Teacher to Library Assistant: A Remarkable Career Transition

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Hello, fabulous, fellow teachers! We have a new Teacher Feature for just for you and it’s a cracker! We’re thrilled to introduce you to Katherine McGloin, an incredible individual who dared to embark on a new career after years serving as a dedicated Australian primary school teacher. From teacher to Library Assistant, Katherine’s story is a testament to the courage it takes to transition beyond teaching and explore a new career. Let’s delve into her inspiring interview and discover the highs, lows, and invaluable lessons from her career transition.

Meet Katherine: A Passionate Educator

Katherine McGloin’s teaching journey spanned seven years in Catholic and Anglican schools across New South Wales. With a background in Primary Education, she honed her skills while teaching students from Kindergarten to Year 6. Katherine’s commitment to teaching was evident, “Teaching was my passion and I worked very hard to set myself up as a teacher,” She earned recognition as a Targeted Graduate with the Catholic Education Office, Sydney. Despite her dedication, the challenges of temporary positions, job instability, and a lack of mentorship eventually led her to consider a new path.

The Turning Point: Seeking Stability and Fulfilment

Katherine’s journey took a turn as she navigated the complexities of the education system, including moving schools, temporary contracts, and the struggles that came with maternity leave. Frustration set in as she faced uncertainty, disposable positions, and the toll of unrealistic expectations. Recognising the toll on her well-being, Katherine took a step back to evaluate her options and find a career that offered both stability and satisfaction.

What lead to the Exit Stage Teach

After 18 months working as a temporary full-time teacher in a lovely small Catholic school in the inner-west of Sydney Katherine and her husband moved to the far north coast of NSW. Unfortunately, there was a surplus of primary teachers in the area. Despite this, she managed to secure a full-time temporary teaching position. Many teachers remain in casual or temporary positions for decades in the region. Often teachers would reapply for their positions at their current school, competing against other temporary teachers. Katherine said, “This impacts the culture of the school as teachers are interviewing up against colleagues and friends and competing for positions”. She was continually promised a permanent position only for it to never eventuate, the usual excuses were, “We didn’t get the enrolment numbers” or principals would let staff go, thus avoiding permanency and continually cycling through staff. “Many teachers felt incredibly used and disposed of,” she explained. Each time she fell pregnant she would lose her position and she wasn’t entitled to maternity pay if her due date fell outside of her contract. For a period between children, she worked in a primary school as a Drama specialist teacher. She up-skilled in Drama teaching, receiving little support from the school at the time. Katherine applied for a mentorship program with Bell Shakespeare in Sydney and was flown down there by Bell Shakespeare to participate. She worked as a Drama specialist teacher for two years before stopping to have her second child and therefore lost the position.

The Burnout was Real

The burnout was evident and the exhaustion of jumping through every hoop and continually starting from scratch with each new job because there was just no job security. She felt the real lack of guidance and mentorship and the burgeoning array of administrative tasks, the so-called ‘paper trail,’ that takes away from what teachers do best, TEACHING!! The amount of work expected of teachers outside of school hours including in the evenings and on weekends was unmanageable. Having a young family as well meant she’d reached the stage where she only wanted to work part-time. However, in her region part-time teaching is highly discouraged and many principals refuse to have job-share teachers. Full-time teaching or casual work with a young family whilst living away from family support was not suitable so this led to her decision to transition out of teaching. She explained to us, “It is such a shame to see so many teachers having their ‘spark for teaching’ extinguished by the casualisation of teaching, the unreasonable expectations and the complete lack of support in such an emotionally, physically and mentally demanding career. Teaching was always said to be a ‘great career option’ if you have children. I found it quite the opposite.”

Discovering the Library Pathway

Eager for a fresh start, Katherine explored new opportunities that aligned with her skills and passions. The world of libraries beckoned, offering a chance to make a meaningful impact on her local community. After applying for positions and facing initial setbacks, Katherine wasn’t sure if she would ever find a job to leave teaching, “I applied for many different positions when looking for a new career path. A degree in education is unfortunately not always valued in other industries and can be restricting when transferring to other industries. Living regionally and only wanting part-time work was also limiting and competitive. I would usually not hear anything back from the dozens of applications that I submitted which was incredibly disheartening.” Katherine’s persistence finally paid off. She finally moved from Teacher to Library Assistant when she secured a role as a Library Assistant in a local council library, where she now contributes to the daily operations, runs programs, and supports patrons of all ages.

