Saturday, March 12, 2016

Teachers: This Election, Vote for Yourselves

I am not usually a one-issue voter.
I am not usually one to share which candidate has earned my vote.  I believe in a secret ballot.
I am not usually one to “unfriend" people in cyberspace or real life based on a difference of opinion. 
I am voting for Bernie Sanders based on one issue:  he is the only candidate who has publicly professed the need for federalized public school funding and the intention to make it a reality.  And if you do not vote for Bernie Sanders even for this issue alone, I have reason to take it personally. 

After seeing a documentary on PBS, Jonestown:  The Life and Death of a People’s Temple and sensing some nameless and pernicious worry that might apply in my own lifetime, I gave up, happily and willingly, a successful career as an author and speaker in order to return to an equally successful career supplanting the ambitions of the nefarious through education.  To that end, I am currently a Chicago Public School teacher-librarian in one of the most high-achieving and diverse working class schools in the system and possibly in the country. I love my job and work hard every day of my life, in tandem with equally hard-working teachers, staff and families to bridge the class gap through the power of the library and literacy:  a great book in the hands of a “rich” child is a great book in the hands of a “poor” child.  I work with others to protect vulnerable populations through critical thinking, which seems to me a basic tenant of a healthy democracy.  But basic as it may seem, it’s a rare day that doesn’t go by where I don’t hear how “lucky” our school is to have a library, an arts program, a day and night custodian.   It’s also a rare day that I don’t hear some deprecating remark about Chicago teachers, usually about how greedy we are for wanting pensions we paid into, or how lazy we are for not being willing to work longer hours for less pay. These are usually shrugged off; things are hard all over and the country needs scapegoats.

Every day, as a public school teacher, I know there are forces out there that are trying to break us:  as stubborn proletariats who stand in the way of the corporate charter schools, as a profession predominantly composed of women who demand fair wages, as citizens who empower those that others would deport or put behind a wall.  I know public school teachers are an impediment to some who have a very different set of dreams for our nation or who seek to preserve their own interests.  In our country, many really do believe that poor people deserve to be poor, and that a lack of resources is the suitable punishment.  Why should people in the suburbs, who have worked so hard and made the most of all their advantages, why should their children be denied…well, anything?  Oligarchy feeds on the anemia of democracy, and manifest destiny is very nice for those whose destinies are so tidily manifest.  The problem is, there aren’t rich and poor children, there are only rich and poor parents, and we end up punishing children for who their parents are, day by day by day.  In this, we also diminish the efforts of educators.

This election is not just about creating jobs, it’s about keeping jobs.  If Bernie Sanders is not elected, I will likely lose my position, sooner or later.  Looking down the barrel of another Chicago Public School teacher’s strike, here’s where it stands for me:  if we do not get our demands, I take a 7% pay cut.  If we do, the school board will likely complain of budget shortages as a result of our demands, and it is likely resource classes will be the first to be cut.  ‘Bye-bye, lucky-to-have-a-library, though I trust my embattled principal would try to save my long as she can stand to work in this system herself.  This, coupled with structural problems in my building, emboldened me to take an interview in a suburban district offering some job security, professional development days that aren’t furloughed, ceilings that aren’t falling on my head.  I was surprised to learn the school had a thirty thousand dollar annual library book budget, as opposed to my current school’s library budget line of…uh…zero (though in fairness, my principal manages to find a few thousand, catch-as-catch-can, for which the children and I are extremely grateful).  Thirty thousand, for a school two-thirds the size of my own.  This should have been alluring.  It was mostly troubling.  Again, it is not that these children don’t deserve a school with this kind of funding.  But there is a moral question of why these children deserve it, and not others? When I hear about the budgets of other schools, usually suburban schools, invariably more economically homogenous populations, it seems in direct violation of the Brown vs. Board of Education decision of 1954, and why current conditions have not been examined and litigated through this lens is beyond me.  What also is beyond me is why the issue of public and equal education is not discussed as a matter of national security and why education should not at least be considered for funding through the defense budget, which is allotted the biggest piece of the pie?

