May 21, 2024 • 15 mins
Welcome the return of the remarkable Sarah Morris to the Husky Huddle, where we unlock the secrets to nurturing new talent in our educational family. Together, we dissect the mentorship programs that have been a game-changer for our district's fledgling teachers, ensuring they're not just surviving but thriving. Sarah's expertise shines as we tackle the hurdles of navigating Teach accounts, fostering professional certification, and the immeasurable value of local community involvement. From the local music scene to the paper mills, hear how these partnerships bolster our educators' success and keep them woven into the fabric of our community.
This episode is a heartfelt ode to the art of creating a close-knit cohort of educators, where mentorship is more a lifeline than a line on a resume. Discover how unscripted conversations and regular meetups are transforming our newest Huskies into confident educators ready to tackle the classrooms of tomorrow. Sarah and I celebrate the proactive steps taken by our mentor-mentee pairs, leading to inspiring success stories that are nothing short of educational triumphs. So, tune in, find inspiration, and join us in cheering for the bright future of education in our district, one successful teacher at a time.
This episode is a heartfelt ode to the art of creating a close-knit cohort of educators, where mentorship is more a lifeline than a line on a resume. Discover how unscripted conversations and regular meetups are transforming our newest Huskies into confident educators ready to tackle the classrooms of tomorrow. Sarah and I celebrate the proactive steps taken by our mentor-mentee pairs, leading to inspiring success stories that are nothing short of educational triumphs. So, tune in, find inspiration, and join us in cheering for the bright future of education in our district, one successful teacher at a time.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Okay, welcome everybody to our newest episode
of the Husky Huddle, and myfirst thing that I want to say
is welcome to Sarah Morris,who's coming back, and she's
going to tell us more about theawesome things that we're doing
in the district, and I'm just soexcited to have her back on the
show and welcome Sarah.
Speaker 2 (00:23):
Thank you, I'm excited to be back.
Am I your first returner?
Speaker 1 (00:27):
No, jenny is.
Oh, that's awesome.
Okay, I will give that to Jenny.
You're in good company.
Speaker 2 (00:31):
Yes, very, very much.
So.
I'm returning because I want togive a shout out to all of the
new hires who did both of thementee meetups so far this year
and it has been so great.
Like I said to you before, wewere just kind of making sure
that they felt connected and apart of the entire district.
Well, now I have to say I am soimpressed with them and the
(00:52):
things that they have been veryopen about and honest about, and
nothing of negativity.
It's more like I'm so glad thatyou brought this to my
attention, or I need to makesure that I'm thinking about
that, and our last conversationlent itself to that, to kind of
finding out that a lot of themfelt very uncomfortable with the
teach accounts.
(01:13):
Oh, which is something that,like you wouldn't even thought
of.
That, no, not at all.
So and I was like OK.
So I told both Miss Duff and DrI like I was like okay, this is
something that they truly arelike.
I know that I have it, I knowthat I need to be aware of it,
but I don't really even pay muchattention to it.
(01:39):
Out invitations for them tocome to my classroom because the
lgi is closed, um, for remodel.
I said, come over to washingtonwest and we're going to do just
a power hour on teach, bringyour laptop and the whole nine.
And I just really was thankfulthat they kind of were very like
I said, forthcoming in.
This is an area of trueweakness yeah, I've gotten
(02:00):
through the year.
We feel very sound.
We spent um.
I went and did some extrathings for them for teacher
appreciation.
Speaker 1 (02:07):
Yeah.
Speaker 2 (02:07):
Which was really nice .
I had gotten cookies from thecafeteria, the cookies were
awesome and they reallyappreciated that.
And I think that whole thing oflike you want to keep new hires,
you want to make sure that theyfeel a part of everything, and
so during that week we sat on aWednesday afternoon for like an
hour and a half and it's sointeresting.
(02:28):
You think, okay, I'm going tomake this slide deck and we're
going to get through X, y and Zand it's going to be in that
timeframe, but the conversationsare so fluid that it lends
itself to kind of being longerand a lot more is kind of just
free flow.
And I love that too, that theydon't ever feel like, okay, got
to be out of here.
And even when they've had toleave, they're so kind and like,
(02:50):
sorry, you had to run out, butI had to ask them.
