I’m back after a long season of being out of the office in Baltimore, Seattle, Spokane, Tacoma… everywhere but home. I wanted to take this opportunity to share with you some of the important work CISL has been doing lately.
Some of you may have attended one of the town hall meetings associated with the House Bill 2722, the African-American Achievement Gap Study. We held town hall meetings in Seattle, Spokane and Tacoma over the course of the past 2 weeks, hoping to hear from educators, parents, students and community members about their experiences with education. The town hall presentations offered our state’s data around African-American student success in math and reading, as well as data related to the importance of teacher quality, student supports, leadership and family/community involvement.
Following the presentations, all participants had the opportunity to share in small groups around the four goals the committee has developed: (1) Providing quality early learning opportunities for all African-American children; (2) Making sure the teachers teaching African-American students are of the highest quality; (3) Making sure all African-American students graduate on time, ready for college and career opportunities, and (4) Assuring that all African-American students enter post-secondary institutions without the need for remediation. These conversations were rich and provided the committee with wonderful feedback that will inform the final plan.
More than anything, I think the town hall meetings were most powerful in that they provided opportunities for those who do not usually have a voice to share their own experiences. Giving people a voice empowers them to believe they are important, that what they say and do matters. As an African-American mother, educator and community member, I was so proud to be a part of these events, to be able to see other mothers and children talk about education publically, many for the first time.
As we closed out these meetings, I stood in front of each group and exhorted them to not wait for the Legislature or school districts to mandate change, to begin to take action in their own homes, in their own schools, in their own communities. I don’t know that parents realize the immense power of their decisions. As most of the research will support, parent involvement is critical to the success of all students, Black, White, Latino, Asian or Native American. Parents do not need to wait for this bill to go to the Legislature. They can begin to take time to find quiet places for their children to do homework. They can set aside time each day for the family to stop everything and read. Parents can take time to talk with their children about what goes on at school each day.
Being a parent is not easy. I have three of my own children, and each is as different as possible from the other. What works with my youngest does not work with my oldest. The teachers my daughter has operate much differently from the teachers my oldest son has, and they are in the same school. I guess I have decided we need to take one step at a time. Make a determination to try one new thing that you are not doing right now. Don’t try to do it all. There is a document on our website that provides some suggestions about how to get involved with your kids in ways that will help them be successful. Pick one thing on that sheet and try it for a month or two until you feel confident. Then try something else.
You are the master of your own destiny. Schools are not perfect places. There is much that still has to be changed so all schools are serving all kids well, but all we have control over is what happens in our homes with our children. Let’s make every moment count!
Erin Jones, Director
Center for the Improvement of Student Learning
Friday, December 5, 2008
Thursday, November 6, 2008
CISL e-newsletter (November 2008)
CENTER FOR THE IMPROVEMENT OF STUDENT LEARNING (CISL)
www.yourlearningcenter.org
November 2008
View the Web version:
CISL E-NEWSLETTER
INSIDE:
1. Partnering for Student Success Conference Presentations and Handouts
2. National Expert Advice on Strategic Plan for Closing Achievement Gap
3. Teaching about Thanksgiving
4. Renton Principal Wins 2008 Milken National Education Award
5. Free CISL Video
=======================================
1. PARTNERING FOR STUDENT SUCCESS CONFERENCE
Watch presentations and download handouts
Look at pictures from the conference:
=======================================
2. NATIONAL EXPERTS OFFER THEIR ADVICE ON THE STRATEGIC PLAN FOR CLOSING THE ACHIEVEMENT GAP FOR AFRICAN AMERICAN STUDENTS
Listen to their conversations:
*Dr. Karen Mapp
*Paul Ruiz
*Dr. Ron Ferguson
*Dr. Deryl Hunt
Attend a Town Hall Meeting
=======================================
3. TEACHING ABOUT THANKSGIVING
Sally Brownfield shares ideas for parents and resources for teachers
=======================================
4. RENTON PRINCIPAL WINS 2008 MILKEN NATIONAL EDUCATION AWARD
=======================================
5. FREE CISL VIDEO HIGHLIGHTS PROMISING FAMILY AND COMMUNITY PARTNERSHIP PRACTICES
Successful Schools: Families Matter is available for free. Learn how you can watch, download and order the video
=======================================
CONTACT US
For questions, comments or suggestions, please contact CISL at (360) 725-6165 or cisl@k12.wa.us.
