Three Things I Wish I Had Known Before Becoming a Dance Educator
by Mya D. Ajanku

I’ve been fortunate to have a fulfilling and diverse career as a dance educator, teaching across K-12, higher education, special education, public schools, private schools, and the independent sector. Yet, even after decades of experience, I often reflect on the things I wish someone had told me before I first stepped into a classroom. Today, I want to share three insights with current and aspiring dance educators, in the hopes that my experiences can better prepare others as they embark on or continue their own journeys.

1. You May Be Alone

Unlike subjects like math or English, where there are often multiple teachers within a single building to collaborate with, dance educators frequently find themselves isolated. In many schools, I was the only dance teacher on staff, which meant I didn’t have immediate colleagues to brainstorm with, exchange ideas, or seek feedback from.

While this can feel lonely, it’s important to remember that community can still be built—it just takes more initiative. Seek out fellow dance educators outside of your immediate institution. Connect with local dance programs, attend conferences, and join professional organizations like the National Dance Education Organization (NDEO) or the International Association of Blacks in Dance (IABD). These communities provide invaluable professional support, mentorship, and a sense of belonging.

2. Not Everyone Will Understand Your Work

Because dance is often a specialized discipline in many academic settings, administrators and colleagues may not fully grasp the scope and complexity of what you do. There may be unrealistic assumptions—for example, that you can quickly choreograph large productions in a short timeframe, or that your planning time is expendable because you’re “just teaching dance.”

This lack of understanding isn’t usually malicious—it’s simply unfamiliarity. However, it does require you to be an advocate for your program. Educate your colleagues and administrators about the planning, rehearsal, and preparation that high-quality dance education entails. The more they understand your process, the more they can support you effectively.

3. You Cannot Improvise Your Way Through the Year

As dancers, we’re no strangers to improvisation. Whether it’s adapting on stage when something goes awry or spontaneously responding in class, improvisation is part of our toolkit. However, when it comes to the structure of your teaching year, improvisation cannot replace intentional planning.

Successful teaching requires thoughtful curriculum design. Start by identifying your end goals for the term or academic year. Then, break these goals down into monthly, weekly, and daily objectives. Having a clear roadmap ensures that your classes build towards meaningful outcomes and allows you to adjust for your students’ needs in real time. Proper planning frees you to be present and flexible during instruction, rather than scrambling to figure things out on the fly.