I don't even know what to post. Things have gotten better since the first day, but today was a pretty rough day. I'm trying to stay positive, especially since I know it will ONLY get harder. I finally got my own classroom and a 9th grade advisory (like a homeroom but I get to do some more fun stuff with them -- potentially). The 9th graders are an interesting mix. Some of them are eager, some of them are so lazy and negative I want to smack them. The point of advisory is to be fun. We have somewhat of a curriculum, but its things like relationship building and peer pressure and dating and those kinds of things. All the stuff I loved about being a Camp Counselor. Unfortunately, I haven't one my kids over yet. Its early in the morning and they would rather be quiet and bored than do any of my activities with me. I am going to have to get creative in motivating them.
I am consistently frustrated by the system here. So much for walking the walk. I am getting plenty of lessons in patience and figuring out what I do and don't have control over.
The 9th grade class reads on average at the level of a 5th grader. So far 2 are actually on a 9th grade level.
Today might not have been the best day to update. I know things will get better. I know I need time to get to know my advisees before they trust me enough to actually have fun. I know I need time to gain the trust of the teachers, too. I'm just impatient. About so many things in my life right now.
Monday, August 17, 2009
Wednesday, August 5, 2009
But can you walk the walk?
So its now t-minus 5 days until I am standing in front of my high school students, praying that they will respect me. What a mixture of excitement and terror. I am anxious to get started with something I have been thinking and praying about for so long.
I have spent the last week at APS (Atlanta Public Schools) training sessions, orientation to my school, faculty and departmental meetings, TFA training sessions and meetings with my co-teacher(s). I am initially placed as the PEC (Program for Exceptional Children -- the new way of saying Special Ed) teacher for 11th and 12th grade -- primarily working with the ELA (English Language Arts) teacher, Mrs. D. She is a no-nonsense lady who has been teaching for more than twenty years and I am excited to work with her. She has already "taken me under her wing." I also like my principal so far. Both Mrs. D and Mrs. G seem to understand the purpose and the importance of the PEC program. As per my title -- they certainly talk the talk -- I'm anxious to see if they can walk the walk.
Yesterday I was told that I may also co-teach history. At first, I was nervous. However, I felt better soon. The 11th/12th grade history teacher, who is also the grade-level team leader, is a 2nd year TFA (CM) Corps Member who was Teacher of the Year last year -- hallelujah!! I can already tell he is going to be great to work with and they will all definitely be a support team for me. I also learned that there is another 2nd year CM at my school, so I am excited to meet her as well.
All in all, this past week has been a positive experience. As the only new teacher at STEMS, and therefore the only 1st year teacher, I was worried about how I would be viewed or treated. But everyone has been so friendly so far. I am making relationships with teachers both within my grade assignment and those who aren't and also in a range of subjects. So far, I feel like I have been placed in a good situation. I know I will certainly have my challenged -- but I am in a better place than many of my peers.
Culture shocks for this week:
---metal detectors guard the doors where the students enter the school
---Mrs. D told me that of the 56 seniors, roughly half of which are girls. Of these girls, she could only think of 3 or 4 who had never been pregnant.
---I am one of two white teachers at my school. A school which I am told has no white students.
This will be interesting...
I have spent the last week at APS (Atlanta Public Schools) training sessions, orientation to my school, faculty and departmental meetings, TFA training sessions and meetings with my co-teacher(s). I am initially placed as the PEC (Program for Exceptional Children -- the new way of saying Special Ed) teacher for 11th and 12th grade -- primarily working with the ELA (English Language Arts) teacher, Mrs. D. She is a no-nonsense lady who has been teaching for more than twenty years and I am excited to work with her. She has already "taken me under her wing." I also like my principal so far. Both Mrs. D and Mrs. G seem to understand the purpose and the importance of the PEC program. As per my title -- they certainly talk the talk -- I'm anxious to see if they can walk the walk.
