New Years Teacher Resolutions

I'm not really sure if this should be posted tonight- technically for teachers, this is mid-year, not New Years- but I'm going to anyway. 

I'm a big believer in constantly evaluating myself. "Did I teach that right?"  "What is a better way to handle that topic?"  "How can I strengthen/fix that relationship with the difficult student?"

New Years resolutions are great for that, so here are mine. 

1.  Use Google calendar more effectively. I am a busy teacher. Co-sponsoring a very active StuCo, coaching a growing and developing Speech and Debate team, two daughters entering the active tween years, a wife who teaches as well, tons of  student activities to go see- oh and classes to teach. I've started using my calendar, but it's time for some next level calendaring. Setting up reminders as much for me as well as for my students has already started to help, but there is so much more to do. Which also helps with my second resolution. 

2.  Get more organized. I've never been a neat freak. I've always enjoyed kinda making things up as I go along. But those two endearing personal traits are not going to work all the time. Again, I'm going with a Google shout out- Gooogle Forms are an excellent tool for debate meet sign ups and planning questionnaires for StuCo. For the classroom, they can be used for class feedback (something I'm getting to in a little bit) and maybe some quiz taking, but I need to experiment more with that. I hate keeping up with papers, so I want to go more digital on class work. I'm also resolving to not let my desk get cluttered.  So I plan to introduce an assignment filing system. I've seen and heard from some other teachers what they use, but am open to suggestions. 

3.  Work on my teaching weaknesses.  I expect a lot of my students. I want them to put their best work forward. I have no problem pointing out to them when they don't. It is only fair that I be made aware when I'm not doing my best. I resolve to ask for more student feedback. What do I do that works?  What do I do that doesn't?  I know I cannot rely solely on student feedback, so I want to be better about asking my peers for guidance and advice. I am fortunate to work at a school that encourages peer coaching- teachers observing and encouraging each other. I want to observe my fellow teachers more, and hopefully see if they will observe me. Seeing the great results of peer coaching so far, I look forward to more opportunities. 

4.  Strengthen relationships with students...and teachers.   My students know I care about their success, they know I am willing to- and do- fight for them. But I want them to know I care about them. Personally. That I care about their extra curriculars, their work, their interests, and their struggles. That means going to games and performances, Googling ( I should get some sort of fee for endorsing at this point) the artist they can't stop talking about so I can carry on a conversation about something they care about do they are more willing to listen to the lesson I need to teach them. And teachers- communication is so important and it so easily gets overlooked. Sharing ideas, asking questions, digging into the content we teach together. Why do students miss those TEKS/standards more than others?  We can evaluate data- and the numbers show what is missed, but we need to discuss why they miss them. The relationships with students and with teachers cross here- if we know what is going on with the students, we can adapt our approach to see success. 

5.  Work on student weakness while strengthening student strengths.  In a previous post (http://amidoingthisrightteachers.blogspot.com/2014/11/good-to-great-yeah-it-book-title.html?m=1) I talked about not neglecting the stuff students do well on, because that's how you move student scores from passing to excellent. I won't rehash that here, but I plan to reteach not just the things students don't get, but also the stuff they did get in September so they do not lose it by May. 

That's my list- what about you?

Good to Great: yeah it's a book title

I coach Speech and Debate, and yesterday my team had their first meet of the year. About half our squad were rookies, including some freshmen. One of our CX teams, two freshmen girls, got the results for their first round- they had won!  One of them immediately responded with "But we did awful!  We didn't do this or this or ..." And she continued on until I stopped her. 

"But you won!"  She looked at me with a confused look for a second then I continued. " Even if you win by one, you still win. Focus not on what went wrong, but what went right. Enjoy that moment!"

A little more than 24 hours later, the teachable moment for me finally lit up. 

While we must work on our weaknesses, if we neglect our strengths they will atrophy. 

I teach in a class with an End of Course exam. We have data meetings where we all try to figure how to reteach the areas our students struggle in. This is important and necessary. But I rarely to never find myself pointing out what went well- when the kids got it right. Or if that is mentioned, it's a quick "Yaaay!" then back to the low TEKS/questions. 

