My precise timeline for returning to the classroom has been unknown for some time. I am pleased to share that a clearer plan has lately emerged: I intend to resume teaching in the fall of 2020. Not only will this coincide nicely for school schedules for all my kids, but it will allow me to spend additional time building momentum for local Safe Routes to School efforts.
This plan has me realizing that this time next year, I will be submitting resumes and interviewing for jobs. After 5 years, I’m feeling a little nervous, but as I’ve learned time and again, the best remedy for that is reflecting and blogging.
What “aha” moments have I had during 5 years of researching, PLN-building, and writing what is now 456 posts? What would I most want a future administrator to understand about what I have learned? How has all of this built on my previous 4 years of teaching fifth grade, and what will this mean for my future classroom approach?
I’m digging through old posts today to try and find answers to these questions.
This was the first time I wrote plainly about my personal learning since I had left the classroom. Until then, I’d often felt like an impostor for writing about teaching, worried I would be “found out” for not being in the classroom. This was when I first began to understand the way my edu-blogging was helping me grow as a professional, and that that mattered more than any other outcome. Interestingly, it turns out that this mindset shift has also been pivotal for my approach to student learning. Personal meaning & growth > appearances.
May 2016: In My Future Classroom
Key takeaway in this post: the need for students to clearly own and understand what they have mastered, and for them to be given opportunities to convey that to their caregivers. (See also “Inquiry Into Owning My Own Learning“).
September 2017: My Top 5 Defining Teaching Moments
I realized that though my classroom career has been on pause, by no means has my professional learning has been stagnant! Particularly helpful in that journey was the epiphany that I could structure my writing schedule so I could really “write what I know.”
April 2018: I Am Driven
Powerful connection happens when we learn to truly put ourselves in the learning arena alongside our students. How can we possibly expect our students to truly be vulnerable and take risks to grow in their learning if they feel like their teachers are sitting on the sidelines? Brene Brown’s emphasis on Theodore Roosevelt’s quote has settled deep into my teacher soul here:
June 2018: I Can Never Go Back
My inspiring former student referenced here has profoundly impacted my resolve to truly make building meaning a priority. “After witnessing the way learning can truly transform & empower & matter, I can never go back.” This particular student will be graduating high school this year, and I had the privilege to watch him perform at the State Poetry Out Loud Competition, and to win a scholarship competition with his piece, Cross Stitch. Once our students find their voice, we have no idea what will come next.
February 2019: 5 Things I Want My Students To Know About Me As a Teacher
The idea of building self-regulation skills has been eye-opening to me in the way I approach student ownership and classroom management. I am learning to understand how a child’s choices often reflect more than might meet the eye.
I look forward seeing additional learning unfolds during this last year!
featured image: DeathToTheStockPhoto