When I got the call that I was officially a teacher, I was thrilled. Right after, I called my mom and told her where I would be working. She told me kids in that area have rough lives and I will need to bring them comfort and safety. I then sat down and wrote a checklist of things I needed to do before I stepped foot in my new role. These things were:

1. Research the demographics of the city on the US Census website

2. Research the demographics of students on the Department of Education website

3. Drive around the city at different times of the day and different days of the week.

4. Count the churches

Before taking the job, I worked in a well-educated area where the majority of students were performing at an above level rate. I knew that this new position would be a change, and I needed to be prepared for every obstacle my students had to overcome in order for them to gain any knowledge out of me (Green, 2017). I wanted to know their culture, their education experience, their lifestyles, and whether or not God was a factor in their lives (Green, 2017). I quickly learned that the school I was going to had over 90% of students on free and reduced lunch, the majority of families living under the poverty line, but was surrounded by 3 churches within a quarter-mile of the school. Before I bought supplies, I bought snacks and juice boxes. I made sure I had hair ties, hand sanitizer, wipes, and other small necessities just in case my students needed it. I walked into the office with my bags of supplies and was schooled on why I wasted my money. "These kids have nicer things than us," said a current employee. I was heartbroken and also disgusted at the same time. I thought I was doing a good deed and helping to overcome Maslow's Hierarchy of Needs, but why did I feel such disdain coming from this staff member?

Fast forward to five years. That phrase had been used countless times and teachers were rude when discussing how "these" families lived their lives. Then I saw Dr. Ruby Payne's video and article on Hidden Rules. I was immediately changed. The hidden rules between the children's economic status and the teachers' status were completely different. No one took a moment to understand each other's mindset. Dr. Payne (2016) explains the hidden rules that reign in each category and how interactions between two different economic statuses may conflict. It immediately made sense in the classroom why discipline or homework completion was not working smoothly. The hidden rules of the school were not the ones that the students use at home (Payne, 2016).

I sat down and looked at my teaching strategies. Reflection was an important tool that needed to be implemented in my classroom (Green, 2017). The only way that I would truly transform my students is by first transforming myself (Green, 2017). I critically looked at the rules that I assumed were known and made a point to teach those to my students (Payne, 2016). Communicating with a clear focus would be the only way for my students to adequately understand what is needed to succeed (Bryant, Escalante, Selva, 2017). I also looked at their behaviors and interactions in order to understand their rules and how to incorporate them into the classroom (Payne, 2016). One major item that I noticed was that every child in my classroom loved sports or games. At that moment, I realized I needed to restructure my classroom from teacher/student to coach/player (Green, 2017). We set goals in different subjects rather than just learning the material, we collaborate, and we listen to each other. Most importantly, the classroom went from I/them to us. I knew that this knowledge was power and I started sharing it with every teacher I could. It's been amazing to see the same light that went off in me to do the same thing to them.

References:

• Bryant, J. E., Escalante, K., & Selva, A. (2017). Promising Practices: Building the Next Generation of School Leaders. Journal of School Administration Research and Development, 2(1), 32–41. Retrieved from http://search.ebscohost.com.cui.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1158096&site=ehost-live

• Green, R. L. (2017). Practicing the art of leadership: A problem-based approach to implementing the professional standards for educational leaders. NY, NY. Pearson.

• Payne, R. K. (2016, October 17). Hidden rules among classes. Retrieved from https://www.wordonthestreets.net/Articles/481670/Hidden_rules_among.aspx

Jerry Almendarez, the superintendent, announced earlier this month that he has accepted the Superintendent position at Santa Ana Unified School District. At the board meeting, I was able to witness a few remarkable moments between the different departments of our district and how they view our servant leader. It was a pleasant reminder of why I chose to work for this district, and how this district truly puts the focus on student achievement.

In any district, there can be opposing forces working against each other. You hear of stories where the Board of Directors (BoD), teacher unions, district offices, and community stakeholders do not see eye to eye on key ideas and practices. When different groups do not work in cohesion, the students are the ones who suffer (Green, 2017). Luckily, the district that employs me has gone through some serious reflection and has found a multitude of ways to work together. When Jerry Almendarez was first approved by the BoD, it was not a unanimous decision. Board Member Pat Haro said that "those two [no] votes are what drove you to be the best." Green (2017) states that leaders cannot be self-proclaimed or exclude the insight of groups of stakeholders. He did not exclude anyone but included the viewpoints of his biggest critics in order to make sure his decisions were level and fair (Peterson, DeSimone, Desmond, Zahn, Morote, 2017). Pat Haro came around to see the value he added throughout his tenure and charged the new superintendent with living up to the legacy of his predecessor.

Jerry Almendarez was a true leader who took the viewpoints of those that agreed with him as important as those who did not. He understood the importance of compromise and communication. Christina Puraci, union president, spoke about the intense conversations between the two leaders trying to find solutions that were acceptable to all parties. Mrs. Puraci stated that even though they did not always see eye-to-eye on matters, Almendarez always put the students first. She mentioned a sweet moment she captured where Mr. Almendarez worked with a student and praised him for his abilities. It was evident in her testimony that she respected Almendarez’ leadership and willingness to work through tough situations.

