A few years ago, ASCD's Board of Directors had a discussion about defining diversity. Specifically, we were addressing the need to diversify our leadership with younger members. The implication of the discussion was that we needed fresh, creative ideas. One of my colleagues on the board observed, "You don't have to be young to have creative ideas."
This comment came from a retired educator who consistently contributed fresh and creative ideas throughout her time on the board. It complements a statement made by Bernard Baruch, an American financier and political adviser, who died in 1965 at age 94.
I am both retired and a member of the leading edgeof the baby boom generation, and I have come to appreciate the understanding that creativity is not an age-related trait. In many ways, the opportunity to have more flexible time increases one's ability to view things differently.
The baby boomers are changing the nature of retirement. Numerous surveys and studies about baby boomers have looked at when and how they will approach the traditional retirement years. The consensus seems to be that we will transition to a mix of work and play—that we will most certainly still contribute our multiple talents. Many of us will continue to work, though in very different ways than we did prior to retirement.
The New Retirement Survey released by Merrill Lynch in 2006 sheds an interesting light on today's perceptions about the golden years. When baby boomers were asked about their ideal work arrangements in retirement, the most common choices were
- Cycle between periods of work and leisure (42%).
- Have part-time work (16%).
- Start own business (13%).
- Work full time (6%).
The survey revealed that, for baby boomers, earning money is not the primary issue. Although 37 percent said that continued earning is a very important part of the reason for continuing to work, 67 percent said that continued mental stimulation and challenges are what motivates them.
I find these predictions playing out daily among my retired educator colleagues. One is writing grants for an education foundation and doing some part-time coordinating for a grant-funded project. Another started a day-care playschool to meet unmet needs in her community; she now finds herself working almost full time because the idea "took off." Another colleague is serving on the local school board and conducting efficiency assessments of school districts around the state. Another has started a business making crafts, and she occasionally helps out in the local schools in her small town when needed—sometimes as a volunteer and sometimes as a part-time employee. One works part-time scheduling university courses for a regional service center. Yet another, who retired as a superintendent, was quickly called back for temporary service in a neighboring community facing a crisis.
Many retired educators are working with ASCD through leadership and service with affiliates, connected communities, and networks; some are consulting, and some are writing. (See "ASCD Seeking Part-Time Program Consultants" on p. 2.)
The large and growing group of active educator-retirees is a tremendous resource. Education organizations can tap into that resource by appealing to the retirees' creativity and experience and by offering opportunities for work and service that are simultaneously challenging and flexible. By publicizing and communicating opportunities, districts, schools, and nonprofit organizations can benefit greatly from this talented group of healthy individuals who are able to offer leadership, mentorship, and service for many years into the future.
The day I retired as a superintendent, I stood in my office after all the boxes had been moved out and the desk had been emptied. I allowed myself 20 minutes of panic time to consider the future. After the anxiety passed, I discovered there are many opportunities for service and challenge.
Like the proverbial door that opens as soon as one life experience concludes, other opportunities are always waiting in the wings.
