How to Start Your Teaching Career: Certification, Grade Levels, Subjects, and Job Search Tips

How to Start and Succeed in Your Teaching Career Journey

Aspiring teachers often feel pulled in a dozen directions at once: the work sounds meaningful, but the teaching career path can seem confusing before it even begins. The biggest challenge is making early decisions that shape everything that follows—meeting education requirements, choosing the right grade levels, and settling on a subject specialization that fits both strengths and opportunities. When those choices are clear, the process stops feeling like guesswork and starts feeling doable. A thoughtful start builds confidence and momentum.

Quick Summary: Starting Your Teaching Career

• Earn an education degree that aligns with your teaching goals and program requirements.
• Complete teacher certification steps required for the classrooms you want to teach.
• Choose a grade level that matches your interests, strengths, and preferred student age group.
• Select a subject area you feel confident teaching and want to grow in long term.
• Use focused job search strategies to find roles that fit your certification and teaching priorities.

Keep Your Teaching Paperwork Share‑Ready in One System

Once you’ve got the big steps in mind, the smoothest way to keep momentum is to make your paperwork easy to find and ready to send. As you move through credentialing and hiring, you’ll juggle a lot: transcripts, certification documents, background checks, your résumé, references, and application materials.

Keeping these in one consistent, shareable format can save you from last‑minute scrambling when a district asks for “one more copy” or a portal only accepts certain uploads. PDFs are especially helpful because they preserve formatting, open reliably on different devices, and are simple to email, upload, and reuse across multiple applications.

If some of your files start out as images or different document types, explore the tool that’s best for PDF conversion so you can quickly turn what you already have into PDFs without overcomplicating your process.

Map Your Path From Preparation to Your First Teaching Interview

This step‑by‑step path helps you turn “I want to teach” into a clear plan you can act on. It matters because most people get stuck at the decision points, and a simple sequence keeps you moving without second‑guessing.

Confirm Your Education and Licensing Requirements

Start with your state’s basic requirements for your chosen school level so you know what you must complete and what you can do while you finish it. Write down the exact checklist items you still need, such as a degree, approved program, exams, fingerprinting, or student teaching. This prevents wasted time applying for roles you are not yet eligible to hold.

Choose the Grade Band That Fits You Best

Think about the age group you can see yourself supporting every day, not just the content you like. Many elementary school teachers are generalists, which is great if you enjoy teaching multiple subjects and building foundational skills. If you prefer deeper subject focus and older students, look more closely at middle or high school pathways.

Pick a Subject and Match It to Your Credentials

List your strongest topics, then check which ones align with your transcripts, coursework, or test options in your area. Choose one primary subject to lead with on applications, plus one backup you would be happy to teach. A clear focus helps hiring teams quickly understand where you fit.

Run a Targeted Job Search That Leads to Interviews

Create a short list of schools or districts, then tailor each application to the exact grade and subject you chose. Expect opportunities because 44 percent of public schools reported teaching vacancies in October 2022, and use that momentum to apply consistently each week. Track every submission, follow up professionally, and prepare a simple story for why you want to teach that role.

Teaching Career FAQs New Teachers Ask

What Certification Do I Actually Need to Start Teaching?

Requirements are set by an education agency in each state, so the right license depends on where you plan to work and what you want to teach. Start by checking your state’s checklist for degree, exams, background checks, and student teaching. If you are moving later, ask about transfer rules early.

How Long Does the Teacher Certification Process Usually Take?

It varies, but most timelines depend on how quickly you can complete an approved program, testing, and any classroom training. A practical next step is to map deadlines backward from the hiring season you want and schedule tests early. Keeping a document folder for transcripts and verification forms saves weeks.

Can I Teach While I’m Still Finishing Certification?

In many places, yes—through provisional or alternative routes when schools need staff. The fact that 1 in 8 teacher positions are vacant or filled by under‑certified staff shows why these pathways exist. Ask districts directly what “eligible” means for the role.

What Are Career Prospects Like If I’m New or Changing Careers?

Schools often value strong communication, reliability, and content knowledge, even if your experience is from another field. Look for high‑need subjects or grade levels and highlight transferable skills like coaching, training, or project leadership. Substitute teaching or tutoring can quickly build credibility.

How Do Teaching Job Applications Typically Work?

Many districts use an online portal plus separate school‑level screening. Expect to submit a résumé, license status, transcripts, references, and a tailored cover letter, then complete one or more interviews and sometimes a demo lesson. Follow up politely after applying and keep a simple spreadsheet to track steps.

Turn Teaching Goals Into Action With One Clear Next Step

Starting a teaching career can feel overwhelming when certification details, grade‑level choices, and applications all compete for attention at once. The steadier path is simple: lean on career planning for teachers and take decisions one at a time, with real educator support and practical teacher encouragement along the way. That approach builds confidence, keeps teaching career motivation strong, and turns uncertainty into forward motion. Pick one next step, and let consistency do the heavy lifting.

Substitute teaching in South Dakota

Note: The following is taken from a letter recently sent by me via email to several elected officials in South Dakota regarding the state's current system - or arguably, lack thereof - for handling substitute educators.

Dear _______________,

My name is Aaron Robertson, and I moved to Sioux Falls from the greater Milwaukee area in Wisconsin back in August 2024. I hope all is well, and I thank you for your service and leadership.

I'm reaching out regarding what I see as an obstacle to those who may wish to serve our state's K-12 students as a substitute teacher and/or substitute special education paraprofessional in multiple districts/systems, and to propose, what is hopefully, a viable solution.

To begin, I've worked in K-12 education as a special ed para and sub teacher for eight school years now, since 2018. Prior, I held various roles in private sector business. Recently, I began applying to work as a sub educator in multiple public districts here in the state, to be met by the financial burden of needing to pay $50 to the DCI for a background check with each new application.

In Wisconsin, the state Department of Public Instruction (DPI) has a license category specifically for sub teachers. These sub teaching licenses in Wisconsin are typically good for three years, and each renewal of the license requires a fresh background check. The fee for this once-every-three-year-check is covered by the license fee paid by the applicant. The South Dakota Department of Education (DOE), on the other hand, does not have a sub teaching license category. Those wishing to serve as subs, then, must submit to a fresh background check with each new application to an individual district/system, regardless of how recently their last check was. In my particular case, I'm about to have 2-3 checks run within days of each other, and I plan on applying to more districts in the coming weeks. For those wishing to work as a sub teacher and/or sub para in service to multiple districts/systems, this can certainly present financial barriers. It can also needlessly inundate the DCI by having to run multiple checks on the same applicant; and it delays the completion of the hiring process, forcing families and the public interest to wait longer while would-be new hires are cleared by DCI.

