Today, I received my first rejection via email from Edjoin.org:
Subject: U.S. History Teacher Vacancy
"Good Morning Diana Nguyen,
We would like to thank you for submitting your application for the U.S. History Teacher position advertised on Edjoin by Alliance College-Ready Public Schools. We were very fortunate to have various applicants interested in interviewing for our U.S. History Teacher. After reviewing your application, I am sorry to inform you that you have not been selected for the position.
We thank you again for your interest in interviewing with our organization and wish you the best in your future endeavors.
Sincerely,
C***** E******
Human Resources Coordinator"
I really hope this doesn't mean ALL the Alliance College-Ready Public Schools that I have been applying to because that would mean I've been rejected by ALL of them. Not good.
I'll keep on trying...
About Me
- Ms. Nguyen
- ♥ Think positive! Think positive! Think positive! I can overcome anything! :)
Thursday, April 28, 2011
Wednesday, April 27, 2011
IUSD mass email...foreshadowing evils ahead...
So I'm currently long-term subbing for IUSD. During lunch, one of my colleagues received an email from the school district. It was a notice to teachers to start leaving aside 10% of their paychecks for now on for a rainy day fund, because the district is planning on having a $20 million dollar budget cut, just the district alone! Nothing is official yet, but they decided to send out a notice just in case. Other important notices provided within the email: the school year will have 23 furlough days for the academic school year 2011-2012 (instead of the school year being the traditional 183 days, it would be cut down to 160 days) and teachers should be prepared for a 10% pay cut for the 2011-2012 academic school year.
What worries me are the students. Twenty-three days taken from them is a significant number of days they could have spent learning. Questions then start popping up--"Are teachers still accountable for teaching all of the curriculum provided by the national standards?", "Will state testing still occur, because that will also take some time out of the school year that could have been spent teaching?", and "Why are we still implementing state testing, especially if we can sort of predict how the scores will turn out with all these educational budget cuts and all." If we stop the state testing for a few years, that alone would save the state so much money. They should use the money and give it back to the schools. Once everything is back to order again, we can start giving state testing again in certain yearly increments.
[Will have a specific post about my perspective on state testing in the future].
What worries me are the students. Twenty-three days taken from them is a significant number of days they could have spent learning. Questions then start popping up--"Are teachers still accountable for teaching all of the curriculum provided by the national standards?", "Will state testing still occur, because that will also take some time out of the school year that could have been spent teaching?", and "Why are we still implementing state testing, especially if we can sort of predict how the scores will turn out with all these educational budget cuts and all." If we stop the state testing for a few years, that alone would save the state so much money. They should use the money and give it back to the schools. Once everything is back to order again, we can start giving state testing again in certain yearly increments.
[Will have a specific post about my perspective on state testing in the future].
Edjoin Update...
Signed in and looked up some status updates on all the applications I have submitted so far:
There were also a few new postings available for History positions, which I applied to, of course. :)
- Alliance for College-Ready Public Schools for the position of History Teacher (U.S./AP U.S.): Health Services Academy High School
Status: DISTRICT VIEWED
- PUC Schools (Partnerships to Uplift Communities) for the position of Middle School History Teacher
Status: DISTRICT VIEWED
- Alliance for College-Ready Public Schools for the position of U.S. History Teacher - Richard Merkin Middle School
Status: POSTING ARCHIVED, but not yet DISTRICT VIEWED
-------------------------------------------------
There were also a few new postings available for History positions, which I applied to, of course. :)
- Alliance for College-Ready Public Schools
U.S. History Teacher : College-Ready Middle Academy #4
http://www.laalliance.org/schools/crma4/
Tuesday, April 26, 2011
I LOVE the Freedom Writers!
One of my all-time favorite real-life stories on teaching would be Erin Gruwell and the story of the Freedom Writers! I watched the movie, "The Freedom Writers," more times than I can count, crying throughout all of them. I read her memoir, Teach with Your Heart: Lessons I Learned from the Freedom Writers. As for her other books, I am currently reading Teaching Hope. The Freedom Writers Diary would have to wait for afterward. I bought tickets to watch the feature documentary, "Voices Unbound: The Story of the Freedom Writers, by the Little Dust Production/Live Planet at the Lido Theater, the same theater she brought her students a long time ago in her memoir. Also, I was finally able to meet her in person at one of her talks when promoting the new book, Teaching Hope!
