Dear Fellow Educator,
I first want to tell you that I admire what you have chosen to do as a career. Teaching in today’s public schools is not easy. I know as I am in my 20th year of teaching. I still love my job. I still love being with the students. Outside of my family, this profession has fulfilled me like no other. I firmly believe my students would concur if asked.
And it has kept me young at heart and sharp in mind.
One of the main reasons I have adored public school teaching is I had great veteran teachers who mentored me and engaged with me, and who cared about how I progressed as an individual and professional.
But I worry about the future of our profession in North Carolina sometimes. I am afraid that we will not have as many veteran teachers in the future as we do now. That’s why I want to try and convince you to stay in the profession.
You are needed. You are vital. You can be agents of change and staunch advocates for schools and students. You can improve the profession and secure the very items that will strengthen our profession. You are beginning your career at one of the most crucial times where educational reform is at a fever pitch and schools are under constant scrutiny.
Teaching is that one “occupation” that everybody has some sort of stake in. If you are not a student, former student, parent of a student, employer of former students, then you are at least paying taxes to help support public schools. People who invest in any way, shape, or form are stakeholders and many will go out of their way to tell you what is right or wrong about our schools.
Teaching might be the most openly exposed, yet most misunderstood profession. With changes in curriculum, standards, evaluations, graduation requirements, salaries, policies, resources, laws, and personnel, it is arduous for even us veteran teachers to keep pace. Public education takes the largest part of our state budget; it probably takes up the most debate time and committee meetings in the General Assembly.
Class sizes are larger. High-stakes testing quantifies everything. Data gets crunched by outside entities. There are meetings with parents and administrators. There is the planning and grading and the revising of differentiated lesson plans.
And then there are our students, the very reasons why we do what we do. Their needs are upmost in our priorities.
Those needs are many: academic, mental, psychological, emotional, and physical. Those needs force us to “wear many hats.” Those needs force us to always learn how to best serve our students in conditions that could never be measured by standardized assessments.
When I became a teacher, my venerable uncle gave me some of his usual sage advice. A retired English teacher, he still is revered by former students. It was he who became the model for what I still strive to do in classroom. He told me when I began teaching to give it three years.
The first year would be a whirlwind simply trying to learn how to plan, execute, and instruct students. The second year would be a paper maelstrom because I was still trying to learn how to be a part of a school community and understand the inner workings of the school. The third year my immune system would get to the point where I wouldn’t catch every malady that students had and I would have familiarity with the job as a whole. My third year would be where I could see the profession holistically.
But the one thing he always stressed: enjoy the students. When the door closes for class, you can help some amazing things happen.
Students are what have kept me in this profession. With all of the flux that occurs in education, the criticism that schools receive, and the constant need for resources and support, students have been the constant and consistent foundation in my career.
Yes, the faces change from year to year, but they never disappear. Many will always want to stay in contact. All will have made an impression on you and you will impact them. If students always remain the center of what you do as an educator, those other stressors can be dealt with in proactive ways.
Having younger teachers energizes a school building. You bring in new ideas, contagious energy, and constant reminders of why we do what we do. You come in with new uses for technology and new pedagogical approaches. And it is up to us veterans to be useful mentors, good sounding boards, and constructive critics.
It is also a veteran teacher’s job to show you how to advocate for students and schools. It is that advocacy that helps keep students the focus of what we do and when we keep the focus on students we tend to stay in the profession longer, and when teachers stay in the profession longer it ensures that when new teachers come into the profession there will always be veterans there to help them and learn from them.
When I started teaching in North Carolina we had due-process rights, a salary schedule, and graduate degree pay increases. We had state-funded professional development and fewer standardized tests. We had a General Assembly that did a better job at fully-funding public schools. We had more time for each student to help “personalize” instruction.
Unfortunately, many of those conditions no longer exist. But they can again if you fight for them.
Advocating for students and schools means that you advocate for the teaching profession because schools do not work well without empowered teachers. Students need strong teachers who are supported for what they do; therefore, the more you advocate for the teaching profession, the more you are advocating for students and schools. It could mean that you make sure to vote in elections. It could mean that you join a professional organization like NCAE. It could mean that you write op-eds, visit legislators, or become involved with teacher groups. It could mean doing all of these.
Many in Raleigh will tell you that your average pay has increased as a beginning teacher an incredible amount. But if you really look at the overall picture, the removal of due-process, the removal of graduate degree pay increases, the recent mandate to keep new teachers from having state supported insurance when they retire, the stunted salary schedule, and all of the other measures enacted by the current NCGA, you will see why there are fewer teacher candidates in our colleges and universities.
But you are here, and I want you to stay. Your students, schools, communities, and fellow educators want you to stay, grow, and advocate. I want you to become a better veteran teacher than I am today who is willing and ready to help any new teacher get better at what he / she does which is help students. I want you to feel empowered to take action. I want you to be able to speak up for your profession, even if it means confiding only in trusted colleagues.
I will promise you this: if students see you advocating for them and their school, they will move mountains for you because when you keep students at the center of what you do, they will notice and act in kind.
And students are the reason we are here.