Are you ready?

I mean, REALLY ready?

I ask for this reason: Yesterday a woman called my office and started a conversation about what she wanted to sell and had the unfortunate luck of getting the very person who might just buy on the phone. WELL, what happened next is probably best described as coming to a dance without the right shoes or maybe getting to the field without your shin guards--I dunno.

Anyway, it all went by in a blur; when told she had 30 seconds to make an impression, she balked. Big time. She started meandering through her past work history and other things that had nothing to do with what she wanted to sell. I felt bad for her, sight unseen. I really did. I pictured her working hard to keep the smile in her voice, probably using lots of hand gestures to pump the words out faster and faster to no avail. When she was given significantly  MORE than 30 seconds ("You have my ear. Tell me why I should buy from you.You called me to sell, so sell"), it still didn't happen. Perhaps she really should be in the solitude of a chemistry lab or a C.P.A., cuz from what I heard, she couldn't sell steak to a starving man.

It kind of makes you wonder though: how many of us are so convinced that we won't get anywhere near our objective that we don't even make the most basic preparations in the event we do? In other words, how many of us are angling for that point right where average and mediocre meet up, happy maybe if we just make it? And for heaven's sake, why?

Given the choice between failure and mediocrity, the former is far more exciting. To fail, you have to at least tried, whereas mediocrity is the fruit of persistent do-nothingness. To not be ready when called, to not have your gear oiled, to not know what to say when asked for a 30-second summary, to grossly underestimate yourself and your competition.

This is not the day nor the hour for any of that, no matter what our field. It's time to be nothing but ready.

Appointment

So I heard a titillating message today that spoke of considering oneself appointed by God to accomplish a mission, and the resultant urgency and determination with which we would operate if we did. Exciting stuff and absolutely the kick in the pants I needed to put my beliefs into action.

In what do I have my belief? Well first of all, Jesus Christ as my Lord and savior. Secondly, that because I have accepted Jesus, He in turn has filled me with the Holy Spirit, who prompts us to live lives worthy of the calling we have received. I believe that in my case that calling is to build schools that create safe havens for children to learn, grow, THINK and meet Jesus Christ.

Because I have decided to put my faith in Jesus Christ and the Holy Bible, I am fully convinced of a few things. Here are some of them: first, that this world is dying and our only hope is Jesus Christ; secondly, while I still have breath it is my obligation to be as helpful and productive as humanly possible; and third, that NOT giving rising generations as much as we have to offer is sinful. I don't expect or demand that everyone I meet become followers of Jesus, but it is important that they have the opportunity.

As the comedic magician (and atheist) Penn Jillette of Penn & Teller put it, "How much do you have to hate someone to NOT proselytize? How much do you have to hate someone to believe that everlasting life is possible and not tell them?" Check it out here: http://www.youtube.com/watch?v=qCdCVto2MN8.

So I don't yet know how it will be done, or who will be involved, but I have resolved that I cannot not get about this any longer. If you are a praying person and believe our children need/deserve much more than what they currently receive from our schools, please join me in prayer.

Rekindling the Romance

So I'm breaking the silence--again.

A dear friend and fellow angst-sufferer asked me just a short while ago why I don't blog, particularly since I spent a lot of our talk complaining about how I don't write. Sad that I have to be reminded of such simple things, but anyway.

ANYWAY, about all I have to say right now is that schools still fascinate, frighten and shout at me every time I pass them by or get an update from one of my many parent friends experiencing untold frustration because their children are either being threatened by fellow students or ignored by teachers. I listen, shake my head and wonder why humans haven't gotten this right yet. Would it be so hard to upgrade the basics package to food, clothing, shelter and an education? Just why is quality schooling held aloft the heads of people who cannot pay tuition or are single parents or didn't speak English as their first language? Why has quality schooling been re-defined by so many as "whatever school my kid can be safe in"?

Say what?

OK. Among other things, I consider the conditions in which urban schools operate a personal affront, and not one I plan to take sitting down either. I'll be checking back in to try to figure out what that means, but if anyone has ideas, please let me know.

Total Breakdown

Well, since last December, much has happened to say the least.

