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June 12, 2012

Going The Extra Mile

by Maribeth Whitehouse, at 11:35 am

A few weeks ago, a parent sent a note to my principal. In part it said, “Ms. Whitehouse is an asset to your school. I only wish there were more teachers like her who would go the extra mile for the kids.”

I was touched by this mother’s kind words and the thoughtfulness displayed in taking the time to compose and send the note, particularly in the current teacher-bashing atmosphere. The note worked also made me think about that “extra mile” — who runs it and how far it actually is.

Every morning several teachers arrive at school by 7 a.m. (We’d arrive earlier but we are not allowed inside the building until then.) We prepare for our day by organizing lesson resources. We make copies (when the copy machine is working) and put notes on the board. We grade homework and analyze data. We fill out paperwork, plan trips and clean desks with anti-bacterial wipes. Some of us water plants, read professional materials, or prepare our bulletin boards. (That feels like a mile.) A little before 8 a.m., the “show” begins and until 3 p.m. it is a whirlwind of lessons and assessments, student conferences, planning, and duty in the yard, bathroom and cafeteria. Many of us skip “duty-free” lunch to run detention, tutor students or attend meetings. (That’s at least two miles, isn’t it? Cause I’m winded.)

When the students leave, our day is not done. Teacher “milers” stay behind to straighten up, review supply needs, gather original materials that need to be copied, and reflect on the day’s lessons or a student’s errant behavior. We look over students’ work and think how best to address their deficits and highlight their strengths. We assess ourselves and redesign our lessons. We make phone calls to parents. Sometimes we speak with colleagues about upcoming tests, lessons, trips, or activities. Often we seek advice from a more seasoned teacher. Some of us attend professional development or college after school. For instance, several evenings a week, Ms. Lichtman takes classes which keep her away from home until 9:30 p.m. (That’s definitely got to be a couple of miles.)

After we leave school, our race is not over. Often I go to my local library to augment classroom reading materials. Other teachers go to Staples or the art store for supplies. Sometimes we go to the photo shop for prints of our latest class outing or activity. Sometimes teachers go to the supermarket for snacks for the kids. (Okay, maybe that’s not a whole mile but surely half a mile?)

Once at home, teachers write create assessments and lessons or tweak old ones. Many of us design our own graphic organizers to scaffold difficult material. We spend time thinking about how to break difficult concepts into more digestible pieces. We look for ways to make dry material interesting, fun, and relatable to teens. We browse the web looking for support materials and lesson ideas. Special-education teachers, such as Ms. Samuel, work from home writing Individualized Education Plan goals. She spends hours tailoring IEPs so that each is truly reflective of her students’ talents and challenges. Other teachers draft communications to parents, such as the letter I wrote after the state exams describing how hard their children worked but also explaining that school was not over and that it was important to keep sending their children to class. When we finally close our laptops, it is frequently past 10 p.m. Sometimes I rely on the sound of Jimmy Fallon’s theme music to signal it is 1 a.m. and long past my bedtime. (Surely that must have been a mile or four.)

Teacher “athletes” make contributions in lots of ways. One of our teachers ran the Lego program for an entire year without pay because the budget had been cut. That meant that two Saturdays a month and twice after school, for two to three hours at a time, she donated her time. Our seventh-grade science teacher, Mr. Wang, volunteered four hours a week for 12 weeks, to run the cross-country club. He also purchased batons and arranged for Columbia University representatives to visit to correct students’ running form. Additionally, Mr. Wang also runs a prep class for specialized high school applicants, again without pay. (I hear at mile 24 we might get a cup of water.)

Did I mention that our team often buys things for our students? There’s the under-paid office staff who often pool their money to purchase graduation outfits for children who otherwise could not attend the event. There’s Ms. Cabrera-Perez, a paraprofessional, who brings clothes to school for students whose families are living on a very tight budget. There is Ms. Tully who, to enliven her drama class and school productions, spent more than $3,000 on dresses, wigs, masks, costumes, hats, etc. Ms. Gabela, the eighth-grade science teacher, purchases almost all her of own academic supplies. From highlighters to Wite-Out, from composition paper to pencils (colored and graphite), from index cards to folders, she clips coupons and shops sales all summer so her students have the materials they need during the school year. And she is not alone: I cannot think of a single teacher at our school who has does not spend his or her own money to support student learning. (Sounds like this part of the run is uphill.)

