It was the first day of classes at an elementary school in Florida. In just a few moments, my first group of 4th graders would walk into my classroom. Feeling both excited and nervous, I knew I was ready to launch this new chapter in life as a teacher. As I welcomed my students, all 28 of them, I thought about how I would be the great teacher, the one who would inspire and challenge them.
But the first hour passed, and hours turned into days and then weeks, and my idealistic vision of the teacher I wanted to be shifted into realistic reflections on the students I was charged to educate and my preparation to do that. Was I well-prepared; did I have what I needed to teach in a high-poverty school where 90 percent of the families were Hispanic? In short, no, I was not. The policy on which I work today is personal to me because my teaching experience led me down a path to a place where I could — and can — help make sure that each and every child has high-quality, well-equipped teachers who have the support they need to be successful. Teachers who can answer that, yes, they do have what they need to teach their students, regardless of demographic background.
[For more of this story, written by Laura Bornfreund, go to https://psmag.com/good-teacher...5d85b40fa#.5qbkg2ocu]
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