Middle School

The daily journey of a middle school English Language Arts teacher can often times feel painstakingly lonely. Walking down the empty corridors before sunrise, covered with bags that have become as essential as an arm or leg, recalling a faint familiar story of walking to school three miles up hill barefoot in the freezing snow. However, there is always a glimpse of hope when the first locker is slams, the sound of the first humming bus, and especially the first voices of students who come to see you just because. This is when you quickly become grounded, realizing the journey is well worth the risk. The flight of this teacher is often rewarded by the success of her students. But, I must honestly attest this success is not solely measured through my own accounts. It is with much self-reflection and support granted through the coaching process. Through this practice, many informal observations are provided, therefore capturing my authentic teaching rather than a single observation. This permits ongoing records of my successes or challenges met through particular lessons or interactions with students, in the end creating genuine conversations and reflections with a coach who is there to assist with enhancing my instruction and professional growth. An additional facet of working closely with a coach is to provide insight on how to approach new teaching ideas. I am fortunate to have a coach who is willing to jump in and take risk to ensure the success of all students. Having this unique interaction with a coach, who is just as eager as I am about teaching, not only makes my job more rewarding but provides my students with one more person wanting them to succeed.