Science of Reading: The Podcast

Special: Lessons from the 2024 National Teacher of the Year, with Missy Testerman

• Amplify Education

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This week, we’re highlighting an episode of Beyond My Years, our sibling podcast that gives you exclusive access to all the wisdom of veteran educators. Beyond My Years host, Ana Torres, learns from the best as she sits down with 2024 National Teacher of the Year Missy Testerman. Missy teaches Ana about being open to new ideas and perspectives, offers tips on building relationships with families, and discusses the importance of slowing down. Missy doesn’t shy away from tough topics, like managing the “who knows best” struggles among administrators, teachers, and parents, and knowing when it’s time to step away from teaching, In addition, Classroom Insider Eric Cross and Ana discuss understanding your community, being more flexible in presenting your lessons, and seeking mentorship and continuous growth.

Show notes:

Quotes:
“Find a mentor. Someone you trust. Listen to that person, watch that person, ask that person questions. You know, you don't have to figure this out on your own. People want to help you and you have to take that help. It's not a sign of weakness. It's a sign that you want to be better.” —Missy Testerman

“I want them to be proud of where they came from, always, because that's part of their story. It's always going to be an important part of their story.” —Missy Testerman

“I have no magic answers. I have some experiences and I have a little bit of wisdom from three decades of time spent in the education field, but I absolutely do not have it all figured out.” —Missy Testerman

“The reality is that the journey toward wisdom in any career, especially in education, has to be slow and steady.” —Missy Testerman

Susan Lambert:

This is Susan Lambert, and welcome to Science of Reading: The Podcast from Amplify. Today we have a special treat. We're hearing from the 2024 National Teacher of the Year, Missy Testerman, an ESL teacher from Rogersville, Tennessee. Just a few months after being honored with a crystal apple at the White House, Testerman joined Amplify's new podcast Beyond My Years to talk more about her career. A career that not only includes ESL instruction, but decades as a first and second grade teacher. Given Missy's experience teaching literacy, we wanted to share her perspective with this audience too. So what you're about to hear is Missy Testerman in conversation with Beyond My Years host, Ana Torres. If you haven't gotten to check it out yet, Beyond My Years features Ana in conversation with incredible seasoned educators like Missy, who share some of the secrets to their successful careers and hard-earned lessons they'd like to pass on to newer teachers. Don't forget to subscribe to Beyond My Years wherever you listen to this show. We'll also have a link in the show notes.

Ana Torres:

Hi everyone, it's Ana here! Before we get started, I wanna share a quick message with you all. Today's guest, Missy Testerman is from Rogersville, Tennessee. A part of the country that's been affected by Hurricane Helene. We recorded this episode with Missy over the summer before the hurricane. We checked in with Missy, who shared that Rogersville was very fortunate to avoid the worst of the hurricane's damage. But that the surrounding areas have suffered unimaginable losses. Our thoughts and support are with everyone impacted by Helene and its aftermath.

Missy Testerman:

The thing that I always try to keep in mind, and I've even said to younger teachers, is that we're coming at this from the same angle. We both want what's best for kids. And the reality is that the journey toward wisdom in any career, especially in education, has to be slow and steady.

Ana Torres:

This is Ana Torres, and welcome to Beyond My Years from Amplify. On each episode, I speak with longtime educators who share chronicles from the classroom and some lessons they'd like to pass on to newer teachers. Well, I have a story to tell. You know, storytelling time. I remember coming to the U.S. at the tender age of six years old. And in Panama, there isn't kindergarten. You go right to first grade. This was back in the late '70s. And I remember when my mom was going to enroll me in the elementary school. You know, back then, bilingual education was very different. It was no, you know, pull in, push out. It was a sink or swim. And so, unfortunately, my language was seen as a deficit, versus an asset. So, as my mom, trying to navigate this English-speaking world, was trying to enroll me, of course she didn't know. "My daughter's in first grade." And they're like, "Why didn't she do kindergarten?" And tried to her best to advocate for me, as far as, "No, my daughter's very smart. She doesn't need to be in kindergarten." Because I didn't speak English and it was seen as a deficit, they did enroll me, unfortunately, in kindergarten, and the only reason I was able to make it through was because this teacher spoke Spanish. This teacher, this marvelous teacher that I had, that didn't have to do this for me, advocated for me to go to first grade. Because it's like, "Just because she doesn't speak English does not mean that she's not smart." And so, with that, I have a passion and I always had a passion for advocating not only for my children in my classroom, but also advocating for families, because of what my mother went through. And getting a little teared up, 'cause now I'm remembering that 6-year-old girl in school not having the support that she needed. I say this story because today's guest is not only a veteran educator; she's a big advocate for people like my mom, but she's also the 2024 National Teacher of the Year. This is an award that dates back to 1952. The winner is honored at the White House and spends a year traveling the country as an advocate for the teaching profession. Her name is Missy Testerman, and I'm so excited to talk with her about being an advocate for families. So lemme give our listeners an introduction to who I'm talking to today. Missy Testerman had been teaching first and second grade for decades. When the ESL teacher at her school left, it was gonna leave a really big hole for the population of students there and their families. Believe it or not, our guest raised her hand. I could even envision you raising both of your hands, Missy. And you decided to get your endorsement to become an ESL teacher, so you could fill that gap. I am so excited, and I can't wait to talk about that, but I'm perhaps even more excited to tell our listeners that you are the 2024 National Teacher of the Year. But more importantly, you are a very strong advocate for families. So, without further introduction, I want everyone to know that I am actually in the presence of Missy Testerman. I wish we had one of those fake applause signs — what they have on those sitcoms? <laugh> Missy, if I can ask you how many years you've been in the classroom?

