There is a Russian folktale called The Fool of the World and the Flying Ship. It is about a fool who goes out in the world hoping to become a King. Throughout his journey he meets all types of people with a variety of talents. He invites each person to join him on his travels. They all agree and set out to find the kingdom. All the while the people learn about each other, enjoy one another, and find their strengths. The fool, through a little faith, kindness, and hard work finds talented people that join his flying ship. It is through that building of partnerships and relationships that the fool becomes the King – not because of wealth, but because of the talented people who were willing to share their gifts.
By far the major issue in education today is the misperception that more funding will create quality schools; a better kingdom. The recession has required the nation to make sacrifices, leading many “fools,” as in the folktale above, to believe that the end cost will be that of quality. School budgets are being cut all over the state and jobs are being lost. But as the folktale reminds us, money loss does not equate to quality loss, and it is time for us to prove this point. How, you ask? We! Through the building of a WE professional organization, partnerships and relationships allow us to remain on the track of success; to continue to build our kingdom. We, as a group of committed educators, can share our talents. We don’t need additional funds to support professional development outside the boundaries of Hanover County. We have a wealth of expertise inside our division. I see it everyday as I travel from one classroom to another collaborating with the finest. We can reach out to those quality teachers that the county has been investing in throughout the years. If we need to improve math instruction, just go down the hall to room 44. If you want to improve writing, just cross the hall and go to room 8. Given time to connect and share, we can make the best of talents we have and continue to grow professionally without added money. We, as a group of committed educators, can share resources. I have the privilege of being a part of many classrooms throughout my day. I see what resources they possess. As I see needs in classrooms, I reach out across grade levels to facilitate the sharing of resources. I have learned that teachers are happy to share resources and ideas. They can begin to take advantage of all the resources that we do have as an educational community, free of charge! We have the resources we need without the added money. We, as a group of committed educators, can call upon our community to support our needs. As active members of the Parent Teacher Association, we are preparing our budgets in order to help fill in the gaps in funding for supplies. Our PTA has given about $8,000.00 in teacher requests and supplies over the past year. In addition to monetary items, our PTA and our community can provide us with human resources. Whether the need is one of student support, school beautification, or day to day managerial tasks, the community is there and a part of the WE equation. If we communicate clearly about what we need, the organization has proven it will work as a partner to help ensure that our educational needs are met. We, as a group of committed educators, can stay true to our commitment to prepare students for the 21st century world of technology. We already have five computers per classroom, computer labs, smart boards, laptops, clicker systems and more. Through collaborative lessons we can expose students to new technologies and teach them to use the applications on hand. This year alone we have produced a Podcast using Audacity (freeware), used discussion boards on Blackboard, created Photostory projects on the environment, made Superhero Vocabulary Videos and produced a Natural Disaster Newscast using Moviemaker, become experts at Publisher and PowerPoint, and even participated in an online debate using Yourtake.com. All these things and more are possible using the technology resources that we already have in place. As we prepare children for jobs that don’t exist yet in our ever-changing world, we need to teach them to problem solve using technology. We can stay true to our commitment to prepare students for the 21st century world of technology by challenging them to do what they imagine given the resources that they have. In summary, I would like to alter the Russian folktale and re-title it as The WE of Education Creates the Quality Ship. In this folktale there is a teacher who goes out in the world hoping to generate student success. Throughout her journey she meets all types of teachers with a variety of talents. She invites each teacher to join her on her travels. All the while the teachers learn about each other, enjoy one another, and find their strengths. The teacher, through a little faith, kindness, and hard work finds talented people that join her quality ship. It is through that building of partnerships and relationships that “We” become successful – not because of wealth, but because of the talented people who are willing to share their gifts. “WE” can continue to create a Quality Ship full of talented professionals and successful students using the resources we have! South Anna is a community of “We.” We support each other through our dedication and efforts toward a common goal. Our goal is to maintain a thriving and successful community of students, parents, and businesses.