What if we are missing a chance to take our students who are doing good and move them to great?  What if by occasionally offering our struggling students a chance at repeating success we tangentially inspire them to figure out what they missed on the harder stuff?

When I have students I had last year come back and visit, they will ask me what we are talking about now. These were honors students, "A" students who scored tops on their EOC's, and they often have trouble remembering the things they had so easily the year before. This hurts me. It makes me feel like I "successfully" taught students to succeed on a test, but didn't leave a lasting impression and love for the material that I desperately want to share with my students. 

Students need more than just "attaboys" when they do well. They need to be reminded that they did well and the should probably get frequent chances to demonstrate that they got it right. I believe strongly that success breeds success. Case in point- that Speech and Debate team I opened with had 12 -15 people on it last year. We had some successes, and this year we have at least 30. And my teams who won yesterday are hungry for more wins. 

I like to be reminded that I am good at things. It's great to hear it from people- "attaboys" are important- but actually tasting success and feeling success is so much better. And I remember those second successes better because there is reinforcement of correct and good actions from the first time. 

While I want my students to pass, I do not want that to be my end goal. I want them to be more than good, I want them to be great. I do want them to love what I teach. But I really want them to realize that they are capable of doing more than they think they can. 

So, when my students "get" a concept, I will try my best to not just accept that, but build on that while not neglecting the weaknesses. 

Now, if I just knew how to practically do that...

Fighting For Students, Not With Them

Today I spoke with a student who expressed to me he did not plan to graduate. I asked him what his plan was, long term. He seemed shocked that I asked him- not in a condemning tone, or by getting my "I'm a teacher and I know better" voice on- but in a genuinely curious tone. "I don't know."  He kind of looked like it was the first time he'd been asked that. I told him that as long as he was still in school, I wanted to know how I could help him do a little better, find some way better serve him as a teacher. I asked him to think about those ways I might help. As he walked away, I don't know if he was thinking about what I said, or just moving on. But I'm going to ask him, repeatedly, if he has found something that I can do. 

Round one. 

In that one moment- by accident, intuition, or something else- I did not admonish him for chooding the "not graduating" path. I expressed genuine concern. And by doing that, there was no escalation, the fight that began was for the student, not with them. 

Daily, students try to push my buttons. Just like the do every teacher. Sometimes, I fight back, I give them what they want, even if it is negative attention. Other times, my laid back attitude pays off and I start a conversation that has a chance to reveal the kryptonite to a students barriers. 

What does fighting for a student look like?

I tell my students regularly that I believe in them, that I know they can do it. I try to ask them what I can do better- because I am not perfect. I fight for them by ignoring behaviors that I know are just for attention. I fight for them by trying not to  take it personally when they talk over me- sometimes I succeed. I am working on being better at standing up for the students who are afraid to stand up for themselves. I genuinely like my students, and I want them to know it. I strive to earn their respect, not demand it. And in those moments when I need to demand their respect, I will have it. 

But one of the biggest, most practical ways I fight for my students is to try to find tools and techniques that will help struggling students succeed. I suggest things like flash cards, or using reviews, and I am working on videos of lectures they can view at any time. But I am still relatively new at this. 

So, teachers- what advice can you offer me?  What tools can you share to help me fight for my students?

What Do You Do?

The following is an imaginary conversation, FYI. 

"What do you do?"  

"I teach US History and Psychology."

"Oh. But what do you actually DO?  Architects design, doctors heal, lawyers build and argue cases, athletes compete, bus drivers transport, custodians clean, dentists terrify people. What do teachers DO?"

"Well, the short answer is I try to give students information in a way that allows them to retain said information."

"And the long answer?"

"Well, where do I start?  See, I have to learn about a topic. If I'm lucky, it's one I like. That means I have some background information on it to build on. If I'm not lucky, it is some obscure person or event or concept or book that about 12 people in the world are interested in- and none of them are my students. So, I have to learn an interest in that topic- learn, not feign, because students smell fake from a mile away. Oh, I have to learn that topic well, because one of those 12 people has about four degrees in this topic and wrote a few books and- more concerning for me- maintains a blog that comes in as the number one result on Google that my students will immediately find (because we are a "Bring your own device" campus) and correct me on. This will hurt my cred."

