First Year Reflection
My first year at SUNY Orange has been both professionally challenging and deeply
affirming. I entered higher education with years of experience in early childhood
classrooms and school leadership. I knew early childhood education well. What I did not
know was how I would feel stepping into a college classroom as a full-time faculty
member. Despite my background, I experienced a quiet but persistent sense of imposter
syndrome. I trusted my knowledge of young children and curriculum. I was less certain that
I belonged in higher education.
That uncertainty shaped my first semester more than I realized at the time. I prepared
dense, detailed PowerPoints because they made me feel prepared and safe. I wanted to
prove that I could deliver content at a college level. I incorporated hands on activities from
the beginning because I believe deeply in experiential learning. However, I often rushed
through theoretical content to reach those applied components. In my effort
to demonstrate rigor and energy, I moved quickly. I covered everything, but I am not sure
students always had the time to digest it.
Student feedback was a turning point. When several students shared that the slides felt
dense and the pacing was fast, I had to confront what was underneath that experience. I
realized I was teaching from a place of fear rather than confidence. In the second
semester, I made intentional changes. I streamlined slides, reduced text, slowed my
speech, and built in pauses for questions and reflection. I began revisiting prior concepts
more deliberately and asking students to connect new material to previously learned
frameworks. Instead of treating theory as something to move through before the “fun part,”
I began weaving it directly into our applied work.
The shift in classroom culture was noticeable. Discussions deepened. Students
referenced theorists during hands-on activities. Written work reflected stronger
conceptual grounding. These adjustments also allowed me to more clearly assess student
understanding through formative discussion, written analysis, and application-based
assignments aligned with course outcomes. Most importantly, I felt more present and less
guarded. As I began trusting myself more, I was able to move more freely in the classroom
and focus less on delivering content and more on facilitating understanding.
Another significant realization this year was the importance of relational presence. In one
class session centered on reading children’s literature that addresses sensitive topics, our
discussion moved beyond analysis of the text. Students shared personal reflectionsconnected to grief, family struggles, and mental health. That moment reminded me that
community college classrooms are not abstract spaces. Our students carry real life
experiences into the room. Academic rigor and emotional awareness are not separate.
Students learn more deeply when they feel respected, supported, and seen.
I learned that my role is not only to prepare preservice teachers with theoretical
frameworks and instructional strategies, but also to model the kind of relational teaching
that early childhood educators must practice with young children and families. That
modeling includes slowing down, listening, and creating space for thoughtful dialogue.
This year my growth was strengthened with the support of my department colleagues. Dr.
Sinsabaugh and Professor Tarvin have been instrumental in my transition into higher
education. From the beginning, they included me in conversations, sought my perspective,
and offered steady guidance as I navigated curriculum expectations and institutional
processes. In addition, SUNY Orange’s new faculty cohort provided structured
professional development throughout the year. Meeting monthly with fellow new hires
deepened my understanding of the college and strengthened my confidence as a faculty
member.
Teaching at a community college has deepened my appreciation for the diverse pathways
students take into and through our program. Many of our preservice teachers balance
employment, family responsibilities, financial pressures, and evolving career goals. Our
department supports students pursuing certificates, Associate degrees, immediate
employment in early childhood settings, and continued study at four-year institutions. By
strengthening theoretical foundations while intentionally connecting theory to practice, I
aim to prepare students both for direct work with children and for continued academic
advancement.
Looking ahead, my goals are clear. I will continue refining pacing so that coverage does not
replace comprehension. I will intentionally spiral key concepts across the semester to
strengthen retention and application. I will maintain a balance between rigor and relational
teaching, ensuring that students feel both challenged and supported. Finally, I will
continue strengthening my identity as a college educator, trusting that my years in early
childhood practice are not a limitation but a foundation.
This first year has strengthened my confidence not only in what I teach, but in who I am
as a faculty member. It has provided a foundation for intentional instructional growth as I
continue developing in my role within the department and the college. I remain committed
to reflective practice, equitable instruction, and preparing future educators who
understand both the theory and the humanity of teaching.