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An atom is an atom. A cell is a cell. The tides follow the path of the moon. Gravity pulls objects toward the earth. There’s no culture involved. Right? Well, maybe.

Let me set the scene. Fall of 2017, there I was, 40 years old, 18 years of teaching high school science under my belt, and in my first semester of the doctoral program in Teaching and Learning at UofSC. I saw a flyer for a symposium topic that I didn’t know much about, but I thought it would provide a chance to network with others.

Little did I know that this experience that would set the path for my doctoral program and change how I viewed the world.

I sat down and Dr. Gloria Boutte introduced Dr. Lamar Johnson, a professor from Michigan State University. Dr. Johnson started presenting about the responsibility of teachers to ensure that Black students have the chance to connect with their culture and be seen and heard within the context of their learning. I listened to all the creativity the other participants shared.

Everything sounded amazing. The possibilities seemed endless for ELA, social studies, and the arts — but science? I mean, it doesn’t matter what culture someone is from, an atom is still an atom, and a cell is still a cell, right?

So, with complete confidence I declared, “But I teach science. It’s facts and objective observations. This doesn’t fit in my class.”

With care and tact, Dr. Johnson asked me, “But who does the research? Who gets the funding? And for what reason?” Also, he asked did I know that race isn’t even biological?

Hold up! What?

The symposium continued with other people sharing and asking questions, but I’m not sure I heard much after that. I said my goodbyes, thanked Dr. Johnson, and walked to the parking lot. I got in my car and headed home. My mind was reeling; I had so much to think about. I was buzzing with possibilities and feeling disoriented. How had I missed this? How did I not recognize that everything we teach is pretty much from only one perspective? This short, twohour encounter would create a crack in my awareness that I would seek to break wide open over the next several years. It would ultimately be the greatest influence impacting my classroom instruction and set the path for my dissertation work. This encounter completely changed not only how I view the classroom, but the world.

Monday morning after the symposium I walked into my school, and although it was the same classroom it had been for years, with the same students I had known for months, it felt different. I looked at the faces looking back at me. I had always prided myself on knowing my students and on being compassionate and understanding. But could I truly know them if I didn’t understand their experiences? Could I truly understand who they were if I didn’t know the first thing about their culture?

How had I missed this? How did I not recognize that everything we teach is pretty much from only one perspective? This short, two-hour encounter would create a crack in my awareness that I would seek to break wide open over the next several years.

Dr. Johnson’s voice sat on my shoulder (just like in the cartoons), nagging at me as I taught. I heard inner doubts nudging me to consider what I presented and question whether it was the best way or the only way. I heard suggestions to consider other scientists and perspectives worthy of study. As registration for the next semester approached, I signed up for courses on Educating African American Students and Critical Race Theory. And I started seeing the underlying presence of race in almost every aspect of American life. This shift has given purpose to my doctoral research: how do students connect science to issues of social justice? And it’s given me a relevant and inclusive focus for my classroom instruction. room — we acknowledge the voices and perspectives of others. I also relinquish control where possible to follow their lead. When a student asked why people with fatal disorders continue to have children, we did a study of eugenics in the United States from the perspective of inheritance traits. Instead of just studying the molecules within our food, we connect the nutritional values to food deserts. Rather than studying the development along beaches, we study the cultures who depend on them: like the Gullah peoples of the Southeast. Instead of learning that James Watson is one half of the duo credited with discovering the structure of DNA, we critically analyze not only his nefarious theft of the work of Rosalind Franklin but also his blatantly racist public comments. When studying and modeling how DNA samples can be compared, we connect this content to the important work of the Innocence Project. This shift has given purpose to my doctoral research: how do students connect science to issues of social justice? And it’s given me a relevant and inclusive focus for my classroom instruction. And what about you, fellow teacher? Has your district offered PD in culturally relevant teaching? What perspectives are taught in your class? Whose culture is represented? Whose is missing? Need a place to get started or ready to learn more? Check out the resources at Learning for Justice where you can find lesson plans for all subjects and grade levels. What will you do?

I was hooked!

I was also confused as to why, after 18 years in the classroom, I had never heard anything about culturally relevant pedagogy (CRP).

Enter CEEAAS: The Center for Education and Equity of African American Students.

The annual conference for Equity in Education was my first opportunity to network and learn what other teachers were doing in their classrooms surrounding CRP. What could I do as a science teacher? My mission became clear: teach science framed around social justice.

I started adjusting my lessons, adding perspectives, and paying more attention. I included the usual references to Black and Latinx scientific contributions, but we went further and deeper. My students studied not only the coastal ecosystems but how they would be managed from an Indigenous perspective had colonization not stolen their lands. We studied genetic inheritance and critically analyzed the use of traits like skin color and hair color as signifiers of race. And my students? They responded with variations of, “We never talk about stuff like this in other classes.” Kids who were quiet started perking up. They started bringing examples from their lives, past experiences, and personal observations to science class.

