Written by: Claire Steinbeck
Even though teaching is sometimes tough, in my experience the good days in the classroom always outweigh the bad. However, I still think it’s important to be realistic about the unique challenges of teaching – and especially teaching in the schools where DC Teaching Fellows (DCTF) serve. I’ve been reflecting lately on hurdles I’ve overcome during the past few years, and ways I still need to grow as a teacher. I try to focus on challenges I know are within my control, and stay solutions-oriented. Luckily, I’ve always had various supports available (from DCTF, DC Prep, and my previous school) to help me discover and implement those solutions.
At first, the most difficult part of teaching was managing the immense amount of feedback I got about my performance. I knew I would be evaluated under DC Public Schools’ (DCPS’) rigorous IMPACT process, but I didn’t realize how challenging it would be to prioritize the many suggestions coming from district staff, school administration, DCTF’s coaches, and others. Teaching is a constantly evolving practice, and I now know I’ll never get it “just right.” Changes can always be made to better meet the needs of individual students, to respond to data about students’ progress, and to refine my classroom culture. It can be overwhelming, but also engaging and dynamic at the same time. There’s always something to strive for, and I’m grateful to have so many talented people to consult with. For a while, I took a lot of feedback about my classroom personally. When you are pouring your heart into what you do, it can be hard to hear what needs to be improved. Allowing my feelings to be hurt, however, crippled my ability to impact my students in a positive way. I’ve learned over time to keep my students foremost in my mind when it comes to feedback and evaluation. The priority is what’s going to help them the most, and sometimes that means putting my pride aside. I try to listen to every piece of feedback, think about it practically, and then decide how to implement it based on what is going to have the biggest immediate impact on student achievement.
Another challenge I’ve faced as a teacher is time management – a critical skill when you’re trying to become an expert in instructional delivery, manage a classroom, invest your students in learning, collaborate with colleagues, and maintain a personal life all at the same time! Over time, I’ve tackled this challenge by developing new habits – meticulously planning what tasks need to be accomplished during each planning period, for example, and rewarding myself for accomplishing more lengthy tasks ahead of schedule. I’ve learned that weekend lesson planning is nearly always necessary, but lesson planning at a neighborhood coffee shop like Busboys and Poets is an effective motivator! I’ve also learned to seek out resources from others (e.g., instructional coaches, other teachers in my content area, and informative internet websites), before trying to “reinvent the wheel” when planning classroom routines, procedures, or lessons.
Although I still get bummed out at times about tough feedback and feel overwhelmed, I’m getting better with both of these things every day. To stay focused, I remind myself of one of my favorite DC Prep ‘core values’: optimistic determination. This means realizing that teaching is hard work, but being confident that my goals for my students are attainable. I am purposeful about overcoming challenges that go with this line of work, because I have a responsibility to my students and I believe in their potential. If growing personally and professionally while helping students reach ambitious goals sounds like something you’re interested in, apply to DC Teaching Fellows today. The first application deadline is December 10, 2012!
Monday, December 3, 2012
Saturday, November 10, 2012
Meet Claire, our first blogger!
My name is Claire Steinbeck, and I
joined DC Teaching Fellows (DCTF) in 2010 as a candidate for an elementary
school special education position. When I joined DCTF, I’d just finished a year
of volunteer work in a DC public school (DCPS) classroom with a group of
creative, energetic, and enthusiastic third graders. I knew these children and
their peers across the city deserved the very best opportunities possible, and I
wanted to find a way to continue working to give them those opportunities. DC
Teaching Fellows prepared me to become an effective classroom teacher and to increase
student achievement. Through the next several blog entries, I hope I can help relay
to you what has kept me committed to this mission day after day in my own
classroom.
I’ve switched roles slightly every year for the past three years, so there are plenty of stories to tell from a variety of settings. During my first two years as a teacher, I taught elementary school and early childhood students with disabilities in a DCPS school. I’m currently in my third year teaching and have taken a new position as an early childhood special education and intervention teacher at DC Prep’s Benning Elementary Campus. DC Prep is the highest-performing network of charter schools in Washington, serving three-year-olds through 8th grade at tuition-free campuses in Wards 5 and 7 of the city. My role involves working with preschool, prekindergarten, and kindergarten students to support their success in the classroom. I work with other dedicated and committed educators to ensure that our students – also known as “Preppies” – build strong academic and social skills that will prepare them for a successful future. Throughout the day, these supports range from leading small group lessons to developing student support plans for individual students in order to address their specific needs.
Some days, teaching is tough – as any job is bound to be. At the end of even the toughest days, however, there’s still nothing else I can imagine being as rewarding as this job. In January of my first year teaching, President Barack Obama pointed out during his State of the Union address that in South Korea, teachers are known as "nation builders.” It was a timely reminder of the importance of education that still resonates with me, and I look forward to sharing snapshots of what it’s like to be part of this work. I teach because I believe in my students’ ability to play whatever future “nation building” role they want to take on, and because I want to prepare them to realize those goals. If you, too, are interested in nation building alongside me in our country’s capital, find out more about the DC Teaching Fellows’ application process at our website.
I’ve switched roles slightly every year for the past three years, so there are plenty of stories to tell from a variety of settings. During my first two years as a teacher, I taught elementary school and early childhood students with disabilities in a DCPS school. I’m currently in my third year teaching and have taken a new position as an early childhood special education and intervention teacher at DC Prep’s Benning Elementary Campus. DC Prep is the highest-performing network of charter schools in Washington, serving three-year-olds through 8th grade at tuition-free campuses in Wards 5 and 7 of the city. My role involves working with preschool, prekindergarten, and kindergarten students to support their success in the classroom. I work with other dedicated and committed educators to ensure that our students – also known as “Preppies” – build strong academic and social skills that will prepare them for a successful future. Throughout the day, these supports range from leading small group lessons to developing student support plans for individual students in order to address their specific needs.
Some days, teaching is tough – as any job is bound to be. At the end of even the toughest days, however, there’s still nothing else I can imagine being as rewarding as this job. In January of my first year teaching, President Barack Obama pointed out during his State of the Union address that in South Korea, teachers are known as "nation builders.” It was a timely reminder of the importance of education that still resonates with me, and I look forward to sharing snapshots of what it’s like to be part of this work. I teach because I believe in my students’ ability to play whatever future “nation building” role they want to take on, and because I want to prepare them to realize those goals. If you, too, are interested in nation building alongside me in our country’s capital, find out more about the DC Teaching Fellows’ application process at our website.
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