Things a Teacher Does (High School Edition)

In trying to find temporary employment that might lead to full-time employment as a military spouse, I have found my skill set to be quite specific. One potential employer that I was seeking a clerical position from said this as his entry into discussion of hiring me: "Well, it looks like you should really just be a teacher."

Well, let me tell you. I decided my resume needed a different presentation if I wanted to be hired as something other than a teacher (because, let's be honest, who is going to hire a teacher in May if she's not staying past September?).

I began with a "mental dump" of my responsibilities each day at school. I tried to use "resume language," but I think this giant list does look a lot like what was going through my head at any given moment. The list (unedited) is as follows:



 · Design lesson plans

· Delegated responsibilities with clear instructions and tangible goals

· Evaluated student ability and performance to set up performance improvement plans

· Facilitated one-on-one help session

· Developed formal writing assignments following particular format and content requirements

· Wrote business letters, evaluations,  emails, and fliers

· Conducted inventory of books and other supplies

· Resolved conflicts with community, parents, students, and teachers

· Established a blog as 24/7 resource

· Maintained cleanliness and order

· Research history, interpretation, angles, science, and today’s news for relevancy

· regularly addressed groups of 30 or more

· Maintained database of student information

· Instruct peers on technology use, routinely

· Participate in professional development, contribute to meaningful discussions

· Correspond with clientele in an efficient, kind manner

· Corrected mistaken students and protocols/procedures

· Disbursed monies and other important documentation

· Catalogue student information  including individual instructional needs, medical documentation, contact records, and incident reports

· Processed legal documentation for student demographics and instruction

· Tabulated student abilities and growth

· Distributed invented course materials

· Consulted survey of relevant resources including historical, scientific, periodical, and professional online and print texts

· Influenced students to prioritize and produce previously unsavory assignments

· Marketed texts as relatable, interesting, and worthwhile to hesitant adolescents

· Maintained financial records including dues, stock orders, and money receipts

· Establish realistic expectations and deadlines for supervisees

Now. This list doesn't even begin to detail the true interpersonal and character influence that I felt responsible for also. If I included that (and some atypical job responsibilities), the list would also require some of the following:

· Negotiated disagreements between students, staff, and parents

· Navigated hormonal tumult of 30+ adolescents

· Encouraged students to escape the cycle of poverty and class-lessness

· Laughed at the naïve ideas of the “difficulty” of school whilst despairing at the brokenness of some teens’ personal experiences

· Sifting through school gossip to create groups that will not implode

· Respecting other classes’ assignments and requirements whilst critiquing the merit of some of those very assignments

· Listening to the litany of problems that “if only they were solved,” the student “could succeed”

· Administer meaningless tests for hours on end, simply sitting and watching for one student to need a new pencil

· Attempting to inspire a generation of instant life that perseverance and ardor are often worth the time

· Worry over the couples that I know will be a bad influence on each other or will spoil the innocence of one of its members

· Urge the students with “potential” to seize it, but inevitably have to fail them based on incomplete work

· Struggle with the reality of angry parents and students at failing scores versus the power to create illusory passing grades

· Listen to peers struggle with the same issues of discipline, unskilled coworkers, and outdated or broken technology

· Pretending to care or be surprised at the same questions that arise every semester during the same units

· Grading mountains of papers students will inevitably toss in the recycling bin after a few more weeks

· Wishing to be creative and innovative, but only achieving it when the stars align

· Following the spirit and mood of the class, because, after all, you are only one and they are at least thirty

· Abandoning the best-laid plans to improvise activity that is meaningful and impactful

· Always experiencing your world with a mental lens always thinking, “How could this relate to my class?”

· Reading and watching texts continually seeking something insightful and engaging

· Cringing at the popular portrayals of women in your field as book-smart, street-stupid, as overly sensitive or “nice,” as willing to be seduced by men of power or popular boys, and/or as oblivious to the realities of their personal world or the entire world

· Terrified of portrayals of men in your field as power-hungry, as those who are past their prime in life, as those who have failed everywhere else, as those who are manipulative and deceitful (especially towards women and girls), as those who know nothing about their subject, as those who are obsessed about their subject, as those whose only ambition is to dominate those helpless to avoid their influence

· Writing and speaking and sharing thoughts in a vain attempt to influence the world one room at a time (Maybe not always vain, but meager returns are your best hope)

 Then again, there would be a few things I would want to add that have only to do with benefiting myself:

· Respond to greetings by students smiling and saying, “Hello,” or “How are you, Mrs. Heck?” each day

· Cherish the moments students say, “You really are the best!” even if it is just for excusing a grade

· Smiling when a student makes a relevant joke or aids a peer which truly demonstrates their understanding

· Loving a coworker that both encourages you and needs your encouragement

· Dressing fancy every so often because you know the kids appreciate you trying

· Hoping and praying that your work is not for naught

· Believing that when you see one child excel beyond his/her or your expectations, you have helped in some part to that success

I'm sure other professions could create a litany of unexpected or undocumented responsibilities, too. I'm not trying to say we teachers are unique in that. I merely wish that in the business-driven world we live in, the responsibility of teachers could be seen as more than just knowing stuff and telling kids to know that stuff. 

There is a reason that people say "teaching is a calling," even though I LOATHE the statement. There's something to be said for a teacher's intuition, though. As a teacher, you must feel the students, the material, the mood, the interactions that are all happening within your classroom. You must perceive the general success, understanding, questions, and social interactions that cannot be traditionally communicated. You must sense the timing, the questioning, the revelation of knowledge for that exact moment that is most effective. All the knowledge and learning and research and college you went through must be ready at a moment's notice because despite all your planning, all you've ever been told about classroom management and procedures, all the instructions and reasonable expectations of experts and books, teaching is always in the moment. One moment the stars align and your students are listening and engaged, the material is interesting and relevant, the mood is calm, but alert....One moment you can facilitate another human being to reach closer to his or her goals, potential, or desires. The next, you are back to being a teacher. 

I have no conclusion on the world's contradictory views of teacher as savior, of teacher as failure, of teacher as knowledge, of teacher as incapable. The only conclusion I can draw from my experience as teacher is that I am capable. That I have participated in the most fundamental part of humanity: the search for knowledge and truth. I know that I am prepared to address any obstacles that involve understanding, caring for, and living with the rest of humanity--and I'm very thankful for that.