برچسب: young

  • ‘No place like this.’ L.A. home helps young adults live beyond survival mode

    ‘No place like this.’ L.A. home helps young adults live beyond survival mode


    The Dunamis House in Boyle Heights is owned and operated by Los Angeles Room & Board.

    Credit: Los Angeles County Homeless Initiative

    A home in the middle of Los Angeles has become an oasis for young adults brought together by one particular experience: homelessness.

    The Dunamis House, located on Evergreen Avenue and two blocks away from Cesar Chavez Boulevard, offers a multitude of free services: a furnished room, freshly prepared meals, haircuts, workshops on topics like financial literacy, workout classes and more. Residents can also earn an income by working at the on-site café.

    “There is no place like this. This is one of one,” said Sherbert Diaz, a Dunamis resident who moved into the home in December. “It gave me the opportunity to understand who I am and to leave the survival mode.”

    Providing young adults with respite from the instability of homelessness is central to the mission of Los Angeles Room & Board, known as LAR&B, the nonprofit that owns and operates Dunamis House and three other homes in East Hollywood, West Adams and Westwood that serve the same purpose.

    The organization was founded in 2020 by Sam Prater, who credits his 14 years of working in university student housing, plus his own experience of homelessness as a young adult, as the inspiration behind LAR&B.

    “Offering someone a safe place to sleep is only one part of our mission,” Prater said. “The real work is trying to transform lives, and through the services that we provide and our incredible team, that’s where the real work happens.”

    Homelessness has skyrocketed in Los Angeles in recent years. More than 6,000 children ages 0 to 17 and almost 4,000 young adults ages 18 to 24 were counted in last year’s annual survey, aimed at understanding how many people are experiencing homelessness, according to the county’s Homeless Services Authority. Such counts are typically considered estimates; advocates agree that homelessness is undercounted.

    Homelessness is also most often part of a larger cycle of systemic challenges, such as high housing costs, financial instability, mental health illness and more. Exiting that cycle is far from clear-cut, and while a network of resources may often be available to someone experiencing homelessness, it can be difficult to figure out which they may qualify for and how to neatly combine them all together.

    This is where LAR&B comes in. It does not expect the youth to figure out what resources they might need. Dunamis offers each resident all the resources they can. With this approach, residents have a more traditional homelike environment where, rather than trying to figure out where they will sleep every night, they can focus on attending school or earning an income.

    ‘You’re allowed to be who you want to be here’

    Diaz had just turned 21 late last year, had no safe place to sleep, and was ineligible for a housing voucher for foster youth. Not knowing where to turn, he reached out to the Los Angeles LGBT Center, which in turn referred him to Dunamis.

    As it turns out, the center is one of the places that refer young adults to LAR&B. This is because one of LAR&B’s main referral pipelines is through the county, Prater said. The LGBT Center is the lead agency for L.A. County’s coordinated entry system for youth, a network that connects people to housing.

    LAR&B also receives referrals directly from colleges, including Santa Monica College and the Los Angeles Community College District, plus other partner agencies that work with foster youth, which have the organization on a list for students experiencing homelessness.

    For Diaz, Dunamis was his “last hope,” he said. For years, he had been in the foster system, a system he said “never offered me peace of mind,” as Dunamis has. In the past, he was placed where he couldn’t be himself, he said, and was eventually kicked out of his last foster home for wearing makeup.

    “My sexuality was always a problem,” Diaz said of the places he lived previously. “It’s a relief being (at Dunamis) because you don’t have the restrictions of anyone judging you. … You’re allowed to be who you want to be here.”

    Many residents, like Josefina Sebastian, receive academic counseling while at Dunamis. She enrolled at Los Angeles City College when she arrived last April and has since transferred to California State University, Los Angeles, where she is majoring in social work.

    With an active immigration case, Sebastian had found it difficult to access resources for people in her situation and was surprised to be accepted into Dunamis.

    “Being here has helped me to focus more on school,” said Sebastian, 23, who also works at the Dunamis café.

    Mimi Konadu, another resident, also enrolled in college after she moved into Dunamis last year, around the same time as Sebastian.

    “I like that they want everybody to go to school,” she said, referring to LAR&B. She’d tried attending classes in the past, while living in the city of Palmdale in Los Angeles County, but couldn’t focus. Konadu, who is now 21, was also experiencing depression and anxiety, and being enrolled in online courses did not work for her.

    “I just didn’t feel like doing anything at that time, until I got here,” said Konadu, who is attending East Los Angeles Community College. “I’m more productive every day.” The Dunamis staff’s presence and support made a significant difference, she added.

    Some residents, like Dream Harris, have experienced homelessness their entire lives. He lived in Covenant House, a youth shelter in Los Angeles, right before moving to Dunamis.

