Opportunities for Reflection
The Expert Teacher
Faith’s Story:
“I’m surrounded by negative people who aren’t excited about teaching anymore.”
Faith has been teaching second grade for 15 years. She loves to attend workshops and conventions to feel rejuvenated. Every time she returns from a workshop or convention, she has fresh ideas she would like to try at her school. When she shares her ideas and excitement with other second-grade teachers, they laugh and tell her she works too hard, and that they already have too many new things to do. They spend all their time at department meetings whining and complaining. Faith is frustrated and longs to have a colleague who shares her enthusiasm and ideas.

One response for Faith:
Rather than approach the group as a whole, Faith might want to seek out each person individually when she wants to try something new. It may be easier to win over individuals one at a time, rather than expecting everyone to jump on board right away. She should start with the person she thinks would have the most interest in trying the new idea. If there is absolutely no one at her grade level who is interested, she might try networking with teachers at different grade levels.

Faith may want to take the “Little Red Hen” approach. Forge ahead and try out her ideas. Then, as the ideas are put into action, display and share the results in a manner that draws in others and captures their curiosity, interest, and motivation.

Questions for Reflection:
• Why are some teachers still excited about the profession after many years, while others experience withdrawal?
• How can you not get drawn into the “web of whiners and complainers” so you don’t become one of them?
• How can you share new ideas without making your colleagues feel like you are trying to make them look bad?
Derek’s Story:
“ My colleagues avoid me since I got promoted.”
Derek has just accepted the role of department chairperson for the Social Studies Department in the high school where he has taught for 20 years. Suddenly, his colleagues avoid him and treat him like he is the enemy. He’s concerned about being able to help them if he doesn’t have their trust and respect.

One response for Derek:
It’s not unusual for new leaders to experience a sense of isolation. Derek needs to earn the trust and respect of this group and lessen their anxiety. He might survey his team members to show that he values their input, and wants to support and encourage them. He should seek comments on meeting times and agendas, team goals, and overall concerns. In some sense, things will never be exactly the same.

Questions for Reflection:
• What makes teachers feel threatened when a colleague takes on a leadership role?
• What boundaries, if any, do you think should exist between teachers and leaders?
• What would you like school leaders and administrators to do to support your work? How can you communicate this to them effectively?
Bill’s Story:
“Help. I’m suffering from withdrawal.”
Bill has taught for 10 years. He has an excellent reputation, and many parents ask to have their child in his class. He has a master’s degree and is on a variety of committees at school and in the surrounding community. Bill is beginning to experience some initial signs of withdrawal. His physical symptoms include low energy, frequent episodes of fatigue, and weariness. He has become impatient and irritable and has trouble concentrating. He does not enjoy his job as much as he used to.

One response for Bill:
Bill needs intervention before he slips into a more advanced stage of withdrawal. Like many other dedicated teachers, Bill may be doing too much. He should look at what he can eliminate so he has more time to rest and take care of himself. He should prioritize his extra responsibilities, determine what can be sacrificed, and think about new directions that will help him feel rejuvenated.

One of the new areas Bill might consider is work with preservice or beginning teachers. This often is a win-win situation; the preservice teacher learns from a great teacher, and the great teacher gets to share his/her expertise with someone new to the profession.
Bill also could use stimulation and celebration of his expertise. He might consider applying for National Board Certification. This process would encourage him to reflect on his work, help him celebrate his growth, and set goals for his future.

Questions for Reflection:
• What do you enjoy most about teaching?
• What professional activity would you like to do that you haven’t done yet?
• When do you feel most excited about teaching?
• What moments are the most frustrating?
• Who can you go to in order to feel inspired?
Molly’s Story:
“My administrator’s directives don’t agree with my philosophy.”
Molly has been teaching for 12 years. She recently completed her master’s degree in Early Childhood Education. Molly is increasingly concerned about the direction provided by the building principal. This principal has been in education for over 30 years and is considered to have old-school ideas. She wants sterile, neat classrooms with every item in place. She told Molly to put away the manipulatives and other stimulating materials in the classroom. Molly realizes that young children need a variety of stimulating materials and activities, and organized her classroom to reflect the developmentally appropriate practices she learned in her graduate program. Molly doesn’t like to make waves, but the principal’s directive to “sterilize” the classroom goes against everything Molly believes about how children learn.

One response for Molly:
Molly needs to diplomatically approach her principal and share her concerns. Current research should be used to support her rationale for creating a stimulating environment for children. If the principal still refuses to respect her philosophical beliefs, Molly might address her concerns with a higher-level administrator. She also might want to reconsider her reasons for staying in a building where her philosophical ideals are not respected.

Questions for Reflection:
• What can you do when you don’t agree with an administrator’s directive?
• How can you effectively communicate your rationale for the teaching practices you believe are most important?
• What beliefs do you have about education that cannot be compromised?
• What type of school environment allows you to use your gifts, talents, and expertise most effectively?


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