task zero: Review Rocking the Boat is about the individuals who take it upon themselves to make the change they want to see in the world or the division of the world the change maker is in. Their beliefs and values are strong in which they believe that they themselves can create the change they want to see. These change makers are often referred to as “tempered radicals,” translating into professionals that are successful but also tend to be treated as outsiders because of their efforts in making change sometimes clashes with ideals of the profession. The tempered radicals are the people within professionals that create a balance of conforming and opposition. Even though their efforts to change are similar to an obstacle course, they view each obstacle as a challenge and celebrate small wins in the energy used to accomplish their overall change goal. Most likely they live within each organization and often push the envelope when needed.
In my interpretation, in any sector of society that works with people, there are always going to be tempered radicals. We’re the people that push and stand up for the change we think is necessary amongst the majority of the population. In Chicago, as a teacher, the tempered radicals are us. We fight for the equity of education for our students whether it’s immigration policies or even allocation of funds. |
task one: How am I different? There are three major ways Meyerson associates as tempered radicals being different. The different I most identify with is Meyerson’s third different; those who have not cultural but philosophical differences, which conflict with the prevailing values, beliefs, and agendas operating in their organizations. I identify with this one because I feel that many of the teaching philosophies and even learning of students vary from other educators, outside of CPS, or even from teachers of ELA & Math. I have been referred to by my peers as someone who sometimes bucks the system or challenges new initiatives, mostly when it comes to sciences being taught in schools. I mostly speak my mind because I believe the sciences provide a wealth of opportunities for our students. When I speak to anyone outside of CPS, the first reaction is often, “wow, I don’t know how you do it.” I have the philosophy that no matter what the circumstances are of a child, they deserve the best education, they need the best education, need me. They need me to be their voice, their advocate, their biggest supporter, and much more.
Luckily, at my school, I have the support of my administration that understand and supports the teaching and learning of science. There are many schools within our network that don’t have true science. Students at my school now have the “luxury” of learning science through an inquiry style. Which disheartens me that having true science class is a luxury. At many other schools in our network uses science class as a non-fiction reading class or as a specials (having class only once a week). Science is a class that entails all of learning disciplines, my goal is to teach students as authentic as professionals practice science. |
task two: Becoming a tempered radical... Currently right now, I find myself centered on the continuum (Figure 1.1), Broadening the Impact through Negotiation. I recently told my principal that I needed something different for next year. I’m at a point in my career where I’ve become solid in the classroom and progressively consistent mentoring and providing development for colleagues. We often discuss that we’re one of the few schools that still teaches science as a core class but still struggle with students having science within the primary and intermediate grade bands. In our conversation I expressed that I’d like to teach a lab class. By this I meant I would teach 3 classes next year; one from primary, intermediate, and middle school. Within this class I would coach teachers to teach science, in a different classroom, removing the “fear factor” of teaching science. I would model strategies, plan, co-teach, and coach them during a solo lesson. All in the hope and expectation that these teachers would gain the confidence to go back to their classrooms and continue their practice feeling equipped to do so. My principal thought it was a great idea, yet, there was the factor of budget. So in the moment I thought of another position I could fill while coaching teachers. Within this conversation, I expressed I was also stretched to the max: mentoring, providing PD, and still teaching. I said I’d either solely teach or work this other position. I want the coaching position because I’d be having a greater impact on students. I wrote a proposal and am currently awaiting feedback from her, making it my end goal by this time next year to be Organizing Collective Action.
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task three: Facing Challenges At this point in my career, having worked in the same network and school for 5 years, I’m definitely within the range of Meyerson’s challenge number three, Frustration and Burnout. I would say I’ve been here for a few years though. Having to learn how to say no when my plate it always full or learning to select tasks or projects that I’m educated in so that it’s not completely daunting. I’ve become more able to work smarter than harder, yet I’m still exhausted.
There have been many points in my career when I have experienced challenge number one, Difficulties from Ambivalence. Whether the ideas I’m uncertain about are coming from a colleague or administration, there have been numerous occasions in which I questioned what we doing, out loud and silently. Due to my personality, I tend to say more than think more. Nevertheless, we’re told that decisions are made at the cost of children’s lives and that has always held true to my heart and mind. Sometimes others need reminding of this. |