One day, all children in this nation will have the opportunity to attain an excellent education.
Friday, May 17, 2013
So Long For The Summer!
The weather's getting warmer, Memorial Day is around the corner, and regional inductions are starting in a few weeks. All this means the Admissions team is preparing for summer! As we get ready for the start of our 2014 season (our application opens August 1!) we’ll say goodbye for now as the Admissions blog will be on hiatus until later this summer. In the meantime be sure to visit some of our popular posts and feel free to send new post ideas our way!
Amanda’s Top Application Tips
Keep up on education news and hear stories from classrooms, schools, and communities around the nation with our blog Pass the Chalk.
Who We Look For
Are you one of our accepted junior applicants? Have questions about your next steps? Check out a recording of our "What's Next" webinar for juniors.
Application Preparation Tips
Are you eligible for Teach For America? Read this post to find out.
Wednesday, May 1, 2013
Confirmation Day!
Today marks the beginning of May and our final day for fifth deadline applicants to confirm their offers from Teach For America! Hopefully you've been talking to your region, thinking about your assignment, and reflecting on why you want to do this work. If you still have questions about joining the corps or teaching your assigned subject, check out our recorded webinars for more information. We hope you'll decide to join the 2013 corps!
Tuesday, April 23, 2013
Final Interviews and Accepting Your Offer
Normally at this point in our Admissions season, our fifth and final deadline applicants are considering their acceptance and deciding whether to confirm or decline their offer to join the corps. This year however, with the addition of our first ever junior deadline, we have a whole round of applicants getting ready to attend their final interviews!
If you're one of our junior applicants, congratulations on being invited to a final interview, we hope you're getting excited! Check out some of our past posts for tips on how to prepare and what the day is really like!
If you're one of our recently accepted applicants, congratulations on being invited to join the 2013 corps! At this point, you're probably considering a lot of different things. We encourage you to talk to your region and learn more about what it's like to live and teach there. In the meantime, check out some of past acceptance stories!
If you're one of our junior applicants, congratulations on being invited to a final interview, we hope you're getting excited! Check out some of our past posts for tips on how to prepare and what the day is really like!
- Answers to some frequently asked questions
- What the day's really like
- Need to know info on your sample teaching lesson
- Tips from previous applicants
- What you need to know when completing your forms
If you're one of our recently accepted applicants, congratulations on being invited to join the 2013 corps! At this point, you're probably considering a lot of different things. We encourage you to talk to your region and learn more about what it's like to live and teach there. In the meantime, check out some of past acceptance stories!
Friday, April 12, 2013
Stories From the Corps: Tough Days
As our fifth deadline applicants wait for their admissions decision on April 18, we'll be sharing stories from real corps members about their toughest days in the classroom and what gives them the drive to keep going. After you read these stories we encourage you to share your thoughts and your own experiences on our reflection post. To read more stories, click the "Stories Form the Corps" link under our "What are you looking for?" section. Today's story comes from a 2012 Bay Area corps member, Lisa, who currently teaches early childhood education.
Thinking back on my past and first 8 months of teaching Early Childhood Education, there isn't one day in particular that stands out in my mind as "my most difficult day of teaching." I think that's because going into Teach For America, I had already anticipated that each day on my journey would reveal issues and situations that I had never been exposed to before. Looking back, there have been many factors that have challenged me to grow by forcing me to quickly navigate through various obstacles using social grace, innovative thinking, and a strong vision for my students and their families. Such key factors that have provided me with the most personal growth thus far have been the following:
Honestly, I have learned more about myself and my values in these past 8 months of teaching, than I have in my whole life. There's something magical that happens when you are thrown into a profession that you have not completely prepared for or necessarily expected to be in. There's a whole lot of self-reflection in this process. In fact, for me, much of this self-reflection happens when I journal key takeaways after each school day and write down ways in which I that I can improve the next day. Subsequently, each morning, instead of watching TV at the gym, I will spend that time looking at the goals I set for myself the day before and internalize how I will get there that day. During these times, I have not only learned how to be a better teacher, but also, a better version of me. Above all, the most important thing I have learned about myself that has stemmed from my time in the classroom has been the harsh realization that I am not superwoman. I can't do every thing by myself. For as long as I could remember I have had trouble asking other people for help. My experience in the classroom has forced me to learn how to more effectively delegate tasks to others in order to maximize every minute of every day for my students.