Respectfully, I propose that the viability of the South Dakota DOE's abilities to institute a licensing process for subs and to take over the background check process be investigated. The Wisconsin sub teaching license and subsequent renewal also carries with it a modest training requirement, which professionalizes the pool of subs across the state, ensuring both a basic level of uniformed training and the abilities of districts/systems and the general public to quickly and easily verify the status of a license holder. Wisconsin's credential simultaneously qualifies the holder to work as a special ed para, as well.

For purposes of this letter and your valuable time, I'm somewhat simplifying various details here in order to begin a dialogue. Normally not a fan of expanding government-issued licensing and regulation systems, I believe a legitimate business case can be made here for all this. At your convenience, I would love to further share my experiences, insights, and observations with you, and/or members of your staff, and/or other state legislators. As South Dakota, particularly the greater Sioux Falls area, continues to grow and thrive, I see this as a great opportunity to streamline inefficiencies, knock down barriers, and expand the labor pool of qualified educators looking to serve the families of multiple school districts and systems.

I thank you so much for your time, the opportunity, and your service.

All the Best,

Aaron S. Robertson

Sioux Falls

Free resources for AP students

Welcome AP students and AP teachers!

Here's a small taste of what Mr. Robertson's Corner blog has to offer to both AP students and AP teachers looking for quality teaching and learning materials:

Broad coverage of AP-relevant disciplines. The blog explores core AP subjects - from U.S. and world history, government and political science, to economics, English, science, and math - all in one place, making it easy to find targeted content for multiple courses.

In-depth, essay-style analyses. Posts like the recent detailed biographies of Gerald Ford and Nelson Rockefeller, or explorations such as the Democratic Peace Theory, model the kind of nuanced, evidence-based writing AP readers look for. These essays include clear explanations, historical context, and thoughtful argumentation - perfect for honing reading, writing, and research skills.

Explicit test-prep guidance. “Test prep” is one of the blog’s stated focuses, with strategies for critical thinking, essay construction, and content review that directly support AP exam preparation.

Interdisciplinary connections & project ideas. Posts like “How to connect subjects and experiences” offer PBL-style and thematic-unit approaches that parallel AP Seminar and Capstone frameworks, helping students develop transferable skills across disciplines.

Teacher-focused resources & philosophy. On dedicated pages (e.g. “Aaron’s teaching philosophy” and his CV), AP teachers can gain insight into effective pedagogical approaches, find guest-speaking opportunities, and even adapt classroom activities directly from Aaron’s own practice.

Student well-being support. A whole page is devoted to mental health resources for students, acknowledging the stress of AP courses and providing strategies and links to help maintain balance during rigorous study periods.

Regularly updated content. New essays and reflections appear frequently (often multiple times per week), so both teachers and students always have fresh material to explore and discuss.

Free and easily accessible. No paywall or subscription is required - anyone with an Internet connection can use the site in class, assign readings, or review posts at home at no cost.

Opportunities for personalized support. With pages for “Tutor in Sioux Falls,” “Connect with Aaron,” and testimonials, students and teachers can arrange one-on-one help or classroom visits, adding a human element that many online resources lack.

What to Look for in a Website That Provides Quality Resources for AP Students and AP Teachers

As Advanced Placement (AP) courses continue to grow in popularity, so does the demand for high-quality educational support. Both AP students and teachers need reliable, accurate, and accessible tools to help master course material and prep for the rigorous AP exams. But with thousands of websites claiming to offer the best “resources for AP students” and “resources for AP teachers,” how can you separate the truly useful from the digital noise?

Here’s a comprehensive guide to what you should look for in a quality AP resource website - whether you're an ambitious student or a dedicated teacher.

1. Alignment with the College Board Curriculum

The most important factor in any AP resource is alignment with the official College Board curriculum. A good website will clearly indicate which AP courses it covers and how its materials support the Course and Exam Description (CED) released by the College Board.

For students, this ensures they’re studying the right content. For teachers, it provides confidence that their supplemental materials are consistent with what their students will be tested on.

Checklist:

• Explicit reference to College Board standards.
• Up-to-date content for the current school year.
• Course-specific practice questions based on real exam frameworks.

2. Comprehensive, Subject-Specific Content

General study tips are helpful, but AP success requires subject-level depth. A strong website should offer comprehensive coverage for individual AP subjects such as AP U.S. History, AP Biology, AP Calculus, and others. This includes:

• Topic breakdowns
• Sample questions with explanations
• Study guides
• Review videos
• Practice tests

For AP students, this means they can find everything they need in one place. For AP teachers, it allows them to pull reliable supplemental content to enhance their lesson plans.

3. Differentiated Tools for Students and Teachers

A website that serves both audiences should make it easy to navigate between “resources for AP students” and “resources for AP teachers.” These two groups have different needs.

Students need:

• Study guides and flashcards
• Timed practice tests
• Exam strategies
• Video tutorials
• Mobile accessibility

Teachers need:

• Lesson plans
• Editable worksheets
• Slide decks
• Assessment tools
• Analytics for student progress

A good website will not lump everyone together but instead tailor its content and tools to the user's role.

4. Credibility and Author Expertise

Not all AP content online is created by qualified educators. Trustworthy sites will provide information about their content creators - preferably certified AP teachers or subject matter experts. They may also partner with school districts, education nonprofits, or even the College Board itself.

Look for:

• Author bios or credentials
• Citations of sources
• Testimonials from other teachers and students
• Partnerships or endorsements

5. Interactive and Adaptive Learning Features

Static PDFs and outdated blog posts aren’t enough anymore. Today’s best AP resource platforms are interactive and adaptive. They use technology to personalize the learning experience based on a student’s strengths and weaknesses.

Examples include:

• Practice quizzes that adjust difficulty in real time
• Dashboard analytics that track student progress
• Gamified elements to boost engagement
• AI-powered tutoring assistance

These features are especially valuable for students studying independently or teachers managing large or mixed-ability classrooms.

6. Affordability and Access

Many students and schools operate on tight budgets. High-quality doesn’t have to mean high-cost. The best websites offer a mix of free and premium content or institutional licenses that make access easier for entire classrooms.

Ideal platforms:

• Offer free practice questions and lessons
• Have transparent pricing for additional features
• Provide school or district discounts
• Don't require long-term contracts

For teachers building their own curriculum or students studying on their own, access to affordable resources can make all the difference.

7. Community and Support

The best AP resource websites also build community. Look for platforms that offer user forums, teacher support groups, student Q&A sections, and responsive customer service.

For students, this might look like peer discussion boards or live tutoring options. For teachers, it might include online communities where they can exchange lesson ideas, classroom strategies, or tech tips.

