When do teachers have time to develop themselves as professionals?
A colleague asked me this recently during a brief department meeting, “okay, what do we really mean by ‘professional development’?”. The question immediately sparked thoughts and urged me to respond by reaching for details to breathe life into such an important moment. The sad thing about our profession–as American teachers–is that we don’t ever get to talk about the big ideas we once dreamed about in school. We don’t get to the “why” or the “what if” during cram-your-breakfast-in-while-policing-the-hallway meetings. Our professional time is diluted by empty technical tasks while our hearts and souls are left (the bell just rang…)
I’m leaving that pause in to illustrate what I’m talking about. There really are not enough spaces for pedagogical thought between teachers; my plan yielded enough time for some deep breathing, a necessary trip to my mailbox, and the previous paragraph on this day. We are scrunched between hours, assemblies, impromptu mandatory conversations with administrators or district leaders, and all the while the kids need to be kept engaged and monitored in the background. We’re never really off the hook for their safety and that is reflected in our blood pressure, coffee intake, and personal sanity.
Yes, of course kids need to be taken care of at all times in school. No right-minded teacher would disagree. However, how often do we consider the professional atmosphere of the teacher? What kind of air does she breathe? What sorts of words does she swim through? And what is the general ecology of her professional environment?
These are questions ignored in every day practice in schools because they are too abstract, too theoretical, and too impractical to make it onto official dockets and agendas (especially those emailed at the last minute and with high importance). But really, what are we missing out on when we discount this ecological element of the teaching and learning environment? What is the cost of our current professional pace?
When teachers are given a space to take a deep breath, a sip of coffee, or even take a glance at a professional journal or article, an important psychological (and emotional) development takes place (that’s what I’m calling it at least). They are freed to leave the always-on mindset of the checklist high and email buzzing in your pocket, and can truly think of themselves and their practice. You read it right, teachers need more time to think of themselves. Ultimately, it’s that kind of focus that will lead to better serving the students and the school as a whole system.
What are your needs as a teacher? Principals, what kinds of time do you provide in your building to allow for personal growth and change amongst teachers? Is “systems thinking” a pervasive idea for those around you?