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Can transformative teacher education truly rekindle professional passion and resilience?

Image courtesy of interviewee. November 14, 2024

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This video discusses the complex challenges educators face while striving to provide quality education, particularly for P12 students from marginalized or low-income backgrounds. It emphasizes the importance of recognizing the emotional and psychological toll of secondary trauma on both students and educators. The speaker advocates for a balance between dedication to students and self-care for educators, highlighting that one cannot effectively support others when they themselves are depleted.

The narrative stresses the importance of educational leaders being aware of their personal identities and the environment in which they work, especially regarding issues of race and authenticity in predominantly white spaces. The speaker shares experiences from a teacher education fellowship aimed at reconnecting educators with their passion and individual identities while fostering transformative educational practices.

Furthermore, it touches on the need for educators to adapt to the rapid changes in society, focusing on developing critical thinking and communication skills rather than just informational knowledge. The speaker calls for integrating community engagement and service learning into education, emphasizing the importance of preparation for addressing global challenges, including environmental issues.

Lastly, the text reflects on the significance of personalized self-care strategies, acknowledging that traditional approaches may not work for everyone. Instead, educators should focus on what genuinely brings them joy and relaxation. Ultimately, the speaker expresses hope for a more holistic and actionable approach to education, integrating academic learning with civic responsibility and community involvement.

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We are often faced with different challenges depending on

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where we work in relation to the economic status

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of the neighborhood, the environment, the trauma

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that our learners, and I'm talking P 12 students right now

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may experience as well as their families.

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So the secondary trauma, there's just so much

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that we encounter on a day-to-day basis as we are striving

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to provide a quality education.

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So as the leaders, the individuals

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who are organizing the school, who are being the teachers,

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who are being the parent liaisons, whatever our role is,

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we have to have the mindset that yes, we're going

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to do whatever it takes to help educate our children

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and help them to be successful

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and to set them up for productive lives.

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But in doing that, we also need to be mindful of ourselves

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and how we care for ourselves

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and how we are keeping ourselves vibrant

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and committed and connected.

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Because if I can paraphrase that adage,

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you can't pour from an empty cup.

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So it really is important to kind of have that balance

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between looking at you as an individual, as a person,

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because you still are.

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And as the leader who is responsible

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for moving something along in whatever educational context

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that we work in, it is such a daunting experience sometimes

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to hear the stories, the experiences that some

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of our children go through.

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We are also, like I said, people,

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we might have aging parents be raising our own children.

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There are just so many challenges that can happen,

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which sometimes can feel a little disillusioning

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and make you not want to necessarily give your best,

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but you have to give your best.

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It's just like a non-negotiable in the case of, you know,

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wanting to educate students in today's world in particular

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black and brown students and

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or students from low income neighborhoods who for a variety

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of reasons already have some historically

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marginalized strikes against them.

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So we really do need to be preparing them

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to be the very best they can

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and to contribute to society in all the ways

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that their natural gifts and talents is allow natural gifts

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and talents, allow and support Dr.

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Kara Baker Ball. This was her idea.

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She created this transformative teacher education fellowship

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and it was an opportunity for a variety of educators

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to come together, from all across the United States

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and one from Australia.

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So we were international as well.

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And it's really based on that premise that we needed

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to take time to reconnect with who we are as people,

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what our passions are, what makes us excited and motivated

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and want to learn while simultaneously thinking about

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how those types of experience translate into whatever we

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do in our work world.

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Some of us were working with undergrad students, some of us

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with graduate students, people wanting to become teachers,

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people wanting to become administrators.

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So kind of finding that balance again between who you are

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as a person and whatever your educational role is

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and how you can go back

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and live by example if you will, in terms

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that you are also doing the types of things

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that you were asking, whomever your students, in this case,

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the adult learners to be.

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I do identify as a black woman

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and at this point in time in my life, I identify

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as a black woman as opposed to an African American woman.

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Though if someone calls me that, I will acknowledge it

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and I choose black

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because I think it is a more comprehensive moniker in

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relation to all the people who are

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of African descent across the world.

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So that's kind of why I am where I am right now

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with my self-identification.

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But I say that to say that sometimes, especially working

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in quote unquote white spaces, it can be hard

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to be authentically black.

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So in the context of this session that I wanted to do

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or that I did do, music matters to me.

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And so I incorporated the Black National Anthem,

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lift Every Voice and Sing written by James Weldon Johnson.

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I ended the session with the song Celebration

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by Cool in the Gang.

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And part of it was kind of like,

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how do you still bring you into the classroom?

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I am a former early childhood teacher in Baltimore City

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and I remember like, don't smile.

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Well that's not the advice that you give to new teachers,

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that you don't smile.

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And, and so kind of how do you bring the authentic pieces in

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to what you are doing in ways that show a little bit about

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who you are as a person and also help to make connections.

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Because ultimately if you wanna think about transformative

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leadership, leadership transformative education,

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you are looking to find those connections.

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You are looking to help that person identify

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what motivates him or her

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and how they can use that as a springboard.

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It doesn't mean if we only get to do the content

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that we like or the stuff that we like,

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but we are looking for those connections, those ways

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that we can build bridges so

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that ideally we can get the knowledge that we need

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to move us forward in whatever aspect of life it would be.

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So we had opportunities such as that.

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There were other things, this was several years ago now,

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so AI wasn't quite what it is now.

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So we were kind of on the cutting edge of that

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and looking at some of the tools

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and things that would be assisting

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because education is not stagnant.

