Figure 1. The author shown with Jake, a shelter dog. Animals continue to be an important part of her life. She volunteers with Oceana Animal Control on a weekly basis and sits on the board of directors for the non-profit that supports the shelter.

As a student, I began my journey in education at what I thought was a small high school (since my graduating class was around 130 students). After high school, I moved on to Michigan State University (MSU), where I embraced the vibrant diversity and large class sizes without hesitation. Coming from a small farm community, I was ready to have a different experience.

Interestingly, I never envisioned a career in education. In fact, my childhood dream was to become a veterinarian. Every decision I made was aimed at that goal. I worked in an animal hospital, volunteered at nature centers, and pursued a pre-vet path at MSU. I declared a zoology major during my junior year, confident in my career trajectory. However, a pivotal moment occurred when I received my final grade in organic chemistry II. I had resolved not to apply to veterinary school if I didn’t achieve a B in the class. When I saw my C+, it marked a significant turning point in my life.

In the weeks following, I reflected on which aspects of my veterinary experience I truly enjoyed. It became clear that educating clients about their pets and interpreting lab results excited me the most. It felt really good to be able to share my knowledge to help owners better understand what was going on with their pet. Even answering the phones and helping people through their various questions and concerns was a highlight.

This realization prompted me to apply to the MSU College of Education. The essay I wrote as part of the application process was about my high school science teacher, Mr. Baratono. He was an incredible teacher who really gave me the confidence to know I had the ability to pursue a degree in a science-related field. He was our school’s varsity football coach, and I had a healthy amount of fear of him — but that just motivated me to work even harder in hopes of earning his respect.

Pursuing teaching

After graduation, my first teaching role took me to Norridge, Illinois, just outside of Chicago, where I taught chemistry and lower-level physics for a year. It was a much larger school than my high school and once again, I was inspired by the rich diversity of my students. There were many first- and second-generation immigrants, so I had many ESL students. This was a whole new challenge for me, but it was so interesting learning about all of the different cultures. At Ridgewood High School, where I taught, we had a total of 920 9-12th grade students, 22% of whom were ESL students.

As I continued to gain experience in my professional life, circumstances led me back to Michigan. I applied for a teaching position with every school within a two-hour radius of my new home. Interestingly, prior to this I had never explored the western side of Michigan, or even set foot in Lake Michigan. When I received a call from Pentwater Public Schools for an interview, I quickly researched the school and discovered it had about 280 K-12 students in a single building. I was intrigued by the school’s small size, and eager to schedule the interview and learn more about the Falcons.

During my interview, I remember there was a 2-liter bottle placed at the center of the table, with a floating eye dropper in it — the classic Cartesian Diver demonstration. This was used as part of the interview, when I was asked to explain the science behind the demonstration. I had just taught about the gas laws in my chemistry class, complete with a lab and various demonstrations, including this one. So I was happy to be able to showcase my knowledge. As part of this rigorous interview, I was also asked to document a unit plan on a topic of my choosing. I chose forces and motion, compiling lessons, labs, and even an amusement park field trip into my plan! I was thrilled when I received the job offer shortly afterward.

Embracing a small school challenge

Figure 2. The author describes the Pentwater secondary staff as a family. Staff shown in the photograph are dressed for Halloween 2024.

When I learned about the teaching assignments for my first school year, I experienced a moment of surprise. I was being asked to teach 7th grade science, a middle school science elective, high school biology, high school physical science, and 8th grade earth science — all at the same time! Embracing challenges is part of who I am, so I gladly accepted the position.

Twenty-one years later, I still take great pride in being a Pentwater Falcon. While my teaching assignments have evolved over the years, the number of preparations each semester has remained constant. The list of classes I currently teach includes advanced chemistry, chemistry, biology, physical science, anatomy/physiology, STEM, forensic science, and earth science. The elective classes are on a three-year rotation, while the biology and physical science classes are also on a different rotation, with one year all 9th and 10th graders taking physical science and biology in alternating years. This setup allows me to only teach five 48-minute long prep classes over the school year, with one period for planning.

