Emeritus professor and chair of Geography at Miami University becomes a middle school instructional aide
Bill Renwick loves the work, donates his paychecks back to the Union County, Indiana, school district
Emeritus professor and chair of Geography at Miami University becomes a middle school instructional aide
When he was a professor and chair of Geography at Miami University, Bill Renwick taught students how to develop skills in geospatial analysis, hydrology, and other areas.
These days, he works as an instructional aide at Union County Middle School in Liberty, Indiana, where he now lives with his wife, Debra Bowles. He works with students on subjects ranging from math to writing.
“As an aide, I work in the classroom supporting the regular teacher, with particular attention to students who may have a learning disability or whose behavior can get in the way of learning,” he said. “I circulate in the classroom helping students as needed and take small groups of students to a separate space, where conditions make it easier for them to learn.”
Renwick made the leap from higher ed to K-12 education three years ago.
After retiring from Miami in 2015, he kept busy with volunteer jobs that he found fun and interesting. But they were not regular enough for him, so he became a substitute teacher at Union County High School and Union County Middle School in 2022. He typically worked three to four days a week teaching any and all subjects at either school — sometimes both in the same day.
“The work was fun, stimulating, and a great way to get to know the community,” he said.
Becoming an instructional aide
Renwick decided to make the switch to instructional aide to have an even greater impact on students. “Here I get to be steady and dig in a little deeper,” he said.
His connection with the middle school students comes across in a story he tells about how one student couldn’t wait to share some good news with him.
“Near the end of my second year as a sub, I noticed that one student’s behavior, which had been chronically difficult, had improved. One day, the student said to me, ‘Mr. Bill! I got a job!’”
Renwick told the student he was happy for him and that the job at a local business which employs a lot of local students would be a good experience.
A few weeks later, Renwick and his wife were at an ice cream parlor in town and the student ran up to say hello. Renwick spotted his mother in a car and went over to tell her how far her child had come.
One day, while checking emails, Renwick spotted an announcement from the school district about the instructional aide position and applied.
New Principal Monica Hofmann describes Renwick as a “doer,” always willing to jump right in when needed. She said he sets a powerful example of passion and service.
“Bill is nothing short of inspiring. His generosity in being here and being willing to tackle any task assigned to him speaks volumes about his dedication to education," Hofmann said.
“Rather than enjoy his retirement, he is choosing to uplift and guide the next generation while uplifting and supporting educators. He is demonstrating what it looks like to have an unwavering commitment to lifelong learning and mentorship.”
Ayden Wacker, a Miami senior majoring in Integrated Language Arts Education with a minor in Journalism, was a student teacher in the same classroom as Renwick last semester.
“When we first began, I didn’t know he had been a professor, but I already admired his patience and kindness with the kids,” Wacker said. “He only made my job easier as a student teacher and gave me an immense amount of respect as well. I am nowhere near a professional yet, but he is, yet he gave me full respect and was always asking what more he could do to help me.”
Wacker said he enjoyed his student teaching experience and plans to attend graduate school for school psychology after he graduates in May.
Supporting the teachers
Renwick works in a classroom 29 hours a week, which works out to nearly six hours a day, five days a week.
After paying his income taxes, he returns the rest of his paycheck for a “teacher support fund.” He has done this since his first day working for the Union County College Corner Joint School District.
“Paying it forward offsets the substantial amount teachers spend out of their own pockets on basic things like classroom supplies, for which there is little or no support provided by the district,” he said, noting it amounts to several thousands of dollars per year spread across 80-plus teachers.
“My main motivation was and is to support the teachers. Public school teachers work hard and are paid little, performing perhaps the most important thing we do as a society,” he said. “They spend more time with our children than anyone else except their parents but receive only modest respect from broader society. They deserve better.”
Renwick said he loves his work in the classroom and had no reservations about the K-12 environment.
“Nothing in my previous professional training or experience prepared me for this, especially in the middle school,” he said. “I am still learning on the job; I learn new things every day.”
He enjoys watching professional teachers work.
“They are amazing. They make it clear to students that they care deeply about each and every individual. They see everything. They know each student’s likes, circumstances, abilities, and needs,” he said. “They make expectations clear and provide caring support while demanding good behavior.”
Hofmann, who was a middle school teacher for 10 years before she became an administrator, called it a privilege having Renwick on staff. She appreciates his flexibility, such as the day when she needed someone to cover art classes because the instructor was out.
“No matter what challenge arises, he approaches it with a positive attitude and a willingness to learn. Sometimes, he chuckles at me like, ‘What next, Monica?’ But then, without hesitation, he dives right in, ready to take it on. His adaptability, curiosity, and commitment to our students have been a tremendous asset to our school.”
A valuable learning experience
All of this has been a valuable learning experience for Renwick, who has found himself thinking about an Environmental Science Ph.D. student he knew many years ago who went on to become a middle school science teacher despite having other opportunities.
“I was stunned, wondering why anyone would want to work in that environment when other paths were open. He loved the work, and fortunately he had a partner whose salary made it possible for them to live well,” he said. “I now understand why he chose the career he did.”
Today, the most challenging part for Renwick is remembering the names of roughly 200 students he works with each week.
He said there is “little connection” between his teaching style at Miami and now.
“In middle school, as much as half of the time is spent helping students learn how to behave appropriately and carry out the learning process in order to be successful as they proceed to high school,” he said. “In college, the focus is on content.”
Renwick has had some important takeaways.
“Each level has its own challenges and rewards, and students grow at every level,” he said. “I think at the middle school, the changes are especially rapid and significant.”
And, he has discovered, success depends on trust.
“Students have to know you care about them and that they can depend on you,” he said. “Without that, it is much more difficult.”
