Male Teachers Say They Appreciate Their Unique Positions

Wade Webberley, second grade teacher Yacolt Primary school

Dave Warner fourth-fifth-grade teacher Fruit Valley Elementary School

Paul Crossley teacher-in-training Washington State University Vancouver

Scott Anderson Fifth-grade teacher, Lincoln Elementary School †

Richard Allen, fourth grade teacher Glenwood Heights Primary School

N. SCOTT TRIMBLE/The Columbian Teacher-in-training Paul Crossley discusses Paul Bunyan with Maya Beckly, 12, at Lincoln Elementary School. Crossley is one of the few men in the elementary teacher training program at WSUV.

Peter Chan

Fifth grade, Harney Elementary School

Bio: 32 years old, married (wife works at insurance firm), 7-month-old daughter. Third year at Harney, prior experience as youth camp counselor, taught at alternative middle-high school in Southern California.

Trigger point: Credits “easy, natural connection” with several young cousins, Bible campers.

“My father was trying to guide me into a highfalutin field … I’d worked in camps. I felt I had the patience, not just the patience, but the joy, working with kids.

“I’ve had experience with kids of all ages, toddlers to high school. But I wanted to have a group of kids all year, as opposed to rotating classes. I can’t imagine having three or five groups come in each day. (Instead), I like all subjects and I like how they are all connected. I like showing those connections.

“Relationship is where it’s at, for me. At elementary school, it’s where you have the most time with kids. One-hundred eighty days a year, we grow and learn together.”



Wade Webberley

Second grade, Yacolt Primary School

Bio: 39 years old, married (to a teacher), three children ages 3-7. Sixteenth year at Yacolt, earned degree at Portland’s Warner Pacific College.

Trigger point: Deep family history: Mother taught 33 years, mostly primary school; grandfather was Camas school superintendent; two siblings are teachers.

“It’s nice to have a (gender) balance in schools. After I got the job, I realized I might be more needed here. I really still think it’s that kids are looking for other people to identify with in their schools.

“As a man, I’m just there here for them, as far as that communication. What they take away is up to them. I just try to be as dependable and consistent as I can.

“As I started working in classrooms, I found I was really interested in younger grades. I’d just rather be at that level; they’re really just wanting to learn. I really enjoy it, it’s still a challenge to me.”





Scott Anderson

Fifth grade, Lincoln Elementary School

Bio: 56 years old, married (to a teacher), two adult daughters. Twenty-fifth year at Lincoln, 32 years in teaching, earned degree at Central Washington University, Ellensburg native.

Trigger point: Undecided major at CWU, followed friends into teaching program “and I fell in love with it.”

“For a long time, I was the only (male) teacher, along with the librarian. It definitely meant I got every challenging boy that there was who needed a male influence.

“What I like to give myself credit for, males credit for, is there are a lot of boys who don’t want to be seen as being good at school. I think it’s more important at the elementary grades for those kids to feel comfortable in school, to help them become successful in school.

“The boys are just as afraid of me as the girls (being the first male teacher, for many). I work very hard at that, to relate as a person, not just as a man.”



Paul Crossley

Student in WSUV masters-in-teaching program, training at Lincoln Elementary with Scott Anderson

Bio: 40 years old, married (to a marketing director), two children in grade school. Former public relations officer in high-tech; then, “at-home” father, active in preschool co-op, primary school volunteer.

Trigger point: Mother, two older sisters pursued teaching; brother is college professor. Inspired by school volunteer work.

“It took a kind of maturity on my part … and being around my kids, to realize how important teaching was and that I’d be good at it.

“I had a (first) male teacher at the same age, fifth-sixth grade, and I thought he helped me a lot. As a student, I was more respectful, and I think I listened much more closely. It’s unfair to say, but boys are boys. … I became a much better reader, I took an interest in other things.

“I come from a different family environment than many of these kids. There’s stuff happening in their life I can’t imagine. I always worry that I’m not going to do right by these kids.”

Dave Warner

Fourth-fifth grade, Fruit Valley Elementary School

Bio: 42 years old, married (to a flight attendant instructor), two children age 13, 11. Sixth year at Fruit Valley, 14 years teacher-administrator, following five years in U.S. Air Force, other jobs.

Trigger point: “I always knew I wanted to work with kids;” active in Big Brothers Big Sisters organization, tutoring.

“I was a little older when I went to college. I was pretty encouraged, people said there was a need for elementary male teachers. I felt good about my choice. I get, ‘Boy, that’s really cool.’ I don’t remember anyone every saying, ‘Why do you do that?’

“I don’t think kids feel bad if they don’t have a male teacher. (All teachers) care about the kids, I don’t think they care about the gender they work with. They just focus on the mission.

“These kids at Fruit Valley are special to me. They have heart and they have dreams, and I hope to have an effect on them so they can achieve.”



Rich Allen

Fourth grade, Glenwood Heights Primary School

Bio: 60 years old, married (also in education), four children, youngest in high school. Thirty-third year in Battle Ground, straight out of Portland State University; New Jersey native, also holds history degree.

Trigger point: 10 of 15 cousins teach, also an older sister: “They all seemed quite happy with it.”

“I wanted to work at a level where I could encourage study habits, get (students) to read more.

(At Glenwood, only the principal, vice principal and head custodian also are male.)

“Most of the kids, when I walk across campus, know who I am. I just have to say something once. I don’t know if I’m the old grandfather figure, father figure... It’s easy to figure my name, because there’s only one of me, whereas there are 42 women (faculty members).

“I’m sure there are differences in the way a woman comes across, a man comes across. (But) I think we see ourselves as educators with a purpose of moving kids forward, helping them learn … not as males or females.”