The first thing I have to say is this blog was planned for today. It doesn’t have anything to do with Wednesday’s Supreme Court decision on public unions. Instead, it has to do with the calendar.
The reason, as you see in the picture, is that my Florida teaching certificate expires tomorrow and since tomorrow will be Saturday, that really means today. I never had any intention of returning to a classroom, and never took any courses to do so. In fact, I left Florida, and it’s a lot harder to transfer teaching licenses from state-to-state than it is for driver’s licenses. Instead, I’m happily in the company of former teachers, some of whom left the classroom decades ago for their own reasons, and moved on with no regrets.
I became a teacher because I’ve always tried to help people. Before starting in 2006, I spent more than ten years successfully selling TV newscasts and web articles to the public, so they knew what was going on and became better citizens. I’ve worked all shifts at all hours, depending on resource needs and breaking news.
I may have come from a unique background but I did a whole lot more than spending eight years as a public school teacher in a large urban district. I became well aware of school districts’ needs, including the students, parents, teachers and other employees that depend on them.
I worked most of that time in Miami-Dade County, the fourth largest school district in the country. Broward County, where I worked briefly, is the sixth-largest. I found out how things get done in large bureaucracies. Those neighboring places are among the most diverse areas of the country with many needs ignored in the state capital, as I wrote in Wednesday’s blog.
My opportunity to teach came two years after returning to Florida from Philadelphia for family reasons. I was pretty much thrown into the classroom at Hubert O. Sibley Elementary (now Hubert O. Sibley K-8 Academy, named after the longtime president/CEO of the South Florida Educational Federal Credit Union) in the middle of the year. The regular 2nd grade teacher was about to go out on maternity leave. I had no formal training and scrambled to pick up as many of the regular teacher’s routines as possible, but my colleagues — who became like big sisters — helped by explaining lesson plans, while I knew how to make photocopies for them. Our relationship strengthened from there!
That was during the day. At night, I spent the next few years driving to schools around the district, taking the education classes I didn’t take while in college. It was hard work, and long days and nights, but I had students to use as examples while studying for my official teaching certification, and luckily the classes were sponsored by the district. That’s how much they needed teachers.
I moved to 1st grade for my first full year and got my students from the start. The one-year age difference was big for those children and they were out to please. I also benefited from a new team of teachers and best practices. My colleagues in all grades voted me Rookie Teacher of the Year.
Eventually, teachers moved or retired. I wasn’t the new guy anymore. Instead, I was grade chairperson.
Due to my different background than other teachers, the administrators “asked” me to figure out and run the school’s website. When we switched from actual gradebooks to putting in attendance and grades online, I was the point-person for any teacher with problems. In the middle of every quarter, I stayed hours late, printing out progress reports for every student in the school and dividing them up by teacher to be distributed. At the end of every quarter, I stayed hours late again, printing out report cards for every student in the school, and dividing them up by teacher.
That wasn’t it. Every year, I was removed from class to help administrators with the school’s annual School Improvement Plan. I sat at the assistant principal’s desk, in front of his computer, offering assistance with typing, technology and math. Eventually, after a few years, I spent days before that out of the classroom and in another school’s auditorium, full of assistant principals learning the district’s new procedure for that year.
It was around this time the principal chose me to run a 12-month after-school/summer program if only we’d win the grant, so I spent more time away from the classroom, in an office with a computer, writing text and filling in blanks. The principal insisted that even if the money came through, he’d see to it that I stayed grade chair for 1st grade. Unfortunately, the grant wasn’t made to be.
I stayed too busy as grade chair for 1st grade, secretary of the school’s Educational Excellence School Advisory Council (EESAC, a Florida thing), and point-person for its annual Career Day.
Separately, I got then-WTVJ meteorologist Paul Deanno to speak to children attending the school’s Saturday enrichment classes. (Paul is now chief meteorologist at KPIX in San Francisco.) Also, WPLG news anchor Calvin Hughes did a question and answer session with some of our 5th graders in the studio, through the school’s closed-circuit TV station. When things seemed to be going slowly, I quietly passed a handwritten question to the student interviewer. The assistant principal noticed and looked amazed! (I’d worked with both Calvin and Paul at Philadelphia’s KYW-TV.)
