The 4th Year Primer

I'm 3 weeks deep into the school year, my fourth year teaching. Happily, I come to you, blog, with the news: my fourth year teaching has thus far been THE BEST year teaching. I understand a teacher takes at least a small step forward in growth each year, especially in those first few, but there's something a lil' special in the air. It may be early, but I feel it.

On paper:

(1) Everything I teach now is something I've taught before.

Each of my past three years included the learning curve of delivering a new prep. 1st year it was geometry, 2nd year it was algebra, and last year it was strategic algebra. This year, no new prep. If worst comes to worst, I can always go back to 'what I did last year' - a comforting fallback but simultaneously a trap I must avoid.

(2) A better start and end routine.

I'm committing myself to be on campus an hour before class begins (7am) and staying 2 hours after (5pm) on a daily basis. Those added hours before and after class are becoming golden for my sanity and my need to build a line between home life and school life.

(3) It's all about the kids.

I experienced varying levels of 'surviving' during my first three years of teaching. New parameters that'd affect my need to find ways to stay sane. As a fourth year, I no longer feel I'm merely surviving on a day-to-day basis. I now feel a renewed commitment to the students I work with. I want the shift the focus from me and keep the focus on them. Everything I do is towards becoming the best possible teacher for them.

(4) So much Mr. G alumni.

Catching an ex-student in the halls is like seeing an old friend. They are no longer your students, so your interactions go beyond what they once were. But, in some ways they will always be your students. The freshmen I taught my first year are now seniors. What a thought. No walk down the hall is done without some sort of "whattup Mr. G!" And no morning, lunch break, nor after-school session is enjoyed without an ex-student paying a visit.

(5) Year two of Why I've Become A Believer of Our Oakland School

The after-year results of our year one experiment are astonishing. Rises in test scores across the board. Higher retention. And, as a teacher, incredibly strong connections with a community of students. In our second year now, we tighten screws and strengthen everything else that worked last year. I'm still a believer.

(6) A new administrative team.

Our current principal is our 5th in my 4 years, but (again) there's something special about the team we now have in place. Last year, our school hired on a stellar leader as a one year deal as we sought to secure somebody committed for the long haul. We got our person now, and already you can see and feel the changes. I feel school spirit. Weird.

More later on everything. But for now, keep doing your thing out there my teacher friends. Your work never goes unnoticed.

My new pal!

Wow! After 4 years of teaching and 3.5 principals (one was an interim principal for a few months; he's the half), I finally have an experienced principal who's going to be here for awhile. Not only is he going to be here for awhile, he has a great vision. I am so excited for this year and to see how it turns out.

He has committed and demanded double digit gains on our test scores each year for the next six years. And as I looked around the room, everyone looked inspired. I have never seen my faculty so unified. I hope we can mantain the enthusiasm throughout the school year!

Only in California

PRESS RELEASE August 12, 2010

Community College Transfer Degree Bill Unanimously Approved by

Assembly Appropriations Committee

The student-centered initiative designed to streamline the transfer process can be implemented by the community colleges in record time and available to students by fall 2011

SACRAMENTO, Calif. – As community college students prepare to head back to school for the fall semester, the California State Assembly Committee on Appropriations today in a unanimous vote approved the Student Transfer Achievement Reform Act, Senate Bill 1440. If the initiative passes the Legislature and is signed into law, community college students seeking to transfer to a California State University will have a streamlined process by fall 2011 that will save them time and money while generating resources for the two systems of higher education to serve more students.

The important bill, authored by Sen. Alex Padilla (D-Pacoima), is strongly supported by the California Community Colleges Chancellor Jack Scott and California State University Chancellor Charles Reed.

“Students attending our colleges often express concerns about the complex and confusing transfer process,” said Chancellor Scott. “This transfer initiative will put an end to the confusion and serve as a student passport to the California State University system.”

Currently, each of the 112 locally governed community colleges sets its own requirements for graduation and each CSU campus determines its own prerequisites for accepting community college transfer students. The requirements and prerequisites vary by campus and can also change each year. Senate Bill 1440 charges the two systems with establishing a set process that guarantees community college transfer students with a 2.0 GPA admission to a CSU campus at junior status while also granting them an associate degree.

California students and taxpayers will benefit from transfer reform. Many transfer students take up to a full year of classes beyond the semester units required for a bachelor’s degree. These extra units cost the public millions of dollars. By standardizing the transfer process, students can take fewer classes at the community colleges and CSU thus increasing efficiency in both systems.

