Challenge Accepted: Providing Meaningful Professional Development

We are closing up the NC Ed Leaders Summer Blog Series with a fantastic post from a good friend of mine, Johnna Cheek (find her on Twitter @johnnascheek). Johnna is the principal of South Stokes High School in Walnut Cove, North Carolina. We worked together in Stokes County for four years and have remained close in the two years since I left the district, often presenting together at various conferences in the Triad region. Johnna helped lead the start of a 1:1 technology initiative at SSHS, and her post lists eight great suggestions for school leaders looking to incorporate authentic professional development, in-house, for teachers and staff. I hope you enjoy her post, and I hope you have enjoyed the NC Ed Leaders Summer Blog Series. I want to thank everyone who submitted articles for this series, as well as all of the great educators who read, retweeted, and shared this blog over the last several weeks. I hope everyone has a great school year!


When I was named the fifth principal in six years at South Stokes High School, I knew I would face many challenges.  Even though I had been fortunate to work with the staff and students for most of the previous 13 years as a counselor and assistant principal, it was only moments after stepping through the office door that I felt the immense responsibility for creating the conditions for students and staff to continuously grow.  It’s reassuring to hear from other new administrators who also experience the feeling of being overwhelmed with leadership challenges in those first few years of the principalship. To meet the professional development needs of the staff, I realized I would need to continue a practice I helped create: empowering and creating teacher leaders within the building.
As I am sure is the case in other districts, money for PD has become scarce and this fact became glaringly apparent four years ago when our school was in the planning stages for a 1:1 initiative.  Our administrative team recognized that the success of the initiative would be dependent on the staff’s preparation for technology integration, and while the grant-funded initiative would include training by state leaders, we were determined to develop a PD plan designed to meet the learning needs of our staff.  It also helped cultivate a culture of shared leadership. We knew to address teachers’ diverse needs, workshop offerings would need to provide learning opportunities for teachers regardless of their existing proficiency with technology. The resulting PD plan was so successful not only were we prepared for the 1:1 rollout, we have a structure in place for teachers to demonstrate digital competencies and earn the technology credits necessary for license renewal. Below are the eight lessons we learned.

Build in time for professional development.  The first challenge in implementing the plan was to create training time. Boomer Kennedy was instrumental in creating this time by helping usher in a later start time for our teens, which then afforded extra planning in the mornings.  The 1:1 grant required professional development once a week leading up to receiving devices, which we accomplished by alternating weekly sessions between mornings and planning periods.  By alternating times, we were able to provide for whole-group and small group sessions and opportunities for staff to share with members from their own departments as well as teachers from other departments.

Know your staff’s wants and needs.  Our staff had differing levels of technology proficiency.  We used data from the grant provider, but also created surveys to find out how teachers might want to use technology as well as their comfort level with Chromebooks, social media, learning management systems, Google apps, and more.  We were careful not to make assumptions, but to solicit and listen to their input. The staff could see their needs reflected in the PD plan, which helped increase buy-in and participation.

Identify your experts.  We all have staff members who are “experts” on classroom management, building relationships with students, differentiation, small group instruction, etc. You see their expertise in classroom walkthroughs and hear about it from students and parents. Not only did we quickly identify our early adopters, as we moved through years one and two of the initiative, new experts emerged.  Many of our staff members who had never led PD began leading sessions on using Google Maps in instruction, incorporating virtual field trips to increase background knowledge, and creating projects with App Smashing.

Provide choices.   We incorporated many opportunities for choice into our technology PD offerings. The first year of training, the schedule of sessions offered included descriptions and labeled Beginning, Intermediate, and Advanced.  Teachers were invited to chose the session they wanted to attend, and had the flexibility to repeat sessions as needed. The ability to repeat was helpful to our educators who were learning how to use our "learning management system," Canvas, as it provided time for them to practice what they learned and then return the next week to have questions answered and explore further.

Give opportunities to use what they learn. Year one was overwhelming for some.  We introduced so many tools, you could see some heads spinning.  In year two, the most positive feedback we received was from the Tech Work Session options.  These sessions allowed teachers time to create lesson plans using the technology tools they had learned in other sessions.  This allowed teachers to find tools that worked for them and develop ways to incorporate technology in meaningful ways. Our “experts” had time to help others feel comfortable with one or two tools that best complemented the teacher’s teaching style as well.

