Every month, I looked forward to an hour on a Friday afternoon.
As part of the LAUNCH program through the New Mexico Public Education Department, I attended monthly professional development sessions and met one-on-one with my coach, David Manning. What began as another item on my already chaotic calendar eventually became one of the most meaningful parts of my year.
Like many teachers, I am used to moving from one task to another. There are lessons to plan, papers to grade, meetings to attend, and students to support. Reflection often gets brushed aside. Yet those monthly coaching sessions created an opportunity to drop everything and think about my practice and even myself.
I often scheduled my sessions with David on Fridays because they became a way to decompress at the end of the week. Sometimes, I even felt a little guilty. I would joke that it felt like I was getting a therapist for free. Of course, coaching and therapy are not the same thing, but there was something refreshing about having an hour dedicated to honest reflection. There was simply space to think and listen.
One of the activities that stayed with me was the sea urchin exercise. I was asked to visualize my fears and examine the thoughts that often held me back. At first, the activity seemed simple. Yet it led me to confront questions that many educators quietly carry: Am I doing enough? Do I belong in this role? Am I capable of leading others?
Much of my work during the program centered on confidence. Not confidence in the sense of being the loudest voice in the room or believing I had all the answers. Rather, it was about learning not to shrink myself. It was about recognizing that humility and confidence can exist together.
As teachers, we spend so much time encouraging students to believe in themselves. We remind them to take risks and share their ideas. Yet I honestly struggle to extend that same encouragement to myself. Through LAUNCH, I realized that confidence is not just a personal benefit. It has a direct impact on students.
When teachers feel confident, they are more willing to try new strategies and advocate for what students need. Without a doubt, students notice more than we think. They notice how we respond to challenges and how we handle uncertainty in our classroom. The strongest lesson I learned from the program was that teacher growth is not separate from student success. The two are beautifully connected.
I was also mesmerized by David's coaching style. What stood out to me most was his ability to listen. He never assumed he knew what I was thinking. He never rushed to solve a problem or tell me what I should do. Instead, he asked thoughtful questions, and I would usually blurt out, “Oh yeah, I wouldn't have realized that unless you asked!” He guided conversations without invalidating thoughts or feelings. As someone who often holds back from engaging in small talk because I worry about saying the wrong thing or taking up too much space, I appreciated conversations where every thought was met with curiosity rather than judgment. In a profession where we often feel rushed, being listened to is a blessing.
As our conversations continued throughout the year, I found myself thinking about how those same qualities apply to teaching. Students do not always need us to provide immediate answers. Sometimes they need someone who will listen carefully, just listen. Sometimes they simply need to know that their experiences matter.
David's coaching reminded me that listening is not a passive skill. It is a leadership skill. It communicates respect and trust and supports growth. In many amazing ways, he modeled the kind of teacher and leader I hope to become.
The LAUNCH program certainly provided practical professional learning opportunities. I am grateful to Ms. Regina Timms, Program Manager, and everyone involved in making the program possible. Through sessions on data-driven instruction, student success, classroom management, and effective meetings, I gained strategies that I can apply in my work as an educator. More importantly, I leave with a better understanding that improving myself as an educator is not a self-centered goal.
Those Friday afternoons lasted only an hour each month. Yet their impact will stay with me far longer. Looking back, I think of that sea urchin and the fears I was asked to name. Some of those fears may never completely disappear, but they no longer get the final say. The greatest lesson I learned through LAUNCH is that when teachers are given the opportunity to grow, they bring this to the classroom, and students succeed in turn.