Tw suicide
A lot of notes I made because I have a meeting with my principal tomorrow that I scheduled because I almost killed myself on Friday because I got pulled in to the office for the 3rd time already this year and I'm pretty well at a place where I either need to quit my job or be hospitalized if they're not willing to see what I'm doing and work with me instead of against me...... so surprising no one I'm anxiously up late so I thought maybe if I can get it out I can get to sleep? I only made it this far by not looking too far ahead. But I find myself at that intersection again that fast. I've worked too hard for too long and other people and things of my life deserve for me to stay. So I hate every bit of this and I expect the worst from tomorrow but I am putting my bravest heart forward.....
Feel like the meetings come out of nowhere and I freeze and don't have a chance to say anything.
What kind of places I've come from - how principals/schools haven't responded/why I "underrespond"
Where I'm coming from-
character-buulding loving obedience not compliance
Long-term thinking
Looking for new solutions since old ones haven't worked for these students
Where I know I can grow-
Using firmness
Accepting outside help
Where I hope we're growing-
Defining the goals of the program clearly, together as a team
Collaborative efforts for the betterment of the current and future students in the program
Points I'd like to make-
All the attention currently on me and our room is because I've asked for it. I've asked for it knowing huge improvements are needed
Historically the room and kids have been left alone and to the detriment of them all as is evidenced by data. I came in and built successes out of nothing, without much help or support.
I would like my accomplishments and successes weighted as equally as the areas where I can still grow. "teaching" in terms of making and delivering content is not my only area of expertise. I have great skills in building relationships, maintaining a positive example, encouraging growth, staying regulated, calm, and rational in the face of tough circumstances, juggling a large workload, and creating inventive solutions, among many other things, including understanding behavior and ways to work with it instead of against it. There is quantifiable data to show my students are succeeding under my efforts that is well outside of my sphere, ie my grades, my behavior data collection, etc. I am happy to show these if needed.
I think the question "do I feel like the kids respect me" is the wrong question, because you've asked it several times and don't seem to believe me when I say yes. Katie and Evola have said the same thing. I think our definitions of "respect" are different. Do they immediately do what I ask them to every time just because I did? No. Do they to anyone??? This has been increasing with time as they have seen that I have their best interests at heart and continue lovingly guiding them. This progress is enough for me-- also because I know it will continue to grow.
Where I won't go-
Manuel as a full-time permanent (or even longish-term fill-in aide)
Nothing against him or a person like him, but as my former principal, I will struggle not to see it as being "watched" all the time, will be hypervigilant and dysregulated, and will not be able to handle the job or keep up the program as I've built it
Into the expectation that I become a teacher who expects "respect" to be immediate compliance because I said so
Staying with the school if the "program", which I am going to say has never before been meaningfully designed or thought through, is expected to be a replica of the high school just because they're connected.
Staying at a school that doesn't believe I'm capable and knowledgeable and know what I'm doing -- and can also always grow
Staying at a school who won't even hear why I've made choices I've made or allow me to make choices as I see fit- as I am the only one in the classroom with these students 100% of the time- which is many many more cumulative hours than anyone else spends with any other students besides mcconchie and hers
I'm not naive for refusing to refer to my students as "like addicts", "bound for jail", "manipulative", and needing to "be survived " like they have been called by various staff members at this school, including in this office. To become good people and believe they're good, they need to hear good things about them. They sense and know when we believe otherwise and are just paying lip service. I won't participate in that. I won't join in the us vs them mentality. I *will* continue to lovingly guide them and to grow in being better at doing so.
Ultimately --- will we build something together or should I seek a new position?
I'm sorry if this is putting the cart in front of the horse, but the kids arent what are going to burn me out. The kids bring me joy and purpose. They are incredible humans who work very hard every day to show up and to be enough in a world that constantly assumes they're never trying. It's the struggle to get adults to see that that will burn me out. It's the inability to create a neurodivergent affirming program that makes me dread to come into work for the first time. I love this job and would love to grow an incredible program that supports the students who need it the most together. But if you don't believe I am the right fit for this group of kids, then I don't see how we will build on that foundation. If you don't believe I have expertise in this area, then i don't see how we can build on that foundation. If you want the students to return to a disciplinarian/authority figure, you will sacrifice the academic portion and the social growth. And to do that you will need to hire a different person.














