This Literary Expert Reveals the Key Problem Undermining American Education
'She Was Prophetic': Bay Area Remembers Groundbreaking Author and Cultural Critic bell hooks
'I Feel That I’m Needed': An Effort to Keep Male Teachers of Color in the Classroom
Letter to My California Dreamer: Chasing a Second Chance at the California Dream
He Went From Undocumented Student to Teacher of the Year, Blazing a Path for Others
Oakland Teacher Turns #MeToo Experience into Lesson for Students
Despite Political Differences, Two High School Teachers Find Common Ground
The Power of Home Visits to Connect Teachers With Kids and Their Families
Project-Based Learning on the Rise in California Public Schools
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FM","link":"/"}},"news_11983918":{"type":"posts","id":"news_11983918","meta":{"index":"posts_1591205157","site":"news","id":"11983918","score":null,"sort":[1714055427000]},"guestAuthors":[],"slug":"this-literary-expert-reveals-the-key-problem-undermining-american-education","title":"This Literary Expert Reveals the Key Problem Undermining American Education","publishDate":1714055427,"format":"standard","headTitle":"This Literary Expert Reveals the Key Problem Undermining American Education | KQED","labelTerm":{},"content":"\u003cp>Amid a deepening \u003ca href=\"https://edsource.org/2022/californias-reading-dilemma/672845\">literacy crisis\u003c/a>, there’s been a focus on how to close the achievement gap, but Natalie Wexler sees the key problem undermining the American educational system a little differently.\u003c/p>\n\u003cp>The education author maintains that we can’t truly reach equity in achievement unless we first close \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>She also argues that, in the rush to embrace the science of reading, some have focused so intently on the need for phonics in the early years that they have overlooked the need for systematic \u003ca class=\"external\" href=\"https://youtu.be/r0Orifq6j8Q?si=DsgcZ5dS2UQfkBHa\" target=\"_blank\" rel=\"noopener\">knowledge-building\u003c/a>, which is also a core part of \u003ca class=\"external\" href=\"https://www.reallygreatreading.com/scarboroughs-reading-rope\" target=\"_blank\" rel=\"noopener\">structured literacy\u003c/a>, as is vocabulary. There’s more to the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">science of reading\u003c/a> than phonics, experts have long suggested.\u003c/p>\n\u003cp>Wexler is best known for her book \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap\u003c/em>,\u003c/a> but she also has a \u003ca class=\"external\" href=\"https://knowledgematterscampaign.org/podcast/\" target=\"_blank\" rel=\"noopener\">podcast\u003c/a> and \u003ca class=\"external\" href=\"https://nataliewexler.substack.com/\" target=\"_blank\" rel=\"noopener\">newsletter\u003c/a> on the subject. The frequent \u003ca class=\"external\" href=\"https://www.forbes.com/sites/nataliewexler/?sh=71b125ae4e29\" target=\"_blank\" rel=\"noopener\">Forbes contributor\u003c/a> recently made time to discuss with EdSource why background knowledge is so fundamental to reading and why it’s crucial to teach kids about the world, from science to history, if you want them to become deep readers.\u003c/p>\n\u003cp>A rich sense of context is key to fueling both vocabulary growth and reading comprehension, making inferences and connections while reading, paving the way for critical thinking and analysis, cornerstones of higher education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Why do you think there are so many misunderstandings about the science of reading, and why is it often getting boiled down to just phonics? \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11983931\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983931\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg\" alt=\"A white woman with a white shirt stands with her hands together in front of a white door.\" width=\"800\" height=\"1021\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1020x1302.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-160x204.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1203x1536.jpg 1203w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg 1234w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Natalie Wexler, a literacy expert and author of\u003cem> The Knowledge Gap\u003c/em>. \u003ccite>(Photo Courtesy of Natalie Wexler)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A large part of it is that the phonics issue is more familiar. We’ve been hearing about it for decades. Since the 1950s, if not before, and it’s less complicated than the whole comprehension message. Not to say it’s simple, but it’s easy to grasp. You want kids to be able to read, you have to help them sound out words, and you have to teach that explicitly, and you can see results pretty quickly when you do. Right? Whereas building knowledge is this very gradual process. The way we measure progress is mostly through the standardized reading comprehension test. And it takes a long time, years sometimes, to see the fruits of your labors reflected in standardized test scores.\u003c/p>\n\u003cp>\u003cstrong>Has the phonics debate overshadowed other aspects of how the brain learns how to read?\u003c/strong>\u003c/p>\n\u003cp>I do think that the focus on just the problems with phonics instruction or decoding instruction has given rise to the assumption that the other aspects of reading instruction are lined up with science, that they accord with what scientific evidence tells us will work. And with comprehension, that’s actually not the case.\u003c/p>\n\u003cp>\u003cstrong>Why is there so little understanding of cognitive science in the classroom? What do we need to know about working memory, for example?\u003c/strong>\u003c/p>\n\u003cp>I certainly didn’t know about working memory being only able to hold maybe four or five items of new information for about 20 seconds before it starts to become overwhelmed. And that’s the scientific explanation, but I also think once you give people concrete examples, it starts to make sense at a gut level. The goal is for kids to require enough general academic vocabulary and familiarity with the complex syntax of written language to enable them to read and understand texts on topics they don’t already know about.[aside postID=\"news_11983654,news_11982920,news_11982920\" label=\"Related Stories\"]\u003c/p>\n\u003cp>\u003cstrong>At some point, you have built up enough understanding of the world to learn through reading, is that right? \u003c/strong>\u003c/p>\n\u003cp>If you’re a proficient reader, that’s a very efficient way of learning through reading. That’s the goal. But how do we enable students to acquire that kind of general knowledge? Really, the only way is through teaching them about a lot of specific topics because the vocabulary, the syntax, doesn’t stick in the abstract, it needs a meaningful context. But there are different ways for kids to acquire that general knowledge.\u003c/p>\n\u003cp>\u003cstrong>Why is background knowledge so important to reading comprehension?\u003c/strong>\u003c/p>\n\u003cp>Vocabulary and background knowledge are inextricably linked. So, if you’ve got baseball vocabulary, you’re going to have a better chance of understanding a text on baseball. If you’re practicing finding the main idea and you’re reading a text about the solar system and you have no idea what the solar system is, your ability to decode the words is probably not going to be enough. You need to have some background knowledge in place in order to acquire more knowledge from that text. To understand a word like “dynasty,” you need to have some idea of monarchies. You can’t just memorize the definition and really understand it, right? But you could acquire that understanding by learning about African dynasties, Asian dynasties, European dynasties, indigenous dynasties. There are lots of different paths to that goal.\u003c/p>\n\u003cp>\u003cstrong>Why is this an equity issue? Is it because we’re not really spending as much time on history and science in the classroom these days, but you don’t notice that as much with higher-income children because those families are better able to fill in the gaps outside of school?\u003c/strong>\u003c/p>\n\u003cp>That’s right. But I’ve heard from educators and administrators these days that even higher-income kids are coming in with poor oral language skills because people are on their phones so much, and even more affluent, more highly educated parents are not engaging in that kind of dialogue with kids that leads to rich oral language abilities. This has long been a problem with kids from less highly educated families. I think it really has to do with the level of parental education more than with socioeconomic status or race. If you have a poor kid whose parents both have Ph. D.s, but they’re struggling because they’re adjunct professors, that kid’s probably going to be exposed to a lot of academic language and vocabulary at home. But other kids rely on school for that. I’m not saying that education can completely level the playing field, but it could be doing way more than it is currently doing to give all kids the kind of exposure to academic knowledge and vocabulary that kids from highly educated families acquire more or less naturally.\u003c/p>\n\u003cp>\u003cstrong>So, it’s more related to education than income. Is part of the issue also that schools prefer inquiry-based learning to direct instruction? We let the kids try to figure things out on their own instead of explaining it to them.\u003c/strong>\u003c/p>\n\u003cp>Where this belief in discovery and inquiry has really taken hold is at the elementary level. I do think that this focus on comprehension skills and strategies, whether consciously or not, it’s connected to that idea that we shouldn’t be the ‘sages on the stages’ just pouring information into kids’ brains. If you teach them a skill, like finding them an idea or making inferences, then they can use that skill to discover knowledge on their own, acquire knowledge on their own. That’s the theory. But it often doesn’t work in practice. It’s hard to make an inference if you don’t really understand the subject matter. Some of these skills do need to be taught, but others really are just sort of natural outgrowths of knowledge. I want to make it clear, it’s not like you have to choose between building knowledge and teaching skills and strategies. It’s a question of what you put in the foreground.\u003c/p>\n\u003cp>\u003cstrong>Why are deep dives into a topic, say dinosaurs or mummies, more compelling for children than randomly chosen abstract passages to drive comprehension?\u003c/strong>\u003c/p>\n\u003cp>If you get deeply into a topic, it’s much more interesting than if you just skim the surface. … The power of narrative is really important. It doesn’t have to be fiction; it could be a story from history. I’ve seen second graders fascinated by the War of 1812. Teachers are like, how are second graders going to be able to deal with that? Well, if they’ve learned about the American Revolution and they have the background knowledge, they get fascinated by it because they understand what’s going on. They understand the issues, but they don’t know who won. They’re like, oh, no, America’s going to lose!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Everybody loves a cliffhanger.\u003c/strong>\u003c/p>\n\n","blocks":[],"excerpt":"Amid a literacy crisis, there’s been a focus on how to close the achievement gap, but literary expert Natalie Wexler sees the key problem undermining the American educational system a little differently.","status":"publish","parent":0,"modified":1713996945,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1457},"headData":{"title":"This Literary Expert Reveals the Key Problem Undermining American Education | KQED","description":"Amid a literacy crisis, there’s been a focus on how to close the achievement gap, but literary expert Natalie Wexler sees the key problem undermining the American educational system a little differently.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"This Literary Expert Reveals the Key Problem Undermining American Education","datePublished":"2024-04-25T14:30:27.000Z","dateModified":"2024-04-24T22:15:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"EdSource","sourceUrl":"https://edsource.org","sticky":false,"nprByline":"Karen D'Souza, EdSource","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11983918/this-literary-expert-reveals-the-key-problem-undermining-american-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Amid a deepening \u003ca href=\"https://edsource.org/2022/californias-reading-dilemma/672845\">literacy crisis\u003c/a>, there’s been a focus on how to close the achievement gap, but Natalie Wexler sees the key problem undermining the American educational system a little differently.