My Life In Education…

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.

Are You A Leader Worth Following?

Depending on who you ask, thoughts on what a leader is could vary widely. Some leaders are quiet, while some can be more outgoing. There are some leaders that are charismatic, while others could be boorish. No matter the characteristics, the success of any school rests on its leadership.

Leadership is defined as the ability of an individual or a group of people to influence and guide followers or members of an organization, society, or team. Leadership is multifaceted and requires certain skill sets. Working in education, most of us have experienced varied styles of leadership. We all have leaders that we really enjoyed working alongside and others that we would rather not have known. Let’s dive into a few things that strong leaders do. This is by no means exhaustive, but rather a glimpse into effective leadership.

Leaders, how are you engaging with students during arrival? Are you outside of the entrance of the campus greeting students, staff, and parents? Are you paying attention to the verbal and nonverbal cues of each individual entering the building?

How do stakeholders respond to you? What are your conversations like as you make your way around campus? Are people receptive to you or do they try to avoid you? What are your relationships like with the people in your building?

Do the teachers on your campus respect your opinions when it comes to instruction? Are you regularly visiting classrooms and providing teachers with feedback relative to their instruction? Are you actively involved in the PLC process? Are you providing the resources teachers need to be successful?

How well do you handle stressful situations? Can your team depend on you to remain calm when there are multiple situations arising concurrently? How well do you delegate responsibility? Do you micromanage or do you trust those that you have put in charge of systems?

This discussion could go on infinitely, because there are so many complexities when it comes to leadership. Ask yourself, am I doing what’s best for the people that I have been called to lead? Are you doing things that garner good will and encourage people to want to follow you? Are you a leader worth following?

A Love For People

Love is defined as a quality or feeling of strong affection for and dedication to another. Another definition states a warm attachment, enthusiasm, or devotion. Love often involves empathy, support, and a desire for the wellbeing of others. A love for people is a quality needed for leaders.

Being an administrator is not an easy task. There are so many competing interests that can completely overwhelm you and block the work that needs to happen. During the difficult days, what is the driving force behind what you do?

How you show up for people matters. Listening to that parent complain about their students grades or some other issue, conversations with students about their decision making, providing feedback to a teacher on something that you observed in a classroom, and speaking with a custodian about a building issue. The things that you do daily as a school leader sets the tone for those that you serve in the building.

Showing people that you are concerned about their wellbeing is a characteristic of a good leader. The level of care that you give to staff and students dictates the measure of trust that they have in you. How do people respond to you when they see you around campus? Are they receptive to you or does their body language suggest that they don’t want to be around you?

Being genuine in all that you do draws people to you. You can only pretend for so long before your authentic self is revealed. Kindness, empathy, vulnerability, and dependability from a school leader can set teachers and students on a path for success.

Having respect for everyone within your school building is an important part of your leadership. Every person that walks into your school has value that is added into the culture of your campus. You should do your best to keep this at the forefront of your mind during daily interactions.

Having a love for people does not mean that you don’t hold them accountable. When you care about people, you want them to be successful. We have to hold those that we lead accountable for their actions. This involves feedback, collaboration, delegation, and encouragement.

Good leadership involves a high level of care. Our students and staff need to know that we are in their corner. Leaders have to show a level of respect and commitment to those that they serve. How are you showing your love for your school community?

Much Needed

Yesterday was amazing. I invested in myself by attending the Innovative Principals Conference that was put together by the Region Ten Education Service Center. This turned out to be a great way to invest in myself and my professional development. It was awesome to be surrounded by people that have the same love for leading that I do.

This school year has been stressful in a few ways. Our school community has undergone quite a few changes. For starters, we added around two hundred new students to our building. In addition to the new students, we added twenty new staff members. We are also implementing three new curriculums. The cherry on top is a new Principal that started a month after the start of the school year. I needed a break!

Much to my surprise, we were blessed to be able to learn from Principal Kafele. I was not sure if he was going to do the keynote virtually or in person. I was happy to learn that he was in the building. This was already worth taking the day off and the travel time to get there.