Yesterday I was told that I may also co-teach history. At first, I was nervous. However, I felt better soon. The 11th/12th grade history teacher, who is also the grade-level team leader, is a 2nd year TFA (CM) Corps Member who was Teacher of the Year last year -- hallelujah!! I can already tell he is going to be great to work with and they will all definitely be a support team for me. I also learned that there is another 2nd year CM at my school, so I am excited to meet her as well.
All in all, this past week has been a positive experience. As the only new teacher at STEMS, and therefore the only 1st year teacher, I was worried about how I would be viewed or treated. But everyone has been so friendly so far. I am making relationships with teachers both within my grade assignment and those who aren't and also in a range of subjects. So far, I feel like I have been placed in a good situation. I know I will certainly have my challenged -- but I am in a better place than many of my peers.
Culture shocks for this week:
---metal detectors guard the doors where the students enter the school
---Mrs. D told me that of the 56 seniors, roughly half of which are girls. Of these girls, she could only think of 3 or 4 who had never been pregnant.
---I am one of two white teachers at my school. A school which I am told has no white students.
This will be interesting...
Saturday, June 20, 2009
1st week teaching
So I have finished my first week teaching -- what a crazy week it was.
My kids are precious. They have attitudes, don't get me wrong. But they are precious. I already have so many stories about almost all of them. We have 12 kids in our class, 7 of whom are actually Special Ed. It's interesting to already be getting some practice, however its frustrating because we can't see their IEPs so we don't know what these children need to help them learn (accommodations, modifications, etc.)
My lessons have not gone very well, as a general rule. 5th grade math is a lot harder than you might think, especially since the majority of what we are learning is so second nature to a 22 year-old that I don't even know how to break it down enough to teach it to them. I plan for hours, try to come up with games or activities to get the kids engaged, but something is disconnected between what I say and what they understand. I am certainly learning a lot, though. And my lesson on Friday was finally a success, I believe. In fact, I had 3 hundreds on their exit assessments! That made me feel pretty good.
Thursday, however, was another story. One of my kids actually told me to "Go to ..." you know =). I just looked at him. I could never imagine saying that to a teacher, but this is the world I have now entered. I also had a test thrown at me -- "man, I'm not takin' no stupid test." The good thing about all of this: I have a pretty stellar teacher face and teacher voice. I certainly have room to grow in many things -- but a raised eyebrow does wonders for getting a kid's attention.
The biggest highlight of the week (and the moment that runs through my head when I am exhausted at 3 in the morning still lesson planning or when a kid is refusing to take a test):
One of our students, R (for privacy and such we can't say their names) was the first of our students to make a one hundred on an exit assessment. We had already decided that we would have a "Hundred Club" and that any student who received a 100 would get a medal/badge thing and they would get a standing ovation from the class. We wanted to make it a really big deal and make them see that it was cool and exciting to get a 100, not dumb. Anyway -- on Wednesday morning we were able to tell the class about our Hundred Club. You should have seen how excited the kids got when they found out about it. (especially since if you get in the Hundred Club, you get FIVE "I Can" coins -- our token reward system. As my co-teacher said, "Can you imagine, that at 8:31 and 16 seconds, you could already have FIVE COINS?!" To which the entire class gasped!) So then we told them -- we already have our first member of the Hundred Club. They freaked! So of course we built up the excitement to telling them who it was. When we finally called R's name -- I cannot even express in words this child's face. He looked at us in complete and utter surprise. He looked around the room at all four teachers and was so stunned he didn't know what to do. My co-teacher Erin (Ms. Johnson) told him to come up and receive his prize.. and he just looked at us. He turned to me and said, "Is it really me??" I could have cried. I actually think that all four of us started to tear up watching his face. For the rest of the day, he would come up to me and say "Ms. MeGahee, look! I'm gonna get another hundred. I really am!" He was so proud.
