It's Thanksgiving! On top of everything else to be thankful for, 5 amazing days off! Of course, with 3 weeks left in the NLU semester, and lead teach in the next 2 weeks, "days off" is a loose term. But none the less, no 4:45am wake ups, 1 glass of wine limits, and yoga pants prevail! Since we were in class last Friday, and Monday and Tuesday we had an AUSL cycle pullout, we have been away from the students for almost a week already. I can say with a pure heart, I miss the hell out of my babies! So, the following is a summary of what I am thankful for, since the season upon us:
I am thankful that I didn't wait another year, month or day to begin this career. I have said it before, but easily the most challenging yet rewarding work I have ever done.
I am thankful for 28 amazing 8th grade babies and 27 inspiring 7th grade darlings who challenge me to be a better more reflective teacher, mentor and person everyday.
I am thankful for AUSL, all the good, bad and ugly :) I don't understand everything or why it's happening all the time, but I have committed to trust the process. And I do.
I am thankful for Cohort 043....and not only the remaining 20, but every person who was a part of 43! They give me courage and energy each week when we converge on NLU for class.
I am thankful for some amazing professors whose passion for the subject, be it Literacy or Social Justice inspire me more each week (and add to my "books to be read" list!)
I am thankful for my MRC (that's Mentor Resident Coach), Tamiko. She challenges me and does things I don't understand, but so far, the less I question and just do, the better I become! She works harder than almost anyone I know.
I am thankful for my Mentor, Keviyona Ray. We have had awesome battles and been able to hug it out in the end. The only person who loves our kids more than me is her. I am learning to work hard, love hard and start each day fresh by watch and working with her. I am so grateful.
I am thankful for my education mentor and friend, Femi Skanes. A principal, mother of 2, newlywed and new homeowner, she knows exactly when to make time for me to talk. I appreciate it more than you know!
I am thankful for my old OSI peeps, Kelly, Gavin, Randel, SuePo, Gwyn, Jessica, Alfonso, Ellen, Maurice....your check-ins mean so much, even if just by text. Your continued work and dedication to our broken, but on the mend district inspires me to work harder, so we can give our City's children their birthright of a great education.
I am thankful for my friends and family...their patience and understanding has been selfless. Marni, Colleen, Kristen, Liz B, Christina, my mom, my brother I would be broken without you.
Last, I am thankful for my Nugget, Noah. His smile and innocent giggle reminds me everyday how important the work we do is for our kids. I wouldn't want anything less for my nephew.
Happy Thanksgiving and Thanks to everyone who has supported me through this journey!!!!
Wednesday, November 27, 2013
Saturday, November 16, 2013
Expect the Unexpected
My first "lead teach" is in the books. Good, bad and ugly. It is over. I know I am going to have lots of firsts during this journey, and each one will be another reason to reflect, review and revise my practice.
So here goes...
I felt SUPER prepared. I had spent countless hours on my lesson plans, bothered the hell out of my mentor Mrs. Ray (bless her) and literally had gone over my Lesson plans at home and again, the morning before I taught. I reviews the "signature strategies" put post it notes on my clipboard, wrote notes on my hand to remind me to "Give explicit directions, Check for understanding, and Narrate! I got in early, set up the classroom or at least my stuff, where I needed it. I was set up for success. And then it happened...the kids. Let me interject that my kryptonite in work, relationships and life is the unexpected. By now I am conscious of the fact that every day in education is unpredictable. And I would like to think I am adjusting well. But, it's still my achilles heel.
So, the day started off well, I transitioned the students quickly and quietly. Started my vocab lesson and transitioned effortlessly into reading and then Social Studies happened. So we were starting a new DBQ (document based questioning) entitled, "The Preamble and The Federal Budget: Are We Slicing the Pie Correctly?" The hook activity was to have students create a mission statement for the school, so they could understand the purpose of a mission statement as the Preamble is considered the "Mission statement of the United States and the Constitution" Didn't you know?? Anyway, I had the activity set up, they would work in groups after my carefully crafted powerpoint, which BTW, 7th and 8th graders could care LESS about! lol A little behavior check here and there and all of the sudden, I was out of time. Sure, they got some mission statements up on the board, but I didn't truly get to make the connection and set up for the next day. So, I get to do the same lesson, again, in the afternoon with my 8th graders. OK.
I know I have said this before, but it needs to be reiterated again, and again, for the cheap seats, 8th graders are an animal all unto their own. Oldest kids in the school, on the verge of thinking they know it all (or in the case of my one fiery red haired student, believe they do!) but still can display behavior of the likes of my 2 1/2 year old nephew. They are the best and worst of older and younger kids combined. In one moment they will tackle you with hugs and ask to do a "roller coaster" cheer, and in the next, tell you to get the fuck out of their face because "you doin too much". My babies. :)
So, I went to get the babies from gym. Slightly turned up, but ok during transition. Got them in and into vocab with no time to waste. We were actually able to get through everything, and I was able to get in some of the coaching points my mentor had given me and they were actually having fun! We celebrated their mission statements with power claps and even though a little late, I got them down to IAE (computer learning time) and out the door in one piece at the end of the day. I got some good feedback I was able to go home and reflect on from Mrs. Ray and felt ok. Ready for day 2!
I started the day the same way, and was ready! And somehow, slowly but surely, the day got away from me. I wasn't able to make connections during the second lesson in social studies (now reading the Preamble, or attempted to), the students didn't get the schoolhouse rock video I was so excited to share, and I didn't get through the article. I was formally observed during this time, of course. After the 7th grade block we usually have lunch to prep, but on Thursdays, we have our data meetings with the Principal. She's a badass and doesn't take unpreparedness lightly. I like her. So I was going to pull out my binder and get ready and my MRC says, "I'll be right back". I didn't possibly think we were going to debrief in the now 30 minutes but alas...we did. So with my half eaten uncrustable in my mouth she starts to share what I need to change for the afternoon lesson which, comes right after the data session so I am trying to get it all down, and then get the feedback on what I need to work on in the future, and I hear bits and pieces but stop at the "and on this you were unsatisfactory". And of course, anyone who knows me, knows I got stuck right there. Wait what? I mean, I know I stumbled a little, but unsatisfactory (remember that rating in Danielson means, "unsafe for kids") holding back the tears I try to write down everything else she is giving me but I am gone. WTF?
Run to get the kids, take them to computers (their prep) and into the data meeting. Late. I know Mrs. Henry the Principal knows I was with the kids and not just f'ing around, but it doesn't matter. My ass should be in there on time. So we go through the data meeting and then off to get the kids. We all clumsily get upstairs and they are all on 10. "Ms. Ohannes I have to take a computer to the counselors office and go do my application for..." "Ms. Ohannes I have a stomach ache can you call my mom?" "Ms. Ohannes he's farting..." ENOUGH! "We are on page 110 in your vocabulary book..." Ok, really? Did I really think I was going to be set up for success for the next 2hours and 10 minutes going in like that? In the end, my afternoon demise was my own fault. I never settled them down.( and yes, they can be settled, and I have strategies with which to do it) I engaged with a student (she got suspended) and yelled. I hate yelling. Stop laughing. Really, I HATE yelling at kids. I don't care what they do, they are still kids. So, I get them down to IAE and remind them Mrs. Henry is RIGHT NEXT DOOR doing data meetings, so now more than ever, we should be on "level zero" and do the right thing. WRONG. Next thing I know, Mrs. Henry's at the door SCREAMING (rightfully so I should add). "why aren't they on level zero? why aren't they at the computers working?" Ms. D, the other teacher in the room with me, just looks at me. We both look defeated. Now let me explain, I don't have a problem with the Principal doing her job. I have a problem with me, having my kids show her how I am not doing mine. Again, Setting expectations, getting the kids settled before we left the room...etc. They are kids. Even though she is slightly terrifying when she yells, they aren't going to be quiet because she is next door. Crap, they wouldn't care if Obama was meeting with Ahmadinejad to solve World peace next door.
So, how do I think the two days went? I realized I need to work on stricter implementation of BMC, 100%, Narration, Explaining the WHY in my lessons, and allow the loss of control....what I mean by that is be prepared for the unexpected and embrace it. I can control my lesson planning, my level of professionalism, my appearance, my demeanor but I cannot control what is going to happen from one minute to the next in the classroom. What I can do, is use the tools I have been given to handle the unexpected. Because if there's one thing I know my mentor, MRC and AUSL knows is, the unexpected is the expected. It's what you do with the unexpected that matters. Before today I couldn't have said this, but I believe it was a success. I am not expected to be a completely proficient teacher at this point in the year, although it is what we strive for. I am supposed to take the feedback and make every effort to implement it. Not argue it.
....and it shall be done.
So here goes...
I felt SUPER prepared. I had spent countless hours on my lesson plans, bothered the hell out of my mentor Mrs. Ray (bless her) and literally had gone over my Lesson plans at home and again, the morning before I taught. I reviews the "signature strategies" put post it notes on my clipboard, wrote notes on my hand to remind me to "Give explicit directions, Check for understanding, and Narrate! I got in early, set up the classroom or at least my stuff, where I needed it. I was set up for success. And then it happened...the kids. Let me interject that my kryptonite in work, relationships and life is the unexpected. By now I am conscious of the fact that every day in education is unpredictable. And I would like to think I am adjusting well. But, it's still my achilles heel.
So, the day started off well, I transitioned the students quickly and quietly. Started my vocab lesson and transitioned effortlessly into reading and then Social Studies happened. So we were starting a new DBQ (document based questioning) entitled, "The Preamble and The Federal Budget: Are We Slicing the Pie Correctly?" The hook activity was to have students create a mission statement for the school, so they could understand the purpose of a mission statement as the Preamble is considered the "Mission statement of the United States and the Constitution" Didn't you know?? Anyway, I had the activity set up, they would work in groups after my carefully crafted powerpoint, which BTW, 7th and 8th graders could care LESS about! lol A little behavior check here and there and all of the sudden, I was out of time. Sure, they got some mission statements up on the board, but I didn't truly get to make the connection and set up for the next day. So, I get to do the same lesson, again, in the afternoon with my 8th graders. OK.
I know I have said this before, but it needs to be reiterated again, and again, for the cheap seats, 8th graders are an animal all unto their own. Oldest kids in the school, on the verge of thinking they know it all (or in the case of my one fiery red haired student, believe they do!) but still can display behavior of the likes of my 2 1/2 year old nephew. They are the best and worst of older and younger kids combined. In one moment they will tackle you with hugs and ask to do a "roller coaster" cheer, and in the next, tell you to get the fuck out of their face because "you doin too much". My babies. :)
So, I went to get the babies from gym. Slightly turned up, but ok during transition. Got them in and into vocab with no time to waste. We were actually able to get through everything, and I was able to get in some of the coaching points my mentor had given me and they were actually having fun! We celebrated their mission statements with power claps and even though a little late, I got them down to IAE (computer learning time) and out the door in one piece at the end of the day. I got some good feedback I was able to go home and reflect on from Mrs. Ray and felt ok. Ready for day 2!