Missy Testerman:

I just completed my 32nd year of teaching.

Ana Torres:

So you are definitely a veteran teacher! Can you tell me too a little bit about the district and the community where you teach?

Missy Testerman:

Sure. So, I live in a town of 4,500 people, located in rural east Tennessee. It's a great little place called Rogersville. Most of the people who live in our area have grown up here. Their grandparents were here. Great-grandparents were here. They have been here a really long time. My school is a one-school school district. So we have one enormous building containing grades pre-K through 8. And all of our students, all of our staff, our administrative staff, our central office people, our director of schools, we're all contained within this one building.

Ana Torres:

You said 4,500 total?

Missy Testerman:

Total, yes.

Ana Torres:

So shoutout to Rogersville , < laugh> and listeners out in Rogersville , shoutout to you . What would you say is the most surprising part of becoming a veteran educator , if you can call it that?

Missy Testerman:

Right. Sure. I think for me, that I never got tired of it. I'm still not tired of it. I just never have felt stale or stagnant. I also have never felt like I have all of the answers, because I most definitely do not. So, in that way, I think it keeps the excitement of the job still alive, because I don't have it figured out. I have no magic answers. I have some experiences and I have a little bit of wisdom from three decades of time spent in the education field, but I absolutely do not have it all figured out.

Ana Torres:

One of the things that I do wanna spotlight, specifically as I'm talking with veteran educators like yourself, is that perception of what being a veteran educator means, and having those young educators, when they come on board, you know, sometimes there can be a butting of heads. What do you make of that perception that veteran educators and younger educators can sometimes butt heads?

Missy Testerman:

It happens. And I think you have veteran teachers who are, a lot of times, trying to assert what's best for kids, and they feel like they know because they've done it a really long time, and they've maybe they've been incredibly successful, and they're wanting to fast-track that wisdom to the next generation. Well, the next generation, they wanna do things at their pace, the way that they've learned. And they wanna do what's best for kids. And so, sometimes there is some pushback and so forth. But the thing that I always try to keep in mind — and I've even said to younger teachers — we're coming at this from the same angle. We both want what's best for kids. And the reality is that the journey toward wisdom in any career, especially in education, has to be slow and steady. I was completely clueless when I started teaching. Luckily, I had a fantastic mentor who didn't care to gently cajole me into what I needed to do. And she also absolutely did not care to call me out. It did not bother her to do that. And there were times when I needed that, I know there were times I frustrated her. And I feel like I'm getting paid back for some of that at times now. <Ana laughs> But everything that I did, if it was wrong, she had an answer for a way to go back and rectify it, to fix it, in a way that kept everyone's dignity in place. Now, privately, later, she may have said, "That was really the dumbest thing I've seen you do." But she still helped me work through it with love, because she understood if she killed my spirit, I was done. And I feel like a lot of times, that may happen for younger teachers. There are so many demands; they get their spirit killed real quickly, and then they're just done. They're done. And this is such a stressful job that if you get that "done" feeling, it's really hard to get past that "done" feeling. It really is. Because you're being pulled from every single angle, whether it's students, parents, your administrators, colleagues. And so, as veteran teachers, we have to help guide our younger cohorts with our wisdom. But we also have to take pointers from them. They know lots of things that I do not know, things that I never learned how to do. They also were students more recently than I was. Like, little students. They were students, you know, 10 years ago. They remember what it feels like when this or that happens to you. So I think it takes all of us. The research indicates that the best school situation for students is when you have a really good mix of veteran teachers, teachers about the mid-career point — 15 years, and younger teachers. And it takes all of us to make that really great mix, to make a school fantastic, and be the best place for kids.

Ana Torres:

And I'm so glad that you brought that research part, of just having the mix of veteran and also newer teachers. And I also appreciate that you brought the word "dignity" here. And again, that when you mentioned that slow and steady as far as being a veteran teacher — we're veteran teachers, 'cause we've gone through some things that our newer teachers have not — but also, valuing what those newer teachers bring to the table and finding common ground is valuable. And I think we both chatted a little bit about, Missy, having a strong mentor teacher when we started out was very, very beneficial for both of us. To really have someone strong like that come in and help us and guide us. But also, like you mentioned, give us a voice as well, and help us navigate a space that can be very, very challenging. We're in charge of other people's children!

