Promoting Student Agency and Ownership of Learning

As the semester comes to a close, I have worked to focus my conversations with seniors about life beyond high school. This particular group of seniors had a normal freshman year before the pandemic, but the pandemic and ever-changing schedules and rules disrupted their formative years. They were remote learners and hybrid students who lost some extracurricular experiences. Despite past challenges, we talk about moving forward and being empowered to navigate any challenges they may face. We all experience obstacles; at any age, we must continue to learn and grow from our experiences.

On the first day of every semester, I have students complete a challenge. Everyone is asked to stand up and then tasked with touching the door. The caveat is that they can only walk three steps to the door. Inevitably, the room goes silent, and a few timid students inch toward the door who have a clear path to reach it. For them, it is easy. This task seems insurmountable for students sitting in the back, on crutches, or having other physical restrictions. I wait and then repeat that they only have three STEPS to reach the door. Suddenly, creativity sparks as students hop, roll, cartwheel, and even carry others toward the door. If a student has a physical restriction, I'll push out my chair on wheels to guide them to the door. This experience is simple but powerful. Sometimes our paths are clear, and other times, we have the cards stacked against us.

This experience is why cultivating student agency is so important. Students must be empowered with skills to help them navigate adulthood, understand accountability, and recognize the importance of following through with commitments. To help them survive the pandemic, we took much of the accountability they once had off their plates well-intentioned, but in doing so, we took away some of their agency. They no longer solved their own problems and navigated their commitments with adult intervention. They lost the opportunity to develop their sense of agency because we were so focused on surviving daily. We forgot to help students see the bigger picture.

Regardless, seniors are going off into the world. No matter the path, we must prepare them to navigate life beyond high school. They will be confronted with the great picture of their lives in just three weeks - ready or not.

So how do we use our time wisely to prepare our exiting seniors for the next exciting chapter? How do we revise and improve our practices for students taking the seats of those who just matriculated?

Accountability has to fall on their shoulders.

I remember during the pandemic pleading with "strong students" to turn in their work. The assignment due date no longer mattered; I would grade every assignment that came my way because I wanted to connect with my students. I wanted to give feedback and help them grow, which often meant accepting late work. Social-emotional struggles were real and impacted us all while we were remote. Today, we are no longer remote. Obstacles still exist, but we cannot let past experiences be an excuse.

We need to set hard deadlines and high expectations. Students will rise to the challenge we give them, and when they do not, we must stand firm in allowing natural consequences to impact them. I am an empath who feels the emotions of others deeply. With this personality trait, I tend to extend grace naturally, but I have learned these past few weeks that I can still extend and give grace while standing firm with my expectations. Students won't grow if I justify or allow excuses to be reasons for allowing students to fall short of the bar. 

Along with maintaining our standards and expectations, we must stop owning their problems.

I am guilty of internalizing others' problems. I am a mom who worries, and those instincts are triggered when I see my "big kids" struggling with time management, organization, and poor decisions. My worry does not help them grow. In conversations with students recently, I have been intentional with the pronouns I choose. Instead of using the inclusive "we," I have reframed my questions to be about the student and the choices the student is making. Some of my common questions recently have been:

• How does this situation make you feel?
• How do the consequences of your actions impact you moving forward?
• How are you going to plan your schedule so that you can complete x, y, and z?
• And my favorite: What do your choices communicate to others about you?

Being able to look at a situation from an outside perspective is helpful. Asking students to identify their feelings and then objectively look at a situation often helps them take ownership. This practice also helps them recognize what their actions imply. Do they want to be the person their actions are saying they are? How do they reclaim their agency and move forward in both positive and negative situations?

 
We need to continue to talk about career pathways and redefine lifelong learning.

We are all always learning. Learning can be academic, but it is often more holistic than that. Through our experiences, we learn to build better relationships, gain job-related skills, and solve problems. All of us fail, and those failures are powerful lessons -- sometimes difficult ones.

