Great Teachers: Passion, Sacrifice, and Trust

In between the Coca-Cola and DreamWorks ads I have been watching the Winter Olympics with my family.  I couldn’t help but think about the paths these Olympic athletes have taken to achieve this level of competition.  To represent one’s own country in anything must be quite humbling yet extremely satisfying.  The Olympic athletes must be disciplined and dedicated to their life’s passion.  I enjoy being an educator, I really do.  I am passionate about  my content area, English.  I relish my daily interactions with students.  I am honored to join my colleagues in collaboration.  I love it when former students can remember something, anything really, from their time in my classroom and they even have the courage to tell me.  I applaud the young students I teach when I see them 10 years later as successes in the path they chose after high school.

Recently I was reading a list of the top characteristics of great teachers from  As I was looking at that list I recognized many of those characteristics in myself and the colleagues that teach right next door to me, down the hall, or on the other side of the building. Most educators I know have a sense of humor, are intuitive, know and have a passion for their content, model effective listening skills, are articulate, pay attention to detail, challenge the status quo, can perform in front of people, and have the ability to hold students accountable.

Yet, year after year, we find ourselves in meetings discussing the failures.  That’s when I start to second guess myself in my knowledge and ability to help students get to the next level of their education.  I mean, sooner or later, if we keep talking about it and no change is evident in student performance, then I must be completely fooled by the ‘great’ characteristics I see in myself and my colleagues, right? We really need to celebrate more the outstanding successes we see in our students.  What is expected is often overlooked, though, isn’t it?

What factors in education emerge as a fog enveloping those above mentioned characteristics of great teachers?  Why do educators lose their sense of self, the part that motivates them to teach 180 some odd days out of the year?  Why, instead of raising the bar and having great expectations of every student in our classroom, do educators ‘dumb down’ the curriculum and, as long as students stay awake in our classes, we will find ways for them to pass?  Why do teachers shy away from taking risks and opening themselves up?  A colleague recently suggested that teachers, by their very nature, are not risk takers.  I disagree.  I stand up in front of more than 100 students a day and do the best I can despite insecurities or challenges I might be faced with in other areas of my life.  Each and every morning when I arrive at school I want to make a difference in one life.

Some may argue that support from administration in discipline and curriculum is inconsistent.  I am confident that administrators are trained to get the best out of their teachers.  I am confident that administrators, when asked for help from a teacher, know that teacher has made every intervention possible.   It is humbling for any employee to seek input from their supervisor.  Administrators must be teachers of teachers.

When educators lose trust in their ability and the infrastructure within which they work, education truly becomes work.  The enthusiasm turns into bitterness; the passion turns to survival of the fittest.  I was watching the couples figure skating last night in the Olympics.  What an illustration of trust between two people.  Both are relying on each other to collaborate on an individual level which results in an end product that will be nothing short of excellence.  I couldn’t help to think of the amount of hours and sacrifice the figure skaters put in with their coaches, their leaders, to produce a flawless, passionate performance.  I don’t mind work, in fact I like to roll up my sleeves, get my hands dirty, and work up a sweat from time to time.  I don’t mind helping my colleagues out when they might be struggling with strategies, lesson plans, or even personal issues for that matter.

Like those figure skaters that have made it to Winter Olympic competition, we too have to collaborate with our leaders, earn trust with each other, and put in hours of work and sacrifice to produce passionate, problem-solvers that will be successful performers in whatever it is they chose to do when they exit our classrooms.  Our students deserve that much from all of us and I know that educators are doing that everywhere.  All teachers need to be allowed to let their light shine, accentuate their strengths, and ultimately help students achieve a high degree of success.  This is a humbling responsibility for educators, yet the end result will be satisfying.  The educators I have been fortunate to have worked with ARE great teachers!


About jpsteltz

Proud husband and father of four; Literacy Specialist; Reading Teacher; Literacy Coach; HS ELA Teacher; Published Author
This entry was posted in Education, Education Administration, Educational Leadership, Teaching and tagged , , , , , . Bookmark the permalink.

