Sometimes the Grass is Greener

It is common for people to move from job to job, attempting to find something “better.” Sometimes, this leads to disappointment when it’s discovered that the grass isn’t always greener on the other side. However, in my experience, changing school districts proved to be the greener grass opportunity I needed to thrive.

I began teaching in 2015 and faced numerous challenges in my initial district and school. Despite difficulties, those three years were a period of significant personal and professional growth. I gained many friends and colleagues who helped me become the teacher I am today. Our placements in life serve a purpose, and I have no regrets about where I started my career.

But after three years, I knew I wanted to find a place where I felt supported and heard. 

Change and discomfort are not natural allies of mine, but I took a leap of faith and applied for a Montessori teaching position within the School District of Newberry County.

My first interview was for an upper elementary Montessori position. Fate intervened when that position was filled, leading me to interview at Boundary Street Elementary School for a lower elementary Montessori position. Auspiciously, the teacher who filled the position at the first school I interviewed with was the teacher who left Boundary Street Elementary. I accepted the 2018-2019 position with excitement and anticipation.

Everything happens for a reason, and I immediately felt welcomed and at home.

Newberry School District’s motto is, “One District, One Team, One Mission,” this statement accurately depicts the collaborative, helpful, community-based district that’s been my professional home for the past six years. 

Boundary is also a significant reason why I feel like I belong. The administration strongly supports teachers and staff, my colleagues are collaborative, and parents are involved. Together, we embody the “One Team” mentality and are dedicated to meeting students where they are, guiding them to excel, and ensuring they feel loved and valued.

As someone who grew up in an environment where I did not feel loved or valued, I wanted to work where staff make sure every child who walks through the door knows they are loved and that they matter. No child should ever go a day feeling unworthy, unloved, or unnoticed. Our school’s motto is “Be You. You Matter. And You Are Loved.” The students are our WHY.

I consider myself extremely fortunate to teach my students for three years at a time. This allows me to form meaningful relationships with families, teach siblings, and engage actively in their lives within the Newberry community, both in and out of school. This connection reinforces my sense of belonging, making me feel like a valued part of the community despite not residing in Newberry County.

Beyond fostering a sense of belonging, Newberry has provided me with countless opportunities to enhance my own and my students’ skills. Through LETRS training, an ML endorsement, and attending reading and Montessori conferences—all fully supported by the district—I have been able to embody the lifelong learning mindset I strive to model for students.

Aside from providing growth opportunities, the district office staff actively engages with campus staff. They ask, listen, and value teachers’ voices and input. They also offer constructive feedback and words of encouragement. Recently, our Assistant Director of Curriculum and Director of Elementary Education visited my classroom and shared positive feedback. One note mentioned, “I enjoyed visiting your class. Expectations have been established along with procedures.” Their presence and acknowledgment of our work are impactful, validating and reinforcing that our efforts are making a difference and are noticed.

Amazing and loving educators who leave the profession often do so because of school and/or district culture and climate issues. According to SC – Teacher Top Ten Findings, “School-level factors, like issues with student discipline and lack of administrative support, contributed the most to teachers’ decisions to depart.” We need support and guidance when challenges arise, not to be pushed aside and unheard.

Conversely, a supportive district and school-level administration that truly listens can significantly influence teacher retention.

“Admin support and influence over school policy had the strongest relationships with teacher job satisfaction and intention to stay in the profession.” According to the SC School Report Cards, Newberry boasts a 97.2% teacher retention rate. This is comparable to the 97.9% state average. In addition, out of 390 teachers who completed the opinion survey last year, 91.6% of teachers were satisfied with the learning environment. This is slightly higher than the state average of 90.7%. There is a direct correlation between the climate of the district, the school where teachers work, and their decision to stay in the classroom.

Encouraging teachers to have a voice and influence in district and school policies can also prompt educators to stay in the profession. For example, last year I had opportunities to share my ideas and work within my school. Our school’s leadership team worked together to find solutions to problems and implement new ideas to impact the community positively. I led the Student Recognition Committee and created a way to showcase our students. When I was completing the National Board process, I shared a presentation on Question Answer Relationships (QAR) in faculty meetings. This instructional approach improved our students’ comprehension and fostered stronger test-taking skills by encouraging them to think critically beyond the text. My instructional coach also shared this work with other instructional coaches across the district. This underscores how our district supports and values teacher influence and input.

The support of the district, my school, and the community has shaped me as a teacher. Because of this support, I was recognized as my school’s 2024-2025 Teacher of the Year. To be recognized for this honor by my colleagues means the world to me. This opportunity also enables me to represent my colleagues as part of the teacher forum for our district. It allows me to listen, advocate, and communicate two-way information between the district and our school.

The ongoing challenges of teaching can make our “grass” appear brown and lifeless. Discovering a place where you feel a sense of belonging, receive support, and feel your expertise appreciated is invaluable. Fortunately, I found that the grass is greener in the Newberry School District.