=======================================
To subscribe to this newsletter: email cisl@k12.wa.us and ask to be added to the list.
www.yourlearningcenter.org
November 2008
View the Web version:
CISL E-NEWSLETTER
INSIDE:
1. Partnering for Student Success Conference Presentations and Handouts
2. National Expert Advice on Strategic Plan for Closing Achievement Gap
3. Teaching about Thanksgiving
4. Renton Principal Wins 2008 Milken National Education Award
5. Free CISL Video
=======================================
1. PARTNERING FOR STUDENT SUCCESS CONFERENCE
Watch presentations and download handouts
Look at pictures from the conference:
=======================================
2. NATIONAL EXPERTS OFFER THEIR ADVICE ON THE STRATEGIC PLAN FOR CLOSING THE ACHIEVEMENT GAP FOR AFRICAN AMERICAN STUDENTS
Listen to their conversations:
*Dr. Karen Mapp
*Paul Ruiz
*Dr. Ron Ferguson
*Dr. Deryl Hunt
Attend a Town Hall Meeting
=======================================
3. TEACHING ABOUT THANKSGIVING
Sally Brownfield shares ideas for parents and resources for teachers
=======================================
4. RENTON PRINCIPAL WINS 2008 MILKEN NATIONAL EDUCATION AWARD
=======================================
5. FREE CISL VIDEO HIGHLIGHTS PROMISING FAMILY AND COMMUNITY PARTNERSHIP PRACTICES
Successful Schools: Families Matter is available for free. Learn how you can watch, download and order the video
=======================================
CONTACT US
For questions, comments or suggestions, please contact CISL at (360) 725-6165 or cisl@k12.wa.us.
=======================================
To subscribe to this newsletter: email cisl@k12.wa.us and ask to be added to the list.
Thursday, October 23, 2008
Families and Communities: Building Bridges
So, I sat in a meeting yesterday with parents and parent involvement professionals from a number of school districts across the state of Washington. I am used to being in meetings where we talk and talk and talk and do nothing. We talk about doing and walk away with theories that sound good but have no practical application. However, I can say I have now been in two critical meetings in the last week where we have talked about really practical ways for schools to build bridges to families and communities.
I wanted to share with you some ideas I heard at this meeting – food for thought. One of the school representatives shared about an event that has worked well in her district. They hold a free back-to-school carnival a couple weeks before school starts as a way to reconnect with the community every year. This carnival is hosted by the district and several community partners (churches, health agencies, daycare providers, etc.). Families who attend the event can get free immunizations, information about health care, information about the school their child will be attending and free school supplies. Representatives are available from each of the schools, to answer questions about the particular school and to connect with parents.
Another suggestion that was made in this meeting but also in another meeting I attended was that parents just need to be asked what they want. Parents aren’t often given the opportunity to have a voice and feel unimportant in the school community. As a former teacher, I can say that schools haven’t done a very good job of engaging families in a dialogue. Too often as teachers we talk at parents and don’t listen. We tell parents when to come to school, where to go when they come and what to do when they get where we tell them to go.
Finally, we talked about the importance of educating parents (and even teachers, sometimes) about the special programs in our schools. Most parents in Title I and LAP communities don’t have any idea what those terms mean or what kinds of services available for their students. Although schools with such programs are mandated to have a parent involvement component, most parents in these communities are unaware of their role in the process. We need to do a better job in schools of creating effective communication strategies with our families and more opportunities for parents to engage in the everyday life of school.
Although there is much that must change if schools are to become effective models of education, I believe there is hope in this system. I want to do whatever I can to support all of you in the work you do as teachers, administrators, parents, concerned citizens… I hope to continue this conversation with you as the year progresses. My hope is that you will be helped by this information and running commentary. Keep up your hard work.
I wanted to share with you some ideas I heard at this meeting – food for thought. One of the school representatives shared about an event that has worked well in her district. They hold a free back-to-school carnival a couple weeks before school starts as a way to reconnect with the community every year. This carnival is hosted by the district and several community partners (churches, health agencies, daycare providers, etc.). Families who attend the event can get free immunizations, information about health care, information about the school their child will be attending and free school supplies. Representatives are available from each of the schools, to answer questions about the particular school and to connect with parents.
Another suggestion that was made in this meeting but also in another meeting I attended was that parents just need to be asked what they want. Parents aren’t often given the opportunity to have a voice and feel unimportant in the school community. As a former teacher, I can say that schools haven’t done a very good job of engaging families in a dialogue. Too often as teachers we talk at parents and don’t listen. We tell parents when to come to school, where to go when they come and what to do when they get where we tell them to go.
Finally, we talked about the importance of educating parents (and even teachers, sometimes) about the special programs in our schools. Most parents in Title I and LAP communities don’t have any idea what those terms mean or what kinds of services available for their students. Although schools with such programs are mandated to have a parent involvement component, most parents in these communities are unaware of their role in the process. We need to do a better job in schools of creating effective communication strategies with our families and more opportunities for parents to engage in the everyday life of school.
