I spent yesterday at my alma mater, Churchill High School. I was feeling light-hearted from the start and that sensation continued throughout the day. I had an opportunity to observe a Spanish class taught by a teacher new to the building, as well as visit with my former Spanish teacher. I visited with my brother and some of his friends, as well as interviewed my former voice teacher (now the music teacher) for my 649 project.
We spent lunch in the social studies department and I spoke with my colleague's mentor (my former teacher) about the culture of Churchill. I mentioned that there was an air to the school - an indescribable aroma that permeated the classrooms, the hallways, and the students. She confirmed my comments by explaining that the former principal (my principal in HS) was the ultimate role model for school leadership. She explained to me that the positive school culture that Churchill exudes comes from a variety of sources. Primarily, it stems from teachers who really care about their students and desire to create a school environment where students feel safe. In addition, she reminded me of what I already knew about the school. Churchill is home to several magnet programs including MSC (math, science, and computers) and CAPA (Creative And Performing Arts), and it also draws students from fairly diverse socioeconomic classes (for Livonia, MI that is ;o)). During my high school days, the students labeled from special education were also a part of our building.
This diversity of student body requires that students adapt to a variety of persons in order to function. People are taught to embrace the differences of others and this spans through the administration, teachers, and down to the students and rest of the community. Churchill has this reputation and it proves true as you walk down the hallway.
This has implications for my future career as an educator. What type of school will I want to teach in? How will I scope this out when I am looking for a job? As we all know, a happy work environment for the staff will trickle down into the academic success of the students. Drawing from my background in psychology, I look forward to exploring the intricacies of creating this type of school environment and hope to promote it wherever I end up next year.
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8 comments:
I really liked this post, Em. I'm reeling in how lucky I am to have found myself in such a positive environment at Earhart, and I wish I could stay there next year... but who knows where I'll end up. I've been thinking a lot about where I'll find myself next year and hoping that I can find a place where I will fit into a network of supportive faculty -- it makes the daily struggle much easier when your colleagues have your back and when everyone is genuinely invested in creating strong culture for, of and by the students.
I hope the play went well last night!
xo
l
I think this is also a great question for the interview process...remember YOU are interviewing the school as much as they are interviewing you. That is a great time to find out and ask questions about the environment of the school/staff. Sometimes the school is not a fit for what you would like to do as a teacher (this happened to me with a job in Midland Michigan and where I turned down the job).
I just want to say that I love the idea of going back to your old HS with this different perspective of viewing things with a teacher's eyes. Your comments suggest that there were aspects of your life at Churchill as a student that you perhaps took for granted, given that you had no other frame of reference. Now, as is being discussed here, you are putting your finger on aspects of school culture that could make the difference between a lively and supportive environment in which to teach, and something less desirable.
Hey Emily,
I think you have actually done the thing that most of us have been wondering about since we started this program - size up your HS after learning something about education. It's great to hear that despite your ability to "see through the lines" (now after almost 6 months of MAC), your HS still makes the grade. Although, I guess what we would see today wouldn't reflect our high schools as we know them anyway. They have changed since we were last there (our leaving being just one of the changes!).
I would love to go back and visit my old HS, but I have heard that it has changed so much that I am scared to go back and not find my own history. I guess for now, I am going to just have to hold onto my memories. It's nice that you could still find yours.
I had a great time with you and Ellie during your visit, and I'm glad you had a good time too :)
Your post has really made me reflect on my experience at CHS thus far as well as think about where I'd like to end up next year. Liz brought up a good point about interviewing schools to find the right place for ourselves. But it makes me wonder, how much can you really know about a school before actually going there (either during a visit or when you're actually working there)? I guess I don't know much about the job search process, but I get the feeling that many teachers take jobs without visiting the schools during the school year first to examine how students and teachers and administrators interact.
I have loved my experience at Churchill so far, but I will be ready to move on at the end of the year. So how do I figure out what type of school that I want? And how do I make sure that I get it? Luckily I still have a few months to figure this out :)
Emily,
The idea of diversity in one's school from the perspective of a teacher is an important one to consider.
Before coming to Romulus to observe and teach, I imagined myself being in a school much like my alma mater in Pittsburgh--little diversity and high expectations for all the students academically and in the future, professionally. However, as I started to adjust and get to know the faculty, students, and environment of Romulus, I have done almost a complete 180. I love the diversity and how my Spanish students respond to my instruction. It is so rewarding to have students actually WANT to learn instead of students, much like my old high school, who already knew the content.
This experience so far will contribute to factors I have to consider when I start interviewing for jobs in the near future.
Adrienne, I just wanted to say that I'm really happy to read this and I commend you for staying open to the possibilities at RHS, even though it was a different kind of place. I must say that I've heard a lot of RHS student teachers expressing this kind of devotion to the students, and even wishing they could stay on permanently.
Emily,
I'm glad that you had such a positive experience on your return to Churchill High School. As for me, I don't think any amount of money would persuade me to return to my high school. My school considered itself diverse because we accepted Bosnian refugees. Essentially it was a homogeneous school whose students were wealthy and the Peer Listening program was a popularity contest.
~Heather
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