My Teaching Journey
June 2017
I graduated from University of California, Irvine with a double major in Education Sciences and Psychology and Social Behavior. A few of my favorite experiences at UC Irvine were studying abroad in Korea, mentoring international students, and teaching an introductory class to undecided/undeclared first-year students. Upon graduating, I knew I wanted to be an educator, but wasn’t sure what I wanted to—or could—teach.
August 2017
Along with the other “Group Leader” interns, I mentored a total of 144 students in 4 high schools across Japan during 5-day Summer Empowerment Programs. We led small group discussions and activities emphasizing the importance of goal-setting, leadership, critical thinking and self-expression. Our goal was to encourage students to develop self-confidence, positive thinking, presentation skills, and cross-cultural communication. It truly was an experience I’ll never forget; I learned that in the process of attempting to empower others, it was I who was truly empowered to pursue a path towards teaching and working with high school students.
June 2019
I earned my Master’s degree in Teacher Education and Single Subject Teaching Credential (History) at Harvard Graduate School of Education. The program began with students in the classroom co-teaching summer school (Cambridge-Harvard Summer Academy) with a mentor teacher and fellow TEP candidates. After teaching U.S. History 1 in the mornings, we would walk over to Appain Way to take our courses at HGSE. It was a rough and exhausting summer to say the least, but I learned so much and was so excited to step into my role as Ms. Yip for the first time!
Fall 2019 - Spring 2020
I had the privilege and honor of completing my student-teaching at Cambridge Rindge and Latin School in Cambridge, MA. I worked closely with my mentor’s two sections of AP U.S. History—a year-long course specifically geared towards supporting students of color. Through daily hello’s in the classroom, attempting to navigate the early days of the pandemic together, online study sessions, and honest conversations regarding BLM protests, I built a close relationship with my students and was extremely heartbroken that I wasn’t able to see them after March 13, 2020. My 36 students were the most important teachers I had during my year at Harvard—they showed me how aware, courageous, resilient young people are, and I cannot wait for the world to continue learning from them as well. I tried summarizing my transformative year in my final presentation: “Why Do Students’ Stories Matter?”
June 2020
Days after moving back home to California, I began teaching summer school. Due to the pandemic, Cambridge-Harvard Summer Academy held online classes, so I was still able to teach students in Cambridge from across the country. I taught U.S. History 2 and focused on the highlighting the counter narratives of The Great Migration and Japanese Internment during WW2. Teaching a new set of students virtually for the very first time proved to be challenging, but through constant experimentation, reflection, and adjustment to practice, we had a great time—all of my students passed the class and gave stunning final presentations!
August 2020
After several interviews for teaching positions for the 2020-2021 school year, I received the gutting news that my teaching license from Massachusetts didn’t transfer over when I moved home to California. In order to get my preliminary teaching credential, I needed to pass 3 additional CTEL exams. The hard truth hit: there was no way I would be able to be in a classroom that fall. While studying for my exams, I also found a part-time job. One of my favorite sustainable brands, Plaine Products, was looking for a Social Media Coordinator. I felt major imposter syndrome as I had no educational or professional experience in social media marketing, but decided to apply… and I got the job! I had only planned to be there until the following school year, but I ended up loving it so much that I decided to continue working even as I taught that following summer and fall.
June 2021
In February 2021, I was finally a (preliminary) credentialed teacher in California! That summer, I taught 3 sections of Ethnic Studies (hybrid learning) at my alma mater, Rosemead High School. It was such an honor to be able to teach such a transformative course to students in my community. My six-week course introduced students to the framework of Ethnic Studies, counter narratives of U.S. History, and allowed them to dive into diverse children’s books in preparation for their final project: creating their own children’s book based on an aspect of their identity.
Fall 2021
After such a long, rocky journey and multiple obstacles, I was finally in my own classroom as a full-time teacher! Although my first semester was extremely overwhelming and challenging, I feel so lucky and grateful to have been a first-year teacher at California School of the Arts - San Gabriel Valley. I taught 3 sections of U.S. History and 2 sections of U.S. Government/Economics. CSArts is filled with some of the most empathetic and supportive students, faculty, and staff that I’ve ever been a part of, and I learned and grew so much from my semester there.
January 2022
The lessons I learned in my first semester as a full-time teacher allowed me to make the most difficult decision of my life thus far: quitting my dream job. I never intended to leave the classroom in the middle of the year, but through lots of reflection, I realized that it was the accumulation of burnout, my declining mental health, the pandemic, imposter syndrome, insecurities, inferiority complex, and perfectionist tendencies that ultimately led me to my decision. As funny as it may sound, upon healing and reflecting, I am eternally thankful that I had such a hard time early on in my teaching career because it has allowed me to re-shape my outlook on the teaching profession, what I want out of a “job,” and on the kind of lifestyle and work-life balance I want to have.
On quitting my job. Click image to play.
(Starting at 4:46)
June 2022
After five months out of the classroom, I felt anxious and excited at the thought of stepping back to teach Ethnic Studies. Having taught this course before, I was looking forward to another great summer learning with and from my students, building community, and most importantly, attempting to have more of a work-life balance. I am so grateful for this experience as it reminded me of the many positives of teaching and motivated me to continue shifting my mindset and practices. I’m honestly not sure if and when I’ll return to the classroom as the lifestyle of a teacher is not one that I miss, but I do know that my role and learnings as an educator will remain with me no matter where my journey takes me.
March 2023
One of the biggest struggles I faced (and continue to face) upon leaving the classroom was navigating my identity. For my entire life, I was either dreaming about being a teacher, working towards being a teacher, or actually teaching in some capacity. But suddenly, I felt as if I could no longer call myself a “teacher” because I was no longer in the classroom even though so much of my heart was still there. When people ask me how long I taught for, I hesitate and find myself feeling embarrassed to share that I was only in the classroom as a full-time teacher for one semester. And even though I have years of experience teaching and working with students in different capacities, I always feel as if they “don’t count” because they weren’t official or long-term job titles. But we are not just our current job titles. We are the accumulation of every single experience that has brought us to where we are now. And it ALL counts. Thank you to Linjer for reminding me of that and for featuring me as an inspiring woman educator for International Women’s Day.
October 2022
One of the best parts of sharing my teaching journey on social media has been connecting with educators who were going through similar situations. I realized that I had a handful of young, new-ish, women of color (many who are Asian as well) teachers and educators following me on Instagram and wanted to form some sort of community or support group for us all. I had built individual relationships with each of them and thought we could all resonate with each other. I didn’t have a clear vision of what it would be, but I polled for interest and a good chunk of them wanted to join! On October 31, 2022, I finally turned my budding thought into a reality: STACE (Support for Transitioning, Aspiring, and Current Educators). It’s our little place to connect, share, and support as we expand and reimagine what it means to be an educator.
June 2023
Back in the classroom for another summer. We can leave something and still have a deep love for it. And we can love something and continue to have conflicted feelings. There is no doubt that I love teaching and I’m thankful for the opportunity again this summer to solidify that passion. But despite the joy and fulfillment I feel being in the classroom, there are *still* so many reasons that make me hesitant to truly consider going back to teaching full-time. I’ve gained clarity in some areas and remain uncertain as heck in others. It’s complicated, nuanced, and so difficult to convey to others, but I am hopeful that things will work out.
