For many years, when asked why she became a teacher, Pinky Grace Francisco would simply smile. The truth, she reveals, was that “it didn’t feel like a choice at first.” Fresh out of high school and facing significant financial hurdles, her options were stark: pursue teaching or halt her education entirely. Teaching, she felt, was the “better” of two undesirable options. Her personal dream had been to enter the medical field, but that door remained closed. So, with a “reluctant heart,” she embarked on a Bachelor’s in Secondary Education, specializing in English. She adopted a philosophy of “fake it till I made it,” hoping her diligent efforts would conceal her initial ambivalence.
Then, an unexpected opportunity arose: teaching at a Saturday Bible School. While the additional compensation was an initial draw, what she discovered there proved far more valuable. She encountered students like Riz and Jen, who possessed immense potential but struggled with self-esteem. There were also Ville, Joyce, and Charm, who frequently isolated themselves due to self-doubt. Over three years, Pinky witnessed their remarkable transformation into confident, engaged individuals. “Seeing that change sparked something within me,” she recalls.
Finding Her Spark: The Students Who Light the Way
Pinky’s first full-time teaching position after graduation brought even more profound connections. She met Zhai, a student who desperately needed a voice and choice. Though systemic change was slow, Pinky stood by her, an act that “ignited my passion for advocacy.”
The following year, she encountered Fil and Kev, whose lives seemed to be spiraling, leading to frequent suspensions. And then there was Gent, who had academically failed twice but was fiercely determined to graduate on his third attempt. With focused guidance, unwavering support, and considerable patience, all three successfully graduated high school. These experiences, Pinky notes, vividly demonstrated “the incredible power of a teacher to guide students through difficult times.”
Later, she met Vin, a student of exceptional abilities whose potential was being stifled by inequities. Pinky became a vocal advocate for him, championing quality instruction and equitable opportunities, even when it meant challenging established norms. Though she felt “silenced at times,” these moments solidified her belief in the significant impact a teacher can have.
Stepping Back to Leap Forward: Rediscovering Her “Why”
After three years in the classroom, Pinky felt her passion diminishing. She decided to take a year off from teaching and entered the Business Process Outsourcing (BPO) industry, focusing on sales. This new role offered financial stability and even unveiled a previously “hoarded skill” within her. She had the means to pursue a completely different career, but the “pull of teaching was undeniable,” ultimately drawing her back to the profession.
Returning to the classroom meant meeting a whole new cast of characters – students, colleagues, mentors, and parents. Each interaction, Pinky observes, “added a new thread to the vibrant tapestry of my teaching life.” She also branched out, coaching students in speaking and writing competitions, which even led to national recognition. She discovered new fascinations in hosting, dancing, acting, journalism, and sports, adding dimensions to her life that had once seemed “monotonous.”
However, not every story had a perfect ending. There were students like John and El, whose frequent conflicts led to regular visits to the counselor’s and principal’s offices. While John eventually found a better path, El’s situation unfortunately worsened. Despite every effort – including multiple promissory notes, restorative teaching practices, and counseling services – his case escalated to expulsion. Pinky admits she felt “powerless and defeated because I hadn’t done anything to save the kid.”
A New Horizon: When a Setback Becomes a Stepping Stone
Carrying the “burden of failure” in her heart, Pinky decided to leave the teaching profession behind and immigrate to Hawaii. For three years, she resisted the urge to return to education, even as many of her friends, all practicing educators, encouraged her.
Then, a message arrived that “shifted everything.” It was from El. He informed her with excitement that he was currently a Bachelor’s in Elementary Education student and expressed his gratitude to her for being a part of his journey. Pinky recalls that “tears welled out of pride and assurance that I didn’t fail to show him the good path, though he has been lost multiple times.” She exclaims, “Yes! He finally found his way back…”
Soon after, Pinky found herself sitting in a principal’s office within the Hawaii Department of Education, interviewing for a teaching position. “The first school to call me for an interview hired me right away.” She felt, she describes, “like a phoenix, reborn and ready to face new challenges and surmount difficulties.”
Embracing the Unknown: Growth Through Every Challenge
Pinky’s new role brought a fresh set of challenges. She met Yos and Sul, her first non-English speaking students, who presented her with both professional and personal dilemmas. The expectation was to assist them in navigating the U.S. academic system and their new identity in a foreign environment, all while Pinky herself was navigating her adjustments. Yet, within two months, they were speaking survival English, and by their sixth month, they were conversing in social and academic languages.