32 Responses to Great Teachers: Passion, Sacrifice, and Trust

  1. Fritzee says:

    I love this posting. As a parent and grandparent I am grateful to know that teachers have the passion you describe. I too believe that all things are connected, teacher, student, and all the support staff and families. The one part missing in your posting is the families of the students. On any given day, we do not know what is happening in a child’s live. Alcoholism, loss of employment of their parent, no breakfast, no clean clothes. We can’t solve all of a student’s problems so each day you have the responsibility to be your best self. The zen master says, “When the student is ready, the teacher will appear.” I would want my child to have you as a teacher. Both when they are ready to learn and when they are having a bad day.


    • jsteltz says:

      Fritzee-Thank you so much for the thoughtful comments and kind words! It amazes me how much of life is dependent on itself…all parts working collaboratively to create success/excellence.


  2. Darilyn Christenbury says:

    Great post! I, too, am passionate about my subject area and respect and love my colleagues. My school and administrators are very committed to teaching and engaging our students holistically. I think what sets our school apart is the administrators’ commitment to SERVING teachers and realizing that we, too, have families, worries, concerns, fears, etc. We are a Christian school and maybe that is part of the reason why. I know I am much more able to teach,serve and love my students with wild abandon when I know I am valued,trusted and respected as a person, as well as a teacher.


  3. jsteltz says:

    Darilyn – Awesome, much needed, insight! Thank you so much for your contribution!!


  4. jason Wilcox says:

    John, that was a great blog post. I almost didn’t post a comment because of my own insecurities. But what the heck right? What I connected with was that I could relate that to my own place of work. Thank you.


    • jsteltz says:

      Jason-Thanks for taking the risk 🙂 As an educator, it’s great to hear perspectives from other work forces and from parents who currently have children going through the educational system.

      Thanks for your contribution!!


  5. jsteltz says:

    This from a colleague of mine via email:

    Johnny, you are a wordsmith! With all those children how do you find time to philosophize? Just kidding-I like what you are saying-I think the key to lasting in this business for 30 years and enjoying it is to keep your eye on the prize. When an administrator tells you no take a deep breath and attack the issue from another angle. Schools run on a budget but to educate you have to find a way around that budget to keep that fire burning. I have yet to find a kid that I didn’t want to work with-some were very trying but were a product of their environment or genetic design. This is what makes education so exciting-like a chess match-how do I unlock the secret to success. In response to those saying we are not risk takers- why are we on display in public daily, getting knocked for the results-yet we pay millions to athletes, weather men, movie stars that perform only by direction from others, and oh by the way got there because of a teacher- If everyone could teach we wouldn’t have sports casters!


  6. Paul Hoffman says:

    I agree that when an educator loses trust in their ability, teaching is no longer enjoyable. Confidence in a classroom allows comfort which in turns offers connection with the student which of course leads to learning and….most likely….fun.

    But what if an educator still trusts their ability but loses trust in the infrastructure? Should that matter? Don’t we still do what we do because we love the classroom and the student? I’m not naive enough to think that outside influences such as administration and politics can’t have an effect on the job one does in the classroom, but….shouldn’t educators shine even more in the classroom when getting “dissed by the man” if they are truly doing what they love?


    • jsteltz says:

      The end of your post hits a home run! Don’t you think, however, that the outside influences and politics you imply affect the capability, not ability, to perform as an educator. For example, what if faith in ‘the man’ is lost to the point of teachers ‘giving up’ their own behavioral management in the classroom? I believe that leaders must be able to teach their subordinates in any profession. When there is a ‘gap’ in this infrastructure, the result is dissent and bitterness. Therefore, educators often lose sight of what they love so much. Is it similar or different at the post-secondary level?

      You bring out so much in me through your post…I just don’t have the time to respond to it all. Thanks for the thought provoking response. Ugh….


      • Paul Hoffman says:

        I do indeed think that outside influences and politics affect the capability to do a good job. There is no doubt that at the post-secondary level, especially in our tech college system, we don’t run into the lack of funds anywhere to the level of K12 (although, with home values declining, the funding to our system is going to be going down drastically – it will be a wake up to us all). With that being said, the dissent and bitterness isn’t as easily manifested in our system….from the standpoint of funding. But there is dissent and bitterness when poor decisions by our leaders are made – especially decisions that affect how our classes/programs are offered, state mandates that make no sense, etc… In those instances, yes, I have seen folks mail it in. Their feelings….”why try anymore”. However, great LEADERS in the classroom will still rise above it.


