ective facilitator of childrenÆs transition toward deepening competence as they move into an increasingly complex world.
In an effort to help alleviate negative school situations such as not having enough time to spend with students, I became active in development and time-management-related in-service activities after just two years of experience as a teacher. I sought to inspire other teachers and administrators in the desire to make changes in classrooms. I conducted meetings in which all involved would work together to present classroom problems and seek solutions. Thus in addition to attending all required staff-development meetings, I have sought out opportunities to participate in career-enrichment workshops and training courses. That longtime practice has proved especially valuable in the past three years, as I have begun the formal transition into the administrative structure of New YorkÆs public-school system. At a time in the history of American education when schools and teachers and student performance are under ever-incre
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