Mister Doctor Coach

I’ve never felt like “Plocher” is a particularly challenging surname to wrap one’s mouth around. As I tell my students, “it rhymes with joker.” (I don’t give the students a hard time about the other pieces of my name or my ridiculously long work e-mail address. Some day, I’ll write about changing my name when I got married, and all the misadventures that come with having two middle names.) Some of my students never quite get it—I hear lots of “Plucker” and “Plotcher” and “Ploh-tcher” deep into the semester.

One student, though, after inadvertently addressing me as “Miss” and mangling my name several times, just called me “Mister Doctor Coach.” It started as fumbling for the right title, but it caught on with him. That’s all he ever called me afterward. He still calls me that when he sees me in the hallway.

I have written a lot about the emotional challenges of leaving the academy, about expectations, about failure. You can find those on my #postac page, or a longer, more reflective single piece in the “works” page. Most of the conversations I’ve had lately with other PhD holders and graduate students, though, have been about the “professional journey.” That’s not something I’ve written about all that much, and certainly not from my current perspective, four years out from my leave-taking.

“Mister Doctor Coach” isn’t a bad summary of where my journey has taken me. These days, I am definitely #withaphd rather than #postac. I am not, technically speaking, “in my field;” my doctorate is musicology (with a minor in comparative studies) rather than English (in which I hold an undergraduate degree). I do what I do because I figured out (after sorting through the narrative wreckage) that my field was teaching all along.

My professional journey has been shaped by the needs of my family. I was lucky enough to get through graduate school without accumulating significant debt because my spouse had a good job with excellent insurance and we still basically lived like grad students. I juggled my work as a gradjunct with being a stay-at-home dad, including taking my son to the numerous therapy appointments that followed his autism diagnosis. (I mentioned that we had really good health insurance, right?) With two kids, one of whom needs more supports than many, the idea of either a) sticking around in the Twin Cities and ramping up my adjunct workload or b) chasing VAPs that would require frequent relocation became…implausible. I decided, when the first round of musicology openings closed, that I wasn’t going to keep, as I put it, “paying Interfolio for lottery tickets.”

Shortly thereafter, my family moved from Minnesota to Texas. My spouse’s family lives mostly in the Austin area, so we had some nuts-and-bolts support. We were also, though, broke. It took my spouse longer than expected to find a job. I interviewed for a few entry-level positions outside academia, and applied for many, many more.

None of those panned out. The interviews I had seemed to be decided in the first few minutes when I failed to convince potential employers that my doctorate didn’t make me a flight risk. Several straight out asked if I would be going back to the higher ed world, and seemed skeptical when I demurred. These were entry-level positions, mind, mostly in writing-related fields.

Sending out applications doesn’t pay the rent, and rent in the Austin area is…high. I needed something that I could do, even part-time, that would generate some income while I looked for my imagined perfect job. Requirements for substitute teaching? Some college education? I had lots of college education. I spent a half-day at orientation, had my fingerprints taken and background checked, then started finding my way around Austin ISD one school at a time.

For months, I’d sub three to five days a week and spend the other days filling out applications. I wasn’t happy, but I’d also helped get the household to a point where we didn’t have to take on credit card debt to meet basic living expenses. By the spring, I was getting long-term substitute jobs that paid better (marginally, but it mattered) and gave me the opportunity to do actual teaching. (Short sub jobs were pretty much always some combination of babysitting and riot control.) I remembered that teaching was a big part of why I had gone to graduate school in the first place.

Texas, for better or worse, has a robust alternative certification path into the teaching profession. I took it. The classes were the expected mix of useful and redundant. My year spent as a substitute gave me more than enough classroom time to get my probationary certification. Which brought me back to…interviews.

This time around, I was interviewing for jobs with a certification in hand, a full year of subbing (including those precious long term assignments) and years of teaching in college. The first question was still “you have a doctorate, why on Earth do you want to teach middle schoolers?” Because of the certification timelines, I was interviewing during the late summer rush. (Teachers have until mid-summer to opt out of their contracts without penalty. This means that when administrators come back from July vacations, they have only a few weeks to fill newly-vacant positions.) Some of the interviews were really rushed. In the worst, the principal announced that we had 10 minutes for the interview, mispronounced my name, didn’t even try to apologize, and seemed most interested in how much of a disciplinarian I could be. The interview only made it about six of the allotted 10 minutes, and my “thanks for the interview” note included a polite refusal to be further considered.

