Tag Archives: BPS

When you leave teaching…

City Championship NMHSWhen you leave teaching, beware. You are more powerful, capable, and resourceful than you could have ever imagined possible. Though we endeavor every day as teachers to be the super human beings who sacrifice sleep, sustenance, and hydration, hurtling ourselves at the massive challenges facing our schools and students, we doubt our own efficacy. Suspended in the motion of moments too intense and important to be anything other than 100% present, we accept the mere feat of making it through each day, each year with dignity, poise, and humor as a tremendous accomplishment. Few of us work in schools or districts organized and run effectively, and we know that every day we are fighting a battle against inequity, racism, classism, otherism–a battle that leaves the students and families we love most vulnerable to the whims and fancies of policy makers and the torrents of the global economy. We love our students, and if we are lucky, we love our colleagues and the communities that support and sustain our schools. We trust somehow, somewhere we are making a difference that will be felt more tangibly than we experience each day in schools. Kalvin & Bakari

One of the things I realized when I stopped teaching was that the relationships I had with “these kids”–the ones I left behind in June–would be “my kids”–the ones whose graduations and weddings I attend, the ones who call me when they need help or are alone.

This afternoon I spent a couple of hours calling some of “these kids,” a select group of my kids: my debate team as well as a group of rising 10th graders I recruited for the debate team for the upcoming school year. My phone call was completely out of the blue on their end. For me, it was a scheduled chunk of emotional and physical energy to call and check in on them, make sure they are committed to attending debate camp at the end of the month, and set up a time and place to see them before I leave while introducing them to their new debate coach. I make these type of calls as part of my work as a teacher. No big deal once I actually set myself up to do it and start calling.

Tournament 5 DebateBut I’ve left teaching. Consciously. On purpose. These phone calls are not part of the work of doctoral students, not part of my move to New York, not part of my job and internship search. But these kids are part of my life, and their belief and trust in me a tremendous source of pride and affirmation. Our identity as teachers is wrapped up in persisting despite encouragement, status, or recognition. Even though we believe we are powerful and teaching is valuable, we are barely able to utter or type the words and sentences that claim that power. We catch glimpses of it in our work with students and colleagues, but as teachers we are so engaged in problem-solving and creation that we can’t see ourselves or our work in their entirety.

We are powerful beyond measure and well beyond the glaring shortcomings of our schools and districts. I left teaching because I felt powerless. I am a doctoral student because I want to study power. I want to be more effective at changing our broken educational system. I want to see that my intelligence and my efforts amount to something measurable and substantial. And it took me leaving teaching to see that they already had.Tournament 3 Debate

In my first years of teaching, I knew I was a good person. Over time, I evolved and knew I was a good teacher. This afternoon, I realized that good people evolving into good teachers say the right thing at the right time more often than not. In doing so, they become the most powerful and positive forces of change imaginable. I am in awe of myself and my profession. I am so proud to be a teacher. I may have left teaching for now, but I can’t help myself. I will always be a teacher, and I realized this afternoon that I will always be blessed with the opportunity to say the right thing at the right time to the students I adore.

Funny that we seem to need to step away from things to see them clearly. I’m appreciating profoundly the new closeness and understanding that distance affords.

Literacy for Freedom Schools Initiative

I’ve always been passionate and driven. I’ve always had a clear vision for the direction and arc of my life and a strong set of hypotheses about how to set about making that vision a reality. I believe that there is meaningful, impactful, and urgent work for me to do at the nexus of community and schools. I believe that we can create equitable and just educational systems truer to promise of the ideals that launched the great American democracy experiment. This sense of purpose and vision formed early for me–at sixteen, in a public high school in rural Vermont. My teachers, my classmates, my community, my family all played central roles in forging my identity as an achiever, activist, and educator.

At points in my career, I have struggled to identify the best way forward–this past couple of months of career and life transition being the most recent example. Happily, this past weekend at Teachers College provided enough perspective and opportunity for deep thinking and reflection to allow me to find some clarity and articulate a strong set of hypotheses about the arc of my life and work in education.

Hypothesis 1: University-School Partnerships is the best lens for my academic and professional work going forward.

I have a diverse set of interests and competencies: teaching literacy across the high school curriculum, history curriculum development, school leadership, new teacher development, bilingual education, dropout prevention, equity in classrooms, participatory action research, teacher leadership, building a culture of achievement in low-performing schools, school-community partnerships, family engagement, community service learning, technology in the classroom, professional development, inclusion/special education. These represent what I have done and have been interested in as a practitioner and as a researcher over the past ten years in urban schools. I am stepping in the Urban Education Leaders Program recognizing these as assets and potential areas of further development in my pursuit of my own personal development to become a district leader in urban school reform.

In my work with establishing New Mission’s dropout initiative with professors Theresa Perry, John Diamond, and Terry Meier in Boston, I have experienced the power of university-school partnerships to catalyze change in schools. In reading about examples of schools that have created a culture of achievement for students of color–like the University Park School in Worcester, MA–I have been inspired to explore further just how deep and powerful those university-school partnerships can be. My recent interest in larger-scale urban reform like the Harlem Children’s Zone has pushed me to consider the yet-to-be-realized possibilities for university, school, government, and community organization partnerships to create expansive change in urban districts in terms of increased equity for students and families.

I think my diverse interests (past, present, and future) all can find a home under the research umbrella of university-school partnerships, and I’d like to use this lens to focus my dissertation research and my practice.

Hypothesis 2: In my practice I can have the greatest impact in urban education reform by becoming a principal, launching one or more schools in concert with university partners. Down the road I will seek both district leadership positions and eventually a college/university professor position to the end of improving school leadership and equity.

I know that I have the capacity to be an outstanding school leader, and I would like the opportunity to create a team of educators, university partners, and families to found a 6-12 school centered on Literacy for Freedom–rooted in the traditions and history of African American, Latino/a, and other groups’ struggles to achieve full citizenship, freedom, and liberation in America and around the globe through literacy and education. I see my time at Teachers College as a way to study efforts like the Columbia Secondary School for Math, Science, and Engineering (as well as other examples) in order to gain the knowledge and skills necessary to successfully launch my own school. I can imagine collaborating with professors like Theresa Perry at Simmons and Terry Meier at Wheelock College whom I have already begun working with over this past year to embed the transformative ideas and legacy of freedom for literacy in the curriculum and school culture of one Boston pilot school.

This is an ambitious project, but my work in Boston over the past 10 years and the opportunity to do the Urban Education Leaders Program in New York at Teachers College over the next four years should afford me the contacts, knowledge, and resources to begin implementing this vision.

I propose the Boston Literacy for Freedom Schools Initiative.