See you in 2010!
This reminds me of the "We are the Fighting Irish" ads they play during ND football games. Danielle Hall, Notre Dame and MTC alum, is featured in this recruitment/information video about the Mississippi Teacher Corps:
Although I am not completely new to the teaching profession, I often feel similar to first-year teachers since I am in my first year at KIPP Delta in Helena, Arkansas. In certain ways (easy and plentiful access to resources, myriad intelligent and hard-working colleagues, high expectations on student behavior and academic output) KIPP is very different from the school I taught at the past two years in Belzoni, Mississippi. In other respects (socioeconomic and racial demographics, general lack of student motivation, administrative acquiescence to parents) it is quite similar to my previous school. In reflecting on this first semester, three major realizations that I have encountered come to mind. I will reflect on each briefly:
1) KIPP students are no different from other students.
The students that I work with in Helena are very similar to my students from Belzoni. If often feel like Helena belongs on the other side of the Mississippi River somewhere deep in Quitman or maybe Leflore County. It would closely resemble other large Delta towns like Greenwood, Clarksdale, and Indianola. Prior to moving to Helena I thought that the students at KIPP were better off socioeconomically than average Delta kids or that they had more committed parents than normal. I found that my students have no silver spoon in their mouth and few doting soccer moms in their house. Students misbehave just as much at KIPP as they do at other public schools. What has actually been even more surprising is the heightened level to which a number of students misbehave as they seem to attempt to either get expelled or get their parents to take them out of KIPP due to our high behavioral and academic expectations.
2) KIPP entails a major commitment on the part of teachers.
The commitment that KIPP teachers make to their students begins early. In looking at my Gmail Inbox, I count over 50 emails sent between myself and KIPP administrators and fellow teachers between the first week of June when I accepted their offer of employment and the last week of July when we began our professional development/orientation. This is in addition to (at least) weekly phone call check-ins while at home in New Jersey that my school director (principal, essentially) and I had regarding my assignments. Yup, assignments. With due dates, criteria and all. On my first day of professional development I had a beautiful new cell phone waiting for me at work. This phone is with all the time and the number goes out all over to colleagues, parents, students, and anyone else who would like to contact KIPP Delta's 7th grade math teacher and debate team coach.
My work day usually begins at 5:30 and I'm usually at school sometime between 6 and 6:30 a.m. I'm rarely the first (or second or third) teacher there. Prep periods are scant and I'm one of the lucky few teachers with a morning AND afternoon one. Multiple teachers have NO PREP PERIOD. I'm also fortunate in that I only teach one core subject. Other teachers teach two (i.e. math and science or English and social studies) and some teach two strands of a core subject in the same classroom (i.e. algebra to 20 kids on the right side of a classroom and geometry to 10 kids on the left side...simultaneously). Although the regular school day ends at 4 p.m. (recently shortened from 5 p.m.) most teachers are expected to do an hour of an extracurricular activity and/or an hour of tutoring in their subject area each evening. Thus, my work day usually ends at 5 p.m. due to daily math tutoring and on Tuesdays and Thursdays it ends at 6 p.m. due to my coaching the debate team. I'm usually home about an hour after my work day ends...although I live only a few minutes' drive from my school. Saturday school occurs bi-weekly throughout most of the school year and a three-week long summer school is mandated as well.
3) KIPP is the most innovative educational environment I have ever been a part of.
If you are psycho about teaching (and yes, essentially all MTCers fit into this category...at least all of those who last a year) then you will fit right in at KIPP. Far too often I felt that I was working much harder than my colleagues at my previous school. I would literally be laughed at for grading papers (even EXAMS). I was often the first teacher there and the last to leave. Students complained that my class was harder than their others. And on and on and on.... At KIPP, more or less all teaches are crazy, hard-working beasts. Almost everyone on the faculty is 20-something or barely in their 30's and from all corners of the nation. Together we are part of an amazing educational experiment that allows us to choose our own books and curricular material, teach using innovative instructional strategies, change the schedule on a daily basis as necessary (need an extra half hour for math? Just send a text to the phone of the ELA teacher), and sometimes even kidnap kids to get them to achieve at the very highest levels possible (ask me for stories). Where else could you have a school director mandate that teachers jump on a table in the cafeteria in front of the entire student body and sing and dance on cue or enter a classroom where intense pre-algebra instruction is occurring and mandate that every student smile at him while telling the teacher to hold up the arms of students who refuse to smile so they can be tickled into submission (both have happened to me this semester)? Anything but ordinary. Simply extraordinary.The movement is moving.
