(1) develops mutually respectful and productive relationships with colleagues
(2) partners consistently with colleagues on projects (i.e. integration, service learning)
(3) engages in collegial activities hosted by the school
(1) develops mutually respectful and productive relationships with colleagues
(10/2019) For this it felt best to get input from a colleague, so I approached Anne about writing a letter for me that addresses this topic. I decided on asking Anne as I’ve worked most closely with her over the past year and a half and as she was currently the Facilitator for another colleague’s PDP, so I knew this ask wouldn’t be that unfamiliar to her.
From Anne:
Steve is one of the most generous educators that I have worked with in my 20+ years as an educator. Last year was my first year teaching math in 7 years. I was nervous about that initially but Steve was not only easy to work with but solicited my input from the very beginning of our working relationship. His generosity with his time was what I would consider above and beyond what would be expected of a collaborative working relationship as we met every C period last year. At first we spent the entire C period together as Steve brought me up to speed with not just the Algebra 2 curriculum but also about the math philosophy at EPS in general. As the year progressed, we continued to meet each C period but did not always spend the entire period together. Even though I had not taught math in 7 years, Steve validated my experience and expertise from our first meetings. I never felt that I had to earn his respect. Our collaboration last year resulted in a very evenly shared work distribution. In the first trimester, Steve directed most of the day-to-day lesson plans (with my input) and put together OneNote pages and quizzes. But by the third trimester together, we shared the work load in terms of preparing lessons based on who taught it first and writing/revising quizzes together or individually with feedback from the other partner in the working relationship. Well before the end of the year, I felt confident in my abilities as a teacher of math even after the gap in teaching. I would attribute that confidence to my working relationship with Steve. As an educator, Steve cares deeply about student learning but also about driving the student experience with an authentic curriculum design that is cutting edge in the mathematic education world. He focuses on creating students’ ways of thinking that ultimately enhance their ways of understanding the mathematical content knowledge. This approach is something that I have incorporated even in my work on my PhD dissertation so it was extremely satisfying to see it in action in my working with Steve.
I have been lucky enough to be able to work with Steve again this year and we have added Bert Loosmore as an additional colleague in our Algebra 2 teaching group. Seeing Steve work with Bert who has a different background and teaching experience to myself shows me the additional talents of Steve’s patience and guidance as we move to develop and improve upon the Algebra 2 curriculum with additional input from Bert. Where my working relationship with Steve during my first year was mainly curriculum driven in our discussion, this year our group discussions have been focused more on pedagogy in order to address Bert’s questions and needs. This focus on pedagogy has resulted in Steve doing most of the curriculum development in terms of setting up the OneNote pages and quizzes. This is a different example of Steve’s generosity of his time since we continue to meet regularly with Bert but then the OneNote pages are something that gets done outside of that meeting time. Steve makes for an excellent colleague, mentor to new employees and perhaps mentor for incoming interns. Anyone working with Steve will experience his commitment to teaching mathematical thinking as well as his desire to have all voices be heard and felt respected. I know that this is a lot to say and I could have made it shorter…but I want to be sure that anyone who reads this knows that Steve is worth his weight in gold (literally!). I would totally steal him away if I were ever to open a school (which I am not planning on doing so EPS is safe). He would be my first hire!
For more context, our relationship developed out of sheer circumstance and coincidence. In her first year, in addition to Chemistry she was slotted to teach Algebra 2 with me and we advised the same grade level. And we had not met prior to being assigned to co-teach together. When we originally started to meet it was to obviously plan Algebra 2 together. And as she didn’t share a free period with her “mentor” and co-teacher in Chemistry, Nickie, we started talking about other things besides Algebra 2- EPS culture, advising, comment writing, etc… Surely a pattern developed so that every C period was essentially blocked off to meet about Algebra 2 and discuss whatever else popped up- and this became a time I really looked forward to. I looked forward to this time because curriculum design is something I LOVE to think about and Anne is great at giving me the feedback I need (whether something is a good idea or not a good idea). But I also looked forward to this time because it felt meaningful and impactful. Anne was new to EPS and was seeking institutional knowledge and I was surprised by how much I had to offer. It seemed natural to sit and have those conversations about what we’re trying to do and how we can get there. And I mention this because Anne’s not new to teaching and she possesses this remarkable ability to bring perspective to a conversation. So the questions she asked and the feedback she gave were always meaningful. And along the way, Anne always expressed her gratitude for the shared time and the meaningful conversations.
