Excelling Beyond the Seen Obstacles

In July 2020, I made the decision to step out of the classroom and journey into school leadership. Yes, you read that correctly. During a season of much turmoil within our education system, I accepted the role to lead a school. While it was not an easy task, I was not alone. I was amongst other educators who were stepping out on faith and seeking to make a difference within the lives of students. Some for the first time and some for the twentieth year.

Within the two years as principal, I encountered and was given a glimpse into the classrooms of many educators, veterans and first year teachers. While peering into these classrooms, there was one significant commonality -  each of them were seeking to navigate some of the most arduous years of education to the best of their ability in order to see students thrive. 

Teachers and students pivoted from in person learning to remote learning within a matter of months, sometimes even weeks. Nevertheless, there were still high expectations set for both teachers and students. Students were expected to meet academic standards while growing socially and emotionally. Teachers were expected to foster a rigorous and safe learning environment, not only within the brick and mortar classroom setting, but also the virtual classroom. Simultaneously, school leaders, including myself, contemplated ways in which to support and care for teachers and families while encouraging and challenging teachers to foster a growth mindset as a way to support students’ development towards being independent learners and confidently persevering through an ever changing delivery of instruction.

Through my coaching sessions with teachers, I began to develop a sense of how to gracefully challenge teachers to enhance their instruction for the growth of students. In coaching, I learned two key things that I will continue to implement throughout my journey as an instructional leader:

  1. Share the Burden - Leading is not done from the front or behind, it is done alongside. In my experience, I have learned to ask teachers, “How can I be of support?” instead of simply providing the support I thought they needed. The times in which I have led from this perspective teachers were able to share what they needed. Sometimes it was co-teaching a lesson, modeling a lesson, or planning activities with them. Leading from this lens, I have learned the impact is much more effective because the teacher takes ownership in leading.

  2. Instill Confidence - In an episode of The Cult of Pedagogy, Jennifer Gonzalez speaks to why so many teachers are leaving the profession now, but also why others choose to stay. One of the defining reasons that helped teachers decide to stay was administrators trusting teachers. Often teachers would seek my approval and I needed to remind them of their expertise. In our line of work, we are here to serve students and serve them well. Supporting teachers in their work to support students boosts their confidence. As teachers feel confident in the work they’re doing with students, the impact is displayed through student achievement.

As I venture into a new role this school year with an exclusive focus on instruction, I seek to continue to build up teachers for the work they have been called to do. The past two school years, while I have encountered numerous obstacles related to the pandemic, I continued to prioritize the development of teachers. In my new role, I am certain there will be obstacles to overcome; however, I will remember to focus on moving beyond that which is seen in front of me to obtain the fruit that will come where teachers make strides to and grow for the sake of their students’ academic growth and well being. I will look to encourage teachers to grow independent learners through supporting coaches who support them and providing teachers with the necessary professional development that will increase their confidence. While the road of excelling as a leader may be rough, the growth seen in those taking the journey with you brings forth an insurmountable amount of joy because of the impact their growth has on students.

Dr. Shantel Small is the Assistant Principal of Instruction at a high school in the School District of Philadelphia and has been an educator for more than 12 years. Her experience spans a variety of settings,  from the public school and charters to private school, from elementary and middle school to the high school level.  Dr. Small received her Master’s Degree in TESOL from Holy Family University and returned two years later for her Doctorate in Educational Leadership. Dr. Small is passionate about supporting new and veteran teachers in the ever changing field of education.


Connect with Dr. Small on LinkedIn: Shantel Small, Ed. D.