Aside from desperate attempts to just keep swimming through grad school, there was one of my passions, the Hope Center Arts Academy, to see through to its year-end production last May. More than one hundred students danced, sang, acted, painted their way through a theatrical production that I must say was just fantastic.

Because I NEVER do anything the easy way, I also assumed the helm of a preschool in April. There can be no more pure definition of a school marm than that! When I first caught the fever way back I romantically thought I'd be teaching quadratic equations and the fineries of literary analysis to middle schoolers, but alas! Serendipity has me dealing with why crayons don't belong in the mouth and how to grip a pencil just so. I'm scoping this re-visit to the wonder years from the other side of the Jordan—given that my own are navigating elementary and middle school—and boy does it make a healthy difference on my perspective. It's exciting to think of what the possiblities are. God sure has a sense of humor—I claimed I wanted to build, so here I am, just a peg up from children's first learning experiences.

Wow. Talk about breaking something down to its most basic elements; rather than a dream deferred, mine has been reformed.

My mind has been addled with thoughts of lesson plans, fundraising, bulletin boards and inventory questions and blown by the idea of participating in the city's largest policy area. Just think; EVERYONE goes to school, be it private, public or at home. Not everyone is hospitalized or sits before a judge.

While the work of managing preschoolers is hardly a walk in the park, there is NO doubt that the adults are the most difficult ingredient of the education area. Anything is possible, from outrageous neglect to impossible expectations to poor communication—all of which you'd think the preschoolers would be guilty, eh? Nonetheless, it is solid proof that learning is a life long process. Can anybody say amen? On the other hand, I watched a teacher have LOADS of fun teaching the letter P last week. Who'da thought you could use popsicle sticks and frozen pears to make peacocks?

So I'm making it through the dog days of August with thoughts of opening Parent Night, teacher training and beefing up enrollment, and I'm EXCITED.

More from the trenches as it comes....

Where Shall We Go From Here?

With the prospect of a new mayor coming into office, there is so much in the balance that Jersey City’s parents, students and teachers have no choice but to look carefully at the possible ramifications of varying degrees of mayoral influence on our schools. For a city whose past is checkered with machine dealings—that helped moved the district towards state control—and what become known as rough-and-tumble-street-campaigning, the confluence of events is significant.

There are tons of legislative and executive characteristics that can enhance or inhibit mayoral control. Will the new mayor be willing bring in education experts to study the problems and propose solutions? Will the mayor consider those in the trenches--principals, teachers and students--when deciding on reforms? What systems does the city have in place to make grievances heard? What is the relationship between the school board and the mayor? What is the relationship between the mayor and the superintendent, Now that control is local, what really can the school board do? How can parents be involved? How much should parents be involved?

Upon his 2002 election, New York's Mayor Bloomberg took the strong arm approach to eliminating much of the parental input mechanisms that existed under his predecessor. In tandem with Chancellor Klein, he decided the in-fighting and mayhem of too many cooks in that kitchen was ultimately hurting Black and Latino students the most. He was most likely right, but problems arise when solutions are developed as a strong reaction to unfavorable circumstances. As a matter of fact, they usually lead to other unfavorable circumstances.

Hopefully, whoever takes the city's helm will have the discernment to ask questions of those most affected, manage resources for maximum return, study what has worked elsewhere and seek help when no solution is immediately apparent. A solid education should be treated as a precious resource and an inalienable right, so any person claiming readiness to manage this city should be prepared to handle it as a critical item agenda. It is frustrating to witness--in many other cities like New York--that even educational governance is not immune from the rebound effect, but that does not mean Jersey City's administrators have to follow suit. It is truly time to measure thrice and cut once.

New York, Jersey City, Chicago and a host of other city systems confirm the irresistible nature of the perks elected office-holding makes available—whether it be lucre or the ability to upheave people’s lives at will. The challenge is, and most likely will always be, finding the mix of city hall and grassroots partnership that will foster dialogue yet prohibit needless conflict; nurture patience for incremental reform while encouraging parental, student and teacher inputs; and most critically, maintain a focus on providing a quality education to every child.

