I just got a message from Arne Duncan. An email actually. Here’s what he sent to me:

As our nation observes Teacher Appreciation Week, I am pleased to send this message to recent Teachers of the Year, to make sure that you know how much we at the U.S. Department of Education value your extraordinary commitment and service to our nation’s students.

All teachers deserve honor and thanks on a daily basis for all they do to nurture their students’ academic and personal growth, help them to achieve, and prepare them for the future.

Teachers of the Year admirably represent the entire teaching profession, and I am especially grateful for the leadership and good examples they provide.

I salute you for all of your accomplishments, and I thank you for your enduring dedication to America’s students.

–Arne Duncan

At first, I thought it was a hoax. I thought I was going to open the email and POOF! my computer was going to disintegrate while an evil teen cackled from half-way across the world screaming, “I hate and am not liking subject verb agreement always!”

But alas, it really was from Mr. Duncan. And then, once my initial cynicism subsided, I realized, “Hey, that was pretty cool. Nice gesture, Mr. Secretary of Education.”

I mean the guy obviously can’t be everywhere doing everything trying to meet everyone. But at least he wrote me an email.

Or had a secretary write it.

Or ordered a secretary to have an intern write it.

Or ordered a secretary to have an intern who had a mother who was once a teacher write it. (Look at the proper use of those apostrophes… you know that if you’re gonna send an email out to teachers, as Secretary of Education, you better get both Strunk and White to sign off on that bad boy! However, I think I could take issue with his parallelism if I were to get persnickety but alas, he’s a busy guy so I am not gonna hit him with the fine tooth comb.)

Arne, I agree with you on one hell of a big point: our schools need to change. And I do salute the fact that you are a person who believes that if you’re going to make an educational omelet, you gotta break some schoolhouse eggs. (BTW, if you ever need a fire and brimstone speechwriter, I can be bought!)

Now of course, I might quibble over the eggs you are choosing to smash – or not choosing, as well (like bubble tests!) – yet, at the end of the day, I think the jury is still out on you. Being that you’re still relatively new at the job, and still learning the ropes, I think you deserve more time before you become the next marshmallow on my blogfire.

And you’ve done some good already as well. Those coupla billion you scrounged up to keep the universe afloat while Wall Street was playing 3 card monty with our national banking system really did prevent a calamity.

Yet, we ain’t out of the woods yet. Please don’t forget that.

All in all, thanks for the note last week – and right back at ya, Dude! Teacher of the Year wnners do work hard. But please know that there are hundreds of thousands of teachers in California and millions of teachers across the country that would really like to feel your love as well.

Now sure, some teachers stink and should be run from the profession, but their numbers are infinitesimal as compared to the number of those who simply do right by America. Remember, more time out of the Beltway will always be a good thing to show you just that. And if you want to come to Lynwood, we’d love to have you.

Oh yeah, feel free to bring Barry, too. It’ be a genuine honor.

Here’s an article on the 20 Best Prep Schools in America, as decided by Forbes (I assume. It’s their article.)

Here’s what they say about #1…

The top prep school in the U.S. is the Trinity School, located on the Upper West Side of Manhattan, in New York City. Founded in 1709, this co-ed day school has an average enrollment of 960 students in kindergarten through 12th grade. There’s one teacher for every six students, more than 80% of the faculty hold an advanced degree and the school’s $40 million endowment helps assure the facilities are first-rate. Tuition for one year of schooling in the Upper School (grades 9-12) is $34,535, though the school offers financial aid.

And here are all the things my school has in common with #1.

• We were both founded (at some point, though they have a few hundred years on us, I think).
• We’re both co-ed.
• We’re both in the U.S.

And in what ways is your school similar to the Trinity School, I ask?

Should I feel bad that my school is not more like The Trinity School, I wonder?

Are articles like this designed to make me feel inferior about the school where I teach/the schools where I will send my own children or is that just my insecurity showing?

No, I don’t think all America should be held to this standard, but I do want to know, if you are teaching at a 6 to 1 ratio where tuition is $34K a year, which inconveniences you more: classroom management issues or your pedicurist canceling without providing you sufficient notice.

No, no, I jest. I am sure the teachers who work at Trinity are plagued with all kinds of issues that stem from holding the job of being an educator in modern America. See, that’s the one thing: kids are kids are kids.

