Episode 26: Writing Curriculum & Assessments with Mandy Flocchini

There are many of us that want to leave the classroom to pursue other careers, but we’re unsure about what’s out there and what we’ll enjoy. As teachers, we possess a variety of skills, which is why it’s helpful to dabble in a lot of different areas to see what you like. That’s exactly what my guest on today’s episode, Mandy Flocchini, did. She’s sharing how her various opportunities led her to curriculum and assessment writing.

When Mandy had thoughts of working beyond the classroom, she wanted to gain more experience in curriculum writing. Therefore, she took on a lot of different projects that showcased her skills, all while gaining the experience she needed to land higher quality jobs. She explains how her time as a teacher helped in her career now because she was already writing curriculum as a supplement to the textbook provided by her district. 

Throughout our conversation, Mandy gives advice for those seeking a career in curriculum and assessment writing, particularly in support groups, such as the Educator Forever community. Take time to dip your toes in a variety of projects that help you find your next career that you’ll love.

 

Topics Discussed:

  • Mandy shares her journey to education with her love of science

  • The emotions surrounding leaving the classroom, but always having a back up plan

  • Why dipping your toes in a variety of things helps you figure out what you truly want to do 

  • How Mandy manages working at home with two little kids and still makes it work

  • Advice shared and how support groups and community is the key

Resources mentioned:

Related episodes and blog posts:

 

Meet Mandy Flocchini

Mandy Flocchini holds a BS in Chemistry and a Minor in Secondary Education. She always knew she wanted to be a teacher, but immediately following graduation, she worked in an environmental laboratory for two years. After working as a middle school science and STEM teacher for nearly 9 years, she took the leap to leave the classroom. She has been pursuing a career in curriculum and assessment writing for nearly a year now. Her love of science teaching is still strong and she is channeling that energy in new directions.

 
 
 
 

Read the transcript for this episode:

Lily

Mandy Flocchini holds a BS in chemistry and a minor in secondary education. She always knew she wanted to be a teacher, but immediately following graduation, she worked in an environmental laboratory for two years.

Lily

After working as a middle school science and STEM teacher for nearly nine years, she took the leap to leave the classroom. She has been pursuing a career in curriculum and assessment writing for nearly a year now. Her love of science teaching is still strong, and she is channeling that energy in new directions.

Lily

Welcome, Mandy, so glad to have you here with us.

Mandy

Yeah, so glad to be here. Thanks for having me, Lily.

Lily

You're welcome. Well, I'm so excited to talk about your experience beyond the classroom and would love for you to start by telling us a kind of about your journey as an educator.

Mandy

Yeah, so kind of a crazy journey so far, it hasn't even been that many years. When I graduated from college, I had a bachelor's degree in chemistry with a minor in Secondary Ed, I always kind of knew that I needed a backup plan and some options. So I didn't want to just go the teaching route, I wanted to have that science route as well.

Mandy

And I ended up doing my student teaching following graduation, but was like, Oh, that was a lot. That felt a little overwhelming. So I took a break, and worked in a lab for two years, and then said, no teaching is where it's at. So I ended up finding a spot at a K-8 parochial school, where I was the only middle school science teacher.

Mandy

Every science job I've ever had, I am the only teacher I don't have the department, I don't have, you know, people to bounce ideas off of, it's just me. Has pros and cons, right, and I think has kind of helped me with where I am now. Because I am able to be independent and kind of figure stuff out.

Mandy

Within that I was in the middle school physician for eight years, kind of cultivated it created curriculum, brought in new curriculum with new textbooks kind of had got to make those decisions, which was really exciting.

Mandy

And then as my second child was coming decided, you know, I don't know how I'm gonna do two kids and work 60 plus hours a week and have to be at school when they're sick, and all of that stuff. So that kind of led me to curriculum development. And I found you Lily on Instagram and I said, Hey, let's try that out.

Lily

Yes, totally. I mean, my story is very similar. Just having one kid even I mean, I'm impressed by anybody who has any children and is a classroom teacher, because it's so hard. I mean, just being gone so long. Exactly like the sickness you know and feeling like you're giving so much to other kids and your own kid, which is hard.

Lily

So totally get that and appreciate the flexibility. And I think kind of like I found once you start having flexibility, it's hard to go back on to a more like strict schedule. So how did you get started?

Mandy

Yeah, so it was all in the mix of the pandemic, I knew that we wanted to have another kid. So I did do several years of teaching in the classroom with a kid at home. And we made it work. During the pandemic, as everyone knows, everything got crazy, and everything changed. And so I was looking for other avenues.

Mandy

I also knew that I wanted to supplement my income at that time. And so for about a year and a half, it was a side gig. So I was still working as a full time classroom teacher. And I actually originally interviewed just to see what it would feel like for a full time curriculum development position with a major textbook company, and made it pretty far. They didn't end up taking me I think they didn't think I was experienced enough at that time.