    While there, a friend mentioned LAR&B, but Harris said he wasn’t convinced. “It was too good to be true ‘cause I saw the pictures. I was like, ‘no, they’re going to ask for, like, money or something,” said Harris, his fellow Dunamis residents chiming in, agreeing that they too were taken aback by the beauty of the home.

    “This place gives me an opportunity to really sit down and think about my decisions and what I want to do in life,” Harris said, echoing Diaz’s sentiment about finally living in a home that provided a sense of stability, so he could set aside the mindset of focusing solely on survival.

    Dunamis is the first place where Harris, at 25 years old, has experienced this level of safety and stability. “I was raised in the worst of the worst. I lived on the streets at one point. I was on drugs at one point,” he said. “Now I have a nice bed to sleep in every night. I have a job now. I have opportunities, so many opportunities.”

    That relief — of receiving new opportunities after extreme hardship and instability — is one that is shared by Prater, LAR&B’s founder, and it’s why Dunamis is designed and operated as it is.

    As a young adult in Detroit, Prater had couch-surfed and was evicted twice. The 12th of 14 children, he was entering his teenage years when his mother died, catapulting the family into instability. His dad, he said, tried his best to offer his children as normal a childhood as possible, given their economic status, but it was tough with so many siblings.

    Then, a local couple, whose church ministry was called Dunamis Outreach Ministries, learned of his family’s plight and took in three of his siblings. Prater wasn’t one of those, but he was at the Dunamis home often, and it was there that he learned there was “something more, something bigger” than the few options he had seen in front of him at that point.

    That’s because in the Dunamis home, “everything is pretty, and it’s beautiful,” he said. “I felt like a weight lifted off me, and I’ll never forget that feeling of what that meant for me, what I aspired to, and then seeing them do it.”

    Being exposed to such a beautiful home and generous family during those formative years provided Prater with a vision of a different life — one that he went on to pursue. He enrolled in community college at 23 and stayed in higher education, ultimately enrolling in a doctorate degree program.

    “There wasn’t a way for me to repay them for the sacrifice they made for our family,” Prater said about why he named the Dunamis house after the couple that helped shape his purpose in life. “They just showed us a life in a world that we didn’t have access to in that way.”

    That access to a beautiful, safe, supportive home seems to be the Dunamis way — both in Detroit where Prater lived and now in Los Angeles.

    A 5-star version of student housing

    In many ways, the Dunamis home’s operation is reminiscent of a college dorm.

    The beds, for example, were purchased from a vendor that manufactures the extra-long twin beds typically found in dorm rooms. There is a communal kitchen that includes a fridge where, just as in a dorm, a meal might be eaten by someone other than the person it belongs to.

    There are also meal times, as in a dorm’s dining hall. At Dunamis, lunch is served between noon and 2 p.m., dinner between 6 p.m. and 8 p.m., and residents who plan to be around can submit requests to be fed on the weekends. On a recent Tuesday in April, the meal option was a freshly cooked spread of chicken, beef, rice, beans and vegetables, so each person could build their own bowl.

    Dunamis House is large enough to include a backyard with a couple of grills and a garden that provides the produce for the meals cooked on-site, two kitchens — one that residents can use as needed, and the other where staff cooks the free meals — a lobby, and a courtyard in the middle of the building where residents gather to study or hang out.

    The courtyard prior to LAR&B’s purchase of the home.
    Photo Credit: Zillow
    A design mock-up of the courtyard.
    Credit: Los Angeles Room & Board
    What the Dunamis courtyard looks like today.
    Credit: Betty Márquez Rosales / EdSource

    Surrounding the patio are a hair salon, a podcast room, a café and at least four staff offices. The home also includes 64 beds, several study room, a sun room, a living room with a large TV for movie nights.

    Lining the hallways of the multistory building are posters advertising upcoming events, like a garden club that is hosted once a month on Saturdays and a support group for male-identifying residents set to begin in April. Other hallways have bulletin boards with informational posters — one showing that April is Autism Awareness Month; others offer affirmations: “I am proud of my progress. I love my place in life.”

    Other aspects of the home are dictated by the unique needs of the residents. A team of social workers, for example, is on site to meet weekly with each resident, to discuss everything from their mental health, to career coaching, to basic resources needed for their families. A barber and hairstylist visit the home every other Monday, Tuesday and Wednesday to offer free haircuts.

    The home does not permit social drinking, which is typically associated with college students, but it addresses incidents of substance abuse by residents. At least five residents have been referred to outpatient care for such treatment, but their place at Dunamis remains available and ready for them as soon they once again “get grounded and get well,” Prater said.

    Residents can live at Dunamis for up to 36 months, after which they have the option of moving to one of LAR&B’s other homes. At that point, they begin to pay a subsidized rent of $800 monthly. The idea, said Prater, is to slowly guide the young adults so they remain housed and stable long after leaving LAR&B.

