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How Mentorship Has Kept Me in the Classroom
- This article is about the importance of teacher-to-teacher relationships in keeping educators committed to the profession. The author reflects on her experience teaching in underserved schools across multiple states in America. Initially, she thought she could make a positive difference, but soon discovered that teaching in a Title I school, where a high percentage of low-income students face significant educational gaps is far more challenging than anticipated. Despite the difficulties, the relationships she built with other teachers have sustained her commitment to teaching. This article talks about the importance of teacher-to-teacher relationships and transcending professional boundaries to have deep friendships and mentorships.
- The bonds formed with fellow educators have not only provided practical guidance and feedback on teaching but also given emotional support during difficult times. These positive relationships also contribute to the overall effectiveness of the school. Teachers who feel connected to their colleagues are more likely to remain at their school because they have a sense of belonging. A strong sense of community among teachers helps to build a positive school culture, one that benefits both educators and students.
- Early mentorship had a significant impact on the author's career. One relationship was with Ms. Hoover, a fellow first-grade teacher who had more teaching experience and became someone the author could turn to for advice. Another relationship was with Ms. Flores-Santos, another first-year teacher in TFA, someone who shared their values and commitment to social justice.
- At KIPP Vida Academy, a community of educators who believed in the potential of every student, had a significant impact on the author's growth. One of the most influential relationships was with Ms. Stephen, a Black dance educator who had grown up in Inglewood and pushed the author to reflect on teaching practices. Another essential relationship was with Ms. Ralph-Forton, a fellow TFA alum, who shared the author's passion for education reform and creativity.
- By the time the author received her Fulbright grant to teach in Taiwan, she had over five years of experience in the classroom and was given the opportunity to transition into a teacher trainer's position. She found herself stepping into a new role as a mentor and coach to 14 first-year English teaching assistants.
- The author teaches in a Title I school, Truesdell Elementary, in Washington, DC, where turnover remains a significant issue. She remains committed to staying and attributes it to the relationships built with new and experienced teachers. The author mentors others, offering guidance to first-year teachers who remind her of her early struggles while seeking advice from colleagues who keep her motivated to grow as an educator.
- Through her experience, mentorship, both as a recipient and as a mentor, has been the key to the author's staying power in education. She will continue to shape her journey and work towards creating a more equitable and just educational system for all.
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