Beginning Educators
I remember my first day of teaching. I remember the frenetic energy and nerves, the decision fatigue, and the exhaustion that came crashing in at the end of the day. My first year of teaching was a steep learning curve filled with trepidation and excitement. It was a time of constant reflection, adaptation, and, yes, a fair amount of scrambling to keep up. It’s an experience many of us in education can relate to. Looking back on my first year of teaching, I can now see the successes and the victories that marked my growth. I have a collection of moments when a lesson clicked or when a student made a breakthrough...and moments when a lesson crashed and burned. Those memories bring me joy and clarity now however in the moment, those successes an failures felt almost invisible amidst the overwhelming sense of doubt. The pressure to meet expectations, the constant comparison to more experienced educators, and the weight of wanting to be everything for my students created a narrative of inadequacy. Despite the wins, I couldn’t shake the feeling that I was somehow falling short, that there was always more to do, more to perfect. It was a cycle of striving, but never felt like I had reached the mark. Only with time and reflection can I now see that those early struggles were part of the process, not signs of failure, but stepping stones to becoming the educator I am today.
I believe the way we talk about education shapes how we understand its complexities, how we perceive the triumphs and struggles, and, perhaps most significantly, how we view the individuals at the heart of it, our students and educators. The language we use shapes our perceptions and influences the narratives we construct. The words we choose can empower or diminish, inspire or constrain. Whether we’re discussing students, educators, or the process of learning itself, the frameworks we adopt have far-reaching implications.
Consider, for instance, how we frame the beginning of an educator's career. If we focus on deficits, on what’s "lacking," we risk sending the message that new educators are incomplete, unready, or inadequate. But when we shift that narrative,, when we choose to emphasize strengths, potential, and the promise of growth, we open up a world of possibility, not just for the educators themselves but for the students they teach and the communities they serve. In education, it’s not just about what we teach, it’s about how we talk about the work and the people doing it that truly matters.
How we approach the beginning of an educator’s journey has profound implications. If we frame it from a deficit-based perspective, continually highlighting what’s missing or needs to be “fixed,” we risk setting up these new educators for discouragement. It becomes a path laden with the burden of inadequacy, where the feeling of “not being enough” can easily take root.
When we flip that perspective and see educators for what they bring to the table, their experiences, their drive, and their untapped potential, the beginning of their journey is not something to endure but something to embrace. Yes, challenges will arise, but with an asset-based mindset, those challenges aren’t seen as insurmountable roadblocks. They’re opportunities for growth, markers on the path to improvement. When educators enter the field with the belief that they have strengths to build upon, they’re more likely to take risks, reflect deeply, and persist, rather than becoming mired in self-doubt. There is immense power in recognizing an educator as a whole, a capable individual, not just as someone who needs to be “fixed.”
In Oregon, we are fortunate to have a variety of resources designed to support beginning educators. From mentorship to professional development, we’ve built a solid infrastructure to help educators navigate the early years of their careers. But simply having these supports in place isn’t enough. We must continually assess how we provide them and, equally important, how we talk about the educators benefiting from these programs. The way we frame the beginning of an educator’s journey shapes their professional identity, their approach to learning, and their long-term impact. It’s not just about the programs we offer; it’s about fostering an environment where educators feel seen, valued, and understood for the unique potential they bring to the profession. Shifting the conversation from filling gaps to unlocking opportunities allows us to create a culture of empowerment, one that nurtures both educators and the students they serve, encouraging growth for all involved.
Beginning educators are the future of education. You bring fresh perspectives, new ideas, and an unwavering commitment to making a difference. While the road ahead may be filled with challenges, it is also rich with opportunities for growth and innovation. You are the ones who will shape the classrooms of tomorrow, adapt to the ever-changing needs of students, and lead the way toward a more inclusive and dynamic educational landscape. Your passion, creativity, and dedication are the building blocks of a brighter future, not just for your students, but for the entire education system. Never forget that the journey you’re on, with all its ups and downs, is an essential part of that future. You are the change-makers, the trailblazers, and the leaders of tomorrow, your impact will be felt for years to come.