    In its design, Dunamis stands in sharp contrast to many of the places where residents lived previously, such as a group home or juvenile hall, where design is rarely a top priority.

    “We’re trying to be the antithesis of that,” said Prater.

    The home features walls painted in warm hues, ambient lighting, modern furniture and cushioned cozy seating nooks.

    “Colors and fabrics and light and airflow — all those things impact people’s experience in housing,” said Prater. “I wanted to kind of create a space that felt aspirational, inspirational, that felt like, ‘Oh wow, I’m proud to come home here.’”

    The lobby prior to LAR & B’s purchase of the home.
    Credit: Zillow
    A design mock-up of the lobby.
    Credit: Los Angeles Room & Board
    What the lobby looks like today.
    Credit: Betty Márquez Rosales / EdSource

    His vision for Dunamis was shaped in part by his years working in university student housing, a career he left in February 2020 to grow LAR&B.

    While working there, he’d hear stories from students who were trying to stay in school while struggling to meet their basic needs. He was limited in what he could offer those students — mostly short-term solutions, like a 14-day free stay in a dorm room and a $500 grant.

    “If you got somebody who doesn’t have a place to live, you know how wildly disruptive it is to their life to say, ‘Alright, we can look out for you but only for 14 days’?” Prater said. “I formed L.A. Room & Board really in response to me working in that space and feeling powerless to help.”

    The new Dunamis house is tucked between residential homes, an auto repair shop that hands out free meals on holidays, and a corner neighborhood market that features a mural by a locally renowned artist.

    The building was originally built in 1914 but was vacant for years before LAR&B purchased it in 2022 for $11.6 million. That funding came from the California’s Homekey Program, which develops housing for the state’s homeless population. The Homekey grant requires that the county cover 45% of LAR&B’s operating costs for several years. The remaining $3 million to $3.5 million needed to cover ongoing operating costs each year is raised by Prater via private donations.

    The land the building sits on measures over an acre, leaving sufficient space for large front and back yards. It’s in Boyle Heights, a neighborhood known for its deep history of social and political activism, most recently in its ongoing push against gentrification, and surrounded by downtown Los Angeles, Dodger Stadium and East Los Angeles.

    And quite importantly for the LAR&B mission, the home is situated near multiple universities and colleges: University of Southern California, Cal State Los Angeles, and East Los Angeles Community College, to name a few.

    But beyond the beauty of the space and its location, several residents said what most stood out to them is that they felt welcomed from day one.

    “I think that’s what the difference is,” said Diaz with Konadu finishing his sentence, as Harris nodded in agreement: “It feels like a home.”

    This story has been updated to correct Palmdale’s location. It is in Los Angeles County, not San Bernardino County.





    Source link

  • Puppetry is far more than child’s play for young learners in Oakland

    Puppetry is far more than child’s play for young learners in Oakland


    Trevor Aguilar, a 6-year-old, narrates his own story with a puppet while playing with Jacqui June Whitlock, a puppet education specialist at Children’s Fairyland in Oakland.

    Credit: Andrew Reed / EdSource

    Puppetry is more than just child’s play at Children’s Fairyland, Oakland’s iconic storybook theme park. Small children have been stimulated by the wonders of live performance at the Storybook Puppet Theater since 1956, but now they will also be exposed to arts education programming specially crafted for preschool learners. A new puppet education initiative, Puppet Playdates, takes hands-on learning to the next level.

    Once upon a time comes alive for a new generation every Thursday after the 11 a.m. and 2 p.m. puppet shows, when children are cordially invited to a nearby meadow to make friends with marionettes after the curtain falls.

    Amber Rose Arthur
    Credit: Andrew Reed / EdSource

    On a recent morning, Amber Rose Arthur, 5, wasted no time breathing life into the unicorn puppet, its sparkles glittering in the sun. Every so often, she gently nudged other children with the unicorn’s horn to bestow them with magic powers. In the interests of total disclosure: She gave this reporter some enchantment too.

    “They don’t get enough arts in school anymore, so events like this are great,” said her father, Gregory Arthur, watching as the little girl explored the craft of puppetry and social interactions in one fell swoop.  “It stimulates the brain more than a lot of other things. It gets them to think and learn, and it makes them smile.”

    Nestled on the shores of Lake Merritt, this bewitching arts education program invites children to learn the magic of puppetry while immersing themselves in classic fables including James M. Barrie’s “Peter Pan,”  Frank L. Baum’s “The Wizard of Oz” and Hans Christian Andersen’s “The Snow Queen.” This program also lays the groundwork for a proposed puppet education program that will pay visits to early-learning classrooms in Oakland Unified School District (OUSD).

    “Fairyland is designed to inspire a young child to have a great imagination,” said Joy Peacock, client and community relations director for the PNC Foundation, the philanthropic arm of PNC Bank, which is partnering on the puppet-based early-learning program. “It’s not all laid out there for you, like in TV. You have to rely on your own imagination. Puppetry is very interactive, it’s very tactile, it’s very creative.”

