Exploring the Versatility of Education with Dr. Kelly Singleton
By Annalynn Mueller, junior English Major
Pictured above: Kelly Singleton
April 16, 2024
Dr. Kelly Singleton always knew she wanted to pursue teaching: “I have always known that I am a teacher. My path to the career was straight.” She decided to major in English because she liked and excelled in the subject, and saw it as a vehicle to transport her into teaching. After undergrad, Kelly went on to get her Master of Arts in Teaching (MAT) at SOU, with the hope of teaching in secondary classrooms.
“I chose English because it was something I enjoyed, and I had to choose something… I figured enjoyment and deeper knowledge of my material would play a huge role in my job satisfaction!”
– Kelly Singleton
Her English degree did provide her with lots of skills that she uses in her everyday job like speed reading, and a knowledge of good writing. If she had not gone into teaching, she thinks that she would have maybe pursued paths in etymology, after loving her linguistics courses at SOU. Although she did not expect to get a job right out of college (it was 2009 and deep in the recession), she interviewed for and accepted a teaching position on the Oregon coast. Kelly started off her career teaching 7th grade social studies, 6th and 7th grade English, along with other electives. This job fostered the love for teaching that Kelly already had, and gave her lots of experience.
Kelly then worked briefly for Eagle Point High School as a librarian. When she was hired, she made it clear to her principal that she would eventually “be leaving him high and dry” for a teaching job, which is exactly what she did when a position at Phoenix High School opened up. During this time, Kelly was immersed back into the SOU community through taking Continuing Ed classes offered by Dr. Margaret Perrow and Dr. Charlotte Hadella via the Oregon Writing Project (OWP). There she learned lots about how to teach argumentative writing and was asked to teach OWP Continuing Ed classes at Klamath Community College the following year. This opportunity showed her that she “really liked working with adults—far more than [she] expected to”
Eventually, Kelly found herself at a crossroads with no job lined up. She began applying locally and internationally and accepted a job as Head of Secondary English and 11/12 grade English at an American international school in Dubai, United Arab Emirates. Even though this job came to her unexpectedly, she had found her fit: “I loved my job, loved my students, loved my coworkers, loved what this international teaching life afforded me. I could travel, not live paycheck to paycheck as I had done in the US, and I could afford to pay for a doctorate degree, which I began in 2017.”
“The teacher and the school must fit together – philosophically, pedagogically, and personally.”
– Kelly Singleton
While in Dubai, Kelly participated in a doctorate program online during winter, spring, and fall, but in person during summer, which “was everything [she] had wanted in a learning experience: It challenged [her], expanded [her] worldview even further, and it made [her] a much better teacher.” However, between the already demanding job of teaching, being a full time graduate student caused Kelly to be constantly “working [her] tail off well beyond daylight hours, but [she] mostly thrived.”
During this time the pandemic hit and just like everywhere else Dubai went into lockdown. However, unlike the US, Dubai’s lockdown was incredibly strict: “We were not allowed to leave our homes except with government permission, which we would only be granted every three days for a two-hour window to go to the grocery store.” By then, Kelly had gotten most of the in-person part of her dissertation completed, and transitioned to finishing her doctorate online. While she was “being trapped in [her] apartment, [she] wrote. And analyzed data. And wrote some more.” Unfortunately, the school Kelly was working for closed permanently, as a result of the uncertainty of the pandemic. Luckily, her contract was retained and she was assigned a 5th grade teaching position at an International Baccalaureate school in Dubai.
Kelly defended her dissertation virtually, which was “almost a letdown after mentally preparing for an in-person defense for three years.” After her doctorate was complete, Kelly did not plan on accepting another international position. The isolation of Covid and the Almeda fires in the Rogue Valley were calling her home. However, she says, “the universe had other plans.” As she was hunting for jobs and was part of a job site where international schools could view her profile, many messaged her. She responded to only one, an American school in the Dominican Republic; she interviewed with an enthusiastic and generous principal, and decided to accept the position.
“I didn’t want to, but something told me it was what I needed to do. And it worked out better than I ever could have predicted.”
– Kelly Singleton
Through this job, Kelly got the “professional challenge [she] wanted” through teaching 10th-12th grade English, being the head of the English Department, and a role as the high school advisory program coordinator, but also “the chance at something I’d kind of given up hope of ever doing: having a child.” Her health insurance allowed her to start IVF treatments, and although she did not love the Dominican Republic (DR) and the school there the way she had loved Dubai, she was so glad she had taken the chance and gone to the DR.
She found herself back in Oregon to take care of her father, and now works for Medford School District (MSD) as the Teaching and Learning Facilitator for MSD middle schools. More commonly, Kelly’s job is called an Instructional Coach and she “supports teachers at the three Medford middle schools with instructional strategies, lesson planning, resources, data analysis, [and] classroom-management strategies.” She also analyzes school and district-wide middle school reading data, provides professional development during inservice days, and works closely with the principals from the middle schools.
Her job now is “new brain candy” and exactly the type of role that she has been seeking since beginning her doctorate, and had seeds planted back to her work with the Oregon Writing Project at SOU. However, she did not expect the repercussions that working outside of the classroom would have on her emotionally and misses the connections that she would form with students. She still is involved with the Oregon Writing Project and has connected with SOU students, sharing her experiences and advice through career panels.
Pictured Above: Kelly Singleton, 3rd from left, at the Teaching English Panel
Kelly’s career so far shows resilience, and how much versatility being an educator can bring. Having worked all over the world, she demonstrates a unique skill set and perspectives. When asked to give advice to future educators she recommends “getting into classrooms and working with kids as soon as possible: the more familiar you are with the ages and developmental mindsets of students, the easier and more fulfilling your job will be. Kids are people and are going to be predictable until they aren’t. They just want love, understanding, and attention, but those things look different for each child.”
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