We have to teach our students that life will teach us all important lessons, and if we learn to listen, reflect, and question in those situations, we can and will continue to grow. The school of life never stops. As a 12th-grade teacher, I must infuse those executive-functioning skills into daily conversations with students. I want to provide my students with the ability to think critically and recognize how to use their agency to move forward and make positive changes in their lives when faced with challenges. They will learn those skills at some point. I plan to take a step back, allow them to fail in small ways, and then partner with them to move forward with stronger life skills that enable them to soar outside the high school walls.


References

Ferlazzo, L. (2019, October 19). Student agency is ownership. Education Week. https://www.edweek.org/teaching-learning/opinion-student-agency-is-ownership/2019/10

McKibben, S. (2022, November 1). Anindya Kundu on the difference between grit and agency (and why it matters). ASCD, 80(3). https://www.ascd.org/el/articles/anindya-kundu-on-the-difference-between-grit-and-agency-and-why-it-matters

Zakrezewski, V. (2014, March 20). What's wrong with grit? Greater Good Science Center at the University of California, Berkeley. https://greatergood.berkeley.edu/article/item/whats_wrong_with_grit

From Exhaustion to Empowerment: A Call for Teacher Self-Care

Teacher burnout is real. From chronic student absenteeism to a lack of understanding of deadlines, I am hearing an overwhelming number of teachers locally and from my personal learning network express experiencing hardships and struggles in the school setting that have snuffed out the joy of teaching and learning. Exasperated by the end-of-the-year fatigue, state testing, and the longing for summer weather, teachers are worn out.

I get it.  

We talk about student SEL, but we often forget about teacher SEL. As an instructional coach, I often focus on bringing energy and positivity to teachers. Positive connections can help fuel even the most challenging days, whether formally collaborating or informally chatting in the hall. 

How do we continue to identify ways to engage in self-care and restorative choices that improve our day-to-day experiences and help us be better teachers for our students as they transition from one grade to the next, or in my case, from high school to college? 

First, we must create a culture of trust and openness. 

When a school is a safe place, our students are more successful. They are more engaged. As teachers, we must feel safe and allowed to be ourselves. When the professional environment is not open and supportive, teachers will stop taking risks, trying new strategies, and most importantly, they will stop collaborating and sharing great ideas. We need to trust that we can be authentic. 

One way to create that culture of trust is for administrators to provide leadership opportunities to their teachers. Often, teachers feel like their voices do not matter, and even if they have input on decisions being made, their input is dismissed or undervalued. A disconnect happens, and the reasoning behind decisions is often left out, which creates mistrust. Transparency matters, and taking the time to explain the why can make difficult decisions clear. 

Celebrating success is crucial and can shift the culture. 

This year, my focus has been finding ways to celebrate my colleagues. People need to be uplifted. During COVID and in this post-pandemic phase of life, strong teachers feel frustrated. "Normal" teaching practices and strategies are not working as they used to, and obstacles are seemingly popping up frequently. To combat the heaviness that many are still feeling, I believe in finding ways to celebrate the wins, honor leadership, and empower others to share their incredible ideas that often happen behind the closed doors of a classroom. This year, I have facilitated a sit-and-snack series that teachers throughout the building lead. 

The skills they share highlight strategies related to blended and personalized learning that any teacher can use in their classrooms, often immediately. I have also had the joy of starting a podcast called the "Teach in Ten" podcast with my friend and colleague, Cori Schwarzrock, which is focused on amplifying the stories of amazing teachers in our district. In both experiences, those teachers are uplifted and realize how valuable they are to our school community and our students. Teachers need to be empowered to share their strengths and recognize the value they bring to the school culture. The more plugged into their strengths, the more likely they will continue growing and engaging in the community. 

We need to reach out, offer support, and foster positive relationships.