    Coming out of the pandemic, Fairyland held focus groups with local teachers to pinpoint what kinds of activities would be most beneficial for the preschool cohort, and the takeaway was that children today need more social-emotional learning as well as more exposure to the creative impulse. Enter puppets. 

    “One of the things that actually made me really sad is that the teachers were saying the children are losing their imagination,” said Maria Rodriguez, manager of the puppet theater. “They’re losing their ability to make believe. For me, you know, I can’t imagine life without imagination, so I was just like, oh goodness. We need to help inspire the children to learn how to make believe. We want to help them to light that spark.”

    https://www.youtube.com/watch?v=01ZRaXTZKcM

    That’s basically Jacqui June Whitlock’s calling in life. A former transitional kindergarten teacher with a background in theater and an affinity for puppetry, this is her dream gig. She studied child development in college and the art of shadow puppetry in Bali. She has encountered more than one child who was too afraid to express themselves, until she handed them a puppet. Suddenly they found their voice.

    “For me, this has been like a lifelong career. Incorporating social-emotional learning with puppetry, that’s my bread and butter,” said Whitlock, a puppet education specialist. “Something wonderful happens when you hand a child a puppet. Puppets are a great conduit for storytelling and learning without putting any pressure on the child.”

    Whitlock is a master at teaching through play. Holding court with a cavalcade of puppets, from rabbits and dragons to cats, after a recent performance of “Peter Pan,” she relishes helping children spin yarns of their own. 

    “I’ve been dreaming of doing a program like this for years. It’s amazing that we finally have the funding to do it,” she said. “In America, we tend to think of puppets as simple toys for children, but really there’s so much more to puppetry. Many other cultures think of them as more than that. They can be a very complex tool.” 

    At the play dates, she helps guide groups of pint-sized puppeteers as they learn and play. If a child has a puppet pretend to bite her, for example, she inquires whether the puppet is hungry, opening up a dialogue with the child. But she always wants the kiddo to lead the way. 

    “They weave their own story,” said Whitlock, who crafts a lot of her own puppets by hand. “You’re not really telling them what the story is, they’re telling you.”

    Empowering children to express themselves is particularly critical right now, experts say, because this generation missed out on so many formative experiences because of school closures and other pandemic disruptions. The arts can be an effortless way to boost special emotional learning, she says, through the kind of make-believe games that children are naturally drawn to. 

    Jacqui June Whitlock, a puppet education specialist at Children’s Fairyland in Oakland, teaches through puppet play and imagination.
    Credit: Andrew Reed / EdSource

    “Teachers were saying that they were seeing a lack of imagination or a lack of pretend play happening in their classrooms, noticing that children weren’t interacting as much,” she said. “And puppets are an excellent tool for cultivating that pretend play, also just communicating with each other, it’s sort of like a conduit for your personality … It just makes it so easy for them to communicate with each other and break down that barrier.”

    Puppets can play a role in helping children communicate on a deeper level, experts say, by externalizing their emotions onto the inanimate object. The puppet becomes a proxy that helps kids process hard situations, grapple with fears and explore their feelings through metaphor.

    “One of my favorite things that I’ve observed is that puppet playtime creates a lot of interaction between the grownup and the kiddo,” said Whitlock. “It’s like time slows down for them. Also, I put in a bench recently, so now I’m also seeing a lot of elders, and I love the interactions between grandparents and their littles. It’s very nurturing.”

    Of course, puppetry can also fuel expressions of pure escapism, encouraging little children to create their own big adventures. 

    “Children and puppetry go hand in hand, because kids have no trouble suspending their disbelief, and endowing the simplest props with life,” said Carey Perloff, former artistic director of San Francisco’s American Conservatory Theater and a longtime puppet proponent. “Puppets are a direct conduit to the imagination. Because they can be realistic or totally abstract, they invite audience members to project their own idea of character and circumstance onto a piece of fabric or some papier mache, and thus to transform it into something magical.”

    Trevor Aguilar finds joy in using his imagination with a dragon puppet.
    Credit: Andrew Reed / EdSource

    Trevor Aguilar, for one, celebrated his sixth birthday by weaving a tale of intrigue with his new fuzzy friends. He narrated an adventure in which the grandmother puppet saved the townspeople from the evil machinations of the fire-breathing dragon puppet. The last child at the puppet play date, he didn’t seem to want the fun to end. 

    Indeed, some children become so enamored of the marionettes that they make a point of paying a visit to Whitlock and her buckets of puppets every time they visit the park. 

