Balancing Growth and Boundaries: An Experienced Teacher Looks Back on His First Year
Louis Train, Center for Pedagogical Excellence and International Assessment; Webster University
I began teaching in the autumn of 2015 at a private language centre in Moscow, Russia. Armed with a generic TESOL certificate and no professional teaching experience, I had a steep learning curve ahead. One of my senior colleagues, the head of the young learners’ department, noticed my eagerness to learn and took me under her wing. She recommended books and websites, helped me plan lessons, and shared materials. Over time, she started involving me in her own administrative work as well.
It began with a trip to the children’s bookstore. While my colleague selected new books for the centre, I carried them. Soon, we were spending long hours in the teachers’ room, papers spread across the desks, planning the entire summer curriculum for young learners. At first, I was flattered by her trust in me and excited to contribute. But as the weeks went on, my feelings shifted.
I was 22, living abroad for the first time, and I felt I should be enjoying myself more. Instead, I found myself staying late at work again and again, tackling tasks well outside my job description - and certainly above my pay grade. The thrill of learning was soon overshadowed by frustration. I felt overworked, underpaid, and, at times, exploited.
About a year after I joined, the young learners’ director left the centre. Before she departed, she recommended me as her interim replacement until a new director could be hired. It was an incredible opportunity for someone with just one year of experience. I was given a higher salary and invited to leadership meetings. I held that role for about six months before deciding to return to my home country to be closer to my family in Canada.
Back home, finding work was surprisingly easy. During an interview for a teaching role at a private language centre, I was asked if I had any experience with curriculum design. I answered truthfully and confidently that I had helped design an original curriculum from scratch. That answer, I believe, landed me the job.
For years after I left Moscow, I found it easy to secure new and interesting opportunities. The extra tasks I had taken on in my first job had equipped me with skills that most teachers take years to develop. I had stories to share and real-world examples to draw on during interviews.
When I look back on my first year of teaching, I feel conflicted. On one hand, I know I wasn’t fairly compensated for all the extra work I did. I sacrificed my social life and missed out on experiences that I can never get back - you’re only 22 once. On the other hand, the skills I developed and the confidence I gained during that time set me up for years of career growth.
Taking on extra work as a new teacher is a complex decision, one that comes with both opportunities and risks. On the one hand, additional responsibilities can accelerate your professional growth. They allow you to develop skills, build confidence, and distinguish yourself in a competitive field. My own experience with curriculum design gave me a significant advantage when applying for future positions. It wasn’t just about the technical skills I gained; it was the sense of ownership and accomplishment that came from tackling challenges I hadn’t initially believed I was ready for. The American professor and motivational speaker Scott Galloway has emphasised that "the DNA of your career and professional trajectory is disproportionately, unfairly, set by these early years” (2021). Taking on extra tasks can also foster important relationships. Mentors and colleagues who notice your dedication might offer guidance or open doors to new opportunities, as mine did for me.
However, the risks are equally significant. Extra work often goes unpaid, and the line between collaboration and exploitation can be thin, especially for inexperienced teachers who might not feel empowered to say no. For new teachers, the challenge is heightened because this first job often coincides with a first experience living abroad. Many live in housing provided by their employers, creating a dynamic where work and home life are inextricably linked. Saying no to extra responsibilities can feel especially fraught when your employer isn’t just your boss but also your landlord and sometimes even your social lifeline in an unfamiliar country. This power imbalance, combined with a natural desire to make a good impression, can make it extraordinarily difficult to set boundaries. Moreover, a report by UK charity Education Support found that 70% of school teachers who took on additional responsibilities experienced negative impacts on their mental health and well-being (Education Support, 2023). This underscores the importance of setting boundaries to maintain a healthy work-life balance.
The key to navigating these opportunities is balance and intentionality. Before agreeing to take on more, it’s important to reflect on whether the work aligns with your goals. Does it help you develop skills that will benefit you in the long term, or are you simply trying to avoid disappointing a colleague? Weigh the trade-offs carefully. Every new task comes with a cost, whether it’s social time, hobbies, or even your ability to focus on your core responsibilities. Don’t let dirty dishes sit in your sink because your boss asked you to do extra work. It’s equally important to establish clear boundaries. Saying yes to one extra project doesn’t mean agreeing to everything that follows. Being selective about what you take on helps ensure you remain engaged and energized rather than overwhelmed.
Advocating for yourself is another critical step. If the workload becomes unsustainable, don’t hesitate to communicate your concerns. Asking for support, whether through additional resources or compensation, isn’t just about fairness; it’s about sustaining your passion for teaching over the long term. At the same time, keep a record of what you accomplish. Whether it’s designing a curriculum or organizing events, these experiences will add weight to your résumé and give you compelling stories to share in future interviews.
Reflecting on my first year of teaching, I recognise the sacrifices I made, but I also see how those sacrifices shaped my career. The skills I developed and the relationships I built during that time became the foundation for years of professional growth. For new teachers, the challenge lies in striking the right balance - seizing opportunities that advance your career while protecting the time and energy you need to enjoy the present. It’s not always an easy balance to find, especially when so much feels at stake, but it’s worth the effort.
References
Education Support. (2023). Teaching: the new reality. https://www.educationsupport.org.uk/media/cxkexon2/teaching-the-new-reality.pdf
Galloway, S. (2022, May 27). Advice to grads. No Mercy / No Malice. https://www.profgalloway.com/advice-to-grads/
Louis Train is an expert advisor to the Center for Pedagogical Excellence and International Assessment in Uzbekistan, and adjunct professor at Webster University in Tashkent. He holds degrees from the University of Toronto, the Moscow State Institute of International Relations, the University of Reading, and Webster University in Tashkent. He is currently based in Tashkent, Uzbekistan. He can be reached at [email protected].