Last week, I got really nervous.  The Ohio Department of Education and Workforce not only issued mandates for public school districts to undergo professional learning in the Science of Reading, but they also required a state test for all K-12 educators….including Superintendents!  I was a previous high school math teacher, so I had no formal training and overtly taught literacy.  However, I was a curriculum director in previous districts, so I participated in literacy training, read books and articles on the subject, and studied literacy to improve and help others.  Studying is one thing; taking a test is another.

So, one night, I sat down and began the online training.  I started with a pretest and didn’t do too bad - I did have a background in literacy stronger than I thought.  I went through the modules and felt a mixture of review as well as new learning.  Each module had an exam at the end, and I passed them.  Instead of calming me down, I experienced more trepidation and anxiety getting closer to the final exam.  In my mind, I took a moment to pause before submitting the final - “If I fail it, I am not a failure.  I’ll just study more and retake it again.” And then it happened: I passed! A huge weight was lifted from my shoulder! 

I’ve had a few parents and community members ask what it was like working in the summer.  In addition to taking the summer to rejuvenate and enjoy much-deserved time with family and friends, our educators, regardless of role, are also investing time to learn and better support their students.  In addition to taking that state literacy test, educators are reading books or articles to increase their content knowledge background but also strategies to help students learn better.  A few educators in the district are reading a book on the impact of cell phones on kids, and I am personally trying to learn more about artificial intelligence.  Many educators have also found podcasts that help to unlock learning in an audio format.   

We have two educators who are part of the Fulbright-Hays (FH) Group Projects Abroad (GPA) Grant group. Developed as an extension of Wright and Anes’ Wittenberg in Poland summer field study program and titled “Exploring the tension between democratic pluralism and nationalistic exclusion of the ‘other’”.  They are investing one month of their summer vacation in Poland to learn about the societal landscape, political and historical climate, and culture in order to bring back learning insights to integrate into their classrooms.  I know of two other educators who created their own learning trip out west to not only adventure but also investigate the climate, terrain, geography, and habitat to help in future science lessons.

I think it’s safe to say that educators are imprinted with lifelong learning traits in their DNA. Whether it’s formal training or even a walk through the Farmer’s Market, educators are always picking up ideas and ways to learn and improve student learning. I am thankful for our Oakwood Educators for all they do!

#OneOakwood