    “I’ve got my regulars, which is so great,” said Whitlock. “They know exactly what they want. ‘OK, I’m here. I’m getting the raccoon puppet today.’ ”





    Source link

  • How to keep young Black and Latino teachers from leaving LAUSD

    How to keep young Black and Latino teachers from leaving LAUSD


    Credit: Allison Shelley for American Education

    Este artículo está disponible en Español. Léelo en español.

    Younger Black and Latino teachers are some of the most passionate educators in the Los Angeles Unified School District — and they are also at the highest risk of leaving the profession, according to a new report

    The survey, which involved interviews conducted in early 2024, found that roughly one-third of Gen Z Black and Latino teachers expect to leave their careers in education. Seventy-one percent of those teachers said they expected to do so within two years, either to find a higher paying job or seek a position with a better work-life balance.

    “I thought I would be a teacher forever,” said a Latina high school teacher quoted in the survey report. “I feel very confused and sad that I have to consider leaving something that I’m very passionate about and very good at, and I work so hard at.” 

    LAUSD has made several efforts to boost both pipelines into teaching professions for current students of color and to help teachers already in the district stay where they are, according to Jacob Guthrie, the district’s director of recruitment, selection and retention. 

    “Having a representative workforce means better outcomes for students,” he said in an interview with EdSource. “And the district is committed to providing pathways and support for our Gen Z educators of color so that they can feel supported and they remain with us as district employees.” 

    The survey and report were conducted and written primarily by GPSN, a local nonprofit that seeks to help improve public education in Los Angeles, with a focus on students of color and students living in poverty.

    The work involved a series of focus group discussions conducted in November 2023, and individual surveys with 400 district educators in early 2024. The teachers surveyed were split into two, 200-person groups: Gen Z Black and Latino teachers and a general educator population, which included teachers of all backgrounds. Their responses to a series of questions were analyzed side by side. 

    According to the study, providing affordable health care options and improving work-life balance would make the biggest difference in LAUSD keeping its younger Black and Latino teachers. 

    And advocates say doing so is critical as concerns grow about retention and diversity among the future teacher workforce in Los Angeles Unified. 

    “If we don’t get really serious about the things that they’re raising … in this report, then we have a gap that we are widening, and we might lose some of some really high-quality teachers in the pipeline,” said Jalisa Evans, the founder and CEO of the Black Educator Advocates Network

    Why are younger Black and Latino teachers less likely to stay in LAUSD?

    A quarter of the report’s Black and Latino respondents who are Gen Z, defined as under the age of 30, said they would leave education in pursuit of a higher-paying job. Meanwhile, 27% said they wanted more work-life balance. 

    Burnout was also of concern for nearly a third of Gen Z Black and Latino teachers, the report found — and Evans said “for folks to be newer into the field and already experiencing burnout is a huge sign that there’s not sustainability.” 

    “Burnout specifically has been normalized. And so, for more veteran teachers, it is normal for them to take work home. … It is normal to think that you’re actually supposed to lesson plan at home,” Evans said. “And so, I think newer educators, specifically Gen Z, Black and Latino teachers, they’re experiencing this burnout, and it wasn’t their interpretation of what they were getting into.” 

    In addition to a desire for work-life balance, high costs of housing and living play a key role in younger Black and Latino educators’ desire to leave the district, particularly if they live in an area that is rapidly gentrifying and further from the communities they teach in. 

    Gina Gray, an English teacher, said the topic of affordability comes up frequently among her fellow teachers — with some who are younger having to live with several families under the same roof to sustain themselves financially. 

    “With this much education, with this much skill and knowledge, if you go into another field, you will make more money, but we’ve accepted this wage penalty for educators,” Gray said.  

    “And so to be new and starting out and wanting affordable housing and realizing that the career I’ve chosen has made that where it seems impossible? Do I stay in the career, or do I kind of validate things for myself?”

    Does gender have an impact?

    While the report did not specifically focus on gender, Ana Teresa Dahan, GPSN’s managing director who helped author the report, noted that gender is tied to retention. 

    She emphasized that a lot of younger women leave teaching because they no longer feel the job is conducive to having a family; and, because education is still largely female dominated, Dahan said that exodus has a larger impact on the younger workforce as a whole. 

    “We heard in our focus groups, teachers (saying): “I can’t drop off my kid at school before 7:45, but I have to be at my school by 7:30,’ ” Dahan said. “There’s logistical challenges to being a teacher and then also raising children that I think are being voiced more than previous generations.” 

    Many have also stressed the need for more male teachers of color in the district. 

    What positive feedback did Los Angeles Unified receive? 

    Many have applauded LAUSD for its “grow your own” model of hiring former district students. 

    Specifically, one-fifth of the teachers surveyed in the GPSN report had formerly attended LAUSD and said they wanted to give back. 

    “They go off, they go to college … and they see education as a way to transform their community,” Dahan said. “And that’s why they’re becoming teachers, because they want kids in their communities to have the opportunities they did. That, we thought, was really compelling.” 

