Krista Griffin: Early Career Teachers

CCIRA Literacy Conversations

Krista Griffin: CCIRA's Early Career Network
00:00:00 Molly Rauh
Hello and welcome back to this CCIRA Literacy Conversations, podcast. I'm your host Molly Rauh with my co-host...

00:00:08 Jessica Rickert
...Jessica Rickert. Today's podcast features, Krista Griffin, who's the co-chair of CCIRAs early career Network committee, the early career networks work centers around supporting pre-service teachers and teachers early in their career. Krista shares learning opportunities at the conference and how new teachers can add to their toolbox. Well, welcome Krista. Thank you so much for joining us. And we're excited to hear a little bit about the early career Network committee for CCIRA.. So can you just kind of dive in and start telling us about that?

00:00:46 Krista Griffin
Sure, the early career network is a committee that is really focused on how we can support pre-service teachers and early career teachers as the name suggests. So we know that either there's there's a lot of support that that new teachers need pre-service and in-service. And we also know there's a void in that in that arena. So we really need to figure out, how can we? What can we do? And we're thinking about this from I'm at the university, the university standpoint, but from CCIRA, what can we do? Because we know that we've all benefited from um, the wisdom and help from others in our careers. And so we're just we just think about what can we do? How can we? How can we support students, pre-service teachers and in service in, in their desire to be stronger literacy teachers? So we have a focus on trying to help, trying to think about what can what we can do with the conference, but the CCIRA Conference. So we've done lots of different things. A lot of a lot of what we stress is networking and introducing them to principles and introducing them to other teachers and letting them hear that basically, they're not, they're not alone, they're not, you know, the some of the questions that they have and the imposter syndrome feelings that they might have, or ones that we've all felt. So that's that's something that we do at the conference level is host a luncheon, bring in people. We're trying to figure out how we can make this more than just a once-a-year conference thing and covid - we have some good plans going in and covid was like "Naw." So what we'd like to revisit our plans again and figure out what can you know, what is it, that our early career people need? And how can we? How can we support them? So we've investigated different social media platforms. You know, we thought if we had a Facebook page and we're like, no those are for old people. And then we, we're just trying to figure out what's you know, how can we? How can we keep us, how can we create this support network? Because right now it's pretty, you know, we meet, and we get a lot of momentum at the conference and we'd like to put that momentum to continue. I don't know if that answered your question, but that was a lot of information about what our goals and aspirations are.

00:03:29 Molly Rauh
Well, and I'm also curious, Krista. How did you get into this role of helping to coordinate ECN?

00:03:37 Krista Griffin
Yeah, you know, I ask myself that all but no, just just kidding. No, I some I have taught at the University level for for several years. And when I first got well, when I was an undergraduate, I had heard about CCIRA. And that was a, you know, quite a long time ago. And then as a master's student, I got a grant to come myself that paid for me to attend this event to buy supplies. And so I thought, wow, that you know, that's a really great thing as we pull as we pull people in. But then when I got to Metro where I currently teach the professor that with that was there was said that we could get these memberships and we could take students. And so what she did was she just gave out the memberships. And I said, wait, what if we went with them and what if we, you know, made it a thing. So at my University, I figured out how I could. My students could apply for student I'm travel grant, and we could get paid for. So, so then, for the last, I think it's been 10 years. I've just been collecting students who want to go helping them receive the grant and taking them. So it was a kind of a natural thing. So I would take them. And then friends who were running the early career Network in years past from UNC would talk to me about this. And then that's kind of, and then you know, the next thing I know I'm my name is on the thing. So anyway, it aligns with my passion, which is preparing pre-service, and also early career network teachers in it. But that's that's how it evolved was I was bringing them, and they're like, hey, you're bringing them anyway. Let's make you official.

00:05:32 Molly Rauh
Well, and that, you know, makes me think. And this is actually something that I've brought up before. But teachers, if you're out there listening, and you have connections for awesome professors at different universities in Colorado or and nearby, who would do awesome work like Krrista's doing, we need you, because I think, you know what, what you do for your students would support so many new teachers in doing their best work. I didn't get started at the University level, but, you know, as a first year teacher does early career, is it the first three years that you guys support? Or just the very first year? First three?

