Before I’m an educator, I’m a learner.
“The best teachers I know are the ones that still see themselves as works in progress and are continually looking for new ways to improve. They are learners. They are students of their profession and calling.”
— Jarod Bormann in Professionally Driven: Empower Every Educator To Redefine PD
At 40 years old, I’m now in my 18th year of teaching at my fourth school. With memories of being the “young guy” on campus still fresh in my memory, I now wear the label of veteran.
Of course, those years of experience offer confidence and insight. 17 years removed from rookie, I have a clearer sense of my professional strengths and weaknesses.
I know a whole lot more about classroom management and student behavior. I have a firmer understanding of what optimal conditions for learning look like. My thinking around assessment and learning has evolved astronomically. I’m better at setting personal boundaries and establishing self-care practices that allow me to be better in the classroom.
But I’m keenly aware that I still have a long, LONG way to go and a whole lot more to learn.
And I love that.
There might have been a time early in my career when I envisioned the master teacher as an educator who had basically arrived. This was the teacher who held her students’ attention with hypnotic powers. Who oozed the sort of charisma that inspired incredible heights of work, creativity, and achievement. Whose timeless classroom management systems had been tweaked to a state of permanent perfection. Who drew from a bottomless well of instructional resources to locate a solution for every possible challenge. Who personally knew every inch of their content area and whose expertise was legendary.
Who never made a mistake, never failed, who never felt embarrassed or frustrated.
Today, there might be some aspects of confidence and mastery in that vision that I still strive for. But I also recognize that most of that picture of “arrival” is mere mythology.
I now see that year-over-year consistency leads to stagnancy, that comfort breeds complacency.
As I continue to grow as a professional, as I learn from my PLN, as I read Mindset by Carol Dweck or Professionally Driven by Jarod Bormann, I’m constantly reminded that we’re all — ALL OF US — on a continuous journey of growing, stretching, and learning.
Even the best among us fail, miss the mark, pick ourselves up and continue to learn.
Especially the best among us.
I took a new teaching position this year, and in some ways, a new position means going back to square one. Hitting reset.
It’s a chance to ignore my old assumptions and beliefs, to reimagine every moment, every class, every course, every subject. To critique my own practice. To push the limits of what is possible for every one of my learners.
I want to push myself into uncomfortable spaces and take bigger risks.
Because I haven’t made it. And because “making it” isn’t the goal, anyway.
“If you haven’t failed in the classroom lately, you aren’t pushing the envelope far enough. ‘Safe’ lessons are a recipe for mediocrity at best.”
— Dave Burgess in Teach Like a Pirate
I’m a student of my profession.
I’m a lifelong learner.
And the appetite for growth is real.
So I’m getting after it.
I’m seeking to stretch, risk, grow, and learn.
I’m staying hungry this year.