Reflecting on Growth: A Mentor Teacher’s Journey Through Dance

In the fast-paced world of dance education, few things are more rewarding than nurturing the next generation of teachers. As both a mentor and a leader in her district, Toshia Jackson has seen and experienced the transformation of the dance education field, especially as it relates to the growth of her student teacher. Our recent visit together, where we took a trip down memory lane, got me thinking about just how much things have changed—and how much we, as educators, continue to evolve.

One moment that stood out during our conversation was when she shared artifacts from her early teaching years—physical binders filled with detailed lesson plans, evidence of professional teaching standards, and student assessments. These were not just documents; they were a testament to the immense responsibility teachers had in proving they were meeting academic and professional standards.

In those days, it was all about creating physical evidence—tangible artifacts that showed progress. As I looked at those binders, I couldn’t help but smile, knowing how far we’ve come in the transition to digital portfolios, video analysis, and more accessible platforms for tracking student success…..yet still we have to prove what we know we successfully do in the classroom.

But it wasn’t just the bin of memories that caught my attention—it was her commitment to mentoring. As a mentor teacher, she is responsible for guiding her assigned student teacher through her certification process, providing them with the tools, knowledge, and insights they need to thrive. Whether it was lesson plan feedback, providing emotional support, or offering guidance on classroom management, her impact has been immeasurable as her student teacher successfully graduated last month from the program.

Reflecting on her own journey as an educator, Ms. T as her students affectionately call her now serves as the lead dance teacher for her district, Fulton County Schools, designing professional development opportunities for teachers and advocating for the growth of dance education within the community. She emphasizes the importance of continuous learning and collaboration among teachers, ensuring that every dance educator feels supported and empowered in their teaching journey. 

Her experience also extends to teaching International Baccalaureate (IB) Dance, a rigorous program she has navigated for many years. Like me, she has seen the beauty and challenge of balancing artistic expression with academic expectations. Teaching IB Dance requires a unique blend of creativity and rigor, and it’s a responsibility we both cherish in our careers. It’s about more than teaching students how to dance; it’s about helping them understand the value of dance as a cultural and academic pursuit.

What struck me most during our visit was her dedication to personal and professional growth. The mentor teacher understands that to be an effective leader, educator, and mentor, one must first and foremost be a lifelong learner. Whether through reflecting on her teaching practice, adapting to new educational trends, or embracing the challenges of a post-pandemic teaching world, she remains committed to growing as a dance educator—and that commitment makes her a role model for everyone she mentors. She also gives the best gifts to the teachers she works with in her district. Truly thoughtful! 

It’s clear that reflection is key to becoming the best teacher you can be. As educators, we have the power to shape the future of our students, and it’s important that we take time to reflect on our own teaching practices, adapt where necessary, and remain committed to ongoing professional growth.

So, to all the dance educators out there, I ask: How are you reflecting on your own teaching practice? How are you growing as a teacher, mentor, and leader? The journey of growth never ends, and it’s up to us to inspire and guide the next generation of dance educators.

Let’s continue to reflect, grow, and, above all, embrace the transformative power of dance education.