\u003c/p>\n\u003cp>The education author maintains that we can’t truly reach equity in achievement unless we first close \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>She also argues that, in the rush to embrace the science of reading, some have focused so intently on the need for phonics in the early years that they have overlooked the need for systematic \u003ca class=\"external\" href=\"https://youtu.be/r0Orifq6j8Q?si=DsgcZ5dS2UQfkBHa\" target=\"_blank\" rel=\"noopener\">knowledge-building\u003c/a>, which is also a core part of \u003ca class=\"external\" href=\"https://www.reallygreatreading.com/scarboroughs-reading-rope\" target=\"_blank\" rel=\"noopener\">structured literacy\u003c/a>, as is vocabulary. There’s more to the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">science of reading\u003c/a> than phonics, experts have long suggested.\u003c/p>\n\u003cp>Wexler is best known for her book \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap\u003c/em>,\u003c/a> but she also has a \u003ca class=\"external\" href=\"https://knowledgematterscampaign.org/podcast/\" target=\"_blank\" rel=\"noopener\">podcast\u003c/a> and \u003ca class=\"external\" href=\"https://nataliewexler.substack.com/\" target=\"_blank\" rel=\"noopener\">newsletter\u003c/a> on the subject. The frequent \u003ca class=\"external\" href=\"https://www.forbes.com/sites/nataliewexler/?sh=71b125ae4e29\" target=\"_blank\" rel=\"noopener\">Forbes contributor\u003c/a> recently made time to discuss with EdSource why background knowledge is so fundamental to reading and why it’s crucial to teach kids about the world, from science to history, if you want them to become deep readers.\u003c/p>\n\u003cp>A rich sense of context is key to fueling both vocabulary growth and reading comprehension, making inferences and connections while reading, paving the way for critical thinking and analysis, cornerstones of higher education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Why do you think there are so many misunderstandings about the science of reading, and why is it often getting boiled down to just phonics? \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11983931\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983931\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg\" alt=\"A white woman with a white shirt stands with her hands together in front of a white door.\" width=\"800\" height=\"1021\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1020x1302.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-160x204.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1203x1536.jpg 1203w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg 1234w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Natalie Wexler, a literacy expert and author of\u003cem> The Knowledge Gap\u003c/em>. \u003ccite>(Photo Courtesy of Natalie Wexler)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A large part of it is that the phonics issue is more familiar. We’ve been hearing about it for decades. Since the 1950s, if not before, and it’s less complicated than the whole comprehension message. Not to say it’s simple, but it’s easy to grasp. You want kids to be able to read, you have to help them sound out words, and you have to teach that explicitly, and you can see results pretty quickly when you do. Right? Whereas building knowledge is this very gradual process. The way we measure progress is mostly through the standardized reading comprehension test. And it takes a long time, years sometimes, to see the fruits of your labors reflected in standardized test scores.\u003c/p>\n\u003cp>\u003cstrong>Has the phonics debate overshadowed other aspects of how the brain learns how to read?\u003c/strong>\u003c/p>\n\u003cp>I do think that the focus on just the problems with phonics instruction or decoding instruction has given rise to the assumption that the other aspects of reading instruction are lined up with science, that they accord with what scientific evidence tells us will work. And with comprehension, that’s actually not the case.\u003c/p>\n\u003cp>\u003cstrong>Why is there so little understanding of cognitive science in the classroom? What do we need to know about working memory, for example?\u003c/strong>\u003c/p>\n\u003cp>I certainly didn’t know about working memory being only able to hold maybe four or five items of new information for about 20 seconds before it starts to become overwhelmed. And that’s the scientific explanation, but I also think once you give people concrete examples, it starts to make sense at a gut level. The goal is for kids to require enough general academic vocabulary and familiarity with the complex syntax of written language to enable them to read and understand texts on topics they don’t already know about.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11983654,news_11982920,news_11982920","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>At some point, you have built up enough understanding of the world to learn through reading, is that right? \u003c/strong>\u003c/p>\n\u003cp>If you’re a proficient reader, that’s a very efficient way of learning through reading. That’s the goal. But how do we enable students to acquire that kind of general knowledge? Really, the only way is through teaching them about a lot of specific topics because the vocabulary, the syntax, doesn’t stick in the abstract, it needs a meaningful context. But there are different ways for kids to acquire that general knowledge.\u003c/p>\n\u003cp>\u003cstrong>Why is background knowledge so important to reading comprehension?\u003c/strong>\u003c/p>\n\u003cp>Vocabulary and background knowledge are inextricably linked. So, if you’ve got baseball vocabulary, you’re going to have a better chance of understanding a text on baseball. If you’re practicing finding the main idea and you’re reading a text about the solar system and you have no idea what the solar system is, your ability to decode the words is probably not going to be enough. You need to have some background knowledge in place in order to acquire more knowledge from that text. To understand a word like “dynasty,” you need to have some idea of monarchies. You can’t just memorize the definition and really understand it, right? But you could acquire that understanding by learning about African dynasties, Asian dynasties, European dynasties, indigenous dynasties. There are lots of different paths to that goal.\u003c/p>\n\u003cp>\u003cstrong>Why is this an equity issue? Is it because we’re not really spending as much time on history and science in the classroom these days, but you don’t notice that as much with higher-income children because those families are better able to fill in the gaps outside of school?\u003c/strong>\u003c/p>\n\u003cp>That’s right. But I’ve heard from educators and administrators these days that even higher-income kids are coming in with poor oral language skills because people are on their phones so much, and even more affluent, more highly educated parents are not engaging in that kind of dialogue with kids that leads to rich oral language abilities. This has long been a problem with kids from less highly educated families. I think it really has to do with the level of parental education more than with socioeconomic status or race. If you have a poor kid whose parents both have Ph. D.s, but they’re struggling because they’re adjunct professors, that kid’s probably going to be exposed to a lot of academic language and vocabulary at home. But other kids rely on school for that. I’m not saying that education can completely level the playing field, but it could be doing way more than it is currently doing to give all kids the kind of exposure to academic knowledge and vocabulary that kids from highly educated families acquire more or less naturally.\u003c/p>\n\u003cp>\u003cstrong>So, it’s more related to education than income. Is part of the issue also that schools prefer inquiry-based learning to direct instruction? We let the kids try to figure things out on their own instead of explaining it to them.\u003c/strong>\u003c/p>\n\u003cp>Where this belief in discovery and inquiry has really taken hold is at the elementary level. I do think that this focus on comprehension skills and strategies, whether consciously or not, it’s connected to that idea that we shouldn’t be the ‘sages on the stages’ just pouring information into kids’ brains. If you teach them a skill, like finding them an idea or making inferences, then they can use that skill to discover knowledge on their own, acquire knowledge on their own. That’s the theory. But it often doesn’t work in practice. It’s hard to make an inference if you don’t really understand the subject matter. Some of these skills do need to be taught, but others really are just sort of natural outgrowths of knowledge. I want to make it clear, it’s not like you have to choose between building knowledge and teaching skills and strategies. It’s a question of what you put in the foreground.\u003c/p>\n\u003cp>\u003cstrong>Why are deep dives into a topic, say dinosaurs or mummies, more compelling for children than randomly chosen abstract passages to drive comprehension?\u003c/strong>\u003c/p>\n\u003cp>If you get deeply into a topic, it’s much more interesting than if you just skim the surface. … The power of narrative is really important. It doesn’t have to be fiction; it could be a story from history. I’ve seen second graders fascinated by the War of 1812. Teachers are like, how are second graders going to be able to deal with that? Well, if they’ve learned about the American Revolution and they have the background knowledge, they get fascinated by it because they understand what’s going on. They understand the issues, but they don’t know who won. They’re like, oh, no, America’s going to lose!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Everybody loves a cliffhanger.\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11983918/this-literary-expert-reveals-the-key-problem-undermining-american-education","authors":["byline_news_11983918"],"categories":["news_18540","news_8"],"tags":["news_32584","news_20013","news_18500","news_4398"],"featImg":"news_11983930","label":"source_news_11983918"},"news_11899786":{"type":"posts","id":"news_11899786","meta":{"index":"posts_1591205157","site":"news","id":"11899786","score":null,"sort":[1639951785000]},"guestAuthors":[],"slug":"she-was-prophetic-bay-area-remembers-groundbreaking-author-and-cultural-critic-bell-hooks","title":"'She Was Prophetic': Bay Area Remembers Groundbreaking Author and Cultural Critic bell hooks","publishDate":1639951785,"format":"standard","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>Author, professor and cultural critic bell hooks had deep ties to the Bay Area. She went to Stanford and received her \u003ca href=\"https://www.worldcat.org/title/keeping-a-hold-on-life-reading-toni-morrisons-fiction/oclc/9514473\" target=\"_blank\" rel=\"noopener noreferrer\">Ph.D. from UC Santa Cruz\u003c/a>, but she also taught many through her writing, including over 30 books.\u003c/p>\n\u003cp>hooks, who passed away on Dec. 15 at age 69, has been foundational in shaping Black feminist thought and expanding a feminist worldview beyond white, middle-class identity — from her pointed critiques of the “imperialist white supremacist capitalist patriarchy” to her vulnerability and thoughts on love and healing.\u003c/p>\n\u003cp>In 1952, she was born with the name Gloria Jean Watkins in Hopkinsville, Kentucky. hooks rose to prominence in the 1970s and 1980s, during which she published multiple books including \"All About Love: New Visions,\" \"Ain’t I a Woman? Black Women and Feminism,\" \"Feminist Theory: From Margin to Center\" and \"All About Love: New Visions.\" Her works had a strong focus on community and examining the connections among racism, sexism and poverty.\u003c/p>\n\u003cp>She later decided on the pen name bell hooks to honor her maternal great-grandmother. In the 1980s and 1990s, hooks went on to teach at universities across the country including Stanford University, Yale University and The City College of New York, before creating the \u003ca href=\"https://www.bellhooksinstitute.com/\" target=\"_blank\" rel=\"noopener noreferrer\">bell hooks Institute\u003c/a> located at Berea College in Kentucky.\u003c/p>\n\u003cp>https://twitter.com/Enter_Ebony/status/1471151210438791168?\u003c/p>\n\u003cp>Many people in the Bay Area shared what hooks's work has meant to them. Responding to the question: \"What did bell hooks's work mean to you?