And parents are parents are parents.

Some of the kids will make you click your heels in joy. Some of the kids will make you cry out in frustration. Some of the parents will make realize that being a teacher feels like one of the most noble and fulfilling jobs on the planet. And some of the parents will make you feel like dog-doo.

Yes, the Trinity School and Lynwood High might be millions of years apart in some ways, but in others, I am sure there is more common ground than mot people would, at first glance suspect.

Why I wrote The Secret Story of Sonia Rodriguez

After Homeboyz came out my career ascended to a whole new height. The popularity of the title mixed with the accolades mixed with the attention and awards moved me up “to the next level”. And then one day a group of girls, Latina students of mine, came up to me and asked…

“How come you don’t write a book about us?”

The Hoopster, Hip-Hop High School and Homeboyz all had African-American characters as their protagonist. Why? Because I aspired to get my students to read through writing books for them, books where they saw their own lives directly reflected on the page. But at Lynwood High, a growing portion of the student body was Hispanic – and my girls felt a little cheated.

When these Latina students hit me with this question, I immediately felt bad. As a teacher, you never want to play favorites between your kids and this was a group of really awesome girls, students I tremendously enjoyed having in class. Additionally, racial tension between brown and black kids on campus has been an issue for years and years (The race riot scenes in my book Hip-Hop High School and The Secret Story of Sonia Rodriguez are fictionalized accounts of race riots we have had on campus) so being fair and balanced in aspiring to write a book for all of my students, so that the Hispanics had the same feeling of “my English teacher wrote a book for us, too” instantly became a high priority for me.

And then I asked the question, the one which turned out to be the fuse that lit the dynamite.

“Well,” I said to this group of Hispanic teenager girls. “What should I write about?”

If you know anything about teens, you know that asking a teenage Latina to talk can be a dangerous thing because, once asked, they are going to talk and talk and talk and talk.

Lunchtime in my room. After school. They talked and talked and talked and I just listened and listened and listened. That’s when I saw a few incredibly common threads between so many of my Latina girls. (Note: These are simply my observations from our conversations – please don’t get all politically correct on me for being honest or go cuckoo with emails to me about matters of race, gender equality and so on. These are broad strokes here – case by case, of course it can be different)

1. Boys were treated better than girls in their home/culture. (i.e. Machismo is still alive and kicking.)
2. Girls were outperforming boys in school, really stepping into their own and coming on stronger than they ever had while the boys were lame.
3. Girls were caught in the crosshairs between serving the family and getting an education as if the two were mutually exclusive… and mothers from the prior generation who had made the choice to value familia first and foremost were often applying the most pressure to follow in their footsteps and be homemakers as opposed to independent, well-educated women with professional careers.
4. First generation immigrants (illegals and legal – I teach both at my school) often were the bridge to the English speaking world for their non-English speaking parents, of which there are millions in America. The daughters, even ones as young as 8 or 9 years old, were the official translators for parents who had never learned English – even if they had been in America for more than 10 years. They may have immigrated, but they did not assimilate.
5. Sexual molestation was a HUGE problem… and it was incredibly under-reported to authorities, other family members and so on. Teen Latina girls were being sexually abused at a far greater rate than I had ever imagined. It was, tragic to say, “common”.
6. Today’s young girls are smart as a whip, ferociously determined and a whole lotta fun to be around. They really do LOVE to laugh.

These notes – and others – are what inspired The Secret Story of Sonia Rodriguez, a book that has been exceptionally well-embraced by Hispanic readers, boys and girls alike. My own opinion as to why boys like this book so much is because of the cultural validation. In this novel I worked exceptionally hard to move beyond stereotypes and illuminate the beauty of the Hispanic culture. Latinas are a remarkable people, unique and distinguished, and the pride so many teens feel in seeing their culture portrayed in a positive light – despite it being “and warts and all” book – has really won over scores of young adults.

Last thing about The Secret Story of Sonia Rodriguez that I should mention is that I never in a million years would have been able to write this book without genuinely listening to my students. When you read the book, I take the reader deep into Mexico, a Mexico that a white guy like me could never really know firsthand. It truly took a latino to shine a light on this private, inside the culture world and I can’t tell you how many comments I have had from Hispanic readers who say, “how did you know this.”

