Spring 2019 |
“That is one good thing about this world...there are always sure to be more springs.” ― L.M. Montgomery, Anne of Avonlea |
Spring Musings:
Spring 2019 has found me in unique place professionally. Several times throughout my career I have willingly been the Teacher in Charge (TIC) at the school. Typically, this is really a position in name only, once a month maximum responsibility. However, as Yorkson Creek Middle School (YCMS) prepares to divide into two schools in the fall, there has been a need for the TIC to work on a more regular basis. I was approached in February about sharing this responsibility with another teacher for the remainder of the school year, working at least two days a week in the office and not in the classroom. Through May and June, the responsibility increased to three times a week. As I reflect back on the last few months, I have been overwhelmed at times and also enlightened. It was truly a valuable experience, for a I got a real taste for some of the unique challenges administrators are presented with and are unable to share with the general staff. One of the most impactful days was when I was alone in the office and a call came in about a strange man in our adjacent forest. One of the vice-principals was in a meeting and not responding to my calls, while another was offsite and guiding me through what to do, which included getting another teacher to go with me to the forest, while also contacting RCMP liaison officer. For confidentiality reasons, I won’t expand but the results of taking this phone call ended up teaching me more than any book could.
The stress of taking on this role while also completing a master’s was overwhelming and exhausting. It helped me also think about the demands of the job and how different they are then classroom teaching. Throughout all of this, as much as I enjoyed 'playing vice-principal', I really missed my students and the classroom. However, because I was partially still in the classroom, I still had the stressors of planning and marking. It made me wonder why we put administrators in the classroom. Both jobs are demanding independently – together – is it really sustainable? The three months have left me drained and exhausted, with very little to give back to my own family.
Spring 2019 has found me in unique place professionally. Several times throughout my career I have willingly been the Teacher in Charge (TIC) at the school. Typically, this is really a position in name only, once a month maximum responsibility. However, as Yorkson Creek Middle School (YCMS) prepares to divide into two schools in the fall, there has been a need for the TIC to work on a more regular basis. I was approached in February about sharing this responsibility with another teacher for the remainder of the school year, working at least two days a week in the office and not in the classroom. Through May and June, the responsibility increased to three times a week. As I reflect back on the last few months, I have been overwhelmed at times and also enlightened. It was truly a valuable experience, for a I got a real taste for some of the unique challenges administrators are presented with and are unable to share with the general staff. One of the most impactful days was when I was alone in the office and a call came in about a strange man in our adjacent forest. One of the vice-principals was in a meeting and not responding to my calls, while another was offsite and guiding me through what to do, which included getting another teacher to go with me to the forest, while also contacting RCMP liaison officer. For confidentiality reasons, I won’t expand but the results of taking this phone call ended up teaching me more than any book could.
The stress of taking on this role while also completing a master’s was overwhelming and exhausting. It helped me also think about the demands of the job and how different they are then classroom teaching. Throughout all of this, as much as I enjoyed 'playing vice-principal', I really missed my students and the classroom. However, because I was partially still in the classroom, I still had the stressors of planning and marking. It made me wonder why we put administrators in the classroom. Both jobs are demanding independently – together – is it really sustainable? The three months have left me drained and exhausted, with very little to give back to my own family.
ECC 515 - Leadership and Counselling Diverse Cultures in Education |
The First Peoples Principles of Learning:
Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits and the ancestors Learning requires exploration of one’s identity Learning is embedded in memory, history and story Learning takes patience and time |
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Throughout my childhood, Dad lost his job multiple times due to the volatility of the mining industry; however, he ensured that there was always food on the table, and that we did not miss out on opportunities both athletically and academically. His hard word was evident through his rough hands, the hands of a man who would do anything for his children.
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In our diverse school landscapes, it is important that we don’t attach ‘a single story’ (Adichi, 2009) to both our students and our colleagues, instead taking time to understand their unique perspectives. Tollefson and Magdaleno (2016) argue that the essence of success in any school is having leaders who understand the socioeconomical, cultural, and historical backgrounds of the community as well as the students it serves. Without positive relationships, where these cultural differences are acknowledged and respected, I believe it becomes difficult for a child to feel safe and want to learn. The same goes for adults, as leaders we need to respect and understand the backgrounds of our teachers. If teachers do not feel understood, acknowledged and respected, they are less willing to participate wholeheartedly (Hamilton, 2016) in school initiatives that execute the school’s vision. |
My reflective practice is a critical element of my professional life. At the core of this reflective practice is my insatiable desire to constantly learn and improve upon my practice. When I stop learning and challenging myself to achieve new levels of personal and professional growth, then I believe I stop being an educational leader in the classroom and in the school. |
“Our concept of a school community is one in which individuals come together as whole people, bringing their diverse perspectives, practices, cultures, beliefs, values, and traditions into the “space” that will become a community.”
~ Shields & Edwards, 2005 ~
~ Shields & Edwards, 2005 ~