Starting Over and Moving Forward
“If I had known then what I know now” those words from one of my favorite Pearl Jam songs have been echoing in my head for the last two months. The “then” in this case was late February 2010, when I started my first job in education. I was hired as a Program Assistant for a federal grant at a small school in South Georgia. I was 24 years old and I had no idea what I was doing. The job was a support role for a brand new video production program at the school. The program was so new that the students had no idea that their Engineering and Technology class had become a Broadcast/Video Production (BVP) class almost three months into the semester. Furthermore, I was surprised when I found out that I would be teaching the BVP classes. I had never taught before and I had a lot to learn. The classes had no gear, no curriculum, and a teacher with about 15 minutes of experience. I did what I thought was the best option; I mimicked the teaching style of some of my college professors with mixed results. I was bored and so were the students.
My plan was to tread water until the equipment arrived. Cell phone use was not allowed by school policy and smartphones were not yet widely available. In the meantime, I taught my students bell-to-bell using Powerpoints slides that I found online or created using old college notes. Some days were awesome while others were an absolute struggle from the morning bell until the dismissal bell in the afternoon. Things got better with the arrival of a couple of Flip Cameras, a handful of PCs, and the initial funding from the grant which had been tied up in a bureaucratic loop. My teaching skills improved when I started the Georgia Teacher Alternative Preparation Program (GTAPP). I became the teacher of record for the BVP program in January 2011. Meanwhile, the BVP program grew in students, reputation, and I gained more self-confidence. Looking back on it now, I can see the moment teaching went from being my job to being my career. By the end of my four years at that school, I had a renewable teaching certificate and the program had a brand new studio filled with gear. That program is still running today.
I have since added about a decade of teaching experience in small private schools, large high schools, charter schools, and tacked on two graduate degrees. From 2021-2023, I taught Audio/Video Technology and Film (AVTF) at Rockdale Career Academy. The AVTF program at RCA is well known to readers of this fine publication and was led for a time by Tom White. Enrollment struggled during the pandemic years. I came in with the main goal of revamping the program and getting students excited about video production again. With the support of RCA's administration and CTAE director, I was able to accomplish everything I had hoped to do and more. I was happy with the way things were going almost two years into my tenure.
Things shifted in mid March of this year. My wife Haley, and I were driving to see my parents following an afternoon at the ballet, when a drunk driver heading the wrong way on the interstate nearly ended our lives. I narrowly avoided the collision by changing lanes at the last possible second. Unfortunately, the car that was behind me had pulled alongside and was struck by the wrong way driver. My car was so close to the impact that broken glass and shrapnel were blasted into the front quarter panel. Sadly, the passenger of the car was killed in the accident. We were physically unharmed though I struggled for months with PTSD. I felt lost for a long time.
Haley and therapy helped me process the incident and realize that I was happy with my life and career, but not as happy as I could be. I needed a change of scenery. The decision to leave RCA was difficult. In two years, I had become a part of the school community, I’d made friendships that transcend the workplace, and most importantly, bonded with the students. As happy as I was, I felt like there was a piece missing.
In April, at the start of what Tom and I have jokingly called “Teacher Free Agency”, I applied for a position at Tapestry Public Charter School. Haley had worked there for a few months as a paraprofessional. She encouraged me to apply for a technology position for the next school year. I got a call, did the interview, taught a sample lesson, and landed the job. Throughout the process, I was excited about the possibility of working at Tapestry and carpooling with my wife everyday.
Tapestry is the school I have been looking for most of my life. It is a small school with just over 300 middle and high school students. What sets Tapestry apart from the other schools I have worked at is their approach to teaching students with special needs. Tapestry’s mission is to create a fully inclusive learning environment for neurotypical students and those with Autism, ADHD, and other cognitive needs. Neurodiverse students are taught in the same room as their peers and are encouraged to participate in every aspect of school life. This approach has had life changing effects on the students, faculty, and staff, myself included. As an adult with ADHD that struggled in middle and high school, I wish a school like Tapestry was around when I was a kid. This is a sentiment shared by many of the faculty and staff at Tapestry. I am honored to be part of the mission.