I will be eternally grateful for the colleagues who have helped me navigate my 20s, encouraged me to find work-life harmony in the early stages of parenthood, and are the reasons I survived the pandemic. They are my lifelines and extended family who have brought me so much joy even in challenging moments of the last decade. We must lean into those relationships and find the people who help us grow, who are safe spaces when we need to vent, and who celebrate our success. 

We also need to remember to be those people for others. It's easy when we are feeling burnout to become isolated or to produce negative energy. When I am feeling low, I love to revisit the Marigold analogy - remembering that I need to find people who encourage me to grow, encourage me, and support me. Positive self-talk and conversations can help us to reframe our experiences and find the good in difficult circumstances. This positive outlook should not cross into toxic positivity. I genuinely believe saying, "This simply sucks," is acceptable. Acknowledge the difficulties, but do not become complacent in those hardships. Sometimes life is just hard, but our Marigolds - our PLN - can help us find the sun again. 

Beyond our experiences and immediate community, we also must seek resources and professional development beyond what we can create on our own. 

I am reading and learning all I can on teacher-SEL. I am fortunate to have a partner at home who is skilled in finding work-life harmony. My husband has also gotten into the Glennon Doyle podcast and other SEL-themed podcasts, which has given me a person with whom to dialogue about finding that balance, even in my busy seasons at school. However, teacher-SEL cannot fall on the teachers. This practice cannot be another trend that an administrator adds to the end of a slideshow at the beginning of the year. Practicing self-care is easy to say and add to an agenda item, but it needs to be authentic, and support must be given. Whether that involves attending conferences, joining professional learning networks, or engaging in other communities, we need to find something to engage in self-care genuinely. With decision fatigue, we also need help and support to find these outlets.

Overall, we need to allow ourselves to reflect and understand that we are in the business of people. Our jobs are emotional and draining. We must find healthy ways to release the pressures of our days and fuel our decision-fatigued minds. We need to talk to our colleagues and loved ones, engage in self-care, and shut down our devices more often than we do. 

Teacher burnout is a significant issue that impacts both teachers and students. When we create a culture of trust, take care of our physical and mental health, and acknowledge the emotional intensiveness of our jobs, we can work towards reducing burnout and creating a more positive learning environment for all stakeholders. As educators, we must prioritize our well-being to continue to inspire and support our students to be productive and positive members of our communities at school and beyond. 

Welcome to Quarter Four

Six weeks. That's all that I have left with my seniors. Time is fleeting, and our final days together will be filled with final speeches, prom, and memories they will carry into their post-secondary pursuits. The word of the year has been full - full of activity, full of growth, and full of joy. While I still see students acclimating to the new normal in this endemic phase of COVID, our community seems relatively back to pre-COVID practices. The year feels normal - classrooms are noisy, and students are engaging in typical high school activities in and out of the classroom. 

These students are still trying to find balance, executive functioning skills, and adhere to deadlines so lax in uncertain lockdowns and more restrictive times. How do we make the best use of our final few weeks together? What skills must they refine before crossing the football field during graduation? Most importantly, how do I empower them to be literate and effective communicators in any endeavor they pursue? 

The fourth quarter is a sprint, so let's start running toward those final goals. 

This spring break, I took time to reexamine my learning targets and goals for the final two units of the semester. Using backward planning, I mapped out the time needed to complete their last two assessments and incorporated time to practice to reach mastery. Backward planning is so essential, especially as time is limited. While the day-to-day plan may shift and be revised, the overarching direction of the remainder of the course is needed. With a plan, we will maximize our time together. Plans also allow us to focus, evaluate, and shift approaches as necessary to help students reach the finish line with strength. 

Still, there is always time to foster relationships and encourage students to value their connections with their peers, teachers, and school. 

Building relationships is one of our most significant investments. While a silly bellringer sometimes feels off track, these moments to bond, collaborate, and share yield some of the most substantial results. When students feel connected to their teachers, peers, and the school environment, they are more successful academically and far more likely to retain what they have learned. 