Then, I was elected Teacher of the Year and was told on the afternoon of the banquet in my honor that I was so good, I was being moved from 1st grade gifted to 3rd grade inclusion. Those were the lowest students, most in 3rd grade for the second time. Some reward!
Then, when I had to change classrooms for the first time in years — upstairs for the first time ever — I was made the union’s shop steward. I tried my best with each one of my growing responsibilities (including grade chair for 3rd grade, despite working with much more experienced teachers who actually knew the 3rd grade curriculum!), but decided that was probably going to be my final year at that school. There was only so much one person could do.
I’ll never forget the cries, up and down the 3rd grade hall, when the results of the FCAT (Florida Comprehensive Assessment Test) came out. If a student failed the reading section, that student would probably have to redo 3rd grade because that’s when a students stops learning to read and starts reading to learn. The test was so important, absolutely nothing got in the way before it. Any extra resources were directed towards 3rd grade, not to any younger students, as if reading comprehension doesn’t take years. Were those younger students supposed to suddenly rise up in 3rd grade after pretty much being ignored for years before? When I taught 1st, the principal asked all teachers of younger students to give up our last hour of the day, which was our planning time, to help the 3rd graders.
I couldn’t tell whether those children’s cries up and down the hall were happy or sad. Teachers were given a list of 3rd graders, not by whose class they were in, so we had to read the names in alphabetical order to ourselves, pausing until one of our students’ names came up, and then let that student know his or her future. What a way to be told! I think a full quarter of students were held back at Sibley each year.
Since then, the assistant principal transferred to the same role at another school and is now in federal prison for child porn possession. (It was not school-related.)
As for the principal, I’m surprised he’s still there. The exact moment I decided to leave Sibley was when his secretary asked me, as EESAC secretary, to sign a paper. Let’s just say there were issues with that paper. Too bad I had no chance to take a picture with my phone, but I warned the EESAC president at the time, who was also going to be asked to sign. Then, the principal called me back downstairs in the middle of a 3rd grade teacher planning meeting I was leading to explain why he wrote what he wrote. There was no excuse and I told myself I’d never be associated with anyone like that again.
I hear nothing but complaints from former coworkers who haven’t transferred out to where their talents and energy would be appreciated. The school’s grade has been C for the past three years, a D before that, and C for the five years before that. But the year before, I was proud to say we actually earned an A.
No, I don’t have a master’s degree. It would be nice, but there was no time. Instead, I think I’ve seen more things and done more jobs reliably without extra pay (other than for being grade chair) than most public school teachers anywhere have.
One was the funeral of a 1st grade student’s mother. His estranged father had dressed up as Santa Claus and knocked on their door. That’s when he shot the mother to death. The boy transferred out, to a school in Fort Lauderdale.
In 2013, I switched to a Jewish private school that happened to be at the synagogue where I grew up. (Actually, it merged with another and this was their new location.)
Many of the parents were respectful but too many were gung-ho about all the supposedly latest technology and a teacher who was a TV producer, etc. It was such a change from parents who were mainly poor Haitian immigrants, simply happy their children would have a positive American male influence. And it was such a disappointment!
So much for smart kids! There were certainly some, but way too many were needy and wouldn’t have made it in public school. Of course I’m generalizing, but the only advantage in life they had was that their parents were rich. When you’re that rich, and there’s a train coming while you’re being driven to school, there will be an announcement not to mark any students late that day. Are there excuses like that in real life?
I had no problem with the religious aspects but the way teachers were taken advantage of never ended. That’s what’s in contracts when parents are lawyers. They pretty much owned the teachers.
I left in January, 2014. If not, I would’ve had to come up with an idea for a program and offer it to students, whose parents would pay extra for them to stay after school, with the school and me splitting the extra tuition money.
The school isn’t there anymore. No website. It ended up merging with another school. Not even schoolwide shows like above could save it. Good riddance!
The last place I taught was Colbert Elementary in Hollywood, FL, after taking a few months off in early 2014.
