Drawing Lines in the Sand

The beginning of the year can be a dangerous time for teachers, especially those starting their careers or starting over in a new building or district. You’re refreshed from summer and raring to go. The positivity among your colleagues is contagious, and everyone wants to put their best foot forward.  You want to be a team player. You want to impress the people you work with and for. You want to do whatever it takes. In such an environment, it’s easy to agree to things that you will later regret.

The choices you make in the first few weeks of the new school year will affect how stressed out and exhausted you will be later in the year. No matter if you’re starting at a new school or just starting a new year in an old one, the beginning of the year is the time to draw lines in the sand that will protect yourself for the remainder of the year. These lines are for you, but they’re also for the people with whom you will interact from September to June.

I recommend drawing four lines, one for each group of people who have the potential to dampen your enthusiasm, stress you out, and drain your energy.

Draw Lines for Administrators

Nothing will frustrate and exhaust you faster than committing to a bunch of extra work that won’t make a difference for your students. How you respond to early requests of your time will set the tone for the rest of the year and beyond. It’s not enough to say no to an early request, although showing that you’re willing to do so will go along way toward earning your supervisor’s respect.

The problem with a single no is that it’s easily defeated. Come up with an excuse to not sign up for the science committee and you invite negotiation. Your principal may offer to send a sub in your place for those two dates you claimed had a conflict. Or he may return with the offer to join a different team, at which point, having already turned him down once, you’ll feel obligated to join.

Claim you can’t make it to math night and your principal will attempt to guilt you into attending a different after-school event, using your colleagues’ willingness to volunteer against you.

Instead of saying no, draw a line in the sand at working for free. Instead of “no,” say “I don’t.” It’s more powerful and leaves you less open to arguments and follow-up requests.

Read more about saying “I don’t.”

If you’re worried how this line in the sand will be received, then you may need to elaborate. Say something like this: “I’m fully committed to being the best teacher I can for the kids in my room and I vigilantly protect against stretching myself too thin because that will harm my teaching. That’s why I don’t do unpaid committee work.”

Read: Do Not Join That Unpaid Committee

Draw Lines for Colleagues

If you want to get home at a reasonable hour (and you should, read this and this) then you are going to have to take full advantage of every minute you spend at school. This means coming in a little early and it means maximizing whatever planning time you have. It also means not squandering that time by chatting with colleagues.

Draw a line in the sand with colleagues by closing and locking your classroom door when you’re inside working. Hang a Do Not Disturb, Planning in Session sign on your door so they’re sure to get the message.

That may seem anti-social, but it beats the alternatives, which are being annoyed that you’re being interrupted and not fully participating in conversations, while hoping to bring them to a quick close, or being perpetually waylaid and consequently having to spend more time on work after school, which will eventually lead to a whole host of other problems.

It’s important to socialize and build relationships with your colleagues. Teachers who make connections with other adults are generally happier at work. Use lunch for that, not your planning time.

Read More: Optimize Planning Time

Draw Lines for Parents

Give some parents an inch and they’ll take a mile. Decide right now when and how you’d like to be contacted. Tell parents up front what they can expect in response. Just as you do with students, set expectations early, explain them clearly, and then do what you say.

If you’re sharing your cell phone number, be clear about how you would prefer parents get in touch. Let them know if you’d rather be texted or called. Tell them if you won’t respond over the weekend. Draw a line at how late you’re willing to reply.

If you’re not sharing your cell number, then be clear about the best way to get a hold of you and how quickly they can expect a response. We live in a world where everyone is immediately available. But teachers can’t just stop teaching to answer a call. Unlike many professionals, most of us spend very little time at our desks. Explain the reality, that you will likely not see their emails for hours, and tell them to call the office is their message is time-sensitive. Don’t assume parents understand how busy teachers are; tell them up front what to expect when it comes to communication.

Draw Lines for Students

While teachers like to say that the things that really frustrate them are factors outside of the classroom walls, the reality is that the kids can ruin your school year. Behavior can drive teachers from the classroom, so you’ll want a good handle on classroom management. But you also don’t want to be the only one in the room doing the work. In his book The First Days of School, Harry Wong describes an all too familiar situation:

“The reason teachers are so tired at the end of the school day is that they have been working.  If I worked as hard as many teachers do, I’d be as tired too.  But have you ever noticed what happens at 3 o‘clock when the students leave? “Yea, yea, yea!’  Why are they so full of energy?  Because they have been sitting in school all day doing nothing while the teacher does all the work.  The person who does all the work is the only one doing any learning!”

