#37) Five Years … Make Them Count
Some years ago I read an educational article that stated a significant percentage of new teachers will have left the profession in five years.
Only five years?
I compose this blog with a unique sense of irony because as fate would have it, I was out of the classroom after five years. Although I moved into school administration, I am evidence that the five-year premise has validity.
The five-year premise has to be taken within the context of the times. Context shapers include:
- Unlike my parents’ generation, who valued getting a good job and staying with it until retirement, it has been predicted that members of my generation will switch jobs/ careers several times during our working years.
- The predicted “teacher shortage” of the new millennium did not occur as drastically as anticipated. Perhaps, the economy is so dire, not many can actually afford to retire. Or many of those who were to retire are so invested in their commitment, that retirement is not something for which they are counting down the days.
- There are less “neighborhood teachers” in this generation. Teachers, who knew the parents, attended the local church and coached the little league teams. Newer teachers may live outside of the community, which in itself is not a bad thing, but does present complications for the bond forging that happens when teachers live and work in the community that they serve.
Those are just a few very general context shapers, now I will share a few personal ones:
- During my first year of teaching, our local union and administration approved a new contract that provided great compensation (as it should have) for veteran staff and pennies for new staff. When I compared my earnings with my college peers, the “good feelings” only carried me so far as I was still leaning on my parents to assist in areas where my earnings were too short.
- My third year was my best. Personally, professionally, and spiritually, it was indeed a time when all variables were working in beautiful harmony.
- The pervasiveness of professional development expectations loomed large. In order to move from a provisional license to a professional license, I had to attend a designated number of professional development hours or complete 18 credit hours in a graduate program. At the moment, I figured why take 18 hours of things I already knew (I had earned my master’s before teaching); why not use the opportunity to learn something new? That something new was administration. Which could lead to more pay and the opportunity to continue working in schools. Once I made that choice, the perfect variables from my third year of teaching changed. They transformed into: do I want to be doing the same thing at age 28 that I was doing at age 23? How many more years in this contract before I see a significant pay bump? I have more gifts to share, so I was beginning to feel “contained” in the traditional classroom. Along with those thoughts, came the psychological break from working to be an extraordinary teacher to I can exercise the skills I already developed while working on new talents.
I share those thoughts with you not in the spirit of whether they were good or bad, right or wrong; but instead to show how even a committed educator gradually choose to leave the classroom after five years.
So is all lost? I answer with a resounding NO!! Yet in addition to that answer I must add, some of the variables I experienced as a novice teacher expedited my transition away from the classroom. The cold shoulders from a number of my colleagues and the shrinking numbers of new teacher peers made me feel as if I were on an island, left with the singular choice of doing what was best for me. I no longer felt a part of the family, a part of the district, and a part of something larger than myself. In hindsight, the mentorship provided by then-MEA President Julius Maddox was essential in maintaining the fire to teach during my third through fifth years. After Julius was no longer president, it seemed as if the “professional growth” aspect of teaching had died and I became overwhelmingly discouraged with thoughts of doing the same thing for the rest of my life.
So for administrators, mentor teachers and others, it is complicated to change the tenor of the times. Some of your new teachers will find new careers. But it doesn’t have to be all of them. While I do not prescribe to having the cure-all remedy, I do strongly advocate creating a sense of belonging, a sense of purpose and a sense that one’s effort contributes to something larger than themselves. If your team can create that climate mixed in with appreciation and support, then chances are greater that your best new teachers will belong to the family for longer than five years.
#35) Measure Twice, Cut Once
I have recently returned to my alma mater as an administrator and professor. On the first day of staff introductions, I was reacquainted with the former Dean of Students. I thanked him for listening, for giving my situation full consideration and having a heart of empathy. For you see, the code of conduct explicitly states that fighting is prohibited and at that time when I was full of immature bravado, Dean Smith had more than enough justification to expel me.
Instead he chose to listen to all the circumstances, factor my immaturity and consider my potential. He chose to keep me as a probationary student. Had he chosen otherwise, we definitely would not have had our encounter this week.
