![]() We learned that if a visit is planned with the single focus for educators and policy makers to begin the process of understanding each other, three hours is just right. Still, we were not certain that three hours would be enough, but it was all we had. But for this very first meeting we intentionally avoided potential distractions or barriers that would make it difficult for us to get to know the man (not the position) who represents our school district. We did not invite the press, although there is nothing wrong in this, and we may consider this option in the future. My principal and I intended for this visit to be enlightening and authentic, not a three-hour show. He was also talked about policies around education issues and ways teachers can be more informed about the process. He freely talked about the inequities that galvanized his move from education to politics in order to make things better. During the last hour, over lunch, we learned that he is a veteran teacher of 31 years who began his political career as a community activist. Representative Cole spent the first two hours visiting several classrooms: English, social studies, science, mathematics, physical education and band. The invitation was extended as a part of TYLTS (Take Your Legislator to School) week, a new statewide event that fosters meaningful and collaborative interactions between educators and their school’s legislative representatives. Which just happens to aptly describe my experience when last month I leapt into the unknown, and invited Arizona State Representative Doug Coleman to spend a morning at my school, Highland Junior High, in Mesa. But, other times…boy, there are times when the outcome is worth the leap into the unknown. At other times the outcome feels inadequate, doesn’t resemble our expectations. Sometimes the result is overwhelming–simply too much at times to bear (no pun intended). Life experiences often require leaps where the outcomes are not guaranteed. Perhaps it was to encourage taking risks, making leaps of faith. Perhaps the author’s purpose was more than entertaining children with the fantasy of talking domesticated bears. Recently, as I reread this story with my youngest granddaughter Callie, I gained new insight. However, the storyteller’s personification of the bears makes it highly unlikely that Goldy will be exchanged for the porridge. Regardless, as the story goes there is a little fair-haired protagonist who unknowingly hazards a den belonging to a family of bears, natural flesh-eating antagonists. ![]() What’s not clear in the story is why we find her wandering around alone in the forest. It begins with Goldilocks venturing away from home to an unknown place. No doubt you are familiar with the childhood tale of Goldilocks and the Three Bears. ![]() Teacher leaders can find renewed hope in the old tale, Goldilocks and the Three Bears.
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