I eventually landed a job at a charter school in East Austin three weeks after the school year started. Most of my meetings with the principal included admonitions that teaching middle school was not like teaching college. It isn’t, and I knew that, and my lessons were planned for the eighth graders I was teaching. I was a first year teacher, and neither the lesson plans nor my putting them into practice were perfect, but I left most meetings with my principal furious at the repeated idea that I couldn’t tell the difference between a thirteen-year-old and a 20-year-old. I did have great co-workers and assistant principals from whom I learned enormous amounts. They weren’t quite enough to keep me there.

I felt bad about leaving that job because it felt like I was abandoning kids who’d already been abandoned or neglected by too many people. The commute was costing me, though—two hours a day spent sitting in Austin traffic, barely moving. The hours and the stress made it harder for me to do my job and harder to do the right things at home. It was not sustainable. I let the school know that I wouldn’t be returning and went through another summer of applications and interviews.

With more distance from graduate school and proof that I could last at least a year in a secondary school gig, most of the interviews went better. I still had to deal with some degree skepticism, but it mostly had to do with why I was teaching English when my graduate work was in music. (I got pretty good at explaining that, as much as I’d been a band nerd and sung in choirs, I’d never had any interest in being a band or choir director.) Importantly, I was also better able to explain how the variety of teaching I’d done, including teaching at the college level, contributed to the success of my students.

By the end of the summer, I had landed a job at my current school, where I’ve taken over the AP literature class in addition to teaching various on-level and intervention courses. I coach the ultimate frisbee team. Most of the AP students call me “Dr. Plocher.” In the on-level and intervention classes, I get a lot more “mister” (with or without the Plocher). Some of my ultimate players call me “coach” in class. I’m usually not picky about it. (Teachers, like everybody else who works with other people, choose their battles.)   

My higher education experience improves my teaching in a few obvious ways: especially with high school seniors (and most especially with the AP students), I can set realistic expectations for college. I try to teach my students that professors care in direct proportion to the amount that their students care. Many of my students will be first-generation college students. I do my damnedest to help them advocate for themselves, to get them used to the idea of asking for help when they need it.

From a practical standpoint, the skills I picked up in graduate school are invaluable for nuts-and-bolts teaching. I’ve always been a fast reader; graduate school forced me to refine my analytical chops to keep pace. I can do background research quickly. After having to teach syllabi that were handed to me three days before I started an adjunct job, I do okay with shifting administrative priorities and requirements. (I confess I still complain loudly about them, though.)

There are moments—not many—that I look around and wonder “what am I doing here with my musicology PhD”? The money’s not great, but it is much more than I made as an adjunct. I also know where I’m working from semester to semester, which is something you can really only appreciate if you’ve been in situations where you don’t. I get to collaborate (and hang out with!) some great colleagues without having to compete with them for funding.

I’m doing work that is necessary and important. Sometimes it’s thankless, but not always. The gratification is mostly deferred—another thing graduate school taught me to deal with. Teaching is a different job every day; frequently it’s a different job from period to period, even with the same lesson plan. It will wear you out and lift you up and you will feel your students’ departure at the end of the day…the end of the year…graduation just as keenly as they do, although for different reasons.

This, all of this, is why I secretly like the ridiculousness of “Mister Doctor Coach.” All of those titles are part of how I got to where I am. It’s almost August, and my dreams (as they seem to do at this time of year) are filled with the classroom again. The school year is just around the corner, and I’m looking forward to it…which isn’t something I could say four years ago.