Mandy

But that was a good experience to just be like, Oh, I do have the potential. This could be a possibility. But yeah, so then just kind of picked up a couple contract work through the summer. And this was 2021, summer of 2021. And just kind of held on to those and kept doing it while I was still teaching in the classroom would work on the weekends work at night.

Mandy

And it was life giving it was validation that I had other skills. And that I also put a couple things on TPT. And that less than $50 that I've probably made in the last three years. The greatest dollars I've ever made because that was mine. That was all me. I was the one who put it up. I was the one who, you know, people came to and when they were like, Oh, this lesson looks good. I'm gonna purchase it. So that was really exciting.

Lily

Yes, that's awesome. And I love how you said it was life giving. I found that too as a classroom teacher and I hear from teachers all the time who are like, I just can't do anything else, which I totally get because teachers are way way too overworked and like we all understand that

Lily

But when it's the right thing, like it does feel energizing. And to me, it really did feel like it was this different path and different way that I could use my skills. So it didn't really feel like extra work. It just felt like a new way that I could work. Right. So it's just kind of a different frame on it.

Mandy

Right. And I do think, I think it was good that I was still in the classroom, because I was definitely, it was changing how I was seeing my teaching, too. And so it was changing that mindset.

Mandy

You know, when you've been in the same position for several years, and you've got your plans. And, you know, I wasn't really writing new lesson plans, I was reusing them, which is fine. But I just didn't have that creative piece that was missing for me, because I didn't need it. I didn't need to use that creativity anymore. And so it was exciting to have an outlet for that.

Lily

Yes, absolutely. And I love too how you shared about like going on the interview for the full time job, like sometimes we just need to do those things, right? Even if it doesn't work out, even if you're not even sure if you want it like sometimes you just have to do something to get more clarity and just learn through the experience of doing it right.

Lily

And I think like doing a little bit of contract work, whether you're a classroom teacher, or if it's like, you know, you're doing on the side in the summer or after school, or even if you've left the classroom, if you've recently retired, like start with a little project, because it's low commitment, and then you could figure it out by doing it. Right.

Lily

All right, well, thinking about the transition to leaving the classroom. I know for me, for many of us, it's full of emotions. And I'm wondering if you can talk us through kind of how you really made that decision? Was it, did it feel very clear to you? Or was it kind of complicated?

Mandy

I would definitely say it's complicated. I would definitely say I was, I wouldn't say forced into it. But I think the timing worked out really well, because I essentially took maternity leave, and then just didn't go back.

Mandy

So for me, it was nice to have another reason. It wasn't just that I was starting a new career path. It was also that I would have more time with my kids. And so I think that made it feel a little bit safer, if you will, because it just felt like okay, this is this could be temporary, because maybe when they go back to school, maybe I will go back and be a teacher.

Mandy

So I always kind of am playing back and forth with like, Well, I still have options. We all know, there's a huge teacher shortage. I've seen my districts numbers, and they're always looking for teachers, and I can guarantee they're always looking for middle school science teachers, you know, that's not a very common position.

Mandy

So for me, I feel like I've set up kind of some safety nets where I could always sub, or I could always do X, Y, or Z do something else that would that would feel okay. I think it really helped that I proved to myself that I could make a decent amount of money while I was still in the classroom. And I was like, hey, this actually is a possibility.

Mandy

I kind of dipped my toes in, if you will, and then jumped in. So there was some testing that happened first, but yes, it was definitely, it was a complex, it's still complex.

Mandy

You know I'm almost a year out officially and there's still things I'm figuring out. There's still pieces of the puzzle that I don't feel like are all the way there. But I also feel like I'm able to give myself the space to figure that out still.

Lily

Yeah, totally. I think it's always going to be complicated in some way. Right. And I think some of it is I think we often wait for something to be really black and white, you know, of just like, Yeah, it's like the moment where I feel 100% sure that I'm going to do this, like I'm like, that's pretty much never has happened. Right? Like, it's always somewhat complicated if it's never like 100% clear.

Lily

So I appreciate you sharing the process, and that it's cool to think about all the different options of like, Yeah, we all have options. And there are many ways of making a living. There are many ways of working in education. So seeing and like weighing those options at different points in in people's lives.

Lily

So I know now you do many flexible things beyond the classroom. Can you tell us a little bit more about the types of work that you've been doing?

Mandy

Yeah, so I have worked with several different companies, major publishing companies, I've worked through many of the curriculum agencies that then contract with other clients. And so I'm kind of like working through the middleman, that kind of setup.