Whenever I encounter moments of struggle, conflict, or unfamiliarity, I always pull out my statement of intent along with my class vision and refocus on why I am here on this journey and what it means for my students and their families. I still vividly remember going to the March and May site visits as an incoming corps member and having the opportunity to visit Teach for America corps members and alumni in their classrooms and watch them teach. During these visits, I can confidently say that I witnessed many leadership qualities that I now currently use. (1) Setting big goals and milestones to get there (2) Making every moment a teachable moment (3) Constantly finding ways to increase effectiveness (4) Analyze. Reflect. Implement.
Thinking back on my past and first 8 months of teaching Early Childhood Education, there isn't one day in particular that stands out in my mind as "my most difficult day of teaching." I think that's because going into Teach For America, I had already anticipated that each day on my journey would reveal issues and situations that I had never been exposed to before. Looking back, there have been many factors that have challenged me to grow by forcing me to quickly navigate through various obstacles using social grace, innovative thinking, and a strong vision for my students and their families. Such key factors that have provided me with the most personal growth thus far have been the following:
- Entering a new and unfamiliar community: Working with families and children in the Hunters Point vicinity of San Francisco, a community unknown to me, meant learning the area, its history, and its struggles.
- Not knowing Spanish: Communicating with a majority of my students that are predominantly Spanish speaking meant learning with them.
- Building trust with parents: Especially with Spanish speaking parents, I had to carefully and thoughtfully provide avenues and opportunities in which they could feel empowered as a main part of their child's education, get to know me better, be involved in the classroom, and advocate in an open and inviting forum.
- Challenging student behavior: If there was one thing I underestimated before my first year of teaching, it would most definitely be my experience managing challenging student behavior. For me, this meant learning to be ok with not having total control. It meant being patient and learning that just because a strategy worked with one particular student it doesn't mean that it would have the same affect on the others. It meant that I had to accept that there were external factors in their home that were causing said challenging behavior, and that I couldn't change that. It meant that I had to learn how to stop feeling like I failed my students and to just breathe.
Honestly, I have learned more about myself and my values in these past 8 months of teaching, than I have in my whole life. There's something magical that happens when you are thrown into a profession that you have not completely prepared for or necessarily expected to be in. There's a whole lot of self-reflection in this process. In fact, for me, much of this self-reflection happens when I journal key takeaways after each school day and write down ways in which I that I can improve the next day. Subsequently, each morning, instead of watching TV at the gym, I will spend that time looking at the goals I set for myself the day before and internalize how I will get there that day. During these times, I have not only learned how to be a better teacher, but also, a better version of me. Above all, the most important thing I have learned about myself that has stemmed from my time in the classroom has been the harsh realization that I am not superwoman. I can't do every thing by myself. For as long as I could remember I have had trouble asking other people for help. My experience in the classroom has forced me to learn how to more effectively delegate tasks to others in order to maximize every minute of every day for my students.
Whenever I encounter moments of struggle, conflict, or unfamiliarity, I always pull out my statement of intent along with my class vision and refocus on why I am here on this journey and what it means for my students and their families. I still vividly remember going to the March and May site visits as an incoming corps member and having the opportunity to visit Teach for America corps members and alumni in their classrooms and watch them teach. During these visits, I can confidently say that I witnessed many leadership qualities that I now currently use. (1) Setting big goals and milestones to get there (2) Making every moment a teachable moment (3) Constantly finding ways to increase effectiveness (4) Analyze. Reflect. Implement.
Thursday, April 11, 2013
Stories From the Corps: Tough Days
As our fifth deadline applicants wait for their admissions decision on April 18, we'll be sharing stories from real corps members about their toughest days in the classroom and what gives them the drive to keep going. After you read these stories we encourage you to share your thoughts and your own experiences on our reflection post. To read more stories, click the "Stories Form the Corps" link under our "What are you looking for?" section. Today's story comes from a 2012 Kansas City corps member, Donta, who currently teaches elementary school.
