Episode Details

Happy Valentine’s Friday!

First, I want to thank each of you for your hard work and dedication. Your commitment to our students and our shared mission continues to drive us forward. I also want to acknowledge your efforts in working toward our performance targets, which are essential markers of our progress and growth as a district.

I have updated our performance target page with the latest data from the ATLAS interim exams. The results show encouraging signs—especially in science and math—where we are seeing an increase in students scoring at levels 3 and 4, our highest performance levels, and fewer students scoring at level 1, which indicates being below grade level. This is a direct reflection of your dedication and instructional excellence, and it should give all of us a well-deserved boost of confidence. We must use this momentum to keep pushing forward.

Our attendance has suffered due to the rash of flu that continues to plague us, and a combination of factors has contributed to an increase in disciplinary referrals, though primarily for minor infractions. While these challenges are real, they are also temporary. By continuing to support one another and maintaining a positive, student-centered focus, we will help restore stability and keep our classrooms thriving.

Our Growth

I just mentioned our students’ academic growth, but their success is a direct result of our growth—and I want to encourage even more. Back in Week 13's Wrap-up, The Tools to Be Perfect, I discussed the importance of using the tools available to us with skill and precision, like a farmer with a seed drill who carefully calibrates the machine for the best results. But having the right tools is only part of the journey. Knowing how to use them—and having the humility to admit when we do not—is what separates progress from stagnation.

The hardest tool to pick up is often a mirror. Self-reflection requires us to face uncomfortable truths about our abilities and limitations. Sometimes, we cling to the belief that we should already know how to use the tools we have been given—whether those tools are instructional strategies, leadership frameworks, or new technologies. Pride can whisper that asking for help makes us look weak, but the opposite is true: admitting that we can grow is an act of strength.

Early in my career as a teacher, I found myself frustrated when my lessons did not produce the results I hoped for. I believed I was working hard, but something was missing. Then I came across Proverbs 15:32: "Whoever ignores instruction despises himself, but he who listens to reproof gains intelligence." That verse caused me to reflect. I realized that I had been hearing advice from experienced teachers and administrators, but I was not truly listening. I was too busy defending my methods to consider theirs.

So, I made a change. I started observing my successful peers more closely, not just watching their methods but trying to understand why they worked. I began seeking and trying new strategies through books and professional development. At first, I felt like I did not have the time or energy to change, but I pushed forward and tried anyway. What I discovered surprised me: the improved methods actually took less energy because my students were more engaged and did more of the work themselves, making classroom management far less taxing. Slowly, I incorporated new techniques into my own classroom. It was not easy to admit I had room to grow, but it was necessary. And the results were undeniable—my students' engagement improved, and so did my confidence.

Growth requires two things: humility and action. Be humble enough to learn—recognize that every expert was once a be