Learning and Development Archives - ATPE News

Time to Brush Up on Texas History

Andrea Hutlock — Tue, 28 Jul 2026 13:23:51 +0000

Time to Brush Up on Texas History

With the State Board of Education fundamentally shifting how Texas history is taught beginning in the 2030-31 school year, now’s the time to access free professional learning resources from the Bullock Texas State History Museum.

Whether you can trace your Texas roots back to the Old Three Hundred or you are relatively new to the Lone Star State, it is time to brush up on your Texas history. The State Board of Education (SBOE) recently revised the Texas Essential Knowledge and Skills (TEKS) for social studies, fundamentally shifting how Texas history is taught.

Historically, Texas history has been taught in isolation with an overview in Grade 4 and a dedicated year-long course in Grade 7. Under the new 2025–2026 revision cycle, the SBOE has discarded this approach in favor of chronologically aligning Texas history alongside U.S. and world history. The SBOE adopted the revised K-8 Social Studies TEKS, which are expected to roll out beginning with elementary grades during the 2030-31 school year. The board decided to push final adoption of the high school standards to a later meeting. (Read more on ATPE’s Teach the Vote.)

Grades K-2 Teachers: You’ll be planting foundational roots with narrative stories and local traditions.
Grades 3-4 Teachers: You’ll be looking at the birth of indigenous civilizations right here in Texas as a direct parallel to early world history from Prehistory to 1500.
Grade 5 Teachers: U.S. History and colonization is transformed into an integrated 1500–1800 time block, including history of the Spanish Texas missions and the relationship between European empires and indigenous populations in the Southwest.
Grade 6 Teachers: Your classrooms shift from strictly geography to 20th century Texas economic milestones and into the American Century.
Grade 8 Teachers: Early U.S. history is becoming a “Texas & U.S. Capstone” course focusing on how statehood, constitution, and politics have fundamentally impacted the world.

The Bullock Texas State History Museum is an approved continuing professional education provider. The Bullock will host free professional development opportunities, both in-person and online, this year and throughout the transition. Beyond professional learning, the Bullock Museum offers ways to engage your students with in-person field trips and distance learning classes with virtual live presenters.

The landscape of Texas social studies is changing, but it gives us a reason to dive into our roots and support one another. Visit the ATPE Online Community today to join the discussion and share how you plan to brush up on your Texas history this season!

Distance Learning | Bullock Texas State History Museum

Andrea Hutlock

Engagement & Learning Specialist

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The Bluebonnet Q&A: Your Questions. Our Experts.

Jennifer Price — Wed, 24 Jun 2026 20:15:49 +0000

The Bluebonnet Q&A: Your Questions. Our Experts.

Join ATPE at 5 p.m. CDT July 28 for a webinar on Bluebonnet curriculum implementation.

June 24, 2026

Implementing the Texas Bluebonnet curriculum brings many questions for educators on campuses across the state. This panel discussion bridges the gap by connecting you directly with answers to those questions. Hear from the ATPE Member Legal Services and Governmental Relations (GR) teams as well as ATPE member experts on navigating curriculum implementation and understanding legal guardrails. This webinar is open to all Texas public education employees. Those attending are eligible to receive one continuing education credit for this event.

Have a specific question? Ask anonymously.

Submit your questions, challenges, or comments to the panel anonymously. Our moderator will bring your scenarios, concerns, and questions directly to our legal, GR, and member experts, ensuring you get clear answers without being put on the spot.

Submit your question or feedback here!

This event is just the starting point. In conjunction with this panel, we are officially launching a dedicated online community where Texas educators who are ATPE members may:

Connect with peers also using the Bluebonnet curriculum.
Share classroom-tested resources.
Swap proactive implementation and engagement strategies.
Stay up to date on the latest state curriculum developments.

Don’t navigate these changes in isolation—lean into a powerful network of support built by and for Texas educators.

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The Teacher Down the Hall: It’s OK Not to Be Resilient Today

Andrea Hutlock — Thu, 21 May 2026 21:36:32 +0000

The Teacher Down the Hall: It’s OK Not to Be Resilient Today

For educators facing layoffs or unexpected reassignment, the end of the school year may bring more than exhaustion. This column explores the grief that can accompany professional loss and offers guidance for moving forward with care and compassion.