Mr. Almendarez knew that the power of the district was in the ability of the teacher. This was evident with an approximate $1800/teacher budget to attend professional training. He also was visible throughout schools where he could observe and assess the abilities of his staff. I was lucky enough to have him visit my classroom regularly and bring in different officials to "duplicate" my enthusiasm in the classroom. Jerry Almendarez made everyone feel seen and heard. Peterson and colleagues (2017) state that with any interaction with a leader, the leader should first listen and observe rather than lecture and fix. This connection allows the followers to feel like their leader is one of them and can relate to them (Green, 2017).

So, how do you move on from greatness? This is a new two-way street that needs to be driven with fairness on both sides. Dr. Seuss’s famous quote about being yourself should be a guiding path for everyone: "Today you are you, that is truer than true. There is no one alive that is youer than you." The new superintendent, Dr. Miranda, needs to be himself. Leaders are authentic and should be willing to stand for their beliefs, morals, and desires for the community (Green, 2017). The same goes for the hundreds of teachers he is meant to lead-do not expect Dr. Miranda to be Jerry Almendarez. Understand that new leadership is a time to improve, not a time to wallow in the past. It is a time where everyone can improve on their communication and gain new connections. Both parties can use the previous administrative decisions to build upon the future, but neither should use it to hinder forward motion.

References

• Green, R. L. (2017). Practicing the art of leadership: A problem-based approach to implementing the professional standards for educational leaders. NY, NY. Pearson.

• Peterson, C., DeSimone, P. J., Jr., Desmond, T. J., Zahn, B., & Morote, E.-S. (2017). Elementary Principal Wisdom: Teacher Perceptions of Leadership. Journal for Leadership and Instruction, 16(1), 44–48. Retrieved from http://search.ebscohost.com.cui.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1159868&site=ehost-live

The district decided at the board meeting held on February 20, 2020, that a book will no longer be allowed in the high school curriculum or available for individual reading in the public school libraries. The book, The Bluest Eyes, is about a female African American protagonist who discusses her journey through the Great Depression and the struggles of being an African American in America. The book was brought to the board because of a graphic rape that happens to the protagonist. She is brutally raped by her father and is the reason for the protagonist’s struggles with mental health. This specific book was previously approved to be taught in the Advanced Placement English course, which is typically a junior year course.

I immediately recalled my high school experience of reading Native Son and The House on Mango Street. The first book, also taking place during the Great Depression, is about an African American man who works for a white man. The protagonist does not see white people in a positive light but continues to work for the man. In the book, the protagonist savagely murders the daughter of his employer, dismembers her, and cremates her in the family furnace. The second book is about a twelve-year-old Latina girl who lives in a segregated area of Chicago. The young girl also survives a sexual assault in the book, similar to the banned book.

How are these books different? Besides, the basic facts of gender and race-nothing are different about these books. Instead, the more important question is how are these books similar? All three books focus on the external and internal struggle of minority populations in our country. Each of these books talks about how inequalities were the premise of the anguish of each of the characters. These books have allowed the reader to see life, empathize, and understand what life was like for someone else. This was my first experience with understanding the negative nature of humanity and how it can impact the lives of many.

Blakenship (2017) states that knowledge is the foundation of growth and creates communities that are willing to work together towards solving problems. In order to accomplish Blakenship's ideology, the community needs to be aware of the problems of other stakeholders regardless of the nature of those problems. As educational leaders, we have to inform our students of the nature of the world that was, of the world that is, and how they can impact the world in the future. We cannot teach students the effects of today if they do not understand the causes of yesterday. We cannot build better resources if we do not understand the different backgrounds and experiences that helped formed individuals. Communities are about learning from all aspects to create more positive (Payne, 2016). If a governing board remove stories from communities, especially ones that reflect the experience of some of your stakeholders, it is, in essence, removing the voice of the community. Instead, forward progress is halted.

This is not to say that all stories that we teach youth should be negative or graphic in nature. It is to show young minds that the world is a mixture of positive and negative. Educational leaders and communities should show youth how they work together to overcome both negative and positive outcomes to a community. It is also important to give growing minds a way to educate one's self without having to live the experience. A chemistry teacher would not show how certain elements on the periodic table burn flesh on a student but instead show the effects on natural and man-made material. Educators do not show harmful material or substances to students to scare but to prepare.

I know how to respect household chemicals and safely use them because of my time practicing in my high school chemistry lab. More importantly, I know how to look for injustices and provide resources because my educators provided me time to learn and research. My teachers and professors showed me what was possible in the world and how to critically look at the causes and the effects. I was allowed to reflect on the different viewpoints so I could critically address my own underlying biases. A safe learning environment where I could ask questions and gain knowledge from my peers was given to my community of learners. That schema has helped me be a better educator. It has allowed me to look at each of my students as individuals with their own stories (positive and negative) and how they interact with others. I can support my students because I first sought to understand them. I also know that negativity can be present in any one of my students because pain knows no boundaries. Empathy also knows no boundaries because it derives from pain. The beauty of empathy is it can be taught second hand, through books and classroom discussions. I know that if I develop students who are empathetic to others, they can be part of developing a strong community that will protect all demographics.