Although there is much that must change if schools are to become effective models of education, I believe there is hope in this system. I want to do whatever I can to support all of you in the work you do as teachers, administrators, parents, concerned citizens… I hope to continue this conversation with you as the year progresses. My hope is that you will be helped by this information and running commentary. Keep up your hard work.
Conversations about School PTA's
Sorry I’ve been away for so long! Life is busy, as you know if you are a parent and working full-time. For those of you who attended the “Partnership for Student Success”, thank you so much for making the conference such a success! You all are such a wealth of information yourselves.
I want to share with you where I have been in the last few weeks, both as a parent and as a professional. At the conference, I learned many things from people who attended. There are so many of you - black, white, Asian, Hispanic, Native American who have such great hopes for your students and for your schools. I am glad to hear that, in spite of the struggles, there is still hope. I am glad to hear that so many parents are still eager to advocate for their children and still believe they can have a voice.
Working as the director of CISL has given me the opportunity to hear from so many different sectors of our state population. There are some regions where parents feel highly supported in their schools and some regions where parents feel like aliens in a strange land. There are some districts where the PTA groups are thriving and meetings are full and effective and other districts where parents are not finding ways to engage in their students’ school communities. There are some schools that have begun to think out of the box and others who do not seem to have a clue why parents should be involved in school beyond parent-teacher conferences and choir concerts.
It was a conversation with a mother from a small town near Bremerton who really got me thinking… She challenged a statement I made at the conference about my previous experiences with PTA. She didn’t like what she perceived to be a negative tone about the models of PTA I had seen in the urban communities where I had lived and worked. Her PTA was thriving and involved parents and grand-parents, educators and community members. She could not understand the possibility that PTA was not working everywhere.
As much as I would love to see PTA organizations thrive in my community, I haven’t seen a model like this yet. Although I have paid my dues and have attended all the PTA meetings this year at my children’s school, I was still seeing an absence of people of color, as I had in my 8 years of as a public school educator. I was still not seeing the value of PTA for the parents around me beyond raising money, even though there were so many other needs.
So, what is the answer to this dilemma? Was I just not involved enough? Was PTA a model that only worked in middle class white environments? What could I do to make the PTA better for my family and for other families?
Coincidentally, the subject of PTA came up in four different venues in my professional and personal life. At a high school parent night, I met the PTA president from a predominantly African-American high school. She shared glowing reports about the work of her PTA and the many opportunities parents had to volunteer in her school in a variety of ways. I was in awe! If it was working for her, how could we recreate this success in other schools?
In three other meetings, I spoke with parents of color and white parents alike who experienced rejection from the parent involvement groups at their schools. Several parents felt there were language barriers. Other parents were unable to attend meetings because of the time commitment, so could not figure out a way to plug in. One parent mentioned that her sexual orientation became a hindrance for her in the way other parents in the group treated her and her child.
With all of these experiences swirling through my head, I decided to commit myself to studying different models for parent involvement that are working here in Washington State. I want to visit flourishing PTA groups, as well as groups like the Multicultural Advisory Committee (in North Thurston) and develop a list of the elements that are working in different communities. I would also like to celebrate those programs and events that are successful, so you can each pull from these experiences the elements you think apply to your community. My thinking has transformed. In the words of Dr. Hunt, a family involvement expert and visitor in our office just last month, “It’s not the problem that counts, it’s the solution.”
I want to make an effort as the director of CISL but also as the parent of three, to share what I hear about the successes of others and hope this will help you in your quest. I know I am not in this alone. I am also aware that what works in one place may not work for another place, but I hope in all the suggestions, you will find something that works for where you are.
I want to share with you where I have been in the last few weeks, both as a parent and as a professional. At the conference, I learned many things from people who attended. There are so many of you - black, white, Asian, Hispanic, Native American who have such great hopes for your students and for your schools. I am glad to hear that, in spite of the struggles, there is still hope. I am glad to hear that so many parents are still eager to advocate for their children and still believe they can have a voice.
Working as the director of CISL has given me the opportunity to hear from so many different sectors of our state population. There are some regions where parents feel highly supported in their schools and some regions where parents feel like aliens in a strange land. There are some districts where the PTA groups are thriving and meetings are full and effective and other districts where parents are not finding ways to engage in their students’ school communities. There are some schools that have begun to think out of the box and others who do not seem to have a clue why parents should be involved in school beyond parent-teacher conferences and choir concerts.
It was a conversation with a mother from a small town near Bremerton who really got me thinking… She challenged a statement I made at the conference about my previous experiences with PTA. She didn’t like what she perceived to be a negative tone about the models of PTA I had seen in the urban communities where I had lived and worked. Her PTA was thriving and involved parents and grand-parents, educators and community members. She could not understand the possibility that PTA was not working everywhere.