00:06:14 Krista Griffin
I think it's one two, three years. Other people have said 125. I feel like we're all inclusive. If you are considering yourself, an early career person, and we would love to support you.

00:06:24 Molly Rauh
Yeah. So, like I got started my very first year, and, you know, you were talking about that networking, peace. And, you know, I had so many great connections, not just in my building, but in my district, and later on in nearby districts, because somebody pulled me in in the beginning. And, you know, I think all those people have allowed me to stay in this career, even when things get tough. So I, you know, I think that early career network is a beautiful thing to help those new teachers get started and really feel supported and be able to do this job, especially in what's become a pretty tough climate to teach in. So, you know, you talked about what you do with your students. So what are some of those fun things that you're working on that covid kind of messed up, that you would like to see happen, that maybe teachers around the state hearing this can say, hey, that's something I can do, even if they're not officially in a roll with CCIRA. But things they could do to help, kind of build, yeah, an unofficial early career network.

00:07:38 Krista Griffin
Yeah, I think that some of the some of the ideas that we had talked about in, maybe the last three times that we had done these, our luncheons at CCIRA. We had talked about meeting in the summer. So having some kind of a summer get together. So and it, it doesn't have to be summer, and it doesn't have to be around a training. But whatever ideas was to bring in somebody, you know, to do some PD that's specific and, and and very, you know, just something that that early current teachers would really, really go to, because a lot of the professional development that are that we are required to go to may be necessary but it may not be our passion or what fills us and brings us joy or meets, you know, the very direct need that we have at the moment. So that's one of the things that we're thinking about is, how could we have? Because see CCIRA has so many great sessions for students to attend. It is students come away from that, and teachers just so invigorated. And so they, but they get all of it at one time, right? And? And there becomes an overload at some point. You're like, great. And so we thought, well, if we can do something at a different point, maybe, you know, maybe in a kind of a midpoint in Denver, maybe, or the other thing that we were thinking about was how we could get our councils more involved in in the early career network and maybe figure out how they can reach out, empowering council members to reach out to new teachers in their schools and districts. So maybe having some little campaign that is grass roots from schools. So that, and then once we build, you know, we don't want, I will build it, and they'll come type of thing we want, they'll come, and we'll build it because it should be based on the needs of, you know, what those teachers are feeling and needing. So those were some of the things things that are percolating that we hope to be able to to continue to support. And and to we always. This is true of students of any age teachers of any age. Everybody is motivated by different things and needs different things. And there's no one-size-fits-all in anything. So we can't assume that we know, you know what a specific groups needs are we want to know from from from all of them, what are they? But sometimes saying, what do you need is overwhelming? And we're like, "We don't know what we need besides wine and chocolate!" So coming up with some amount of choices like, you know, we know and. And and we also know that that's motivating right? Like research on motivation says, controlled choice is also motivating, and sometimes is even helpful when, when we're not sure what we need. So those are those are just things that we were considering. And the other thing that I was thinking about, when you were talking Molly, is that one thing that we know is if we can get people, especially students, or early career, we can get them to come to CCIRA once we can most likely get them to come back again. And so if it becomes a part of their professional development early, then it becomes something they can look forward to, and they can invite their friends to their, you know, at their schools. And then it becomes both both a learning and a social time of joy. So anyway, that was another thing I was thinking of when you were talking.

00:11:23 Molly Rauh
No, I agree with that, because they got me that very first year. I have only ever missed CCIRA once in my teaching career. One time. And I need it like I get to February, and I'm like, "Give it, to me!" It, you know, it gets me excited, and I'm always ready to come back and try new things. And, you know, even when I registered earlier this year, it was just like, oh, what do I need this year? What am I, you know, because switched to a new district and a new level, and there's plenty of things I'm struggling with. So it's like, you know, it's this place where I go, and I feel empowered to do the things that I need to do as a teacher. And I want every new teacher to feel that way.

00:12:03 Krista Griffin
Yes.

