Beyond the Bell

 

cc photo by J. Delp

Next week, many kids in Arizona will return to school. This will be the first time in twenty-six years that I won’t be joining them and it feels a bit odd. I’ve worked so long as an educator and school principal that it has become a part of my identity – something that it is difficult to let go. 

Committed educators face a plethora of challenges – staffing, funding, resources, facilities, time and constantly shifting expectations and responsibilities. It has been this way for a long time. Society has a “bi-polar” attitude toward teachers – lauding them as heroes in some instances, while being quick to criticize mistakes, dismiss requests for help as selfish, or blaming schools for issues for which they have little control. 

Here is a bit of what I have learned about our school system. The vast majority of educators want to do what is right for kids. I was always proud of my teaching staff for their advocacy for students and willingness to go above and beyond to provide support to meet the needs of the whole child (as well as our families). On countless occasions they stepped up (giving their own funds) to provide essential resources, contribute to health or funeral expenses, or provide other support in other ways. They truly cared about kids in their classrooms and beyond.

In twenty-six plus years of working with junior high students I never met two kids that were the same. Each one had different interests, challenges, life-experiences, and personalities. Imagine the task facing teachers to build meaningful connections and relationships with 100+ students – all of whom are beautifully unique. The meek and timid. The boisterous, the belligerent, and the indifferent. Each one is like a puzzle and the educator's job is to move the pieces around to “figure them out.” It requires patience, persistence, forgiveness, and a short memory to ensure each day is a fresh start. We ask a lot of our educators. 

Remember, for educators in our public schools every student is their responsibility. They don’t get to pick and choose who comes through the front gate (nor should they). It is not the educator’s place to judge students, or families – or to be a gatekeeper. It is their job to meet needs, provide care and concern, and address barriers that might get in the way of student learning. Many of the barriers – poverty, addiction, depression, violence, abuse, hunger, etc. – exist with no fault or connection to the educational system.  However, to think kids can learn without addressing these most basic needs is naive and irresponsible.

The good news is that public schools work. Accomplishment in the world has little to do with standardized test scores. I know countless students who have overcome the odds to experience success and become responsible contributing adults in our society. A young man who is now a police officer in the neighborhood where he grew up. A young lady working in the healthcare field and giving back to her community. These are kids who made the most of their opportunities, demonstrated resilience, and have experienced success through hard work and a little help. 

As students return for the new school year, I hope each of you will keep staff and students in your prayers – for safety, growth, and a desire to learn. Consider ways you can encourage educators in your community (even if you don’t have kids in school). Cookies, donuts and coffee go a long way, but so do cards, letters, and encouraging emails. Finally, be aware of what is happening with school finance in your community and state. Take the time to ask questions, understand the needs, and give serious consideration to requests for school bonds and overrides. Being knowledgeable in this area is one of the most significant ways you can support our educators and students.

Here’s to a wonderful school year for our students and educators. Godspeed!