As much as I would love to see PTA organizations thrive in my community, I haven’t seen a model like this yet. Although I have paid my dues and have attended all the PTA meetings this year at my children’s school, I was still seeing an absence of people of color, as I had in my 8 years of as a public school educator. I was still not seeing the value of PTA for the parents around me beyond raising money, even though there were so many other needs.
So, what is the answer to this dilemma? Was I just not involved enough? Was PTA a model that only worked in middle class white environments? What could I do to make the PTA better for my family and for other families?
Coincidentally, the subject of PTA came up in four different venues in my professional and personal life. At a high school parent night, I met the PTA president from a predominantly African-American high school. She shared glowing reports about the work of her PTA and the many opportunities parents had to volunteer in her school in a variety of ways. I was in awe! If it was working for her, how could we recreate this success in other schools?
In three other meetings, I spoke with parents of color and white parents alike who experienced rejection from the parent involvement groups at their schools. Several parents felt there were language barriers. Other parents were unable to attend meetings because of the time commitment, so could not figure out a way to plug in. One parent mentioned that her sexual orientation became a hindrance for her in the way other parents in the group treated her and her child.
With all of these experiences swirling through my head, I decided to commit myself to studying different models for parent involvement that are working here in Washington State. I want to visit flourishing PTA groups, as well as groups like the Multicultural Advisory Committee (in North Thurston) and develop a list of the elements that are working in different communities. I would also like to celebrate those programs and events that are successful, so you can each pull from these experiences the elements you think apply to your community. My thinking has transformed. In the words of Dr. Hunt, a family involvement expert and visitor in our office just last month, “It’s not the problem that counts, it’s the solution.”
I want to make an effort as the director of CISL but also as the parent of three, to share what I hear about the successes of others and hope this will help you in your quest. I know I am not in this alone. I am also aware that what works in one place may not work for another place, but I hope in all the suggestions, you will find something that works for where you are.
Wednesday, September 10, 2008
My Last Orientation for the Year
I have now attended my last school orientation for the year. Although I was impressed by the numbers of parents in attendance at the middle school orientation, there were easily twice as many parents at the elementary open house. Some hallways I dared not enter for fear of being squeezed into a corner.
All in all, my son was very happy with his new school and new classroom. He was excited to get to know the new students, hoping for the first time in his life that there would be other children around him every day with similar interests and similar eccentricities. He enjoyed talking with the teacher about his recent travels to Europe and about the microscope he had acquired from one of my favorite middle school teachers, Mr. Penello (who happens to live a few doors down from my parents).
As parents entered classrooms, we were handed packets of paper with information and forms to complete. I don’t think I have ever been as conscious of the importance of adult literacy as I am now. As the director of CISL, one of my charges is to help parents navigate the school system. How does a parent respond to a packet if s/he is not a reader? I was a reading teacher, and I am overwhelmed by the 20-page stack I received for each of my students. Do parents who don’t speak English feel comfortable coming to an orientation knowing they may not understand anything that is being said? Orientation must be an overwhelming experience for both groups. Do these families just not attend? What about parents who do not have an office desk or dining room table on which to fill out paperwork? Do these packets not get turned in? Some of you may think these silly questions, but let me remind you that thousands of students served here in Washington are in a state of transition or living without water and electricity or furniture. Some students are living with their families in a shelter…or in a vehicle. There is so much we take for granted about the children we see around us.
Getting back to my son’s classroom… After perusing the books on the shelves and looking at the posters displayed around the room, I asked the teacher if there was anything I could do to support her in the classroom. She asked if I would be interested in supervising a science team for a contest or organizing the Scholastic orders for the month. To be honest, although Mr. Penello was one of my favorite science teachers ever (Mr. Britt, you’re a close second), I would not say science is my strong suit at this point in my life. I was an English and French teacher for the last fifteen years. When it comes to organizing anything that requires the sending out of money… Well, there’s a reason my husband takes care of our bills. I am the QUEEN of procrastination.
Is there nothing else I can do? I was a teacher for 15 years! I taught my son’s current grade-level for most of that time. Is there nothing else I can offer? I speak languages. I have traveled the world. I have written music and directed plays. I was a little offended. Was I so useless? ... And then last night I ran into a PTA regional director who brought me back to reality and reminded me that not all teachers have had wonderful experiences with parents. To my son’s teacher, I am as yet an unknown quantity. Just the fact that I was a teacher does not mean I would necessarily interact well with her students.
