I grew up and attended college in a large suburban area. When I started looking for teaching jobs, I wasn’t dead set on staying in that same area; however, I never imagined I would end up three hours away in one of the most rural parts of my state. The job market was very competitive at that time, I applied to thirty-five school districts and was only called back by three of them to interview. When I interviewed at my current district, I did not have much interest in relocating to such a drastically different environment from where I came from and figured I would use the opportunity as interview practice. It was even mentioned in the second round that there were concerns that I would have trouble connecting with the students and community since I came from a “city.” I went home from that interview and applied to five more positions in nearby states because I was certain they were not interested in hiring me. Imagine my surprise when I got the call that they were offering me the job!
I was THRILLED to have the opportunity to teach not only music but middle school band, right out of college! However, my excitement quickly felt bittersweet when I realized that 1) I had to move a few hours away where I knew absolutely no one, and 2) I was actually going to be living in this rural area that felt so foreign to me when I went up to the interview. If I’m being completely honest, as I packed my bags for the big move, the feelings of sadness (and if I’m being totally honest, downright fear) definitely outweighed my excitement. This place didn’t have cell phone reception OR pizza delivery! I wasn’t entirely sure I would last longer than a year in this strange (to me) environment.
While there was certainly a lot of trepidation about relocating for my first teaching position, I was met with open arms the first day that I walked into my school. Both of my principals were former band directors, so in addition to being supportive administrators, they had a very intimate understanding of my job and also served as great mentors. My choral and high school band counterparts were wonderful and did anything they could to help me succeed. The faculty and staff were incredibly supportive of the music program and quickly became family to me. The most important part? The students were wonderful. Very friendly, respectful, and hardworking. Many of our students come from farming families and would spend hours doing barn chores before they even got on the school bus each day, and again in the evening. This sense of pride and diligent work ethic is just one example of what makes my small-town school community so great. The faculty and staff at my school know every student by name and can tell you something about each of them, whether they have them on their rosters or not. We have a collective vested interest in the success and well-being of our students and fellow colleagues.
You can’t figure out everything in your first few months (or even years) of teaching. It’s a marathon, not a sprint, and it’s important to have a strong support system to help you grow into the best music educator that you can be. I was far from perfect in my first year of teaching. I had a lot to learn about pedagogy, classroom management, building and sustaining a program, the list goes on and on – but I had the right people in my “village” to help me along the way. I had many successes, but far more stumbles in that first year; however, I very quickly figured out that this school was going to be my home for a long, long time.
My first year of teaching is now fourteen years in the rearview mirror. I am still with the district that hired me right out of college, and I have no intention of ever leaving. Why is that? My school may not be big or fancy; however, I have only ever known a supportive work environment that wants the music program to thrive. I am responsible for the entire instrumental program 5-12, which is a huge responsibility, and admittedly, overwhelming at times – but I have the freedom to teach and make decisions for the program that I feel are in the best interest of our students without limitations and red tape that can sometimes be found in larger schools. Had I not kept an open mind when looking for teaching positions, I never would have found this gem in the middle of the country. It might be tempting to only apply for positions in larger districts with well-established programs, within specific geographic locations, or those that you think are in your “comfort zone.” In all honesty, as you are learning the ropes in those first few years – everything is outside of your comfort zone! Your dream job might be in the last place you’d ever expect to find it!
Kathleen Amabile is the Band Director for Grades 5-12 in the Elk Lake School District (Susquehanna County, Pennsylvania). She began teaching in the district in 2009 and directs all of the instrumental ensembles in the district, and serves as the Fine Arts Department Chair. Kathleen was also an adjunct instructor at Clarks Summit University, where she taught woodwind lessons and music education courses as well as served as an interim adjunct clarinet instructor at Marywood University.
Related Reading:
Advice for Those Seeking Band Director Jobs (From Directors Around the Country)
Starting a New Job: Ways to a Successful Start
Teaching the Individual Student in a Classroom Setting
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