Realizing a Dream

Living A Dream
By Danielle Solis

Have you ever heard a celebrity brag about how s/he gets to ‘live my dream every day’ by acting or singing? I used to listen to various artists say this on television or radio interviews and wonder what they meant. What could that possibly feel like? I thought that must be the definition of success. As a quality assurance and project manager for a media metrics company, I was able to use my Psychology and English training while earning a fairly lucrative income. I considered myself relatively successful, but after six years of 50-plus hour weeks and a relentless dedication to my job, I realized I was not completely fulfilled. I am happily married and fortunate to be raising three beautiful children, but I knew that I was not living my dream every day. As my thirty-fifth birthday approached, I knew it was time to step out of my comfort zone to define my personal and professional success by pursuing my lifelong dream of becoming a teacher.
Since my early teen years I’ve always been drawn to helping children. When I was in high school I worked as a summer camp counselor at Texas Lions Camp for Handicapped children, in college I taught preschool as a part time job, and I was always inundated with babysitting opportunities. With all that early experience working with children I have often been asked why I did not study education in college. I am actually not quite sure why. The only reason I can think of is that I had the feeling that I was not ready to dedicate my life to teaching. My mind was set on studying Psychology to eventually become a licensed counselor and satisfy my philanthropic spirit and need to contribute to society in a positive way. After graduating with a Psychology degree, I immediately entered the business world able to climb corporate ladders, rewarded with titles and pay raises. But these achievements felt superficial.
Once I stepped back and inventoried my life, I realized I was not feeling successful after all. On my thirty-fifth birthday, I approached my husband with the idea of finally trying my hand at my lifelong dream – teaching. Even though it would mean a substantial reduction in pay, my husband supported my decision and my need to teach with unwavering dedication. I was ready. I wasted no time. The next morning, I began researching Alternative Certification Programs in Texas.
I was already familiar with Region IV’s program because I had attended an ACP informational meeting nine years prior. Region IV’s program is the perfect choice for me because it is affordable and offers quality online pre-service instruction and internship assistance. Region IV clearly lays out the process in a step-by-step guide, but also reinforces each step of the process in smaller, easily digestible bites with clear instructions. The communication and professionalism Region IV’s Alternative Certification program offers meets my needs in every possible way.
The instructor of the online pre-service class was wonderful. She had valuable and timely feedback, set high but attainable expectations, coached and guided us, encouraged our class to be a community of professionals who learn from each other, and set a positive example as a professional educator. I enjoyed each assignment, yearned to read the materials, studied diligently, and earned a 100% in the course.
The required 30 hours of classroom observation was my favorite, and the most beneficial, aspect of the pre-service program. I got the benefit of visiting myriad classrooms at local elementary schools and observing how experienced teachers seamlessly execute transitions, routines, instruction, and assessment. I noticed these expert teachers all had certain things in common. How they each set up their classrooms in a warm, inviting way. How they engaged in mini-lessons with the gradual-release teaching method. And, perhaps most importantly, the mutual respect they cultivated with their students. It was amazing.
Observing and participating in an online class was comfortable for me; the intimidating part was the actual teaching! Region IV supported me through my internship by requiring an on-campus mentor, as well as collecting regular observational data from my on-campus mentor and administrators. I was required to attend weekly meetings with my mentor to discuss areas of strength and weakness to improve my teaching. I enjoyed that process very much, but the icing on the cake was the Region IV mentor, Kempa Rider. I LOVED when Kempa visited my classroom – the feedback, the advice, the expertise she provided offered the most tangible support and guidance. I wasted no opportunity to internalize and incorporate her valued direction and I could see my teaching improve with each of her visits. I am eternally grateful for Kempa. She helped me become the educator I am today.
Thankfully, quality alternative certification programs like Region IV exist to allow individuals like me to realize their full potential and their dreams. ACPs offer an affordable, practical, and professional transition opportunity to those professionals seriously seeking a career in education. I missed my chance to pursue education in college, but I was still afforded the opportunity to realize my dream through ACP and received an arsenal of support, training, and guidance that shaped me into the teacher I am today. I certainly did not know then (in my early 20s) what I know now (in my mid-30s) about life, work, and children, and I appreciate that ACP exists for the late bloomers who are seeking a change through education in order to live out a true calling.
It’s difficult for me to put into words how much I value teaching as a profession and my experience with my students. I am invigorated and excited to be at school in my classroom each day. This year I had 28 extremely diverse third graders – nine were enrolled in the school’s ESL program, three were receiving Special Education services, and one student tested on middle and high school levels for math and reading abilities. I learned so much about how to differentiate instruction and do whatever necessary to reach each student. In order to establish a positive relationship with my students’ parents, I scheduled home visits with each family. For the students who were struggling academically to meet state standards, I tutored after school and Saturday mornings in the spring. For those students who required a little extra encouragement or motivation I developed motivational contracts, spent time, and personal resources to demonstrate my commitment to them and to their education. Treating a struggling student to a game of Laser Tag after she passed a state exam was such a reward for both of us!
I always claimed that I had 31 children – 28 at school and three at home. That’s truly how I feel about my students, that they are mine. I took risks and tried my very best to make learning relevant and fun. We were the Rock Stars of 3A and we rocked learning every day! I will never forget my first class because I lived every day for them. Those little darlings changed my life. I never knew I could love them or the profession as much as I do.
I am proud and honored to say that I finally understand what those celebrities were talking about. I know that every child I am fortunate to meet and teach and hopefully positively impact on a daily basis is contributing to my success and fulfillment as a person. Better yet, the children’s impact on me is immeasurable. I could not be happier that I made the leap of faith into education because I have reaped nothing but tremendous joy and strength from my students and my co-workers. I am finally living my dream every day. I am succeeding!