Missy Testerman:

Yes.

Ana Torres:

That is something that we carry in a very different way. And there are things that happen, too, that kind of keep us up at night. So I say that to say that finding that common ground ... and you said it very eloquently, valuing what others say as well. We do have wisdom, but also valuing what our newer teachers bring to the table. I think always finding common ground is just a beautiful place to be. Now, it's time to get to your story. So tell us the story of the moment you knew you wanted to be a teacher. And don't most of us know that moment? That we felt it in our spirit when we wanted to be teachers? I have always known, since the age of five, when I would go to school and come home and set my dolls up, and kind of teach them what I learned <laugh>.

Missy Testerman:

I think we have identical stories. If we had known each other, we could have played together. When I was five and I went to kindergarten, I met my teacher. Her name was Mrs. Brown. I was instantly totally enamored with her. I wanted to be like her. I wanted to talk like her. I suddenly stopped complaining about wearing dresses. You know how little girls sometimes go through the phase of, "I don't want to wear a dress"? And she wore dresses every day. So I also wanted to wear a dress every day. And I would come home, like you, and I would play with the dolls. I had a two-year-old sister and she would be part of my class. But you know, I came through kindergarten in the '70s, and corporal punishment was still a pretty big thing. So a lot of times she was not a good student. She would not sit still. She would not stay on her mat. And she needed spankings. And that did not end well for me. After a while, I was not allowed to force her to be my pupil. But along the way I had so many teachers who encouraged me. And I came from a working-class family. I was well-loved and my parents wanted the best for me. But I didn't have that model of, "How do you become a teacher?" And I was in second grade, and I had the sweetest, kindest teacher at the time. I thought she was really old. And it's kind of funny, 'cause I guarantee I'm older now than she was <laugh> at that time.

Ana Torres:

You thought she was old then, right? Now you can identify!

Missy Testerman:

Yes!

Ana Torres:

You're identifying, like, "Maybe now I'm her!"

Missy Testerman:

Right? Yes, I'm actually older than Mrs. Rimer was. But whenever I said something about wanting to be a — "I wish I could be a teacher!" That was how I said it. "I wish I could be a teacher." And she said, "You can be a teacher! You just have to go to college, and then you can be a teacher." And that is my first memory, honestly, of the word "college," because no one in my world had been to college. I mean, that just wasn't a thing. My mom, my dad, my aunts, my uncles, my neighbors — no one. And so then I was suddenly really obsessed with the idea of, "What is college? That is where you learn to become a teacher." I didn't understand you could learn to become other things. But honestly, other ideas would come into my head, but nothing ever replaced the idea of being a teacher for me.

Ana Torres:

But what a blessing that we have a Missy.

Missy Testerman:

Oh, thank you.

Ana Torres:

A Missy who is the 2024 National Teacher of the Year. Can you imagine ... when you think back to your trajectory as a teacher, that you're now the 2024 National Teacher of the Year? Because I can humbly say I was, you know, Teacher of the Year twice in my district, and I used to, you know, hang my plaque and be so proud of that. Because when you're a teacher of the year at your campus or at your school, that is peers recognizing what you've done. Now, to have someone like yourself, like you said, from humble beginnings, the National Teacher of the Year. And I think there might be some assumptions made: "Oh, this is probably ... when she started ... so easy for her! She's the National Teacher of the Year!" Was the teaching gig a breeze for you from the beginning?

Missy Testerman:

It absolutely was not. So I worked to pay my way through college. And so I graduated in three and a half years. So I get out of college in December. Tennessee is in the midst of the largest budget cuts in Tennessee history. There were massive teacher layoffs. No one had assistants. Cafeteria workers were cut. Transportation was cut. And I somehow, some way, lucked into an interim job at my school. And my school was very difficult to even get a job in at all, because people love teaching there. But I ended up doing a maternity leave for a first-grade teacher who was in the area because her husband was in medical school; he was doing residency in our area, and she did not come back. But I was completely lost. I had a college degree. I had a license and a frame that said, you know, I was a teacher. But I can remember just the enormity — I'm 21 years old, thinking, "Who put me in charge of all these kids?" Because there are like 30 of them. And who was thinking this was a great idea? But I was very fortunate. One of the few assistants in the building was someone who had been there probably seven or eight years. And she really was a pivotal, pivotal part in my development as a teacher. She just kind of came in and, in the beginning, took over. Because I was lost. They wouldn't really listen to me. I didn't have a lot of behavioral management strategies. They didn't focus on that when I was in college at all. As a matter of fact, I don't think it was ever even ... and I watched her and I learned from her. I can remember coming home and saying to my husband, like, two weeks into the job, "Carol really should be a teacher." Because I knew that Carol didn't make a lot of money. So eventually, I started pushing and pushing and pushing Carol to go back and finish her degree. She ended up going back; she ended up teaching in my district for 20 years. She was the best teacher that my daughter ever had, in third grade. And then now she serves on our school board. And I'm so incredibly proud of her, but I'm also so thankful she and my mentor Mary Jo were the people who molded me. 'Cause, like I said, I was totally clueless on just running the classroom day to day, much less all the extra things that teachers are asked to do.

