In December 2006, Sophia Pappas began writing about her experiences in
her pre-k classroom for Inside Pre-K. You can find the archives here. I was so excited when I discovered her in March of 2007 because I had not found many pre-k blogs, and hers was SO
good. I learned a lot from Sophia as she described what it was like to
move from novice teacher to teacher leader. Her perspective was
refreshing because it was open-minded and reflective. I really felt
like I was learning with her. I think Sophia inspired many people with
her thoughtful posts. I know she inspired me. Now, Sophia has published
a book based on those experiences titled: Good Morning, Children: My First Years in Early Childhood Education.
When I asked Sophia if she would do a 5 Qs interview with me ,she happily agreed. Without further ado.
1. How was the reality of teaching preschool different from what you expected when you decided to join Teach for America?
While
I understood the importance of high quality early childhood education
for furthering educational equity, I was not aware of the complex analytical and organizational processes required to meet the needs of
all pre-K students. My students could make tremendous progress in all
developmental domains only if I adopted a highly systematic and
comprehensive approach to planning, teaching, and assessment.
Policymakers interested in early childhood education investments need
to realize the wide range of skills required to realize the potential
of pre-K programs.
that no other job could have taught you? How has teaching affected how
you approach your work now?
Teaching, unlike any other job
I could have taken after college, proved to be a fundamentally
transformative experience in terms of its impact on my mindset and
leadership skills. My classroom experiences solidified my commitment
to eradicating educational equity by demonstrating the ability of all
children to succeed, regardless of their birth circumstances. Once you
see a child who came into your class in September uncomfortable with
school and with little to no understanding of letters ultimately leave
your classroom in June excited about school and on the brink of reading
basic sentences, you simply cannot accept any system that deprives
children of equal opportunities. As a teacher, I was able to take
ownership of managing an entire classroom, whereas most jobs right out
of college often do not provide you with the same level of
responsibility. It enabled me to grow as a leader and professional.
in formal learning environments for the first time. I miss being there
when my students make connections and express enthusiasm for learning.
Some teachers find taking anecdotal notes burdensome, but I remember
feeling incredibly joyful and proud of my students each time I wrote a
note that demonstrated their progress. I was still excited when the
note showed the need for further growth because I knew I would have the
chance the following day or week to analyze those weaknesses and work
with the child to address them. I guess more than anything, I miss
being in a position to have a direct impact on the foundational
learning of my students.
We
as a society affirm our commitment to ensuring that all children can
realize their potential through public education. We developed this
consensus on the importance of education for a variety of reasons,
ranging from the liberal philosophical case for respecting the dignity
and worth of each individual to economic arguments focused on fostering
a productive society. Given the critical role of brain development
before the age of five, the reality of achievement gaps that start
before kindergarten, and the potential for high-quality early childhood
education to help level the playing field, we cannot expect to fulfill
our promises of equal opportunity or to increase economic vibrancy
without investing in pre-K. It's not enough to ensure that young
children have a safe place to go during the day. We need investments
that concentrate on access and quality in order to make the most of
time spent with young learners.
Pre-K
teachers have one of the most important jobs. Early childhood
educators introduce children to the institution that has the power to
significantly influence their life trajectory. You should enter this
profession aware of the incredible responsibility you have in laying
the foundation of skills and attitudes a child needs to succeed. That
task, while seemingly intimidating, can be empowering if you approach
each day and the year as a whole as an opportunity to give young
children the highly enriching and engaging first year in school they
deserve.
Given the high stakes involved, you should become a
pre-K teacher only if you are willing to invest the time and energy
needed to meet the unique needs of each student. Concern for the
well-being of children is necessary, but not sufficient to be
successful. Similarly, knowledge about child development without a
sincere belief in the ability of all children to succeed regardless of
their birth circumstances unjustly limits the life paths of children.
You need to commit to leading your class toward significant growth in
all developmental domains and be willing to critically reflect upon and
improve your own practices to achieve that goal.