Like you have lives, don't everfeel like you have to just stay
, to stay.
No, I will send out the slidedecks, I will make sure that you
get the information that youneed.
But the teach accounts wasreally interesting and I was
(03:10):
glad too, because I think thisis a great linkage with BOCES
that something that we don'talways take into consideration,
that there's a lot of thingsthrough BOCES that the new hires
might not necessarily alwaysknow the people, the resources
to go to, the people that arelinked to certain positions over
there.
And so I had talked to JessicaPalacastro and Isadora.
I was like you know what, doyou mind if I like go and do
(03:30):
this and then from there, giveyour information to them and
kind of let them go to you fromthere.
And she's like Sarah, I thinkthat's perfect and she gave me
exactly right on the Teachaccount where she thought would
be the best like starting point.
Yeah, so we're doing that onthe 30th and which is great.
And I thought again like thisis great for them because once
July 1st hits, they're in theirsecond year.
(03:52):
Get it done.
Now Let them get in there, getthemselves kind of like the
feelers back out for it, and sothat's kind of it.
Speaker 1 (03:59):
So it was really cool they're going to need for the
rest of their career.
Yeah, no matter where theyteach, no matter how they
continue through their career,they're going to need to get
into that account.
So that's great.
Speaker 2 (04:10):
Yes, and it was interesting because one of them
was saying and it was so sweetshe said you know, I guess I
didn't.
I know that I'm going from myinitial to my professional, but
I'm really scared.
I don't want to go in there andmess something up.
And I was like, actually, youknow what it's really?
you really can't, and I knowthat is a very simplistic, it's
very step-by-step, there won'tbe any ways.
(04:31):
I would find it very hard foryou to mess this up.
And she's like, yes, but justhaving that extra like support
while doing it to make sure thatI've done everything I need to
do, makes me feel better and Iwas like absolutely and
supported by the district, sothat's awesome.
So it was again like one ofthose things of like where the
(04:51):
program will go next year, withso many new hires coming into
the district and making surethat things like this are then
kind of remembered, because younever really think about those
little nuances until somebodybrings it to your attention,
right?
so I was very thankful for that.
We did, um, I got balloons forthem awesome which uh, went
right to paper factory, so again, making sure that the community
(05:12):
is involved in it.
And the greatest part was, isthe music department at the
middle school must have had somegoing on, because they're all
like, uh, sarah, can we take allthese to go afterwards.
And I was like, yes, please go.
Like, take them, do what youneed to do with them, enjoy them
because they're for you, likewhatever you choose to use them
for.
Um had done donuts and madesome silly, like you know,
(05:32):
cheesy signs, just becausethat's what teachers do.
Like don't let you know howimportant you are.
And then I had a bunch ofbananas and it was like we're so
thankful for you in bunches.
And like yeah it was just likeit was just a huge snippet of
things, but they're like, ofcourse, that the LEd teacher
would completely think this way.
But it's again to just kind ofbreak the ice.
(05:53):
And you know I just so I want tocome back and just give them a
quick shout out to saycongratulations for making it
through and being here, and thisis a tough time of year.
You've got the kids who arekind of bouncing off in
completely different ways.
You've had all the statetesting.
Now you have all the fieldtesting going on.
There's just a lot of things tokind of.
Speaker 1 (06:12):
A lot of field trips are happening now.
Speaker 2 (06:19):
There's so much stuff packed into the end of the
school year that people aren'talways aware of right, and just
making sure that to do thatcheck-in with them at this point
.
And the other thing that wediscussed, which was great too,
is when to put everything infrom the handbook to make sure
that there was a like definitivedate, because with the high
school ending, before we do itwas making sure that that
discussion was kind of laid outto them like hey, make sure you
have at least one or two moremeetups with your mentors yeah
(06:41):
make sure you've gotten all ofyour logs.
Um, they need to be handed intocarolyn people.
You know it can be right fromyour mentors side of things, but
make sure you both have signedand that everything is there.
And giving them kind of like adefinitive date really seemed to
ease their minds like okay notthis, like I this, like I don't
know when I'm supposed to handthis in, or, oh, I know I have
to hand this in before I leave.
Speaker 1 (07:02):
Or it's optional.
Speaker 2 (07:03):
Right, right, it's not optional, right?
