33 minute read
Guest Columnist
The executive director’s column in this issue presents a written version of a recent episode of the Lead. Learn. Change. podcast by PAGE Impact Project Director David Reynolds.
Things, Just Things
David Reynolds
Idrove past a metal recycling center the other day. The place has potential, but it’s quite an eyesore. At first glance there appears to be no rhyme or reason to the mess, and I am sure that passersby — and especially homeowners and proprietors in the area — are happy that a fence that has been erected around the property, a fence that somewhat minimizes the view of what most people would likely call a junkyard. On my return trip, when I slowed down a bit and took a closer look, I realized that there was actually some organization to those piles of rusted and soon-to-berusted discards. Sure, most of the heaps’ contents were unrecognizable, but others were, in fact, easily identifiable, and seemed to be clustered by category.
One or two items stood out in particular. For example, in the “appliance section,” I noticed a washing machine, free of visible dents and looking as if it could have been for sale in a department store. Clothes dryers, lawn mowers, pressure washers, oven racks and even televisions were also strewn about in the same general area. During my childhood I would have never believed that people would toss televisions into the garbage as easily as they would a wadded-up piece of paper. But that’s another story. Back to the junk piles. There was a very large, big-ticket item there. It couldn’t be missed. It was a car. A shiny, charcoal gray, late-model car. Not a wrecked car, mind you. Not a car smashed into a sheet metal pancake. It was nearly new, seemingly ready to be driven right off the top of the dumpster into which it had been dropped.
Of course, no one simply throws away a fully functioning automobile. Whatever repairs were needed to address this car’s invisible problems were apparently too costly, and the previous owner ended up selling it. And likely for less than pennies on the dollar.
Yet, one day, not too long ago, someone paid good money for that car, brand new, and they were almost certainly very happy with their purchase. New car smell. New sound system. Modern bells and whistles. GPS, Bluetooth technology, maybe even heated seats or customizable colorful interior lighting options. New warranty.
That was then, when it was new.
Today? Rubbish. Scrap metal. On the list to be stripped of seats, tires and any other useful components or parts that might generate a few bucks. Destined to be melted, crushed, recycled or buried.
It’s a car. Despite its capacity to do certain things, primarily getting someone from Point A to Point B (and back, as some people will add), it will not produce true joy or infuse a relationship with meaning. It can’t. It’s a car. It’s just a thing. And things come and things go.
But, connections with others, creating meaningful work, and making a difference? These have long lasting impacts.
So that makes me wonder. How am I viewing the things in my life, in my family, in my work? Am I counting on things to make me a better teacher, husband, dad or professional? What if the things were gone?
As my colleague and educational philosopher Will Esters says, “Just give me a stick, and some dirt, and I can teach.” Is that me? Is that you?
If my mobile phone were gone, could I still make connections with others? If my computer were stolen, could I still write? Communicate?
It’s tempting to say, “Absolutely! Of course I could!” Is it true for me? I hope so. What do I need to do to make these things happen? The answer to that question will point me in a direction that will increase the impact of my contribution
Link to audio version of this column.
PAGE Impact Project Director David Reynolds produces the Lead. Learn. Change. postcast
to those in my realm of influence.
Sure, technology, whether a pencil or a laptop, or “the cloud,” can make things faster, more efficient, and in many instances more accurate. But meaningful?
Does the meaning come from the technology, from the tool, from the thing? Or does it come from the person, the thinking, the heart, from hopes and dreams?
Connections, Creativity, Vision The late Dr. Allene Magill1, an educator, leader, mom, wife, grandmother and my mentor and friend, always — and I mean always — emphasized the importance of building relationships. And bridges. The best tools for both? Connections, creativity and vision. Not things.
Thinking, acting, interacting and believing the best is yet to come — and that we can help usher in the changes to make it so — is the type of wise counsel and guidance Dr. Magill regularly shared with us. We need to heed her message, as she profoundly influenced so many people during her life.
So, our challenge is this: Make things better.
