Never, before a few years ago, did I ever consider getting a doctoral degree. I was accepted once into a program as I finished my administrative licensure, but I was tired of going to school, eager to be an elementary school principal, and really could not see any reason to continue.
As I look back on 35 years in education, I realize that I have always thrived on the challenges that are inherent in change. I loved learning about and teaching a different age group or content, but after a few years, my thoughts were always looking to what other expereinces were out there. That mind-set drew me to mentors who showed me the doors that could open.
So how did I get here--in a doctoral program at this stage of my career? When I "retired" from the public schools system, people asked me what I was going to do. I remember thinking, as Captain Jack Sparrow did at the end of the Pirates of the Caribbean movie, "Bring me that horizon." I didn't know what was out there, but I was ready for it.
I remember regret that my knowledge, broad experience, perspectives, and passion for teaching and learning were coming to an end. At a retirement reception a gentleman in his seventies said to me, "Jackie, right now these 30 years seem like your entire life. But you will come to realize that this is just one stage of your life. You invent the next stages." I had always loved cooking and thought I might go in that direction with a personal chef business. My retired friends encouraged me to take time, at least a year, to find out where my true passions would lead me. This freedom is the finest aspect of retirement!
It took me almost three years to invent the next stages. It started the first year--what would I do? A friend encouraged me to become a consultant with CDE. As an advocate for the Reading First, I visited three schools throughout the state to monitor their implementation of the Reading First grant. I was familiar with NCLB, but not the grant money behind it. As I visited classrooms, I was astounded at the parameters around teaching reading which were is such contrast to literature-based, whole language approaches I was used to in a non-Reading First district. What had happened? This experience rekindled my curiosity for effective teaching, so much so, that when CDE restructured the grant money and RIF'd all of us, I began thinking of teaching a college course.
Metro had a posting for adjunct reading instructors, but I walked out of the interview with a full-time temorary position that would eventually lead me to UNC.
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About accidental - very few kids in elementary school say - I dream of getting a doctoral degree in Education. If you think about it, most paths of life people chose are somewhat accidental, to a lesser or greater extent. Planning and deliberate choice are both grealty overrated.
ReplyDeleteJackie, I'm happy to know your story. I understand some of your journey because I feel as though I have been re-inventing my life all along as well. But what a joy it must be for you to be teaching reading practices to adults who can then use what they've learned with kids and, at the same time, to be studying reading as you've probably never had the time to do before.
ReplyDeleteI wonder, though, if you sometimes feel the pressure of time to do it all RIGHT NOW so that you can jump into another phase. I do. I'm having to work at enjoying the moment. I think about the younger doctoral students and all the time they have to practice and share what they've learned and I feel as though I'm running behind the bus. Although where that bus is going, I have no idea. I just have this irrational fear that I'm lagging behind.
Accidental, I think not. You seem to me to be the person most meant to be in a Doctoral program. With your experience and view about education (knowing that there are other ways to teach even after thirty years) is exactly what this field of study needs.
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