Model, model, model!  Go to professional development with your staff.  Use the same tools. Employ them during staff meetings and PD.  Teach sessions. Using the tools helped build a common language and, as I found with some tools, helped me better understand the frustrations teachers would face with incorporating new tools.  By learning alongside our staff, they knew I was committed to a successful 1:1 deployment and could help serve as a resource in the process.

Give credit.   Some teachers who had never served in leadership positions emerged as “experts” in technology. Many began leading PD after being “caught” using technology during classroom walkthroughs and observations.  Our leadership team made a point to highlight accomplishments on social media, in monthly staff meetings, and by referring teachers to colleagues who had experience with technology tools.  

Celebrate successes.   We made a point to laugh at our mistakes and celebrate the successes during the 1:1 launch.  We learned by sharing what worked and didn’t work. During classroom walkthroughs, the administrative team made sure to provide feedback about technology use and, since we knew the comfort level of each staff member, the feedback became a tool for celebrating the growth that occurred.

Johnna Cheek is the principal of South Stokes High School in Walnut Cove.

Playback, Reflect, Grow

School leaders across the state will soon be meeting with their teachers and staff members, opening the school year by outlining goals and communicating a plan for student achievement. If you are one of the lucky school or district leaders who will be presenting to a large audience in the coming weeks, you are going to want to read the advice given by Kyle Hamstra below. In the 9th installment of the NC Ed Leaders Summer Blog Series, Kyle outlines several key points that all educators should remember when communicating with an audience. Kyle, a STEM Specialist in Wake County, also suggests recording oneself during a presentation and watching the video later. There is some excellent advice in this post, some of which I will be using myself as I welcome back my teachers, students, and family members this week! Kyle's article was originally posted on his blog (#HamstraHighlights) and is reprinted with permission below. Kyle is also a great follow on Twitter, so be sure to connect with him and keep up with all of his latest posts and tweets.

For any administrator, educator, or leader, here’s a question to consider: When was the last time you watched yourself on video?

For many of us, it was during our student-teaching, or perhaps while we were trudging through those beginning teacher years with the extra-stringent lesson requirements.

I just completed a few simulations for administrators-to-be in which I was recorded in different kinds of scenarios. Going into the exercise, I thought this would be easy, because I knew that I was going to be recorded while interacting with others, carrying out the duties in a day in the life of a principal. In addition, I also had sixteen years of teaching experience, so what could possibly go wrong? Even as I finished, I was confident that I had done well.

And when I went back to watch myself perform in over an hour of footage?

Eye. Opening.

First of all, I was very happy with a few things that I did well, but didn’t know that I just did, naturally. When I was interrupted by others, I waited and gave proper pause time, striving to be an active listener and sensitive to others’ perspectives. I was very professional and tactful.

But there were so many other areas in need of improvement of which I was not aware.

Three Communication Challenges

I think many leaders could identify with these:

What You Say

• Speech Crutches: Do you ever say the words uh or um? How many times? It can be painful to hear on video playback. Even for the most talented of orators, somehow those unintended syllables creep into the nooks and crannies of our would-be, well-crafted clauses and phrases.
  
• Sentence Breaks: Sometimes, we stop mid-sentence, only to start a new sentence with similar words. Choppy speech can be hard to understand, process, and engage.
  
• Subject-Verb Disagreement: Does the administrator know what they’re saying?

What You Don’t Say

• Getting the Words Out: Are you extra-passionate or knowledgeable about a certain topic? Who better to speak on it than you? When the topic comes up even multiple times in a meeting it can be easy for some to think a response or reflect upon a question, but do the words actually come out of your mouth? More importantly, do others hear it, and know your point-of-view and professional input?
  
• Affirmation and Reaffirmation: Do you speak positively about others’ ideas? Do you demonstrate support verbally? Sometimes, it only takes a spark to get a fire going, to fan into flame the passion from which people shine.
  
• Justify Your Rationale: How many times do we express an idea without connecting it back to the school’s mission, vision, improvement plan, curriculum, or initiatives? This is what we’re doing, and this is why we’re doing it.

Non-Verbals

• Eye Contact: Do you maintain eye contact when speaking and listening? How tempting it is to look at notes and screens without looking others in the eye.
  
• Gestures: What do you do with your hands? Are you itching your face, picking your nose, or making movements that don’t match your expressions?
  
