“When I switched from classroom to Reading, it wasn't the students. It was parent emails asking a lot, questioning—questioning a lot. And so I started to (…) [think] ‘Am I not good? Am I not making it worth their time? We're having fun. We're learning, we're connecting, they're showing growth in these areas. But I keep getting called into these meetings.’ The state test scores weren't as high as they should have been (…) I felt like I was called into question a lot and that really bothered me (….) That I remember being very frustrating.”