“You can be anything you want to be…”
We’ve all heard it. We may have uttered it to someone else at some point in time. It’s an incredibly overused clique. A phase we say in an effort to uphold the fairytale of the American Dream. It’s a well meaning thought, but at one point I stopped believing it.
I was around the age of 14 when I decided I no longer subscribed to the “everything you want to be” promise. My grades in 9th & 10th grade were horrendous. As in, a 0.5 GPA horrendous. I was unfocused, unmotivated, and unlikely to graduate. Some of my teachers had given up on me, as did many other adults in my life. I could see it in the sideways glances they gave me every time I arrived late to class. I could read it on their faces, hear it in the tone they used when speaking to me. But there were a few, who continued to treat me as if I had potential. One of them, Mrs. Callahan, was my literature teacher during freshman year. I think she saw through my act. She might have had a hunch that, even though I feigned disinterest in class as we decoded verses of Romeo & Juliet, I went home at night and poured over the pages of that tragedy, rewriting passages that spoke to me in the lined pages of my spiral notebooks. Though I failed to turn in my assignments, I’m sure I did well on my tests. Maybe it was because of that that Mrs. Callahan treated me as if I had a chance, but I think there was probably more to it than test scores. She took time to check in with me, and to offer after school help, which I sometimes took her up on. I remember how her validation made me feel, during that tumultuous time in my youth. It made me feel respected, and worth the trouble.
Fast forward three years: I was a mother and a Senior in high school. I was on independent studies. My grades increased dramatically, as did my focus. I was a determined student who began expressing my desire to go to college, despite my circumstances. Still, very few took me seriously. But my home studies teacher did. Mr. Coombs worked patiently with me as I inched my way toward graduation. He advised me to enroll in Jr. College, then transfer to a University. He beamed in the audience as I received my high school diploma. And I took his advice. I went on to Sacramento City College and eventually transferred to a University.
My path into early childhood education (ECE) was not an intentional course when I first set out on it. I enrolled in a few child development classes so that I could become a better parent. My original plan was to take the pre-requisites needed for a nursing program. But I soon discovered that early childhood education was what interested me most. So I continued with it, and eventually applied for an early childhood program director permit with the California Commission on Teaching Credentialing. I pursed both an undergraduate and graduate degree in ECE. At age 26, I landed my first job in a school district, and have been teaching ever since.
Lately, due to various factors including the uncertainty of funding for early childhood teacher salaries in my district, I have been considering pursuing a multiple subject (K-8) credential. Over the summer, I met with many of my past advisors to discuss my options. I was taken aback by some of the responses I received.
“Don’t waste your time on that. If you’re going to go back to school, get into another field.”
“With your level of expertise, I’d consider administration. You’re too bright to remain in the classroom.”
“Have you thought about teaching higher ed, or public policy? You should.”
I mulled over these responses for several weeks, wondering how we, as a society, got to this point. This place where teaching at the PreK-12 level is considered a second-class profession, something that is undesirable and unrewarding. I thought of the hundreds of students I’ve taught over the years, and the families who continue to return to my classrooms to visit and update me on their progress. I thought of Mrs. Callahan, and Mr. Coombs, and Mrs. Garcia, my 1st grade teacher who surprised me by attending my graduation party when I completed my M.A.
And though I’ve entertained the idea of teaching college students, pursuing a career in policy, or joining the ranks of administrators, I ultimately listened to my heart, and applied for a credentialing program.
My loyalties do not lie with test developers, or administrators, or policy makers who have never stepped foot into a classroom. I’ve pledged to serve families, and the students they are raising. I’m ever so grateful for the educators in my life whose belief in my abilities fueled the drive to complete my goals.
I can be anything I want to be.
I choose to be a teacher.