  7. jsteltz says:

    One thing that concerns me more than anything is that over the years good teachers have developed a resistance to share of themselves…especially with colleagues. All teachers are most comfortable w/in their own classrooms, which is great. What has happened to develop this survival resistance? Is it because of people who might be perceived as judgmental?


  8. Marcus Lee says:

    Couldn’t read the whole post, but will later. Just a quick thought regarding the initial question. I always hoped that my most engaging characteristic as a classroom teacher was that my students seemed to always want to come to school. I know that seems over-simplified, but so many factors go into getting students to want to come to school everyday. More than anything else, that was the compliment I heard most often from parents. My students wanted to come to school everyday. I’m proud of that and I present to groups today on engagement techniques which- at their heart- begin with that one concept.


  9. jsteltz says:

    I have to agree with you, I want students to want to come to my class, to come to school. I don’t think that is over simplified at all. I think that is real!!

    When you get a chance, can you share some of those engagement techniques @ no charge? 🙂


  10. Trish Rogatzki says:

    I am a substitute teacher in all areas, grades and schools in our district. I am rather frightened by the “dumbing down” I see in many classrooms, as these students are the people who will be running this country and possibly the world, when I might be too old/senile to do anything about it. How will they make intelligent, well-thought-out decisions? I’m embarrassed to hand out some of the assignments left for me by the classroom teachers, and distressed by the lack of engagement by students who have no interest in the subject and, it seems, their own futures. In some cases, it seems that teachers have given up trying to drag real work and enthusiasm from inert students. In others, it is students who have given up trying to absorb information from a confusing, boring, disinterested or frequently absent instructor. I think both teachers and administrators have become more self-protective than risk-taking in many ways. They are assaulted daily (sometimes even physically) by parents, students, lawyers, each other, test scores, budget deficits, and inconsistency in expectations and discipline among co-workers. I think it takes great courage t


    • jsteltz says:

      Trish – Excellent, thoughtful post! Thanks so much for the contribution. I think many of the ideas you address here are total realities that many are afraid to admit.

      Thanks so much for the insight!


  11. Trish Rogatzki says:

    (Sorry, my cat stepped on the keyboard and “submitted” before I finished my thought or re-read my post.) I think it takes great courage and self-sacrifice to be a great teacher or a great administrator, and I see less of that as time goes by. Great teachers are still teaching, and some are just beginning their teaching careers–I just fear there aren’t enough of you! Sorry to be pessimistic, just struggling to see light at the end of the tunnel.


    • jsteltz says:

      Trish- I don’t think you are pessimistic at all…in fact, your cat thought your insight was so important she/he hit ‘enter’ right away!!!! I think you are being realistic. Educators need to open these dialogues and acknowledge the elephant in the room. True change can only occur when there is no longer denial of uncomfortable topics.

      Thanks, again, for taking the time to contribute!


  12. kswett says:

    I see myself as a bridge between the past and the future. I give my students tools and experiences which they can use to seek truth. Then I sit back and learn.


    • jsteltz says:

      Keith – A reciprocal relationship in the classroom…learning from all angles…from teacher to student, from student to teacher. Now that is risk taking, that is confidence, that is understanding human nature! Can ‘seeking truth’, ‘free-thinking’, and problem solving correlate? I think so.

      Thanks for your contribution!!


  13. It’s hard to continue maintaining the energy needed to keep feeling inspirational or willing to take risks. I can say for myself I’m pretty disheartened about the state of my classroom. Because student behavior is a direct reflection of my management abilities, I know that I am failing. I can see why teachers burn out.

    I was raised in a different time. If I would conduct myself like my students do, my mom would help me readjust my thinking through all sorts of measures. I don’t know if that support exists. I knew not to mess up because there was a consequence. I don’t know that enough of my students see consequences for their choices.

    I have no answers. I’m lost myself.


    • jsteltz says:

      I am not convinced that student behavior is a direct result of a teacher’s classroom management skills. I believe behavior illustrates so much more than a teacher’s ability to maintain ‘discipline’.

      As I watch the experiences of my own children in school and as Marcus stated in an earlier post, we need to have children want to go to school. How do we do that? A simple answer is to ‘engage’ them. How do we do that? Another simple answer might be ‘authentic learning.’ The wheel keeps on spinning and so, like the hamster, we have to keep running to make that wheel keep spinning. We have the ability to make it go faster or slower.