• Appearance: How we dress in the workplace can inform expectations, albeit without saying a word. Even physical posture can let others know if we’re genuinely caring about our environment and those around us.

Three Communication Cliches to Consider

Diving deeper into my simulation video playbacks, these themes became apparent. For communication to be effective, the sender’s intended message must be received, first.

Perception Is Reality

How often do we believe that what we’re saying is exactly what others are hearing? There is definitely a difference between auditory hearing and demonstrating active listening skills to understand. As complex as the workings of the inner ear, so much more complex can be our uncanny abilities to imply and infer the full spectrum of message meanings. It’s not hard to understand why there can be so many misunderstandings.

Inside our own minds, we know what we intend to communicate. Yet, it’s way more important that our message is received–as intended–inside our receiver’s mind.

Delivery Is 90%

How you say is even more important that what you say. Messages are better received and processed in short segments with intermittent breaks for reflection. Knowing this, senders can keep it short and simple.

I’m a huge fan of the sandwich technique. Trending the positive before and after suggesting needed improvement can go a long way in driving meaningful change while still sustaining and fortifying healthy relationships and positive school culture.

Over-Communicate

In the world of education, buzz words and phrases become caricatures of themselves frequently. Repeating exactly what’s intended can minimize chances for meaning to get lost in translation.

It’s not enough to say it one time, in one format, or in one platform. With the amount of stimuli striking our environment every day, it can be easy for anyone to miss important messages. Frequent, simple reminders can go a long way in keeping the peace.

Reflecting On Video Evidence Is Powerful
As uncomfortable as it may be, video can open your eyes to see exactly how you appear to others. This awareness alone is priceless, and that evidence can provide even more detail than what your closest friends may share with you as loyal observers.

Reflecting upon my simulation performances while playing back videos has been an incredible journey of professional growth, albeit eye-opening and potentially uncomfortable most of the time.

Kyle Hamstra is an elementary STEM specialist in Wake County. This article was originally posted on his blog, #HamstraHighlights. 

Happy New Year!

The start of the school year is drawing near, but we still have a few blog posts left in our NC Ed Leaders Summer Blog Series. Today's post comes from Nikki Domally, principal at Lindley Park Elementary School in Asheboro. Nikki is a high school Spanish teacher turned elementary principal; she taught for seven years before becoming an assistant principal at South Asheboro Middle School. She was named principal of Lindley Park in 2016 where she led the start of a dual language program this past school year. In her post below, Nikki offers three tips for school leaders who are looking to make the very best out of this "New Year."


Summer is coming to an end. How did you spend yours? You’ve likely had many moments of reflection. You’ve thought about which practices are giving your students the gains they need academically, socially, and behaviorally. You’ve thought about those things that have positively impacted the climate in your school, and those things that have done the opposite. You’ve dreamed BIG about how this year your efforts will yield results, and in so doing, have likely made some “New Year’s Resolutions.” For most, the “New Year” rolls around in January; however, for school leaders the time is now for making those long term commitments that can improve the outcomes for our schools and students.

My summer activities have most certainly impacted my resolve for the year to come. I was blessed to spend quality time with my family. I am a wife and mother of three. I got to spend time cuddling with my little ones, laughing, playing, and soaking up as much of their preciousness as I could. I daydreamed about their futures (as mother’s do), cried a little when my son Logan told me he was done with hugs and kisses (hoping this is a phase), and laughed a lot when my daughter Taylor insisted on singing all of her necessary communication (this drove her brother crazy). I was overwhelmed with joy every time my five month old grabbed my cheeks with a great big grin as if to tell me he loved me.

How could these reflections impact our work and our resolutions for the 2018-2019 school year? Well, these darling students that we have in each of our buildings are someone’s number one priority. They are someone’s babies. Our daily work can determine whether a mother’s daydream comes to fruition. So, I resolve to remember that everyone at my school is more than just a number on the calendar. It is more than a countdown to next summer. I resolve to make each of these days meaningful, not just for the sake of other people’s children, but for mine (it’s okay to be a little selfish sometimes). Yes, I will be more visible. Yes, I will give timely feedback. Yes, I will remain positive in the face of negative discourse about the public schools we all love. Yes, I will be creative with my resources in face of budget cuts. Yes, I will compete each day with my best self so that the wonderful teachers and students at my school can be their very best, too. Simply put: I WILL. Will you?