    Forty-four percent of Gen Z Black and Latino educators said they wanted to share their love of learning, while 40% wanted to pursue teaching because they were passionate about a subject area. 

    According to the report, more than 85% of district educators also said they feel their individual identity is reflected in their fellow staff and student populations. Most also noted the district had been supportive and helped them grow professionally. 

    What are the current supports for younger Black and Latino educators?

    Guthrie said LAUSD provides a number of opportunities to support retention and career development, including creating pathways for high school graduates to get a teaching credential and programs that support teachers in getting administrative services credentials at no cost. 

    This year, the district has also unveiled a program to help increase pathways into careers in education for students at Black Student Achievement Plan campuses. 

    And for teachers already in the district, Guthrie said LAUSD has been providing special training to administrators on supporting educators of color — and so have career ladder specialists, who can mentor teachers wanting to move up. 

    He also mentioned that the district formed affinity groups for both Black male and female teachers, which will meet six times this year. 

    Why is addressing retention important now? 

    Parents, students and teachers have all stressed the importance of having a body of teachers that reflect their student populations. 

    Maira Nieto has four children attending LAUSD schools — spanning from fourth through 10th grades. She said having Latino teachers who can be culturally understanding is critical, for both students and for parents who want to be more involved with their children’s education. 

    “They are young children; they have to feel at home, like they are welcomed,” Nieto said in Spanish. “If a teacher doesn’t provide them with that, the child, I think, loses interest at an academic level.” 

    Many have also emphasized that younger teachers of color are critical, as they represent the future of Los Angeles’ educator workforce. 

    “That’s a little frightening,” Gray said, “to think that some students will go through the whole system and possibly not have … a teacher they can identify with.”

    What other kinds of workplace support would help? 

    Providing affordable health care options and improving work-life balance would make the biggest difference in keeping Gen Z Black and Latino educators in LAUSD, according to the report. Other respondents called for receiving incentive bonuses earlier and having improved family leave.  

    Many teachers in the survey also said they wanted more professional development focused on social-emotional learning strategies, and more than half reported dealing with behavioral issues in the classroom — a burden sometimes disproportionately placed on teachers of color, Evans said. 

    “Are they being overly used in a way that is just based off of their identity? Are they having to carry the burden of being the school’s disciplinarian?” Evans said. 

    “And if so, LAUSD should definitely look at their school leadership to think about how they can support all staff members to be able to build relationships with their students and to be competent in this idea of classroom management.” 

    While LAUSD does provide Black educator networks for both men and women, Gray said affinity spaces provided by the teachers union, United Teachers Los Angeles, have really made all the difference. 

    Meanwhile, Guthrie said he is “not aware” of similar networks for Latino teachers. 

    “The districts, the school sites, they need to be intentional about retaining teachers of color … making sure that sometimes how our students feel othered, that we don’t feel othered on these same campuses,” Gray said. 

    “Be intentional with it. Be focused on it. Understand that we need support in order to sustain the career, and we want to stay.” 





    Source link

  • How a caring teacher can make or break school for young students

    How a caring teacher can make or break school for young students


    Credit: Allison Shelley for American Education

    Este artículo está disponible en Español. Léelo en español.

    The pint-sized pupils in Paula Merrigan’s transitional kindergarten, or TK, class often call her mom, or sometimes even grandma. One reason there’s such a strong teacher-student bond boils down to warmth. Merrigan makes sure all the children are greeted with a big smile when they enter the classroom in the morning, she works with every single one of them one-on-one at some point during the day, and she is generous with praise, hugs and affection. 

    “When a small child tells you they love you, say it back to them!” said the veteran Castro Valley Unified teacher. “They need to know you care. Imagine telling someone, “I love you,” and all you hear back is, “Thank you,” or “OK.” How would that make you feel versus being told, “I love you, too?”  If you don’t want to be that specific, you can also say, “I love all of you too.”

    Merrigan knows that caring is just as important as the curriculum when it comes to small children. Unless they feel nurtured, they may well struggle to learn.

    Paula Merrigan

    “It is so important for every child to feel that their teacher truly cares about them, that school is always a safe place to be,” said Merrigan, who also serves on the National Education Association’s (NEA) board of directors for California. “If they don’t make that connection with their teacher, it can impact their learning. When they know you truly care about them, they want to do their best for you, because they are seeking your approval.  If they think you don’t care, they don’t care.”

    That’s one reason why some little children hate going to school. Consider the case of a first grade boy who had a tantrum when a teacher threw his artwork away. Or a kindergartner who cried when a teacher scolded her for starting her math worksheet too early. Adults may have different criteria for an academic environment, but for small children, friendliness is often the bottom line.

    “It’s really just little things like these that make a big difference to a child,” said Merrigan. “When you take them to the office, for whatever reason, they need to know it’s a safe space as well. The cafeteria needs to be welcoming when they are going to get food. Often, young children are just looking for a friendly smile to make them feel better when at school.”