Please make sure that you handthis in yes and again just
saying to them like do you needan extra year?
Would you like an extra year?
This is not because younecessarily are, you know, being
outed, but more like if youstill feel that you can that you
want extra support.
Speaker 1 (07:22):
Yeah that it's there for you and making that kind of
just aware for them that that'ssomething that they can do and
be able to have.
Do you think it's created moreof a team model, then, of this
cohort that's going through thistogether?
Speaker 2 (07:39):
I totally agree, and they actually made mention that
they really appreciated this,that that was something that was
very valuable to them.
And it was nice to see that theyreally saw the value in it and
they're like it's theseconversations that take place in
here that are, just like I said, free flowing and making those,
when things come up, being ableto say, okay, I have a voice
(08:01):
and I want to make sure that I'munderstanding this and I know
who to go to if I'm notunderstanding it, besides my
mentor or working with my mentor, to be able to, you know, see
the people that I need to see inorder to make sure that I'm
doing what I need to do andbeing aware of that.
It's just, it's really great.
We talked about likeunannounced and to make sure
(08:22):
that they were kind of aware ofthem, and they would probably be
coming up Like all those, justlike I said, little nuances that
happen at this time of yearthat go along with, like you're
saying, the field trips, theregions, the whole nine.
Speaker 1 (08:33):
Right, it can be very overwhelming yeah very
overwhelming.
Speaker 2 (08:38):
So I'm hoping next year kind of a goal that they
said was like they should belike monthly or every other
month and like they were voicingthat.
So I think that team effort isthere and I think that they now
have kind of a small camaraderiebetween themselves, like they
might be in different buildingsand they might be doing
(08:58):
different you know sections,excuse me, like music versus
math, versus science, versussocial studies, but at least
being able to say I know youwhen I walk in that room on the
second like opening day, I'm notjust going to know the people
from my department, I now feelthe comfort of all of these
people that might be in mybuilding or people, these brand
new teachers that I've startedout with that are part of my
(09:19):
year, something that really justgets them to be cohesive, yeah,
so I'm very thankful for thatand I love their insight and
their input and I know that Iwill definitely be going back to
them, as this is kind of theywere kind of the guinea pigs.
So, yeah, like, will this work?
What would you like to have?
And we brainstormed a bunch ofideas that I had sent to Dr I of
(09:40):
like things that they were kindof like could this be things
that we do in the future?
These might be things you mightwant to do with next year's
cohort, and kind of just layingthe map out for them and
navigating that forward.
So it was really nice to have,so I appreciated that.
Speaker 1 (09:54):
And not only did you guys do a connection with each
other so that created thatcohort, that relationship,
because often when you start inteaching, if you don't have that
person or group of people thatyou're able to connect with, it
can feel very isolating and bevery alone.
But you guys not only did youcreate that model of cohort and
(10:18):
that relationship between thesenew teachers, but you guys also
inform them on other things,such as teach accounts, such as
investment routes for teachers,so that they are able to take
advantage of some of the thingsthat are available for teachers
as they think forward.
When you're in the first year,you're frequently not thinking
about any of that.
Speaker 2 (10:39):
Absolutely not, and that was nice to like, those
those very open conversationsand again, like that was brought
up again about, like if youhaven't started your 403B or if
you haven't opened up somethingto really start putting money
aside, like, please just bemindful of that or look into it
with Tiana, like going forwardso that she has it all set up
for you come the fall.
And they were like again veryopen to all of that and they
(11:03):
were saying, you know, like, canwe have more of these as far as
like just the little things oflike the tips and tricks, of
like how to maneuver in parentsquare and how to like all of
those things that we all justsometimes forget that are needed
, and really honing in on thethings that they said and using
them as a baseline and whateverthe next cohort says that they
(11:24):
need, obviously you, just youknow you pivot to that next
sector but, at the same time,having that ability to just say,
okay, this is the startingpoint and you guys really helped
grow this in a complete way and, like I said, continuing to go
back to them and be like, okay,if I'm looking at this going
forward and I'm trying to mapout my thoughts for next year's
(11:47):
cohort, what would you say thetop five would be for afternoon
after school meetups maybe, asyou know, classroom management
and whatnot.
And a lot of them took onclassroom management as being
something that they were justfeeling like.