This child has completely stolen my heart. When we observed the class last week (when the real teachers were teaching), he had to be consistently separated from the class because he has some behavior issues that keep him from working with others. However -- that is beginning to change. We had a talk about how he was a role model for the class now because he was the Hundred Man (I don't know why I called him that, but he loves it). Anyway, we are working on his behavior and now he sits with the class just like everyone else. He has also gotten a 100 every day since Wednesday. So last week, he got three in a row, and we already know he will be getting one on Monday. He told me Friday his goal was to get 10 in a row!
I could probably talk for a very long time about all my kids -- there is C who is so smart but so easily frustrated and quick to give up. I am trying to figure out how to keep him motivated even if he doesn't get a 100. Then there is K, who doesn't think its cool to be smart -- so even though he knows the answers and knows the skills, he doesn't do the work on his assessments. However, Friday he received a 100 on my assessment -- I can't wait to show him and make a big deal about him so that he will see its okay to be smart and do well -- in fact its cool.
Then there's T, who has been so beaten up by the fact that he is Special Ed he doesn't even want to try his work. I think he is so afraid of failing he just doesn't even attempt it. We haven't figured out a way to motivate him -- when I told him he had received a 100 in reading so he could do it in math too, he told me "Man, I'm just not good at math." When I told him he needed to do the work so he could pass and go to 6th grade, he told me "I don't want to go to 6th grade." Pray for him and pray for us trying to reach him. I know he has it in him -- I wish I knew how to motivate him and get him invested in school.
That's probably the over-arching theme of this class. Our kids just don't think they can do things. So most of the time that means they don't even try. If I had a nickel for every time this week that I heard "I don't know how to do this" I wouldn't have to worry about finding money to pay for an apartment!
Things are going well. I'm often exhausted and frustrated, mostly at myself and at this system that lets kids get to this point, but I know that I am learning a lot and that I am slowly reaching these kids. Hopefully, lesson planning will get easier with more practice so I'll have time to update this more frequently. Cross your fingers!!
My kids are precious. They have attitudes, don't get me wrong. But they are precious. I already have so many stories about almost all of them. We have 12 kids in our class, 7 of whom are actually Special Ed. It's interesting to already be getting some practice, however its frustrating because we can't see their IEPs so we don't know what these children need to help them learn (accommodations, modifications, etc.)
My lessons have not gone very well, as a general rule. 5th grade math is a lot harder than you might think, especially since the majority of what we are learning is so second nature to a 22 year-old that I don't even know how to break it down enough to teach it to them. I plan for hours, try to come up with games or activities to get the kids engaged, but something is disconnected between what I say and what they understand. I am certainly learning a lot, though. And my lesson on Friday was finally a success, I believe. In fact, I had 3 hundreds on their exit assessments! That made me feel pretty good.
Thursday, however, was another story. One of my kids actually told me to "Go to ..." you know =). I just looked at him. I could never imagine saying that to a teacher, but this is the world I have now entered. I also had a test thrown at me -- "man, I'm not takin' no stupid test." The good thing about all of this: I have a pretty stellar teacher face and teacher voice. I certainly have room to grow in many things -- but a raised eyebrow does wonders for getting a kid's attention.
The biggest highlight of the week (and the moment that runs through my head when I am exhausted at 3 in the morning still lesson planning or when a kid is refusing to take a test):
One of our students, R (for privacy and such we can't say their names) was the first of our students to make a one hundred on an exit assessment. We had already decided that we would have a "Hundred Club" and that any student who received a 100 would get a medal/badge thing and they would get a standing ovation from the class. We wanted to make it a really big deal and make them see that it was cool and exciting to get a 100, not dumb. Anyway -- on Wednesday morning we were able to tell the class about our Hundred Club. You should have seen how excited the kids got when they found out about it. (especially since if you get in the Hundred Club, you get FIVE "I Can" coins -- our token reward system. As my co-teacher said, "Can you imagine, that at 8:31 and 16 seconds, you could already have FIVE COINS?!" To which the entire class gasped!) So then we told them -- we already have our first member of the Hundred Club. They freaked! So of course we built up the excitement to telling them who it was. When we finally called R's name -- I cannot even express in words this child's face. He looked at us in complete and utter surprise. He looked around the room at all four teachers and was so stunned he didn't know what to do. My co-teacher Erin (Ms. Johnson) told him to come up and receive his prize.. and he just looked at us. He turned to me and said, "Is it really me??" I could have cried. I actually think that all four of us started to tear up watching his face. For the rest of the day, he would come up to me and say "Ms. MeGahee, look! I'm gonna get another hundred. I really am!" He was so proud.