The kids are there to work, so draw a line in the sand with students early: You will not help them the second they ask for it. Let them struggle a little. That’s when learning happens.

It’s important to send this message early. This past week, a number of my students wanted help on a math assignment and raised their hands. When I went to check on them, they hadn’t even attempted the problem yet. So a rule was instituted: You cannot ask me for help unless you can show me how you tried to solve the problem. Kids are smart. They can figure stuff out if we aren’t there to bail them out the second they encounter a snag.

Protect Yourself

Every year, teachers burn out. Some walk out the door, never to return to education. Others press on, subjecting students to uninspired teaching for years. Teachers must get better at protecting themselves and it starts with being clear about what you will and won’t do.

Draw lines in the sand that you refuse to cross and that send clear messages to others that you are in control of your career, and that you will do what it takes to ensure you remain effective the whole year and for many years to come.

Tie Yourself To a Tree

Every year, I read the Shiloh series to my third graders. It’s the story of a boy and his dog. Marty Preston, an eleven-year-old living in rural West Virginia finds a mistreated beagle, discovers the owner is an abusive lout of a man named Judd Travers, and makes it his mission to make the dog his own. By the third book of the series, Shiloh belongs to Marty and Judd has made some steps toward becoming a better human being.

There’s a scene near the end of that third book that holds a valuable lesson for teachers.

The Preston parents have been called away, and the kids — Marty, his best friend, and his two younger sisters — have been left home. After receiving what turns out to be a prank phone call about a body floating down Middle Island Creek, the kids rush to the bridge to see for themselves. Disappointed by the truth, Marty turns to leave. His sister Dara Lynn has, however, climbed atop the bridge’s railing and is leaning out over the water, watching it rush beneath her, the rapids wild from a recent flood. As Marty yells at her to get down, she falls in.

Panic ensues. Neighbors arrive, alerted by the kids’ shouting. Dara Lynn manages to grab a tree branch and pull herself to the bank, but in all the hubbub Marty hadn’t noticed that Shiloh, the dog he worked so hard to rescue from his abusive owner, has jumped into the water to save his sister. Marty steps into the water to go after his dog but is pulled back by a neighbor. He watches as the current carries Shiloh farther away. The dog is just too small to save himself.

That’s when Judd Travers arrives in his pickup. From the book:

“You want to get yourself killed?” he calls, right angry. And then, “What’s the matter, Marty?” Sees Mr. Ellison comin’ up the road behind me, thinks he’s chasin’ me maybe. He gets out of the truck.

I’m gasping. Point to the creek. “Shiloh! He’s in the water and we can’t reach him!”

“Marty, that dog will have to get himself out!” Mrs. Ellison calls from far behind us. “Don’t you try to go after him now.”

But Judd crashes through the trees and brush, half sliding down the muddy bank, and I point to the head of my beagle back upstream, out there bobbing around in the current. Once, it looks like he goes under. Judd don’t say a word. He’s scramblin’ up the bank again and grabs that rope in his pickup. Hobbles down the road, fast as his two bum legs will carry him, goin’ even farther downstream, me and David at his heels. Then he ties one end of that rope to a tree at the edge of the water, the other end around his waist, taking his time to make a proper square knot, and I’m thinkin’, Don’t worry about knots, Judd — just go!

Judd pulls Shiloh from the water, redeeming himself in the process.

As teachers, we have students in our class who are like Shiloh. They’re in danger, struggling to stay afloat as the rushing waters carry them away. Like Marty, we instinctively want to help. We want to throw ourselves into the current and pull those students to shore.

So we do everything we can. We build relationships with these students, investing extra time and energy on those we know need us most. We keep in close contact with their parents. We encourage and cajole, inspire and counsel. Some of us go so far as to attend their after-school events, even their birthday parties. Recognizing their need, we might buy them snacks, or books we hope they’ll love, or backpacks full of the school supplies their parents can’t afford. We give our all to help those unable to help themselves from getting carried away by the floodwaters of their lives.

