Publication Sneak Peek

This segment features content from other AAEA publications. Instructional Leader is a quarterly publication available to subscribing districts. The following excerpt comes from the September 2023 issue.

Living Out the Words in Our Job Descriptions

Contributor: Novella Humphrey, Director of Curriculum/Federal Programs, Southside School District

DEVELOP
COORDINATE
RESEARCH
BUDGET
DIRECT
IMPLEMENT
EVALUATE

Words written in our job descriptions. Words heavy in responsibility, management and the business of school, yet they don’t encompass the most important part of our work. The work of children. The work of learning. The work happening in our classrooms.

In the preschool classroom, I can ask a 3 year old “what are you learning” and hear an academically rich explanation of the life cycle of the butterfly. Even though she may not be able to pronounce chrysalis, it is evident she knows what it is. This simple conversation is a clear evaluation of the work of the preschool teachers’ PLC to unpack standards, identify clear learning targets, and write student success criteria for their standards. It is also evidence of student growth. This shy child barely spoke at the beginning of the school year. Her growth is a powerful story of the importance of early childhood education.

When I drop into a junior high robotics classroom, I watch the 'bots battle it out. Then I ask multiple groups, “what is the most challenging part of your learning in this class?” I also ask what support they need to succeed and grow. With a clear need for more motors and opportunities to take more risks in their robot builds, these student responses provide not only evaluation of the funding utilized to start this course, but they send me off to research, plan and budget for the support students vocalize. The stories of this group of students become the foundation for collaboration between our school and our local industry leaders. Together, we build a plan that will build career success.

Or asking a high school student, “what are you most proud of this school year?" and listening to an explanation of how he raised his ACT score 6 points because of John Baylor. Again, a simple evaluation of the budget and evidence of coordinated effort of the high school building leadership team to implement an ACT prep program. This conversation is more powerful than the data report from the principal that shows increases in ACT scores. His story stays with me as we plan for the next school year.

Classroom visits, ongoing conversations, and listening to the learners builds the narrative of the learning. It builds a plan for improving learning. It keeps the most important thing front and center as we develop improvement plans for growth, coordinate resources, research evidence based best practices, budget funds, direct resources, and then implement and evaluate the plan. It keeps children at the center of our job descriptions. It keeps learning at the heart of our work. It keeps us motivated to work and lead. It holds me and other leaders accountable for being in the classroom. Together, we can live out the words of C. S. Lewis. “Children are not a distraction from more important work. They are the most important work."