This child has completely stolen my heart. When we observed the class last week (when the real teachers were teaching), he had to be consistently separated from the class because he has some behavior issues that keep him from working with others. However -- that is beginning to change. We had a talk about how he was a role model for the class now because he was the Hundred Man (I don't know why I called him that, but he loves it). Anyway, we are working on his behavior and now he sits with the class just like everyone else. He has also gotten a 100 every day since Wednesday. So last week, he got three in a row, and we already know he will be getting one on Monday. He told me Friday his goal was to get 10 in a row!
I could probably talk for a very long time about all my kids -- there is C who is so smart but so easily frustrated and quick to give up. I am trying to figure out how to keep him motivated even if he doesn't get a 100. Then there is K, who doesn't think its cool to be smart -- so even though he knows the answers and knows the skills, he doesn't do the work on his assessments. However, Friday he received a 100 on my assessment -- I can't wait to show him and make a big deal about him so that he will see its okay to be smart and do well -- in fact its cool.
Then there's T, who has been so beaten up by the fact that he is Special Ed he doesn't even want to try his work. I think he is so afraid of failing he just doesn't even attempt it. We haven't figured out a way to motivate him -- when I told him he had received a 100 in reading so he could do it in math too, he told me "Man, I'm just not good at math." When I told him he needed to do the work so he could pass and go to 6th grade, he told me "I don't want to go to 6th grade." Pray for him and pray for us trying to reach him. I know he has it in him -- I wish I knew how to motivate him and get him invested in school.
That's probably the over-arching theme of this class. Our kids just don't think they can do things. So most of the time that means they don't even try. If I had a nickel for every time this week that I heard "I don't know how to do this" I wouldn't have to worry about finding money to pay for an apartment!
Things are going well. I'm often exhausted and frustrated, mostly at myself and at this system that lets kids get to this point, but I know that I am learning a lot and that I am slowly reaching these kids. Hopefully, lesson planning will get easier with more practice so I'll have time to update this more frequently. Cross your fingers!!
Sunday, June 14, 2009
One week down!
So I finally have the time to update everything that has happened in the past week. I have honestly never been so exhausted in my entire life. We go from about 5:30 in the morning to at least about 11 every night -- usually later though. It has been crazy and quite a roller coaster of emotions.
Monday I will teach my first lesson to kids! For the summer, we are placed in teams of four teachers who are responsible for one summer school class. Our class is fifth graders who failed both the math and the reading parts of the CRCT (the test in GA that determines if you move to the next grade) so our job is to teach them as much as we can in essentially 18 days so that they will be able to pass the test. No pressure! The first two weeks I will be team teaching math for 45 minutes each day and the last two weeks I will teach reading every other day for 90 minutes. Fortunately, I really like my other team teachers and we get along pretty well. I have already heard some horror stories that some of my new friends have experienced with their team.
As far as adult supervision, each team has two main advisers. Our CMA, or Corps Member Advisor, is our advisor on the TFA side. They all have at least two years under their belt, and some have more. My CMA Brooke is great -- so much more approachable than I imagined in the beginning. We also have an FA, or Faculty Advisor, who represents the Atlanta Public Schools. They have been teaching our kids for the past week and they are in the room observing us all day every day, and they are the ones who are legally responsible for the class. Our FA was actually an Atlanta corps member in 2000, so she is all about TFA!
