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Jenny Molloy TLI Approval Form 2020 .pdfIntroduction
Introduction
I am Jenny Molloy, and I'm currently a second grade teacher in Missoula, Montana. I’ve been teaching for 22 years. I am certified in Elementary Education, and I have my M.Ed. in Curriculum & Instruction, with endorsements in Early Childhood Education, Special Education and Literacy.
I’ve been teaching at my current elementary school for 17 years. My school serves approximately 400 students in grades K-5. Recent enrollment information indicates that 75% of our students receive free or reduced meals, 16% of our students have an IEP, 6% of our students are identified as ELL. We have work to do in terms of equity. We have a growing population of refugee families, which creates some amazing opportunities for our school. However, it is also creating a big learning curve for us. We have a lot to do to learn more about how to best support these families. (curriculum mandates) Teachers are overwhelmed and stretched thin, yet wanting to do best by students.
Four years ago, we found that we were struggling as a community, both academically, and in terms of our relationships and social emotional learning. At the time, I was working as a part time instructional coach, and part time classroom teacher. My administrator asked me to investigate options. With the help of our MBI team, we created a “house” system for our school. Every student and staff member is sorted into and belongs to one of six houses. Our houses are named after traits that we hope to develop in our students: Compassion, Courage, Gratitude, Integrity, Resilience and Tenacity. Our goal was to build community and relationships beyond our classrooms. We are in our fourth year, and though we are still growing and improving, our student My Voice data indicates that we are headed in the right direction. Though we've shown some improvement with our climate and culture, we are still working on the best way to support students who demonstrate challenging behaviors.
I’ve been a building representative in our Union for 5 years. I have had the privilege of representing my Local at our state RA for the last 5 years. I was recently elected to serve as an Elementary Rep at Large for the MEA Executive Board. I’ve worked with a District/Union collaborative team to create a mentoring program that supports our new teachers. We’ve focused on improvement science to drive our decision making, using “Plan-Do-Study-Act” cycles. The mentoring program just wrapped up its second year. There are improvements happening within the program because of the feedback that is collected as a part of the cycle.
Why TLI?
Why TLI?
As I reflect on both personal and professional learning, I find myself drawn to learning more about equitable practices in schools and in our communities. I had the opportunity to participate in NEA's Leaders for Just Schools training in the summer of 2019. Working through this training confirmed my belief that my district has work to do. I believed that TLI would help me focus on listening better, speaking up more often and advocating for that work to happen.
Where did I begin?
Where did I begin?
Overarching Competency #1: Reflective Practice ~ Emerging
I think as I am working through the early stages of this process, I need to learn more about the types of data that are important to collect, and then have a solid understanding of how to better use the data as a tool for reflection.
I am very reflective about my classroom practices, but I believe the next steps are to work at using reflection as a regular group practice. If we can learn to reflect as a building team, we will be able to put our collective reflections to good use, we can change the culture of our building. (Which will help as we work at the district level.)
Overarching Competency #2: Group Processes ~ Developing
As I dig into the data and important conversations, there is potential for some challenging/difficult conversations. This has been an area that is hard for me - making sure I’m listening, and able to mediate, and able to support others in listening to diverse opinions. I am learning to speak up, but more importantly, to listen with an open mind.
In the past, I have had the opportunity to lead at both the building and district level. I think I often approached this work with my end goal in mind, which sometimes meant I didn't listen well. Having stepped away from leadership roles for a time, I think I am approaching this opportunity, (and those that will come,) with a new sense of urgency. Difficult conversations are necessary for growth.
Diversity -Equity- Cultural Competence: Collaborate Purposefully ~ Developing
Learning about diversity, equity and culture has always been a priority for me. I have been seeking out opportunities to learn, however, I've kept quiet and I haven't sought out ways to share my learning, or to encourage others. Attending Leaders for Just Schools was the first step in learning how to advocate. I can see many areas that my district could grow. I can not wait for the opportunity to present itself. I must seek out ways to start the conversations.
Policy Competency: Implementation ~ Emerging
During my Leaders for Just Schools work, we spent time learning about Restorative Justice. This prompted me to reflect on the concerns in my own building about our discipline procedures and policy. I realized I needed to spend more time learning more about and understanding both our building and district policies.
Describe your work with diverse stakeholders, shared learning experiences, and how you anticipate your policy mindset might evolve during the TLI process.
Describe your work with diverse stakeholders, shared learning experiences, and how you anticipate your policy mindset might evolve during the TLI process.
I've been fortunate to participate in a variety of leadership roles both in the district and at my school throughout my career. I worked closely with both previous building administration, and our district curriculum team to create and share different professional development opportunities. I have worked with building colleagues to create and evolve systems and practices within our school. In the last few years, we've had lot of change both at the district and building levels. I haven't always been in agreement with decisions that have been made, but I recognize that I haven't spoken up. If I want to create change with regards to discipline procedures and plans or with curriculum materials we've chosen to use, I know I need to find ways to build trust and mutual respect with my new building administration, but also with the district level team. Some of these changes will require me to learn more about how our district and building policies are created or rewritten.
Describe how your awareness of those from different cultures, experiences, and backgrounds inform your chosen project.
Describe how your awareness of those from different cultures, experiences, and backgrounds inform your chosen project.
I recognize that all stakeholders are and will be looking at equity, diversity, discipline with lenses framed by their own experiences. Within our building, there are many differing opinions about discipline, consequences and how we deal with challenging behaviors. We've got different levels of experience. This year we'll be working with a new administrator that has had a unique path to becoming our administrator. We are also working with students and families coming from different backgrounds. All of our work will need to allow for those differences to be honored and heard.
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