I started the day the same way, and was ready! And somehow, slowly but surely, the day got away from me. I wasn't able to make connections during the second lesson in social studies (now reading the Preamble, or attempted to), the students didn't get the schoolhouse rock video I was so excited to share, and I didn't get through the article. I was formally observed during this time, of course. After the 7th grade block we usually have lunch to prep, but on Thursdays, we have our data meetings with the Principal. She's a badass and doesn't take unpreparedness lightly. I like her. So I was going to pull out my binder and get ready and my MRC says, "I'll be right back". I didn't possibly think we were going to debrief in the now 30 minutes but alas...we did. So with my half eaten uncrustable in my mouth she starts to share what I need to change for the afternoon lesson which, comes right after the data session so I am trying to get it all down, and then get the feedback on what I need to work on in the future, and I hear bits and pieces but stop at the "and on this you were unsatisfactory". And of course, anyone who knows me, knows I got stuck right there. Wait what? I mean, I know I stumbled a little, but unsatisfactory (remember that rating in Danielson means, "unsafe for kids") holding back the tears I try to write down everything else she is giving me but I am gone. WTF?
Run to get the kids, take them to computers (their prep) and into the data meeting. Late. I know Mrs. Henry the Principal knows I was with the kids and not just f'ing around, but it doesn't matter. My ass should be in there on time. So we go through the data meeting and then off to get the kids. We all clumsily get upstairs and they are all on 10. "Ms. Ohannes I have to take a computer to the counselors office and go do my application for..." "Ms. Ohannes I have a stomach ache can you call my mom?" "Ms. Ohannes he's farting..." ENOUGH! "We are on page 110 in your vocabulary book..." Ok, really? Did I really think I was going to be set up for success for the next 2hours and 10 minutes going in like that? In the end, my afternoon demise was my own fault. I never settled them down.( and yes, they can be settled, and I have strategies with which to do it) I engaged with a student (she got suspended) and yelled. I hate yelling. Stop laughing. Really, I HATE yelling at kids. I don't care what they do, they are still kids. So, I get them down to IAE and remind them Mrs. Henry is RIGHT NEXT DOOR doing data meetings, so now more than ever, we should be on "level zero" and do the right thing. WRONG. Next thing I know, Mrs. Henry's at the door SCREAMING (rightfully so I should add). "why aren't they on level zero? why aren't they at the computers working?" Ms. D, the other teacher in the room with me, just looks at me. We both look defeated. Now let me explain, I don't have a problem with the Principal doing her job. I have a problem with me, having my kids show her how I am not doing mine. Again, Setting expectations, getting the kids settled before we left the room...etc. They are kids. Even though she is slightly terrifying when she yells, they aren't going to be quiet because she is next door. Crap, they wouldn't care if Obama was meeting with Ahmadinejad to solve World peace next door.
So, how do I think the two days went? I realized I need to work on stricter implementation of BMC, 100%, Narration, Explaining the WHY in my lessons, and allow the loss of control....what I mean by that is be prepared for the unexpected and embrace it. I can control my lesson planning, my level of professionalism, my appearance, my demeanor but I cannot control what is going to happen from one minute to the next in the classroom. What I can do, is use the tools I have been given to handle the unexpected. Because if there's one thing I know my mentor, MRC and AUSL knows is, the unexpected is the expected. It's what you do with the unexpected that matters. Before today I couldn't have said this, but I believe it was a success. I am not expected to be a completely proficient teacher at this point in the year, although it is what we strive for. I am supposed to take the feedback and make every effort to implement it. Not argue it.
....and it shall be done.
.JPG) |
| My 8th grade students Mission statements for the school. |
Sunday, October 27, 2013
I got this....
So, the past couple weeks have been interesting. Very up and down. Just when I think I got the hang of it, something slips. It reminds me of when I was learning to shift gears on my bike for triathlon training. I worked hard at it during indoor cycling season and then once I got outside I had a couple great days and thought," I got this", only to hit a hill in Galena and drop my chain 3 times. I have definitely "dropped my chain" a couple times in the last few weeks. It's frustrating, I get angry at myself, try to figure out where I was unprepared or why I couldn't have predicted a lesson to go so poorly....and then there's the tears. Man, there's been no shortage of them.
But with dropping the chain and falling off my bike came some amazing lessons and discoveries. I learned how to fix my chain in 5 seconds flat and hop back on my bike. This would come in handy during more than one race...when it really matters! I learned that falling isn't that bad. Once I got over the sheer embarrassment going down a hill with my chain off and then, all spazzy-like, stopping and forgetting to clip out, causing me to fall over- I am ok, and I laugh. I get up, fix the chain, get back on and pass that girl again on her mountain bike. (tri humor)
This is no different than my experiences in the classroom now. The beautiful yet humbling part about this program, is that at no point is there a lack of feedback or information to reflect on. So when I do forget to scaffold a lesson because I made an assumption the kids had prior knowledge, and, my Principal happens to be in my classroom and shuts down my lesson, I have the awesome opportunity to learn an amazing, unforgettable lesson that will serve me well throughout my teaching career. Because when I have my own classroom, and there's noone there to point out the errors in my ways, I will have these lessons to reflect back on and make a positive impact on those beautiful little minds!
Every day is a new day. I am excited every morning to walk in the gym and see my 28 "think they're grown but they're really just babies" 8th graders. They are the best part of everyday. As one of the directors at AUSL, Michael Whitmore constantly reminds us, "It's not about us, it's about them." He couldn't be more right. But that's not a feeling or lesson you can learn....it really has to be what you are about, in your heart and soul.
So with that, I'm off to start another week but know, no matter what, I never forget it's about them, and for that I believe, I got this.
But with dropping the chain and falling off my bike came some amazing lessons and discoveries. I learned how to fix my chain in 5 seconds flat and hop back on my bike. This would come in handy during more than one race...when it really matters! I learned that falling isn't that bad. Once I got over the sheer embarrassment going down a hill with my chain off and then, all spazzy-like, stopping and forgetting to clip out, causing me to fall over- I am ok, and I laugh. I get up, fix the chain, get back on and pass that girl again on her mountain bike. (tri humor)
This is no different than my experiences in the classroom now. The beautiful yet humbling part about this program, is that at no point is there a lack of feedback or information to reflect on. So when I do forget to scaffold a lesson because I made an assumption the kids had prior knowledge, and, my Principal happens to be in my classroom and shuts down my lesson, I have the awesome opportunity to learn an amazing, unforgettable lesson that will serve me well throughout my teaching career. Because when I have my own classroom, and there's noone there to point out the errors in my ways, I will have these lessons to reflect back on and make a positive impact on those beautiful little minds!
Every day is a new day. I am excited every morning to walk in the gym and see my 28 "think they're grown but they're really just babies" 8th graders. They are the best part of everyday. As one of the directors at AUSL, Michael Whitmore constantly reminds us, "It's not about us, it's about them." He couldn't be more right. But that's not a feeling or lesson you can learn....it really has to be what you are about, in your heart and soul.
So with that, I'm off to start another week but know, no matter what, I never forget it's about them, and for that I believe, I got this.
Sunday, October 13, 2013
A Different type of Endurance Race...
A year ago I was just completing my first Chicago Marathon. I finished it. It wasn't pretty, I didn't get the time I wanted, and the training took a lot out of me. But I finished it. All I remember now is I completed a goal I worked hard for and all the pain is forgotten. (I have the medal to prove it damn it!)
As a friend reminded me this morning, I am in a different type of endurance race now. Probably the most important of my life. Why? Because my goal is to get kids across the finish line of their young lives...getting them to college or a career and making the stay there sustainable. I am tired, at times confused, get beat up on the daily, and that's just in the classroom. I still have 4 classes that demand north of 30 hours of work each week. But at the end of each week, before I pass out on my computer on Friday night around 1 or 2am after getting my lesson plans in by the deadline, I feel a small sense of accomplishment. I reflect on the lives I have touched, and the children whose lives have touched me. I reflect on the conversation with my mentor that brought us both to tears as we realized, we are more similar than different, have the same goal in this crazy residency (for me to succeed) and both love kids....so much so it hurts when they do not succeed.
I had my first full day alone with the kids this week. It was exciting and scary at the same time. As a colleague told me, if you are not a little scared, you don't care enough. So scared is good. All things considered the day went well. I had to raise my voice to a place even I didn't know it could go. I may have thrown a clipboard on a desk (for effect of course) and moved clips in the consequences chart many times. But the kids learned that day. I got through ALL the lessons I had, checked for understanding and even had time for the kids to do a quick rap to share what they know about Close reading strategies. At one point, I had settled them down after being turned up from gym I had to remind them I graduated 8th grade, and high school, and college, and graduate school. Sometimes, these babies forget just that, they are children. So we reset, and had a productive day.
I am aware outside the walls of Johnson School of Excellence many of the kids are the adults in their family already. It breaks my heart. But while they are in school, they are not. They are there to receive the knowledge, love and understanding they deserve. When I momentarily forget and want to go in on a kid like he's an adult, I remind myself, he's a child, and a child needs nothing more than love. Now, don't get it twisted, love comes in different forms. We don't "hug it out" every time they do something defiant, But the true meaning of the "no-nonsense nurturer" aka warm responder makes sense now. I can give a kid a detention but then write to him in his mood journal about the awesome things he did today, even if it was just 15 minutes in small group.
The mood journals have been amazing by the way. I have about 20 kids who write regularly. Some share really personal stuff, some just vent. Regardless of what it is, it allows us a chance to communicate more deeply and on a personal level. I have one student right now who is all over the place. He plays football, and it's extremely important to him. However, he can't control himself. He's either goofy or defiant and clip moves don't do a thing. On Thursday, he got so turned up he told Mrs. Ray to "shut the F*#% up". Needless to say, he didn't get to play in the game Saturday...and it was a big game. As he sat on the sidelines and watched his team struggle, I asked him, "how does this make you feel"? And he shared, " bad, really bad". So I asked him if this incident was going to define him or give him the strength to make a change. He said he would like it to be a turning point. That warmed my heart. Now I am aware, words are cheap, especially from a hormonal 13-year old boy, but the fact that he didn't blow it off and saw how his actions affected his teammates was a step in the right direction.
In addition to what I have been teaching, I get to teach Social Studies this week. We are discussing the "Ideals of the Declaration". I had to find something engaging to use after we read the background article so I found this video. I thought it was fun!
Too Late to Apologize ...a Declaration
As a friend reminded me this morning, I am in a different type of endurance race now. Probably the most important of my life. Why? Because my goal is to get kids across the finish line of their young lives...getting them to college or a career and making the stay there sustainable. I am tired, at times confused, get beat up on the daily, and that's just in the classroom. I still have 4 classes that demand north of 30 hours of work each week. But at the end of each week, before I pass out on my computer on Friday night around 1 or 2am after getting my lesson plans in by the deadline, I feel a small sense of accomplishment. I reflect on the lives I have touched, and the children whose lives have touched me. I reflect on the conversation with my mentor that brought us both to tears as we realized, we are more similar than different, have the same goal in this crazy residency (for me to succeed) and both love kids....so much so it hurts when they do not succeed.
