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.

Sharing Is Hard, and other news from the Kindergarten Front

The weird experience of having the Official Teacher "volunteering" all week kind of threw me off. Generally, we get along well, and when I'm looking at it as a sort of team teaching venture it's actually pretty great. The class is large (though at 28 it's not the biggest kindergarten in either the school or district), so extra hands are always welcome. And of course she knows (mostly) what she's doing, so the kids will absolutely benefit. She got the "bucket of frogs" that is one of our math centers to actually straighten up and ribbit right! As a student teacher, I was shown all sorts of techniques that my cooperating teachers used, with great explanations of their purposes. Working with Official Teacher could be more beneficial in a way, because I've been trying a lot of things and will understand better what a new system can offer. She thanked me on Friday for sharing the room and letting her come in. I just answered that, hey, it's a weird situation and we might as well approach it as a team. If all goes well and she does return to work this year, I may be able to stay on in a team teaching position.

Everyone talks about how it would be hard for the students to get used to a new teacher. They are, after all, only 5 and 6 years old and I've been their teacher all along. I think the truth is that since Official Teacher is coming in a bit at a time, they'd do fine with her later. They'd get used to it. I'm not saying I'm OK with that. I'd miss the kids and the work a lot. And I frankly need the paycheck. So I don't really want her to come back. But it's out of my hands and if it's going to happen but as a team teaching or job sharing situation, well I think that would be just dandy. Then maybe something will open up for next year. Someone could retire, or relocate for a spouse's job, or whatever. I know a first grade teacher in our building has a husband who's getting a high-tech bachelor's degree in June and would certainly have to relocate to find work in his field. I'd be happy to move into her classroom! The bottom line is that the rosy picture that was painted of the profession when I started out working on my degree and teaching license is no longer accurate. No one's retiring. There are no open positions. When a position does open up, it's usually as a one year temporary job instead of a contract position.

In other news, I'm wrestling with assessment. Kindergarten doesn't have much in the way of papers to grade, and a lot of the assessing is through observation. The district now wants us to administer big math assessments in January for the next report card. The official assessment is eleven pages long. With our average class size of about 29 or 30 kids, that's HUGE! I like the idea of collecting good data on the kids, but I have no idea how to pull that off. These aren't third graders or older who can actually work on something while one kid at a time is pulled aside by the teacher for a little test.

Of course, if we're team teaching it'll be cake. ...always look on the bright side of life...

no news is good news

...and by that I don't mean that there's no good news! Just that the lack of posts here is because I've been working. A lot, actually. I just finished week two of a long term substitute job which is likely to last through the fall and could go longer than that. I'm starting the year for a kindergarten teacher who dropped her motorcycle in July and can't work yet. Though of course this is bad news for her, it's great for me. I'm learning a lot, working in an almost-mine classroom, and not stressing about the paycheck for now! Plus, it's at my kids' school, so I get to walk to work with the girls in the morning and see them a lot more during the day than I would otherwise.

Kindergarten is a wild experience. The kids came in in groups of six or so Monday through Thursday last week, and Friday was the first For Real day of school for them. It's amazing: I'm already able to assess a lot of their abilities and even personalities. Some are shy and just haven't warmed up yet, but others are already wild and crazy. Quite a few can't write a single letter, or write completely backwards. One obviously bright girl has serious stamina and perseverance issues. As in, she has none. Her inability to stay interested and on-task longer than it takes to write her Aa once or twice screams "TV watcher". Then there's the over-sharing, both from kids and parents. I've already heard all about a mother who was in jail, a father who's never around, a pit bull, unexpected pregnancy (that mom is 23 and already has four kids, with #5 on the way). The non-English speakers, the criers, the mommy-missers, the hypoglycemics and breakfast-skippers. I came home tired on Friday. Next week we're focusing on writing our names and identifying colors in English and espanol. Fortunately, the classroom came equipped with a number of books in Spanish, so I've been able to read a few to certain kids. This helps them feel more comfortable.

All in all, I'm loving the job. Since actual open teaching positions were few and far between this year, subbing is great and this gig is great great great. I love the school and I feel like I'm actually contributing to my community by being there.

Mission Accomplished: summer birthdays all done!

Big news from the home front: all our birthdays for the year have been successfully accomplished! The eldest turned 11 this week, and our as-yet-unfinished upstairs made a fabulous roller rink for her party. The area will soon be our actual home, but for now it's one big big big room with no furniture and a nice smooth floor. Great fun was had by all.
In other news, I've got no news to report. Still job hunting, still looking at substitute teaching, still haven't heard from the charter school. Hoping I can stand the suspense until it all gets settled within the next few days.
Fingers crossed. At least they say I come highly recommended (they being people who've checked my references)! If it were a normal year I'd have a job or two by now. It's not normal, so I'm just grateful for the affirmations.
fingers crossed

No news...

I'm waiting (patiently, I swear) to hear back from Cool Charter School about how my second interview went.
Good news: out of 45 initial interviewees, 4 were called for second interviews and one of those had already taken another job or some such. So it was me and two others applying for not one but two openings. Good odds.
Bad news: It's been like two whole business days (4 days if you count the weekend) and I haven't heard anything. I still could be the one who didn't get the job. Ugh.
Sure, it's very validating, especially in a tough year like this, to get this far in the first place. I try to play it cool. I tell myself that substitute teaching for four different local districts could be just dandy for the next year or two. The truth is that yes, it would be fine, but I really hope I get the job. I like the mission of the school, I like that it's still a public school serving a high needs community, and I like that since it's a charter there is a lot of customization in the curricula and small class sizes.
So at this point I know that I'll be doing either the subbing or the charter school, and that's fine. I'm just hoping hoping hoping I get my own classroom and don't have to worry about the uncertainty of not working full time. Whatever the outcome, just knowing one way or the other will be good.

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.