Summer's wrapping up. Time to look forward to September.

I've agreed to return to Rural Charter School and continue my Title 1 interventions. This year the job will be about 20 hours per week (last year it was 14) and the board was going to buy a reading curriculum, so lots of improvements. Frankly, I was looking for full time work, but those positions are few and far between around here.
One of my main hopes is that I can establish myself with a set classroom. This would improve the flow of students through the day's schedule immensely. Last year I sort of camped out in the director's office and then moved around the school, pulling kids out of their classes at the appointed times. This wasted a lot of time and the older ones (7th grade) often put on a big show of resisting coming with me. This is sort of understandable; if you don't feel great about being pulled out for extra help you're likely to try to resist. If you're 12 years old anyway. This year the school is adding 8th grade (so it's  now complete as a preK-8 school). I see even more of this silliness unless I change my methods. The school is housed in two converted houses, and space is at a premium. They're working on grants to convert and take possession of a third house on the property, but I don't expect it to be ready by September, or maybe not even this year. However, if I could stake a claim on even a small room, probably in the primary grades building, I could pretty much have the older students show up for our sessions on their own and I could get the younger ones from their classrooms across the hall or whatever without wasting any time. Then my transition time between sessions could be spent on work instead of on walking back and forth across the property.

I'm also hoping my 20 hours a week at the charter school can be condensed into three days, so that I can have two days for other work. This could bring my weekly schedule much closer to 40 hours. I may have an intervention gig at my own kids' Urban Public School, prepping students for their state assessments. If that's two full days a week, I'm in great shape. This scenario is basically how last spring semester went, only with more hours per day. I did about 5 hours at Rural, three days a week, and about 3 hours at Urban, twice a week. That added up to around half time, but spread out in such a way that it was pretty tricky to do any other work. If I do my 20 hours at Rural over 3 days and get two other 8 hour days at Urban, voila! I'm working full time! Still no benefits, but whatever. I'm going to push for this schedule. The Urban job likely won't start in September, but could be lined up to start in October. I think I'll contact the principal at Urban and propose this. It's based on an idea he presented to me back in May or June, and this would be a great solution both to my own income and career needs and, I think, to both schools' intervention needs.

The recession has thrown everything into a tizzy. I started grad school thinking that if I just applied myself and presented myself well to the powers that be, I'd be given at least a couple of job offers and my biggest dilemma would be choosing which grade level I wanted to teach. Then, while I was in school on my way toward my degree and  teaching license, everything went south and no one's retiring and the few teachers who do leave aren't being replaced and some are even getting RIF'ed and someone like me who's just entering her second year is pretty low on the totem pole. As a result, this blog has become much more about the job hunt and the economy and ohmygod how am I going to pay the bills than about education. Now that I'm somewhat at peace with the direction I'm headed for 2010-11, I will allow myself the luxury of talking for a minute about Actual Teaching. How novel!

I spent the month of July teaching summer school at Urban Public School. A caveat: I use the word urban rather loosely. I do not live in a big city. I live in a rural county; I'm in the downtown area (really downtown in a loft in a converted commercial building) of the town that is the county seat, and my kids' school (which I'm calling Urban Public School) is a few blocks away in the 'hood of our community. I like this and wouldn't have it any other way, but truly my town has a population of about 40,000 and is not contiguous with any other towns. It's the smallest place I've lived for more than about three months. It's not a big city. But within that context this is the most urban area of the whole county and we have a proportionate amount of the ills of most cities. Heck, I live directly next door to the local Gospel Rescue Mission- basically a soup kitchen and homeless shelter. I hear a lot of sirens. My daughters are familiar with gang graffiti. It's by no means a bad place, and I'm not going to make it out to be truly Inner City or anything.



The rest of the language arts block was spent reading The Lightning Thief to the class, with required brief written responses each day. Then during the second half of the month I brought in a dozen books from the public library on Greek mythology, and the students did a small written description and a portrait in markers and construction paper collage of their favorite character or  type of creature from the myths. We had quite a few Medusas. The draw of decapitation was too much to resist. Poseidon also loomed large. It was sort of an abbreviated version of Project Based Learning. We read some literature, did some research on pretty freely chosen subjects (any character they wanted was fine) and created a final presentation that was then put on public display at the district office. If I ever find myself with my own classroom of kids around this age I think I'll do a more in-depth version of this project. It was tons of fun, but the subject is so huge it would be better with more than a few hours worth of time.

All in all I was pleased with how the summer session went and how the kids responded to my lessons. It was really valuable.