\" one Instagram user shared, “For me, a beginning of understanding intersectionality—the overlapping of racism and misogyny, and how the political crept into personal spaces and relationships, and vice-versa.”[pullquote size=\"medium\" align=\"right\" citation=\"john a. powell, director of UC Berkeley's Othering and Belonging Institute and professor of law at UC Berkeley\"]'She took love and ... made it part of the public discourse.'[/pullquote]\u003c/p>\n\u003cp>San Francisco-based Gallery 16, which published a book with hooks, said, “We couldn’t believe how joyful, warm and brilliant she was. She’s a Northstar.”\u003c/p>\n\u003cp>Others cited specific books as part of their own personal journey. “Her book ‘Communion: The Female Search for Love’ introduced me to what love and womanhood are, it was transformative and served as a guiding light as I grew into an adult,” one person shared.\u003c/p>\n\u003cp>On Friday, KQED Forum’s Mina Kim spoke with \u003ca href=\"https://faculty.spelman.edu/beverlyguysheftall/bio-and-cv/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">Beverly Guy-Sheftall\u003c/a>, professor at Spelman College, and \u003ca href=\"https://belonging.berkeley.edu/john-powell\" target=\"_blank\" rel=\"noopener noreferrer\">john a. powell\u003c/a>, director of UC Berkeley's Othering and Belonging Institute and professor of law at UC Berkeley, about hooks's life and legacy.\u003c/p>\n\u003cp>“She wasn't just talking about liberation for Black people or people of color and women,\" Guy-Sheftall said. \"She also really focused on racial capitalism and the evils of economic hierarchies that position working class, everybody — even across color — at the bottom.\"\u003c/p>\n\u003cp>Guy-Sheftall and hooks knew each other for over 40 years and first met at a National Women's Studies Association conference in 1981. They bumped into each other, recalls Guy-Sheftall, and ended up sharing a dorm room. \"We literally talked all night,\" she said, adding that they have been talking ever since.\u003c/p>\n\u003cp>\"One of the things I loved about bell is she critiqued these systems without confusing them with the people,\" powell shared, adding that hooks talked about love as a way of getting to belonging. And she talked about accountability in the home and in community. In 2015, hooks spoke of life and death at an Othering and Belonging conference at UC Berkeley.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=0sX7fqIU4gQ\u003c/p>\n\u003cp>Both powell and Guy-Sheftall remarked on hooks's ability to always be vulnerable, and comfortable with her own weaknesses. \"She would cry in public,\" powell said. This vulnerability, Guy-Sheftall said, and her willingness to talk about dysfunctionality, therapy and love, allowed people to connect to her, \"like a sister or like an aunt.\"\u003c/p>\n\u003cp>\"She did this very, very comfortably and brought people in. And I think it was also her way of saying, 'I love you,'\" Guy-Sheftall said.\u003c/p>\n\u003cp>In one of her many notable quotes, hooks said in \"Marginality As a Site of Resistance\" (1990): \"Marginality [is] much more than a site of deprivation. In fact I was saying just the opposite: that it is also the site of radical possibility, a space of resistance.\"\u003c/p>\n\u003cp>Providing a close reading of this quote, powell shared how she took concepts like vulnerability and love from the margins. \"She took love and ... made it part of the public discourse,\" he said.\u003c/p>\n\u003cp>During KQED's Forum episode, one caller shared how important and relevant hooks's 1994 book \"\u003ca href=\"https://bookshop.org/books/teaching-to-transgress-education-as-the-practice-of-freedom/9780415908085\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching to Transgress: Education as the Practice of Freedom\u003c/a>\" is today.\u003c/p>\n\u003cp>Guy-Sheftall emphasized how much bell understood the power of teachers. \"In some ways, she was prophetic — because think about the ways in which now professors and people who teach about race and capitalism are being literally thrown under the bus,\" she said.\u003c/p>\n\u003cp>With schools all across the country banning books about slavery, Guy-Sheftall said, hooks really understood that teachers have power not just to transform their classrooms, but also to transform society.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Listen to the full episode of \u003ca href=\"https://www.kqed.org/forum/2010101886994/remembering-prolific-writer-feminist-bell-hooks\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Forum here\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Beverly Guy-Sheftall, professor at Spelman College, and john a. powell, director of UC Berkeley's Othering and Belonging Institute, share what bell hooks's life and legacy has meant to them.","status":"publish","parent":0,"modified":1640018537,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":889},"headData":{"title":"'She Was Prophetic': Bay Area Remembers Groundbreaking Author and Cultural Critic bell hooks | KQED","description":"Beverly Guy-Sheftall, professor at Spelman College, and john a. powell, director of UC Berkeley's Othering and Belonging Institute, share what bell hooks's life and legacy has meant to them.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"'She Was Prophetic': Bay Area Remembers Groundbreaking Author and Cultural Critic bell hooks","datePublished":"2021-12-19T22:09:45.000Z","dateModified":"2021-12-20T16:42:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11899786 https://ww2.kqed.org/news/?p=11899786","disqusUrl":"https://ww2.kqed.org/news/2021/12/19/she-was-prophetic-bay-area-remembers-groundbreaking-author-and-cultural-critic-bell-hooks/","disqusTitle":"'She Was Prophetic': Bay Area Remembers Groundbreaking Author and Cultural Critic bell hooks","excludeFromSiteSearch":"Include","path":"/news/11899786/she-was-prophetic-bay-area-remembers-groundbreaking-author-and-cultural-critic-bell-hooks","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Author, professor and cultural critic bell hooks had deep ties to the Bay Area. She went to Stanford and received her \u003ca href=\"https://www.worldcat.org/title/keeping-a-hold-on-life-reading-toni-morrisons-fiction/oclc/9514473\" target=\"_blank\" rel=\"noopener noreferrer\">Ph.D. from UC Santa Cruz\u003c/a>, but she also taught many through her writing, including over 30 books.\u003c/p>\n\u003cp>hooks, who passed away on Dec. 15 at age 69, has been foundational in shaping Black feminist thought and expanding a feminist worldview beyond white, middle-class identity — from her pointed critiques of the “imperialist white supremacist capitalist patriarchy” to her vulnerability and thoughts on love and healing.\u003c/p>\n\u003cp>In 1952, she was born with the name Gloria Jean Watkins in Hopkinsville, Kentucky. hooks rose to prominence in the 1970s and 1980s, during which she published multiple books including \"All About Love: New Visions,\" \"Ain’t I a Woman? Black Women and Feminism,\" \"Feminist Theory: From Margin to Center\" and \"All About Love: New Visions.\" Her works had a strong focus on community and examining the connections among racism, sexism and poverty.\u003c/p>\n\u003cp>She later decided on the pen name bell hooks to honor her maternal great-grandmother. In the 1980s and 1990s, hooks went on to teach at universities across the country including Stanford University, Yale University and The City College of New York, before creating the \u003ca href=\"https://www.bellhooksinstitute.com/\" target=\"_blank\" rel=\"noopener noreferrer\">bell hooks Institute\u003c/a> located at Berea College in Kentucky.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1471151210438791168"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Many people in the Bay Area shared what hooks's work has meant to them. Responding to the question: \"What did bell hooks's work mean to you?\" one Instagram user shared, “For me, a beginning of understanding intersectionality—the overlapping of racism and misogyny, and how the political crept into personal spaces and relationships, and vice-versa.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'She took love and ... made it part of the public discourse.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"john a. powell, director of UC Berkeley's Othering and Belonging Institute and professor of law at UC Berkeley","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>San Francisco-based Gallery 16, which published a book with hooks, said, “We couldn’t believe how joyful, warm and brilliant she was. She’s a Northstar.”\u003c/p>\n\u003cp>Others cited specific books as part of their own personal journey. “Her book ‘Communion: The Female Search for Love’ introduced me to what love and womanhood are, it was transformative and served as a guiding light as I grew into an adult,” one person shared.\u003c/p>\n\u003cp>On Friday, KQED Forum’s Mina Kim spoke with \u003ca href=\"https://faculty.spelman.edu/beverlyguysheftall/bio-and-cv/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">Beverly Guy-Sheftall\u003c/a>, professor at Spelman College, and \u003ca href=\"https://belonging.berkeley.edu/john-powell\" target=\"_blank\" rel=\"noopener noreferrer\">john a. powell\u003c/a>, director of UC Berkeley's Othering and Belonging Institute and professor of law at UC Berkeley, about hooks's life and legacy.\u003c/p>\n\u003cp>“She wasn't just talking about liberation for Black people or people of color and women,\" Guy-Sheftall said. \"She also really focused on racial capitalism and the evils of economic hierarchies that position working class, everybody — even across color — at the bottom.\"\u003c/p>\n\u003cp>Guy-Sheftall and hooks knew each other for over 40 years and first met at a National Women's Studies Association conference in 1981. They bumped into each other, recalls Guy-Sheftall, and ended up sharing a dorm room. \"We literally talked all night,\" she said, adding that they have been talking ever since.\u003c/p>\n\u003cp>\"One of the things I loved about bell is she critiqued these systems without confusing them with the people,\" powell shared, adding that hooks talked about love as a way of getting to belonging. And she talked about accountability in the home and in community. In 2015, hooks spoke of life and death at an Othering and Belonging conference at UC Berkeley.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/0sX7fqIU4gQ'\n title='//www.youtube.com/embed/0sX7fqIU4gQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Both powell and Guy-Sheftall remarked on hooks's ability to always be vulnerable, and comfortable with her own weaknesses. \"She would cry in public,\" powell said. This vulnerability, Guy-Sheftall said, and her willingness to talk about dysfunctionality, therapy and love, allowed people to connect to her, \"like a sister or like an aunt.\"\u003c/p>\n\u003cp>\"She did this very, very comfortably and brought people in. And I think it was also her way of saying, 'I love you,'\" Guy-Sheftall said.\u003c/p>\n\u003cp>In one of her many notable quotes, hooks said in \"Marginality As a Site of Resistance\" (1990): \"Marginality [is] much more than a site of deprivation. In fact I was saying just the opposite: that it is also the site of radical possibility, a space of resistance.\"\u003c/p>\n\u003cp>Providing a close reading of this quote, powell shared how she took concepts like vulnerability and love from the margins. \"She took love and ... made it part of the public discourse,\" he said.\u003c/p>\n\u003cp>During KQED's Forum episode, one caller shared how important and relevant hooks's 1994 book \"\u003ca href=\"https://bookshop.org/books/teaching-to-transgress-education-as-the-practice-of-freedom/9780415908085\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching to Transgress: Education as the Practice of Freedom\u003c/a>\" is today.\u003c/p>\n\u003cp>Guy-Sheftall emphasized how much bell understood the power of teachers. \"In some ways, she was prophetic — because think about the ways in which now professors and people who teach about race and capitalism are being literally thrown under the bus,\" she said.\u003c/p>\n\u003cp>With schools all across the country banning books about slavery, Guy-Sheftall said, hooks really understood that teachers have power not just to transform their classrooms, but also to transform society.