Opinion: I wanted to quit teaching. My new principal changed my mind.

I just completed my first week of teaching at my new school. I am so happy. My principal, with the help of a great leadership team, nurtures a culture of belonging. This is where I want to be. 

How teachers are treated by leadership matters. For some of us, it is the most important thing that determines whether we stay or go. That’s why I left my former school. That’s why I’ll be staying at my new one. With the severe teacher shortage that is impacting our nation, particularly among teachers of color, like me, principals would do well to follow my principal’s lead in retaining teachers. 

My principal values diversity. Our staff is made up of people from various backgrounds, ethnicities and cultures. I show up as I am, an outspoken Mexican-American woman, and am appreciated for what I bring. Our differences lead to creativity in thought and increased ability to work with people who are different from us. Students see teachers who do and don’t look like them, which sends the message that all of us can teach and lead. White students learn to challenge stereotypes and Black and brown students are more likely to graduate from high school and attend college when taught by teachers of color.

As a diverse group of educators, we learn from each other how to best teach and communicate across cultures. Recently, one of our Black assistant pPrincipals taught us how to engage learners, particularly students of color, with call and response. Many of us have successfully implemented strategies already. Students have access to diverse materials and lessons are relevant to their lives, making it easier to connect new material to prior knowledge.

My principal values inclusion. All of our voices matter because decisions are driven by what is best for all students. Suggestions and questions are heard and considered, with the assumption of positive intent. At my previous school, my questions were often perceived as criticisms and many times I was labeled negative for asking them. I no longer have to begin every question with “I wonder if,” spoken with a very gentle, innocent tone, so as not to offend anyone. At my new school, we were recently asked to submit feedback on how the first days of school could have gone better. "You won’t hurt our feelings,” we were told, “because we have to improve for the benefit of students.” 

My principal demonstrates a commitment to equity in education. Students of all abilities and backgrounds are invited and welcomed into our community. Education is viewed as a pathway to success, one that should be accessible to all students. Competition doesn’t permeate the culture of the school; students demonstrate a genuine interest in supporting one another. Bilingual students, for example, happily translate for emergent second-language learners. 

My principal holds all of us accountable for our work. We all attend training, implement social-emotional learning, provide high-quality lesson plans and build positive relationships. Discipline is not relegated to teachers of color, nor are cultural celebrations solely our responsibility. She understands we must work together to provide our students with what they need. My colleagues are kind and willing to offer assistance. I feel like a member of a family. 

This is new for me. For the past 13 years, I experienced something very different. I left my previous school burned out and wanted to leave teaching for good. Now, I want to stay. I look forward to going to work and am motivated to be the best teacher I can be for my students. My new principal, who demonstrates a commitment to equity, diversity, and inclusion, has made all the difference. 

Castañón-Hernandez teaches Theatre at Wayside Sci-Tech Middle School in Austin. She is a Teach Plus Senior Writing Fellow.