Summer School!

Well, I spent the first month or so of summer break doing a combination of relaxing and stressing about my job prospects. It has been nice to stay up at night with my husband and the other grownups around here (we've had some house guests), sleep late, and of course to have more relaxed time with my daughters. Fortunately, though my work situation for the fall is still in limbo, I did have summer school to look forward to.

Said summer school started this week. I'm teaching the fourth grade, and I love it! I already knew many of the students, or at least recognized them. Most are from Favorite Elementary School, which is where classes are being held. Students from the whole district can attend, though, so there are some new faces. This summer session is targeting Title I, Migrant, and Title VII students; this means basically no change in demographics from the regular school year, so it feels just like home!

This is the first time I've taught summer school, and for starters I'm so grateful for the opportunity! I was lucky to be hired: the administrator running the show approached me about it during the spring and I immediately told her I'd been hoping to teach in the summer and would be thrilled to do it. As it turns out, those jobs were never even posted on the district's personnel site, so I doubt I would have had a chance if I hadn't already known and worked with Ms. Administrator.

From a professional standpoint, though, summer school is an interesting  opportunity. We have only 16 half days: four, four-day weeks. I have to do superquick assessments and dive in to targeted reading and math lessons as fast as possible. There's not a lot of time in which to make a difference for the kids, but on the other hand there's not the rigid, punitive air of the regular school year either. I want to show growth between pre- and post-tests, but what I choose to do and how I do it are largely left up to my professional judgement.

This is an interesting point. As a recap for readers who may not care to re-read my posts of the past two years, I got my master's degree and teaching license in the summer of 2009. I then entered the worst job market in memory (the Great Depression being outside most people's memories by now). I was fortunate to be hired as a long term substitute teacher, a gig that ended up lasting fully half of the school year (pretty great for subbing!) in one of my own daughters' former kindergarten classrooms. It was great. The second half of the year was spent rushing about between four part time jobs: Occasional Substitute, Title I Academic Interventionist for Rural Charter School (K-7), Math Interventionist for Favorite Elementary School (prepping students for their state assessments), and Tutor. Whew. All these jobs and still not more than 25 or 30 hours a week! But they were all in my field and what with the way the schedules and the travel time lined up there wasn't room for any other gigs.

So with my interventionist work, I was quite beholden to state and federal guidelines, and found myself administering a number of assessments and generally fitting students of all shapes into neat square boxes in order to satisfy said state and federal requirements (such as compliance with Title I or getting enough of them to pass their state assessment that the school would get out of AYP jail). While I have absolutely no complaints about the administrators with whom I worked last spring, and while I do feel they treated me respectfully and as a professional, the way I had to run my classes was entirely different than summer school. Did you wonder if I was going to bring it back around to my main topic? But yes, I did have a point!

Summer school is up to me. If the kids attend to my lessons, some improvement can be recorded, and we all have fun, then it is counted as successful. So week 1 for my 4th graders consisted of some pretests, a number of cursive and grammar exercises, math facts memorization, and some arts and crafts. And a lax attitude about how long recess should be. I'm used to developing plans more slowly, but now that we're 25% through, I feel that I know where we're going. I'm going to throw the decoding lessons out the window; it's all about comprehension. I'm going to back off on the worksheets on equivalent fractions or ratios and probability; we'll focus on the multiplication table and then probably drill on all basic facts, along with some online math games. The kids will do some silent reading, but most of that time will be used  by my read-aloud: The Lightning Thief. I hope to also share a whole bunch of books and graphic novels I picked up at the library on Greek Mythology as an extension of the read-aloud. And at the end of each week we'll do some art projects. Last week it was pop-up cards; I'd found a reading comprehension exercise where they read a page of instructions and then answer questions. Naturally I felt they should be able to actually make the cards. I think next week it'll be origami. This will require a lot of preparation, and the parapro and I will have to know what we're doing ahead of time. Maybe I can find animated how-to's on the internet. If I can incorporate some reading and written responses in the activity like with the pop-ups, that would be great.

I think I'm off to google origami now. And then a late afternoon iced coffee. Ahhh.

A little bitty good start

Next week I'll be teaching a fabulous science summer camp for elementary kids (and one of my own very favorite daughters will be attending). Today I got to go in and set up "my" classroom. This was no big deal, but the feeling of Control was sweet. I'll be one of four or so teachers, with three classes of kids rotating through our rooms each day. The camp has a full curriculum with pretty much all the supplies provided, so it's a great opportunity for running the show without having to invent the show. In my room the kids will be working in teams to construct "land sleds", along with other activities, leading up to a grand prix on Friday involving an obstacle course outside and water balloons. In fact, water balloons figure prominently throughout the week. Games involving throwing them and getting points for being driest will allow kids to buy gear for their sleds with the points. Note to self: don't wear white blouses next week. I'm sure to get hit at least once.