Transferable Skills: Bridging the Gap

Katherine’s teaching background seamlessly translated into her role from Teacher to Library Assistant. Her experience working with children, strong interpersonal skills, and expertise in communication provided a solid foundation for her new career. From coordinating children’s programs to offering technology support and facilitating community outreach, Katherine’s abilities found a vibrant new canvas within the library setting.

Keeping the connection with schools

Katherine describes her teacher’s transferable skills that have supported this new job. “I have found my abilities working with children highly transferrable to running children’s programs such as baby rhyme time, storytime, craft time, STEM programs, early learning experiences and school holiday activities. I visit a range of schools during Book Week and also run primary school and early childhood visits to the library. From my teaching background, I have the skills and patience to run technology support sessions with elderly patrons in small groups and one on one. I have strong interpersonal skills in helping and dealing with customers, including difficult customers. My technology skills were quite strong from teaching as well as my ‘creative skills’ in designing pamphlets and promotional materials or organising events such as author talks. I have been able to offer advice on facilitating library events that schools can attend as well as having a thorough understanding of children’s literature. My ability to work as part of a collaborative team member was also highly transferable from a school to a library setting. As are my strong verbal and written communication skills and my ability to work with people from various cultural backgrounds and with varying physical needs. Due to working in a busy classroom, I can work well under pressure during busy periods and can certainly ‘think on my toes’ when problem-solving with customers.” Katherine has fallen back on those skills that are just second nature for most teachers and it’s worked perfectly for her new position.

Challenges and Triumphs: Navigating Change

The transition wasn’t without its challenges. Katherine initially faced uncertainty and lacked confidence in her new role, “I found when I first started my new job that I lacked confidence after being so ‘used’ by schools as a teacher as well as starting in a brand new industry. It took me a while to feel confident and comfortable. However, I reminded myself that it takes time to learn the ropes and to acquire the skills and knowledge of a new industry. I learnt to ask lots of questions, be honest if I made mistakes and give myself time to learn. At the end of the day, I am a professional who brings with me a wealth of knowledge and experience which is highly transferrable and invaluable. Every single teacher would be an asset to whatever occupation they choose to pursue.” She embraced a growth mindset, seeking guidance, asking questions, and acknowledging that learning takes time. With determination, she found her footing, recognising that her teaching experience added immense value to her new career.

Teacher-to-Library Assistant - Australia

Creating a Resume for a job outside of teaching

We asked Katherine how she approached updating her resume for non-teaching jobs,”Updating my resume and cover letter definitely evolved over time with the more positions I applied for. I asked for feedback from other friends and family members who didn’t work in education. I really honed in on my skills, accomplishments and experiences that directly related to the job I was applying for. I always thoroughly researched the position I was applying for and made as many connections to what was required for the position to my previous teaching experiences.” Katherine really highlighted her transferable skills from teaching and used this to address the role she was applying for. Skills like teamwork, working well under pressure and good communication are universal and can be applied to a range of positions. “I also learned to adjust my statements/answers such as instead of saying I can manage a busy classroom I would highlight how I can deal with a wide range of personalities, needs and demands of customers. Never be afraid to consult professional resume writers if you need.” We are huge advocates of professional resume writers here at Exit Stage Teach our article Resumes for Teachers wanting a New Career goes into detail about how to update your resume and companies we recommend for support.

Motivation during the Transition: Teacher to Library Assistant

Katherine found the process of applying for jobs extremely disheartening especially being rejected from so many positions that she applied for. “I believe you have to constantly back yourself. Take every application as an experience and a way to continually build your resume, cover letter and selection criteria skills. I went through a gruelling three-month selection process for a TAFE position as a learner material editor. I was finally offered the position, only for the position to be changed from part-time to full-time. This was extremely frustrating and disappointing at the time.” Katherine explained how she learnt a lot from being involved in the process such as how to use the STAR interview process which is often used for many Government jobs.

The STAR Method

The STAR method is a way of responding to an interview, you are responding to interview questions by discussing the situation, task, action and result of the situation.