Take a moment right now and reflect on the people who have had the biggest impact on your life. Why did their intersection with your life matter so much? At the core, wasn’t it the relationship that made the greatest difference?
Observe, as well, your current situation. Who is around you, at this moment, that you could influence? Or who is it that might influence you? Or perhaps it’s a win-win, with both of you learning from the other.
Consider the impact you could have if all of your relationships were intentionally built around serving, leading, learning and making change for the benefit of others. Things are just that. Things.
But people. They’re different. Family. Friends. Students. Colleagues. Others.
Relationships.
These lead to meaningful work and change that matters.
Find the others. Invest in the others. Continue making a difference. Reflect. Observe. Influence. Past. Present. Future. Look back. Look around. Look ahead.
You can’t change the past, but if you don’t invest in the present, you won’t impact the future. n
1 Dr. Allene Magill was a former executive director of the Professional Association of Georgia Educators, superintendent for Dalton Public Schools, Forsyth County Schools and Paulding County Schools, teacher and paraprofessional. PAGE honors her memory with a scholarship for paraprofessionals earning teaching degrees. For more information, visit www.pageinc.org/scholarships-offered
Lead. Learn. Change. Think about your greatest experiences. What, or who, made them so memorable? What did you lead, learn, or change, and why did it matter? The podcast Lead. Learn. Change. examines those actions from the perspective of those who have embraced those calls to action to make a big impact.
The following episodes, which feature leaders who have participated in PAGE professional learning experiences, are particularly relevant to the interests of Georgia educators. Listen by visiting https://leadlearn-change.simplecast.com/ or scan the QR code.
John Tanner: Accountability is About the Future TestSense.com founder John Tanner reframes the idea of accountability. Tanner’s refreshing and pragmatic approach focuses on the contrast between forward-facing accountability and the imposed accountability processes in place today. Hopes and dreams will trump test scores and other traditional data if student benefit serves as the focal point of a true accountability structure.
Felicia Mayfield: A Class Act: Lessons for All of Us Dr. Felicia Mayfield’s approach to life is deeply embedded in her worldview, her interactions with others, and her hope for the change that relationships and learning can generate. Dr. Mayfield provides insights from the perspective of a self-described “child of civil rights,” her childhood growing up in a mission, nearly half of a century as an educator, and as a key figure in actions taken as a result of litigation addressing desegregation.
Mark Garrison — Guilty! Of making a difference Dr. Mark Garrison, founder of NewEdu and research partner with PAGE, shares what he has learned from great teachers, administrators and students in Georgia. He touches on the origins of standardized tests, steps policymakers can take now to support educators, the importance of listening to what teachers have to say, and the value of a new approach to professional learning.
Staying Power
Georgia teachers share insights on how mentors, life-long learning, a resilient spirit and evidence of their impact have driven their long-term success in the classroom
By Scotty Brewington
Attracting and keeping quality teachers continues to be a challenge across Georgia and the nation — a problem that can ultimately negatively affect schools, students and the community as a whole.
Though recent state reforms have targeted teacher recruitment and retention, addressing everything from compensation to training, more than 3,000 teachers still left metro Atlanta school districts last year. Their reasons for leaving range from the emphasis placed on mandated test scores to a lack of compensation and administrative support to the increased responsibilities they are expected to perform beyond the classroom.
Despite these odds, some teachers have managed to stick it out for decades. They are not only thriving, but also mentoring the generation of teachers behind them. Learn how eight Georgia teachers have managed to maintain long-term successful careers in the classroom and the advice they have for teachers just entering the field.
Tanya Locke Youth Middle School, Walton County Foothills Education Charter High School O ver her 28 years of teaching, Tanya
Locke has taught every subject from math to science, social studies, language arts and even P.E.
“That first year, I graduated with a math and science certification and my first job was teaching sixth grade language arts and social studies,” Locke said with a laugh. “I remember being really excited to be a teacher and getting to teach. I wasn’t upset at all to be teaching another subject. I just loved the teaching part of it.”
Today, Locke teaches math at Youth Middle School in Walton County and also math at Foothills Education Charter High School twice a week. She teaches 130 kids each day on a wide range of math levels, including gifted classes and special education.
