This article is the first in a three-part series written by Dan Laird, a teacher of 17 years who quit at the top of his game and found success in private industry. In part one, Dan explains what led to his decision to give up on teaching. In part two, you will read why Dan will never go back now that’s he seen “the other side.” In part three, Dan will offer hard-won advice to any teacher who is looking for a job outside of education.
When I first decided to become a teacher back in the 20th century, my parents tried to talk me out of it. It wasn’t because they looked down on the profession. My mom is a retired teacher. My sister is a teacher. And some of my cousins are teachers. It’s in the genes. While I will also certainly make an attempt to talk my children out of becoming teachers, my parents’ reasoning was simple: There were more opportunities for success elsewhere.
Today, however, the reasons for avoiding the teaching profession are more serious. The pay has become a stagnant system of scratching and clawing for an occasional measly half-percent off-schedule “raise.” In many years, not taking a pay cut is considered a success. But there is a bigger issue. Teaching is demoralizing. The strain of unrealistic demands has made it even more exhausting than it already was. Sacrifice is now the expectation and that expectation is typically rewarded with criticism and a demand for more.
The Beatings Will Continue
When Detroit teachers walked out of their classrooms in 2016 to protest the atrocious working conditions that included everything from overcrowded classrooms to mold and mushrooms growing on the walls and floor, I read comments on social media demanding that these teachers be fired and that they “knew what they were getting into when they took the job.” Of course, there were also comments criticizing teachers for hurting kids by denying them an education and arguing that these teachers needed to go through the proper channels to effect change. These conditions were not new in 2016. Where were the commendations for using the “proper channels” in previous years?
The crisis in Detroit and subsequent ones like the lack of heat in Baltimore this winter demonstrate two things: Drastic measures are sometimes needed to draw attention to the most basic of educational needs and drastic measures make it uncomfortably difficult for others to ignore the problem. Education professionals suffer when they don’t advocate for their students, but they suffer even more when they do. A friend of mine has a toy plaque with a pirate skull that says, “The beatings will continue until morale improves.” I can’t think of a more appropriate motto for the teaching profession.
The Height of My Career
I resigned from my teaching position in 2017 after 17 years. To provide some perspective, I spent all 17 years (plus an additional full year as an intern) in the same district. I was invested in the school. I put down roots. Leaving the teaching profession meant leaving much more than just a job. My colleagues were my family. An entire generation of parents in the community sent every one of their children to my classroom at some point. I was even starting to see the children of students from my internship year.
My connection to the community wasn’t the only reason it was difficult. I was at the height of my career. I had just co-authored the book Real Writing: Modernizing the Old School Essay with Rowman & Littlefield Publishing. I was presenting my work at national conferences in cities like Minneapolis, Atlanta, and Washington, D.C. And I was collaborating on educational initiatives with teachers across the country through my work with the National Writing Project. I even earned my administration endorsement the year before I left. I was invested in advancing in my profession all the way to the end.
This isn’t a story about one man hating his job for years until he finally had enough. There was no gradual decline. Quite the contrary. I loved teaching and spent countless hours advocating for it. I spent over half of my career as a building representative, vice-president, or president of my local education association. I marched. I picketed. I protested. I voted!
The Least Trusted Source
While I did love my time in the classroom — the connections, the light bulb moments of discovery — my workplace was becoming a constant reminder of what was happening to the teaching profession. New restrictions, meritless legislation, evaluation tools that hadn’t been properly evaluated themselves, mandated standardized tests that were thrown away or redesigned year after year while their results were nevertheless used to compare one year’s performance to the next, a demand from politicians and parents to “make our kids better, but don’t you dare tell them what to do.”
Somehow, the professional became the least trusted source, and the growing trend for outsiders in showing they cared about education had become to point a finger. I think it’s fair to say that the emotional drain had surpassed the physical one. Something had to change. My change was to become selfish and walk away. I quit.
A New Job
I dipped my toes in the waters of a career outside of teaching when I created my own professional development consulting business. I formed an LLC, created a website, ordered business cards, and even hired a former student to create the logo for me. I sent promotional materials to just about every school in Michigan. It seemed like a logical fit. I’d get to continue in the world of education using all of the knowledge and experience I had gained in almost two decades of teaching. More importantly, I could enjoy focusing on instruction. No more grading papers past midnight, no more parent/teacher conferences, no more battles about sound educational practices with school board members who’d barely earned their high school diplomas, no more spineless administrators who pretended to be uninformed so they could avoid making difficult decisions. The thought of it was exhilarating.
But since making this my primary source of income wasn’t exactly the soundest financial decision, I started looking at job postings that could supplement the venture. Unfortunately for the business, it wasn’t long after all of the momentum started to build that I was offered a job as a Training and Development Specialist for a privately operated company that had nothing to do with education.
I accepted and within one month I discovered every reason why I will never return to teaching again.
Have you also walked away from teaching?
Or maybe you left the corporate world to become a teacher?
I’d love to hear from you. Comment on this or subsequent articles in this series and I may get in touch with you for a book I’m writing. Thanks!
I am, once again, partnering with Angela Watson to help promote her 40-Hour Teacher Workweek Club. It’s an online professional development program that has already helped more than 32,000 teachers take control of their time and stay focused on what matters most. The next cohort starts in July, and the Club has been updated to cover emerging best practices for the changes ahead. Click here to join!