00:12:04 Jessica Rickert
Well, and I'm wondering, you know, a lot, if you're in a bigger district, you're getting a lot of professional development as a teacher. And then I know that there are different licensure requirements. So you're having that PD on top of that. So what would you say to these new teachers that are in their first couple of years? Like, why would you go to the CCIRA conference? Because you have all of this other PD that you're getting?

00:12:33 Krista Griffin
Ya, I think, I think, you know, the why for anything, it's something that that's really important. I think the why is choice. At least it is for me, you know? I mean, there's professional development that we have to do that's part being a teacher, and that will never end. We will always have something that we were required to do by the district. And and sometimes that PD can be wonderful, but we don't get to choose most often. So what CCIRA provides is, is choice, and it's very tailored to what you need in the moment like, you know, this is what I need. The other thing that I was thinking about when you ask this question is professional development can be overwhelming. And I think what happens for many of us when we're in professional development is it makes us feel inadequate, right? We hear this, and somebody gets up there and talks about what an amazing thing they've done and how wonderful their classroom is. And we're thinking that is not what my classroom looks like at all, and that that can be intimidating. But but what I've experienced at CCIRA is authentic-ness and real, and and not just sharing, you know, the beautiful Pinterest version of their classrooms, but also the realness. And and I think that I think that that is really confidence, like it instills confidence and teachers, because the presenters are real. And they're also not there to sell you something, which is another thing that happens at conferences is you're like, okay, I get it, you want me to buy your book. And and so that you know it, that's a that's a thing, the tough one. And the other thing that I that I think is true for students at CCIRA, or for any teachers is that even if you're listening to something and you come away with one thing to try from this one, and it's one small thing. And often it's one small thing I can try on Monday, right? It's not this. This is how you're being evaluated, right? That's a different kind of PD, or this is you must pass to whatever. So it's so it gives us here's something to try on Monday from this session. It's low stakes, right? It's low stakes, it's it's empowered by choice. And then you also get a chance to talk about it with others. You know who maybe aren't in your District can you can be like, oh, it doesn't have to be this way. This isn't the only way to do it. You get those those opportunities that are very natural. And as, as you know, and as anyone listening, to this can tell, teachers really like to talk. And so being able to do that in response to non-threatening professional development that you have chosen either because you're really passionate about it, or because you're like, I am not good at this, or I am struggling with this concept. So you're choosing it for lots of different reasons. And there's just such a plethora of things to choose from. For me, that's why you would, you would, you know, be thrilled to attend CCIRA as an as a new educator. And you guys, the ECN has well, there's two sessions that are designated ECN. So I know that Maria and Katie Walther are hosting a session that anyone can attend, but really geared towards people in their first years. But then you guys are hosting another session. So do you guys, do you want to tell us a little bit about that? Sure, that what we're doing is we're doing we the luncheon, and I believe it's on Friday, and I believe it's number 256, -356! I was so close. I'm a literacy Professor. I have not a math person. And so so you do sign up for this. And the reason that we ask you to sign up for it is so that we can provide you with free food and prizes. If you haven't heard about our delightful presence at this, I think. But even if you're not sold by meeting principles or talking with like likewise peers or any of those things, we have free food and prizes. But one of the things that students have said that they really appreciate about our luncheon is it's casual, and it's, it's, it's we bring in different people to share their experiences like principals or teachers in their first few years, or anyone that we think, you know what, maybe have like three or four different if people, then we can break off into smaller groups, and it just gives us a chance to, to talk about what we've heard so far. That's one of the things that we do like, what have you heard that's exciting? And that that's a that's a fun thing. We get to, you know, just think through. Where do we want to head? That's another purpose for this, and to answer any questions that maybe they haven't felt comfortable asking in a bigger session, we're hoping that it's a really, you know, just a really comfortable one for kind of question and answer for anyone that's that there, that can provide that. So it's a it's informal, and it's super fun. That's that's my plug, or why you should come to get free food and prizes and knowledge.

00:18:09 Molly Rauh
Do you know what the food is yet?

00:18:11 Krista Griffin
We do not. But I can guarantee that you will be thrilled. I can't guarantee that. But you know, I, I believe you will be thrilled. I know you'll be thrilled with the prizes, because they are unique.

