My Life In Education…

State Testing Season

If you’re an educator or the parent of a school aged child, you are more than aware that we are in the middle of the Spring testing season. Over the next few weeks schools across the nation will begin the process of administering state exams. This yearly process elicits strong emotions among stakeholders.

During my career I have witnessed the drastic shift in how state assessments are handled. I remember being able to use my computer during testing my first year as a teacher. Now, test administrators are not allowed to use electronics while students in the room are testing. The gravity of the results of student assessments has become immense.

Here in the state where I live, school systems and individual campuses are judged primarily by their performance on state tests. This reality has caused an incredible amount of angst among school leaders and parents. A vast amount of resources are used year after year to improve schools performance to meet the ever changing standards.

We are now in the stage of the school year where teachers begin “camps” to prepare for state assessments. Frequently tested standards are reviewed, testing strategies practiced, and pep rallies are held. All of these things are done in hopes that students will do their very best.

All of these things are good ways to show that educators are preparing students for tests. I believe that there should be purposeful planning for state exams throughout the entire school year. Many educators already do something similar.

States have a blueprint on what has been assessed in years past. This can be used to make sure that students are exposed to the content they could be possibly tested on. This is not done excluding the curriculum that is to be taught, but in addition to it.

This can be achieved by having a “do now” problem at the beginning of class. Students solve the problem, teacher reviews with the class, and then move into the lesson of the day. This could take no longer than five to ten minutes and does not interrupt regular instruction. This practice, done throughout the entire school year, could help to boost student confidence when it comes to Spring testing.

I’ve heard the statement for years that teachers are teaching to the test. This mainly comes from people that may have students in school but don’t truly know the curriculum that is taught. In every industry that requires a test to gain certification, there are test prep materials available. The people that take those exams spend differing amounts of time preparing. This is no different than teachers preparing students.

Every state has set standards for exams. Educators, for better or worse, have a responsibility to meet the standard. While scores on standardized tests are what schools are mostly judged by, they don’t tell the full story of the work that is happening in schools.

Powerful Experience

This school year has been taxing for me in several ways. I feel like my physical and mental health have both been affected negatively. I definitely needed something to propel me forward for the next few weeks.

The thing that I needed was finally here, the annual Men On A Mission dinner and discussion. This event is part of the annual conference of the Texas Association of Black School Educators. The event brings together Black male educators from every level, paraprofessional to superintendent. The theme was very fitting, Barbershop Talk.

It was energizing to be in a room with so many professionals that look like me and can relate to experiences that I have had working in the education field. The space was filled with a wealth of knowledge and experience. Being able to talk with and connect with other black male educators was amazing.

There are not enough spaces for black male educators to feel safe to express themselves. This is why an event like Men On A Mission is so important. Being free to express how we feel about the current state of education and contemplate ways to make things better was refreshing.

The Men On A Mission dinner is just one event associated with the annual Texas Association of Black School Educators conference. There are sessions for classroom teachers to superintendents. This conference truly has something for everyone. I’m already making plans to attend next year.

Administrator Preparedness

As with most jobs, you don’t know how to do the job until you DO the job. Being a school leader is no different. Universities teach you theory but nothing equates to living and working through situations with people. How do we bridge the gap between educational leadership curriculums and real experience?

Most Masters programs do a good job of providing information on educational theory and not enough practical application. Most educators have heard the phrase when taking certification exams “think perfect world and you’ll be okay”. While this may help you pass the exam, this thinking does nothing to help prepare you for the actual work. The most useful class in educational programs is Educational Law.

As a school leader, no day is the same. Situations arise quickly, some that require immediate attention. No matter how well you think you’ve planned your day, be prepared for a curveball or two. Your level of competence and confidence make a difference.

Future administrators need real experiences to help them prepare for future roles. Sitting in on a 504/IEP meeting could be beneficial as you get to see how the committee works together in the best interest of a student. Even witnessing a mediation between students or teachers, with permission, add valuable insight needed to develop conflict resolution skills.