My father is an electrician. Instead of giving me money, he made me earned it. I carried tools, installed a few light switches, held the ladders he climbed, swept up sawdust, got jerked around for holding drills improperly and held the flashlight while he worked after twilight. On one occasion, we were installing an outdoor lamp that was to be attached to a house. I had worked enough with my dad to earn his trust in bending and cutting pipe. Only eight feet of those ten-foot metal pipes were necessary to house the wiring for the light. My father with his penchant for uniqueness preferred two 45-degree bends as opposed to one 90-degree bend. Since he approaches his work like a craft, the precision of those 45-degree bends were a testimony to his skill and diligence. He entrusted me to carry out his signature bends and cut the pipe with the same assiduousness that he would. He said, “before you bend and cut that pipe, you better measure it twice to be sure the markings are right so we only have to bend and cut it once.”
He used this simple directive to masquerade a profound life-lesson – measure twice, cut once.
Regarding that pipe, I half-heartedly measured and commenced to produce unevenly distributed bends on a pipe cut too short. My dad docked my pay – the nicest part of learning that lesson. The disappointment on his face, the haphazard handling of his craft and the casual disregard for his directive all manifest itself in a midget-crook-in-the-neck pipe that we couldn’t use. Because when dealing with something essential, before making a choice that will alter its form, we should measure twice and cut once.
When administrators are overburdened with disciplinary issues, it’s easy to “suspend them all”, and in our fatigue, our frustration, and impatience we will make midget-crook-in-the-neck pipes of some of our students. Indeed, rules serve their purpose but for the child who would rather fight back than be bullied – we should measure their situation twice before dispensing discipline once. For every student kicked out of class for daring to stand-up to tyrannical teacher – we should measure twice, cut once. For every apparently combative parent that interrupts our day – measure twice, cut once. For every choice you make that impacts the life of another – measure twice, cut once.
Dean Smith chose to measure twice. When he accurately made the one cut slicing off my immaturity, he in fact contributed to building a future colleague.
#34) Preparation Meets Opportunity
The Roman philosopher, Seneca says:
Luck is when preparation meets opportunity.
I do not believe in luck. I believe in blessings. I believe in the unfolding of God’s plans. Yet, for God’s plans to unfold – there is a prerequisite called FAITH.
Years ago, I was a pretty good football player. My dad jumped started my work ethic when I was a small guy by pushing me to do half of the workout that my older brother, Damon, did. Damon played sports for DePorres. During his junior year, Damon did not lose a game in football or basketball. You see not only was Damon a well-prepared athlete, he was exercising his faith in God’s plans by preparing to make contributions to winning teams. Damon didn’t fold his arms and assume because they were DePorres that they would win. No, instead he invested himself in every practice, did extra work at home and in alignment with his teammates focused upon the championship opportunities ahead. There was the exercising of faith as preparation. There was God’s plan. There was opportunity and eventually the blessings – championships.
I didn’t go to DePorres. I mirrored Damon’s work ethic and extended a whole heap of self-will, but I never won a championship. In fact, my best opportunity for a championship was squandered by my own temper: “Coach, I got suspended for fighting … I’m gonna have to miss the game.” The game turned out to be a nail-biter. All of my teammates did their part, but we lost 9-7. What stands out is that I played outside linebacker; no one could run around my end. Except … when I wasn’t there. The difference in that game was that team ran around my end for more yards than all of our other opponents combined. Later that season, as our playoff hopes began to vanish, I prayed that God give my teammates a chance and to not let them down because of my choice to fight in school. While we were one of our school’s best football teams ever, we didn’t win a championship because when the opportunity was there, I was not prepared.
There is an African proverb that says: joy for the raindrop is entering the river. For years I have prepared. I have been underpaid. I have been aligned on some bad teams. I have learned from some upstarts, future greats and accomplished leaders. I have toiled as an understudy and background player. Forever focused upon God’s plan unfolding for me, forever preparing for the opportunity to be presented, forever hoping that this team will be my very own DePorres. Like an aircraft prepped and circling the runway, I have waited for the all-clear signal for take off. I have waited for another opportunity. I have long sought the joy of entering the river.
As we fold the calendar days back and prepare for 2010, I stand at the cusp. I stand at the end of what football players call off-season preparation. I have exercised, toiled, hoped, studied, researched, commuted, cried, prayed until finally … I’m here. One more step and the genesis of my dreams, an opportunity, and moreover God’s plan unfolds. Wow, this is it.
Michael Jackson – This Is It – Directed by Spike Lee from 40 Acres and a Mule Filmworks on Vimeo.
