The most difficult thing is the decision to act, the rest is merely tenacity. The fears are paper tigers. You can do anything you decide to do. You can act to change and control your life; and the procedure, the process is its own reward.Amelia Earhart
When do you know it is time to leave the classroomâthis place you love and have found a home inâa place youâve fallen in and out of love with and a place known to break your heart and rebuild it in a day? How do you know when it is time to leave a place that largely defines who you are?
The simple answer is, you donât. There is no single right way to know when to leave.
Much like starting a family, no matter how much you prepare or think you prepare, the right time doesnât magically show up just because you think it should. The ebbs and flows of life donât usually provide those momentous sea-separating experiences to show you the way. Defining moments are usually less obvious, and the key is knowing when to blindly jump into the abyss and brace for the coming impact.
Growing up, I never thought Iâd be a teacher. But once I became one, I knew I could be nothing else. I was defined, in part, by being a high school English teacher. A good class, a small shared exchange with a student, or a thank you could turn a bad day into a good one, and as I grew more expert in my craft, I could confidently say I wish Iâd had a teacher like me when I was growing up. (Over the years, I have amassed a drawer full of thank-you notes from parents and students to support my confidence.)
Despite my love of the classroom, I felt uneasy staying in the same position. I have a tendency to bore easily, and I knew that if I wasnât growing, I was going backwardâand that was not an option. I had considered changing positions, but I only vaguely thought about leaving the classroom; in fact, I specifically chose not to get my administrative license because I didnât want to have the option. I opted instead for National Board Certification to further my education and pushed myself harder by digging deeper into my craft.
Foundational Shifts
During the sixteen years I taught high school English, my belief system, practice, and philosophy evolved, propelling me in different directions at timesâin terms of both of my practices and the roles I took onâdespite my deep commitment to student learning. These tides of change in experiences colored how and what I thought in the classroom, and my perception adjusted accordingly, though I realized later that these shifts had to happen gradually if they were to be authentic and lasting.
The longer I spent in the classroom exposed to different ideas, the more I shifted and started taking more risks. It is with both pride and shame that I admit the teacher I was when I left the classroom was barely recognizable to the one who had entered it in her early twenties. In my early career, I was deeply entrenched in dogma from my own learning experiences and, therefore, didnât do enough to help all learners. Unfortunately, I was too ignorant and naive to see how my practice limited my studentsâ growth. But I was willing to learn from anyone and eager to truly listen to students, and as a result, the way I taught and thought improved and expanded.
Watch for the Signs
Teachers consider leaving the classroom for a variety of reasons. For some teachers, the first time they consider moving into leadership is when an administrator or colleague asks them to think about a change. Others, as I did, exhibit some of the signs as shown on the following page and feel prompted to make a move.
Sign: Boredom
Meaning: You still love the kids, but you are bored with the lessons you are teaching and the routine of daily responsibilities you once found exciting. While this could lead to more risk taking and research if you felt it could improve your job experience, it could mean it is time to try a new challenge.
Sign: Restlessness
Meaning: You start looking at other professionsânot just other jobs. You start thinking about how much of your life youâve given to your current job and what you have gotten out of it. Youâre reflective, but not necessarily in a productive way. You have energy needing to be redirected, possibly the impetus to try something new. You must be bold if you stay where you are, or restlessness can lead to poor decision making.
Sign: Irritability
Meaning: You are botheredâperhaps irrationallyâby things previously not troubling. Youâre easily upset, and your level of satisfaction from your work is consistently poor. You still love the kids, but feel their behaviors are a personal affront. You also think you can do other peopleâs jobs better than they can. When your patience starts to wane, look deeper into why.
Sign: Complacency
Meaning: You start to phone it in. Things come easily to you, and you feel no need or desire to push harder because of other things happening in your life. You acknowledge this isnât the best version of yourself when you notice; you may even be nostalgic for previous times when you were great at your job; in fact, you want to return to the best version of yourself. Are you feeling burned out, and is that why you arenât trying as hard? Only you can figure out if pushing through this difficult time is whatâs best or if a new challenge will reinvigorate your interest in this career.
Sign: Willingness to Take Risks
Meaning: You take more calculated risks. You try new things and get more involved in professional learning outside of work. You readily apply what you learn because you want to be great at your job and donât have the fears new educators have. You have experience and a toolbox, and youâre hungry for more.
Sign: Constant Questioning of Purpose in Your Current Position
Meaning: Because youâve excelled in the classroom for a long time, you start to think you could share your experience and knowledge with a team. You consider your purpose and ask if your current position is the best fit for you. You seek answers in different places, connecting online with other educators, going back to school, or exploring options to stay fresh.
Sign: Direct Suggestion
Meaning: An administrator or colleague asks you directly to consider a change. They have noticed your leadership abilities and encourage you to share those beyond the classroom.
If you notice any of these signs in your life, perhaps you need to think about switching your role.
Responding to the Signs
If you recognize any of these signs in yourself, or someone has suggested you consider a shift in your current position because youâve shown leadership abilities, you need to take necessary action. Even if you donât switch positions or schools immediately, you should thoroughly consider a possible change. Any of the following may help you make an informed decision:
Search within your district or at local universities for leadership programs to identify what cla...