Gradfessional Development

I spent most of last week attending an Advanced Placement (TM) Summer Institute, a training program for teachers who teach AP courses. I spent a week doing it last summer, too, with no idea that I’d be teaching it two months later. This year, I went to the session for new and returning teachers, which made it a bit of a grab-bag. I was at a table with a middle school teacher who was simultaneously moving up to high school and about to teach AP Literature as a one-semester class, a teacher who’d gone to the same session I did last summer (and was, like me, one year into teaching AP), and a third who was about to teach AP for the first time. Between the four of us, we had two collective years of teaching AP Literature.

There was a lot more experience in the room, though, people who’d been teaching AP English courses (Language or Literature) for long enough that they really had to work to count up their years of experience. We didn’t really get into which degrees people had, but it came up in passing that a few people had masters degrees (in either English or education). That’s relatively common; a postgraduate degree in your field gets you a pay bump in most districts. (Aside: my summer courses back in Bowling Green were full of music teachers because, in Ohio, teachers were required to get a masters degree within a certain number of years of starting teaching.)

Professional development—and this institute was 30 hours of professional development—is always a mixed bag. It’s common to go a whole day and pick up perhaps five to ten minutes’ worth of stuff you might use. The AP summer institutes, thankfully, are better than that. Even so, there was a lot of repetition. A lot of margins filled with spirals and such:


From day one, the slowest day, and one on which the slow crawl of my doodles across the page became a spectator sport for the next table over. And the consultant leading the workshop.

We frequently broke to work with our groups (our tables). Those situations had me thinking about my smartest person in the room post. Graduate school and inclination make articulating snap analyses quick for me. Most of the time, I can come up with something that at least sounds smart very quickly. By the second day, I was intentionally backing away from my group because they’d already started to look to me for answers. (I did my best to be a good teacher and ask questions instead.) The situation made me a little crazy, not because my group members were awful (they were great!), but because it frequently put me on the spot in ways that encouraged me to indulge in bad grad school habits. My responses curved back toward my old seminar self and a need to prove not only that my readings were good, but that they were particularly good and that I was particular smart. In among my notes, I wrote a short poem:

I think fast, get to my answers


Like a fox

Especially when they are wrong

Too clever by half in half the time.

Even when I want wisdom,

I want for wisdom.

As much as I miss some of graduate school—the discoveries, the fun parts of research, the camaraderie—I don’t miss analysis as a competitive sport. As we slogged through sample texts and sample student essays, the institute participants got there. Also from my notes: “By the end of the day, we frequently descended to the worst of ourselves, quibbling like grad students over the minutiae of texts, forcing literature into the procrustean bed of the Hero’s Journey.” English teachers are articulate. We grasp the basics of texts quickly. We also have a related capacity to give slight disagreements undue significance. Doing this to texts is a big chunk of the reason I didn’t go to grad school for English…never expecting that I’d end up in music history and comparative studies, where the arguments just as frequently hop back and forth across the line between inane and inspired.

You know where else I heard lots of self-serving cleverness mixed in with cool stuff? Academic conferences. Those are as close as higher ed faculty usually come to the kind of professional development required of secondary teachers. From my current side of the fence, that seems so weird. Professors aren’t obligated to know how to teach. (That doesn’t mean they don’t, or that there aren’t many who take their teaching at least as seriously as their research, including writing books and giving seminars on pedagogy.) “Continuing education” is keeping up with your discipline. There is a whole section of a tenure portfolio or CV dedicated to “professional development,” but it again comes back around to conferences and committees, to research and knowledge and “scholar” as a profession.

Do I lose my thread? I lose my thread. Let it suffice that in the Venn diagram of secondary teachers’ professional development and academic conferences, there is a space of significant overlap having to do with cleverness and ways of displaying it.   

The thing is that none of the cleverness we participants performed for one another makes us,  in itself, better teachers. We don’t have to win arguments about literary meanings with each other, never mind with our students. We have to teach them to make those arguments in fruitful, responsible ways. Parts of the APSI did a great job of that; I picked up lesson plans and strategies that should help me help my students. Other parts didn’t. The squiggles in my margins testify to that.