It’s because real people illuminated it for me. From the code-switching language (my students proofed the Spanish that is peppered throughout the text) to the quirky little aspects of life as an American Latina who is caught between the two worlds, two cultures and two completely different sets of expectations (based on gender), without the real voice of my students, The Secret Story of Sonia Rodriguez would not have any real voice at all.

Why I wrote Homeboyz…

As many know, I am an inner-city high school teacher in Los Angeles at Lynwood High. It goes without saying that I love my kids and love being an English teacher but Los Angeles is a city plagued by teen violence and many, many, many of my students live in a community that is poisoned by gangs, guns and drugs.

Students at our school have been shot. Murdered. Killed. And tragically, violent teenage death has become so common in urban America (especially when it comes to minorities killing other minorities; there are virtually no white students at my school) that when this sort of monstrosity happens, it doesn’t even make the newspapers.

Owch!

Worse, it feels as if there is an entire segment of the media that profits off of selling young kids the idea that gangs are cool, sexy, fun and adventurous. They’re not. Gangs are violent, anti-social and deeply hurtful to many, many people – and no one gets hurt more so than the young kids who get caught up in these street gangs. Therefore, when I see major record companies and multi-media conglomerates “selling the gangsta lifestyle” to our nation’s kids in order to make a buck, I get angry and frustrated.

The fact is, becoming embroiled in gangs – real gangs, not wanna-be stuff but real gangs – ends up one of pretty much two ways for young people. Kids go to jail or kids go to the cemetery. Of course, in music videos and the such, it all looks like a pumpin’ party. But go visit Juvenile Hall or prison – I have, many times – and you will see that the reality is an entirely different story.

It was this idea that was the spark which inspired me to write Homeboyz. I wanted to do a book that stripped away the false romance, that peeled away the pretend glamour, that didn’t buy into the bullshit that gangs were a just a life of non-stop partying.

Homeboyz is raw. Homeboyz is gritty. Homeboyz is a tragedy.

And Homeboyz has also been my most popular book. It’s won awards, it’s turned on thousands of readers, it’s got people talking about turning it into a feature length movie.

But probably, the thing that is most rewarding to me is that Homeboyz has been “that” book, the one that teachers everywhere have given to kids who swear they don’t like to read.

I’ve got boatloads of emails from people all across the country telling me the same story over and over.

I’ve got this boy (it’s inevitably a boy) and he wouldn’t read a thing. But he read Homeboyz and loved it! It’s the first book he has ever read cover to cover.

That to me, is just flat out awesome! Homeboyz has achieved cult-like status in certain circles, a fact which makes me really proud.

One question that has longed bothered me about all of the conversation regarding having one set of national standards for all American schoolchildren is, “If we are going to have standards at all, why should these standards be different from state to state?”

Forget the merit of the standards chosen and the text exemplars cited in the latest information released about the Common Core Standards Initiative. (I know, hard to do.) But can anyone explain the benefit to me of Michigan have one set of English Language Arts standards, Georgia having another and then Texas having yet a third?

And this goes on across all fifty states.

Do any two states at all even share the exact same set of standards? Not any two neighboring states like Mississippi and Arizona? Okay, my geography is off — but that’s because I went to school before there were national standards! (Okay, I am straying here…) I think national standards are the solution for this problem. What is the benefit, especially when American families are more transient than ever moving from state to state, of having different content standards in the same content area across the entire country?

Now before I get pounded with criticism of why national standards are bad, I feel the need to say I hear and find some merit in the arguments against them… and am not even going to try and weigh in on those right now. It’s a different question I am asking.

(And yes, I get the nationalizing education is bad for America argument. And yes, I do hear the complaints about how this is a blatant power grab for centralized control of all our classrooms by politicians. And yes, I do see the link as to how this might actually prove to be a chance for monopolistic corporate behemoths to swoop on in and milk every last dollar from the taxpayer kitty with unprecedented efficiency and accuracy — though I think textbook companies are sweating right now much more so than they are jubilant… more on that at another time. All reasonable, solid points to debate and consider for sure.)

But can someone please make a case for why it is better for individual states to have their own individual sets of standards when the gaping holes between the degree of rigor between some states is so wide, and the language used to describe the same basic ideas from state to state is so varied, that to look at all of them on a kitchen table with a bird’s eye perspective would simply leaving you scratching you head?

