Meghan Lucido, MPH’s Post

Either answer is fine but think about this: My first year teaching I was a hot mess! Just faking it until I made it. I wanted to throw the towel in after the first 2 months. I questioned my career choice and felt ill-equipped. However, with the right resources and support I started to understand the larger picture. The following summer my administrators sent me to attend workshops specifically tailored to new teachers. I learned the secret sauce to classroom management, the value of how lessons plans should be aligned with standards and how to construct activities that were engaging. I learned that data should drive my instructional practice. I started to understand that attendance, reading scores, behavior, and even birthdays mattered when meeting the needs of my students. The word pedagogy no longer seemed like a foreign concept. I was given the necessary tools to foster positive relationships with my students, parents, and community. ⭐️I want teachers to feel confident and fulfilled in their careers by offering support in every facet of education. ⭐️I believe intentional, sustained and high quality investments in educators directly result in retention and MOST importantly the success of our students. ⭐️I recognize effective and happy teachers are the most important school-based factors impacting the future of our students. Though my story may not be unique, my journey that lead me to where I am now is undoubtedly worth sharing.

@theowlsnestschool ・・・ Feeling overwhelmed and burned out as a teacher is a common experience, especially when trying to fit into a traditional mold that may not align with your personal strengths and passions. If the standard expectations of bulletin boards, recess duty, and managing large classes are leading to stress and an unbalanced work-life dynamic, it might be time to reframe how you see your role as an educator. Just like a seed that needs the right environment to flourish, you too might thrive in a setting that allows for more flexibility and creativity. Consider exploring alternative teaching methods or environments that align better with your unique talents and interests. For instance, you might find fulfillment in smaller, more focused group settings where you can give personalized attention to your students. Additionally, integrating more project-based learning or experiential activities could reinvigorate your teaching practice, making it more engaging for both you and your students. Remember, teaching is not a one-size-fits-all profession. Allow yourself the space to grow and evolve in ways that feel authentic to you. This might mean setting boundaries to protect your personal time, seeking professional development opportunities that excite you, or connecting with a community of like-minded educators for support and inspiration. By giving yourself permission to see teaching differently, you can rediscover the joy and passion that brought you to this career in the first place, ultimately leading to a more balanced and fulfilling professional life.

Being a great teacher in a damaged society means being a beacon of hope, a source of inspiration, and a catalyst for positive change. It requires: 1. Empathy: Understanding the challenges and struggles students face in their personal lives. 2. Resilience: Overcoming obstacles and finding ways to thrive in adversity. 3. Passion: Teaching with conviction, enthusiasm, and a love for learning. 4. Adaptability: Finding innovative ways to connect with students and deliver meaningful lessons. 5. Leadership: Guiding students to become active participants in creating a better future. 6. Cultural sensitivity: Valuing diversity, promoting inclusivity, and breaking down social barriers. 7. Community building: Fostering a sense of belonging, support, and collective growth. 8. Social-emotional intelligence: Helping students develop essential life skills, like self-awareness, self-regulation, and empathy. 9. Critical thinking: Encouraging students to question, analyze, and challenge the status quo. 10. Hope and optimism: Inspiring students to envision a brighter future and work towards creating it. In a damaged society, great teachers are agents of transformation, empowering students to become the change-makers of tomorrow.

Now the academic year is underway for all of us, I wanted to remind teachers and support staff how important you are and that your choices for yourself matter. We spend a great deal of time trying to build resilient, autonomous students, but having resilient and autonomous educators is what makes this possible. We model what we want our children to become. So, please, care for yourself this year. Your wellbeing is essential. Next, give some time to thinking about your own professional development. Where do you want to go in your career? How do you keep that fire of inspiration burning? What drives you forward as a professional? We get so caught in the momentum of school life, entirely focused on our students and their outcomes, that we often neglect our own path. Make sure you pause, recalibrate at the end of each week, and ensure you are still aligning to your values in how you are working. Set intentions for what you would like to build into your teaching in the coming weeks and what you might want to learn more about. These may seem like small things, but reflection on practice and practice rooted in your values is what keeps you moving forward intentionally, and in a way that feels fulfilling and purposeful to you. Be the architect of your future, rather than letting the year happen to you. Very best wishes to everyone for this year. I hope it is filled with inspiration, exploration and purposeful education. #teachereducation #cpd #intentionalpractice #values #reflectivepractice #internationalschools #professionaldevelopment #education #teachingandlearning TeachUp

We know that teacher retention is a concern at the forefront of every school and district leader’s mind. That's why we've turned our focus toward figuring out what teachers value most from the profession and, in turn, what can drive satisfaction. Through this research, we've discovered seven innovative strategies to keep teachers fulfilled and committed for the long haul: 1️⃣ Implement Collaborative Team Teaching 2️⃣ Leverage Nontraditional Professionals to Supplement Staff 3️⃣ Extend the Reach of High-Quality Educators 4️⃣ Activate Student Ownership and Self-Direction 5️⃣ Think Flexibly about Scheduling 6️⃣ Inspire Teacher Autonomy and Leadership 7️⃣ Support Positive Adult Mindsets and Well-Being Explore these comprehensive strategies and unlock the potential in every educator, ultimately driving equitable outcomes for student learning. Read the full post here: https://lnkd.in/gvj_GRP3

So here’s the thing. The circumstances don’t feel great. The learning curve feels steep and you move so slow. And no one seems to have any patience, especially yourself. So then if you catch yourself in the overwhelm, do you go straight into blaming and shaming yourself for not being stronger/wiser/more experienced? Or do you give yourself compassion: you are ok. The circumstances are hard. The learning curve feels sharp. But learning takes time. And you can hold space for these feelings without playing into them. That is emotional maturity. That is emotional intelligence. We get there together. —- My new nurse program is opening up this Summer. Are you on my email list yet? Link in bio.