During the hearing the California Department of Finance estimated the transfer efficiencies will generate approximately $75 million annually in cost savings for the California Community Colleges and $85 million for the CSU. The funds would be used to provide access to roughly 40,000 additional community college students and nearly 14,000 CSU students each year.

To date the bill has not seen opposition in the Legislature. It was approved by the California State Senate on June 1 in a 35-0 vote and by the Assembly Higher Education Committee on June 22 in a 9-0 vote. Next the bill will head to the Assembly and Senate floors where it will be heard before August 31 and is expected to go to the governor’s desk to sign into law in September.

The California Community Colleges is the largest system of higher education in the nation composed of 72 districts and 112 colleges serving 2.9 million students per year. Community colleges supply workforce training, a basic skills education and prepare students for transfer to four-year institutions. The Chancellor’s Office provides leadership, advocacy and support under the direction of the Board of Governors of the California Community Colleges.

¡viva el verano!

A few days ago, I had to make a budget for ordering curriculum materials. I had to think about my curriculum for an hour just to remember what I had planned and figure out where I’d left off. Now most people would be annoyed that they had to get this work done. But it really warmed my heart to realize that I hadn’t thought about school long enough to forget my plans.

4 Weeks til the First Day

boob tube: source of sedation or inspiration

One of the big questions I think our administrators (district and state) are missing is

"how do we utilize and network the talents of our faculty and staff to develop professionally and to develop communities?"

This may seem a bit silly, but my inspiration was an episode of "Deadliest Warrior." They had pitted the GSG9 against the SWAT team. One of the differences between these groups that resonated with me was related to specialization. The GSG9 had a minimum bar of performance their soldiers were required to learn and then they could specialize. The SWAT team members were equally trained and if one member had been killed, then any teammate could take that person's place. Now this seems a bit of an exaggeration compared to our experiences as teachers, but I find this to be a pretty big question. Should a school systematically train different teachers and staff in different specializations? Specializations could be in the topics of technology or literacy or mentoring teachers. Or should the schools train teachers equally to be prepared for the untimely exit of teachers?

I like the idea of specialization better. There is so much to master and learn about in this profession. Seems that we should share the intellectual workload. But the SWAT team did win that episode.

An Update from Mr. G

Greetings teacher bloggostwittersphere. I realize I've been MIA for months, but I'd like to come outright and say: I'm not dead, I'm alive, and I'm still a teacher.

This upcoming fall, I will be entering my 4th year at my Oakland public high school. I am 2 weeks into summer, a summer I intentionally left free of responsibilities. During the latter months of the school year, opportunities surfaced left and right to work or to teach. I feel this is commonplace for any math teacher at a struggling district like Oakland, but I denied each and every opportunity. I needed time to relax.

Let me recap the previous seasons of my teacher life:

Spring 07: Last semester of college

Summer 07: OTF Summer Institute

Fall 07 to Spring 08: First Year of Teaching

Summer 08: Algebra Academy Summer School

Fall 08 to Spring 09: Second Year of Teaching

Summer 09: Volunteering Abroad

Fall 09 to Spring 10: Third Year of Teaching

Since entering the teaching game, I've yet to allow myself proper time to digress. And I've felt the effects. You see it here yourself. No blog posts for months. In the classroom, I fell into the third year trap. Re-using stuff from last year over and over, b/c my teacher self slowly gave way more and more to my mid-20's self that starved to leave 'adult life.'

I disliked my newfound attitude. I hated it, in fact. I looked at the older folks of my department who seem so jaded to the job and, more importantly, to the children and wondered if maybe decades or so ago they came into the job looking so fresh and enthusiastic like me. I wondered if maybe one day I'd suffer the same fate and look just like them.

So I knew I needed this time. To regather myself and regain my teaching legs.

And, I'm happy to report, I'm getting them back. I'm dusting off the "education" folder of my google reader and am finding gems like this post (on homework) by @samjshah. I also see my own thoughts and passions on the teacher bloggotwittersphere put into words by the same author. And have those same thoughts and passions re-validated by a follow-up homework post by @i_speak_math.

Now, all I want is to throw myself back in. 4th year this fall, I no longer have the "well, I'm new to this" excuse I've had these past 3. It's time for the next step in my teach[r]evolution. Readers of this blog, thanks for sticking with us. I hope we can find ways to contribute to this community the same you've contributed to ours.