Final Thoughts

When searching for top-tier resources for AP students and resources for AP teachers, don’t just settle for slick marketing. A great website is:

• Aligned with the AP curriculum
• Rich with subject-specific content
• Differentiated by user role
• Created by credentialed experts
• Interactive and adaptive
• Affordable and accessible
• Supported by a helpful community

Whether you're preparing for a 5 on the AP exam or guiding students to reach their academic potential, choosing the right resource can make or break your AP experience. Use the checklist above to find a website that truly supports your goals.

Resources for homeschool parents

Welcome homeschool parents!

Here's a small taste of what Mr. Robertson's Corner blog has to offer to homeschool families looking for quality teaching and learning materials:

Wide-ranging, interdisciplinary content: Mr. Robertson’s Corner covers history, philosophy, critical thinking, math, science, the trades, business, entrepreneurship, financial literacy, the arts, social sciences, test prep, and much more - allowing homeschool parents to draw on one source for multiple subjects and learning styles.

Multi-level support (middle school through college): Posts and resources are explicitly aimed at middle school, high school, and even undergraduate students, making it easy to find age-appropriate materials for each stage of a student’s education. From time to time, Mr. Robertson's Corner offers learning resources for elementary students, as well.

Homework help and test-prep guidance: The blog offers concrete homework-help strategies and test-prep insights - particularly valuable for parents guiding students through advanced courses like AP or standardized exams.

Clear teaching philosophy and methodology: A dedicated “Aaron’s teaching philosophy” page lays out pedagogical approaches that homeschoolers can easily adapt, helping parents structure lessons with proven techniques.

Dedicated mental health resources for students: An entire section on mental health support provides articles and external links, enabling parents to address social-emotional learning (SEL) alongside academics.

Engaging narratives and real-world applications: Through reflections, stories, and case studies, the blog brings abstract concepts to life - a boon for homeschool curricula that emphasize contextual learning.

Opportunities to connect with an experienced educator: Options for one-on-one tutoring, Catholic speaking engagements, and direct “Connect with Aaron” contact empower parents to seek personalized guidance or enrichment sessions.

Support for faith-based education: Coverage of the Catholic faith alongside secular topics makes the blog especially attractive for families integrating religious studies into their homeschool plan.

Completely free, easily navigable online resource: All content is freely accessible, searchable, and organized by category - ideal for budget-conscious homeschoolers seeking high-quality materials without subscription fees.

Regularly updated, with fresh content: Frequent posts (e.g., biographical essays, thematic analyses) ensure parents and students always have new material to explore and discuss.

What to Look for in a Website That Provides Quality Resources for Homeschool Parents

In the world of homeschooling, the right resources can make all the difference. Whether you're new to teaching your kids at home or you're a seasoned pro looking for fresh material, finding a reliable online hub is essential. But with thousands of sites claiming to offer the best resources for homeschool parents, how do you know which ones actually deliver?

This guide breaks down exactly what to look for when evaluating a homeschooling website, so you can spend less time searching and more time teaching.

1. Clear Focus on Homeschooling Needs

A quality website tailored to homeschool parents should demonstrate a clear understanding of what homeschooling families actually need. This includes:

• Lesson plans that align with various age groups and learning styles.
• Curriculum guidance - whether for structured classical homeschooling or unschooling.
• State-specific legal info about homeschooling regulations and requirements.
• Support for parents navigating both academic and emotional aspects of homeschooling.

If a site feels too broad or watered down, it’s probably not optimized for the unique challenges of home education.

2. Curriculum Variety and Flexibility

Every homeschool family is different. A strong resource site should provide access to a variety of curriculum options, not just promote one method or publisher. Look for:

• PDF downloads, interactive worksheets, and video lessons.
• Subject-specific content: math, science, language arts, history, art, etc.
• Materials for different grade levels - from preschool to high school.
• Support for special education or gifted learners.

Sites that allow customization or suggest ways to mix and match resources are especially valuable for homeschool parents building their own educational path.

3. Ease of Navigation and Organization

A cluttered or outdated site wastes your time. Good homeschool resource websites are user-friendly, logically organized, and easy to search. Look for:

• A clean menu layout with categories by subject, grade, or theme.
• An efficient search function with filters.
• Clear descriptions and previews of each resource before download or purchase.
• Mobile responsiveness for use on phones or tablets.

The more intuitive the site, the quicker you can find what you need and get back to teaching.

4. Expertise and Credibility

Quality resources come from people who know what they’re doing. When evaluating a site, ask yourself: Are the materials created by certified educators or experienced homeschoolers?

• Is there transparency about who runs the site and their qualifications?
• Do they reference up-to-date educational standards?

Credibility matters, especially when it comes to teaching core subjects or preparing for college admissions.

5. Community and Support

Homeschooling can feel isolating. A strong website should offer community features and parent support, such as:

• Active forums or comment sections.
• Access to live Q&A sessions or webinars.
• Printable planners and checklists.
• Articles and blogs on homeschooling strategies, time management, and self-care.

Some of the best resources for homeschool parents come from other parents who’ve been through it and share their wisdom online.

6. Affordability and Transparency

Homeschooling can get expensive fast. Quality websites often offer:

• A mix of free and paid resources.
• Clear pricing - no hidden fees or surprise subscriptions.
• Free trials or sample downloads.
• Honest reviews and user ratings.

While not everything valuable has to be free, a site that balances affordability with quality is a win for any homeschool budget.

7. Regular Updates and Fresh Content

Education changes, and so do kids' needs. The best homeschool websites are updated regularly with:

• New lesson plans tied to current events or seasons.
• Updated legal info by state.
• Fresh blog posts or user-submitted ideas.
• Active email newsletters with highlights and teaching tips.

Outdated or abandoned sites won’t help you stay ahead of the curve.

8. Secured and Ad-Free Experience

Safety and focus matter, especially when kids are involved. Trustworthy sites that provide resources for homeschool parents should:

• Be secure (look for "https").
• Minimize or eliminate ads that distract or lead to inappropriate content.
• Avoid clickbait and prioritize user experience over monetization.

A professional, distraction-free platform keeps the focus where it belongs - on learning.

Conclusion

Finding reliable resources for homeschool parents doesn’t have to be a gamble. By looking for clear focus, curriculum variety, ease of use, expert backing, community support, affordability, fresh content, and a secure experience, you’ll know when you’ve found a site worth bookmarking.

Homeschooling is a full-time job. Your resource site should feel like a trusted teaching partner - not just a content warehouse. Make sure it earns a place in your daily routine by offering tools that truly support your homeschool journey.