References:

• Blakenship, S. S., & Ruona, W. E. A. (2007). Professional learning communities and communities of practice: A comparison of models, literature review. Online Submission. Retrieved from http://search.ebscohost.com.cui.idm.oclc.org/login.aspx?direct=true&db=eric&AN=ED504776&site=ehost-live

• Payne, R. K. (2016, October 17). Hidden rules among classes. Retrieved from https://www.wordonthestreets.net/Articles/481670/Hidden_rules_among.aspx

Generations are impacted by the events that happen in their adolescence. The Great Depression, the Apollo missions, and the dot-com movement have all shaped the ideas and perceptions of entire generations of people. The LA riots, the Unabomber, and all other bombings during the 1990s, Columbine, and the 9/11 attack were all key events that helped paved who I became. The 9/11 attack was the first time I was truly fearful of war. I feared for my safety and the safety of my family during the weeks after 9/11. The terrorist attack brought fear that stuck to your bones. I could not shake the fear. Now, this generation may feel the lasting impacts of COVID-19.

I walked into my classroom on March 13, 2020, with one goal in mind- "Don't scare my students." We had just been informed that we needed to prepare the students for a "remote learning" situation and it was the day before Spring Break. We were supposed to be watching a movie to work on RI 5.3 and have pizza. I now had to go in front of thirty 10-year-olds and explain to them that school is closing.

Sharing and simplifying facts is what teachers do-we take the complex subject matter and break it down so anyone can learn. So, I did the same with this. I led the students in a discussion about what actions Governor Newsom was doing in order to protect the public. We talked about gatherings and infrastructure. We talked about public transportation and the differences between a city like New York City or San Francisco and our town of Colton. The kids noticed that when a virus that can only be transmitted human to human, being in big gatherings made you more exposed. The kids saw that school was important for the public, but also had more than 250 people. They understood that the governor was making a smart choice and left feeling prepared and with smiles on their faces. I left scared.

But I knew everything would be alright. Since the confirmed school closing, CJUSD has done a remarkable job of setting up new protocols for community safety. The curriculum department created websites for Remote Learning that were available in English and Spanish. Those communities of practice helped develop resources when a need was dire (Blakenship & Ruona, 2007). The teacher union has been meeting around the clock to make sure all protocols are within the scope of our contract. Schools are working on Chromebook distribution and how to amplify WiFi to all of our students. Food centers, counseling hours, and conference calls have been set up so everyone is being assisted. A community has come together and it is supporting in a time that is uncertain (Green, 2017).

So, in short, how can a district support a community during a pandemic? It can be the institution that it was meant to be. A school district is meant to assist and teach. CJUSD quickly realized that it can assist in maintaining its promise to the community. It can still provide food, internet, technology, and many other services, but most importantly it can provide quality teachers to their students. The district has not left anyone's side and they will continue to be here to support everyone through this.

References:

• Blakenship, S. S., & Ruona, W. E. A. (2007). Professional learning communities and communities of practice: A comparison of models, literature review. Online Submission. Retrieved from http://search.ebscohost.com.cui.idm.oclc.org/login.aspx?direct=true&db=eric&AN=ED504776&site=ehost-live

• Green, R. L. (2017). Practicing the art of leadership: A problem-based approach to implementing the professional standards for educational leaders. NY, NY. Pearson.

I stumbled upon this video by Greg Farrell about diversity. His childhood experiences were similar to mine and how it shaped his adulthood mirrored my own. Throughout my school years, my group of friends was extremely diverse. The members were different races, sexual orientations, social statuses, and had different family units. I didn't think anything of it until I was well into my adulthood. Having these daily lessons of inclusion and culture has served as my compass of ethical decision making when considering the well being of the community I serve. It made me reflect on some events on campus and how I can combat them.

It's January 2020, at a committee meeting on the school campus. A group of teachers and administration were collaborating on an annual event when several micro-racist comments were made. The first was " We'll need to watch the furniture in the bathrooms. I'm afraid the parents will steal it." Followed later by "They won't pay $10 because 'they can't afford it', but all their kids have iPhones." I listened to my coworkers bash the population they serve. I couldn't help but say in my mind "That's why you have so many problems with your kids."

I've had questionable interactions with one of these people because of their interaction with my students. At the beginning of this year, my fourth-grade class was collapsed and spread amongst the other three teachers while I moved to a different grade level. One student, in particular, Abigail, kept me awake when I found out she was placed in this teacher's class.

A quick story about Abigail will sum up our relationship. On a day when I was at training, Abigail was sent to the principal's office for fighting. When I saw her the next day, she told me a friend of hers was being picked on and she stood up for him by pushing and grappling the other kids to the ground. I told Abigail I was proud of her for standing up for her friend without hesitation and that I wished I had a friend like her when I was a kid. Then, we discussed how to stand up to others without violence and who she can ask for help if something like this happens again. Abigail broke down in tears and asked why I wasn't yelling at her. Everyone only saw this tomboy who pushed kids around. They did not see a little girl fighting the injustices in her life all on her own. I told her I'm not yelling because I'm proud. We laughed that she needs to ask more questions to protect herself, but she did the right thing. She left my classroom and has had seven office referrals and countless classroom suspensions.