It is worthy to note, in this Olympic year, that teachers participate in their own incredible, yet largely unrecognized, “athletic” event. Our daily race to educate and enrich the lives of children requires not just “an extra mile” but indeed a team marathon of devotion and sacrifice. So the next time the “Race to the Top” comes up, I hope it conjures thoughts about the teachers and students who actually do the running, how far the race is, and all the obstacles we work to overcome.

 

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  • Bronx Second Career Teacher

    Dear Fellow Marathoner,

    This is a wonderfully written description of our race! Thank you for documenting the course of a teacher’s journey…each and every day…..

    Sincerely,

    Your Running Mate

  • Follow the Money

    You sound absolutely amazing, and I commend you for all that you do. It’s a shame we work in a profession where martyrdom is at once expected and taken for granted.

  • Maribeth Whitehouse

    You bring up an interesting point for me.  Aside from being a priest/nun, is there another profession in which the practitioners are underpaid given their education and efforts yet expected to pay for their own supplies and donate so much of their time?

    Some how I think this issue is related to the idea of teaching as calling vs. teaching as profession vs. teaching as job.  Any ideas on how to balance them?

  • http://profile.yahoo.com/BPHNWPDLYRPA56NCRE4E3LSGEY Dan

     My only question is are you a NYC public school teacher.  If so do you realize that you are at the same time spitting in the face of many people who walked the picket lines to get the perks in your job that you enjoy today?  I cannot speak for other districts outside of NYC, but the U.F.T. contract is there for a reason – and it is not up to renegade teachers (even if their motives are altruistic) to break that contract, because it ends up weakening the U.F.T. as a whole.  If an administrator is pressuring a NYC teacher to go beyond the tenants of the Collective Bargaining Agreement, then that teacher needs to report to the union and get representation – not kowtow to unfair practices that even though benefit children in the moment, hurt the profession as a whole.  I will say it again, because many new teachers don’t get it – STUDY THE CONTRACT- IT IS THERE FOR A REASON!!!!

  • Pogue

    Sadly, “Race to the Top” conjures no relation to your sacrifices.  It is about testing and budget-cutting and union busting.  (Thank you, Obama.)

    Sadly, too, it is a miserable wonder how teachers and their profession are attacked in the media. Aside from all the time you give, teachers are working hard and doing their utmost for the benefit of the children of NYC in ways measurable, and myriad ways immeasurable.
    (Thank you, Bill Gates, Rupert Murdoch, and your 1% ilk)

    Finally, I must concur with Dan in the sense of “going the extra mile” being used against teachers working incredibly hard within the parameters of the teachers contract.  Even within the 7 hour school day, much gets done at home (grading, planning, research), that new principals do not consider extra work.  This work seems to be a “given” that is ignored in “extra mile” considerations.  As all workers do, teachers have lives outside of their profession and should not be pressured or made to think that they are not “going the extra mile” if they don’t spend their own money, stay in the school building deep into the afternoon, or sacrifice their own quality of life issues to a system that has turned on them. 

    The vast majority of teachers work hard, whether they offer a wonderful post like yours, or do it silently on a daily basis.  If we are to be constantly vilified, then I’d like a little more exhibited defense and fight back by my union, too.

    In the end, we are trying to leave a better world for our children, and if our children want to be teachers, we should leave them a profession that is respected and has a fair balance of “work” and “outside work” life.

    This fight is not only for our children, but just as importantly, for our grandchildren.

  • Kano Kababayan

    We as teachers have unfortunately been complicit in our own crappy situation, as we have gone to great lengths trying to be all things to all people and contort ourselves bending over backwards to prove that we are necessary parts of society. In no other profession is it commonplace or acceptable to engage in this pathetic hand-wringing . I used to strongly recommend to young people looking for such guidance that they consider entering the profession. As fulfilling as my recently ended 28 year career in the NYC Public School system was, I now recommend most heartily that folks young and old alike, run screaming for the exits if the idea ever comes up..

  • Manhattan70

    Anyone who works for a second without pay is a fool….no let me change that, a slave.  600,000 Americans died to end slavery and you gladly embrace it.  Sorry Maribeth you are NOT helping the teaching profession, you like so many “do-gooders” continue to ignore the real problem with urban teaching…parental apathy.  I gladly teach but I refuse to be a parent or spend one cent of my hard earned money on what the DOE should be providing.  You are just one of Walcott’s many tools. 

