A few years ago when I was preparing to take the leap into administration, the invaluable guidance and mentorship of my 4th grade teacher, Mrs. Linda Roth became my compass. Now, you may be thinking…how does Lauren maintain a connection with a teacher from almost 35 years ago? The answer lies in the profound impact teachers like Mrs. Roth have on their students. Every day educators have the ability to forge deep connections, creating learning spaces where hearts and minds feel not only seen, heard, and valued but also profoundly understood. Back then, I didn’t fully grasp the true influence a great teacher can have on the progression of a person’s life. 

Mrs. Roth retired as a central office administrator, and even at the time of this writing, we just got off a phone call where I was able to share some of the celebrations from my week and listen to her tell me stories that reminded her of the anecdotes I shared. Ironically, our paths in education are similar. If you’re curious to learn more about some of those special moments we shared, you can delve into one of my first blog posts titled Eternal Memories Manifest Hope for the Future.

When students are young, they are very impressionable and are consuming information at a rapid pace. They are looking to their families, teachers, and mentors as guides who can bring them knowledge they will need to navigate the progressions in life. The more learners can interact with people who care deeply about their growth, the more they develop the character skills they will need to become deeply human in a world that can feel inhuman. In the book, How to Know a Person: The Art of Seeing Others Deeply and Being Deeply Seen, David Brooks shares the following, “When I was young, I wanted to be knowledgeable, but as I got older, I wanted to be wise. Wise people don’t just possess information; they possess information; they possess a compassionate understanding of other people. They know about life.” (p. 7).

Contemplating life’s progressions led me to some special moments during a district literacy committee meeting I facilitated this week. Among the various activities, one stood out — a gallery walk involving stakeholders, including students, teachers, administrators, and parents. Four tables displayed fall and winter on-demand student writing, and all stakeholders participated in the gallery walk to observe the progression of writing from first to fifth grade and the students’ growth between fall and winter.

I sought ChatGPT’s assistance in providing a simple explanation of a Gallery Walk for those unfamiliar with this powerful learning protocol. “A gallery walk protocol is a teaching and learning strategy where students move around the classroom to view and analyze visual displays, such as posters or exhibits, related to a particular topic or concept. During a gallery walk, students have the opportunity to examine and discuss the displayed materials, fostering active engagement and collaborative learning.”

Guided by two questions — What do you notice? What do you wonder? — the committee engaged in a dynamic discussion. This wasn’t a silent gallery walk; I aimed for members to connect and learn together as they observed the students’ writing. When it was time to share, I heard an AP 11th and 12th grade English teacher talk about how fascinated she was to observe the foundations of writing and how students were already using declarative sentences and literary devices to bring their writing to life. I heard a high school senior mention how apparent it was to see the explicit teaching that transpired. “Look at this 3rd grader’s use of adjectives and the dialogue they added to bring their stories to life. It is clear that they understand how to spell high frequency words they didn’t get right before.” A kindergarten teacher remarked at how the structure of the student writing changed from first grade to 4th grade, separating writing into distinct paragraphs.

Glancing around the room, I noticed everyone absorbing each other’s perspectives on the writing. Each participant brought different strengths and areas for growth into the conversation. All perspectives were seen, valued, heard, and profoundly understood. I couldn’t help but think of the teachers who deeply impacted the growth of those students we were highlighting – the small moments unseen by those in the room. I couldn’t help but think about the teachers who had a significant impact on the stakeholders who were sharing such thoughtful comments in the room. These are the progressions we go through in life to become the people we are today.

During a recent conversation about leadership with Mrs. Roth, I once said, “Linda, great minds think alike,” after agreeing on a controversial topic. She replied by saying, “Yes, Lauren, that could be true, but never forget this – great minds also think differently.” Through the progression of life, we connect with people who think like us but must invite those who think differently. They make us more compassionate, help us see the world through different lenses, and foster our growth and understanding on the path of life’s progression. Learning and understanding don’t have to happen in isolation. 

David Brooks also shared, “I often ask people to tell me about times they’ve felt seen, and with glowing eyes, they tell me stories about pivotal moments in their life. They talk about a time when someone perceived some talent in them that they themselves weren’t even able to see” (pp. 9-10). In those moments, we recognize the profound impact that goes beyond what meets the eye, echoing the lessons learned from exceptional teachers like Mrs. Roth.

So I ask, how will you embrace many perspectives and invite those who think differently into your educational spaces? You have the ability to be a guiding compass. You can choose to connect with others to make them feel seen, heard, valued, and understood. You hold the torch that encourages growth and enriches your students’ and colleagues’ understanding of the progression of life.