Now, I approach my classes from a place of learning as well as teaching. I ask my students who they are and learn about their experiences. I ask their parents who their children are to get to know them better. I tailor my lessons around the people who are in the room. By tapping into the experiences and expertise of my students — as well as the people who aren’t in the room — we acknowledge the voices and perspectives of others. I also relinquish control where possible to follow their lead. When a student asked why people with fatal disorders continue to have children, we did a study of eugenics in the United States from the perspective of inheritance traits.

This shift has given purpose to my doctoral research: how do students connect science to issues of social justice? And it’s given me a relevant and inclusive focus for my classroom instruction.

Instead of just studying the molecules within our food, we connect the nutritional values to food deserts. Rather than studying the development along beaches, we study the cultures who depend on them: like the Gullah peoples of the Southeast. Instead of learning that James Watson is one half of the duo credited with discovering the structure of DNA, we critically analyze not only his nefarious theft of the work of Rosalind Franklin but also his blatantly racist public comments. When studying and modeling how DNA samples can be compared, we connect this content to the important work of the Innocence Project.

This shift has given purpose to my doctoral research: how do students connect science to issues of social justice? And it’s given me a relevant and inclusive focus for my classroom instruction.

And what about you, fellow teacher? Has your district offered PD in culturally relevant teaching?

What perspectives are taught in your class? Whose culture is represented? Whose is missing?

Need a place to get started or ready to learn more? Check out the resources at Learning for Justice where you can find lesson plans for all subjects and grade levels.

What will you do?

Educators who are learning at every degree level, including pre- and in-service teachers, are often required to explore their professional voice through a plethora of methods courses stemming from various curriculum paradigms. One of the most powerful concepts covered in many of these courses comes from the qualitative research tradition of narrative inquiry that asks practitioners to first examine their personal perceptions as a means of understanding classrooms as educational spaces designed to promote and instill democracy. It is certainly in these learning environments that novice education students who are growing into teachers and experienced teachers who are growing into leaders grasp the power of narrative, their verbal and written perspectives, to profoundly drive educational outcomes. The teacher voice is consistently cited as one of the most meaningful contributors to impactful professional development that effectively addresses the contemporary goals of educational institutions (Hammersley-Fletcher, Clarke & McManus, 2018; Haug & Mork, 2021; Liefshitz, 2020). With teacher voice being a fundamental component of democracy, it is fitting that written teacher narratives, their perspectives through their stories, are featured in Education in a Democracy as professional development work supported by the National Network for Educational Renewal (NNER). The teacher narratives included in this special issue support the four pillars intended to advance democracy in education and embody the mission of NNER to:

• Provide access to knowledge for all children (“equity and excellence”);
• Educate the young for thoughtful participation in a social and political democracy (“enculturation”);
• Base teaching on knowledge of the subjects taught, established principles of learning, and sensitivity to the unique potential of learners (“nurturing pedagogy”); and
• Take responsibility for improving the conditions for learning in P-12 schools, institutions of higher education and communities. (“stewardship”) (Goodlad, 1994).

With teacher voice being a fundamental component of democracy, it is fitting that written teacher narratives, their perspectives through their stories, are featured in Education in a Democracy as professional development work supported by the National Network for Educational Renewal (NNER).

Furthermore, NNER’s recent partnership with the National Center for Clinical Practice in Educator Preparation (NCCPEP) helps to affirm a common purpose centered on highlighting the pedagogical expertise of educators via their “voices as the best advocates for our nation’s children . . . unapologetically and boldly” (NCCPEP, n.p., 2021). These timely teacher narratives highlight six teacher voices as they critically examine their professional practices and their greater purpose as educators. This collection of teacher narratives articulates the clarity that comes from an exploration of one’s experience and the acceptance of multiple perspectives as an essential aspect of professional development in teacher education. These manifestations of teacher voice describe a process that drives teachers to achieve equity and excellence in the classroom; to pursue learning opportunities that challenge their various positionalities; to design curricula that are culturally relevant and nurture all students to understand systemic oppression; and to adopt a stance of responsibility to challenge those identified policies and procedures that replicate oppression and deny democracy in education.

Teachers Expressing Equity and Excellence
Many practicing educators reluctantly acknowledge that they are unprepared to effectively teach for equity and excellence and even more hesitantly admit that they are not aware of the manifold ways that systemic oppression is present in policies and practices that govern their teaching. Teacher narrative offered our featured educators a space to work through these realizations and confidently explore their limitations and more importantly, their growth as educators working for democracy. Recognizing limitations in teacher practice is the first step to addressing strategies for growth. When Jessie Guest, Program Manager of the Carolina Transition to Teaching Residency Program, noticed “a teacher that wasn’t listening with her eyes and missed Jacob’s desire to learn, a teacher who is doing the best she can but lacking tools of awareness and an understanding of how to see this particular child” she recognized the inherent lack of equity in the teacher’s response to this student and the inability of the student to achieve excellence under the given classroom circumstances. In response to instances like this, she and her colleagues created a dual-purpose social-emotional learning professional development series aimed at self reflection. This self-introspection was designed to clearly have teachers examine their practices and to “[learn] to see the impact of getting to know their students — to see their students with more than their eyes.”