Having the opportunity to attend a data meeting gives the future school leader a chance to analyze data from a different perspective than just their classroom. Learning to look at data as it relates to the entire campus helps to develop a more in depth understanding of teaching and learning on the campus as a whole. Participating in campus leadership team meetings helps to gain insight into how decisions are made that affect the entire school from budget to campus safety and everything in between.

Teacher coaching and observation is a big part of your responsibility as an administrator. Visiting classrooms and sharing observation notes with an experienced administrator is beneficial for aspiring school leaders. Getting a glimpse of how feedback is given and how it aligns to campus goals is very valuable.

A few keys to being successful as a school leader are to have strong leadership models, a collaborative network of other school leaders, and a good mentor. Knowing how to do things makes a difference, having someone to go to for advice, and having people to glean ideas from sets new leaders up for success.

This, in no way, covers all of the things that could help aspiring administrators to be successful. These are my thoughts on how university programs could build curriculum to really show the many facets of school leadership. I would love to hear ideas about how we can better prepare our future school leaders.

Components of School Improvement

School improvement is an ongoing conversation across the country. There have been millions of dollars spent on research and programs that promise to help schools achieve better performance. In my opinion, there are resources that don’t receive enough attention for the impact that they have on school improvement, the teachers and staff that work in our schools.

We’ve all heard the reasons that schools may not perform well. From socioeconomic status to student population demographics to historical school data, there have always been reasons presented for schools not performing as they should. There’s something to be said about teachers that, despite all of the excuses that could be made, successfully provide quality learning experiences for students in their classrooms.

The first layer of school improvement starts with our teachers. Teacher efficacy is the building block of student success. Teacher efficacy is a teacher’s belief in their ability to effectively teach and guide students toward success. This is important because not every student that comes into the building believes in themselves and their abilities.

A teacher’s relationship with their students directly impacts the level at which a student learns. We all know that if you don’t have a good relationship with a person you don’t want to hear anything they have to say. I’m not saying that students and teachers are going to be best friends, but there has to be mutual respect between both parties. Usually, if you show an interest in students they will be open to talking with you. Of course, there will be some students, despite your efforts, that will be hard to get through to. This is the nature of working with human beings. The key is to always give them respect.

Routines and procedures help to set the environment for learning. Most people can become comfortable when they know what to expect in certain places. Students are no different, consistent environments help them to settle in and focus on learning. How to enter the classroom, what to do when they need help, how to move around the classroom, where to find materials, these are all essential to daily functioning within the classroom.

Let’s talk about teacher pedagogy. This is the methods and practice of teaching, combining theories, strategies, and techniques to help students learn effectively. As a teacher, what is being done in the classroom to help students learn? What does the direct instruction look like? Are there opportunities for students to work together? Are you working with students that need extra help in small groups? What type of feedback do students receive throughout the time they are in your classroom? Do students know where they stand academically in your classroom?

The next layer of school improvement involves school administration. Just as relationships are important between teachers and students, school leaders should be able to foster good relationships with teachers, staff, students, and parents. This should be a priority as the school community looks to school administrators to set the tone for the campus.

The relationship between teachers and school administrators has a direct correlation to student performance. School leaders should invest time in getting to know the people that they serve on a daily basis. This involves being visible and having multiple conversations with everyone in the school community. This sets the stage for academic success.

Campus leaders set the expectation for the campus academic performance. Teacher feedback and observation is a component of helping schools to improve. In order to provide feedback to teachers, it is critical for administrators to be in classrooms. Feedback must be well received by teachers to be useful.

Lastly, let’s discuss data. It’s crucial that we know where students are academically at all times. This is the best way to meet the needs of all learners. We have to know which students need opportunities to extend their knowledge, which students are almost to mastery, and those that will need ongoing interventions to fill gaps.

