Happy Anniversary to Me!

YES! I DID IT!


Today, August 22, marks my one year anniversary as an administrator. One year under my belt, one year experience as the Director of Student Services for Frankfort Independent Schools.

• One year as a Director of Special Education
• One year as a 504 Coordinator
• One year as an ADA Corrdinator
• One year as a Preschool Director
• One year as a Gifted/Talented Coordinator
• One year as a English Learner Coordinator
• One year as a (whatever else is asked of me LOL)

Yes, I wear all those hats. Why in the world would I take on such a job as my very first administrator experience? Well, I thought getting my start in a small district will ease me into administration. I sure wasn't thinking that... 

 small district = less people = more hats!

The positive side is that I have had a crash course in multiple facets of administration that I would have never received if I was solely a Director of Special Education.

I am extremely fortunate to be wrapped around by an amazing group of educators and leaders both in and out of FIS. I am learning and growing every day because of the support that I receive. It is an indescribable feeling to be surrounded by people who want you to succeed. Everyone is open and helpful - whether it be related to a simple logistic matter or something more intricate as a personnel issue. Even the teachers are patient with me (for the most part) as I learn the ropes, especially in those areas where I had no previous experience. There are too many people to thank for the immense growth I have made this past year.

As I reflect on this first year, I have discovered a few interesting things about myself.

1. I am a great manager. I am able to tackle many tasks and solve multiple problems all in a day's work. I think I may have already known this ;)
2. I have a long way to go to be a leader. When I was in Deaf Ed, I was a strong teacher leader. However, I have yet to transition that leadership into my new role. I think the constant feeling of being overwhelmed and still learning my roles has not allowed me to prioritize and be the leader I want to be and know I can be.
3. I am terrible at accepting praise. I have never really been one who accepted praise well. 
• When I was in Deaf Ed, if I received praise, I would respond that I was just doing my job. I didn't think anything I was doing was extraordinary. It was just what I felt should be done. Yes, I did know I was a master teacher, but I just felt that I was doing what needed to be done.
• Now, in my new role, when I receive praise, I don't believe I deserve it. I think I am so overwhelmed with all my responsibilities and everything I need to do that when praise comes my way, I think it's not genuine, that I didn't do anything worthy of praise. Hopefully, as I develop confidence in my new abilities and continue to grow, I will be able to recognize my own accomplishments and accept the praise.

Intestingly, learning all the aspects of my many hats has not been the hardest part of my new role. I am slowly but surely tackling those and growing because of it.

The hardest aspect of this job is accepting that I am no longer a part of the teacher leader group. I am now "The Man"; I have moved to the "Dark Side." I keep forgetting that I am not a teacher, I am not peers, colleagues, equals, to those educators with whom I work daily. I know in time I will find a balance and figure out exactly where I fit in because I never want the teacher leadership to disappear from my soul.

Many people ask me if I miss Deaf Ed. I was a Teacher of the Deaf for 21 years. Of course, I miss it. However, I know that I made the right decision by moving on. I was stagnant where I was and needed to be in a place where I can grow in new ways and support teachers, students, and systems. 

I still stay connected to Deaf Ed. I moderate the monthly #DeafEd Twitter chat. I keep in touch with former students and parents. I have lunch dates with Deaf friends. And, of course, I have continued my obsession with Deaf Ed projects.

During our summer leader institute, we were charged with writing our personal vision statements. Here I share mine.

• I believe that all children deserve a high quality education from teachers who are masters of their content and pedagogy.
• Being in the education field is not a 9-5 job but a lifestyle choice.
• In order to create a Culture of Excellence, we must be able to look beyond the boundaries of minimal compliance and invest the time and energy necessary.
• Find the expertise in those you lead, and empower them to share, support, and lead others
• Teacher voice is crucial to any decisions that are made at the local, state, and national levels. Teachers know, therefore they must be heard.
• All children deserve to have someone in their corner fighting for them.
• I believe that it is important to trust and support the work of my teachers and staff.
• I believe that every person is as equally important to a team.
• School/district teams are like a crew team. Every person must row with the same level of intensity, to achieve a common goal.
• Children are like a box of Fruit Loops cereal. They all come in different colors, shapes and sizes. However, on the inside, they are all made the same and deserve to be treated as such.