Then there was Bon, a student with a learning disability who frequently challenged her authority. But through a combination of “sympathy and empathy coupled with learning negotiation and partnership,” they found success. A year later, she met Lui and his mother, Adel, both eager for education. And then came Joli, Eli, Heb, Zep, Er, Rill, Hern, EJ, and Lin – all newly enrolled, labeled as “No English,” and speaking diverse languages like Marshallese, Pohnpei, Chuukese, Spanish, Ukrainian, and Russian. Pinky states that they “all challenged me to strengthen my teaching pedagogy, build my ESL/ELD teacher capacity, and help expand my colleagues’ capacity to support their diverse needs.” They also inspired her to “seek outside partnerships to ensure that they have equitable opportunities to participate in, like Seal of Biliteracy and Early College Credits.” Along the way, parents like Jane and Jen also inspired her to “create a more streamlined system of support for English Language Learners and those with dual designation in ELL and Special Education so their children can thrive.”
In her fourth year in HIDOE, Pinky’s coaching skills were challenged by Haunani and Diane, both passionate educators who needed guidance to reach greater heights. Soon after, Pinoy and Nathan joined the teaching force, each bringing different perspectives yet united by a “shared passion for education and equity.” Pinky provided both “space and assistance to anchor their aspirations within their intense navigation and sail within the waves of uncertainty.”
Your “Why”: A Continuous Discovery
Pinky Grace Francisco’s fourteen-year journey has been a roller coaster, filled with unexpected turns and invaluable lessons. When conversations now turn to why she pursued teaching, she no longer just smiles. She possesses a profound and clear reason:
“I became a teacher because of Riz, Jen, Ville, Joyce, and Charm, who had low self-esteem but needed someone to assure them that they could do whatever they wanted to and achieve whatever they dream of. Five unique individuals who are now content in their chosen professions.”
She continues, “I remain a teacher because of students like Zhai, who once needed an advocate but is now a great advocate for others… Students like Fil, Kev, and Gent, who exemplified the transformative power of second and third chances to live anew, are now all self-made entrepreneurs…like Vin, who has proven that equitable opportunities and systems can help him blossom infinitely into his highest potential, is now a professor in a College Institution.”
Pinky affirms, “I am a resilient educator because of students like John and El who can testify that even the worst can become good with profound growth. I am a better educator because of Yos, Sul, Bon, Lui, Joli, Eli, Heb, Zep, Er, Rill, Hern, EJ, and Lin, and many other students belonging to subgroups who have shown me the possibilities of impossibilities. Bon met his IEP goal that year, El earned her early college credit within her first year in the US, and Joli has now earned an early college credit in Linguistics and is now well-equipped to be a translator in Marshallese.”
She also recognizes the impact of her colleagues, stating, “I am a teacher leader because of educators like Haunani, Diane, Pinoy, and Nathan whose unique journeys mirror the same uniqueness and diversity of our students but have grown into outstanding leaders in their own right and are headed for more.”
Finally, Pinky asserts, “And I am a teacher with true humanity because of parents like Ana, Adel, Jen, and Jane, whose presence opened my eyes about the transformation I am making and that I can create more of a ripple of support to everyone around me—that I am not just teaching but touching lives across generations.”
Pinky Grace Francisco has, as she puts it, “exited from a tunnel of uncertainty of why I became a teacher.” She believes she was “initially forced to but is actually predestined to be one.” More importantly, she has “chosen and committed myself to the choice to stay as a teacher.”
So, if someone asks her how many years she will spend teaching, she won’t just offer a smile. She will meet their gaze with a face of unwavering commitment and her echoing statement: “I will be a teacher as long as one needs change and until others see the value of my existence and the role I can play in creating the needed positive change in education and in society.”
What does this mean for you, as an early career educator or someone considering the profession?
- Your “why” will evolve: It’s perfectly acceptable if you don’t have a perfectly clear or grand reason for wanting to teach right now. Your purpose, much like Pinky’s, will reveal itself through your experiences and the lives you touch.
- Embrace the challenges: Every student, every difficult situation, and every moment of self-doubt is an invaluable opportunity for growth. These are the experiences that will shape you into a more effective, compassionate, and resilient educator.
- You’re not alone: Imposter syndrome is a common experience among professionals, especially in demanding fields like education. There will be moments when you feel unqualified or overwhelmed. But remember the stories of impact, the small victories, and the invaluable support systems around you.
- The ripple effect is real: Your work extends far beyond the confines of the classroom. You are not merely teaching subjects; you are shaping futures, building confidence, fostering advocacy, and contributing to profound societal change.
So, take a deep breath. You are capable. You are needed. And your journey in education, much like Pinky Grace Francisco’s, will undoubtedly be a rich tapestry of experiences that ultimately lead you to your own profound “why.”
Edward Santiago 
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