In order for schools to make progress, all staff in the building have to work together. Location, demographics, and socioeconomic status cannot be used as excuses for lack of progress. A collective mindset that all students will make academic progress is a powerful force. Educators are resourceful and creative. I truly believe that when a school community decides that failure is not an option the sky is the limit.

The Value of A Professional Learning Network

Work is hard when you do it alone. This is especially true in Education. Things are more bearable when you can share the load. Due to our human nature, we can sometimes feel that we’re in a situation on our own.

This is why having people in your circle that know and understand the nature of your work is so important. Sometimes, it’s the people that work in your building that support you. Other times, it’s people that you have met along the way that you may not see often.

The best thing that came from the global pandemic was increased use of technology. Social media, in most cases, has helped people connect in positive ways. Now, you don’t have to live in the same city, state, or country to connect with someone that does the same work as you do.

Sometimes we need a fresh perspective on the things that we deal with on a daily basis. This is where your network comes in. A mentor or thought partner is a phone call, text, or dm away.

You may be wondering, “How do I build a professional learning network?” There are several ways to do this. You could possibly start with someone whose work you admire in your building or district. Also, reaching out to someone whose work you have seen through social media could be beneficial. Attending conferences and professional development is another way to gain people to add to your network.

In an effort to learn and grow, gleaning from others with a different perspective is a must. Growing your professional network requires effort on your part. Most people are more than willing to share their experiences and knowledge with someone genuinely interested in learning. If you haven’t already, start reaching out to others who are doing something that you admire. You never know where your connections could lead you.

25-26

Entering my twenty-first year in education I’ve had mixed emotions. There have been moments over the past month that have made me question if I’m on the right path. There are some things that are weighing on me heavily, but I know I have a job to do. For the first time in my career, I don’t have that excited feeling to be in the school building when I wake up during the week.

I recognize that my feelings and struggles are not unique to me, that doesn’t make it any easier. I also know that as a campus leader, a lot of eyes are on me. Everyday I am setting the example for staff, students, and other members of the community.

My energy comes from having teachers and staff in the building. I love serving others. I appreciate the learning process that happens every school year. I enjoy having conversations with teachers and helping them to grow in their practice. I enjoy working with students to help them navigate their feelings and how they learn.

Removing the focus from myself, teachers have a lot of responsibility. There are new challenges that teachers are facing, especially in the state where I live. There are a portion of lawmakers that are against public education. State testing, funding challenges, and public opinion have created a perfect storm that is clouding the future of education.

I am of the belief that as educators, we can rise above all of these challenges. There are brilliant educational leaders and teachers that are fearless. In spite of the challenges, there are educators that are determined to help students succeed. I believe that this school year will be one where we see growth in our students and schools across this country.

I am hopeful that the 2025-2026 school year will be fruitful. I hope that every teacher, leader, parent, and student will find moments of success and joy throughout this year. Everyday is another opportunity to make a positive impact. Let’s make the most of the moment and have a great school year.

Decreased Engagement and Performance As Students Matriculate

Students are here to learn, not to be entertained. I taught it, they didn’t learn it. I get paid if students learn or if they don’t. Have you heard these statements from educators at some point?

These may not have been the exact words, but some version of this has been uttered at one time or another in our schools. More than likely spoken from a teacher that has reached a high level of frustration. You may even be guilty yourself of making such statements. What could be the possible root of the issue?

According to the Harris Poll of Discovery Education forty-six percent of teachers say that student engagement has decreased since 2019. Eighty-three percent of students say that there are not enough opportunities for them to be curious. Forty-nine percent of high school students say that they are curious at school compared with seventy-six percent of elementary students. Let that information soak in for a minute.

A Gallup survey of 2,317 K-12 students found that 25-54% of students say that they do not have engaging experiences in school. They do not feel that what they are learning is important or interesting. 49% of students say that their schoolwork positively challenges them or aligns to what they do best. If you are an educator or a parent, this should be alarming.