Erin Gruwell definitely taught with her heart. She stepped into the classroom not judging them knowing all too well the negative stereotypes that go against them. She genuinely cares about her students and they came to realize that as well. She had high expectations for them and went above and beyond when it came to making sure they were learning (leaving her classroom with something valuable and priceless).
I hope to have the same affect on my students and teach as well as her one day.
http://www.freedomwritersfoundation.org/site/c.kqIXL2PFJtH/b.5183373/k.DD8B/FWF_Home.htm
Monday, April 25, 2011
Long term substitute position!
Started my long-term sub position at University High School in Irvine right now. Goes on until the end of the school year. :)
Just in case you ask, why am I substituting at such an affluent school if I am so adamant in obtaining a teaching position at a disadvantaged school. Well, it all started with me finishing credential school right when the education budget cuts started occurring. As a result, I decided to teach English in Vietnam for half a year hoping by the time I arrive back in the US, the status of the educational system would improve. Lo and behold it didn't improve when I returned to the US. What made it worse was all the hiring freezes, this included substitute positions. Luckily, my methodologies teacher in the UCI credential program is the principal at a school in Irvine and was so able to directly add me into the IUSD subbing system.
My goal is still to teach in LAUSD, so I've only been applying to those positions. I'm just happy this long-term sub position gives me some sort of stability up until the end of the academic school year.
Just in case you ask, why am I substituting at such an affluent school if I am so adamant in obtaining a teaching position at a disadvantaged school. Well, it all started with me finishing credential school right when the education budget cuts started occurring. As a result, I decided to teach English in Vietnam for half a year hoping by the time I arrive back in the US, the status of the educational system would improve. Lo and behold it didn't improve when I returned to the US. What made it worse was all the hiring freezes, this included substitute positions. Luckily, my methodologies teacher in the UCI credential program is the principal at a school in Irvine and was so able to directly add me into the IUSD subbing system.
My goal is still to teach in LAUSD, so I've only been applying to those positions. I'm just happy this long-term sub position gives me some sort of stability up until the end of the academic school year.
Sunday, April 24, 2011
Article: L.A. Unified cuts most summer school classes
L.A. Unified cuts most summer school classes
-- Jason Song
April 15, 2011
Los Angeles school officials announced Friday that they will cancel the majority of their summer school offerings for the third year in a row because of budget shortfalls.The Los Angeles Unified School District, which is facing a nearly $400-million deficit this year, already issued preliminary layoff notices to more than 7,000 staffers earlier this spring.
Classes will still be offered starting July 6 at some high schools for some current sophomores, juniors and seniors who are either failing or need to go to adult school. Some online classes will also be available, as will meal programs at some campuses.
http://latimesblogs.latimes.com/lanow/2011/04/district-cuts-summer-school-classes.html
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The possibility of summer school being offered during the summer is extremely important, especially in disadvantaged, low-income communities. There are several reasons for this importance:
- It gives students the opportunity to catch up in their studies.
- It allows students a safer place to occupy their time during summer when school is not in session. This is especially useful when gang initiations are active during the summer.
- It keeps them off the street, out of possible trouble (not for trouble they might create, but trouble from other external forces).
If I was employed in LAUSD as an employee and chose the 12 month payment plan, I would have loved to offer academic workshops for free (writing workshops are my fave).
Wednesday, April 20, 2011
THINK Together - Summer Program Leader
After applying for the THINK Together summer-teaching program awhile ago, I finally got a reply stating I was a qualified candidate. ^___^
Anyways, before I officially get the teaching position for the summer, I am required to take a pre-employment test covering spelling, English, and math skills. They offered five available dates for the one-hour testing, which turned out to be a problem. I am not available any of those dates. I start a long-term substitute position starting next Monday, April 25th, which goes all the way through until the end of the academic school year. As a result, I had to contact THINK Together's Human Resource Coordinator to see if they had any alternatives.