And we exhaust ourselves in the process. We put ourselves in danger. We make it more likely that we too will be carried away.

Had Marty rushed into the water to save his dog, it’s likely they would have both drowned.

Shiloh was saved only because Judd took a minute to tie himself to a tree.

That is what teachers should do. Tie yourself to a tree. Protect yourself first. You can’t be any good to your students — and that includes the ones who need you the most — if you’re exhausted and in danger of burning out.

As the start of the year approaches (or has already started), put yourself in the best position possible to help others. Do these five things:

Undercommit

The beginning of any year is a heady time and the enthusiasm can be intoxicating. It’s easy to rush in without thinking. Signing up for five committees might not seem like a terrible idea now, but you can be sure you’ll regret it in November. Start by not signing up for any and only join once you can gauge how demanding your teaching job is going to be. Most committee work doesn’t make much of an impact on your students, and your main job is to impact your students.

Read more: Do Not Join That Unpaid Committee

Make a Plan

Decide now when you will commit extra hours to the job and stick to it right out of the gate. If you’re coming in an hour early, don’t also stay an hour late. Draw some lines in the sand for yourself and don’t cross them. Build in time now to detach. Pick at least one weekend day when you will nothing related to your job.

Read More: Make a Plan

Say No Early

Saying yes is habit-forming. The more you agree to take on extra work, the more likely you’ll be asked again in the future and the harder it will be for you to say no. Humans are remarkably consistent and salespeople regularly take advantage of it. If you’ve ever been on the receiving end of the “yes ladder” sales technique, then you know how hard it can be to say no after you’ve said yes to five other questions. At the earliest opportunity, say no to your boss. Your future self will thank you.

Related: Why Teachers Should Object

Focus On What Matters

Your job is to teach the kids in front of you to the best of your ability. There are 100 things you can do as a teacher that have very little to do with student learning. The hour you spent on that pretty bulletin board just so parents would be impressed (maybe) for six seconds at open house could have been spent in better ways. Same goes for a number of tasks that could be done by students. Don’t peel the cellophane off 25 workbooks, neatly write student numbers on the covers with a Sharpie, and place the books into student desks when students of any age can do those things themselves. Think hard about how you use your time and save it for the things that matter the most.

Read more: Slash Your To-Do List

Learn

I write about all the above and much more in my books Exhausted (which will explain why you’re so tired after teaching and will offer the solutions you want) and Leave School At School (which could also be called “Optimizing Your Teaching”). I’d also recommend Dan Gilbert’s Stumbling on Happiness, which will help you understand why you keep doing things that you later regret, Greg McKeown’s Essentialism, which will get you thinking hard about what you’re focusing on and how you’re using your time, and Mark Manson’s The Subtle Art of Not Giving a F*ck, which will help you decide what to care about (and it’s funny).

 

Wanting to help others is noble. No one can question Marty’s intent to rush into the water to save his dog. But good intentions can lead to horrible outcomes if we don’t think through the likely consequences. You aren’t much use to someone who’s drowning if you are drowning right next to them. Protect yourself first. Time yourself to a tree.

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Do Not Join That Unpaid Committee

The start of the school year is closing in fast, which means that in mere weeks (maybe even days) you will be welcomed back, told how important your job is and how appreciated you are, and then, before such words have even dissipated into the ether, asked to give away the most important thing you have, your time.

Your boss will want you to join a committee (or three), be a team leader, or serve on a school improvement council. In some cases, you’ll be asked to do this work for nothing.

Say no.

You’ll be tempted to say yes. It’s the start of the year. Optimism is high. The summer worked its rejuvenating magic and you and your fellow teachers are bursting with energy. You can practically taste the positivity.  Idealism runs rampant. You’ll do whatever is necessary for this school, for these kids! The job ahead of you is hard, but together you can do it!

Say no anyway.

Say No For Yourself

You are going to be overworked. You will be stressed. There isn’t enough time in a week for teachers to do everything they know they should be doing, and that’s if you do nothing other than teach the kids in front of you. By Halloween, you will be exhausted. You will resent whatever extra work you agreed to in that heady fog of feelgood at the start of the year. You’ll dread sitting through an hour-long meeting after school when you should be at your kid’s soccer game. Jumping off a bridge will sound preferable to the prospect of filling out another stupid survey that the state has mandated and the principal has pawned off on your team.