Mimetic teaching and learning

A comprehensive essay on what it means and looks like to teach and learn mimetically, specifically in the context of teaching and learning in a classical education environment.

Teaching and learning mimetically in classical education

Introduction

Classical education, deeply rooted in the traditions of the Greco-Roman world, aims to cultivate wisdom and virtue through rigorous study and character formation. Within this educational framework, the concept of mimetic learning - learning by imitation - is central, offering a unique approach to the acquisition of knowledge, the shaping of virtue, and the refinement of skills. Mimetic learning stands in contrast to the more contemporary emphasis on innovation and self-discovery, focusing instead on emulating great works, models, and instructors. This essay explores the concept of mimetic learning, examining its roots in classical pedagogy, its implementation in classical education, and the impact it has on both teachers and students.

Understanding mimetic learning

Mimetic learning, derived from the Greek word mimesis, means imitation or emulation. This educational approach asserts that students best learn and internalize skills, virtues, and knowledge by imitating the works and behaviors of masters. Mimetic learning takes as its foundation the understanding that certain ideals - whether in art, literature, science, or character - are worth striving toward and that students benefit from the wisdom of those who have come before them. Rather than focusing on constructing knowledge from scratch, students in a mimetic framework adopt an initial posture of humility, recognizing their need for guidance and modeling.

Mimetic learning relies on three principles: modeling, imitation, and assimilation:

1. Modeling: Instructors and sources of study provide concrete examples of excellence, from historical figures to timeless literary works.
2. Imitation: Students actively attempt to replicate the style, approach, or thought processes of these models, learning through practice and engagement.
3. Assimilation: Over time, through repeated imitation, students internalize and personalize what they have learned, eventually making it their own.

In a classical education setting, mimetic learning is thus more than rote memorization; it is a deep engagement with works and practices that have been proven valuable over generations.

Mimetic teaching in classical education

In classical education, the teacher is not only a conveyor of information but also a model for intellectual and moral formation. The role of the teacher in a mimetic framework is both directive and participatory. Rather than simply presenting information, teachers embody the values and habits they wish to instill. They demonstrate a disciplined approach to reading, thinking, and questioning, encouraging students to follow suit. Mimetic teaching is rooted in mentorship, where the teacher’s example becomes a living curriculum.

1. Modeling classical virtues
In classical education, teaching virtues like temperance, courage, wisdom, and justice is integral to the curriculum. Teachers who embrace mimetic methods do so by first exemplifying these virtues themselves, showing students what it means to live virtuously rather than merely describing it. For instance, a teacher might demonstrate intellectual courage by respectfully engaging with challenging material, encouraging students to do the same without fear. This modeling forms a natural bridge between theory and practice, inviting students to mirror the behaviors they observe.

2. Providing exemplary works
The classical curriculum places a high value on canonical texts and works of art that reflect ideals of beauty, truth, and goodness. These works serve as models for students, inviting them to imitate the styles, ideas, and values they embody. Reading Shakespeare, for example, is more than an exercise in language and plot; it is an opportunity for students to imitate the eloquence, moral complexity, and keen insight into human nature that characterize his works. Teachers encourage students to read, write, and think in dialogue with these models, gradually cultivating a refined and informed intellect.

3. Structured imitation through practice
Mimetic teaching in classical education also involves structured exercises in imitation. Students may be asked to copy famous passages, write in the style of a classical author, or practice the argumentation of historical figures. In subjects like rhetoric, for example, students might study the speeches of Cicero, then attempt to craft their own orations following his methods and techniques. This practice fosters discipline, attention to detail, and an appreciation for the craft of writing and speaking.

Mimetic learning for students

In mimetic learning, students take on the role of apprentices, learning by emulating models rather than by attempting to forge new paths prematurely. This mode of learning cultivates patience and discipline as students work toward mastery. Mimetic learning in classical education is thus both rigorous and holistic, shaping not only the intellect but also the character.

1. Imitating great thinkers and writers
Mimetic learning in classical education frequently involves engagement with the thoughts and styles of great thinkers, including Aristotle, Aquinas, and Shakespeare. Through the imitation of these intellectual giants, students learn to think deeply and develop clarity in expressing ideas. When a student tries to write in the balanced, rhetorical style of Cicero or to reason through a philosophical question with the systematic rigor of Aquinas, they internalize methods of thinking that transcend the exercise itself. This process encourages humility, as students recognize their place within a tradition of knowledge and inquiry that predates them.

2. Practicing virtues through emulation
Classical education aspires to shape both the mind and character. Mimetic learning aids this goal by allowing students to practice virtues through repeated imitation. For instance, through the consistent study of virtuous figures in history and literature, students are encouraged to adopt similar virtues in their lives. Studying Socrates’ commitment to truth and justice inspires students to value truthfulness, while reading about the humility and perseverance of figures like Saint Augustine challenges them to develop similar virtues.

3. The role of repetition and refinement
Mimetic learning emphasizes the importance of repetition in mastery. Just as classical musicians perfect their craft through practice, classical students refine their intellect through repeated exposure to and engagement with the same works and ideas. By working through Euclid’s proofs or reciting passages from Homer, students build an enduring foundation of knowledge and skills. Repetition is not seen as redundancy but as a process of honing understanding, where each encounter with a work or concept reveals new depth and insight.

The transformative power of mimetic learning

Mimetic learning is transformative because it combines intellectual and moral formation. By imitating the best of human thought and character, students learn to approach life with a sense of wonder and responsibility, understanding that they are part of a broader cultural and intellectual inheritance. As students advance, they gradually develop their unique insights and ideas, informed by the models they have studied.

Moreover, this learning approach fosters community. By studying the same works and following the same practices, students form bonds with one another, as well as with the authors and thinkers they encounter. This shared pursuit of wisdom and virtue fosters a sense of solidarity and respect, enriching the learning experience.

Conclusion

Teaching and learning mimetically in a classical education environment is an endeavor rooted in reverence for tradition, excellence, and moral integrity. It embraces the wisdom of past generations and sees value in modeling and imitating exemplary works and individuals. For teachers, mimetic education means embodying the values and skills they wish to impart, leading by example, and providing students with models worth imitating. For students, mimetic learning is a journey of growth and self-discovery that deepens their understanding and shapes their character.

By adopting a mimetic approach, classical education emphasizes that wisdom and virtue are cultivated not in isolation but in the context of a rich intellectual heritage. This process not only prepares students to think critically and act virtuously but also instills a profound respect for the cultural inheritance they are privileged to engage with. Through mimetic learning, the classical education system creates not only scholars but also individuals of character who appreciate the interconnectedness of knowledge, tradition, and virtue.