Waiting for their reply. Hopefully, they are able to set up another appointment that fits my schedule. I would really love to have a small class of my own to teach during the summer even if it is only for about a month.
Anyways, before I officially get the teaching position for the summer, I am required to take a pre-employment test covering spelling, English, and math skills. They offered five available dates for the one-hour testing, which turned out to be a problem. I am not available any of those dates. I start a long-term substitute position starting next Monday, April 25th, which goes all the way through until the end of the academic school year. As a result, I had to contact THINK Together's Human Resource Coordinator to see if they had any alternatives.
Waiting for their reply. Hopefully, they are able to set up another appointment that fits my schedule. I would really love to have a small class of my own to teach during the summer even if it is only for about a month.
Tuesday, April 19, 2011
Article: LAUSD must boost graduation rates, new superintendent says
L.A. Unified's new chief outlines ambitious agenda
Supt. John Deasy promises swift, substantial and specific increases in graduation rates, attendance and test scores. Other goals target English comprehension, attendance, and suspension rates.
By Jason Song and Howard Blume, Los Angeles Times
April 16, 2011
In his first official day on the job, Los Angeles schools Supt. John Deasy promised swift, substantial and specific increases in graduation rates, attendance and test scores in the nation's second-largest school system.
Other ambitious goals announced Friday apply to English comprehension, attendance and suspension rates.
Some goals overlap with bonus clauses in Deasy's contract. He could, for example, receive a $10,000 bonus if the number of graduates rises by at least 8% in a given year.
Los Angeles Mayor Antonio Villaraigosa reiterated Friday that he would pursue measures to support changes in the school district aimed at rapid academic improvement.
Speaking to a downtown meeting of California newspaper publishers, the mayor said he would lobby for changes in state law that would alter the rules for evaluating teachers and for granting tenure to teachers.
School board member Yolie Flores said she thinks Deasy's targets are reachable, even during an ongoing budget crisis.
"I don't want to be naïve … but it's doable if he has the right team around him," she said.
http://www.latimes.com/news/local/la-me-lausd-20110416,0,1358742.story
My concern is if it can all be achieved within four years. In my opinion, it is definitely not doable unless dramatic changes within the school system itself occurs. First of all, with all the budget cuts within education recently, the quality of education our students will receive will eventually decrease in quality. There will be less resources available for students, less teachers which might create larger class size, and less community involvement with non-profit organizations readily available (i.e. after-school programs, etc.). Secondly, to make high achievement inevitable, certain actions might take place. For example, "dumbing down" the curriculum will result in more students passing and graduating high school. "Teaching to the test" to ensure students score at least proficient on the standardized tests is also another option. As all educators know, "dumbing down" the curriculum and "teaching to the test" do not help our students in the long run. "Dumbing down" the curriculum, in a sense, give the students the assumption that we do not have high expectations for them. We all know that if we have high expectations for our students, they are more likely to achieve at a higher level compared to having low expectations or no expectations at all. As for "teaching to the test," if we emphasize the importance of the results of standardized tests, then it won't allow many teachers to be creative. Also, with so much emphasis on standardized test scores nowadays, teachers rarely have the time to teach more productive and worthwhile lesson plans that will help our students develop critical thinking skills, critical thinking skills needed to survive college life.
Supt. John Deasy promises swift, substantial and specific increases in graduation rates, attendance and test scores. Other goals target English comprehension, attendance, and suspension rates.
By Jason Song and Howard Blume, Los Angeles Times
April 16, 2011
In his first official day on the job, Los Angeles schools Supt. John Deasy promised swift, substantial and specific increases in graduation rates, attendance and test scores in the nation's second-largest school system.
Other ambitious goals announced Friday apply to English comprehension, attendance and suspension rates.
Some goals overlap with bonus clauses in Deasy's contract. He could, for example, receive a $10,000 bonus if the number of graduates rises by at least 8% in a given year.
Los Angeles Mayor Antonio Villaraigosa reiterated Friday that he would pursue measures to support changes in the school district aimed at rapid academic improvement.
Speaking to a downtown meeting of California newspaper publishers, the mayor said he would lobby for changes in state law that would alter the rules for evaluating teachers and for granting tenure to teachers.