It is difficult to find one difficult day, because I have had many. I am more likely to say teaching is difficult. There have been days a child, in a fit of anger, destroyed me classroom. I have had books thrown at me. I have been cursed out and called names. I have had the child who thought the classroom was an Olympic arena, so they decided to do flips and run around desks. There have been many days like this, but these are the easy ones. My most difficult days have nothing to do with students’ actions. My most difficult days are connected to injustices. I have had days when I did not know how to explain to a child why they should trust police officers when they kill innocent pedestrians. It is difficult to convince a child that I will not leave them when past experiences tells them adults never stay. It is hard to persuade a child that a district believes in them when the leadership in the district leaves them. Each day, I attempt to equip my students with the tools to be self-reliant because I fear that when my students have fallen, no one will help them to get up. My days are difficult because I have to teach my student to believe in themselves, not due to their low self-esteem, but at every stage of their success, people will doubt that they were competent enough to get there. I struggle with explaining to children that people doubt how great they are no matter how hard they work as I push them to work even harder. I often ask myself, if I am best for them as I struggle with these injustices. Am I doing enough? How do you teach a child to care for others, when others fail to reciprocate care? These are my daily challenges. I do not have one difficult day; I have many. the district leaves them. Each day, I attempt to equip my students with the tools to be self-reliant because I fear that when my students have fallen, no one will help them to get up. My days are difficult because I have to teach my student to believe in themselves, not due to their low self-esteem, but at ever stage of their success, people will doubt that they were competent enough to get there. I struggle with explaining to children that people doubt how great they are no matter how hard they work as I push them to work even harder. I often ask myself, if I am the best teacher for them as I struggle with these injustices. How do you teach a child to care for others, when others fail to reciprocate care? These are my daily challenges. I do not have one difficult day; I have many.
I am driven by the conviction that every child deserves justice and it is my personal responsibility to provide it. With having this responsibility, I understand that I cannot do it alone. My success is leveraged with the relationships I build. I ensure that the relationships I seek to build are honest, vulnerable, and critical. With my supervisors, colleagues, friends, families, students, and parents, I never wait for them to provide feedback; I seek it. I strongly believe if I am ensuring I am my best for students, I must own my development. If I am ever to believe that one-day all children will receive an excellent education, which is true justice, I must seek it aggressively today.
One thing I have learned about myself is that a combination of Type A and Type B personalities. Not all of one, but not much of the other. Also, not having a space that feels like home adds stress to your life. Make sure when you move into your new apartment, it has a home-like feelings.
One of the best attributes I have found within great leaders and teachers is their ability to share their areas of growth. When a person is not afraid to be vulnerable, then they do not fear being hurt and seek feedback to continue to grow. A part of this vulnerability is being self-reflective. I have learned that people who are afraid to be vulnerable are not very reflective, which means they cannot be vulnerable to themselves. Pushing yourself to be uncomfortable is a habit that I believe is great to possess. If you cannot be truthful to yourself, how can you be truthful to someone else?
Please be understanding and loving to the people who will join you in this movement. We are all at different places in our development. Either you can assist them in their development, which might cause you some personal anxiety, or you can allow them to develop it in their own time. In the end, our movement is only as strong as our weakest leader. Be aware of the role you can play.
If you missed our Stories From the Corps webinar last night, check out the recording. One of our previous "Tough Days" authors shared his experiences in the classroom, so we encourage you to check it out!