    Merrigan also takes pain to listen to the children. She lets them tell her their stories, and she learns where their interests lie so she can engage them more deeply.

    “When you learn about certain things they like and tie that into your curriculum, they love it,” she said. “Not that you’re creating a new curriculum.  Maybe you’re just recognizing that the children told you they really like dinosaurs so when you’re teaching the letter ‘D,’ you create a dinosaur art project to go with it.”  

    Separation anxiety hits many youngsters hard as they struggle to let go of their caregiver’s hand when entering the kindergarten classroom. Sometimes it’s the first time they’ll be away from home for a whole day. That stress can feel like a huge chasm for families to cross.

    How the child feels at the beginning of their schooling can set the tone for the rest of their academic life, experts say. That’s why the emotional component of early education can not be overlooked. 

    “This is so important for little ones because this is often the first time that young children are experiencing formal education,” said Hedy Chang, executive director of Attendance Works, a nonprofit that works to boost student attendance. “It may be one of the first times that they are in the care of someone who is not their parent or another adult family member. They are learning how to learn, make friends, overcome conflicts, and thrive outside their home. … What happens during this time can help lay the foundation for social and academic success.”

    Mónica Zegers said her daughter Elena had jitters about starting a new school in the middle of the year. Luckily, the teacher had students write little welcome notes to her before she arrived. It was a small gesture that made a magical difference to the third grader. She now keeps the jar of notes in her desk so she can reread them at her leisure. 

    “This was a wonderful act of kindness that should be celebrated,” said Zegers, a Concord mother of two and a postdoctoral scholar at the UCSF Dyslexia Center. “Many teachers now are overwhelmed, and they don’t have the cognitive bandwidth to really address these social-emotional needs.”

    Creating an atmosphere of kindness and generosity is fundamental to learning in the early grades, experts say. That’s why many believe creating a nurturing environment may be key to healing the rifts between many families and schools that grew during the pandemic. Even one caring adult on campus, whether it’s a teacher, a coach or a music teacher, can make the difference between a child who wants to go to school and one who dreads it.

    Deborah Stipek

    “I’m not sure there is anything as important for young children than feeling comfortable with the teacher,” said Deborah Stipek, an expert in early childhood education at Stanford University. “There is a lot of research on the importance of teacher sensitivity to young children and the relationship between teacher and child. And there is evidence that mental health and behavioral problems have risen since Covid, and the teacher’s sensitivity is all the more important now.”

    Amid the youth mental health crisis, it’s more important than ever to make sure children feel a sense of belonging on campus, experts say. The emotional connection between adult and child can be the reason children feel motivated to overcome obstacles, from social anxiety to coping with a playground bully at school.

    “What are the little teeny steps that you can provide so people feel comfortable?” said Mary Jane Burke, who served 28 years as Marin County’s superintendent of schools and serves on the EdSource board of directors. “If you are in a great classroom, you can see it in everything that they do. It’s there in the way they greet the children in the morning. I’m huge on relationships; those are the things that I think buoy us in hard times. It can just make such a difference in how you feel.”

    Despite its significance to student achievement, not all teacher preparation programs cover how to meet emotional needs as comprehensively as they should, experts say.

    “Teacher prep programs vary hugely in how much and how well they address social-emotional issues,” said Stipek, who helped develop the new PreK-3 credential.

    Merrigan, for one, will never forget the year her son Andrew had a teacher who didn’t seem to prioritize emotional validation. It was hard on both of them.

    “He was a rule follower, and he just wanted to please his teacher,” she remembers. “The constant look of defeat on his little face when he got home from school was heartbreaking.  I don’t ever want a child to feel that way.”

    Bonding might even be a secret weapon in the battle against chronic absenteeism, which has skyrocketed in the wake of the pandemic, experts suggest. USC researchers found that students of all ages who miss an excessive amount of school often suffer from mental and emotional issues. They may need to feel nurtured, experts say. 

    “To the degree that parents keep kids home from school because the kids say they don’t want to go,” said Stipek, “children’s relationship with the teacher should be an important factor.”

    Merrigan, who herself remembers faking being sick a few times as a child, couldn’t agree more.

    “When it comes to truancy, sometimes a child will fake being sick because they just want to take a day off to spend with family,” Merrigan said. “I’ve found most young children want to be in school; they thrive off the consistent expectations for them.  Of course, that’s in a school where children know their teachers and staff truly care about them.”





    Source link

  • Federal cuts throw a curveball into my young Dodger fan’s tutoring journey

    Federal cuts throw a curveball into my young Dodger fan’s tutoring journey


    Credit: Mary Taylor / Pexels

    “Bye, Jose, I’ll see you Monday. Have a good weekend. Go Dodgers.”