School board member Yolie Flores said she thinks Deasy's targets are reachable, even during an ongoing budget crisis.
"I don't want to be naïve … but it's doable if he has the right team around him," she said.
http://www.latimes.com/news/local/la-me-lausd-20110416,0,1358742.story
---------------------------------------------------------------------------------------
These ambitions all have great intentions--we want the best for our students, we want them to do well in school, and we want them to strive for higher education after graduating from secondary school.
My concern is if it can all be achieved within four years. In my opinion, it is definitely not doable unless dramatic changes within the school system itself occurs. First of all, with all the budget cuts within education recently, the quality of education our students will receive will eventually decrease in quality. There will be less resources available for students, less teachers which might create larger class size, and less community involvement with non-profit organizations readily available (i.e. after-school programs, etc.). Secondly, to make high achievement inevitable, certain actions might take place. For example, "dumbing down" the curriculum will result in more students passing and graduating high school. "Teaching to the test" to ensure students score at least proficient on the standardized tests is also another option. As all educators know, "dumbing down" the curriculum and "teaching to the test" do not help our students in the long run. "Dumbing down" the curriculum, in a sense, give the students the assumption that we do not have high expectations for them. We all know that if we have high expectations for our students, they are more likely to achieve at a higher level compared to having low expectations or no expectations at all. As for "teaching to the test," if we emphasize the importance of the results of standardized tests, then it won't allow many teachers to be creative. Also, with so much emphasis on standardized test scores nowadays, teachers rarely have the time to teach more productive and worthwhile lesson plans that will help our students develop critical thinking skills, critical thinking skills needed to survive college life.
Edjoin Applications again!
New job openings for History positions up on Edjoin. Once again, I'm concentrating on the Los Angeles County openings.
- Alliance for College-Ready Public Schools
History Teacher (U.S./AP U.S.): Health Services Academy High School
http://www.laalliance.org/schools/healthser/
- Alliance for College-Ready Public Schools
U.S. History Teacher (11th grade) - Media Arts and Entertainment High School
http://www.laalliance.org/schools/mediaarts/
Saturday, April 16, 2011
THINK Together Summer Part-Time Teaching Position
I volunteered for THINK Together as an undergraduate for Education 124, my sister was a volunteer coordinator/manager for them for a year before going off to get her teaching credential, and my cousin just recently completed her twenty hours volunteering for THINK Together for her Education 124 course this past Winter Quarter at UCI.
My cousin recently sent me an email for summer job teaching positions under THINK Together described below. I applied on April 5th. Got an email confirmation, but other than that, they haven't gotten back to me yet. I'm assuming they're still waiting for more applications to be submitted and the deadline to pass.
----------------------------------
Rate: $11.00 per hour
Malia Mikaelian
My cousin recently sent me an email for summer job teaching positions under THINK Together described below. I applied on April 5th. Got an email confirmation, but other than that, they haven't gotten back to me yet. I'm assuming they're still waiting for more applications to be submitted and the deadline to pass.
----------------------------------
Hi Everyone! I wanted to share this information with our current and past college student volunteers and interns! We are currently hiring for our summer positions! If you are interested – please read the information below and apply online! Thank you and good luck!! - Malia
THINK Together (THINKtogether.org), is one of the largest after school learning programs in Southern California. Our mission is to assist educationally at-risk youth in low-income areas by providing homework assistance and academic support. Our program offers a combination of curriculum instruction, homework assistance, academically based enrichment activities, physical activities and nutrition programs, providing the highest quality in academically-oriented out of school programs. THINK Together is currently hiring part-time Summer Program Leaders for the Orange County Region works with this school district: Santa Ana Unified School District.
Job Summary:
Under the supervision of a Site Coordinator, a Program Leader works with a group of approximately 20-25 students in a classroom setting, working in a THINK Together after school program at public schools. Most Program Leader time is spent directly working with students. Training, curriculum, and materials provided.