The school parking lot is clearing out, the halls are quiet, and you are standing in the middle of your room staring at a pile of cardboard boxes. Everyone outside is celebrating the arrival of summer, but in this room, there is a heaviness that comes with the closing of a chapter. The boxes hold books, mementos from students, and a professional identity you weren’t ready to give up.

Whether your campus is closing its doors, your position was eliminated, or you were unexpectedly surplused to another grade or content area, the disruption is staggering. What you are feeling right now isn’t stress or burnout; it is grief. Grief is a reaction to a loss, not just a reaction to a death. In psychology, the term “disenfranchised grief” describes grief that is not openly acknowledged or publicly supported. In our field, we are constantly told to pivot, be resilient through systemic fractures, and keep smiling “for the kids.” Outside of our world, we are told, “Well, at least you still have a job.” They don’t understand that our role in education is more than a job. They don’t understand the time spent mastering the curriculum, the connections with colleagues, or the community built with students and families.

You may have learned about the loss months ago, but the logistical chaos of wrapping up the school year kept your nervous system running entirely on adrenaline and cortisol. When you were hit with the news, your brain likely registered it as a threat. Because you still had colleagues or students who needed you, you didn’t have the luxury of really processing the news, and you likely kept your head down and pushed through. It is only now, as the school year ends, that your brain lets its guard down. Your nervous system moves out of survival mode, and what rushes in is not only exhaustion but also grief finally given the space to be felt. As your body begins to catch up, you may experience fatigue, heightened emotions, irritability, or other physical symptoms. Losing a position may feel like losing proof that you mattered. For the record, let me clearly state that you matter. Your work mattered. The way this happened is not a reflection of your worth.

You must let your nervous system reset before you can begin to rebuild. If you are in education, I am certain you have heard about self-care and know the behaviors that will assist you in your reset. Your grief is not something to “fix,” but you do need to acknowledge and process your feelings. I would like to offer you some small steps to reclaim a tiny bit of your professional autonomy.

For the education professional standing in a classroom or office under the weight of grief:

There may be a temptation to act on emotion. Anger may be persuading you to pack up every scrap, delete every file, and leave nothing behind. Feelings of overwhelm may nudge you to leave it all for someone else to sort through. Instead, I encourage you to take a few breaths and honor what mattered. Ask yourself: What memories live here? What parts of myself grew here? Use the physical act of packing as an act of choosing what you want to carry into your future.

For the education professional losing a beloved grade-level, content area, or campus team:

Don’t let your final interaction be a rushed goodbye. Invite your teammates to gather off campus and use the moment to relive the memories that bring joy, remind you of the challenges you’ve overcome, and the genuine appreciation you have for each other. These moments of connection ensure relationships continue to exist outside the campus walls and remind educators truly understand the heartbreak that comes with this type of loss.

For the education professional already planning for the new role, content area, or grade level:

Your immediate reflex may be to dive into the new standards, content, curriculum, and planning. You are on a mission to prove yourself, but this preparation is often a trauma response disguised as productivity. Your brain is trying to force predictability into a situation that feels uncertain. Your only job right now is to rest while your nervous system returns to a baseline of calm. The new curriculum will still be there in July or August.

Moving forward after a forced disruption doesn’t mean you have to walk into your next role with artificial enthusiasm. Take this summer to slow down and rest. The district may have changed the setting, but you still own the pen. Don’t be afraid to use it when the time is right to write your next chapter.

Andrea Hutlock

Engagement & Learning Specialist

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Become an ATPE Master Advocate

John Kilpper — Thu, 14 May 2026 18:18:02 +0000

Become an ATPE Master Advocate

Take the next step in your public education advocate journey by earning the ATPE Master Advocate designation.

May 14, 2026

In fall 2024, ATPE introduced the ATPE Member Advocate Program (ATPE-MAP), an opportunity for members to earn microcredentials in state- and local-level public education advocacy, as well as earn continuing professional education (CPE) credit. We are now excited to announce the next expansion of the ATPE-MAP program—the ATPE Master Advocate designation.