Here are some tips for all those who are willing:

1. Support your goals with intentional focus - John C. Maxwell says, “Many have uphill dreams and downhill habits. No one goes uphill with downhill habits.” He further explains that the only way to break our bad habits is to get intentional. Put every observation for the year on your calendar or pre-write those encouraging notes you always intend to leave throughout the year. Don’t start your day at your computer. It is a trap and you will never leave. Commit to breaking any downhill habit that can impede your ultimate success. Intentional, advanced planning is everything because our jobs can be unpredictable.

2. Speak your goals loudly and to many! - There is no motivation like a good accountability partner. Whether we like it or not, peer pressure can be a powerful thing. When your speak it to others, that sharing demonstrates that you mean it. Don’t keep your ambitions locked in your head. First, your brain is full enough already. Second, your goals, like the seeds we plant in our garden, need nourishment and light.

3. Know your worth and the value of your work - Sometimes we think that to be great we have to accomplish monumental feats. The dictionary defines greatness as, “the quality of being distinguished.” We can distinguish ourselves through some of our most basic, everyday actions. Every equitable classroom placement, every piece of quality feedback, or every connection made with a student or family can be a means by which we distinguish ourselves as great. Whether it comes with accolades or recognition, the efforts and sacrifices you make are worthwhile. Remember that when determining the goals that will guide your year. These ideas are best summed up by a quote from William James: "Act as if what you do makes a difference. It does."

Whatever you have resolved to do this year, I wish you every success. Though I don’t know you, my prayers are with all of you! Happy, Happy, New (school) Year and here’s to being more awesome this year than last!

Nikki Domally is the principal of Lindley Park Elementary School in Asheboro.

Igniting your Fire Before a New Year Begins

The NC Ed Leaders Summer Blog Series rolls on with a post this evening from Kenny McKee, a high school literacy coach in the Buncombe County Schools system in Asheville. Kenny is a former middle and high school English / Language Arts teacher with a passion for reading, assessment, and teacher-coaching. He was selected as an ASCD Emerging Leader in 2014 and regularly writes for blogs such as Aligned, ASCD In-Service, and Sibme. If you are not following Kenny on Twitter, you should be! You can connect with him here. Kenny's post is all about recharging our batteries before the new school year begins. He offers some great advice for educators who are looking to "refill their cup" as they get ready for the start of a new year.


A new school year is almost here, and many educators are feeling two persistent emotions: excitement and anxiety. Obviously, these two feelings are closely related, but what distinguishes them from one another is the focus of our thoughts. If we focus upon creating, inspiring, connecting, learning and discovering, excitement infuses everything we do moving into a new year. If we dwell on challenges, mistakes, fears, dread, and drudgery, we certainly find ourselves in bad mental spaces.

The truth is, regardless of your role, a new school year will be a whirlpool of successes and challenges. How you steer your mental energy makes a big difference in the tone you set for the year.

Committing to discovering new ways to approach your work can make a big difference.

Summers are when I refill my cup. It’s when I find inspiration for new ideas, content, and strategies I want to implement in the coming year. Here are some ways to ignite your professional fire before (or during) the school year.

Grab Dinner with Other Educators

Food and good company have a way of lifting our spirits, and some of our fondest memories in life are from tales told around a table full of delicious food and drink. I had a great experience earlier this summer when my friend and fellow educator Jamie Frye came to town. He was presenting with a few other educators (Kelly Withers and Sally Davis) at a leadership conference, and he invited me to dinner with them. What was really great about the dinner was the fact that all of us had different jobs and worked in different regions of the state. The conversation pushed my thinking on long ”cherished beliefs” about the roles of administrators and coaches, the way schools are funded, and the potential of physical learning spaces. I left with new visions for what could be possible for students, teachers, and schools. That can be powerful.

So, consider dining with a few colleagues this summer. Even better, find a way to meet up with educators who work in a different school or setting. Perhaps you could reach out to a few Twitter contacts who live near you, advertise a local #CoffeeEDU in your area, or start an educator Meetup group. Discussing diverse perspectives in a fun and relaxed setting can lead to professional learning that you never expected.

Explore your Place

One big shift I’ve had this summer is a renewed interest in place-based teaching. I was fortunate to have participated in an NEH Institute in my hometown, Asheville, NC. The institute focused on the power of place in Appalachia. We studied place-based music, science, history, literature, and mathematics, and we also went on multiple field trips.