Forgetting the political implications of it all (and I know, if education is anything, it’s political… though silly me thought it was supposed to be about the kids) why is a state to state to state standards system better than a national standards system?

In essence, am I missing something or doesn’t this put us all on the same page so that Florida doesn’t value metaphors more than Illinois values relationships between main and subordinate characters in a text while Nevada finds value in etymology?

If you agree with standards-based education, the Common Core Standards Initiative seems kinda logical. If you do not agree with standards-based education then certainly, you are in no way going to be a fan of this. But if you agreed with standards-based education yet think that the content standards for math, English, science and so on should vary depending on which side of the state border you happen to be standing on, I’d love to hear your reasoning.

Think about the immense accomplishment of safely putting a human being on the moon and then returning that person back home to planet earth. Truly, it’s almost unreal when you think about the size and scope of the achievement… and yet, we did it.

But to listen to teachers in America today say, “There is no way to measure teacher effectiveness,” you’d think that interplanetary travel was nothing but a puny science activity compared to the beast that evaluating the professional work a 7th grade English teacher in Anaheim, California would be.

I just don’t buy it.

I mean right now I can fire off an email through a mobile, handheld device from the center of Detroit, Michigan that could be read in China, forwarded to South America and then replied to by a person in Israel all within a matter of minutes, yet gathering reasonable insight into the professional performance of the math teacher down the hall is entirely unachievable?

It’s not.

And we should stop saying it is.

Obviously, this opens up a whole can of worms as to “how” we can measure teacher effectiveness (because that is the real question) so over the course of the next few days, months, and so on, I will speak to a variety of the “how it can be done” aspects to this conversation.

Not that I actually have all, or even any of the answers.

But I do know that the first thing we all must recognize is that yes, it can be done. It is not impossible. It is not beyond human capability. It is not a smaller feat than inventing the wheel, discovering fire, harnessing electricity or slicing bread.

So how about we ask that all teachers in this country take a deep breath and admit the obvious: it’s possible. Truly, before we are able to measure teacher effectiveness, we are all going to have to calmly acknowledge that yes, indeed it can be done.

It might not be easy.
It might not be quick.
It might not be cheap.
It might not be impeccably flawless beyond the pale of any and all criticism (because so many other things in this world have risen to that level so why shouldn’t measuring teacher effectiveness do the same? Author’s note: dripping sarcasm.)
But it is not impossible.

I do wish cooler heads would prevail for this national conversation. Before we can measure teacher effectiveness we are going to have to realize that splitting the atom, mapping the human genome and getting a taxicab in New York City in the pouring rain have all been done.

Measuring teacher effectiveness can be done as well. The question is not one of “if” but of “how”.

And like I said, more on that in the posts ahead.

Tuesday was Read Across America day, chosen as such because it’s the birthday of Dr. Seuss (who, btw, is probably one of the most influential authors to shape my own writing life).

Me, I read all of my classes GREEN EGGS AND HAM. Literally, I sat them all on the carpet (criss-cross apple sauce style) and these rambunctious, worldy, street smart teens immediately reverted into a crowd of 34 first graders eager for story time.

Never diminish the power of reading to your students. For the sake of modeling. For the sake of fluency. For the sake of fun. Wasn’t a kid in my room who didn’t just LOVE it.

Of course, it’s probably most fun for the teacher, though. Makes me jealous of all the elementary school teachers who get to read to their kids all the time.

Anyway, as a warm up, I wanted the teens in my room to think about their own early childhood experiences with books so I had them do a quick write on: Cite three memories you have about being read to when you were a young child (about the age of 4).

And of course, I got the hands shooting up… “But what if you don’t have any memories of being read to, Mr. Alan?”

Now whodda thunk that the kids with that question floating around in their heads were some of the kids with the lowest skills in my English class 10 years later? Must be a coincidence that these are my most “at-risk” students, right? I mean these kids are still trying to play catch up for the work that was never done before they even really entered “official” school. (I am thinking kindergarden as “official” because pre-school is not mandatory and thus, so, so, so many of the lower-economic students I teach never went to pre-k.)

And speaking of pre-K, my own daughter will, of course, enter kindergarden with two full years of pre-K in her belt (a private school, of course) — and at least 1-2 books a night having been read to her since the moment her dendrites started to form. (Okay, I am a weirdo and used to read to my daughter in the womb… laugh away but I drank the kool-aid on the value of reading long, long ago!)