Touching on the first pillar of advancing democracy by providing access to all children, Assistant Principal Roy Blakeney painstakingly deconstructed the discomfort he experienced by uncovering his eyes to institutional racism in his narrative when he stated, “I was unable to comprehend that I could be part of something so insidious.” Finding his father’s voice as the seed that planted his discomfort, Roy accepted the opportunities to “make a few folks uncomfortable with the hope that we can . . . cause them to seek to understand how they can take action to diminish the effects of racism in our schools.” These teachers overtly adopted a stance of responsibility to effectively address embedded inequities that crush the culture of democracy upon which every act of education should be built.

Statements of Social Enculturation for Democracy
Realizing that she was functioning with blinders on after almost two decades in the profession, secondary science teacher, Stephanie Bailey, “started seeing the underlying presence of race in almost every aspect of American life” which made her further “confused as to why, after 18 years in the classroom, I had never heard anything about culturally relevant pedagogy.” Her lifealtering professional development experience removed the veil and enabled her to see the ways in which many educational practices and policies are antithetical to the intended goals of education for democracy. She also began to shift the culture of her class to support democracy by “approach[ing] my classes from a place of learning as well as teaching. I ask my students who they are and learn about their experiences. I ask their parents who their children are to get to know them better. I tailor my lessons around the people who are in my room. By tapping into the experiences and expertise of my students,” Bailey was able to decenter the white, Eurocentric curriculum that drives most classrooms in the United States and begin to highlight the diverse cultural voices represented in a democracy.

Bethany Reilly, early childhood and elementary special education teacher, used her voice and shifted the cultural landscape to expand her classroom beyond the neurotypical student experience. Creating a culture of inclusivity, she actively engaged her efforts in Project Au-Some where she realized that by “providing exposure we can do great things, but it doesn’t end there. Exposure isn’t enough. We leverage this amazing opportunity to actually teach students about disabilities and diversity within those experiences.” The critical aspect of cultural shifts is acknowledging the time needed to earnestly affect ingrained behaviors and alter long held and unexamined beliefs. Project Au-Some addresses this barrier to creating a culture for democracy in that it spans multiple grade levels and instructs students “that they have the power to change lives and understand that their words and actions have lasting meaning.” Her statement holds true for students and teachers alike and addresses the second pillar of advancing democracy.

Practices of Nurturing Pedagogy
Teaching content knowledge couched in compassion for students’ cultural diversity comprises the basis of the third pillar of advancing democracy, and Brandy Meyers, fourth/fifth grade teacher, tackled this task with her TED Talks assignment. These powerful and highly personal student creations enabled Brandy to address mandated state standards and more importantly to increase student engagement since they “had the opportunity to authentically learn from one another. I watched the students in my classroom shift from shock to understanding and empathy.” This narrative provides further evidence (Aronson & Laughter, 2016; Celik, 2019; Jennings, 2018) that grounding curriculum in principles of equity and justice do not detract from the delivery of content knowledge but rather increase effectiveness through student commitment to the work in and out of class.

Stephanie Bailey’s voice also spoke to the third pillar when her narrative questioned: “What could I do as a science teacher?” Her answer to, “teach science framed around social justice,” definitively sought to make field specific, standards-based knowledge culturally relevant. Her curriculum decision to use studentcentered inquiry as the starting point for units resulted in molecule lessons on food deserts, coastal environment lessons on Gullah peoples, and DNA modeling lessons on academic property theft and the Innocence Project. And again, classroom engagement was positively impacted with students experiencing the power of being involved in the democratic process.

Showcasing Stewardship
As educators, we are all entrusted to the careful and responsible guidance of the students with whom we work and this stewardship, the basis of pillar four for advancing democracy, is evident in Bethany Reilly’s Project Au-some. The magnitude of this work not only reminded teachers to promote opportunities for learning but also had profound consequence on elementary and emerging middle level students: “While I worked hard to ensure students had opportunities to build and grow themselves, I also realized through listening that this could become much more than we ever imagined. We discovered by teaching about behaviors and reflecting on their experiences, it has empowered the fifth graders to lead.” The project instilled a sense of citizenship and responsibility for others and fully developed the students’ sense of responsibility to sustain a state of democracy.