The teacher sees her students as "them." Her classroom is in constant battle-her v. them. It is a daily barrage of negativity when she talks about "them." She's forgetting that THEY share a classroom and a mutual responsibility to learn. Farrell (2020) discusses putting racialized people at the center of your decision making. For a moment, it was clear why there are so many "behaviors" in those teachers' classrooms. First, the teachers did not take into account the lives of the students and the rules that govern their livelihoods (Payne, 2016). But, they also weren't taking into account the individuals in the classroom. The characters of the children were being overruled by prejudice. The teacher does not see 30 beautifully unique children in her class, she sees statistics.

Even more recently, another coworker stated "They'll pawn them off for money," when talking about Chromebook distribution to assist with Remote Learning. I didn't sit silently this time and wrote in the group chat the inappropriate and unnecessary nature of the comment. But I thought, did I do enough?

All of these individuals racialized our community without a blink of an eye and no one stood up to it. They listened to the word vomit and sit unnerved when racial comments are stated. Action is missing. But, why? The teacher population at my school is predominantly white. White privilege reeks in decision-making and implementations. Attitudes and behaviors are perpetuated because they have not been challenged to change. It's evident that inclusion training is necessary, but if it's not a priority to the teacher, it will not stick. Marzano (2012) states that adults who take learning into their own hands are more likely to succeed at obtaining new knowledge and are also more likely to maintain those new strategies.

These teachers need to learn about the injustices they are incorporating in their classrooms and how they are hindering the community by pushing this negative tone on others. I know that I cannot convince them to do training, but I can start to use my sentence. Farrell (2020) has a sentence at the ready when discrimination arises in his presence. He suggests that saying the sentence may not bring immediate change, but will plant the seed of new thought for those that hear it. So, now I'm ready.

"I want you to know that comment was offensive and I hope you never experience that negativity."

References

• Farrell, G. (2020, January). A principal's guide to disrupting inequity. Ted-Ed Educator Talks.

• Payne, R. K. (2016, October 17). Hidden rules among classes. Retrieved from https://www.wordonthestreets.net/Articles/481670/Hidden_rules_among.aspx

:: This is not fatigue caused by COVID-19. ::

Eddie B. is hilariously accurate when he depicts the life of a teacher. It is evident that he is a practicing educator and his satirical approach to the idiocracies of this position can make anyone laugh. The underlying truth of the matter is, Eddie B. is tired. I am tired. We are all tired. Yet, we feel guilty for admitting our tiredness.

Dr. Julie Adams (2020) talks about the importance of minimizing fatigue in the classroom. She outlined one simple, yet extremely challenging task for every teacher to do. Unplug. This is a blasphemous concept for teachers. It's like taking away a piece of our identity. Teaching, for most, is a calling and is ingrained into the DNA of our being.

It is a common fact that almost half of all teachers are likely to leave the profession within the first five years of service (McLaughlin, 2018). Teacher burnout is a real dilemma. I feel it every year. As an individual who is seeking a leadership position, I need to focus on this fatigue. I need to help eliminate fatigue in the classroom so that I can try to eliminate fatigue at a school site.

I turned to my grade level for their opinion. I asked why they feel fatigued every year and how I can help them reduce their stress for next year. The three other members on my team felt that the final results did not match the amount of effort they put in. The lack of support from the administration also bought some colorful language. One teacher discussed how it's frustrating that the administration holds teachers accountable for so many variables when they only have control over a handful. Another teacher asked for support to do the mundane-grading, laminating, filing. The last teacher said, "say yes to us once in a while." The ideas about how I could help was straightforward. They all said we need to have more fun.

When you dive into the language of our conversation, it appears the team needs two major things: support and training. Teachers need to feel supported. McLaughlin (2018) states that lack of support is the leading cause of teachers leaving the profession. Teachers also have a desire to improve their own practices (Schulte, 2018). They are seeking to experiment with new ideas and to create higher yields, and need the training. When teachers have a desire to be better, they are more likely to succeed in achieving better results (Schulte, 2018). Green (2017) talks about investing in the teachers as they are the number one resource available to students. Teachers who are continually developing and reinventing their practices encourage that continual growth pattern with their students (Green, 2017).

So now, how do I incorporate the fun that the staff wants and the need to unplug that experts say is necessary? I have some ideas.

To incorporate fun, I would change the simple language on certain things around the school. The first would be to not have meetings-but parties. Teachers hate meetings, and they hate extended staff meetings even more. Teachers do not hate parties. So instead of having boring meetings week after week, bring in the fun while still being at work. For instance, having a grading party every couple of months where lunch is provided and a fun competition between grade levels can occur. This also incorporates a sense of support by allocating time for a specific purpose and also allowing time to build relationships between staff members and administration. Another fun item that can be introduced to campus is creating a unique and fun tradition. One thing missing from my school culture is a sense of unity. In college, one of the organizations I was involved with had "pig notes". We passed around a piggy bank and slips of paper. Each person at the meeting had the opportunity to write a positive, anonymous note about another member. At the end of the meeting, we read the comments and enjoyed the laughter and accomplishments of others. Building a community happens when authentic relationships occur (Green, 2017). Teachers and staff need opportunities to build those relationships and start new ones with others.