According to Locke, class size is one of the biggest challenges for all teachers, especially those new to the field. Another challenge for new teachers is finding a healthy balance between family life and school.
“There are as many as 33 students in my math classroom. It’s tough to get around to help everyone, and everyone needs help with math,” she said. “You take home a lot of mental stress. I do a lot of work on the weekends and take a lot home with me at night. It’s a demanding job. Kids today deal with so many more issues than they used to. They also bring a lot of those issues with them to school, which is hard.”
Locke’s advice to new teachers is to be flexible, over-plan each day to avoid giving students too much downtime in class, and always be willing to learn new things.
“Don’t be afraid to ask veteran teachers for help,” said Locke. “Observe different classrooms during your planning time to see what other teachers are doing so that you can model their strategies. I still do that even after 28 years. I have observed other high school and elementary school classrooms to see what they are learning and how they are learning — especially in math. I
want to see the different models they are using.”
Locke’s biggest piece of advice is this: Stay positive.
“When a teacher has a rough day and we see them the next day, we always joke, ‘You came back!’ You can’t take it personal,” she said. “All of us have had bad days. You have to remember that every day is different. You walk out and come back the next day and it’s a brand new day. You’re not going to reach everyone, but you are going to make a difference in someone’s life. Don’t give up!” Denise Reed Love T. Nolan Elementary School, Fulton County A s an elementary school teacher for 24 years, Denise Reed says she has seen a lot of changes in her students overall — from the issues they face outside of the classroom to what motivates them to learn.
“We’re living in a new era. The students we are grooming now to be successful in academics are not like the students we had when the village was there to embrace them,” Reed said. “You see a lot of teachers beating themselves up and burning out, trying to teach academics when we really have to teach students where they are and earn their trust, love and respect.”
Reed taught elementary school in Clayton County for 23 years, where she served as the lead Early Intervention Program (EIP) facilitator for more than 12 years. She just moved to Love T.
Nolan Elementary School in Fulton County this year, where she is a fourth-grade EIP teacher. She said it was her own nephew who inspired her to become a teacher.
“My nephew was struggling in school and had been labeled a ‘bad kid,’ but he wasn’t — it was just that he had lost his drive and ability to thrive. They were trying to put him into special education,” said Reed. “I did some research and found that a disproportionate number of black males were being put into special education, and that they had just given up on themselves. It really sparked my motivation. I decided I was going to work with inner-city kids and try to be a beacon to show them that no matter what your situation, you can get through it.”
Working with kids who are at risk academically and who are not necessarily intrinsi- ‘Observe different classrooms during your planning time to see what other teachers are doing so that you can model their strategies. I still do that even after 28 years.’ ‘You have to peel back the onion before you can get to what you need to do, which is teach.’ Tanya Locke Denise Reed
cally motivated requires patience and a unique approach — something new teachers may not be prepared for initially, Reed said.
“The process has changed a lot over the past 10 years because of the population we are dealing with. You have to peel back the onion before you can get to what you need to do, which is teach,” Reed said. “Now I have to be teacher, friend and mommy. If I can win you over — if you know you can trust me, that I love you and that I expect great things from you — I can develop a better rapport. I want to help them be the best they can be.”
Though teaching has been rewarding for Reed — she has twice been named school-level Teacher of the Year — she said it’s also been a long road. She serves as a mentor to new teachers to help with teacher retention, and has seen many teachers leave.
“I see a lot of teachers getting tired of not being able to reach the kids and getting burned out. They see it as their fault,” Reed said. “You get out of school so excited, but then the coursework doesn’t really prepare you for the classroom.”
Reed remembers her first job teaching as a long-term substitute in a K-5 special education classroom in an inner-city school.
“Nobody really supported me in that building. They handed me the files and pointed me to a room in the basement. I would go home every day crying,” she said. “From then on, I made it a point to tell anyone who walks in my building that I am here for them if they need me. Nobody is perfect — we’re all going to make mistakes. If you go in with the mindset that you are going to do your best, the kids will see it and great things can still happen in the classroom.”