"Cred?"

"Credibility. See, I also need to know most slang. And cred is actually old now, so I would have had to deal with students mocking my out-of-touch wording. That means I have to redirect- teacher speak for stop chasing the rabbit and keep focus.  This takes a lot of quick thinking- 'How can I connect back to the important but obscure topic in 30 seconds or less?'"

"Wow. That's a lot to-"

"I'm not done yet. See students today have two needs- one they want to see fulfilled and the other they don't. They need to be entertained. This one they want. So, I have to make the lesson over the obscure topic interesting, fun, relevant, and relational. It is kind of like being on stage, live and you do four to six shows a day. And fourth period is the matinee show, so it's packed, and the 'audience' is hungry and or sleepy. You have to be more on point then than any other time. But the other need is rigor- teacher speak for challenging material- so I cannot just go through the motions. I have to ask insightful questions, pose questions that expect students to evaluate and investigate and create and synthesize the information. Because there will be a test they are expected to perform well on."

"So, I guess you hate tests?"

"I'm not a huge fan, but they are a necessary evil. We need to know what students have learned. What I don't like is the weight they carry on teachers. We have to take the tests seriously, but not teach to them. I feel kind of gross when I realize I am getting more concerned about students passing the test than I am students gaining interest in that obscure topic."

"But didn't you just learn that topic?"

"Yes. But you know what?  What better example for the students than for me to have actually started to care about the obscure topic I just learned about?  I am showing them that even an "old" person can learn new things. And the truth is, now there are 13 people who care about the topic, because now I kinda dig it."

"More slang?"

"No, that one is clearly me. See, you asked me what I do?  I try every day to get my students to fall in love with the subject matter I teach. But that's hard to quantify. So, I tell you the other stuff first, I draw you into a conversation, then I reveal how much I love what I'm taking about. If I am successful, I have built a relationship with you where you like and respect me enough to want to know the obscure topic because you like and respect me and I care- truly care- about the obscure topic. By the way, if I demand a student's respect but never actually try to earn it, I will never have it.  I have the unique and awesome responsibility of caring for twenty to forty students educational and emotional needs for an hour at a time. And then when I see them at their jobs or at their events or at the mall on Saturday I have to still show them I care- not because it's my job but because it has become who I am- I care about these students far beyond 8:20 to 3:45. I am concerned and hopeful for their futures, excited for their successes, heartbroken for their failures, and there for them when they need someone.  What do I do?  Everyday I design lessons, heal students who are hurting, build and argue both sides of opinions, compete for students' attention, transport students from lacking knowledge to understanding and application, clean up misconceptions and wrong answers and often the floor beneath their desks, and when behaviors demand it, I have to try to terrify people."

"Oh.  Wow. Ok, why do you do this?"

"Because it is so worth it."

The best yet?

Since my AP Psychology training this summer, where I won these cool perception goggles, I have been dying to use them. 

What they do is shift perspective by about 45 degrees to the left. It makes throwing a ball look like this awkward display:  http://instagram.com/p/tGz-2KKRod/

In our unit on Sensation and Perception, we were going to use them to to demonstrate how perspectives shift, and have a little fun. Personally, I was hoping to find a way to introduce the concept in a concrete way how to respect people with a different view of the world. 

The problem is, we have one pair. I've written a grant for a class set, but that will only benefit future classes. I introduced the goggles yesterday by having a contest between a baseball player and a softball player to see who was more accurate with the goggles. I had secretly taught the softball player a trick to counteract the goggle effects- and we all had a good laugh when our baseball player was completely off target.

 So, the lesson proper started off with the class sharing the goggles and trying to write their name. Not too challenging. Then a couple played "Pin the Tie on the Batman" using my 5 foot tall Batman standee ( see, he is instructionally important!).  Then we took a field trip to a water fountain. A handful of students donned the goggles and tried to not only not bump into a wall, get water into their mouths, not their ears. 

We went back to the classroom, all of having had a good time, and began to debrief the exercise. I asked students how they compensated for the altered perception. " We used our other senses," they replied. Some had used their finger to find the water stream then followed their sense of touch, for example. Then I asked them how they would adjust if multiple senses were not working. They admitted it would've been very hard to accomplish the task. 

