When Childhood Dreams Lead to Professional Pride
Published 5 December 2024
“I think the moment in my career I’m proudest of the most would be the publishing of that chapter I explained at the beginning of the episode. My chapter with Kathi, I think it’s one of my proudest accomplishments, not just in my own––in my professional career, but in my personal life as well. I’ve wanted to be an author since I was a kid. I always loved the idea of writing a book. Of course, I didn’t write this whole book, and I didn’t just write this chapter alone, but working with Kathi, someone who I respect so much and––you’ll get to see in our second episode––working with her was so fun and such a great experience. I’ve always wanted to have a chapter in a book. It really makes me smile and makes my inner child happy.”
For many educators, teaching is more than a job—it’s a calling. The milestones teachers achieve in their careers often reflect their passion for shaping lives, advancing knowledge, and supporting the future educated citizens of the world. From authoring chapters in research books to finally having that breakthrough with a challenging student, these accomplishments serve as powerful reminders of the enduring impact teachers have on individuals and communities.
Research shows that teachers who view their profession as a vocation––rather than just a paycheck––are more likely to report high job satisfaction and a strong sense of purpose (Day & Gu, 2010). This is particularly true for those whose teaching careers began as childhood aspirations.
Take the story of Dr. Bettina Love, a prominent educator and author. Growing up in Rochester, New York, Dr. Love dreamed of working with young people. Her career as a teacher and later as a professor and researcher became the realization of that dream. She now empowers future educators to rethink traditional approaches to education through culturally responsive pedagogy and abolitionist teaching (Love, 2019). Dr. Love’s journey demonstrates how childhood aspirations can drive educators to not only achieve their personal goals but also inspire transformative change in their field.
Authoring a Chapter in a Research Book
For teachers who transition into research or higher education, contributing to scholarly work is a crowning achievement. Writing a chapter in a research book allows educators to share insights gained from years of classroom experience while shaping the future of pedagogy.
Dr. Gloria Ladson-Billings, a renowned scholar and former classroom teacher, authored a pivotal chapter in Handbook of Research on Teaching that outlined her theory of culturally relevant pedagogy. Her work, grounded in her teaching experiences, has become foundational in discussions about equity and inclusivity in education (Ladson-Billings, 1995). Dr. Ladson-Billings’s accomplishment is a testament to the idea that the classroom is a laboratory of innovation, where teachers can generate ideas that inform research and policy on a global scale.
Celebrating Milestones in Student Success
Another source of pride for many teachers is witnessing their students achieve their own dreams. Teachers often cite moments when former students return to share how their guidance changed their lives as among their proudest accomplishments.
Consider Jaime Escalante, the legendary math teacher whose work was immortalized in the film Stand and Deliver. Escalante taught Advanced Placement (AP) calculus to students in East Los Angeles, a community where such achievements were considered unlikely at the time. His relentless dedication inspired many students to pursue college degrees and careers in STEM fields (Mathews, 1988). Escalante’s legacy highlights how a teacher’s belief in their students’ potential can open doors that once seemed impossible to pass through.
Mentoring a Future Leader in Education
One of the most rewarding aspects of teaching is nurturing students who go on to make a profound impact in the field of education. Consider the story of Dr. Pedro Noguera, an esteemed sociologist and education researcher. As a young student, Dr. Noguera credits his high school English teacher, Ms. Lawrence, with helping him develop the critical thinking and communication skills that would later define his career.
Ms. Lawrence’s mentorship extended beyond academics. She encouraged him to challenge societal inequities and explore how education could address systemic injustice. Inspired by her guidance, Dr. Noguera has since authored numerous influential works on educational equity and is a leader in rethinking how schools serve diverse communities (Noguera, 2020).
This example highlights how mentoring students who are passionate about learning and equity can lead to ripple effects far beyond the classroom. By fostering curiosity and courage, teachers like Ms. Lawrence empower students to address pressing challenges in education and society.
Turning Passion into Impact
Whether it’s authoring a chapter in a groundbreaking research book, fulfilling a childhood dream, or seeing their students succeed, a teacher’s proudest accomplishments often reflect their deep commitment to education. As educators, we may enter the profession with individual goals, but their work inevitably transcends personal milestones, leaving a lasting impact on students, colleagues, and the broader community.
These accomplishments serve as reminders that teaching is not just about instruction—–it’s about making a difference. Teachers everywhere should take pride in the knowledge that our dedication has the power to inspire future generations, advance scholarship, and turn dreams—–both our own and our students’–—into reality.
Discussion Question
Reflecting on your career, what kinds of accomplishments or moments come to mind when you think of your proudest professional achievements?
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Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 483–497). Jossey-Bass.
Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
Mathews, J. (1988). Escalante: The best teacher in America. Holt, Rinehart, and Winston.
Noguera, P. A. (2020). City schools and the American dream 2: The enduring promise of public education. Teachers College Press.
