What's your education story?

Discouraged teaching preschool, she was inspired to keep going by a young boy's email

PHOTO: Scott Elliott
Megan Bouckley teaches fourth grade at Riverside School, also known as IPS School 44.

Chalkbeat journalists ask the people we come across in our work to tell us about their education stories and how learning shaped who they are today. Learn more about this series, and read other installments, here.

Megan Bouckley’s tiny southern Indiana hometown of about 2,100 people is just slightly bigger than NBA great Larry Bird’s famously small hometown of French Lick, which is about a half-hour drive way. The idea of living in a huge city like Indianapolis once intimidated her. But now she works as a fourth-grade teacher at Riverside School in IPS. The intense focus on the performance of schools in IPS, she said, reminds her of growing up in a small town where everyone knows you and everyone is watching how you behave. We met her at the showcase for projects by Teach Plus fellows earlier this month.

Here’s her story:

I grew up in southern Indiana in a town called Orleans. I graduated with 57 people from a tiny high school. I was salutatorian in my class. I think I never and always wanted to be a teacher at the same time. I vividly remember being in classrooms and thinking, “If this was my room, I would…” and “If I were the teacher, I would…”

I had all these ideas about what I would do that would be better than what was happening. But I was a kid so you can’t say that to anyone.

I went to Indiana State University because I didn’t want to go to a big school. I was afraid of it. I decided interior design was what I wanted to do and they had a great program. After my first semester, I quit doing that. I thought I wanted to do early childhood education, but I wanted a job so I studied elementary education. But I thought I wanted to work with smaller kids.

My first job out of college I taught pre-K at a learning center. I enjoyed it for the most part but I just felt like I wasn’t using my skills. I found a job in Indianapolis at a township school that I thought I was going to love. But I hated it. I was driving an hour to work crying all the way there. I was working until 6 p.m., driving all the way home in tears and working until I went to bed trying to fix a problem that I didn’t feel like I could fix. So I quit.

I found another job in pre-K but I was done teaching. I interviewed for everything. I interviewed for hospital jobs, for sales jobs, for all these things that I knew I didn’t want to do. But I needed more money and I needed to not hate my job. I didn’t even get the first look. I kind of gave up for awhile. I loved my little pre-K kids, but I was making no money and bored out of my mind.

Then I got a phone call from a teacher at School 44 who I had taught with in pre-K at my first job who said, “We have an opening. What do you think?” I thought, “why not test it out?” They offered me the job. Now I’m in my second year. I feel like I am in a place where I have a voice, and I can be a leader. I feel like that’s what was lacking in my other jobs. I just felt like I was going through the motions. Now I feel like I have an impact on kids.

One reason I took the job was that after seven or eight months of being miserable when I was at my most down, a kid from my first job who had yelled and screamed at me and said “I hate you!” sent me an email that just said, “Hi! How are you?”

He remembered me. That’s when I said: “I have to keep doing this.” Some of these kids have no one but us. We’re all they’ve got. We have to be champions for them.

What's your education story?

This IPS teacher was afraid to ask for help, but the courage it took was worth it. Her mentor made all the difference.

PHOTO: Shaina Cavazos
Melissa Scherle is a second-grade teacher at IPS School 14.

education_story_graphic

Chalkbeat journalists ask the people we come across in our work to tell us about their education stories and how learning shaped who they are today. Learn more about this series, and read other installments, here.

Melissa Scherle is a second-grade teacher at Washington Irving School 14 in Indianapolis Public Schools. She’s been an educator for 13 years.

I grew up in southern Indiana, and I moved to Indianapolis for my teaching job (at School 14).

That first year, in October, I can remember just kind of wondering what in the world was I doing because I was raised in southern Indiana.

I thought, “What am I doing?” because I’m really having difficulty relating to these students.

It took courage to ask a veteran teacher for help. And she was top-notch, high quality, and I was intimidated by her, but when I went to her, she had an open heart she was kind and caring. She mentored me and took me under her wing, and and taught me so much that I could never repay her. How to connect with the kids, how to connect with the community and the parents.