Art for Kids Hub on YouTube

If you're not already familiar with this great resource, check this out - there's a channel on YouTube called "Art for Kids Hub" featuring many, many videos showing you how to draw all sorts of things, step-by-step.

Currently, I'm teaching K-8 art as a long-term substitute, and so I've turned to this awesome resource from time to time in my work.

And don't forget - you can always make use of the search box at the top of the YouTube site for anything, so if you're not quite finding what you're looking for while scrolling within the actual channel, try utilizing that general search box at top to narrow things down. For example, I recently recommended to a student who's interested in learning how to draw cars that she check out "Art for Kids Hub," which I know has many videos on how to draw all sorts of cars. I searched "art for kids hub drawing cars" and sent her this link that was created by my search:

https://www.youtube.com/results?search_query=art+for+kids+hub+drawing+cars

I hope this helps you out a little. I'll continue to keep an eye out for other art and drawing resources that you may find fun and helpful!

How to be a substitute teacher or paraprofessional

By Aaron S. Robertson

Introduction

In this post, I offer advice, insights, general strategies, resources, and draw from my own experiences for those interested in serving as substitute teachers and/or substitute paraprofessionals. Back in mid-February (2022), I left my full-time, direct-hire position of 2.5 years as a special education paraprofessional at a middle/high school in a public school district to venture back into the world of subbing. I work as both a sub teacher and a sub paraprofessional covering the full gamut of K-12.

Throughout this post, for those of you who may not be familiar with all the vocabulary used in education, I have shortened the word paraprofessional to para, or aide. When I use the word permanent in an employment context, I am referring to full-time, direct-hire employees of a school or district.

My intended audience assumes that you, the reader, are interested in working as a substitute educator, but you have no prior experience working in education. For those of you who already have prior experience and full teaching licenses, some of the info presented here may not apply to you.

My credentials

The 2022-2023 school year will mark my fifth school year in K-12 education, after spending my working career in business and industry into 2018. In addition to working as a permanent special education paraprofessional and occasional substitute teacher during these past four years, my experience in K-12 education so far also includes proctoring one practice and one live ACT test; providing both general classroom support and 1:1 assistance during one summer school session and one summer STEM camp session; co-teaching a junior English class; tutoring middle and high school students in a variety of subjects, primarily in the social studies, ELA, and business realms; and chaperoning a prom and several other dances.

The competition for subs is really heating up

The 2021-2022 school year was a rough year across the board in K-12 education. I’ve been chatting with teachers, paras, and even administrators all over, and they’re saying the same thing about this past year.

It’s a strange climate in education right now, that’s for sure, and there are major staffing shortages on both fronts – permanent and substitutes. Many permanent staff are leaving their schools and even the profession altogether, and there simply aren’t enough subs and new grads to fill the voids out there. As a result, subs are treated like gold right now. It’s like we ride into town as heroes, treated like royalty. I kid you not. It’s a nice feeling, but it can be overwhelming at times, too. I’m simply trying to make a living like everyone else, and I genuinely want to be there for the kids. Many school districts are upping their daily pay rates for subs. Some are getting creative in other ways, like offering bonuses after so many shifts/days worked, or even free hot lunch.

After subbing for a while, I don’t know if I ever want to go back to working in a permanent capacity ever again

After spending the last four months or so of the 2021-2022 school year subbing, I really don’t know if I ever want to go back to working in a permanent status. I genuinely find myself on the fence regarding this question. I’ve already turned down a number of unsolicited job offers by school and district leaders. I’m loving the freedom and variety.

As I stated earlier, subs really are treated like gold right now in these strange times for K-12 education. Because of huge staffing shortages on both sides – substitutes and those directly hired by schools/districts – subs really do receive a hero’s welcome and have an upper hand in today’s climate. There’s no shortage of work, variety, and opportunity right now for those willing to serve multiple schools/districts and try out multiple roles. Pay, along with other perks, is really getting competitive between districts and schools. And subs generally don’t have to worry about taking any work – and other baggage – home with them.

Working as a permanent employee can expose the employee to the abuses of office and system politics and agendas. It’s my educated guess, based on what I’ve been hearing in the news, along with the personal conversations I’ve had with many in education, that this is the primary reason why so many are calling it quits. Subs are often shielded from a lot of this by the sheer nature of their employment status. For those who just want to be there for the kids, sharing their gifts and talents without the politics and agendas, subbing is an attractive, while increasingly lucrative, option.

Who is subbing for?

Subbing is ideal for a variety of people and for a variety of reasons, depending on factors like career goals, family and other commitments, your need for scheduling flexibility, and so on. For the most part, you can choose to work as often or as little as you’d like, depending on your needs and goals.

I know education majors (college students studying to become teachers) who work from time to time as sub paras around their class schedules. Because they don’t yet have their college degrees, they can’t serve as sub teachers, at least here in Wisconsin. But for them, it’s a wonderful opportunity to gain some initial exposure and practical experience working with students in a live school setting.

I know retired teachers that sub. I know education majors that recently graduated, but they haven’t landed a full-time teaching job yet. There are also plenty of folks that are transitioning into education as a second full-time career, and so subbing offers that initial exposure and practical experience that we just discussed. There are many working-age teachers that have left the full-time game for whatever reason, or they’re looking to land somewhere else eventually, so subbing helps them in this capacity.

Subbing is great for moms; for grandparents whose grandkids are in the schools they serve; for recent college grads of any major who haven’t landed anywhere else yet; and certainly, for anyone wanting to work with children and young adults as coaches, mentors, advisors, and so on.

Looking back on it, knowing what I know now, I wish I would have discovered my current path of subbing/working as a permanent special ed para right away after college. I graduated in 2007, right around the beginning of the housing market crash/recession. As a result, the job market wasn’t the best, either, and for a while there after graduating, I found myself stringing together some odd jobs to make ends meet. It would have also been nice to begin working in K-12 education that early to gain some solid resume experience for getting into college-level teaching later down the road, which I’ll get into in more detail shortly.

So you’re interested in working as a substitute teacher and/or paraprofessional. Where to start?

I would recommend that you begin by calling the local schools in your area. Office staff should be able to provide you with some general information and get you headed in the right direction. You’ll need to secure licensing through your state’s department of education. Here in Wisconsin, our state department is called the Department of Public Instruction (DPI). While you’re on the phone with someone at your local school(s), find out if they hire their subs directly, or if they use a staffing service, like Teachers On Call (TOC) or Edustaff. This will be helpful to know for later down the road.

