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Ah, the first-day-of-school jitters. What will the class be like? Will everyone like me? What if I forget something?

And that's just for the teachers.

August marked the beginning of a new school year, and the beginning of a career for both Sara Williams and Summer Parsons. Having recently graduated from college, both twenty-somethings are starting their first years as teachers at Tully Magnet Elementary School in the Tucson Unified School District.

The choice to hire Williams and Parsons was an easy one, said Roman Soltero, principal at Tully Elementary. "They're so passionate. You love to see that as a principal."

Added Rosa Cota, the school's instructional coach: "You could see it in their eyes. Both go the extra mile."

Since joining the school three years ago, Soltero has been on a mission of collaboration among teachers and staff — both new and experienced — in an effort to increase student academic progress. It's paid off.

Last year, Tully was one of five TUSD schools with the greatest gains in scores on its AIMS tests — otherwise known as Arizona's Instrument to Measure Standards.

Soltero is hoping with the addition of teachers such as Williams and Parsons that the school will continue its collaborative success.

Both natives of other states — Williams is from New Mexico, and Parsons moved here from West Virginia — the two have relied on each other and on teachers selected as mentors to help get them through those challenging moments.

And if being a first-year teacher wasn't stressful enough, they're also in the midst of wedding planning — both are getting married out of state next year.

In interviews in person and over the phone, the two women talked about their motivations, challenges faced by new teachers, and that all-important first day of class.

Williams: I used to teach my brother math when I was in second grade and he was in kindergarten. I think it was just a love of learning and sharing that knowledge. … He still brings it up every time I see him.

Parsons: I had a lot of really bad teachers (laughs). I want to make learning fun and exciting. I had those teachers whose class you dreaded going to when you woke up, and you didn't want to go. I will never be that teacher.

Parsons: I think I was more nervous than the kids.

I talked a lot with my cooperative (mentor) teacher. I also came in early. If I didn't get here early, I'd be panicked. But showing up at 6:30 means I've been in the zone for at least an hour before the kids show up.

Williams: The first few hours it was a little scary. I didn't know the kids, they didn't know me. As the week went on, you get used to each other. … I had a book called "The First Few Days of School" that helped a lot.

Williams: I think there's a lot more accountability (for student learning). A lot more is expected of teachers, whether you've been there 20 years or are just starting. Standards are a lot higher for the kids, too. It seems like there's just a lot more that kids are expected to know at the end of each year.

Parsons: I don't think I'm alone when I say when I chose to be a teacher, I didn't do it for the money. (The state of pay) is unfortunate, but it's not shocking.

Parsons: I honestly can't think of another career.

Williams: I can't picture myself doing anything else. … The kids can tell if you're having fun.