It is difficult to find one difficult day, because I have had many. I am more likely to say teaching is difficult. There have been days a child, in a fit of anger, destroyed me classroom. I have had books thrown at me. I have been cursed out and called names. I have had the child who thought the classroom was an Olympic arena, so they decided to do flips and run around desks. There have been many days like this, but these are the easy ones. My most difficult days have nothing to do with students’ actions. My most difficult days are connected to injustices. I have had days when I did not know how to explain to a child why they should trust police officers when they kill innocent pedestrians. It is difficult to convince a child that I will not leave them when past experiences tells them adults never stay. It is hard to persuade a child that a district believes in them when the leadership in the district leaves them. Each day, I attempt to equip my students with the tools to be self-reliant because I fear that when my students have fallen, no one will help them to get up. My days are difficult because I have to teach my student to believe in themselves, not due to their low self-esteem, but at every stage of their success, people will doubt that they were competent enough to get there. I struggle with explaining to children that people doubt how great they are no matter how hard they work as I push them to work even harder. I often ask myself, if I am best for them as I struggle with these injustices. Am I doing enough? How do you teach a child to care for others, when others fail to reciprocate care? These are my daily challenges. I do not have one difficult day; I have many. the district leaves them. Each day, I attempt to equip my students with the tools to be self-reliant because I fear that when my students have fallen, no one will help them to get up. My days are difficult because I have to teach my student to believe in themselves, not due to their low self-esteem, but at ever stage of their success, people will doubt that they were competent enough to get there. I struggle with explaining to children that people doubt how great they are no matter how hard they work as I push them to work even harder. I often ask myself, if I am the best teacher for them as I struggle with these injustices. How do you teach a child to care for others, when others fail to reciprocate care? These are my daily challenges. I do not have one difficult day; I have many.
I am driven by the conviction that every child deserves justice and it is my personal responsibility to provide it. With having this responsibility, I understand that I cannot do it alone. My success is leveraged with the relationships I build. I ensure that the relationships I seek to build are honest, vulnerable, and critical. With my supervisors, colleagues, friends, families, students, and parents, I never wait for them to provide feedback; I seek it. I strongly believe if I am ensuring I am my best for students, I must own my development. If I am ever to believe that one-day all children will receive an excellent education, which is true justice, I must seek it aggressively today.
One thing I have learned about myself is that a combination of Type A and Type B personalities. Not all of one, but not much of the other. Also, not having a space that feels like home adds stress to your life. Make sure when you move into your new apartment, it has a home-like feelings.
One of the best attributes I have found within great leaders and teachers is their ability to share their areas of growth. When a person is not afraid to be vulnerable, then they do not fear being hurt and seek feedback to continue to grow. A part of this vulnerability is being self-reflective. I have learned that people who are afraid to be vulnerable are not very reflective, which means they cannot be vulnerable to themselves. Pushing yourself to be uncomfortable is a habit that I believe is great to possess. If you cannot be truthful to yourself, how can you be truthful to someone else?
Please be understanding and loving to the people who will join you in this movement. We are all at different places in our development. Either you can assist them in their development, which might cause you some personal anxiety, or you can allow them to develop it in their own time. In the end, our movement is only as strong as our weakest leader. Be aware of the role you can play.
If you missed our Stories From the Corps webinar last night, check out the recording. One of our previous "Tough Days" authors shared his experiences in the classroom, so we encourage you to check it out!
Wednesday, April 10, 2013
Stories From the Corps: Tough Days
As our fifth deadline applicants wait for their admissions decision on April 18, we'll be sharing stories from real corps members about their toughest days in the classroom and what gives them the drive to keep going. After you read these stories we encourage you to share your thoughts and your own experiences on our reflection post. To read more stories, click the "Stories Form the Corps" link under our "What are you looking for?" section. Today's story comes from a 2011 Kansas City corps member, Jennifer, who currently teaches kindergarten.
My most difficult day of teaching was in my first year, and I had 37 students. Our school was an SCL school (Student Centered Learning) which meant children were grouped by instructional level, not age. So I had students who ranged from 5-8 years old in my classroom. After lunch, we would rotate the students, and they would go to their math teacher for the afternoon, and my second set of 33 kids would come in, to get their reading instruction for the day. About halfway through my lesson, there were kids goofing around, showing no respect for the classroom or me. In my head I was thinking, "If only we didn't start switching classrooms, my morning group doesn't act this way. They know how to act." It was then that I realized their behavior was most likely because of how differently I was treating them. I was not treating my afternoon class like "my students." I was viewing them as an additional class I was given, as if they were somehow less important. Days like these are difficult not only because the classroom feels difficult, but the steps needed to change the way the classroom culture feels are difficult. It is often difficult to realize that you, as the teacher, are causing a problem.