Ana Torres:

And isn't it nice to have someone to be able to kind of guide us there? Right? You mentioned 30 students. I remember having 26. But I was very idealistic, too. Like, "I got this!"

Missy Testerman:

Oh yeah .

Ana Torres:

You know, I was in administration, and teaching at colleges, and so I'm like, "Oh, I got this. I was able to do this stuff with freshmen and sophomores in college." Wow. What a wake-up call for me. When I'm in front of 26 fourth graders who are looking at me like, "Well, okay, you're on." <Laugh> I literally felt like I always needed a script and I was part of a show.

Missy Testerman:

Yes!

Ana Torres:

That first year. And I think sometimes, too, it's almost that "Fake it 'til you make it." Like, you know what? I think I know what I'm doing ... but had it not been for that veteran teacher in my first year, it would've been kind of a rough road. And speaking of rough roads, I know that this — and can happen in any profession — I know that for me, this profession has kind of saved me in a lot of ways. As human beings, we all go through hardships. And I remember going through hardships in my life. I had a horrible divorce. And can I tell you, Missy, that going into my classroom every day was something that was so rewarding for me. And gave me like purpose. I mean, this gig gives us purpose anyway. But in those moments of hardship, had I not had this profession, I don't know where I would be.

Missy Testerman:

Yes.

Ana Torres:

But it's so rewarding to be able to show up. And I know for me, being part of their lives made me forget about some of the challenges that I was going through.

Missy Testerman:

Yeah.

Ana Torres:

And it's almost like, it was just such a blessing to be their teacher for that year.

Missy Testerman:

Yes.

Ana Torres:

And so, although this job can be very, very challenging ... again, the rewards typically outweigh that. Wouldn't you agree, Missy?

Missy Testerman:

Yes. Yes. And if you get to the point — it's my personal philosophy — if you get to the point when you don't feel that way, and you don't have that joy, and it is sucking the joy outta your life instead of creating joy in your life, then it's time for you to find something else to do. Because you still have skills. You can go do another job that will not be impacting young people's lives. I mean, 'cause they get one shot at this. If they have a really bad year, because you weren't able to give them what they needed, they're going to suffer with that for a really long time. If they get a couple of years like that, the research shows they may never catch up.

Ana Torres:

I agree .

Missy Testerman:

We can't do that. If that happens, it's time to step away. And a lot of times that's an uncomfortable conversation with people. But if you are to the point where you do not find joy in the school situation, the best thing you can do for yourself, for your own mental health, and also for your students, is to leave it. And I do admire teachers who get to ... we were talking about making it to the 30-year mark. I admire those teachers who get there and they're like, "I just can't do this. I don't like it." And I admire those teachers that step away and do something else. Because that's as much for the kids — to give them someone who's excited to be there — as it is for the teacher who's stepping away.

Ana Torres:

So there you have it listeners, right? Missy Testerman, <laugh> dropping some nuggets of wisdom here. And you know, I totally agree with that. If you don't love it anymore, it is time to step away. But I do find it to be pretty brave of folk to say, "Thirty, 40 years ... I've given what I can give. Love it, but it is time to step away." I actually applaud folks who are able to do that, because that can be pretty gut-wrenching. I know a lot of times, in any job, especially this job, when we even remotely think about quitting, for us there's an added layer of we're quitting on children.

Missy Testerman:

Yes.

Ana Torres:

Or we're quitting on families. We'll be right back with much more from my conversation with Missy Testerman. But we're taking a quick pause, so that I can remind you to stick around until the end of the episode to hear my debrief with classroom insider, Eric Cross . Eric will share his thoughts on my conversation with Missy, and offer some ideas for bringing her wisdom into the classroom.

Eric Cross:

So up to this point, I feel like I've had a lot of my teaching practices validated. But this, this one — I was called out in this one!

Ana Torres:

That's coming up later in the episode. Now, back to my conversation with Missy Testerman. So, I know in the beginning I alluded to you not only being a teacher, but how there was a pivotal moment in your life: An ESL position became vacant, and Missy said, "I can do this." <Missy laughs> So tell us a little bit about how that happened.

Missy Testerman:

So I was happily teaching along. It was the beginning of my 30th year; I was teaching second grade. Loved it.

Ana Torres:

Thirtieth year! You decided this in your 30th year. Wow.