  • Maribeth Whitehouse

    Hi Manhattan70,
    Unnecessary name calling aside, I hear your passion and it raises some questions that important and worth further discussion.  

     

    Will
    clinging to the “rules” make teachers appear inflexible,
    short-sighted and heartless – further alienating us from our students, their
    families and the public at large?  Or is adhering to the rules the only
    way to generate enough “pain” to the system that democratically elected
    officials respond with appropriate resources?

     

    Since
    constant sacrifice is unfair, untenable, and soon becomes expected, should
    teachers make any sacrifices?

     

    Is
    teaching a job or a profession and what are the hallmarks of each?

     

    Do
    the rules, which rightly protect us from unfair labor practices, also prevent
    us from voluntarily “going the extra mile?”

     

    Will
    bad-mouthing those who do more than is expected, bring them into the union or
    drive them from it?

     

    And
    most importantly, how can the goal of educational justice best be addressed?

  • Maribeth Whitehouse

    Hi
    Dan,

    I am
    a NYC teacher.  My colleagues and I work in a Bronx public school.  I think
    your comment and those of “Follow the Money” and “Pogue,” raise some important issues that
    speak to fairness, respect, the tension between long- and short-term goals and
    the strain between capitalism and democracy.  I think these posts will generate a good
    deal of discussion because they present raise questions about “rights.”

     

    It is
    right that we honor those “who walked the picket line.”  However, it is also right that teachers
    do everything in their power to address the needs of the neediest and most
    vulnerable in our society. 

     

    It is
    right that society should provide acceptable working conditions and ample
    supplies to all throughout the system. 
    However, it is also right that individuals step up to fill the gaps.

     

    It is
    right that together we are stronger than we stand as individuals.  However, it is also right to work for
    educational justice in our communities by making personal sacrifices.

     

    It is
    right that workers be treated fairly all the time by their employers but it is
    also right that teachers ensure students fulfill their potential.

     

    A point
    that you do not make but is a good one, is that by making these sacrifices, we
    are postponing or lessening the impact of budget cuts and poor management
    decisions.  Although the comparison
    is somewhat strained, what the teachers at my school do reminds me of what the
    million dollar-raising PTAs do.  By
    buying supplies and volunteering time, we make up for budget cuts imposed by
    elected officials.  Thus we lessen
    the pain our school communities face much as wealthy PTAs do when they rehire a
    cut staff person with fundraising.  
    Perhaps our “good deeds” have the same unintended effect of circumventing
    democracy, which works most quickly when facing acute trauma.  By reducing the “pain” with our own
    short-term solutions, we lessen community anger thereby depressing the catalyst
    needed to encourage the political activity of our students’ families. 

     

    But
    Dan, these are very difficult decisions to make.  If these rights are seen as diametrically opposed, then
    people will suffer.

     

    An
    analogous situation might be: if more soldiers died in war, perhaps Americans
    would be more outraged and force their leaders to end the wars quickly.  However, that does not mean that the
    army doctors and nurses should not do everything possible to heal those in
    their care. 

     

    Perhaps
    our efforts are having the unintended effect of lengthening the “arc of
    justice.”  But ignoring the
    immediate needs of our students is untenable. 

  • http://twitter.com/MosaicTutoring Cory Zacker

    It seems that only a teacher can work as hard as you do and still get criticized. (See below comments.) I for one give a huge, heartfelt thanks to you and your colleagues, Maribeth, for all that you do. 

  • Roma Giudetti

    I applaud your dedication to your students and your profession.  I hope you will be able to sustain this level of dedication over the years.  I hope when you get older and have other responsibilities you’re not punished for not being able to put in this kind of time to get the job done.  I’ve been teaching for 15 years and I’ve seen the teaching staff get younger and younger.  Principals seem to prefer untenured and young teachers who don’t have children or aging parents.  In a perfect world, I would work in a profession where there is some consideration for my time and respect for the other responsibilities in my life.  I would work in a profession where my children, my marriage and my elderly parents are not seen as liabilities.  I applaud your great work and enthusiasm.  I would caution you that you won’t be young and untethered forever so go slowly so you can stay the course.

  • Turnaround Victim #45,821

    Maribeth you should try to format your replys better, they are difficult to read.