In a moment of unexplained inspiration, I remembered a video I had seen. I set the stage for the video by asking who had seen "Man of Steel," the seen where young Clark's senses go into overload. About half had, so I explained further. Then I asked "What if a person had sensory overload like that- how would they deal?"  Not well, many responded. Then I showed the following video:  

https://m.youtube.com/watch?v=IcS2VUoe12M

The students sat silent. They took it all in. Their look said it all. "Is that really what it's like?"  I explained that autism affects your perception. Sometimes it is this bad. Other times, other individuals do not have this big of a problem. 

Students shared stories of friends they know who are on the autism spectrum. Then the bell rang. 

One student hung back, and explained to me that he often wondered if he might be on the spectrum. He talked of how often felt the way the video demonstrated. We talked, and he asked more questions.

In that moment, I knew, for that student, the lesson made a difference.   And for the other students who now saw some of their peers struggles, it made a difference. 

For me, that makes it one of the best yet.  

WHY do I teach?

Yesterday was the College Station ISD Kick-Off rally where district employees gathered to be encouraged and challenged for the coming year.  Our new Superintendent, Dr. Clark Ealy, challenged us to think about our 'Why.'  Not the 'what' or the 'how,' but the core, deep, soul-centered 'why' we teach.  As the 1500 or so of us filed out, I was already thinking on this.  And when College Station High School convened on our campus, and our Principal, Mike Martindale, again challenged us to think of our 'why,' I decided this would be a great place to talk about my 'Why.'

I teach because I come from a family of teachers, and I married one.  They seem like great people.  

I teach because my high school AP English teacher, Jack Nims, taught me that the right answer is not always the best answer.  He taught me how to think, not just how to regurgitate information. 

I teach because the more I teach, the more I want to learn.  Just when I think I know all I can about a subject, a little breadcrumb promise of something more is dropped, and I chase it down, hungry for more.

I teach because I have seen the difference an adult can make in a child if they just pay attention.  I have seen the faces of parents who were just thankful I took the time to appreciate their child for who they are, and the face of a student who saw an adult besides their parent care.  I teach for those that have been missed.

 I teach because teenagers today impact our culture more than even they know, and I want to point them in the way that makes them the best they can be. I hate the phrase "Children are our future." They aren't.  They are our now.  They are shaping our music, our worldviews, our technology, our approach to life, etc.  Sometimes it is beautiful.  Sometimes it is terrifying.  Students need teachers that do not seek to make them better people- that would be social engineering.  Teachers should guide and encourage students to find who they are.  I teach to point students to find the best person they can be.

I teach history because I love to tell stories.  I teach psychology because I love to try to figure out the way people tick.  I teach them both because the stories of history and understanding people are my favorite way to point students toward that "best person they can be."

I teach because he moment of understanding is the most intoxicating thing there is on Earth.  Whether you teach Math, Science, English, Art, Football, Foreign Language, Social Studies, Philosophy, or Theology - the moment a student's face lights up with recognition or irreverently shouts out that they "Got it!," is the best feeling there is.  I teach because I am addicted to those moments, and want more and more.

I teach because I want my students to know I see them as people, and I care about them succeeding not because it makes me look good, but because it makes them stronger and smarter people.  I teach because I like my students- all of them.

I teach because teachers matter.  I teach because they are needed.  I teach because they are on the front lines of making a difference in the lives of millions.  I teach because I want to be a part of something that truly, positively affects the world.

I teach because it is-  So.  Much. Fun. 

How Do I Know?

When I step out the door, and look around, the tell-tale light of late summer serves as a reminder that the beginning of a new year is just weeks away. Days that were filled with watching TV and swimming and doing nothing are vanishing in the rear view.

To be fair, I also spent a good deal of my summer teaching summer school and attending trainings. And while my official start is next Friday, my days in my classroom are increasing in frequency and volume already.

I say this like its a burden- but it's not. As I sit in my chair and zone in on my latest Prezi for my new course this year, Psychology, I feel an almost rush of excitement. I know what this class has in store for my students, and I cannot wait to share it with them. I even find myself enjoying the tedium of redecorating my class. And I am looking at my class load filled with on-level classes instead of the Honors I so loved last year and seeing a challenge I plan to rise to.