For Example:

Situation: Outline the situation that you were in or the task that you needed to accomplish. This needs to be very specific with detail and relate it to a previous job.

Task: What was the goal you were trying to achieve?

Action: Describe the actions you took and how you addressed the situation. Be specific and add detail. Outline the specific steps you took. Keep it specific to you, not other people who were also involved. Use ‘I’ not ‘We’.

Result: What was the outcome of your actions, you need to boast a little here and show off how you resolved the issue. How was it resolved and what did you learn? You want this to be as positive as possible.

The STAR Method helped her land the job

Katherine explained to us how the STAR method helped her in the interview to successfully move from Teacher to Library Assistant. “During my interview for the library position, I was able to utilise some of the information and answers I used during the TAFE application process. I also encourage people to be active in their community or complete volunteer work or work experience as this sometimes leads to other opportunities as well as develops skills. For example, I volunteer at my children’s daycare on the management committee and assist in my husband’s business.” Other strategies she suggested would be to spend time talking to career advisors or completing personality or career assessments to understand where your skills transfer. “I spent many months researching different courses and careers such as moving into school psychology/counselling, working in training and assessment for adults/young adults or retraining in Early Childhood. I didn’t rush into anything and took the time to explore all avenues. I also worked as an online tutor which led to making learning materials for the company which were given to other tutors. Don’t be afraid to try out different jobs and positions until you find what suits you. TAFES offers many fee-free or partially funded courses as a starting point for retraining. There will often be setbacks in the transition to change, however, grow through them and embrace the learning process.” Exploring other career options is important as you don’t want to end up in another job you’re not happy with. Our free quiz on the Exit Stage Teach website is a great starting point to get ideas of what jobs you might be good at and can transition into after teaching.

Looking back on the Interview Process

Following Covid local council libraries were recruiting for casual library assistants to work across the three branches in Katherine’s area. She applied for the position via Seek and then was invited for an interview. “It was daunting interviewing for a position outside of teaching. However, I used my experience within teaching to answer the questions. I did become a bit stuck on the Dewey Decimal System but as a whole, I felt the interview went well! The interview panel were very keen to have someone on board who would be willing to run the children’s programs. It was great that even if I did have ‘gaps in my knowledge’, the skills I did offer coming from teaching were highly valued. After a year of working as a casual, many government positions have something known as ‘casual conversion.’ If you have been doing regular and consistent hours as a casual then you are entitled to a permanent position. I was therefore offered a permanent part-time position. My very first permanent position in my whole life!!! I felt very grateful to finally have job security after years of temporary teaching contracts.” Her hard work and persistence paid off and she finally had a permanent job that she loves.

What you need to be a Library Assistant

Katherine explained she did not complete any further training to become a Library Assistant. As a Library Assistant, many people complete a Certificate 111 in Library and Information Services through TAFE. However, this is not mandatory and her knowledge and skills she gained through teaching allowed her to obtain a job without further study, ” I transitioned straight into the ‘highest’ pay level for a Library Assistant.”

How does the pay weigh up to Teaching?

We are very grateful that Katherine was happy to share about her wage with our community and we thank her for it. We know a lot of you would be interested in whether or not a Library Assistant replaces a teacher wage. At present, Katherine’s wage as a Library Assistant does not match her wage as a teacher. To do this she would need to obtain a position as a fully-fledged librarian. A branch technician (manager of a set branch) earns a better wage than a Library Assistant, although often still slightly less than a teacher, and would require a Diploma in Library and Information Studies through TAFE. To become a fully qualified librarian you would need post-graduate study through a University such as a Masters of Education (Teacher Librarianship), Graduate Diploma of Information Studies or a Masters of Information Studies (check the ALIA website for approved courses). A qualified teacher would be eligible to enrol in most of these postgraduate courses. As well as council libraries, Librarians work in a wide range of settings including hospitals, universities, museums, TAFES, etc.There are plenty of opportunities for Teachers to head down this pathway.

