New Terrain

Update 8/3/07: Dear Readers: Thank you for your thoughtful comments. What a tricky issue this is. As readers' remarks made me think about this even more closely, I had to revise my words to clarify my ideas. While the original discussion revolved around public and private schools, what I hadn't explicitly written was that I solely meant low-performing public schools. So really, the discussion is about, when having a choice, if parents would send their children to local low-performing schools or high-performing schools elsewhere. The changes are marked in italics. Thanks for the comments-- keep them coming!

So last week I grouched over the lame questions asked during the CNN/YouTube Democratic Presidential Debates. But I still have to ask: Public or private?

That's the question our politicians were grilled over during that groundbreaking discussion with the public. And while I scoff at its shallowness, the question (and the politicians' defensive and cautiously crafted responses) digs at an issue we have all probably considered at one point or another: Public or private? Or more specifically, whether we would send them to a high or low performing school. (This is not to suggest "public" is synonymous to "under-performing". There are thousands of high-achieving public schools in the country.)

I am not yet a parent, but do intend to be, one day in the long, faraway future. After teaching for two years and being surrounded by students I have adopted in my heart as my own, I've spent more time thinking about my one-day-in-the-way-future children than is probably normal. I've collected books I'd want to read to my one-day children, devised behavior strategies, and debated whether I would send them to local low-performing schools.

As a product of U.S. public schools (even at the graduate school level), I am proud of our system. From my (very limited) vantage point, I can only imagine working long-term at under-resourced public schools. I am committed to closing the achievement gap no matter where I am in the field, and truly believe it can be, will be and must be done ASAP.

That said, I would have a hard time sending my children to an under-performing public school, AKA a school I would likely work at. Even if it meant spending more money and/or driving longer distances, I think would try to send my children to a higher performing school, even if it was a private school, charter school, or a school in a different district.

I am very wary about writing those few lines. I feel like they make my motives to teach very disingenuous. How can I possibly believe in closing the achievement gap if I won't even send my own (one-day) children there? And how can I possibly be an active member of my community (one of the greatest joys and necessities as a teacher) if I'm not willing to participate in it as a parent? Having only ever attended public schools, I value their diverse people, ideas and opportunities. I grew from their limitations. I have countless peers who attended low-performing public schools and who have developed into high-performing scholars, thinkers and problem solvers.

Yet, I can't get over the fact that a strong education, both at home and at school, is so critical at all stages in life. Good teaching is central in pushing people's learning. Low-performing schools are likelier to be one's traditional, local public schools since individuals have a choice among private and charter schools, and would logically opt for the high-performing schools. I am concerned about mixing my mission to improve schools with my (one day) children's development.

And yet, I can't get past the sinking feeling when I hear of a family sending their child to a "better" school, whether it's a high-performing public/charter or private school. Each child who leaves the system takes away with him/her countless learning experiences that could have been shared with others. How can our schools improve if we don't invest our energy and commitment to the community we belong to?

I have a feeling this is a debate I'll be waging with myself (and my one-day husband) for years to come.

I was wondering what (current and one-day) parents think about this issue. High or low?

Posted by Jessica Shyu at 5:39 PM | Permalink | Comments (19)

I admit, I do have a few interests beyond education. I'm an avid writer, an eager traveler, and a shameless karaoke singer... But as I enter my first presidential election after joining the world of education, I can't help but obsess over the ed bits in news...

Which is why, from an educator's perspective, Monday night's CNN/YouTube Democratic Presidential Debates was lame. Clearly, I'm biased (and not entirely telling the truth-- there were other parts of the debate I found more interesting). But why weren't there more meaningful questions on education? Anderson Cooper asked the candidates three questions contributed by YouTubers focused on the subject:

1) Who was your favorite teacher and why? (Response: About 250 words)
2) Scrap or keep NCLB? (Response: About 300 words)
3) Whether they send their children to public or private schools (Response: About 700 words).

Lame questions deserve lame responses. The private/public school question scored more debate among the candidates than the first two combined! Is this the way education is going to be handled for the rest of the election period?

Posted by Jessica Shyu at 10:39 PM | Permalink | Comments (1)

It gets a little depressing around this time of year when teachers talk about the last day to turn in resignation letters, when principals fret over having way too many openings, and the news media keeps up the chatter about why teachers quit. (This blog included.)

But as a fairly fresh newcomer to the education field, brimming with hope and optimism (although tempered with a taste of what teaching is really like), what I want to know is: Why do teachers stay? And what can schools really do to encourage teachers to stay?

