In my first position as an elementary music teacher in Chicago Public Schools,

transformation was at the forefront of the teachers’ and administrators’ minds. Arne Duncan,
then CEO of Chicago Public Schools, welcomed those of us tasked with “turning around” a
historically underperforming school in a rapid and data-driven manner. His impassioned speech
that, whether or not it was his intention, made the gravity of the situation weigh even more
heavily upon our shoulders, revealed the dire need for a reboot of our new school community.
We quickly found that our task of transforming our school into one that others could look
to as a model of success had little to do with the new desks, curricula and computers, and
everything to do with the relationships that we built with students, families and community
members. With a bond of trust between constituencies, we as educators are privileged to share
our specialties with students as individuals, and to guide them to discover and develop their
personal strengths under a caring and watchful eye.
So frequently these days we see news reports that document the seeming perpetual
discord between teachers, parents, administrations, governments, and school communities. This
strife makes excellent fodder for journalists, but doesn’t reasonably account for the
interdependence of schools and the constituencies they serve. For communities across our
country, the nearby schools are meaningful bastions of culture. Epicenters of trust. Breeding
grounds for practicing benevolence and empathy.
I see with each passing day that these ideas continue to ring true in my current teaching
position. As we facilitate our students’ learning through our varied curricula, we are, in effect,
cultivating the next generation of learners, parents and community members. We are teaching
kindness through our actions, demonstrating and encouraging perseverance, and empowering
our learners to acquire new skills and information with and without our guidance.
When we delve into the multitudes of ways that teachers bring change to the lives of their
students, we often neglect to pay heed to the integral role that students play in transforming the
educational practices and personal beliefs of their teachers. As reflective practitioners, my
colleagues and I strive grow alongside the students before us, and it is without doubt that the
successes and missteps made along my journey as an educator have continuously informed my
practice and reshaped my concept of teaching and learning. There is nothing standard about our
schools and their broad array of learners, and it is in the joy of witnessing individuals find their
own distinct voice that provides evidence of educating and being educated as a collaborative,
transformative acts.