Kenny Rogers was certainly on to something when he penned the lyrics to his hit song, “The Gambler”. After serving as a classroom teacher for over twelve years, I have found myself between a proverbial rock and a hard place. In the words of the late and great B.B. King, “The thrill is gone,” and it has been for some time now. In the past twelve years I have spent more time griping and complaining than praising and celebrating. And for these and other reasons, I believe that it’s time for me to walk away. Better yet, I might need to run Forrest!
My contemplative state is in no way new or fresh. I considered leaving the profession after my first year (as do many novice teachers), but I mustered the strength and gumption to try a second year (at anything other than a charter school—too much to add for now). In year two I transitioned into a small “suburban” school district in central Ohio, which was certainly much kinder to me than the first year, but it definitely wasn’t easy.
By my fifth year (still in central Ohio) I was again ready to walk away, but chose instead to try a different environment: Florida. In 2008 I packed up my belongings and headed to the “Sunshine State” after procuring a job in Hillsborough County (the “8th largest school district in the country”—the district’s constant claim to fame). Once here in Florida the spark was reignited for a time. By my eighth year as an “educator” (where I had once enjoyed teaching at a Performing and Visual Arts Magnet School) I had once again found myself feeling complacent and jaded. And again, my immediate response was what I have coined the “Goldie Locks Effect”—trying out a different bed, or in my case, a different school (district, state, etc.).
However, unlike years before, the spark wasn’t reignited after I reached school number four (another magnet school—this one IB: International Baccalaureate). I thought that perhaps this school and its students might more closely align with my philosophical beliefs about education: it’s the most important thing to get. I was sorely disappointed and dissatisfied. If anything, my level of discontentment and resentment for what I had chosen as a “profession” had actually intensified to the nth degree. While at this school relations with students and parents (essential stakeholders in education) were in a constant tug-of-war. It was in this environment that I started to seriously question whether I was cut out for teaching. I constantly second-guessed myself, and my efforts, nearly every day. However, I pushed through four years at this school before I had the overwhelming itch to run far-far away (despite its over-glamourized allure in Shrek 2).
This time moving to another state wasn’t going to cut it. I had made up my mind that the landscape of education had changed, and perhaps I was no longer able to adapt to the surroundings. So that’s when I got very serious about teaching abroad. So serious did I become that I managed to get a job offer at a private International IB school in Dubai, UAE. I was on cloud nine. What? How could the teacher who was constantly contemplating walking away somehow be on cloud nine? Great question.
I was determined that teaching in a different country where education wasn’t an afterthought but a highly prized attainment, and educators were esteemed and not emasculated, might somehow bring me the satisfaction that I had lost somewhere along the way. But alas, my emotions superseded my judgment when I backed out of the opportunity. Shortly after I had accepted the offer, I chased after the possibility of “love” instead of the assurance of a new start in a totally different landscape. Turning down the opportunity overseas has undoubtedly been the hardest life-lesson that I failed. And at the end of the day I blame no one but myself. At any rate, choosing not to go a month and a half after being excited about the prospect and the new journey ended up being awkward at my current school. I had to ask myself, could I be happy and/or satisfied staying at the same school? The answer was a resounding: No! So that’s when an opportunity “knocked” in the form of an email from a former principal I had worked with. She had an opening at her school, an opening that came with a leadership position: Subject Area Leader (SAL). I jumped at the chance and was subsequently offered the position. My spirits raised because again, maybe this next school would prove to be “just right” and I could be like Goldie Locks and take a well-deserved nap.
But that wasn’t what occurred. Within weeks (less than four to be exact) I was (am) ready to pack up my belongings—actually, keep them for all I care—and walk away from teaching forever, forever-ever? FOREVER-EVER! And that brings us to my current situation: Hold ‘em? Fold ‘em? Walk away? Run?
Earlier today while reading Eckhart Tolle’s The Power of Now, I came across the following words that greatly impacted my level of consciousness:
Wherever you are, be there totally. If you find your here and now intolerable and it makes you unhappy, you have three options: remove yourself from the situation, change it, or accept it totally. If you want to take responsibility for your life, you must choose one of those three options, and you must choose now.
These words have been the best piece of advice that I could ask for. And since reading those words I have been contemplating what to do with my life. Do I remove myself form the situation (teaching)? By and large, this option seems like the most practical and viable. After finding so little satisfaction in a “profession” that drains me of my vitality and zeal, leaving public education sounds like the most logical response. Besides, I don’t see how I could change it—the student’s attitudes and postures towards learning as well as the education system. In the past five years I have watched the vast majority of the students who walk the halls of our school do so with an attitude of unconcern and reproach. It is as if they see little, if any, value in obtaining a public education. Aside from their attitudes, the system that educates them is severely flawed from the top down. Yes, the adoption of the Common Core State Standards (CCSS) was a step in the right direction, but there is still much more work to be done to make the public education system in this country equitable. Lastly, when I consider the idea to accept it fully, chills run through my body. These aren’t the chills of a mind-blowing, deeply conscious awakening, but chills of horror. It would literally be the death of my soul to accept that the vast majority of public school students don’t give a crap about obtaining an education from a system that is highly dysfunctional. To accept it fully means that I have truly become nothing more than a baby-sitter for middle school students. And on that note I’m with Fred Sanford, “You hear that Elizabeth? I’m coming to join you honey!”
Here are the cold, hard facts:
- The 2014 graduation rate in Hillsborough County: 73.5%.
- The state of Florida’s graduation rate: 76.1%.
- The nation’s graduation rate: 80%.
- In 2014, only 60% of Hillsborough County’s African-American students graduated, while 68.1% of their Hispanic students graduated.
- Most students drop out in their 9th grade year in Hillsborough County.
With these numbers I have to ask myself: Is the deck stacked against me? Am I fighting a losing battle? Is it time to raise the white flag?
Hold ‘em? Fold ‘em? Walk away? Run?