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to the full episode of \u003ca href=\"https://www.kqed.org/forum/2010101886994/remembering-prolific-writer-feminist-bell-hooks\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Forum here\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11899786/she-was-prophetic-bay-area-remembers-groundbreaking-author-and-cultural-critic-bell-hooks","authors":["11626","243"],"categories":["news_223","news_18540","news_8"],"tags":["news_30407","news_30409","news_29323","news_30408","news_4398"],"featImg":"news_11899789","label":"news"},"news_11791913":{"type":"posts","id":"news_11791913","meta":{"index":"posts_1591205157","site":"news","id":"11791913","score":null,"sort":[1576690781000]},"guestAuthors":[],"slug":"how-to-keep-male-teachers-of-color-in-the-classroom","title":"'I Feel That I’m Needed': An Effort to Keep Male Teachers of Color in the Classroom","publishDate":1576690781,"format":"audio","headTitle":"The California Dream | The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>Fabian Flores wants to be a third grade teacher because of \u003ca href=\"https://releases.jhu.edu/2018/11/12/black-students-who-have-one-black-teacher-more-likely-to-go-to-college/\">a study\u003c/a> he read.\u003c/p>\n\u003cp>The research, out of Johns Hopkins University, found that for some students of color, having a single teacher who looked like them by third grade could change the trajectory of their lives, making them more likely to finish high school and go to college.\u003c/p>\n\u003cp>[pullquote align='right' citation='Marco Godinez, Compton Unified teacher']'We're here for the kids. But it's like the whole community needs the help.'[/pullquote]Flores knows \u003ca href=\"https://dq.cde.ca.gov/dataquest/Staff/StaffByEth.aspx?cLevel=State&cYear=2018-19&cChoice=StateNum&cType=T&cGender=B&Submit=1\">California’s teachers\u003c/a> don’t reflect the diversity of the \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/EnrEthYears.aspx?cds=00&agglevel=state&year=2018-19\">state’s students\u003c/a>. Male teachers of color are especially rare, making up less than 10% of the workforce. So as uncomfortable as it can feel to be one of the only men in his education classes at CSU Dominguez Hills, he knows he’s needed.\u003c/p>\n\u003cp>Flores said he wants to teach in the community where he grew up in South Central Los Angeles. But he worries about what awaits him after he finishes his teacher-training program.\u003c/p>\n\u003cp>“What scares me is getting a job at an elementary school where I don’t have a mentor who shows me the ropes, where administration and teachers are not on the same page,” he says. “What scares me is not having the resources other schools in richer communities have.”\u003c/p>\n\u003cp>He has reason to worry. Flores’s mentor teacher, Los Angeles Unified’s Darryl McKellar, has seen a lot of new teachers come and go in his two decades on the job. “Especially young black, young brown teachers don’t choose to stay because they don’t feel supported,” McKellar says.\u003c/p>\n\u003cp>That’s why any effort to increase teacher diversity has to focus as much on what happens after teachers reach the classroom as before, says \u003ca href=\"https://gse.berkeley.edu/travis-j-bristol\">Travis Bristol\u003c/a>, a professor at UC Berkeley’s Graduate School of Education.\u003c/p>\n\u003cp>[audio src=\"https://www.kqed.org/.stream/anon/radio/RDnews/2020/01/TravisBristoltwowayLONGforweb.mp3\" Image=\"https://ww2.kqed.org/app/uploads/sites/10/2020/01/BristolInStudio-1.jpg\" Title=\"Travis Bristol on Teacher Diversity\" program=\"The California Report\"]\u003c/p>\n\u003cp>\u003cstrong>Taking on Turnover\u003c/strong>\u003c/p>\n\u003cp>California’s Superintendent of Public Instruction Tony Thurmond has made diversifying the teacher workforce a key part of his strategy to close the achievement gap for students of color. As he begins that undertaking, experts like Bristol are advocating for investments that address turnover.\u003c/p>\n\u003cp>“Policymakers say, ‘Let's just create a fancy recruitment initiative, bring them all in,’ ” Bristol says. “But if the house is burning, who's going to stay?”\u003c/p>\n\u003cp>Poor working conditions are the thing most likely to drive any teacher from the profession, and according to one recent study by the Learning Policy Institute, teachers of color are \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Diversifying_Teaching_Profession_REPORT_0.pdf\">concentrated\u003c/a> in schools with the most challenging conditions. That’s in part by choice, Bristol says, but also a result of discriminatory hiring practices at schools in more affluent communities.\u003c/p>\n\u003cfigure id=\"attachment_11791922\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy.jpg\">\u003cimg class=\"size-full wp-image-11791922\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-1832x1374.jpg 1832w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-536x402.jpg 536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">UC Berkeley assistant professor Travis Bristol (left) working with Dominguez High School Principal Blain Watson during a meeting of the Compton Male Teachers of Color Network. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That’s a big part of the reason teachers of color leave at higher rates than white peers. The study \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Minority_Teacher_Recruitment_REPORT.pdf\">found\u003c/a> that half of public school teachers of color cited job dissatisfaction as a reason for leaving the profession. Turnover rates for black and brown men were 50% higher than rates for women of color.\u003c/p>\n\u003cp>Longtime Compton Unified teacher Marco Godinez has some thoughts on why. “The only time I ever seem to get a phone call is, ‘Hey, we've got these kids misbehaving in this class, can you come over and help them calm down?’ ” he says. “We're not respected at the same level as other teachers, we’re just seen as discipline experts.”\u003c/p>\n\u003cp>A few school districts around the country are experimenting with efforts to address high turnover among men of color by creating support networks specifically for them — places to learn from their peers, share expertise and build community.\u003c/p>\n\u003cp>[aside postID=news_11791679 hero='https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-5-copy-1020x765.jpg']\u003c/p>\n\u003cp>Bristol helped conceive \u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/0031721715610089\">some of\u003c/a> those \u003ca href=\"https://nycmenteach.org/\">programs\u003c/a> after \u003ca href=\"https://www.npr.org/sections/ed/2015/10/20/446858885/keeping-black-men-in-front-of-the-class\">studying the experiences\u003c/a> of male teachers of color.\u003c/p>\n\u003cp>“There was nothing in their professional development that helped them understand and make sense of these unique challenges that they believed were a result of their race and gender,” he says.\u003c/p>\n\u003cp>Now, at Godinez’s school in Compton, Bristol is experimenting with something a little different. Here, school leadership is working directly alongside those teachers.\u003c/p>\n\u003cp>“It's not enough to just focus on the men of color. You have to focus on the organization that they're in,” Bristol says. “If you're going to support teachers, you have to recreate and reimagine the condition of the school they're in, and the person who leads that is the principal.”\u003c/p>\n\u003cp>Among teachers of color who cited job dissatisfaction as a reason for leaving the profession, over 80% named frustration with administrators as the source of their discontent, according to the LPI study.\u003c/p>\n\u003cp>\u003cstrong>‘Like an AA Class for Teachers’\u003c/strong>\u003c/p>\n\u003cp>On a Saturday at Dominguez High School in Compton, a dozen teachers are gathered in the library, along with the principal, assistant principal and district superintendent.\u003c/p>\n\u003cp>“Good morning, good morning!” Principal Blain Watson greets them. “Welcome back to our Compton Male Teachers of Color Network meeting.”\u003c/p>\n\u003cp>The teachers recently paired up and visited each other's classrooms and begin to discuss some of the strategies they discovered.\u003c/p>\n\u003cp>“What I noticed in Mr. Ojini’s class — he was saying don’t worry about the mistakes, it’s OK to make mistakes,” Dominguez High School math teacher Chung Mo Kim tells the group. He explains his own tendency to criticize repeated mistakes. “I think I kind of put the kids a little more on the defensive. I need to empathize with the students more.”\u003c/p>\n\u003cp>Other teachers mention tech tools they discovered or new educational materials. They consider the value of class time spent getting to know students personally, and how shaking each student’s hand at the door can build rapport.\u003c/p>\n\u003cfigure id=\"attachment_11791921\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2.jpg\">\u003cimg class=\"size-full wp-image-11791921\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-1832x1374.jpg 1832w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-536x402.jpg 536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">During a meeting of the Compton Male Teachers of Color Network, Dominguez High School teachers Chung Mo Kim and Chikodi Ojini share a laugh while talking about what they learned from visiting one another’s classrooms. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eric Wells, a history teacher also from Dominguez High, says that learning from fellow teachers in a nonjudgmental space gives him inspiration and makes him feel less isolated. “A lot of times in a classroom you can feel like I'm the only one dealing with this,” he says. “So to hear other people have gone through it, it's almost like an AA class for teachers.”\u003c/p>\n\u003cp>These meetings are as much a source of camaraderie and nourishment as a place to develop and share expertise. So on this Saturday, the group turns to talking about a campus lockdown that happened a day earlier when a student made a violent threat. Bristol asks the teachers how they’re feeling about it.\u003c/p>\n\u003cp>“Our kids don't know how to react to that trauma because they're kids,” Godinez says. “It's like we have to model that.”\u003c/p>\n\u003cp>But what really frustrates him is how parents can thwart those efforts. “Sometimes you call a parent because the child's been in a fight, and the parent’s coming down here to get into a fight with someone, you know, and escalate it.”\u003c/p>\n\u003cp>“We're here for the kids,” Godinez adds. “But it's like the whole community needs the help.”\u003c/p>\n\u003cp>\u003cstrong>‘He Needs Help Just Like We Do’\u003c/strong>\u003c/p>\n\u003cp>As the teachers talk, Principal Watson listens intently. “I've literally woken up in the middle of the night thinking about kids here at school, like are they OK?,” he says. “We’re talking about self care — I don't know how to care for myself when I'm waking up thinking about someone else's children, right? I don’t know how to deal with that.”\u003c/p>\n\u003cp>This is a place where even the principal doesn’t have to have things figured out. Dominguez High special education teacher Damon Stokes says seeing Watson show such vulnerability helps humanizes him. “I was like, ‘wow.’ I thought he had it all together. He needs help just like we do,” he says.\u003c/p>\n\u003cp>The experience, Stokes says, has changed how he relates to Watson. “Before I just thought he was this hard principal,” he says, noting that he used to take it personally when Watson seemed upset. “Now, when I look in his face I can see he’s in distress, or something’s bothering him.”\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"education\"]The intimacy of this space isn’t the only thing that’s changed the relationship between school leaders and staff. This is a place where Watson formally seeks teachers’ advice to inform his decisions.\u003c/p>\n\u003cp>Each month, Watson presents an issue he’s dealing with. “The core problem here is that the admin team is overwhelmed,” he tells the group.\u003c/p>\n\u003cp>He explains how he’s struggling with a group of veteran teachers he feels aren’t doing enough to enforce discipline in their classrooms.\u003c/p>\n\u003cp>“Teachers are kicking kids out of class without proper intervention and students just show up in the main office, students are wandering the halls,” he says.\u003c/p>\n\u003cp>The teachers take turns asking questions, making suggestions and offering feedback.\u003c/p>\n\u003cp>Godinez, who has been at Dominguez High for 19 years, has some thoughts on why these teachers may be uncooperative. “I can't even count how many principals we’ve gone through,” he says. “We’ve had a revolving door.”\u003cbr>\n[ad fullwidth]\u003cbr>\nHe says every time a new leader comes in, it feels like history gets erased; teachers’ past experiences don’t matter and the sole focus is on what comes next.\u003c/p>\n\u003cp>“A lot of those veteran teachers at that point feel disenfranchised, like ‘You don't want to hear about the stuff that we've had to endure. But you want me to buy into your vision?’ ” he says. “They're like, ‘We'll just wait for him to go, and we'll get another one. Maybe that guy will listen to us.’ ”\u003c/p>\n\u003cp>\u003cstrong>Teachers Leading\u003c/strong>\u003c/p>\n\u003cp>Godinez says that these meetings have changed the power dynamic on campus. Watson has given teachers more space to shape decisions.\u003c/p>\n\u003cp>In turn, Godinez and other teachers have stepped into leadership roles.\u003c/p>\n\u003cp>The program provides teachers and administrators with a $2,000 stipend for the hours they dedicate to the work. In its second year, it has expanded beyond Dominguez High to include a few teachers from other district schools. Watson hopes to expand it districtwide.\u003c/p>\n\u003cp>Godinez supports the idea. “For me, this is the first time that I've felt like we're getting down to the actual issues that are plaguing this school and we're finally getting down to real solutions.”\u003c/p>\n\u003cp>Those conversations are particularly meaningful for newbie teachers like Angel Gonzalez, the ones most at risk of leaving.\u003c/p>\n\u003cp>“As a man, I feel that I'm welcome,” he says. “I feel that I'm needed.”\u003c/p>\n\u003cp>\u003cem>The California Dream series is a statewide media collaboration of CalMatters, KPBS, KPCC, KQED and Capital Public Radio, with support from the Corporation for Public Broadcasting, the James Irvine Foundation and the College Futures Foundation.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-11768052\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/CADreamBanner-1-800x219.jpg\" alt=\"\" width=\"800\" height=\"219\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/CADreamBanner-1-800x219.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/CADreamBanner-1-800x219-160x44.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"The turnover rate for male teachers of color in California is especially high. These initiatives aim to change that.","status":"publish","parent":0,"modified":1578606272,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":52,"wordCount":2022},"headData":{"title":"'I Feel That I’m Needed': An Effort to Keep Male Teachers of Color in the Classroom | KQED","description":"The turnover rate for male teachers of color in California is especially high. These initiatives aim to change that.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"'I Feel That I’m Needed': An Effort to Keep Male Teachers of Color in the Classroom","datePublished":"2019-12-18T17:39:41.000Z","dateModified":"2020-01-09T21:44:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11791913 https://ww2.kqed.org/news/?p=11791913","disqusUrl":"https://ww2.kqed.org/news/2019/12/18/how-to-keep-male-teachers-of-color-in-the-classroom/","disqusTitle":"'I Feel That I’m Needed': An Effort to Keep Male Teachers of Color in the Classroom","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/2020/01/RancanoTeacherDiversityFeat2way.mp3","audioTrackLength":430,"path":"/news/11791913/how-to-keep-male-teachers-of-color-in-the-classroom","audioDuration":430000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Fabian Flores wants to be a third grade teacher because of \u003ca href=\"https://releases.jhu.edu/2018/11/12/black-students-who-have-one-black-teacher-more-likely-to-go-to-college/\">a study\u003c/a> he read.\u003c/p>\n\u003cp>The research, out of Johns Hopkins University, found that for some students of color, having a single teacher who looked like them by third grade could change the trajectory of their lives, making them more likely to finish high school and go to college.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'We're here for the kids. But it's like the whole community needs the help.'","name":"pullquote","attributes":{"named":{"align":"right","citation":"Marco Godinez, Compton Unified teacher","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Flores knows \u003ca href=\"https://dq.cde.ca.gov/dataquest/Staff/StaffByEth.aspx?cLevel=State&cYear=2018-19&cChoice=StateNum&cType=T&cGender=B&Submit=1\">California’s teachers\u003c/a> don’t reflect the diversity of the \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/EnrEthYears.aspx?cds=00&agglevel=state&year=2018-19\">state’s students\u003c/a>. Male teachers of color are especially rare, making up less than 10% of the workforce. So as uncomfortable as it can feel to be one of the only men in his education classes at CSU Dominguez Hills, he knows he’s needed.\u003c/p>\n\u003cp>Flores said he wants to teach in the community where he grew up in South Central Los Angeles. But he worries about what awaits him after he finishes his teacher-training program.\u003c/p>\n\u003cp>“What scares me is getting a job at an elementary school where I don’t have a mentor who shows me the ropes, where administration and teachers are not on the same page,” he says. “What scares me is not having the resources other schools in richer communities have.”\u003c/p>\n\u003cp>He has reason to worry. Flores’s mentor teacher, Los Angeles Unified’s Darryl McKellar, has seen a lot of new teachers come and go in his two decades on the job. “Especially young black, young brown teachers don’t choose to stay because they don’t feel supported,” McKellar says.\u003c/p>\n\u003cp>That’s why any effort to increase teacher diversity has to focus as much on what happens after teachers reach the classroom as before, says \u003ca href=\"https://gse.berkeley.edu/travis-j-bristol\">Travis Bristol\u003c/a>, a professor at UC Berkeley’s Graduate School of Education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"audio","attributes":{"named":{"src":"https://www.kqed.org/.stream/anon/radio/RDnews/2020/01/TravisBristoltwowayLONGforweb.mp3","image":"https://ww2.kqed.org/app/uploads/sites/10/2020/01/BristolInStudio-1.jpg","title":"Travis Bristol on Teacher Diversity","program":"The California Report","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Taking on Turnover\u003c/strong>\u003c/p>\n\u003cp>California’s Superintendent of Public Instruction Tony Thurmond has made diversifying the teacher workforce a key part of his strategy to close the achievement gap for students of color. As he begins that undertaking, experts like Bristol are advocating for investments that address turnover.\u003c/p>\n\u003cp>“Policymakers say, ‘Let's just create a fancy recruitment initiative, bring them all in,’ ” Bristol says. “But if the house is burning, who's going to stay?”\u003c/p>\n\u003cp>Poor working conditions are the thing most likely to drive any teacher from the profession, and according to one recent study by the Learning Policy Institute, teachers of color are \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Diversifying_Teaching_Profession_REPORT_0.pdf\">concentrated\u003c/a> in schools with the most challenging conditions. That’s in part by choice, Bristol says, but also a result of discriminatory hiring practices at schools in more affluent communities.\u003c/p>\n\u003cfigure id=\"attachment_11791922\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy.jpg\">\u003cimg class=\"size-full wp-image-11791922\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-1832x1374.jpg 1832w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-1-copy-536x402.jpg 536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">UC Berkeley assistant professor Travis Bristol (left) working with Dominguez High School Principal Blain Watson during a meeting of the Compton Male Teachers of Color Network. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That’s a big part of the reason teachers of color leave at higher rates than white peers. The study \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Minority_Teacher_Recruitment_REPORT.pdf\">found\u003c/a> that half of public school teachers of color cited job dissatisfaction as a reason for leaving the profession. Turnover rates for black and brown men were 50% higher than rates for women of color.\u003c/p>\n\u003cp>Longtime Compton Unified teacher Marco Godinez has some thoughts on why. “The only time I ever seem to get a phone call is, ‘Hey, we've got these kids misbehaving in this class, can you come over and help them calm down?’ ” he says. “We're not respected at the same level as other teachers, we’re just seen as discipline experts.”\u003c/p>\n\u003cp>A few school districts around the country are experimenting with efforts to address high turnover among men of color by creating support networks specifically for them — places to learn from their peers, share expertise and build community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11791679","hero":"https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-5-copy-1020x765.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Bristol helped conceive \u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/0031721715610089\">some of\u003c/a> those \u003ca href=\"https://nycmenteach.org/\">programs\u003c/a> after \u003ca href=\"https://www.npr.org/sections/ed/2015/10/20/446858885/keeping-black-men-in-front-of-the-class\">studying the experiences\u003c/a> of male teachers of color.\u003c/p>\n\u003cp>“There was nothing in their professional development that helped them understand and make sense of these unique challenges that they believed were a result of their race and gender,” he says.\u003c/p>\n\u003cp>Now, at Godinez’s school in Compton, Bristol is experimenting with something a little different. Here, school leadership is working directly alongside those teachers.\u003c/p>\n\u003cp>“It's not enough to just focus on the men of color. You have to focus on the organization that they're in,” Bristol says. “If you're going to support teachers, you have to recreate and reimagine the condition of the school they're in, and the person who leads that is the principal.”\u003c/p>\n\u003cp>Among teachers of color who cited job dissatisfaction as a reason for leaving the profession, over 80% named frustration with administrators as the source of their discontent, according to the LPI study.\u003c/p>\n\u003cp>\u003cstrong>‘Like an AA Class for Teachers’\u003c/strong>\u003c/p>\n\u003cp>On a Saturday at Dominguez High School in Compton, a dozen teachers are gathered in the library, along with the principal, assistant principal and district superintendent.\u003c/p>\n\u003cp>“Good morning, good morning!” Principal Blain Watson greets them. “Welcome back to our Compton Male Teachers of Color Network meeting.”\u003c/p>\n\u003cp>The teachers recently paired up and visited each other's classrooms and begin to discuss some of the strategies they discovered.\u003c/p>\n\u003cp>“What I noticed in Mr. Ojini’s class — he was saying don’t worry about the mistakes, it’s OK to make mistakes,” Dominguez High School math teacher Chung Mo Kim tells the group. He explains his own tendency to criticize repeated mistakes. “I think I kind of put the kids a little more on the defensive. I need to empathize with the students more.”\u003c/p>\n\u003cp>Other teachers mention tech tools they discovered or new educational materials. They consider the value of class time spent getting to know students personally, and how shaking each student’s hand at the door can build rapport.\u003c/p>\n\u003cfigure id=\"attachment_11791921\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2.jpg\">\u003cimg class=\"size-full wp-image-11791921\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-1832x1374.jpg 1832w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/12/Teacher-diversity-2-536x402.jpg 536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">During a meeting of the Compton Male Teachers of Color Network, Dominguez High School teachers Chung Mo Kim and Chikodi Ojini share a laugh while talking about what they learned from visiting one another’s classrooms. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eric Wells, a history teacher also from Dominguez High, says that learning from fellow teachers in a nonjudgmental space gives him inspiration and makes him feel less isolated. “A lot of times in a classroom you can feel like I'm the only one dealing with this,” he says. “So to hear other people have gone through it, it's almost like an AA class for teachers.”\u003c/p>\n\u003cp>These meetings are as much a source of camaraderie and nourishment as a place to develop and share expertise. So on this Saturday, the group turns to talking about a campus lockdown that happened a day earlier when a student made a violent threat. Bristol asks the teachers how they’re feeling about it.\u003c/p>\n\u003cp>“Our kids don't know how to react to that trauma because they're kids,” Godinez says. “It's like we have to model that.”\u003c/p>\n\u003cp>But what really frustrates him is how parents can thwart those efforts. “Sometimes you call a parent because the child's been in a fight, and the parent’s coming down here to get into a fight with someone, you know, and escalate it.”