In the midst of all this pre-year excitement, a question has floated up. I have tried to answer it on my own head, and come up with some answers, but in truth, they are not complete. It is question that I really feel each teacher MUST ask themselves regularly. (Side note, I am a huge fan of asking myself questions. Introspective questioning makes me a structuralist, I guess.) That question is this:

"How do I know if I am a successful teacher?"

You might argue that I should ask about bring an "effective" teacher, but I believe it is possible to be effective and still not a successful teacher. You can accomplish all you need to, but is that all it takes to be great?  No, but it meets the criteria for effective.   So, all great teachers are effective , but not all effective teachers are successful. Effective teachers are still doing awesome, but successful teachers do that elusive something "more."

I think.

Rather than get bogged down here, let me share my criteria that I have attempted to measure what makes someone great.

The most obvious is that their students excel. Scores and passing rates are high, success is the norm. But this factor relies on students as well. A teacher with good scores at a traditionally high performing school will measure success differently than a teacher at a traditionally low performing school. And what if a teacher has high scores, but students don't show continued growth?  Is that still success?  Or what if they show improvement, but the scores are still low- is that success?  I believe this measure has to be taken situationally. High performing students should continue to performing at higher and higher levels, and low performing students should continue to perform at higher and higher levels as well. Success may a hundred for one, and passing for another. But then what of those teachers who are able to draw the A out of the student who has never gotten out of the C's?  These are the ones that move beyond even successful to great teachers. I want to be one of those.  But how do  I know if I have become one?

I think one way they are able to do it is by relationships. A teacher who manages to connect with students will be able to get the students to dig a little deeper, work a little harder, push a little further. I feel pretty confident that I did well with relationships with my students this year. I was honest with them- I never cut corners with "little white lies" that made it easier to go my job. I also owned it when I messed up and readily acknowledged when I didn't know something. I also acknowledged when I knew even I had done a poor job. I think it's safe to say I enjoyed some popularity with my students. But that alone doesn't make me successful. There are plenty of "cool" teachers who don't do a very good job. Their students are poorly prepared, but they had a lot of fun. I hope that I was not- nor that I will ever be one of those teachers. I also do not want to go the other way and be the teacher that seems to enjoy making the students miserable. It is my job to challenge the students, and I believe the more they like- no, wait, that's not right. The more they respect and admire their teachers, the more they are willing to put forth their best effort.   These are the teachers that their students will still talk about in  five, ten, twenty years and more. And not because they were "cool," but because they were invested in their students, cared about their students, and their students knew it.   I want to become  one of these teachers. But how do I know if I've become one?

Maybe it's innovation. Successful teachers try new things. Actually, most teachers try new things. Successful teachers are not afraid to try new things and fail. Repeatedly.   They pick themselves up, dust themselves off, and press on. In a  modified direction.   It is not just using new tech or technique in class, it is finding the best way to fit those new ideas with their population. Innovative teachers also create new things- they are on the vanguard of strategies and projects. Some of their ideas are a mashup of other good ideas, some truly unique and original.   I want to become  one of these teachers. But how do I know if I've become one?

Those innovative teachers need support. From administration to the teacher across the hall, the successful teacher needs help. And is not afraid to ask for it. When they offer it to others, successful teachers are not condescending or holier-than-thou. It's easy to fall into the trap of playing "who knows more."  I know because I feel the tug to assert what I know in a prideful way-  and that's just in everyday situations.  To be a successful teacher, you must want your colleagues to succeed as much as you want to see your students succeed.   I want to become  one of these teachers. But how do I 
know if I've become one?

As I go through this year, I plan to repeatedly ask myself how I am doing in these areas. But I can be a bit biased, so I welcome other opinions as well. It can seem a bit self involved to be concerned about being a successful teacher- and hopefully done day a great teacher- but I know that I am one of THOSE kinds of teachers, it is the students who benefit the most. 

Year End Review aka Summative Blog-ference

So, the year- my first year of teaching is done.  How did it go?  Well let us start before the beginning...

