Julie is in her eighth year of teaching at one of the top suburban high schools in the state of Massachusetts in the United States. She teaches history and psychology at both the general and Advanced Placement levels and has been at this same school since she began her career in teaching. Since the birth of her son more than 2 years ago she has been working a reduced schedule, which she hopes to continue into next year as well. Julie is in her mid-30s and teaching is her second career; prior to teaching she worked in political organizing.
Like many other teachers of her generation, Julie struggles with the balance between home and work life; with the types of changes she is being asked to make to her curriculum as a result of standardized testing regimes; and with her role as a teacher as she moves from being the new kid on the block to one of the more veteran teachers on her staff. She loves teaching but is considering a move into counseling, which would allow her to continue to work with students but perhaps offer something exciting and new in terms of her personal career development. She expresses little to no interest in being in administration, although she has held multiple leadership positions in her school over the course of her 8 years there.
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Stone-Johnson, C. (2009). Regenerating Teachers. In: Bayer, M., Brinkkjær, U., Plauborg, H., Rolls, S. (eds) Teachers' Career Trajectories and Work Lives. Professional Learning and Development in Schools and Higher Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2358-2_11
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