That aside.  Some friends, closer to retirement, encouraged me to take the position if only in the name of self-preservation.  “Kids have problems everywhere,” they said.  I have heard this before; the rationalization for teaching the rich.  You still get to help, everyone needs help, who cares where you work so long as you can help?  What this speaks to is the unwritten and perhaps the biggest teacher benefit, often used to manipulate educators in poor working conditions: that blasted intrinsic reward that comes from helping. Interestingly, the suburban school, for all of its advantages, only performed marginally better than our own on standardized tests. Would my school perform as well without a library?  Research says no.  For this and other reasons, I took a pass on pursuing the opportunity and was okay with the decision even though it might not make sense in the long run...depending on who gets elected.  

The thing is,  I did not become a teacher-librarian to solve other people’s problems, exactly; that sounds like another job, though goodness knows it is part of what all teachers do.  I became a teacher-librarian to empower people, and I can do a better job of that by serving populations that are socioeconomically underserved.  And I believe Bernie Sanders wants the position of president for the same reason.  When people worry that Bernie Sanders won't get things done, I don't join them in their concern because I believe he has emerged to help us to get things done, not necessarily to do them for us.  Even in the conversations we have as a result of his candor in the presidential race, we are the better and more thoughtful for having engaged in them.  As has been paraphrased by John Steinbeck, socialism never took root in America because the poor see themselves not as an exploited proletariat but as a temporarily embarrassed millionaires.  Well, attention, temporarily embarrassed millionaires.  We are unnecessarily and really economically poor, and there is no place this is more evidenced than in our school systems.  Just take a look at Detroit, look at Chicago.  And we are the poorer when we don’t act in our own interests.  I am a good teacher and I want to stay in my city school, so this election, I am going to vote for myself through Bernie Sanders.  Your vote helps me stay, and your vote will help a lot of teachers stay. Good teachers who get the advocacy for which they are starved are needed for a strong economy, defense and general welfare, all federal functions.  Federalizing the way schools are funded is one of the precious few ways to keep teachers who perform well in the schools that need improved performance or serve "at-risk" children, positions with the lowest retention rates among teachers and the trickiest for finding qualified hires. Bernie Sanders is the only candidate who has promised to help us implement policy to do so or even had it on his radar.

Obama, though you were eloquent in courting labor's vote when seeking your second term, you were visibly absent during the largest teacher’s strike in our nation’s history, only to parade out your charismatic wife to praise the efforts of teachers who were willing to work for no pay in a masterstroke of bad timing and bad taste (yeah, labor has a long memory). Hillary, your achievements and prowess are admirable, but your educational platform hardly inspires confidence.  The continuation of overgeneralized top-down programs such as "Every Child Succeeds" and your advocacy of longer school days, the logistical problems of which makes me wonder if you have ever spoken to a teacher in your life, is indicative of your disconnection to education.  Trump, Cruz and your bullying, bigoted horde, you spit on the Republican grave of Lincoln and if it weren’t for the fear of the second coming of Hitler in this ripe time of the scapegoats, you wouldn’t dignify a response at all. 

Problems of inequity in education spill over into all facets of our society, correlating to violence, addiction, unemployment and mental illness, conditions from which no zip code is immune.  Problems of inequity in education are overdue for solving and aren't going away, and will only be exacerbated under negligent or poorly advised leadership. Teachers, readers, if education and labor issues are important to you and if you examine the issues and stances of the candidates mindfully, I think you might agree that we are fortunate to have Bernie Sanders as a candidate and to not elect him would be a missed opportunity. If you want to live in a segregationist's dream and relive our worst chapters of history, vote against him. And if you don’t know what those chapters are, all the more reason to vote for Bernie Sanders.  Maybe your children will get a better education than you did. 

This editorial is my own opinion and in no way is intended to represent the views of the Chicago Public School System.

Friday, July 24, 2015

Culture of Contests

Last night I went to a storytelling event.  Each person told a story, and then they were judged and given a numerical score.  That's how we knew which story was "the winner."  I watch tv, and people cook beautiful dishes and sing beautiful songs or try hard in other ways.  And then they are slowly thanked and dismissed and exiled for not being "the best."  What are we teaching children with these endless and arbitrary evaluations? How will they ever learn to differentiate the subjective from the factual?  How will they learn to make a joyful noise in the world, unto anybody?  This culture of elimination and points to a bad, bad end and makes work cut out for teachers...if only teachers,too, weren't being judged and eliminated for their best.  

