Boxes crowd the hallways, moving in and moving out. I’m in an empty office at Animo Phillis Wheatley Middle School in South L.A. talking to Principal Nat Pickering, who has resigned after three years so that he can go back to being a teacher. Back when I was teaching, I worked with him; he was a history teacher for years before he became Assistant Principal of our school. I will forever be indebted to Nat, who despite being insanely busy, voluntarily met with me two or three times a month to coach me on the plethora of problems I was having in my various classes; he helped me shape my curriculum, talked me through issues with students and, more times than I can count, simply listened to me venting. Continue reading
I’m the best teacher in the world. I just spent four days teaching a writing workshop and you would not believe how much those students improved in an incredibly short time. I guess it’s pretty obvious that I’m awesome. I deserve a giant raise!
No, wait. I’m the worst teacher in the world. Two years ago, I taught a class for an entire year and even after a whole year with me, many of those students demonstrated no growth that could be measured. In fact, most of them didn’t even graduate from high school in four years. I guess it’s pretty obvious that I suck. I should be fired or put on an improvement plan.
Say what?! How could one teacher—me—be so highly effective in one class and so grossly ineffective in another? Continue reading
You know how they say that people come to look like their dogs? A parallel truism is that any organization comes to look like its leader. For some reason, though this idea is axiomatic in corporate life—who would attribute the success of Apple to its highly effective programmers?—when you get to schools, I rarely hear it said that every school embodies the values of its principal. But it’s meaningless to talk about teacher “effectiveness” outside of the context in which he or she works. One of the biggest lessons I learned this year is that a teacher cannot, repeat, cannot be effective for long in a dysfunctional community. And whether that school community is or is not functional is entirely dependent on the leadership of the principal. Continue reading
Kyra will go to UC San Diego, her dream school. Danny will go into the army. Raquel will go to Berkeley. A boatload of kids are going to community college, another, slightly smaller boatload, to UC Santa Cruz, UC Davis and UC Merced. Another boatload to various Cal States. Jonathan will go to Vassar, the second graduate of our school ever to attend a private college out of state. Manuel, who last year sat in my classroom crying because his parents refused to allow him to go to college so he could work to help support the family—Manuel will go to Cal State L.A. I guess he talked his parents into it.
There they are, my juniors from last year, now seniors in cap and gown crossing the stage and getting diplomas. The audience is cheering like crazy. Somewhere in the crowd is Ernesto, who drove us all crazy because he was so out of control and who somehow, miraculously, managed to graduate last year. He is now in community college. On another side of the room is Yesenia, one of my brightest students, who did not attend college because she had a baby, now on her lap bouncing up and down and watching Yesenia’s brother graduate.
A year has passed since I left my job to start this journey. Continue reading
The recent ruling in the Vergara v. California lawsuit, in which Judge Rolf Treu struck a body blow against the power of teachers’ unions by declaring that five of California’s laws protecting teacher tenure, firing and seniority were in violation of the state constitution’s guarantee of equal education to all children, has implications so broad I don’t think we can even fully comprehend them yet.
I’ve written in earlier posts that though I absolutely think that bad teachers should be fired—and that last in, first out policies should be re-thought—they are not the core problem in the fight for equal education. I’m troubled by the witch-hunt zeal, the purge mentality, of this lawsuit, which implies that the layoffs that caused so many eager young teachers to be fired in the first place were some kind of natural disaster inflicted upon us by the gods that we should have diverted onto the heads of bad teachers.
But let’s be honest, California: those layoffs occurred because of budget cuts—and those budget cuts were our collective decision. And they were so radical that even if we had first fired the small percentage of bad teachers, we would still have been laying off a large number of excellent teachers. Continue reading
Sure, we all want to get rid of bad teachers. Who doesn’t? But the legal implications of this decision are deeply troubling. What we all want (I think) is an effective teacher in every classroom. But what does that even mean? And if we’re not sure what it means, how can we judge it? Here’s my take, from an interview on “Press Play” today:
I’ll be posting more about it later this week.
“There’s no harder thing than being a teacher in South L.A.,” Robert Vidaña says bluntly as we squeeze interviews into his packed schedule, sitting in his tiny cubicle in what used to be the counseling office of Fremont High School, where he is LAEP’s community school coordinator (for a post about LAEP’s work, click here; for a description of an LAEP community school coordinator’s job, click here.) Robert’s father, who attended Fremont himself, is surprised that his son chooses to work there, but Robert believes in the school, loves South L.A. for all of its challenges, and has no interest in an easier job. Continue reading
“So I heard that Fremont was the worst school ever,” Jordan Gonzales is telling me. We’re sitting in his classroom at Fremont High in South L.A. where he’s taught for the last three years. In his late twenties, Jordan is idealistic, enthusiastic and extremely funny. Before teaching at Fremont, he taught middle school English in Lynwood, just north of Compton and just east of Watts. In Lynwood, he loved the kids, but at the end of the year in Lynwood he was pink-slipped, so he applied to Fremont.
“Everyone was like, don’t go there. They’ll slash your tires. I came in there and I saw the kids and I was like, are you kidding? These are good kids. Who are you even talking about? When he was offered the job, he started work the next day. Continue reading
Over this year, as I tell people about my project visiting schools across Los Angeles to try to understand education in real time, they often ask me if I could sum up what I’ve learned in a headline or two. What do I take away? What’s really surprised me?
Here’s what I find myself saying over and over: “There are no miracle schools.” All those books I bought with titles like “Schools That Succeed” and “Education That Makes A Difference”? Forget about it. The authors either have an agenda to promote a particular form of education or they haven’t spent enough time in a school to notice the cracks in the surface. Continue reading
I am out of town for a week for my son’s college graduation! I’ll begin posting again when I return on May 27.
So I’ve been running around town for the last six years yelling “the problem isn’t bad teachers, the problem is poverty” and finally somebody did something about it. Okay, it wasn’t just because I was yelling. In the factionalized world of education, most people outside of the Ed Reform camp hold the same view: that the underlying factor causing students of color in low-income communities to fare less well than more affluent students is the trauma caused by poverty and lack of resources, which often leads to overcrowded living situations, parents in crisis, transient families, violence in the community, lack of access to medical care and sometimes lack of food, and until we improve those conditions, the achievement gap will not change (as indeed it has not despite over a decade of Education Reform and several decades of other various education crazes.) Continue reading