I had my first full day alone with the kids this week. It was exciting and scary at the same time. As a colleague told me, if you are not a little scared, you don't care enough. So scared is good. All things considered the day went well. I had to raise my voice to a place even I didn't know it could go. I may have thrown a clipboard on a desk (for effect of course) and moved clips in the consequences chart many times. But the kids learned that day. I got through ALL the lessons I had, checked for understanding and even had time for the kids to do a quick rap to share what they know about Close reading strategies. At one point, I had settled them down after being turned up from gym I had to remind them I graduated 8th grade, and high school, and college, and graduate school. Sometimes, these babies forget just that, they are children. So we reset, and had a productive day.
I am aware outside the walls of Johnson School of Excellence many of the kids are the adults in their family already. It breaks my heart. But while they are in school, they are not. They are there to receive the knowledge, love and understanding they deserve. When I momentarily forget and want to go in on a kid like he's an adult, I remind myself, he's a child, and a child needs nothing more than love. Now, don't get it twisted, love comes in different forms. We don't "hug it out" every time they do something defiant, But the true meaning of the "no-nonsense nurturer" aka warm responder makes sense now. I can give a kid a detention but then write to him in his mood journal about the awesome things he did today, even if it was just 15 minutes in small group.
The mood journals have been amazing by the way. I have about 20 kids who write regularly. Some share really personal stuff, some just vent. Regardless of what it is, it allows us a chance to communicate more deeply and on a personal level. I have one student right now who is all over the place. He plays football, and it's extremely important to him. However, he can't control himself. He's either goofy or defiant and clip moves don't do a thing. On Thursday, he got so turned up he told Mrs. Ray to "shut the F*#% up". Needless to say, he didn't get to play in the game Saturday...and it was a big game. As he sat on the sidelines and watched his team struggle, I asked him, "how does this make you feel"? And he shared, " bad, really bad". So I asked him if this incident was going to define him or give him the strength to make a change. He said he would like it to be a turning point. That warmed my heart. Now I am aware, words are cheap, especially from a hormonal 13-year old boy, but the fact that he didn't blow it off and saw how his actions affected his teammates was a step in the right direction.
In addition to what I have been teaching, I get to teach Social Studies this week. We are discussing the "Ideals of the Declaration". I had to find something engaging to use after we read the background article so I found this video. I thought it was fun!
Too Late to Apologize ...a Declaration
Sunday, September 29, 2013
Mama Said There'd be Days Like This
So progress reports came out this week, ironically the same week the residents (that's me) received our first cycle scorecard evaluation. So let me start by saying I understand I am in a new career track which will have all sorts of new areas of growth and concepts to master. AUSL also does a fairly good job of preparing us for what a first scorecard will look/read like. We are scored in the four domain areas of the Danielson model which CPS uses as well, also referred to as the Teaching for Learning Framework. I was familiar with this framework from my previous work in OSI so there wasn't much of a surprise. For those of you not familiar with Charlotte Danielson here is her website where you can read about the framework and the 4 Domains: Danielson Framework
So you may be rated as unsatisfactory, basic, proficient or distinguished, and with that, either plus or minus each of the ratings as well. Given that we have been in the classroom 5 weeks, it is irrational to believe we would rate a proficient or distinguished, especially those of us that have never taught. So, when I received my score card of mostly basic, basic - and basic + I was not surprised. My mentor and mentor resident coach had suggested I do a scorecard on myself and I was fairly closely aligned to what my scorecard from my mentor was. I did, however, receive one unsatisfactory. Now given my understanding that unsatisfactory doesn't mean failure and it sheds light on room for growth, I would normally be ok, but my unsatisfactory came in the category for Professionalism. Ok, I know, not a huge surprise. And given some conversations my mentor and I have had, I suppose I should have expected it. I have always spoken my mind with a sort of disregard for the repercussions...be them good or bad.
I don't believe anyone would say I am nasty or ruthless, to say the least, I like to think I fight for what is right. But what is right in my mind, is not always right in the minds and missions of others. I may or may not have had some issues with "grey areas" and said how I felt about it in the past couple weeks. This is not to say I am unhappy in the least. I love my school and believe administration has a very clear mission and objective that is not difficult to understand at all. But schools are naturally inefficient machines, forcibly by the nature of competing standards, agendas, missions, and passions. While the CTU is not extremely present in an AUSL school, you still have your fair share of teachers who come to work for a paycheck. It's unavoidable. And you still have your fair share of teachers who LOVE their content area and fight the machine that is assessment-based teaching. Also, you have silos of workers - teachers, ESP (ie paraprofessionals, security), administrators, custodial/engineering, SEL (social emotional) ie counselors. Each is there for an important reason, each a cog in the machine that is a school. Without one, you would feel the heaviness that would be put upon you now with their absence. But at times, missions in the moment do not align and the result is small conflicts. How you deal with the small conflicts is what makes the difference.
I am learning I do not have to fight for my mission every moment. At times, another cog's mission, in that moment is more important, and I need to keep my mouth shut and "carry on". It doesn't mean I am defeated, nor does it mean I have lost my opportunity to make my point. It just means that may not be the time and place. This valuable lesson may have help alleviate some heartache in my previous profession, although the level of ruthlessness when dealing with money is antied so high, people lose the ability to behave rationally, so maybe I was meant to learn this lesson now. As my friend and outside-AUSL mentor said this week, "God is teaching you patience Carrie Ann". To that I say,
A. she is one of only 3 people I allow to call me Carrie Ann, and;
B. she is right. Every moment I stop to reflect and learn from mistakes I have made, the past week, month or even year will make me a better educator and advocate for my students. So, for this week, I am "basic and unsatisfactory" and look forward to applying what I have learned from these moments to move on.
One of my co-residents posted this quote on FB this week and being that is was also from Kelly Cutrone whom I LOVE I have to re-post here. It is the mantra for my week and month:
"sometimes the hardest lessons to learn are the ones your soul needs most. I believe you can't feel real joy unless you've felt heartache. You can't have a sense of victory unless you know what it means to fail. You can't know what it's like to feel holy until you know what it's like to feel really fucking evil. And you can't be birthed again until you've died.”
-Kelly Cutrone
So you may be rated as unsatisfactory, basic, proficient or distinguished, and with that, either plus or minus each of the ratings as well. Given that we have been in the classroom 5 weeks, it is irrational to believe we would rate a proficient or distinguished, especially those of us that have never taught. So, when I received my score card of mostly basic, basic - and basic + I was not surprised. My mentor and mentor resident coach had suggested I do a scorecard on myself and I was fairly closely aligned to what my scorecard from my mentor was. I did, however, receive one unsatisfactory. Now given my understanding that unsatisfactory doesn't mean failure and it sheds light on room for growth, I would normally be ok, but my unsatisfactory came in the category for Professionalism. Ok, I know, not a huge surprise. And given some conversations my mentor and I have had, I suppose I should have expected it. I have always spoken my mind with a sort of disregard for the repercussions...be them good or bad.
I don't believe anyone would say I am nasty or ruthless, to say the least, I like to think I fight for what is right. But what is right in my mind, is not always right in the minds and missions of others. I may or may not have had some issues with "grey areas" and said how I felt about it in the past couple weeks. This is not to say I am unhappy in the least. I love my school and believe administration has a very clear mission and objective that is not difficult to understand at all. But schools are naturally inefficient machines, forcibly by the nature of competing standards, agendas, missions, and passions. While the CTU is not extremely present in an AUSL school, you still have your fair share of teachers who come to work for a paycheck. It's unavoidable. And you still have your fair share of teachers who LOVE their content area and fight the machine that is assessment-based teaching. Also, you have silos of workers - teachers, ESP (ie paraprofessionals, security), administrators, custodial/engineering, SEL (social emotional) ie counselors. Each is there for an important reason, each a cog in the machine that is a school. Without one, you would feel the heaviness that would be put upon you now with their absence. But at times, missions in the moment do not align and the result is small conflicts. How you deal with the small conflicts is what makes the difference.
I am learning I do not have to fight for my mission every moment. At times, another cog's mission, in that moment is more important, and I need to keep my mouth shut and "carry on". It doesn't mean I am defeated, nor does it mean I have lost my opportunity to make my point. It just means that may not be the time and place. This valuable lesson may have help alleviate some heartache in my previous profession, although the level of ruthlessness when dealing with money is antied so high, people lose the ability to behave rationally, so maybe I was meant to learn this lesson now. As my friend and outside-AUSL mentor said this week, "God is teaching you patience Carrie Ann". To that I say,
A. she is one of only 3 people I allow to call me Carrie Ann, and;
B. she is right. Every moment I stop to reflect and learn from mistakes I have made, the past week, month or even year will make me a better educator and advocate for my students. So, for this week, I am "basic and unsatisfactory" and look forward to applying what I have learned from these moments to move on.
One of my co-residents posted this quote on FB this week and being that is was also from Kelly Cutrone whom I LOVE I have to re-post here. It is the mantra for my week and month:
"sometimes the hardest lessons to learn are the ones your soul needs most. I believe you can't feel real joy unless you've felt heartache. You can't have a sense of victory unless you know what it means to fail. You can't know what it's like to feel holy until you know what it's like to feel really fucking evil. And you can't be birthed again until you've died.”
-Kelly Cutrone
Sunday, September 15, 2013
It's on.....
So, we are in the thick of it now. In the classroom full-time, teaching, observing, lesson planning and full time grad school. It's on.
Lesson plans are due to my mentor teacher by Saturday at 11am. Then, her feedback is due back to me by 2pm on Sunday so I can submit them by 8pm on Sunday night. Class meets on Friday and homework from those classes is usually due the following Friday. I am at work generally from 7am - 6pm (usually later) so by the time I get home, time for homework is minimal. So getting it done on the weekends is a good plan...for me.
I also have decided to set some fitness goals again since without them, I don't allow myself the time I desperately need to workout. Goals are TBD, I am sure I will let you know.
My mentor teacher is really a great teacher and extremely patient. With the students and with me. We have different styles - I am a perfectionist with OCD tendencies, and she is a go with the flow, don't stress the small stuff type. I know I can learn a lot from her, as teaching is fluid and NEVER goes as planned. I am hoping she receives some value from working with me as well. She has shared she wants to move into administration and my anal tendencies can help her in that arena!
I taught my first lessons this week. As a reminder, AUSL subscribes to Lemov, "Teach Like a Champion" so before I begin, I command 100%, and Check for Understanding constantly. I also do a lot of narration while the students are working independently. Let me say again, I do A LOT OF NARRATION...(LOL anyone in the residency can feel my pain). All kidding aside, it's awesome practice. I also get real time coached by my Mentor teacher Ms. Ray. We discussed what I would prefer - real time, notes, discussion after. I told her if I am doing something that can be corrected immediately, let me know. The kids are used to the coaching so it's not shocking to them when she says something. There's constantly people in and out of the room, as well as video taping.