Hours:
Summer Program: June 21st- August 5th 8:30-11:30 AM
Summer Program: June 21st- August 5th 8:30-11:30 AM
Rate: $11.00 per hour
Requirements:
· Associate’s Degree / 48 college units
· Ability to speak and write Standard English appropriate in a public school setting
· Must pass Live Scan (criminal background check via fingerprinting)
· TB Test
· Associate’s Degree / 48 college units
· Ability to speak and write Standard English appropriate in a public school setting
· Must pass Live Scan (criminal background check via fingerprinting)
· TB Test
· Pre Employment Exam
Malia Mikaelian
Manager of Volunteers
THINK Together (THINKtogether.org)
Phone: 714.543.3807 ext. 8108
Fax: 714.242.7690
www.THINKTogether.org
THINK: Teaching, Helping, Inspiring & Nurturing Kids
Friday, April 15, 2011
Article: Careers that are built to last
Career #5 - Teachers
Average Pay: $53,150 to $55,150
Teachers play a vital role in shaping the futures of our children. As a teacher, you'll plan lessons, grade tests and papers, and meet with parents and school staff to discuss your students' academic progress. You may even incorporate new media into your lesson plans.Why it's built to last: We'll need new teachers to replace retirees and to handle the growing number of students. State and local budget problems aside, the U.S. Department of Labor expects a large number of teachers to retire over the next decade. They also expect high enrollment in rapidly growing southern and western states.
How to get started: You'll need at least a bachelor's degree to get started. If you're interested in teaching in high school, consider majoring in the subject you plan to teach while you take your teacher preparation classes. Many teacher education programs include a student-teaching internship where you can get valuable classroom time with an experienced teacher.
http://education.yahoo.net/articles/careers_built_to_last.htm?kid=1G1TK
Thursday, April 14, 2011
Edjoin Applications - Alliance for College Ready Schools and MORE!
Checked out Edjoin again today and there were more job postings for History-Social Science positions. Also, I saw the posting for the one College-Ready Public School #5 I recently applied to via W** B***. I decided to still apply for that one again just in case. In addition, there were a few other schools under the Alliance for College Ready Public Schools umbrella with open History teaching positions, as well. Of course, I applied to those, too. In addition, the other two schools I applied for were under another umbrella teaching organization, PUC Schools (Partnerships to Uplift Communities).
We'll see where this goes...
- Alliance for College-Ready Public Schools
U.S. History Teacher - Richard Merkin Middle School
http://www.laalliance.org/ - Alliance for College-Ready Public Schools
U.S. History Teacher (8th grade) - College-Ready Middle Academy #5
http://www.laalliance.org/ - PUC Schools (Partnerships to Uplift Communities)
High School History Teacher
http://www.pucschools.org/ - PUC Schools (Partnerships to Uplift Communities)
Middle School History Teacher
http://www.pucschools.org/
We'll see where this goes...
Wednesday, April 13, 2011
LA Times - "American teachers: A noble profession"
An average high school graduate has spent 10,000 hours at school in the company of 20 teachers. It's no wonder almost everyone has a story about a teacher who changed his or her life.
By Susan Straight
At a time when teachers and their unions are under fire across the nation, my eldest daughter just had a much-anticipated interview with Teach for America. She will graduate from college in May and hopes to be a teacher in the fall.
She was worried that I'd be disappointed she didn't feel a desire for graduate school.
But I was thrilled. Since graduating from college in 1984, I've taught GED courses, English as a second language, composition at a city college and now writing and literature at a public university. I have loved every year, and I don't think there's a more important profession.
Think about it: We aren't legally mandated to spend as much time with any other kind of person as we are with teachers. An American who graduates from high school has been taught by more than 20 teachers and has spent more than 10,000 hours in their company. It's no wonder almost everyone has a story about a teacher who changed his or her life.
Still, with all the contempt and anger being hurled at teachers right now, it's alarming to be sending a daughter into the crossfire, especially when new teachers are the first to be threatened with pink slips.
The growing scorn for public school teachers is at every level of education. Teachers are blamed for bad test results, for disrespectful students, for failing schools. They are thought to be lazy, draining public coffers with their monthly salaries and pension benefits (although they actually contribute to their pensions like everyone else).
