Heartfelt Groans
My professional life has been a whirlwind over the past few years. I’ve had great successes, seeing my work published and joining in educational conversations at the highest level. I’ve sat on Governor’s Councils, worked for state and regional teaching partnerships and led staff development in countless forums on countless topics. To earn the confidence and admiration of decision makers has been a storybook ending to a professional dream.
But I’m exhausted.
Days run long for me — rarely less than 14 hours — yet I never seem to shorten my list of things to do. Juggling memberships on meaningful committees with writing for journals and planning for presentations leaves little time for family and friends —especially when you’re teaching a full load and have 12 sets of papers to grade! Sometimes, I’m left to wonder if I wouldn’t be better off taking a full time position in a leadership role.
Those positions come at me from all directions sometimes. Having built a strong network of professional connections, rarely a week goes by where I don’t receive a call from someone checking to see if I’m interested in doing something new. “Look me up,” they’ll say, “as soon as you’re ready for a change. We’ve got the perfect position for you.”
And lots of times, they’re right. I’ve been tempted by opportunities to lead school reform or work in educational policy. My personal passions run deep, ranging from the creative use of instructional technology to meeting the challenges of staffing our highest-need schools. I’ve learned lessons that I know I could share with others, making an impact on education far beyond the four walls of my classroom.
But I’m torn because I believe that part of my credibility with practitioners and policy makers comes from my work inside those four walls. In every setting, I speak with the first-hand knowledge gained from daily interactions with children. I am constantly carving new ground as an educator — which is convincing regardless of my audience —and I worry that my “expertise” would decrease with each year away from the classroom.
Besides, teaching is more than what I do — it’s who I am. I’m surrounded by the smiles of students who are simply jazzed to learn from me. The best moments are those when I know that we’ve connected. Heads nod and hands rise as new discoveries are made. Mental synergy makes our room come alive and the bell is often met with groans.
The groans hurt, however, each time that I announce that I’m going to be out — yet again — to go to what my students have come to call, “another stupid teacher meeting.” Their heartfelt desire to spend the day with me is genuine and real, leaving me to fear the day when they don’t groan because I’ve become irrelevant to them.
I guess I wonder if it’s possible to remain a classroom teacher and lead at the same time. At what point do my efforts to elevate teaching prevent me from being a teacher
My professional life has been a whirlwind over the past few years. I’ve had great successes, seeing my work published and joining in educational conversations at the highest level. I’ve sat on Governor’s Councils, worked for state and regional teaching partnerships and led staff development in countless forums on countless topics. To earn the confidence and admiration of decision makers has been a storybook ending to a professional dream.
But I’m exhausted.
Days run long for me — rarely less than 14 hours — yet I never seem to shorten my list of things to do. Juggling memberships on meaningful committees with writing for journals and planning for presentations leaves little time for family and friends —especially when you’re teaching a full load and have 12 sets of papers to grade! Sometimes, I’m left to wonder if I wouldn’t be better off taking a full time position in a leadership role.
Those positions come at me from all directions sometimes. Having built a strong network of professional connections, rarely a week goes by where I don’t receive a call from someone checking to see if I’m interested in doing something new. “Look me up,” they’ll say, “as soon as you’re ready for a change. We’ve got the perfect position for you.”
And lots of times, they’re right. I’ve been tempted by opportunities to lead school reform or work in educational policy. My personal passions run deep, ranging from the creative use of instructional technology to meeting the challenges of staffing our highest-need schools. I’ve learned lessons that I know I could share with others, making an impact on education far beyond the four walls of my classroom.
But I’m torn because I believe that part of my credibility with practitioners and policy makers comes from my work inside those four walls. In every setting, I speak with the first-hand knowledge gained from daily interactions with children. I am constantly carving new ground as an educator — which is convincing regardless of my audience —and I worry that my “expertise” would decrease with each year away from the classroom.
Besides, teaching is more than what I do — it’s who I am. I’m surrounded by the smiles of students who are simply jazzed to learn from me. The best moments are those when I know that we’ve connected. Heads nod and hands rise as new discoveries are made. Mental synergy makes our room come alive and the bell is often met with groans.
The groans hurt, however, each time that I announce that I’m going to be out — yet again — to go to what my students have come to call, “another stupid teacher meeting.” Their heartfelt desire to spend the day with me is genuine and real, leaving me to fear the day when they don’t groan because I’ve become irrelevant to them.
I guess I wonder if it’s possible to remain a classroom teacher and lead at the same time. At what point do my efforts to elevate teaching prevent me from being a teacher
posted by Bill Ferriter at 11:36 AM
5 Comments:
I think you should really consider becoming a full time leader. Education needs someone like you to lead. I realize you fear that the minute you step out of the classroom each day your credibility will diminish, but you need to consider the ripple effect and your health--both physical and mental. You sound so creative and wonderful and dedicated. As a leader in education, I am sure you can find a way of at least working with one or two classes. Maybe a part of your job could be you work with teacher leaders, provide in-class coaching and get your students and four classroom walls--Can you have your cake and eat it too? Is staying in the classroom and missing days and disrupting kids schedules ok for the learning process? Are you staying in the classroom for the kids or for you? Can't you even help more kids if you work to impact even more teachers than you already are?
Bush goes ballistic about other countries being evil and dangerous, because they have weapons of mass destruction. But, he insists on building up even a more deadly supply of nuclear arms right here in the US. What do you think? What is he doing to us, and what is he doing to the world?
If ever there was ever a time in our nation's history that called for a change, this is it!
We have lost friends and influenced no one. No wonder most of the world thinks we suck. Thanks to what george bush has done to our country during the past three years, we do!
Bill,
I am a classroom teacher who has stepped into an instructional technology specialist role for the past four years. I thought I was impactful and inspiring as a classroom teacher and that the relationships I had with my students were pretty great...and they were. The relationships I have developed with the other teachers and administrators in my buildings however, are really something special. There is no greater gift you can give another person than to motivate them, give them new ideas, rekindle their passion for the profession they love. I know I have made considerable improvements to my schools' community and my teachers' toolkits - rarely does a day go by when I am not shamelessly complimented and thanked. My colleagues challenge me like no group of professors ever has...
I have gained tremendously from my time spent in this ITT position. If I do return to the classroom, it will be with a whole new set of tricks and approaches that I have learned while I was "teaching" my teachers how to use technology in their classrooms.
I say, give it a go...that is what you would tell your students to do now isn't it???
I understand how you feel and the struggle that you have. I don't have an answer. I made the jump to a teacher leader position 2 years ago and still miss children everyday. I do try to teach weekly but don't always succeed. I continue to struggle with the question of where I can make the largest impact for students and I have to say that right now, as a teacher leader, I am ultimately impacting many students even if I don't witness the impact daily.
[... ] is other great source of tips on this issue[...]
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