I am glad that PTA director put me back in my place. She helped me to realize that I need to be more patient with my son’s teacher. However, this experience also brought to my recollection a thought I have had in my head since the day I arrived in my new office and saw Karen Mapp’s book Beyond the Bake Sale on my desk. I have not yet had time to read the whole book, but from what I read that day, it became apparent to me that school systems – administrators, teachers, even PTAs – have not done a very good job of involving parents in the education of their children during the school day. The most interested and available parents are often asked to organize fund raisers or make copies or maybe, if they’re lucky, to supervise in the lunchroom, attend field trips or chaperone a school dance. Aren’t there other ways we could be helpful as parents?
The wheels in my head have been turning… Maybe not all parents have interesting jobs. Some may work at home as mothers (yes, being a stay-at-home mom or dad is a job). Some parents may not work at all, but I believe each parent has something to offer – a skill, a talent, an experience. Is there a way to invite parents to engage in the classroom in a way that benefits everyone? Is there a coffee shop owner who can talk about the process of buying a franchise or the process of making different kinds of non-caffeinated drinks? Is there a bus driver who can talk about his/her experience driving a bus and how s/he chose this career? Is there a lawyer who can talk about the difference between reality T.V. and real life? Are there people who have skills or hobbies that could be turned into free after-school classes?
I say these things not to point a finger at my son’s teacher, because if any finger-pointing were to be done, one of the fingers would be pointing back at me as a teacher. I say these things because it is time for all of us – parents, educators, community organizations – to think about the ways we can build bridges that connect us and not walls that divide us. We all have something to offer one another. We each hold a key to the success of the children in America’s classrooms.
All in all, my son was very happy with his new school and new classroom. He was excited to get to know the new students, hoping for the first time in his life that there would be other children around him every day with similar interests and similar eccentricities. He enjoyed talking with the teacher about his recent travels to Europe and about the microscope he had acquired from one of my favorite middle school teachers, Mr. Penello (who happens to live a few doors down from my parents).
As parents entered classrooms, we were handed packets of paper with information and forms to complete. I don’t think I have ever been as conscious of the importance of adult literacy as I am now. As the director of CISL, one of my charges is to help parents navigate the school system. How does a parent respond to a packet if s/he is not a reader? I was a reading teacher, and I am overwhelmed by the 20-page stack I received for each of my students. Do parents who don’t speak English feel comfortable coming to an orientation knowing they may not understand anything that is being said? Orientation must be an overwhelming experience for both groups. Do these families just not attend? What about parents who do not have an office desk or dining room table on which to fill out paperwork? Do these packets not get turned in? Some of you may think these silly questions, but let me remind you that thousands of students served here in Washington are in a state of transition or living without water and electricity or furniture. Some students are living with their families in a shelter…or in a vehicle. There is so much we take for granted about the children we see around us.
Getting back to my son’s classroom… After perusing the books on the shelves and looking at the posters displayed around the room, I asked the teacher if there was anything I could do to support her in the classroom. She asked if I would be interested in supervising a science team for a contest or organizing the Scholastic orders for the month. To be honest, although Mr. Penello was one of my favorite science teachers ever (Mr. Britt, you’re a close second), I would not say science is my strong suit at this point in my life. I was an English and French teacher for the last fifteen years. When it comes to organizing anything that requires the sending out of money… Well, there’s a reason my husband takes care of our bills. I am the QUEEN of procrastination.
Is there nothing else I can do? I was a teacher for 15 years! I taught my son’s current grade-level for most of that time. Is there nothing else I can offer? I speak languages. I have traveled the world. I have written music and directed plays. I was a little offended. Was I so useless? ... And then last night I ran into a PTA regional director who brought me back to reality and reminded me that not all teachers have had wonderful experiences with parents. To my son’s teacher, I am as yet an unknown quantity. Just the fact that I was a teacher does not mean I would necessarily interact well with her students.
I am glad that PTA director put me back in my place. She helped me to realize that I need to be more patient with my son’s teacher. However, this experience also brought to my recollection a thought I have had in my head since the day I arrived in my new office and saw Karen Mapp’s book Beyond the Bake Sale on my desk. I have not yet had time to read the whole book, but from what I read that day, it became apparent to me that school systems – administrators, teachers, even PTAs – have not done a very good job of involving parents in the education of their children during the school day. The most interested and available parents are often asked to organize fund raisers or make copies or maybe, if they’re lucky, to supervise in the lunchroom, attend field trips or chaperone a school dance. Aren’t there other ways we could be helpful as parents?
The wheels in my head have been turning… Maybe not all parents have interesting jobs. Some may work at home as mothers (yes, being a stay-at-home mom or dad is a job). Some parents may not work at all, but I believe each parent has something to offer – a skill, a talent, an experience. Is there a way to invite parents to engage in the classroom in a way that benefits everyone? Is there a coffee shop owner who can talk about the process of buying a franchise or the process of making different kinds of non-caffeinated drinks? Is there a bus driver who can talk about his/her experience driving a bus and how s/he chose this career? Is there a lawyer who can talk about the difference between reality T.V. and real life? Are there people who have skills or hobbies that could be turned into free after-school classes?