Teaching multiple preparations in science presents unique challenges, particularly due to the extensive lab preparation required. My classes emphasize inquiry-based, hands-on learning, which means that many days are filled with lab activities. Successfully managing this schedule demands a high level of organization and multitasking. Unfortunately, my designated prep time occurs during the next-to-last hour of the day, so I need to prepare most materials in advance. Developing an efficient system for doing so has been a time-consuming process. As a result, I often find myself working through lunch, and leaving school at 3:00 PM is rarely an option.

Adding to these challenges is the fact that I am the only science teacher in the building. While there’s one math teacher with a science endorsement, I primarily plan my classes independently. However, I’ve fortunately established strong connections with several science teachers in neighboring districts, who provide invaluable support.

At times, I contemplate how nice it would be to teach a single prep throughout the day. Even so, I genuinely enjoy the variety that comes with teaching different subjects every hour, as it aligns well with my personality and preference for avoiding repetition.

At professional development meetings, the list of courses I teach often leaves colleagues in awe, as it seems almost impossible to manage so many science classes. While it does require significant time and dedication, and I find myself at school late and working weekends, the fulfillment I derive from teaching is immense. It provides me with a sense of purpose and accomplishment, and I feel truly blessed to engage in a career I love. While there are a few moments of frustration, they do not overshadow my daily experience.

Many hats, fulfilling relationships

Figure 3. The author is shown with her son (whom she both taught and coached), after participating in the coach-athlete relay.

Figure 4. Messages from 9th grade students to the author on a birthday card.

Figure 5. A group of graduating seniors from the class of 2024 are shown with the author. She was their science teacher for several years during their middle and high school careers.

One advantage of being in a small school and managing multiple preparations is that I often teach the same students across these different subjects for several years. Many of my students share at least three years with me, and some even for all five years, encompassing up to eight classes in that span of time as those who choose to take my electives will have me twice a day.

In addition to teaching, working in a small school also means taking on various roles. For example, I coach the varsity boys and girls track and cross country teams, serve as prom advisor, oversee the Green Schools club, coordinate the Student of the Month program, and participate in the National Honor Society faculty council, among other responsibilities

A quote that resonates deeply with me is:

“After our time together, these students are not just names on a class list, but also a piece of my heart.”
~ Author Unknown

In my opinion, building lasting connections with my students, both in the classroom and through extracurricular activities, is a vital aspect of being a successful teacher. Being involved in athletics provides many lessons that are far bigger than the fundamentals of the sport itself, and I feel that teaching and learning in the classroom is similar.

Not all of my students will go on to pursue science-related careers, so it is important they learn skills that will transfer to any future endeavors. This includes teamwork, scientific literacy and discourse, argumentation, problem solving and critical thinking skills. When these skills are at the forefront of my teaching, it applies to everyone and helps to make learning fun!

Knowing my students so well provides me the opportunity to understand their interests, strengths, and weaknesses. It goes a long way when I can give an example or pull in an activity connected to a particular interest of a student. For even the most stubborn of students, you can’t ignore the glow they have when they feel important and know that someone cares about them. I’ve seen a similar reaction when I show up at their sporting events, band concerts, or drama productions. I believe that time is the most important gift a teacher can give to a student, and being present for them goes a long way.

I’ve also noticed that many of my students keep in touch after graduation, sharing their subsequent successes with me. It’s extremely fulfilling to know that I’ve made a difference in a young person’s life. While I believe every teacher experiences this, I feel that the investment of teaching multiple preparations pays dividends in witnessing the fruits of my labor.

Through the challenges of carving out my career path and navigating difficult times in education, the strong bonds I’ve formed with my amazing students are what make it all worthwhile. Perhaps the Cartesian Diver I encountered during my long ago interview is a metaphor for my journey; while smaller schools may carry more pressure, they also foster community. When our hearts expand, we all rise together.