I am an Educator Hero! I am responsible for Your learning, and Yours, and Yours . . . .

Today I will be responsible for the learning of 163 twelve-year-old minds and bodies that walk through my classroom door and for the health, safety, and welfare of 532 students that attend my school! Piece of cake, I got this, I am prepared. These are the thoughts that run through my mind.

I have prepared a variety of exciting and engaging learning activities. My students will love this class, it will be what they look forward to every day. Then I hear some of the student responses - I’m Scared! There is nothing to be afraid of here at school. This is a safe place. No one gets beat up at school. Don’t be afraid, focus on learning, it is important. I’m hungry! There is no food at home. Didn’t you eat breakfast? Don’t be hungry, focus on learning, it is important. I’m sleepy! Didn’t you sleep last night, you need to get a good night’s rest. Don’t think about being sleepy, focus on learning, it is important.  I can’t be his partner; he’s dirty and he smells! He has to have a partner, he needs you and he wears the best and cleanest clothes he has. Don’t think about him being dirty, focus on learning, it is important. I have no friends! What do you mean? Everyone likes you. Don’t think about it, focus on learning, it is important.  I can’t concentrate, my dad left, now it’s just me, my brothers and sisters, and my mom! I am so sorry your dad is gone, it will be alright, don’t think about it, focus on learning, it is important.

These are real conversations that occur every day, in every classroom, in every school. These perceptions that students share with their teachers and principals are their reality, and as educators these realities must be confronted and solved before real learning can occur. The educators that accept this charge are heroes! Let’s not even think what statistics would be like if our society didn’t have the educator heroes performing their very important role. Instead let’s focus on how our educator heroes succeed in the face of these challenges. In good schools, teachers, students, parents, administrators, and support staff all accept their respective role as vital to the success of the learning community. The learning community is big, it is important, and it requires engaged participants at every level. No member of the learning community is on their own, they all feel the support of the community. The learning community is collaboration at its finest! To educator heroes across America – Thank You! You got this!

 -- Phil Baca

Acknowledge Excellent Instruction

As instructional leaders we encourage, train, model, and strive for excellent instruction as measured by student engagement and student learning. Why is it then that we do not publicly acknowledge that excellent instruction as measured by student engagement and student learning? We recognize excellent instruction when we see it in our walk-through observations. We are in awe of excellent instruction when we engage in the formal evaluation process. Yet, in both cases, we share the excellent instruction, the kind of learning-focused instruction we want for all students, only with the teacher that demonstrated excellence. That makes no sense! After all, that teacher knows they are proving excellent instruction as measured by student engagement and student learning. They know, because as professionals they have worked tirelessly to get to that point, and even so most likely they are not satisfied and will continue to fine-tune their craft.

As instructional leaders we need to share excellent instruction with the teacher next door, all grade level teams, all content area teams, our learning community, our fellow instructional leaders, our supervisors, and definitely with the public. We need to shout it from the rooftops! We must toot the horn of our colleagues, toot the horn of our supervisors, and yes, when necessary, even toot our own horn. We cannot fear being singled out for being excellent, nor can we fear the organizational cultural consequences of acknowledging excellent instruction that exist today. We cannot concern ourselves with who’s feelings may be hurt because they were not acknowledged. We must take the leap of acknowledging excellent instruction so that excellence is highly sought after, is worked hard for, is repeated, and – before long – is the norm.

As instructional leaders we love nothing better than to acknowledge excellence achieved by our students. We tell everyone willing to lend an ear when a student of ours accomplishes something great. We do this because of pride. As proud professionals we must acknowledge and share excellent instruction as measured by student engagement and student learning. Excellent instruction happens consistently, it happens every day, in every school.

As instructional leaders we must begin to embrace our professional need to acknowledge excellent instruction. We must practice and perfect our system for doing so. We must get comfortable with singling out the excellent teachers. Only then will excellent instruction become the norm – and wouldn’t that be great?