Mandy

One project that I did that was really cool, they kind of stopped doing it and I wish they would finish it. But I was writing environmental science curriculum for an app that they were so and I was kind of like the head of that. So that was pretty cool. But I don't think it got picked up and they they didn't have the customers for it to to keep it going forward. Hopefully at some point, maybe they'll come back to it. But that was really fun.

Mandy

So I've kind of done a lot of different things. I would say some of my projects, I look at more of as like safe projects and that like I know they're continuous. I know, like one project for example, I can jump in and just take assignments when I want to. You know, it's probably not the most exciting project, but at least I know it's there. And if I have time, it's guaranteed money, you know, and they're pretty quick on the turnaround.

Mandy

And then some of my projects are a little bit riskier in that they're really big. And there's a lot going on. And they're pretty, you know, high stakes and pretty quick turnarounds. But yeah, I've done assessment curriculum, I was looking at doing some writing for educational videos. But that didn't end up taking off, I had a little impostor syndrome and did not end up going through with that all the way. But that was exciting.

Mandy

And the fact that like, I feel like I could do that maybe down the line with a little bit more experience. So again, all the options are just endless. And then to kind of keep, you know, that need to work with students, I do have a couple of tutoring students that I work with virtually, that I really enjoy. And that's, that's a nice little piece of the puzzle, too.

Lily

Nice. Yes, I always thought of my hodgepodge when I was doing many different things. And it was for me also thinking about like, what did I really want? Both what did I need, like financially? But also what do I really want in terms of like time with teachers, time with kids times, just sit quietly in a room and write. And I think, again, it's like always changing, but there are so many options.

Lily

And then I appreciate your sharing, like the imposter syndrome, also super real like happens to all of us. And I'm wondering if you can talk us through kind of how you learn to do these things. Like you were a middle school science teacher, and then you started working in curriculum design. How did it kind of feel? What did you learn personally and professionally through that process?

Mandy

Yeah. So originally, when I first started thinking about all this stuff, I was like, Okay, I'm gonna go get a curriculum design degree, I'm gonna find that and I'm going to get that. And then I was like, Wait a second, I don't have time to do that. And that's a lot of money.

Mandy

So while having a master's degree is something I would enjoy down the road. And I think, you know, I've always really enjoyed being a student. And I think I would like that. It wasn't feasible. So I was like, Okay, how else can I approach this?

Mandy

So honestly, within my classroom, I was writing curriculum, even though I really did like our textbook system, you know, you always have to supplement that stuff as a teacher, there's no, there really is no way to just use what is given to you. Because A, you have to differentiate, you need to each year you're gonna have different students, right?

Mandy

Maybe the timeline doesn't work in terms of the units. So you've got a weird break. And so you have to fill space, if you will, with, you know, you have to supplement with other curriculum so that it's not weird that you're going into Thanksgiving break or whatever. So definitely, within the classroom, I was already writing curriculum.

Mandy

I got a lot of feedback and a lot of support with this, I think, from National Science Teacher conventions. I went to four of those right at the beginning of my teaching career, and a lot of presentations that I was kind of drawn to were teachers talking about how they had created curriculum and how they had made.

Mandy

Especially like project based learning activities, and especially labs and hands on stuff and science inquiry. And I feel like that really lended itself to teaching me how to approach those, if that makes sense.

Lily

Yeah, no, totally. I mean, I think it's also like, choosing your own professional development adventure. Like, what things feel interesting to you, and learning from other people doing it, and feeling inspired by it for sure. Yeah. And then learning through doing it yourself.

Mandy

Right? Yeah, trial and error. And like just being in it. I will say like, the pandemic, my school was virtual, the spring of 2020, the entire rest of the year. And then when we went back in the fall, we let students opt to stay home. So I was teaching in person students, but then we had a handful that stayed home for the whole year.

Mandy

So I was developing curriculum that would work for both. And I think, being forced to do it. Yes, it was overwhelming and stressful at the time, but I think being forced to do it really set me up for having the confidence, you know, to do what I'm doing now.

Lily

Yes, absolutely. And I think sometimes, like the things that we go through that are really hard, even though they're really hard, they do make us develop new skills. You know, even just being a teacher, not in a pandemic, like it was super hard.

Lily

So when you try other things. It's like, oh, this is actually not as hard as being a teacher. Oh, yeah. You know, even those really challenging times we develop new skills that can be used in different ways.

Mandy

Yeah, absolutely.

Lily

So I know you have two kids. How old are they now?

Mandy

I have a four and a half year old and an almost one year old because I left the classroom almost a year ago, right when she was born.

Lily

Yeah. That's crazy they're almost one. So talk to us about working with little kids. Like how was that for you?

Mandy

In the beginning, it was pretty nice. The older my older goes to school twice a week, so she was gone for a whole two whole days. And then I have a lot of family help that will take her especially because I just feel like, you know, I can only put on so many movies to let her entertain herself.