If you don’t know who Principal Kafele is and you are a leader in education, you need to check out his work. I have been following him for eight years. His work in regards to leadership in education is unmatched. His wisdom and knowledge of educational leadership is the reason I am where I am today.

After the keynote I attended three other sessions on various topics. Being able to get validation on things that I am currently doing and adding new tools was awesome. I had several conversations with others that are doing the hard work of leading schools. I also had the pleasure of learning from one my colleagues from the district I currently serve in.

The Innovative Principals Conference was a great experience. I am thankful to Region Ten for their work in organizing this event. I am looking forward to the long weekend to rest and rejuvenate. Work is being pushed aside temporarily to enjoy some fun with my wife at a concert and the state fair. Until next time, take care.

Athletic Coaches Are Some Of Our Best Educators

At some point in our lives we all have had interactions with coaches. Some of us are familiar with the coach that seemed to not care about the classes that they had to teach, but was serious about athletics. The other end of that spectrum were coaches that took their content classes as serious as their athletic classes. When you think about it, coaches really are some of our best educators.

If you’ve spent time observing coaches, there are elements of athletic practice that directly relate to classroom instruction. Look closely at the progression of a team from the beginning of a season to its conclusion. The improvement that is seen is not an accident, it is the direct result of a cycle of instruction, feedback, and practice.

The same way that teachers provide direct instruction in a classroom, coaches provide direct instruction on the field, court, or pitch. After that instruction students have an opportunity to practice, much the same way that an athlete practices what they have been instructed to do. During the practice, coaches are continuously providing feedback. The same should be happening in a classroom. As students practice what they are learning, teachers should provide feedback to help students progress towards mastery.

Teachers make adjustments to instruction to meet students at their level of achievement. Coaches make adjustments to accommodate a student athletes skill level and ability to perform. These adjustments help to achieve the desired outcome, which is student achievement.

Every educator should be working to ensure that students receive a quality education. Students will rise or fall to the level of expectation of their teachers. We must do our due diligence to make sure that we give students the chance to make the most of everyday that they are in our care. What say you? Will you approach teaching your content area like a coach?

Let’s Go!!

As the new school year approaches there are various tasks that need to be completed. Class rosters are being finalized. Campus procedures are being reviewed by campus leadership teams. Custodians are busy preparing the campus to receive teachers and students. The promise of a new beginning is upon us.

I hope that you have had a chance to relax and recharge this summer. You need to be at your best for the impending marathon. Your mental and physical health is paramount to achieve your personal goals and to contribute to your campus’ goals.

Celebrate your wins. Reflecting on your previous years, I’m sure that you can think of several things that went well during the school year. Building on those successes will help propel you through. Yes, every school year is different, but there are elements of success that are the same.

Teachers, your students level of achievement depends on you. Yes, there are outside factors beyond your control, but you must have the belief that your skill set is exactly what your students need to achieve. Every student in your charge deserves the very best education. Everyday counts, please make the best of your instructional time.

School leaders, your vision is needed. The campus that you serve needs your leadership. Your support of teachers, staff, and students is an important component of your school’s success. Provide actionable feedback, build authentic relationships, and lead with integrity.

I know it sounds cliche, but our children truly are our future. They need every adult stakeholder to provide support and a safe learning environment. Students need encouragement to be curious and guidance to solve problems. Let’s make the 2024-2025 school year one to remember for all of the right reasons.

Twenty Years….

I am entering my twentieth year working in public education and I’ve spent some time reflecting on my journey. It’s incredible to think back on the many successes and some struggles that have molded my career into its present state. There are a few people that have given me a helping hand along the way, and I am forever grateful to them. Come along with me as I share some of my story.

I am not one of those people that grew up wanting to be an educator. I was reading a magazine in sixth grade and came across an article about an electrical engineer. For whatever reason, this stuck with me and I decided that I was going to become an electrical engineer. I don’t recall a single conversation with my high school counselor about my plans after graduation. This is indicative of the school I went to and maybe the expectation of a middle of the pack black teenager from my hometown.