Last fall, a video posted by blogger Shannyn Moore showed Sarah Palin and her daughter Willow confronting a woman protesting during the filming of Palin's reality TV series on a fishing dock in Homer, Alaska. When Palin asks the woman about her profession, she replies that she is a teacher, and Palin and Willow, who is of high school age, exchange knowing looks. Palin turns back to the woman. "Oh — a teacher," she says, her voice oozing condescension.
This kind of conservative contempt for public school teachers began decades ago with white flight (remember the private schools that sprang up in churches and homes in the southern states during integration in the 1970s?), and it continues today. In Southern California, it can be seen in the flight of so many families to religious schools — not just the traditional Roman Catholic schools but numerous new church-affiliated facilities. I've been told by parents of students who attend private religious schools that public schools are beyond redemption, and they resent their tax dollars subsidizing poor-quality education.
Meanwhile, parents often consider their kids' teachers as mere service providers. Last fall I met a teacher at an exclusive private school on New York's Upper East Side who told me parents pressure her to ignore bad behavior, missed assignments and cheating, in the belief that nothing is more important than their children's success. One of my best friends, a second-grade teacher at the public elementary school I attended, told me about a student who consistently returns math work undone. "I don't do math," he said. "My mom says I don't have to." My friend explained: "The state says you have to do math." But the child was adamant: "My mom says I don't."
A teacher at my youngest daughter's public high school told me parents often call and email to protest assignments. My child just "isn't feeling Dickens," one said. "He needs to be reading something he can relate to."
At the very moment my daughter hopes to become a teacher, Detroit is talking about closing half its public schools. In Rhode Island, teachers are being laid off wholesale. California has issued thousands of pink slips.
All over the world, people sacrifice to send their children to school. Afghan girls are threatened yet still walk to school; Chinese children are sent to schools in faraway cities by parents desperate to give them better lives; Kenyan students study by kerosene lamp in one-room schools built by grateful parents.
Here, access to a free education is an essential part of the American dream. I was sent to kindergarten at 4 by my mother, a Swiss immigrant. She taught me to read when I was 3, worried that the school wouldn't admit me unless I was already literate. I went daily to a kind teacher who let me read advanced books in the corner. I remember her hair, her lips when her mouth moved, and her fingernails. Decades later, she remembers me, and says I told her stories.
I believe it. Because teachers are often therapists, friends, mentors, coaches, sometimes providers of food and school supplies or holders of secrets. And in that way, they are some of the most important people in children's lives.
And sometimes, despite all the disrespect that's out there, teachers are appreciated. Last week, I got an email from a Cambodian American student from San Bernardino who now teaches English in South Korea; she was writing to say thank you.
My students, many of them first-generation immigrants, have brought me gifts and invited me to their weddings and New Year celebrations. I have gotten calls of thanks from their parents. And sometimes they have called me not by my name, but by the most reverent word they could summon: Teacher.
I try to imagine my daughter in a classroom this fall, looking out at the faces of children who are thinking of numbers and letters and secrets. I remember the woman who taught me to form the alphabet, the man who taught me long division. I remember my sixth-grade teacher, Mrs. Wolf, playing Cat Stevens songs on the guitar. And I wonder about the children who may one day remember my daughter's teaching, and in what ways she may have changed their lives.
Susan Straight's new novel, "Take One Candle Light a Room," is about an orphaned young man whose life is changed by teachers.
Copyright © 2011, Los Angeles Times
http://www.latimes.com/news/opinion/commentary/la-oe-straight-teaching-20110403,0,4000050.story
EDJOIN Application Time!!!
Every now and then, I browse Edjoin.org to see if there are any available Social Science teaching positions available around the Orange County - Los Angeles area (San Diego is cutting it a bit far, but I would apply to those, too).
Schools I look out for are schools serving underprivileged students living in low socioeconomic communities. I don't plan on applying to affluent schools because the target demographics I would love to teach are students who come from low-income families. Affluent schools already have enough great teachers and resources. I believe I would make a bigger difference to a school in need, bringing my passion along with me.
Schools I have applied to today via Edjoin:
Schools I look out for are schools serving underprivileged students living in low socioeconomic communities. I don't plan on applying to affluent schools because the target demographics I would love to teach are students who come from low-income families. Affluent schools already have enough great teachers and resources. I believe I would make a bigger difference to a school in need, bringing my passion along with me.