When it comes down to it, teaching teaching is not so different from teaching writing: “here is what I did and how I did it and here are a bunch of ideas that might work for you.” There are technical details—what is on the AP test, how they’re scored, what the College Board requires in a syllabus—but so much of teaching is the delicate blend of performance, communication, and knowledge. I’m not going to lie: being clever helps. It’s the rest of the stuff, though, that I’m working to develop. Professionally.

Reflections on a Third Teaching Year

Forty-eight hours ago, I turned in my keys and signed out of my school for the summer. That doesn’t mean there’s no work to do: I have some projects to plan, some bureaucracy to manage, some trainings to attend…but by and large, the next two and a half months are mine for other things. Including (finally!) getting back to Walking Ledges.

My thoughts after my first year of teaching full time were long enough to require three separate posts. Last year, I apparently didn’t feel that anything beyond signing my contract renewal was noteworthy.

This year has been different in that it has been largely the same as the previous one. Signing that second contract was a big deal; working a second year in the same place was less about the moments and more about the way the work shaped other moments.

Teaching advanced placement and intervention simultaneously kept me on my toes. I joked that I had “only the skinny parts of the bell curve.” That’s not entirely true; some students end up in intervention classes who don’t belong there, and the same is true of AP classes. They all require different strategies (differentiation!). They all require attention. They all require—have a right to—the best teaching the school can provide. We  teach the students who walk through our door.

That’s one of the things that hasn’t changed from that first set of reflections: students are the best thing about the job any time they aren’t the worst thing about the job. (Most of the time, the worst part of the job is bureaucracy.) What did change? Well…

Improvisation and Iteration

My class assignments changed back in August, and I had to hit the ground running with my AP Literature course. Mid-August up through November was a bit of a blur. I knew only a few of the texts I taught. One or two were a matter of staying ahead of my students. One of the perks of having done this for a while, though, is that you’re better able to leverage the authority you get just for being the one at the front of the room. I’ve always worked from broad outlines and sketches, filling them in as I go. That’s become my general mode of lesson planning…at least until I’m wrangling challenging material or challenging students. At those times, I damn well better bang out specific, timed lesson plans. Most of the time, though, teaching AP allowed me to improvise and bounce ideas around with my awesome students.

Teaching intervention was, most days, at the opposite end of the spectrum. I’d taught the course a full year. With it being a one-semester course, I’d already taught it twice by the time the 16-17 school year started. That meant that I had plenty of material sitting around waiting to be re-used. Or modified. Or shifted to a different context. Or thrown out all together. The pleasure of teaching a course I’d been through before is much like the pleasure of editing and revising. The iteration helps you smooth things out, improve the good things, eliminate the ones that aren’t working, and try new things in small doses.

Of course, you get new students. Tests change. Administrative requirements change. Lessons that were awesome for one class can fall flat the very next period. So even when you’re fine-tuning, you frequently have to improvise a new melody.


I’ve said it before, and I meant it: I like teachers. Not all teachers are awesome people, but it seems like most of them are. (No self-congratulation intended!) In a year when there was so much craziness going on in the world, I appreciated having colleagues who could help keep me grounded and focused on the things I could control. My fantastic department head won district teacher of the year, and deserved every bit of it. My fellow AP/pre-AP teachers are doing cool stuff with curriculum. My next door neighbor is the loudest guy in the building, a raconteur who holds down the head of the teacher’s lounge lunch table. It’s good to have work friends again.

Plus, my colleagues get (most) of my jokes. Even when they’re not funny jokes.

On Finding my Niche

I started teaching full-time at a charter in East Austin, commuting too many miles and too many minutes. I spent my days with eighth graders who, mostly, were not good at being in school (no matter how smart they were). I’d done most of my substitute teaching in middle schools. It seemed like a good idea. Looking back, it’s hard to sort out which challenges were first-year-teacher things, which were specific to the school, which to the commute, which to the grade level… Being a first year teacher is hard!

This year, teaching AP, things felt…right. Teaching advanced placement seniors is about as close to teaching college as you can get without actually doing it. There are advantages, though: I get to spend so much more time with my students. I see them every day, learn so much more about who they are and what they hope to do. I would have gotten some of that with professor-ing full time, with the mythical tenure-track job. I was absolutely not getting it as an adjunct. The AP kids, usually, remember to call me by the correct title.