They wanted to see otherteachers who were veteran
(12:07):
teachers and it was really great.
We had some from the highschool actually go down to the
LA buildings and watch, whichwas really great because, again,
we are all one community.
We are all part of thistogether.
So please go and see teachersfrom different avenues, because
you don't.
You could pull something likeoh my goodness, that's
kindergarten teacher, use this,and it would totally work in my
(12:27):
ninth grade social studies classand not even realize that
that's possible.
The Kagan strategies pullingthose out and saying you can use
these in any route and lettingthem know that they're there and
that's a cooperative.
The cooperative learningstrategies and structures are
huge to make those communitiesinside each classroom as well.
So they were really receptiveto all of that.
(12:49):
I had someone up here at thehigh school level.
She went to her mentor and sheactually was able to go around
and set up a whole day withschool business and she went
from like classroom and then shegave herself a prep period to
be able to like take notes andreally dive into what she saw
and things she wanted to takegoing forward.
And I loved the fact that herand her mentor sat down and kind
(13:09):
of like made that happen forher and really just gave her the
time to feel success too.
Like I'm not just rushing tothe next section, I'm not just
going from this classroom tothis classroom.
I now can like decompress.
Speaker 1 (13:22):
Right.
Speaker 2 (13:23):
And really reset myself and then take and reflect
, yes, and reflect on what wasjust, you know, seen and every
teacher teaches so differently.
I just I've been up here todayshadowing Jeff and Jennifer and
we've done a couple on and offand it's really been captivating
for me to see teachers up here,because it's a completely
different realm.
(13:43):
Of course, One of them mademention of crisscross applesauce
and I go and I turn to Jeff andI go yeah, that's my world.
That's not what you guys are,but again, being able to see
that cross connections of allthings going on and just being
aware that we are truly in thistogether and keeping those
cohorts feeling that way and beable to continue to grow those
(14:05):
relationships Because, as we'vetalked before, this is something
that they're going to need.
You don't want to have thatisolated feeling, but I just
want to give them a shout outand let them know that they have
done a fantastic first year andthey truly are a part of the
sled in a way that they mightnot even realize.
Speaker 1 (14:20):
So yeah, yeah.
Well, big thank you to them,big thank you to you for all
your work on this and I reallyappreciate you coming on and I
can't wait to hear the nextupdate as we go into the second
cohort.
I know, super fun If we'regoing to apply from the last
group and what we'll do tosupport this group going forward
.
It just seems very exciting andit is definitely a best
(14:42):
practice.
Yes, yes, a model for others tolook at and to prepare our
incoming teachers to be lifelongprofessionals in our district
and be part of our Husky team.
Speaker 2 (14:54):
Absolutely Go Huskies , all the time Go Huskies, well
thank you so much for coming.
Speaker 1 (14:59):
Thank you, dr Morris, I really appreciate it.
Have a great rest of your day.
Okay, welcome everybody to our newest episode
of the Husky Huddle, and myfirst thing that I want to say
is welcome to Sarah Morris,who's coming back, and she's
going to tell us more about theawesome things that we're doing
in the district, and I'm just soexcited to have her back on the
show and welcome Sarah.
Speaker 2 (00:23):
Thank you, I'm excited to be back.
Am I your first returner?
Speaker 1 (00:27):
No, jenny is.
Oh, that's awesome.
Okay, I will give that to Jenny.
You're in good company.
Speaker 2 (00:31):
Yes, very, very much.
So.
I'm returning because I want togive a shout out to all of the
new hires who did both of thementee meetups so far this year
and it has been so great.
Like I said to you before, wewere just kind of making sure
that they felt connected and apart of the entire district.
Well, now I have to say I am soimpressed with them and the
(00:52):
things that they have been veryopen about and honest about, and
nothing of negativity.
It's more like I'm so glad thatyou brought this to my
attention, or I need to makesure that I'm thinking about
that, and our last conversationlent itself to that, to kind of
finding out that a lot of themfelt very uncomfortable with the
teach accounts.
(01:13):
Oh, which is something that,like you wouldn't even thought
of.
That, no, not at all.
So and I was like OK.
So I told both Miss Duff and DrI like I was like okay, this is
something that they truly arelike.
