Risky Teachers

Over the past few weeks, I have been stopped by a teacher who, for a lack of better word, struggles. I will be clear, she never struggled in the way that I questioned whether she should teach - she has the heart of a teacher. She struggled in the way many teachers do. She questions her worth, whether she is making a difference, and whether or not she should keep teaching. I am not surprised we have had the recent conversations we have had. Today was our latest conversation.

Today, I was busy. I had meetings all morning, was in the building for just a short while, then had to leave again early. My time in my office and completing my tasks was my top priority. Then, she walked in. She did that, “Hey, do you have a minute?” thing that everyone answers first in their heads, filters it, then replies. I of course said, “No, I am really busy, but come on in.” I struggle sometimes being “on-demand.”

We walk into my office and take a seat. I am at my desk, straightening things up. I am half heartedly paying attention. Then, she says it. “Thank you.”

She had my attention.

This teacher began stating how this is one of her best years. That she is taking risks and doing things she never would have done in the classroom. She talked about how she is making deeper relationships with students and finding they are rising to her higher expectations. She is collaborating with her peers in PLC and taking their ideas and trying them after tweaking them to her style. She isn’t afraid to fail.

At that moment, I was fully re-engaged. My management hat was off and my instructional leader hat was on full display. She came into my office, took a risk, and won my attention.

This teacher reminded me today of a few things:

1. ​“The conversation is the relationship.” We have spoken a lot lately and much of what she said wasn’t new. She has been sharing successes with me more often. What she was seeking was validation that she was moving in the right direction. I almost missed that while being clouded with management. She reminded me that I must be present in every conversation.
2. ”Go slow to go fast.” We have worked together for five years. Over that time, I have gently nudged and encouraged her to trust us (principals) and “try it.” When she approached with a problem or concern, we would listen, let her know we got her back (or sometimes give her constructive criticism), and nudge her forward. She showed me that the flywheel is spinning and still needs nudged - but maybe less often and not as hard.
3. “Keep It Simple Stupid.” We never worked on strategies, provided resources, or sent her to fancy professional developments. We worked on her confidence. That wasn’t deliberate. It wasn’t a scheme we had laid out. In hindsight, that was the hingepoint. She would fail at something - maybe her students bombed a test, handed in homework way too late (if at all), or missed the focus of our building professional learning - and she would come in and declare she was leaving the profession, asked if we were firing her, or whether she needed union representation. We just related to her that failure happens. We would give a few alternative choices and tell her we trusted her as a professional. She felt better/relieved with each visit and went back to her classroom and tried things.

This teacher is every teacher - every school professional. We question our worth, our value daily. These teachers have the efficacy to get the job done and done well. Sometimes they (we) lack the confidence because we are scared, unsure, or tired. I personally have spent a lot of time this afternoon reflecting on this teacher’s journey by putting the pieces together and trying to read the map that lead her from Point A to Point B. There is no map, just trust and awareness that good teaching and learning has a level of risk.

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