I planned lessons integrating place-based content during the institute, and I want to incorporate place as often as possible in my instructional coaching next year. Many students don’t know much about the places where they live, or they may view their place in a negative light. Making place something worth studying can unlock new awareness and insights, which can lead students to better appreciate their place -- or possibly result in a call to be active participants in improving their place.

Although an institute is a wonderful way to get to know more about your place, there are some other ways. Pay attention to your local newspaper or television news. Find an author from your area, and try out one of his or her books. Drive through an unfamiliar part of town. Volunteer at a community space or nonprofit. Get outside and observe your surroundings. My son and I have been using the Kids in Parks program to find educational hikes, and we’ve learned much about the plant and animal life in our region. Curiosity about place can invigorate our teaching, leading, and learning! Plus, engaging with nature and your community is good for your health.

Read the “Old School” Way

So, of course, many of us read during the summer...after all, you are reading this post right now. However, when I’m trying to revitalize my mind and energy, I find that reading deeply is better than reading widely. Books fill this need much better than daily social media posts (although, to be honest, I still read a lot of those too).

Reading any kind of book can inspire your work, as reading is proven to have many intellectual and emotional benefits. I most like reading professional books to find inspiration, and this summer, I’ve been trying something new. In addition to the newest books out there (Creating a Culture of Reflective Practice is great, by the way), I am diving deep into some educational classics. Modern times present us with numerous passing fads, so it can be comforting to see the qualities of excellent education that endure over the years.

With a goal to refine my Paideia practices, I have been reading Mortimer Adler lately. The Paideia Proposal: An Educational Manifesto presents an approach to inquiry and discussion-based learning that still feels relevant, while also taking a refreshing bipartisan stance towards how schools should function (at least according to today’s standards). I’m now reading How to Read a Book: The Classic Guide to Intelligent Reading, which correlates with much of what we discuss when we talk about disciplinary reading and close reading today! Reading enduring educational works helps me tap into the long line of those who improved our professional field, while inspiring me to continue that legacy in modern ways.

Committing to Discovery

You may notice that all three of the activities are focused on discovery. What new idea might come up in a dinner with colleagues? How might our place contribute to students’ learning? What can be “re-discovered” by reading enduring educational works? Commitment to discovery makes the learning process intriguing, exciting, and valuable. Isn’t that the type of learning we want for our students? Remind yourself of that feeling this summer (and afterwards), and it will carry over to your work with students this year.

Kenny McKee is a high school literacy coach in the Buncombe County Schools system in Asheville, North Carolina.

Questing for Professional Learning

The second half of the NC Ed Leaders Summer Blog Series begins with a post from Lucas Gillispie (find him on Twitter @lucasgillispie), Director of Digital Learning and Media for Surry County Schools. This post is all about professional learning for educators, and Lucas has helped develop a new program in his school system that brings personalized, game-inspired professional development to his district's educators. The program is called the EPIC Academy (http://epicacademy.info), and if your district is looking for a way to improve professional learning for your teachers, this post is a must-read. Be sure to connect with Lucas if you want to learning more about the EPIC Academy, and also check out his blog here: http://www.edurealms.com

It’s mid-fourth period and you’re only 15 minutes into your 90-minute block. Most of your students are well-engaged in their project, but you find yourself using the old “proximity trick” to remind Joseph that, yes, in fact, you can see that he’s getting destroyed in Fortnite on his phone when he should be engaging with his group working on a cell parts project. At the same time, you’re noticing that Sam’s body language indicates that she and her boyfriend clearly are still on the outs. Oh, and now, you remember you absolutely cannot procrastinate any longer about calling Zeke’s parents about his slipping grades. (His mother is certain it’s your fault, or so you tell yourself.) You wonder whether or not today’s after-school workshop will be shortened so you don’t have to make that call from home. How are you going to get everything done before the end of the day? Before the end of the semester? If the so-called experts are to be believed, the success of your students fully rests on your shoulders, after all. No pressure.

Hopefully, you’re not so far removed from the classroom that you don’t remember what it’s like to manage 25-30+ variables (your students) as you attempt to bring about the conditions conducive to learning. Teaching is mentally exhausting work. Fighter pilots and their hundreds of dials, meters, and switches have nothing on us. One element of this story, however, that we as instructional leaders can directly impact, is that after-school workshop.

