School and Community Fall 2023

SCHOOL & COMMUNITY The magazine for educators

Stories and advice from veteran teachers in each region

FALL 2023

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Advocates for and empowers public educators so they can teach www.msta.org/events • 800-392-0532

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14 Cover

8

COLUMNS 4 Striving for Balance – President’s Column

FEATURES 6 Catching Up with Christina Andrade Melle

8 A Journey of

10 Find the Magic in

Exploration and Adventure

Traditions – Michelle Turner

12 Genocide Education in Missouri

31 Find Your “WHY”

14 Cover Story: 25+ Years of Advice from Veteran Teachers

32 Mental Fitness in

Education – Shawnna Matteson

26 Meet the 2024

34 MSTA Leadership – Katie Mitchell

12

Regional Teachers of the Year

38 Economic Literacy – Rodney Gerdes

45 First Day of School Photos

40 Reading Circle

47 NE Region Award Winners

46 Book Review

MSTA HAPPENINGS 7 PD2Go

22 MSTA Convention 2023

24 Candidate Profiles

38

36 News

42 Professional Development Opportunities

44 Legal Services

S&C FALL 2023 | 3

800-392-0532 • www.msta.org

Striving for Balance

Perspective

BY MSTA PRESIDENT STACY BLAKLEY B alance is a delicate dance of integrating various aspects of our lives. It is important to find equilibrium in three foundational areas: relationships, physical well-being and work-life. This is something that I continue to work on daily. This year, I visited Bunker Hill Retreat in Mountain View. We had some free time and decided to go on a hike with some friends. Hiking is outside my comfort zone due to a lack of balance and confidence. At the start of the hike, I took advice from author Brenè Brown and shared my vulnerability. I shared with these friends that during my childhood, when I would go down hills or do anything vaguely dangerous, my mother would say, “You are going to fall!” These five small words have replayed in my head countless times throughout my life and have been crippling. That particular spring day at Bunker Hill, I decided that I had listened to those five words in my head for the last time. When I shared this, my new friends could have laughed or told me that I was silly for giving words such power. They did not. One said, “Well, that was very unkind and not at all helpful.” The other handed me a trekking pole and off we went! My life changed. I traversed creeks and slippery rocks with no issues. I walked with confidence through areas that would have previously left me unable to move forward. We reached a steep embankment that needed to be trekked to appreciate the beauty of what we have since named “The Magic Spring.” One friend handed me his trekking pole so I would have a complete set. When I made it to the spring, both friends clapped and cheered as if I had won a gold medal! They insisted upon taking my picture so I would always remember that day. My friend who had generously

allowed me to use the trekking poles took the time to give me instructions on coming back down the embankment. Those small acts of kindness and encouragement were life changing that day. Healthy relationships are the foundation of our emotional well being. I encourage you to surround yourself with people, like my hiking friends, who encourage you to be your best self. They will tell you the truth and have your best interest at heart. During my time at Bunker Hill, my friends could have had very different reactions - they could have laughed, or patted me and said, “It’s okay if you don’t want to go.” I am thankful that they had the best response possible. They encouraged me and gave me the tools I needed to be successful. Physical balance is also important. We all know the importance of exercise, eating right and getting enough sleep. Prioritizing exercise is the area in which I often struggle, but am trying to do better. My recent purchase of trekking poles is helping! Finding a work-life balance is an ever-pressing challenge. Balancing career expectations with life necessities can be daunting. We all know about the videos required by school insurance companies each year. My work-life balance strategy is to watch these videos after the start of contract days. Other professionals prefer to complete them before the start of school, but both of these strategies have great value and neither is better. Work-life balance is extremely personal. There is no magic recipe. Give yourself permission to find your own unique balance and when it comes to the work life balance of others, remember this quote from Walt Whitman: “Be curious, not judgemental.”

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The magazine for Missouri educators

MSTA OFFICERS President, Stacy Blakley, St. James R-1 President-elect, Pam Lowe, Sikeston R-6 Vice president, Amy Kelsey, East Buchanan C-I Treasurer, Andrew Reynolds, Centralia R-VI

Directors Kezia Bohanon, North Kansas City 74, Gtr. Kansas City Region Amanda Bradshaw, Mt. Vernon R-5, Southwest Region

Tisha Clawson, Bolivar R-1, Southwest Region Dana Cravens, Richmond R-16, Central Region

Diane Gonzales, East Newton Co. R-6, Southwest Region Noelle Horner, Hillsboro R-3, Jefferson County Region James Kreyling, Mehlville R-9, Greater St. Louis Region Tyler Lappe, Cape Girardeau 63, Southeast Region Beth Ogden, North St Francois Co R-1, Southeast Region Denise Peters, St. Joseph, St. Joseph Region Jessica Tierney, Columbia 93, Northeast Region Christopher Wright, Rolla 31, South Central Region

MEMBER SERVICE COORDINATORS Kim Bielinski

Glenn Bussen Keri Cottrell Marca Hayter Aubry Kruse Mike Martin

Jen Conner Tracy Darian

Maddy Johnson

Ryan Lewis Kari Nolting

Shaelynn Nordwald

Sarah Papineau

Mindy Walker

Mike Walsh

MSTA COMMUNICATIONS Administrative Assistant Jennifer Bacon Director of Marketing and Communication Todd Fuller Design & Video Coordinator Michael Lising Digital Strategist/Project Manager Kara Potter Creative Media Specialist Lindsay James

Bruce Moe

MSTA Executive Director

PUBLICATION POLICY Articles published in School & Community do not necessarily reflect the views or policies of the Missouri State Teachers Association.