As a kindergarten teacher, it is very easy to look at the children and realize that they are so young and so much a product of their own environment. A kindergartner's behavior one day does not always relate to their behavior another day. A big hug in the morning to a difficult student could start their day off on the right foot. And as a kindergarten teacher, it is your job to help every child start on the right foot, to help them have the best day they possibly can.
In my time in the classroom I've learned that I am a neat-freak. Order within my classroom is important because disarray stresses me out, as the teacher. Creating good rules and strong routines can help to keep the classroom clean, and can help relieve my own stress. I've also learned that I am a human. An imperfect person. I am not the super human I was hoping I could be when I first stepped foot in the classroom. I learned that it is important to take mental health days, and give yourself a break. I learned that I am the type of person that needs to wake up early and get to school before the bell to get my things completed. I learned that there was a lot to be learned about myself in the process.
The best teachers I know stay positive. They collaborate with ALL teachers from all grade levels. They plan, plan, plan! And they have strong organizational skills. I have found that the best leaders in my school are people who are happy to be at work, and make others feel happy to be there too. I have found that the best teachers at my school are in constant communication with their grade level partners, as well as families and community members.
I wish I knew how little support I would have within my actual school. It takes a lot of strength and positivity to work with people who know little about Teach For America as an organization, and people who have strong biases against the program.
If you're interested in hearing more corps stories first hand, register for our upcoming Stories From the Corps webinar, where we'll talk live to corps members about their tough days. Also, if you missed last night's webinar on What's Next, you can check out a recording from our fourth deadline for helpful information.
My most difficult day of teaching was in my first year, and I had 37 students. Our school was an SCL school (Student Centered Learning) which meant children were grouped by instructional level, not age. So I had students who ranged from 5-8 years old in my classroom. After lunch, we would rotate the students, and they would go to their math teacher for the afternoon, and my second set of 33 kids would come in, to get their reading instruction for the day. About halfway through my lesson, there were kids goofing around, showing no respect for the classroom or me. In my head I was thinking, "If only we didn't start switching classrooms, my morning group doesn't act this way. They know how to act." It was then that I realized their behavior was most likely because of how differently I was treating them. I was not treating my afternoon class like "my students." I was viewing them as an additional class I was given, as if they were somehow less important. Days like these are difficult not only because the classroom feels difficult, but the steps needed to change the way the classroom culture feels are difficult. It is often difficult to realize that you, as the teacher, are causing a problem.
As a kindergarten teacher, it is very easy to look at the children and realize that they are so young and so much a product of their own environment. A kindergartner's behavior one day does not always relate to their behavior another day. A big hug in the morning to a difficult student could start their day off on the right foot. And as a kindergarten teacher, it is your job to help every child start on the right foot, to help them have the best day they possibly can.
In my time in the classroom I've learned that I am a neat-freak. Order within my classroom is important because disarray stresses me out, as the teacher. Creating good rules and strong routines can help to keep the classroom clean, and can help relieve my own stress. I've also learned that I am a human. An imperfect person. I am not the super human I was hoping I could be when I first stepped foot in the classroom. I learned that it is important to take mental health days, and give yourself a break. I learned that I am the type of person that needs to wake up early and get to school before the bell to get my things completed. I learned that there was a lot to be learned about myself in the process.
The best teachers I know stay positive. They collaborate with ALL teachers from all grade levels. They plan, plan, plan! And they have strong organizational skills. I have found that the best leaders in my school are people who are happy to be at work, and make others feel happy to be there too. I have found that the best teachers at my school are in constant communication with their grade level partners, as well as families and community members.
I wish I knew how little support I would have within my actual school. It takes a lot of strength and positivity to work with people who know little about Teach For America as an organization, and people who have strong biases against the program.
