After over a decade in the school setting, I have a healthy collection of thank-you notes from students, colleagues, and mentors. These notes are reminders of my relationship with the individuals who took the time to write them. Often on hard days, I revisit these notes for encouragement and to remember my connection to those individuals.

Coaching is essential for the success of a Multi-Tiered System of Supports. Coaching is not about giving directives or forcing others to invest, but is rather about recognizing strengths and challenges in MTSS implementation and helping staff grow in their professional practice, apply professional learning, and overcome challenges to meet personal and collective goals. 

To Coordinate: bring the different elements of (a complex activity or organization) into a relationship that will ensure efficiency or harmony. (Oxford Dictionary)

Educators are painfully familiar with having their work and priorities shifted at the will of new legislation and policies. State board educations establish state standards, federal and state policies guide requirements, and local district leadership establishes procedures for what and how teachers are required to teach. It's up to principals and campus instructional leaders to be a bridge for the teachers to understand the purpose and rationale behind these policies and how they align with or influence your school goals.

One of my favorite memories as an artistic and creative child was when the “art lady” came on Fridays to my 4th-grade class. She would introduce a project, and we got to pull out those crayons and paints we stored in our desks. We learned to do “stained glass” with tissue paper, draw pumpkins, and learn what to do when we made mistakes. 

In my middle school classroom, the introduction of a group project brought out mixed feelings from students. Many students loved being able to pick their groups and hated it when I assigned groups, while other students wanted to bypass the teamwork altogether. 

I will never forget one of the toughest phone calls with a parent in my first year of teaching. As soon as the phone call ended, tears streamed down my face. It had taken everything I had to hold it together while a parent listed out all the things I had been doing wrong with her child. As a first-year teacher, I understood how to create engaging lessons, and I prioritized building relationships with students, but working with parents and families was much more challenging.

I am the first to admit that I didn’t even know how to get my students more intense help for many years. As a new 7th Grade ELA teacher, I just thought I was failing as a teacher. As I gained experience and training, specifically in English as a Second language, I learned how to make my instruction more accessible and to identify those students that needed help beyond core instruction. In many ways, I remained at a loss for how to provide the intervention they needed.