Schools I have applied to today via Edjoin:
- KIPP Academy of Opportunity 8th Grade Social Studies Teacher
Category: Teacher - Middle Grades
http://www.kippla.org/index.cfm
- Environmental Charter High School Social Studies/Language Arts
Category: Teacher - Middle Grades
http://www.echsonline.org/
College Ready Middle Academy #5 - Part IV
I finally decided not to visit the campus. If I did, I believe I would give off the impression that I got the job already, which I didn't. I wouldn't want to be viewed as so conceited to act that the position is already mine.
If I do end up getting the position, I think it more appropriate that I observe the school then.
Hopefully, my cover letter and resume will speak for itself. If they were to ask for my Letters of Recommendation and my Student Teaching Evaluation, that would be better, as well, because it adds even more to my qualifications.
If I do end up getting the position, I think it more appropriate that I observe the school then.
Hopefully, my cover letter and resume will speak for itself. If they were to ask for my Letters of Recommendation and my Student Teaching Evaluation, that would be better, as well, because it adds even more to my qualifications.
Sunday, April 10, 2011
College Ready Middle Academy #5 - Part III
Got a reply from W** B***!
"Diana,
To answer your questions...
-Parental involvement varies (student/parent compact requires parents to contribute or volunteer ~40 hours over the course of the school year). It kind of depends on the student.
-The school has an after school program that consists of ~1 hour of "homework time," 1 hour of some kind of program (sports, dance, robotics, etc.), and about half an hour or so of snack/break. Like many things, its effectiveness varies depending on how invested individual students are in learning and working.
-As for grade level, I can't quantify how many levels they're behind, but I can tell you that its fairly significant (though not insurmountable if the students themselves were more motivated). Most of the students seem willing enough to learn, but they're ridiculously lazy outside of the classroom.
-Humanities at my school is relegated to the 6th grade. Our school's pretty small, so any teacher in a given subject area/grade will teach all of the students for that grade level. Still, my principal encourages cross-curricular planning, which means it's possible to bridge history and language arts across classes (albeit with a different teacher for each subject area) into something vaguely resembling humanities core.
As for visiting, that's up to you to arrange with the administration. We're going on spring break from April 16-22, so it'd have to be this coming week. My school's phone number is (323)-987-1680 though I honestly don't know how my principal would respond to your request. (One quick note, principal's last name is Martinez now)."
To answer your questions...
-Parental involvement varies (student/parent compact requires parents to contribute or volunteer ~40 hours over the course of the school year). It kind of depends on the student.
-The school has an after school program that consists of ~1 hour of "homework time," 1 hour of some kind of program (sports, dance, robotics, etc.), and about half an hour or so of snack/break. Like many things, its effectiveness varies depending on how invested individual students are in learning and working.
-As for grade level, I can't quantify how many levels they're behind, but I can tell you that its fairly significant (though not insurmountable if the students themselves were more motivated). Most of the students seem willing enough to learn, but they're ridiculously lazy outside of the classroom.
-Humanities at my school is relegated to the 6th grade. Our school's pretty small, so any teacher in a given subject area/grade will teach all of the students for that grade level. Still, my principal encourages cross-curricular planning, which means it's possible to bridge history and language arts across classes (albeit with a different teacher for each subject area) into something vaguely resembling humanities core.
As for visiting, that's up to you to arrange with the administration. We're going on spring break from April 16-22, so it'd have to be this coming week. My school's phone number is (323)-987-1680 though I honestly don't know how my principal would respond to your request. (One quick note, principal's last name is Martinez now)."
Regarding visiting the campus, I'm so confused on what I should do. I would really love to visit and observe, but at the same time, I wouldn't want the principal to think that I'm desperate for the teaching position or think that it is already mine in a conceited sense.
Will think about the decision of visiting the campus a little bit more... Let me sleep on it.
Saturday, April 9, 2011
College Ready Middle Academy #5 - Part II
So I looked up more information on College Ready Middle Academy #5, since it is always a significant requirement to know more about the school that interests me. That way, I'll be able to know about the student demographics, their strengths and weaknesses when it comes to standardized tests (even though that is not a genuine portrayal of their abilities), and just random information that might be helpful for me.
