During my first formal observation debrief at my current school, my assistant principal asked me about my future professional plans. She wanted to know if she could write me a recommendation for a leadership or educational coaching program. While I was flattered by the suggestion, I hadn’t been teaching for that long, maybe just five years at the time. I always thought leadership positions were for seasoned veterans, ready to impart their years of knowledge and experience to their staff. At that moment in time, I really just wanted to improve my Montessori math presentations.
It’s not that I don’t think I could be a school leader; I have served in various leadership roles over the years. However, my love of teaching outweighs the desire to leave the classroom for good.
It took a long time to get to this place. I was an awful teacher when I first started out. None of my students listened to me, I could not connect with families, and I was brand new to Montessori. I cried often during my first three years of teaching. Honestly, it took working with several strong veterans and years of making mistakes before I felt like I was any good at this job. However, once I found my groove, I felt like I truly found my calling.
As a public Montessorian, I have only ever spent my time working in a large school district. According to the Learning Policy Institute, teacher turnover rates in Title I schools, which primarily serve low-income students, are significantly higher compared to non-Title I schools. On average, teacher turnover is nearly 50% higher in Title I schools. This revolving door of staff often leaves students in under-resourced schools with less experienced and underprepared teachers, further exacerbating the issue. I have seen this scenario play out across my career as an educator.
The Wildflower network values teacher-led schools and as a seasoned educator, I see this as the radical choice. While Alli and I build the business aspect of Mountain Laurel Montessori, we are staying true to our passion for teaching by also remaining in the classroom. Removing seasoned teachers, ones willing to adapt their practices, collaborate and grow is another injustice children across our country face. Teacher turnover is typically higher in low-income communities.
Several times throughout my career, I have interviewed for positions outside of the classroom, but always turned down the offers at the last minute. Something always called me back to my classroom. Teaching is hard work and I never judge anyone who has ever left the profession in order to find themselves again.
As an educator, I have learned more about myself and our world than in any other role of my life. This job has taught me how to be curious, resilient, and humble. I want to pass on those same qualities to children. I want to keep learning right alongside our youngest and most vulnerable children. I want to keep experiencing the joy of achieving a goal, discovering caterpillars in our school yard and building long term relationships with families who trust us with their children for three years. This, to me, is the radical choice, and the right one for the children and families of Mountain Laurel Montessori.
Resources:
Learning Policy Institute. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-turnover-report
RAND Corporation. (2022). Teacher turnover during COVID: New data and insights. RAND Corporation. https://www.rand.org/pubs/research_reports/RRA956-14
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