I am being tested and tried more than ever in terms of my flexibility. My classroom was switched, my teaching assignment was switched, and then my specific lessons were switched after I had already planned them. Let's just say, I have cried a lot this week and been frustrated beyond belief. But I am trying to keep positive. It's not always easy when you're runnin on empty though.
So tomorrow, we conquer fractions and word problems. It is amazing to me how difficult it is to teach 5th grade. You think it can't be that hard, because it is all basic information at this point. The problem is that it is so basic that I don't even know how to explain how to do some things! I mean, I know how to simplify a fraction -- but what are the rules for why you do that? And what is the process? It's quite a challenge!
Speaking of challenges -- my sweet kids are so far behind. We did reading assessments last week for them, and even though I knew what I should expect it still surprised me. My 5th graders are on kindergarten and first grade reading levels. So even if they can do the math involved in a word problem, they don't have the skills to comprehend what the question is asking them to do. It will certainly be interesting.
That's about all for right now. I am excited and a little bit terrified for tomorrow when I actually stand up and am in charge of a classroom. Who knew that a bunch of 5th graders could be so intimidating?? I'll be excited when making a lesson plan doesn't take me 4 hours. And when I can get my rough draft of my lesson plan back without it being highlighted all over with things to change. Oh well. Baby steps =)
Never has the phrase "Taking it one day at a time" meant so much to me. Here we go...
Monday I will teach my first lesson to kids! For the summer, we are placed in teams of four teachers who are responsible for one summer school class. Our class is fifth graders who failed both the math and the reading parts of the CRCT (the test in GA that determines if you move to the next grade) so our job is to teach them as much as we can in essentially 18 days so that they will be able to pass the test. No pressure! The first two weeks I will be team teaching math for 45 minutes each day and the last two weeks I will teach reading every other day for 90 minutes. Fortunately, I really like my other team teachers and we get along pretty well. I have already heard some horror stories that some of my new friends have experienced with their team.
As far as adult supervision, each team has two main advisers. Our CMA, or Corps Member Advisor, is our advisor on the TFA side. They all have at least two years under their belt, and some have more. My CMA Brooke is great -- so much more approachable than I imagined in the beginning. We also have an FA, or Faculty Advisor, who represents the Atlanta Public Schools. They have been teaching our kids for the past week and they are in the room observing us all day every day, and they are the ones who are legally responsible for the class. Our FA was actually an Atlanta corps member in 2000, so she is all about TFA!
I am being tested and tried more than ever in terms of my flexibility. My classroom was switched, my teaching assignment was switched, and then my specific lessons were switched after I had already planned them. Let's just say, I have cried a lot this week and been frustrated beyond belief. But I am trying to keep positive. It's not always easy when you're runnin on empty though.
So tomorrow, we conquer fractions and word problems. It is amazing to me how difficult it is to teach 5th grade. You think it can't be that hard, because it is all basic information at this point. The problem is that it is so basic that I don't even know how to explain how to do some things! I mean, I know how to simplify a fraction -- but what are the rules for why you do that? And what is the process? It's quite a challenge!
Speaking of challenges -- my sweet kids are so far behind. We did reading assessments last week for them, and even though I knew what I should expect it still surprised me. My 5th graders are on kindergarten and first grade reading levels. So even if they can do the math involved in a word problem, they don't have the skills to comprehend what the question is asking them to do. It will certainly be interesting.
That's about all for right now. I am excited and a little bit terrified for tomorrow when I actually stand up and am in charge of a classroom. Who knew that a bunch of 5th graders could be so intimidating?? I'll be excited when making a lesson plan doesn't take me 4 hours. And when I can get my rough draft of my lesson plan back without it being highlighted all over with things to change. Oh well. Baby steps =)
Never has the phrase "Taking it one day at a time" meant so much to me. Here we go...