I know that I have it, I knowthat I need to be aware of it,
but I don't really even pay muchattention to it.
(01:39):
Out invitations for them tocome to my classroom because the
lgi is closed, um, for remodel.
I said, come over to washingtonwest and we're going to do just
a power hour on teach, bringyour laptop and the whole nine.
And I just really was thankfulthat they kind of were very like
I said, forthcoming in.
This is an area of trueweakness yeah, I've gotten
(02:00):
through the year.
We feel very sound.
We spent um.
I went and did some extrathings for them for teacher
appreciation.
Speaker 1 (02:07):
Yeah.
Speaker 2 (02:07):
Which was really nice .
I had gotten cookies from thecafeteria, the cookies were
awesome and they reallyappreciated that.
And I think that whole thing oflike you want to keep new hires,
you want to make sure that theyfeel a part of everything, and
so during that week we sat on aWednesday afternoon for like an
hour and a half and it's sointeresting.
(02:28):
You think, okay, I'm going tomake this slide deck and we're
going to get through X, y and Zand it's going to be in that
timeframe, but the conversationsare so fluid that it lends
itself to kind of being longerand a lot more is kind of just
free flow.
And I love that too, that theydon't ever feel like, okay, got
to be out of here.
And even when they've had toleave, they're so kind and like,
(02:50):
sorry, you had to run out, butI had to ask them.
Like you have lives, don't everfeel like you have to just stay
, to stay.
No, I will send out the slidedecks, I will make sure that you
get the information that youneed.
But the teach accounts wasreally interesting and I was
(03:10):
glad too, because I think thisis a great linkage with BOCES
that something that we don'talways take into consideration,
that there's a lot of thingsthrough BOCES that the new hires
might not necessarily alwaysknow the people, the resources
to go to, the people that arelinked to certain positions over
there.
And so I had talked to JessicaPalacastro and Isadora.
I was like you know what, doyou mind if I like go and do
(03:30):
this and then from there, giveyour information to them and
kind of let them go to you fromthere.
And she's like Sarah, I thinkthat's perfect and she gave me
exactly right on the Teachaccount where she thought would
be the best like starting point.
Yeah, so we're doing that onthe 30th and which is great.
And I thought again like thisis great for them because once
July 1st hits, they're in theirsecond year.
(03:52):
Get it done.
Now Let them get in there, getthemselves kind of like the
feelers back out for it, and sothat's kind of it.
Speaker 1 (03:59):
So it was really cool they're going to need for the
rest of their career.
Yeah, no matter where theyteach, no matter how they
continue through their career,they're going to need to get
into that account.
So that's great.
Speaker 2 (04:10):
Yes, and it was interesting because one of them
was saying and it was so sweetshe said you know, I guess I
didn't.
I know that I'm going from myinitial to my professional, but
I'm really scared.
I don't want to go in there andmess something up.
And I was like, actually, youknow what it's really?
you really can't, and I knowthat is a very simplistic, it's
very step-by-step, there won'tbe any ways.
(04:31):
I would find it very hard foryou to mess this up.
And she's like, yes, but justhaving that extra like support
while doing it to make sure thatI've done everything I need to
do, makes me feel better and Iwas like absolutely and
supported by the district, sothat's awesome.
So it was again like one ofthose things of like where the
(04:51):
program will go next year, withso many new hires coming into
the district and making surethat things like this are then
kind of remembered, because younever really think about those
little nuances until somebodybrings it to your attention,
right?
so I was very thankful for that.
We did, um, I got balloons forthem awesome which uh, went
right to paper factory, so again, making sure that the community
(05:12):
is involved in it.
And the greatest part was, isthe music department at the
middle school must have had somegoing on, because they're all
like, uh, sarah, can we take allthese to go afterwards.
And I was like, yes, please go.
Like, take them, do what youneed to do with them, enjoy them
because they're for you, likewhatever you choose to use them
for.
Um had done donuts and madesome silly, like you know,
(05:32):
cheesy signs, just becausethat's what teachers do.
Like don't let you know howimportant you are.
And then I had a bunch ofbananas and it was like we're so
thankful for you in bunches.
And like yeah it was just likeit was just a huge snippet of
things, but they're like, ofcourse, that the LEd teacher
would completely think this way.
