What’s one focus or goal that you have for this school year?

Mandates, adoptions, collaborations, and articulation are all pushing and pulling me to plan and prioritize. Reshaping and reimagining ways to engage and empower are abstract goals, but the granular focus that causes my heart to hum to the tune of happiness is supporting teachers who desire to take risks that will affect sustainable change. How do I start to do this? As an administrator I learned that I have to listen.

Deep comprehension of the needs that teachers have is the work. Funding may be a challenge when it comes to securing particular tools. Suggested workarounds may prove to be cumbersome and time consuming. Logistics are often unsetting. However, a solution will always arise to help teachers bloom where they are planted and create nourishment for their students. My focus is to listen and act to keep these teachers motivated and encouraged. Hearing teachers helps them know that their efforts are validated. Hearing means the following: being able to restate the purpose and goal, being aware of the process, knowing the challenges, and articulating the compassion needed in the process of stumbling and bumbling to get it just right.

I vow to hear teachers when they speak to solutions that they are trying to create. It may call for modifications that stray away from the formulaic standards. It is comfortable to maintain practices. Certain practices trend within the learning community. Knowing that best practices spring forth from analyzing and evaluating traditional methods, I support teachers who are willing to take risk and make moves that support greater student success. It is my goal to hear and listen to courageous plans to strategically cause change.

I vow to follow up with teachers about their progress. Remembering what was planned and checking to see results. Remembering to think about ways to support and to share tools that may lighten the load. Remembering to listen and give solicited feedback. Remembering to give space to think aloud and troubleshoot. This will help the teachers remember their “why.”

When challenges arise, I want to give encouragement. I want to be able to provide a couple of solutions. When remembering, I want to collect resources that will support thinking and forward movement. When the data does not show glows, I want to help pull weeds and support tasks that will lead to growth.

I vow to softly fan flames. Fanning flames for strategic planning. Fanning flames of collaboratively sharing and making alterations. Fanning the flames of reflection for reconstruction. I want to prove to be a fan for the teacher who is willing to take a stand for all students.

This year is going to be a year where I focus on teachers who are willing to attack a critical need. Working for the student who underperforms for any reason and addressing the root cause is noble. Inspiring a student to exceed standards and to reach beyond expectations is noble. I want to spend my year doing all I can for these royal servants. They are loyal to the community of learners and I want to reciprocate without faltering.

Dr. Felicia Cooper-Prince has been in education for more than 20 years. She served students on the secondary level and currently supports educators as a Director of Humanities. A guiding principle for Felicia is “a well-read person is likely to make fewer mistakes.” Also, she believes that reading, writing, speaking, and seeking to make connections with others is a responsibility. Formerly, she was the International Baccalaureate Primary Years Program (IB PYP) District Coordinator for a school district that embraced the pedagogical practices needed to foster global citizenship, agency, and action.