Teachers complain about not having enough time and then they give it away for free. Teachers complain about how much they’re paid and then work for nothing. Do not allow August exuberance, guilt, fear, or the opinion of others to cause you to do something you know you shouldn’t do. And don’t be a martyr. We have enough of those in education already.  The work you do is difficult and tiring. It makes zero sense to voluntarily take on even more of it, and even less sense to do so without pay.

Say No For Your Students

There is only so much time in a day, a week, a school year. The more of it you spend in one area, the less you have in another. If you want to help your students, spend more time on things that will help your students and less time on stuff that won’t make a difference in the classroom. Most committee work does not affect the students under your care.

George Couros says that teachers shouldn’t be classroom teachers, they should be school teachers:

““School teachers’ can do all of those things that classroom teachers do within their own classrooms and subject matter, but when they walk out of their room, every child in the school is their child.” 

Teachers should be careful with this mindset. It’s easy to go from smiling and encouraging every student you encounter to signing up for every committee because you tell yourself that every committee is doing good work that will, in some way, benefit some kids somewhere inside the school eventually.

The best thing you can do for your students is fully commit to them. That means saying no to anything that won’t make you a better classroom teacher. Burning yourself out with extra work won’t help your students. Resentment over being stretched too thin is not an attitude you want to carry into your classroom. Being overwhelmed and stressed out won’t make you more effective.

An hour spent in a meeting is an hour not spent planning better lessons. Or reading your students’ writing and providing feedback. Or communicating with parents. Or reading the latest research on best practices. Or anything else that might make a direct impact on your students. You cannot do it all, even if all of it benefits kids.

Say no for your students.

Say No For Your Profession

In too many schools, teachers who give away their time resent or look down their noses at those who don’t. They see them as selfish or lazy and feel aggrieved that they are working so much more than some of their colleagues. That’s a script that needs to be flipped. Instead of assigning virtue to those who help perpetuate exploitative practices, let's honor those who stand up to such practices. Click To Tweet

You are a professional. Pros get paid. The reason teachers get asked to donate their time is because they’ve always been willing to donate their time.  The asking won’t stop until the answer is consistently no. You can’t blame an employer for trying to get employees to donate labor. Blame the teachers for continuing to give it away because they are undermining the teachers who want to be treated with the respect employers afford their workers in other fields. Put bluntly, they are the problem. When every teacher says no to unpaid extra work, only two things can happen:

The committees disappear because there’s no one on them, or teachers are paid to do the work.

The only way to change the way teachers are treated is to change the way we respond to the treatment. Click To Tweet Saying no to additional, uncompensated work is good for your colleagues, it’s good for teachers you don’t even know, and it’s good for those who won’t step into a classroom for years. Saying no gains respect and it’s good for the profession.

Do yourself, your students, and your profession a favor. Say no to unpaid extra work, and get your colleagues to say it, too.

The Total Time Transformation for Teachers

I started worrying about money when my daughter was born twelve years ago. Before that, I didn’t keep careful track of it. I usually had enough for what I wanted, so I didn’t bother to make a budget or record my expenses.  I never bounced a check and I didn’t abuse my credit cards, but I wasn’t getting ahead. I wasn’t saving anything.

My parents were able to pay for my college education. My wife was not as fortunate. Every month, I watched her pay off a little more of her student loans, but it seemed as if they would always be there. I didn’t want that for my daughter, so I opened a 529 account on the day she was born. Then I had to figure out how much to put into it so she could avoid borrowing money at what at the time seemed a very distant future.

It seemed less distant when I started playing with cost-of-college calculators.

I also wanted to save for retirement. I wanted to travel during the summer. I liked cruises and wanted to go on more. None of those things were going to happen if I kept doing what I was doing. I needed to change, but I didn’t know what changes to make. I had to learn.

