teaching

by

Full Circle: From Their Classroom to My Own

As I stand on the edge of my first year of teaching, I’ve been caught between excitement and nerves, wondering how I will show up for my students. In those quiet moments of dreaming about the teacher I hope to become, my thoughts drift back to the people who shaped me most: my own teachers. Some challenged me in ways I didn’t appreciate until years later, others believed in me when I couldn’t believe in myself, and many created spaces where I felt safe to grow. Looking back, I realize the kind of teacher I want to be is deeply rooted in the lessons they gave me—both inside and outside of the classroom.

As I take this step forward, I want to honor those teachers and share some of the lessons they taught me that continue to shape the kind of educator I hope to be.

Mrs. Daily (4th Grade)

If I could give my own “Teacher of the Year” it would hands down go to Mrs. Daily. I remember so much from 4th grade. She brought every lesson to life and was very hands on in her approach. From making a plantation out of milk cartons, to the prairie day with square dancing and candle and corn husk doll making, to turning our classroom into a full on jungle for a classroom production of a story we were reading (picture below of me as an orange bird) . Even now about 30 years later, I still remember the four chambers of the heart because we had to walk through a version that was taped to the floor like we were on an episode of the Magic School Bus. Mrs. Daily taught me so much about how fun learning can be when you make it engaging and curate an experience. She is one of the teachers that inspired me to go into teaching, and why I was an elementary school major at first. (That lasted for a semester, but still…) She is forever one of my favorite teachers, and is someone I look up to when I am trying to come up with ways to engage my classroom.

Mrs. Absher (5th grade)

Mrs. Absher taught me the power of relationships. She was one of the those teachers who kind of just reached into your soul and was able to pull out your super power because she took the time to know you. She was such a kind and caring teacher, and she really made you feel seen. I was very shy in elementary school, and she had a way because of our connection to make me want to come out of my shell. She also kept that relationship going and was a constant cheerleader for me well into college. I remember tutoring in her classroom all during high school because of that relationship she focused so heavily on building. I also learned how to make GORP in 5th grade, which is an important skill. IYKYK.

Mrs. Pickens (7th grade)

She was one of my Social Studies teachers in middle school, but what stands out most to me are the memories of being in the Recycling Club with her. Mrs. Pickens had this way of seeing potential in me that I didn’t yet see in myself. With her encouragement, I found the courage to take on leadership roles and the confidence to step into opportunities I might have otherwise avoided. She didn’t just teach content, she taught me how to believe in myself, how to step outside my comfort zone, and how everyone can create community. Her kindness and steady positivity made such a difference during those pivotal middle school years. Looking back, she is one of the teachers who not only shaped who I became as a student, but also inspired me to want to work with this age group myself, to be that same kind of guiding light for others.

Mrs Reynolds (HS Sociology)

What I remember most about Mrs. Reynolds is how she challenged us to think outside of the box. We didn’t just read text books; most of our class was spent in discussion. She taught me so much about discourse and respectfully seeing different sides. She was able to help us grow in our perspectives and work through really challenging ideas as we were about to embark on the “real world.” I remember how she gave us space to use our voice, but at the same time challenge us to support our thought process outside of group think which can be so prevalent in the teenage years. She was also very invested in our journeys and made us see all the possibilities after high school through our discussions.

My Dad/Mr. Glinn (HS Anatomy and Marine Biology)

I was in my dad’s classes two years in a row. My dad was a great teacher, and I can sing all the accolades about the strategies that he used. However, what I learned most from being in his class is hard work is yours to own. I got teased a lot in his class that he was giving me good grades, but if anyone actually paid attention, I am fairly certain he made me work harder than anyone else in the class. He certainly was not going to hand me that grade, I had to EARN it. Hard work meant a lot there, and I knew that I had to put in the time and effort to get a good result. Granted hard work was always emphasized growing up, but it stood out even more as I sat in his classroom those two years. I also learned from him that it is ok for teachers to infuse their own personality in class. My dad is obsessed with marine life which is hard when you are land-locked in Missouri, and so he built and got approval from the district to have a marine biology course because he was passionate about it. Also he was always being a goof in class, which was normal to see as a dad, but a whole other level of comfort when your daughter is in your class. He was so comfortable in his own shoes, and I believe his goofiness allowed him to connect more with his students (regardless of how embarrassed I may have been.) He embraced it all, and it was fun to see him shine in who he was. Needless to say, that marine biology course was one of my favorites in high school.

Mrs. Blay (Theatre)

I never had Mrs. Blay in a classroom, but I had the privilege of learning from her through the school theatre programs she led. One of the most powerful lessons she taught me came through what was, at the time, one of my most embarrassing moments as a perfectionist. My senior year, I overcommitted myself in a big way, trying to do it all and not being honest about the fact that I was falling short as the sound manager for a show. When I was removed from that role, I felt crushed with shame—not only because I had failed, but because I had let others down. Yet it was in that moment that Mrs. Blay stepped in and refused to let me ignore the reality. She didn’t let me slide, and though it was a hard truth to face, she gave me one of the most important lessons I’ve carried with me since: that accountability and failure are not the end, but the beginning of growth. From her, I learned that saying “no” is not weakness, but wisdom, and that being honest with yourself and others is the only way to lead with integrity. What felt like failure in the moment became a turning point in how I view responsibility, self-awareness, and leadership—lessons I still carry with me today.