It would be revolutionary if Jersey City could find a way to redefine politics simply as a means to an end where education is concerned so that power plays and other such dalliances become far less attractive.

Then, the system could turn its attention to good ole readin,' writin' and 'rithmetic.

Small Steps Count Too

So a dear friend told me she got a call from her childrens' school asking her to be the parent representative for the school's Special Education Parent Advisory Council. I immediately rejoiced. Given the clanging sound produced by the stigma of 'special ed' and the incredible number of children (and adults, for that matter) who need services, it is critical that there be sensitive, thoughtful people available to provide information or just lend an ear.

There are tons of ways for children to develop cognitive or physical barriers to learning. Sadly, too many of them derive from poor judgment on someone else's part (i.e., drug, emotional or physical abuse). Without information, training and support in dealing with such students, today's teachers are in a tough situation, to say the least. Not enough can be said about the need for collaboration between the front office, parents, teachers and whatever specialists are on hand in a given school. I remember the struggles another friend of mine had as she tried to get help for her dyslexic son. It was amazing to see her stonewalled at every turn even though she provided documentation, her own research and a host of other information. I'm sure the schools played no small part in her decision to finally move away.

My parent rep friend, an aggressive researcher and self-taught expert on special needs (with which she has extensive personal experience) has told me at least a jillion things about the emotions, impulses and physical manifestations of children born to drug addicts. She is passionate about information as a means to eliminate discrimination and though she may not realize it , will be an amazing source for parents trying to understand what is happening with their children.

All children, regardless of birth history, deserve an opportunity to be educated in a manner respectful of them as human beings, and with the willingess of parents like my friend, it seems a little more possible.

To Fix or Not to Fix?

The other day I read a book whose author is of the opinion that schools in majority low-income areas just cannot be helped. Instead, he touts socioeconomic integration of student populations such that there is at least a 50 percent representation of middle class families in each school. His thinking is that a critical mass of middle class families will create an environment that will inspire parent participation, discourage negative attitudes towards schooling as a necessity, and generally create a more pleasant environment for teachers and students to do the school thing.

In case you are wondering, yes, you're right. That whole train of thought is based on the premise that the not-wealthy make life difficult. The book, All Together Now: Creating Middle-Class Schools through Public School Choice by Richard Kahlenberg, goes on to say things like:

"In low-income schools, the Carnegie Foundation for the Advancement of Teaching reports, parental involvement is often abysmally low: in one Los Angeles junior high school with an enrollment of eleven hundred, only a dozen parents showed up for a parent-teacher meeting; in New Orleans, where parents are required to pick up report cards, 70 percent remained unclaimed two months after parents were notified...in Montgomery County, Maryland, parents in wealthier schools demand additional conferences with teachers, whereas parents in poorer areas are often unwilling to attend conferences, so teachers must go to the children's homes if they wish to meet with parents."

Kahlenberg also talks about a 'hidden curriculum' in the classroom that exposes under-resourced children to vocabulary, cultures, destinations, and experiences they might not normally encounter. He is careful to stress that socioeconomic integration differs from racial integration (which, by the way was ruled unconstitutional by way of a June 2007 Supreme Court case in Kentucky) because under the racial plan, what often happened is that poor blacks and whites would wind up together, racially integrated but still in trouble.

'Tis no secret that the middle-class has been in flight from the disadvantaged for a long, long time, so what has convinced Mr. Kahlenberg that they will not fight vigorously to not have this kind of thing happen? Why testing, of course! He presents evidence indicating not only that scores of middle-income are unaffected, but that those of lower-income students increase. Then story could end there if testing were all that mattered, but let us not go there again.

IF this is really the remedy, what are the side effects? How would such mixings work in the trenches (i.e., the halls and bathrooms, where many an ego is often crushed within earshot of just the right audience)? If a school had a 50 percent middle class enrollment, what measures could be taken to ensure each class does as well? What about communities that have no middle class to put into the 50 percent slot?

While an interesting read, unfortunately All Together Now cannot be the last stop on this ride, for it would leave quite a bit more road to be traveled.

Stay tuned…