I say these things not to point a finger at my son’s teacher, because if any finger-pointing were to be done, one of the fingers would be pointing back at me as a teacher. I say these things because it is time for all of us – parents, educators, community organizations – to think about the ways we can build bridges that connect us and not walls that divide us. We all have something to offer one another. We each hold a key to the success of the children in America’s classrooms.
Middle School Orientation
Well, my middle school children have just experienced orientation at their new school. The event was organized so that all new students (both 7th and 8th graders) could do activities together in groups of 10 – 12, facilitated by 8th grade students. The groups played name games and listened to speakers. They took tours of the building and saw their new schedules.
Parents could come later and meet with teachers and counselors. We were invited to sign up for the PTA and for the Parks and Recreation middle school events. Athletic packets were passed out and parents were encouraged to pay for their child’s hot lunch.
As a former middle school teacher, I was pretty impressed with the enthusiasm of the student leaders and faculty present at the event. My only concern, after talking with someone else who had taken off work to attend the event, was that as well-run as the afternoon was, the timing was not well-suited for those families in which both parents worked day jobs. Although there were many parents present, I now wonder how many other parents could have attended had the event been held in the evening.
These are things as schools that we need to think about… 20 or 30 years ago, most moms were at home during the day and could pick up and leave to run errands or assist in a classroom or attend an orientation in the middle of the day. The times are different now. Most women work a full-time job and take care of their children. Many women and even some men are single parents. How can we think about doing things differently to accommodate the different needs of our society so that all parents and guardians can participate in the education of our nation’s children?
Yesterday I paid my PTA dues and signed up to participate in this “mechanism” for the first time in my children’s educational journey. Why had I not signed up before? We were busy at nights. After teaching a full day, I did not have the energy to be out for hours at night as well, in addition to athletic events and church. Furthermore, the PTA groups always seemed to be comprised predominantly by the stay-at-home mothers with whom I had little in common. I do not know how my experience will be here, but I have joined. I am committed to challenging traditional thinking and trying to help create a parent-community-school partnership that is inclusive, not exclusive.
Stay tuned for the next installment – the elementary open house…
Parents could come later and meet with teachers and counselors. We were invited to sign up for the PTA and for the Parks and Recreation middle school events. Athletic packets were passed out and parents were encouraged to pay for their child’s hot lunch.
As a former middle school teacher, I was pretty impressed with the enthusiasm of the student leaders and faculty present at the event. My only concern, after talking with someone else who had taken off work to attend the event, was that as well-run as the afternoon was, the timing was not well-suited for those families in which both parents worked day jobs. Although there were many parents present, I now wonder how many other parents could have attended had the event been held in the evening.
These are things as schools that we need to think about… 20 or 30 years ago, most moms were at home during the day and could pick up and leave to run errands or assist in a classroom or attend an orientation in the middle of the day. The times are different now. Most women work a full-time job and take care of their children. Many women and even some men are single parents. How can we think about doing things differently to accommodate the different needs of our society so that all parents and guardians can participate in the education of our nation’s children?
Yesterday I paid my PTA dues and signed up to participate in this “mechanism” for the first time in my children’s educational journey. Why had I not signed up before? We were busy at nights. After teaching a full day, I did not have the energy to be out for hours at night as well, in addition to athletic events and church. Furthermore, the PTA groups always seemed to be comprised predominantly by the stay-at-home mothers with whom I had little in common. I do not know how my experience will be here, but I have joined. I am committed to challenging traditional thinking and trying to help create a parent-community-school partnership that is inclusive, not exclusive.
Stay tuned for the next installment – the elementary open house…
Friday, August 29, 2008
Jones Family 2008-2009
Have you ever wondered if you are the only parent who has a difficult time making connections to your child’s school? As the new director of the Center for the Improvement of Student Learning (CISL) at OSPI and as someone who has just moved into a new community, I decided it may be helpful to use this blog to chronicle my experiences as the mother of three children (an 11 year-old, a 12 year-old and a 13 year-old) and an educator. I hope you can learn from my experiences.
I know there are some of you out there saying, “School must be easy for her. She’s an educator. She works for OSPI. If anyone ‘gets’ school, it must be her.” I am passionate about doing this blog because as experienced as I am, I do not have all the answers. Furthermore, I have not always been here. I have not always had positive or easy experiences. I think each one of you will be able to relate to some portion of my past story and/or some portion of my current one.
