Our Voices, our Schools - September 2009
1) For the last year you have been assisting with the CLASS Project as a CLASS coach. What made you want to lend your knowledge and expertise to this specific project?
After 37 years in public education, I know from experience that student success is directly correlated with the quality of the teacher in the classroom. I wanted to work with school districts involved in the CLASS project because the focus is on teachers - on recognizing their expertise and leadership, providing them with support and training, and finding ways for them to share their knowledge about effective instruction with their colleagues. It is very exciting to be part of an effort that puts the focus on where it needs to be - the classroom.
2) Research shows that having an effective teacher is the most important factor in raising student achievement. How would you define an effective teacher?
Effective teachers don't organize their classrooms around a "one size fits all" approach to learning or see their job as simply to "teach" and the students' job to "learn." Instead, they are constantly seeking information and data about whether students are mastering the content and skills and then making the necessary adjustments in their instruction. They are focused on students as individual learners and they work with their colleagues to develop a repertoire of teaching strategies and materials they can choose from to make learning happen for each and every one of them. A teacher's job is to make sure that all students are being successful and challenged at the appropriate level, which is a daunting responsibility and one that requires a significant amount of knowledge and experience given the range of student needs and the pressure around high stakes testing in today's schools.
3) You have taught at every level of schooling and worked as an administrator. What advice do you have for new teachers who are just starting in the classroom?
Teaching can be a very lonely profession. There is no time built into a school day and very little time built into a school year to work with one's colleagues around professional issues or to share information about effective teaching and learning practices. Essentially teachers work alone to meet an ever-widening range of academic, social and emotional needs of the students in their classroom. And -as budget cuts have increased class sizes, this work becomes even more difficult. So, my advice to a new teacher is to acknowledge how overwhelming the job feels on some days and don't expect to know all the answers. Your teacher licensure program will have prepared you somewhat for the work, but even experienced teachers are never afraid to ask for help - from colleagues, from parents, from their principal. As professionals they know they are also learners. They talk with colleagues about what might work with a given student or about an intervention they might try with their grade level or department team based on how the students are performing in reading or math. It's what good teacher do.
After 37 years, I may still be wearing rose-colored glasses, but I can't think of a parent who didn't want their child to succeed. I have never met an experienced teacher who wasn't willing to share with those just starting out. I have never met a principal who didn't want their school to be the very best. Take advantage of that expertise and good will. Above all, know that teaching is one of the most difficult professions to choose but also one of the most rewarding. It is not for the fainthearted, but I believe it is the most important work of all.