Mandy

In the beginning with the baby, it was nice because there were a lot of naps as there are, we're starting to lose some nap time. I do work at night when my husband get home sometimes now and I do work on the weekends, depending on what my deadlines look like. But we're making it work. We're making it work.

Mandy

And sometimes I will send both girls to a grandparents house, you know, for the day if I really have a lot going on. But I really am not working, I would say the most I'm working is 25 hours a week if I have a lot going on that week. But I probably average about 15 hours a week, which is nice.

Lily

Yeah, absolutely. I know, I remember being really pleasantly surprised when I started working outside of the classroom that like I could take over my teaching income and more working so many less hours. And I also you know, when my kids were littler, they're eight and 11 now.

Lily

They just had their birthdays so I almost said seven or 10. But they're 8 and 11 now and when they were little, it was a lot harder. Yeah. Oh, to work during their nap times, or I did the same thing like my husband got home or you know, sneaking in little times on the weekends and things like that.

Lily

So it gets easier. And especially, you know, like I remember when my son went to like a two year old program. And he only went two mornings a week. But I was like, This is amazing. I have six hours a week without kids in the house.

Mandy

Oh, it makes a huge difference. Absolutely.

Lily

Totally. So what advice would you give teachers who are thinking about moving beyond the classroom?

Mandy

Yeah, I would definitely say, you know, the main thing that made it more comfortable for me was that I did dabble a little bit before I officially left, I tried it out, you know, I looked at different avenues. There were definitely a couple things that I tried when I was in the classroom. And I'm not doing those anymore, because I didn't like it.

Mandy

So I understand that as teachers we're using the summer to, you know, rejuvenate ourselves and find, find some rest. But I did personally feel like working these projects was rejuvenating, and was energy and was, you know, an outlet. So I definitely utilized that the summer before my last year of teaching to really dive in. And look at all my options.

Mandy

I would also recommend getting in some of those contractor pools. Even if that's not where you see yourself long term, at least you're getting projects sent to you as options. So I work for two, actually three companies, including Educator Forever Agency, and when they send you different projects, you can say yes or no, but at least there's an option.

Mandy

And it does take some time to get on those lists. So I definitely would recommend doing that ahead of time, even if you don't plan on taking a position for a little bit. Because then at least your names out there at least you've done the legwork. And I think it's nice to have that as a backup plan.

Lily

Yes, I totally agree. And for those of you who might not be familiar, contractor pools are kind of like what Mandy shared earlier about bigger companies who take on different projects, and they need freelancers for those projects.

Lily

So like at our Educator Forever Agency we'll get a big lesson plan writing project and some will, you know, we'll need science writers, and we'll need social studies writers. And so we bring people on, generally who are already in our pool of people. So when you get into those pools of people, then companies will reach directly out to you rather than like a whole interview process. So that's really great.

Mandy

Yeah, absolutely.

Lily

Cool. Anything else you'd like to share?

Mandy

Listening to some of your other podcasts, I just want to reiterate how important it is to have a support group and to have a group of people who are trying to do the same things. I have learned so much from the Educator Forever community and just listening to others.

Mandy

Like honestly, oftentimes, I just go to the meetings to be like, what jobs do you have? Can I apply to that company? Let's see, you know, because I just didn't know what was out there. For so long I feel like I was so ready to be a teacher. And that was my path. And, and that was great. But I didn't really know what other jobs were available.

Mandy

You know, in my mind, I feel like I kind of stopped at the career fair and was just like, Okay, you can be a teacher. And that's it. That's your option. And that's where you're gonna go, which is, again, I loved it. And again, I may go back.

Mandy

But just knowing what other people are doing is really helpful, because then you can be like, Oh, that sounds great. Or no, that definitely isn't for me, let's not even look at that. That kind of stuff. So having that support group is really important.

Lily

Yes, I'm so glad you said that. And I totally agree. I mean, that's really one of the reasons why I created Educator Forever is like when I was starting out doing things beyond the classroom, I kept just being like, is this a thing? Like, I don't see anybody else doing this.

Lily

And so really building a community where we can share resources and try and learn things together. And I think especially if you're in a school and there are a bunch of teachers who are just like this is my job. Right? Like you said with like, you know, going to the career fair, like I become a teacher. That's what I'm doing.

Lily

And everybody's in that mindset of just been like, I'm gonna do this till I retire and then I'm gonna get my pension and like, that's my life. And so if you feel differently, you know, you need to kind of create and seek out that community for yourself to be able to find the way forward. And I think it's super important to find your people that can support you along the way.

Mandy

Yeah, absolutely.

Lily

Awesome. Well, thank you so much, Mandy. It was great talking with you.

Mandy

Yeah, of course. Thanks, Lily.

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