I started with Dave Ramsey. His radio show was on every day when I drove home from school. I listened. Then I found his book, The Total Money Makeover, in a bargain bin. I bought and read it. That led to other books and resources. I learned how to make a budget, how to assign every dollar, how to track my expenses, what to spend on and where to scrimp, that I should never buy a new car, I should cut up my credit cards, and how I could save money on food by planning meals each week. I learned what to do differently, and now, 12 years later, I have a decent chunk of money set aside for my daughter’s college, a nice start to a nest egg that will supplement my pension in 12 years, and I’ve even gone on a few more cruises. 

What does this have to do with teachers transforming how they use their time?

I have no doubt that many teachers have done what I’ve done where it concerns their money.  They have monthly budgets. They watch their money closely with apps on their phones. They have automatic alerts set up to let them know of odd activity on their accounts. They check their credit scores. They sign up for services like Honey or Swagbucks so that they don’t squander a single cent. They cut coupons and follow their favorite brands on Twitter to learn about deals. They’ve bookmarked deal sites, receive emails from Groupon, and compare credit cards to find the best cashback offers. Like me, as they aged they underwent a total money makeover.

What many teachers haven’t done is a total time transformation, even though time is far more valuable than money. The same teachers who watch every penny waste countless minutes, not realizing that when time runs out it won’t matter how much money they’ve accumulated. Who among us won’t be willing to pay whatever it takes for just one more good hour with the ones we love?

Many teachers don’t like how they use their time. They know that if they don’t make changes, they will continue to spend too much of it on things that don’t the matter most to them. Each school year follows a predictable, undesirable pattern. They start out excited. They overcommit. They spend time on things they either don’t care much about or that have little impact on their students. They become frustrated, overwhelmed, and exhausted. They can’t wait for summer. When it finally hits, they take a deep breath. But then, instead of fixing the problem like they did with their wayward spending, they repeat the same mistakes. They never get the things they want.

Teachers who want more control over how they spend their time should follow the same process they did when they wanted more control over their money. 

Start with what you want. Do you want more time to spend with family? More time to exercise or devote to non-education interests? Do you want to feel less tired and more in control of your life? List those wants out.

Now, how will you get those things? What changes will you have to make to make them a reality? Will you need to leave work earlier? Stop staying yes so much? Find ways to reduce paperwork? Let go of teacher guilt? Stop comparing yourself to other teachers? Will you have to get more organized, prioritize differently, or decide to stop doing something you enjoy doing?

Whatever you need to do to get what you want, chances are you don’t really know how to do those things. If you did, you’d already be doing them. You need resources that will show you how to do the things you want to do, preferably produced by people who have done those very things you aspire to.

Fortunately, those resources exist. I recommend starting with the following:

Angela Watson’s 40-Hour Teacher Workweek Club 

My last two books, Exhausted and Leave School At School

The Well-Balanced Teacher

These courses from Learners Edge

The New Brunswick School-Based Wellness Program’s website

 

Start there. Learn. Think differently. Try something new. Then, each June or July, once school is out and you’ve recuperated and can start thinking a little further into the future than what you’re going to teach next week, sit down, just like people do with their finances, review your goals, see if your plan is working, recalculate as necessary, and update to be sure you’re still on track to get you where you want to be.

Time is not money. You can earn more money. So devote more effort to tracking and protecting your time than you do to monitoring and saving your money and you will end up using it more wisely.

 

 

 

I Quit Teaching and Won’t Go Back

“I Quit Teaching and Won’t Go Back” is the second of a three-part series written by Dan Laird, a teacher of 17 years who left education to work in private industry. Part one, “Why I Quit Teaching After 17 Successful Years” can be read here. Part three, “The Teacher’s Guide to Changing Careers” will be published in the coming days. 

Dan Laird

It has been almost ten months since I started my new career giving me a chance to see the world from a set of non-teacher eyes. Each day, I’m happier I left. Each day, I want to lead everyone I left in the classroom on a revolt. The grass on the other side is greener. I’ve seen it.

Let’s “yada yada yada” our way through the obvious reasons why: the pay is better, the benefits are better, my retirement savings now grow three times as fast, I have an hour for lunch which gives me enough time to eat at home if I’d like, I can use the bathroom at any time without needing to find someone to sit at my desk while I’m gone, and my office building is modern and doesn’t smell like a gym locker. But you already expected that.