00:18:26 Molly Rauh
Oooh, mystery prizes! Wondering a little bit, you know, still still trying to think about, you know, some of those other opportunities where we can get our early career teachers, you know, I see CCIRA as something to empower them. So, you know, it's not. No, we don't want you to come just because, you know, we think everybody should have this. You know, we're not trying to sell a particular method, or, you know, any one tool or strategy like, like you said, like, there's, there's choices, there's, you know, different options. And that's something you want to continue to cultivate. Now, I lost where I was going with that, because my brain ran off in five different directions. But you know, just thinking about this as a tool to empower young teachers and or pre-service teachers. What are some struggles or things that you hear about from, you know, pre-service teachers or early career teachers that you are networking with, that you think the rest of us could support, and maybe, you know, come up with some opportunities we can create for them. Besides, you know, making sure that we also maybe give them some opportunities for some food and drink. I've definitely taken a little pre-service teacher in my building out for some Starbucks. Every once in a while, she and I also do walk and talks. So we have a common plan. She's not my student teacher, but we go for a walk and just I let her vent about stuff. And, you know, we brainstorm things and talk strategies and it's a great time. And, you know, I'm also modeling for her like some like, take a break like decompress, deal with things, and then go back to work and sit down. And, you know, she really appreciates that time. And it's kind of become this awesome time when she and I go for a walk and sometimes grab a Starbucks. But what are what are ways that you see that, you know, we can cultivate the spirit of what you want to do on a daily basis in our work.

00:20:43 Krista Griffin
Well, I think I was thinking two things. One thing I'm thinking of what you're doing is awesome. And how can we? How can we replicate that? How can I know yours happens probably organically, because you're like, oh, I would love to support you. And also, Starbucks is delicious and hooray for walks. And so all of those things. But what a wonderful thing that you're doing, you know, kind of informally, at first, probably to support our, our our students that need that. Or I keep saying students because, you know, I'm in in the University field. But what I really mean is all of our early career people. But if we could, if we could have more of those informal networks within schools. But what if we empowered all of our CCIRA members? What if we, what if we challenge them? Yes. What if we did a CCIRA challenge, you know, to reach out to those people that are in their schools, because it with it, they'll be student teachers. There's residents. There are field students, you know, that are in their schools. And if they could just I wonder if we even had something we can, I don't know. Anyway. Okay, now I'm going crazy. I love this idea.

00:22:02 Krista Griffin
I'm with. I'm with you too. I think. I think this is this is your own official introduction, be looking for a challenge because Krista and I are going to go push people behind the scenes and see if we can come up with like a prize or something. And you guys can like post, and there'll be a hashtag and, you know, support new teachers. Yes.

00:22:21 Krista Griffin
Love this. I love this challenge.

00:22:23 Molly Rauh
We're gonna find a way Krista. This is is unofficial, but we're going to make this official. So be paying attention CCIRA listeners.

00:22:31 Krista Griffin
I love the support challenge. The other thing that I was thinking about when you were talking is what we want to do for teachers is provide them tools in their toolbox. And that's, and I think that's even a part of our little spiel for for our early career luncheon. It's just let's give you some tools in your toolbox. And and your question was, what are you, what are you hearing that the teachers are really needing? And I think sometimes we provide a ton of tools, and we don't tell them when or how to use those tools. And so I think maybe our we can do both. But I think maybe that's something that we need to be a little bit more explicit with with my own University students. So even if we think about it like comprehension strategies, right over like hey students, here's a great thing to work to do with, and then we don't tell them when to apply it. We just have them practice it. And and so I'm thinking that that kind of applies for all of us. So that was another thing that I was thinking is, is students don't or early career teachers don't seem to be short on resources, but there. But what they're needing is, can you show me the, how can we talk about, you know, how this works with students, and with these behaviors that are coming in and with this covid thing, where everybody is a little bit behind, and you know what this looks like, it seems to me that that's what I'm hearing a ton of in the University world because of covid. Our it's haven't been in field placements. So normally they will have been in three different classrooms before they get to residency, and they haven't had those opportunities. So when they get to residency, it's like their first time with students. And I think then we're going to start seeing just about lack of experience a little bit more. And it's not that it's so detrimental to students, but they're not as confident. And so we can help build their confidence in these different things. I think, you know, that's a big call for us as well.