To incorporate the ideology that it is ok to unplug, I would do a few things. The first is to encourage putting in absences at the beginning of the year. I would encourage teachers to find a few days that they want to take off and put them in the guest teacher system. Days like birthdays, special family celebrations, or just having a day to schedule doctor visits can help relieve stress on teachers. Currently, it is frowned upon when people take days off. One teacher told another teacher (who is a mother) that she is selfish for using her contract-given 10 days to visit her child's classroom. This mindset does not cause growth but division. Building the mindset that those days are yours for the taking is necessary for the well-being of the staff. From a principal's standpoint, it will also help me and the office team with guest teachers and planning other training and classroom visits. Another item I would like to incorporate is "time to unplug". A former principal at our site did this and it was a huge hit. Her along with the assistant principal and the two TOA's would cover a grade level's classes for one hour. Teachers got to do whatever they wanted for that one hour. That freedom was rejuvenating and I want my future staff to experience that as well. On the flip side, as a principal, this will help me build rapport with the students and be a more visible and approachable person on campus. I know that both of these things will not create a 100% unplugged experience, but it will start developing a culture of personal well-being.

Eddie B., like most teachers, are tired. What he needs is a principal who supports him. He needs to be supported on his best days and on his most tiring days. When teachers feel they are supported in the classroom and they feel like everything is under control, they can finally breathe and relax. Although the ideas are small, they can be the beginning of creating a more supportive culture.

References

• McLaughlin, K. (2018, November 15). Teachers are seeing their colleagues leave the profession at an alarming rate, and this might be why. Retrieved from https://www.insider.com/teachers-are-seeing-their-colleagues-leave-at-an-alarming-rate-2018-11

• Green, R. L. (2017). Practicing the art of leadership: A problem-based approach to implementing the professional standards for educational leaders. NY, NY. Pearson.

• Schulte, M. (2018). Adult Learning Degree and Career Pathways: Allusions to Maslow’s Hierarchy of Needs. Journal of Continuing Higher Education, 66(1), 62–64.

May 22nd, 2020: I was called a "rogue teacher" by an administrator. I have never felt so misunderstood in my workplace. Here are the definitions of a rogue.

Merriam-Webster:

• Rogue (noun): a dishonest, worthless, or mischievous person.

• Rogue (verb): to weed out the inferior or diseased.

• Rogue (adjective): dangerous or uncontrollable

That day, I wanted to walk away from teaching. After I hung up the phone with that administrator, I pulled over and called my boyfriend. I was crying so heavily that I could not safely operate my vehicle. My boyfriend picked up my call and he listened to my pleas to move to a new state. After my scared requests, he asked me if I really wanted to give up or if it was just my emotions. He continued to ask me what I could learn from this and how this experience can prepare me for later experience. My amazing boyfriend also got to use my own "teacher" advice against me. "You don't have to like someone to learn from them." I scoffed at the idea that he got the last word, but he was right.

At that moment I learned one very important detail about this singular interaction. I will always strive to speak to my staff as equals.

If you look at my pictures or see me in real life, I look quite young. I'm barely 5' tall, small frame, and have a bubbly, energetic personality. In other words, I'm treated like a kid. By default, I'm also punished like a kid. More times than not, after delivering an argument with statistics, facts, and reputable research, the first question is usually "How old are you?". Those four words have driven me to continually gain more knowledge. My hope is that I will be remembered for what I did rather than what I looked like.

This experience showed me how important it is to treat all staff members as equals. When a leader treats all of her subordinates with respect, grace, and dignity-you gain those in return. Farrell (2020) talked about the importance of leading through the lenses of others' experiences. Those unique experiences give value to individuals (Farrell, 2020). Those life-changing experiences help enrich a school organization and can uplift the entire community (Green, 2017). These invaluable traits should be utilized for the positive growth of all people at a school.

A leader should respect those differences and see the inherent value that they can bring to any organization. For instance, students talk to me because I look young enough to be their cousin or their older sister. Building rapport is my strong suit because my youthful appearance is a tool I know I can positively use in the classroom and parent meetings. The same goes for any other diverse trait on campus. Diversity creates inclusion which in return catalyzes growth for all (Green, 2017). No one on campus should feel disrespected.

Leaders should also handle miscommunications with grace. Miscommunications are frustrating. This feeling of irritation is heightened when outside pressures are becoming priorities. But, miscommunications do not need to lead to arguments or outbursts. In this instance, I wanted to share what I was doing with my administrator and the response was immediate and heated. There was nothing of malice in my actions nor were there any signs of hatred towards my administrator. In the event of a miscommunication, it is important to enter a new conversation thinking everyone had the best intentions. The bible teaches that we as individuals are to live under grace rather than under the law. Giving the benefit of a doubt to another person eliminates prejudice and shaming. It also showcases your ability to remove any biases you may have towards a person or specific actions. Lastly, it also shows that you are looking at these situations as a learning opportunity where both people can grow rather than a time to reprimand. In this situation, if I was approached differently about this I would have proudly taken criticism and blame for any misunderstanding. Instead, I have made the conscious decision to minimize my time working with her.