I still love teaching writing. I got faster, over the year, at grading the exam-specific stuff. I’m working on more and better ways to build writing into the curriculum. I love showing students how a text can do multiple things at the same time, how no matter what a multiple-choice exam might require you to ‘understand,’ literature and life are messier. When I do my job well, when it is at its most satisfying, its the students who get that, who find the meaning in the glorious mess, who explain it as best they can (which is sometimes brilliantly).

Next year, barring another last minute change, I’ll only be teaching seniors—AP and “on-level.” As excited as I am about spending the summer writing, about my summer to-do list, I’m already excited about what’s coming up when August rolls around.

Welcome to Wonderland

This is, more or less, the speech I gave to my Advanced Placement Literature and Composition students on the first day of school.

Today I want to tell you a story about moments, moments the world looks wonderful and strange and different.

I was lucky enough to go to school in Wales for two years. Over those two years, I had roommates from England, South Korea, Kenya, Italy, and Germany. I had the chance to travel—choir tour through France and Switzerland, and a five-week epic after I graduated. The trip I want to tell you about, though, was just a day trip, only as far as the Welsh border with England.

There’s a little town there called Hay-on-Wye. It’s a very English town name—Hay, on the Wye River, so Hay-on-Wye to distinguish it from the other towns called ‘Hay.’ It’s a small English town: grey and green except on those rare sunny days, at which time it is a lighter grey and a brighter green. There’s not much to recommend Hay-on-Wye…except for one thing. Hay-on-Wye is a mecca for books.

Aside from the plane ticket, I had two big expenses getting home from school in Wales. One was the bag that I left for five weeks at Heathrow. The other was shipping my used books home. There was one used bookstore in Llantwit (near school), and I haunted several others in Cardiff (which was a bus ride away), but Hay-on-Wye had more. It was probably for the best that I only went there once.

The streets were dotted with shelves for the book fairs. And the bookstores…there were all sorts of used bookstores there: the kind that are only open for a few hours a few days each week, with bars on the windows and rare books inside; the kind that are nearly a garage sale with boxes of unsorted books; and the many in between—more or less organized, more or less ready for exploration. Those were the ones I spent most of my day with—after a walk to see the mansion and the castle.

There was one store in particular that I went into in the afternoon. It was two stories, and narrow—like a hallway. Shelves stretched to the ceiling, some with boxes on top of them. It was cluttered enough that I couldn’t see all the way to the back. I went upstairs and out stepped a man. He was short, with graying, curly hair and a van dyck. He said to me, with absolute seriousness, “Welcome to Wonderland.”

And for a moment, just a sliver of a sliver of a second, I wondered whether there was a back to the bookstore, whether it went on and on to some other place. It was a superbly Neil Gaiman moment, even though I’d never even heard of Neil Gaiman at the time. I was one of those kids who was always trying to figure out which door would open to Narnia, whether there was a secret knock or some other trick that would whisk me away to somewhere more interesting. For that moment, I was there again.

Alas, the bookstore did in fact end. The short man was just a short man, not a leprechaun. I didn’t find any magic there more than the usual magic of books. That’s not the point.

The point is that, in that moment, my world shifted. In the blink of a mind, I saw possibilities that were hidden. Anything could happen. I had to see.

We don’t get those moments often. I can’t promise that you’ll have those moments in my class. Honestly, I don’t think I ever had one in class. What I want to do, though, is to give you the tools to find those moments yourselves. There are times when you’re reading, times when you’re studying a text, when the world opens up like that. You can’t force those moments, but the more you know, the more you can be ready for them when they come…

…And that’s the story of how I took a trip to Hay-on-Wye. That’s the way the story goes and it’s truth if you don’t believe and a lie if it makes you happy and it’s a story if it blew from a far off place and you felt it.

Okay. I stole that last sentence from my poem, The Storyteller, which I still like even after all these years.

