Increasingly teachers are speaking out against school reforms that they believe are demeaning their profession, and some are simply quitting because they have had enough.
Here is one resignation letter from a veteran teacher, Gerald J. Conti, a social studies teacher at Westhill High School in Syracuse, N.Y.:
Mr. Casey Barduhn, Superintendent
Westhill Central School District
400 Walberta Park Road
Syracuse, New York 13219
Dear Mr. Barduhn and Board of Education Members:
It is with the deepest regret that I must retire at the close of this school year, ending my more than twenty-seven years of service at Westhill on June 30, under the provisions of the 2012-15 contract. I assume that I will be eligible for any local or state incentives that may be offered prior to my date of actual retirement and I trust that I may return to the high school at some point as a substitute teacher.
As with Lincoln and Springfield, I have grown from a young to an old man here; my brother died while we were both employed here; my daughter was educated here, and I have been touched by and hope that I have touched hundreds of lives in my time here. I know that I have been fortunate to work with a small core of some of the finest students and educators on the planet.
I came to teaching forty years ago this month and have been lucky enough to work at a small liberal arts college, a major university and this superior secondary school. To me, history has been so very much more than a mere job, it has truly been my life, always driving my travel, guiding all of my reading and even dictating my television and movie viewing. Rarely have I engaged in any of these activities without an eye to my classroom and what I might employ in a lesson, a lecture or a presentation. With regard to my profession, I have truly attempted to live John Dewey’s famous quotation (now likely cliché with me, I’ve used it so very often) that “Education is not preparation for life, education is life itself.” This type of total immersion is what I have always referred to as teaching “heavy,” working hard, spending time, researching, attending to details and never feeling satisfied that I knew enough on any topic. I now find that this approach to my profession is not only devalued, but denigrated and perhaps, in some quarters despis
Crafting a Thoughtful Teacher's Retirement Letter: A Guide and FAQs
Retirement marks a significant milestone in one's career journey, and for educators, it's a momentous step towards a new chapter in life. One of the key elements of this transition is the retirement letter—a formal communication that not only announces your departure but also expresses gratitude, reminisces about the journey, and outlines plans for the future. In this comprehensive guide, we'll delve into the art of writing a thoughtful teacher's retirement letter and address some frequently asked questions to help ensure a smooth and heartfelt transition.
The Significance of a Retirement Letter for Teachers
A retirement letter is more than just a formality; it's a reflection of your dedication, impact, and connection with the educational community. It's a chance to bid adieu to colleagues, students, and parents while encapsulating your experiences and the wisdom you've gained over the years. A well-crafted retirement letter not only honors your commitment to education but also leaves a lasting impression on those you've influenced.
Key Components of a Teacher's Retirement Letter
Warm Introduction:
Begin your letter with a warm and personalized greeting. Address your audience—colleagues, students, parents, and administrators—in a way that resonates with your relationship with them.
Expression of Gratitude:
Express sincere gratitude for the opportunities, support, and memories you've shared with the educational community. Highlight specific moments, achievements, or interactions that have been meaningful to you.
Reflection and Reminiscence:
Share anecdotes and reflections on your journey as an educator. Mention how the educational landscape has evolved and your role in shaping young minds.
Impact and Lessons:
Discuss the impact you've had on students' lives and the lessons you've learned from them. Highlight the values and skills you've imparted that extend beyond textbooks.
Future Plans:
Briefly outline your future plans—whether it's pursuing a hobby, traveling, volunteering, or exploring new opportunities. This shows that you're embracing the next chapter with enthusiasm.
Farewell and Well Wishes:
Bid farewell with warmth and positivity. Offer well wishes to your colleagues, students, and the institution as they continue their journey.
Contact Information:
Include your contact details if you're open to staying in touch with colleagues or former students. This fosters a sense of continuity and allows for future interactions.
Signature:
Sign your letter with your full name and perhaps a handwritten signature if you prefer, to add a personal touch.
Sample Teacher's Retirement Letter
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[Your Name]
[Your Title/Position]
[School Name]
[Date]
Dear [Recipient's Name],
I hope this letter finds you well. As I reflect on the incredible journey I've had at [School Name], it is with a mixture of nostalgia and anticipation that I announce my retirement from teaching. This decision wasn't made lightly, but it's time for me to embrace a new chapter in my life.
I want to express my deepest gratitude to each one of you—my esteemed colleagues, dedicated students, supportive parents, and visionary administrators. Over the years, I have had the privilege of witnessing the growth and potential of countless young minds. The memories we've created together, both inside and outside the classroom, will forever hold a special place in my heart.
From the early mornings filled with lesson planning to the late evenings spent grading assignments, every moment has contributed to my growth as an educator. The joy of seeing a student's face light up when they finally grasp a challenging concept or witnessing their transformative journey has been incredibly rewarding.
As I step away from the front of the classroom, I carry with me the invaluable lessons I've learned from each of you. The resilience of students, the dedication of parents, and the collaborative spirit of colleagues have been a constant source of inspiration. Beyond academic knowledge, I've seen the importance of empathy, adaptability, and continuous learning.
While my role as a teacher may be ending, my commitment to education and personal growth remains unwavering. I plan to explore new avenues, travel, and dedicate time to passions I've set aside. I am excited about this next phase of my life and look forward to staying connected with many of you.