Advertising: Only those products, services and programs endorsed by the Board of Directors of the Missouri State Teachers Association may carry such notification. Advertising in School & Community does not imply such endorsement. Indexed by “Education Index.” It is the policy of the Missouri State Teachers Association

not to publish materials or advertising that would promote a competing organization or be detrimental to the Missouri State Teachers Association.

Copyright © 2023, Missouri State Teachers Association. All rights reserved, including the right to reprint any article, photograph, cartoon or artwork published herein. School & Community (ISSN 0036-6447) is published three times during the year by the Missouri State Teachers Association. Non-profit bulk postage paid at Columbia, Mo., and at additional mailing office. Annual subscription price of $15 is included in membership dues. Current single copies cost $3.75. Postmaster: Send address changes to School & Community, 407 S. Sixth St., P.O. Box 458, Columbia, MO 65205-0458.

We want to hear from you Share your thoughts on our publications, suggest article topics or express an opinion about education in Missouri. Write: School & Community, P.O. Box 458, Columbia, MO 65205 Phone: 800-392-0532 Email: editor@msta.org

(Volume 110, No. 1)

P.O. Box 458 Columbia, MO 65205 LOCAL: 573-442-3127

800-392-0532 www.msta.org

S&C FALL 2023 | 5

Catching Up With Missouri’s 2023 Teacher of the Year: Christina Andrade Melle E ducation is a powerful catalyst that can transform lives and uplift communities. No one understands owners. School changed my family’s life - it is my mission to continue that change for my own community.

this better than Christina Andrade Melly, 2023 Missouri State Teacher of the Year. Her dedication, passion and commitment to her students and community have garnered recognition and admiration from peers and leaders alike. In this interview, we delve into Christina’s journey and the profound impact this accolade has had on her as an educator and as an individual. This year has been an incredibly affirming experience. I’ve had the opportunity to learn from educators across the country and to listen to conversations at the state and national level about education. The challenges (and joys) I see in the classroom are the same all across our country. It gives me hope that, while schools are all facing similar challenges, our leaders are listening to teachers. Visiting the White House and meeting President and Dr. Biden was surreal. We spent an hour in a townhall meeting with Dr. Biden and Secretary Cardona, sharing our classroom experiences and needs. They honored teachers by listening to teachers. It was an hour of my life I wanted to record immediately, so I found a spot in the Rose Garden to sit and journal immediately afterwards! What has it meant to you to have served as Missouri State Teacher of the Year? Have you had any “pinch me” moments during your celebrations of this honor? Service to my students and community. My family is an example of the transformative power of education; In one generation, both my mother’s and my father’s families rose from working in the coal mines and steel mills to finding opportunity as engineers, pharmacists and business What do you consider to be your life’s mission?

How has your district supported you during this process? My colleagues and district have always shown me that Ritenour is home. From proofreading applications and serving as references, to making sure my students keep learning while I am out, I’ve had tremendous support. Several colleagues even presented at the Powerful Learning Conference so I would not travel to my first big event alone. It meant so much to have friends with me on this journey. How do you hope to continue your work? Do you have any specific goals you will work toward in the classroom or personally? I am excited to share this fall’s experiences with my new group of sophomores and seniors - there is so much opportunity for learning within this journey. We will all practice writing for engagement in our communities. They have been great in the past at making sure I meet my deadlines! (There’s nothing more motivational than a group of sophomores fussing at their teacher, “Do your homework! Quit procrastinating!”) One of the biggest challenges facing schools right now is teacher retention and recruitment. I hope to continue advocating for teachers’ voices in those conversations and to encourage all educators to join in. We have a collective responsibility to our students and ourselves to advance public education. Do you have any words of encouragement for your fellow educators? We are never alone in this work. Remember to get close to the people around you - colleagues, families, your community - and stay curious about the problems we all face. By listening to one another, we can find a collective path forward for everyone.

