Teaching, especially these days, is hard work. Fromlong hours, to low pay, to lack of proper resources,and so much more – the challenges of the teachingprofession are endless. Teachers take on this toughwork day after day, year after year. Until, sometimes,they decide not to anymore.
教授教養，特別是現今這個年月，是一項異常辛勞的事情。教授教養職業的挑釁是無限無盡的——時光長人為低、資本匱乏和其他更多挑釁。西席日復一日、年復一年地從事這項辛勞的事情。有時刻，直到有一天他們不想再做西席了。
When great teachers turn away from the classroom, schools and students miss out. Perhapsthrough understanding where they go once they've left the career, we can learn a little bit moreabout what's causing them to want to leave in the first place. For educators, it's interesting tolearn what the career paths of others have looked like, in case you're trying to decide whetheror not to make a change.
當名師都分開課堂的時刻，那末黌舍和門生就不存在了。大概經由過程懂得西席去職以後的去處，咱們可以或許更多地懂得匆匆使西席去職的重要緣故原由。對付教導者來講，懂得別人的職業線路是比擬故意思的事，特別是當你在決議是不是做出轉變的時刻。
Teaching has a turnover rate that is about 4 percent higher than other professions. About halfof the teachers who leave their jobs simply move to another school and continue teaching, butthe other half leave the profession all together. So, where do these folks go after they'vedecided to stop working in a classroom?
教授教養的轉換率比擬高，比其他職業也許高4%。約莫有一半的西席在分開本身的事情以後僅僅是選取去了另外一個黌舍持續教授教養，然則另外一半的人就完整轉變了本身職業平生。那末，這些人在決議廢棄在課堂事情以後，去了那邊呢?
School Administrator.
黌舍治理職員。
Perhaps as many as one-third of teachers who leave the classroom move into another "K-12non-teaching job," according to Brookings Institution. It's wonderful that the field is retainingthese professionals, and surely their experience in the classroom will help them make wise andinformed decisions as administrators (or other professionals who work in schools). Still, thereis something sad about this move, perhaps because an obvious reason for making the changeis that administrators earn significantly more money than teachers, and it's interesting towonder how much of a motivating factor this might be. Of course, not everyone who leavestheir classroom teaching job but stays in K-12 education becomes an administrator – formerteachers can occupy lots of roles in a school.
依據布魯金斯學會的查詢拜訪成果，大概有三分之一的分開課堂的西席開端從事K-12兒童教導的其他非教授教養事情。這一範疇可以或許留住這些西席是異常好的，並且他們在課堂中的履歷確定能贊助他們更好地在治理事情中(大概其他在黌舍事情的專業職員)做出明智的決議。然則這一舉措照樣比擬悲痛的，大概他們做出改變的一個顯著緣故原由便是治理崗亭的收入比西席高許多，並且弄明確這一身分的到底起了多大的鼓勵感化，大概也是頗有趣的。固然，並非全部分開課堂教授教養事情的先生都僅僅在K-12兒童教導範疇成了治理者——曩昔的西席可以在黌舍中勝任許多事情。
Professor
傳授
While elementary school teachers often find their way onto lists of the most stressful jobs outthere, professors (at least, the ones who are tenured) are often mentioned on the other side ofthe equation – as having one of the least stressful jobs. So, who can blame some folks formaking this switch? Professionals working in higher education are also viewed differently in oursociety than K-12 teachers, and they have more autonomy and freedom in terms of theircurriculum.
只管小學西席常常發明他們的事情老是居於最有壓力的職位名單上面，傳授(最少那些被付與畢生職位的)卻每每被以為是完整相反的——由於他們的事情是壓力最小的。是以，一些西席做出這類改變又有甚麽可以被責備的呢?傳授一樣平常從事高級教導，在社會中，人們對付他們的概念與兒童教導先生的概念完整分歧。傳授在他們全部學期的課程中，具有更多的自立和自由。
Lawyer, Judge.
狀師，法官。
Recently, Dick Startz wrote a piece for Brookings Institution in which he utilized data from theCurrent Population Survey between 2010 and 2015 to understand where people who left thefield of education went next. He found that the most common career path (with more than 6percent of "the leavers" joining in) was the legal field, composed of lawyers, judges,magistrates, and other judicial workers.
比來，迪克•斯塔茲依據2010—2015年確當前生齒查詢拜訪數據，為布魯金斯學會寫了一篇文章，來更好地懂得分開教導範疇的那些人的去處。他發明最廣泛的配合職業線路(6%以上的去職者進入這一範疇)是司法範疇，包含狀師、法官、裁判官和其他法律事情。
Physician and Surgeon.
內科和外科大夫
Next up on Startz's list of common career paths for former teachers was the medical track.Just over 6 percent of those who left teaching went on to work as physicians or surgeons,according to the data presented.
對付曩昔的西席來講，在斯塔茲列表上的另外一種最廣泛配合職業線路是醫學範疇。數據註解，分開教導職業去從事內科大夫大概外科大夫的人數也在6%以上。
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