Happy New Year!!! (and thanks Rashad for the MJ link!)
#33) Dreams Come True ….
When we embark upon our chosen professions, some of us make our choice based upon how much money we expect to make. While others choose a profession as an extension of their dreams, their passions and an unyielding confidence that despite what others cannot see, their ambitions are obtainable and true happiness can be achieved.
Which is why we choose to dedicate this blog to our friend and soon-to-be one of the premier journalist in sports, Rashad Mobley. To say that Rashad is a sports fanatic is as obvious of a statement as saying water is wet. Sports and good music are essentials to Rashad. Moreover, documentation of each through thought-provoking, heartfelt stories is one of Rashad’s greatest passions. Recently, Rashad had the blessed fortune to interview NBA Hall of Famer, Kareem Abdul-Jabbar. For years, he has shared with anyone who would listen that interviewing Kareem would be a dream come true. THANK YOU Rashad, because the fulfillment of your dream is an inspiration (& great read) for us all! As for the rest of us, the new year is quickly approaching – have you been working toward your dreams? Hopefully you have, because along the way is where you will find some of your greatest joy.
Kareem & Rashad
#32) What’s Worse than Worst?
Fourth and Eight Grade students in Detroit Public schools achieved the worst scores ever measured by the National Assessment of Education Progress – the … Worst … Scores … EVER.
Can it get any worse?
I will not waste time blaming teachers, because too many capable ones are over worked in overcrowded classrooms – so, no I do not blame them.
I will not waste time blaming the past administration – the present shape of the district speaks more loudly about their actions than I ever could.
I won’t even blame the school board – I probably could but just like the administration the current state of the district speaks to their leadership.
What I hope to contribute with this blog is my two cents advocating visionary leadership for school districts. Maybe no one else may agree, but I emphatically state that too often educational organizations are the most unimaginative, slow-to-change, reactive-instead-of-proactive organizations of all. Or maybe that perception only holds merit in Detroit, but I doubt it.
For you see, many of the ingredients that can be found in this distasteful stew of deficiency– evaporating tax bases, diminishing per-pupil spending, crumbling infrastructure, and more have been brewing for years, even decades. None of those detracting attributes occurred over night. Did anyone see the writing on the wall? Did anyone hold a finger to the wind? Did anyone care to prepare for the future?
The ongoing vitality of any institution or organization relies its ability to be innovative and maintain current success while learning from shortcomings. Just as General Motors has demonstrated, not all organizations realize they have fallen behind until it’s nearly too late. Perhaps Robert Bobb will lead an educational revolution in Detroit much like Carlos Ghosn did at Nissan or even as Lee Iacocca did at Chrysler; it does appear that he is laying the foundation for such a revival. As for Detroit Public Schools, if the NAEP test scores reveal nothing else they should sound a clarion call for change … because it can’t get any worse than worst, can it?
#31) Griff, my departed friend
In a sense, I guess we can say the dismissal bells of life have rang for Jerome Griffith. This immense sadness with which we are feeling due to his passing is only surpassed by the incredible joy we recall when thinking about our experiences with him. As has been said all too often, we never really miss what we have until it’s gone – I guess that’s what makes us human, ever idealistic that these moments, these friends, these love ones will be with us forever. Griff has reminded us of the error in those assumptions.
When I met Griff, I was a novice administrator and he was one of the teachers in my department. His charming, personable manner endeared him to many. Moreover, the effectiveness of his instruction resonated throughout the building. Say what you may, but this brother could TEACH!! I would often kid him about one of his evaluations, when he began to believe the lesson wasn’t going as it should. I was already impressed, but his personal expectations were higher than what could be measured on an evaluative rubric. So suddenly, he rolls up his sleeves, kicks off his shoes and commences to deliver one of the most outstanding lessons I’ve ever seen. The lesson was an introduction to compound words, and like a great composer at work, he was conducting, teaching, assessing, engaging and inspiring those students to level of comprehension so impacting that in the years that have passed I still marvel when I see the word down/town.
Maybe that was it. Whenever you meet someone passionate about their craft, it sticks with you. It becomes a measuring stick used against everyone else. It carves its own space in your memory and moreover, it can become a tipping point in your life.
