Fresh off the high of last week’s exploratory symposium that afforded me new perspectives on everything from language use, poetry, genetic diversity preservation, hypnotherapy, meditation, serious play, podcasting and a whole host of other realms of the human experience… as well as leaving me energized by the work of so many creative people in different but intersecting fields, I have returned to Los Angeles inspired only to find a convergence of challenges that have the potential to radically define my professional sphere this upcoming academic year.
The realization that our campus, a combination of 3 small innovative and progressive public schools, for the first time in its 4 years of existence has to contend with a massive turn over of teachers was underscored for me today as I sat in back to back to back teacher interviews of many highly qualified candidates that we may not be able to hire regardless of our desire. The cause? An incessantly reoccurring hiring freeze, a sick annual tradition that the nation’s second largest school district has been engaged in since the first round of recession layoffs in 2008, the same that I wrote about here. Like some sick and twisted sacrificial dance who’s cultural logic and value has long since been put into question by the light of future and reasoning, but remains tradition nonetheless… this unfortunate economic and political reality has made it near impossible to hire new qualified teaching candidates into the district because of a pool of displaced teachers who cannot or do not want a permanent home at a school site. Seniority rules designed to protect teacher tenure rights from vindictive administrations (a real thing to be sure) in recent years have continual handicapped schools from staffing with any sense of stability, many campuses having to just accept randomly placed teachers who may very well not want to be at the site of forced placement and in turn create much disruption upon their placement.
I guess that it is a better record than could be expected when one looks at our neighboring schools and how often they’ve had to deal with this chronic problem of inner city schools. And yet the instability this level of turnover creates is unsettling to say the least.
To add to a long day of interviews of folks we may not be able to hire at all anyway, I was informed by a former colleague via a text message of declared 100 days of violence in South Central LA. As these Los Angeles Times pieces document (here and here) the recent events in the community surrounding my school. Regardless of the media coverage, which may or may not be downplaying the significance of such real and dramatic events (aside: every time someone loses their life due to violence is a cause for real concern despite and even in spite of past or current statistical patterns and trends) which some have speculated to be a non-alarmist stance aimed at protecting the image of the city’s first ever special olympics… the events of the past weekend are cause for serious concern for folks in the educational sphere. The concern is enough to warrant an informational meeting for principals of the surrounding schools to be brought up to speed by the LAPD and school police departments. And wouldn’t you know it… Intervention Coordinators.
As I try and synthesize all of the ideas from summer readings, interactions and planning meetings with colleagues brainstorming how to have the best year yet at Hawkins, I am encouraged to pace myself in this new role, challenged more than ever to take a more global perspective on the many going ons of a school, its students, and their surrounding community. I know that in this new role I will have try my best to manage not only my hopes and visions for transformational education… but also my knowledge of the societal and institutional structures that keep unfortunate realities from remaining. And yet simultaneously I will have to remain committed to a practice of building personal relationships with individual students so that I may indeed support them in what may prove to be their times of greatest need. How do you divide and help students make sense of 100 days of violence/180 days of instruction? How do you prevent one from becoming the other? Questions I bring into the upcoming school year…