A Retention Story: Armando Finds A Home

Before Armando arrived with us, the longest he taught at a school was for three years. There are many factors that can contribute to someone ​leaving a job or a region, but with Armando, I think I know why he stayed longer with us.

Armando found a home at our school.

It’s not because I called our school a family. We weren’t. It’s not because I forced our staff to spend time together outside of school. I didn’t.

I believe Armando stayed because I encouraged our people to bring their whole selves to work. I asked them to be who they were outside of ​school within the classroom.

To expose our children to ideas and perspectives.

To communicate the value of curiosity.

To be who they were.

I don’t believe Armando had experienced this before joining our team.

Our first interview was a virtual meeting. Armando was clearly prepared. With a notebook in hand and questions at the ready, it was obvious that ​this was one organized educator.

Additionally, as my wife walked around the room and saw the screen she mouthed, “That is the most beautiful man that I have ever seen. Hire ​him.”

Perhaps not the reason to bring someone on board, but I get it.

Armando and I chatted about life and work. We discussed the things he enjoyed doing both inside and outside of the classroom. As a ​professional world languages teacher, I knew Armando was going to have his pick of schools. I also knew that he hadn’t been to Baltimore ​before and that it was crucial that he understood the nuance of each place he was interviewing.

During interviews with candidates (much like recruitment with kids), I never tried to “sell” our school. If anything, I highlighted our challenges. I ​wanted people to know what the problems were. I wanted them to know my failings. I wanted them to know what they would be getting into ​and be able to make their own decisions. There were plenty of positives about our program but they didn’t need to be sold.

That is why, before our conversation ended, I let Armando know that he was going to have his choice of jobs in the school district. There is a ​dearth of language educators available each year and it is a requirement to have one in middle and high school. I had no doubt that anyone who ​met him was going to want him to come to work with them.

I certainly did.

But instead of telling Armando all the reasons to work with others (or imply that other schools wouldn’t be a good fit), I told him to meet with ​every school he could. I told him to ask hard and honest questions. I told him that they weren’t going to choose him, he was going to be the one ​making the choice.

I knew I wanted to hire Armando after one conversation but I wanted him to know just how valuable he was. The only way to do that was to ​encourage him to seek out all of his options.

He did. Then, he chose us. I couldn’t have been more gratified.

When I called his references, one of his former supervisors said, “He comes to work. Everyday.” I wasn’t sure if that was a compliment on his ​dedication and ability in the classroom or a comparative slight to his colleagues.

But I’ll say this, during our five years together, Armando came to work. He brightened our classrooms and halls with his ideas. He integrated ​technology, foods, fitness, and the arts into his classroom. Armando knew that one to two years of language in a classroom was not going to ​create fluent speakers, but he got our students to start using the target language. He incorporated language into his work but he taught culture, ​experience, and perspective. Our students participated in all manner of activities where different cultures were highlighted.

Armando encouraged the native speakers to improve their ability to write in Spanish and encouraged them to participate in Spanish Spelling ​Bees.

He moved our school forwards. He was the first person to effectively translate our school documents so that our Spanish-speaking families had ​equal access. He pushed us to have a school-wide Quinceñera so that our children could experience the custom and celebration. He ​encouraged families to show up and represent their home countries. He created an Ofrenda for our school during Día de Los Muertos.

Armando was given the freedom and autonomy to teach the way he wanted, using the materials he needed. He was able to make his class come ​alive in a manner that many never do.

He was always the most polite, grateful, and kind of colleague. He was willing to pitch in whenever needed.

It seemed as if he felt comfortable.

Which was why, when I entered his classroom during his first year, and found a few family photos around his desk, I asked him why he didn’t ​have a photo of his partner up. Armando shared that he knew every school was different and that some people may have concerns if he had a ​photo of his boyfriend in the classroom.

I understood.

Then I told him that it was completely up to him if he wanted to put a photo of his boyfriend on the wall – next to his parents and siblings. That to ​work with us meant that you get to be exactly who you are.

It was important for Armando to know that he could be his full authentic self all the time. He didn’t have to hide or demure to make others feel ​comfortable. Not in our school.

I also let him know that if anyone did have an issue with it that I would take care of it. Because that’s what we’re supposed to do for each other. ​To be honest, I had another motive as well.

The kids.

Armando already signified two under-represented populations in education. He is male and he is Latino. In the United States, education is a ​field that is predominantly composed of women who are white. It is always a positive when we can show our children someone who represents a ​different group of people.

So that boys grow up knowing that they can be teachers because they see themselves reflected.

So that children who are Latino grow up knowing that they can be teachers because they see themselves reflected.

And if Armando wanted to put a photo of his boyfriend on the wall or talk about his partner in class, so that our children who are LGBTQI+ know ​that they can grow up to be teachers because they see themselves reflected.

It’s not simply about knowing that you could be in a job. It’s about knowing that you both deserve and can command respect regardless of your ​identity. That you are worthy. That you have value.

We don’t always know what we can be unless we see it.

So Armando stayed. Over time his boyfriend changed but our expectations remained. Be who you are. You don’t have to hide here.

Armando would often share that he felt supported as a teacher. Our regular one-on-one meetings were joyful. We talked about instruction, ​classroom management, and adventure (Armando went on wonderful adventures all over the world – always returning with something of note ​for the students). When he had a great idea or a strong teaching strategy, we had him share it with the team. We championed him and his work ​in a manner that is not common. We held him up as someone who innovated and instructed.

Armando encouraged our families in the same way we encouraged him.

He made our team better and our school better.

Armando was a highly effective teacher. He met all the criteria. He was well liked and well treated. But that isn’t why he stayed with us.

Armando remained with our team because he felt he was one of us. He was aligned to our mission and our way of being. He was always able to ​put the person before the position – whether that was a child, a family, or a colleague.

But really, Armando remained with us because he found a place he could be himself.

Armando found a home.

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