I began my teaching career as a member of the Teach For America (TFA) Corps in Jacksonville, Florida. I was part of a group of approximately 100 first-year educators, all united by a common mission: serving low-income and underserved schools. Walking into the classroom for the first time, I was filled with hope and passion, believing I could make a positive difference. But very quickly I learned that teaching in a Title I school, where a high percentage of low-income students face significant educational gapsIt was much more challenging than I had anticipated. By the end of that first semester, 10 of my classmates had already dropped out of the program. When our two-year commitment ended, only 64 of us remained.
The challenges for new educators are numerous: low salaries, lack of experience, overwhelming demands, and a constant risk of burnout. However, despite such difficulties, I managed to remain in this profession for over a decade, working primarily in underserved schools in several states.
As I reflect on what has kept me going when so many others have left, I realize that it is the relationships I have built with other teachers that have sustained me. While the importance of teacher-student relationships is often emphasized, it is the bonds I have formed with my fellow educators that have sustained my commitment to teaching. These teacher relationships (through mentoring, collegial support, and friendship) have kept me grounded and motivated.
The importance of relationships between teachers
For me, the relationships I have built with my fellow teachers have transcended the professional realm. Some of these bonds have become deep friendships and others have become formal or informal mentoring. These relationships have not only provided me with practical guidance and feedback on my teaching, but have also provided me with emotional support during difficult times. Conversely, during periods when I felt isolated from other educators, I considered leaving school or even the profession altogether. However, the power of teacher relationships is undeniable, and my trip from Florida to Taiwan and back is proof of that.
Early Tutoring in Jacksonville
As a new teacher in Jacksonville, I faced a steep learning curve. I entered the classroom through a alternative certification programwhich meant that he had not received the same level of preparation as teachers who came through traditional teacher education routes. I struggled with classroom management, curriculum design, and the pressures of working in a high-poverty school. The weight of making decisions that could affect the academic and social-emotional development of my students was immense, and at times, I felt overwhelmed.
Fortunately, he was not alone. One particularly meaningful relationship was with Mrs. Hoover, a fellow first-grade teacher who had also moved to Jacksonville for that job. Neither of us had family in town, which helped us form an immediate bond. Mrs. Hoover, who had more teaching experience, became someone I could turn to for advice, and we often brainstormed solutions to the challenges we faced in the classroom. Their support helped me grow as a teacher and gave me the confidence to move forward.
I also found mentorship through identity-based connections. Ms. Flores-Santos, another first-year teacher at TFA, shared a similar background as a first-generation Mexican-American. Together, we navigated the cultural impact of teaching in Jacksonville, a city with a small Latino population compared to the communities in which we had grown up. Our shared values and commitment to social justice carried us through some of our most difficult times. Even when we felt inadequate or exhausted, we found comfort in knowing we were not alone.
Without the support of Ms. Hoover and Ms. Flores-Santos, I might have been one of the many teachers who left the profession early. Instead, these relationships kept me grounded and allowed me to persist, even when I finally decided to leave Jacksonville.
Growth and community in South Los Angeles
After completing my two-year commitment to TFA, I returned to Los Angeles to earn my master's degree in education while working full-time as a visual arts teacher at KIPP Vida Academy. At that time, I had two years of teaching experience and developed a better understanding of what it took to be an effective educator. However, I still had a lot to learn, especially about the diverse needs of the multilingual students and immigrant students I served.
At KIPP Vida, I found a community of educators who believed in the potential of every student, and this environment was critical to my growth. One of the most impactful relationships I formed was with Ms. Stephen, a black dance teacher who had grown up in Inglewood. Her deep understanding of the cultural needs of our students constantly prompted me to reflect on my teaching practices. Another key relationship was with Ms. Ralph-Forton, a TFA alumna who shared my passion for educational reform and creativity. Together, we dream of the possibilities of creating lasting change in underserved communities. These relationships not only inspired me to become a better teacher, but also helped me feel connected to the community I served.
When the mentee becomes a mentor
When I received my Fulbright scholarship to teach in Taiwan, I had over five years of classroom experience compared to many of my colleagues who were early in their careers. Beginning teachers with little or no preparation are 2.5 times more likely to leave the classroom. As the most experienced recipient in my cohort, I was given the opportunity to transition into a teacher educator position; I found myself taking on a new role as a mentor and coach to 14 first-year English teaching assistants.
Helping these new educators navigate their first year of teaching was one of the most rewarding experiences of my career. I saw myself in their struggles with classroom management and lesson planning, and was eager to share the strategies that had helped me. Watching them grow as teachers and participating in their success rekindled my passion for teaching.
Today I continue to teach at a Title I school, Truesdell Elementary School, in Washington, DC, where turnover remains a major problem. Last year, our school lost over 10 teachers. However, I remain committed to staying and attribute this to the relationships I have built with new and experienced teachers. As a more experienced educator, I find myself mentoring others, offering guidance to first-year teachers who remind me of my early struggles. At the same time, I continue to seek support and advice from my colleagues, and these relationships keep me motivated to grow as an educator.
carrying the torch
Strong relationships between teachers are critical to personal and professional growth, and play an important role in the decision to stay or leave the profession. Teachers who feel connected to their colleagues are more likely to stay in their school because they have a sense of belonging. These positive relationships also contribute to the overall effectiveness of the school. When teachers trust and support each other, they collaborate more willingly, finding solutions to challenges together, which directly impacts student achievement. A strong sense of community among teachers helps build a positive school culture, one that benefits both educators and students.
Throughout my career, teacher relationships have been the driving force behind my decision to remain in the profession. From my first days as a teacher in Jacksonville to my current position in Washington, DC, the mentorship and support I have received from my colleagues has sustained me through the many challenges of working in high-poverty schools. Today, as I take on the role of mentor and guide to new teachers, I am reminded of the importance of these relationships, not only for my growth but for the growth of the profession.
Mentoring, both as a recipient and a mentor, has been the key to my tenure in education and will continue to shape my journey as I work to create a more equitable and fair education system for all.