This designation is for those members who have already completed the State-Level Advocacy Microcredential, which is a prerequisite for attending an ATPE Capitol Expedition. To earn your designation, you must:

Complete an additional ATPE-MAP module. The current option is the Local Advocacy Microcredential. This summer we will introduce new modules on elections and media relations.
Participate in at least three advocacy activities. This could be attending an ATPE Capitol Expedition, a legislative meeting, hosting a legislator on your campus, submitting testimony to a legislative committee or agency, serving on an agency committee, or volunteering for a campaign—essentially, any activity that puts your skills into action. Find more details.
Engage in one direct, substantive interaction with your Texas House or Senate member regarding ATPE’s legislative priorities.
Submit the MAP Master Advocate Activity report form. This form asks for a brief summary of your activity along with supporting documents or photos.

To be recognized as an ATPE Master Advocate at the 2026 ATPE Summit, you must submit your MAP Master Activity report form by June 10, 2026.

Once earned, your ATPE Master Advocate designation will be active for two years, then you may renew it for another two years by completing a legislative refresher module through the ATPE Professional Learning Portal.

Learn more about the ATPE Member Advocate Program. Please send any questions you have about this program to government@atpe.org.

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Maximize Your Professional Potential: Earn 8 CPE Hours!

John Kilpper — Mon, 27 Apr 2026 22:23:17 +0000

Maximize Your Professional Potential: Earn 8 CPE Hours!

Earn up to 8 CPE hours at the 2026 ATPE Summit in San Antonio. Connect with fellow educators and grow your practice. Register by June 12 to secure your spot.

April 27, 2026

Attending the 2026 ATPE Summit (July 14–16 at the JW Marriott San Antonio Hill Country Resort & Spa) is your ticket to earning up to eight hours of continuing professional education (CPE) credit. This year, we’re celebrating Red, White, and You with classic Americana hospitality.

Registration is $250 through June 12 and includes access to all professional growth opportunities, community building, and networking at a resort that includes a 9-acre water park with a 1,100-foot lazy river.

How to Earn Your 8 CPE Hours

Monday, July 8: Kick Off the Summit with a New Addition!

NEW: Live Podcast Taping (1 hour CPE): Start your summit experience early! Join ATPE host Kate Johanns and special guest Dr. Erika Arredondo-Haskins for a live taping of The ATPE Podcast that uncovers the untold stories of the rancheras, who commanded vast cattle networks that fueled the American Revolutionary war effort and were the unsung power brokers of the frontier. This session offers Texas educators a fresh, revolutionary lens for the classroom.
Opening Keynote (1 hour CPE): Get energized with the “walking shot of espresso” known as Juan Bendana! Juan combines high energy, humor, and practical tools to help individuals build unwavering confidence so they can show up as their best and unlock new levels of growth personally and professionally.
Artist’s appearance arranged through Gotham Artists.
Professional Development Breakouts (1 hour CPE): Choose from sessions led by ATPE members and experts! From AI and technology to campus culture, you can tailor your learning to your specific goals.

Tuesday, July 9: Advocacy & Action

Advocacy Update (1 hour CPE): Get the latest from ATPE’s professional lobby team. The 89^th Legislature altered the landscape of public education—now, learn what lies ahead for educators and students across the state.
ATPE House of Delegates (2 hours CPE): Witness democracy in action! As a certified member delegate, you’ll help elect our 2026-27 state officers and adopt the ATPE Legislative Program—the member-written roadmap for our advocacy efforts.

Wednesday, July 10: Learning & Inspiration

Professional Development Breakouts (1 hours CPE): Choose from sessions led by ATPE members and experts! From AI and technology to campus culture, you can tailor your learning to your specific goals.
Closing Keynote (1 hour CPE): End your summit on a high note with the hilarious comedian Devin Siebold! He’ll discuss building classroom community around humor and share the science of healing and mental wellness through laughter. Devin’s more than a decade of comedy experience along with 13 years as a highly effective teacher in Title I schools combine to create a relatable and ridiculously funny experience you won’t forget.
Artist’s appearance arranged through Gotham Artists.