Missy Testerman:

Year 30. So I'm having this, this great time. I have this fabulous class. And our ESL teacher at our school was just phenomenal. And I had had every ESL student who had come through our school when I was teaching first or second grade. If there was one in the grade, they were in my classroom. So I had a vested relationship with these families. I considered a lot of the moms my friends. And she came to me — it was probably the first or second week of school — and she said, "I don't want anyone to know yet, but my husband is taking a job in Middle Tennessee, and at the end of the school year, I'm going to move." So instantly I felt sick. Number one, she was a very close ally; she was a great friend. But I also thought of our students: What's going to happen? So I was really worried about who would advocate for our immigrant population, our first-generation American population, in our area. And the very next day, the state of Tennessee sent out a mass mailing discussing the Grow Your Own program. They actually at that time had a program where if you are currently a licensed teacher teaching in the state of Tennessee, you could add a hard-to-fill endorsement area at no cost. And so, the three that year were math, special education, and ESL. You know, I'm 51 years old, not exactly the model college student, you know, I already have a master's degree. I've taught a hundred years. But I sign up; I go through the program; pass the praxis; she moves; and I move into the job at that time. But, you know, any time someone gets moved in a school setting, you'll hear that, "Are they making you move?" Or, "They're making you go to ESL?" And, and so I think some people were thinking that they made her move. And no one made me move. I signed up. I willingly wanted to make this move, because I wanted to make sure these families, these these precious students, had someone to be their advocate.

Ana Torres:

And, you know, you've said the word — and you've kind of thrown it out there a couple of times — the word "advocacy." "I wanted to make sure that students and families were taken care of." So talk us through, a little bit, about that transition from a quote unquote "Gen. Ed. teacher" and now being an ESL teacher, and how this advocacy component has played out in your life.

Missy Testerman:

Being an ESL teacher is similar to being a Gen. Ed. teacher in the way that you deliver instruction and so forth. But it's also very different. Because my families don't just see me as their child's teacher. They see me as a resource for, a lot of times, when their families need something. If you find out that a student is out of a medication, like seizure medication, they don't have an appointment to get that filled, then you're on the phone with healthcare places trying to get them in for an appointment. It's things like, they may not know where to go get to renew their car tags. It's serving as a resource for them to find the things in our community that they need just to survive. If you're new to an area, and you yourself do not have English language proficiency, that's so incredibly scary. My students are put into situations that would make most adults uncomfortable. They are their family's advocates. They are the one who calls the doctor's office or goes into the medical office and says, "My mom needs to come to the doctor," and. "My baby brother is sick, and we need to come to the doctor." So they're really like just these amazing little superheroes, just walking around using two language systems.

Ana Torres:

Exactly. You know, I actually was that student. When we moved here, neither one of my parents spoke the language. And I remember as a child, although I felt like it was more of an obligation, as I got older, realizing what a privilege it was to be able to do that for my mom and and and for my dad. And so that is ... you're right, it is superhero-like. And one of the things that you have also said — 'cause you know I'm listening, Missy — is I love how you call them "my family." You've been building bridges between those immigrants in Rogersville and their families. And you know, for those that are listening, for our newer educators that are listening, what would you say to them? What does it take to be an effective advocate for families as an educator? What advice would you have for them?

Missy Testerman:

The first one is to build communication with your families and let them see that you are on their side. You're on their child's side. You may be coming from different angles; there may even be times that you disagree. But you want what's best for their child. And I think most parents, once they feel that you really, truly want what's best for their child, even if it's a rough patch and there are things that you're working through with the child, I think the parent is more likely to trust you if you take the time to build that relationship. Don't ever call a parent for the first time complaining about the child's behavior. Just don't do that. Find some positive way to connect. You know, in my school, one of the things that my grade-level colleagues and I used to do, we used to do Popsicles at the Park. And it was just that like — a Tuesday night before school started on Monday, we would have popsicles, meet in the local park, so that it's nonthreatening. They just show up. We're not even having a meeting. We did bring the kids' beginning-of-the-year folder, so that the parent could get a head start on the paperwork. But that allowed us to have just some real genuine conversations with parents, and kind of help build those relationships, before you had to get in touch with a parent, because you were concerned about a behavior, or you were concerned that a child was struggling. And that's actually something my whole school has now adopted. And we do a back-to-school night. It's not meetings. Just non-threatening. Build those relationships with families. And the most important one after that, the building relationships has to be the first step. But you have to speak up. You have to speak up when you see that they need help, when you know that there's a resource that can help them, or you know that there's a service at school, that the school can provide that child, that will help with his or her academic growth and and development. You have to speak up. You can't just watch it happen. You have to actually speak up. And sometimes that means speaking up to the parents; sometimes it means speaking up to other school staff, your administrator. But you have to speak up, and you have to speak on their behalf, because six- and seven-year-olds, if you're dealing with little kids, can't do it. Middle-school kids, they're not gonna do it. And for a lot of parents, they're intimidated to also do it. They don't wanna be seen as a troublemaker, or perhaps they did not have a great school experience themselves, and they're already intimidated. So it's really up to teachers to build that bridge. And I know that feels like it's putting more on teachers' plates. I know like someone probably is listening and thinking, "I have enough to do. I'm teaching!" I get it. But this will actually save you time and it will save you heartache. It will save you stress on the back end, if you build that relationship with your families.