To work as a substitute teacher in Wisconsin, you’ll need at least an associate’s degree, along with a clean background check and the completion of a brief, state-approved substitute teacher training program to secure a three-year short-term substitute teaching license. This license allows you to serve in any K-12 sub teaching role through 45 consecutive days at a time. I recently learned that private schools can waive the 45-day consecutive day maximum. Additionally, this sub teaching license automatically allows you to work as a special education paraprofessional or other aide, with no limit on the number of consecutive days in the same role.

There is a standalone special education aide license issued by the Wisconsin DPI, as well. This license is good for five years and only allows you to work as a special ed para or other aide, so you can’t sub teach with this license. For this license, you’ll need a high school diploma, clean background check, and usually the endorsement of a hiring school district that is agreeing to sign off on the license application to the state certifying there is a need for you.

Looking for hidden gems

These days, substitute services like Teachers On Call (TOC) and Edustaff have made subbing simple and streamlined for both subs and districts/schools. Many districts and private/religious/charter schools contract with these services to ensure a stable, efficient pool of qualified, trained, and dependable substitute teachers, paras, and other aides. Yet, there are many schools and districts that aren’t currently filling their sub needs through one of these services, and that’s why I suggested earlier you may want to begin by reaching out to your area schools directly. Many Catholic, Lutheran, and other religious and private schools, as well as plenty of public school districts and charter schools still hire their subs directly, as opposed to contracting with a service like TOC and Edustaff. This makes these off-the-radar schools and districts hidden gems that you’ll have to seek out yourself.

Endless variety – finding your niche(s) as a substitute

Should I work with elementary students? Middle school? High school? Should I work in special ed or regular ed? If I’m qualified to work as either, should I just work as a sub teacher, or should I take work as a sub para/aide, as well? If I’m working with middle school and/or high school students, what subjects should I fill in for? Should I only work in public schools, the religious/private/charter realm, or both? These are all good, solid questions you may be asking yourself right now, and I’m willing to bet you have more. Let’s dive into a lot of these and hopefully ease your mind.

The short answer to all these questions is, “It’s really up to you.” Don’t be afraid to experiment here. Try working with different age groups and grade levels, subjects, special ed (we’ll discuss special ed more a little later), etc. for a while, and you’ll eventually begin to discover one or more niche areas that you’re passionate about and would like to specialize in.

I know this may sound somewhat vague and hence not very reassuring and comforting, so I’ll share with you my own background in more detail here, and how I came to find my niche areas that I’m very much passionate about. They’re quite diverse, and they all revolve around my unique interests, formal education, past work experiences, talents and skill sets, and even my faith.

To begin, when it comes to age groups/grade levels, I primarily work with middle and high school students. For me, I love the higher-level conversations I can have with these students because of their ages. With my business background, I really enjoy discussing, offering advice on, and researching with students, the college application process, college majors and career tracks, gaining practical and meaningful work experiences, networking opportunities, personal finance subjects, marketing and entrepreneurship, creating resumes and cover letters, and making real-world work and career connections to the subjects they are learning in school.

I also have a working background in journalism, local news reporting, and professional communications. Combined with my love for the social sciences (my bachelor’s degree is in political science with minors in sociology and philosophy, and my Ph.D. dissertation interests are in the political science and leadership realms with a focus on China), and I really enjoy, and feel knowledgeable and comfortable working in, both the ELA and social studies realms, as well. I love helping students craft essays and other writing assignments. I can discuss and help research history, political and economic theories, and so on. I can assist with reading and note-taking strategies.

Although I much prefer the middle and high school settings, lately, I’ve been taking more and more elementary school gigs to broaden my horizons and see what and how kids are learning at this level these days. I’m deeply concerned that elementary students are learning to read the wrong way these days, and this certainly affects them down the line as they grow older.

When it comes to subjects, I serve at all grade levels as both a special ed teacher and special ed para when I’m subbing. At the high school level, specifically, as I already alluded to, I like to fill in for business, English, and social studies teachers. In the elementary realm, I’ll occasionally fill in as a lead regular ed classroom teacher in addition to special ed roles. When it comes to the middle school setting, I’ve primarily stuck to special ed, but I’ll venture out into content-specific areas from time to time. I’ve done math, social studies, foreign languages, and physical education.

Finally, I love serving as a sub in Catholic schools, as well. I rediscovered my Roman Catholic faith back in December 2021 after nearly 20 years in the dark wilderness. That’s another, standalone, epic story/blog post for another time. But in short here, I love contributing to the faith life of Catholic youngsters whenever I can. This has also led me to inquire with my parish about teaching Sunday catechism, which I will soon be doing. As a sub teacher, I’ve taught K-8 faith formation lessons, and I’ve led elementary classrooms to Mass and even a Stations of the Cross prayer session during this past Lenten season.

The point I’m trying to make here with all this background info about myself is that it’s my background that has largely shaped and informed my interests and strengths when it comes to subbing. What is your background? What’s your story? What are your own unique experiences, talents and skillsets, etc. that you can bring to the table to benefit students in ways that are meaningful and impactful for both the students and you? Really reflect on these questions, because the answers to them will help you figure out what you’re truly called to teach.

The special education setting – Easing your fears; a world offering plenty of variety and opportunity for the substitute teacher and/or paraprofessional

How I got into special education is, admittedly, a boring and uninspiring story. Being quite honest here, I didn’t feel some sort of special calling. There was no person, situation, incident, etc. in my life that particularly compelled me to dive into this realm. I merely saw it as an inroad to break into the realm of education. Back in 2018, as I was working on my Ph.D. (I’m still working on that…), I was interested in the idea of teaching college students someday, or at least having that option available to me. I was finding it difficult at the time to get hired at the college level with my master’s degree (in management) but with no formal teaching experience, so I began exploring the K-12 realm to hopefully lay some groundwork and proven experience on my resume. That’s why I mentioned earlier that, looking back on it, knowing what I know now, I wish I would have gotten into K-12 education right away after earning my bachelor’s degree in 2007 to lay that foundation.

Long story short, I investigated several possible pathways beginning in 2018 to earning full teaching certification in subjects I enjoyed and had some sort of background in, but they all required me to either go back to school taking undergrad courses, participating in a night school -type program, and/or going through the traditional, unpaid, student teaching route for a semester. None of this was practical or appealing to me, so I decided to pursue work as a permanent special ed para and occasional sub teacher. I would need a high school diploma for the former (check), and at least an associate’s degree for the latter here in Wisconsin (check), along with passing a background check (check), so this became my path.

Even though I didn’t feel some sort of special calling; even though there was no person, situation, incident, etc. in my life that particularly compelled me to dive into this realm, I’m so very thankful that this did indeed become my path. It’s been truly rewarding on many levels, and I hope you’ll discover the same for you. Getting in the door as a permanent special ed para also led to opportunities for me that I actively sought out in the regular ed environment, as well, like administering tests, tutoring, chaperoning, leading small group discussions and lessons, co-teaching, and so on.