Shifting Gears

Last week, I went on vacation. My family put 2000 miles on our new car, learning about the ways road tripping is different when people are sitting close enough that they can all touch each other. (Our mileage was great, though!) Only one of the trip’s six days did not feature at least three hours of driving as we shuffled first north, then south. Along the way, we took in a museum where a T-Rex shares a name with my son, a production of Cirque du Soleil’s new Avatar-inspired show, and an awful lot of corn fields. And family.

Some of the transitions from car to family visit to car were seamless. We arrived. The kids exploded out of the car. They ran amok (sometimes with cousins) while the adult-types prepared food and caught up. We ate hamburgers and, because the sweet corn is coming ripe, plenty of fresh corn. The weather was very not-Texas, which we appreciated.

A few times, the explosion of kids out of the car was too explosive. There was too much energy to sit, even with the relative novelty of eating out. It meant going outside and finding places in or near gas station parking lots where my son could run and jump and otherwise do activities to help him regulate his body.

And of course, many transitions were preceded by “are we there yet?” Variations on this were my daughter’s favorite, sometimes hours before we closed in on our various destinations. By the time “getting there” meant being home, we were 15 minutes into August.

So, end of summer break…are we there yet?

We must be getting close. Monday, my boss called me to discuss my class assignments for the upcoming year. Earlier in the summer, he’d said that, pending enrollment numbers, everybody would be teaching what they taught last year. The purpose of the principal’s phone call was to explain that some things had changed. (It almost always changes.) Last year, I taught English intervention (for students who have either already failed or are at risk of failing the end-of-course exams they must pass to graduate) and on-level English IV (for seniors who often think they’ve already finished high school). Last spring, intervention was full entirely of freshmen. It was…challenging (especially the section at the end of the day, which was almost entirely boys and almost entirely disinterested in anything academic by the time class started at 3:05). I had hoped that we’d hit numbers for the creative writing elective I was listed to teach. I’d also hoped, vaguely, to escape teaching intervention. (It has its benefits; I feel like it helps keep me honest as a teacher and really pushes my pedagogy. It just wears me out.) Neither happened.

This year—which for teachers in my district starts next week—I’ll still be teaching intervention. Instead of on-level seniors, though, I’ll have the Advanced Placement (registered trademark of the College Board) seniors. I’ll be inheriting my colleague’s summer assignment, which means hurriedly reading the assigned novel (thank you, grad school, for preparing me!). I need to pull a syllabus together, one detailed and tidy enough for the College Board to approve it. I need to shove the vague plans I had about rearranging the on-level English stuff to the back burner. I need to think about what worked with the intervention classes last year, particularly in the spring, that I can adapt to the different group of students I’ll have in the fall.

It’s a lot to get ready in the two and a half weeks before students show up. On the plus side, I won’t be waiting on HR to decide whether or not I exist. It’s another opportunity to improve my teaching, which is exciting. None of my classes should be huge. There’s a lot to like.

Earlier, I mentioned that we got a new car. It has a continuously variable transmission; there are no “gears” to shift between. My first car was a manual transmission. I’ve driven automatics since then, but even those train you to a pattern of shifts. You learn when you need to jam on the pedal to make the transmission downshift, when to let up a little to get the upshift. You listen to the patterns of the RPMs. The new car doesn’t do that. It has paddle shifters and a sport mode so you can pretend, if you want, but mostly the transmission just runs. The changes are gradual.

That’s how this summer has felt, and it’s a change I’ve been able to notice mostly because so many other pieces of my life are stable. As an undergrad (and before that), summers were summer. Whether it was a job or just a lot more ultimate, I had a sense that summer was different. Not all of the summers were lazy. Not all of them were good. They were, though, decisively not-school. During my masters, I took a fair number of summer seminars to grease the wheels on my dual degree. It still felt like a distinct season, though, because we had a lot of teachers pursuing masters degrees, because the rhythm of the day was different, because the weather was different.

I didn’t take summer seminars during my doctoral work. They weren’t part of the program. I took care of my kids. I squeezed in research trips. I wrote. The research trips have been replaced by professional development, but those other things have continued. My school year lines up imperfectly with the kids’, so there were some hazy patches at the beginning of the summer, with another coming up when I go back for inservice next week. There have been trips and camps and many visits to the library. Not once did I have a sense that things had slowed down. They must have, though, because I can feel them speeding up again now, even without a noticeable shift in gears.