We are using a literacy concept called Close Reading, as well. It helps the students relate and understand what they are reading instead of just surface reading, which, we are all guilty of doing I am sure. Finding Aha moments, contradictions and tough questions allows the students to dig into the story. It's so awesome seeing a kid light up when they get it!
I had to also make my first round of parent calls this week. All of my calls were surprisingly met with extremely concerned and supportive parents, grandparents and aunts. One father called me the next day to ask how his daughter's behavior had been. I know one call can't change all behaviors, but I am excited to be able to make some positive calls this week coming up!
Saturday I went to my student's football game. AUSL schools play tackle football so the games are awesome. I think some of the boys were surprised to see me there. I got lots of sweaty little football player hugs, which is such a beautiful contradiction. They slaughtered Casals 27-0. I was so proud of them. While we were there, we spied a woman walking the track with a Johnson track warm up on. The number on her hoodie was 30 and on the sweatpants was 16. It was then shared with us that the track warmups had been stolen out of the storage along with some other stuff. It was kind of a riot watching her walk around, in a stolen warm up uniform, no clue probably that Johnson was playing on the field next to her and we all worked for Johnson. Or she could care less!
Friday we started classes again and it was like a family reunion! It was so awesome to see my cohort! #43 woohoo! Hearing everyone's stories, how they are doing, sharing lesson ideas...it was such a great day!
So my big goal this week is patience. Patience with the process, patience with my students, patience with myself. I am anxious by nature so this will be a challenge, but no different than all the other challenges put before me!
Lesson plans are due to my mentor teacher by Saturday at 11am. Then, her feedback is due back to me by 2pm on Sunday so I can submit them by 8pm on Sunday night. Class meets on Friday and homework from those classes is usually due the following Friday. I am at work generally from 7am - 6pm (usually later) so by the time I get home, time for homework is minimal. So getting it done on the weekends is a good plan...for me.
I also have decided to set some fitness goals again since without them, I don't allow myself the time I desperately need to workout. Goals are TBD, I am sure I will let you know.
My mentor teacher is really a great teacher and extremely patient. With the students and with me. We have different styles - I am a perfectionist with OCD tendencies, and she is a go with the flow, don't stress the small stuff type. I know I can learn a lot from her, as teaching is fluid and NEVER goes as planned. I am hoping she receives some value from working with me as well. She has shared she wants to move into administration and my anal tendencies can help her in that arena!
I taught my first lessons this week. As a reminder, AUSL subscribes to Lemov, "Teach Like a Champion" so before I begin, I command 100%, and Check for Understanding constantly. I also do a lot of narration while the students are working independently. Let me say again, I do A LOT OF NARRATION...(LOL anyone in the residency can feel my pain). All kidding aside, it's awesome practice. I also get real time coached by my Mentor teacher Ms. Ray. We discussed what I would prefer - real time, notes, discussion after. I told her if I am doing something that can be corrected immediately, let me know. The kids are used to the coaching so it's not shocking to them when she says something. There's constantly people in and out of the room, as well as video taping.
We are using a literacy concept called Close Reading, as well. It helps the students relate and understand what they are reading instead of just surface reading, which, we are all guilty of doing I am sure. Finding Aha moments, contradictions and tough questions allows the students to dig into the story. It's so awesome seeing a kid light up when they get it!
I had to also make my first round of parent calls this week. All of my calls were surprisingly met with extremely concerned and supportive parents, grandparents and aunts. One father called me the next day to ask how his daughter's behavior had been. I know one call can't change all behaviors, but I am excited to be able to make some positive calls this week coming up!
Saturday I went to my student's football game. AUSL schools play tackle football so the games are awesome. I think some of the boys were surprised to see me there. I got lots of sweaty little football player hugs, which is such a beautiful contradiction. They slaughtered Casals 27-0. I was so proud of them. While we were there, we spied a woman walking the track with a Johnson track warm up on. The number on her hoodie was 30 and on the sweatpants was 16. It was then shared with us that the track warmups had been stolen out of the storage along with some other stuff. It was kind of a riot watching her walk around, in a stolen warm up uniform, no clue probably that Johnson was playing on the field next to her and we all worked for Johnson. Or she could care less!
Friday we started classes again and it was like a family reunion! It was so awesome to see my cohort! #43 woohoo! Hearing everyone's stories, how they are doing, sharing lesson ideas...it was such a great day!
So my big goal this week is patience. Patience with the process, patience with my students, patience with myself. I am anxious by nature so this will be a challenge, but no different than all the other challenges put before me!
Sunday, September 1, 2013
First week of School!
Week one is in the books! It was one of the most amazing, scary, fun, awful, hysterical, crazy, confusing, perfect weeks of my life. Let me explain...
So I am an 8th grade resident teacher. From day 1, my Mentor, Mrs. Ray, has treated me as just another teacher in the room, her equal. It helps me a lot so that when I begin to teach the class on my own, which is sooner rather than later, the tone is set. So when young Monifah shared she didn't want me to answer her question, she wanted the REAL teacher to answer her question, I SWEAR Ms. Ray came flying out of the ceiling and said, "Oh she's a real teacher, and you're going to ask her your question." This was day 1.
Let's back track to discuss the expectations for week one at Johnson School of Excellence. Like most schools and teachers, the first week is spent getting to build rapport with your students and lay down the rules and expectations for the year. It is fair to say, if you do not share them, they really cannot be accountable to them. So we discuss the "Wildcat Ways" which include being SAFE, READY, RESPONSIBLE, and RESPECTFUL. If you can manage to maintain these "ways" as a student, you really should be able to have a productive year. Seems logical and fair doesn't it?
My mentor teacher is a veteran so we were able to move along quickly and actually, she had some of the students the year before, so there was rapport built already. I was able to do so as well but know it will take me a couple weeks to gain any trust and I can appreciate that. She will stop a class dead in it's tracks if she doesn't have 100% attention and refocus. She's like a machine. It's awesome. I love that she reminds the class several times a day that, "we're here on business" but also that she cares about and loves them. It seems so effortless watching her do it.
The times I had full control of the class they didn't completely lose it. I did need to refocus a couple times (meaning bring them back to "scholar position" which is books closed, hands folded, and eyes tracking the speaker.) Each time I did, I was able to get 100% and continue with the lesson or transition. I know the kids are still testing me, and it's so hard to not be able to smile much and have to stare them down, but I sneak a smile here and there and I haven't hesitated to pull a student aside and explain that I here to help them realize their goals and dreams...get to the best high school they can get to and be college-ready. I got a couple hugs to balance the couple glares so all in all I felt it was a good week.
Last but not least, parents, if you ever want to get your child's teacher, or a teacher in your family an AWESOME gift, get them a gift certificate to a shoe store! Trust. It will be appreciated.
(Here is the link to my presentation from my Social Justice class on the comparative discussion of suburban vs urban teachers:
http://prezi.com/rf7_bdw8zlk1/?utm_campaign=share&utm_medium=copy)
So I am an 8th grade resident teacher. From day 1, my Mentor, Mrs. Ray, has treated me as just another teacher in the room, her equal. It helps me a lot so that when I begin to teach the class on my own, which is sooner rather than later, the tone is set. So when young Monifah shared she didn't want me to answer her question, she wanted the REAL teacher to answer her question, I SWEAR Ms. Ray came flying out of the ceiling and said, "Oh she's a real teacher, and you're going to ask her your question." This was day 1.
Let's back track to discuss the expectations for week one at Johnson School of Excellence. Like most schools and teachers, the first week is spent getting to build rapport with your students and lay down the rules and expectations for the year. It is fair to say, if you do not share them, they really cannot be accountable to them. So we discuss the "Wildcat Ways" which include being SAFE, READY, RESPONSIBLE, and RESPECTFUL. If you can manage to maintain these "ways" as a student, you really should be able to have a productive year. Seems logical and fair doesn't it?
My mentor teacher is a veteran so we were able to move along quickly and actually, she had some of the students the year before, so there was rapport built already. I was able to do so as well but know it will take me a couple weeks to gain any trust and I can appreciate that. She will stop a class dead in it's tracks if she doesn't have 100% attention and refocus. She's like a machine. It's awesome. I love that she reminds the class several times a day that, "we're here on business" but also that she cares about and loves them. It seems so effortless watching her do it.
The times I had full control of the class they didn't completely lose it. I did need to refocus a couple times (meaning bring them back to "scholar position" which is books closed, hands folded, and eyes tracking the speaker.) Each time I did, I was able to get 100% and continue with the lesson or transition. I know the kids are still testing me, and it's so hard to not be able to smile much and have to stare them down, but I sneak a smile here and there and I haven't hesitated to pull a student aside and explain that I here to help them realize their goals and dreams...get to the best high school they can get to and be college-ready. I got a couple hugs to balance the couple glares so all in all I felt it was a good week.
Last but not least, parents, if you ever want to get your child's teacher, or a teacher in your family an AWESOME gift, get them a gift certificate to a shoe store! Trust. It will be appreciated.
(Here is the link to my presentation from my Social Justice class on the comparative discussion of suburban vs urban teachers:
http://prezi.com/rf7_bdw8zlk1/?utm_campaign=share&utm_medium=copy)
Sunday, August 25, 2013
Countdown to kids....
I love my Mentor Teacher. Seriously. She's awesome. I know, we are in the "Honeymoon" phase, but I am old enough to know when I am going to click with someone or if I am not. Her name is Keviyona Ray. She's a 10 year veteran and a second year Mentor teacher. Her get it done no bull$hit attitude is just what I need and what I respect. She shoots straight and doesn't sugar coat anything. In addition to being my mentor teacher, she is the middle school team lead and with 3 out of 5 teachers being new, she has her hands full. On top of everything going on this week, she was moving this weekend. God bless her.
We met the rest of the teachers and school staff this week as well. Everyone seems great. The school Clerk, (Ms. Crook) is fabulous. And from past experience I know, every great school has a great school clerk! Mrs. Martin is the Assistant Principal and she is the make stuff happen administrator. She's calm under pressure and appears extremely kind. Then there is Mrs. Henry, the school Principal. She's fabulous. Motivating, yet no nonsense, knowledgeable, yet listens intensely, and extremely well put together. I am so excited to be working at her school. She definitely seems fair, but has the kids best interest at heart. I mean, that's why we are here, right?
We had a lot of meetings with people from Central office and outside vendors as we are a "welcoming school" for one of the schools that closed at the end of the school year, Pope Elementary. I was amazing by all the work that went into the transition plan for the students who will be joining our family. Events as early as last May were taking place, student pen pals, a middle school dance, and then Friday a community and school barbecue and carnival. There were bouncy houses and games, a dj and good food. It was so nice to meet some of the kids and some of MY kids too! Nervous and excited, I seemed to find my "teacher voice" when talking with the students.