Thursday, June 4, 2009
Induction!
So I'm here!! I arrived at Induction on Tuesday. For the few people reading this who might not know, Induction is basically like Orientation to Atlanta. We have been fairly busy/scheduled so far, but it has also been somewhat laid back with lots of socials and such planned. A little run down of what has happened so far..
Tuesday -- We checked in and moved into our dorm room. We then met our Transition Team, which is led by our Transition Team Leader Justin. The point of a TT is that we have a 2008 Atlanta Corps member who is basically like our camp counselor and is helping to transition us into Atlanta. Justin has been great -- and I really like the people in my TT. After we met our TT, we headed to an hour of formal mingling with the group, followed by our Welcome Reception/Dinner. I have to say, if I was not pumped up about this cause and the work I will be doing beforehand, the Welcome Dinner certainly did that job. It was exciting hearing from various older corps members in various stages of their commitment (already finished and moved on, just completing their two years, and in the middle of their commitment). Hearing their stories and having people tell us what a great group we are was very exciting. I think that was it for our scheduled activities on Tuesday...
Wednesday -- The morning was filled with various sessions on what TFA looks like in Atlanta, what the achievement gap looks like here, and also about certification and getting hired in Atlanta. The statistics they gave us about the achievement gap were staggering. We definitely have a lot of work to do -- and I'm not sure we all knew how bad it would be. At a later time I'll be posting about my feelings about the achievement gap. The other good thing that came from yesterday morning was they discussed getting hired and being placed. Ruben promised us that 100% of us would be placed by the first day of school, and that of course they were doing their best to get us placed much sooner than that.
The afternoon was set aside for interviews with principals. Basically, all the principals from the schools that TFA is going into come to interview us. It was a lot like I would imagine speed dating is -- they were set up all around the room, and when it was your scheduled time to meet with someone you went and found them and sat at their table. You only had ten minutes for your interview, and someone was yelling out "Two minute warning!" and "This block is now over, your interview is complete!" It was a little overwhelming -- and VERY hot. I was only scheduled for two interviews, both for middle schools. However, one of the school's representative did not show up, so I actually only interviewed with one. I became nervous that I had so few interviews, when my roommates were going to 4, 5, or even 6 interviews. After I spoke to someone though, they seemed to have the impression that the more interviews you had meant the harder time they were having placing you. Justin, my TT Leader, did not even interview last year because he was already placed. I guess we will see! I'm also hoping that the fact that I am one of the few special ed teachers (and there is such a great need for spec ed teachers they tell us) will mean that I will also be placed faster. Here's hoping!
We spent dinner last night at Justin's apartment where he cooked for us and we all hung out together as a TT. Like I said, I am really enjoying getting to know those people. We all come from various places, and we are a pretty diverse group, so it has been very interesting!
Thursday -- Today we spent ALL DAY at the Atlanta Public Schools headquarters doing all kinds of "New Hire" orientations and even more paperwork. Lots of different people came to talk to us about all the various aspects -- benefits, salary, computers (we all are assigned a brand new laptop for our entire career with APS!), etc. Again, it was somewhat overwhelming. Trying to figure out my paperwork for my taxes and determining how to answer other various and similar questions was difficult. I guess I really am part of the grown up world now. We also were fingerprinted and put into their system, and took our pictures for the badges we will receive once they have placed us. It is starting to feel more and more real, that's for sure.
Tonight we have another dinner with a panel of speakers to listen to, and then another social activity. Tomorrow we have sessions all throughout the day, and then a barbecue hosted by TFA alums. Saturday is more sessions, a social for just the Special Ed people, our final dinner, and then a Braves game! On Sunday, all of the other regions will arrive and begin Institute. After that, the real stuff begins!!
This was long, but I haven't really talked to anyone so I wanted to catch you guys up. I love you and want you to know I am really enjoying everything in Atlanta so far!!!
