Opinion | 2024 Teacher of Year: Michigan doesn’t have to keep losing educators

In May 2024, surrounded by colleagues, students and even my family, I was surprised in a schoolwide assembly naming me the 2024-2025 Michigan Teacher of the Year. As my hands literally shook with astonishment, my career flashed before my eyes.

From my first day teaching English at Eaton Rapids High School to my current role at Rochester High School, I’ve been proud to serve as a Michigan public high school educator for 20 years. Teaching children how to analyze literature, create beautiful sentences and thrive as student leaders has been some of the most challenging yet fulfilling work of my life. 

Yet despite my positivity, a simple reality haunts me: More and more teachers are leaving the field or never entering it at all. 

As Michigan Teacher of the Year, I’ve had the privilege of visiting schools across our state. From Manistique to Grand Rapids, Flint to Ann Arbor, I’ve met teachers — some award-winning, some new to the field, and others fighting for their students in difficult circumstances. The common thread? A deep commitment to the young people they engage in their classrooms and beyond. 

I have been incredibly humbled by the talent and knowledge of Michigan teachers — committed, responsible and dedicated public servants who deserve to be uplifted and supported. 

Yet the ongoing national narrative tells us educators are not doing enough. This constant drumbeat of negativity is doing damage. 

In addition to my school visits, I’ve spoken at universities and high schools to students in future teacher programs — many of whom spoke positively about the state’s endeavors to recruit teachers. Talent Together, tuition reimbursements and Grow Your Own programs are all doing great things.

However, these aspiring educators also expressed trepidation about their future in the field. They’re worried they will burn out or be pushed out from overwhelm and disrespect. Their fear is preventing them from entering the world’s noblest profession with optimism and joy. 

Teacher retention is not the same everywhere. Educators feel more overwhelmed in schools with high levels of poverty and low levels of family engagement and in rural areas with less access to funding or resources. However, no place is immune from this crisis. 

The state has acted to attract more new teachers. Now we must take steps to improve retention. 

The first is to provide teachers with more support during the school day: smaller class sizes; strict social media and computer use policies that are enforced by administration (and even the state Legislature); and help with student behaviors and academic performance, such as family outreach (especially related to attendance) and small group behavior intervention or academic tutoring. 

In addition, there needs to be renewed focus on teacher leadership models, which allow teachers to remain in the classroom but also take on leadership roles within their districts. Educators need to have more agency and input in school and district decisions without having to leave the classroom. Elevating teacher leaders can ease burdens and provide accomplished practitioners a platform to influence the schools they love. 

Finally, we need all of the families we serve to support the teaching profession. Broadcast the good things that teachers are doing in conversation or social media, uplift your teachers through supportive actions, and advocate for supportive policies at the local and state levels. 

We don’t have to keep losing teachers. If all of us get involved, we can ensure a bright future for public education, our children and our state.