In the role of steward, Matherine Dixon spent her career guiding and supporting the improvement of learning conditions for students in her position as teacher and currently as literacy coach. Her narrative expressed this agenda as she stated, “I taught my students to be lifelong learners and conditioned myself to do the same. Each time change reintroduced itself, I embraced it. After all, it was an opportunity to learn something new.” Certainly, in her quest to meet the needs of all students using equity pedagogies for democracy, she continued to recognize the changing landscape to which teachers must be accountable. Experiencing racial equity battle fatigue, she later realized the importance of self-care for educators on this demanding journey (Acuff, 2018; Winters, 2020). She stated, “Change is a pathway for our journey. Respect it. Embrace it. Yes, there will be grief and mourning of at least an idea that we’ve nourished, so take the time to celebrate what once was, but don’t stay there.” As teachers change throughout their professional practices, a priority of being good stewards of the profession fundamentally means taking care of oneself first in order to effectively take care of others. Matherine’s call for personal change is echoed across the teacher narratives in this special issue as each of our contributors are shining examples of stewards of education for democracy. In its quest to sustain a culture of democracy, The National Network for Educational Renewal (NNER) supports the professional development of educators through the sharing of best practices intended to overcome limitations and barriers that prohibit the maintenance and evolution of justice in schools and communities. Furthermore, NNER acknowledges the role of teacher voice in school improvement and supports evidence that suggests teachers who voice their experiences and expertise are more invested in their careers, more likely to set and reach goals that positively impact education outcomes, and more likely to become leaders and create student leaders who influence the preservation of democracy (Kahlenberg & Potter, 2014; Quaglia & Lande, 2016). We hope these teachers’ voices inspire you to tap into your own voice as a source of professional development as you continue to teach for equity and excellence, create a culture in schools that supports democracy, and compassionately lead toward a just society.

References

Acuff, J. (2018). Confronting racial battle fatigue and comforting my blackness as an educator. Multicultural Perspectives, 20(3), 174-181.

Aronson, B., & Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86(1), 163-206.

Celik, S. (2019). Can differentiated instruction create an inclusive classroom with diverse learners in an elementary school setting. Journal of Education and Practice, 10(6), 31-40.

Goodlad, J. I., (1994). Educational renewal: Better teachers, better schools. Jossey-Bass.

Hammersley-Fletcher, L. Clarke, M. & McManus, V. (2018). Agonistic democracy and passionate professional development in teacher-leaders. Cambridge Journal of Education, 48(5), 591-606. DOI: 10.1080/0305764X.2017.1378312

Haug, B. S., & Mork, S. M. (2021). Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms, Teaching and Teacher Education, 100. https://doi.org/10.1016/j.tate.2021.103286

Jennings, P. A. (2018). The trauma-sensitive classroom: Building resilience with compassionate teaching. W.W. Norton & Company.

Kahlenberg, R. D., & Potter, H. (2014). Why Teacher Voice Matters. American Educator, 38(4), 6.

Liefshitz, I. A. (2020). The Learning of Teaching: A Portrait Composed of Teacher Voices. Harvard Educational Review, 90(3), 349–370. https://doi.org/10.17763/1943-5045-90.3.349 National Center for Clinical Practice in Educator Preparation (NCCPEP). (2021). Welcome to the Center. https://www.nccpep.org/

Quaglia, R. J., & Lande, L. L. (2016). Teacher voice: Amplifying success. Corwin Press.

Winters, M. (2020). Black fatigue: How racism erodes the mind, body, and spirit. Berrett-Koehler Publishers.

The Carolina Transition to Teaching Program, funded through a US DoE Teacher Quality Partnership grant, is a 14-month residency graduate program designed for professionals who hold an undergraduate degree in a field other than education. While pursuing their Master of Education in Teaching in the College of Education at the University of South Carolina, Transition to Teaching residents are supported by university and district coaches as they experience the life of a teacher through year-long placements within schools in rural communities in South Carolina.

Wherever we go, whatever we do
We’re gonna go through it together
We may not go far, bur sure as a star
Wherever we are, it’s together.

(“Together Wherever We Go,” Songwriters: Julie Styne/Stephen Sondheim, from the musical play Gypsy)

“Let’s do this together,” Amy said, “We can work on it together and we can be teachers together!” My decision to pursue a career in education was instantly reignited after some 30 years laying dormant. Dormant in the box of things that I wanted to do for myself. The opportunity presented itself in one word: together. A word I learned to spell in third grade: to-get-her. One of my teachers, Mrs. Mathis, impacted me as a learner in ways I would not realize for many years to come. A teacher who recognized me as smart, instead of as just a pretty little girl.

Whom might I impact?

I was working in what I thought was my dream job. A position in my degree area (finally!) after some 28 years of retail management. But I was isolated in my office in April of 2020 during COVID 19–no family, no retirement plan, 52, and alone.

