It really is the best and the worst. Being in the classroom is golden and the best feeling when you can see your groundwork and preparation making a real difference to someone's learning.
After three decades in various roles in education, currently teaching primary (again) I'm finally considering my options.
I can hands down say that I know more about and spend more time on the minutiae of scores of other people's kids' lives than I do my own two DC. It's been like it forever.
This weekend, I'm all blocked out: all school related. Online CPD, online meetings with other colleagues to plan new units of work, preparing to renew classroom displays, data-crunching, submitting assessment data, labelling new sets of books, generating individualised targets and reviewing bespoke provision for SEN pupils. Plus preparing for two lesson observations next week and subsequent book-looks, and performance management review. And acknowledging and responding to the ever-mounting correspondence.
It's not an anomaly; most weekends are like this and we're not even an 'Outstanding' school, just a normal primary.
What's tipped me over the edge is talking to former colleagues who have left teaching who say they don't even miss the holidays because they have their evenings and weekends back, and over the course of a year, this more than makes up for it.
I've had two brilliant TAs in the last two years who both joined us with a view to becoming teachers but who have now back-pedalled and bowed out; they can see it's a trap. The cosh which perpetually hangs over our heads is: "but it's for the children" ‐spend your break quick-firing phonics at target pupils, teach playground games at lunchtime, run targeted interventions before the start of the school day, so many small encroachments on personal time because you can't argue with "it's for the children" in the education sector without being considered an absolute ogre.