If you're interested in hearing more corps stories first hand, register for our upcoming Stories From the Corps webinar, where we'll talk live to corps members about their tough days. Also, if you missed last night's webinar on What's Next, you can check out a recording from our fourth deadline for helpful information.
Tuesday, April 9, 2013
Stories From the Corps: Tough Days
As our fifth deadline applicants wait for their admissions decision on April 18, we'll be sharing stories from real corps members about their toughest days in the classroom and what gives them the drive to keep going. After you read these stories we encourage you to share your thoughts and your own experiences on our reflection post. To read more stories, click the "Stories Form the Corps" link under our "What are you looking for?" section. Today's story comes from a 2012 Kansas City corps member, Elizabeth, who currently teaches kindergarten.
I honestly cannot isolate one day as the most difficult or challenging. I clearly remember telling myself (or others) “this was the worst day yet” multiple times throughout the year but looking back I can’t remember what happened to make me say that. For me, the most challenging days are when a series of things go wrong. Getting observed while one of your students is literally somersaulting on the carpet, having a substitute tell you they will never sub for you again because your class was “horrible”, what seems like an entire day of students talking and being off task. My most difficult days have not been in despair because something went wrong but simply an overwhelming sense of frustration because of the dichotomy between what is actually happening in the classroom versus what I want to be happening in the classroom.
It may sound cliché but my conviction to keep going comes from an unwavering belief that it can and will get better. I believe so deeply in my students’ potential that I refuse to give up just because they’re having a bad day or week or month. I wholeheartedly believe in my students and will not give up on them. Even on the worst days, I know it can and will improve and therefore I cling to moments of hope. At the beginning of the year these moments are few and far between but as we progress and I reflect on how much my students have grown I can muddle through the difficult days because I’ve seen the good days. There’s no secret trick, it’s simply accepting the obstacles and challenges, knowing that it’s normal and believing that you can persevere.
I’ve learned that I can embrace the craziness that is kindergarten. I’ve learned that I am more resilient, optimistic and patient than I ever knew. I’ve learned to be humble and ask for help when I need it and I’ve learned that it’s ok not to be perfect. I’ve learned that I can form strong and meaningful relationships with parents, co-workers, administrators and community members. I’ve learned that I can relocate half way across the country, live on my own and still be ok. I’ve learned how to maintain the balance between work and personal life. This year in the classroom has helped me realize my own potential, identify strengths I didn’t know I had and become my own person. This year has been both liberating and at times extremely challenging, but ultimately I have been able to discover myself and better envision my future.
There are 7 character strengths that are considered highly predictive of success. These 7 traits are found in our most powerful world leaders, entrepreneurs, innovators and in everyday people. I have directly integrated a study of these 7 traits into my classroom and adopted them as a lens to reflect upon my own thoughts, words and actions. In terms of habits, attitudes and beliefs these 7 character strengths epitomize the best teachers and leaders I know.
I wish I had known how drastically this can change your life plan. I came into Teach For America a New England girl with a solid 5-year plan of career goals and aspirations. Fast forward almost a year and the Midwest has stolen my heart and my 5-year plan has gone out the window. I fell in love with my region and my school and simply cannot imagine being happy anywhere else. I also wish someone had warned me that even though I had a degree in education and over a thousand of hours of classroom experience that I was not prepared. I approached the year with confidence and was sure that I wouldn’t struggle like other first-year corps members because I had a degree and education and plenty of experience. I was so wrong. I wish someone had told me that everyone struggles. All first year teachers all over the world struggle. It’s normal and it’s nothing to be ashamed of.
I honestly cannot isolate one day as the most difficult or challenging. I clearly remember telling myself (or others) “this was the worst day yet” multiple times throughout the year but looking back I can’t remember what happened to make me say that. For me, the most challenging days are when a series of things go wrong. Getting observed while one of your students is literally somersaulting on the carpet, having a substitute tell you they will never sub for you again because your class was “horrible”, what seems like an entire day of students talking and being off task. My most difficult days have not been in despair because something went wrong but simply an overwhelming sense of frustration because of the dichotomy between what is actually happening in the classroom versus what I want to be happening in the classroom.
