VCC Magazine Fall 2017

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Virginia C apitol C onnections, Fall 2017 9
Teaching the Best Profession
By Donna Watson
Teaching is a powerful profession, one
that plants seeds of hope for the tomorrows
beyond our lifetime. I am proud to be a part
of that profession, first as a middle school
math teacher, now with the great privilege to
be a teacher of teachers. As the Dean of the
School of Education at Bluefield College,
and most recently King University, I have
seen changes in the teaching profession
with increased accountability, enormous
challenges, and broader responsibilities.
Coupled with that reality is a persistent view that teaching is
somehow an undesirable career choice, demonstrated every semester
as teaching candidates tell me that they were urged to forget being a
teacher and choose a career with more money and prestige.
Why would bright passionate committed individuals still choose
teaching as a career, despite the challenges and the naysayers? From
countless interviews of college sophomores and juniors for admission
to the teacher education program, their initial leanings toward a career
in teaching tend to be the inspiration of that one special teacher from
their past who inspired them in a multitude of ways: taking extra
time to make a difficult subject understandable, gently encouraging
a hidden talent or interest, giving quiet space to process ideas,
maintaining a higher standard than they thought they could achieve,
serving as a warm supporter through difficult family times, or making
a dry subject engaging and joyful. In short, being a caring adult with
the sensitivity to understand the strengths and weaknesses of students
and to develop those students beyond their own expectations sparked
a desire in some students to become a teacher.
As candidates progress in the teacher education program, their
ideas about why they want to be a teacher become thoughts about
how they can impact the world through children and adolescents. To
complete a “Why Teach?” bulletin board outside my office, I asked
the student teachers this semester why they wanted to be a teacher.
With their focus on the present and future, the answers of these
nine soon-to-be-teachers were altruistic and idealistic, “To be an
advocate,” “To be a positive impact,” “To be a light for children,” “To
love children and prepare them to believe they are capable,” “To be a
positive influence,” “To be a mentor for students and share my love
for math,” “To inspire students,” and “To get a daily opportunity to
exchange ideas and thoughts.” They also showed spiritual connections
in comments such as, “It’s my calling,” “To fulfill my calling,” and
the joy of learning in “I am forever a student.”
With teacher shortages increasing in the United States, how are
we to convince these intelligent, enthusiastic, idealistic individuals
that teaching is not only a worthy career choice, but a profession that
is important for the good of society? How can we encourage college
students to pursue that teaching license along with their bachelor’s
degree to achieve required high academic standards, find time to visit
schools for necessary field experiences, take entry level assessments
and licensure assessments totaling hundreds of dollars, and finish
course work on time or early to student teach in their last collegiate
semester? How can we support first year teachers who are often
given the most challenging teaching assignments due to a seniority
system within the school, who are finding their way with classroom
management and time organization, and who often are not hired until
just days before school starts?
College students who have chosen a path to teaching within a
critical shortage area in Virginia benefit by the VTSLP (Virginia
Teaching Scholarship Loan Program): this important program should
continue to be funded and even expanded when possible. In addition
to this state program, districts with critical shortages of teachers could
establish local scholarship loans to entice local capable young people
to enter the teaching profession with a loan that is forgiven after years
of service to that district. Individuals who wish to honor a teacher
who has made a difference for them could establish scholarships for
teaching candidates in the junior and senior years at local colleges to
help offset the expenses of the required assessments for licensure in
addition to licensure application and graduation fees. In addition to
monetary support, a class that provides an introduction to teaching
at the high school level could extol benefits of a teaching license,
opportunities for other careers within education, and the nature of a
profession that can truly make a difference in this world.
Without question, first year teachers should be paid a living wage.
But salary is only part of the equation in keeping novice teachers
in the profession. Providing them with an effective mentor has a
measurable impact on their ability to cope with the stresses of the
first year and influences their willingness to remain in the profession.
Beginning teachers have a probationary period that lasts for three
years, enough time to work through challenges, but this should not
be extended further. Beginning teachers should have enough security
after 3 years to buy a home and become part of the community.
As you go about your work today, think back to the teachers
who provided knowledge, skills, and guidance for you to succeed.
Several years ago, I was in Walmart, and I spotted in the line in front
of me my third-grade teacher, Mrs. Helen Boothe. She was confined
to a wheel chair, and her daughter was helping her with a few items.
Without thinking, I ran past people in front of me to throw my arms
around her and give her a warm hug. I stood up and said to the line
of people, “She was my third-grade teacher.” They all smiled and
nodded, no doubt remembering a precious teacher from their past.
Donna HardyWatson grew up in McDowell County, West Virginia,
where she taught middle school mathematics for 16 years. She holds a
Ph.D. fromVirginia Tech, M.S. from Radford University, and B.A. from
Bluefield College. She is currently the Dean of the School of Education
at King University in Bristol, TN, where she resides with husband Tim
Keegan, two dogs, and a cat. She enjoys reading about and exploring
Appalachia, as well as telling and listening to stories.
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