As I stated in an earlier post, I initially wanted to be a school administrator in order to increase inclusive practices for students with learning or behavioral challenges. This was deep rooted from life experiences in having an older brother who was initially labeled as mentally retarded. This label changed, as decades passed, to words society deemed were more acceptable. The passion to use my life experiences to adjust the way educational services were provided to exceptional children never wavered. As I look back now I am thankful that I was given the opportunity to guide students, families and educators.

The first position I had was that of a middle school principal in a small, rural community in Southern Illinois. Part of the day, I would work with students in a computer lab and the rest of the day I juggled principal duties. This was almost thirty years ago so the memories are not as vivid as they once were. In a small school there wasn’t anyone else to be sure the building was secure so that was my responsibility. It made for very long days! The staff was a mix of veteran teachers along with those who were new to education. We all played important parts of making sure students were provided a wide range of experiences; from the yearly school play to lots of physical exercise. Since there were very few “hands on deck” everyone understood the importance they played in working as a team for students. The veteran staff provided me with all of the advice/suggestions I needed as I slowly began to learn, over the seven years I was there, how to be a school leader. Many thanks to the team of educators who I worked with during this time: Garry Monroney, Eloise Kueker, Barbara Marlin, Kim (Eggemeyer) Maes, Diane (Jaenke)Chambers, Terrie Thies, Larry Ashley, Bill Wilson, Evelyn Schrand, Vern Antry, Steve Sikorsky, Bev Braun, Mrs. Eggemeyer, Jim Macri, and Janice Hamilton.

One of the fondest memories I have, during these seven years, was when I discovered we could enter into a agreement with Saxon Math. They were just beginning to create textbooks and had a way of teaching mathematics (spiraling) that was very different from what had been done previously. If we purchased 15 books the other 15 were free as long as we anonymously shared the achievement data with them. With funding being extremely limited we launched into this initiative. The teachers and students embraced this new instructional method and achievement soared. I was so very proud when one group of students won a State Mathematics award! This all began with educators who understood how to build relationships with students and set the very highest expectations for their success.

I have worked at many schools in different parts of the country but I have never seen a group of boys, who were quickly becoming young men, so dedicated to playing basketball. The minute they arrived off the bus, until 5:30 when practice ended, they practiced basketball during every spare moment. They won some of their games, lost some, but everyone of them learned how to play together as a team and self-discipline. I was so proud of them! In a small, rural community when a common cause is identified they often come together to get it accomplished. The playground area had a baseball diamond but nowhere for them to play basketball outside. When an asphalt company was in town, paving the streets, I gathered together all of the muster I could generate and went to talk with them. I asked if they would please donate enough asphalt for the school to have a place for students to play basketball. They agreed, and shortly after, the parents joined together and placed the posts and hoops beside this asphalt. Yes, community can make all the difference in creating successful schools.

During the next post I will share about the nine years I spent in Wisconsin.

Such a tremendous challenge educators have to make in their common practices in order to assist students to be prepared for their future. A teacher might pause and think, “Wait, this wasn’t what happened in classrooms I grew up in.” Careful planning would need to take place for some of the 25 ideas to be woven into daily instruction. What could a PLC group implement into their structured time to assist each other in designing these shifts?

Master’s degree in hand, I thought I would move toward becoming a director of a county’s special education district. I paused, took a quick glance at the neighboring counties special education directors, and realized none of the positions would be open any time soon. I was in my last semester when I overheard a conversation between two fellow students about how the coursework I had taken would also provide certification in K-12 administration. I took almost a year to mull over the possibility of becoming a principal. Truth be known, when I thought of an angry parent coming into my office to see me (conflict resolution) I was certain I would turn into a blubbering idiot and disappear into a puddle of tears. I thought to myself, “a principal can’t act that way!” and I was stuck wondering what I was going to do next.

During that year I kept dreaming of moving the education of children with special needs into less restrictive learning environments. I wanted to create a change and began wondering if being a principal would help facilitate my hopes. In the fall of 1990 I began a career as a school administrator that would span twenty-six years. I will always be thankful that Dr. Robert Bulthaus, Superintendent, provided me with the marvelous opportunity to begin this journey when he hired me one hot August night. Just as Monica Phillippe was a marvelous mentor when I began my teaching career, Dr. Bulthaus was a thoughtful coach and listened to all of my questions until I began to come out of the fog.

It is wonderful to reflect upon all of the marvelous educators, students and families I have had the opportunity to work with during my career in education. Little did I realize that beginning as a special education teacher in a 4th – 6th grade building in Carbondale, IL would form such a solid foundation for what would be in my future. It lead to a deep understanding of why some children struggle with learning and how to reach out for resources that would help them. I followed these four years with spending the next five at home raising my first two sons. I am so thankful that I was able to be with them each day during their early years. Ah, but life does occasionally toss a curve ball and I suddenly needed to return to teaching. Just  after Christmas, I contacted the principal I had worked with previously. “Boots” Gaylin Fligor was so encouraging and asked me to fill in for a sixth grade teacher who was leaving mid-year. This opportunity left a life-time impression and provided me with a deep appreciation for the challenges faced by educators who step into the shoes of another during the year.

The next fall I began working in Johnston City, IL for the Marion School District in a self-contained, special education classroom with seventh and eighth grade students. Carmen Savant, a seasoned paraprofessional, and Candice Potts, another teacher, were always there being tremendously supportive. It was during this time I realized I wanted to work in special education administration and began my Master’s degree at Southern Illinois University. Two very active small children, a husband working on his Master’s degree in Social Work, a full-time teaching job and returning to school – this is when my life went from being busy into a whirlwind!

My passion for education, continued learning, children and educators prompted me to begin blogging. Earlier this week, I participated in a Twitter chat group where the topic was blogging. I was encouraged by the conversation but procrastinated for a few days until my husband’s thoughtful questioning about beginning this blog pushed me to begin. Another person, who also was in the chat, posted her initial blog and that was all of the motivation I needed. Yes, we all get by with a little help from our friends.

I began my journey into education as a young child who played school rather than dolls. When I needed something motivational during my high school years, I began volunteering in a classroom each afternoon. Gaining a joint degree in elementary and special education meant beginning college internships in classrooms during my sophomore year. A month after graduating, in December, I was fortunate to be asked to substitute in my cooperating teacher’s classroom during her maternity leave. When the following school year began, this cooperating teacher and I shared a classroom divided into three sections with a Chapter 1 (later referred to as Title 1) teacher. What a marvelous mentor! Monica Phillippe is definitely one of the most influential educators who shaped my beginning years. Fast forward thirty-nine years and my passion for education has evolved but remains just as strong. I look forward to continuing this blog and sharing my thoughts about almost four decades in education. Yes, life is a dance and we learn as we go ….

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