My day started off with my first formal observation of the year. I was really nervous, but as the class progressed, I honestly felt that it was going really, really well aside from a few bumps in the road. The math teacher and I were working really well together, all of our students were participating and seemed to be enjoying the lesson, and I thought I would get a great review. Thennnnnn the bell rang and my administrator called me over to the side of the classroom to tell me that he was "confused by our co-teaching model."
As I had stated yesterday, he is the new administrator for the special education department, therefore he is not familiar with my role as one of the special education teachers in the ninth grade; it is very different from that of your "typical" teacher. Two years ago, the other two special education teachers I work with met with representatives from the state and administration to create a new special education model in the ninth grade to greater support and benefit our struggling students. With this new model, we are able to be in each of our students' core classes (math, language arts, science, and social studies) to provide them with the support that they require. While we allow the general education teacher to be the person who delivers the majority of the content, it is our role to support our students academically, behaviorally, and emotionally within that class. With this model, we are also able to get to know our students very well since we see them so frequently, so when it comes time for their IEP (Individualized Education Plan) meetings, we truly know what is best for each of our students when making our recommendations.
So back to my administrator's "confusion", he said that he was used to a co-teaching model where both teachers had the "lead teacher" role, whereas what he was seeing was more of a lead teacher/support teacher model. I then tried to explain to him that that was how the ninth grade model was designed, but he didn't seem too interested in listening to me and said that he would have to schedule a meeting for us to continue our discussion since he had other places to be. I was left with a feeling of disappointment, as if he viewed what I do as being less important than that of a lead, general education teacher. To be honest, I was left with the feeling of being punched in the stomach.
I ended up talking with my mentor teacher afterwards via text messages since she was out today, and she made me feel a lot better and told me that I was doing a great job. She also told me that she thinks it would be a good idea for all three of us ninth grade special education teachers to sit down with our new administrator to explain to him what it is that we do exactly.
So here is my first New Teacher Tip of the Day: As a first year teacher, your school will more than likely set you up with a mentor teacher, so form a really good relationship with yours! They will play a huge role in your success of becoming an educator; I consider my mentor teacher one of my best friends from work and we are able to talk about anything and everything. I really don't know how I would have survived my first year without her!
So now let's move on to my next story for today, I promise it's not as long as my last! I had quite a few students stay after with me today, and one student in particular asked me if he could talk to me about something personal. So I sat down with him and he informed me that he started going to student support services regularly as a request from his mother because she had noticed how insecure he is with himself. He then went on to tell me how much he hates himself because of how dark his skin is and because he has been questioning his sexuality. I couldn't help but really feel for this student. As I've said before, being a teenager is hard enough, but with all of the added pressure in today's society, it can make things even more difficult. Recently in the news, we have heard of an alarming number of teen and young adult suicides due to issues with sexuality. I hope that this student, throughout this year and the rest of his high school career, continues to remain comfortable enough to come to me when he feels that he needs to talk. And to be honest, I felt honored that he felt he could come to me today. Times like these are when I realize that regardless of what administration may say about my role as an educator, I know that I am making a difference in students' lives. And that is what matters most.
So here is your second New Teacher Tip of the Day: Don't ever let someone make you feel unimportant because to some students, you may be the most important and influential person in their lives.
I can't believe it but I had my observation today as well!! For veteran teachers we have a rotating evaluation schedule with professional development some years, alternative evaluation others and every 4th year formal evaluations with administrator evaluations. Usually we know in advance of these evaluations and have pre and post meetings. This morning my new administrator came to me and said he had to observe a class for a graduate program he was in, and asked if it could be mine. I said no problem and was able to hand in my lesson plans at the end of the day instead of in a pre meeting. Even after 22 years of teaching, I was a bit nervous, too. Fortunately, I had a good lesson and I think everything went well. I hope I'll get to sit with the administrator next week to hear how he thinks it went.
ReplyDeleteWe have the same inclusion model that you folks have. The advantage of having the special ed. teacher in the class is also so you know the classroom expectations and have the relationship with the discipline teacher to advocate for the student and assure that the students' needs are met and the IEP is being followed. In my class I have a special ed. teacher that's been teaching longer than me, yet when it comes to content I appear to be the lead teacher and he looks to be more of an aide or support teacher. But anyone who closely watches us work throughout the day knows how much he helps me meet the students' needs and how much he does "behind the scenes" while I'm giving the initial instruction. Its a common model and one I'm sure you can explain satisfactorily to your new administrator. If your administrator would prefer you might offer to have him visit again in the future and arrange the class with your content teacher so you can take on more of the lead role. I'll do that now and then with my special ed. teacher where he'll take the role of teaching one of the skills we use in the social studies, i.e. outlining, or using a graphic organizer.
Its too bad you didn't have the chance to talk with the administrator beforehand and explain the model you were using. But I wouldn't worry too much where as your Mentor teacher also uses the same model. Set an appointment time, sit together and talk it over with the 3 of you. He'll then see that its not just a reflection of your style of teaching, but a model that the district has decided to follow with this age group. Good luck and keep posting how this turns out.