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S&C FALL 2023 | 7

A Two-Wheeled Journey of Exploration and Adventure

O ur two-wheeled adventures began in 2012 when my husband, Brent, bought a Harley Davidson Ultra Classic motorcycle. It was something he wanted to check off his bucket list. We began by taking some day trips around the Kansas City area and then branched out to Weston and Lexington in Missouri or to Paola, Kansas with our friends, Toni and Scott. On these day trips, we like to search for a good place to eat lunch where we have not been before. Soon, we began to embark on weekend trips to Eldon, Hannibal and Potosi with the Missouri Chapter of the Valkyrie Riders Cruisers Club (which we joined despite having a Harley). When we go on rides, we try to find curvy and hilly two-lane roads to make for a more exciting journey. These roads have since led us far beyond Missouri and Kansas. We began our tour of America in 2016 when we attended a Valkyrie Rally in Morgantown, West Virginia. It took three days to get to Morgantown via the scenic route and we stayed in a quaint motor inn in Maggie Valley, North Carolina. This has since become one of our favorite places because of the amazing view of the Smoky Mountains right outside the room. I always try to find a new local brewery for us to stop at in

each destination, too. We now have quite a collection of brewery stickers. We have since been to many places including Billings, Montana; Roanoke, Virginia; Taos, New Mexico and Harrison, Arizona. I think my all-time favorite trip was when we went to the northwest region of the United States, logging more than 5,500 miles in 13 days. Our trips take us through many small towns as we try to stay on two lane roads, avoiding highways when possible. On one of our most memorable day trips from Morgantown, we encountered the “goat trail” which was narrower than a one lane road with old loose asphalt - it was quite the adventure! Once we took a wrong turn, which ended up being the “right” turn because it led to some amazing waterfalls. (This might just be a good metaphor for life itself!) We often try to stop at scenic overlooks and have been through some historical places. In South Dakota, we stopped at Mount Rushmore, visited Spearfish Canyon and rode the famous Needles and Iron Mountain highways. The 360-degree views from the motorcycle were breathtaking. Having a National Parks Pass really helps our budget as well, allowing us to visit iconic

BY SHELLIE WOLFENBARGER, BLUE SPRINGS R-4

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landmarks like Yellowstone National Park. It was quite a sight to see the remains of the forest fires that had occurred earlier that year and we even watched Old Faithful erupt! We also saw the Grand Canyon after a trip to see my aunt and uncle in Arizona. It was beautiful! In Montana, we rode Chief Joseph’s Highway where, as we looked at the mountains along the highway, we saw the outline of Chief Joseph sleeping. This highway led us to Beartooth Pass, which is a winding road up to the top of the mountain and back down. Our day started out “sunny and 75” at the bottom but, as we started climbing in altitude on our bike, it started to rain. We wanted to keep going, so we found a place to pull over and put on our rain gear. As we

continued to move up the mountain, the rain turned into sleet and then into snow. At that point, we had no choice but to keep going as the roadside pull-offs were gravel and occupied by cars and RVs. The sides of the road were still piled high with snowbanks so close to the road, I could reach out to touch them! When we finally got back to the bottom, everyone finally took a deep breath. Despite the weather we encountered, the scenery was beautiful. Three years later, we went back to Beartooth Pass, and on that day the weather was perfect! We saw the mountain glaciers and took in just how beautiful the mountain really is. Our adventures have led to many other unique places. It is funny how some of these roads are named, often in reference to dragons and other creatures. In Tennessee, there is a famous road called the Tail of the Dragon. It has 318 turns over the course of 11 miles, which we rode both ways. In Virginia, we conquered the Back of the Dragon and the Claw of the Dragon. A huge benefit of these trips has also been interacting with the people we meet along the way. We once came across a man from the east coast who was on a full cross country adventure. He was on day 30 of being on the road - I am not

sure my bum could handle that much seat time at one time! Some people who hear about my travels have asked if we have microphones to talk to each other. The answer is no. I just sit back and relax on the bike but can talk to my husband by leaning forward when needed. I do a lot of thinking while riding, in between taking pictures with my GoPro. These motorcycle adventures help me take my mind off of school and the many things that have to get done daily. I can truly focus on what is happening in the moment and enjoy the spectacular view. We have currently logged over 13,000 miles in 24 states on the motorcycle and I am sure we will log a lot more. We live in a beautiful country – so, get out there and see it however you can!

Do you have a unique hobby or interest outside of school? Email editor@msta.org to share your story!

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Find the Magic in the

Michelle Turner retired from the School District of Washington in 2021. She taught photography and broadcast journalism as well as various art and English classes.

L ate May in Franklin County can be like spinning a roulette wheel. Will it land on hot and humid? Maybe the gamble will result in a bone-chilling rain? Imagine my surprise when on May 25, 2023, the weather was near perfection as I walked towards the football field at Washington High School. The walk felt familiar because it was just two years ago that I retired from the School District of Washington. It’d been my home for 23 years of my 25 year teaching career. To be perfectly honest, I attended and worked so many graduations that by the time I was packing my classroom for the last time, they’d lost their luster. It felt like just another “thing” I had to be at. While I have peeled the Band-Aid off, I may as well admit it wasn’t just graduation that had lost its shine for me. Case in point: Homecoming! With a dance, coronation, spirit days, parade and football game, this felt like a never-ending series of “things” to attend. And, of course, it always seemed to hit just when I needed to finalize first quarter grades and deal with what some schools call midterms, but my school called “quarterly assessments.” The thought of attending anything extra while also trying to prepare for the arrival of first quarter grade cards and parent-teacher conferences felt overwhelming.