The word together resonated. I wanted to be part of something that had a larger purpose. So, I applied to the Carolina Transition to Teaching Program. I imagined my transcripts buried in a basement at the College of Charleston. I waited, and my friend Amy, who I was hoping to do this “together” with, continued to repeatedly email the representative to ensure we had all the required information complete for our application.

Then we received the news. We were accepted! We were beginning our journey to become teachers, together, and receive our master’s degree from the University of SC. When we successfully completed the program, we would receive a position as a teacher with either the Colleton County School Districtor the Orangeburg School District, together.

Our next step was to meet the rest of our cohort, professors, and the other residents in the program. Due to COVID-19 we began our process together virtually in July of 2020. My first day of summer institute I was extremely nervous. I was the only resident out of 15 who had never worked in a school setting. I remember thinking: what have I done? I’m definitely not ready to give up my current job as an Executive Director just yet. But here I was together in a virtual classroom, one of 18 boxes on the computer screen. My journey personified what it is to transition to teaching.

Within three days of the summer institute I realized my value: I was already a leader, I was accustomed to accomplishing goals, and I had experience in dealing with customers and employees (that could transfer to building relationships with families and colleagues). I drew many parallels between my current work and my future work. I realized that while I needed to learn the process of how to be a teacher, my skill set was strong. We learned our cohort will be together for the better part of three years even though the program itself is 15 months. Together we will achieve the goal of transitioning to teaching. Together we will support each other in the Praxis and certification process. Together we will support each other in the classroom. We will learn with our co-teachers and our students together. I was not alone.

Together we will support each other in the classroom. We will learn with our co-teachers and our students together. I was not alone.

As part of our coursework in the Fall of 2020, two other residents and I were assigned an inquiry research project. The three were already in the same elementary school and we were able to meet, collaborate, and divide the tasks associated with our class project for our Masters Degree. During the day we met to discuss our research, compare notes, and complete our research project, together. Throughout this cohort our ability to ask for help from professors, advisors, peers, and co-teachers has been a real asset in navigating these unchartered territories.

Together we helped each other learn to teach virtually. Together we developed computer skills and proficiency in new tools.

The opportunity to achieve a Masters Degree in Education while being immersed in the classroom at the same time has given me a real life glimpse at what my own classroom will look like in the Fall of 2021. I will be able to apply the skills I have learned not only in my coursework, but also the real life scenarios that I have been able to be a part of in the classroom. In the beginning of the school year the classroom reminded me of a laboratory. Just like in Chemistry, I am learning the “pedagogy” (a teacher word) of teaching and then exercising it in the classroom the next day. We are able to experiment with the strategies we are learning in our coursework and practice these strategies in real-time. This environment allows aspiring teachers to gain meaningful experience in a classroom without being alone; my co-teacher serves as a “lab partner.” Many times when I am teaching, I turn to my co-teacher and receive coaching in the moment. This type of coaching is valuable because it provides a safe and supportive environment in which to take risks and try new things. Also, this type of “in the moment” coaching can provide feedback that can be received and applied immediately. The co-teaching model allows me to learn and observe together with the classroom teacher and the students. The students in the classroom play a vital role in the learning experience that is Carolina Transition to Teaching. And the school administration treats us as a part of the team, which is a valuable skill set to learn as a new teacher. I feel confident being assigned to any elementary school in the Fall of 2021 knowing l have a solid skill set to navigate my first year as a teacher.

If you are looking to fulfill a dream and launch a career in teaching but aren’t sure how to get there…you do not have to do it alone.

If you are looking to fulfill a dream and launch a career in teaching but aren’t sure how to get there…you do not have to do it alone.Through Carolina Transition to Teaching I have learned the art and science of teaching is something you cannot do alone. That is not how it works. It only works when teachers, students, parents, administrators, professors, advisors, mentor teachers, teacher assistants, custodians, bus drivers, cafeteria workers, and the entire school community do it…TOGETHER.

This story is published as part of a storytelling retreat hosted by the Center for Educational Partnerships (CEP) housed in the University of South Carolina’s College of Education. CEP partners nominated practicing educators, administrators, and system leaders to share their stories. The Center for Teaching Quality (CTQ), a CEP partner, facilitated the retreat and provided editorial and publication support. Learn more about this work and read additional stories by following @CEP_UofSC and @teachingquality.

Have you ever had that dream that you were falling and couldn’t stop? That you had no control over what was coming next, and all you could do was hope for the best? I have. I’ve experienced this very sensation – while awake in a classroom.

In the summer of 2019, about 40 educators, including myself, gathered to map out strategies for student support and engagement for the 2019-2020 school year. To be one in the room was truly an honor for me. I was an instructional aide who had managed classes independently for four years. Yet, I sat there ignorant and afraid. I felt small in this incredibly large classroom of experienced educators.

