When I look back at the Eisenhower Matrix, I notice how much of my work genuinely matters to me. My focus for this year is growth, and when I think about what is worth my time, energy, and creativity, I keep coming back to my profession. The matrix gives me a chance to pause and reflect on where that energy goes, not to make every task fit perfectly into a category, but to be more intentional about what I choose to prioritize.
One of my main observations was that almost everything I do at work feels important, with only a few exceptions. Most of it, however, is not necessarily urgent. In the urgent-and-important quadrant, I placed things like emergencies, supervision, teaching and coaching, and checking homework and providing feedback. I also identified a substantial amount of important-but-not-urgent work, including planning lessons and assessments and collaborating with others. That distinction stood out to me. Some of the work that has the greatest potential to help me grow and improve may not demand my immediate attention, but it still deserves dedicated time and care.
The matrix also left me with some questions. Interruptions, for example, show up in two quadrants, which suggests that their importance really depends on the context. I placed meetings in the not-important and not-urgent category, while recognizing that their purpose can influence where they fit. I don’t think I need to have a perfect answer for every task. Instead, these questions are helping me reflect more carefully on how I use my time and where I want to direct my energy.
The area I’m choosing to focus on is improving my units, assessments, lessons, and activities. I want to create the best possible learning experiences so that learning feels meaningful, engaging, and enjoyable for students. When I think about the experience I want students to have, two words come to mind: curiosity and confidence. Those words remind me that my goal is not simply to create or complete lessons, but to help students feel interested in what they are learning and confident in their ability to engage with it.
This month, I plan to revisit my reflections from last year’s lessons and look for opportunities to improve them or try something new. I also want to collaborate with colleagues and use AI as a tool for generating creative ideas. To make this part of my regular practice, I intend to spend some time each day looking ahead at upcoming lessons and assessments and making small adjustments to strengthen them. Rather than trying to improve everything at once, I want to build a consistent habit of reflection and refinement.
Growth matters to me because my profession is where I want to invest my time, energy, and creativity. I’m excited to see what thoughtful reflection and small, steady improvements can make possible. At the same time, I don’t know exactly what growth will look like for me this year, and I think that’s part of what makes it exciting. Through my involvement in Cohort 21, I know I’ll be exposed to new ideas, perspectives, and opportunities that may shape my growth in ways I haven’t anticipated yet. I want to stay open to where that learning takes me while continuing to ask questions, reflect on what I’ve tried, and make purposeful changes along the way. My intention is simple: keep learning, keep improving, and see where this year of growth leads me, all while working toward lessons and assessments that leave students with both curiosity and confidence.