I attended Grambling State University, where I majored in Electronics Engineering Technology. There were classes with a lot of theory and formulas, but not nearly enough hands on learning. Needless to say, I did what I needed to do to get by, but there was no passion or clear path forward.

I remember during a study session for Physics one of my classmates told me that I had a knack for explaining things in a way that made sense. Later that evening a thought hit me like a Mike Tyson right hook, I wanted to become a teacher. I was approaching my last year of coursework to graduate with my engineering degree and there was no way I wanted to stay in school longer than I needed to. I pushed through and earned my Bachelor of Science degree, but the thought of being an educator never left my mind.

Upon graduation, I moved to Texas. I did have a couple of jobs before I came across a way to get closer to my dream. I started an alternative certification program to become a teacher. I worked extremely hard to complete the program while working as a substitute teacher and retail employee.

One morning, after helping to complete a floor move at the department store where I worked, I decided to go to a campus where I subbed frequently during the school year. The principal so happened to be there because he had a teacher resign and was beginning to try to find a replacement. I explained why I was there and he offered me an opportunity to interview. I interviewed with him a couple of days later and was offered a position as an Accelerated Math teacher.

I served the next six years at the same school as a Math teacher and team leader. After some uncertainty in education funding, I was transferred to a different middle school in the same district. I would go on to serve another six years as a Math teacher, team leader, and helping rewrite the district’s Math curriculum.

During the summer of 2017, I received an unexpected phone call to interview at an Elementary campus. The position would be a mix between a counselor and an Assistant Principal. Although I was nervous about leaving the classroom, I agreed to interview. After two weeks of waiting, I was offered the position. During the next school year, I was responsible for campus discipline, serving as the campus 504 liaison, and various other duties.

The following year I was moved into a fourth grade Math teaching position because the Principal decided to not spend Title I money for my salary. This was hard for me because I had never taught elementary and I considered it a step backwards for my career. I spent the next two years teaching fourth grade and becoming a better educator in the process. My time spent on that campus also came with extreme frustration for reasons I will not discuss. After fifteen years serving the same district, I decided that I needed to try to make a change for my advancement.

That summer, I began to apply for administrative positions in different areas. I had a chance to interview with one district which lead to an interview for an Administrative Associate position. I was offered the position, which led to a big change for me. I would be starting a new path in a new district that was a forty-five minute drive from my home.

I had the opportunity to learn from administrators that had many years of experience. I enjoyed my time as an Administrative Associate. This was to be a two year assignment. The summer after my first year at the new campus, I began applying for Assistant Principal positions. I figured why not since I still had a full year to secure a position.

A month before the new school year was set to begin, I received a call to interview for an Assistant Principal position in one of the district’s that I applied to. This was a surprise because I applied for the Assistant Principal pool. I happily accepted. I completed a screener interview with the campus Principal and Assistant Principal and a formal interview two days later. After meeting with the school district’s Associate Superintendent, I was offered an Assistant Principal position.

Earning an Assistant Principal position had been a six year journey at this point. I have excelled in my position and am continuing to learn and grow. This school year will be my fourth in my current district. I have had some challenges but my experience has been overall good. My next goal is to become a campus Principal.

There are a few people that I must thank for the role that they have played in my career thus far. My wife, who has always seen more in me than I do in myself. Anthony Sims, who afforded me the opportunity to become an educator. Dr. Shaun Perry, who gave me the opportunity to become the first black male team leader on his campus. Janet Cephas, who spoke my name to a Principal for a career opportunity. Lastly, Amber Brooks who interviewed me and offered for me to join her team as an Assistant Principal.

My career has brought me a great sense of accomplishment. I am looking forward to what the future holds. I am excited to begin a new school year serving students, teachers, parents, and staff. It is a blessing to be able to have a career where I feel I’m truly operating in my earthly calling. Who knows, maybe I’ll still be going strong in another twenty years.