The level of excitement about school changes for students throughout the years. There are even huge differences from Kindergarten to fifth grade. I don’t think that there’s a simple explanation for the change. The human condition is complicated. Home environment, hormonal change, school experience, academic struggles, mental health struggles, and various traumas can affect student performance.

In early elementary classrooms I’ve observed a high level of engagement. Students are eager for what is to happen that day. There is a small number of students that struggle and are not going along with what is happening in the classroom. Moving into upper elementary classrooms, you begin to see a shift in student attitudes towards learning. There are still a lot of students engaged but the number of students that are not increases.

I feel this is where we need to do a better job. Interventions to catch those students that are not progressing are critical. Tier one instruction also should be at a level where no matter the students academic performance, they can get something from the lesson. A difficult task, I know, but not impossible.

There are some classes that naturally lend themselves to be more engaging than others. Music, Art, Technical Education, Physical Education, and Science are classes that students usually are excited to go to. Why is that? Probably because these classes include a lot of hands on activity, communication with peers, physical activity, and exploration. Shouldn’t these be elements of every classroom and core subject taught in our schools?

I strongly encourage teachers to teach the curriculum. I’m also a proponent for creativity in the classroom. If a teacher can find ways to increase student engagement and still teach what is required, that’s a win for everyone. I want teachers that will step out of their comfort zone to improve the instructional experience for students and will support them in any way that I can.

Sometimes teachers are looking for permission to do something out of the norm. They should be provided with opportunities for professional development and a chance to observe their peers to gain new knowledge to take back to their own classrooms. If the teachers believe in what they’re doing it instills confidence in students.

There are so many resources that can be used to help teachers build student engagement into their classroom. I would hope that they would receive backing from campus leaders on such endeavors. There’s nothing to lose from doing what’s best for students.

There’s enough blame to be shared for lack of student engagement on many fronts; teachers, students, campus administrators, district administrators, parents, and state education officials. The question is what can be done to make schools a more enjoyable place for students?

Think back to a time when you were forced to sit through professional development you had no interest in. What were you thinking during the training? How did you respond to the presenter and others around you? I can guarantee that this was not a good feeling and that felt it was a waste of your time. Think about how our students feel. They are forced to come to school day in and day out to the same routines and instruction. Why not shake it up and give them a reason to be happy to be in the classroom?

I realize that I am sharing a general opinion on what’s happening in classrooms. I have observed many classrooms in my six years as an administrator and the level of engagement could definitely be higher. I also know that there are many teachers across our country that do their best to make sure that students get the very best education possible. I also know that some of our students lack the intrinsic motivation to do their best in school. Let’s make it a goal to make this coming school year the best one ever for students, parents, and teachers.

Black Men in Education

We are the few, the proud. No, we are not the Marines. We are Black men in education. There’s not that many of us, especially at the Elementary school level. What are some of the reasons for the low numbers and what can we do to change this trend?

According to USAfacts.org, Black men make up 1.3% of all public school teachers. The number of Black men that are teachers has decreased from 6.5% in 2017 to the current 1.3% in 2021. There is also an underrepresentation of Black men in school administration. Just 2% of school principals are Black men.

I served as a teacher for fourteen years. The school districts where I served have been considered suburban areas. In every meeting or training I was one of at the most four to five Black males. In some instances, I was the only one. I was also the first Black male teacher that a lot of my students had.

Why is it that there are so few Black men serving as educators? Society has stigmatized careers in education. There is a prevailing thought that education is a field for women. This is, in my opinion, why salaries for educators lags so far behind the private sector. The thought of not being able to provide for your family on an educator’s salary is a real fear. Some Black men steer away from education because of the less than positive experiences that they had while in school.

There are some things that can be done to encourage more Black males to join the profession. Representation matters, starting from a young age people need to see what they can be. Exposing Black boys to professions in education at a young age could be useful. Black educator professional groups could incorporate programs that mentor young Black men and give them insight into careers in education.