\u003c/p>\n\u003cp>“We're here for the kids,” Godinez adds. “But it's like the whole community needs the help.”\u003c/p>\n\u003cp>\u003cstrong>‘He Needs Help Just Like We Do’\u003c/strong>\u003c/p>\n\u003cp>As the teachers talk, Principal Watson listens intently. “I've literally woken up in the middle of the night thinking about kids here at school, like are they OK?,” he says. “We’re talking about self care — I don't know how to care for myself when I'm waking up thinking about someone else's children, right? I don’t know how to deal with that.”\u003c/p>\n\u003cp>This is a place where even the principal doesn’t have to have things figured out. Dominguez High special education teacher Damon Stokes says seeing Watson show such vulnerability helps humanizes him. “I was like, ‘wow.’ I thought he had it all together. He needs help just like we do,” he says.\u003c/p>\n\u003cp>The experience, Stokes says, has changed how he relates to Watson. “Before I just thought he was this hard principal,” he says, noting that he used to take it personally when Watson seemed upset. “Now, when I look in his face I can see he’s in distress, or something’s bothering him.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"related coverage ","tag":"education"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The intimacy of this space isn’t the only thing that’s changed the relationship between school leaders and staff. This is a place where Watson formally seeks teachers’ advice to inform his decisions.\u003c/p>\n\u003cp>Each month, Watson presents an issue he’s dealing with. “The core problem here is that the admin team is overwhelmed,” he tells the group.\u003c/p>\n\u003cp>He explains how he’s struggling with a group of veteran teachers he feels aren’t doing enough to enforce discipline in their classrooms.\u003c/p>\n\u003cp>“Teachers are kicking kids out of class without proper intervention and students just show up in the main office, students are wandering the halls,” he says.\u003c/p>\n\u003cp>The teachers take turns asking questions, making suggestions and offering feedback.\u003c/p>\n\u003cp>Godinez, who has been at Dominguez High for 19 years, has some thoughts on why these teachers may be uncooperative. “I can't even count how many principals we’ve gone through,” he says. “We’ve had a revolving door.”\u003cbr>\n\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\nHe says every time a new leader comes in, it feels like history gets erased; teachers’ past experiences don’t matter and the sole focus is on what comes next.\u003c/p>\n\u003cp>“A lot of those veteran teachers at that point feel disenfranchised, like ‘You don't want to hear about the stuff that we've had to endure. But you want me to buy into your vision?’ ” he says. “They're like, ‘We'll just wait for him to go, and we'll get another one. Maybe that guy will listen to us.’ ”\u003c/p>\n\u003cp>\u003cstrong>Teachers Leading\u003c/strong>\u003c/p>\n\u003cp>Godinez says that these meetings have changed the power dynamic on campus. Watson has given teachers more space to shape decisions.\u003c/p>\n\u003cp>In turn, Godinez and other teachers have stepped into leadership roles.\u003c/p>\n\u003cp>The program provides teachers and administrators with a $2,000 stipend for the hours they dedicate to the work. In its second year, it has expanded beyond Dominguez High to include a few teachers from other district schools. Watson hopes to expand it districtwide.\u003c/p>\n\u003cp>Godinez supports the idea. “For me, this is the first time that I've felt like we're getting down to the actual issues that are plaguing this school and we're finally getting down to real solutions.”\u003c/p>\n\u003cp>Those conversations are particularly meaningful for newbie teachers like Angel Gonzalez, the ones most at risk of leaving.\u003c/p>\n\u003cp>“As a man, I feel that I'm welcome,” he says. “I feel that I'm needed.”\u003c/p>\n\u003cp>\u003cem>The California Dream series is a statewide media collaboration of CalMatters, KPBS, KPCC, KQED and Capital Public Radio, with support from the Corporation for Public Broadcasting, the James Irvine Foundation and the College Futures Foundation.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-11768052\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/CADreamBanner-1-800x219.jpg\" alt=\"\" width=\"800\" height=\"219\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/CADreamBanner-1-800x219.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/CADreamBanner-1-800x219-160x44.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11791913/how-to-keep-male-teachers-of-color-in-the-classroom","authors":["11276"],"programs":["news_72"],"series":["news_21879"],"categories":["news_18540","news_8"],"tags":["news_25612","news_26060","news_4398"],"featImg":"news_11791924","label":"news_72"},"news_11774637":{"type":"posts","id":"news_11774637","meta":{"index":"posts_1591205157","site":"news","id":"11774637","score":null,"sort":[1569027231000]},"guestAuthors":[],"slug":"letter-to-my-california-dreamer-chasing-a-second-chance-at-the-california-dream","title":"Letter to My California Dreamer: Chasing a Second Chance at the California Dream","publishDate":1569027231,"format":"audio","headTitle":"Letter to My CA Dreamer | The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>For our series “\u003ca href=\"https://www.kqed.org/news/tag/letters-to-my-california-dreamer\">Letter to My California Dreamer\u003c/a>,” we’re asking Californians from all walks of life to \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScVZ3sM0H_4keRP1D28mX4gSSd3IAYjzRgpMZ5xyQhF-5mxvA/viewform\">write a short letter\u003c/a> to one of the first people in their family who came to the Golden State. The letter should explain:\u003c/p>\n\u003cp>\u003cstrong>What was their California Dream?\u003cbr>\nWhat happened to it?\u003cbr>\nIs that California Dream still alive for you?\u003c/strong>\u003c/p>\n\u003cp>Here's a letter from listener Andrew Birling to himself:\u003c/p>\n\u003cp style=\"font-family: courier\">Dear Andrew,\u003c/p>\n\u003cp style=\"font-family: courier\">You’re a little over a year into your second California dream, and other than occasional commuter frustration, it’s been amazing. In 2005, the first time you moved here, it was for the man you had been seeing. You were captivated by the relaxed California vibe, the chance to leave those Midwestern winters behind, and the promise of a relationship and everything it brings. It was the chance at a new start.\u003c/p>\n\u003cfigure id=\"attachment_11774721\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11774721\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-800x599.jpg\" alt=\"\" width=\"800\" height=\"599\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-800x599.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-1020x763.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-1200x898.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-1832x1374.jpg 1832w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-536x402.jpg 536w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Andrew and his mom at Gamble Garden in Palo Alto, 2008. \u003ccite>(Courtesy of Andrew Birling)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp style=\"font-family: courier\">But after that relationship went south in 2010, you went back to Minnesota. You made a yearly pilgrimage to California after moving away, but that only increased your desire to return permanently. A graduate program left your mind unsatisfied, and your pockets empty.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"font-family: courier\">Along the way you lost both parents. And you realized that though you were born and raised in the Midwest, it still didn’t feel like home. Four months after your mom died, on a long weekend in San Francisco, the clearest idea of what you should do next came to you: leave your career, leave Minnesota, and pursue a new life as a teacher.\u003c/p>\n\u003cp style=\"font-family: courier\">Your Minnesota friends vacillated between supporting your dream and wanting you to stay. Friends in education talked with you about the pros and cons of teaching: long hours, and little pay. But you knew in your heart that working with kids was what you wanted most — their energy, their honesty, and the joy that they bring to everything they do.\u003c/p>\n\u003cfigure id=\"attachment_11774718\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11774718\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1.jpg\" alt=\"\" width=\"1920\" height=\"1437\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1-800x599.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1-1020x763.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1-1200x898.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1-536x402.jpg 536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Andrew in Monterey, 2010. \u003ccite>(Courtesy of Andrew Birling)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp style=\"font-family: courier\">After a super long process of considering whether you wanted to overhaul your life or not, you finally took the plunge. In August of 2018, you drove your car cross-country, and began working as an associate teacher while pursuing a teaching credential.\u003c/p>\n\u003cp style=\"font-family: courier\">When school started and you met your class of third-graders, you knew you finally found what you were looking for: a new passion, and a new sense of purpose. Now, a year later, you can’t believe it took you so long!\u003c/p>\n\u003cfigure id=\"attachment_11775211\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11775211\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/09/RS39238_IMG_7429-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39238_IMG_7429-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39238_IMG_7429-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39238_IMG_7429-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39238_IMG_7429-qut-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39238_IMG_7429-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Andrew with his 3rd grade students during his first year of teaching. \u003ccite>(Courtesy of Andrew Birling)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp style=\"font-family: courier\">Today, you’re working with a Kindergarten class and it’s even more amazing. Their curiosity and trust in you have your brain working in a way it’s never worked before. Your students are fascinating, your classes are interesting, and the amount of time and energy you spend on both is draining and satisfying.\u003c/p>\n\u003cp style=\"font-family: courier\">And as you drive to the school every day, your eyes beam when you see the skyline of Oakland, the bay beyond it, and San Francisco beyond that. The first time you moved here, it was for someone else. This time, it’s for you — and you can’t believe you’re getting a second chance to live your California dream.\u003c/p>\n\u003cp style=\"font-family: courier\">Keep dreaming,\u003c/p>\n\u003cp style=\"font-family: courier\">Andrew\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>We’d love to see your letter to your family’s California Dreamer. Maybe it was a parent, a great-great grandparent or maybe even you were the first in your family to come to California with a dream. \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScVZ3sM0H_4keRP1D28mX4gSSd3IAYjzRgpMZ5xyQhF-5mxvA/viewform\">Fill out the form here\u003c/a> and share your story with us!\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Andrew Birling says the first time he came to here, it was for the promise of love. Though his relationship fell apart, his California dream didn’t. Nearly 13 years later, he returned in pursuit of a new dream.","status":"publish","parent":0,"modified":1569027231,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":624},"headData":{"title":"Letter to My California Dreamer: Chasing a Second Chance at the California Dream | KQED","description":"Andrew Birling says the first time he came to here, it was for the promise of love. Though his relationship fell apart, his California dream didn’t. Nearly 13 years later, he returned in pursuit of a new dream.