00:24:49 Molly Rauh
I love that. And just thinking too, like, I had again, the same student teacher. So part of the reason she and I have connected is a teacher in my building really believes that like we, if we're going to get good teachers in my district, because we don't have a high retention rate, we have to really get them hooked while their student teaching. And so she was working with him a previous semester, you know, just you know, one of those I never know what they're called, because I did a different sort of program, because I'd already had my undergraduate. And so I don't ever remember the numbers, or, you know, whatever you call the different pieces, but she was basically, you know, in there a couple days a week working with this teacher, and he wanted her back. And so he actually got her a part-time job in the building. And so she's working with us part-time while she's finishing her student teaching. And while she's finishing her program, and then she'll student teach in the spring. So she won't be able to work with us. But she so she's got this little small class that she teaches, and she put together this little lesson activity, and she was gonna do like a sorting thing. And so she and I just, you know, as we're looking at it, we had this conversation about, man there's a lot of stuff for them to sort. How could we build it slowly over time? And like, scaffold it? Because in our building, our kids have they have a low threshold for what they're what they think they're capable of doing. And so you really have to build up their confidence before. You can ask hard things of them, they can do them, but they I believe they can do them. So it's she. And I talked about how to do that. And she goes, oh, thank you for you know, she didn't even necessarily. She wasn't truly asking for those tips, but she was showing me what she was doing. And I said, hey, something to think about. And she was like awesome. But then the other thing that we do because and I think every teacher should do this. So, teachers, this is my advice to you don't have to listen to me, but you should. But I ask her for advice all the time. I'll be like, hey, I'm doing this because fresh eyes and, and you know, some of those tools and strategies and things that you know, I maybe haven't heard of in over a decade, are fresh in her mind. And so, you know, I ask her, and I ask another student teacher in our building all the time. Hey, you know, how would, how would you go about this? What are you thinking? And you know? They have great little tips and ideas. And, you know, it also just builds up again their confidence in what they can do. And so I think, you know, that's my advice to teachers like have those conversations, ask for their advice. Look at what they're doing. I had a student teacher two years ago now. And my greatest frustration working with him was that he didn't have things to show me so that we could have those conversations and could troubleshoot things. And that was really hard for me. And so also just knowing, you know, that's my advice, early career people do like, know who you're working with and what they need from you, because certainly, I now know to ask anybody who would like to work with me. Hey, just a heads up like you have to be somebody who's not planning your stuff in the middle of the night the night before, because it will drive me crazy. And then I will drive you crazy, because I struggle with that. And so, like knowing, knowing too just like being willing to ask, because I think any teacher you're working with, they're there, they know how they function, and they'll be willing to tell you how they function. And so just making sure that you're kind of reciprocating so that you can both support each other. Student teachers support us, but we're there to support you. And so you got to find that working relationship.

00:28:47 Krista Griffin
And finding your collaborators. I mean, there's nothing more exciting than collaborating with, with teachers. Like that, and it doesn't. It doesn't always naturally happen. Just because you're on the same team does not mean that you're, you know, that you're going to be natural collaborators, but hopefully you can find the people that, that you, that you connect with, and that, you know, you mentioned, don't you know if you're planning at 3 am the night before, that's not going to fit my, you know, how I do that. So finding the people whose timelines are similar and and who challenge you right who are like, okay, but why are you doing that the same way it's one of the most beautiful things about teaching is the collaboration and the fact that we are just glorified thieves where we just steal everybody's great ideas. And and then you get to make them your own and talk about them. And, you know, sharing those, you know, those experiences with early career people. And because we talked a lot about what isn't great sometimes about teaching? Right now, it's a hard time to be a teacher. But there's there's also still such pockets and moments of pure

00:30:08 Krista Griffin
joy in in that collaboration. And and in your example, just one small thing, like, how could get the let's stop to scaffold for a minute? And then that changes everything, and, and that somebody could say something to your like, oh, that, yeah, it's now I know where I'm going. We don't like operating, you know, as little islands, and we don't have to. And, and hopefully, that's part of early current network is that we're breaking up these little islands, and we're creating one big happy Island where we apparently you don't come up with are our best tips for each other and and and help problem solve any collaborative nature.