We had a lot to do for our classroom, it was basically a pile of desks and dust before we got to it. AUSL has a very specific classroom environment checklist that includes a standard beautification of each class as well as very visible rules, regulations, school vision and mission. Each class must have a rug, curtains, a plant with flowers, a classroom library space and a lamp and adhere to the AUSL classroom environment checklist. You may be thinking this is a bit militant, but there is plenty of room for creativity- believe me. What there wasn't room for is cold classroom that is unkept and not inviting. As a teacher, I am OK with that. As I walked around to other classrooms I loved the welcoming feeling each room had. While you are correct, I have drank the kool-aid and am passing it out to others, there are some things AUSL does you cannot debate. This is one of them. Even the hallways are civilized. If you have not worked in or stepped foot in a CPS/city school then you might not understand the importance of that word. Historically, through no single person's fault, our schools have begun to look like prisons. They are cold (or Hot as hell in late August/early september), dirty, and unkept. Schools like Juarez, Tilden and Al Raby have made strides against this stigma, adding color and structure to the school where they can. Part of the problem is the constant struggle and political problems a school in CPS faces. AUSL is able to remove some of that by making expectations VERY clear before anyone begins to work for one of their schools. So, more often than not, you won't hear an engineer talking back to a Principal because he doesn't like taking directions from a female and his cousin's husband got him the job so go ahead and try to fire me because I know someone conversation. Yes. This happens in CPS.
Moving on...Friday we had lots of media at the school. Principal Henry said we should expect the same on the first day. In addition to being a welcoming school, we received a health clinic staffed by Erie Family Health Center. I am really excited for this as it will help our parents and students out a lot! It will also be available to the community during the week. Parts of the Safe Passage route was painted by students and community members last week and looks really cool. It's lines of red, blue and yellow and other designs in a zig zag pattern.
I am excited and nervous for tomorrow and am prepared to make mistakes and learn by them as well. I am still as giddy as I was the first day I went down to NLU for class. I really feel I am right where I am supposed to be.
Please say a prayer or send good thoughts to all the students walking to their new welcoming schools tomorrow. That may get to and from school safely and feel the love and support by the city and community which surrounds them.
Saturday, August 17, 2013
Calm Before the Storm
This was a rough week. Between getting 11 assignment in (Still working on numbers 10 and 11 but had to take a break!), going on a community walk with two ill-mannered colleagues, and dealing with the anticipation of what the next couple weeks will bring, it was a lot. Ironically, these last six weeks will pale in comparison to the coming year. Going forward it's 4-5 classes a semester, plus being at the school 4 days a week, from 7:30-5 or later. We will come together as a cohort on Fridays for classes and to exchanged stories from our school sites. I am going to miss seeing everyone in CH043 every day. I have made what I am certain are, some life-long friends. I have learned an amazing amount in the short time I have been in classes with these individuals and feel I was blessed with the best cohort this year. We finally got to have a social moment on Thursday and our Social Justice professor joined us. He did some freestyle that was fabulous. I'm going to miss that class the most I think, even though the book (Lipman) make me want to punch a wall sometimes. It definitely made me think!
So, the reality of the situation is, nothing is a surprise. AUSL is extremely clear about the demands and expectations for work and professionalism. However, it seems some people didn't get that memo. I am sure they will get an extra special memo shortly.
I was able to go on a second community walk with some of my awesome co-residents Friday. We got to chat with the Assistant Principal and say hello to the Principal. She was on back to back to back conference calls so we didn't want to interrupt. Ironically, a year ago I was on those conference calls getting ready to help open a school. What a difference a year makes!
The school (Johnson School of Excellence) is awesome, pre-k through 1st in a smaller building next door and 2-8 in the main building. The smaller building is great, with each classroom a different theme. One classroom was "Harold and the Purple Crayon" and Another was "Oh the Places You'll Go". I loved it. Also there will be a clinic going in the building for student, community and staff use! Very exciting! The main building also houses the specials (gym, music, library, art) and in the hall of each floor is a very civilized shared space with couches and tables and chairs that look like they are out of a Pottery Barn catalogue. Very college-like which is smart and I love! It is an area for students to do group work, or do work for a pull out with a teacher or tutor.
As I start to gear up and "become a teacher" I am learning as much being outside the classroom as I am in. This weekend alone I had several situations that made me chuckle, and also made it all click. Let me preface by saying, the last 5 years or so, I have been increasingly more and more of an advocate for teachers. In my prior life, I too believed it was a "cushy" job with "easy" hours and no take home work. Sweet mother of god was I wrong. So I have posted and defended my teacher friends and family, wondering how they don't get SO angry, I mean, all the ignorant people that share negative sentiments about teachers! So quickly they forget, they had teachers who got them to where they are today!
First scenario
Cashier at Grocery to me: How's the weather outside, are you enjoying it?
Me: "it is nice, but I am going back to study inside"
Cashier: "what are you studying?"
Me: "I am going back to school to be a teacher"
and then, there it was....
Cashier: "Oh that's so great, I would love those hours, and summers off, you're smart girl.."
Second scenario:
Dry cleaner to me: "make sure you enjoy the weather"
Me: "I'd love to but headed to the library to hit the books"
Dry cleaner: "what are you studying?"
Me: "I'm studying to become an Urban educator"
Dry cleaner: "Oh, a teacher? That's so sweet..."
Third scenario:
Friend of a friend at dinner: "oh I was teacher, then I went to law school and now I'm a lawyer"
Me: That's great. I am in a program that..(get's cut off)
Friend of friend: "so we were on this big trial and...."
Sweet? Love those hours? Summers off? I thought this would make me so much more angry than it did but then it clicked. I get it. My reward is in the commodity which I will harvest which is great young minds! Teaching a child how to read or develop a love for math is so much more rewarding than getting some dirtbag off in court, or making a huge spread on a trade. I don't even CARE what people think! Other people talk about their work, and their travels and the money they make, or the rewards they reap so they can feel good about themselves. I get it. I did it. But getting to see children develop and grow before your eyes, and knowing YOU contributed to that growth, well I will take that any day over a $50,000 bonus.
Some of you may want to call my bluff on that last statement.
But you can't.
Because I already did it.
Good luck to all my teacher friends and family as you head back into the trenches this week. I know you are as excited as I am!!
So, the reality of the situation is, nothing is a surprise. AUSL is extremely clear about the demands and expectations for work and professionalism. However, it seems some people didn't get that memo. I am sure they will get an extra special memo shortly.
I was able to go on a second community walk with some of my awesome co-residents Friday. We got to chat with the Assistant Principal and say hello to the Principal. She was on back to back to back conference calls so we didn't want to interrupt. Ironically, a year ago I was on those conference calls getting ready to help open a school. What a difference a year makes!
The school (Johnson School of Excellence) is awesome, pre-k through 1st in a smaller building next door and 2-8 in the main building. The smaller building is great, with each classroom a different theme. One classroom was "Harold and the Purple Crayon" and Another was "Oh the Places You'll Go". I loved it. Also there will be a clinic going in the building for student, community and staff use! Very exciting! The main building also houses the specials (gym, music, library, art) and in the hall of each floor is a very civilized shared space with couches and tables and chairs that look like they are out of a Pottery Barn catalogue. Very college-like which is smart and I love! It is an area for students to do group work, or do work for a pull out with a teacher or tutor.
As I start to gear up and "become a teacher" I am learning as much being outside the classroom as I am in. This weekend alone I had several situations that made me chuckle, and also made it all click. Let me preface by saying, the last 5 years or so, I have been increasingly more and more of an advocate for teachers. In my prior life, I too believed it was a "cushy" job with "easy" hours and no take home work. Sweet mother of god was I wrong. So I have posted and defended my teacher friends and family, wondering how they don't get SO angry, I mean, all the ignorant people that share negative sentiments about teachers! So quickly they forget, they had teachers who got them to where they are today!
First scenario
Cashier at Grocery to me: How's the weather outside, are you enjoying it?
Me: "it is nice, but I am going back to study inside"
Cashier: "what are you studying?"
Me: "I am going back to school to be a teacher"
and then, there it was....
Cashier: "Oh that's so great, I would love those hours, and summers off, you're smart girl.."
Second scenario:
Dry cleaner to me: "make sure you enjoy the weather"
Me: "I'd love to but headed to the library to hit the books"
Dry cleaner: "what are you studying?"
Me: "I'm studying to become an Urban educator"
Dry cleaner: "Oh, a teacher? That's so sweet..."
Third scenario:
Friend of a friend at dinner: "oh I was teacher, then I went to law school and now I'm a lawyer"
Me: That's great. I am in a program that..(get's cut off)
Friend of friend: "so we were on this big trial and...."
Sweet? Love those hours? Summers off? I thought this would make me so much more angry than it did but then it clicked. I get it. My reward is in the commodity which I will harvest which is great young minds! Teaching a child how to read or develop a love for math is so much more rewarding than getting some dirtbag off in court, or making a huge spread on a trade. I don't even CARE what people think! Other people talk about their work, and their travels and the money they make, or the rewards they reap so they can feel good about themselves. I get it. I did it. But getting to see children develop and grow before your eyes, and knowing YOU contributed to that growth, well I will take that any day over a $50,000 bonus.
Some of you may want to call my bluff on that last statement.
But you can't.
Because I already did it.
Good luck to all my teacher friends and family as you head back into the trenches this week. I know you are as excited as I am!!
Thursday, August 8, 2013
I'm a Wildcat!!!!
I got my residency school....Johnson School of Excellence! The Wildcats!!! North Lawndale on the west side of Chicago which I am partial to because it's the BEST side!
I am excited, nervous, happy and scared all at the same time. My MRC(that's mentor resident coach Marni :)) is this amazing woman named Tamiko. She is the real deal. I don't really know any of the other residents at my school site but am getting to know them quickly. They all seem great. I get to meet my mentor teacher on the 19th. Man, talk about pressure for first impressions!
Anyway, a little history about my school and neighborhood since some of you had asked:
I am excited, nervous, happy and scared all at the same time. My MRC(that's mentor resident coach Marni :)) is this amazing woman named Tamiko. She is the real deal. I don't really know any of the other residents at my school site but am getting to know them quickly. They all seem great. I get to meet my mentor teacher on the 19th. Man, talk about pressure for first impressions!
Anyway, a little history about my school and neighborhood since some of you had asked:
Johnson's formal CPS name is James Weldon Johnson Elementary School. The school has approximately 440 students and serves students pre-k through 8th grade. We are a receiving school for Pope Elementary, one of the closed schools. Enrollment has grown since the school was turned around by AUSL in 2009.
In terms of achievement, 65.7% of the students meet or exceeded the state standard (ISAT Composite). 64% meet or exceed state standards in reading. This is up more than 20% in the 3 years since the school was turned around. Per the CPS 2012 School Progress Report, student growth as a whole is above average.
North Lawndale makes up 3.21 square miles on the Westside of Chicago. With population averaging around 35,000 and median income approximately $13,000 it’s no surprise for the next set of facts. North Lawndale has a history of violent, property and quality of life crimes (drugs, prostitution), with crime rates staying consistent over the last 13 years. 38.6% live below the poverty line, and 18.5% are unemployed. That’s over 8% above the national average. Sadly, over 30% have no high school diploma as well.