The Parent Teacher Association has evolved into a positive force over the past two years. In the spring of 2008 I was given the opportunity to become the PTA president for South Anna Elementary. Previously, I had served as Reflections Chair, After School Programming Coordinator, Volunteer Coordinator, and Vice President of Educational Programming. The new Executive Board established the first Planning for the Future meeting in coordination with the administration at our school. We discussed both academic and PTA concerns, developed solutions, and gathered feedback. The meeting was structured such that both teacher representatives and parents sat together and had open discussions about communication, quality programming, fundraising, and time and resource allocation. The participants were empowered and both the teachers and parents left with a renewed sense of community. Two weeks later, I was offered the opportunity to return to Hanover Public Schools. I was thrilled, but immediately asked if I could remain PTA president. In the moment that my administrator agreed, I knew that both positions would no longer be about me, but would be about a collective effort. I felt energized because I was surrounded by a community of dedicated teachers and parents and that “We” could accomplish anything. The following year was full of many triumphs for our educational community. We made changes based on feedback and came into the year with a strong plan and all committee and programming positions filled. Reaching out to the community led us to 651 members, our highest membership ever. We easily raised enough money to support all of our programming and membership efforts. Carefully balancing both responsibilities, PTA president and teacher, allowed us to better tap into teacher needs and strengthen our communication and support. As a part of the faculty, it was evident that “We” the PTA could bring about some minor changes that would make a major difference. Our successful fundraising allowed us to explore new ways to financially support our school. Over the summer we purchased over $3,000.00 in gift cards for supplies and purchased $800.00 worth of work room refills (staples, paper clips, pens, markers, tape…). Teachers could come and have everything that they needed at their fingertips in order to efficiently prepare for their day. Another area of need was the teachers’ lounge. It used to be a room with random tables and chairs; used often, but not enjoyed. We worked for weeks over the summer to shop, paint, and sew. Teachers and parents together created an incredible space. Now a serene room with new tables, benches, and cushioned chairs welcomes the teachers at lunchtime. We could not only see, but feel the change that we were making. During the year, enthusiastic poets and playwrights reminded me that students love to perform. Last year, I produced a two-act play based on The Phantom Tollbooth. It was an incredible experience that proved that we could embrace student performance. We could offer theatrical opportunities in our own little part of the world. Following that performance, the resource team agreed to begin what we hope will be a yearly event. This year we are producing the School House Rock Live! musical. Over 60 students from grades two through five are participating. We have soloists, group performers, a chorus, dancers, actors, and stage crew. We spend hours before and after school working on sets, choreography, and rehearsing the songs. Theatre has always been a passion of mine and I was thrilled to find a group of teachers who are willing to give so much of their personal time to this event. With the help of the art teacher, the music teacher, the gym teacher, the kindergarten teacher/choreographer, and countless others who are so generous with their gifts, we will be ready to impress with our community of student talent. We had talked often about creating a community fitness event as a PTA. Having participated in other community races, I was aware of the potential positive impact on our families. With the support of the teachers on the resource team, we readily agreed to take on organizing our first annual Spirit Stride. The Spirit Stride was a one mile and 5K run in March. The goal was to create a safe and inviting event so that families and students would choose to participate for the first time in a run. We approached community businesses and even in this climate of economic uncertainty, many supported us through sponsorship and donating services and prizes. As the race grew near, more and more teachers and staff offered their efforts to the event. We had a core of parents that were working behind the scenes, but the teachers overwhelmingly carried the volunteer load. It took over 70 volunteers to ensure that the race ran smoothly. Volunteers compiled registration packets, purchased race food, picked up supplies, officiated the race, managed registration, attached and removed race chips, sold snow cones and popcorn, handed out prizes, made trophies, and cleaned up trash. All volunteers received a purple race shirt with over 40 teachers donating their time and energy. Two hundred ninety participants ran in the races. It was one of the most successful community events that we have held at South Anna Elementary. As I stood in a sea of purple shirts, cheering one after another parent, teacher, and student come across the finish line, I felt an overwhelming sense of pride. I was a small part of something amazing, something so much bigger than me. I was a part of a successful and inspired community, a community of “We.” My journey in education has provided me with the opportunity to learn many lessons along the way. From a violence prevention specialist, to a classroom teacher, to a consultant and teacher trainer, to my time at the state department of education, and then back to the classroom, the experiences have shaped my philosophy of teaching and my interactions with the world around me. My philosophy began with “me” but developed into “we.”