      By their very existence teachers are empowered. Teachers have all the tools they need. Teachers must learn to trust their own intuition, their colleagues, and their leaders. When that trust develops and is maintained, a teacher’s light will shine 🙂


  14. John,
    I do have to echo another commenter by saying that indeed you are quite the “wordsmith”. Bravo! Me…not so much. I’m more of a doer, mover, shaker and dare I say it, talker.
    Ok…back to the point.
    Your questions:
    Why do educators lose their sense of self, the part that motivates them to teach 180 some odd days out of the year?
    Why, instead of raising the bar and having great expectations of every student in our classroom, do educators ‘dumb down’ the curriculum and, as long as students stay awake in our classes, we will find ways for them to pass?
    Why do teachers shy away from taking risks and opening themselves up?
    Very simply to answer your questions, in my humble opinion, as a former school principal and middle school consultant, is that teachers just give up. They give up because they get TIRED.
    Or another way I like to put it, borrowing a phrase from a “Rocky” movie is they lose ” the eye of the tiger”. When you lose the “eye of the Tiger” your beat down, and kicked to the curb. You are clock watching, and creating dust in the parking lot as you race for the nearest Starbucks after the last bell.

    I have seen this loss far too many times to mention in my career and it’s heart breaking to see. I have actually had teachers tell me that they are “tired” and just sticking it out until they retire. Do I blame them? No. Is it wrong? Yes! Do children suffer? Of Course! What can we do to change this? Ahhh… there in lies the Million Dollar Question. AND If I knew the answer…I’d be the Millionaire.
    In the end, I blame the archaic educational system, and lack of support/resources for this teacher fatigue and the added dismal outlook it creates in teachers. I pray that those, like you, who are encouraged and passionate continue to raise those up who have lost the “eye of the Tiger”. Maybe 2010 is a good year to start doing more of that work…in the Chinese “Year of the Tiger”. 😀


    • jsteltz says:

      Ms. Dabbs- It is my understanding that you work in California. What amazes me most, as I originate here in Wisconsin, is that there are some general themes here in this post that disturbs me about the profession of education. The trends of teachers giving up due to fatigue and dismal outlook is frightening. You have hit the nail on the head…good teachers are getting tired. Question is, what is making them tired? Not sure I have the space here to create that list or even give it justice. The reality is, however, we need to get over that.

      I admit it, I get tired too. I get tired of fighting all the things that have nothing to do with my content area: tardies, skips, unrealistic expectations, great lesson plans, apathy amongst students, and resistance to positive change. I believe that all of us educators feel the same way from time to time. One of the real problems is that we don’t share enough or vent enough w/ each other. Maybe we are too judgmental, maybe we just don’t want to admit our inadequacies. Without an honest look, from teachers and administrators and parents, at who we really are and allowing ourselves to be vulnerable at times, we will continue having issues moving forward.

      Alfie Kohn was interviewed today and made mention of the Obama admin and education. All of this is a difficult pill to swallow in education, especially for those of us who have children going through the system.

      Thanks so much for your contribution!! Please come back to provide us more insight some time!


  15. patty says:

    I liked your article. I love going to school each day. I tell people I go to and sing all day and help little ones see how smart they are. We write and read and larn to love learning! I have a lot to learn about teaching even after being in the same grade for a number of years. I think if I keep learning and changing it keeps things fun for the children as well as for me. As I say if I am bored I know they are. I am fortunate to have an administrator that lets us take chances. How great is that!


    • jsteltz says:

      Patty-The tone of your response here is truly a positive one. I like how you use the term ‘we’ when discussing the learning going on in your classroom. Yes, it is true that if teachers are bored, tired, or apathetic the chances are pretty good the students feel the same way.

      Thank you so much for your contribution.