Was I happy for my graduating seniors who were about to get their diplomas? Of course! Was I excited for the kids who were on Homecoming court? Absolutely! However, I didn’t enjoy the time I felt it was taking away from me and what I had to do for my classroom as the years went by. That’s one thing I really dislike about how I felt during my last few years of teaching. I got to where I didn’t see the magic in the traditions like graduation, Homecoming and even (dare I say it) Prom. So, now that I have publicly confessed this, readers may be curious why I would attend another WHS graduation after retirement if I had been so jaded. The answer is simple - this was my daughter’s moment to walk across that stage. I only have one child and like to joke that I am not a royal, so I have no spares. This was the only senior year I got to experience as a parent. From finally getting a driver’s license to her senior Homecoming and Prom, Karlene always wanted me along for the ride. She has never liked shopping for clothing, so she put a lot of faith and trust into me as I helped with her Homecoming and Prom attire. Watching her get dressed up felt surreal at times. Prom was especially dazzling. I noticed that beyond all those pre-Prom photos, Karlene really wanted to get a photo at the event with one of her

BY MICHELLE TURNER, RMSTA MEMBER

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Traditions

Michelle attended the district art show, not as a teacher but as a proud mom.

Karlene’s selfie at prom with her favorite FACS teacher and Prom sponsor, Karen Fixsal.

Karlene and her favorite librarian, Ann Loesing, after graduation.

favorite teachers who was also the Prom co-sponsor. I kept thinking how wonderful it was of this educator to put in the countless hours to pull off this event. I also thought about how I only helped chaperone one Prom during my time at WHS. When I found the right moment, I thanked her for the time she put into making Prom a night my daughter really enjoyed. Before I knew it, graduation day was upon us. With my daughter’s original artwork gracing her cap (which she struggled to keep on straight), she did the walk that I have seen thousands of students take over my career. On that night, I sat in the stands and hardly took any photos or videos during the event. I just wanted to soak it all in. I didn’t shed the “mom tears” as much as I thought I would. Instead, I was just happy. Happy for her accomplishments and happy they put in a ramp to walk down off the stage instead of steps to avoid tripping hazards. Happy she looked so overjoyed. Happy to see her walking in with a young man who she

walked with at her kindergarten graduation. Happy to know she is prepared for the next steps of her life. And, ultimately, just happy I got to be there for this moment. Afterwards, in a similar move as Prom, Karlene wanted to find her favorite WHS librarian and get a photo with her. As they posed together in their regalia with big smiles, I was so thankful that this woman didn’t skip out on graduation because she didn’t want to be at yet another school event. At that moment, it was so important to my daughter that she was there. All those statements I had heard about graduation from administrators, trying to keep faculty engaged, kept coming back to the surface. The principals from my past were just trying to remind us that this is an important night for not only the students, but also for their families. All those moments I’d opened my school email to see pleas for teachers to help sponsor clubs, attend school functions and chaperone dances crossed my mind, too. Instead of opting out of a lot of those events and activities, I wish I had

gone to a few more when I was still in the classroom. I certainly could have chaperoned more than one Prom night. My dearest educators, I hope that you will stay the course and avoid feeling like I once did about traditions like graduation, Prom and even Homecoming. Be there and be present . When a student is taking photos with family and friends, maybe even step up and ask if you can take the photo for them so everyone is pictured. If they want a photo with you, take the time for it. Clearly you have touched their lives. Yes, annual events can start to feel mundane. Just try to always remember something I was told often as a teacher, “That’s someone’s baby.” So, do the familiar walk or dance move, put on your regalia or your dancing shoes and just smile. Some events may be short while some may be long, but each student who attends these events is someone who matters. Applaud them, enjoy the tradition and let us hope that if it’s held outside, the weather is in your favor!

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Genocide Education in Missouri

O n June 30, 2022, Governor Parson signed into law Senate Bill 681 and 662 (2022), mandating Holocaust education in the state of MO for students in grades six through 12 as determined by each school district. This mandate will be phased in via a pilot program beginning in the 2023-24 school year with all school districts participating by the 2025-26 school year. The Genocide Education Project (GenEd) is a nonprofit organization that assists educators in teaching about human rights and genocide, particularly the Armenian Genocide, as the predecessor of the pattern of genocides that followed. GenEd develops instructional materials and provides workshops, consultation and presentations on these topics, which could be a valuable asset for Missouri teachers in particular under this new legislation. Kerri Flynn, a recently retired social studies teacher from the School District of Washington, has taken on the role of Education Director for the GenEd and provided the following information. An excerpt from The Armenian Weekly (April 2023 edition) by GenEd co-founder Roxanne Makasdjian: Without fully recognizing and investigating the causes of the most destructive chapters in history, the human race seems doomed to replay them. Only after the true scale and pervasive nature of these acts are acknowledged and understood can individuals and societies act to stop them. It starts with education. The Genocide Education Project was founded with this mission at its heart. Established by Armenian-Americans in 2005, GenEd has steadily expanded its work to bring teaching materials and professional development programs to high school educators across the United States. GenEd offers a particular expertise on teaching about the Armenian case as an essential episode in modern world history, WWI history and any curriculum that addresses human rights and genocide. Indeed, the Armenian Genocide holds a singular place in genocide studies. It was the stimulus for Rafael Lemkin’s invention of the word “genocide” itself. It was the most significant human rights crisis of