Reed said that teacher organizations like PAGE can help teachers feel a valuable sense of community.
“I’ve seen teachers get into some sticky situations and sometimes you think you’re all alone,” said Reed. “To be able to open a magazine and realize that you’re not in this by yourself is invaluable. You can see that an issue is not just going on in Fulton and Clayton, but other places, too, and that you’re not a bad teacher — this is just the times in which we live and we have to embrace one another.”
Reed’s biggest piece of advice for new teachers is simple: Breathe.
“Once you breathe and let it out, you can start over,” she said. “You will have bad days and roller coaster rides of ups and downs, but through it all, know that you are a vital asset. Without us, what would they do? I know not everyone is called to this, but if this is your calling, you will stay in the trenches. And if you want to make it work, you have to give it your all.”
Christopher Alexander Ben Hill Middle School, Ben Hill County C hristopher Alexander was inspired early on to become a teacher.
“When I was in fifth grade, I had a teacher who made a real impact on my life. It was at a time in my life when I needed someone to care for me outside of my parents, and my fifth-grade teacher was that person,” he said. “I wanted to be able to do that for someone else.”
That teacher, Carolyn Brown, taught Alexander at Ben Hill Elementary School — the same community in which Alexander has taught eighth grade language arts at Ben Hill Middle School for the past 12 years. In addition to teaching various levels of eighth grade math, Alexander also serves as the Middle School Fellowship of Christian Athletes huddle leader and club sponsor.
Alexander has seen new teachers leave the profession for many reasons, including lack of compensation and the increasing demands placed on today’s teachers.
“I think one reason teachers leave is that they realize there are other opportunities out there where they can make more money,” he said. “Another issue is that there are a lot of expectations put on teachers. The standards are very high. We constantly hear statistics of how successful or unsuccessful we are, which
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constantly weighs on you and effects your motivation to stay.”
Trying to manage all of the additional responsibilities outside of the classroom is also a constant challenge, Alexander said.
“As a teacher, things are always being added to your plate and not a lot of things are being taken off the plate. Some people just aren’t willing to do that extra work,” he said. “They get into teaching because they love kids, but maybe don’t realize that there is this whole other aspect to it that they didn’t expect.”
Watching and learning from veteran teachers can be an invaluable tool for new teachers, he said.
“Coming in as a coteacher, I was able to spend all day in a classroom with a veteran teacher who was really good at what she did. I got to watch her, which had one of the biggest impacts on my career,” said Alexander. “It’s so important to have someone guide you who will also let you be who you are and include you in the decision-making process while giving you tips along the way and allowing you the opportunity to lead and grow as a person. I felt very blessed to have had that.”
Alexander cautions new teachers to always remember why you are doing this because it has to be for more than just a paycheck.
“If this is just a job for you, then it’s the wrong place to be. There are other things you can do to be more successful financially,” he said. “You have to know there is a purpose to what you are doing or there is no way you can stick with it.”
Alexander remembers a particularly low point during his second year teaching. He was struggling with one of his students, and he questioned if teaching was the right path.
“I had a kid with a huge barrier to me individually and he was really making my life miserable day to day. I remember thinking; I can’t come to this place and have a person after me everyday. Maybe I’m not cut out for this,” he said. “But that same year, there was another kid who really needed me. One day, she said to me, ‘Thank you so much for being who you are. You’re the best person I have ever known.’ It was a game-changer. That was enough to remind me that I’m here to impact who I can. I’m glad I stuck with it; it’s been a great career.” Ann Horne Gray Junior High School, Colquitt County T hough life circumstances prevented either of her parents from finishing high school, Ann Horne remembers her childhood home in Blairsville, which she shared with her five siblings, always being full of books.
“They both got their GEDs and education was very important in our house,” she said. “They both read a lot and encouraged all of us to read as well, which gave us a good foundation for all of our academics.”
Horne, who always loved school, was active with her high school’s agricultural program, which she said gave her a lot of opportunities she wouldn’t have otherwise had in her small hometown. It was that love of learning — and the desire to give other students those same opportunities — that led her to teach.