Ready to join the celebration? Don’t wait—register today at atpesummit.org to secure your spot. For more details on the schedule and travel, visit atpesummit.org/faq.

We’ll see you in San Antonio for a Red, White, and You celebration of Texas excellence!

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ATPE Member Advocate Program Helps Educators Use Their “Teacher Voice”

Jack Densmore — Tue, 31 Mar 2026 01:12:47 +0000

ATPE has always sought to innovate in both its member benefits and its approach to public education advocacy.

After hosting many years of ATPE Lobby Days followed by several ATPE at the Capitol events— which brought hundreds of members to the Texas State Capitol all at once—the association transitioned during the 2025 legislative session to hosting smaller, targeted visits with legislators. These events are called Capitol Expeditions and began in February 2025. The driver for this change was creating a richer experience for members who are determined to make their voice heard by school boards, at the Capitol, and beyond.

“We found there were other member organizations that had a very continuous presence at the Capitol,” ATPE Governmental Relations Director Monty Exter said. “We felt like it was beneficial from an advocacy standpoint to make that change. The experience is more meaningful, both for members and for the advocacy effort.”

However, participation is not automatic; to attend a Capitol Expedition, a member must first complete the ATPE Member Advocate Program (ATPE-MAP) State-Level Microcredential. These online, on-demand professional learning courses help inform members before meeting with their representatives in Austin.

https://youtu.be/xI6Elfa20Hc?si=7_M11KC4AkzCXFdg

“ATPE at the Capitol used to be a two-day event—one day that was dedicated to professional development and one day dedicated to going up to the Capitol,” Exter explained. “We moved the professional development to an online format through the ATPE-MAP program, and then it’s really grown to be more than what the professional development day ever was.”

One member, Lena Angel, described her experience at a Capitol Expedition.

“The Capitol Expedition felt like a grounding experience,” she said. “It’s one thing to vote for representatives in hopes that they will do right by public education, but to actually interact with decision-makers made my vote feel like it counted—regardless of outcomes. Sharing the unique stories of my students with lawmakers was exciting and fulfilling, and I hope that it stayed with them.”

Angel also spoke to the Senate Finance Committee about Senate Bill (SB) 2330, a bill that would have eliminated payroll deduction of membership dues for state and local government employee organizations, including educator associations.

Watch how Angel brought her classroom experiences to the Capitol in her testimony before the Senate Finance Committee.

“This bill was written with the intent to remove payroll deduction for educators despite the fact that Texas allows [this practice] for firemen and policemen,” Angel said. “I feel strongly that this was a move to silence our voices as we are stronger when we unite together. My testimony contained personal stories about how being a member of ATPE has allowed me to have a longer career in education because I know that I am supported and protected.”

Her testimony drew the attention of at least one Texas senator.

“When I finished, Sen. Jose Menendez asked for a copy of my testimony, which is a common practice so that legislators can draw upon these stories when working on bills,” she said. “Educators should know that our stories have the power to change outcomes for our students.”

Angel’s Capitol Expedition group also met with Rep. Mihaela Plesa (D–Plano).

“She invited us into our office, listened to each of our stories, and shared her own experience with public education,” Angel said. “She was very moved and even teared up at one point when we discussed teachers who make lasting impacts on students. She gave each of us a Capitol-shaped squeezy toy that I proudly display in my classroom.”

Lamar ATPE member DeVonte Thompson made his first Capitol visit and was enthusiastic about his participation.

“It was an experience of a lifetime,” Thompson said. “I have so much fun connecting with people in ATPE, legislators, and the lobby team. It was kind of like a kid meeting a Disney character. I learned so much about how they advocate for educators and the landscape of public education in Texas. It was everything I didn’t know I needed.”

DeVonte Thompson

Lamar ATPE member

Thompson also shared his experience meeting his representative.