Chimaobi Amutah
EDSE 647
Book Review
Is Bill Cosby Right?: Or Has The Black Middle Class Lost Its Mind?
by Michael Eric Dyson
Each year in cities and towns large and small throughout the United States races for municipal office seem to boil down to two dominant, pervasive, and recurrent political issues: public safety and public education. Crime and education are so important to citizens because they concern not only the voters themselves but, most often, their invaluably precious children. Whether one looks at statistics outlining arrest and incarceration rates or dropout and literacy rates, the racial group doing the worst across the board is Blacks. Myriad theories have been put forth as to why this is the case and a plethora of articles and books have been published based on formal, scientific research as well as informal observation and reflection. In the book Is Bill Cosby Right?: Or Has The Black Middle Class Lost Its Mind? by venerable Georgetown University professor of sociology and cultural commentator Michael Eric Dyson, Dyson reflects on Bill Cosby’s take on why the community that he is a part of seems to fare so poorly in this society.
The book’s antecedents lie in a highly controversial speech that Bill Cosby delivered in May 2004 after receiving an award at a commemoration event paying homage to the historic Brown v. Board Supreme Court decision of 1954. In his speech, Cosby decried the state of Black youth today who speak improper English, fervently pursue careers as athletes and rappers, and lack the basic self-discipline and motivation to make anything of themselves, their families, and their communities. Cosby’s comments sparked a firestorm of responses, most critically from other Blacks who felt as though Cosby’s age, wealth, and fame have left him out of touch with the current youth of the Black community and thus disqualifies him from making such generalized and hyper-critical statements. Michael Eric Dyson was one such critic who has made a point of combatting Cosby’s harsh rhetoric.
In his book, Dyson, in true social scientist form, makes the case that extrinsic issues are more to blame for the myriad issues facing urban Black youth of today than a lack of quality parenting as Cosby professes. Dyson points to still-present and documented institutional racism that accounts for police arresting and charging Blacks at rates much higher than other racial groups as well as prosecutors seeking trial and incarceration more often than plea bargaining and judges issuing lengthier prison stays for Blacks. Dyson places Cosby in the same tradition as other elitist Blacks throughout U.S. history who were heavily critical of Blacks who they felt embarrassed the race, particularly in front of Whites--the “Afristocrats” as Dyson cleverly deems them. He makes these points all the more personal with regards to Bill Cosby by pointing to Cosby’s own struggles as a parent such as fathering a daughter out of wedlock and having another daughter publicly struggle with overcoming a drug addiction.
This book is highly pertinent to the work that we as educators do, particularly at my current school. The KIPP network of charter schools in general and KIPP Delta in particular prides itself on working in rough inner-city and rural communities with majority-Black and Latino students from low-income backgrounds. One of the hallmarks of KIPP is discipline and the lengths to which we go to have our students speak, sit, walk, and even read with proper etiquette is amazing. Visitors to our school from local farming groups to the Governor of Arkansas remark at how amazingly well-behaved, courteous, and well-spoken our students are. This behavior seems to fly in the face of their preconceived notion that our students would be the type of students that Bill Cosby lambasted so passionately back in 2004. Our poor, Black students are expected to be loud, speak improperly, get into fights, and not have high standardized test scores. Far too often, students internalize these expectations and they morph into self-fulfilling prophecies. Thus, Dyson is correct in saying that low-quality parenting is not the predominant factor contributing to the state of Black youth today. Sadly, a lack of exposure to their own possibilities and a dearth of self-esteem are more deserve a greater share of the blame.
First, we're happy to announce that the team has identified and fixed the issue with the YouTube conduit; you can now find and add videos from YouTube to your library and posts. As always, thanks for your patience!
The other news we have today is about a new addition to the Six Apart family: TypePad Micro, a new free level of TypePad that is streamlined for microblogging. We see a new form of blogging emerging that lives between the quick status updates of Twitter and Facebook and the long-form posts of "classic" blogging; TypePad Micro is designed to meet that need. You can read more about TypePad Micro in Chris Alden's post on the Everything TypePad blog.
A lot of the new capabilities we've added to TypePad this year were actually inspired by some of the best things about Vox: favoriting, member profiles, a dashboard to follow other bloggers, and easy ways to post content from other social media sites. But the things that make Vox different from TypePad are still there: Vox has always been -- and still is -- the best place for "friends and family" blogging, where you're in control over who sees what. TypePad, on the other hand, is built for the blogger who wants, no, craves, attention.
Do you have a passion or interest you want to share with people beyond your Vox neighborhood? If so, we'd love it if you tried out TypePad Micro. Maybe you've always wanted to start that obsessive blog that's just about waffle restaurants. Or want a place to share videos of your favorite band (Jonas Brothers, anyone? Anyone? ...). TypePad Micro's great for those topic-specific blogs. Take it for a spin and let us know what you think.
