Title I

I realized that I have used the term "Title I" several times without an explanation. Well, that was very un-teachery of me...

"Title I schools" refers to those schools that receive funds under Title I of the Elementary and Secondary Education Act of 1965 (ESEA). Most of you are probably more familair with the No Child Left Behind Act, which is essentially an updated version of the originial ESEA.

Title I is officially called "Improving the Academic Achievement of the Disadvantaged" and its main purpose is to improve the academic achievement of children of low-income families. Currently, about half (55 percent) of U.S. public schools receive funds under Title I.

Title I is certainly not a new concept in American education. In fact, its history dates back to 1965 when it became the cornerstone of Johnson's "War on Poverty". It was signed into law on April 9, 1965: "In recognition of the special educational needs of low-income families...Congress hereby declares it to be the policy of the United States to provide financial assistance."

Another Bite

I recently received a second interview offer. Ashland Middle School is 93% white and less than 10% low income. AMS has a 13 to 1 student- teacher ratio (pretty high) with most students in the proficient range (one step below advanced) for the Mathematics and Language Arts MCAS scores. Looking on the school website, there are separate pages for teachers, students and parents and most teachers have their own class web pages. Wow... this school is on the complete opposite end of the spectrum from the other school that wanted to interview me. Now, some of you maybe thinking that Ashland would be an ideal school district for me. The reality is that all schools have a set of challenges that teachers have to face. In a Title I school, teachers face a lack of quality educational materials and low standardized test scores. In a suburban school, teachers are confronted with overbearing soccer moms and pressure from administrators.

As most of you probably know, I want to work in a school that faces the former. I am reluctant to use terms like “low-income” and “urban” here- they sound very cliché and I don’t want to sound like a naïve martyr. I just feel that I have the energy and motivation to work in such a school. Because I have experienced the parents who complete their kids’ homework and show up to every school function in my own education, I need these other experiences to broaden my perspective.

A representative from Ashland called and said that they had a 3 o’clock opening on June 2nd. (If they are setting up a schedule, they must have a fair amount of applicants, no?) After enlisting some office mates (the original blogger/J2K and my mentor) to help me make a decision, I realized that setting up an initial phone interview that may be followed up with a visit to the school would be far more effective than me flying to Beantown every time I get an interview.

One last thought

I did something this morning that some may consider monumental/blog-worthy.

Drum-roll please... I took out 4 of my ear piercings (for those not-in-the-know I took out my second and third sets).

When my sis-in-law inquired about my motives, I paused.
"Because you are going to be a teacher...?" she hypothesized.
Well, yes I suppose so.

I just don't think they are doing anything for me anymore. (Which makes me wonder, did they ever?)

As I venture boldly into the realm of adulthood, I would like to reassure my parents...

Don't worry mom and dad, I'm still you're little girl. The nose stud and earth tattoo remain (one step forward, two steps back).

Not Related to Teaching

Just to let everyone in on a little D.C. secret...
Madhatter is the only bar in the world that can get away with playing the following songs/artists in a row: Sweet Caroline (Neil Diamond), Love It or Hate It (50), some country song by Garth Brooks which I happened to know the lyrics to, and Smooth Criminal (old school Michael Jackson).

The Gods are Smiling...(?)

I received a phone call from a school today in Lawrence, Massachusetts (about 30 miles outside Boston). The school is a Title 1 school, 95% Hispanic, 93% English as a Second Language, 97% low-income and would like to set up an interview with me....ummmm...wow. I guess I'm not in Kansas/Pittsfield Catholic Schools any more...

Wishin and Hopin

Let me give you the current status of my job search...

Job Fairs attended: 1
Positions applied to: 20
Copies made: 120
Postage paid: $40
Emails Sent: 15
Internet job searches completed: Lots
Hours Spent on Above: Many

Interviews Granted: 0
Job Offers: 0

Those that know me know that I am an optimist. You ask, "Is the Job Glass have full?" I answer (with a smile), "But of course..."

Friends, I refuse to panic. I keep reminding myself that it is only May 18th @ 6:39 pm and at least one contact told me that he would get in touch with me mid to late May. (The Ides of May came and passed- still no word.) School doesn't get out for another month in most districts and I have actually heard of teachers who were hired all the way up to the day before school started in September. By this reasoning, I have many moons to go.

Still, a mentor of mine told me to be assertive. I like her style and have devised the following GP (game plan for those not in the know) to land myself a dream teaching job in the district of my choice (half full, half full, half full):

1. Continue to check Massachusetts DOE website, school district websites, and Boston Globe Classifieds daily
2. Continue to send out packets with cover letter, resume, copy of licensure, and letters of recommendation
3. Continue to spend Americorps*VISTA stipend on expensive paper and postage
4. Follow up each sent packet with an email to the principal of the school and/or the HR director of district
5. Follow up each email sent with a phone call
6. Be assertive
7. Keep smiling

Also, if anyone knows of any Social Studies openings in any 5-8 classroom somewhere in Eastern Massachusetts, kindly notify me.

(Happy Birthday Alex and Julia!)