Putting My Cards on the Table…   Leave a comment

I edited my last post so you can consider this a followup to that.

 

So basically, I received a memo at work from BPS Headquarters stating I would continue on at my current position starting September 2, 2014. Unlike the last 5 times I received this memo there was a catch attached to this one: Depending on what happens between now and then, my assignment may not be guaranteed. My opinion of the matter aside for a moment, there are two facts I want to share first:

  1. As of right now, Boston Public Schools is still looking for a new Superintendant. At the time the previous Superintendent left, the previous mayor of Boston announced he would not seek another term, which set off the election to replace him. The position of Superintendent is a politically appointed position–one usually made by the city’s mayor. Due to this, prospective candidates decided to wait until the new mayor was elected–in this case Martin “Marty” Walsh–before making a bid for the position. As of right now, Boston Public Schools does not have a permanent Superintendant.
  2. As a side-effect to the transition between mayors, almost everyone working at BPS Headquarters was let go (read: Fired) though some were offered their old positions back. This has had a ripple effect to the schools themselves, many of which are still adapting or recovering from the changes made by the previous administration. One sad outcome from this is as of right now, there are 263 Boston teachers unassigned to a school or classroom. These teachers are stuck in limbo and it is of no fault of their own.

My situation is similar to the last part of Point 2 and it’s the second time in three years I’ve been in this position. There are a few differences from both their situation and the last time I was in this position. For one, the last time I was in this position my position had been cut in half two years prior. Finding out my position was being eliminated from the school’s budget (along with another staff member’s) didn’t surprise me at all. Yes, I was upset but I wasn’t surprised. Another difference between then and now is this time I currently occupy a full-time position at my current school. Before, I was part-time.

Another thing that makes then different from now is unlike back then, I feel like where I am now my evaluator didn’t let their personal feelings effect their role as my evaluator. Of that there there is no doubt. It’s not as easy as it sounds to separate your personal feelings for someone you’ve come to know for two years from doing what’s expected of you as a school administrator and doing an impartial evaluation of someone you’ve come to know during that time. There’s more I’d like to say but before I do, there’s a conversation I need to have with someone first. It wouldn’t feel right if I spoke on what I have in mind until then.

One thing that is the same from both then and now–and I don’t mind saying this knowing there’s a 50% chance I will be back in the fall–is in both cases, my evaluator had mostly positive things to say about my candor and my interactions with staff, families and students. My attention to detail and work ethic are obvious from the moment I step into the building to the moment I leave at the end of the day.

It comes natural to me so, I don’t even think about it anymore. In this case the “it” being just being kind to people. I’ve heard it so many times over the last 14 years professionally, it’s like a broken record. The flip side to this is when the topic comes to weather or not my skillset fits with the needs of the school, historically from my perspective, things tend to get murky. Before I continue I do wish to stress I want to say I mean my entire career working at BPS and not just this past school year and the previous school year:

  • On the one hand, at all three of my schools certain things were verbally promised. Things ranging from consistent time to lesson plan with my classroom partner to opportunities to fine-tune things identified as what I need to work on to training for working with students with specific types of special needs. At all three schools, most of these opportunities are offered as external workshops or courses, which is fine for an overview but not as helpful for the specific type of support one might need. Only at my current school was lesson-planning with my classroom partner actually common practice and expected.
  • On another hand, I am 3 points shy of having my Associate’s Degree. Technically, the highest level of education I’ve completed is still High School. Like it or not, this is a factor I actually do think about that must be taken into consideration on the subject of bring back next year or let go. While experience is something that should not be taken lightly, other credentials (degrees, licenses, certifications, etc.) should be factored in addition.

That said, it’s been my experience at my first and third (current) schools it’s not so much the lack of the latter of the above itself but really I haven’t been able to prove my particular skillset is beneficial to the school’s needs. That’s the bottom line and the only thing I really care about. Only at my current school did I have someone willing to tell me that. My second school doesn’t apply since I was only there for a year.

That said: One thing many folks outside the industry don’t know about many career Paraprofessionals is they’re prettymuch self-taught. That means they learn the job as they go along. This was the case with me prettymuch but when I started, I also had 5 years prior experience working with children with special needs at a summer camp as well as my two years working in a classroom during the two years I was in City Year.

I’m going to wrap up and do something I’ve never done before and talk about two things very quickly. One of them is for my school community while the other is more general and for everyone. Both of these were originally going to be in my book Aurabolt Unleashed so you might want to pay attention:

The first thing I want to say is I want to make something perfectly clear about my approach when working with students: I exercise restraint during all of my interactions with students. I wasn’t kidding when I said in a YouTube video that when I’m on my own time, I live in the moment. I don’t think about the past or future. Only the present. At work, I have the awareness that what I do or say can be seen as a reflection of the school and do I take this detail very seriously. It’s for this reason I put a mental lock on my big personality to keep my impulsive side under control. At my second school, I told the principal due to my own cognitive disorders I’m always working twice as hard as everyone else to make sure that aspect of me does not impair my judgment.

That said, I have no problem admitting to having done or said some things that looking back, I would have definitely handled differently. Some folks may wonder why I’m so critical of the mistakes or slip-ups I make at work weather it’s pointed out or not. It’s not just because of the things I just mentioned but because historically, when I make a mistake there’s usually a discussion about it and due to what I view as a belief on the person pointing it out that I don’t fully understand what I did or said. I view this as a challenge to my intelligence first and an insult to me as a person second. I’m not saying there can be no discussion but if we’re going to have one, both of us should walk away feeling like the issue was resolved. This past year was the first school year I actually felt that way and that’s saying something.

The other thing I want to say is by nature, I’ve always been more comfortable working with kids than adults. My first job ever at age 16 was working with children with special needs in Boston at a summer camp. Part of it is never really fitting in with folks my own age at the time and the other is not wanting ANY child I worked with to feel left out.

This, ladies and gentlemen is why I’ve done what I’ve done these last 14 years.

I know what it’s like firsthand to be looked at differently because of what I’ve been disagnosed with. All kids with special needs do even if they don’t show it or can’t directly communicate that awareness. It is my firm belief that our job as adults is to help them find their way. Once that understanding is mutually established, you will have earned a permanent spot in that child’s heart. All of the adults who meet this criteria of mine are educators or are current or former City Year members.

One thing I always asked of my teachers when I was in grade school is if he/she would be the one who would recognize, tap and draw out my full potential. Only four teachers can make that claim: Jane Harper (K2 and 1st Grade), Jane Holliman (4th and 5th Grade), Richard Webber (7th, 8th, 9, 10th, 11th and 12th Grade) and Carolyn Tracey (9th-12th Grade).

At the very least, I want it to be said that I did the same for someone. If not, I’ve failed at my life’s work. My life’s work is to inspire people to do the same.

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