Between Classes

Somewhere between my first and second year of teaching, I expressed misgivings to a senior teacher at my school about receiving specialized training in a curriculum program. I wasn’t sure how many more years I would stay in the troubled district, and I felt like I shouldn’t take the training unless I knew for sure I would remain committed to the district that paid for it. I admired the woman to whom I made this confession. That year, she would retire after thirty years with the school system. She managed her classes calmly, hardly ever getting sweaty like I did, and she taught a new text, complete with all new lesson plans that thirtieth year of teaching, something that still fills me with awe. With uncharacteristic intensity, she grabbed my arm, “Kate. Look at me.” Surprised, I turned and listened as she emphatically explained that schools don’t have the resources to properly compensate teachers of excellence. “One of the only currencies schools can offer,” she explained, “is the opportunity to learn and grow. Not every teacher seeks to learn and grow. If a school offers something that interests you, go. Take it. Learn it. You don’t owe the schools anything more than your thoughtful participation.”

Her advice impressed me. Honestly, some programs of study still strike me as requiring a commitment from the teacher, but after listening to this master educator, I make the “payback commitment” one consideration rather than the only consideration. Instead of seeing training as indenturing me further to a district, I see training as one of the perks of education, and I have developed new skills (that, quite frankly, have made me marketable to new districts when I have had to move and find a new job) thanks to these opportunities. This mentor showed me that considering my own professional development does not conflict with school commitment, and for that, I’ll always be grateful.