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Letter to My California Dreamer: Chasing a Second Chance at the California Dream","datePublished":"2019-09-21T00:53:51.000Z","dateModified":"2019-09-21T00:53:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11774637 https://ww2.kqed.org/news/?p=11774637","disqusUrl":"https://ww2.kqed.org/news/2019/09/20/letter-to-my-california-dreamer-chasing-a-second-chance-at-the-california-dream/","disqusTitle":"Letter to My California Dreamer: Chasing a Second Chance at the California Dream","audioUrl":"https://www.kqed.org/.stream/anon/radio/tcrmag/2019/09/LetterToMyCADreamer.mp3","nprByline":"Andrew Birling","audioTrackLength":265,"path":"/news/11774637/letter-to-my-california-dreamer-chasing-a-second-chance-at-the-california-dream","audioDuration":265000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For our series “\u003ca href=\"https://www.kqed.org/news/tag/letters-to-my-california-dreamer\">Letter to My California Dreamer\u003c/a>,” we’re asking Californians from all walks of life to \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScVZ3sM0H_4keRP1D28mX4gSSd3IAYjzRgpMZ5xyQhF-5mxvA/viewform\">write a short letter\u003c/a> to one of the first people in their family who came to the Golden State. The letter should explain:\u003c/p>\n\u003cp>\u003cstrong>What was their California Dream?\u003cbr>\nWhat happened to it?\u003cbr>\nIs that California Dream still alive for you?\u003c/strong>\u003c/p>\n\u003cp>Here's a letter from listener Andrew Birling to himself:\u003c/p>\n\u003cp style=\"font-family: courier\">Dear Andrew,\u003c/p>\n\u003cp style=\"font-family: courier\">You’re a little over a year into your second California dream, and other than occasional commuter frustration, it’s been amazing. In 2005, the first time you moved here, it was for the man you had been seeing. You were captivated by the relaxed California vibe, the chance to leave those Midwestern winters behind, and the promise of a relationship and everything it brings. It was the chance at a new start.\u003c/p>\n\u003cfigure id=\"attachment_11774721\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11774721\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-800x599.jpg\" alt=\"\" width=\"800\" height=\"599\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-800x599.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-1020x763.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-1200x898.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-1832x1374.jpg 1832w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39154_Andrew-and-Mom-at-Gamble-Garden-Palo-Alto-4-2008-qut-536x402.jpg 536w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Andrew and his mom at Gamble Garden in Palo Alto, 2008. \u003ccite>(Courtesy of Andrew Birling)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp style=\"font-family: courier\">But after that relationship went south in 2010, you went back to Minnesota. You made a yearly pilgrimage to California after moving away, but that only increased your desire to return permanently. A graduate program left your mind unsatisfied, and your pockets empty.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"font-family: courier\">Along the way you lost both parents. And you realized that though you were born and raised in the Midwest, it still didn’t feel like home. Four months after your mom died, on a long weekend in San Francisco, the clearest idea of what you should do next came to you: leave your career, leave Minnesota, and pursue a new life as a teacher.\u003c/p>\n\u003cp style=\"font-family: courier\">Your Minnesota friends vacillated between supporting your dream and wanting you to stay. Friends in education talked with you about the pros and cons of teaching: long hours, and little pay. But you knew in your heart that working with kids was what you wanted most — their energy, their honesty, and the joy that they bring to everything they do.\u003c/p>\n\u003cfigure id=\"attachment_11774718\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11774718\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1.jpg\" alt=\"\" width=\"1920\" height=\"1437\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1-800x599.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1-1020x763.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1-1200x898.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39161_Monterey-3-6-2010-qut-1-536x402.jpg 536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Andrew in Monterey, 2010. \u003ccite>(Courtesy of Andrew Birling)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp style=\"font-family: courier\">After a super long process of considering whether you wanted to overhaul your life or not, you finally took the plunge. In August of 2018, you drove your car cross-country, and began working as an associate teacher while pursuing a teaching credential.\u003c/p>\n\u003cp style=\"font-family: courier\">When school started and you met your class of third-graders, you knew you finally found what you were looking for: a new passion, and a new sense of purpose. Now, a year later, you can’t believe it took you so long!\u003c/p>\n\u003cfigure id=\"attachment_11775211\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11775211\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/09/RS39238_IMG_7429-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39238_IMG_7429-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39238_IMG_7429-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39238_IMG_7429-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39238_IMG_7429-qut-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/09/RS39238_IMG_7429-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Andrew with his 3rd grade students during his first year of teaching. \u003ccite>(Courtesy of Andrew Birling)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp style=\"font-family: courier\">Today, you’re working with a Kindergarten class and it’s even more amazing. Their curiosity and trust in you have your brain working in a way it’s never worked before. Your students are fascinating, your classes are interesting, and the amount of time and energy you spend on both is draining and satisfying.\u003c/p>\n\u003cp style=\"font-family: courier\">And as you drive to the school every day, your eyes beam when you see the skyline of Oakland, the bay beyond it, and San Francisco beyond that. The first time you moved here, it was for someone else. This time, it’s for you — and you can’t believe you’re getting a second chance to live your California dream.\u003c/p>\n\u003cp style=\"font-family: courier\">Keep dreaming,\u003c/p>\n\u003cp style=\"font-family: courier\">Andrew\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>We’d love to see your letter to your family’s California Dreamer. Maybe it was a parent, a great-great grandparent or maybe even you were the first in your family to come to California with a dream. \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScVZ3sM0H_4keRP1D28mX4gSSd3IAYjzRgpMZ5xyQhF-5mxvA/viewform\">Fill out the form here\u003c/a> and share your story with us!\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11774637/letter-to-my-california-dreamer-chasing-a-second-chance-at-the-california-dream","authors":["byline_news_11774637"],"programs":["news_72"],"series":["news_24148"],"categories":["news_1758","news_457"],"tags":["news_24389","news_23499","news_23351","news_4398"],"featImg":"news_11774719","label":"news_72"},"news_11752778":{"type":"posts","id":"news_11752778","meta":{"index":"posts_1591205157","site":"news","id":"11752778","score":null,"sort":[1559954116000]},"guestAuthors":[],"slug":"he-went-from-undocumented-student-to-teacher-of-the-year-inspiring-another-to-follow-his-lead","title":"He Went From Undocumented Student to Teacher of the Year, Blazing a Path for Others","publishDate":1559954116,"format":"audio","headTitle":"The California Dream | The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>[dropcap]D[/dropcap]afne, a high school senior in San Jose, is one of a small fraction of California's estimated \u003ca href=\"https://www.migrationpolicy.org/news/nearly-100000-unauthorized-immigrants-graduate-high-school-every-year-new-mpi-analysis-finds\">27,000 undocumented students\u003c/a> graduating from high schools and enrolling in four-year colleges this year. Barred from federal financial aid and facing the gnawing uncertainty she’ll ever be able to legally work in the U.S. even after earning a degree, Dafne, 17, knows firsthand the hurdles undocumented students face to succeed in higher education.\u003c/p>\n\u003cp>[pullquote size=“medium” align=”right” citation=\"Julio Navarrete, American High School teacher of the year\"]'I tell [my students] that nobody can take away their education regardless of whether or not in the future they’ll be able to work. Education is our freedom.'[/pullquote]\u003c/p>\n\u003cp>The basketball player and cheerleader was 8 years old when her parents brought her from Mexico to San Jose. KQED is not using her full name to protect her identity.\u003c/p>\n\u003cp>In middle school, she realized why her mother wouldn’t let her go on a school trip to visit the Capitol or why she couldn’t get a job at fast-food chains like her friends. She said she felt ashamed and limited by her immigration status.\u003c/p>\n\u003cp>But now she’s trying to break free. She will attend UC Davis in the fall.\u003c/p>\n\u003cp>“I think, for me, college is my ticket. It's a ticket for me to do something greater, to be something else than just my status,” said Dafne, who hopes U.S. immigration laws will change so she can work as a high school teacher one day.\u003c/p>\n\u003cfigure id=\"attachment_11752872\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/06/Dafne-Classmates-800x514.jpg\" alt=\"Dafne looks at a wall with images of classmates who've been admitted to college on May 23, 2019.\" width=\"800\" height=\"514\" class=\"size-medium wp-image-11752872\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/06/Dafne-Classmates-800x514.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Dafne-Classmates-160x103.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Dafne-Classmates-1020x656.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Dafne-Classmates-1200x771.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Dafne-Classmates.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Dafne looks at a wall with images of classmates who've been admitted to college on May 23, 2019. \u003ccite>(Farida Jhabvala Romero/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[audio src=\"https://www.kqed.org/.stream/anon/radio/tcr/2019/06/RomeroTeacheroftheyear190618.mp3\" Image=\"\" Title=\"Undocumented Students Graduating from High School\"]\u003c/p>\n\u003ch3>From Undocumented Student to Teacher of the Year\u003c/h3>\n\u003cp>Eighteen years ago, another local undocumented high school graduate contemplated the same prospect as Dafne. Julio Navarrete also dreamed of becoming a high school teacher, but wasn’t sure he could be legally employed.\u003c/p>\n\u003cp>Now 34, Navarrete has been named “Teacher of the Year” at American High School, the largest in Fremont.\u003c/p>\n\u003cp>Six years ago, he won political asylum in the U.S. and a life-changing work permit. By then Navarrete had earned a master’s degree in education and a teaching certificate at The National Hispanic University in San Jose.\u003c/p>\n\u003cp>“Every day I wake up feeling grateful,” said Navarrete, in his fourth year as a Spanish teacher at American High. “Just the fact that I'm able to step into a high school classroom and be with my students and teach and be part of this community. That's all I could ever ask for.”\u003c/p>\n\u003cfigure id=\"attachment_11753326\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11753326\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/06/Julio-Navarrete-Teaching-800x608.jpg\" alt=\"Julio Navarrete in his classroom at American High School. Through tutoring his peers throughout his own high school and college days, Navarette says he grew a passion for teaching.\" width=\"800\" height=\"608\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/06/Julio-Navarrete-Teaching-800x608.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Julio-Navarrete-Teaching-160x122.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Julio-Navarrete-Teaching-1020x776.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Julio-Navarrete-Teaching-1200x913.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Julio-Navarrete-Teaching.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Julio Navarrete in his classroom at American High School. Through tutoring his peers throughout his own high school and college days, Navarette says he grew a passion for teaching. \u003ccite>(Sruti Mamidanna/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Dafne and Navarrete are at different points of their strikingly similar paths. They were born in Puerto Vallarta and grew up in east San Jose. Their parents worked hard to barely scrape out a living.