Ana Torres:

So, building ... if I could just kind of bring it home for you, Missy? Building trust, of course, too. Building that communication. And we're both parents and we're both educators. For me, what touches my spirit is a teacher that sees my child.

Missy Testerman:

Yes.

Ana Torres:

A teacher that understands my child. Because I'm bringing you the best that I've got. So I think building that trust, building communication ... but, something that you said speaks to advocacy: Speak up. Because that is what advocacy really truly means.

Missy Testerman:

Yes.

Ana Torres:

Speaking up even when it is uncomfortable. Now as we wind down a little bit, what advice would you give to your younger self, now that you've been 32 years in the gig, and continuing? What advice would you give to your younger self?

Missy Testerman:

Probably to chill myself out a little bit. In the beginning ... when we talked before, I told you the story of how I felt like you and you hit on it earlier when you said, "It was like I was producing a show." It is a lot like doing the news, except you're the weather girl and the sports guy and all of the viewers are asking if they can go to the bathroom while you're trying to deliver the content. But I felt like every lesson had to be absolutely perfect, and I had to have everything laid out. I would not go to lunch a lot of times. I would take my students down and I would come back to my room, because I had to lay the things out for the next part. I was way too uptight. And in turn, that uptightness, that anxiety, spilled over to the students who ... you know, I could be teaching and look back there and see that the books were crooked. And I would walk back there and be straightening the books. And then I can remember seeing a child do that. I'm teaching, and I see her looking past me, and she actually gets up from the floor where I'm doing a read-aloud and goes behind me to straighten the books. And so, that was a mirror moment. But I was so incredibly uptight that I did not enjoy those little joyful moments that come up during the day. You know, I can remember once we were doing something with food coloring and the kids figured out that red and blue make purple. And I can remember saying, "Don't do that. We don't have time to do that right now." And I kind of cringe inside, because that was a learning experience in and of itself. Plus it was joyful. They were so excited. And I just squelched every bit of the joy out, because that was not on my plan. My plan was to do this, this, and this. And we had to get through that. So, probably would be to slow down, don't freak out about everything. And especially for myself, it would be to listen to everything that Mary Jo said. Mary Jo was my mentor, and she was so wise. And there were times that I kind of ... not to her face, but I rolled inside, like, "I'm not doing that." And now that I look back ... 'cause she tried to tell me, "You've got to chill out." <Laugh> And I just didn't do that. But it would be to find a mentor, someone you trust. Listen to that person. Watch that person. Ask that person questions. You know, you don't have to figure this out on your own. People want to help you. And you have to take that help. It's not a sign of weakness. It's a sign that you want to be better.

Ana Torres:

Yeah. 'Cause you wanna evolve and grow. So with that said, what is next for you? I know that with this 2024 National Teacher of the Year Award, it's going to take you to some very interesting places. So what's next for you?

Missy Testerman:

So, next up, apparently there are something like 150 speaking engagements throughout the year, all across the country. And that's exciting, you know, to get to meet with other teachers, with people who want the best possible outcomes for kids in public schools. Not just in their school and their state, but all across the country. And I want to learn from those people as much as they learn from me. You know, my platform, basically, for lack of a better word, my message, I guess, during my year of service is that teachers are the experts in the classroom. And that it's up to us to let lawmakers, policymakers, school leaders know what our reality is, and the challenges that we face, so that improvements can be made that best impact our students.

Ana Torres:

Well, I can honestly say today was an honor, Missy, talking to you. And thank you for sharing your story. Thank you for stepping up to the plate to become an ESL teacher and for filling that gap. And more importantly, just thank you for being an advocate for the profession itself. So, I'm excited to hear all of the great things that you're going to do in this year of service. So, thank you Missy Testerman, we appreciate you.

Missy Testerman:

Thank you. And I loved being on the podcast. I appreciate you asking me on. And I've loved hearing little snippets of your story, because you are what I want my students to be. I want them to be proud of where they came from, always. Because that's part of their story. It's always going to be an important part of their story. And just like you, they're going to go out in the world and do great things, too. Thank you for having me on today.

Ana Torres:

Thank you. So folks, stay tuned. Missy Testerman will be touring the country, doing a lot of speaking on behalf of this amazing profession. Thank you so much, Missy.

Missy Testerman:

Thank you.