The adage that people won't remember what we said but will remember how we made them feel applies here. My students probably won't remember the exact terminology for Monroe's Motivated Sequence. Still, their connectedness to the course and our time together will give them the confidence to logically and effectively apply persuasive appeals. I hope they can use their voices clearly, concisely, and confidently. I also hope they will remember that most communication is listening and adapting to their audiences. Our relationships matter, and as teachers, we can model the power of relationships in our daily lives with our students. No matter what comes next for them, this interpersonal skill will open doors and make their lives richer every day. 

The weather is somewhat unpredictable in the spring in the Chicagoland area, so wear layers -- and plan for the unexpected to occur both in and out of the classroom. 

A lesson I share with students on the first and last day of my class is that it's essential to live in the present but plan for the future. We should never wish away time. While we all could look ahead and say, "I can't wait until summer," or "Life will be so much better when ____ part of my life is done." Wishing away time, however, prevents us from appreciating every moment and every phase of life. My seniors often get overwhelmed by wishing away their senior year, but it is important to enjoy the present. Still, planning ahead, applying for scholarships, and taking advantage of opportunities such as internships, career shadowing, and extracurricular experiences can help students develop skills leading to further post-secondary possibilities. 

Finally, let's listen to those around us and appreciate the beauty of spring -- and each person. 

In the rush of the final quarter, it is easy to keep moving without valuing the people and moments around us. We can all learn so much from each person we encounter. My students this semester are particularly goofy. They bring larger-than-life energy to the classroom every period. They are in an exciting phase of their lives as they make significant decisions about their futures and share their hopes for what is to come. 

Our stories are woven together, if even for a moment. May we see the best in each other and blend our current paths to leave a beautiful legacy behind us. The best way to empower others is to help them see the best in themselves, realize what they are capable of, and show how much their stories matter. The next chapter is an exciting one, but it's still unwritten. I hope my students take the skills they gained in high school to make that chapter joyful.

Guided-Growth: Developing Strong Connections for Success

The Sukow family was burning for learning this spring break. We completed the McHenry County Library Lovers Expeditions by visiting 13 libraries across McHenry County and exploring the land of Lincoln. We road-tripped with the kids to Springfield, stopping at Illinois State along the way, and added three more libraries to our list. Watching the kids light up as they learned more about Lincoln and have the opportunity to sit on an old courthouse bench reminded me how joyful learning can be - especially when we learn together. Their curiosity and questioning sparked great conversations, and we are already planning our next adventure. 

Watching them explore the world reminded me how powerful our shared learning experiences are. Learning can be fun, memorable, and impactful when collaborating and sharing ideas. 

As an instructional coach, I am blessed with the opportunity to explore and witness all different curricular activities in classrooms around the building. As Jordan enthusiastically asked questions about Lincoln’s dog Fido, I have seen teachers spark student curiosity for math and science. I have witnessed real-world connections in business classes and art classes.

 As teachers, we are all coaches, in a way, guiding our students toward academic success. To help foster this success, we must continually grow through inquiry and professional development. Just like a road trip, professional development involves a unique approach to learning and growth tailored to each individual (or Sukow family’s in our case) needs.

So what does effective instructional coaching look like? How do we all adopt the role of coachee and coach to improve our craft? And what are the benefits? 

At its core, instructional coaching is all about developing strong connections between coaches and their coachees. Through ongoing feedback and collaboration, instructional coaches work with colleagues to help them grow and develop their craft. This process of guided growth is based on the principles of trust, mutual respect, and a shared commitment to learning and improvement.

Instructional coaching helps teachers and their students achieve success. 

An instructional coach is personalized and can lead to unexpected and exciting detours. By providing individualized support, coaches can help teachers by sharing new instructional strategies, promoting the latest tech tool, or discussing the teacher's ideas. Recently, I have had many conversations about differentiating instruction. Many students still suffer from pandemic learning and gaps in executive functioning skills. Problem-solving together, we can generate ideas to generate lessons more effective and engaging. 

