FROM EAGER UNDERSTUDY TO CREATIVE MENTOR

Upon entering the Master of Arts in Education Administration program through Michigan State University, my teaching career was just underway. I was the fresh-out-of-school, young-and-hip teacher who thought that the solution to every problem lay in the hands of simple technological advances and a little grit. My goals were very clear: jump in, work hard, work together, and be the best teacher I can possibly be. Why wasn’t everyone else on board? What was stopping every other teacher from diving head-first into new ideas? Why were so many teachers so resistant to change, when change would certainly make our lives easier? Right? Little did I know, the biggest learning curve of my life lay ahead of my first year of teaching 8th grade.

After four years, so much has been learned and observed through my teaching career and studies at MSU. Change is certainly inevitable, but is it always necessary? And how, as administrators, do we determine what changes to make? There are always going to be new grading programs, different standardized tests and forms of measurement, better technology and an “easier” way to do something. There will always be a diverse set of faculty; some of which will want to dive head-first into everything, others who will sit back at watch until a decision is made, and a few who will give an immense amount of resistance because why fix something that isn't broken? The pressure for an administrator to decide what is right for all parties, including teachers, students, and families is great, but change does not have to come with burdens and resistance. Empowering teachers to make decisions and work together is a skill that can greatly improve the relationships that teachers have with their administration and with each other.

My current goal is twofold: First, determining what changes will most benefit students and faculty, by weeding out unnecessary ideologies and empowering teachers to make changes that will be undeniably beneficial. And secondly, through leadership and mentoring, create a learning environment that is supportive and motivating for teachers, so that all faculty is fully committed to a new idea before it is implemented.

Overall, my goals have certainly shifted, but more than anything, my perspective has changed. I have worked for two different administrators that have provided examples of two extremely different ways of approaching teacher learning. What I have witnessed, is that teachers need to see change as a decision they are making to better themselves and their students. They will be more apt to accepting change when there is proper education, support, and a respect for their time. What I am most interested in now is figuring out how to make this learning process exciting and inviting for teachers. Although, I am still highly motivated to dive right in, I am also more sensitive to the needs and regards of all teachers.