WWI, with record numbers of people murdered, an entire population erased from its historic homeland. New technologies made it possible to murder 1.5 million human beings faster than ever before, and the Turkish government’s total impunity for this unprecedented act served as inspiration for future perpetrators, beginning with Adolph Hitler. That impunity and the genocide denial campaign of successive Turkish governments also has a direct connection to the genocidal actions of Turkey and Azerbaijan against Armenians today, currently playing out with the months-long blockade intended to empty Armenians from Artsakh. With this history and current events in mind, the value of including the Armenian Genocide in standardized social studies curriculum is indisputable. Yet, despite its important place in modern history and its unique and powerful educational merit, it has been overlooked in most secondary curricula. Providing students an understanding of key examples of genocide across time, their common stages (including the stage of denial which perpetuates a genocide and enables new ones), equips our students as they become responsible global citizens, to take action when the early stages begin to appear. Through presentations at social studies conferences, teacher training workshops in major U.S. cities, and dissemination of free teaching resources through its website, GenEd has directly reached more than 10,000 social studies teachers. GenEd also collaborates with numerous state education departments and genocide education commissions. Studying Genocide Abroad Kerri Flynn planned and led the 2023 GenEd Teacher Fellowship Program which guided 15 teachers from 14 states to Armenia to study the Armenain Genocide, as well as Armenian culture and life. “Through a unique partnership with the Armenian Genocide Museum-Institute (AGMI), adjacent to the Tsitsernakaberd genocide memorial in Yerevan, Armenia, the program combines GenEd’s expertise in training U.S. social studies and English language arts

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The 2023 GenEd Teacher Fellows at Khor Virap, with Mt. Ararat in the background.

educators with AGMI’s unique role in Armenian Genocide remembrance and research, including its in-depth museum exhibit, collection of primary source documents and artifacts, and its ongoing scholarship on various aspects of the genocide, its aftermath and its continuing effects today.” These teachers will take what they have learned back to their classrooms and districts, sharing their observations and experiences with students and colleagues. Following the success of the first two cohorts of the GenEd Teacher Fellowship Program, plans have already begun for future fellowship groups. Applications will be available this December for the July 2024 cohort. GenEd encourages anyone who currently teaches about the Armenian Genocide to apply. Find Resources To learn more about GenEd and to access valuable resources for implementing genocide education in your curriculum, visit genocideeducation.org. The organization provides downloadable toolkits, case studies, lesson plans, study guides, webinars, classroom posters and many other assets for educators to utilize. Contact GenEd to explore workshop services, recommendations and guidance on genocide curriculum, as well as local speakers who can share their family histories and personal experiences with students and educators.

2023 GenEd TFPs Mike Xiarhos, Leigh-Anne Hendrichs, and Emily Wardrop listen to a lecture on the Denial of the Armenian Genocide by Dr. Dikran Kaligian

2023 GenEd TFPs on a walking tour of Yerevan, Armenia, spotted in Republic Square. Photos courtesy of The Genocide Education Project

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of advice Missouri’s seasoned educators are the foundation upon which our society is built. No other profession directly touches the lives of entire generations with such depth and lasting influence. MSTA is proud to represent more than 40,000 talented educators spread across ten regions of the state, many of whom have dedicated their careers to serving our education system for 25 years or longer. With decades of firsthand experience, the following academic professionals are proud to represent their respective regions and offer a source of inspiration for fellow educators. Central Region L ouita Watterson (Lone Jack C-6) discovered her passion for teaching at an early age, playing school with her siblings. Today, she is in year 34 of her career as an educator. of Science in Education with a major in elementary education and a minor in library science. “Once I began working in the classrooms permanent teaching position, eventually teaching fifth grade for four years and fourth grade for 25.

Over the decades, Watterson learned the value of proactive classroom management through the “Love and Logic” approach, keeping her classrooms positive and structured. “One of the blessings throughout my career has been learning to deal with potential problems before they became a problem so that we could instead spend time having fun and enjoying our time in the

for my courses, I realized that being a classroom teacher was my true goal,” Watterson said. She came into the profession at a time when there were more teachers than positions – a stark contrast to the current day – and began working as a preschool teacher at various daycares. Watterson then accepted a paraprofessional role before securing a

“I remember being the teacher and giving them assignments to compete,” she said. “In high school, I worked as a student library aide and began to think that being a school librarian would be my career path.” This led her to Central Missouri State University, where she earned a Bachelor

