Seeing potential

What motivated you to become a lower school teacher, and now a literacy specialist?

I have wanted to be a teacher for as long as I can remember. Perhaps it was because I am the oldest of three and enjoyed leading my siblings, but I’d like to think it’s because I enjoy helping others and knowing I have an opportunity to positively impact lives.

In terms of why I chose to take on a different role as a Literacy Specialist... reading and writing are something that I have always enjoyed. When I was earning my degrees and working with children in school settings, I always found it almost magical when they learned to put sounds, letters, and words together to make meaning. As a first grade teacher, so much of literacy instruction is teaching students how to read and write, so when the opportunity arose at the end of last year to become the Literacy Specialist, it was just something I couldn’t pass up. It was an exciting prospect to spend my time exploring these magical moments all day long!

What do you think is missing in lower school in public schools? Unfortunately, I think public school teachers in the lower school grades are getting burnt out. There are so many regulations and standards, and pressure to meet benchmarks that the joy of teaching gets lost. I think public school teachers are put under a microscope and expected to do so much with lack of support, resources, time, etc.

In your opinion, what is the most powerful indicator of student success?

When a child can see themselves as a learner and recognizes that mistakes are proof, they are trying, working towards a goal, and are okay, I know they will be successful in whatever it is they want to do because it means they have faith in themselves.

How do you stay current with emerging trends in the field of education?

Online professional learning networks, books, and podcasts! There is a lot of buzz around literacy education right now so keeping current is imperative so that I can provide the best for the students.

How do you build a positive school culture?

I think mindset is extremely important. My dad always used to tell me, “Don’t worry about what you can’t do, worry about what you can do.” It’s really something that I live by. I think staying focused on those “can do” opportunities, no matter how small, can completely change your whole outlook.

I also wholeheartedly believe in community. When your community includes people who are dependable, supportive and kind, it breeds positivity. I know I’m biased, but The Albany Academy Lower School is truly the best work community. We are our own family unit and I know that I can count on my Lower School colleagues for absolutely anything.

How do you define self-esteem and how do you build and enhance that in the students you work with?

To me, self-esteem is how one views themselves in their environment. I think it’s so important to celebrate small wins and recognize growth. Part of my job includes working with struggling students who often don’t always see themselves as capable of doing something, whether it be read or write. I believe that everyone is capable of change and growth. It may be small steps in the beginning, but helping students recognize this growth is important. Self-esteem is something that is built over time, so providing support, genuine praise, and the assurance that they are a reader, writer, or learner is important in that process.

How do you relate to the students to help bring out their strengths?

I think building trust and an authentic relationship is key. I think when kids learn that their teachers are human and have experienced similar situations as them it makes the student feel more comfortable. Just like any other positive relationship, connections can be made when conversation is natural and genuine. It also helps that I have a three- and five-year-old who often end up being a topic of conversation.

What advice do you have for students?

You are amazing. Don’t ever give up on yourself because you matter.

What inspires you?

It sounds cliché, but the kids inspire me! Their enthusiasm for learning (and life), perseverance through challenges, and willingness to jump in to almost any situation keeps me excited about teaching. It motivates me to continue to find ways to keep their interests piqued, to continue my path as a lifelong learner, and to bring them the very best instruction. There’s nothing better than being present when a child experiences their “aha” moment and a concept clicks for them! Being able to experience life through their lens is inspiring.

During his 38-year tenure at The Albany Academy, history teacher Vince Zabinski has taught 7th and 8th graders in the Middle School (his current role), as well as 11th and 12th graders in the Upper School. “I really enjoy the subject that I teach, and in history there’s always some new, unexplored area to dive into.

Zabinski believes that the one-on-one attention Academy teachers provide sets the school apart from public schools. “We have an advising period that gives teachers the opportunity to really connect with the students. We provide a safe and productive environment for learning, and individual attention with extra help sessions when needed,” he said.

That individual attention and the way students interact with each other during lessons help students succeed, he believes. “If I’m able to generate enough interest in the subject I teach, students will remain focused. Allowing them to interact in the classroom helps develop their critical thinking skills… all of which leads to success,” he explained. He likens teaching students to planting a seed: “With care and diligence, a beautiful crop will grow.”

“My method of teaching has worked very well for me,” he added. “When I question new students about how they were taught history, their responses startle me. If those are examples of ‘new wave’ instruction, then I’m not interested.”

Zabinksi recognizes that creating a positive school culture is an important part of setting students up for success. “We can provide and support a positive school culture by promoting school initiatives with enthusiasm and setting good examples as role models,” he said. “Students need to know that we care and will respond accordingly.”

Middle school years can be awkward; it’s a known fact. So how does Zabinksi relate to students to help bring out their strengths? “Interacting with students in informal settings, letting them know that you are more than just a teacher or coach, and showing interest in what they have to say and do all help create a bond of trust and confidence which promotes success.”

“Whether it’s in the classroom, on the playing fields, or on the stage, giving students positive feedback and constructive criticism, and reassuring them when they doubt themselves, goes a long way in promoting self-esteem,” according to Zabinski.

His advice to students at any level? “Keep your mind open to new ideas and experiences.”