Winston Churchill once stated, “To improve is to change, to be perfect is to change often.” Arguably, no one felt the imperfections and changes over the last year and a half more than educators. It’s been such a trying time, transitioning from distance learning to hybrid to traditional brick-and-mortar instruction. To say it’s been a challenge would be an understatement. But one thing that’s always been constant is change itself. So we ask ourselves, during such times of uncertainty and change, how do we continue to address issues of teacher shortage, of recruitment and retention, and of preventing the all-too-familiar teacher burnout? How do we lead through change?

As a 20-year veteran educator from the Palmdale School District, I have seen educational trends wax and wane; from the adoption of various teaching standards, curriculum and textbooks to differing pedagogical ideologies and strategies. But one thing that has never altered is the educators’ desire to affect positive change in the classroom. This was not an impossible task during the COVID pandemic, but it certainly was an uphill battle to keep students engaged, families connected, and teachers encouraged.

Shortages, recruitment, retention and burnout are all very serious issues during a traditional school year; it has been an even greater quandary since March 2020. What can be done? For me, what has kept me invested in education for the past two decades has been the access to new leadership opportunities every step of the way. As so with our students, educators may become disengaged over time if the routines are rote and uninspired. What has kept me energetically motivated and has improved my practice each year is constantly looking for new opportunities to explore the field from myriad angles. It may seem counterintuitive, if a teacher is experiencing burnout, typically a mentor would encourage them to limit their duties or relinquish one of their many hats. (As we all know, teachers famously wear the figurative “hats” of parent, nurse, friend, psychologist and much more in the classroom). For me, it has been the opposite experience. I thrive and recommit myself to the profession every time I try my hand at something new. Over the years, I’ve enjoyed coaching probationary teachers in the district Intern program, participating in the African-American Parental Advisory Committee, or even reviewing budgets as a member of the School Site Council.