Finally, people should be treated with dignity. Matthew 10: 24-25 states "The student is not above the teacher, nor a servant above his master. It is enough for students to be like their teachers, and servants like their masters..." No one is below another person and should not be treated as such. Along with this, everyone should try to seek the goodness within and reflect those positive traits to others. When I am given the opportunity to be a leader, I know that I am not the only leader on campus. My job is to maximize leadership rather than confine it to my own abilities. That infers that those I lead are inferior and do not have the abilities to succeed on their own. Instead, I need to embrace and encourage leadership in my community in order to promote positive changes. This mindset leads to a collaboration of ideas and individual growth. In the end, this improves the entire organization.

On May 22nd, I did not realize that this small event would create such a frenzy. As I reflect, I realize that I did not look at this situation through the eyes of others. I also realized that my boyfriend (and I subsequently) was right. I could learn from someone I did not agree with. I learned that miscommunication can easily disrupt a working relationship. I learned that I cannot change how other people react, but I can learn from those reactions to improve my communication. It is evident to me that I am not a "micromanager"-one that only gives permission and will not give forgiveness. But I do know how to interact moving forward-and for that I am grateful. In the future, I will come across teachers with similar methods and I will be better prepared for situations like this. I know how to handle myself and display respect, grace, and dignity to others when I do not see eye-to-eye with my future team.

References

• Bible, New international version.

• Farrell, G. (2020, January). A principal's guide to disrupting inequity. Ted-Ed Educator Talks.

• Green, R. L. (2017). Practicing the art of leadership: A problem-based approach to implementing the professional standards for educational leaders. NY, NY. Pearson.

Dear Secretary DeVos,

My name is Tiffany Davis and I am an aspiring principal. I plan, in 30-40 years, to have your job. So, in reality, I am looking to you and your leadership style. Just so you know, I am a mixed-race woman. My father is a white male and my mother is Hispanic. I grew up "white" and recognize my privilege. I'm concerned because I don't think you have recognized yours.

I'm wondering if you know the difference between equity and equality. Equity is the distribution of goods based upon the needs of the population. Equality is the final goal of equity. In other words, in order to achieve equality, you first have to remove all equity gaps in society. In situations where equity gaps are present, you are stating that a disservice has presented itself and these are the steps being taken to remedy the problem. It does not undervalue the needs or desires of the other populations but shows that a specific item needs dire attention. Now, what I'm confused about is your allocation of funds and how you are deeming it to be equitable. Where I'm confused as to what is not equitable? Are you worried that the white students in private/charter schools are being underserved? Maybe the minority students? ELL students? What equity gaps are present that we need to address?

According to the National Center for Education Statistics (NCES), in 2018 private school enrollment only accounts for roughly 6% of the student population in the United States. Within the private school sector, the large majority of students are white (60-74%), with 2 parent households (81%), and whose parents have at least a bachelor's degree or higher (69%). White America is the standard of which we are basing equity gaps. So, I wondered why additional funding was going to sectors of education that were predominantly white, and middle-upper class families. There is a possibility that some of these white families are living in poverty, so I wanted to see what poverty levels were like.

In 2011, the US Census showed that only 11% of the white population was living in poverty in comparison to the 22% for Latino/Hispanic/Non-white, 26% for African-American, and 28% for American Indian/Native Alaskan individuals. So, now I can create a step-by-step to see how many white families MAY be living in poverty that are attending private or charter schools.

6/100 = children who attended private/charter schools

2/3 = children in private/charter school are white

So 2/3 of 6 is 4.

So instead of worrying about 6 kids, we're only worrying about 4.

Now, 11% of those 4 kids are poor. 11% of 4 is 0.44. In others, basically half of a kid.

An average charter/private school has only 300 students and therefore only 1.5 kids at each school would be categorized as poor and white.

Those 1.5 students definitely need to be given supports, but I'm wondering if there is another group of students that are being underserved at larger rates.

According to NCES's 2018 report, the Hispanic student population grew from 16% to 25%. In public schools, Hispanic students, as well as Black students, were also more likely to go to a school where they were the majority of the school's population. In other words, if you are white, you are more likely to attend a school that is predominantly white, and if you are Hispanic or black, you are more likely to go to a school that is predominantly Hispanic or Black. As of 2015, approximately five million of those Hispanic students were English Language Learners (ELL); which accounts for 30% of the Hispanic population in our public schools. Unfortunately, when you look at the reading they have the lowest performance in our schools and in math are second to the bottom. The NCES report states:

"Closing achievement gaps is a goal among education policymakers. Between 1992 and 2017, the average reading score for White 4th-graders was higher than the scores for their Black and Hispanic peers in each assessment year. However, the White-Black gap narrowed from 32 points in 1992 to 26 points in 2017. The White-Hispanic gap in 2017 (23 points) was not measurably different from the corresponding gap in 1992. The White-Black and White-Hispanic gaps in 2017 were not measurably different from the corresponding gaps in 2015."