Here’s the general gist about working in special education, either as a sub teacher or sub para: If you have fears, like whether you’re qualified, ready to take on the challenges, afraid of possible physical and other behavioral outbursts, push them out of your mind.

I’ve found when filling in as a substitute para that the permanent staff will almost always change their own schedules for the day to prevent you from working with the most challenging cases. This includes behavioral outbursts, toileting, lifting, etc. Permanent staff usually doesn’t expect you to have to work with these types of cases. They’re grateful you’re there to help, and they want you to return! And often, it’s in the best interests of the students, as well. They may be more prone to acting out and taking advantage of you because they know you don’t usually work with them, and/or it may be aggravating to them that their usual routine has been interrupted.

Similarly, I’ve found when filling in as a sub teacher in special ed, the permanent paras and other staff will often take care of everything for you. Trust them. Let them lead. They know and understand each student inside and out because they work with them every day.

Now, as a former permanent special ed para myself, I come into each special ed substitute gig, whether teaching or working as a para, mentally prepared and open for anything. I’ve done plenty of toileting, lifting, feeding, and so on in my time. I’m well-versed in Individualized Education Plans (IEPs) and Behavior Intervention Plans (BIPs). I’m familiar and comfortable working with most assistive technologies, etc. So, I tell the permanent staff right away at the beginning of the day, “I’m one of you. I’m here to help in whatever way I can. I’m here to work.” But that’s me. That’s my comfort level. That’s my experience. Even though I offer that invite at the beginning of the day, though, permanent staff will still often decline it for the reasons just mentioned – the most challenging students may simply try to take advantage of the fact that I’m new, and/or it could genuinely aggravate them that they’re working with an unfamiliar face who is interrupting their routine.

As both a sub teacher and sub para in special ed, I’ve enjoyed so much variety and so many meaningful and impactful moments, with both students and staff. On a longer-term assignment I was on, working as a sub para at a high school, I had the opportunity to help a student make a how-to video in his automotive repair class, in which he performed several basic maintenance checks on a vehicle. In this same longer-term role, I worked 1:1 supporting a student in a personal finance class, which was a lot of fun for me, given my business background. I’ve assisted students in math, English, social studies, gym, music, and science classes. I’ve led small group reading lesson sessions. I've done skills testing. I helped a high school student develop a marketing plan for a food truck business he created for his marketing class. Again, a lot of fun for me. Working in special ed offers a lot of variety and opportunity, along with being intrinsically rewarding by its very nature. I’m about to begin the 2022-2023 school year in a long-term sub teaching role in special ed at the elementary level, and I’m really looking forward to it.

Different strategies you can use for subbing

There are several strategies you can employ for managing your work and overall experience as a substitute.

To book gigs in advance, or take it day-by-day?

I struggle with this one, often going back and forth debating in my mind. There are benefits and drawbacks to both. However, I usually fall on the side of booking in advance. I work in multiple school districts, and I need to work consistently for financial reasons. It’s comforting to know, then, that my calendar is booked solid far in advance. The downside to this, though, is that, by having gigs booked in advance, the booking system will not allow me to see what other opportunities might be available on any given day. Perhaps a higher-paying gig, and/or one closer to home, and/or a school I already know and like is available, but I won’t know this if I’m already booked in advance. This is where taking the day-by-day approach has its perks. The downside to taking one day at a time, however, is that you may not have an available gig to go to on any given day. If you need to work for the income, this can deliver a blow to your finances. You’ll also need to be up by 5:30am-6am every day to start checking the system and your phone. Only you can decide on the strategy that makes the most sense to you.

Many districts, or narrow it down to one or two?

This is another decision that only you can make, based on what you feel is best for you. Casting a wider net ensures that there is virtually no shortage of available work opportunities. On the other hand, if you’ve discovered a couple schools/districts that you really enjoy, then you may miss out on seeing gigs at those schools/in those districts. Narrowing the scope (the number of districts you’re open to) can help with this, but on the other hand, the pickings may become slim and dry spells (streaks with no available work) may occur.

When I started subbing again back in mid-February, I began with a wide net approach. I was opened to working in five or six districts. I soon began to realize, however, that I had discovered my “favorites” when it came to schools and districts, so I decided to cut that number in half by the end of April. I realized that there were schools and districts I wasn’t visiting at all. No offense to them. I just found some favorites I really enjoy working at. We’re creatures of habit, and it’s easy to stick to something that you already know is working for you and that you enjoy. I’m sure you will discover your own, too.

Finding your favorites and narrowing your focus also helps with building rapport and establishing networking connections if your goal is to eventually get hired directly by a school/district you enjoy. If you want to remain a sub, rather than getting hired by a school/district directly, then this relationship-building and familiarity with the school/district in question can help you secure preferred sub status – this is where teachers, paraprofessionals, and the school office may reach out to you first because they’ve gotten to know and trust you! I’ve been very blessed to find this happening more and more for me. I receive a lot of inquiries about my availability directly from teachers, paras, and school offices now.

Conclusion and helpful resources

These are indeed unusual times for K-12 education across the country right now. It’s a strange climate. There are major staffing shortages in both schools and among the substitute ranks, and so working subs currently have quite an advantage. This is a high-in-demand field to be in right now, one in which pay and other incentives among districts and schools are really starting to get competitive.

If you’re interested in learning more about subbing, start by contacting schools in your area to see what their hiring process is and to get some general direction on next steps, like the state licensing process. Look into whatever substitute staffing services, if any, service the schools in your area, like TOC and Edustaff. They can help you begin looking into the state licensing process and give you general direction on where to go next, as well. While you’re beginning to investigate all of this, begin reflecting on these key questions in mind that we raised earlier:

What is your background? What’s your story? What are your own unique experiences, talents and skillsets, etc. that you can bring to the table to benefit students in ways that are meaningful and impactful for both the students and you?

As for training and other learning opportunities, there are plenty of wonderful resources out there that can help you build new or strengthen existing skills. You can buy affordable courses on a variety of K-12 education subjects, including special education topics, on Udemy.com. I love Udemy, and you can read my review of this awesome learning platform here. I fulfilled my substitute teacher training course requirement as part of my state license application through STEDI.org. You can come across many different resources with a few simple YouTube and/or Google searches, like this article on ThoughtCo.com, “Ideas for Substitute Teachers With No Lesson Plans,” or this piece on WeAreTeachers.com, “50 Tips, Tricks, and Ideas for Substitute Teachers.” The substitute staffing agencies, if you end up working for them, offer a rich variety of both required and voluntary training videos, webinars, in-person workshops, and so on. But perhaps the best advice I can leave you with here when it comes to training, is that you simply need to dive in. Learn by doing. Ask questions, try out different grade levels, try out both reg ed and special ed, etc. Best of luck to you and thank you for wanting to serve our children, families, communities, and country in this very special way!

