Where to Next: Transitioning Out of the Classroom
By my second year of teaching through the pandemic, despite my best efforts to remain optimistic, I could not shake the feeling that the education system was taking a turn for the worse. The hope that the pandemic would force leaders to reevaluate their priorities concerning education seemed dwindled by the day. Every moment I inched closer towards the 3rd school year of the pandemic, it felt as if I had to do something different. Like many I felt exhausted and pushed past my limit trying to hold together under-resourced schools.
My own school saw many unexpected retirements, a trend happening throughout the state and nationwide. Some colleagues announced that they did not intend on returning to the 2021-22 school year. It felt as if anyone who could easily leave, was going to. Teachers myself included, where seeking a change from demoralization, under-staffing, and a multitude of other issues.
As it became clear we would not be returning to a more equitable and transformed system, I wanted to seek a role outside of the classroom where I could make an impact in an environment that was sustainable. So like many teachers across the nation, I made the unexpected transition outside the classroom.
When I began seriously considering leaving the classroom, I hadn’t envisioned working outside public education or academia. Like other educators, I found it difficult to imagine where else I could apply my talents and find the same level of joy I did working as a teacher. Yet, I was excited by the possibility of exploring my passion for educational equity, technology, and learning design.
In education there are very few career paths for teachers to take. For those who wish to remain working in schools the only way to go is up a narrow ladder to become a school or district level administrator. On top of that, taking on other traditional education positions require more advanced degrees, testing, and certification- which take time and money. It also means continuing to work within the same system causing the stress, burnout, and demoralization many teachers are currently dealing with.`
That leaves a great deal of classroom teachers thinking outside the box. Equipped with a set of tech skills gained from pandemic remote learning and the rise of technology in teaching generally, current teachers are making a huge career pivot into EdTech or other education organizations.
I have taken away plenty of lessons from my transition outside of the classroom. For starters, I need to reframe my career path outside of a K-12 setting. For many of my friends that has probably been the most difficult first step because our world seems so siloed from other professional settings, with specific language, practices, and culture. It often feels as if teachers have a skill set so unique it is not transferable. That could not be further from the truth, however. Teachers hold a breadth of professional competencies that make them well-suited for so many other positions. Teachers can lead, design, manage, mediaite, facilitate, guide, research, write, and much much more.
Secondly, teachers are more equipped than most to understand the needs of EdTech companies and other educational organizations that impact schools, students, and current teachers. Great teachers are not only well-versed in a number of technical and academic skills, but they are also natural leaders. They are used to guiding a group, leading from behind, instilling confidence, and fostering trust.
Finally, it is so critical to find an organization that respects the knowledge teachers hold and values them. There are unfortunately some places that continue to feed into the same cycle of overworking and undervaluing employees. Further, some EdTech companies are more focused on the tech rather than the educational opportunities that they can provide. This may mean a misalignment in values and feeling underappreciated.
Working outside of the classroom, has also brought several new insights into the world of EdTech and education organizations at large. There are so many EdTech companies that have been started without an educator in sight. It becomes very difficult to understand the real pain points students and teachers face if you haven’t actually experienced it. As a teacher I could tell easily what companies had been developed without teacher, student, or community stakeholder input. While some companies seem cognizant of this fact, it is important for them to continue seeking out teachers to lead.
In my first position fully outside the classroom, I was fortunate enough to work alongside a team made up almost entirely of former teachers. What that means is a team of actual educators and practitioners who understand the theory behind what were are creating, but also the practical application and how to make a profound impact on people.
The EdTech and education world in general is rapidly growing as a result of the pandemic. It has brought forth novel ideas and fantastic solutions. Yet, what it has generally been missing is the voice of the actual people this space impacts on a day to day basis. Teachers looking to transition should know that they should be at the forefront of what is next in all areas of education, not just inside the classroom.
- Selena