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had time away from the classroom. This is what helped me to feel less stuck or burned out. Others need time outside exercising, traveling or socializing with family and friends. Find the activities which help you to refresh and come back with a new perspective!” The most rewarding aspect of Watterson’s career has been the lasting connections with students and their families, who continue to seek her out and share fond memories. This is due to her teaching philosophy, which centers on nurturing self-sufficient learners with high expectations and intrinsic motivation. “When a former student says, 'Hey, do you remember when...?' I love the memories which come flooding back!” Watterson mused. “I cherish the knowledge that I have made a difference in their lives. It is gratifying to meet a previous student in a store, or have former students come back to visit, invite me to graduations, weddings and baby showers or even bring their child to meet me.” Looking back, her only advice to her younger self would be to worry less about small issues and focus on the bigger picture. As for the future, Watterson hopes for a less politically charged education system that allows educators and parents to make decisions in the best interest of students. “I wish there was less criticizing and looking to find fault with others, and more working together for the benefit of the students,” she said. “We live in a diverse world, and I believe each child must be given the support to learn of those diversities - and how to thrive in their situation.” As a dedicated member of MSTA since her student days, Watterson appreciates the support and advocacy the association provides for educators. Greater St. Louis Region T ammy Hagely (Mehlville R-9) is a proud 38-year veteran of the Missouri public education system. “I was in high school when I first decided I wanted to pursue teaching,” she said. “I received my associate degree from Meramec Community College and my bachelor’s degree from UMSL. I went on to get my first Master of Education from Lindenwood and a second Master of Administration from Lindenwood.” The start of Hagely’s career in the classroom was a bit untraditional as she

was hired on a Sunday afternoon and began teaching three days later. “My room was not exactly the way I wanted it, but the room was the least important thing in the scheme of things,” Hagely recalled. “The way I loved and treated my students and made them feel welcome and valued was most important. I was also excited to fulfill my dream because I got a job right out of college.” As any educator is aware, the job did not come free of challenges. With each passing year, Hagely learned invaluable lessons about the multifaceted role of teaching. Her priority was clear: building strong relationships with her students. “I learned how much baggage a child can bring with them to the classroom. You want them to read, write, pay attention, etc. when all they want is a safe place to feel loved and have their basic needs met,” she said. “Teachers truly wear many more hats than just educators; mom, grandma, nurse, counselor, friend, etc.” Hagely credits teaching in a Title 1 school for showing her that flexibility is key to meeting learners where they are. “Sometimes the education part has to take a back seat until their basic needs are met - then they can begin to trust you and learn from you,” she said. Balancing the demands of home and school life was another obstacle she faced early in her career. “I was a mother of two and stepmother of three. I wanted to be the best at both roles, but sometimes it was hard to let things go,” Hagely said. “I brought home a lot of work in the beginning of my career, but I had to learn to set a limit so that my family didn’t suffer. Mentally, it is also hard to shut my brain off. I worry about my students just like I do about my own children. Are they safe? Are they getting food to eat? A place to sleep? The list goes on.” Despite the challenges, her love for teaching remains unwavering. Hagely believes that removing negative influences and surrounding oneself with a supportive community of educators is crucial for personal and professional growth. “I feel like I put a lot of pressure on myself to follow all the expectations given to us,” Hagely noted. “Teachers have so many priority standards that they must teach in a certain amount of time. They are great guidelines, but I truly just do the best that I can with each class.”

classroom together instead of stressing about problems,” she noted. Adapting to changing times, Watterson embraced technology in her teaching, even transitioning to remote instruction via platforms like Zoom. “When I began teaching in the early 1990s, the most advanced technology in my classroom was an overhead projector and a wall-mounted push-button telephone,” she reminisced. “Now as I retire, each student has a Chromebook, which they use every day. I found myself excited to learn about new technology and how it could be used in my classroom, or remotely, to benefit the students and myself. What a great amount of change in those years!” Navigating change and pursuing happiness through a lifelong career takes diligence, which Watterson is no stranger to. “Facing burnout mid-career is a very personal and individual situation, but I truly believe that each teacher needs to find classroom management structures and techniques which work best for them,” she emphasized. “I am a person who needed to feel like I was getting things organized and well planned ahead of time, so I would take the time to plan and organize whenever I

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As the MSTA representative for her building, Hagely has played an active role in fostering a supportive and collaborative educational environment. “I joined MSTA to represent me if I needed any legal advice during my teaching career - luckily I have not,” she said. “I also have won a few grants from MSTA to do projects in my community. I bought little bookshelves for a few local dentists and doctors’ offices in the area. I then filled them with books that were written by the first graders. So, while the patients were waiting, they could read books written by my students.” Hagely hopes that her journey can be a testament to the transformative power of education and the profound impact that a teacher can have on the world. “I feel like I thrive in my profession because it is my passion in life, and I truly love what I do!” Southeast Region M ichelle McGruder (East Prairie R-2) wrote on a kindergarten assignment, “When I grow up, I want to be a... TEACHER!” This dream that sprouted long ago is still her reality today, during year 27 of her career. “I attended K-12 at East Prairie Schools and earned my bachelor’s degree at Southeast Missouri State University,” McGruder said. “I then received a Master of Curriculum and Instruction from Concordia University. I have lived many ‘first days’ in the classroom and have always had that little flutter in my stomach from the responsibility of these little treasures in my hands every day.” Over the years, she has taught kindergarten, first grade, fifth grade and Title 1 reading, offering a broad spectrum of educational experiences. With a significant portion of her career spent in kindergarten, McGruder has gleaned valuable insights into early childhood education.