Continuously variable transmission, indeed.

Reflections in the Rearview Mirror

I remember the day that, as an undergraduate, I realized I could not do everything. I had committed myself to the same kind of activity load that I’d had at UWC. For a semester, it was fine—my first semester at Macalester was lightweight, especially since I wasn’t adjusting to living away from home. Second semester, I had some harder classes, and I collapsed. I spent a day in my dorm room, sometimes sleeping, sometimes crying, knowing I had to quit at least one thing but unable to reconcile myself to—as I saw it—being a quitter.

In between naps, I pored through my yearbooks. At AC, we wrote a lot in the yearbooks, especially our second year. We tried to wrap all the intensity of those two years into our words, knowing that we would soon be scattering literally all over the world (and in the days before social media, that meant even more). That February day in Minnesota, I needed those memories. It wasn’t just to remind myself that I had friends. I needed to read all of the good things people wrote about me (although one of my fellow U.S. students wrote, thoughtfully, about how I was a terrible cynic and ought to respect my country more). I needed to believe that some of those things, maybe most of those things, were true. I was good at things. People liked me.

I needed the past to validate my present, to reassure me that my travails would pass, just as they had there. (I’d had a similar break while in Wales, one that remained the worst I’d had until I was wrestling with leaving academia.) It worked, mostly. I ended my brief career as a sportswriter for the Mac Weekly. I stopped taking on new activities. I started going out with my first real girlfriend.


Earlier this week, my first band director died. Skip Bicknese didn’t bat an eye when my mom, a little confused herself, took me to the band room moments after I’d informed the counselor at my soon-to-be middle school that I wanted to do in band in seventh grade. Mr. B and I talked a little about what I wanted to play. He taught me, minutes after walking into the band room, the basics of buzzing and showed me my first fingering chart. My braces saw to it that I didn’t remain a horn player for long, but I am pretty sure I was a band nerd by that October.

There’s no doubt I was by the time I reached high school. I’d been playing baritone horn for a while. Mr. B invited me to come try the jazz band (which met before school) on valve trombone. Valve trombones are abominations, and I decided I’d better learn to play a proper trombone even as I was falling in love with third and fourth trombone parts and going to all the home basketball games. (The jazz band was also the pep band.) When Mr. B left after my freshman year, I was bummed, but I’d learned enough that, along with other band students, I helped stand up to his replacement (who was terrible and only lasted a year himself).

When I read that Skip had died, I cried. He introduced me to music as practice. I’m not sure he was endlessly patient, but he was endlessly enthusiastic, which made up for it. He told terrible jokes. He laughed at the terrible jokes his students told. He wrote our marching band arrangements and a good chunk of our pep band music. I suspect looking at photocopies of those low-resolution printouts planted the seed that I could create music myself. I know that Mr. B’s love for music and for his students propelled me and many others into music as a lifelong effort. I didn’t think of him when I smiled to hear Rite of Spring on the radio last week, but I should have. I wouldn’t have gotten to Stravinsky (never mind LaMonte Young or Meredith Monk) without the Bicknese arrangement of “American Band.”


Last night, I took my curling printout of Ghosts of the Old City to a coffee shop. I brought a pen, too. That was it. I sat down, and I read the whole draft. I went through it last summer, but had to job hunt instead of starting rewrites in earnest. I spent NaNo 2015 working on the sequel. I hadn’t forgotten the novel, but I didn’t remember it well enough to dive straight back into rewrites.

It’s odd to think that I wrote the first part of Ghosts three years ago, before I’d even considered moving to Texas. There’s not a lot of that early vision left, and where it shows it mostly needs to go away—I still read parts and think “that’s so NaNo.” There were times when I didn’t know what I was doing. That’s the glory and the curse of NaNo, especially for a first-timer. I had to find my story.

