I started my work at The Primary School (TPS) in February of 2020--just six weeks prior to the school (and country) shutdown due to COVID-19. From my first day on site, I was blown away by the staff. The teachers at TPS are models of excellence in everything they do; from the daily morning greetings they give to each and every student entering the classroom, to the creativity they put into lesson plans to ensure learning and engagement of all students. They arrive each morning with joy and enthusiasm, smiles on their faces, and excitement at the prospect of teaching and spending quality time with their students.
As a UE Coach/Clinical Intervention Specialist for The Primary School, I realize that teachers are the lifeblood of our education system and of the schools in which they work, often serving not only as educators, but as mentors, surrogate caregivers, safekeepers, and more. In remote learning, teachers face unique challenges, “working tirelessly to solve inequities within their schools, create meaningful lessons in the confines of virtual learning, and build care and trusting relationships with their students,” (XQ Rethink Together, September 2020). This new normal requires school leaders to implement new ways to support teachers’ professional growth, to protect their emotional well-being, and to ensure that they get the support necessary to thrive, grow, and avoid burnout.
In partnership with their Seneca UE Team, The Primary School’s leadership have developed many ways to address teacher well-being:
Site Representatives: ‘Site Reps’ are nominated by their peers to represent their position and give input on decisions for the school. They connect with their peers before site rep meetings to gain a deeper understanding of the thoughts and ideas of their teammates, and share input on school wide issues such as:
Grade-Level Team Meetings: A monthly space for teachers to meet with clinicians and behaviorists to discuss observations, concerns, and curiosities about their students’ social emotional needs.
Identity Work: Consistent professional development opportunities to work on exploring themes of identity, equity, and diversity & inclusion practices in hiring staff and in meeting the educational and emotional needs of students, families, and staff.
Staff Wellness Office Hours: Weekly office hours where staff can sign up to have brief phone conversations with clinical staff to address issues around burnout, personal and professional challenges.
Site Representatives: ‘Site Reps’ are nominated by their peers to represent their position and give input on decisions for the school. They connect with their peers before site rep meetings to gain a deeper understanding of the thoughts and ideas of their teammates, and share input on school wide issues such as:
- Returning to in-person school
- Planning for the 2021-2022 school year
- School calendar
- School-wide events
Grade-Level Team Meetings: A monthly space for teachers to meet with clinicians and behaviorists to discuss observations, concerns, and curiosities about their students’ social emotional needs.
Identity Work: Consistent professional development opportunities to work on exploring themes of identity, equity, and diversity & inclusion practices in hiring staff and in meeting the educational and emotional needs of students, families, and staff.
Staff Wellness Office Hours: Weekly office hours where staff can sign up to have brief phone conversations with clinical staff to address issues around burnout, personal and professional challenges.
These supports were started in order to address the needs of teachers and staff during a frightening time in our country. Ideally, our schools will see a return to in-person learning and a more typical school year in 2021-2022. Despite this, teachers will continue to need professional and personal support in order to engage in meaningful and effective teaching. The Primary School is well positioned to continue these efforts for the remainder of the school year and beyond.
Blog Post Written By: Amy Bryman, UE Coach/Assistant Director of School Partnerships/Clinical Intervention Specialist
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