Since March 2020, I have been in a hyper state of reflective practice. The global pandemic flipped my work life upside down - causing me, and really the entire education world in Ontario, to re-evaluate how teaching and learning works when we are not face to face with our students.
In addition to the pandemic, there have been a number of other events (George Floyd, BLM, US election, the Ford government, the 215 children in BC, etc) that have caused me to be more disciplined in looking after my mental health by entering into a reflective state with respect to my life, how I see myself, and what I need to do to become a better version of myself - in all aspects of my life (partner, parent, educator, friend/ally).
Between the curveballs thrown at me as a classroom teacher and the things happening around me with respect to race and equity, I have had to examine my personal leadership resources and take stock of what I have in abundance, what I am depleted of, and where I can get more of what I need. The Catholic Leadership Framework identifies cognitive, social, and psychological resources that effectively enact leadership practices. I have spent a significant amount of time thinking about how I am doing in terms of my problem solving ability, my professional practices and how they lead students to success, dealing with my emotions, being proactive, resilient, and optimistic. As the school year comes to an end, I can say that the reflective practice I have been engaged in has allowed me to "check in" with myself often and evaluate what I am doing well and where I need to pay more attention.
My constant "check ins" lead me to want to engage in activities that would positively feed me. Mentorship sessions with leaders inside and outside of the WCDSB, the Catholic Leadership Through an Equity Lens initiative, and coaching the Girls Who Game program at my school are the main things that brought me a sense of value and joy. Those three things provided me with the fuel I needed to keep making a positive difference in myself and the staff and students I work with no matter what was happening around me.
Through the lens of The Catholic Leadership Framework, my practice of reflecting on what is working and what isn't working helps me set direction, build relationships, support desired practices, improve the instructional program, and secure accountability. When I think about the purposeful conversations I have had with formal leaders this school year, I immediately recall learning about the importance of setting high expectations and meeting the demands of the different stakeholders I work with/for. The Catholic Leadership Through an Equity Lens initiative provided me with the opportunity to share my leadership discernment story, the importance of building trusting relationships, and staffing the instructional program in a purposeful way to serve the diverse needs of our students and community. Leading the Girls Who Game program allowed me to work on being accountable to my administrators, the outside groups supporting the program, and most importantly, the students themselves. The program also stimulated growth in staff members who were part of the collaborative process, allowed me to monitor progress in student learning, and allowed me to help build a sense of internal accountability in myself and the other adults working with me.
As I approach the end of this very interesting and unprecedented school year, I am walking away from it feeling successful. The stress and adversity lead me to dig deeper into who I am, the blessings I have in my life, and where the fuel is to keep me going in the right direction.
