Educational Manifesto

Carol Carota

What was my motivation for becoming an educator? After pondering this

question, I cannot help but relate it to my own decision to change careers, to
return to school, and to become a teacher a few years ago. The idea of
changing careers and leaving the security of a job I had known for some fifteen
years was without question an intimidating prospect, but I knew that it was a
challenge I could no longer escape. For as long as I can remember, I have
wanted to work with young people. This was the motivation behind my decision
to leave the security I had known for so many years. Educators have a
responsibility to act as positive role models for students in order that they might
emulate and imitate them, and it is for this reason that we must not enter into
this profession lightly but must be ready and willing to embrace the challenges
that come from assisting young minds to develop. I would submit that part of
this responsibility requires the willingness on the part of educators to recognize
when change within the existing system is necessary and to embrace this
change even in the face of resistance.

I believe that teachers play a central and significant role in the ways
schools operate and their role in acting to bring about needed change is
crucial. True change, however, can only be realized when the organization and
community work collaboratively. Having stated that, one would be hard-
pressed to deny the overwhelming magnitude of such tasks when given the
often isolating nature of teaching. As a third year teacher, I often find myself
struggling with the isolating nature of the profession. The recognition of this
fact came in my first year on my first day of school. When the door to my
classroom shut, and I realized that I was truly on my own, it was simultaneously
exhilarating and overwhelming! There was no one to lean on should questions
or concerns arise, but I knew that I must embrace the challenge. As a new
teacher I am often forced to "hit the ground running" without benefit of what
most would consider true preparation. Having come from the private sector, I
was used to an environment in which there was a person assigned to train new
employees for a rather substantial time period. New employees often closely
shadow their mentors, allowing for hands-on experience and immediate
question and answer sessions. Although one could argue that teachers are
prepared through undergraduate and graduate work, it has been my experience
that the education I received in no way truly prepared me for teaching. For
example, as an English teacher, I often wonder why we approach university
literature courses not as future English teachers but rather as students of
literature. Perhaps this is why the role of the teacher leader is of utmost
importance. We must accept the uncertainty and ambiguity of our profession
but also understand how relevant our perspective is in recognizing the need for
change and for helping to implement it. I am often taken aback, however, by
the unwillingness on the part of my colleagues, to embrace this same
philosophy, and I see a resistance on the part of senior faculty to acknowledge
new teacher experiences as a means to discuss change. Many of my
colleagues operate with a "this is the way we have always done it" mentality,
making it difficult to effect change of any kind.
 Given the nature of these existing challenges, as well as the presence of
a resistance to change, what might be possible and how might I help to effect a
true change? I must first acknowledge that teacher leaders are not necessarily
those appointed but often times leaders by example. If I am warranting a need
for change I must be willing to embrace the reality of human nature and its
resistance to change. I must be willing to acknowledge the need for motivation,
which can then serve as a springboard. I must act as a facilitator. I must strive
not only to help create student minds that are always ready to learn, to explore,
to create and to become, but also to help instill this mindset in my colleagues,
administrators, and community members as well. An additional indicator of
teacher leadership must include a realistic look at the changes confronting our
world and the means through which we can effectively embrace and implement
these changes. The incorporation of technology, in my opinion, is the most
powerful means through which I can impact my classroom experience.
Technology is a powerful tool that affords countless opportunities for learning
and growth. It is a part of every student’s lexicon and educators can no longer
deny its power or usefulness. At this point, my technological expertise has
evolved through my time in T.E.A.M., and I can see technology's incredible
benefits. Google Docs, for example, is a means through which I can
collaborate and effectively engage students. We might create a visual
representation via VoiceThread as a group on a particular piece of literature, or
have an ongoing dialogue through a blog on a given literary topic. The use of
the word cloud is a remarkable means to reach students in very relevant ways.
Part of my T.E.A.M. experience is the exploration of the WebQuest, an idea that
opens up numerous possibilities in the English classroom. If one is to
effectively address today’s classroom, one cannot deny the technological
component. It is without question the driving force behind our young people
and our world. It is no longer merely a source of entertainment but also an
innate part of their learning style. It cannot be ignored.

Finally, the notion of change can only occur when the norms of teaching
are redefined. I can only use my limited experience as a third year teacher, but
I believe it is safe to say that until teaching becomes less isolated and more
collaborative, true and lasting change will not occur. Educators must not look
upon colleagues' expertise as threatening but be willing to embrace their
proficiency as a means through which to expand their own teaching experience.
Perhaps one way in which I can help foster this notion is to continually engage
colleagues in discussion regarding my technological experiences. I have seen
the positive results of technology incorporation in my own classroom, and I
have an obligation to share its impact with my colleagues. In fact, I have
already begun speaking to my department director with regard to professional
development instruction. I have also joined the Technology Committee in my
building. In sharing my experiences with colleagues I hope to foster a more
collaborative environment. Ultimately, I believe that educators have a
responsibility not only to provide students with academic skills but also to
ensure that students are given the opportunity to explore and develop as
productive members of society. What other profession can boast such a
demanding yet rewarding set of criteria?