I am fully convinced that we do our teachers a great professional disservice with mandatory, after-school trainings. Who has the mental bandwidth to learn anything of value at 4PM? This is especially true for our classroom teachers. Sure, I know that some things are unavoidable. (Yes, please tell me about how I shouldn’t touch bodily fluids, again… for the sixteenth year in a row.)

When is the right time for professional development, you ask? I’d respond with, “Well, that depends on the individual.” Am I saying we should customize the learning for each individual learner? Yes.

In Surry County Schools, we’ve launched a program focused on digital learning professional development called EPIC Academy. EPIC is a fully-only, choice- and mastery-driven approach to teacher professional development. Built around an instructional design approach known as quest-based learning, EPIC leverages some of the best elements of tools built purely for engagement… GAMES! In EPIC, teacher-players choose their pathway through a variety of learning quests, choosing the level of depth they wish to explore in any given topic. Want to browse the surface of Skype? No problem. Want just a taste of Breakout EDU? That’s OK, too. However, should you choose to dig deeper, you’ll have the opportunity to master a tool or concept and apply what you’ve learned in your own classroom with students. Following a series of quests to their conclusion unlocks your badge for that topic or tool and opens up new possibilities.

Quests can be thought of simply as a connected string of mini-lessons. Some might take 10-15 minutes to complete while others may take one to two hours or more. This bite-sized learning format allows teachers to squeeze in a few quests during lunch or break, or to enjoy learning while in their bedroom slippers and enjoying umbrella drinks on their back porch.

As they explore, teachers in EPIC Academy are brought into the EPIC Community. This is a true community of practice in which players share their reflections and artifacts with the broader community. This has proven an invaluable source of cross-pollination of ideas between subject areas, schools, and even grade spans.

Upon earning their first badge, teachers are granted their EPIC Educator banner. This banner proudly proclaims that the recipient is, in fact, EPIC, and well on their way to earning additional badges. These banners are a constant source of celebration and friendly competition between colleagues and schools.

While much of this has engaged our teachers, causing the program to launch almost virally in the past six months, the creation of special events and challenges (achievements) continues to spark engagement in the community. Some of these are lighthearted while others require intense commitment. This summer, several EPIC players have taken up the #EPICSummer2018 call. To earn this one-time achievement, they must accumulate 500 experience points (.5 CEUs worth of learning), unlock at least one badge, and take a selfie of themselves enjoying some summer fun while including the EPIC logo in the picture. Oh, and this has to be tweeted (that’s how you crowd-source your marketing)!

Another fun (yes, I said “fun”) thing we do to promote learning is the addition of hidden easter eggs in the program. Much like their spring counterparts, easter eggs are hidden/secret bits of content the most devoted track down in DVDs and video games. EPIC currently has two hidden quest series that have only been discovered by a few. This exclusivity and mystery only serves to boost engagement and a sense of community among those who’ve beaten the challenges.

Adults, just like our students, need to be engaged. As instructional leaders, our role is one of service, meeting them where they are, and providing them the just-in-time learning and resources they need to grow professionally. We’re excited to be launching Season 4 of EPIC Academy in the coming year and are already teasing our teachers (YouTube Link - https://www.youtube.com/watch?v=-oSiPC82-YM) with hints of what’s to come. And yes, this makes my job fun, too!

Lucas Gillispie is the Director of Digital Learning and Media for Surry County Schools.

"You are not JUST a teacher!" - Developing teacher leaders in your school

The fifth installment of the NC Ed Leaders Summer Blog Series comes from Jusmar Maness, principal of Southern Guilford Middle School in Greensboro, North Carolina, and the 2017 Piedmont Triad Principal of the Year. Jusmar, who is originally from Venezuela, worked as a Spanish teacher, a Spanish Immersion teacher, an ESL teacher, and a Curriculum Facilitator before becoming a principal. She has also served as a principal in the Asheboro City Schools system at Balfour Elementary. I've been blessed to have met Jusmar through our graduate work together at UNC-Greensboro, and it is not hard to tell that she has a strong passion for teaching and for kids. Jusmar's post is an inspirational call to school leaders to care for, support, encourage, develop, and build our teachers to become leaders in their classrooms and in their schools. Be sure to connect with Jusmar on Twitter; you are sure to see lots of pictures and stories that show you just how much she cares about her teachers and her students!