Coaching involves fostering a culture of collaboration and continuous learning. 

A collaborative approach to learning helps teachers build strong relationships with their colleagues and create a supportive learning community. Instructional coaching experiences can be informal or formal, depending on the needs of the teachers. Professional development driven by teachers' needs and building/district goals should be provided and amplify the voices of quality teachers. Frequent communication and the exchange of ideas help to make coaching more effective as well. 

Like taking children on a road trip, instructional coaching may come with numerous surprises and discoveries. Learning is a continuous process that involves commitment and curiosity. Strong relationships and mutual respect foster those relationships and the connections that lead to student success. 

I can’t wait for the next opportunity to grow with colleagues post-spring break.

Where SEL Meets Academic Learning

Nothing says happy spring break like a blanket of snow covering the yard. Classic Chicago weather. Still, the snow is beautiful and peaceful looking. As the school year starts to wind down, I am reminded to appreciate the time we are given and the students who will soon be crossing the football field at graduation. Time is our most precious commodity, and it's fleeting like the snow that will soon be melted. What my students will remember from their high school years are the relationships they built along the way. We are collectively rebuilding from COVID and the impact of shifting learning environments. Helping students develop skills to build positive relationships, make responsible decisions, and manage their emotions is essential to the educational experience and significantly impacts academic learning.

Social-emotional learning (SEL) must be a regular part of our teaching practices as it helps improve academic achievement, prepare students for post-secondary endeavors, and increase student resilience. According to CASEL, SEL helps students acquire knowledge, develop healthy identities, achieve goals, and build relationships. The CASEL framework is an evidence-based guideline that helps students cultivate skills and thrive academically and personally.

On the last day before spring break, I tore up the lesson plan and had students complete an impromptu speaking challenge. They were broken into two groups and took turns going head-to-head against a peer as they created one-minute speeches with only two minutes of preparation time. Before they spoke, their teammates gave them ideas for their speeches. With laughter and peer encouragement, my students spoke confidently and had fun applying skills we have worked on all semester in a low-stakes, informal setting. This experience reminded me of the importance of building SEL skills in students. Skill acquisition does not occur overnight.

Getting students to this point takes regular practice and cooperative learning practices, communication skills, and self-awareness. How do we create spaces where students feel safe and confident to showcase their learning? How do we infuse SEL into learning?

Set clear expectations and establish learning goals.

The best way to support student learning is to clearly define the goals and the purpose of the learning activities in the classroom. I start every day with learning targets, and most recently, I have worked to make sure the language I use with students is student-friendly. These targets are not just goals taken from state standards but practical goals phrased to help students understand the why. When students see the why behind a learning activity, it becomes more relevant to the classroom and their lives beyond the classroom.

For example, yesterday's goal was: I can write and deliver an impromptu speech, practicing my ability to deliver a clear message to an audience in a professional setting. Students will think on their feet in professional settings often, and having this skill will make those communicative situations more effective and easier to produce.

Provide students with opportunities to collaborate.

Collaboration is one of the most sought-after skills by employers. It is also a skill that we all use with family and friends. Our society relies on the ability to work together. Giving students opportunities to work with diverse groups of people reflects real-world experiences. Group projects and activities that require collaboration also teach students to develop empathy and an understanding of others. Collaboration can be informal and short, and this skill can be formalized over an extended period. Frequent and diverse collaboration opportunities can encourage students to be ready to participate in society in many situations and foster stronger relationships.

Encourage and model active listening and effective communication.

