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No Longer a NoviceAuthor(s): Katie ToppelSource: The Reading Teacher, Vol. 64, No. 1 (SEPTEMBER 2010), p. 65Published by: International Reading AssociationStable URL: http://www.jstor.org/stable/27867525.

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Katie ToppelKindergarten TeacherDurham Elementary, Tigard,Oregon, USA

No Longer a NoviceAs Ibeginmy fifthearofteaching, it s finally time to shedthe self-imposed label of noviceteacher that lingerswithin me,compelling me to seek the adviceand approval of other,moreexperienced teachers instead oftrustingmyself. I m ready toquietthe innerdialogue thatconvincesme others are theprofessionalswho know more than I do inordertoembrace the professional Ihavebecome.

Ihave spent endless hoursporing over books, taking classes,and attending workshops inordertoabsorb the expertise of veteranteachers who know it ll. Mybookshelves are stocked with- texts about

teaching andlearning. The

margins arefilled ithnotesand thepagesare flaggedwithfluorescentPost-Itsmarkingmeaningfulpassages andmemorablequotes. Idevourinformationabout how tobe an effectiveteacher andcherish the

treasured bits of knowledge that Icollect from thewise words ofLucy Calkins, The 2 Sisters, DebbieMiller, and the like.Ibecame endorsed inspecialeducation and ESOL not because Iwanted tobecome a specialist,but because Iwanted tobe thebest possible classroomteacher Icould be by learningabout appropriate teachingstrategies for ifferences thatare inherentamong groups ofyoung children. Throughout myfirst ouryears in theprofession, Ihave learned a lot about teachingand education, yet it as takenmethis long to feelas though Idon'thave to rely entirely on others inorder toget itright. Ican drawfrommy own experiences andmake decisions that reflectwhat Ihave learned throughmy personalpractice.

Although thereare manyveteran teachers who excel atwhat theydo, Ihave come torealize thatwe are all on a journeytodo more and be more thanwecurrently are. They would likelybe

just s happyto learnsomething fromme as Iam tolearn from them.There isnot acritical pointwhen one

magically transformsfrom novice teachertoan expert; rather,the lines are blurredand there isacontinuous journeytoward greater

understanding, precision ofcraft,and efficiency of skills.Iwill always hesitate toproclaim expertise, yet I havereached a point atwhich I need tostartviewing my teaching self innew lightthat extends beyond myrole as the apprentice seekingassistance fromthemaster. Ifinally feel like 1 ave established afair alance between what Iwilltake fromothers and what Ihavetooffer in return, nd Ihope tobegin thisnew school yearwith arenewed confidence inwhat Ihave tooffer toboth my studentsand my colleagues.

The Reading Teacher invitesyour essays for iew From theChalkboard,written by current elementary teachers forelementary teachers.E-mail sfortner@reading.org for ubmission details.

The Reading Teacher, 64(1), p. 65DOI:10.1598/RT.64.1.9? 2010 International Reading AssociationISSN: 034-0561print 1936-2714 nline

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