Urban Education - an NJ LEEP Blog

Craig Livermore

It continues to amaze me that our subjective thoughts are not reality—not even close.  Life is far more endemically free from us than we are from ourselves.  It remains un-phased by our contingently determined and diversely influenced reality.  As much as this is true for all of us, it explodes on the obvious surface for the urban teens that we serve.

The pain that such teens have internalized runs deeply into the interstices of their reality.  Yet they, as we all have a tendency to do, have reified that pain to become something other than it was at its source.  The pain of abandonment—of never really knowing a parent—or, perhaps, never really knowing either parent—for example, strikes at the root of who one is.  To those of us whose parents have been an ubiquitous reality, such pain is almost unfathomable.  Yet, such pain is constantly projected outward when the source has long since vanished.

So, when students respond with overly triumphant swagger and taunts to an opposing argument, they are attempting to show that they can prove themselves.  They desire to display that they can conquer; can win; can take back that which has been so unfairly taken.  The unfortunate paradox in such a display, however, is that it is not strength that is being displayed, but the lack of internal solidity which demands defensiveness instead of composure.

And, it seems to me, such students are really trying to prove themselves to a phantom which not only was never really there, but which need not be there now in their heads.  This is not to belittle the momentous inertia which blocks such realization.  But it is to proclaim that we have seen it done.  It is to say that it can be done, not only in urban heroes, but by ordinary teens challenging themselves to extraordinary things.  For to liberate ourselves from the demons which have been created by others, but which we perpetuate, is to unlock potential which knows no bounds.

But self-liberation is also the most difficult task.  Can we help urban teens self-liberate?  Is this not an oxymoron?  I think the answer is that we can create structures in which it is clear that we expect them to self-liberate—slowly, over time, and with a great deal of support.  We can provide an environment which constantly communicates that not only do we understand the great pain that they feel, but that we know they can—they will—realize that such pain need not determine their reality.

Summary by Matthew Feinstein

      In an article in the July 4, 2007 issue of the New York Times, Winnie Hu explores the relationship between the powerful Newark Teachers’ Union and one of Newark’s previously failing schools, Newton Street School, which is seeking to turn itself around. The story begins by highlighting a new trend in this old relationship: the union telling several teachers that they must leave because they do not “‘fit in with a plan to improve the schools.’” The difficulty in making such a decision is emphasized by union president Joseph Del Grosso.

      Hu explains that Newton had previously been one of Newark’s worst performing schools, failing to meet the federal standards of “No Child Left Behind” by not making “adequate yearly progress” (“AYP”) on state proficiency tests. The school was recently restructured and the teachers’ union is serving on the “takeover team.” Newton has 467 students, most of whom are black and poor, from pre-kindergarten to the eighth grade.  

      Hu tells how the teachers’ union is dedicated to the improvement of Newton, designating over $200,000 of its own funds to professional development, teacher training, a teacher retreat, teacher pay, supplies and a field trip for the students. In addition, Hu tells of the union’s commitment, in conjunction with Seton Hall University, to raise $250,000 for a new school garden and playground.

      The article goes on to explore how direct involvement by teachers’ unions in the improvement of public schools is a growing trend across the country. In addition to Newark, schools in Chicago, Boston, Baltimore, Miami and Minnesota are benefiting from the joint operation of schools by the district and the unions.

      Hu recognizes that, while the union and the school are getting along as of late, there is still a divide between the union and the city government. Cory Booker, the Newark mayor who just began his second year in office, has often been at odds with the union. This dispute stems from the Mayor’s support of school vouchers, which the union sees as a way of funneling money out of the public schools. Recently, Hu notes, animosity has arisen between the parties after the Mayor criticized the union for spending tens of thousands of dollars on an ad campaign that read “Help Wanted: Stop the Killings in Newark Now!”

      Ms. Hu goes on to examine another foe of the teachers’ union: The Center for Union Facts. The center claims that the Newark Teachers’ Union has created obstruction in the challenge to provide better education because of its protection of incompetent teachers. Rick Berman, the Executive Director of the center, said that the schools are stuck with “‘entrenched bureaucracy protecting teachers who ought to be doing something else with their lives other than turning out kids who can’t read their own diploma.’”   

      Mr. Del Grosso says, in an interview with Ms. Hu, that in his view one of the biggest problems in education is a lack of discipline among students. Del Grosso attributes this to a reluctance to intervene into students’ lives and behaviors on the part of teachers, out of fear of abuse allegations or lawsuits brought by parents.

      Del Grosso has related to his constituents, the Newton teachers, that they can expect to take on extra responsibilities and hours in the upcoming year. Hu tells how teachers who are not accepting of this approach will be reassigned to another school because they “‘do not fit in with the plan for the…new Newton.’”

      Another tactic Hu describes is Del Grosso’s plan to have teachers specialize in specific subjects. If teachers lack these specialties, they may be moved. The principal of Newton, Willie Thomas, has welcomed the union’s recent support and involvement. He recognized that “‘once you have the blessing of the teachers’ union, you’re able to do a lot of things to make change.’”

     The school psychologist, Tracey Kuhn, said that some teachers were looking forward to the changes while others were apprehensive. Ms. Hu highlights the fact that unions are here to stay and to fight a battle against them could prove both costly and timely. A fifth grade teacher who is leaving Newton, Annette Alston, conveyed her frustration about the fact that she has “‘poured her heart and soul’” into the school, only to be greeted by failure.

      Hu concludes by emphasizing that the Newton School is a test for the union. If they are able to work with the district and help turn Newton around a potential model could be developed which other schools across the country could adopt. Ms. Hu concluded with a quote from Mr. Del Grosso: “‘I’d love to hear someone say one day when I’m in Chicago, ‘We’re using the Newark model.’ Right now, I think the talent we have is dwarfed by all the problems.’”

http://www.nytimes.com/2007/07/04/nyregion/04school.html?ex=1184385600&en=1bd7a6a19ff39cd8&ei=5040&partner=MOREOVERFEATURES