“One of the most valuable lessons I learned is to remember that the children in our classrooms have only been in the world a few years,” she detailed. “Considering this, they need a great deal of support, patience and grace to continue learning how school (and the world) works.” For this reason, many of her classroom methods are grounded in empathy and understanding. This philosophy was notably essential during recent years. “One of the greatest struggles in my career came during the COVID-19 pandemic,” McGruder recalled. “I was given the task of virtually teaching kindergarten and first grade for students choosing to learn online. I had very few existing skills in technology and was terrified of being able to give the students a good educational experience in a time of crisis. I learned a lot that year and I hope the students learned SOMETHING! This gave me the chance to learn and grow, and many of the skills I learned from that experience I have been able to bring into my teaching as we inch toward ‘normal.’” These experiences have brought forth similar challenges for teachers across the country. For mid-career educators who may be grappling with burnout or feeling stuck, her advice is to seek out like-minded colleagues who share a passion for education. “Let them be your sounding board and safe place,” McGruder said. “It’s easy to be sucked into a vortex of negativity, especially with the stressors that exist in education today. People who are dedicated and passionate about teaching will support you on weak days and celebrate with you on strong ones. My advice to my younger self would be to breathe and soak up the moments I was in. I spent too much time trying to constantly look ahead and figure out what was coming.” Alongside these positive efforts, McGruder believes that the education system

could benefit from changes which many teachers recognize on a daily basis. “Changes and improvements I would like to see in the education system lie mostly with the pressures that exist on educators and students concerning state testing, the stress levels for many teachers and administrators, challenges with student behaviors, family support and teacher salaries,” she noted. As the state navigates these known obstacles, McGruder is thankful for her involvement with MSTA. “I value my membership because of the wealth of support that is available, the sharing of experiences and knowledge and the security of resources on hand if I need them,” she said. “MSTA has brought inspiration, motivation and expanded my perspectives throughout my years in education.” Outside of the classroom, McGruder enjoys working on creative projects to foster a love of reading within students. Read about her web show, “Mrs. Mac’s Bookbag,” on page 37. Northeast Region K erri Blessing (Canton R-5) started school at the University of Iowa with an undeclared major, but soon found herself on a lifelong journey in education. “I first aspired to become an educator when I was a child playing teacher in our basement,” she said. “I remember having a gradebook with made-up student names, and my own chalkboard that rotated to access both sides. I must’ve forgotten that when I went to college... I eventually took a class to explore career possibilities and made the ultimate decision to become a teacher.” Over the course of her now 27-year career, Blessing has positively impacted the lives of young learners in fourth, fifth and sixth grades. The evolving landscape of education demands nimbleness and resilience, and she has embraced these qualities.

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“One of the most valuable lessons I have learned is flexibility,” she noted. “The teaching profession has changed a lot in the last 20 plus years and will only continue to change in the years ahead. I also know that I don’t have to do this alone. Although I’m the only one in my school teaching my subject and grade, I know there are so many people throughout my district who I can ask for help and feedback.” Collaboration has been instrumental in Blessing’s growth and development as a teacher. Admittedly, she has primarily struggled with grading. “By ‘grading,’ I mean what to grade, how much to grade and doing it in a timely manner,” Blessing emphasized. “I don’t feel like my education program prepared me for this aspect of being a teacher, and I had to figure it out on my own with the help of my colleagues. Now I make lists of what needs to be graded first and try to look at the list in small pieces instead of thinking it all must be done right now.” Building on this spirit of self development, she stresses the importance of not just pouring energy into students but also refilling one’s own cup. When facing burnout, Blessing encourages educators to do what is best for themselves without feeling selfish. “We often think of what is best for the students but, as teachers, we need to think of ourselves, too,” she said. “Self-care has become a buzzword in general, but especially in education. The premise of self-care is spot on, but it is only what you make of it. It’s taken me many years, but I feel like I’m finally letting myself rest without feeling guilty. Find what helps you ‘escape’ school and be someone besides a teacher.” While Blessing has been fortunate to work in a district that she feels respects and values its teachers, she recognizes that not every educator enjoys such a supportive environment.

“I would like to see educators be given some grace and treated as experts in our field,” she explained. “If we want to encourage people to enter the teaching profession, we need to continue working on making a profession people want to remain in once they become teachers.” As always, MSTA continues to work toward this collaborative goal. Upon joining her first year in the classroom, Blessing wasn’t fully aware of the benefits available to her through the association. “I have since come to appreciate the support it has provided,” she said. “I can remember two specific situations in my career when I needed assistance, and everyone I came in contact with was very professional, yet caring.” Blessing’s enduring passion for teaching, adaptability and commitment to self care serve as a beacon of inspiration for colleagues. Her most treasured moments are when students in the community greet her fondly with a “Hi, Mrs. Blessing!” Jefferson County Region M endy Bradshaw (Dunklin R-5) was inspired to enter the world of education by a remarkable English teacher during her high school years. After 30 years in the classroom, she still