In this room breathed hundreds of years of combined experience. In this room, fast-paced conversation spanning learning objectives and assessments (or alphabet soup to me) flew easily among colleagues. They may as well have been speaking a foreign language. I was mortified. I was afraid to ask questions for fear of using the wrong words and embarrassing myself in front of my peers. I was afraid to confirm what I assumed everyone in the room was already thinking: that I didn’t belong there. I wanted so much to be there. As independent as I had become, I was still aware of how indecision, anxiety, and fear plagued my twenties. A career path had seemed elusive until now. Here, I had finally found a place where I enjoyed working 40 hours a week – or so I thought. In that space on that warm June morning, I was no longer sure I had what it took to take on such meaningful, important work.

Like so many paraprofessionals, I had to decide: would I continue on my path as an instructional assistant, or would I work to earn a teaching certificate?

Like so many paraprofessionals, I had to decide: would I continue on my path as an instructional assistant, or would I work to earn a teaching certificate?

God knows I would welcome an increase in pay! But enrolling in a second Master’s program in my late thirties with a husband at home and two children to raise was a risk I had never imagined I’d be taking. How would we ever recover from all the student loan debt? What if I failed? Did I truly have what it takes to be a real teacher? Who would grocery shop, cook dinner, and make sure the girls had matching socks? I was overwhelmed with anxiety about the effect my decision could have on my family. But I was grieved at the thought of facing a future full of regret. In the end, my passion for learning got the better of me, and I’m so glad it did.

In the spring of 2020 – in the midst of a global pandemic no less – I took the leap and enrolled in an online Master’s program. Through a district partnership, I was afforded the opportunity to move toward certification, even with my busy schedule. I am in my tenth course right now – the home stretch.

I can feel my confidence growing as I learn the language of pedagogy. Now, I am self-assessing almost obsessively, mentally tracking data daily as I take account of every teaching success and failure throughout the workday. Opportunities abound thanks to my administrators’ belief that a job title has no bearing on an individual’s potential.

Because North Springs Elementary is a PDS school, our school community has access to anti-racist curricula and culturally relevant resources. This is significant, as something as simple as seeing one’s own culture represented in a storybook can build children’s confidence in ways some people can only imagine. It can be challenging for students of color to find motivation to read if they cannot relate to the stories being told. Research shows that picture books can prompt meaningful conversations about real-life situations. Our diverse population of students is able to relate to content because our educators are being trained to make the curriculum culturally relevant. Through professional development, personal storytelling, community building, and investment in resources, the Center for Educational Partnerships at UofSC is positively influencing a new generation of scholars who will enjoy learning because they can see how knowledge can impact their lives. They can see the big picture – and they’re in it!

In years past, I saw my age and excessive job history as cringeworthy. Now, I celebrate that seemingly haphazard past. My vulnerabilities have fostered in me an empathy for the child who seeks to understand but instead finds a struggle. I know that struggle. I also know there is something beautiful waiting on the other side of that struggle.

My vulnerabilities have fostered in me an empathy for the child who seeks to understand but instead finds a struggle. I know that struggle. I also know there is something beautiful waiting on the other side of that struggle.

As an educator, it is my responsibility to guide my students to the other side, encouraging them to value their own voices and talents as tools for the journey. I feel connected to students in a more meaningful way. I’ve been exactly where they are. I have sat in a room full of people and felt like everyone was singing a song I had never heard before. I have politely clapped along, hoping no one would notice. I now recognize that trepidation in my students. I am equipped to help them catch the rhythm of learning because I myself am catching the beat. The only differences between us are time and opportunity, two things there are plenty of when educators become advocates for their students.

This is the privilege and honor of teaching.

This story is published as part of a storytelling retreat hosted by the Center for Educational Partnerships (CEP) housed in the University of South Carolina’s College of Education. CEP partners nominated practicing educators, administrators, and system leaders to share their stories. The Center for Teaching Quality (CTQ), a CEP partner, facilitated the retreat and provided editorial and publication support. Learn more about this work and read additional stories by following @CEP_UofSC and @teachingquality.

“Be brave, be kind, and be an includer.” These are the words that we say to our daughter and son each time we drop them off at their elementary school. This phrase is a reminder of the power they have to influence those around them in a positive manner and start a ripple of change.

In the fall of 2019, my school district, Richland One, asked me to participate in their Professional Learning Design Team facilitated by Mira Education. As a teacher, I always consider it an honor to represent my colleagues in a larger context. While I was excited to be asked, I was also nervous about the time commitment involved, as it would take me away from my students for multiple days. Also, teacher voices are not always included in broader decision making, so figuring out how to give an honest, productive perspective while being cognizant of this history felt like a mental and emotional hurdle.