So, what will year 2 hold for me? 

• I have made it my goal to learn to be more of a leader than a manager. 
• I plan to work on building relationships and increasing communication with the staff with whom I work. 
• I will never stop my love for Deaf Ed and will continue with the projects brewing in my mind!

Thank you to my superintendent, Dr. Barber, for taking a chance on an inexperienced person to wear so many hats. 

Thank you to my husband, Darrell, and children who are sacrificing so much just so I can pursue my career. We have lived apart for one year now. I do hope that at any moment we will be together for more than just the weekends - for forever!

Growing Our Own

I cannot believe it has been 1 1/2 years since I wrote my last post here. So much has happened to me professionally during that time. Yes, I have written for other online platforms; but I have gotten out of the habit of reflecting here. I need to share what my journey has been like recently. I will soon.

However...

I am experiencing something right now that is sparking a fire in me to write.

The Educators Rising National Conference is currently happening in Phoenix, AZ. I have the privilege of being in attendance with over 1,000 rising educators. The conference is only half way finished, but I need to write now!

Let me just say, I thought ECET2 knew how to party; but at this conference, there was a DJ and dancing before the event even kicked off Friday night!

Why?

My guess is because students are in the driver's seat. The officers are all students; they are the ones we see on the stage leading the conference, introducing the speakers, sharing their stories! POWERFUL!

According to their website, "Educators Rising cultivates highly skilled educators by guiding young people on a path to becoming accomplished teachers, beginning in high school and extending through college and into the profession."

EdRising (the only preferred shortened version of the name) is an organization that supports teenagers in becoming teachers. Chapters are established in local middle and high schools with the express purpose of growing future educators. Students receive hands-on learning experiences of what it is like to teach, and are provided clinical experiences that many future teachers do not receive until they are juniors or seniors in college! 

The organization, with the support of the National Board for Professional Teaching Standards and the National Education Association, created standards that "define what high school students exploring teaching need to know and be able to do to take their first steps on the path to accomplished teaching." There is a large virtual network that students can join. They can earn micro-credentials that give them a leg up when entering college. Competitions occur throughout the nation where these rising educators can demonstrate their knowledge, skills and leadership. Recently, a curriculum was released that can be used as a resource for creating teacher pathways.

Students in this organization are considered "rising educators," not "future educators". This is because they are already immersing themselves in teaching; they are making an impact now! 

What strikes me the most about Educators Rising is the whole concept of "grow your own". This really resonates with me when I think about the critical shortage of Teachers of the Deaf, and the even greater need of teachers who are themselves deaf. 

What are we doing as a profession to encourage our youth who are Deaf, Deaf-Blind, Deaf with Disabilities, and Hard of Hearing (DDBDDHH) to join the education profession?

Sure, we may be having individual conversations with our students telling them that they would make great teachers. We might be giving students opportunities to be peer tutors with the hope they would feel what we feel whenever we help someone learn. 

But, is that enough? No!

• We need to start creating EdRising chapters at schools for the deaf, public school cluster programs and anywhere else that might entice our deaf youth to become rising educators. 
• We must create teaching pathways in our high schools that will lead our DDBDDHH youth into the field of deaf education. 
• We can give these students hands-on learning experiences to serve as language models to our youth, to feel our burning desire to make an impact in children's lives.

There is more we need to do beyond that.

• We must do more to raise their literacy levels so they can pass the required PRAXIS or other exams needed to enter into college programs or to receive teacher certification. 
• We must fight for alternative pathways for them to enter teacher prep programs or to become certified by eliminating the audistic barriers to these exams.

The future of education is at the hands of today's youth. Let's ignite a fire in them to pursue the best profession on earth - teaching!