I am honored to have worked with Griff. More than being a phenomenal teacher, language arts extraordinaire, he is my friend. When I saw him and a few other former colleagues at a recent teacher conference, for a moment we were all family. Together, we shared hugs and a few quick laughs and then we departed to our respective sessions. I suppose that’s life; for a moment, we’re together sharing good times and a few quick laughs – then we depart pursuing our own respective journeys. But at that moment, I never expected that I wouldn’t see my friend Griff again. That’s Griff; even in passing he teaches a lesson. Rest in peace my friend.
Griff, Harris & Radzik - our Second Grade Team
#30) Don’t Smile Until Thanksgiving
I began my first year teaching weeks prior to my 23rd birthday. One of the veterans on the staff shared with me that because I was so young that the students would try to get over on me. Because of that, she suggested I should begin the school year very firm and stern. To insure a no-nonsense approach, she also recommended that I not smile until Thanksgiving.
On the surface, that advice seems both humorous and cantankerous. Yet, beneath the surface lies the value. It is much more to a teacher’s advantage to begin the school year firm and fair and eventually develop a rapport that is friendly and loving but mandates excellent effort; than it is to begin the year too friendly and fun only to be left scrambling the rest of the year attempting to regain control.
Effective instruction cannot happen in a mismanaged classroom. While it is true that we seek to develop learners with a voice and ability to reason, the classroom still remains most successful under the reigns of a caring, driven, benevolent monarch. Meaning there should be clear lines of leadership, organization, responsibilities, roles and expectations. This does not advocate tyranny or intimidation, but it does prescribe to a teacher managing the learning environment as a responsible adult leading children.
It has always amused me that some of the most incorrigible students, after their initial rebellion, respond so productively to a well-organized and firm teacher. Yes, the teacher laughs (sometimes). However, their leadership, their instruction, and their sincere concern about student learning is not a joke.
Too often in mismanaged classrooms, we find teachers attempting to be buddies with the students. Being a buddy and having buddy moments are different. If a student is troubled and seeks compassion – that can be a buddy moment. Allowing student misbehavior for fear of hurting their feelings is being a buddy and it is a recipe for disaster. Want to witness a horror movie in the making? Visit a teacher who is too chummy with the children during the first weeks of school, within months you will watch in horror as that teacher fumbles additional task like time management and completing instructional objectives. Why, because too much energy will be used in hoping to coax their young buddies into listening.
That doesn’t mean that the buddy-teacher cannot turn things around, because they can. It is a massive undertaking, but can and has been done. One thing that has to change is their perception of themselves. Sure, buddies care about each other. However, buddies often do not know more than their counterparts, as if they are peers or on equal footing. So if the students think that they are buddies with the teacher, it distorts their understanding of the teacher’s role. The transformation of the buddy-teacher begins with the teacher’s own understanding that they are the educational professional, the resident expert within their classroom. This self-perception establishes them as the sage and because of their care and concern, they choose to practice a variety of strategies to facilitate the learning of the children blessed to be in their classroom. By no means, is the intention snobbish; but in seeing oneself as the leader and as the expert, teachers carry themselves in a more responsible way – a responsible way that belies buddy-buddy relationships with children.
Once the roles within the classroom are defined, expectations established and there is evidence of how those things can work for everyone – when all those things happen, then the teacher can smile … and hopefully it’s before Thanksgiving.
Share your thankfulness with the ones you love this Thanksgiving!
#29) But It’s Not Appropriate for Children
A few years back, it was quite a fashion statement to wear Al Wissam jackets in urban areas. These leather winter coats had the fashion distinction of uniquely hand-stitched depictions all over. Some of those depictions were of local landmarks, magazine covers and scenes from popular movies.
One of the most popular Wissam jackets when I was a principal depicted scenes from the 1980’s movie Scarface featuring Al Pacino. Scarface holds cult status in urban communities. Its violence, drug use and heavy profanity appeals to tough guys everywhere. While the movie has it fans and Al Wissam jackets posses artistic flair, the merging of the two onto the body of a six year old was enough to cause this administrator great alarm.
For the sake of privacy, we’ll call this adorable first grader, Bobby. Bobby was the only child of an overworked, young single mother. In many ways, it appeared that as if her happiness and aspirations for life was all channeled into Bobby. Bobby had worn a blue winter coat with sleeves a tad too long that zipped up just below his nose. During recess, it was fairly common to see those blue sleeves flapping about in pursuit of his classmates. Yet on the first Monday following Christmas break, Bobby came to school with a Scarface Al Wissam jacket.