Spending time with the California Teaching Fellows Foundation this morning at Fresno State. This is my 3rd year with the fellows and I’ve talked to each cycle about various topics. Today we talk Social Emotional Learning & Emotional Intelligence- for youth & adults. One part of that I’ve been talking more about lately is self-awareness when it comes to capacity. Understanding our own and others' capacity is critical. Regardless of the setting, home or work- consistently considering capacity allows us to apply grace over pressure- even when we have tasks to accomplish. In that, awareness we should consider resources — including time and energy. At work & in schools, leaders must manage this for outcomes for their talent and students daily and often find ways to increase it. Sometimes it means there is a need for more support — systems, direction, or people. Other times, it means looking at workload distribution, barriers, and considering if upskilling is needed in a technical or essential skill like - EQ or Social Emotional Learning. When was the last time you considered "capacity?"

I am thrilled to share a heartwarming moment of recognition and gratitude towards St. Mary's High School for their commendable initiative in acknowledging my efforts to empower education in rural areas. It is with immense pride and gratitude that I express my thanks for the felicitation I received from the school for my contribution to training teachers in remote regions. In my humble capacity, I have had the privilege of working closely with St. Mary's High School on a project aimed at empowering teachers in rural areas. The primary focus was to instill confidence in educators, enhance their ability to read the intellectual quotient of their students, and equip them with strategies to cultivate smart and productive learning environments. Rural education often faces unique challenges, and teachers in these areas play a pivotal role in shaping the future of their students. By providing training that goes beyond traditional methods, I aim to create an ecosystem where educators can inspire and cultivate the skills necessary for the holistic development of students. The initiative aimed to address the following key aspects: 1. Confidence Building: Empowering teachers with the tools and techniques to build their confidence in handling diverse classroom scenarios. 2. IQ Assessment Skills: Equipping educators with the ability to assess the intellectual quotient of their students, tailoring teaching methods to individual learning needs. 3. Smart Teaching Strategies: Introducing innovative teaching methodologies that foster critical thinking, problem-solving, and creativity among students. As I celebrate this acknowledgment, I pledge to collectively continue my journey toward a future where education knows no boundaries. I aim to create a world where every child has the opportunity to thrive, learn, and contribute meaningfully to society.

Growing up on 130 acres of maple trees and hay fields, I learned to follow the cadence of seasons at a young age. I knew when the raspberry shoots would spring from the ground, when the temperature fluctuated enough for sap to run, when we were in the season of exploring the farm on foot, and when the best times were to settle in and stay warm. As I started working with teachers, the cadence of seasons meant something different- this period of my career taught me to notice when we are in natural cycles based on the context of our own lives and situations: when does the most engaging literacy unit happen? Which field trip always sparks new understandings and growth? When does a teacher have the most energy for innovation during the school year? As a coach, my hope for the people I work with is for them to get clear enough on their inner-knowing that they can set the cadence in their work and personal lives, acknowledging the season they are in and moving through it with intention. Cadence is a rhythm, and when we listen we can hear it in our lives in all sorts of ways. The truth of the matter is, I haven’t met anyone who wouldn’t benefit from a coach who has honed their skill in guiding people towards knowing their rhythm- the cadence of their own seasons- and helping them to make real, concrete moves towards creating an ecosystem where they can thrive. In my work with clients, we do this by building clarity around where you honestly are and hope to be, establishing real-life strategies to get you there, and developing the cadence and tools you’ll need to reach the outcomes you hope for. This isn’t just about achievements, it’s about evolution- let’s evolve your path, together. https://lnkd.in/ghGqn8Yj

Having scrolled through many posts on this platform, it is clear that the conversation about educating more able learners is limited. There are benefits to be had from addressing the needs of these learners, and I hope that over the coming months more colleagues in positions of influence and leadership will express an interest and start to consider what they and their schools can do to make the educational experience for the more able as fulfilling as possible. I am part of a team that has organised a conference in Canterbury in partnership with NACE on this theme, scheduled for November 15th. If you would like further details please get in touch. The event is free of charge and will be an enlightening day. An example of the content that will be covered includes: Learning becomes more impactful when it's active, social, and connected to pre-existing knowledge. Creating an effective learning environment for more able learners requires balancing active engagement with time for reflection, allowing learners to integrate new experiences with existing knowledge gradually. Open-ended tasks encourage exploration, helping pupils generate and take ownership of their outcomes. This approach fosters independent learning, enabling students to control the pace and direction. The teacher plays a crucial role in this process by connecting new concepts with what learners already know. By guiding students we help them transition from needing support to working independently, solving problems through investigation, invention, and active dialogue.