Tuesday, September 21, 2010

Oh, Oprah! Waiting for Superman

Did you see the Oprah program that aired on September 20th, "Waiting for Superman:  The Movie that Could Revolutionize Schools?"  What did you think?

Let me preface this post by noting that I am a huge fan of Oprah Winfrey and respect her as a mentor to American women, a leader and a fellow Chicagoan.  I feel that I have gotten so much information from her show that has improved my knowledge and my life; I consider her a teacher.  But she is an adult educator.  I would never underestimate the influence Oprah can have on popular opinion, and so I am concerned that it seemed to me she was swayed in a almost sentimental way and will in turn sway others in a direction that, for all good intention, will veer us off the path of progress.  I have not yet seen the movie that was being promoted (but neither have most viewers, since it is not released until the end of the week), but even out of context there were a few ideas and attitudes being purported that I do not necessarily agree with, were uncharacteristically oversimplified for her show, and that, frankly, perplexed me.

Odd thing number one:  Oprah's incredulity that a teacher would not necessarily vie for a a fixed six-figure salary, as was being offered by some charter schools, in exchange for tenure.  While the transcripts are not yet available online, I will paraphrase that I recall her response to be something along the lines of "just for maintaining excellence?" She was suggesting to successful teachers, why wouldn't you just want to be paid more for being as successful as you know you are?   Never mind that "excellence" is likely going to be narrowly defined by performance on standardized tests, which, while may be an administrator's measuring stick of excellence, it is rarely the kind of measure that intrinsically motivates teachers...threatens, more like it.  When is the last time you heard a teacher say "I wanted to be a self-contained classroom teacher to help the kids kick the shizzle out of those ISATS!"  Or, "boy, I hope I'm measured by how well a child performs on a standardized test!"  

Well, why not?  Why don't we?  We get better and better at teaching to the test, there certainly are enough materials to support us in that endeavor.  It becomes clearer why it still reads like a deal with the devil when we compare measuring performance in education to measuring performance in another profession.  Health care, let's say.  Would a doctor be willing to gamble his/her licensure or livelihood based on whether or not an unknown group of sick patients gets well?  Even a good doctor would probably take a pass, because when the patient gets home, who knows if they are still taking their medicine as directed?  Who knows if they have a particularly aggressive form of a disease? Who knows what other variables could interfere with the outcome?  Likewise, if, as a teacher, your excellence was being measured by performance on standardized tests, what happens to your "excellence" when you help a child come up two grade levels in a year, but they were four grade levels behind to begin with?  When you get a child who just transferred into your classroom a month before the test, and doesn't speak the language or know how to read or who just came from a violent home situation that is creating a distraction?  Teachers face these challenges all the time, and often handle them with what could be defined as a form of excellence, but it is not always an excellence measured in stanines.  To many teachers, achievement on tests is peripheral to the critical and creative thinking skills that they are trying like gangbusters to impart, and such an agreement could color their best work with a dulling shade of corporate gray.  And sometimes children do not "succeed" academically the way we would hope, but they leave us better off than when they came (perhaps akin to the physician's credo, "do no harm").  Regardless, the outcome is not always within the complete domain of the teacher, much to the chagrin of administrators who, like teachers, are perpetually asked to answer for the performance of others.  Which beings me to...