Once a thriving neighborhood, in the late 1960s and early 1970s a series of economic and social “disasters” decimated the industry and retail along Roosevelt Road. Leading to the demise of the community were the riots that proceeded Martin Luther King’s assassination. This destroyed many of the businesses along Roosevelt road and began the accelerating decline of industry. This led to 75% of the businesses in the community closing or leaving, including International Harvester in 1968, Sears Roebuck & Co. partially in 1974 and then completely in 1987, Zenith and Sunbeam in the 1970s and Western Electric in the 1980s.
North Lawndale was the founding site of the Vice Lords street gang. In the 1960’s they tried to turn themselves into a positive influence on the neighborhood but it was short lived.
An interesting architectural fact is North Lawndale is home to over 2000 historic beautiful grey stone dwellings, the most in the city.
So...in addition to ALL THAT, I have 11 That E-LE-VEN projects/papers/presentations due in the next two weeks. But so does everyone else in my cohort, (43 what's up!) and the camaraderie in the group is fierce. (WWHHHAAAATTTT??) I would take a bullet for these people, they are passionate, getting it done, and LOVE KIDS! Our first true opportunity to commiserate over cocktails will be next Thursday after our last class and one of the presentations. I am sure it will be "colorful".
My Literacy class ended for the semester. Ironically, it turned out to be one of my favs. It really is the basis for everything education when you think about it, I mean if our kids can't read, what the hell else can they do?
Special ed class is killing me....but the two books we had to read were fabulous. My Social Justice professor has officially recommended 1000 books to read, all of which sound amazing and applicable to my future life as a teacher.
Holy crap, I'm a teacher. I literally get teary eyed every time I think or say that. I don't know if it's because I am so excited to be here finally, or scared as hell I am going to screw up a kid's life.....eh, let's go with the first one.
SHOUT OUT to my mentor and friend Femi who's getting married this weekend. Blessed to have such an amazing role model in my life. I hope I can be half the teacher and educational leader she's is!
Last, for all you out there who are still asking, "why the hell did she decide to become a teacher? Watch this.... Boom.
Saturday, July 27, 2013
Learning about Learning
Week three down. It feels like 3 months.... Not in a bad way, it's just been REALLY intense! Sleep has become a novelty and of course, I hurt my back this week. I thought I was "super strong" girl and moved my bed. Oh well, here's hoping the pills and heating pad do the trick! Funny, one of my friend said mid-week, "You have to go to the doctor today!" To which I replied, "Only if I won't miss class". Seriously, missing one class is like missing a week. No thanks.
I started my week by breezing into class at 8:30 like I normally do and set down my stuff to run upstairs and get my shoes ( I have a locker, isn't that fun!) All of the sudden, one of my classmates, Chasity, come running after me.."did you know the zipper on your dress is undone all the way down your back". No. No I did not know that. (This woman has the most amazing knack for style by the way) So she follows me into the bathroom and of course, my cheap little zipper had broke! I took it in stride, I mean, what can I do? So after trying to fuss with it, she stapled me into my dress (I carry a little stapler with me...laugh at me now!) and then at lunch some of the girls got me a bunch of safety pins and we converted the staples to pins. Team work! I'm lucky to have great classmates/coworkers. On the way home I had to stop at friends house to unpin me so I could get out of my dress when I got home. If you know me, you are not surprised by this day's events I am sure!
We have gotten into the meat of all our classes. Social Justice class is interesting and our professor is brilliant. One of the texts we are reading is Pauline Lipman"s "The New Political Economy of Urban Education". She REALLY does not like AUSL or turnaround. Interesting that we are reading her work. The contra view is always an interesting way to look at things. I was however, taken back by some of her "untruths" she states in the book. She shares a lot of information about Ren2010 and Turnaround, including Fenger and then mentions Derrion Albert. If you live in or around Chicago, and unless you live under a rock, you recall this horrific story about the young boy who was beat to death during a dispute gone violent gone bad on his walk home. It was awful. But as I read Lipman state, "The story [of Derrion Albert] epitomizes the nexus of African American dispossession in which this policy is complicit.". She basically blames turnaround for his murder. She further states, " ...[Fenger] opened in 2009 with a Principal and Staff who...lacked the moral authority to defuse conflicts and mentor students". I REALLY struggle with this. I find this statement insanely ignorant and biased. So I went back, and talked with friends and mentors who worked at Fenger and some who had Albert as a student. The FACT of the matter was, the "Ville" and Altgeld Garden students had feuded for a long time. Furthermore, due to restorative justice practices that were now being implemented in the school, student were learning how to deal with conflict. I reached out to Dr. Fraynd who was the Executive Director of the Office of School Improvement back when this all went down and asked for his perspective. He promptly responded, and shared the fact that, although folks such as Lipman would like to blame turnaround for many negative things, in study, it has been proven to not be the case. Fact, the CCSR (The Consortium on Chicago School Research) did a study and found there is no negative impact on students when they are displaced or a school get turned around. You can read the study for youself if you interested: http://ccsr.uchicago.edu/sites/default/files/publications/CCSRSchoolClosings-Final.pdf.
Anyway, in Tech in education class this week our professor was on vacation, so we had "online" assignments. You know, like it was planned and good for us. Honestly, while I did learn how to make a Prezi, and a voice thread, and learned all about Copyright and fair use and TPACK (technological, pedagogical and content knowledge) I basically taught myself this week. Considering the amount we pay per class, I found this to be weak at best for an excuse for teaching. You can say what you like, but when you peace out for a week and throw some hard assignments up on the website and say "good luck" I have to question your teaching method. The time it took to figure out how to do things could have been modeled in class in 15 minutes and helped alleviate all the time it took us to figure it out on our own. I mean, this is the same class we learned Gagne's 9 steps of instruction. Where's the guided learning in this week's tasks?
Educational Psychology continues to be a beast. It is interesting but so much info at one time. This weekend I am tasked with creating a lesson plan for adults on Metacognition. You know, thinking about thinking. We are supposed to work a a group but that's not happening....
In literacy we are tasked with picking out a multicultural children's book and then sharing out our finding in a report style for the prof. I chose, "Heart and Soul" by Kadir Nelson. Absolutely brilliant. If you have kids I strongly recommend using this book as an at home supplement to their history education. Geared towards kids aged 9-12.
My field study is going well. My topic is the difference in roles, responsibilities and perceptions of Urban vs Suburban teachers. I am in the research stage but so far the feedback from interviews and surveys is fascinating. Happy to share when I am done!
This week I will find out my Residency school, where I will spend the next year of my residency teaching and who my mentor resident coach will be. It's very exciting. I am nervous, excited and scared all at the same time.
Thanks for all the feedback so far. I appreciate the support during this journey!
I started my week by breezing into class at 8:30 like I normally do and set down my stuff to run upstairs and get my shoes ( I have a locker, isn't that fun!) All of the sudden, one of my classmates, Chasity, come running after me.."did you know the zipper on your dress is undone all the way down your back". No. No I did not know that. (This woman has the most amazing knack for style by the way) So she follows me into the bathroom and of course, my cheap little zipper had broke! I took it in stride, I mean, what can I do? So after trying to fuss with it, she stapled me into my dress (I carry a little stapler with me...laugh at me now!) and then at lunch some of the girls got me a bunch of safety pins and we converted the staples to pins. Team work! I'm lucky to have great classmates/coworkers. On the way home I had to stop at friends house to unpin me so I could get out of my dress when I got home. If you know me, you are not surprised by this day's events I am sure!
We have gotten into the meat of all our classes. Social Justice class is interesting and our professor is brilliant. One of the texts we are reading is Pauline Lipman"s "The New Political Economy of Urban Education". She REALLY does not like AUSL or turnaround. Interesting that we are reading her work. The contra view is always an interesting way to look at things. I was however, taken back by some of her "untruths" she states in the book. She shares a lot of information about Ren2010 and Turnaround, including Fenger and then mentions Derrion Albert. If you live in or around Chicago, and unless you live under a rock, you recall this horrific story about the young boy who was beat to death during a dispute gone violent gone bad on his walk home. It was awful. But as I read Lipman state, "The story [of Derrion Albert] epitomizes the nexus of African American dispossession in which this policy is complicit.". She basically blames turnaround for his murder. She further states, " ...[Fenger] opened in 2009 with a Principal and Staff who...lacked the moral authority to defuse conflicts and mentor students". I REALLY struggle with this. I find this statement insanely ignorant and biased. So I went back, and talked with friends and mentors who worked at Fenger and some who had Albert as a student. The FACT of the matter was, the "Ville" and Altgeld Garden students had feuded for a long time. Furthermore, due to restorative justice practices that were now being implemented in the school, student were learning how to deal with conflict. I reached out to Dr. Fraynd who was the Executive Director of the Office of School Improvement back when this all went down and asked for his perspective. He promptly responded, and shared the fact that, although folks such as Lipman would like to blame turnaround for many negative things, in study, it has been proven to not be the case. Fact, the CCSR (The Consortium on Chicago School Research) did a study and found there is no negative impact on students when they are displaced or a school get turned around. You can read the study for youself if you interested: http://ccsr.uchicago.edu/sites/default/files/publications/CCSRSchoolClosings-Final.pdf.
Anyway, in Tech in education class this week our professor was on vacation, so we had "online" assignments. You know, like it was planned and good for us. Honestly, while I did learn how to make a Prezi, and a voice thread, and learned all about Copyright and fair use and TPACK (technological, pedagogical and content knowledge) I basically taught myself this week. Considering the amount we pay per class, I found this to be weak at best for an excuse for teaching. You can say what you like, but when you peace out for a week and throw some hard assignments up on the website and say "good luck" I have to question your teaching method. The time it took to figure out how to do things could have been modeled in class in 15 minutes and helped alleviate all the time it took us to figure it out on our own. I mean, this is the same class we learned Gagne's 9 steps of instruction. Where's the guided learning in this week's tasks?
Educational Psychology continues to be a beast. It is interesting but so much info at one time. This weekend I am tasked with creating a lesson plan for adults on Metacognition. You know, thinking about thinking. We are supposed to work a a group but that's not happening....
In literacy we are tasked with picking out a multicultural children's book and then sharing out our finding in a report style for the prof. I chose, "Heart and Soul" by Kadir Nelson. Absolutely brilliant. If you have kids I strongly recommend using this book as an at home supplement to their history education. Geared towards kids aged 9-12.
My field study is going well. My topic is the difference in roles, responsibilities and perceptions of Urban vs Suburban teachers. I am in the research stage but so far the feedback from interviews and surveys is fascinating. Happy to share when I am done!
This week I will find out my Residency school, where I will spend the next year of my residency teaching and who my mentor resident coach will be. It's very exciting. I am nervous, excited and scared all at the same time.
Thanks for all the feedback so far. I appreciate the support during this journey!