  • Follow the Money

    I think my idea is related more to culture and history. A history in which teaching was a female dominated profession, and now stands full of all the disparities that have come with. And a culture that puts forth “Dangerous Minds” and “Stand and Deliver” and all those other films… the idea that a teacher must be a “Superman.” It’s fiction. Superman is fiction, and waiting for him (slash her) is waiting for that which, by and large, can and shall never be. 

    It’s important that it be known how many teachers – like you – go so far above and beyond. You’re doing that work with this article – by speaking out – and as stated, I commend you (and I think it’s just awful that anybody would lash out at you, as seen in some of these comments). But it’s also important that teachers work together to start to combat the fact this notion – that a teacher just sacrifices all because a child needs them to – has become so ingrained in popular American culture it’s now just taken for granted. 

    A teacher cannot defeat poverty or economic disparity. That’s a losing battle. A teacher CAN make a difference in the quality of a child’s life – in the hours that we have them, in the memories and lessons they take with them from us, above and beyond just the academic. But I fear sometimes we’re reaching (or have passed?) this tipping point in which a society made so uncomfortable by its economic disparities – and feeling so helpless about them – has resolved that teachers are the ones who can and should deal with/fix them. We are not responsible for them, and we must be careful – as professionals – to combat the notion that we are, or should be. We cannot become the means by which a guilty society washes its hands of its obligations and responsibilities. This idea needs to seep into the profession. This idea needs to inform what we say and how we say it when we speak out. If teachers really want to help students in need, they should think about this bigger picture. When society is no longer allowed to believe that teachers should sacrifice themselves – impossible martyrs in an impossible battle – then society will have to grapple with the fact it must join in in the fight. And when parents, politicians and citizens outside of teaching start to work to combat the economic disparities that create so many of the crises teachers face, teachers will have helped so many more students than just the 30 on our roster. Instead of dying to save the one, we will save the many… and have lived.

    But how do we do this, you ask? We, as teachers, think about it. And begin to let it color what we say and do. For starters.

  • Tim

    I disagree, Turnaround Victim. The words are there, they are legible, and there’s no law or regulation saying that her blog comments need to be presented optimally. Sure, she may have the time and willingness to neatly format her blog comments now, but what if other obligations make it more of a challenge for her to do so at some point down the road? 

    No, it’s better that she just not do any more than the bare minimum. Even if she wants to try harder and even if it’s better for us readers. 

  • FDsouza

    Ms Whitehouse, I have seen firsthand your hardwork, creativity, generosity, dedication, toughness and skill and the ability to find the  right mix for each of your students. And these same things are utilized by so many teachers, in different proportions of course. I would like to add the time we spend being parent, counselor, morale booster, shoulder to cry on in addition to being educator. Keep up the great work.  Francis Dsouza

  • Follow the Money

    Comparing teachers to doctors is a false equivalence. But if you’re going to follow the analogy through to its conclusion, you should also look at the respect our society currently gives teachers versus doctors. And the disparity in pay between the professions.

  • Mr. Flerporillo

    “But if you’re going to follow the analogy through to its conclusion, you should also look at the respect our society currently gives teachers versus doctors.”

    This is something that people repeat a lot on these message boards — the idea that teachers aren’t given the respect they deserve.  Is there actually evidence that teaching is not a respected profession, or is less respected than it used to be?  I feel like the polls I’ve seen on that issue rank teaching quite high.

  • Maribeth_whitehouse

     sorry

  • Follow the Money

    Mr. Flerporillo – where were you when the teachers’ names in NYC were posted in newspapers local and national, with scores based on VAM’s with 50+ point margins of error? If that’s your idea of respect, I’d love to hear what your ideas are as to disrespect. And the issue of disparity in pay? Start here:  
    http://www.nea.org/home/12661.htm. Move here:  
    http://www.epi.org/publication/webfeatures_snapshots_20080402/. Continue seeking out facts from there. They’re very real, and they exist. Great info embedded in here, for further example:  
    http://www.nytimes.com/2011/05/01/opinion/01eggers.html. Where is your evidence that teachers ARE respected? I hear that bandied about so much on a lot of these message boards. I’d love to see the research to back it up please.

