Issue link: http://digital.copcomm.com/i/48466
Her "team of five" was invited to come teach at Grant High School in 1990, where nearly all of the students are at the poverty level. The newcomers were asked to imple- ment their new curriculum, and gradually the school environment become more col- laborative and professional learning com- munities were formed. "Within the English Department, our goal was to bring in rigorous curriculum and make it accessible," she relates. "Teach- ers became more cohesive and shared com- mon expectations. Students knew what to expect from one grade to the next and had continuity. We also wanted to build com- munity so students could participate in discussions and critique each other's work in an environment where they felt safe. We wanted to set guidelines and consistently model the behavior we expected from stu- dents. We wanted our classrooms to be a microcosm of larger society, and instead of just assigning work, we wanted kids to take ownership of what they were doing and set goals for themselves." The school has risen steadily in achieve- ment, and Nicolls calls Grant High School "the best-kept secret" in Sacramento. She was offered a job at a more affluent school, but turned it down so she could stay where she felt most needed. Nicolls sought to continue her education, and was accepted into the master's program in international multicultural education at the University of San Francisco in 1994. "It was very strenuous," she says. "I came out of the program a better teacher — and 24 California Educator / November 2011 also a better person. In the program, we examined our teaching, philosophies about life, cultural differences and personal bias. We looked at what it meant to be part of a global community, and it gave me a world view instead of relying on my own view of the world." In 2003 she received National Board Cer- tification at the urging of her district, which paid for the application process. Certifica- tion further improved her practice. "The most beneficial thing about the National Board Certification Process was taking time to reflect on the choices I made about why I chose certain assignments, what I looked for in student work and how it informs the next steps I want to take. It was like putting a microscope on choices I make and reflecting on those choices. What should I do next time? What really works?" Overcoming burnout Nicolls, a teacher for 25 years, almost quit during her 10th year. "I felt burned out and tired of the paper grading, the time commitment, the seem- ingly endless needs of my students, and changing administration," she says. She considered attending fewer workshops so she would have more time to catch up on paperwork and lesson planning. Then she was invited by the director of the Area 3 Writing Project to become a more active participant in professional development opportunities. She felt torn. "At first I resisted, thinking that I just couldn't do one more thing," she recalls. "But then I said yes, and to my surprise, as I became busier, I felt differently. I felt ener- gized because I was doing more than just being a teacher. I was given the opportu- nity to see myself as a learner. I wasn't just 'feeding' others. I was being fed as an intel- lectual, as a reflective thinker. I was given time to share ideas and talk through what worked and what didn't. I now had a larger and more constant professional community — one that challenged me and helped me to be a better teacher." Nicolls is aware of the attack on public education, the magazine headlines that cry "Fire the bad teachers," and the fact that teachers are undervalued and underpaid. "What's being lost in this discussion is the importance of professional knowledge," she relates. "Some people feel that teach- ing doesn't require anything. They say, 'I went to school and I can teach.' They dis- count the knowledge and experience that teachers bring to the classroom. But this knowledge and experience helps them be good teachers." Experienced teachers, says Nicolls, need the opportunity to grow, reflect and see themselves as learners alongside their stu- dents. "I'm always thinking of things I can do better. That's what has kept me in the profession so long." Photo by Scott Buschman