Meanwhile, Operation Move the Family of Five continues unabated. Right now I'm looking at my living room overflowing with those 5 gallon plastic storage tubs. There are around twenty of them filled with books, kids' stuff, and baking dishes. Oh, and my "office". I managed to go through an entire graduate degree program using the dining room table as my work space next to a weird bookshelf I built full full full of textbooks and binders. The dining room is smack in the traffic pattern for the house. It was not ideal. Literally the day after my last class, we started moving. Once the dust settles and we're all moved in I'll have my very own office and art studio suite. With doors. And no homework to do. Let's hope I get work and need to do lesson plans in there!

On a side note, I figured out how to review comments. Wow am I a modern gal. This had never come up before, but now I see that someone actually reads this and I'm not completely talking to myself. Which I've been fine with. I must say, it does add a little something to the blogging experience, knowing someone's reading. Thanks!

In keeping with the ongoing spirit of forced optimism I've been enforcing around here (here being my own head, of course) I'm proud to say that I did not shy away from finding out what the bleep was up with my recent student loan statement. A got this little paper in the mail, and though I've largely ignored them all year because nothing comes due until 6 months after graduation, I figured what with the graduating and all I should open this one. And it says I owe about $28,000 more than I was expecting. Oh, the emotional roller coaster. Oh, the wtf, the lost sleep, the "how do I break this to husband?". I added up the tuition estimates on my school's website, verified that my math wasn't crazy, and working against type I actually called the Direct Loan folks (that's federal student aid, for those lucky enough to not have incurred such debt). Turns out this was the one statement I should have ignored: sort of a typo-snafu resulted in bad info. It's all cool. And I love this administration. Thanks to the brand spankin new Income Contingent Repayment plan, I could be enjoying low low monthly payments of like $15 or $20 for ten years. Then, I believe, the remainder is likely to be wiped clean. Anyone out there, especially K-12 teachers, with federal Direct Loans: look into this. It made me go from freaking out to cool as a cucumber. OK, I'm a kind of hot, tired, and unemployed cucumber, but still. Finally some good news. I'll take what I can get from the stingy Good News Department.

New plan: attitude adjustment

Today begins Operation Looking On the Bright Side. It's a survival thing. I hope it works. My glass is half full, by golly.

Bitterness probably won't help me survive this recession

Good news: got a call for a job interview.

Bad news: it's in a town about 4 hours away from here and we've decided that come heck or high water we're staying put. (In this context that sounds foolish, but it makes a lot of sense for our whole family's long term, big-picture plans.)
Good news: had an actual interview for an actual job not too very far away from home.
Bad news: didn't get the job. found out when I ran into the girl who did get it (a perfectly nice person if not as deserving as I- I who have five people to support versus she who has a dog. And then I found out that the job pays over twice what I need to support my family. Twice. Grrrr. But my bitterness causes digression...)
Good news: there's still some hope for two local jobs I applied for recently, but both are in limbo until the middle of August; depending on enrollment figures, the jobs may or may not exist. Does that even count as good news? I'm thinking not so much.
And in the same vein (the "does it count as good, bad, or indifferent?" vein): I applied for a part time, minimum wage job yesterday. Again, won't know anything until probably August, but that's fine as I'm booked through July anyway. The job involves books and nice people, so it's good. It may have a flexible schedule that can fit around substitute teaching and, maybe, part time adjunct-ing (one of the aforementioned local jobs). That's good too. And it's not actually minimum wage: it's a whopping $0.73 above minimum. Yep. That's what a master's degree gets you in 2009. Gets me, anyway. Apparently if you're 23 and you're from these parts and you say "like" a lot you're golden. Not so much for me: the chunky matron, heading in to middle age and trying to start over like I'm brand new or something. I'm not brand new. And I'm not from around here, and this is a small town, with a handful of outlying smaller towns where people know each other and they don't really know me.
This week has been incredibly depressing and demoralizing. Six months ago I was confident that I'd make a great teacher and some school district would be happy to get me. Happy. Now it's looking like going back to school was the biggest and most expensive mistake of my long list of regrettable mistakes in this glorious life. So in between trying not to cry all day I'm angry and just plain bitter. Just what HR people want in an applicant. Grrr.