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It does not stay the same.

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And in thinking about educating children, again,

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if we go back to the P 12 young children, we don't know

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what the world may look like for them.

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We don't know the jobs that might exist.

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So that critical thinking, that problem solving, the ability

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to communicate, like those really are the key things.

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Yes, facts are important,

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but you know, you can get knowledge almost any place now.

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How do you really understand it? How do you process it?

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How do you parse it to determine kind of

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where it's coming from and the message and what may

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or may not be accurate or the multifaceted sides.

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Because thinking about history in particular,

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everybody has a side in regards to

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how something happened or didn't happen.

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So learning those types of skills

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and having the opportunity to kind of remember that

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and to be grounded in something, that was one

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of the key takeaways of that experience for me.

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And something that I came back to my own teaching 'cause I

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Now teach on the collegiate level, with adult learners

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and I encourage them to be doing it for themselves

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and for whatever group of learners they work with.

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How other people's perceptions

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or implicit biases might challenge that.

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I recalled having a conversation with some colleagues,

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so other professors once and we were a mixed group, black

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and white individuals, male and female,

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and talking about how quite often as a black woman I need

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to take a softer approach when there's

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an issue or a challenge.

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I can't just come right out

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and say blah, blah, blah, blah, blah.

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Because often what I get back is I'm an angry black woman

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and that's counterproductive.

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It does not move the conversation forward.

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It does not help us find a solution.

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So knowing kind of the nuances of the interpersonal space

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and how one has to interact and connect and question

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and ponder to get someone to kind of say, hmm,

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and to think about their action

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or lack of action depending on the context

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and what they might do differently if presented

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with a similar situation, at a later date.

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But it, there is also a beauty in it.

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I do work at a predominantly white institution of higher ed,

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and so students of color, it helps to see me

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and like when I was department chair

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and when I had some other pseudo administrative roles

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around diversity education

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and, diversity, equity and inclusion.

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And so like it is possible that those things matter.

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So yes, there are some challenges associated with it,

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but there are also some positives and some benefits

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because representation does matter

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and that is still a part of

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what we are doing in the space of education.

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Allowing people to see what the possibilities are

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and knowing that you can carve your own pathway

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as well in relation

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to whatever you might want to do as a learner.

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Diversity, equity and inclusion aspects have always

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been important to me.

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So I think over time, the first diversity syllabus,

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statement for the first diversity statement for syllabi,

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I created that back in the day.

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I chaired the diversity committee for many years.

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We did some book groups that as we transitioned

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into a more solidified office, that became one

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of the hallmarks that they had a book discussion group

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thinking about the opportunity to,

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support my faculty in particular

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and have them have successful evaluations

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and things of that nature.

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So I think just being a good listener

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and a good supporter in relation

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to helping other people achieve their outcomes

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and metrics, that's probably what I am most proud of

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and call my success.

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I've been having people tell me for years,

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meditate, meditate, meditate.

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Meditation is not what works for me.

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And so that's why part

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of my model is the personalized self-care, figuring out

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what really works for you.

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I said a little earlier that I love music.

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So I have particular playlist.

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I have my traditional gospel playlist.

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I have what I call my woman empowerment playlist.

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I have what I call my party playlist, like kind

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of depending on my mood

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and what I need I feel to energize me

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and to help keep me focused.

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So the key is really figuring out what works for you

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and it might not be what works for everybody else,

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and that is perfectly okay.

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And so not spending like go gods of time feeling bad

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because you can't do whatever the fad is

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or what everybody else is telling you to do,

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but what genuinely works for you.

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And obviously in the way that we craft this, you need

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to find some balance.

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And so, I recently remodeled my house.

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I put a whirlpool bathtub in so I could take a nice bath

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and just be relaxing a candle.

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And so like what are those things

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that genuinely bring you pleasure?

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And I think that's the key to figuring out

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how you manage stress.

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That if you are too focused on managing it the way someone

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else manages it, that might not be what works for you

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and ultimately causes you

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yet more stress rather than alleviate your stress, which is

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what you want through your personalized self-care.

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This is a hopeful question

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because the world really is changing at a rapid pace

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and I think we need to have educators

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and the families, the students, everyone concerned,

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be a little bit more integrative in relation to

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how we are building those processes.

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I said earlier that knowledge is kind of out there,

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you can find it, but recognizing those interpersonal skills.

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So what are the opportunities for our P 12 learners

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to have more apprenticeships to be out in the community,

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engaged in service in ways that benefit

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00:10:41.155 --> 00:10:43.385
where they live themselves and others.

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00:10:43.805 --> 00:10:44.865
So I'm really hopeful

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that we are thinking more about the action part of learning

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00:10:48.725 --> 00:10:51.465
as the future moves forward in ways that again,

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00:10:51.485 --> 00:10:55.025
are benefiting not just us, the people, but also the planet.

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Like environmental science is a key issue right now in

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00:10:58.465 --> 00:11:00.385
regards to how we're taking care of the world,

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00:11:00.725 --> 00:11:02.425
and that lends itself quite well

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to both learning academically, if you will,

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00:11:05.365 --> 00:11:07.505
and being civically responsible and minded.

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So I think we need more opportunities and visions

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00:11:11.505 --> 00:11:12.785
and things that are looking at

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00:11:12.925 --> 00:11:15.905
how education is not just quote unquote in the classroom,

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00:11:16.285 --> 00:11:18.545
but how it's really being applied to the community

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00:11:18.545 --> 00:11:19.345
and the world at large.

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