropes and  a principal who believed in me.

That being said I was ready to say goodbye to teaching by December of that year. I knew I couldn't quit but there was no way I was going to do this for more than one year. Law school was always an option so maybe I would try that. Why was i going to quit? I had 29 students in my classroom, I had zero classroom management, I taught the subjects (I think) but students weren't learning and they definitely were not engaged. Each day I went home feeling defeated. I started taking LSAT prep classes and figured I'll enroll somewhere in the fall, being a lawyer was always something that was in the back of my mind so I was content in my decision.

I remember coming back from Christmas break and feeling at peace and looking forward to doing my best to get my students ready for high school. Then something started happening, each day got better and better. Classroom discussions were highly intensive, my management techniques (albeit horrible thinking about it now) improved, and I started feeling like they were truly learning something. By May I decided to postpone law school until the following fall and I signed on to teach for another year.

So what changed?

1. I made a connection with my students. Trust is not something that happens overnight, my students began to see that I cared for them and I was doing my best to prepare them for high school. I knew their hobbies/interests, if it was drawing, music, or sports I showed genuine interest in each of them as INDIVIDUALS.
2. I made learning relevant. I used Sixers box scores to teach math, I referenced their favorite music artists, in short... i threw away the teacher manuals from 1974 and focused on the standards/guidelines 
3. I began to believe in myself. My mentor was a huge help all year, many times she would talk me "off the ledge" and give practical advice that I was able to use immediately and my grade level partner and I grew together. Above all though Sister Angela, the principal who believed in me when she took a chance and hired me, made me realize that I was in the right place. I would never be where I am today without her taking a chance.