It's a Wonder I Stayed In Public Education!

When I was a new teacher, I wanted to find the key to unlocking success within my students. My desire was to teach them how to become learners. So, I start breaking down the parameters on how students learn. I wanted to know where my students fell off the beam.

Starting with the psychologist, I asked questions. I wanted to know what could I do in the classroom for the processing deficits of my students. I received blah, blah answers that sounded like the teacher’s voice on Charlie Brown.

I was not satisfied, somewhere, someone was trying to lessen these problem for challenged learners; I wanted to be part of the solution. I still needed to learn more about everything, I found educational areas of innovation and best practice. I turned no idea down I was open to learning.

This upset some of my colleagues. Why? I have no idea. Rocking the boat. Doing too much.
Of course, when I wanted to create, utilize innovation and attend conferences or workshops I had to go to the ADMINISTRATION. The administration makes decisions about taking time off work, what fund a substitute teacher’s pay is allocated and registration fees before attendance or implementation takes place. Like Hollywood, I have to go pitch my idea and plan of action. Well, I’ve had some pitches go well and some let’s just say you be the judge.

I've been told many things throughout the years. Here are a few are actual statements from ADMINISTRATIVE STAFF:
• That's great, we don't have money for that
• That's great, ask Title I to pay for it
• Ok we will pay your sub but not the conference, hotel, material, etc
• Sorry there is no money
• Why are you doing this?

With these kinds of responses it’s a wonder why I continued on. I did continue on and over 90% of my training and expertise in education has come from my own resources. Yes, my own pocket. The school system did not care how much of my own money I spent as long as they were not spending it. Here’s a question for you. How many teachers today are updated on best practices in education?

Not many. If the teacher is waiting for the school to pay, they can keep waiting. Don’t believe me ask your kid’s teacher the last conference, innovative lecture or new software training they have been to. The answer won’t be pretty in public school. How can we be better if we don’t use better tools and paradigms? Learn the learner; know the learner, teach the learners.

Could This Be The Problem With Public Education?

Working in education has been very rewarding and very challenging. As I taught and watched students with special needs struggle with learning and life, I strived to find more efficient means to help support them. When I was a new teacher in Gardena, California, I asked the school psychologist how do I help my students with auditory processing or visual integration? I received the standard answer, “Well, the student can sit in the front…” This answer was the beginning of many standard answers I would receive from blank faced people who wondered why I asked and why did I care. This was also the beginning of my trek to help students learn by adjusting the learning to the strengths of the students. Sounds simple right?
Not really. Try explaining to the district curriculum administrator in the inner city why students should travel the California coast as they learn standards based lessons in the areas of history, geography, science etc. She looked at me with a straight face and said, “Why do you want to take these students on this trip?” I explained that many of these students had limited experiences and this would enhance their learning capacities. I continued by saying, many of these students have not traveled or even seen downtown Los Angeles. The district curriculum administrator looked at me with a straight face and said, “Take them downtown.” That was it. It took weeks to schedule a meeting that lasted 5 minutes. I prepared: a written report which included the lesson projection and state standards, arranged the district approved vendor and arranged for funding. I wish I knew her name, I’m sure I blocked it out. I was very discouraged.
At my school site, Peary Middle School, I had great success in the following: being chosen to participated in the Mark Walden Yosemite Science Trip with 11 students, 3 years of Big Bear’s Adapted Ski School ski trips with Stephanie Anderson from Whitney High School, and a Harlem Globetrotter writing award and school assembly that my 7th grade special education class won 1st place from the Daily News.
The disturbing rejection from the meeting with the district administrator did not drive me from the field of public education. I did rethink working in an environment that had a curriculum administrator who was not interested in curriculum that did not fit her ideals. I hated leaving my students, but I had to move on. I wonder how many good teachers move on, just move on. Could this be one of the problems with public education?