My new-teacher friends and I have our theories and our personal experiences. Some of them are staying in the classroom while others are leaving. Regardless, everyone has their own theories about sustaining teachers in the classroom.

Why do teachers stay?

"I know that this sounds horribly hokey, but I have seen some teachers with 30 years of experience hate hate hate the principal, the school board, etc, but they simply bloom when they are with the students." -- Rachel Wieland, former teacher, current Teach For America program director

"The reality of why teacher stay is that they have found a school or community which has welcomed them, given them opportunities to grow, learn, and to use their talents to benefit those around them." -- former teacher

"I stay in teaching because I feel really good about the job I am doing. I know I am making a difference, I know I am doing what is right, and I go to sleep at night feeling really good about the work I've done." -- Scott Therkelsen, third-year math teacher

"They started because it was a job, a paycheck. When they started, there weren't so many stigmas being a teacher and the salary was good. Some of them realized they were good at their job and enjoyed it. Others realized they hated it, but had bills to pay." -- former literacy teacher

"In my case, once I got into teaching it became entirely about my students as I love working with them. It is for them that I am considering staying in the field for more than my required two years." -- Cristina Perez, second-year special education teacher

But what can make these fairly new and high-achieving teachers stay? This is where their responses really ranged. Some people said they would consider staying in the classroom long-term if they received greater support and coaching from their districts. Other people said they would remain if they really felt welcome and connected with their colleagues and community. They also said feeling appreciated would make them stay. It could be an acknowledgment of their hard work, a sincere thank you, a meaningful observation and discussion with their administrator.

What would make you stay?

"My decision to stay in teaching would be much easier if I felt that I was getting enough support from the district. I feel that in most cases the district acts more as an adversary than an advocate. I feel excessive paperwork, minimal training, poorly implemented programs (like PDSA, etc.) all get in the way of my teaching and prevent me from doing the work that I love to do." -- Cristina Perez

"[Offering] better/new opportunities... [This] is the hardest to combat. But afford staff the opportunity to assume leadership, new roles, and to grow and develop. This will help some staff feel that they are still moving forward and not stagnating in a position. While you cannot grant an instructor a six digit salary, you take steps to make sure that they feel like they are making it when they walk out the door."-- former Teach For America teacher

"Coach them. Teach them how to be successful. In any job, any profession, people simply want to know that they are successful. Those who feel unsupported and thus leave, are usually the ones who don’t know what they need to do better with the kids. I wish every school had a [Teach For America] program director for every 15-20 teachers. Eh." -- Rachel Wieland

"I think what causes a teacher to stay in his/her school is the depth of the relationships they build with their administration and colleagues. I think if a teacher really feels like they are apart of something larger than themselves in that school and everyone is really working together that is can be a reason why some stay." -- Alicia Bowman, former science teacher

Please share your responses. Whether you're a new or seasoned educator, what makes you stay in the classroom? Also, what does your school do to encourage you to stay? I'll be posting some on the blog throughout the week, so please check back!

Posted by Jessica Shyu at 12:59 AM | Permalink | Comments (39)

My name is Jessica and I am part of the problem. Sort of.

I am part of the teacher retention problem that think tanks, news articles and educators grapple with. After two years of teaching sixth through eighth grade special education at my school in New Mexico, I have left my classroom and the community.

I am part of the “upwards of 40 percent” of new teachers who leave the profession, and therefore leave communities, colleagues, and most importantly, students. I am part of the multi-billion dollar tab racked up by teacher turnover. I am part of the 19 to 26 percent of teachers who leave high-poverty schools—schools that need us the most.

Leaving the classroom after only a couple years is something few teachers are truly proud of. Teaching not only comes with a paycheck; it comes with the moral and social duty of educating our children. No one wants to let children down.

But sometimes, it happens anyway. For some people, teaching isn't their passion. For others, the accountability, testing and federal mandates are too stifling. Some educators leave the classroom to explore other opportunities, while others leave their schools to teach elsewhere. None of that is wrong. None of that is unjustified. And even though teaching has about the same turnover as other professions with similar education requirements, like nursing and accounting, it leaves you feeling guilty anyway. And you don't ever stop thinking about the students you taught.

So it must seem rather odd that I, a happy and successful, but un-retained teacher (exactly the demographic we're trying to keep in the classroom, right?), am writing a blog on education.

