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 Week 30: Learning the System While Keeping the Heart

This last week was not your average week. It was a week full of IEP testing and data updates. It was a week to wrap up the third nine weeks in style. All of my IEP goal sheets were updated and filed, all progress reports were printed, and IEP drafts were written for two meetings scheduled for after spring break.

It was also a week that almost broke me by Thursday. I needed some air from the stifling work of progress reports for nearly 30 students. On Thursday, I decided to be a teacher again and help some kindergarten littles enjoy Field Day. A fresh sense of energy rose up in me, and I became a shadow, making sure these sweet kids were safe. I followed all the rules that ESE teachers are expected to follow to keep students safe and to make sure we do not handle difficult situations alone. Even when one student did not want to return to class, we worked as a village to make sure she got back safely. It is important that, as teachers, we plan ahead and prepare for anything. We must learn to set the stage for teamwork.

In addition to working with some littles, I learned the importance of a system. I have lots of questions, and believe me, I ask them—for those of you who have the pleasure of working with me. My view is only one perspective, and a school is multifaceted. There are many moving parts that make up the whole. There was, and still is, a system in place created by those who came before us. My job this year has been to learn one more part of the machine that makes schools work.

In being a support facilitator, I have learned to respect teachers, listen to leaders, guide those who listen to me, and collaborate with teachers to help students learn. I am learning that I cannot speak for a position I am not in. I can only speak for the position I fill. I must show respect for another person’s role, knowing that they are fulfilling their responsibilities and following their guidelines as well.

As you can imagine, this week was a lot to process. I still do not have all the answers. All I want to do is help students learn and feel heard. I might have rose-colored glasses, but those glasses help me reach students with special needs one person at a time.

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