    That’s my standard weekly sign-off to Jose Hernandez, the third grader I tutor at Jackson Elementary in Altadena, a Title I school near where I live.

    To say he’s a huge Dodgers fan doesn’t quite capture it, and, like most of the world, he loves Shohei Ohtani. In fact, he made it to the recent Jackie Robinson Day at Dodger stadium and was pretty excited to show up to school the next day with his new Dodgers cap with Ohtani’s name emblazoned across it.

    He’s not always the chattiest, but I’ve learned if I happen to say the right thing, all kinds of information comes pouring out. So I learned he’d been to the game because we happened to be reading a book about Robinson in one of our sessions. It was part of the 10 minutes of read-aloud I do at the beginning of our 45 minutes together. 

    “Ohhhhh,” I said, “that’s why your usual Dodger cap suddenly upgraded to this special Ohtani one.” 

    “Yeah,” he explained, “it was Jackie Robinson Day, and he was playing. And that was cool.”

    I’ve been doing two reading sessions with Jose a week — Monday mornings and Wednesday afternoons — since October, before I started this job as CEO of EdSource. The synchronicity wasn’t deliberate, but it has turned out to be a really helpful window into what’s happening on the ground in California’s public schools. And what it takes to help a kid who’s at least a grade level behind make a dent in the gap. 

    It took me a while to get the hang of tutoring. My kids are now 16 and 20, and teaching them to read is but a distant memory. I’m not sure where I’d even start, but luckily I haven’t had to figure it out myself. I’ve been volunteering through Reading Partners. They use an evidence-based curriculum, based on the science of how children learn to read. 

    It’s very structured — I write an agenda on a small white board, we start with 10 minutes of me reading while he follows along, then it’s his turn. We work our way lesson by lesson, Jose reading and filling out the worksheets that reinforce his comprehension. 

    Sometimes we work on breaking unfamiliar words into identifiable parts, which quite frankly often makes me think about how illogical English is. 

    “Well, so this time -ch sounds like sh, but yeah, you’re right, in that other word it was ch”.  

    Other times we advance through comprehension skills, like how to pull out the author’s main point or how to identify main characters. Some come more easily than others to Jose, but he hangs in there, and I’m often surprised at how much he understands from a story he seems to be struggling through.

    Six months in, I felt like we were both getting in a groove and couldn’t believe the school year was coming to an end. Then came the email, a surprise this past Sunday at 8:30 pm.

    No warning.  

    I suppose we should have seen it coming — in mid-April, the Trump administration targeted some 400 million dollars worth of federal AmeriCorps grants for elimination, but it wasn’t clear how that might affect Reading Partners, one of their programs. When we talked about it at tutoring that week, my amazing coordinator, Kaiya, seemed to think we were OK for the present. Now, a dozen states have filed lawsuits to block the overall AmeriCorps cuts, but confusion reigns. 

    The writing, as they say, is on the wall.

    Reading Partners targets kids up to fourth grade who are reading anywhere from six months to 2.5 years behind their grade level. The research shows what a difference one-on-one help with reading can make in closing the gap. So what of Jose and the 54 other kids getting help with their reading at Jackson Elementary? Or of the nearly 800 kids across Los Angeles? 

    These kids from Jackson have already had more than their share of challenges this year. Jackson was one of the schools closed for several weeks after the Eaton fire in Altadena — the structure was fine, but had to be cleaned top to bottom to get rid of smoke damage. Jose’s family was displaced for even longer, so he was arriving at school late for several weeks, presumably while his parents navigated a new morning commute from the hotel in which they were staying. But the fire also meant most of the kids at Jackson also lost the midyear assessment that Reading Partners does to track whether the tutoring has been making a difference. End-of-year assessments were supposed to start this week, so with the hit to AmeriCorps, that all gets a lot more complicated. 

    As of this writing, it looks like some of the Reading Partners coordinators will be coming back, but not as AmeriCorps, and we will get a few more tutoring sessions after all. Whiplash. I can’t help but wonder how much the kids know about all of this.

    I hope Jose improved in the months we worked together. I don’t think I was the greatest tutor, but I tried my best. I’d like to think it made a difference. 

    The books we were reading got harder. He kept advancing in the lessons. He got better and better at sounding out unfamiliar words with less prompting from me. 

    But I know reading was a struggle for him, and I can’t say I imparted a love of reading in him. He seemed to enjoy our time together, and once, when I picked him up at the after-school program at the school, a couple of his buddies asked how they could get tutors. I’ll take that as a sign of something.

    Meantime, he and I were a few chapters into “James and the Giant Peach” at our last session. We may never get to the happy ending at the book’s conclusion, but now, with the reprieve, perhaps we can get far enough to at least see the hideous aunts perish.

    •••

    Deborah Clark is CEO of EdSource.

    EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





    Source link