The real reason I will never go back to education is the culture. I discovered that teachers have been conditioned to believe that everything must be harder than it actually has to be. We are trained to think that the reasonable is unreasonable, that anything we are afforded should be considered a favor, that guilt should accompany permission for the most basic accommodations.

As it turns out, the professional world does not operate like it does inside the walls of a school. In the first month of my new job, three events solidified my departure from education as one of the best events that ever happened to me:

1.  Part of my job description includes the creation of digital interactive tutorials and the monitoring of the company’s learning management system. As if being paid to be creative every day isn’t monumental enough, that isn’t the most incredible part. When I asked my manager if I would have access to the designing software at home to continue working when needed, her response was, “The short answer is ‘yes,’ but we don’t expect you to take work home.” She went on to tell me that the company feels family is important and that an employee shouldn’t have to sacrifice one for the other. Now this doesn’t mean that I don’t have deadlines or that I still haven’t brought my laptop home from time to time. But I find that I accomplish more at work because I’m allowed to do my job uninterrupted, unlike teaching, where classroom instruction is the least respected part of the job.

As teachers, there is an expectation that large parts of your required duties are to be performed on your own personal time. Not only are you expected to teach during classroom hours, you are expected to give up your lunch and planning hour if a student requests it. The request never seems unreasonable to anyone other than the teacher. Saying “no” is a guaranteed PR nightmare because, once again, not being willing to sacrifice on command clearly means you don’t care about kids.

As teachers lose their planning time, their 25 minutes to shovel down a microwave meal, and their early mornings and afternoons in order to spend more time working with students, the other half of the job awaits them during their personal time, their time with family, their time to unwind. There is no such thing as “off duty” when you are a teacher. What you do to go above and beyond as a teacher quickly becomes the norm, which means you then have to figure out a new way to go above and beyond.

First, it was important to have your grades prepared for report cards at the end of the trimester, then it was important to have your grades prepared for progress reports in the middle of the trimester, then we were required to send grade notices home to give parents a heads up regarding what they will be seeing on the progress report. Now all of a sudden, you’re unable to work on long-term projects because you won’t have a grade in time for the next update and we all know that if you don’t have grades, then clearly it’s because you’re lazy.

The same thing happens with parent communication. You update a website regularly with daily class information and downloadable materials? How am I supposed to know when it’s updated each day? Oh, you’ve added a class Twitter account to announce updates to the website? But I prefer text messages. Oh, you have a website, a Twitter account, and a Remind texting account? Well, we didn’t have time to check it. Can you just send home everything my child is missing?

My work hours are a little longer now. Instead of 8 to 3, I work 8 to 5. But I wouldn’t say that my work day is longer. As a teacher, 8 am was the time work started but it wasn’t the time I started working. I was usually at school by 7 am at the latest (earlier if I didn’t have to take my kids to school or daycare) in order to get everything ready. And when 3 pm rolled around, I was packing multiple hours worth of work into my bag to take to my other office, also known as my dining room table.

At my new job, an 8 am start means I leave my house at 7:40. And at 5 pm, my bag returns home as light as it left. Again, this doesn’t mean that my new colleagues and I aren’t working hard, or that we don’t bust our asses to go above and beyond expectations, or that we don’t still take work home with us. In fact, right now my work hours are a blur because of the extra time being put in to plan the company’s annual national conference in Orlando. (Did I mention my job includes an all-expenses-paid trip to Florida?) But in the world outside education, we sacrifice our time when needed as opposed to being expected to sacrifice our time as a matter of course.

2.  In the year before I left teaching, my daughter started pre-school, so I enrolled her in the district where I taught. Of course, this meant that I dropped her off and picked her up from school. This created a problem when I had a staff meeting after school. The problem wasn’t picking her up. It was where to take her during my meeting. I asked if she could just sit at my desk since the meeting was in my room fully expecting a “no problem.” Instead, I was made to feel like the request was unreasonable, that an institution for teaching children was no place for a child. Instead, I had to find a student to babysit her in another room. Perhaps it was for the best. Who knows what could have happened had my 4-year-old daughter been privy to Homecoming planning details and SAT data.