Along with collaboration, SEL-infused learning helps students to develop listening skills. Often, students think they are good listeners because most can hear. Hearing and listening are vastly different skills. We all have internal barriers to listening in various settings, whether from subconscious biases or minor distractions like phone notifications or the desire to speak. In my speech class, I model listening and provide formal opportunities to practice, which involve putting down the electronics and communicating with others. These small practices at the beginning of class or even in the middle of a lesson give students sentence starters to have authentic conversations and apply these skills in and out of the classroom.

Create a positive classroom culture and foster a sense of community.

Frequent collaboration and the use of active listening both lead to a positive learning environment. Students know that they will be seen and heard in the classroom. What I love about teaching speech is that students have practiced building and maintaining positive relationships. They engage in self-disclosure and see the value in others - even those who may not be friends with them outside of the classroom. I love watching the teams of students cheer each other on and help the speakers generate ideas. The classroom is a safe space. Even though not everyone could produce a perfect impromptu speech, every student participated without hesitation. They knew they were safe to make mistakes, embrace failure, and learn from the experience. I hope they take these skills and use them to make every environment they find themselves in more positive places to be.

Offer students opportunities to reflect on their learning and emotions.

A good classroom environment not only promotes collaboration and community; it also encourages self-reflection. Students should be asked to monitor their learning and growth. This skill needs to be intentionally developed. Whether at the end of a unit, after a summative, or at the end of a grading period, purposeful reflection can help students identify their strengths and areas for growth. I use an SEL survey with students regularly to encourage them to evaluate their student skills, share their strengths with me, and also give me feedback on how I can best support them. This dialogue fosters trust and strong relationships. It also encourages students to take ownership of their learning.

We have the opportunity to create positive and supportive learning environments for students, but they must be intentionally integrated. SEL is not simply asking students how they are feeling or saying hello at the beginning of class, although those are places to start. Like the beautiful snow covering the ground this spring break, SEL strategies should be infused into all we do. As we continue to navigate the challenges of the post-COVID world, SEL will become increasingly important for supporting students' mental health and well-being. Let's prioritize SEL in our classrooms and help students develop the skills they need to succeed in all aspects of life.

Works Cited

CASEL. “Collaborative for Academic, Social, and Emotional Learning (CASEL).” CASEL: Advancing Social and Emotional Learning, CASE:, 2023, https://casel.org/. Accessed 25 March 2023.

There's No Place Like... The Journey

Newton's first law of motion state that an object in motion stays in motion. I argue that that should be the law of efficiency instead of motion. Keep moving until the task is done. As we near spring break, efficiency and focus start to wane. My students are holding on as we travel down that golden brick road toward the magical place known as spring break. In my early years of teaching, I often saw the world in black and white. We were on target to accomplish all the goals I so meticulously crafted at the beginning of the school year, or we were wasting time, and an impending twister would swoop us and take us completely off course. We'd never reach our destination if we strayed off the path for a moment, right? *Cue dramatic special effects.*

While a decade or so of experience and three children later has taught me that efficiency and effective teaching is so nuanced. An array of strategies and approaches must be taken to see the full-color spectrum and the magic of learning. Moments of being sidetracked to discover a new idea or take a different path lead to incredible results far greater than checking an item off the list. Learning is about the journey - not the destination. Just as Dorothy discovers in The Wizard of Oz, what we learn along the way and who we learn it with has a far greater impact than reaching a mythical emerald city (or perfectly achieving goals). What we as educators can help our students realize is that they have the power within themselves to achieve greatness, but they have to believe it, too.

Creating an effective student learning experience is like the characters Dorothy meets in Frank Baum's classic story. Truly gaining knowledge takes brains, heart, courage, and a touch of shenanigans along the way.

First and foremost, cultivating the best learning experiences for students takes brains.

Okay, I am the first to self-deprecate and poke fun at myself for needing to have the "perfect" lesson plans three months ahead of schedule. I am a person who needs a plan. Sidenote: Yes, I'm even the person who schedules "fun" with my family, but seriously… anyone who knows Team Sukow knows we are constantly laughing. Scheduled fun is more exciting than it sounds!