Odd thing number two:  the creepy panacea of charter schools.  "I'm a great supporter of unions, but..."  filmmaker Davis Guggenheim began.  I couldn't help roll my eyes. As Pee-Wee Herman said, "there's always a big 'but.'"  The butts that I know are the ones I remember as child in 1980's Chicago, walking in picket lines for weeks, trying to get the working conditions we can take for granted, and I invite any union teacher to work outside of a union for a year and say how well they like it.  I tried it, and I did not like it.  I did not like not knowing when my day would end, and neither did my family.  I did not like feeling like if I got on the wrong side of a parent, I could lose my job.  I did not like taking a pay cut when the school was hurting, or paying so much more for health benefits.  Though there are many inspirational stories,  I think charter schools as they stand can be impervious to the reasonable personal boundaries of teachers. Many an American has managed to succeed in the world without making six figures and many teachers have managed to make a difference without taking calls at 11:30 at night. All I'll say is, those who don't know history are doomed to repeat it, and there are a lot of young teachers out there who don't realize how hard won the rights of workers have been, and I'm afraid maybe there a few television producers who don't get it, either. Teacher retention continues to be a concern across all strata of school; there needs to be a model that is not poised  to take advantage of inexperienced young teachers, working them until they are as fried as scrambled eggs, or until they dare to try to achieve a balance in their lives and then questioning their commitment.    I will always remember the sacrifices made by my fellow professionals in my interest.  I do not feel I am setting a bad example for children when I appreciate and refuse to forgo these strides.  I would want and expect nothing less of my students in their future lives as adults.

Odd thing number three:  I can't remember the last time I heard the facile words "good" and "bad" used so often since I did a second grade writer's workshop.  "Good teacher," "bad teacher."  Know what would be good?  More first year teacher support.  More professional development.  More asking teachers, "what is it that would motivate you to do your best?"  "What grade or subject would you really like to teach?"  "What works for you?"  In determining what is good and bad, what exactly are we measuring? Can we be specific: falling asleep repeatedly in class, hitting kids, yes, not acceptable. Having a transient population that doesn't perform well on a standardized test...would you really fire someone over that?  Oh, and one more thing that would be good: impressive as John Legend and Davis Guggenheim and Bill Gates are, how about including a public school teacher on a nationally aired panel on education?  That would definitely be good.  Oprah tried to represent our best side by saying that there are "good" teachers out there, she certainly didn't mean us when applauding the firing practices of Michelle Rhee, the DC Chancellor of Schools.  But I think we are hungry for more representation than that

A teacher on the panel wasn't the only thing missing. I wonder if we will ever, as a nation (and before it's too late), address the industrial base:  if this country doesn't learn how to MAKE things again, we're going to be up a creek.  It seems to be a dirty little secret that public education in the 20th century was borne of industrialists, even naughty ones like Ford who wanted to create better workers.  It begs the question, what are we working toward now, in the 21st century...and for whom?  Who benefits economically as decisions are made about education?  Who benefits from the success of children, and from failure?  Hard and ugly questions to contemplate, in a time when corporations are legally treated like individuals, economic interests are increasingly short-term, budgets are desperately anemic and we increasingly privatize what once was public, but education was never divorced from industry and economy. It doesn't get easier to know what we are working toward while at the same time we are also missing a national idea of success, another word that was bandied about a bit.  Success is a high score on a standardized test.  Success is an acceptance letter from a prestigious college (or, these days, having your number drawn in an elementary school lottery).  Success is a roof overhead with bills that are paid.  But success is also sewing your own clothes, growing or cooking your own food, painting your own picture...if you've ever done any of these tangible things, you know it's true.  And that's what real teachers are trying to do:  paint a picture of a beautiful year. Teachers need support toward that success as much as children do.  They are both artists working on the same canvas.

Though some may care on a personal level, CEO's are not hired to defend children.  They are there to protect business interests.  They make things look good on paper for investors, and they are good at talking...they have to be.  Parents know their children very well, and work from the best of intentions, including film-making parents who drive by public schools and feel so sorry for the kids who go there. The buck stops with administrators, who have to be accountable and so like outcomes they can count.  Everyone has a contribution to make from unique perspectives.  But until we include teachers as experts and professionals in conversations about education, we've got a soup without salt.  A friend of mine put it very well on-line: "Everybody thinks they know best about education because they went to school...There's so much more that goes on in schools than the layman understands. It's easy to criticize, but much more complicated to DO." In this complicated world of practice, naturally, it is exciting and so hopeful for everyone when possible solutions are presented, and when there is the promise of longitudinal change.  Oprah is a staunch and tireless protector and defender of the interests of children, and seemed, naturally, inspired by this prospect of opportunity through education. I hope, with Oprah's mighty platform, she will exercise discretion on what she advocates,  and is wary of the zeal with which single models may be sold. 

Thanks for reading my reflection.  Please share your views!