When I started my new job, I was faced with a similarly difficult situation when our after-school care provider called in sick. My now five-year-old daughter couldn’t just stay at school for another two hours and she certainly wasn’t going to walk home by herself. I expected an awkward conversation with my manager. Instead, my manager and my team were practically giddy with excitement. They told me that I could work from home for the rest of the afternoon but that they would love it if I brought my daughter back to work with me.

“Are you serious?” I asked cautiously, as if this were a setup for being so gullible. I assumed the answer was “yes” since they immediately began planning activities for her. When I returned with my daughter, she was greeted by everyone with coloring pages, candy, and even a toy car with the company logo on it from the president of the company. Now my daughter always wants to know when she can come back to work with me. In that moment, I learned that respect for people’s lives outside of work exists. Way too often in teaching, teachers are treated as if caring for their own families means they are neglecting their students and that their job is putting everyone else’s children ahead of their own. It doesn’t have to be like that.

3.  I’m not going to lie and tell you that a part of me doesn’t feel guilty about leaving. Public education is currently waging a huge battle for its survival and I walked away. Despite the way teachers are perceived and disrespected in a social context, it’s a little bit easier to stand up tall and declare you are a teacher when someone asks what you do for a living than it is with a job title that requires explaining. However, I don’t regret leaving for a single moment and I have the rest of my teaching colleagues to thank for it.

When I made my departure official and announced it to the world, I was humbled by the response of kind words and expressions of sadness for losing what I had to offer the classroom. But I was also alarmed by the number of responses I received from teachers asking how I managed to do it. I received texts, emails, and phone calls from teachers all over the national network I had been a part of declaring that they wanted out, too. These messages weren’t coming from young teachers who decided they couldn’t hack it for the long haul. These were established teachers, leaders in their field, authors of respected educational research. Many, like me, could even see the finish line of a retirement from education within the next decade but decided that it wasn’t worth it. The requests for information started spreading. I began receiving messages from friends of friends and even a few strangers. I had somehow become the exodus guru. I still receive these messages, with the most recent just last week from a woman I once met at a conference who found me on LinkedIn and wondered if I could give her friend some advice.

With so many wanting out, my guilty feelings quickly subsided. However, I’m left with a fear for our education system. In my state of Michigan alone, enrollment in college teacher programs has declined drastically to the point where schools are hard pressed to find someone who will even be a substitute. For the last decade, teachers in my state have seen repeated attacks on their paychecks, their credibility, their voice, and the profession in general. We’ve reached an era where parents don’t have to dissuade their children from becoming teachers. Their kids no longer see any appeal. Pretty soon, the fight for public education might have to come from the outside because there will be no one left to throw punches on the inside.

I will continue to be one of those fighters on the outside, but I will also enjoy a well-deserved life outside of the trenches. Instead of phone calls to parents or stacks of papers to grade, my evenings are filled with time to play with my daughters. I use some of my new extra income to pay for those subscription home meal delivery kits and I’m learning to cook. I take a Florida vacation in the middle of winter at a time of my own choosing. I go to bed at a decent hour and have time to read a book before I go to sleep. It truly is amazing how stress-free my life has become. Part of me is pretty sure that my grey hair is getting its color back. While that might be a slight exaggeration, I do truly believe that I have drastically increased my odds of seeing my future grandkids grow up.

Whatever you decide to do with your future, whether it is holding strong in the trenches or seeking a more peaceful life, remember the most important point that I’ve gathered through this whole experience: You have worth outside of the classroom. In my case, I found a job that respects my professional accomplishments as a teacher more than those who employed me as one. You have not locked yourself into a career you can’t get out of. There are options. You just have to discover what they are. You may use this discovery to begin planning your exit. Or you may use this discovery to strengthen your resolve to fight for what is right in your school because now you know your school needs you more than you need it. For the sake of my children, one of which started kindergarten this year, I hope there are enough of you that choose the latter. But if you choose the former, I seriously doubt you’ll regret it.

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In part three of this series, Dan will share the lessons he learned when he quit teaching and started searching for a new job. If you’re considering getting out of the classroom, you’ll want to learn from his experience. Subscribe to the blog so you don’t miss it. The article, as well as future ones, will be emailed to you.

You can also follow Dan on Twitter at @DanDanLaird and if you’d like to contact him directly his email is [email protected]