In other words, this has been a notable problem since 1992 and we still do not see any difference in outcomes. If you remember earlier, students that identify as Hispanic or black are more likely to attend schools that are predominantly Hispanic or black. Therefore, predominantly Hispanic and Black schools are performing well below the rate of white students. These are whole schools that are underperforming-not just 1.5 students. So, why isn't the funding going to schools that truly need assistance? Why aren't you allocating funds, with equity, to entire schools that need it most?

I did see that you increased the budget to assist with the COVID-19 relief for schools-and I am glad you did that, but did you know it had a loophole? The verbiage in the CARES Act says that if a district is using this money to help with academic interventions which are clearly needed in schools that serve Hispanic and Black communities, the district has to give up a portion of the money to students that are not enrolled in the district but attend private/charter schools within the district lines. I find this odd because we have already outlined that students that are in private/charter schools are predominantly white and are setting the standard for academic success in America. Under this act, private schools can receive $1.5 billion out of the $13 billion dollars allocated for Coronavirus relief. This is equivalent to 12% of the overall budget, but will only assist the 6% of school-aged children. This new budget is also a 1081% increase in funds to such a small selection of students.

It is clearly evident that the Hispanic community in the US is growing and is staying in America after they graduate school. It only seems necessary to ensure that the growing population of America receives a high-quality education that promotes the same opportunities as their white peers. Also, this growing population will be in charge of my future in two short decades. The Hispanic community accounts for a large population of our country and we owe it to them to ensure that their needs are being met (Green, 2017). You have the opportunity to create advancements in the lives of five million students. You have the ability to allocate money strictly for ELL students to build up their language and mathematical skills. You have the ability to transform an entire sector of our country by proposing laws and regulation that assists student groups like ELL students. Did you know that ELL students, once reclassified as fluent, are more likely to outperform their white peers? Did you know that English Language Development (ELD) standards are considered best practices for all students?

If you answered yes to any of these questions, why are you ignoring them? Do everyone a favor and look at what you are perpetuating. Reflect on your thought process and ask yourself if this move is benefiting the students that need it most. Consider, for a moment, if you are showing bias in your department. Your job, as is mine, is to protect and educate all students. ALL-Secretary DeVos. Are you looking at ALL students here?

Sincerely,

Tiffany Davis

References

• Poverty Rates

• The Trump/DeVos Voucher Plan

• Coronavirus Aid for Schools

• Green, R. L. (2017). Practicing the art of leadership: A problem-based approach to implementing the professional standards for educational leaders. NY, NY. Pearson.

Evaluations are awful. They are a waste of time, and they never seem to add any value to my career. So why do we have them? Yes, I know; the contract says I have to have one. The state of California says I have to have one. But what is the actual purpose of having evaluations?

In my classroom, I use a series of evaluation techniques to gain insight into my students' abilities. That information informs the styles I use, the resources I pull, and the follow-up techniques to ensure the content sticks and I am providing an equitable learning environment. More importantly, the student knows my intention-making them an active participant in the evaluation process. Now, why isn't that same ideology used in teacher and administrator evaluations?

Evaluations need to be changed. The teacher evaluation needs to be thorough and continuous, similar to a classroom teacher's techniques. Similarly, administrator evaluations need to mimic this same practice. In many districts, static evaluations given once or twice a year are standard practices for fulfilling the state and district mandates. Unfortunately, this practice does not usually align with the mission statement or vision statement of school districts, which could cause legal problems and educational shortcomings. Continually, this minimal practice does not encourage continual growth by the teacher nor produce quality leaders that will support those teachers (Green, 2017).

Ed code 44664 gives a general outline of evaluation systems. It outlines the minimum evaluations needed in a year and the items that need to be in those forms. The Vergara lawsuit of 2012 put a significant spotlight on hiring and evaluative practices at the district level. Their main point is that tenure is a reflection of the evaluative process and teacher effectiveness is linked to student achievement. Since the evaluation process is a reflection of the mission statement and meant to facilitate professional development, it should reflect a rigorous and continual evaluation basis (Rebore, 2015).

For instance, if the district promotes high-quality performance, that infers that the evaluation system and data collection tactics mirror that same philosophy. Furthermore, this can imply that districts are continually reflecting on these processes to improve them for tomorrow's teachers. A simple piece of paper with a scaling of 1-5 and three recommendations does not align with the vision of high-quality performance.

Continual and static are also not the same thing. Static evaluations that are a snapshot of a singular moment in time do not provide sufficient feedback for teacher improvement and, therefore, cannot be indicators of proving whether a teacher is effective or ineffective. Paufler's (2018) study shows that teachers believe that evaluations should be continual and based upon goal setting. This mindset shows that teachers are willing to improve themselves and put the effort in (Green, 2017). The evaluative process can be one of those systems that help improve the individual teacher, enhancing the whole organization (Green, 2017).