My first year teaching, I wish I would’ve had a longer student teaching experience, not just the last semester of senior year. Education has changed so much over 13 years. You’re having kids come in with more intense needs.

Before you can teach, you need to have classroom management, but before you get classroom management, you also need to get to know your kids. Know each and every kid. What ticks and tocks with them, what their strengths are and what maybe they need extra help with. Treat every student as an individual, but they’re all equal as well.

I tell people, you don’t really learn anything in college until you step into that classroom. There’s still stuff that goes on every day that I’m like, did that just happen in my classroom?

I just see so much of the policy and laws affecting classroom teachers, and I feel like teachers need a voice and that teachers need to be able to relay their experiences when they want to have a voice. There are great things going on in the law, but there are also other things that need to be fixed and changed.

I’ve been in a classroom for 13 years and have just seen so many different people come in and out of the building and just having friends leaving education. A lot of colleagues have said, “You know, if I would’ve had more experience in a classroom, or if I would’ve known this in my program, I wouldn’t have left education.” And we see a lot of first- and second-year teachers leave, and a lot of them are just overwhelmed.

They wish they could’ve had more field experience in the classroom or more mentoring. If we can work with districts and policymakers all working together, we can keep teachers in the classroom and have teachers providing quality instruction for the kids as well.

 

What's your education story?

How this teacher went from so nervous her “voice was cracking” to a policy advocate

PHOTO: Provided
Jean Russell

Jean Russell is on sabbatical from her work as a literacy coach at Haverhill Elementary School in Fort Wayne after being named the 2016 Indiana Teacher of the Year. Her work as 2016 Indiana Teacher of the Year ignited her interest in education policy, and she is in the first cohort of TeachPlus statewide policy fellows. Nineteen other teachers from urban, suburban and rural areas are also members of the class. Below is Russell’s story condensed and lightly edited for clarity. For more stories from parents, students and educators, see our “What’s Your Education Story?” occasional series.

When I started this January as the 2016 Indiana Teacher of the Year, my overarching goal for my year of service is to focus on recruitment and retention of great teachers. One of the things that came up was the opportunity to serve on the ISTEP alternative assessment panel. (The committee was charged with choosing a replacement for the state’s exam.)

I definitely felt like that was something that is affecting recruitment and retention of great teachers in Indiana, and yet I was reticent about whether or not I was equipped to really be a part of that and to be a helpful voice at the table because policy is not something in my 26 years of teaching that I’ve had anything to do with before this.

The first couple of times that I went to those meetings, I like I just was out of my league, and I didn’t really feel like there was much I could contribute. And I think it was the third meeting, there came a point where a couple of people were saying things where I just felt like having the inside-the-classroom, in-the-trenches voice would really help the conversation.

I was so nervous. I remember, I was shaking, and my voice was cracking. The meetings were in the House of Representatives, so I had to push the button and lean into the microphone, and I’m like, “Hi, I’m Jean Russell.”

But I said what I knew, “I’ve been giving this test for 25 years and these are my experiences, and this is what I think.” I think the biggest surprise in that moment — I won’t ever forget that moment — was that they listened. And I knew that because they were asking good follow-up questions and making references back to what I had said. It sort of became a part of that conversation for that meeting. I never became very outspoken, but I think at that point, I realized that there is most assuredly a time when teacher voice at the table is important to decision making.

I feel like the four walls of my classroom just blew down, and suddenly I realized how many stakeholders there are in my little classroom, in my little hallway, in my little school.

(In the past, policy) just did not make my radar. I think I just felt like, nobody was really interested in what I thought. The work of the classroom is so intense and there’s such a sense of urgency every day to move everybody forward that this broader idea of education, I think I just thought it was something that happened to you and you just work within those parameters. For the first time in 26 years, I’m realizing that that’s not necessarily the case.