Ana Torres:

That was 2024 National Teacher of the Year, Missy Testerman. Isn't she just the best? You can keep up with Missy's amazing work by following her on social media. We'll have links in the show notes. I am so excited to talk with Eric , my classroom insider, about this fascinating conversation that I had with Missy Testerman. Let's get him on the line. Well, Eric, welcome back.

Eric Cross:

I'm excited to be here.

Ana Torres:

How did you feel about the conversation?

Eric Cross:

I was really excited to listen to it. 'Cause I don't know what a Teacher of the Year is, except for an awesome title. And after I was done listening to it, I understood why. I heard an educator who really, really understands who she is and what she represents, and the power that she has, and knows how to use it to support her students. And not just students, but families too. I was like, "Oh yeah, I see it. I get it. I get it right now." So it was a lot of fun to listen to.

Ana Torres:

Yeah. And I even said to her, "I was a teacher of the year at my campus, but to be National Teacher of the Year?"

Eric Cross:

I thought I had done some things, because my former students tell me that I was their favorite seventh grade science teacher. Forget about the fact that I'm the only seventh grade science teacher. But I still took it! Like, I still took that! I'll take that as a win!

Ana Torres:

Right. Now, as, as we all know, this segment is really, really important because Eric Cross, who's our classroom insider, does a really good job of unpacking the actual episode. And what he does really well is he's going to share some of his takeaways. So tell me, what's first on your list, Eric?

Eric Cross:

Well, first is one of the things that Missy was echoing is this advocating and embracing the needs of your students and your diverse population. And as educators, we know the inside baseball. We know how educational systems work, and the resources being brought to us. We're getting trained in them. But most families, sometimes information isn't communicated. Sometimes you don't know what you don't know. She was intentional about speaking up and advocating on behalf of those students, identifying their needs, and then getting those supports to families. Sometimes there are gaps, and it's up to us as teachers to make sure that we get these things to the families. Whether it's learning supports in the community or local clinics. And this comes back to a previous episode, of knowing the community and loving the community. You're kinda that hub of information. And she mentioned one thing that really resonated with me, because of my own student population. She talked about multilingual students that support their parents as translators outside of school. And that's something that is easy to forget. But you think about the load for a young person! And I think when we recognize that and we honor that and we come alongside that child, we can better support that family as well.

Ana Torres:

Yes. That advocacy. I was that student who had to take on an adult role at a very young age. And I think it is important that she sees that as a need, and honors that that's a heavy lift for a child to have. And to come into a classroom and be able to have a teacher that sees all of you, and also embraces how you live at home and what your family dynamic is, really, really touched my heart. I mean, I would've loved to have Missy as my teacher. Acknowledging that and honoring that would've made such a big difference in my life. 'Cause that was a lot to carry.

Eric Cross:

Yeah, I bet.

Ana Torres:

It's a lot to carry for students. So with that, I know you got more! You know, Eric always kind of really digs in. And I know you've got a second takeaway for me.

Eric Cross:

So, up to this point, I feel like I've had a lot of my teaching practices validated. But this one, I was called out in this one! <Laugh> It was, "Allow flexibility and allow teaching moments that mess up your lesson plans," or "Allow flexibility in your teaching." And so what I mean by that is she told this story about her kids and they were messing with food coloring and they figured out that red and blue make purple. And she's like, "We ain't got time for that right now." <laugh> "We gotta do the lesson." I've done this in my career, where I'm like, "Your learning is messing up my lesson plan right now." That's the narrative in my head. And then I go home and I'm like, "What? Cross, they were having these great moments of learning that was maybe outside the objective, but it was such a pure learning moment." Slowing down, allowing those spontaneous moments to happen ... you got the engagement. And that's true learning. And that's memorable. I think, especially if you're a younger teacher, a newer teacher, it's easier to be more rigid, 'cause it's safe. And you're like, "I've got this pacing and I gotta get through all of this."

Ana Torres:

As a newer teacher, you get worried, not being on pace. Your lesson plan says to do X, Y, Z. Your principal's coming in, your instructional coach is coming in, and looking at you like, "Why are you not on pace?" So I love that she acknowledged that. 'Cause I feel like all of our educators that we've had have been very reflective. And she was very honest. I wish I was more flexible, and allowed that opportunity to just take hold. And you, reflecting on, just hitting on it being a joyful interruption, I like that. I like that a lot. And now I think you mentioned to me too —

Eric Cross:

I have another one. I have another one.

Ana Torres:

There's a third! There's a third takeaway! We have a lot of takeaways here.

Eric Cross:

I like threes. So, the third one. This one's kind of the spirit of Beyond My Years. But it's seeking mentorship and continuous growth. You know, I really loved listening to her story about her mentor and how real it was. And the mentor spoke truth ... but like, real truth, into her life. It was a true mentoring relationship. It wasn't just this formal, corporate, structured, programmatic-like mentoring. There was a human element in this. She said things like, publicly, she would be very tactful and share things with me, but then behind closed doors she'd be real with me. And you need that. Oh my gosh. You need that.