  • http://oldschoolteach.wordpress.com/ Lisa M

    I have been teaching for 27, soon to be 28 years! I have never gone slowly, and I am still passionate about teaching!  My children, (two of them), and my marriage, and my Dad(who passed away because of cancer), have never been viewed as a liability.I have never felt punished.  I guess its where you work and I have been fortunate. They prefer the younger staff because they get paid less. 
    Do what you enjoy Maribeth! :)

  • Retired NYC teacher

    Don’t know why anyone thinks this is extraordinary…I have known teachers throughout my career in education who did the same thing.  As to working for no compensation: Shame on administrators who think this is okay…Teachers are professionals much like doctors or lawyers who certainly do pro bono work, but also routinely get paid for their professional services.

  • http://oldschoolteach.wordpress.com/ Lisa M

    Slavery can never, ever, be compared to ” a person who works without pay.” That does not even compare to what slavery was. 
    Why is it only “urban teaching”, teaching is difficult wherever you are. I know, I have worked in urban and suburban school systems, apathetic parents are apathetic parents. Does that mean we throw up our hands and say, “Whatever?”
    Which teacher would you want for your child? A teacher who would not spend “one cent of my hard earned money on what the DOE should be providing?” or a teacher like Maribeth?
    Maribeth, you keep doing what you do!  

  • http://oldschoolteach.wordpress.com/ Lisa M

    And then, who will teach our children?

  • Maribeth Whitehouse

    Thank you for the encouragement and inspiration.

  • Maribeth Whitehouse

    Hi Roma,
    I appreciate your experienced advice and will confess that I often feel overwhelmed by all the demands.  As I am only in my ninth year, I sometimes wonder if I will be able to sustain the pace at which I work.  I am almost 50 years old now and on Thursdays, I drag myself home.  I’m not sure how I would juggle everything if my daughter was still a teenager.  As for my colleagues, only one of those mentioned by name is married and has children.  

    So that evidence coupled with your own knowledgable experiences raises some questions:

    What does it say about the conditions that teachers face, when only the “untethered” are perceived as being fit for service?  

    Are we creating an unsupportable environment for teachers?

  • Mr. Flerporillo

    I realize that teachers have a lot of complaints about their on-the-job experience, and I’m not saying those complaints aren’t valid.  But I also know that a lot of other people have the same kind of complaints about their jobs, even doctors who are forced to submit to the whims of insurance company representatives that reject their diagnoses and treatment with no medical training at all. 

    I was referring to how the public views teachers, and from what I can tell, polls consistently show teaching as among of the most respected and prestigious professions.  See, e.g., 

    http://www.harrisinteractive.com/vault/Harris-Interactive-Poll-Research-Pres-Occupations-2009-08.pdf
    http://www.harrisinteractive.com/vault/Harris-Interactive-Poll-Research-Pres-Occupations-2009-08.pdf 

    http://www.harrisinteractive.com/vault/Harris-Interactive-Poll-Research-Pres-Occupations-2007-08.pdf 

    “The Harris Poll first asked this question, but with a shorter list of occupations, in 1977.  The biggest change since then has been a 22 point increase from 29% to 51% in those who believe teachers have very great  prestige.”

    As for the pay disparity, presumably you were aware of that when you decided not to go to medical school. 

  • Tim

    Follow the Money, you can also read Diane Ravitch’s “Death and Life . . .” for multiple citations of polls/studies showing how highly Americans think of the teaching profession.

  • Follow the Money

    Tim – link or quote from the text, please. Or page numbers, at least. Wasn’t sure if you were being sarcastic or not. In the event you’re not being sarcastic, is this some sort of poll where people say they view the profession highly? Because saying is one thing, pursuing actions that demean, such as those listed in my comment… these are two entirely separate things.

    Though if you were being sarcastic, kindly disregard ;)

  • Laura Kaminker

    I  deeply admire teachers who run this race, and despite what “Retired NYC teacher” says, I do think it is extraordinary. However, I am concerned about any working person who is put in the position of working without compensation. It’s wrong when Walmart demands it, and it’s wrong when a teacher’s job demands it. Public school teachers and their unions might consider organizing to resist unpaid work. Each worker who gives in to the pressure to work without pay makes it harder for the rest of us to refuse such conditions. Unionized teachers are in a position to set higher standards for other workers. Thank the goddesses for teachers like Maribeth, and thank past teachers and organizers for teachers’ unions!

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