Tuesday -- We checked in and moved into our dorm room. We then met our Transition Team, which is led by our Transition Team Leader Justin. The point of a TT is that we have a 2008 Atlanta Corps member who is basically like our camp counselor and is helping to transition us into Atlanta. Justin has been great -- and I really like the people in my TT. After we met our TT, we headed to an hour of formal mingling with the group, followed by our Welcome Reception/Dinner. I have to say, if I was not pumped up about this cause and the work I will be doing beforehand, the Welcome Dinner certainly did that job. It was exciting hearing from various older corps members in various stages of their commitment (already finished and moved on, just completing their two years, and in the middle of their commitment). Hearing their stories and having people tell us what a great group we are was very exciting. I think that was it for our scheduled activities on Tuesday...
Wednesday -- The morning was filled with various sessions on what TFA looks like in Atlanta, what the achievement gap looks like here, and also about certification and getting hired in Atlanta. The statistics they gave us about the achievement gap were staggering. We definitely have a lot of work to do -- and I'm not sure we all knew how bad it would be. At a later time I'll be posting about my feelings about the achievement gap. The other good thing that came from yesterday morning was they discussed getting hired and being placed. Ruben promised us that 100% of us would be placed by the first day of school, and that of course they were doing their best to get us placed much sooner than that.
The afternoon was set aside for interviews with principals. Basically, all the principals from the schools that TFA is going into come to interview us. It was a lot like I would imagine speed dating is -- they were set up all around the room, and when it was your scheduled time to meet with someone you went and found them and sat at their table. You only had ten minutes for your interview, and someone was yelling out "Two minute warning!" and "This block is now over, your interview is complete!" It was a little overwhelming -- and VERY hot. I was only scheduled for two interviews, both for middle schools. However, one of the school's representative did not show up, so I actually only interviewed with one. I became nervous that I had so few interviews, when my roommates were going to 4, 5, or even 6 interviews. After I spoke to someone though, they seemed to have the impression that the more interviews you had meant the harder time they were having placing you. Justin, my TT Leader, did not even interview last year because he was already placed. I guess we will see! I'm also hoping that the fact that I am one of the few special ed teachers (and there is such a great need for spec ed teachers they tell us) will mean that I will also be placed faster. Here's hoping!
We spent dinner last night at Justin's apartment where he cooked for us and we all hung out together as a TT. Like I said, I am really enjoying getting to know those people. We all come from various places, and we are a pretty diverse group, so it has been very interesting!
Thursday -- Today we spent ALL DAY at the Atlanta Public Schools headquarters doing all kinds of "New Hire" orientations and even more paperwork. Lots of different people came to talk to us about all the various aspects -- benefits, salary, computers (we all are assigned a brand new laptop for our entire career with APS!), etc. Again, it was somewhat overwhelming. Trying to figure out my paperwork for my taxes and determining how to answer other various and similar questions was difficult. I guess I really am part of the grown up world now. We also were fingerprinted and put into their system, and took our pictures for the badges we will receive once they have placed us. It is starting to feel more and more real, that's for sure.
Tonight we have another dinner with a panel of speakers to listen to, and then another social activity. Tomorrow we have sessions all throughout the day, and then a barbecue hosted by TFA alums. Saturday is more sessions, a social for just the Special Ed people, our final dinner, and then a Braves game! On Sunday, all of the other regions will arrive and begin Institute. After that, the real stuff begins!!
This was long, but I haven't really talked to anyone so I wanted to catch you guys up. I love you and want you to know I am really enjoying everything in Atlanta so far!!!