First of all, CRMA#5 is part of a larger network of schools called Alliance College-Ready Public Schools. Through searching the site, I came upon the following information:
"College-Ready Middle Academy #5 (CRMA#5) is a free public charter school authorized by the Los Angeles Unified School District.
http://www.laalliance.org/schools/crma5/
I would love to be given the opportunity to teach in this school! The students come from low socioeconomic background/communities and they are struggling in all areas of the standardized tests. It is also a pretty new school opened since September 2009. As a result, they have the potential to become even greater given time, dedicated teachers, and a motivating plan.
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In addition, I waited a week before emailing W** B***, the person you forwarded my resume directly to the principal:
Hopefully, I'll be able to visit the campus and see how things are there and be able to ask him more questions in person as well as meet the principal, Suzette Torres. I do have a confession to make, while en route to Glendale, I did stop by in front of the school just to see what it looked like. This was a somewhat bad decision because it made me even more desperate to teach there.
First of all, CRMA#5 is part of a larger network of schools called Alliance College-Ready Public Schools. Through searching the site, I came upon the following information:
"College-Ready Middle Academy #5 (CRMA#5) is a free public charter school authorized by the Los Angeles Unified School District.
Performance
College-Ready Middle Academy #5 achieved a 2010 Academic Performance Index (API) score of 671. CST results: 30% Advanced Proficient in English, 29% Advanced/Proficient in Math.
Community
College-Ready Middle Academy #5 is located in the Lincoln Heights area of northeastern Los Angeles. Many of the schools in this community serve a range of 1,500 to over 3,000 students per campus.
Demographics and Average Daily Attendance
95% Hispanic, 4% Asian, 1% African-American, 30% English Language Learner (ELL) students, and 97% free or Reduced meal program participants. To date, average daily attendance is 98%."http://www.laalliance.org/schools/crma5/
I would love to be given the opportunity to teach in this school! The students come from low socioeconomic background/communities and they are struggling in all areas of the standardized tests. It is also a pretty new school opened since September 2009. As a result, they have the potential to become even greater given time, dedicated teachers, and a motivating plan.
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In addition, I waited a week before emailing W** B***, the person you forwarded my resume directly to the principal:
"Hi W*****!
I was about to call you, but decided it would be easier to just email you.
I have been thinking about particular questions about the school:
- How much parental involvement/support is there?
- I noticed it is a fairly new school, opening in 2009. Does the school offer after school outreach programs?
- How many grade levels behind is the average student?
- Is there currently a Humanities Core program offered through the school curriculum (i.e. a teacher teaching both History and Language Arts to a particular group of students)?
In addition, I was wondering if it is at all possible I could visit the campus, meet Ms. Torres if she's not busy, and observe history/English teachers, if they're comfortable, as well as the students? If that is too intrusive, then I apologize for overstepping boundaries.
If it is at all possible, what day would be best.
I have a long-term substitute position starting Monday, April 25th, so I'll most likely be free before then depending on the day.
Hope to hear from you soon!
Regards,
- I noticed it is a fairly new school, opening in 2009. Does the school offer after school outreach programs?
- How many grade levels behind is the average student?
- Is there currently a Humanities Core program offered through the school curriculum (i.e. a teacher teaching both History and Language Arts to a particular group of students)?
In addition, I was wondering if it is at all possible I could visit the campus, meet Ms. Torres if she's not busy, and observe history/English teachers, if they're comfortable, as well as the students? If that is too intrusive, then I apologize for overstepping boundaries.
If it is at all possible, what day would be best.
I have a long-term substitute position starting Monday, April 25th, so I'll most likely be free before then depending on the day.
Hope to hear from you soon!
Regards,
Diana"
Hopefully, I'll be able to visit the campus and see how things are there and be able to ask him more questions in person as well as meet the principal, Suzette Torres. I do have a confession to make, while en route to Glendale, I did stop by in front of the school just to see what it looked like. This was a somewhat bad decision because it made me even more desperate to teach there.
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