Masters of Education (Librarianship)

Katherine advised that the Masters of Education (Librarianship) does translate to public libraries, universities, TAFES etc. You are a registered Librarian through ALIA and can use it to apply for Librarian positions. “The regional libraries I work in are fairly small however in bigger city libraries the opportunities for career progression are higher and there are often positions such as a ‘Children’s Librarian’ which would be ideal for someone qualified as a Teacher Librarian. A Graduate Diploma or Masters of Library Studies would give you a deeper knowledge base of information systems which would open up a larger range of opportunities as a Librarian in council and academic libraries as well as other positions in management, archival records or support services (such as a cataloguer or acquisitions officer). You would have a deeper knowledge base of the technical side of libraries as opposed to if you had a Masters of Education (Teacher Librarian)”. If you are a teacher with a Masters in Education (Librarianship) this could be a great pathway for you to exit teaching.

Unexpected benefits from Leaving Teaching Behind

Katherine exudes a love for working in libraries and embraces the fact that Libraries are such an integral part of local communities. They are often a place where displaced people can go to feel safe. Libraries have all cultures, age groups, and socioeconomic backgrounds together in one place. It is a thriving place for young families and provides education and literary programs for children and instils within them a love of literature. “I feel privileged to be a part of this. I gain deep fulfilment from running the children’s programs. I have even worked on the mobile library, reaching out to isolated parts of our region and extending the children’s programs beyond the walls of the library.” Libraries offer other outreach programs to people in the community such as the home library for elderly people. “During the catastrophic floods last year, the libraries became a haven for many people. I feel a sense of fulfilment and service to others, much like when working in education. When I leave the library at the end of the day, however, I shut the door and leave my work behind which is liberating. If you work full-time in a council library position you are also entitled to benefits such as time in lieu and RDOs. I am supported in pursuing further study, financially and with time allocated at work rather than in my own time. Obtaining permanency is also a very positive outcome and if I were to have any more children I would have full access to all benefits such as proper maternity leave. Part-time work is supported and a work-life balance is valued.” Katherine seems to have found her Exit Stage Teach and it’s been such a positive experience for her in gaining work satisfaction but also a work-life balance she didn’t have before. The move from Teacher to Library Assistant has been the perfect path for Katherine.

Advice for Fellow Teachers

Katherine’s words of parting wisdom ring true for us, “You can continue to work within your passion without completely burning yourself out. Let go of the expectations of having to ‘stick things out’. It is not a waste to leave teaching and give something else a go, it is a waste however to go through your life being unhappy and constantly stressed. You can utilise the skills you have obtained in education in a huge range of jobs.” She also suggested if you are worried about leaving teaching completely then take long service leave or leave without pay and try some work experience or commence some study. This is a great way to dip your toes into different fields before you commit to something full-time.

A Bright Future: Continuing to Evolve

Looking ahead, Katherine has ambitious goals. She aspires to progress into a management role within the council libraries, considering further studies like a Masters of Education (Teacher Librarianship) or a Graduate Diploma/Masters of Information Studies. Her journey is a testament to the possibilities that open up when one is willing to explore uncharted territories and embrace growth.

Embracing Change: A Message of Encouragement

Leaving teaching has impacted Katherine’s overall well-being and happiness greatly. “I now have greater physical and emotional energy to put into my own family. I love having permanency and job security. It is amazing to be able to close the library door at the end of the day and leave my ‘work’ behind. I do not feel constantly overwhelmed and stressed like I did in teaching. I feel valued in my industry and not at risk of burnout. I also feel a sense of accomplishment after each shift knowing I have made a difference in my local community. Working in a library I find customers and families are always very thankful for my work and appreciate what I do. To fellow teachers contemplating a career change, Katherine offers a heartening message: “Be creative, back yourself, and thoroughly research the other options out there.” Her story reflects the resilience needed to navigate transitions, the power of transferable skills, and the fulfilment that comes from seeking a fulfilling career.

Thank you for sharing with us

At Exit Stage Teach, we applaud Katherine’s journey and her commitment to reshaping her professional narrative. We thank her for sharing her story and for the depth of knowledge she has imparted to us. We invite you to take inspiration from her story, reminding us all that our skills are transferable, our potential is boundless, and the pursuit of happiness in our careers is worth every step of the way. We hope that Katherine’s story might inspire you to look at options like transitioning from Teacher to Library Assistant and find the work, life balance Katherine has.