(2) partners consistently with colleagues on projects (i.e. integration, service learning)
(11/2020) For this indicator it felt best to get input from a colleague with whom I consistently partnered with, so I approached Nickie about writing a letter for me that addresses this topic as we worked hard to get students enjoying the outdoors.
I have worked with Steve on a number of programs outside of the classroom curriculum. Each year, we collaborate on the Fall Upper School backpacking trip. This has involved lots of conversations and planning, as well as prep work and in-situ modifications to our plan. Twice, we have co-lead an EBC trip to Tennessee centered around an outdoor theme and our hometown of Chattanooga [insert PPD #4 link]. There are a number of things that I value in my collegial relationship with Steve. First of all, he is trustworthy. I know that when he says that he’s going to plan something or arrange a specific part of the experience, he will do it. I also mean this in terms of decisions that we have to make on the ground. He is a knowledgeable outdoors-man and I know that he will make calculated calls for the whole group. Second of all, he is considerate. During our trips, he listens to my concerns as well as that of other group members and is willing to change courses. Lastly, he is fun to be around! He knows how to engage both students and adults in conversation as well as games and fun activities, both here on campus and on trips. I have appreciated working with him as part of these programs, and look forward to other times when we can collaborate on adventures!
(3) engages in collegial activities hosted by the school
(11/2019) Included is a write-up from the initial writing requirements for the PDP, so although they changed a bit I wanted to include this story.
As I slid the rainbow sweat band over my wrist, clipped the random pair of yellow suspenders onto my pants, and let down my hair I became filled with a nervous giddiness – and knew I was ready to play.
That’s how I feel as most faculty versus student sporting events start off. And the after school volleyball special served up last November was no different. For these events, we as faculty put on some sort of costume (I guess to give us a “uniform” and show students we’re silly?) and do some brief “warming up” before playing the students in something like volleyball or basketball. Throughout each game, I can confidently say we as a faculty always manage to: keep the score close, provide moments of comic relief, and cause Terry moments of panic from a possible injury. But what I really love is the energy and laughter that fills those events.
Last fall, I fondly remember crying with laughter as Edgar the Eagle taunted Adam Waltzer before he served.And I’ll never forget the first faculty student basketball game we had last winter. When early in the game, I had the basketball and was fouled as I shot. This was the first shooting foul of the game which mean I had to shoot free throws. As I began to bounce the ball, hushed tones filled the gym as it fell DEAD SILENT. I distinctly remember feeling like everyone was watching me. And I just had to see if this was true. So as I was bouncing the ball, I started to look around the gym and lock eyes with people. Everyone was watching! I couldn’t help but laugh!
In these games, someone always recaptures a little bit of glory from their previous sporting years, as evidenced in the photos of me dominating Winkelmann in Ultimate, and someone always has a moment they wish they could have back, like when Adrienne wore oven mitts to play volleyball. 
By the end of each game, we’ve all had fun and the community has come together a little bit more. We as faculty get to appreciate the hard work of the student athletes in a different venue. And the students get to appreciate a lighter side of the faculty they don’t always see. We always say how important it is for us to see our students in different capacities outside of the classroom- as it gives them dimensionality. Well, I think it’s also important for them to see us in different capacities outside the classroom for the same reason.…And yes, in case you were wondering, the faculty always wins (except for one volleyball match and the one time we played soccer).