“The office didn’t know much about what educators went through on a day-to-day basis, but they were willing to listen,” he said. “They asked questions to understand our perspective and shared where Rep. stood on the issues. It was nice to feel heard and advocated for.”

https://youtu.be/7YNQFQOgP4E?si=6bwNRhDNvxPZNxC5

Both Angel and Thompson completed ATPE-MAP courses before visiting the Capitol. Thompson has completed both the Local Advocacy and State-Level Advocacy credentials. Angel completed the State-Level Advocacy program and is halfway through the Local Advocacy program. Beginning this spring, members will be able to pursue the new “Master Advocate” designation.

“The Master Advocate program is intended to be a recognition for members who take the next step and apply what they’ve learned to practical advocacy,” Exter said. “We think people should get recognized for that. It’s a big step.”

Angel also touched on the current programs provided by ATPE-MAP.

“The programs are rich with information that prepares you for an adventure at the Capitol,” Angel said. “As with any ATPE training, you are supported and encouraged.”

The ATPE-MAP courses include three credentials:

Local Advocacy Credential – Covers community-level advocacy, including engagement with campus and central office leaders, school boards, community organizations, and local media.
State-Level Advocacy Credential – Focused on the State Capitol, state agencies, and boards. Completion is required to attend Capitol Expeditions.
Master Advocate Program Credential – Will be earned by completing the State-Level Advocacy Course and one additional course and then practically applying the advocacy skills leaned in those courses. Members may complete Master Advocate now by completing the Local Advocacy microcredential as their additional course, but additional course offerings will be made available in the coming months. Details on applying for the Master Advocate designation will be available soon.

ATPE Governmental Relations Lobbyist Tricia Cave highlighted the importance of ATPE-MAP.

“It takes the guesswork and uncertainty out of a Capitol visit,” she said. “The MAP program teaches educators to approach a Capitol visit with the knowledge that they are the experts in the education field and to go into an office prepared and confident. Participants in Capitol expeditions come away thankful for the knowledge and training they received through MAP and mindful of the tools they learned to get the most out of their Capitol visits.”

ATPE Capitol Expeditions will resume in Spring 2027, so it is important for members to complete their ATPE-MAP training now to ensure they are eligible to participate and make their voices heard.

“If I can speak confidently in front of legislators, so can you,” Angel said. “Your voice, your story, and your experience matter. Please share it!”

Lena Angel

English teacher and co-president of Katy ATPE

Start your ATPE-MAP experience by enrolling today!

ATPE Member Advocate Program

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The Teacher Down the Hall: 504 Plans as a Shield for Educators and Students

Andrea Hutlock — Mon, 30 Mar 2026 14:59:36 +0000

The Teacher Down the Hall: 504 Plans as a Shield for Educators and Students

While researchers examine the rise in 504 plans, a classroom teacher and parent reflects on what those plans mean in daily practice and why they can protect both students and the educators supporting them.

My tired “teacher brain” is staring at my computer screen, and the icons on my roster are like digital red flags. They signal that my data and documentation are piling up on an already overflowing plate. It’s easy during the marathon of end-of-year tasks to feel burdened by these responsibilities. Our guest feature by Dr. Perry A. Zirkel discusses some of the reasons Texas has twice the national average of student 504 plans. But in the classroom, the data disappears, and the human beings remain.

When I go home, my tired “teacher brain” fades, and my “parent brain” takes over. I look at my child, who has a 504 plan of their own. What I wish every teacher knew, and what I must remind myself of as an educator, is that these plans may be the only way to ensure a child can navigate a system that wasn’t built for their brain or body. I see the lived experience that doesn’t fit into a PDF. Behind many 504 plans, parents are struggling to get their child across the finish line. What is written down is an accommodation for “frequent breaks,” but for a parent, those frequent breaks may help avoid a total sensory meltdown from an exhausted child who has spent the day just trying to hold it together.

The Reality Behind the Plan

In secondary education, students often begin attending their own meetings, where they are encouraged to become more independent and begin advocating for themselves. We also need to remember the reality of being a teenager. In a room full of peers, the last thing they want to do is raise their hand and say, “Actually my 504 plan says I am supposed to get a shortened version of this test.”