I graduated with a degree in journalism and had mapped out my career in media when the chance came two years ago to join Teach for America. My plans changed unexpectedly when I fell in love with children and teaching during my two years on the Navajo Nation. Barely realizing it, I began planning my life and career around the classroom. But as much as I had made a home in the community and as much as my students needed me, I knew I wanted to teach closer to my family on the East Coast. I planned to attend Columbia University's Teachers College this fall to finish my Masters degree in education, and return to the classroom to teach general or special education in an upper-elementary or middle school setting.

Then life threw me yet another curveball. Last spring, I was offered the chance to join Teach for America's team in the Rio Grande Valley as a program director. As much as I love teaching children, I knew this was an opportunity I couldn't pass up, even though it's still far from home. For the next few years as a PD, I have the opportunity to do work I consider as important as the front-lines, day-to-day work in the classroom: guiding, problem-solving, and, most importantly, building the leadership of first- and second-year TFA teachers in the Valley.

Please bear in mind that I don't claim to be a master teacher—my role is to be a problem-solving thought partner and leadership builder. Undoubtedly, I will be calling for the advice of master teachers out there as the year goes on! =)

My own TFA program director worked with me over two years to develop my confidence and analytical skills in the classroom. Without Rachel's guidance, who knows if my students would have made 85% of their IEP goals this year. Without her support, who knows if I would have even wanted to continue to teach.

While I am comfortable with my decision, and feel I am doing what is best for the greatest number of students in the long-run, I still cringe every time I read a new article on the number of teachers who quit and why they do. Because it's true. The bottom line is that it takes effective teachers to leave no child behind. And for the students who are perpetually left behind—the ones with IEPs and the ones from under-resourced communities—they need effective teachers to stay the most.

And so that is where "New Terrain" comes in. It will cover the new terrain between the worlds of the starting teacher and the experienced. It will feature the advice of someone who herself is still only two years into the profession, supplemented by the sage advice of some of you who have been in the classroom for many years. I will draw upon my own experiences as well as those of my corps members, and address issues hot on teachers' minds—whether it's about paperwork vs. teaching time, ways to find your own extraordinary teaching mentors, or how to make the most of your vacation and downtime.

I look forward to readers' comments, questions and suggestions about issues or topics to write about. Please leave your e-mail address if you would like a response (from me or from other readers). You can reach me personally at teachfornm (AT) gmail.com

Posted by Jessica Shyu at 5:10 PM | Permalink | Comments (6)

I rarely finish reading a news article smiling, especially when it has to do with students with special needs. So I wanted to post this Washington Post piece on a girl with visual impairments who went to France for four days to learn the art of perfume making.

The school in Provence was established by the founder of French cosmetic company L'Occitane after she realized that people shouldn't be limited by their disabilities. Rather, they should have the chance to maximize the abilities they do have.

"But the best part was being with other visually impaired teenagers who face challenges similar to those she faces daily, Emma said. From one family she learned about a Web site where you can download large-print books for free. She and the other girls giggled over the mishaps they sometimes experience and commiserated about the frustrations they sometimes feel."

"These girls understand me, Emma thought. She felt far less alone in the world."

This was the part that was most touching to me. It was a reminder that while we are all about inclusive education these days, there is still something to be said about sometimes being with others who are like you.

Posted by Jessica Shyu at 1:01 AM | Permalink | Comments (1)

Thirty years ago, as a nurse in Taiwan, my mother taught women how to use condoms and other forms of birth control. However that didn't help her initiate an open dialogue with me about sex, contraception or STDs. Everything I knew about reproduction and STDs until I was 13 was from the middle school gym teacher. And while 13 is young, I knew what gonorrhea was and that I didn't want it.

The federal government just funded a campaign to encourage parents to speak to their children about sex education. What a great step. We all know that education starts in the home, and the more resources we have available to families, the more likely they will discuss the issue.

Unfortunately, the $8.5 million per year program is limited to abstinence education. While I would never expect abstinence resources NOT to be available to families, I also would never expect contraception/STD resources NOT to be readily available as well. Ignorance may be bliss, but whatever happened to knowledge is power??? Shouldn't a fair share of that 2-plus year program be also devoted to promoting prevention education?

This is an issue that hits close to my heart. Not just because Mom didn't teach me about sex ed (she did, but only after I learned the messy parts in school), but because my students in New Mexico didn't have the opportunity to. Not talking about it obviously won't make it go away. Teens still get pregnant, STDs are still spread, and the mysteries of body hair remain. There are too many children whose families aren't talking to them about sex, and they aren't given the option to learn it in school. To me, the option of sex ed should be a national standard.

Check out "Around the Web" for the latest on the Fed's war on sex ed.

Posted by Jessica Shyu at 11:53 PM | Permalink | Comments (4)