Wowzers

One week in at Pressman Academy has already taught me so much of what it takes to be a teacher, to work within a education organization and how tough it is to get everything into place for the start of the school year. I have spent my time so far in a variety of meetings, covering everything for communication protocols to the all important parking assignment, setting up the classrooms with my mentor teachers and on a retreat with all the staff and faculty from the school and even some from the synagogue.

Community

I found the retreat extremely valuable in learning about the roles people gravitate to in the larger group, the strength of character that people have, and the willingness by everyone in the school to work together as a team. I really appreciate that the administration appreciates the needs to program events such as these to build community and to emphasize the value of communication, healthy risk-taking and teamwork. Even in each meeting they emphasize the core mission of the school and that these values are not just for us to present to the students, but also for ourselves.

Classroom Limitations

The classrooms themselves have been a unique experience. My second grade classroom have a more established set up, such as furniture, bulletin boards and a history of how things have gone in years past. On the other hand, my eighth grade classroom is new to my mentor teacher, the shape of the room does not mesh well with the furniture provided and although there is ample bulletin board and closet space, we have had to reconfigure the chair/desks numerous times. I notice how crucial the simple set up of desks is to the way students relate to each other, the teacher and the display of information.

Classroom Integration

In the second grade classrooms we had to navigate the issues of how two teachers, one Judaic, one General Studies, can share the classrooms and have all their curriculum needs met by the facilities. The administration made strong efforts to encourage community building in the areas where teachers share a space and students. I feel that although integration is strongly encouraged, it becomes more difficult because although some content can crossover, the school’s Hebrew immersion program restricts the Judaic teachers from interacting with the General Studies, because they must do everything in English.

Mentor Relations

I am happily finding it easier to understand what my mentors’ strengths and also where I can be of assistance to them. I am very excited about the students coming next week, and looking forward to seeing the implementation of the lesson plans that my mentor teachers and I have developed for the opening of classes. I have been very lucky that both my mentor teachers have been including me in discussions about the first day of classes and my middle school mentor has even built into the first day’s lesson a space for my participation directly with the students. Thought it may still take some time for myself, my mentors, the other teachers, the administration, the parents and the students to fully understand what my role is. I am not sure what role and voice I have with the team and community. Because I am considered part time, and technically temporary (new and only at Pressman for a year), I feel that I am seen as much as an outsider as a member of the faculty. Regardless, I am so thrilled to be working within this school and look forward to what is to come.