Tuesday, August 10, 2010


Cathy Mere, author of MORE THAN GUIDED READING and blogger at  Reflect and Refine:  Building a Learning Community, in cooperation with Mandy at Enjoy and Embrace Learning,  invited/challenged members of the Kidlitosphere blogging community to come up with ten picture books they couldn't teach without. What a challenge!  Both women shared brilliant posts about setting criteria for choosing books for the classroom, (here and here) pragmatic pearls of wisdom that are better than anything you could read in a textbook, and definitely worth your consideration as someone investing in and creating a collection to be shared with young minds.

Of course, I have so many old favorites and new ones every day (posted at The PlanetEsme Plan), but I tried to embrace the "if you were on a desert island" nature of the project.  By thinking of "must-haves" month by month, I managed to cull my list of thousands, though I still managed to bend the rules a little (qui, moi?) with some runner-ups.  I know, I rationale is that I come at teaching from a school librarian perspective, and don't I need back-ups, in case the classroom teacher already has the title in her planbook?  From a school librarian's perspective, as I rifled through years of lesson plans, I realized I looked for books that:
  • were seasonal (like fresh fruits and vegetables!);
  • lent themselves to crafts, discussions, performances and other extensions;
  • were great read-alouds;
  • were funny or gently ironic;
  • could engage a large group, and invited children to join in;
  • had themes of inclusivity;
  • allowed children to exercise their empathetic imaginations. 
And so, taken straight from the planbook, I present
Picture Books I Would Not Want To Teach Without (K-3):

Fall Is Not Easy1. FALL IS NOT EASY by Marty Kelley
WOLF! by Becky Bloom
THE BIG HONEY HUNT by Stan and Jan Berenstain
THE HARD-TIMES JAR by Ethel Footman Smothers, illustrated by John Holyfield
ONE by Kathryn Otoshi
THE LIBRARY LION by Michelle Knudsen, illustrated by Kevin Hawkes
ONE GREEN APPLE by Even Bunting, illustrated by Ted Lewin
HERE COMES THE CAT! by Vladimir Vagin, illustrated by Frank Asch

The Sneetches and Other Stories3. "What Was I Scared Of?" in THE SNEETCHES AND OTHER STORIES by Dr. Seuss (reading all of the book, while I'm at it)
HECKEDY PEG by Don and Audrey Wood
STELLALUNA by Janell Cannon
THE DEVIL AND MOTHER CRUMP by Valerie Scho Carey, illustrated by Arnold Lobel

The Big Orange Splot4. THE BIG ORANGE SPLOT by Daniel Pinkwater
THANK YOU, SARAH:  THE WOMAN WHO SAVED THANKSGIVING by Laurie Halse Anderson, illustrated by Matt Faulkner
SEQUOYAH by James Rumford
THE GRIFFIN AND THE MINOR CANON by Frank Stockton, illustrated by Maurice Sendak
THE GUNNIWOLF by  Wilhelmina Harper (another edition here)
STREGA NONA by Tomie DePaola
MISS SUZY by Miriam Young, illustrated by Arnold Lobel

The Little Match Girl5. THE LITTLE MATCH GIRL by Hans Christian Anderson, illustrated by Rachel Isadora
6. THE GINGERBREAD BOY by Paul Galdone
THE POLAR EXPRESS by Chris Van Allsburg (if it hasn't been shared already)
ANTONELLA AND HER SANTA CLAUS by Barbara Augustin, illustrated by Gerhard Lahr
IN THE MONTH OF KISLEV by Nina Jaffe, illustrated by Louise August
(More holiday children's books here, just FYI)

Snowflake Bentley7. SNOWFLAKE BENTLEY by Jaqueline Briggs Martin, illustrated by Mary Azarian
HARVESTING HOPE:  THE STORY OF CESAR CHAVEZ by Kathleen Krull, illustrated by Yuyi Morales
HENRY'S FREEDOM BOX by Ellen Levine, illustrated by Kadir Nelson
ROCKS IN HIS HEAD by Carol Otis Hurst, illustrated by James Stevenson
THE MITTEN by Jan Brett