But it's again to just kind ofbreak the ice.
(05:53):
And you know I just so I want tocome back and just give them a
quick shout out to saycongratulations for making it
through and being here, and thisis a tough time of year.
You've got the kids who arekind of bouncing off in
completely different ways.
You've had all the statetesting.
Now you have all the fieldtesting going on.
There's just a lot of things tokind of.
Speaker 1 (06:12):
A lot of field trips are happening now.
Speaker 2 (06:19):
There's so much stuff packed into the end of the
school year that people aren'talways aware of right, and just
making sure that to do thatcheck-in with them at this point
.
And the other thing that wediscussed, which was great too,
is when to put everything infrom the handbook to make sure
that there was a like definitivedate, because with the high
school ending, before we do itwas making sure that that
discussion was kind of laid outto them like hey, make sure you
have at least one or two moremeetups with your mentors yeah
(06:41):
make sure you've gotten all ofyour logs.
Um, they need to be handed intocarolyn people.
You know it can be right fromyour mentors side of things, but
make sure you both have signedand that everything is there.
And giving them kind of like adefinitive date really seemed to
ease their minds like okay notthis, like I this, like I don't
know when I'm supposed to handthis in, or, oh, I know I have
to hand this in before I leave.
Speaker 1 (07:02):
Or it's optional.
Speaker 2 (07:03):
Right, right, it's not optional, right?
Please make sure that you handthis in yes and again just
saying to them like do you needan extra year?
Would you like an extra year?
This is not because younecessarily are, you know, being
outed, but more like if youstill feel that you can that you
want extra support.
Speaker 1 (07:22):
Yeah that it's there for you and making that kind of
just aware for them that that'ssomething that they can do and
be able to have.
Do you think it's created moreof a team model, then, of this
cohort that's going through thistogether?
Speaker 2 (07:39):
I totally agree, and they actually made mention that
they really appreciated this,that that was something that was
very valuable to them.
And it was nice to see that theyreally saw the value in it and
they're like it's theseconversations that take place in
here that are, just like I said, free flowing and making those,
when things come up, being ableto say, okay, I have a voice
(08:01):
and I want to make sure that I'munderstanding this and I know
who to go to if I'm notunderstanding it, besides my
mentor or working with my mentor, to be able to, you know, see
the people that I need to see inorder to make sure that I'm
doing what I need to do andbeing aware of that.
It's just, it's really great.
We talked about likeunannounced and to make sure
(08:22):
that they were kind of aware ofthem, and they would probably be
coming up Like all those, justlike I said, little nuances that
happen at this time of yearthat go along with, like you're
saying, the field trips, theregions, the whole nine.
Speaker 1 (08:33):
Right, it can be very overwhelming yeah very
overwhelming.
Speaker 2 (08:38):
So I'm hoping next year kind of a goal that they
said was like they should belike monthly or every other
month and like they were voicingthat.
So I think that team effort isthere and I think that they now
have kind of a small camaraderiebetween themselves, like they
might be in different buildingsand they might be doing
(08:58):
different you know sections,excuse me, like music versus
math, versus science, versussocial studies, but at least
being able to say I know youwhen I walk in that room on the
second like opening day, I'm notjust going to know the people
from my department, I now feelthe comfort of all of these
people that might be in mybuilding or people, these brand
new teachers that I've startedout with that are part of my
(09:19):
year, something that really justgets them to be cohesive, yeah,
so I'm very thankful for thatand I love their insight and
their input and I know that Iwill definitely be going back to
them, as this is kind of theywere kind of the guinea pigs.
So, yeah, like, will this work?
What would you like to have?
And we brainstormed a bunch ofideas that I had sent to Dr I of
(09:40):
like things that they were kindof like could this be things
that we do in the future?
These might be things you mightwant to do with next year's
cohort, and kind of just layingthe map out for them and
navigating that forward.
So it was really nice to have,so I appreciated that.
Speaker 1 (09:54):
And not only did you guys do a connection with each
other so that created thatcohort, that relationship,
because often when you start inteaching, if you don't have that
person or group of people thatyou're able to connect with, it
can feel very isolating and bevery alone.