How many times have you been asked to think about why you became a teacher in the first place? I have spent time in several professional learning sessions reflecting on this question. Teaching means everything to me. It is the most honorable profession there is. Ever since I can remember, I’ve always known I would be a teacher. Like many of you, I spent countless hours “educating” stuffed animals sitting in my bedroom. Because even then, as young as I was, I saw the value in becoming a teacher. I wanted to inspire others, make a difference, and give children tools to be successful and pursue their dreams and passions. Never in a millions years did I think teaching would come with so many challenges, negativity, and so little societal support. Growing up in Venezuela, teachers were well-respected, and everything they said was sacred. The move to teaching in the U.S. was a big adjustment that taught me it was my job to show the worth of what we do through my every day commitment to excellence. Unfortunately, all educators have had that moment when they hesitate about their profession.

Over the past five years as a school administrator, I have been fortunate to cross paths with many different educators in multiple settings. The most heart breaking part has been listening to teachers say, “I am just a teacher." My inner voice wants to scream “No! You are not just a teacher! Why would you say that?” Then, the more I heard it, the more I realized, this is how teachers feel in the new educational era. From negative headlines to low pay, large class sizes to long hours in the school, teachers face daily challenges that they overcome because of their love for those little faces that come through our doors every school year. Teachers look for ways to remain encouraged through their daily struggles. They think of that child who smiled when he/she finally understood something, or the child who was willing to help another. Teachers try their best to look for that bright spot that gives them the drive for the next day.

As a leader, keeping teachers motivated and focused to continue their efforts to build students up and help them reach their highest potential can be one of the biggest obstacles to overcome. With the current climate surrounding education, it is becoming harder and harder to find teachers and keep new teachers in our schools. It is our responsibility to build efficacy and capacity among the newest members of our school communities. We must grow these educators and provide them with the tools to stay in our schools and do this difficult, yet rewarding job.

For beginning teachers, the task can be daunting. Many of them want to be leaders and support school initiatives, but they also feel they are not ready. We must guide them into becoming teacher leaders. Teacher leadership starts from within. Help them pursue their destiny to be the leaders they are meant to be. Below are some characteristics you can build or enhance for your beginning teachers (and even all your teachers) so they can begin their path to leadership:

1. C.E.O: Empower them to set the tone and the vision for their classroom. This will outline the path of success of their teaching and learning. Guide them to take charge for managing the day-to-day operations of the classroom, while making the best decisions to ensure students’ success and positive outcomes.

2. Partner/Collaborator: Create venues for teachers to collaborate, share ideas and talk with other teachers in and out of their grade level/content area. Connect teachers with other members of a learning community to establish their “network” to increase student learning and achievement. These partnerships will provide them with additional strategies and resources to have in their “toolbox” to become better educators.

3. Content Expert: Assign your teachers to professional learning opportunities that will increase their knowledge of their subject area(s). Afford them time to go and see expert teachers so they can read and enhance their expertise on the content and how to deliver it best.

4. Voice: Give your teachers a voice. Talk to them and ask them how they are doing and what they need. Check on them, but do not stop there. Seek their input. They have ideas, suggestions and a fresh perspective on teaching and learning. Help them see that their opinions and thoughts are valuable and they are key part of the team.

5. Reflection: The more reflective you are, the more effective you are. Offer opportunities for teachers to reflect on their practice, their lessons, their interactions with students, data, etc. Ask your teachers to send you notes at the end of the week on how their lesson plans worked and what adjustments they need to make to instruction. Any way you can get them to sit and reflect will make them more skilled so they can make modifications during instruction.

These steps will take new teachers, and even seasoned teachers, to their leadership destiny!


Leaders, I urge you to build your teachers up. Every time you interact with teachers, make sure the message is different. Show teachers that they are valuable.

Teachers… YOU MATTER!!! As a mom, I respect that you teach my son all the math, reading, science, social studies, etc., and am amazed that you have time to also instill character, values, empowerment, and courage into them! As a community member, I need YOU! I need you to work with me to build the future and progress of our community... all those doctors, lawyers, future teachers, technicians, builders, custodians, salespeople and many other professionals who will better our community! As an administrator, I cannot lead my school without you! You are essential to grow our students and improve our school. Never allow the outside voices to deter you from what you came to do! Remember that not everyone can teach, but YOU can!

Jusmar Maness is the principal of Southern Guilford Middle School in Greensboro, North Carolina.