A few weeks ago, I finished up my last skill-building session (SBS) that made up a pretty significant component of my pre-service training in the Collaborative. SBS essentially was a credit-bearing weekly class, where we got to learn about and practice the various skills needed in our practice as educators. The Collaborative does a good job outlining SBS on their website, but the class focuses on skills like lesson planning, supporting diverse student populations, equity in teaching practice, and more.
In years past, SBS met in a traditional classroom setting that Partner Teachers would report to after finishing up field experience at our respective teaching academies. Due to the pandemic, SBS was facilitated digitally via Zoom.
SBS was my first introduction to the Collaborative’s PST program, as it preceded the beginning of field experience by about two weeks. During these two weeks, we attended daily SBS sessions and learned/practiced some of the most essential skills needed to enter the classroom as a Partner Teacher. I remember having an irrational fear that my SBS instructor would be some sort of educational drill sergeant whose job it would be to mold us into fearless pedagogical machines. I even replayed training scenes from films like Jarhead and Mulan in my head. Turns out that my fear was completely misplaced. My SBS coach was an incredibly passionate, supportive educator and genuinely cared about our development as future teachers. I also connected with a small group of peers from the program over the course of the last 5 months — all of whom I know will be wonderful educators.
I thought that SBS was organized incredibly well. It led with high-yield concepts such as lesson-planning and building relationships that empowered me to hit the ground on day 1 of field experience to create meaningful learning experiences for my students. The sessions followed a regular sequencing that worked really well for establishing a sense of routine — a daily do now that set the stage for the topics, an introduction to and discussion of how a topic or strategy can be used in the classroom, followed by the opportunity for us to practice the concept ourselves and to give/receive feedback from peers. It was rooted in theory and research about strategies that work well in the classroom, but they felt so practical. On more than one occasion, I found myself leaving SBS on a Wednesday, applying a new skill later that week, and finding some new growth or breakthrough with a student that came from applying material learned in SBS.
I don’t think there’s any way to get around the fact that SBS is going to feel like a drag at times — and I say this as someone who gets overly excited at the prospect of receiving a new textbook or course syllabus. When you end up in the middle of March writing weekly papers and going to SBS, all while continuing to go to field experience on a full-time basis, it eventually starts to wear you down a bit. On top of the weekly papers, March is also right around the time that we were setting our sites on gateway #2 — the second formal observation of the program.
I’m particularly grateful for having found such a strong sense of community within my SBS group. From regular small group activities and discussions to 1:1 chats to ask questions, laugh, or vent with a classmate, it really was the people I got to work alongside that made SBS such a rich and impactful experience for me.
I wasn’t a perfect SBS participant. I definitely slacked on the readings once or twice, and I felt like I didn’t have the most profound perspectives to offer in regards to the readings or topics on a given day. Still, some peers found value in my ramblings, and I suppose that there’s value in that.