RESET with Anna Mackey

Years of teaching in traditional settings and now the support I provide high school students at Larry D. Guinn Special Programs Center in Plano ISD, continue to shape my signature session, “Teaching Through the Storm.”

Professional learning isn’t just about what we know—it’s how we apply it when a student’s story may be one we don’t fully understand or even are aware of.

“Teaching Through the Storm” is about seeing the student beyond the behavior while balancing high expectations with connection and compassion.

And because this is heart work, it’s okay to R.E.S.E.T., too. This gives educators the capacity to return and keep pouring into their students.

From teaching middle school students to now supporting high school students temporarily assigned to our school for various infractions for 15 to 30 days, a semester, or even a full year to ensure they complete home-campus coursework, I didn’t expect this lesson so early in the school year.

But I quickly realized something: regardless of age or grade level, the value of being seen, cared for, and heard remains constant.

That realization has also reminded me of the importance of checking my own “bags” before I step into the building each day.

As educators, it’s not uncommon that we carry our own experiences, frustrations, expectations, and emotions into the classroom. This is one of the reasons I developed the RESET Framework and why I emphasize it in my professional learning session, “Teaching Through the Storm.”

1. Release what I don’t need to carry into the learning space.

2. Examine what I’m feeling, thinking, and bringing with me.

3. Self-evaluate how my mindset may influence my interactions.

4. Engage with students from a place of connection, curiosity, and care.

5. Time to Reflect on what worked, what didn’t, and what I can do differently tomorrow.

Before we ask students to navigate their storms, we have to be willing to check what we are carrying into theirs.

Who knew that the 12th grader who asked me to print her a coloring page on the third day of school would hand it back to me two hours later—full of color.

As we settle into a new school year, I'm still reflecting on an important message from our first day back.

On Tuesday, August 4th after our Annual First Day Back Hearty Breakfast, we had the opportunity to learn from Dr. Malauna Hogan, Licensed Psychologist, who led a meaningful and conversational session on self-care, making ourselves a priority, and the importance of showing up for ourselves so we can truly show up for our students.

It’s an always welcoming reminder to hear that before we can effectively support others, we have to intentionally pause, reflect, and care for ourselves.

I'm grateful to serve under the leadership of Principal Sonja Pegram and Assistant Principal Eric Lockett at Guinn Special Programs Center in Plano Independent School District.

My greatest learning came from the mistakes I made along the way & the willingness to take accountability for them. Those moments shaped me far more than getting everything right ever could.

They also taught me that growth happens at the intersection of theory and practice. Research gives us the why, while practice gives us the how. When we intentionally bridge the two, we become more thoughtful, responsive, and effective in meeting the needs of diverse learners.

Whether I am teaching students or providing professional learning for teachers, I am continually reminded of the importance of being a lifelong learner.

The weeks leading up to a school break can bring a different energy. Routines become more relaxed, excitement builds, and for some students, the lack of structure can create unexpected challenges.

I'm grateful to be part of a team that views these transition periods as opportunities rather than obstacles. Instead of simply counting down to the break, we intentionally create meaningful experiences by inviting community partners to invest in our students.

We had the privilege of welcoming Nicole Smedley-Johnson, founder of Nicole Smedley EVENTS, who engaged our students in a memorable experience that reminded them they are seen, valued, and capable.

Growth.

As I enter my sixth year at Guinn Special Programs Center, Plano ISD's Disciplinary Alternative Education Program (DAEP), I'm reminded why this work matters.

In April, I snapped a picture of a student's T-shirt because its message made me smile. Despite his recidivism and temporary placement at GSPC, he remains focused on rewriting his story instead of being defined by it.

Moments like these remind me that our students are always more than their circumstances.

As I continue to read, Relentless: Changing Lives by Disrupting the Educational Norm by Hamish Brewer, the following resonated with me:

“What I can tell you with 100 percent certainty is that programs don't fix kids—or schools for that matter. You cannot replace the most amazing teacher with a program or strategy. We cannot take the approach of throwing ideas like spaghetti against the wall to see what sticks. Our students deserve better than that." (Brewer, 2022, p. 116.)

This aligns with why I'm passionate about RESET and trauma-informed practices as a teacher. Programs have their place, but lasting change happens when we invest in educators.

This captures one of the key components of backwards planning.