Today, Horne is an eighth-grade science teacher at Gray Junior High in Colquitt County, where she has taught for 12 years. Prior to that, she taught two years at a high school in Macon County, attended graduate school at Oklahoma State, and taught education courses at Southern Arkansas University for nine years. Horne also spent four years with the State of Arkansas supervising agricultural programs and activities all over the state.
In her 25 years of teaching, Horne says she has learned a few things about what it takes to stay positive in the classroom.
“You have to love kids and know that someone has to help them — especially the ones who are hard to love; someone has to help them be everything they can be,” she said. “It might be hard. Kids might not act like they appreciate it now, and it ‘No matter how hard the day before may have been, it’s another chance to plant seeds that make a child’s future better. It took me a long time to understand that, but the sooner teachers learn to stop stressing over all the could have/ should haves, the sooner they will be able to put that energy towards positive growth.’ Ann Horne
might not feel like there’s a lot of return on your investment, but every now and then you get a note from a former student who says they appreciate what you did for them or that they got accepted into college.”
Horne said that another key to staying motivated is finding positive mentors and colleagues who can help and support you as a new teacher.
“It really takes about five years to figure out what you are doing. Firstyear teacher education programs don’t prepare you for the reality of what you will face in the classroom,” said Horne. “It can be overwhelming. It takes a long time to get comfortable in the classroom environment. You never stop learning. I’ve been doing this for 25 years, and I’m always learning how to motivate students and keep them interested. You need experience and a good mentor.”
As to why new teachers leave the profession, Horne said she thinks many factors are at play, including the challenges of motivating students to learn and the increasing pressures associated with classroom management and standardized tests.
“New teachers need to know that no one is perfect and that we all make mistakes. That’s how we learn and grow,” said Horne. “I’m usually the first one in my building, and when I open the door and walk down the hall to my room, I’m in my happy place. No matter how hard the day before may have been, it’s another chance to plant seeds that make a child’s future better. It took me a long time to understand that, but the sooner teachers learn to stop stressing over all the could have/should haves, the sooner they will be able to put that energy towards positive growth.”
Professional associations such as PAGE can also play a role in helping to support teachers grow in their careers and foster their overall success.
“Just getting together with other teachers in your field helps you grow,” said Horne. “Here in south Georgia, we’re in a different world than metro Atlanta. I appreciate that PAGE recognizes that and helps us work on issues that affect us here. Anytime teachers can build community and be around other positive teachers — that helps a lot.”
Dr. Leslie Pourreau River Ridge High School, Cherokee County D r. Leslie Pourreau is an experienced
K-12 world languages teacher with an obvious love of learning. She holds a doctorate in teacher leadership for learning with an emphasis on instructional technology, a master’s degree in foreign language education, and a bachelor’s and master’s degree in Romance languages.
Today, she’s a part-time professor of instructional technology in the Bagwell College of Education at Kennesaw State University and teaches multiple levels of French to students at River Ridge High School in Cherokee County, where she has taught for the past 10 years. Though she has taught high school for 16 years, during her 24-year career, she has also taught elementary and middle school French, Spanish and ESOL.
“This profession places increasing demands on you, and you have to be willing to be flexible,” said Dr. Pourreau. “When they ask if I would rather teach French or Spanish, my response is always, where do you need me? I feel fortunate that I’ve been able to grow with the profession.”
As to why so many teachers leave teaching so early in their careers, Dr. Pourreau believes it is often the result of reality not meeting expectations.
“I think teachers often get into teaching with one thing in mind, and then realize it’s not exactly what they signed up for,” she said. “Maybe the job doesn’t mirror their student teacher experience, for example.”
Finding a positive mentor can play an invaluable role in helping new teachers overcome these challenges and become successful in the long term.
“Years ago, one of my education professors said to ‘find someone who is a bright star and hook your tail to them.’ You have to find someone with a strong classroom presence who will help you because they are invested in helping you become your best,” said Dr. Pourreau. “You also always have to offer your best to your colleagues. Be congenial and sincere and willing to help. It really does take everyone working together as a team to get things done these days.”