Saturday, July 20, 2013
She could be my future student....
I've always been overwhelmed as I am sure most are, when I hear about a child's life ending too soon. I think about the love of my life, my Nephew, and I get choked up thinking about how I, or my brother, sister-in-law and the rest of the family would go on another day. Yet every weekend, like clockwork, you can bring up the Tribune news page and see the headlines "_# of teens shot over the weekend in Chicago...". And then, it seems, every couple months now, a shooting happens that shakes us to our core. This weekend, it was a 6 year old girl, innocently riding her scooter, who got caught in some bullshit gang crossfire. I cried as I read the article. Her parents, siblings, aunts and uncles devastated and her young life changed as she knew it, in the blink of an eye. (she is in critical condition as of this blog posting)
As I traveled down to the loop this morning to study at school, the Trayvon Martin rally was beginning to organize. I got chills as I walked by and shot a thumbs up at a couple people. And again, was reminded of another life, this one lost too early, due to ignorance and hate.
I don't mean to get super philosophical here, but I have to question, what are we doing to stop these tragedies at the ground level, meaning, what are we doing to educate our youth so they grow to understand it is not okay to kill...ever. for any reason...especially hate.
Children today, from age 2 in some instances, spend more awake time with teachers and at school than with their families. My nephew just started "School" (he is 2 but that's what they call it now!) and he is there some days 8+ hours. That's the most concentrated time (aside from the weekend) that he spends with anyone. He has been there less than a month and is already saying "no no no" which, he never said before. He picked it up from some of the other children and like that, it's in his vocabulary. What are the adults thoughts and beliefs with whom he spends all this time? Do they believe the "stand your ground" law is legitimate or fu$%ing ridiculous?? Are they able to detect children who have racist tendencies and nip them in the bud?
If you haven't seen the Kids response to the controversial Cheerios commercial, I recommend watching it. Here's the link: https://www.youtube.com/watch?v=VifdBFp5pnw Brilliant. And yet, at some point, will some of their opinions change, and if so...why???
How are we educating our educators so they can lay the groundwork for peace? Are we teaching them to have the hard, uncomfortable conversations about race? Do we work these conversations into our classrooms and lessons?
In one of my classes this week, we read a letter from Booker T Washington and then an almost contra viewpoint from “The Souls of Black Folk,” by W. E. B. Du Bois. There was a lot in the letters/speeches that made me think, but this paragraph stuck out as it could have been written today:
“It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity. One ever feels his two-ness — an American, a Negro; two souls, two thoughts two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.”
It also made me sad. Have we really not moved beyond since the 1900's?
In our interview sessions in OSI we had prospective teacher candidates read an article by Dr. Charles Payne, "Still Crazy After All These Years". We then conduct an open dialogue and, for real, some candidates say, " well, I am color blind, I don't see black or white." That's like saying I don't see the money tree in the yard, I am happy with my life as it is. That's crap. You can't understand it if you "claim" you don't see it and you certainly can't benefit from it or help others if you ignore it. What are you going to say when a child asks you a question such as, "why don't white people live in our neighborhood", or, "my mom says the southside of the city is bad because its where all the gangbangers live..."( two true questions from children) Do you use that as a teachable moment, or mumble some bullshit to skirt around it because you yourself, are not educated enough on the subject to discuss?
A colleague in another cohort posted a recommended reading the other day entitled, "Unlikely Allies in the Academy: Women of Color and White Women in Conversation"edited by Karen L. Dace. Here's a quick description, though not complete:
"Unlikely Allies in the Academy brings the voices of women of Color and White women together for much-overdue conversations about race. These well-known contributors use narrative to expose their stories, which are at times messy and always candid. However, the contributors work through the discomfort, confusion, and frustration in order to have honest conversations about race and racism."
I bought the book and will let you know how it is.
My heart goes out to Trayvon's parents as they fight to effect change and in that effort, are reminded every single day of their precious baby boy's young life lost. and...if you are a religious person, please keep the young girl who was shot in your prayers. She could be my future student and I want to meet her.
As I traveled down to the loop this morning to study at school, the Trayvon Martin rally was beginning to organize. I got chills as I walked by and shot a thumbs up at a couple people. And again, was reminded of another life, this one lost too early, due to ignorance and hate.
I don't mean to get super philosophical here, but I have to question, what are we doing to stop these tragedies at the ground level, meaning, what are we doing to educate our youth so they grow to understand it is not okay to kill...ever. for any reason...especially hate.
Children today, from age 2 in some instances, spend more awake time with teachers and at school than with their families. My nephew just started "School" (he is 2 but that's what they call it now!) and he is there some days 8+ hours. That's the most concentrated time (aside from the weekend) that he spends with anyone. He has been there less than a month and is already saying "no no no" which, he never said before. He picked it up from some of the other children and like that, it's in his vocabulary. What are the adults thoughts and beliefs with whom he spends all this time? Do they believe the "stand your ground" law is legitimate or fu$%ing ridiculous?? Are they able to detect children who have racist tendencies and nip them in the bud?
If you haven't seen the Kids response to the controversial Cheerios commercial, I recommend watching it. Here's the link: https://www.youtube.com/watch?v=VifdBFp5pnw Brilliant. And yet, at some point, will some of their opinions change, and if so...why???
How are we educating our educators so they can lay the groundwork for peace? Are we teaching them to have the hard, uncomfortable conversations about race? Do we work these conversations into our classrooms and lessons?
In one of my classes this week, we read a letter from Booker T Washington and then an almost contra viewpoint from “The Souls of Black Folk,” by W. E. B. Du Bois. There was a lot in the letters/speeches that made me think, but this paragraph stuck out as it could have been written today:
“It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity. One ever feels his two-ness — an American, a Negro; two souls, two thoughts two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.”
It also made me sad. Have we really not moved beyond since the 1900's?
In our interview sessions in OSI we had prospective teacher candidates read an article by Dr. Charles Payne, "Still Crazy After All These Years". We then conduct an open dialogue and, for real, some candidates say, " well, I am color blind, I don't see black or white." That's like saying I don't see the money tree in the yard, I am happy with my life as it is. That's crap. You can't understand it if you "claim" you don't see it and you certainly can't benefit from it or help others if you ignore it. What are you going to say when a child asks you a question such as, "why don't white people live in our neighborhood", or, "my mom says the southside of the city is bad because its where all the gangbangers live..."( two true questions from children) Do you use that as a teachable moment, or mumble some bullshit to skirt around it because you yourself, are not educated enough on the subject to discuss?
A colleague in another cohort posted a recommended reading the other day entitled, "Unlikely Allies in the Academy: Women of Color and White Women in Conversation"edited by Karen L. Dace. Here's a quick description, though not complete:
"Unlikely Allies in the Academy brings the voices of women of Color and White women together for much-overdue conversations about race. These well-known contributors use narrative to expose their stories, which are at times messy and always candid. However, the contributors work through the discomfort, confusion, and frustration in order to have honest conversations about race and racism."
I bought the book and will let you know how it is.
My heart goes out to Trayvon's parents as they fight to effect change and in that effort, are reminded every single day of their precious baby boy's young life lost. and...if you are a religious person, please keep the young girl who was shot in your prayers. She could be my future student and I want to meet her.
Friday, July 12, 2013
Technology, technology, technology!!!
YES, I still buy hard copies of my books. YES, this makes my backpack extremely heavy and bulky. and...YES I have Kindle Cloud Reader. Sigh. Just give me a MINUTE to catch up, ok?
Don't get me wrong, I am LOVING all the new technology: Google groups, Kindle reader, Chromebook, d2L (desire to learn online site), schoolology, dropbox, Wevideo,....etc. However, I have SIX classes. 1,2,3,4,5,6! In addition to 6 classes, I have a meeting 3 days a week with my AUSL MRCs (Mentor resident coaches) called Teacher moves. They say, for every hour of class, we should expect around 2-3 hours of homework. 25 hours of class x 3 hours per hour = 75 hours a week. SEVENTY-FIVE! I am relearning the art of skimming.
So what does my course load look like you might ask? Well, I have a Social Justice class with a bad ass professor who keeps it real. I could listen to him talk for hours. We are reading a text by Pauline Lipman called "The New Political Economy of Urban Education". It really digs deep into neoliberalism, race and education. Class discussions are still polite, but I can guess this will be my most fascinating class for debate. Ironically, she completely dismisses turnaround, which is reason we are in this program. I love the contra point of views. Then there's an Educational psychology class you know, Piaget and Vygotsky. Ironically, fascinating as well. Literacy for k-4 with a prof named Sunshine. You really just have to smile when you walk in her class. Technology in education with ironically a professor who does Ironman races. He's fabulous as well. His class has us immediately pushing our comfort levels with technology - video blogs due each week. Special education is an online class but we met once to meet the professor. She is a 25+ year veteran of CPS then moved on to teach at University level. It is fascinating to find out I am walking around using terminology that is extremely offensive to people living with disabilities. The terminology has changed. People first is the message. I encourage everyone to educate themselves on proper language, particularly if you have children. You are their window to the world. Last, our Resident teacher practicum. This is kind of like a capstone class but taken all year. It too is awesome as it wraps everything together and answers administrative or logistical questions about NLU/AUSL we may have. 3 days a week we have Teacher moves and discuss the brilliant Charlotte Danielson (teaching for learning framework for my CPS peeps) and Lemov's "Teach Like a Champion". We role play, discuss, design. It's brilliant. I was never this engaged while pursuing my MBA.
My cohort is amazing. We are all ELE MAT which is Elementary Masters of Arts in Teaching. There are also high school cohorts for MAT and Ele and HS cohorts for the MEd program. There are 28 of us. All bringing something awesome to the table. Different races, sexes, work experience, backgrounds...etc. Finance people (like me), waitresses, tutors, journalists, biochemical engineers, charter school teachers (uncertified), dancers. There's this one girl, Jahnna. She's is freaking brilliant. She was an attorney in her prior life. I think she told me she passed like 5 state bars. Anyway, she has read every non-fiction book known to man. Every book. When she raises her hand to contribute, it's always something incredibly relevant and interesting. While in our Social Justice class this week we were discussing neoliberalism and the effects on urban society and education. She straight faced looked at me and said, "you know, communism is great, if you just take away the people." I almost peed myself. Fabulous.
We are all getting used to each other, our ticks, agendas, passions. Its not like we have a ton of time to socialize, class is 9-11:30, lunch 11:30 -12:30 (during which time you must eat, get anything printed you need printed since the library doesn't open until 9, and potty break), class 12:30-3 and then T-TH Teacher moves from 3:15 - 4:30pm. On Tuesdays and Fridays, we have the 12:30-3pm slot as open study which is really for the online Special ed course "class time" which then brings with it the additional hours of work. I started a Google group last night because, well, because you know me. We are going to be spending a lot of time together so might as well have the ability to communicate when we need each other, right? (also I secretly was excited to get everyone I would need to communicate with on the google group and off the FB site) Plus, some people just don't have Facebook so the group is exclusive. Another girl Erin has written down all of our assignments in a neat calendar and another gal, Elaine, already suggested we exchange phone numbers and birthdays. (so I created a spreadsheet for that)
I am busy and tired but have never been so engaged in my life. We were charged with writing our "Educational Philosophy" this week. I know it's a living document and will change as I do over the next year and years to come, but here it is as of today. Thanks and props to Marni Levinson, Femi Spearman and Don Fraynd for things you all have shared with me over the last 5 years have been stored in my brain waiting to come out in this paper.
