it could be worse than working a job that doesn't require much or challenge you... nice people, good hours, relaxing in many ways. but this double shift is LOOOOONNNNNNNNGGGGGG. and despite my 55 minute respite in old town buying bach sinfonia, schubert etudes, and shrimp thai noodles, i am longing for the sunshine of 5:30.

the complaint is a light one, and mostly just makes me look forward to teaching more, finding an environment that values and supports what i've been trained and hopefully gifted to do. i had an interview yesterday that looks promising, and i am hungry to move back into music ed. there has not necessarily the magical... i'm-cured-from-my-burnout-and-will-never-feel-frustration-again relevelation. but i'm glad to know i can move forward anyways, and hope that as i'm patient with myself and with my students, that a true sense of vocation will deepen.


support is crucial for educators. Pasadena Conservatory describes it as a triangle between

Student: Ready to learn. Ready to practice. Needs the teacher. Needs support from home.

Teacher: Ready to share expertise and talent. Needs follow through from home.

Parent: Ready to share the journey. Needs to understand what's going on.

for a public school classroom the school setting in some ways replaces the parental role.

School: Knowledgable about and committed to curriculum. Ready to stand behind arts standards. Invested in music education as crucial for children's education.

so there you have a simple combination, but one i've certainly never experienced teaching in an urban setting. what if there is no parent? what if the student cannot be ready to learn? what if the administration has never heard of arts education standards? how many pieces of the "puzzle" do i need at minimum to make it worth it? is there such a thing as wasting your time/energy? if the children i really want to serve/teach are in schools where these pieces are not there, should i stick it out despite great frustration?