As the year continues, rise has come to mean something even more personal to me: staying. Staying grounded. Staying hopeful. Staying in this work with integrity and joy.
After nearly three decades in education—serving as a classroom teacher, elementary principal, and now once again a kindergarten teacher—I have learned that longevity in this profession is not accidental. It is intentional. And rising, at this stage of my career, is no longer about proving myself. It is about preserving what matters most.
Rising by Redefining Success
Early in my career, success often felt external—test scores, recognition, outcomes that could be measured and reported. With experience comes a shift.
Today, rising looks like:
- A classroom where children feel safe to take risks
- Students who learn how to navigate frustration and joy
- A learning environment rooted in curiosity, play, and trust
These outcomes may not always show up neatly on data charts, but they are the foundation upon which all academic growth rests. Choosing longevity means redefining success in ways that are human, sustainable, and true to our values.
Rising Without Carrying It All
One of the quiet dangers in education is the belief that we must carry everything—every concern, every challenge, every child’s story—on our own. Rising means learning to hold space without absorbing the weight.
This looks like:
- Setting boundaries around time and emotional energy
- Letting go of what we cannot control
- Trusting that doing our best, consistently, is enough
When educators are emotionally depleted, children feel it. Choosing longevity requires us to care deeply while also caring wisely.
Rising Through Joy as Resistance
Joy in the classroom is not frivolous. It is necessary.
In a world that often feels heavy, choosing joy—especially in early childhood spaces—is a powerful act. Rising means protecting moments of laughter, wonder, and celebration. It means allowing children to sing, build, imagine, and play, even when the pace of schooling threatens to crowd those moments out.
Joy is not the opposite of rigor.
Joy is what makes rigor possible.
Rising Into the Years Ahead
At this point in my journey, rising is about stewardship—of children, of colleagues, and of the profession itself. It is about modeling what it looks like to stay in education without losing yourself.
It is about showing newer educators that it is possible to:
- Teach with heart and professionalism
- Advocate without burning bridges
- Lead without a title
Longevity is built on alignment. When our practices reflect our beliefs, the work becomes sustainable.
A Final Reflection—for Now
Rising is not a destination.
It is a series of daily choices.
Some days, rising looks like innovation and energy.
Other days, it looks like rest, reflection, and recommitment.
As you continue your own journey, I invite you to ask:
- What do I need to release in order to remain in this work?
- Where can I choose joy more intentionally?
- How can I rise in ways that allow me to stay?
Because when educators are supported, grounded, and whole, classrooms become places where children—and adults—can thrive.
Thank you for visiting my blog, reading this post, and continuing to rise with me.
Best,
Jennifer
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