It's Teacher Appreciation Week, and we are excited to highlight our incredible programs, alumni, and students who are making a difference as educators. Meet Roscoe Caron, '86

"Seeking out and learning from other teachers is essential. Building a community of teachers – in one’s school and elsewhere – who are supporting and simpatico is of great importance." —Roscoe Caron

Driven by a deep desire to uplift and empower young people, Roscoe Caron, '86 began his career with a mission to be a positive male role model and mentor. He sought to instill critical thinking, self-confidence, and leadership skills in his students, believing deeply in education as a transformative force. His steadfast resolve not to compromise his principles led him to teach at multiple middle schools, always seeking environments where he could be most effective and authentic in the classroom.

The heart of his career lies in the connections he made with students—the shared laughter, creative projects, and the hard-earned moments of growth and success. These experiences made the long hours, the career frustrations, and the challenges of reaching struggling students worthwhile. 

What inspired you to pursue a career in education? 

I wanted to make a difference in the lives of young people:  as a positive male role model; as a mentor; as a guide in developing critical thinking skills; as a builder of self-confidence for students who did not believe in themselves; as a teacher of leadership skills to help build the next generation of community pathfinders.

What did your career journey looked like?

I taught in a number of middle schools. I promised myself from the start that I would not continue to work in a school in which I had to sacrifice my sense of self or had to abandon the methods of teaching that I believed were best for my students. I believe a key to my success as a teacher was being willing to change schools and to seek out schools where I felt I could be at my best.

What did you find most rewarding and most challenging about teaching?

The rewards? The students make it all worthwhile: The moments of joy in being part of a community of learners – laughing together; doing challenging and creative projects together; having tough conversations together; working hard together; feeling a sense of accomplishment together. Also, watching individual students come to see themselves as learners. The challenges? The workload; the tough work of trying to find a way to reach a student who is lost and who has given up on themselves; the time-robbing and wasteful educational bureaucracy; administrators who confuse control with leadership; parents who are, for a wide variety of reasons, unable to be the parents that their kids need and deserve.

What advice would you give to current students who are considering a career in education?

This is a very challenging time in which to be a teacher. Excessive testing, data-collecting, and top-down control have worsened in the past two decades. Those dynamics have done great damage to teacher professionalism and to student joy in learning. Today’s teacher have to be willing to resist this disastrous trend for their own sake and for their students’ sakes. That entails risk. So be it.

What inspired you to continue to learn and grow in your career?

The challenges never stop. Not continuing to learn is a recipe for slow professional death. Things that work with one group of students simply don’t work with another group. Seeking out and learning from other teachers is essential.  Building a community of teachers – in one’s school and elsewhere – who are supporting and sympatico is of great importance. There is no substitute for getting inspiration and ideas from peers.