Lovable Lyle (Lyle the Crocodile)8. LOVABLE LYLE by Bernard Waber
ANANSI THE SPIDER by Gerald McDermott
SHOW WAY by Jacqueline Woodson, illustrated by Hudson Talbott
AND TANGO MAKES THREE by Peter Parnell,  illustrated by Henry Cole
WHAT'S SO FUNNY, KETU? by Verna Aardema, illustrated by Marc Brown
CAROLINDA CLATTER by Mordicai Gerstein

The Empty Pot9.  THE EMPTY POT by Demi
THE TINY SEED by Eric Carle
HARVEY POTTER'S BALLOON FARM by Jerdine Nolen, illustrated by Mark Buehner
THE DOT by Peter Reynolds
A KICK IN THE HEAD:  AN EVERYDAY GUIDE TO POETIC FORMS by Paul Janeczko, illustrated by Chris Raschka

The Happy Rain10. THE HAPPY RAIN by Jack Sendak, illustrated by Maurice Sendak
WESLANDIA by Paul Fleischman
THE WRETCHED STONE by Chris Van Allsburg
THUNDERCAKE by Patricia Polacco
THE RAINBABIES by Laura Krauss Melmed, illustrated by Jim LaMarche
EVERY TIME I CLIMB A TREE by David McCord, illustrated by Marc Simont
ELMER by David McKee

Oops, I ran out of numbers before I ran out of months!  That's okay, there are plenty in the runners-up lists to supplement.  When I look at this list, I see ten highlighted titles and dozens more that if I went through the school year and did not know that they had been shared, I would be dissatisfied that the children had received the best there is to offer.  For favorite chapter books for the intermediate grades, please look on the right-hand column of this blog. I also realized, as a school librarian with a responsibility for media literacy, that besides books, there were certain multimedia productions that I would need to show for a joyful K-3 education to seem complete.

The Red Balloon (Released by Janus Films, in association with the Criterion Collection)Morris the Moose Goes to School (stop action)
The Three Robbers (animation)
Corduroy (live action)
The Adventures of Curious George (stop action)
The Fool of the World and the Flying Ship (stop action)
Willie Wonka and the Chocolate Factory (live action)
The Red Balloon (live action)

The Keeping Quilt   [KEEPING QUILT] [Paperback]The Paper Crane (Reading Rainbow Book)What I learned from this exercise is that even though I love new books and movies, there are definitely classics upon which I have come to depend.  I also recognized that tastes in titles are very subjective; the books I absolutely must share will likely be different from what another teacher prioritizes.  In a way, looking at a list of favorite books is like looking into a mirror.  When I shared/brainstormed my list with the fourteen-year teaching veteran who was the model for Miss Pointy in SAHARA SPECIAL, she cried, "oh, how can you not include Robert San Souci's THE TALKING EGGS!  Or Patricia Polacco's THE KEEPING QUILT or PINK AND SAY, are you crazy? I'd need THE PAPER CRANE, it's my favorite, and A NEW COAT FOR ANNA is great in the first grade for teaching sequencing.  Pinkney's version of THE UGLY DUCKLING is so beautiful. And isn't there some lovely edition of AESOP'S FABLES you could share?" As she rattled off her (very excellent) list, having known her in the classroom, I saw how well-matched they were to her teaching delivery style and what a personal reflection these choices were.  Just as she could see my sense of humor and desire for justice in the books I chose, I could see her love of making things by hand and her appreciation of family acceptance and tradition in the ones she picked. There is no way, when teachers have the freedom to share what they love, that teaching can become generic. This freedom is precious.  Children with teachers who enjoy this flexibility and spontaneity will be exposed to a wide variety of beautiful and important ideas and images, and be stirred to live a life that mirrors art.  In other words, this freedom speaks to the main idea and best advice in the first year teacher's guide in the new edition of EDUCATING ESME:
Educating Esmé: Diary of a Teacher's First Year, Expanded Edition"Think about why you are a teacher in terms of what you have to share...Infuse your teaching with your unique passions and personality--that's what will make you a teacher the students will always remember and what will inspire your students to follow your lead, embracing life and becoming true learners."
What ten books are you most excited to bring to the classroom table this year?  In combination, what do they say about you as a teacher and as a person?  I can't wait to see which titles are chosen, here in the comments section and across the Kidlitosphere.  
Happy back to school!