In bidding farewell, I wish [School Name] continued success and growth. The legacy of excellence that we've collectively built will undoubtedly continue to flourish under the guidance of the incredible team here.
Thank you once again for the privilege of being a part of this wonderful community. Please feel free to stay in touch via [Your Contact Information].
With warm regards,
[Your Full Name]
FAQs About Writing a Teacher's Retirement Letter
Q1: When should I send my retirement letter?
It's best to send your retirement letter well in advance, typically three to six months before your intended retirement date. This allows the school administration to plan for your departure and ensures a smooth transition.
Q2: Should I send individual letters to colleagues, students, and parents?
While a general retirement letter sent to the entire community is customary, sending personalized notes to colleagues, students, and parents you've had significant interactions with can be a heartfelt gesture. This shows your appreciation for their role in your journey.
Q3: How can I strike a balance between expressing gratitude and keeping the letter concise?
Focus on key memories, achievements, and relationships that have had the most impact on you. Be concise while still conveying the depth of your emotions.
Q4: Is it appropriate to mention future plans in the retirement letter?
Yes, mentioning your future plans is a positive way to show that you're looking forward to the next phase of your life. It can also provide a conversation starter for those who wish to stay in touch.
Q5: How personal should the letter be?
While the letter should maintain a professional tone, it's appropriate to share personal anecdotes and reflections that have shaped your journey as an educator.
Q6: Should I send a physical letter or an email?
The mode of communication depends on the culture of your school and your personal preference. A physical letter can carry a more tangible sense of sentiment, while an email is quicker and easily shareable.
Q7: How can I ensure my letter resonates with the recipients?
Address specific experiences, interactions, or achievements that you've shared with your colleagues, students, and parents. This personal touch will resonate more deeply with your audience.
Q8: Should I proofread the letter before sending it?
Absolutely. A retirement letter is a formal document, and errors can detract from its impact. Proofread it carefully or ask a trusted colleague to review it for you.
In
Writing a teacher's retirement letter is a bittersweet endeavor—an opportunity to reflect on your impactful journey as an educator and to look forward to the adventures that lie ahead. By crafting a thoughtful and personal letter, you can leave a lasting impression on the educational community you've been a part of and inspire others to continue the pursuit of knowledge and growth.
ed. STEM rules the day and “data driven” education seeks only conformity, standardization, testing and a zombie-like adherence to the shallow and generic Common Core, along with a lockstep of oversimplified so-called Essential Learnings. Creativity, academic freedom, teacher autonomy, experimentation and innovation are being stifled in a misguided effort to fix what is not broken in our system of public education and particularly not at Westhill.
A long train of failures has brought us to this unfortunate pass. In their pursuit of Federal tax dollars, our legislators have failed us by selling children out to private industries such as Pearson Education. The New York State United Teachers union has let down its membership by failing to mount a much more effective and vigorous campaign against this same costly and dangerous debacle. Finally, it is with sad reluctance that I say our own administration has been both uncommunicative and unresponsive to the concerns and needs of our staff and students by establishing testing and evaluation systems that are Byzantine at best and at worst, draconian. This situation has been exacerbated by other actions of the administration, in either refusing to call open forum meetings to discuss these pressing issues, or by so constraining the time limits of such meetings that little more than a conveying of information could take place. This lack of leadership at every level has only served to produce confusion, a loss of confidence and a dramatic and rapid decaying of morale. The repercussions of these ill-conceived policies will be telling and shall resound to the detriment of education for years to come. The analogy that this process is like building the airplane while we are flying would strike terror in the heart of anyone should it be applied to an actual airplane flight, a medical procedure, or even a home repair. Why should it be acceptable in our careers and in the education of our children?
My profession is being demeaned by a pervasive atmosphere of distrust, dictating that teachers cannot be permitted to develop and administer their own quizzes and tests (now titled as generic “assessments”) or grade their own students’ examinations. The development of plans, choice of lessons and the materials to be employed are increasingly expected to be common to all teachers in a given subject. This approach not only strangles creativity, it smothers the development of critical thinking in our students and assumes a one-size-fits-all mentality more appropriate to the assembly line than to the classroom. Teacher planning time has also now been so greatly eroded by a constant need to “prove up” our worth to the tyranny of APPR (through the submission of plans, materials and “artifacts” from our teaching) that there is little time for us to carefully critique student work, engage in informal intellectual discussions with our students and colleagues, or conduct research and seek personal improvement through independent study. We have become increasingly evaluation and not knowledge driven. Process has become our most important product, to twist a phrase from corporate America, which seems doubly appropriate to this case.
After writing all of this I realize that I am not leaving my profession, in truth, it has left me. It no longer exists. I feel as though I have played some game halfway through its fourth quarter, a timeout has been called, my teammates’ hands have all been tied, the goal posts moved, all previously scored points and honors expunged and all of the rules altered.
For the last decade or so, I have had two signs hanging above the blackboard at the front of my classroom, they read, “Words Matter” and “Ideas Matter”. While I still believe these simple statements to be true, I don’t feel that those currently driving public education have any inkling of what they mean.
Sincerely and with regret,
Gerald J. Conti
Social Studies Department Leader
Cc: Doreen Bronchetti, Lee Roscoe
My little Zu.
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