I was surprised, but excited, to learn I would be teaching mostly Honors US History classes when I got this news a couple weeks before school started.  But I was soon after struck with the realization that while other teachers would be primarily concerned with their students passing the EOC (End of Course) test in May, I had to be concerned with getting more students to achieve commended or advanced status- so I set a vague goal.  I really had no idea how to reach that goal, but I surmised it would come to me at some point.  Or, more likely, someone would tell me.

The week before school started, I was approached by Mr. Martindale, the principal, about coaching the Speech team.  Now, I had always wanted to do this, and assumed I might get to at some point.  My first year was not that point.  But my weakness is not being able to say no to things I am remotely interested in, and I agreed to take a program and try to build it from the modest start it had from the previous year- CSHS's first in existence.  My goal here- have at least one competitor in each Speech event- except Cross Ex Debate and the pilot program for Congressional Debate.  Plus, I had to re-familiarize myself with the events after 15+ years away from competition.

With students, my goal was to challenge them and at the same time build relationships that mattered- relationships in which I earned their trust so that I could push them harder, and not alienate.  Relationships where they trusted me enough to share insight on the topic, and know I would not crush them for missing the point.  Relationships where I could teach them more than history, I could teach them how to better live their own lives because of the history they learned.

With my fellow teachers, I wanted to earn their respect.  Here I was, a new teacher who had not been to four years of college studying education and had gotten alternatively certified, and I was teaching alongside them.  I wanted to be a team player, to help the other teachers as they helped me.  I wanted to contribute to the overall success of the school.

If this were an actual conference, here is where you would ask me how those goals turned out.

For my first goal, while I feel I could really increase the rigor (aha- fancy teacher word for make it harder with a purpose), the students performed well throughout the year.  I learned from the first semester, and began increasing the depth of what we were learning in the second.  I think one of my favorite projects/lessons of the whole year was the last one.  Each class had five groups, and each group was in charge of researching, planning, and teaching a lesson over a topic selected by the class that covered our period in history.  Some examples where 1920's Crime, the Role of Music in the 20th Century, Inventions of the late 1800's-1900's, and Pop Culture of various decades.  They had to teach for the whole period.  Yes, there was an ulterior motive for doing this aside from letting students guide their own lesson.  I wanted them to see what teachers deal with daily.  Did it work?  Let's just say I am planning a way to introduce a similar lesson in the first semester.  Oh, and the EOC- I'm pretty sure my students did just fine, and I feel pretty good about my goal.

I was able to have not only one student on each Speech and Debate team, I had a full squad on three of the six teams, and I even had one Cross Ex team after all.  But this is where the awesomeness of CSHS students come in.  By the end of the year, our team had three district champions, four runner ups, we had six regional qualifiers, and that surprise Cross Ex Team advanced to state.  The team's success is contagious, and we will be adding a number of new competitors next year from students who were not even involved this year.  Our program is strong and growing.

Could I earn the respect of the students?  I am not a disciplinarian.  So I could not be the teacher that the students were scared of- that is just not me.  (Though I apparently scared one class enough that they were afraid to mis-pronounce my name.  So, they began to call me Coach.  It caught on.  Made it into the yearbook, and I was called Coach on occasion by other teachers and even administrators.  I protested, but eventually gave up.  "You are a man teaching Social Studies," several students explained, "It is just sort of expected that you are a coach.")  What happened with my students was something even I cannot explain.  They liked me.  They listened to me.  And mostly, they behaved and engaged in class.  They even asked me to take part in a fundraiser for a former CSHS teacher who was dealing with extensive medical treatments.  It resulted in this:

 If you don't want to watch it all, I will sum it up: I start with hair, and end with none.  I would challenge my students to excel on their EOC for themselves, their school, and, jokingly, for me.  One student wanted to start a Twitter hashtag of #doitforLehrmann.  I think I did OK here.

But the teachers' respect- that is the tough one.  I feel I worked hard to be a team player, supporting my fellow teachers in and out of the classroom.  I tried to be willing and able to help as frequently as I could.  When our academic UIL coordinator had a baby in the middle of UIL season, she asked me to fill in.  I did.  Then I made her promise to never have a baby during UIL season again.  I will stick with Speech and Debate.  The biggest sign, for me, was being nominated to be one of the teachers to receive the College Station ISD Teacher of the Month for March.  I am still humbled and honored to have been chosen.

