Do I Have What It Takes to Become a Teacher?

Imposter syndrome often goes hand in hand with teaching.

Nearly all (93%) pre-service educators experience moderate levels, with 54% having frequent or severe levels of impostor thoughts. The term has become familiar due to increased workplace stress, despite first being coined in the late ‘70s. Simply stated, you’re not alone.

“Constantly doubting my abilities as a teacher and believing that I was capable was the hardest part,” said Amber Parkin, a Rutgers Alternate Route alum who started the program in 2020 with the additional challenge of teaching during the pandemic..

So, if you’ve been questioning if you have what it takes to become a teacher, it’s good to remember that nearly every teacher had this same thought before obtaining their certification.

Engaging the experiences of our alumni and current alternate route candidates has taught us that prioritizing student connection increases the confidence of new teachers. Each classroom has a unique personality, and finding success in teaching can be as simple as getting to know the students.

“With proper connection to the students’ experiences, material that is unfamiliar can be made approachable,” said Edward Salaski, a chemistry educator in North Jersey.

Other former candidates agree that getting to know students is the best advice for new teachers. Creating opportunities for them to respond and add their voices during learning experiences can help tremendously, as in the case of Lexie Navarro, who became a middle school science teacher thanks to a special connection with the subject in high school.

“I quickly learned that regularly asking students questions keeps them listening and engaged,” said Navarro while reflecting on her preservice teaching experience. “I think stopping to get their feedback and listen to their contributions was really useful for everyone involved, as well.”

Still having doubts? Read on to gain confidence about your future teaching career. 

The perfect time to become a teacher is now

The great part about becoming a teacher is that it can happen at any time. In fact, our newest teacher cohort boasts a remarkable six-decade spread, showcasing a rich diversity of experiences and perspectives.

Alternate certificate programs like Rutgers Alternate Route ensure time is not wasted, either. Modeled to support bachelor’s degree-holding career changers, the program takes two years to complete, meaning there is no need to start over with a new four-year degree.

Michelle-Anne Spring, Burlington County Teacher of the Year (2019-2020) and Rutgers Alternate Route alumna, said she had no intention of becoming a teacher and was content in the banking industry. That was until Sept. 11, 2002.

Spring was one of roughly 15,500 people working at the World Trade Center when the towers were attacked.

“That was a pivotal moment of my life; that was the day that my purpose changed.”

She found her calling when she got involved in her son’s school and eventually became president of the PTA. Spring loved how the experience gave her a well-rounded view of the building’s inner workings and envisioned herself becoming more involved.

“Many parents were doing fantastic work as parent leaders, but it became patently clear to me that if I wanted things to change, I had to be part of that change, I had to become more directly involved,” she said. “With the encouragement of my family, I decided to become a teacher.”

Spring isn’t the only Rutgers Alternate Route alumnus who entered the profession from another industry. Denis Cretinon graduated from the program’s first class in 2003 after a career in engineering, where he helped build a prototype of an agricultural use printer. A distinguished teacher, Cretinon's dedication and effectiveness earned him a school leadership position at Discovery Charter School in 2020.

After two decades, Cretinon remembers fondly his Rutgers Alternate Route experience.

“It was not just theoretical training, it was embedded in our daily experience,” Cretinon said. “Everything we were learning was always what was happening. I believe that is essential to teacher training.”

Making the path to teaching simpler

Substitute teaching and working as a paraprofessional are two great ways to test the teaching waters. These support roles are more flexible than full-time teaching, helping would-be teachers decide if getting certified is their next step. For example, many Rutgers Alternate Route alumni spent time as substitute teachers before entering the program.

“Getting to support students from every angle helped me see how appreciative they are of teachers,” said Matthew DeFeo, who was a substitute teacher for three years before beginning the Alternate Route program. “Subbing also helped me realize how much good I could do as a full-time teacher—probably 100 times more than I do as a sub. With more control over the classroom, I could set my own rules, create my own lesson plans, find my own resources, and the list goes on. ”

Substitute teachers and paraprofessionals eager to take the next step have a simple path in ParaPreppED, a teacher apprenticeship program removing barriers for district support staff. Supported by the New Jersey Teacher Apprenticeship Program grant, ParaPreppEd helps districts support college-degree-holding paraprofessionals and substitutes in becoming full-time licensed K-12 teachers.

ParaPreppED is driven by the expressed interests of district leaders who wish to identify overlooked or hidden teaching talent among eligible paraprofessionals and substitutes the district can support to fill teaching vacancies, including those in Special Education, Science and Math, and English as a Second Language or Bilingual Education.

Overall, the program aims to:

• Increase the number of Registered Teacher Apprenticeships in the state;
• Expand the teacher pipeline, leveraging the existing district talent;
• Address barriers for aspiring teachers through targeted support like Praxis prep; and
• Conduct and disseminate ongoing research on the implementation and impact of the initiative.

“I’ve basically done a three year internship in the classroom as a substitute teacher,” DeFeo said.

If you’re considering following your dream of teaching, Rutgers Alternate Route can offer you the support and training you need to succeed. Be sure to follow Rutgers Alternate Route on Twitter and sign up for Alternate Route’s monthly newsletter for more information and stories from the field of education.