  16. ary says:

    Why do teachers get tired? We are human, and there is only so much we can take. I taught for 20 years. My mom was a teacher. My grandmother was a teacher. My aunt was a teacher. It’s in my blood and soul! I wanted to be a teacher since I was 5 years old! I am a Nationally Board Certified Teacher too! But I quit! Throughout my 20 year career, I loved all of my students…I even loved the ones I had to leave behind this school year. I spent many sleepless nights deliberating on what I needed to do. I chose to resign because my health was at stake, and after 20 years, I could no longer deal with the idiocy and unprofessionalism of administrators. I could not just get over it. My administrators did not value the high expectations I set for my students. They did not care about my expertise. I have so many stories I can write a book, and probably will! My administrators wanted me to babysit the gifted students I was supposed to teach. I refused to dumb down the curriculum. I faced the backlash of my administration. My assistant principal told me I needed to tone it down with the homework…that I needed to show parents I loved their children and that I was not inspiring children by making them feel uncomfortable for having to work so hard. Many parents went to bat for me when I announced at open house, I was resigning. They understood the gifted curriculum, and they knew I was inspiring their children in my classroom…a classroom where we engaged in discussions and reflection of our own learning. Two parents were ignorant, but more vocal…they complained to my assistant principal that their children had too much work which interfered with after school activities. These children did not belong in a gifted classroom, yet if their parents would have allowed me, those students could have been met the same standards…it was all a matter of getting used to “thinking”. These kids were not used to be asked to think; they were not used to homework requiring them to think! My assistant principal told me that even though there were only 2 parent complaints out of 85 students, the rest of the parents might have been feeling the same way but just not coming forward. When I announced my resignation, they all came forward alright! They all wanted me to stay… except for those two parents of course. At that point, it was too late. I had lost all faith in my administration, and in the profession…I just wanted to do something else with my life. As painful as my decision was, for once in my life, I had to think of myself. My administration did not value me as a professional or as a person. I could no longer remain in such an environment. The kids are suffering unfortunately…the kids don’t know it, but they are…they are not being challenged to reach their potential, but I could no longer save them, I had to save myself. I am now a blogger…check out my blog…I am not sure if I’ll ever return to the classroom…I miss it everyday, but I do not miss being insulted, under appreciated and disrespected by parents and administrators on a daily basis. I could not get over it!


  17. jsteltz says:

    Ary-I am so sorry to hear about your situation. Your contribution here is valued and valid. I believe this is reality for many teachers as to why they get ‘tired.’

    Thank you for taking the time to post. You can vent here any time!


  18. Uncle Rog says:

    I’m John’s Uncle/Godfather, and quite proud of it and him. Without going into a litany of how devoted, sincere and committed he is to his family and his profession, I’ll try to be brief relaying my teaching experience; because it was ‘brief’; two years; back in the mid 70s.

    Graduating from high school, my map was laid out for me to be an apprentice plumber, working for John’s dad, Tom Steltz, my brother-in-law (more-so my big brother). Well, that lasted about a year. Plumbing, though a great profession, wasn’t for me. I opted out to go to college.

    I enjoyed children and thought teaching was a challenging, but rewarding profession. The teaching cycle was in demand for teachers, especially science/math; my major and minor.
    By the time I graduated from college, teaching cycled back to a surplus of teachers; at least teaching in public schools, where one made $1500 more than parochial teachers. I wanted to teach science and math, and secured a contract instructing junior high science/math, and whatever would secure a contract (taught phy ed and music during what-would-be my breaks). Note: I went to a Catholic grade school and a private Catholic college; thought I’d hit the ground running… teaching!

    Oh, did I mention that I was part of the 60s movement(s) and wanted to change the entire philosophy, culture, and make a paradigm shift of teaching; idealistic and perhaps naive! I had enough knuckle-whitening from fear and rulers of– God Bless them all–Sisters!

    Well, going back to what ‘Ary’ said (above posting), I found the administrator lacking eagerness of change. To be brief, by the time contract time came about,there was an uneasiness between the Principal and myself; to the effect we didn’t see eye-to-eye; I “lacked discipline”; hey, I let the kids talk in the hall before lunch, AND they didn’t have to stand nearly rigid, almost in a straight line! My teaching skills were never brought to mention…

    With a mutual understanding, I resigned; I didn’t fit their philosophy; no worries. Another teacher there–had a couple years in already– I went to college with him; he also resigned that year.

    I should have majored in psychology, philosophy, sociology and perhaps ancient archaic history, FOR I found myself back to rigid discipline expectations; not that that’s all bad; it can be good; I guess it worked on me!

    Then, you ask? I left teaching for a year, disillusioned, to work in a grocery store. That lasted about 10 months. Again, and briefly(?!), I went back to teach junior high science/math (phy ed/music/whatever, “if I can have the job! I COULDN’T HAVE LEFT THE PROFESSION ON A BETTER NOTE? That, right there, summed it up!