On the Vox front, our designers are working on some cool new themes (coming soon!). We'd also love to hear your thoughts about where we should take Vox in the coming year. What are the key things you'd like to see for Vox? If you've had a chance to use TypePad this year, what are the features there that we should bring over to Vox? And, if you're thinking big thoughts, how could we connect the Vox and TypePad communities in order to bring together bloggers and their shared passions? Your feedback is really important to us, so please leave a comment here, or shoot me a message.
And again, thanks for your patience as we found and fixed the YouTube bug!
~ daisy
As many of you have noticed, the YouTube Conduit is not working. I am so sorry about this; I know how frustrating it is.
The team is looking into how to get this fixed and I will update you as soon as I hear something. In the meantime, not all is lost... There is a work-around for posting videos.
When you're in the Compose Screen, just click on "embed." Ignore the fact that it says "Widget" before everything because you can definitely use this to embed videos as well. You'll just need to input the embed code from the video, enter a title (if you want) and hit OK.
It might not show up perfectly in your compose screen, but when you hit "Save," your video should appear just the way you wanted it to.
Hopefully this will allow you to keep posting videos while we figure out what's happening on our end.
As always, thanks for your patience.
No, it doesn’t have to. No matter how constrained a teacher is, I’ve determined that school does not have to be a creativity killer. To apply some ancient, wise words (2 Corinthians 4:8-9): “We are hard pressed on every side, but not crushed; perplexed, but not in despair; … struck down, but not destroyed.” In other words, NCLB and the obsessive, accountability-driven administrative directives it begets cannot single-handedly kill creativity in the classroom. Sure, state tests “stigmatize failure,” as Ken Robinson states. Teachers, though, do not have to stigmatize failure.
Take a measure as simple as rewarding students for non-academic feats, for instance. Awarding Student of the Month to the most spirit-lifting comedian in the classroom validates him as much as a good grade. Teacher-initiated rewards address and negate Robinson’s contention that school only the intellectual successes at school are the winners. He contends that “the whole purpose of public education …is to produce university professors. … We shouldn’t hold them up as the highest form of achievement…they live in their heads.” Nay! The purpose of school is to make something productive out of young peoples minds and hours. Sure, there are ugly class wars circling around how those minds and hours are spent. But ideally, school is for producing more productive (emotionally, spiritually, vocationally --- not merely intellectually) members of society. School is where students have training wheels for how to function as adults. It’s a mini-society. I think Robinson would be a huge fan to Rousseau’s anti-social, child-centered vision of education. Unfortunately, as pastoral and sweet as this vision is, it falls short of what humans were created for: to serve and better each other.
No, schools do not “squander” the innate creativity in children wholesale, as Robinson overconfidently asserts. Schools are the environment in which time is set aside for creativity to be required. Without the structure of school, creativity wilts. Robinson is right to point out the paradoxical nature of creativity, such as that we do not mature into creativity, but rather we outgrow it, but he misses this important paradox about it: creativity needs structure just like fire needs oxygen. Without the push and the constraint to fuel creativity, or the probing questions of the teacher, or the small encouraging remarks along the way to the final creative product, a child’s creativity will be stifled. Also, in a school functioning properly, in which reading aloud and extolling reading should be a daily activity, the imagination will find no lack.
As to Robinson’s allusion to Picasso’s quote that we grow out of creativity, neither do I fully agree with this. Older children (teens) can use colors, tweak words, arrange sounds, plan projects and papers and speak more eloquently and purposefully than their younger counterparts. Who has the authority to say that creativity with more direction and eruditeness is somehow weaker than the innocent creativity that streams from a little mind? Classifying creativity in an hierarchy (eerily akin to what NCLB test standards do—classify schools and student achievement) and judging creativity as “the production of something both original and useful” (paraphrase) is rather utilitarian itself. Robinson defines creativity to uptightly, I’m afraid.
Go forth and fill your libraries with media.
Seriously, thanks to everyone for being so amazing and patient. You are the reason I love Vox.
The Tunica River Park affords a host of opportunities for people who are seeking to understand the historical importance of the Mississippi River's usage from its beginnings with the Native Americans and conquistadors up through it's present-day significance as a major channel for transporting goods and individuals through the American midwest. In an ideal world my students would be able to visit the park and take advantage of the plethora of exhibits and time periods featured at the museum. However, structuring this time to maximize my students' learning must be undertaken carefully so that my students get the full effect of the academic experience of the Tunica River Park and do not simply view the excursion as pointless field trip.