Mr. Watring (HS Band)

High school band was more than just a class or an activity, it was a safe haven for me, the place where I felt the most free to be myself. So much of that came from the kind of program Mr. Watring built. He challenged us to strive for excellence, but never at the expense of individuality. He created space for each of us to grow into who we were meant to be. For me, he was instrumental in building my confidence. He recognized strengths I didn’t even know I had and trusted me with leadership roles that stretched and shaped me. From performing in the top concert band all four years to guiding me through the college process, and even connecting me to the professor who would later mentor me in college, his influence reached far beyond the band room. From him, I learned that great teaching is not just about skill, but about truly seeing your students and helping them see the best in themselves. His support, encouragement, and belief in me left a mark I carry with me to this day, and I am forever grateful for the way he used music to teach me lessons about leadership, perseverance, and self-belief.

Dr. Bax (College Political Science)

I had the privilege of taking several classes with Dr. Bax in college, and to be honest, I sought out every course she offered as electives because I respected her that much. What set her apart was her gift for making political science feel alive and relevant. She had a way of taking even the most abstract or distant concept and weaving it into our everyday lives, showing us that what we were learning wasn’t just content—it was connected to who we were and the world around us. From her, I learned the importance of applicability: that when students see the “why” and the “how” behind a lesson, their investment deepens. She showed me that the way you frame a lesson can make all the difference, turning information into meaning and sparking genuine engagement. That approach has stuck with me, and it’s a lesson I hope to carry into my own teaching.

Dr. Tony Cawthon (Grad school professor)

Anyone who has been part of the Clemson program, or even just crossed paths with it, knows the kind of heart Tony pours into everything he does. His love for the program, for the profession, and above all for his students is undeniable. Being in his class, you couldn’t help but feel his passion radiating through every lesson, every conversation, every encouragement. He didn’t just invest in our education, he invested in us as people. That kind of care left a mark, not only strengthening the program but shaping each of us in lasting ways. Decades later, he is still there—cheering us on in the comments, sharing our successes, and celebrating every milestone as if it were his own. Tony isn’t just a teacher; he is the very picture of what it means to teach with heart, and his legacy is written in the lives of his students. He taught me most about legacy and true investment.

Every teacher I’ve had throughout my life has left a mark on me in some way, through their patience, encouragement, creativity, and belief in me. Each of them added a piece to the puzzle that inspired me to become a teacher myself. I carry their lessons with me into my own classroom, hoping to honor the impact they had by teaching with the same care, passion, and dedication. My greatest hope is that my students will feel seen, supported, and inspired in the way my teachers made me feel, and that I can help spark a love of learning that stays with them long after they leave my class.

A Career Pivot
by

A Career Pivot

After much reflection, some deep breaths, and so much prayer, I’ve made the decision to leave my job.

I have been working at Columbia College for almost 11 years, and in higher education roles for just over 20 years.

This wasn’t an easy decision. I’ve grown here—professionally and personally. I’ve built strong relationships, worked on projects that challenged me, and felt incredibly proud of what my team and I accomplished together. In many ways, this place has become a second home. My kids have only known me in this job, and have grown up coming to campus events. But sometimes, even when you were really good at something and there is comfort there, you realize it’s time to grow in a different direction.

This is bittersweet, but it has been a very intentional and drawn out decision for me. I don’t think we talk about these things enough, so here I am sharing some of my decision making moments. Some of it is selfish for me to process what led to now, but I also hope that it resonates with others who are contemplating their next step.

So let’s go back a little bit.

I have been able to build my career based around student success. I started my higher ed experience working in Residence Life, then moved to Accessibility Services, and then landed a role at my current institution in a Student Affairs adjacent role in Student Success and retention efforts. I started here as a Student Success Advisor, and then continued working my way up in leadership positions. I am really proud of being able to say that I am the Senior Director of Advising, Retention, and Student Success, and the fact that I have Registrar on my list of career accomplishments is cool too. If I would have told my younger self where I ended up, I would not have believed it. I never imagined this path, but it has been a blessing to be able to grow into. However, the last few years have been challenging to say the least with the opportunities that were in front of me. I was part of leading two different office merges, took supervision of a team where my knowledge was limited, navigated institutional layoffs, persisted through college leadership changes, and just generally existed in the craziness that is the higher ed landscape right now. I felt good about my place here and felt like each change was an opportunity to influence the student experience in new ways. I felt like climbing the “ladder” in my positions would equip me to affect change at new heights and at a greater scale.

After Tom’s health declined last summer, it really made me stop in my tracks to think about what I was really after with my career. Where was I dedicating my time? I saw life differently then, and I started to feel a quiet nudge. At first it was just a whisper: a sense that maybe there was something more I needed to explore, something different I needed to learn, or a new challenge I needed to face. As time went on, that whisper grew louder. And eventually, I knew I had to listen.