Ana Torres:

Yes. Absolutely.

Eric Cross:

If you're fortunate enough to have a person like that. And now that we're beyond the beginning of the school year, teachers, you've probably seen who are those people that are really getting after it, that you respect or admire. Or that you hear from other students, you know, their reputation. Those would be good people to go seek after. And then, the flip side, I think, is experienced educators being willing to share that sometimes we have to create a space where people feel invited and welcome to come into that space. Someone who might be a little bit more reserved might need to get that invitation.

Ana Torres:

Mentorship can come in different ways. You know, academic: helping me with lesson plans. But it also can come as vent: get it off your chest. How can I help you navigate this? So all of those aspects are very, very helpful for newer teachers. 'Cause I was not a young teacher. I literally came from a second career. And it was hard for me to be in a new space and not be the best at it.

Eric Cross:

Right.

Ana Torres:

And so, being that newer teacher and having a great mentor and other folks that said, "Ana, I'm here for whatever you need," was super powerful for me my first year.

Eric Cross:

You bring up a really good point. Because being a new teacher doesn't mean you're 22, 23 years old.

Ana Torres:

Exactly.

Eric Cross:

There's one more thing I wanted to add. When you have a good mentor, someone that you trust, have them do classroom observations with your most challenging class.

Ana Torres:

Ooh. Yes .

Eric Cross:

That's where they're gonna see you at your highest level of struggle, and that's where you're gonna get the richest feedback.

Ana Torres:

Agreed.

Eric Cross:

And I do wanna hit on that part, of trust. I think that's important. You have to have that trust and safety in order to want to go there.

Ana Torres:

That is a great, great point to make. You've got some great takeaways for this episode. And let me like recap this. Embracing and advocating for diverse student needs. Missy really talked quite a bit about that. Balancing that structure with flexibility in teaching. Being flexible for not only student growth, but also our growth. Right? And then seeking mentorship, and continuing to be that lifelong learner. So real quickly, before we go, Eric — because I know your kids are about to start trickling in, your class — is there something specific you're going to try out this week?

Eric Cross:

The one that I'm trying out right now is the last one that we spoke of. I'm on a team. Half the teachers are new this year to our school. And so I know that I'm the veteran. If I'm gonna sit here and say, "Hey, newer teachers or veteran teachers, get out there and offer yourselves," if I'm not modeling that and I'm not doing it, I have no right to speak on that. And so, had some conversations yesterday, some great ones, some hard ones. And we're starting to gel. I feel like we're a new basketball team that just had a bunch of trades. <Laugh> Some of our veterans went to other places. We got some new people. We won a championship years ago <laugh>. But now we're all trying to figure things out.

Ana Torres:

Well, I think you are such a great person to be leading that charge, so I will actually be checking in with you after our next episode. Thank you so much, Eric, and I can't wait to talk to you again.

Eric Cross:

I look forward to it too. Thanks, Ana.

Ana Torres:

Thanks for listening to Beyond My Years, from Amplify. I am your host, Ana Torres. Our classroom insider is Eric Cross. Our music is from Andrew Smolin. Next time, we're joined by another National Teacher of the Year, the 2023 winner, Rebecka Peterson. She is going to describe a writing practice that has transformed her teaching career.

Rebecka Peterson:

So, this blog, it was like a last-ditch effort, if I'm being honest. <Laugh> It was like, "Really what do I have to lose?"

Ana Torres:

That is next time. The best way to get new episodes of Beyond My Years, or to catch up on any episodes you've missed, is to subscribe on Apple, Spotify, or wherever you get your podcasts. If you're liking the show, would you please share it with a few educator friends. We'd also appreciate if you would leave us a rating and a review. Our website is Amplify.com/BeyondMyYears. Until next time, remember to reach out and say thank you to a seasoned educator who has shaped your life. I am Ana Torres. Thanks so much for listening.

Susan Lambert:

Thank you to Ana and team for sharing that episode of Beyond My Years with our audience listeners. Remember to subscribe to Beyond My Years to hear all of Ana 's conversations with seasoned educators like Missy Testerman. And if you know a newer educator who might enjoy the show, please pass it along to them. We'll have a link in the show notes. We hope you have a wonderful winter break. We'll be right back in your feed at the start of the new year with a special episode, featuring the voices of leaders in the Science of Reading movement from around the country.

A. Simone McQuaige:

This is not something that I think should just be driven by a small cohort of people. It should be across a school, across departments.

Susan Lambert:

That's coming up next time. The best way to get new episodes is to subscribe to Science of Reading: The Podcast, wherever you get your podcasts. And while you're there, please leave us a rating and review. You can join the conversation about this episode in our Facebook discussion group, Science of Reading: The Community. Science of Reading: The Podcast is brought to you by Amplify. I'm Susan Lambert. Thank you so much for listening.