When we expect them to “just ask” or remind us of their accommodation, we are asking them to choose between their education or their social safety. By being proactive and having systems in place, we can avoid students feeling “othered” during a time when belonging and personal identity are important.

Why 504 Plans Also Protect Educators

We are often told that fairness means applying rules consistently and treating everyone the same. But in a modern Texas classroom, where broad, one-size-fits-all policies exist, equality can become a liability. The 504 plan serves not only as a shield to protect students but also can serve as a shield for educators. Imagine the student with Type 1 diabetes. The state says no phones, while the 504 plan says this phone is a lifesaving device. It protects educators from having to use their own discretion when determining how policies apply to individual students.

When clear plans are in place, educators can focus on responding equitably so that each student receives the support they need. We aren’t simply updating a database or providing accommodations—we are ensuring that every student is treated with dignity and given the opportunity to succeed.

Want more ideas on managing student 504 plans? Join the conversation in the ATPE Teachers Lounge.

Andrea Hutlock

Engagement & Learning Specialist

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Thinking About Running for State Office? Don’t Miss This!

John Kilpper — Thu, 29 Jan 2026 19:06:57 +0000

Thinking About Running for State Office? Don’t Miss This!

Join ATPE Past State Presidents Jason Forbis, Jayne Serna, and Stacey Ward Feb. 9 for a candid look at this incredible leadership experience.

January 29, 2026

Curious about serving ATPE at the state level but not sure what it really involves? Join us at 5:30 p.m. CT Monday, Feb. 9, for a 30-minute panel discussion designed for ATPE volunteers considering a run for state office now or down the road.

Hear directly from three past ATPE state presidents—Jason Forbis, Jayne Serna, and Stacey Ward—as they share what inspired them to run, what the time commitment truly looked like, and the moments that made the experience meaningful. Our panelists will also reflect on lessons learned, leadership growth, and how serving as a state officer shaped their advocacy for public education.

Whether you’re actively considering a run or simply exploring future leadership opportunities, this candid conversation will help you better understand what it means to serve—and why it matters.

Information About 2026-27 State Officer Nominations

ATPE is currently accepting nominations for 2026-27 state officer positions until March 15. Our state officers are dedicated ATPE members who are committed to leading and advocating for our community. If you have the vision and passion to guide our members, we encourage you to apply.

The 2026 ATPE House of Delegates will elect the association’s 2026-27 state officers during the ATPE Summit (president, vice president, secretary, and treasurer). At its November 2025 meeting, the ATPE Board of Directors approved the 2025-26 Election Rules.

Per Article IV, Section 3, of the ATPE State Bylaws, a candidate for ATPE state office must be an active Professional, Administrator, Retired, or Associate member of the association and must currently be serving or must have served within the past five years as a local unit, region, or state officer. The deadline to submit nominations for state office is March 15, though nominations may also be submitted from the floor of the HOD.

For more information about the qualifications and the process for running for office, please contact staff liaison Andrea Elizondo at aelizondo@atpe.org to find out more about qualifications and how to run for office. Then, we’ll see you at the House of Delegates in July for the election!

ATPE State Officer Candidate Interest Form

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When Motivation Fades, Momentum Matters

Andrea Hutlock — Thu, 29 Jan 2026 16:51:30 +0000

When Motivation Fades, Momentum Matters

If teaching feels heavier right now, you’re not alone. As motivation fluctuates, momentum becomes essential. Learn how small, consistent practices can help educators show up for themselves and their students during a challenging season.

This time of year brings a noticeable shift across campuses and districts. Accountability measures multiply, and the renewed energy of January begins to fade. The stretch between midyear data reviews and spring break carries more weight than we often acknowledge. If teaching feels heavier right now, even though nothing is technically wrong, you’re not imagining it.

Competing priorities, instructional adjustments, student support, interventions, observations, and anticipation of testing take a cumulative toll. That toll often results in decision fatigue, a phenomenon in which the more decisions a person makes throughout the day, the more physically, mentally, and emotionally depleted they become. Consequences can include impaired judgment and a lack of motivation. Negative feelings such as self-doubt or guilt may surface, leaving us feeling even more stressed.