Early on in my career, I constantly used my personal experience to drive my philosophy of education. I was not easily inspired as a learner. School was not my favorite place to spend time. My work ethic and academic interest came later in life and my early academic record reflected that. As I began my career as a teacher, I could see myself in so many students that I served. Their eyes screamed, “Challenge me, inspire me, listen to me!” I empathized with them. I was them and to some extent I still am. I wanted children to know that their opportunities were limited only by their imagination. I hoped to motivate students to find joy in learning and to take pride in being a part of a community of learners. At the beginning stages of my career, my philosophy was ME centered. As I re-entered my classroom teaching position at South Anna, I knew that it was my charge to implement a total gifted collaboration program throughout the school. I was aware that this would be a change and as with any change, it would be a challenge. I was confident and prepared to work hard, but I was quickly humbled by the task at hand. As I started to plan, co-teach, and reflect on lessons with my gifted cluster teachers, I began to understand the depth of collaborative teaching in Hanover County. Teachers shared ideas, lessons, and strengths. We shared responsibility for student success and failure. It was no longer about meeting the needs of the identified population, but of meeting each child on his or her own instructional level and providing challenge or support. We collected data, set goals, reached out to other teachers, shared materials, and shared management tips. My challenge became our challenge. My confidence grew because of the confidence and faith I had in the talented teachers that surrounded me. Inspired by the impact that collaboration brings, I knew that it wasn’t about me, it was about “we.” We, as a collaborative team, took risks, we were open for inspiration, and we searched for quality. Trying something new and failing was almost as satisfying as taking the risk and being successful. We measured success in many ways: by listening to our students, reflecting on our lessons, and analyzing our data. We made mistakes and as teachers it allowed us to model the coping and problem solving skills necessary to overcome challenges. We modeled determination and perseverance as we worked to reach mutual goals. We collaborated with the community and found parental support. We developed clear lines of communication and reached out for help from all stakeholders. My philosophy of teaching was forever changed as I began to realize the power of WE. And so what is my philosophy? Simply stated; WE make the greatest difference for our children. So am I the Teacher of the Year? Well, I am an outstanding math teacher, because I stand beside Sallie Moncol who engages students with music and dance. I am an incredible reading teacher, because I stand beside Anne Van Lenten who asks questions that give the students and me new perspective on the story. I am a fantastic writing teacher, because I stand beside Ashley McBeth as she models, conferences and gives quality feedback when she motivates students to write. I am a wonder at class management, because I stand beside Tami Reeping as she uses Kagan strategies to engage and refocus students. I am an outstanding educator, because I stand beside parents who will give of their time and energy to help their child reach heights they never thought possible. I am an effective school leader, because I stand beside my principal who gives me flexibility in instruction and the strength of knowing that she supports my efforts. I provide amazing experiences, because I am supported by the entire resource team. I am as strong as the questions I ask, the help I seek, and the efforts I make to improve. I am more capable, more effective, inspired, and motivated because of the people that surround me. I am no longer “me” as I once was – I am more. I am “We.” |
Author“Challenge me! Inspire me! Listen to me!” This is the message in their eyes. I see myself in so many of the students I serve, because I was not easily inspired as a young learner. Now, as an inspired educator, I hope to motivate students to find joy in learning and to take pride in being part of a community of learners. Archives
March 2018
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