As an institution, education has at times struggled with the inertia associated with change – we hold onto outdated practices because “We’ve always done it that way,” or we throw everything out and start over. Despite this history, I was optimistic about the prospect of learning a new practice and believed that to fully unpack an educational problem, teachers must have a seat at the table.

In the first session, the concept of micro-credentials was introduced and we discovered that along with representing every grade level within our district, the group of educators present had arrived with varying amounts of familiarity with the topic. Everything seemed straightforward and smooth: pick a micro-credential, complete it, and then return in the spring to discuss the process. The micro-credential I chose was “Cultivating a Shared Purpose.” I wanted to utilize my work as Science Department Chair to build a community with the teachers in my department. I knew increasing collegiality and collective problem solving would strengthen our support for one another and our students.

The shared purpose of identifying and meeting student needs in the classroom is one that would not only improve my instructional practices but those of my science colleagues as well. I worked to complete the required artifacts and was excited and relieved when I was awarded the micro-credential. I made notes about the process to share with the Professional Learning Design Team and believed the impact and reach of the experience would end there.

However, in the spring we returned for a two-day Design Team Retreat, and our discussions centered on the process of obtaining the micro-credential. This experience felt different.

Could we talk about struggles? Could we candidly convey our feelings about the process? The facilitators pushed for more specifics. “Be BRAVE,” I thought to myself.

I hesitated, and then asked, “Do you really want to know what we think? No one has asked that before. The space for that type of input hasn’t existed.” The Mira Education facilitator reminded us of what she told us at the beginning of our day: they were very impressed with the work of the Richland One educators who completed micro-credentials. Our work was thorough, thoughtful, and exemplary. Initially, we nodded and moved on, not fully processing nor embracing these commendations. But now, we were being met with what teachers long to hear: “Your perspectives are important and why we are gathered here.” The opportunity to BE KIND presented itself when the facilitators realized we were hesitant to share and paused to extend kindness and be intentional about the type of setting we were in – one of value, trust, shared experience, and expertise.

Then the breakthrough happened. We were open to the process they were guiding us through and chose to be vulnerable when we gave feedback. Educators shared why they chose certain micro-credentials, why they changed micro-credentials, what support they received, and what support they wished they had. Throughout this discussion, a theme of personalization emerged. The initial self-assessment and reflection required us to pick a micro-credential. The request for more time led to an extra workday provided by district leadership and supported by our administrators. The recognition of this need proved pivotal to most of the group, as it gave us the time and space for focused, intentional work. The facilitators were there to talk through concerns, and other educators were there to offer ideas and encouragement; this built a community of professionals with the goal of improving their craft. Our thoughts flowed about what worked for us, what was less effective, and what would help others engage in this process.

The retreat culminated in a “fishbowl” activity. While decision makers watched and listened, we were led through a series of questions that addressed successes, concerns, and allowed us to validate others while hearing ourselves be valued. The next steps included forming committees to discuss implementation and potential best practices and obstacles, while recognizing that professional development will always be an ongoing and iterative process.

So what is required of decision makers to replicate this type of personal professional learning? Be AN INCLUDER.

The shift Richland One made in the way district professional development has been presented this year has already moved toward giving teachers choice in their growth. These choices include self-paced sessions that present opportunities for technology exposure. Including educators in the decision-making process creates buy in, ownership, a sense of personal accomplishment, and ultimately authenticates the experience for others. How might having educators who experience these qualities impact teacher retention?

Being INCLUDED creates a pathway for educators to be BRAVE and KIND. Speaking for myself, being encouraged to be BRAVE in a KIND environment and being INCLUDED by Richland One among a diverse cohort of experts had a positive impact on how I view the future of my chosen profession.

At a time when schools, the profession, and our country is in crisis, personalized professional development can be a bright spot. There is much we cannot control; but teachers can control their professional growth and work toward the shared goals of the district community through personalized professional learning pathways like micro-credentials.

This story is published as part of a storytelling retreat hosted by the Center for Educational Partnerships (CEP) housed in the University of South Carolina’s College of Education. CEP partners nominated practicing educators, administrators, and system leaders to share their stories. The Center for Teaching Quality (CTQ), a CEP partner, facilitated the retreat and provided editorial and publication support. Learn more about this work and read additional stories by following @CEP_UofSC and @teachingquality.

We all remember the Robert Frost poem about two roads diverging in the woods. I’ve thought about that concept many times over the years. If Mr. Frost intended the woods as a metaphor for life, I think he got off pretty lucky. There sure have been a lot more than two roads in my woods. They didn’t come with a map or even a clear vision of where I wanted to go.

I was one of those people who just never found IT. I worked hard for a scholarship to college, had good jobs, met interesting people, and saw some beautiful places in the world. I just never found IT. That calling you are excited about — the one that makes the hours melt away. The one that lets you know you are home.

