No tags yet.
Recently, a student asked me why I continue to teach. They were reading the various degrees, plaques, and certificates that were hanging on the wall beside my desk. "You could go do real science, make a lot more money, and not have to deal with us kids," they insisted. Without hesitation, I responded, "For you!"
The Utah Education Policy Center at the University of Utah recently released a report stating that "by 2014-15, 56% of teachers who began in 2007-2008 were no longer teaching in a Utah classroom". See http://bit.ly/uepcecaps18 to review the full report. Based on my own sixteen years of experience, I'm not surprised. You see, I tried leaving the teaching profession twice. Thankfully, I found my way back, but it wasn't easy and now, looking back, I see several clear indicators of why I wanted to leave.
The first time was because my husband and I wanted to move somewhere rural, plant some roots, and watch them grow. I had been teaching for five years in a large, suburban junior high and felt a little burnt out. I was newly married, teaching 180 ninth graders, seven class periods a day, coaching track, advising a community service club, serving on a community council, had recently finished a graduate degree and a summer internship program with the GeoCorps America Program, and feeling quite underappreciated. There were no teaching positions available mid-year to apply for, but there was an environmental health scientist position accepting applications, so I took the plunge. I packed up my classroom and left.
I lasted a month. I still cringe thinking of how awful I felt having to go into my new boss' office to explain why I was turning in my resignation after only one month on the job; however, when I left his office, I felt like a huge load had been lifted and I was excited to see what the future in my new classroom would bring. Somehow through a strange turn of events, family interactions (you know how small towns are), and the need for a middle school science teacher at an odd time of year, I found myself back in the classroom. A rural classroom.
For the first few months a friendly face, the part time school counselor and math teacher, poked his head in every few days to see how things were progressing. He was so positive and encouraging. He made sure I had everything I needed and answered any questions I had. I felt welcome. I felt refreshed. I felt ready to be a teacher again.
For the next seven years, I taught sixth and eighth grade science, computer technology, and a few theater classes. I immediately found that teaching assignments in a rural school are much more "flexible" than their suburban counterparts, but that discussion can be saved for another post. I found my science teacher BFF and we collaborated the pants off middle school science teaching. We pushed each other, supported each other, cried on each other's shoulders, and laughed through our department meetings. Did I mention we were our department? It was just the two of us. It was truly the best of times....and the worst of times.
Our administration changed three times during my seven year post at that school. More assignments like site technology specialist, community council, science club advisor, and 8th grade team leader got heaped on my plate. I freely shared my expertise and enthusiasm but soon they became "duties as assigned" with little or no compensation of money or time. Micromanaging by administration squashed the creativity and joy I felt in experimenting and growing in the teaching profession. Teaching was now just a “job” and I felt as though I was "working" for the weekend every day. I started thinking about how I could make more money, have more free time, and less stress in numerous other careers.
"Teaching was now just a "job" and I felt as though I was "working" for the weekend every day."
So, when a new position opened up at a regional educational services office as a technology coach, I jumped at the chance. Nevertheless, it was the toughest career decision I had ever made. I wanted to stay in the classroom with the kids, but I no longer felt the passion and energy for teaching I once had. I didn't want to leave my science teacher BFF, but she was contemplating leaving the profession to be at home with her own kids anyway. I talked with my superintendent about when he made the choice to leave teaching to go in to administration and he said the same thing. It was the hardest decision he made, but he knew by doing so that he would ultimately have more impact on more students' lives. I thought that was noble. I absorbed that into my rationalization. Oh, and did I mention it was more pay? My income would increase by several thousand more a year and I would still have summers off. It was a win-win....or so I thought.
I lasted a year. Teachers are difficult to teach. Administrators are even more difficult to teach. Kind of ironic, right? However, I didn't mind my new position. I worked with a great staff and a new director that envisioned great things and was very supportive and welcoming of new ideas. I enjoyed traveling and working with teachers and administrators in seven rural school districts. It was fun and exciting --and sometimes even scary--to see the "bigger picture" of the public school system. I loved working with teachers one-on-one to help them integrate new technology and found a great sense of purpose by doing so. I also learned so many new ways to be a better educator just by having the opportunity to visit other classrooms. I loved rubbing shoulders with technology coaches and administrators from all over the state and the position opened up a whole new world of attending and presenting at conferences. This was something I had never felt enough confidence (or found enough time, money, and support) for as a teacher in the classroom. But, and it's a large but, in the end, I missed my classroom, my science curriculum, and most keenly, I missed interacting with my students and watching them grow.
"A supportive administration, opportunities to share and collaborate, and the ability to stay in the classroom with students while still growing in the profession are the conditions that kept me thriving in the classroom."
Needless to say I found my way back. I now teach high school science. I feel like a new teacher again. I'm still learning every single day what it means to be a great teacher and I still have a long way to go, but I'm optimistic and encouraged about the future of my profession. I still take on too many extra duties. I teach an investigation science class during my preparation period so that my rural students have a chance to be as competitive in STEM activities as their urban and suburban counterparts. I also advise a STEM club, work part time as a district technology coach, am finishing up my masters +30 credits, working on my national board certification, and serve as a Hope Street Group Utah Teacher Fellow. I'm more passionate and involved than ever...about science education, technology, the teaching profession, and rural schools. I now like to think of my teaching career like a fine cheese. It only gets better with age. However, like any fine cheese, if a teacher isn't provided the right conditions to grow and develop, they will mold, decompose, or leave the professional all together.
In the end, a supportive administration, opportunities to share and collaborate, and the ability to stay in the classroom with students while still growing in the profession are the conditions that have kept me thriving in the classroom. So, when a student asks me, "Why do you stay teaching?" You can see why I let them know that my answer can be reduced to five words. " I do it for you!"