As the students entered the main hallway, I noticed some fifth graders in a circle gawking over something. Within that circle was Bobby, basking in the praise of his cool jacket. He was modeling the front and back artwork for the fifth graders. When I joined the group, I came face to face with a depiction of Tony Montana (Scarface) shooting a gun. I have seen the movie and recognized the movie’s quotes that the fifth graders were reciting. Although I admired the craftmanship needed to design such a coat it; under no circumstances did I believe a coat with that type of depiction is appropriate for a child.
I joined Bobby for dismissal that day and invited his mother inside. After some small talk, I brought up Bobby’s jacket. His mother asked did I like it and shared the cost of it. She elaborated that Bobby had asked for it and she wanted the best for her son. I agreed that it was a distinctive coat but shared reservations about the image on the coat. I told her about the fifth graders, who while admiring the coat were reciting the line from the movie when Tony Montana shoots his enormous gun. She laughed and said she’s seen the movie many times. I shared that I had seen it also, but zeroed on the fact that my parents would not let me see the movie as a child. My parents believed that a movie about a violent drug-dealer was too much for my young mind.
I attempted to rationalize with Bobby’s mom by saying that in wanting the best for her child, she may have indirectly done him a disservice by valuing that particular coat. She really thought I was giving her a hard time and angrily retorted: “you goin’ to kick him out over a coat?” To which I responded, “no, but I am asking you to let him wear his blue coat to school.” She was pensive. My next approach worked better. I inferred that how do we know those big kids were not plotting on taking Bobby’s coat? I do not believe that they were but I so felt strongly against that image being glorified in our school that I was hoping for something short of using the policy manual. She never expressed an understanding for my reservations but the threat of theft prompted her to consent.
The next day, Bobby asked me why I was playa-hating on his coat? At that moment I was further convinced that the work of educators has to go much farther than the classroom. I also felt a sense of defeat. Yes, I had gotten Bobby’s mother to not send him to school with it – but the true lesson of not allowing our children to wear adult themed garments was lost. So in addition to being Bobby’s principal, I was a man with nothing more to do than playa-hate on a six year old with an expensive jacket – Lord, have mercy…
#28) My Love for Learning Centers / Kids Say the Darndest Things
One of my favorite strategies for instruction and classroom management was the use of learning centers. Learning centers being the simultaneous use of a variety of distinctively different learning activities with varying levels of difficulty.
My comfort zone hovered around four to five learning centers with five to six students working at each of them. The most challenging center would be the newest skill / objective that I taught. I would actively teach / guide / facilitate at this learning center. A second center that required a balance of input from me and independence from the students would be located nearby for my periodic interjections. The remaining activities would require student independence on skills they needed to perfect. For example, here are a few centers I would use during language arts time:
A) My Center – Reading aloud from reading level texts
B) Somewhat Independent Center – Creative writing with prompts and guidelines
C) Independent Center A – Writing spelling words, dividing them phonetically and using them in a sentence
D) Independent Center B – Sentence Pyramids beginning with a word (a noun), then making a two word sentence with it, then a three word sentence, a four word sentence and so on.
Using learning centers promoted a level of on-going activity in my class and was also a reflection of how I like to work. I would give the directions for each center to the whole group before designating which particular center I wanted them to start. I would set a timeline that would encourage student accountability as they were responsible for completing all the centers within the designated time.
Learning centers really help me cover a significant amount of curriculum while also permitting whole and small group instruction. As an instructional and classroom management strategy, I found learning centers to be tremendously effective.
I must share that while teaching kindergarten, one of the learning center activities was to create an invitation for parents to attend an after-school event. The invitation was to be crafted in the form of a personalized letter complete with a heading, a salutation and a complementary closing line. The closing was “Love” and the student’s name. After I gave the directions and modeled how completing this activity would look, one of my boys raised his hand with a question formed as the most hilarious statement uttered from a five year old. He said, “Mr. Duncan, I don’t know how to make love.” The classroom assistant and I burst into blushing laughter. This boy was referring to his disappointment with making the letter L backwards. At the learning center, I was able to properly demonstrate the proper way to make an L when writing love – truly kids say the darndest things.