The roads of my life took me on a journey. Some of those roads I hope to never travel again. Some of those roads were scenic and led me closer to where I needed to be.

Through the years, I thought about teaching. I felt a pull toward it. I knew I loved to see the spark in children’s eyes when something really connected and their view of the world got a little bigger. I looked at alternative teacher certification programs like PACE and CREATE. I was always so busy with life that I didn’t want to take the long road before I could teach. I researched master’s degrees that would lead to teaching. But the time it would take for me to make the change felt like a barrier, and there was always a new road to travel, something else that took my energy and attention.

Roadblocks and changing course aren’t foreign to me. In my mid-twenties, my doctor informed me that I would likely never have children. Surprising even myself, the news didn’t devastate me. I somehow knew that children would come, that I would have the opportunity to love and be loved as a mother. One ordinary day, a phone call came from out of the blue that led to my little boy and girl, siblings that needed me as much as I needed them. Other roads led to the adoption of my young nephew. Later, two more sons were added by marriage. During the memorable trip known as “Turning 40” I was shocked to find that I was expecting the sweet baby girl that would be the final of my six children. Six children, more than I would have ever dreamed, added by love, loss, and being willing to take some new roads without a map.

I feel the need to share a little about those dark roads that I never wanted to travel. The story of my journey wouldn’t be complete without them. No matter how hard we plan, roadblocks and sometimes a difficult wreck are part of the trip.

My childhood was hard. My parents divorced while I was still very young and life was harsh with a mother who thought only about her needs. I grew up in a house where perfection was expected of me, but not rewarded. Anything less was a failure and punished as such. There were no idyllic, tender years, only adult-like responsibility and child-like restrictions. I have few happy memories of that time.

Somehow my early life was easier than the ultimate losses. The long illness and passing of my little sister and the sudden death of my baby brother at Christmas halted me in my tracks. The birth of the one child I was blessed to carry came during the beginnings of a divorce, just two short weeks before the death of my sister, and the sudden adoption of my seven-year-old nephew. Some mornings I longed to go back to sleep and escape the reality of my life. It was hard to draw breath with so much grief and responsibility.

Again, I found my strength and looked for a new road.

Then came the news of my oldest son. My sweet boy, forever tormented by his memories, had taken his own life, just as it was beginning. Children who lose their parents are called orphans. But there is no word for parents who lose their children. It’s too unbearable to name.

I share the losses and heartbreak only to say that we all have breathtakingly difficult times in life that stop us in our tracks. Sad, lonely, and dark roads that we hope to never travel again, but that are part of our journey nonetheless. They teach us hard lessons:

Protect the innocent.

Live every day you are given.

Don’t take your eyes off the road.

Remember them, honor them, but don’t let them be a place to permanently break down.

When I gave birth to my youngest, it wasn’t hard for me to leave the corporate world behind and enjoy those precious baby years at home. The day I registered her for preschool I knew it was time for a new journey. I wish I could say I signed up right away for graduate school or a teaching program. Instead, I took a family engagement position at my daughter’s school and proceeded to enjoy the next two years immersed in the school experience. Even in my small way, I felt like I was making an impact. The days passed quickly, and before I knew it I was moved to the district office to serve as interim secretary to the superintendent. The district office was a fast-paced world, but I loved working with the administrators and helping with the business of running a school district. I felt at home and put the idea of teaching out of my mind.

Just like the phone call that started me down the road to motherhood, a new path suddenly presented itself. Our school district made the decision to become a founding partner in the new Carolina Collaborative for Alternative Preparation (CarolinaCAP). Suddenly, there was the path I had been looking for all those years. A chance to teach and continue my education at the same time. I applied immediately but somehow felt like a roadblock would surely present itself. To my surprise, I was accepted into the inaugural class.

Then came the hard part.

Making the decision to finally take a journey I never thought I would take, leaving behind a job that I already loved, and taking a sharp turn into something brand new.

This time, I didn’t hesitate or fumble around looking for that elusive map. I remembered the hard lessons learned along the roads I’d traveled. This time, I took the road that led straight to becoming a teacher. I became a teacher during the worst possible year — during a worldwide pandemic. But it never slowed me down. I became not only a first-year classroom teacher, but also a virtual teacher, all while taking graduate classes through CarolinaCAP and continuing to raise my family.

I know that I have finally found the road to IT. The woods are finally getting a little clearer now and the storm has broken. I’ve got the windows rolled down and the wind is in my hair. And as far as those children I was told I would never have, I just added 61 sixth graders and my namesake first grandchild.

I can tell you for sure that my journey is not over.

The roads will continue to curve, and I might hit a roadblock or two. I still don’t have a map, but I’ve learned a few hard-earned travel tips:

Buckle up.

Don’t waste your chance.

Never stop moving forward.

Life is a difficult journey, but keep going. You might be just around the corner from the best part of the trip.