Some of the before school activities that I could have my students complete are:
1) Completing a KWL chart to document students' knowledge prior to visiting the Tunic River Park
2) Researching the history of the Mississippi River and how it has been used in the past by disparate groups
3) Visiting a local river (i.e. the Yazoo River) and having students read about its historic regional significance
Some of the activities I could have my students complete while they are at the Tunic River Park are:
1) Creating a timeline to document the settling of the area around the Mississippi River
2) Describing the work of major figures who settles or worked along the Mississippi River
3) Formulating a schedule for other groups of students to complete a walking tour of the park on their own visit
Some of the activities I could have my students complete after their visit to the Tunica River Park include:
1) Finishing their KWL chart by filling in five things they learned from their visit to the Tunica River Park
2) Developing a community service project to spread the word throughout the Delta about the river's import
3) Writing a persuasive letter to a member of Congress urging them to allot money for sharing the river's history
When teaching in the districts that MTC places us in, tangible success is often hard to come by. Failure seems to be what is constantly in our face as we think of all the things that our students are doing besides learning, all the places that our students will likely end up besides college, and all the classroom management issues we face that make us want to roll over and call out sick. Every. Single. Day. Still, it's in the little things that teachers anywhere but especially in "critical needs" districts must focus on to maintain drive and focus and continue doing what too many others have deemed highly improbable or flatly impossible for centuries: educating poor Blacks.
In many of these districts MTC teachers teach in standardized tests are seen as foreboding signs of eminent doom and embarrassment. In these places, teaching "to the test" is often resorted to as the means through which educational salvation is reached. Teaching to the test is one thing but when you're in a school environment where, from day one, what's communicated to teachers is that teaching to the test is the ONLY thing, well then you're at KIPP. On some level this is understandable as testing determines so much at charter schools like KIPP from our enrollment to our ability to woo private funders to the very renewal of our charter with the state of Arkansas. However, I cannot help but shake my philosophical belief that I have more important life skills to teach my students than finding equivalent fractions and answering multiple choice items using process of elimination.
In any event, our big state test in Arkansas is called the ACTAAP or the Benchmark Exam. KIPP Delta in Helena has some of the highest test scores in the state at the middle school and high school levels. Last year, 94% of our 7th graders at KIPP Delta scored proficient or advanced on the mathematics Benchmark Exam compared to 66% of 7th graders statewide and only 33% of students in Helena-West Helena's regular public school system. What makes this even more remarkable to many is that our school is 99% Black, 99% free/reduced lunch, and in the heart of dilapidated downtown Helena close by local housing projects, gang territory, drugs, and prostitution. Last year's 7th grade math teacher who got these results was so successful that she has been given the green light to found her own school which will be opening in Blytheville, Arkansas in the fall of 2010 as a new KIPP middle school. She's only a year older than me. The venerable 7th grade math slot was thus available when I applied to KIPP this past spring and who teaches this course with the districtwide spotlight on it now?: me. The Black, hood guy from Harvard with two years of (social studies) teaching experience who's a few credits away from a master's degree in education.
Anyway, to my success story. In preparation for the end-of-the-year Benchmark Exam we take practice Benchmark Exams every month. We chart the progress of our students and use the practice Benchmark Exams to target particular students and skills for remediation and re-teaching. Results are scrutinized for hours on end at the individual, school, and district levels. It is highly nerve-wrecking to see where your students are at month-by-month and to know that the results will be known almost immediately by your peers and superiors and reflect your quality as a teacher. Lovely. In any event, the first practice Benchmark Exam we took was in late September. We took a second one two weeks ago in late October and although the success or failure of my students on the September exam could largely be attributed to what my students came into 7th grade knowing, my school director was clear in communicating that the October exam's results would be all my own.
Much to my surprise and the surprise of many a colleague, I'm sure, not only did my students' scores increase from the first to the second practice Benchmark Exam but these were the only scores that increased in any grade level, in any subject area at the entire school. Fifth, sixth, and eighth grade math scores went down. Fifth, sixth, seventh, and eighth grade literacy scores went down. Fifth, sixth, seventh, and eight grade reading scores went down. Fifth and seventh grade science scores went down (we don't do sixth and eighth grade science testing). ONLY 7TH GRADE MATH SCORES WENT UP!!! I was elated when I saw the numbers displayed on the dry erase board at our faculty meeting the night we stayed at school until 10 p.m. grading exams and inputting results on our district network for more scrutiny. When looking at the individual students and their performances from the first to the second practice Benchmark Exam, I also noticed that most of the students whose scores increased were taught by me and not by the more experienced and better respected 8th grade math teacher who takes 15 of my 7th graders into his algebra class each day.
That's wassup. Right?