During the interview process, I was informed that I would be teaching middle school technology classes and a 9th grade Introduction to Digital Technology course. The Introduction to Digital Technology has now become a Foundations of Artificial Intelligence course. I was excited at the possibilities this new path would hold for me as I had felt stuck teaching the same thing year in and year out. Because I do not know who I am without teaching a video production class, I asked if it would be possible to start a program here. My principal said that it was a possibility for this year, but most likely it would be later. During pre planning I was told that I was not going to teach AVTF this year. I was a bit saddened by this, but still pumped about the year to come. Near the end of what had been a successful first day of school, I was surprised to find out for the second time in my career, I would be teaching a video production class on short notice. It was an awesome feeling seeing kids walking into my classroom looking for some class called Audio/Video.
The first weeks of class went by, the roster ballooned to 12 students and settled at 9. My approach to teaching the class was similar to what it had been at the beginning of my career. We covered the classroom expectations, procedures, and employability skills. This seemed to be the easiest approach for me, but was not the most appealing for the students. Some of this was due to my lack of understanding of my target audience. Of the 9 young men in the class, 7 had known each other since the sixth grade. I was the odd man out. After a round of presentations that were delivered by less than enthusiastic students, I knew something had to change. I started with me.
Relinquishing control is hard and is sometimes the best option. With a few minutes left in class on a difficult Friday, I stuck four giant Post-it notes around the room. Each one was labeled with a different statement: What I want from video class, What I do not want from video class, What I want to make in video class, and finally What I need from Mr. Logan. I gave students a few minutes to share their thoughts on each one before leading the class in a discussion. I was blown away by how thoughtful these kids were. Some suggestions included more filming, less writing, and honeybuns. We continued the discussion and the class began to take shape. Now the students spend much of their time making short video projects that probably nobody but us will see. They are learning skills, working together, and most importantly learning confidence. Their progress has also motivated me as well.
Instead of waiting for gear, we shot on their phones. Instead of doing a daily written warmup, we play games or watch videos related to the class and discuss them. Instead of spending an hour on lectures and notes, we do short web based research assignments. Instead of tests, we will do skill based activities and sample projects. Instead of covering one standard at a time, we tackle as many as possible over the course of the unit. Instead of hyper focusing on numerous behavior issues that would have derailed my previous classes, I pick one issue at a time and we work on gradually improving it. Instead of worrying about keeping pace with some self-imposed timeline that is unrealistic, we take time and explore the material and speed up when needed. Instead of trying to keep everyone focused and on task for the entire period, we take breaks to give everyone a moment to process what they have learned. Lastly, instead of feeling like I have to control every aspect of the class, I take a step back and provide guidance as the students begin to build their course.
It is too early to tell how this approach will pan out, but it feels better. I have seen drastic improvements in behavior and attitude in a matter of weeks. We have yet to begin editing our projects, so far we have just been recording basic scenes while I teach them coverage, multi camera shooting and 3 point lighting using my personal gear and a student’s tripod. I have seen students that would have been marginalized at other schools, step up and take leadership roles in the class. One student in particular has really blossomed and has become more encouraging to his peers than I have. Nothing like kids showing you where you need to step up your game!
So, what advice would I give to my former self? First, I would tell myself to let things go sooner and to not take things so personally. I’d tell myself to say no to outside projects that do not benefit the students. I would tell myself to be more present and to enjoy the experience. I would tell myself that streaming every sporting event is not as important as ensuring my students’ needs are being met in the classroom. I would tell myself to focus more on building a strong bond with my students rather than chasing the approval of administrators that are out of touch with the classroom. Lastly, I would tell myself to trust the process, it is a long career after all.
This year has been one of change, renewal, and growth for me personally and professionally. I am looking forward to seeing what the future holds for the program and myself. At the same time, I am looking back at my 24 year old self that was just handed the keys to his first classroom. I am proud of that kid. There is one last word of advice that I would give him and you; keep moving forward.
Meet the Author, Adam Logan
Adam Logan is a veteran educator who teaches high school AVTF, Foundations of Artificial Intelligence, and middle school Explorations in Technology at Tapestry Public Charter School. He is an alumnus of Andrew College, Valdosta State University, and the University of West Georgia. He is a graduate of the LEAD CTAE class of 2023. He loves camping, backpacking, and hockey. He resides in Covington, GA with his wife Haley, two cats, and a dog named Pig.
Adam, your resident IB film teacher, wants to help your students walk the talk. How understanding the Big 4 (mise-en-scene, editing, cinematography, and sound design) can transform student analysis and filmmaking.