I realized I was chasing a career ladder, and I wasn’t getting it.

I started asking myself what would the next leadership ACTUALLY mean for me and did it really align with my values and passions. And why was I actually feeling so compelled to have that recognition when that has never been important to me? I was extremely conflicted on why that next promotion meant so much. I started looking around me and the spaces I was in questioning the work I was doing. To be clear, the work I was doing was valuable and important, I just didn’t feel clear on where I stood in the mix of it. It was a rollercoaster of emotions of being grateful for my job and the doors that were opened for me, but also feeling like I wasn’t in the right place anymore.

As I was teaching my first year seminar this fall, I realized I was really missing the mark on why I joined higher education. I have always taught one class to keep me in touch with the student voice. Staying connected to students was important to me as I moved up in roles that took me away from the front lines. I had accepted each leadership position ultimately because I felt that each new step offered new opportunities to help the student experience through my expertise and leadership, and I truly felt called to collaborate at a higher level on student focused initiatives. However, I was really losing why I got into it in the first place. It wasn’t about titles or being in leadership.

I wanted to be in front of students.

I remember when I was a kid, I made my brother play school all the time. I had a dream of being a teacher for as long as I can remember. I ended up getting my degree in Social Studies Education. However, as I was doing my observations in college, I knew I wasn’t ready at that point to be in a classroom. The reasons are complicated and a story for another day, but honestly part of me was scared to take that step. I was really thriving in my own college experience, and so I never left that comfort and have been working on a college campus for the last 20 years focusing on student learning in a different way.

I will never regret the steps that I took along the way. I have loved the roles I have had at several institutions. I have met some amazing individuals (students and colleagues, and sometimes students turned colleagues). I have been able to travel across the country to live and visit. It gave me my degrees debt free. I was able to learn the art of ordering pizzas and how to analyze data for student success. I learned how to strategize initiatives, how to stand-up different technology platforms, about leadership development, and ultimately a lot about showing up as a human being in different spaces and how to advocate for students.

This decision was complex because I have been here a long time, and higher education is the only professional job I have known. Leaving a job isn’t just about leaving tasks or titles, while there are some projects I wish I could see play out. It’s about leaving people—coworkers who’ve become collaborators, mentors who’ve become friends, and a rhythm that’s become familiar.

But when I stripped it down, this job was no longer serving me how I needed. It is not that I didn’t like my job or that I didn’t agree with the vision of where the college was going. That was why it was so hard to make this decision because I am really excited where CC is headed and there are some really amazing people working really hard to make higher ed accessible and successful for students. I just came to grips with the fact that it wasn’t for ME anymore. I wasn’t connecting to myself, and the leadership wasn’t fulfilling me in the way I had hoped, and I was just feeling bogged down by the weight of it all. Change management and leadership is really hard, and I just wasn’t confident that I had it in me to keep driving that bus. It is hard to keep going when your heart is telling you to go in a different direction. And if your heart isn’t into it, even if you do believe in the work, the decision to stay is complicated. So I leaned into that whisper that it was time to circle back to the classroom. I didn’t want to run from the dream I had as a kid anymore.

Next fall I am going to be teaching 8th grade Social Studies, and I get giddy every time I think about this next experience. I’m stepping into the unknown, and while that’s scary, it’s also full of possibility. What I do have is a deep sense of gratitude and a willingness to keep learning, keep growing, and keep building something meaningful—wherever that may be. I also know there is a different confidence in me that was not there when I was 22 graduating with my education degree. While I am realizing teaching was the plan the whole time, so was my higher ed path. This “detour” in higher ed was an important step to becoming the teacher I always wanted to be. The last two decades have shown me so much that I can infuse into my curriculum in the middle school level. I cannot be more excited to create magic in middle school.

As Tom’s situation last year highlighted for me, I only get to do this life once. And I am feeling called to impact education differently. I am sad to leave people and projects I have been working so closely on. So while I do have moments of immense guilt, I know this is were God is calling me to be. And at the end of the day, I had to make the decision for myself.

I would also be remiss to not acknowledge what this change means for my family balance and how that played into the decision. Switching to the K-12 system is giving me a new ability to be on my kid’s schedule. To be on the same breaks without worrying that I am missing important meetings or having to take PTO is really a gift. To be able to get time back with them is invaluable. I had been giving so much of myself away to my job over the last few years; it has been really hard to also be a mom and wife. I am not naive to think that being a teacher is not going to take a lot of mental energy, but this is allowing me to have a break and put in new boundaries that focus on mine and my family’s needs. There is something to be said about letting go of my current job so I can shed some of the expectations I had for myself to do all the things. I have the ability to start over fresh with a new lens.

To everyone I’ve worked with: thank you. Thank you for the trust, the partnership, the patience, and the joy. I am so proud of the big and little moments over the years. Thank you for being a part of this chapter in my story. It has been a good one.

And to those who are reading this and maybe feeling their own nudge to make a change—listen to it. It’s okay to outgrow something, even something you love. Growth isn’t always loud. Sometimes it’s just a quiet, persistent whisper that says, you’re ready.

Here’s to new beginnings and remembering your why.