I began my teaching career as a Teach for America (TFA) member in Jacksonville, Florida. I was part of a group of approximately 100 first-year educators, all united by a common mission to serve under-resourced and underserved schools. When I first walked into the classroom, I was filled with hope and passion and believed that I could make a difference. But I quickly learned that Title I schools teach. Regions with high proportions of low-income students and facing significant educational disparitieswas much more difficult than I expected. By the end of that first semester, 10 of my colleagues had already left the program. By the end of the two-year mission, only 64 men remained.
The challenges for new educators are many. Low pay, lack of experience, overwhelming demands, and a constant risk of burnout. However, despite such challenges, I have managed to remain in this profession for more than a decade, working primarily in underserved schools across multiple states.
When I looked back on what sustained me when so many people left, I realized that what sustained me was the relationships I had built with other teachers. . While the importance of teacher-student relationships is often emphasized, it is the bonds I have built with my fellow educators that have supported my approach to education. These teacher-teacher relationships through mentorship, peer support, and friendship kept me grounded and motivated.
The importance of relationships between teachers
For me, the relationships I have built with my fellow teachers transcend professional boundaries. Some of these bonds developed into deep friendships, while others turned into formal or informal mentoring relationships. These relationships not only provided practical guidance and feedback for my teaching, but also provided me with emotional support during difficult times. In contrast, during periods when I felt isolated from other educators, I considered leaving school or the profession altogether. But the power of teacher-teacher relationships is undeniable. My trip from Florida to Taiwan and back is proof of that.
Early Mentorship in Jacksonville
As a new teacher in Jacksonville, I faced a steep learning curve. I entered the classroom from Alternative Certification ProgramThis meant that I did not receive the same level of preparation as teachers who came through the traditional teacher training route. I struggled with classroom management, curriculum design, and the pressures of working in a high-poverty school. The weight of making decisions that could impact the academic and social-emotional development of our students was immense and felt overwhelming at times.
Fortunately, I wasn’t alone. One particularly meaningful relationship was with Mr. Hoover, a fellow first grade teacher who had moved to Jacksonville for the same job. Neither of us had family in the city, so we bonded quickly. With more teaching experience, Mr. Huber became my go-to person for advice, and we often brainstormed solutions to challenges we faced in the classroom. Her support helped me grow as a teacher and gave me the confidence to keep moving forward.
I was also able to receive mentorship through identity-based connections. Ms. Flores Santos, another second-grade teacher at TFA, had a similar background as a first-generation Mexican American. Together we overcame the culture shock of teaching in Jacksonville, which has a small Latino population compared to the community we grew up in. Our shared values and commitment to social justice have lifted us up during the most difficult times. Even when I felt inadequate or exhausted, I found solace in knowing I was not alone.
Without the support of Ms. Huber and Ms. Flores-Santos, I might have been one of the many teachers who left the profession early. If anything, these relationships kept me grounded and helped me persevere when I ultimately decided to move out of Jacksonville.
Growth and community in South LA
After two years at TFA, I returned to Los Angeles and earned my Master’s degree in Education while working full-time as a Visual Arts teacher at KIPP Vida Academy. At this point, I had two years of teaching experience under my belt and had a better understanding of what it takes to be an effective educator. Still, I still had a lot to learn, especially about the diverse needs of the multilingual and immigrant students I worked with.
At KIPP Vida, I found a community of educators who believed in the potential of every student, and this environment helped me grow. One of the most influential relationships I developed was with Ms. Stephen, a black dance educator who grew up in Inglewood. Her deep understanding of the cultural needs of her students made me constantly reflect on my teaching practices. Another important relationship was with Ms. Ralph Forton, a TFA alumnus, who shared my passion for educational reform and creativity. Together, we dreamed of the possibility 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 serve.
When the mentored person becomes the mentor
By the time I received the Fulbright grant to teach in Taiwan, I had more than five years of classroom experience compared to many of my colleagues earlier in their careers. Novice teachers with little or no preparation are 2.5 times more likely to leave the classroom.. As the most experienced grantee among my peers, I was given the opportunity to transition into a teacher trainer position. I found myself stepping into a new role as a mentor and coach for 14 first-year English teaching assistants.
Helping these new educators navigate their first year of teaching has been one of the most rewarding experiences of my career. I saw them struggling with classroom management and lesson planning and wanted to share strategies that have helped me. Watching them grow as teachers and contributing to their success rekindled my passion for teaching.
Today, I continue to teach at Truesdell Elementary School, a Title I school in Washington, D.C., where attrition remains a major problem. Last year our school lost over 10 teachers. Still, I am committed to staying and I attribute this to the relationships I have built with new and experienced teachers. As an experienced educator, I have coached others and found myself providing instruction to first grade teachers that reminded me of my early struggles. At the same time, I continue to seek support and advice from my colleagues, and these relationships continue to motivate me to grow as an educator.
carry 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 teaching profession. Teachers who feel connected to their colleagues more likely to stay in 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 are more willing to collaborate, find solutions to challenges together, and have a direct impact on student achievement. A strong sense of community among teachers helps build a positive school culture. something that benefits both Educators and students.
Throughout my career, teacher-teacher relationships have been a driving force in my decision to remain in the profession. From my first day as a teacher in Jacksonville to my current role in Washington, D.C., the guidance and support I received from my colleagues helped me navigate the many challenges of working in high-poverty schools. He gave it to me. Today, as I take on the role of mentor and guide for new teachers, I am reminded of the importance of these relationships, not only for my own growth, but also for the growth of the profession.
Mentorship, both as a recipient and as a leader, has been key to my staying power in education and will continue to shape my journey as we work towards building a more fair and just education system for all. It will be.