When things get tough, Dr. Pourreau reminds new teachers to stay positive, be flexible and remember what got you into teaching in the first place.
“Remember why you got into education continued on page 13
‘Remember why you got into education — because you love to learn. … You will have to expand your technology skill set, your teaching repertoire; you have to learn new things to position yourself to be successful.’ Dr. Leslie Pourreau
— because you love to learn,” Dr. Pourreau said. “Be open to learning. You will have to expand your technology skill set, your teaching repertoire; you have to learn new things to position yourself to be successful. Say yes to things you wouldn’t have normally thought you would say yes to. Don’t be too quick to say no. You never know what experience might give you the perspective you need to help you improve your current practices.” Kevin Kenny Evans High School, Columbia County K evin Kenny remembers his first year of teaching.
“It was a tough school and I was teaching sixth grade. When the bell rang at 4:15 p.m., I sat at my desk exhausted, laid my head down and thought, ‘What am I doing?’ I did that many times that first year of teaching,” Kenny said. “But you get through it. The second year was a lot better. I had more experience and knew the kids, and each year it got better and better. You just have to stick it out, which is easier said than done.”
More than three decades later, Kenny is still teaching. He’s a 10th-grade world history teacher, athletic director and varsity basketball coach at Evans High School in Augusta, where he recently celebrated his career 400th win.
Kenny believes new teachers struggle most with a lack of support shown by some parents and even school administration.
“At my school, I am supported 100 percent by administration, but overall, I think younger teachers sometimes feel administrators and parents are not as supportive. If they are having trouble disciplining a student, for example, they may feel the school is not doing enough,” said Kenny. “Also, on the parent side, it’s no secret that in 2020, a lot of parents support their kids and defend them at all costs when, at the end of the day, if your child is not doing what they should be doing in the classroom, it isn’t the teacher’s fault.”
Kenny said that when it comes to student discipline, mutual respect is critical.
“Kids want to be shown respect. They don’t want to be called out in front of their peers. If you treat kids with respect, while still being firm, that goes a long way. They are more apt to respond,” he said. “You can still be stern and discipline in your classroom while also showing respect.”
Finding a mentor is also critical to long-term success as a teacher, whether you are new to the profession or a seasoned veteran.
“Having a mentor helps because it gives you someone you can talk to — especially if they have been in the same situation you have,” said Kenny. “I have been doing this for 34 years and I still learn new things. Don’t be afraid to ask questions and try new things. That’s the same thing we tell our students.”
Associations such as PAGE can also help teachers share ideas and best pracKevin Kenny
tices, he said. “Professional organizations provide a good, positive climate for teachers,” he said. “Any outside help you can rely on for ideas and advice can help.”
Dr. Fulisia Coleman-Lewis Oakcliff Traditional Theme School, DeKalb County D r. Fulisia Coleman-Lewis didn’t always know that her passion for teaching would lead her to being recognized for impacting the lives of so many teachers, students and families. The 28-year veteran teacher has a distinguished resume: Beginning Teacher of the Year for her school (1997), Teacher of the Year for her school (2003 and 2011) and Region 1 Educational Support Person of the Year for her district (2019).
“I went to school for business management and was working at an after-school program where I connected with this one student,” she said. “I was the only one who could connect with him, and once I did that, I knew that teaching and motivating children was going to be my journey. I went back to school, changed my major to elementary education, received my degree and began my career a kindergarten teacher in Miami.”
Since then, Dr. Coleman-Lewis has taught from pre-K to fifth grade in both Florida and Georgia. She currently serves as the academic coach at Oakcliff Traditional Theme School in DeKalb County.
She’s seen a lot of teachers leave the profession due to the pressures around continued on next page
testing, paperwork, data analysis and an overall lack of parental and administrative support. She’s also seen the important impact that positive mentors can make, helping to encourage, motivate and retain new teachers.