00:30:52 Molly Rauh
Absolutely. And your person doesn't have to be like, obviously whoever you're working with. You got to work with them, right? That doesn't have to be your person in the building. Like I had a student teacher. She was phenomenal. I loved her, but I wasn't her person. It was the English teacher down the hall, like they clicked in a way she and I were never going to click, and she's probably my all-time favorite student teacher that I've ever had like she was just that good. But I wasn't her people. We could talk about great things. But you know, when she needed somebody to talk to, she had somebody else. And so really knowing that too, because I think sometimes and it works for some people like, but if it's not working, don't feel stuck just with that person, your student teaching with. Make some of those other connections have some other people to support you like when I was student teaching, and it was a long time ago, but there's still pieces of it that are very fresh in my mind. I loved the guy that I student taught with. He had he was a licensed special ed teacher. So he got to bring that into the secondary content that I teach. And so I learned amazing things from him. But when I needed to go decompress, I went and hung out with the, what are they, consumers, family consumer science teachers in the lounge like that we had like, you know, it was a high school. So, you know, there was like this little lounge. There were different ones all over the building. But the one I hung out with was with the family, consumer science teachers. And I think there were a couple other teachers in there, but, you know, completely different people, than I taught with, and it was really nice to just go get to be somewhere else. So it's okay. And I think, you know, you learn things, and you hear strategies and ideas from talking to people who aren't in your department or your content, or, you know, your grade level, or whatever it might be. And so seeking out a diverse collection of people to network in whatever building you're in. I highly highly recommend that to anyone. And I still do that, even in the building that I'm in. So, again, new in my building, new in my district. I have become buddies with the French teacher. I definitely don't even speak French. I have some math teacher friends, some language arts teacher friends. And so, you know, I go some different places to get my support. And, you know, I have my shiny, actually, all all my all, my close friends that take me for walks. We laugh about that. They say, I need to be walked a couple times a day -they're all early career teachers. And so those are those are kind of my people in the building. So I have a she's a second-year social studies teacher that I plan with a ton. And then this pre-service teacher that we go, and we brainstorm things and, you know, look over plans. So you know, find your people and get excited because I get excited, just talking to people about what we're doing and, you know, letting them help me troubleshoot my, and me, helping them troubleshoot like great things come out of it. I like to network.

00:33:57 Jessica Rickert
And I think you guys have highlighted something where I think it's crucial for everybody to know when you're entering the teaching profession. Nobody expects you to be the expert. And I think teachers honor you more and respect you more, if you say, oh, I don't know where I'm willing to learn. I want to learn here's my idea, but the best teachers I've ever worked with are always learning and wanting to get better. They were never the I know everything. I'm right. And this is how I've always done it. So I think it's that. Collaboration piece, but it willing to learn and know that you don't know everything.

00:34:36 Molly Rauh
Ya, I think, I think actually, one of the most exciting things about being a teacher is it's never going to get stagnant. It's never. And you know, like, I don't know what might be a stagnant, but something like accounting seems to me like it. You know it would you just, it's always the same. Here is the great news. And you know, so the frustrating news about teaching is it's never the same. So so it is I couldn't, but my job was to continuously learn. And I still can't believe that like my job is to read and write and learn about teaching like that is so amazing. And, and in some ways, early career, you know, it's okay. You know, there's kind of a it's okay, because you're still learning to ask all these questions, but it is also inspiring for people who have been in education for lots of years to remember it's okay, to ask questions, right? And so, so the early career people bring in this this whole new fresh set of eyes on what we've always done, or, you know, whatever that might look like. And I think that that is just another piece that that just makes the profession so fun. Is it's, it's it's always going to be different. And what works so great. Yesterday is not going to work so great today. And what was a disaster today could be the best thing I've ever done tomorrow. And you never know. And that's why all of the tools that we need, you know, having so many different tools to pull out is so key in our profession. And so we can help start building that toolbox early through early career and through CCIRA, and in our, in our University classrooms and in our, in our schools. Then we're empowering our friends who who need all the need, all those tools, because, and we all need them all. But if we've been doing it awhile or tool boxes are a little, we have more to choose from. So we're just trying to help build that up.

