On the first day of testing, I was suffering a crisis of confidence when the experienced coordinator disappeared, off to troubleshoot problems in individual classrooms. I was unsure how the testing platform worked and a little afraid of messing anything up.
"Here's a help request for you," one of my colleagues in the command center said. "Two students can't log in to their tests in room 87."
"What if I don't know what to do?" I said.
"You literally helped hundreds of students start their tests when you were a teacher," she scoffed. "You can do it."
"Thanks for the vote of confidence," I laughed as I headed out.
She was right, of course. I was able to get both kids into the test right away. And when I returned to the command center, I figured out how to restart tests on the clunky platform, too.
"A teacher needs help with a student's behavior in 278," she said a little while later. "Wanna go?"
"I don't know that kid," I said.
"I don't either," she replied, "but you taught here for over thirty years; I'm pretty sure you can resolve a sixth-grade behavior issue."
I laughed again. "I'm going to express doubt whenever a problem comes up," I told her. "Just so I can hear you tell me how good I am!"
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