When it came time for her to retire, though, it didn’t quite happen.
After two months off, Marie began a new career helping others like her. She’s now an information coordinator for MA Retirees United (MRU), a nonprofit group that educates public sector workers about their retirement rights and benefits. Before that, she was the executive director of another retirement group.
When I read about Marie in a recent New York Times article about “second-act” careers for retired workers, I knew I had to reach out to her. In the article, she says,
“One of the things that drives me crazy is the comment, ‘I can’t do anything but teach.’ I say, ‘If you can relate to kids, normally you can relate to anyone.’ The skills are transferable.”
Marie was kind enough to speak with me about her career path and share her take on what teachers have to offer in the workplace. Here are some highlights from our phone conversation.
What made you interested in helping retirees?
Basically I loved teaching. When I was thinking long-range, I knew I had to put some teaching into my retirement. My first thought had been to develop a seminar I would do for seniors, and then a neighbor of mine told me to catch them before retirement. And so I looked at what I had done, saw that I could adapt it, and developed a “Preparing for Retirement” seminar that I started doing years before retirement.
I’m not saying that all of my retirement is teaching — it isn’t. Ever since I was a kid of 16, I’ve had an interest in older people. I had worked in a nursing home, and thought that that was an age group that I someday wanted to reach out to.
I feel that my experience as a teacher enables me to do an excellent job with presenting issues, whether it’s preparing for retirement, living in retirement as an informed retiree, or understanding social security and Medicare, which are all seminars that I do. It enables me to present it in an understandable way, and I feel I’ve gone beyond teaching to a new way of life.
How did you get your current job?
I had been approached by Kathy Kelly (who was, at the time, the president of the American Federation of Teachers in Massachussetts) to help form a retirement group. So we talked, and MRU was born. We started with a couple of hundred members, and now we have close to 2,500.
So your work after teaching came about because you were approached by people based on work you were already doing.
Yes, and I think this happens a lot to people. What I find over the years, dealing with several members, is that when they’re asked to do something that’s outside the teaching profession, sometimes they’re reluctant. I’ve had them call me and say, “Well, what do I know about that particular thing?”
I know for myself, when I initially took the first job, I was thinking, “I’ve got to speak at board of directors meetings; I’ve got to speak at chapter meetings.” So I think that there’s always a little bit of fear of the unknown and questioning whether you’re really up to the task, but I think what those who have either retired from the teaching profession or are thinking of moving on to something else very often don’t realize, is that the skills that we’ve developed as teachers are so marketable and transferable.
I feel really strongly about this too, based on my own experience with changing careers. So what helped you gain confidence? How can we convince more teachers to be proud of the skills they’ve acquired and help them communicate all that they have to offer to employers?
I think sometimes we forget what we’ve taught. I can remember repeatedly saying to students no matter what age level, grade or subject I was teaching, “There are no stupid questions in my classroom.” And I think that we as educators who have said something similar to that — “Don’t be afraid to ask a question,” or “Don’t be afraid to try something” — I think we don’t hear ourselves when it comes to our own personal life. We look for the safe and the sound and the tried and the true and then realize that maybe putting your feet in the cold water could turn out to be a great adventure.
That’s something I’m still learning, too. In my new career as a writer, I’ve realized all those things that I said to my kids about good writing — they still apply, and I’m still learning them.
Yeah — I can remember, back when I first started teaching, putting bulletin boards up with sayings, and I can remember the saying, “It’s better to try and fail than fail to try.” I think that that’s something we have to learn — that yeah, you might fall on your face, but you can fall eight times or 80 times, but just get up and just keep moving.
And I don’t feel this is limited to teachers. I think people don’t think about what they might like to do — whether it’s retirement or changing careers — and the fact that they can do something else.
As part of one of my 12 hour-long seminars, I used to hold up a peanut. You know, the kind you eat at the ballpark — the double peanut? I’d say to them [the retirees], “I used to be fascinated when I was a kid learning about George Washington Carver.” And I said, “He took this stupid little peanut and came up with 300 different uses for it! Somehow or another, I kinda think big ol’ us must have more than one use — more than one thing that we can do.”
You mentioned your presentation skills earlier. What other skills from teaching have helped you be successful at your job?
I’m involved a lot with legislative issues, and I think the research skills I developed both as a student and as a teacher have been absolutely invaluable. I also worked in different systems, different buildings, so I think that another one of the skills that I’ve found invaluable is to adjust to change. I think every teacher has a little of that, because every year you get a new group of kids.
So what other skills do you think teachers have that set them apart?
It depends on the field they want to change to. I bumped into a woman who worked at an inpatient hospital. She was a retired teacher, and her people skills, her computer skills and her organizational skills helped her. She revamped the whole admissions process for them, and she just got a promotion to some other department.
As someone who successfully transitioned into a new career after retirement, what advice do you have for older teachers who want to begin a new career?
I think you have to have confidence in yourself. You’ve got nothing to get discouraged about, because there is one job out there for you. If you don’t let somebody deflate your balloon, and you believe in you, age is just a number! Especially as teachers, I think we become so engrossed in kids that we forget ourselves. Everybody, no matter what their profession is, has to think, “I can do it!” Like I used to tell the kids at school, “Do the impossible.”
Age is a number, and if you’re bogged down by a number, shame on you! And if someone asks me, “How old are you?”, I have to do the math, because I don’t stop to think how old I am.
You’ve got to have curiosity and always want to know more. Try something new. I don’t care if you’re 65; you can still get a job. If I believe I’ve got something to give, if I can sell myself, they’re going to grab me at 65. It’s attitude.