Saturday, May 16, 2009
Lots of questions
In case you're wondering, I move to Atlanta in 17 days! Everything has flown by so quickly, so I am beginning to get very anxious about everything thats going on. This week I set up a call with my "SpEd" program director, AB. She is great! I was feeling so overwhelmed. For most people, they have been much more narrowed down in their possibilities for what they may teach. If you're certified in high school math, you teach high school math. However, if you're certified in SpEd, at this point you could be teaching any grade level and any subject. You might have your own classroom or you might share with another teacher. So I called to get a better idea of what I might be doing and what SpEd looks like in Atlanta. I'm definitely glad that I did. She told me that I will most likely be teaching secondary (middle and high school). She also said that the majority of her teachers are either in their own classroom teaching a specific subject just like any other teacher, but with only SpEd students. Or, they team teach but only do so in a certain subject.
She also said many reassuring words about how much faith and confidence she has in me, that she remembered me from my interview and at the time was thrilled at the possibility of me coming to Atlanta and teaching SpEd. So that certainly made me feel better =) Unfortunately, she also talked about how every year there are teachers who do not get placed in their schools until the first or second week of class. Talk about learning patience and flexibility. When God decides to test you, He sure doesn't like to do it in baby steps!! This is more like WHAM! But I accept the challenge!
The other thing I am struggling with right now is all of the diversity education they give us. All of the texts and readings we are assigned are a little overwhelming (I'm working on being patient and knowing that in just a few weeks it will all start to come together -- but its not exactly my style to not know exactly whats going on). But the toughest right now is the diversity part. It brings to mind lots of things, and is something that I struggle with the more I read. I guess thats the point of reading all of it -- for us to look hard at racism/prejudices we carry, whether consciously or unconsciously, but it certainly doesn't leave you feeling all warm and fuzzy inside.
I think and pray for the students that I will have next year on a regular basis. I wonder where they are and what they are doing, what they are struggling with right now, who is on your side and who is making my job harder by telling them they can't do something... I ask God to send me the ones that need the most help, to send me challenging ones that He and I can reach together. I want my kids to know that they are important, that they are special, that someone believes in them, and that they can do anything they want to. I hope that is what I instill in them -- and that we move them up in grade levels at the same time!
She also said many reassuring words about how much faith and confidence she has in me, that she remembered me from my interview and at the time was thrilled at the possibility of me coming to Atlanta and teaching SpEd. So that certainly made me feel better =) Unfortunately, she also talked about how every year there are teachers who do not get placed in their schools until the first or second week of class. Talk about learning patience and flexibility. When God decides to test you, He sure doesn't like to do it in baby steps!! This is more like WHAM! But I accept the challenge!
The other thing I am struggling with right now is all of the diversity education they give us. All of the texts and readings we are assigned are a little overwhelming (I'm working on being patient and knowing that in just a few weeks it will all start to come together -- but its not exactly my style to not know exactly whats going on). But the toughest right now is the diversity part. It brings to mind lots of things, and is something that I struggle with the more I read. I guess thats the point of reading all of it -- for us to look hard at racism/prejudices we carry, whether consciously or unconsciously, but it certainly doesn't leave you feeling all warm and fuzzy inside.
I think and pray for the students that I will have next year on a regular basis. I wonder where they are and what they are doing, what they are struggling with right now, who is on your side and who is making my job harder by telling them they can't do something... I ask God to send me the ones that need the most help, to send me challenging ones that He and I can reach together. I want my kids to know that they are important, that they are special, that someone believes in them, and that they can do anything they want to. I hope that is what I instill in them -- and that we move them up in grade levels at the same time!
Monday, May 11, 2009
Uh oh..
So, after all the excitement of the weekend (I'm an Auburn Alum!!!) I was struck with a pretty tough blow this morning when I checked out the TFA*Atlanta facebook group. Check out this ..
I am not sure what this completely means for me.. It will be interesting to find out what happens with this in Atlanta and what TFA does about it.
I hate my graduation parade being rained on =(
I am not sure what this completely means for me.. It will be interesting to find out what happens with this in Atlanta and what TFA does about it.
I hate my graduation parade being rained on =(
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