I’ve been blessed to have a few Black men that have molded my career thus far. My high school English teacher Michael Knuckles is one of them. He had a way of breathing life into reading that made it interesting. He also held students accountable for getting their work done. Anthony Sims gave me my first opportunity to become a teacher. Dr. Shaun Perry gave me the opportunity to become a grade level team leader.

I truly believe that Black men are an untapped resource for our future educators. There must be real recruitment efforts made to change the current reality. How can we make our schools places where Black men feel that they can serve comfortably and effectively? What ideas do you have to bring more Black men into careers in education?

Assessment Fatigue

In every industry workers deal with assessments. When you are seeking a certification, there’s an assessment. If you are earning an advanced degree, you will have a series of assessments. Education is no different. Our students have different assessments that they are required to take. How are assessments affecting our students?

During the school year it seems that students are constantly taking some form of an assessment. There are district assessments, nationally normed assessments, state interim assessments, classroom assessments, and state mandated assessments. The number of tests seems overwhelming. Teachers can be frustrated by assessment scheduling and students frustrated with taking assessment after assessment.

In my opinion, tests being administered on computers have impacted student performance negatively. Of course we have students that are going to give their best effort no matter what, but what about other students that may not have that intrinsic motivation to give their best effort? Are these assessments providing an accurate picture of what our students can do? You and I both know that the resounding answer is no.

There’s little that we can do to change the current reality of calendar year assessments in our schools. What can we do to improve outcomes? Is there a way that we can make assessments work to benefit our schools?

Are we having conversations with students about the purpose of each assessment? Are we conferencing with students about their individual performance on assessments? Do students have a data tracker to monitor their progress? Are parents being notified about their students performance and how they can help at home? Are there classroom and campus wide incentives for student performance?

Assessments themselves are not bad. The information gathered from testing can be valuable for students, teachers, and parents. Can we balance instruction and assessments in a way that doesn’t overwhelm our students and teachers? My hope is that we can somehow find a way to assess students effectively without diminishing instruction.

Everyone Needs A Mentor

“Mentoring is a brain to pick, an ear to listen, and a push in the right direction” . Everyone needs someone in their corner, rooting for them to succeed. A good mentor does just that. They walk alongside you and provide guidance when needed.

I was assigned a mentor during my first year of teaching. I recall “meeting” with her once. She was a relatively new teacher with a very off putting personality. The day she came to meet with me, she walked into my classroom and asked if there was anything I needed? By the way she asked, I could tell that she had no real interest in helping me. I responded “I don’t think so” and she said “OK” and left the room. We did not speak again for the remainder of the school year and that was in September.

Luckily, I had enough self motivation to work hard at being good in my position. I studied the curriculum and found activities to support the students in my classroom. Too often educators are left without needed guidance, especially in the first few years of their careers. There seems to be reluctance, with some people, to ask for help. This brings up the question, are we creating environments where mentoring is the norm?

In many school districts there are mentoring programs for teachers in the beginning stages of their careers. This helps them to get acclimated to the profession and their school district. My concern is what happens after a teacher is no longer considered a novice? There is still a need for a mentor to work alongside teachers as they progress through their careers.

A mentor could be someone that works on your campus or in your school district. The great part about education is the access to people that may not live close to you. There are many educators that share their work through social media that are gracious when it comes to collaborating with those that reach out to them. Don’t be afraid to reach out to someone who could give you much needed advice with something you are curious about or struggling with.

Mentorship is not only needed for teachers, but administrators as well. Too often school leaders are given the keys to the building and essentially left to figure things out on their own. There are a few school districts that have programs to mentor school leaders, but that is not the norm. Administrators have to be intentional about seeking guidance when needed.

A good mentor is beneficial to not only your profession life, but also your personal life. If there is someone that does things in a way that could benefit you professionally reach out to them. Have a few questions handy and don’t be afraid. The worst someone could do is not respond. In most instances, educators are more than willing to help each other.