I am an African-American woman who was raised as an ex-patriot in the Netherlands. I grew up as one of the only brown people in a sea of very wealthy Caucasians. When I decided to come to America for college, I came very aware that I was a foreigner in this country. I knew I would be culturally different from the other African-Americans, so I was ready to “not belong” to their community right away. What shocked me was how I was perceived by Caucasians in my college community. My first three years in America were years of self-discovery and much pain as I realized I was not like anyone else around me. Not only was I called a “foreigner” by those in the African-American community, most of whom had never heard of the Netherlands; I was also called the “n” – word as I walked down the street to the store. I was followed by security in stores as I walked down aisles looking for a new toothbrush or a bar of soap. It was not until my junior year that I finally decided either people would like me or not like me. I couldn’t change where I had grown up or the color of my skin.
Shortly after graduation from college, I married an African-American man who had grown up in a single-parent home in an urban community. We married and spent the first four years of our marriage living in very poor communities where gang violence was a daily affair and meals consisted of whatever we could gather from our WIC checks and the food bank. He was working on his graduate degree, and I was substitute teaching when I could get work. Finally, I was hired as the only teacher of color in a private school. In the midst of that first job, I became pregnant with my oldest child. As my children grew from infancy to school age, I became concerned about the state of affairs in our public schools. I looked at the resources my students had in the private school where I worked as compared to the lack of resources and apparent lack of concern for education I was seeing in the public schools. Suddenly, my perceptions of school were personal and not just professional.
I now have three school-aged children. I have one child who has struggled with academic endeavors from the time he was four and I asked him to practice writing. Based on his difficulty remaining focused to complete tasks, we suspected he was ADD, which was later confirmed. He is very intelligent, but struggles with organization and completing assignments. He is gifted athletically and musically. My second child struggles with the content of some subjects but is organized and persistent so has demonstrated above-average grades throughout elementary school. This child is very social and thrives on daily interactions with peers, as well as participation in team sports and band. If there is “drama” to report in school, she is somehow involved. The third child has participated in highly-capable programming for most of his academic career. Although he demonstrates high achievement academically and participates in band, he struggles socially amongst his peers.
Anyone with more than one child knows that no two children are ever alike. This makes parenting at home and at school very complicated. Each child has different needs. Some can be left alone to complete assignments and to manage their behavior. They are self-motivated and self-sufficient. Others require many reminders and a regular call to a teacher.
I am a teacher by trade, so maybe you think I should have this all together. Let me tell you, I am still learning. I still haven’t figured out the way to guarantee that the homework my son has done at home in front of my eyes will make it to his teacher’s desk. I still haven’t figured out how to stop my daughter from allowing other people’s “issues” to distract her from her job at school – to be a student. I haven’t figured out how to stop worrying about whether or not my youngest will have made enough friends by his birthday to warrant having a party. I haven’t figured out how to get as involved as I would like in my children’s school while holding down a full-time job.
As we begin a new year, I want you to know that I send my children off to school the first day just as nervous as you. Will my children get the best teachers? Will my youngest son be laughed at because he’s not good at playing football or basketball like the rest of the boys? Will my children remember to bring home all the necessary beginning-of-the-year paperwork? Will their classrooms be overcrowded? Will they like their new schools?
Don’t think because I have an important position in education that schools will treat me any differently from you. I have been yelled at (when a teacher thought I was a student skipping class, not a parent visiting a classroom). I have been ignored (I mean, not even looked at or spoken to by office staff). I have been told by a teacher that she thought my child was stupid, until she realized he was ADD and just needed to be refocused. I have had important paperwork lost by a teacher. I have struggled just like you to get my kids the kind of education I believe they (and all children) deserve.
As we begin a new school year, I have already made appointments with my children’s principals. I want them to know me and to know that I care. Did I not care before? That was not the case. This will be the first year I can get away from work to make these appointments. I was always in school working with other people’s children and unable to get away to take care of my own the way I would have liked to.
This is a new season for me. As I walk through a new year as a parent of children in a new school, as an employee in a new position, I want to be very aware of ways other parents who are busy during school hours can be involved. I want to think more intentionally about how to support those of you who may have to work two or three jobs or who work a 9:00 – 5:00 and can’t get away to visit a classroom during the day.
Join me for the next nine months and learn with me about how we can do a better job of partnering with our schools to create more successful experiences for our children. Hear about my successes and feel free e-mail me with yours.
If you have questions or suggestions to add to this blog, please write to me at erin.jones@k12.wa.us. I may not have answers for you, but I can help connect you to the resources you need.
I know there are some of you out there saying, “School must be easy for her. She’s an educator. She works for OSPI. If anyone ‘gets’ school, it must be her.” I am passionate about doing this blog because as experienced as I am, I do not have all the answers. Furthermore, I have not always been here. I have not always had positive or easy experiences. I think each one of you will be able to relate to some portion of my past story and/or some portion of my current one.
