Future Goals

"Life-long learner" was a term I heard first in undergrad. It’s something I've incorporated into my teaching philosophy because it’s what I desire for my students. It wasn't until I started looking more closely at graduate programs a few years ago that I actually connected it to myself, but it’s exactly what I am. Even after I graduate from Michigan State University, I will continue to search for new opportunities for professional growth. I have recently acquired new aspirations for my future as an educator. It’s something that is still evolving in my mind, but has become clearer this past year, especially. I often think back through my years of teaching and reflect on the challenges I have endured and mistakes I have made. One thing has remained consistent, though, and that is my passion for teaching. The more time I spend in the classroom, however, the more I begin to think how my role could change within that passion. I have no timeline for a switch; I’m still smitten with teaching and being in the classroom with my students each day, but it’s something that may be on the horizon. While I continue sorting through what my future may entail, there are three goals I have declared in helping me navigate my future in education. First, I would like Social Emotional Learning to be on our daily agenda. My second goal is to attend the summer institute for Project Zero at Harvard University. This is likely to happen during the summer of 2021. Lastly, I would like to become a more prominent leader in my school building, which may result in a transition to a coaching position.

This goal will be beneficial for both my students and myself. In the midst of a school year like no other, I am realizing the importance of consistent and intentional social emotional lessons. The ability to identify and manage emotions is a valuable skill for young students to acquire, and one they will use into adulthood. The ability for students to self-regulate is an essential piece of being successful in the classroom. Students don’t always receive explicit instruction on how to manage themselves, which often leads to lashing out, shutting down, feelings of frustration, and anger. Similarly, this learning will be equally important for me as their teacher. It is never my intention to escalate any situation, but it has happened. I want to better understand how to best support my students when they’re dealing with intense emotions. I want to validate their feelings and listen before offering any advice. To support my classroom in social emotional learning, I would like to create an area in our room where kids can retreat when they’re experiencing strong emotions. In this calming space will be tools for them to decompress and reflect. Additionally, I would like to implement daily SEL lessons that become a staple in our morning meeting.

Visible Thinking is a practice that I have incorporated into my teaching since I started my career. It aims to foster students' thinking within content across subject matters, and is a pillar of Harvard Project Zero. Thinking routines have become an integral part of my lessons and are easily adaptable for any grade level. Each year, Harvard University hosts a three day conference devoted to the understanding and implementation of visible thinking as part of their summer institute. Because of timing and financial constraints, I have never been able to make the trip east, but this summer may just be my chance. Like most events lately, the conference will be held virtually. Though the cost remains a bit of a road block for me, I am thrilled that this conference has become more accessible to educators across the country. Participating in a number of available workshops during the conference will better prepare me to facilitate thinking strategies in my classroom. In turn, my students will develop skills necessary to better explore content on deeper levels. I hope to share my newly refined knowledge of visible thinking with my colleagues as part of our professional development. This aligns nicely with my second goal for the future, which is to support and/or coach teachers.

In one of my very first interviews I was asked if I'd ever consider moving into an administrative position. My answer was witty, I don't think so. My-- how times have changed. It could be the pandemic talking, but a leadership role has been on my mind lately. Throughout my years of teaching, I've found an interest in curriculum. I've not had very good experiences with curriculum and have often relied on my own lessons and units to ensure my students get the differentiated instruction they so desperately need. I have a keen eye for scaffolding daily lessons and including opportunities for student collaboration. I'm consistently sharing plans with colleagues and have hosted numerous student teachers. Supporting teachers and/or coaching is where I see myself venturing next. One small step in this will be acquiring more leadership roles in my building. I hope to facilitate a professional development in the fall, focused on Visible Thinking, after attending a conference this summer. Within the next few years, I anticipate pursuing a dean position. This will require me to attend the Dean Preparatory Academy within National Heritage Academies. Once I have completed this, I will serve as an instructional coach for teachers in our school.