Fight to save gifted and talented programs in schools

Aaron S. Robertson

Recently, I came across this article in the Wall Street Journal, "The Unclear Future for Gifted-and-Talented Education."

From the article:

"Controversy has ramped up around the longtime practice of providing accelerated classes for selected students. Racial-justice movements highlighted inequalities, prompting changes in districts across the nation. Lawsuits related to these programs are pending in states including Virginia, Missouri and New York.

Critics say gifted-and-talented classes lead to racial segregation and take resources away from other students who need them. Even some proponents say changes may be needed in methods for selecting students and in the names of these programs, which many brand as elitist."

I don't often editorialize here at this blog, but I must say this article troubled me. It's my sincere hope that we as a nation and as individual communities and school districts will choose to fall on the side of finding meaningful ways to sustain and expand these programs to include more students, rather than simply choosing to eliminate them altogether in the name of racial and income equality. Because it unfairly punishes each and every individual student either already deemed gifted and talented, or possessing as-of-yet unrecognized potential, following the latter approach will only continue to weaken us as a country and society on the collective level. It is unjust, therefore - indeed, it is immoral - on multiple levels, to pursue the latter path and intentionally hold back the education and development of young minds with these levels of talent and potential.

Now, there's no doubt that the state of American education, as a whole, is in a state of serious turmoil, and these gifted and talented programs are just one slice of the big pie that makes up K-12 education. I understand that. I primarily work in special education, and I'm as equally passionate about ensuring students with IEPs and 504s are receiving all the services and resources they need for success, too. The same with all the kids in the "middle" that are right on grade level and moving through the regular education environment. It's a big pie, no doubt, and there are always internal and external fights and competitions for funding and other valuable resources taking place between each slice.

But I'm particularly concerned and bothered by the arguments made by some educators, administrators, and others quoted or cited in this article. There seems to be a prevailing sense among many that gifted and talented programs should be eliminated outright because, again, they contend, there currently are not enough minorities and poorer kids represented in them. I think it's a weak argument for elimination, one that punishes these students specifically, and broader society and our country generally, by seeking to hold back their proven gifts and potential.

I have an interest in international relations (IR), and I'm a China observer. When we combine the elimination of these programs with the broader problem of 300,000 teacher and support staff vacancies across the U.S. right now, China, along with other countries around the world, really has to be laughing at - and learning from - us. Global competition and threats are real.

Let's focus on finding more ways to bring more students into the fold, rather than lowering standards of excellence across the board over perceived privilege. It's a very poor, and even dangerous, solution to the problem. Again, I state with clear conviction, that it is immoral to intentionally hold back the education and development of young minds with these levels of talent and potential. We need to educate them, nurture their gifts, and simultaneously help them develop virtue and character so that they truly come to understand and appreciate their gifts - and the responsibilities to themselves and to others that come with them.

No matter who you are - whether you're a student, parent, fellow educator, or simply a concerned citizen reading this - I invite and encourage you to get more involved if you're worried about the future of these gifted and talented programs in our country. Do further research and write letters to the editor for your local and state newspapers. Talk with your elected state and federal representatives. Talk with your school board members. Talk with teachers and administrators. If you have your own blog or website, use it to make your voice heard and contribute to the debate. Feel free to leave your thoughts, questions, ideas, concerns, research, and experiences right here at my blog, in the Comments section below.

Aaron S. Robertson teaching philosophy

Aaron S. Robertson

January 2020

For me, it’s important that the teaching profession serves as an accurate and trustworthy map guiding the student between theory and practice and back; a bridge between what is taught in the classroom and what it’s really like out there in “the real world.” One always needs the other, and vice-versa.

Having spent my working career up to this point in various capacities in business and industry, I love working with high school and college undergraduate students on resumes, the interviewing process, developing job skills, career research and advice, and advice on scholarship applications.

I firmly believe it’s important to take a holistic approach and have a big-picture, interdisciplinary mindset when it comes to working with the students entrusted to our care. While my own areas of specialization are in the realm of business, I also understand that students struggling in their math, writing/grammar/communication/ELA, and even social studies courses are going to struggle in business courses, as well. The world of work and business is highly interdisciplinary in nature, drawing from economics, psychology, sociology, philosophy & ethics, math, law & government, and the language arts. That said, it’s critical to work collaboratively with colleagues in other disciplines, with parents, and with administration and support staff to seek meaningful solutions and resources that are ultimately going to benefit the whole student and prepare him or her for a successful and fulfilling life and career.

Where it concerns delivering content and lessons, incorporating a plethora of engaging tools, strategies, and media into lesson plans is critical for positive learning outcomes. Where appropriate, film, visuals, the Internet, small group work and discussion, larger class discussion, simulations and games, guest speakers, field trips, community partnerships, and personal reflection should be made use of.

Participation in co-curricular clubs and activities should be strongly encouraged at every opportunity. Clubs and activities are a great way to supplement in-class learning by developing or strengthening skills in areas like communication, negotiation, leadership, planning, budgeting, problem solving & critical thinking, and teamwork, among others. Beyond that, they can provide an opportunity for developing meaningful relationships with fellow students as they learn and grow together around common interests, goals, ideas, and values. These relationships can translate into lifelong friendships and valuable networking connections.

It’s important for both school districts and colleges / universities to partner with organizations and systems like the local chamber of commerce, the local technical college system, and with individual businesses directly to provide students with meaningful opportunities to bridge the theory of the classroom with the practical application in the world of work and business. It really does take a village to raise a child, and these community relationships are critical for success.

Every role within a school district or college / university is equally important. The successes and shortcomings of each role holder will have ripple effects throughout the entire institution, as students are sent along to the next grade level; the next school; the next group of teachers, administrators, support staff, and set of circumstances; or out into the workforce. That’s why it’s imperative that we all seek to build meaningful relationships with our students, our community’s families, and with one another as staff, and that we all do the best we can to collectively prepare the students entrusted to our care for the opportunities and challenges that lie ahead in life and career.

To close, nothing is more thrilling and fulfilling for me than to engage students on a level where the knowledge takes root. When that proverbial light bulb moment goes off, and you can see the student(s) pondering - that's what does it for me. It’s my sincere hope to be able to have a meaningful impact on the lives of tomorrow’s leaders. If students learned something from me that somehow better prepared them for life and career, then I fulfilled my own life's work.