The decision to be a teacher was born from my experience working in a residential facility teaching special education.  There was something about connecting with the kids and helping them.  There was something awesome about the camaraderie of the staff–all of us working together.  All of us dedicated to the same end goal.  I didn’t realize how much that camaraderie meant to me.  There was something about the “family” spirit that lead me to teaching.

My first job after I finished my teaching certificate was at a urban high school, but at the 9th grade center.  So, it was just the 9th graders and we were divided up into 4 teams.  Everyone knew each other and again there was this amazing sense of family and camaraderie.   There was a cohort of 1st and 2nd year idealistic teachers who were going to change the world.  I still get together with many of them on a regular basis 11 years later.  There is something so powerful about being “in it” together.

I then moved to a bigger district and a bigger high school.  The school was also divided up into academies and we worked in groups–but there was much less of the togetherness.  There was a wide range of teachers and a wide level of commitment to the students and to teaching.  This was where I first realized that there were people who really chose teaching because of June, July, August.  I spent much of my time dealing with discipline issues that were bread in a system that didn’t really “care” about the students.  Our superintendent was arrested for embezzlement.   It was a broken system at the highest levels and that really trickled down into every building and sadly into many classrooms.

I left teaching to stay home with our newly adopted son and then with our daughter.  But I missed teaching.  I missed connecting with students.  I taught at the university and then found myself working with charter schools–not as an educator but as an evaluator and supporter of sorts.

I then decided that it was time–time to get back in the classroom.  I missed students and realized that an office job was not for me.  I need interaction.  I needed students.

Once I made the decision, I had to really think about where I wanted to teach.  What type of environment did I want?  I applied to very few jobs–3 to be exact.  I had two interviews.  I had an interview at a large (2000 student) public high school in a high performing district and 1 interview at a smaller (650 students) private all boys schools.  The difference was stark.  The large public high school talked mostly about standards and test scores.  There was no feeling of collegiality among the 140 staff members.  There was little talk about the students and only focus on data and test scores–“We are 95.4% proficient/advanced but we need to still get better.”  I left the interview knowing it was not the place for me.  I wanted to be able to focus on teaching.  I wanted to be able to focus on students and not test scores.

The minute I left the interview at the small private all boys schools, I knew I wanted that job.  I felt the family atmosphere the minute I walked into the building.  It felt like home.

I have just finished my first semester and I could not be happier with my choice to take the job.  I have been able to teach. I have been supported.  I have been part of a team.  The biggest discipline issues I have had is boys who rebel by not shaving or tucking in their shirts.

I have found my home.  I have found where I belong.  I have found a place where I am valued as a teacher and a member of the community.  Where I am respected for my contributions and students thank me for challenging and pushing them.  I wish all teaching jobs were like this.  All teachers should feel valued, respected, and supported.

I have my dream job.