Q: Turning 55 ~ Whatever happened to Bob?! A: He reached his preservation age!

There’s an interesting phenomenon that occurs with teachers in many countries as they approach the age of 55.  One’s lifelong superannuation contributions become accessible as the preservation age is reached,  so one is entitled under government policy to start considering options in one’s working life. Do I stay or go? Do I reduce my hours and receive a part pension? Do I switch careers or even join the grey nomad caravan trail? An array of superannuation potentials are offered via email, in face to face consultations and through webinars and in-person events as, overnight, the capacity to switch course and to project an entirely different future, are considered,  dreamt and fantasised about, and often acted upon if one’s dollar value brings enough security.

If all elder teachers were to be enticed by these many desirable offerings, where would this leave our education system?

Is it a wise move on the part of society to inundate the 55 + teachers without a corresponding offering of celebrating their many strengths and actively encouraging their ongoing engagement in the profession because of the unique wisdom, skill and value sets they offer?

This article considers the experience of two teachers in the face of what can be, though need not be, the mass of bewildering societal expectations that you’ve done your part and now it’s time to cease giving back and instead engage the ubiquitous, clamouring call for ‘me time.’

What Happened to Bob?

There was an amazing teacher at my school, whom I admired greatly. Bob had had over 35 years’ experience as a Primary teacher and yet continued to maintain a palpable dedication to his profession that I found inspiring. His patience with children was unwavering; his attention to detail phenomenal and he was always the first to offer support to colleagues without question. Bob and I had started to have frequent discussions about the changing nature of teaching because we were observing a diminishing of the value and respect for our profession, as teachers were becoming overwhelmed by increasing systemic demands.

We noted how our tacit consent to undiscerned initiatives was undermining and eroding both our collective professionalism and our individual commitment to teaching.

Then suddenly, overnight, Bob changed...

He seemed to have morphed into a completely different person. He wanted to converse now about the different types of superannuation funds and shared an online countdown calendar with me – counting down to the day of his retirement. He booked a cruise and shared the benefits of this type of holiday over any other, and even shared how it was a personal lifestyle choice for many retirees, being cheaper than maintaining a mortgage or a place in a retirement home. All creature comforts and entertainment guaranteed.

Whilst he maintained his awesome dedication to his students, he would ask me why we remained in the education system. He was confused in his ideological position and I was confused about what had happened to him….until the week before my 55th birthday. Then I understood completely the nature of the changeling forces that had taken Bob.

Turning 55!

Fifty-five is the age that teachers in many countries can take voluntary retirement and, as I observed, there is then an extensive, systemic lineup of agencies presenting this seemingly attractive and comfortable option to them.  In one week, I received emails, phone calls and letters all presenting these choices for my consideration. There were even ways for me to ‘have my cake and eat it, too.’ That is, to semi-retire and enjoy the tax benefits of working less. Whilst it all seemed very tempting, the exclusive emphasis on my entitlements without any reference to the depth of my inner vocational purpose was a tad confusing.

The Truth of Portia

As I observed what was on offer, I was reminded of ‘The Casket Scene’ in Shakespeare’s Merchant of Venice. In this scene, Portia’s Father has set a task for the potential suitors of his daughter, Portia. Suitors had to choose from a selection of three caskets - one gold, one silver and one lead. Only one contained the opportunity to marry Portia and, as it turned out, this was materially the least attractive casket, the one made of lead. The gold offered the prospect of death; the silver casket offered the reflection of the fool, whilst the leaden casket contained the portrait of Portia, who, throughout the remainder of the play, clearly demonstrates the depth of her integrity and dedication to the one suitor who remained unswayed by the appearance of the silver and gold caskets, and ostensibly chose the least attractive option- the casket made of lead.

Observing all the gold and silver options available to me, I too decided on the apparently ‘leaden’ option – to continue teaching.

The Way of the Leaden Casket

From there I decided to deepen in my self-care practices. This was essential not only to look after my physical body, but also to withstand the onslaught of ‘cake’ and pretty shiny things that were being presented. I discussed these matters with Bob and other colleagues, who then determined to make their own choices also. I began to initiate ways for elder teachers to express their wisdom through my social networks. I also offered myself as a mentor teacher for newly qualified teachers. I resolved to speak my own professional truth about what I know works in the teaching of children and in building community relationships based on the care of our young, and not exclusively restricted to their academic achievement.

I then became sick with throat issues – perhaps because I was a late bloomer in expressing this way.  This catch-up time was an opportunity to deepen my commitment further, both to my own health and to my vocation. This grace period of rest allowed me to develop an inner resolve to encourage all elder teachers to consider these matters for themselves – to consider that the ‘cake’ lifestyle’ is not necessarily for all and that there are many elders who continue to teach into their 70’s and even their 80’s, continuing to bring their love of children and education to the profession.

Moreover, observing the world as it is, observing the teaching profession as it is, I see that elders are needed now more than ever before.

I am reconnecting with my purpose in being a teacher, as well as my true purpose in being an elder. This is an art form with a blank canvas as, strangely, we have not honoured elder wisdom for so long in our culture. I am at a loss to explain why we would stymy elders from sharing their experience and wisdom when it offers others a clearer path through the education system and in knowing how to educate children. I find the prospect of continuing to bring my all to education deeply vitalising.

Instead of winding down, I am only just warming up!

PS After leaving teaching, Bob enjoyed a 12 month vacation and then resumed work in another capacity where he could express his love for people in full. Clearly, the cake of comfort wasn’t for him either!