I started as a permanent substitute as the place was renamed Colbert Museum Magnet Elementary. The name and curriculum changes were tries at improving the school, or at least the test scores. I hope it worked out. Remember, this was Florida.
As I remember it, each grade had to choose one thing from the curriculum per quarter and show it in museum form. That meant decorating the halls, for one, and inviting everyone to visit for an evening. We in first grade did aquatic life at the end of the 2013-14 school year. I was fairly new but got by. Unfortunately, the walls weren’t too good at holding tape and probably had to be repainted several times since then.
I had a great summer in Israel but didn’t have it in me to keep teaching. I had just had enough. It wasn’t the school’s fault. There was a great principal, Patricia Yackel, who was able to recognize every student in the entire school by name. Amazing! I didn’t care much for the assistant principal.
It was the day after Labor Day, 2014, early in the school year, and I’d known I couldn’t take it anymore. When I left, I told the assistant principal because Ms. Yackel wasn’t in the building at the time. That was a shame.
Despite all I’d been through, I still feel better about public schools and think every child should have a good one near his or her home.
Also, I’m against those “school choice” advocates trying to take money from public schools and let for-profit charter school companies run some. They can decide who they let in and refuse, while public schools can’t do that, so charter schools have a distinct advantage when it comes to test scores.
I also don’t care for private schools since they can also admit who they choose and don’t have to follow the same requirements other schools do. Besides, they lobby state legislatures for money they wouldn’t need if the children simply went to public schools, which most can. Others go for religious issues, which I understand. Then, there are those who have, or claim to have, special needs and require special settings. Meanwhile, the school takes the money to supposedly lower tuition but as I wrote, require more of the teachers, who usually make less money.
Wednesday, I got an email from a Florida doctor with an agenda. You could say I stay on his list for an education, even though I don’t know how he got my name. This is part of what he wrote:
“The outcome of the Primary Election on August 28 and General Election on November 6 will determine the future of our community for generations. One outcome could lead to expansion of vouchers to the middle class. Another outcome could threaten the $20 million we currently receive. We have arrived at the crossroads and all you need to do is vote. …
“Jewish schools received more than $20 million this year from state and federal programs but middle-class families will not experience tuition relief until the Florida Legislature passes an Education Savings Account (ESA) which will provide every Florida family an annual per student scholarship of about $7000 for use in paying tuition at a private school, irrespective of income level.
“This year’s elections are a tipping point. Immediately after the election, the new Governor must appoint 3 new Supreme Court judges. A Republican Governor will appoint judges who favor school choice programs. Judges appointed by a Democratic governor will create a majority that will support lawsuits that block vouchers and even threaten current funding.
“If we maintain a pro-school choice majority in the Florida House and Senate, ESA’s are a likely reality within the next 2 years.”
His endorsements will come and we can bet who they’ll be, at least in the general election.
Then yesterday, I got this from a national group writing about its efforts in Pennsylvania:
“We have helped secure millions of dollars for Jewish day schools through government advocacy.
“This includes funding for EITC and OSTC (Scholarships Tax Credits), enhanced security, school specific grants, and more. ALL of our children have benefitted over the past several years. And, our budget successes this week continued that trend.
“There are 8 communities with Jewish day schools in Pennsylvania, and we aim to serve each and every one of them.
“But we simply cannot do it alone. Your support will make a real, lasting impact on our children and families.”
So the point here was to ask for money.
But despite the emails I receive, please don’t think of this as a Jewish issue. It’s one area where Jewish and Catholic schools come together, and public schools don’t get the money.
Some parents and politicians have their own agendas.
As for me, I missed writing the news, took a wonderful managerial opportunity in the Tri-Cities of VA/TN, but couldn’t turn down a chance to return to my beloved Philadelphia. (I don’t regret the return; just the workplace.)
Back home, I’ve written news about the school district, listening and writing about budget issues, cuts made in the past, getting money from the state, and finding (and paying) lots and lots of new teachers. Click here for an example of one of my articles. I loved doing this and long-term projects such as the Democratic National Convention and NFL Draft, because most articles involved shootings, crashes and fires.
Enough already, and onto something meaningful. This former teacher hopes to make an announcement soon.
Click here to visit the section 2006-2014: Teaching Time.
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