Don't get me wrong, I am LOVING all the new technology: Google groups, Kindle reader, Chromebook, d2L (desire to learn online site), schoolology, dropbox, Wevideo,....etc. However, I have SIX classes. 1,2,3,4,5,6! In addition to 6 classes, I have a meeting 3 days a week with my AUSL MRCs (Mentor resident coaches) called Teacher moves. They say, for every hour of class, we should expect around 2-3 hours of homework. 25 hours of class x 3 hours per hour = 75 hours a week. SEVENTY-FIVE! I am relearning the art of skimming.
So what does my course load look like you might ask? Well, I have a Social Justice class with a bad ass professor who keeps it real. I could listen to him talk for hours. We are reading a text by Pauline Lipman called "The New Political Economy of Urban Education". It really digs deep into neoliberalism, race and education. Class discussions are still polite, but I can guess this will be my most fascinating class for debate. Ironically, she completely dismisses turnaround, which is reason we are in this program. I love the contra point of views. Then there's an Educational psychology class you know, Piaget and Vygotsky. Ironically, fascinating as well. Literacy for k-4 with a prof named Sunshine. You really just have to smile when you walk in her class. Technology in education with ironically a professor who does Ironman races. He's fabulous as well. His class has us immediately pushing our comfort levels with technology - video blogs due each week. Special education is an online class but we met once to meet the professor. She is a 25+ year veteran of CPS then moved on to teach at University level. It is fascinating to find out I am walking around using terminology that is extremely offensive to people living with disabilities. The terminology has changed. People first is the message. I encourage everyone to educate themselves on proper language, particularly if you have children. You are their window to the world. Last, our Resident teacher practicum. This is kind of like a capstone class but taken all year. It too is awesome as it wraps everything together and answers administrative or logistical questions about NLU/AUSL we may have. 3 days a week we have Teacher moves and discuss the brilliant Charlotte Danielson (teaching for learning framework for my CPS peeps) and Lemov's "Teach Like a Champion". We role play, discuss, design. It's brilliant. I was never this engaged while pursuing my MBA.
My cohort is amazing. We are all ELE MAT which is Elementary Masters of Arts in Teaching. There are also high school cohorts for MAT and Ele and HS cohorts for the MEd program. There are 28 of us. All bringing something awesome to the table. Different races, sexes, work experience, backgrounds...etc. Finance people (like me), waitresses, tutors, journalists, biochemical engineers, charter school teachers (uncertified), dancers. There's this one girl, Jahnna. She's is freaking brilliant. She was an attorney in her prior life. I think she told me she passed like 5 state bars. Anyway, she has read every non-fiction book known to man. Every book. When she raises her hand to contribute, it's always something incredibly relevant and interesting. While in our Social Justice class this week we were discussing neoliberalism and the effects on urban society and education. She straight faced looked at me and said, "you know, communism is great, if you just take away the people." I almost peed myself. Fabulous.
We are all getting used to each other, our ticks, agendas, passions. Its not like we have a ton of time to socialize, class is 9-11:30, lunch 11:30 -12:30 (during which time you must eat, get anything printed you need printed since the library doesn't open until 9, and potty break), class 12:30-3 and then T-TH Teacher moves from 3:15 - 4:30pm. On Tuesdays and Fridays, we have the 12:30-3pm slot as open study which is really for the online Special ed course "class time" which then brings with it the additional hours of work. I started a Google group last night because, well, because you know me. We are going to be spending a lot of time together so might as well have the ability to communicate when we need each other, right? (also I secretly was excited to get everyone I would need to communicate with on the google group and off the FB site) Plus, some people just don't have Facebook so the group is exclusive. Another girl Erin has written down all of our assignments in a neat calendar and another gal, Elaine, already suggested we exchange phone numbers and birthdays. (so I created a spreadsheet for that)
I am busy and tired but have never been so engaged in my life. We were charged with writing our "Educational Philosophy" this week. I know it's a living document and will change as I do over the next year and years to come, but here it is as of today. Thanks and props to Marni Levinson, Femi Spearman and Don Fraynd for things you all have shared with me over the last 5 years have been stored in my brain waiting to come out in this paper.
I decided
to change careers and pursue teaching so that I may change lives for the better. I believe that at times, I may be a small
component of that change, and other times, I may be the driving force. At my core, I hope and trust a teacher has
chosen the profession because s/he has a calling to educate our youth. We must educate not only in the
classroom, but outside of it as well; to turn our lives over to education,
knowing the rewards will many times be successes students have as adults,
and we will never see.
I believe
all children inherently can and want to learn.
It is our job and our responsibility to find a way to engage students so
that they are open to receive instruction. One way that I hope to
engage kids is through technology. In the 21st century, technology is a large contributor to
engagement and proper preparation of our students. As teachers we must work to stay one step
ahead in technology through professional development, research, mentorships,
and collegial observations. This will
allow us the best and most effective methods for delivering instruction.
Also, I believe students learn best in an
environment they find safe, which takes on many meanings. It is our role as teachers to provide this
environment and to remove or add anything that
is detracting from this desired setting.
Finally, I believe feedback from mentors, peers and students is the
best tool for perfecting the craft of teaching.
We as teachers must be
open to receive feedback and remember that it is not about us,
but about the students.
Most importantly, I believe we must see promise in EVERY student, even when
they cannot see it in themselves.
Friday, July 5, 2013
It's about the kids
Best piece of advice, so far: "Listen with the possibility you will be changed, and Speak, with the possibility you will be heard." If I ever get another tattoo, I believe it will say that. 3 days of orientation down. Class begins Monday. So I'm sure you're thinking, "nice, you have the weekend off and then can get to it." HA! Not exactly.... In the proverbial words of Martin Lawrence Circa Bad Boys 2, 2003, "Shit just got real".
So let's see, in a week (rather 3 days) I have received a new computer that will be my bible (Chromebook), 2 new email accounts, one for AUSL and one for NLU, but, pay attention, the NLU one should be pushed to the AUSL one so I only have to check one email, however BOTH Should be on my phone in case one goes down. We check our My AUSL page daily, Google chats, groups in the Teaching Channel and oh yeah, that damn Facebook Page. I am technologically overwhelmed but diving in!
So we are a google organization as I have recently learned. I'm down with that. I mean, 7 out of 8 top Ivy League schools are Google (apparently Dartmouth is the hold out) and 27 or some ridiculous number of the top 50 are as well. CPS went Google last year so all in all, it's a good move for AUSL.
We had a tech session on our last day of orientation. The woman who manages this section (called like a google superwoman or champion or something like that) is a riot. Honestly, I feel relieved to have this time to fumble through new technology so when I get in front of the kids I can be an asset to the kids. It's all about the kids, ALL THE TIME.
We got to meet and hear from the founder of AUSL, Michael Koldyke, I believe he also founded the Golden Apple. He was truly inspiring. Also, the cutest little old man, I wanted to put him in my pocket.
We also met Michael Whitmore, he runs the residency. He talked about "Transformational Teaching" which is the name of the game when your kids in 9th grade read at a 4th grade level. He also shared the following which I knew, but still SUPER disturbing to see again in print:
So let's see, in a week (rather 3 days) I have received a new computer that will be my bible (Chromebook), 2 new email accounts, one for AUSL and one for NLU, but, pay attention, the NLU one should be pushed to the AUSL one so I only have to check one email, however BOTH Should be on my phone in case one goes down. We check our My AUSL page daily, Google chats, groups in the Teaching Channel and oh yeah, that damn Facebook Page. I am technologically overwhelmed but diving in!
So we are a google organization as I have recently learned. I'm down with that. I mean, 7 out of 8 top Ivy League schools are Google (apparently Dartmouth is the hold out) and 27 or some ridiculous number of the top 50 are as well. CPS went Google last year so all in all, it's a good move for AUSL.
We had a tech session on our last day of orientation. The woman who manages this section (called like a google superwoman or champion or something like that) is a riot. Honestly, I feel relieved to have this time to fumble through new technology so when I get in front of the kids I can be an asset to the kids. It's all about the kids, ALL THE TIME.
We got to meet and hear from the founder of AUSL, Michael Koldyke, I believe he also founded the Golden Apple. He was truly inspiring. Also, the cutest little old man, I wanted to put him in my pocket.
We also met Michael Whitmore, he runs the residency. He talked about "Transformational Teaching" which is the name of the game when your kids in 9th grade read at a 4th grade level. He also shared the following which I knew, but still SUPER disturbing to see again in print:
Nationally for every 100 9th graders
65 graduate High School
37 enter College
24 are still enrolled sophomore year
12 graduate with a degree in six years
12.
That's not okay.
He also shared some AUSL statistics - for one elementary school, in 2005, they were at 26% for m/e ISAT. AUSL came in 2006. In 2012 they were at 82%. There are multiple examples of this in the network of AUSL schools. I'm in. If I can even remotely contribute to increasing the number above I am in. Give me the kool-aid.
Going back to it all being about the kids, we had the pleasure of also meeting and listening to Dr. Donald Feinstein He's the Executive Director of AUSL. He broke it down into 3 very simple facts. How do you help kids... how do you become a Transformational Teacher? AIM high:
Attitude (attitude drives behavior)
Instructional Strategies
Management (you cannot teach in Chaos)
So simple to understand, yet so few accomplish, or maybe they do not attempt to?
We went into sessions with the MRC's (mentor resident coaches) They are people who have taught and now are teaching coaches. We will all be paired up with one. Extraordinary people. I am excited to see who I get paired up with and what school I am working in. (August 19th I start in a school in addition to the full time graduate work) They do active coaching while we are in the classroom with them, and when I say active, I mean ACTIVE. Several ways they may do this- From the sidelines, meaning hold up a sign or slip you a note, even possibly from a blue tooth, Shoulder to Shoulder, meaning being up there with you in the lesson, Huddle, pull you off to the side, Interrupt, so just plain hollering out in the moment, or Pull the Plug, you know, take the boat back because you're sinking.
Some of the sessions we had with the mentors were: 100% - how you must ALWAYS have 100% attention of your students to be an effective teacher. (and how to do this!); Gregoric- we learned our "learning style" I am, no surprise, a hard Concrete Sequential, which pretty much means I need order and a process and have a low tolerance for stupidity; and then of course, the Danielson model aka "Teaching for Learning framework". I am not going to lie, I LOVE Charlotte Danielson. If you don't who she is, you should. She is an internationally-recognized expert in the area of everything teaching and has advised State education departments, and National education Ministries and Department of Education. More on her and the framework later!
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