Tenured Radical raises a point that the Anderson article touches on but doesn’t address directly: the question of age. I’m already feeling (mid-40s) like my hold on the students has an expiration date. I think it’s hard to relate and appear relevant to students past a certain age, no matter how able-bodied, vigorous, or determined one is. (At least, not 4 classes a semester, every semester.)On one hand, I see how this could be, and it's clear that, to put it kindly, the subject of "DoaA" should not have been teaching. On the other hand, I keep thinking about all the teachers I had who were older than mid-40s but still were vibrant and relevant in the classroom. Yes, I had a couple who should have retired a few years before I had them, but mostly the older teachers were impressive. They just knew so much more, not that they displayed that unless we asked questions.
The time to quit would probably be when you're no longer curious, passionate, and really engaged in the classroom and in the profession. On a personal level, I still feel all this, and students still respond to it as best I can tell (class discussions, good enrollments, good evals, etc.).
Colleagues (not necessarily those at Northern Clime) who are retiring or have retired have done so because, as they explained, "I don't want to do this any more. It's just time." But as Historiann's comment raises the issue, how would you know "should I stay or should I go"? What are the signs?