“The education field has changed drastically over the past several years and testing has taken over. When new teachers enter the profession, they are so fearful of not being successful,” said Dr. Coleman-Lewis. “In our district, we mentor teachers at the district-level and teachers are paired with a mentor within their schools so that they don’t face these hurdles alone. Mentors are there to help with the planning of effective lessons, to model lessons, and to be there for moral support. It has made a big difference for teachers in our county and provided an extra layer of support resulting in an increase in teacher retention.”
Mentoring is an issue that hits close to home for Dr. Coleman-Lewis, who didn’t have the benefit of a strong mentor when she began her teaching career.
Dr. Fulisia Coleman-Lewis
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“My mentor was the type of person who said, ‘If I can do it, you can do it.’ She wasn’t that inspirational, motivational or encouraging,” she said. “So, when I was afforded the chance to become a mentor, I wanted to provide the opportunities to someone else that I didn’t have. I completed my doctoral dissertation on ‘How Mentoring Impacts Teacher Retention’ because that’s how important it is to me. I believe it is a powerful tool to keep teachers in the profession.”
As a first-year teacher, Dr. Coleman-Lewis remembers struggling with classroom management, navigating how to effectively discipline students and communicating with parents.
“I had one teacher at my school who I considered a mentor,” said Dr. Coleman-Lewis. “She said, ‘Know who you are servicing because they are your customers; get to know them.’ That helped me to establish a rapport with my students and parents. The second year went a little smoother and then it became easier each year.”
Finding a good mentor is absolutely critical to success, especially for those new to the teaching profession, Dr. Coleman-Lewis said.
“You must find someone at your school who can help lead you to success. You can’t do this alone,” she said. “Teachers go through a wave of emotions the first three years of teaching. They are excited about teaching, then disillusioned, then reflective, and the process starts all over again. You have to take it one day at a time, absorb those nuggets of advice and just keep moving.” Erin Jezerinac McClure Middle School, Cobb County T eaching middle school math — though she has done it now for over 20 years — is Erin Jezerinac’s second profession. She graduated from Georgia Tech with a degree in business management.
“I originally went into restaurant management, but didn’t feel it was right for me. I knew I wanted to help people in a different way,” said Jezerinac.
She went back to school in her late twenties, earned a provisional teaching certificate while at Lost Mountain Middle School in Cobb County, and taught sixth grade math there for five years until McClure Middle School opened. She has been at McClure teaching a mix of eighth grade math levels now for 17 years.
“I love math, and when you start teaching, you think, I love this so I should be able to teach someone else how to do it. But then you get into the classroom and realize there’s an art to breaking things down in a way to get kids to understand it,” said Jezerinac. “That process was interesting and challenging to me and part of the reason I fell in love with teaching.”
Jezerinac attributes the high rate of new teacher turnover in part to a lack of attention on the “total child” in today’s teaching programs.
“In our profession, there is a lot of focus on things like testing and box-checking that have nothing to do with the child,” she said. “When I feel stressed, I think about why I chose to do this. When I think about the why — and what is best for the kids — and keep that in the forefront, that is what keeps me coming back. I’m not sure all of the programs out there are encouraging teachers to look at the whole child and what is best for them.”
Jezerinac also pointed to the importance of a nurturing school environment and leadership that supports its new teachers.
“Mentors are very important. I can list at least 10 people I have worked with who have nurtured my love of the job,” she said. “Working alongside strong teachers who love it and good leaders can always help you remember why you chose the profession. None of us is in it for the money. Being part of a strong support group — the team of teachers I work with — is a huge reason I continue to thrive in the job.”
Jezerinac’s advice to fellow teachers is to take a breath and not react impulsively.
“When something happens or when decisions are made, don’t react immediately. Give it a minute, let it settle, and then go to the team of people you confide in,” she said. “Those are the people who can help you through the hard times. It’s not perfect. Sometimes, you have to go with the flow.” n ‘When something happens or when decisions are made, don’t react immediately. Give it a minute, let it settle, and then go to the team of people you confide in. Those are the people who can help you through the hard times.’ Erin Jezerinac