    Yes, it was still a parochial school, BUT(!) with open-minded administrators! What a relief that I hadn’t been on the wrong idealistic path. Now, if we could get the parents to use knuckle-whitening rulers–just kidding.

    Again, I taught another year, but this time I really enjoyed it. I left after that year, not because I didn’t like teaching, nor lacked discipline (I’m 6’5”, 220; I’d guess a bit intimidating for a junior high student!), but I was married, had a family started, and needed more money. I applied for and secured a job as a Proffessional Fire Fighter/EMT for the City of Manitowoc until illness took me out after 14 years. I continued my work career with Wisconsin Public Service, and am now happily retired, with great memories of teaching; teaching a my second and final venue.

    I continued on as an educator in the fire service, being involved in Public Fire and Saty Education, going around to schools and organizations teaching safty that could save lives. Come to think of it, what a rewarding work experience it all has been. And my wife’s faucets don’t leak!

    My best to my Godson, John. He’s a good man… one I’m proud of.

    Uncle Rog

    PS John, please no red pencils to check my spelling/grammar. I taught/math, you know Also, I’m looking to where I can edit this after I hit ‘Submit’!!



    • jsteltz says:

      Uncle Rog-You are a man of passion, sacrifice and trust!! Your experiences shared here are valid and valuable. Thank you so much for the kind words. I am proud of you too! No worries about spelling or grammar…I couldn’t slap your knuckles w/ my ruler through this blog anyway!

      Thanks for making a contribution!


  19. Andy says:

    Im only a teacher in year five, but I can already see within my own building the apathy that can so quickly the drive and motivation of a new and energized teacher.

    Whether teachers are fresh out of post-secondary, or entering the field as a second route of employment, these new and up-and-coming individuals are filled with excitement and energy to not only get in there and teach, but to make a difference for the kids. And I feel that far too often those that are seasoned educators simply do not have that drive anymore and would rather not involve energy and time in “make work” projects. Our veteran teachers have a lot to share with the new teachers – classroom management, time-saving tips, strategies for dealing with students and parents, how-to’s on the best and worst ideas for lessons, and the keys to balancing a stressful work and home environment. So it absolutely bafffles me when I hear these strong-willed veterans tell new staff that ideas/projects/approaches are not worth the time and effort.

    My favourite killer is this one: “It is a cycle…. we’ve seen this before, and it didnt work last time”.

    What possible good could come such a statement?

    I’ve heard a lot of this statement in my building as we re-evaluate and dig deeper into assessment strategies. My response is this: if the apporach didnt work the last time, how can we learn from the past mistakes/errors to make this new approach work? What resources might we need that we didnt have last time?

    A new influx of teachers, young and old, bring new ideas, approaches and opinions. We need to work as a team within the building to decide not only what will work for the staff, but what is best for the kids.

    Teacher apathy – the willingness to do less, and to be content with the mundane – is what kills creativity in our new teachers. New teachers do not want to stick their necks out too far for fear of the guilletine! New teachers do not want to be abbrasive to the way that things have been done.

    I think that too often those that make up the “old guard” forget that chance is good. Albeit that it can be a challenge, and may take time… change is good.

    Liked by 1 person

  20. Andy says:

    As a last note to my post, here is a Feild Guide to Change Agents that was created by teachers at Educon 2.2. I think it speaks to how we need people in our schools who are willing to be agents of change, whether they are new staff or veteran staff.


    • jsteltz says:

      Andy-Thanks for sharing the link with all of us reading this post! I get what you are saying about being young and energetic looking at the ‘seasoned’ teachers and wondering why there is so much apathy. I am in the middle now. I have been teaching for 14 years. I think it is really important to extract the knowledge and experience from our ‘seasoned’ teachers. They have stood the test of time for good reason. I have seen some teachers burn out very early in their careers…so given the fact that a teacher is ‘seasoned’ is worth something.

      Cycling seems to be a buzz word we are hearing a lot!!! While it may be true that there are cycles in education, I think some misuse the concept to provide an excuse for resisting change or whatever. I hear this term more from admin than I do from teachers.

      Hang in there Andy. Network online with a quality PLN and you will always be surrounded with people willing to listen and exchange ideas. Never limit yourself to teachers in your building or district. Check out my PLN…a group of energetic educators trying to make a difference. Here is the link, if you haven’t joined already…please do:


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