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Starting a new job can be both exciting and daunting. Exciting, because the unknown carries a real sense of possibility. Daunting, because that same uncertainty can be disorienting — sometimes physically (“How do I get back to the office from here?”); sometimes socially (“What was their name, again?”); and sometimes on a much deeper, introspective level.
When I started at Bialik this past summer, I found myself struggling to answer a central question: How do I lead, guide and make informed decisions while still getting to know the school?
In the same way as when I was a student at Bialik, I discovered that the answer is a rather familiar one — pay close attention to the teachers.
What I already knew coming into this job is that teachers have very little flexibility with their time. Daily and weekly schedules are mostly fixed from the beginning of the school year, and any time not spent teaching or supervising students is quickly absorbed by planning, marking, parent communication and many other immediate demands. Lunch is eaten on the go and work inevitably spills outside of school hours. This is not unique to Bialik — it is an occupational hazard for all teachers.
It would be understandable if educational priorities that matter but don't necessarily feel as urgent — like critically assessing instructional practices or examining curriculum — were pushed to the back burner. I’ve learned, however, that this rarely happens at Bialik. Here, teachers consistently prioritize self-reflection, collaboration and thoughtful experimentation. Even when time is tight, this work is not seen as optional or “nice-to-have,” but rather as a core responsibility of teaching at Bialik.
I’ve seen this most clearly in our Professional Learning Community (PLC) meetings. There is never a shortage of time-sensitive practical concerns, such as coordinating project dates or taking inventory of books for an upcoming novel study. And yet, our teachers are efficient and deliberate about using PLC time to wrestle with larger questions: how writing instruction is developing across a grade; how students are consolidating key mathematical concepts; or how social-emotional learning is being intentionally supported alongside academic demands. These conversations are always centred on the students and stem from observations of the learning that is happening in the classrooms. Teachers discuss these topics knowing full well that adaptations to their practice may be required. And these changes will require significant coordination, teamwork and time.
The important work that follows these conversations requires real effort and isn’t flashy. But teachers engage in this process because it is in their students’ best interest. There’s the process of re-writing unit plans and lessons, hours of collaboration on shared documents, and then piloting new ideas before reporting back to teaching teams with detailed reflections.
More than the additional time and energy, all of this necessitates a high level of personal vulnerability. Teachers open up their practice to one another, share and receive feedback with care, and understand the possibility that familiar teaching methods might have to change. This is not easy work. The fact that it happens so regularly at our school is a testament to the faculty’s shared values of trust, excellence, and student success.
These early observations are shaping how I understand Bialik. Our teachers are experienced and talented as individuals, no doubt. But the way in which they work together to nurture a healthy school culture is what sets the school apart.
Paying close attention to how teachers engage in their shared work has been one of the most instructive and inspiring parts of my first few months at Bialik. For those who have been at the school for years, perhaps none of this is all that surprising. But this should not be taken for granted. This shared approach to teaching and learning will always be worth celebrating.