What we’re experiencing, however, does not need to be fixed but instead reframed. A lack of motivation is not a personal failure; motivation, energy, and enthusiasm naturally fluctuate. Rather than conditioning ourselves to always perform at peak levels, we need to adopt strategies to help maintain momentum. There are several ways to build momentum when motivation is missing, and it begins with showing up for yourself and for your students.

How do we show up for ourselves?

GRACE
Showing up for yourself means you must give yourself grace. Treat yourself with the same kindness, understanding, and patience you’d offer a friend. Acknowledge that you’re human and therefore imperfect. You can recognize fatigue without giving into it. Don’t expect August energy in February!
SIMPLIFY
Reduce the number of decisions you make during this time. Do you know why some famous figures such as Steve Jobs wore the same outfit every day? It was to free up their mental energy for their role. While it doesn’t have to be the same outfit daily, you could rotate the same five outfits or the same three meals you prepare. Reducing the number of simple decisions reduces our cognitive load.
DELEGATE
Identify tasks that can be delegated in your personal and professional life. You may “delegate” a task to a family member, colleague, or student or enlist a service provider. Consider using AI tools to perform low-level or administrative tasks to lighten your load. For example, I could assign students to manage materials, subscribe to a meal-kit service, ask a librarian or technology specialist to help plan and facilitate a lesson, or use AI to prioritize weekly tasks and improve time management.
SELF-CARE
In education, reminders about prioritizing your physical and mental health can be repetitive. They do not eliminate or excuse systemic challenges, but nutrition, hydration, sleep, fitness, and mindfulness still matter. For some, self-care might include counseling, medication, or other professional support. These supports can help you function steadily when the work feels heavy.

How do we show up for our students?

GRACE
Extend the same grace you give yourself to your students. While students should know your expectations and the routines you’ve established by heart at this point in the year, students’ cognitive demands have increased. As a result, they may also experience low motivation, decreased energy, and weaker executive functioning skills. Patience matters, particularly when progress slows or behaviors resurface.
TONE
You set the tone of your classroom each day. Being calm is more important than being cheerful, and clear expectations matter more than enthusiasm. Relatability builds relationships. Acknowledge and normalize students’ feelings, communicate a clear agenda, and let them know you’re keeping things simple.
CONSISTENCY
It might feel necessary to introduce changes to move forward, but predictability and consistency matter most when energy is low. Lean into the routines you have already established. Rely on the structures and strategies that have proven successful, and resist the temptation to reinvent the wheel at this point in the year. This includes maintaining consistent opening and closing routines, lesson structures, and the organization of your physical and digital spaces.
FOCUS
Sometimes, doing less allows students and teachers to focus on what truly matters. Focus on the meaningful minimum by prioritizing tasks, assignments, and learning experiences that have the most impact. Simplifying expectations preserves energy, supports engagement, and reinforces learning that sticks.
STUDENT CARE
As mentioned above, caring for students means showing grace and being relatable. Build opportunities in the instructional day for you and your students to rest and reset. Check in frequently to get their input. Stay flexible by extending due dates, allowing time for students to catch up or seek help, and lightening the load through peer support or partner work.

Reassure yourself that you are not behind, no matter what the pacing guide may say. Teaching in this season isn’t about energy, innovation, or intensity. It’s about consistency. If you’re showing up, maintaining routines, supporting students, and conserving your energy, you are doing the work now that makes spring possible. Small, steady actions create momentum. Your motivation will return, and this challenging season will pass.

Andrea Hutlock

Engagement & Learning Specialist

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Are You ATPE’s Next State Officer?

John Kilpper — Thu, 15 Jan 2026 20:10:21 +0000

Are You ATPE’s Next State Officer?

Consider taking the next step in your ATPE leadership journey. Nominations are open through March 15.

January 15, 2026

ATPE is currently accepting nominations for state officer positions until March 15. Our state officers are dedicated ATPE members who are committed to leading and advocating for our community. If you have the vision and passion to guide our members, we encourage you to apply.

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