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?

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.

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.