Early in my teaching career I remember wishing other people would just “leave me alone” to do my job. I loved working with my students and was wholly committed to their success, but often felt like the non-instructional components of my job—professional development, staff meetings, and so on—kept me from doing my best as their teacher. As a result, I had little interest in the educational world outside of the four walls of my classroom.
In recent years, however, through some discussions at the local and state level, I have come to realize the limitations of this mentality. So, I was intrigued last year when a former student’s parent forwarded me information about the Teaching Ambassador Fellowship (TAF) with the U.S. Department of Education. In the past, I would have deleted the email, but I decided to submit an application. After several rounds of interviews, I was selected as a TAF for the 2015-2016 school year. Though only one quarter through my Fellowship year, I can now say that applying was one of the best professional decisions I have ever made.
I teach Advanced Placement (AP) U.S. Government and Politics, so the opportunity to learn and participate in the federal policymaking process as a TAF simply can’t help but enrich my instruction. Also, through my TAF Team, I get to work with some of the most thoughtful, passionate and brilliant educators I have ever encountered and with staff members at the Department whose dedication to students is both energizing and inspirational. Most importantly, however, I have come to realize the simple reality that in 2015 it is no longer possible for a teacher to wall off his or her classroom from outside influences. As a TAF, I have an opportunity to lend my voice and experiences to shape education policy in our country and to better understand the decisions that are made in Washington, D.C., versus the state capital in Columbia, S.C., or at the district office here in Richland School District Two.
Moreover, as a result of my work as a TAF, I am finding myself slowly letting go of some of the focus on “my students,” not for any lessor commitment to their success, but, rather, because I am realizing how ALL students are OUR students. Our collective success as a country does not depend on your students or mine, it depends on all students being prepared to lead and thrive in our future world. Their collective success requires me to share my voice and expertise beyond the walls of my classroom. For myself, I can’t envision a better way to do this than as a Teaching Ambassador Fellow and I encourage other educators to consider taking that step beyond your classroom walls and apply.
Patrick Kelly is a teacher in Richland County School District Two in Columbia, S.C., and a 2015 Classroom Teaching Ambassador Fellow.
U.S. Department of Education Teaching and Principal Ambassador Fellows are outstanding educators with a record of leadership in their professional communities, strong communication skills, and insights on education policy based in their school and classroom expertise. Applications for the 2016 cohort of Teaching and Principal Ambassador Fellows opened on November 17, 2015 and will close on December 14, 2015 at 11:59 PM ET. For more information about the process, please thoroughly review the Teaching and Principal Ambassador Fellowship webpages.