The draft had not miraculously improved itself while it sat on my desk. The opening is still mostly good. The following section, the one that leads up to the turn, is still muddy as hell. I noticed a few problems with continuity that I hadn’t noted down before. There’s still not enough Zahra in the first half of the book.

There’s good stuff there, though, which was gratifying to see. There are pieces of music I wrote that I can hardly stand anymore, stories and poems that I look at and wonder “how could I have thought this was insight?” Ghosts has good bones. There were moments that I wanted to cry. I still like the ending. There were characters I wanted to know more about, and guess what? I’m the writer. I can know more about them. I can help you know more about them.

Reading back through that draft was what I needed, not just to remind myself of what was in it, but that I’m a writer. Blog posts are writing, but they’re not the same. They’ve worn me down a bit over the course of the summer, especially because I haven’t had much inspiration to write about writing. Now, I think I can get back to that.


Three different moments, but these were all moments that the past, my past, buoyed my present. It isn’t always about morale, or about loss, or about learning from past mistakes. Sometimes we just have to remember where we came from, remember who we are. The terrible news of this summer makes it easy to drown in the now. We act in the moment, but we should not forget that we bring our past decisions, good and bad, with us. We bring our teachers, our friends, our work. Don’t forget that.

Contractual Obligations

Back in April, I did something simultaneously trivial and momentous:

I signed a contract renewal.

On the one hand, it was pro forma. I would have had to be terrible at my job to not be invited back. Ninety-nine percent of the staff at my school who want to come back will be there next year. The contract was electronic and I signed it electronically. It was something that I did in under five minutes between my fifth period class ending and the start of my lunch.

On the other hand: Contract. Renewal.

If you haven’t spent time as contingent labor, it might be hard to understand the magic of that phrase. As an adjunct, it’s common to get phone calls on, say, August 10th, asking if you’re available to teach a class starting August 25th (or even August 15th). Sometimes your jobs end unexpectedly after one semester. Everything is precarious. Much—if not most—of the time, you grab at what’s available because you don’t have time to wait for what might be coming. Twenty-seven hundred for a class guaranteed is better than the potential to pick up a $3600 class in a few days. What? You have to drive 35 miles each way to get there? Well, even so. (I once taught a class that was exactly 100 miles away from my apartment. I “needed” it for my CV, so I took it even though after gas and childcare I netted only about $200 for a semester of getting out the door at 5:50 a.m.)

Stability, even more than money, was the reason I got out of the adjunct racket. I have kids. I needed to be able to help plan their lives and activities. That’s hard when you don’t know when or where your next paycheck is coming from. Since “graduating” from the family restaurant at 16, I had worked the same job two years in a row exactly once: the administrative assistantship I had for two years during my masters. Since then, it’s been new classes, new institutions, or both…or the job hunt, for which “stability” is a terrible sign.

Renewing my contract means that I will have the same full-time employment two years in a row. For the first time. Ever. I’ll be teaching most, if not all, of the same classes. I can actually develop curriculum to be used in the same context, rather than having to develop and adapt it simultaneously. I can continue to work on getting better at my job rather than getting used to it.

I do not have to spend the summer looking for jobs, or worrying that I will not find one. I don’t have to do any calculus about whether a cross-town commute will be feasible, or try to figure out how to tailor my resume to different positions. I do not have to wonder what is going when an interviewer asks me about my PhD, or fails to ask about it.

Best of all, it means I get to keep doing a job I still love and still care deeply about, even when my freshman intervention classes won’t let me finish a sentence or my seniors complain about reading 35 pages in a week. I wrote “Smile, you love this job!” on my little calendar white board the day I hung it up in my classroom. My students give me a hard time about it. I don’t care. I can love my job without liking it every minute of every day. And now I know that, for at least another year, I get to keep doing that job.

That April Thursday, we ordered pizza. Partly, that was because Thursdays are the day I run out of steam for cleaning the kitchen and cooking. Mostly, though, it was because I wanted to celebrate. There may come a time when I take signing my contract renewal for granted, when it’s just a thing that happens in April that I have to remember to do, like renewing car insurance. I’m not there yet, though. Even two months later, it still feels good.