It may sound cliché but my conviction to keep going comes from an unwavering belief that it can and will get better. I believe so deeply in my students’ potential that I refuse to give up just because they’re having a bad day or week or month. I wholeheartedly believe in my students and will not give up on them. Even on the worst days, I know it can and will improve and therefore I cling to moments of hope. At the beginning of the year these moments are few and far between but as we progress and I reflect on how much my students have grown I can muddle through the difficult days because I’ve seen the good days. There’s no secret trick, it’s simply accepting the obstacles and challenges, knowing that it’s normal and believing that you can persevere.
I’ve learned that I can embrace the craziness that is kindergarten. I’ve learned that I am more resilient, optimistic and patient than I ever knew. I’ve learned to be humble and ask for help when I need it and I’ve learned that it’s ok not to be perfect. I’ve learned that I can form strong and meaningful relationships with parents, co-workers, administrators and community members. I’ve learned that I can relocate half way across the country, live on my own and still be ok. I’ve learned how to maintain the balance between work and personal life. This year in the classroom has helped me realize my own potential, identify strengths I didn’t know I had and become my own person. This year has been both liberating and at times extremely challenging, but ultimately I have been able to discover myself and better envision my future.
There are 7 character strengths that are considered highly predictive of success. These 7 traits are found in our most powerful world leaders, entrepreneurs, innovators and in everyday people. I have directly integrated a study of these 7 traits into my classroom and adopted them as a lens to reflect upon my own thoughts, words and actions. In terms of habits, attitudes and beliefs these 7 character strengths epitomize the best teachers and leaders I know.
- Zest: Being enthusiastic, invigorated and invested in what you do. As a teacher, my best lessons are the ones I am genuinely excited to deliver. The best teachers and leaders I know have a contagious enthusiasm, unwavering determination and personal investment in what they are doing.
- Grit: Persistence, resilience and unwavering determination are essential for teaching. Teaching is not easy for anyone. It’s not easy for the first year teacher or the 20-year veteran. Even the best teachers have bad days. Grit is what allows our most effective teachers and leaders to overcome adversity, problem-solve challenges and continuously improve their effectiveness.
- Self-control: As a teacher and leader the importance of self-control cannot be understated. Every single one of your words and actions represents not only yourself but your students, your school, your district, Teach For America and the profession of teaching. Effective teachers and leaders are able to accept criticism, control their temper and exude respect and humility.
- Optimism: Knowing and wholeheartedly believing that it will get better. As teachers, we cannot be defeated by one bad day. The best teachers and leaders I know remain optimistic even in the face of challenges, obstacles and frustrations. Although easier said than done, optimism is an essential component of success.
- Gratitude: Appreciating what you have. I am humbled daily by the opportunity I have been given to impact the lives of 24 malleable young minds. I am fortunate to have such a supportive school, administrator and grade level team. I am fortunate to have professional development opportunities and the support of my Manager of Teacher Leadership and Development. The best teachers and leaders recognize and appreciate the resources and supports available to them.
- Social intelligence: Teaching requires effective communication with students, parents, colleagues, administrators, community leaders, district representatives, media and personal contacts. Every social encounter is an opportunity. The best teachers and leaders are able to use their words and actions to communicate respect and humility, solve conflicts, and build strong relationships.
- Curiosity: The best teachers and leaders are always innovating. Curiosity entails listening to others, being engaged, asking questions, reflecting, pushing the limits and constantly seeking to improve.
I wish I had known how drastically this can change your life plan. I came into Teach For America a New England girl with a solid 5-year plan of career goals and aspirations. Fast forward almost a year and the Midwest has stolen my heart and my 5-year plan has gone out the window. I fell in love with my region and my school and simply cannot imagine being happy anywhere else. I also wish someone had warned me that even though I had a degree in education and over a thousand of hours of classroom experience that I was not prepared. I approached the year with confidence and was sure that I wouldn’t struggle like other first-year corps members because I had a degree and education and plenty of experience. I was so wrong. I wish someone had told me that everyone struggles. All first year teachers all over the world struggle. It’s normal and it’s nothing to be ashamed of.
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