Like the Scarecrow in the Wizard of Oz, we would only know which direction to go with careful thought into the overall curriculum. Having an intended path helps guide the experience. A clear path gives us something to strive for and work toward and helps students recognize the bigger picture. Learning targets feel tedious to craft but are essential in planning a course's day-to-day and overall scope and sequence. The best-laid plans, however, include contingencies, options, and flexibility. The Scarecrow constantly loses his stuffing, but he's ready to put himself back together at any time.

As we create the overall framework and direction of a lesson, we need to remember that relationships come first.

When Dorothy and the Scarecrow walk along, they immediately bond and learn to rely on each other as they encounter surprises on the yellow brick road. When meeting the Tin Man, our protagonists immediately act to help their new friend. They demonstrate heart and show there is always time to build relationships, even when an end goal is set. When the Tin Man first is reanimated, however, he is rusty and has a harsh perspective of the world in which he has been frozen.

As teachers, we all have our moments of frustration. So do our students. SEL is such a critical part of the learning process. From learning executive functioning skills (or learning to walk again as the Tin Man literally) to being vulnerable and sharing our life experiences as we learn, our emotions are the invests that help our students to be not only ready to learn but also ready to venture out of the academic forest into the emerald beyond known as the real world.

Preparing students for the real world also takes great courage, as our world and what our students will face constantly evolves.

Change is the only constant in life. In a world with ever-evolving technology still reeling from post-pandemic effects, we must bravely face the obstacles we are still dodging as educators. Students still have gaps in skills or are out of practice from specific expectations they once had. Families moved, faced hardships, and countless political and social issues came to light that may have been overlooked before. The weight of our world is still heavy, but we can face our challenges. We can accomplish much despite our fears, just as the Lion realized.

The courage to have difficult conversations does not occur in a vacuum, though. The Lion had friends who helped him reflect and see the bigger picture. They journeyed with him on his quest. Again, learning is not black and white. Academic skills are more than memorizing facts or checking off an SEL goal. These skills work together to get to the end of the journey.

Just as for Dorothy, who was able to defeat the Wicked Witch and leave Oz, we too can reach our goals with students, but it is essential to remember that it's not about getting to the end of the story. Authentic learning is about bravely taking those bends in the road, finding joy in both the joyful and challenging times, and working together to create the best learning environment - a home away from home.

Let the Wild Rumpus Start: Lessons from a Wild School Year and a Little Boy Named Jordan

A teacher's life is measured in bells, grading periods, and seasons. As a speech coach, my professional life is defined by my in-season and not in-season paces. My 204-day season ended. Cue the feeling of lightness and the creative energy flowing back into typing fingers. I've recently entered my first "free" weeks of the 2022-2023 school year. Speech team starts the first full week of August and ends the third Sunday of February. No longer having to rush between picking up my three littles from the bus while coaching 30ish of the best wild things around, I took a deep breath and felt a new sense of calm before being jolted back into the roaring world of Cystic Fibrosis.

Jordan started feeling fatigued and had no appetite at the end of February. These past two weeks have kicked me into high alert. CF impacts all organs and can impair the digestive system. Without pancreatic enzyme supplements - Creon - Jordan cannot absorb his food and, more importantly, does not have the fuel to function properly. My heart has been heavy worrying about his health and watching for signs that the bowel obstruction needs more intense medical intervention. As a teacher and instructional coach, I navigate rocky waters with joy and a more focused approach. I could be called home at any moment, so I am compelled to have all of my organizational systems in place in case I need to be absent.

Parenting a child with health concerns has helped me to pause and reflect on how I can better empathize with my students and colleagues, especially as we approach spring break. Transitioning out of the winter months into spring is a difficult time for all. From season shifting and staffing changes to restless students - we are all navigating and fighting our own battles. I realize that whatever beasts we face, we have the power to guide the narrative. No matter how dark the jungle gets, we can find the positives and shine a light on the lessons our students and colleagues must face. Inspired by my precocious son, who is braver than anyone I've ever met, I reread Maurice Sendak’s Where The Wild Things Are. We all have a little curiosity in us, and our perspectives can sometimes make our challenges feel insurmountable. But again, we can shift the story to gain powerful insights.

