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.