This lawsuit does have valid points and places necessary responsibilities on districts and teachers. Although more evaluations seem tedious to all teachers, it is a necessity in our field. The problem we have right now is that the evaluation system and our teaching practices do not promote either piece. When looking at all other high-paying jobs and those that need incredibly specialized skills, they have trailing data supporting their income and status. For instance, lawyers have win-loss records; doctors have succession rates of surgeries and promising medical studies. Professional athletes have statistics about their performance, and actresses have award nomination records and award-winning records. The Vergara lawsuit is forcing us to open that door and reevaluate our evaluation system. That also means we, as teachers, can stand up and say what we think those indicators should be. For instance, benchmark and passing rates may not be the best indicator of effective teaching. Instead, we need to look at referral rates, intervention methods, and parent communication records. When the problem's focus is the source, it automatically eliminates any negative results that previously followed. In this instance, the evaluation system allows ineffective teachers to pass through the cracks and bring down our profession. Instead, the evaluation system needs to be revamped, including support for still learning, moving grades, promoting the best practices, and upholding the educational standard across large areas. Evaluations are awful. They are a waste of time, and they never seem to add any value to my career. So why do we have them? Yes, I know; the contract says I have to have one. The state of California says I have to have one. But what is the actual purpose of having evaluations?

Currently, the evaluation system allows ineffective teachers to pass through the cracks and bring down our profession. It is not providing useful feedback to teachers and cuts short the opportunities for students. Instead, the evaluation system needs to change to become a foundational piece in growing student achievement and professional growth. Evaluations need to be an integral part of the entire organization and not just one utilized for student improvements. With a comprehensive evaluation process, good teachers will become great and great teachers will become extraordinary.

References

• Gates, B. (2013, May 8). Teachers Need Real Feedback. Retrieved September 28, 2020, from https://www.youtube.com/watch?v=81Ub0SMxZQo

• Green, R. L. (2017). Practicing the art of leadership: A problem-based approach to implementing the professional standards for educational leaders. NY, NY. Pearson.

• Paufler, N. A. (2018). Declining Morale, Diminishing Autonomy, and Decreasing Value: Principal Reflections on a High-Stakes Teacher Evaluation System. International Journal of Education Policy & Leadership, 13(8), 1–15. https://doi-org.cui.idm.oclc.org/10.22230/ijepl.2018v13n8a813

Quality denotes value. Value, in return, is synonymic with money. This idealogy is true when customers research the things they want to purchase. For instance, a diamond is worth more when the quality is perceived to be better. The same is true when people look at a Lamborghini versus a Toyota. The definition of quality provides a basis for comparison between products to show one outshines the other. In many fields, this comparison has a numerical value that showcases its quality. Other times, that value has a dollar sign attached to the front. Can this same mindset be used in education? In my opinion, there is no definitive way to say money is the sole factor affecting educational progress.

Education is a field focused on humans and human interactions. Knowledge is an anthropologic journey that has too many active variables to control. From Maslow's Hierarchy of Needs to implementing the Common Core State Standards (CCSS), faculty, facility, and funding variables do not outweigh one another in overall importance. Still, they must work cohesively to produce an effective education system (Townley & Schmeider-Ramirez, 2018). Looking at the effectiveness of each of the parts of education can provide better insights and data for future decision making (Green, 2017).

Research supports that the most effective tool in education is an effective teacher (Green, 2017). Furthermore, an effective teacher is one that is secure and knowledgeable in their field. Scientifically, the primary question that arises is how to create effective teachers for California's growing population. While many would assume that districts should burden this responsibility in their professional development budgets, it does not make financial sense to train teachers on how to succeed after they have already started. Instead, addressing the issue at the college and credentialing level is a better allocation of responsibility. Although individuals' primary reason is to teach, it is still essential to know the behind-the-scene information that created the teaching environment. Similar to a pilot, their training consists of how to fly but also how the plane works. Credentialing programs should incorporate classes that explain the education system, HR departments, unions, California history of education, and much more. Also, hands-on practice is a fundamental tool in practicing and implementing learned skills (Gates, 2013). Residency programs for doctors take years to complete, yet student-teacher programs last less than six months. Credentialing programs should look at whether this methodology is comprehensive enough to reduce teacher turnover and overall effectiveness in teaching practices. Alongside these state programs, districts need to voice their requirements and expectations to facilitate growth in those programs.

Continually, funding for facilities and supplies should have a specific focus on sustainability (Bansal, 2016). Districts have a terrible habit of picking the "hottest" and "prettiest" curriculum rather than focusing on the impact the curriculum will have on the student population. Students should be the center of all decision-making, but it also imperative to ensure teachers, staff, and the district can support the students with the supplies on hand (Green, 2017). Bansal (2016) noticed that most communities have problems with the scalability of any program. School districts should work closely with the HR department, union representatives, and parent volunteers to review the program's sustainability factors and the necessary professional development necessary to ensure its actual effectiveness (Green, 2017). In other words, the sticker price on the curriculum is not the actual cost, and district officials should be mindful of that anecdote. Bansal (2016) also states that teacher input and visiting school sites are vital to ensure there are no obstacles in teacher effectiveness in the classroom. This same mindset goes into the technological frenzy that is the 21st-century phenomenon. Promethean boards, Chromebooks, and STEM labs are the hype in all schools. The philosophy is that technology is the answer when it is only a tool. The fact is that technology literacy is only a small portion of the outlined 21st-century skills required by the Common Core State Standards. 21st-century skills are focused on group work and critical analysis. When looking at our state data, it is clear that our student population still lacks essential reading and mathematical abilities (CDE, 2019). Stakeholders need to focus their mindset away from the technological craze and hype and toward the whole picture.