When change happens, we should approach it with curiosity.

Just like Max in the book, curiosity can lead to adventure. So often, when changes occur in the school system or even in the curriculum, we become consumed by negativity or resistance, but changes can bring new insights and perspectives. They can shift the landscape of what we learn or how we might learn it. Working with high school students, I have noticed more senioritis as we approached a challenging, research-based unit. The skills they learn in this unit involve:

• Critically analyzing sources.
• Finding and applying information.
• Engaging audiences - all skills that will help them pursue higher education and be more active citizens in the world.

Instead of dismissing their complaints about "how much work they had" for this particular unit, I worked with them to shift their outlook. Getting excited or asking them to seek out topics that sparked their curiosity made an arduous task more approachable and ultimately left them saying, "Huh, that was actually fun."

In addition to sparking curiosity about change, we need to create spaces where people want to belong.

Even in the most ideal places, morale is still low. Navigating a post-COVID world has brought shifts in student behavior, new social-emotional needs of both students and staff, and gaps in knowledge/executive functioning skills. To produce the best environments for kids, we need to ensure staff feels supported and safe to fail. Teachers must feel appreciated and seen, especially as we redefine "normal." Even though there are fewer mitigation procedures to deal with and COVID is not impacting us daily, the effects of pandemic learning and the fatigue that was brought on because of it will be felt for years to come. When teachers feel valued and are given space to cope with their challenges - whatever they may be - they can create the best learning experiences and opportunities for students.

I have cultivated a supportive work culture by creating targeted professional development. This professional development revolves around topics that work in any classroom. More importantly, it is led by outstanding teachers across the building. Giving teachers a voice, celebrating their excellence, and helping them believe in their excellent work has helped spark conversation and encourage people to get involved. My fantastic colleague Cori and I have also started a podcast to amplify the voices of great teachers across our district. These small acts of lifting teacher-leaders boost morale, celebrate excellence, and unite teachers on the most critical cause in education - elevating our students.

We can let the wild rumpus start when we feel safe and have a strong sense of belonging.

No matter what comes our way - whether it be a global pandemic, a shift in learning management systems, ransomware, or challenging students - we can embrace change when we feel like we belong. Teachers need to be supported, they need to be recognized, and they need to be allowed to be authentic. Everyone comes to the table with unique strengths, talents, and passions. When school leaders can see the best quality in each person and use those qualities to create a dynamic team, we all benefit. Education is a journey and not a destination. Even if imminent threats are not filling our newsfeeds or causing us to quarantine, the challenges will still arise. The path may become overgrown and dark at times - even when we least expect it- but our teachers can navigate any adventure when we have support.

These systems involve morale committees, frequent and clear communication, and transparency. They involve weekly emails to bullet point and highlight key changes or needs and necessitate an open-door policy. As a coach, it means that when someone says, "Do you have a second..." I am available and ready to support them. If I cannot at that moment, I set a specific time and make myself available if something is absolutely needed. It also means that I anticipate the bumps and turns in the narrative before they occur so that teachers feel safe, valued, and ready to be their best selves for their students. I know I must be ready to take action and lead in any wild condition.

I need to find time to be still and reflect. My son is early to rise and loves being silly in the morning. Holding a wiggly Jordan whose body is trying to regulate itself has forced me to laugh. Sometimes, life just stinks (literally). More challenges are inevitable. I wonder if it will involve students, staff, computers crashing, or bowel obstructions that force us to journey to Lutheran General. Whatever the challenge is, I will find a way to let my imagination run wild, have hope, and roll with whatever adventure comes next.