So, for class homework on March 2? Go find a little kid that needs reading to. Cousin. sister or brother. Neighbor. They are plenty of little munchkins floating around Lynwood. It’s yet another way that I explain the importance of books and reading and literacy to my students over the course of the year. Hopefully, it will be a lesson they will value and pass on to the next generation when that time comes.

Perhaps they’ll even be womb readers!!

Happy Birthday Theodore Geisel (that was the real name of Dr. Seuss). Your work has shaped mine forever.

You are my Homeboy!

We all know that bringing in young, energetic, enthusiastic teachers is critical to the success of American public education – especially in the future. Why? Because the law of nature dictates that nurturing youthful seeds is the way to eventually build healthy, well-developed gardens.

And yet, America is dropping the educational ball on this front. Egregiously.

When the pink slips get distributed and the ax chops, who are the first to go? Our youngest teachers. Why? Because in school today we value duration of service over quality of service. (And no, I am not usually a union basher but on this matter, they don’t really make the best case in my opinion. Quality of service should count more than years of service and it’s a falsehood to automatically equate one – time spent teaching – with the other… excellence of teaching.)

Furthermore, let’s look at some of the more practical aspects of working… like the paycheck one takes home.

Last year my district cut our pay by 3%. Next year they are talking about us taking another 10% pay cut.

A 13% pay cut in two years? Not the best way to either retain or attract talent, I’d say.

I’ve said it before and I’ll say it again. What would most people say to the Harvard Valedictorian if they informed the world that they were going to become a middle school English teacher? Not an esteemed professor. Not national leader. Not even a wretched, ink-stained author. (The most reprehensible of ‘em all, when you think of it – LOL!)

The answer would be, “A mere middle school teacher? But why?”

It’s getting harder to answer that question these days and if you re-read this blog post in the year 2020, well… don’t say “We never told ya so.”

I don’t want to shine a light on what is wrong with our school. It’s just too damn easy — and so many people, from the federal government and NCLB to the local politicians to the news media and so on — they all take their shots at us. It just ain’t that hard to find things wrong around here.

Especially if that’s all you are looking for.

And my principal — who is a really good guy who is trying real hard to change things for the better (and yes, they are changing for the better) — ends up being the fall guy all too often when people are looking to mete out blame for what happened to me.

To his credit, he came to me to see how I was doing later in the day, checked in with me, let me know that they are gonna be turning the screws on the ditchers with renewed energy and vigor right away and so on. Basically, as pissed as I am/was, he is infuriated.

Essentially, he’s a good egg who is aggravated and ashamed and wants to bring the pain to these “bad apples” that are really bringing down our school in a terrible way. (We all know it’s not “ALL” the kids. It’s not even most of the kids. In fact, it’s a small portion of the kids. But on a campus as big as ours is, a small percentage translates into a few hundred and a few hundred delinquent teens mixed into a few thousand, well… it’s all fun and games in a way to them.)

The more I think about it, the more I realize that in a way, being spit on by some rogue students in the middle of a class lesson is not even about me. I mean I can afford a new shirt. It’s about so much more — especially for so many other students and families and community members here. That’s what really gets to me.

And these thoughts all ultimately triggers the question, “Am I even making a freakin’ difference ’round here?”

It’s that thought which plagues me.

And if I give into that thought, if I succumb to the negative energy behind that sentiment, then I will be gone. The only reason I stay is because the work is meaningful and matters to me and I believe that I am being of true service to kids and other teachers. Sure, there’s the paycheck but I am lucky enough to have other ways of making a living in this world. (Heck, I have to augment the wage they pay me anyway to make ends meet – and my other day job, well… let’s just say that it pays better than minimum wage.)

But getting spit on, well… sometimes it takes Mother Mary to be a teacher in America today and I am no freakin’ Mother Mary.

As another teacher told me, “Hey, it could have happened to any of us.” She’s right… but I am not sure if that is a thought that provides any solace.

It’s amazing how confrontational this whole profession has become. It’s like being a teacher today will test your limits in all areas of your life and if the job can find your Achilles’ Heel, it’s gonna swing its sword.

And who does not have an Achilles’ heel? Heck, even Achilles had one.