I am an African-American woman who was raised as an ex-patriot in the Netherlands. I grew up as one of the only brown people in a sea of very wealthy Caucasians. When I decided to come to America for college, I came very aware that I was a foreigner in this country. I knew I would be culturally different from the other African-Americans, so I was ready to “not belong” to their community right away. What shocked me was how I was perceived by Caucasians in my college community. My first three years in America were years of self-discovery and much pain as I realized I was not like anyone else around me. Not only was I called a “foreigner” by those in the African-American community, most of whom had never heard of the Netherlands; I was also called the “n” – word as I walked down the street to the store. I was followed by security in stores as I walked down aisles looking for a new toothbrush or a bar of soap. It was not until my junior year that I finally decided either people would like me or not like me. I couldn’t change where I had grown up or the color of my skin.
Shortly after graduation from college, I married an African-American man who had grown up in a single-parent home in an urban community. We married and spent the first four years of our marriage living in very poor communities where gang violence was a daily affair and meals consisted of whatever we could gather from our WIC checks and the food bank. He was working on his graduate degree, and I was substitute teaching when I could get work. Finally, I was hired as the only teacher of color in a private school. In the midst of that first job, I became pregnant with my oldest child. As my children grew from infancy to school age, I became concerned about the state of affairs in our public schools. I looked at the resources my students had in the private school where I worked as compared to the lack of resources and apparent lack of concern for education I was seeing in the public schools. Suddenly, my perceptions of school were personal and not just professional.
I now have three school-aged children. I have one child who has struggled with academic endeavors from the time he was four and I asked him to practice writing. Based on his difficulty remaining focused to complete tasks, we suspected he was ADD, which was later confirmed. He is very intelligent, but struggles with organization and completing assignments. He is gifted athletically and musically. My second child struggles with the content of some subjects but is organized and persistent so has demonstrated above-average grades throughout elementary school. This child is very social and thrives on daily interactions with peers, as well as participation in team sports and band. If there is “drama” to report in school, she is somehow involved. The third child has participated in highly-capable programming for most of his academic career. Although he demonstrates high achievement academically and participates in band, he struggles socially amongst his peers.
Anyone with more than one child knows that no two children are ever alike. This makes parenting at home and at school very complicated. Each child has different needs. Some can be left alone to complete assignments and to manage their behavior. They are self-motivated and self-sufficient. Others require many reminders and a regular call to a teacher.
I am a teacher by trade, so maybe you think I should have this all together. Let me tell you, I am still learning. I still haven’t figured out the way to guarantee that the homework my son has done at home in front of my eyes will make it to his teacher’s desk. I still haven’t figured out how to stop my daughter from allowing other people’s “issues” to distract her from her job at school – to be a student. I haven’t figured out how to stop worrying about whether or not my youngest will have made enough friends by his birthday to warrant having a party. I haven’t figured out how to get as involved as I would like in my children’s school while holding down a full-time job.
As we begin a new year, I want you to know that I send my children off to school the first day just as nervous as you. Will my children get the best teachers? Will my youngest son be laughed at because he’s not good at playing football or basketball like the rest of the boys? Will my children remember to bring home all the necessary beginning-of-the-year paperwork? Will their classrooms be overcrowded? Will they like their new schools?
Don’t think because I have an important position in education that schools will treat me any differently from you. I have been yelled at (when a teacher thought I was a student skipping class, not a parent visiting a classroom). I have been ignored (I mean, not even looked at or spoken to by office staff). I have been told by a teacher that she thought my child was stupid, until she realized he was ADD and just needed to be refocused. I have had important paperwork lost by a teacher. I have struggled just like you to get my kids the kind of education I believe they (and all children) deserve.
As we begin a new school year, I have already made appointments with my children’s principals. I want them to know me and to know that I care. Did I not care before? That was not the case. This will be the first year I can get away from work to make these appointments. I was always in school working with other people’s children and unable to get away to take care of my own the way I would have liked to.
This is a new season for me. As I walk through a new year as a parent of children in a new school, as an employee in a new position, I want to be very aware of ways other parents who are busy during school hours can be involved. I want to think more intentionally about how to support those of you who may have to work two or three jobs or who work a 9:00 – 5:00 and can’t get away to visit a classroom during the day.
Join me for the next nine months and learn with me about how we can do a better job of partnering with our schools to create more successful experiences for our children. Hear about my successes and feel free e-mail me with yours.
If you have questions or suggestions to add to this blog, please write to me at erin.jones@k12.wa.us. I may not have answers for you, but I can help connect you to the resources you need.
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