But you guys not only did youcreate that model of cohort and
(10:18):
that relationship between thesenew teachers, but you guys also
inform them on other things,such as teach accounts, such as
investment routes for teachers,so that they are able to take
advantage of some of the thingsthat are available for teachers
as they think forward.
When you're in the first year,you're frequently not thinking
about any of that.
Speaker 2 (10:39):
Absolutely not, and that was nice to like, those
those very open conversationsand again, like that was brought
up again about, like if youhaven't started your 403B or if
you haven't opened up somethingto really start putting money
aside, like, please just bemindful of that or look into it
with Tiana, like going forwardso that she has it all set up
for you come the fall.
And they were like again veryopen to all of that and they
(11:03):
were saying, you know, like, canwe have more of these as far as
like just the little things oflike the tips and tricks, of
like how to maneuver in parentsquare and how to like all of
those things that we all justsometimes forget that are needed
, and really honing in on thethings that they said and using
them as a baseline and whateverthe next cohort says that they
(11:24):
need, obviously you, just youknow you pivot to that next
sector but, at the same time,having that ability to just say,
okay, this is the startingpoint and you guys really helped
grow this in a complete way and, like I said, continuing to go
back to them and be like, okay,if I'm looking at this going
forward and I'm trying to mapout my thoughts for next year's
(11:47):
cohort, what would you say thetop five would be for afternoon
after school meetups maybe, asyou know, classroom management
and whatnot.
And a lot of them took onclassroom management as being
something that they were justfeeling like.
They wanted to see otherteachers who were veteran
(12:07):
teachers and it was really great.
We had some from the highschool actually go down to the
LA buildings and watch, whichwas really great because, again,
we are all one community.
We are all part of thistogether.
So please go and see teachersfrom different avenues, because
you don't.
You could pull something likeoh my goodness, that's
kindergarten teacher, use this,and it would totally work in my
(12:27):
ninth grade social studies classand not even realize that
that's possible.
The Kagan strategies pullingthose out and saying you can use
these in any route and lettingthem know that they're there and
that's a cooperative.
The cooperative learningstrategies and structures are
huge to make those communitiesinside each classroom as well.
So they were really receptiveto all of that.
(12:49):
I had someone up here at thehigh school level.
She went to her mentor and sheactually was able to go around
and set up a whole day withschool business and she went
from like classroom and then shegave herself a prep period to
be able to like take notes andreally dive into what she saw
and things she wanted to takegoing forward.
And I loved the fact that herand her mentor sat down and kind
(13:09):
of like made that happen forher and really just gave her the
time to feel success too.
Like I'm not just rushing tothe next section, I'm not just
going from this classroom tothis classroom.
I now can like decompress.
Speaker 1 (13:22):
Right.
Speaker 2 (13:23):
And really reset myself and then take and reflect
, yes, and reflect on what wasjust, you know, seen and every
teacher teaches so differently.
I just I've been up here todayshadowing Jeff and Jennifer and
we've done a couple on and offand it's really been captivating
for me to see teachers up here,because it's a completely
different realm.
(13:43):
Of course, One of them mademention of crisscross applesauce
and I go and I turn to Jeff andI go yeah, that's my world.
That's not what you guys are,but again, being able to see
that cross connections of allthings going on and just being
aware that we are truly in thistogether and keeping those
cohorts feeling that way and beable to continue to grow those
(14:05):
relationships Because, as we'vetalked before, this is something
that they're going to need.
You don't want to have thatisolated feeling, but I just
want to give them a shout outand let them know that they have
done a fantastic first year andthey truly are a part of the
sled in a way that they mightnot even realize.
Speaker 1 (14:20):
So yeah, yeah.
Well, big thank you to them,big thank you to you for all
your work on this and I reallyappreciate you coming on and I
can't wait to hear the nextupdate as we go into the second
cohort.
I know, super fun If we'regoing to apply from the last
group and what we'll do tosupport this group going forward
.
It just seems very exciting andit is definitely a best
(14:42):
practice.
Yes, yes, a model for others tolook at and to prepare our
incoming teachers to be lifelongprofessionals in our district
and be part of our Husky team.
Speaker 2 (14:54):
Absolutely Go Huskies , all the time Go Huskies, well
thank you so much for coming.
Speaker 1 (14:59):
Thank you, dr Morris, I really appreciate it.
Have a great rest of your day.
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