So, that's my year.  I feel it was successful- beyond what I had hoped it would be in every way.  But I cannot take credit for that success- at least, I can't take credit alone.  Those people I set out to earn respect from- teachers, administrators and students- they helped me get here.  To be able to breathe a sigh of relief that I did not just survive, I thrived.  Those teachers supported me at every step, and the administration encouraged and equipped constantly (see the previous blog for more on these), and the students at CSHS are like no others.  Our principal has often said, "No one told them they couldn't win."  No, they didn't, and these students seem to only know and seek success.  My family deserves credit- Kristin has supported me and knew I could do this even when I wasn't sure.  Leslie and Kenna are already planning their CSHS Cougar careers as gymnasts/cheerleaders and/or Strutters.  They are still in Elementary school, plans are fluid.

I do have a concern:  when this year wrapped up, and I looked back over all I had experienced, I realized that it would be difficult to top it.  How can I achieve greater success with students in the classroom?  How can I achieve greater success with the Speech and Debate team when we are moving up to 5A from 3A?  How can I maintain the respect of my fellow teachers and students next year?  Is there a Sophomore Slump for teachers?

What I know for a fact is that I cannot be happier to be where I am.  I am confident that the team I work with is with me.  The students are great- academically and as people in general.  And my campus is beautiful.  I am not fearful of what comes next year- I am excited and eager to get started.  (Not so eager as to wish away summer vacation, though. :) )

I love my school.  I love my job.  I am a College Station High School Cougar- and proud of it.

It Takes A Team

Growing up in an educator family, I often heard how important the team of teachers and administrators one works with was to success. Success for the students, and success for the teacher.

I have seen the reverse of that truth as well. Friends and family that have limped or crawled to the end of their school year, feeling alone and abandoned by their peers and their leaders. As a new teacher this year, the prospect of what teachers and administrators I would work with weighed heavy on me. I had been fortunate to work with a great team in my year as an assistant at South Knoll Elementary last year, but being the "teacher of record" was going to be different.

I wanted a staff that supported me, and I wanted a staff that let me feel like I contributed and was not just the "newbie."  And I wanted a staff that I could hopefully be able to be of service to as well.

From almost the first day, I felt the support and encouragement of my fellow teachers- from my department head April to my mentor teacher Will to teachers in our department like Molly and Chris. They shared ideas and strategies and a listening ear. They were a sounding board , and when necessary a restraint from a well-intentioned but poorly thought out idea.

I found this same support and trust from my administration this year, from the start. I was allowed- and encouraged- to pursue new strategies and lessons. I learned that my principals were not just telling me they appreciated and liked what I was doing- they told others. From my fellow teachers AND my administration I found a level of support and trust I have never before experienced in my professional life.

One of the best examples was the day of District Cross-ex debate. An unexpected ice storm hit, and threw the day into chaos. I was able to sit down with my principal, Mr. Martindale, and he let me make the calls, and backed and supported my decisions the whole way. Meanwhile, my fellow teachers were standing by and offering help as needed. We made it to the meet that day, after support from all levels on my campus fought for our students to still get the chance to compete. Which they did and successfully advanced to State.

As the year has progressed, the support has increased. And in spite of being a first year teacher, I have never once been treated like a rookie.  Perhaps being "old" for a rookie helps, but the credit lies with my fellow faculty and their desire to see a successful campus- which means successful students. One look at College Station High School's two years of existence is enough to see that success is highly treasured. State champions, and champions at other levels, in athletics, academics, vocationals,  fine arts- you name it, CSHS students do well. It comes from talented students and a faculty that believes in their students and works together to make every path a way to victory.  I marvel at these teenagers and the teachers who are so excited for their success, even when that student has never set foot in their class.

My wife has disallowed me from complaining about my first year. Not that I would- or could- if I wanted to. A big reason is the people I work with. It is an amazing team, and it is the kind of place I want to be for a long time.

Here's hoping they feel the same way about me!