00:36:46 Molly Rauh
So, thinking I love that you're trying to help build that up. And yeah, CCIRA is definitely place to do it. So thinking about those two people who are kind of my support system this year and who are helping, keep me inspired and excited to do the work being people who could be part of the ECN. Who in your career inspires you or is a hero for you. Maybe in the work that you're doing,

00:37:24 Krista Griffin
I both love and despise this question. I bet everyone else, I just find it because I feel like all teachers are heroes. But and, and, and, you know, we even named a conference about that. And I even I don't know if you go. This is I was thinking, this was a video. I have a giant chicken behind me, and he has a cape on, and he is a superhero. He's our superhero chicken that was in my classroom, but so I do believe that that that I'm inspired by people who are everyday going into the classroom and giving their best for students. So that is a blanket, kind of a really vague statement that didn't answer your question. But but it is too. I can't stress enough how impressed I am with teachers who are willing to just keep going and give it their best, even in hard circumstances like we've seen. So blanket statement, everybody. More to the point of your question, who inspires has me the most I think, I had thought of somebody earlier and then I switched it. And now I just feel like I need to go with my blanket statement. I think I'm going to go old school and a little basic. But the person that inspired me to be a teacher, and I don't mean to tell you how old I am. But, you know, this was a good 45 years ago, when I was in kindergarten, so you all do the math, and I'm just not even embarrassed anymore. But this I had this teacher. I had that the delight of having her in kindergarten. And in second grade. So I had her twice, which, and she just embodied everything that I think is important about teaching. She she cared for us so much so deeply, but she challenged us like I remember, I learned to read, in preschool. It was it was easy for me. And so I thought, oh, sweet, you know, all these clowns are learning how to read I'm going to go jack around over here, and but probably I didn't use that language because, you know, I was five, but she, she was like, did not just allow that to happen. She she was like, oh, you're reading at this level, you know, five-year-old. Let's challenge you more, and because she cared about my learning just as much as she cared about the, you know, the the learning of people in the class who were eating crayons and paste and didn't know one letter from another, like she cared equally about pushing us all. And that's not to say, I didn't eat crayons and paste, let's be honest, but she was someone who just cared so much. And and anyway, that's I could go on for a hundred years. What I can tell you is that she was at a wedding, and I grew up in California, and I'd flown back from this wedding, when right after I had graduated from college, and I was able to tell her, hey, you inspired me. And this is why. And she got little tears in her eyes. And I was able to tell her she was my hero. So anyway, but that's that's to you, Mrs. unintelligible.

00:41:08 Jessica Rickert
That's awesome. I love that story. And I'm sure she loved that moment to well, thank you so much. Krista for joining us. And we're looking forward to all these new opportunities that the ECN is providing and make sure listeners. If you are in your early career to sign up for session 356 and get some free delicious lunch.

00:41:33 Krista Griffin
Yes and prizes. And and you can have this, you can help forge what this is going to look like. So so your voice is important as well as you know, just we want to hear from you. We want to support you the end.

00:41:52 Molly Rauh
Thanks for listening to CCIRA Literacy Conversations podcast to find out more about CCIRA go to CCIRA.org. On CCIRA.org you can join as a member, or find great resources like our professional development blog, which posts every Tuesday and has a variety of guest writers on an awesome selection of topics. CCIRA is a professional organization of educators and community members dedicated to the promotion and advancement of literacy. We also have a Twitter account @ColoradoReading. You can find us on Instagram at CCIRA_ColoradoReading. Or you can find us on Facebook, where we also have a members only group that we're trying to build. And our Facebook account is CCIRA Colorado Reading. We'd love to hear more from you. And again, if you're looking for new content, please send any questions or things you'd be interested in seeing from CCIRA to CCIRAVideo@gmailcom. Thanks for listening and have a great week.