Feeling Burned Out? Maybe It’s Time for a Shake-Up!
A Conversation Between Starr Sackstein and Mike Anderson
Starr Sackstein and I each often hear a worry from teachers we work with. They’re dedicated to the profession but are feeling exhausted, worn out, and stagnant. They aren’t sure what to do to reenergize their work. Here’s a brief conversation Starr and I had about this concern.
Mike: Starr, I was so excited when I saw your new book! So many teachers in the past few years have talked to me about wanting to stay in education but needing a change. They still love working with kids and are still committed to the profession but feel burned out. One teacher told me, “I still love teaching reading and writing and working with middle school kids, but after 25 years, my career is starting to feel like Groundhog Day.” I bet you’re hearing similar sentiments and have felt the same way.
Starr: I have. Even in the classroom, I kept pushing and pushing to do more innovative things for my students and keep myself interested. After 16 years in the classroom, I knew I needed a change, or else I would burn out altogether. At that time, I accepted an instructional coach position as a Teacher Center Coordinator in a different high school, and that opportunity to leave the school I was in for nine years allowed me to start to stretch. It was scary and exhilarating at the same time. However, making that one difficult move made it easier to begin challenging myself to keep moving forward. Although I learned so much about myself and my education in my nine years at WJPS, it became very easy to settle in. Some become complacent; others need to move on. I chose to move on. What advice do you give to folks saying these things to you?
Mike: It is scary to move on…and that’s kind of the point. I felt the same way when I left the classroom after 15 years. Of course, there’s always more to learn, but I felt like I was treading water a bit. I needed something out of my comfort zone–something a bit scary–to help reenergize my work. Feeling a sense of competence at work is crucial for our professional energy, but competence isn’t just about knowing we’re good at what we do; it’s also about seeing and feeling growth. When teachers ask me for advice about possible next steps, I often encourage them to think of other educational roles they’ve seen that look fun. Could they get excited about being an instructional coach? Or perhaps a literacy or math specialist? A good friend of mine shifted from teaching third-grade to high school English, and she loves it. Sometimes, teachers can immediately think of a few exciting possibilities, but sometimes, they feel overwhelmed or unsure where to start. How do you help teachers who are unsure/overwhelmed?
Starr: I completely empathize with that sentiment and worried a lot about my relevance when I left the classroom and more about losing my purpose, given that working with high school students did seem to be my calling – like you. However, boredom from not being challenged is a fate worse than death. It’s sometimes necessary to catch your breath, but staying in the same place for too long isn’t favorable for a person who thrives on learning. When those initial feelings started, I challenged myself in different ways – National Board Certification and authoring books – doing a Tedx Talk – all professional boons and each their own hurdle at the time. Then, some family challenges arose, forcing me to leave my instructional coaching job sooner than I would have. I came upon a leadership opportunity I wasn’t “qualified” for on paper – in other words, I didn’t have the proper certification. That didn’t stop me, though – I applied for the job, even putting in my cover letter that I didn’t possess my admin license but felt I was a good fit. After my screener interview, it was clear that they were interested, even though I was sure I had no chance. I spent half an hour in the waiting area with a competitor who was kind and had the right experience. What I learned was that when I don’t feel like I have a chance, I interview better and can be my authentic self – and it was that person who was able to find a way into a leadership program stat that would get me the certification I needed quickly and ultimately, I got the job. This is all to say that sometimes, the right opportunity presents itself, and although it may feel like a long shot, it’s still possible. The advice I give anyone asking is – if you need to shake things up and think you’re out of choices, find the long shot and take a chance. It may not always lead to the desired result, but it will get you out of your comfort zone and force you to reassess. So, I wonder, Mike, what was the last long shot you went for, and how it turned out?
Mike: I’ve also tried many different roles to keep my energy fresh. As a teacher, I joined various committees, took a leadership role with the PTO, became a cooperating teacher and mentor, and was trained as an in-school trainer for an SEL approach our school was working on. My most significant risk came a few years later. After I left classroom teaching, I joined a non-profit organization for a while. I loved it for several years and learned so much about consulting and supporting schools. A few years in, some organizational changes had me realizing I couldn’t stay on, so I weighed some options. I could return to the classroom, which I would have loved, but I still felt a pull to work with teachers. There were other organizations I could apply to, but I was craving autonomy. I had some ideas of things I wanted to work on…books I wanted to write, workshops I wanted to develop, and ideas I wanted to play with. I decided to try my hand at independent consulting. I knew I could do the work, but it was terrifying to consider flying solo. What if I couldn’t get enough work to support my family? My two kids were in middle school then, so college was looming. It’s the best decision I could have made. I’ve been fortunate to work with many different teachers and schools in many different places. I’ve also loved being able to write what I want to write and take on projects that are truly in line with my goals and purpose in education.
Starr: We’ve both been fortunate in this way, and I’m sure readers are wondering how this applies to them now. Honestly, we have had opportunities over the years and have had to make decisions based on our circumstances, some similar but others unique, just like you. Deciding to leave a position you’ve been in for a long time is never easy; fear can creep in, and starting over isn’t always an exciting prospect; it can seem like a daydream. Before each of my major shifts, I always employed a pro/con list and tried to dream into reality what would be the best-case scenario. In the book, I talk about ways educators can go about their job search – and this is usually how I tell them to start. List all the things you love about your current job that you don’t want to lose. Then, list all of the things you could do without. After you have those two lists, what do you wish was a part of your day-to-day? After you take this initial inventory, another step might be to write a job description for your ideal position. This will help you clarify what you’d like to be doing and also give you a focus when you start to look. If you don’t want to leave your current institution, it could leverage a conversation within your community. I share examples, too. One of the biggest mistakes people make when switching jobs is merely fleeing the place they are in – but sometimes, the issues go deeper than location. You need to be mindful of that before you start.
Mike: A pro/con list is so helpful! I encourage teachers to consider something similar in my new book, even if they are not contemplating a colossal shift. If you, as a teacher, feel like you need a change but aren’t sure where to start, you can make a simple T-chart. On the left, write down all your roles and responsibilities at school (social studies revision committee, winter carnival advisor, swim team coach, etc.). On the right side, jot a comment or two about each. Which ones bring you great energy, and which seem to drain you? (See sample below.)
This simple chart can help you identify some roles you might let go of (in this case, the social studies revision committee and the student council co-advisor roles can go). Then, consider finding another role that will rekindle your fire.
Here’s a starting point if you’re considering a change…either big or small. We all have a few key psychological needs to nurture if we stay passionate about work: autonomy, competence, purpose, belonging, curiosity, and fun. Consider the below as you weigh your pros and cons:
- Which parts of your work meet these needs?
- Which aspects of work diminish them?
- If you’re feeling burned out, chances are, one or more of these key intrinsic motivators are in deficit.
- If you can make a change, either big or small, that helps you better meet those needs, you’re more likely to feel energized at work!
Starr and Mike: Change can be scary, but it is also exciting and potentially invigorating. It’s not the end of the world if you’re in a rut. You have the agency you need to make a move, regardless of how big or small it is.
What will your next step be? We’d love to know.
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