reflects fondly on those memories. “At the start of my sophomore year, I walked into P.J. Barbeau’s English II classroom and knew that I wanted to be an English teacher just like her,” Bradshaw mused. “She was tough, but enthusiastic and expected the best from her students. I took as many electives as I could with her and participated in student council and thespians, performing in school plays that she directed. She was such an inspiration and even attended my wedding!” Bradshaw attended Jefferson College and Missouri Baptist University for her associate and bachelor’s degrees, followed by Webster University where she earned a Master of Educational Technology. On the first day of her career, she was excited to be back at her alma mater, Herculaneum High School – coincidentally, in P.J. Barbeau’s same classroom. “The toughest lesson I had to learn was that not every student will like me... and that’s okay,” Bradshaw said. “I am a pleaser, and I began my career wanting all of my students to like me, so my classroom management suffered. It was very difficult to turn that around, and I struggled with it for the first two years of my teaching career.” After those first two years, Bradshaw took time off to have a second baby and committed to being a stay-at-home mom.

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Southwest Region E lizabeth Webster (McDonald Co. R-1) is proof that the path to becoming an educator is not always straightforward but can still end in success. Her initial aspiration to become a teacher was rooted in her experiences tutoring fellow students during her school years. However, during her senior year before student teaching, apprehensions crept in, leading her to take a five-year break from her education. “I made sure teaching was what I wanted and finally decided to go back,” she said. Thus began Webster’s 30-year career as an educator in various grades and subjects. “Starting in August 1994, I taught special education for eight years at Rocky Comfort,” she stated. “I then taught fifth and sixth grade for one year each, followed by 11 years in junior high communication arts. For the 2015-2016 school year, I moved back to special education in a totally inclusive co teaching environment. Since the 2017-2018 school year, I have been at McDonald County High School teaching special education.” Throughout these experiences, Webster has learned many invaluable lessons - one of which is the significance of listening to parents. “Parents want and need to be heard and listened to,” she said. “They have valid points. It is their child. Many complaints can be dealt with if they know you are listening and care what they have to say.” While difficult to navigate at times, this is advice that she hopes fellow educators will utilize among other tips she has picked up on over the years. “Change may need to happen to make you happy and change may be what you do to feel your worth,” Webster emphasized. “We all get tired. Find an outlet that rejuvenates you mentally and physically. Take time to rest.” Another simple tip for classroom success? Room temperature. “I wish someone had taught me earlier that room temperature can be a game changer when it comes to the attitudes of the students of my class,” she noted. “If it is too hot, people are sleepy and restless. Attitudes get outraged much more quickly. If too cold, they are uncomfortable and wanting to snuggle!” The bright point of every school year for Webster has been watching students come into themselves and learn to shine. “I have had some spectacular students in the last 29 years,” she said. “I have seen students, some of whom I questioned their

“Or so I thought,” she continued. “I subbed the next fall and was later able to return to an ELA position after three years out of education. When I came back, I structured my classroom and set boundaries for my students. I set classroom rules and asked my students to create rules that they thought were important, too. It sounds silly to me now, but I learned that students really do want guidelines because it lets them know that someone truly cares about them enough to make them follow the rules.” Bradshaw also learned to be patient and build strong relationships with her students, understanding that respect must be earned. This enduring lesson led to lasting friendships with former students and has also enriched her teaching experience. The journey of being an educator is not a straight line – Bradshaw advocates for forging individual paths to success. “Mix it up - don’t get stuck in the same rut!” she advised. “There are so many awesome resources out there now, that it is so easy to incorporate new ideas to bring your classroom to life.” Praising the innovations of social emotional learning methods, Bradshaw strives to understand her students’ backgrounds and recognizes that their lives may differ from her own. “Their experiences outside of school are probably not the same as mine were at that age. I also always try to treat others the way that I want to be treated and I try to instill that in the students as well,” she said. Bradshaw has been a member of MSTA since the mid-nineties. “I just love knowing that there is an organization that supports me and all teachers, offering resources,” she said. “I was on our district leadership team several years ago and also had the opportunity to go to Bunker Hill!” The excitement and joy that come with a breakthrough in understanding are truly rewarding. However, what touches her heart most are the encounters with former students in everyday life. “This may sound a little crazy but, to me, the biggest success stories are when I run into a former student in the grocery store (or see a post on social media) and they thank me for being supportive or for teaching them a life lesson,” Bradshaw emphasized. “Hearing that I had an impact on them means the world to me!”

ability to care for themselves, become loving and productive citizens in our community. Some students I never thought would be readers but developed a love for reading and learning in general. I read somewhere about Albert Bandura, whose teaching theory was if you make students comfortable to learn and in an environment that is risk-free, they will learn more and ask more questions. I took that to heart.” By fostering an atmosphere of curiosity and excitement, she keeps her students engaged and eager to explore new concepts, thereby kindling her own passion for teaching. Crediting her positive administrative team and colleagues as contributors to her success, Webster also referred to MSTA as an asset to her career. “MSTA has been a cornerstone to my education especially during my early years because I joined while still in college,” she said. “I have seen firsthand the value of belonging to an organization that cares about you. MSTA also has many benefits beyond the classroom. I feel it is an important part of my teaching career and would not teach without my membership.”

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