\u003c/p>\n\u003cp>They navigated college applications without the Obama-era program that allows nearly 200,000 unauthorized young immigrants in California to temporarily work and be protected from deportation. Deferred Action for Childhood Arrivals has been closed to new applicants and tied up in the courts after the Trump administration took steps to end it.\u003c/p>\n\u003cp>[aside postID=news_11752482]\u003c/p>\n\u003cp>As more undocumented students graduate from high school without DACA, Navarrete said he encourages students in his classroom to pursue their aspirations.\u003c/p>\n\u003cp>“I tell them that nobody can take away their education regardless of whether or not in the future they’ll be able to work,” said Navarrete. “Education is our freedom, and we need to educate ourselves. And, when they finish university, maybe things will be different.”\u003c/p>\n\u003cp>That’s the leap of faith Dafne has taken.\u003c/p>\n\u003cp>“I am full of hope,” she said. “That’s all I have right now to keep myself sane and motivated.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For Navarrete, the path to teaching had roadblocks that once seemed insurmountable. After graduating from college, he felt depressed about his inability to legally work. He even considered moving back to Mexico, a country where he fears persecution because of his sexual orientation, he said.\u003c/p>\n\u003cp>Out of desperation, he took a teaching job at a charter school but was forced to resign mid-year, he said, after administrators found out he didn’t have proper work authorization.\u003c/p>\n\u003cp>“Living in hiding is so difficult,” said Navarrete. “I really empathize with anybody who cannot be open about their identity, whichever part of the identity that may be, because it's really a source of anxiety and stress.”\u003c/p>\n\u003cp>[pullquote size=“medium” align=”right” citation=\"Steve Musto, American High School principal\"]'He shows uncommon dedication to his students, to his school and to the community. We are just very lucky to have him.'[/pullquote]\u003c/p>\n\u003cp>What he regretted most, he said, was hiding his immigration status from students and colleagues.\u003c/p>\n\u003cp>“It was a disservice,” said Navarrete. “I think when we share each other's stories truthfully we just have so much to learn from each other.”\u003c/p>\n\u003cp>Coworkers and students at American High School know Navarrete’s story.\u003c/p>\n\u003cp>“He’s extremely uplifting and honestly, it makes the school a better place,” said sophomore Nadin Souki, 15. “It's crazy because like he's been through so much so you wouldn't expect him to be this awesome at what he's doing. And on top of that, like, making it genuinely not lame to learn Spanish.”\u003c/p>\n\u003cp>Educators nominated Navarette for the “Teacher of the Year” award, said Steve Musto, principal at American High, which has more than 2,400 students.\u003c/p>\n\u003cp>“He shows uncommon dedication to his students, to his school and to the community,” said Musto. “We are just very lucky to have him.”\u003c/p>\n\u003cfigure id=\"attachment_11753330\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11753330\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/06/Principal-Musto-800x578.jpg\" alt=\"American High School Principal Steven Musto says Navarrete's care for his students and active involvement in school activities has been a very positive influence in the school.\" width=\"800\" height=\"578\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/06/Principal-Musto-800x578.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Principal-Musto-160x116.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Principal-Musto-1020x736.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Principal-Musto-1200x866.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Principal-Musto.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">American High School Principal Steven Musto says Navarrete's care for his students and active involvement in school activities has been a very positive influence in the school. \u003ccite>(Sruti Mamidanna/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While Navarrete was able to fix his immigration status and work to fulfill his potential, many other undocumented high school graduates in California are being confined to the underground economy under current policies, said experts.\u003c/p>\n\u003cp>All children in the U.S. have the right to a K-12 education, but it’s “another universe” after they graduate from high school, said Kent Wong, who directs the Labor Center at UCLA.\u003c/p>\n\u003cp>[aside label=\"Related Coverage\" tag=\"undocumented-immigrants\"]\u003c/p>\n\u003cp>“Unfortunately for undocumented students when they graduate from high school their world flips upside down,” said Wong. “No longer are they treated as other students. They're barred from federal financial aid, they're barred from legally working, and they're forced into the underground economy and to a life of poverty.”\u003c/p>\n\u003cp>Thwarting the potential of thousands of young people who can’t legally work and have systemic hurdles to higher education hurts California and the nation, said Wong.\u003c/p>\n\u003cp>“We are stripping the contributions that these young people would make as teachers, as nurses, as social workers, as small business people, who could make immense contributions to our society if we were able to fix this broken immigration system,” he said.\u003c/p>\n\u003cp>While Congress considers a proposal that would open a path to citizenship for up to 2.5 million immigrants, including those eligible to DACA, California has taken steps to expand access to higher education.\u003c/p>\n\u003cp>The state offers undocumented residents in-state tuition and financial aid. But school counselors and educators around the state say some students are discouraged from pursuing higher education.\u003c/p>\n\u003cp>“Some of them would say ‘No, I’m going to start working with my parents,’ or ‘Why am I going to be in classes or think of college when there’s nothing for me after?’” said Diana Camilo, co-director of the Department of Counseling and School Psychology at San Diego State University.\u003c/p>\n\u003cfigure id=\"attachment_11753332\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11753332\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/06/Teacher-Julio-Navarrete-800x540.jpg\" alt=\"Teacher Julio Navarrete passes assignments back to students who are encouraged to speak only in Spanish in class to improve their skills.\" width=\"800\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/06/Teacher-Julio-Navarrete-800x540.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Teacher-Julio-Navarrete-160x108.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Teacher-Julio-Navarrete-1020x688.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Teacher-Julio-Navarrete-1200x809.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Teacher-Julio-Navarrete.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Julio Navarrete passes assignments back to students who are encouraged to speak only in Spanish in class to improve their skills. \u003ccite>(Sruti Mamidanna/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Dafne, the first in her family to attend a four-year university, a big motivation to get a college degree is helping her parents out, she said.\u003c/p>\n\u003cp>Last year, her family shared their house with 12 other relatives who couldn’t afford other housing, she said. On Sunday mornings, Dafne and her dad, a gardener, would drive from their east San Jose neighborhood to the wealthier, tree lined streets in Los Gatos to look at big houses.\u003c/p>\n\u003cp>Sitting in her father’s black truck, with gardening tools stored on the back, the pair would point to homes they’d like to live in, at least two stories high with manicured gardens, she said.\u003c/p>\n\u003cp>“My dad's always like ‘One of these days we're gonna have a house like that,’” said Dafne. “We have that image in our minds like, this is the American dream, you know, owning a house. So one of the things I want to do is provide for them.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.kqed.org/news/series/californiadream/\" target=\"_blank\" rel=\"noopener\">The California Dream series\u003c/a> is a statewide media collaboration of CALmatters, KPBS, KPCC, KQED and Capital Public Radio with support from the Corporation for Public Broadcasting, the James Irvine Foundation and the College Futures Foundation.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-11660142\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/04/CADreamBanner.jpg\" alt=\"\" width=\"1867\" height=\"512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner.jpg 1867w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-160x44.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-800x219.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-1020x280.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-1180x324.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-960x263.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-240x66.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-375x103.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-520x143.jpg 520w\" sizes=\"(max-width: 1867px) 100vw, 1867px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"About 27,000 undocumented high school students will graduate in California this year. Like American High School Teacher of the Year Julio Navarrete once did, they face uncertain futures.","status":"publish","parent":0,"modified":1560884153,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":1647},"headData":{"title":"He Went From Undocumented Student to Teacher of the Year, Blazing a Path for Others | KQED","description":"About 27,000 undocumented high school students will graduate in California this year. Like American High School Teacher of the Year Julio Navarrete once did, they face uncertain futures.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"He Went From Undocumented Student to Teacher of the Year, Blazing a Path for Others","datePublished":"2019-06-08T00:35:16.000Z","dateModified":"2019-06-18T18:55:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11752778 https://ww2.kqed.org/news/?p=11752778","disqusUrl":"https://ww2.kqed.org/news/2019/06/07/he-went-from-undocumented-student-to-teacher-of-the-year-inspiring-another-to-follow-his-lead/","disqusTitle":"He Went From Undocumented Student to Teacher of the Year, Blazing a Path for Others","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/2019/05/RomeroTeacherOfTheYear.mp3","audioTrackLength":240,"path":"/news/11752778/he-went-from-undocumented-student-to-teacher-of-the-year-inspiring-another-to-follow-his-lead","audioDuration":240000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">D\u003c/span>\u003c/p>\u003cp>afne, a high school senior in San Jose, is one of a small fraction of California's estimated \u003ca href=\"https://www.migrationpolicy.org/news/nearly-100000-unauthorized-immigrants-graduate-high-school-every-year-new-mpi-analysis-finds\">27,000 undocumented students\u003c/a> graduating from high schools and enrolling in four-year colleges this year. Barred from federal financial aid and facing the gnawing uncertainty she’ll ever be able to legally work in the U.S. even after earning a degree, Dafne, 17, knows firsthand the hurdles undocumented students face to succeed in higher education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'I tell [my students] that nobody can take away their education regardless of whether or not in the future they’ll be able to work. Education is our freedom.'","name":"pullquote","attributes":{"named":{"size":"“medium”","align":"”right”","citation":"Julio Navarrete, American High School teacher of the year","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The basketball player and cheerleader was 8 years old when her parents brought her from Mexico to San Jose. KQED is not using her full name to protect her identity.\u003c/p>\n\u003cp>In middle school, she realized why her mother wouldn’t let her go on a school trip to visit the Capitol or why she couldn’t get a job at fast-food chains like her friends. She said she felt ashamed and limited by her immigration status.\u003c/p>\n\u003cp>But now she’s trying to break free. She will attend UC Davis in the fall.\u003c/p>\n\u003cp>“I think, for me, college is my ticket. It's a ticket for me to do something greater, to be something else than just my status,” said Dafne, who hopes U.S. immigration laws will change so she can work as a high school teacher one day.\u003c/p>\n\u003cfigure id=\"attachment_11752872\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/06/Dafne-Classmates-800x514.jpg\" alt=\"Dafne looks at a wall with images of classmates who've been admitted to college on May 23, 2019.\" width=\"800\" height=\"514\" class=\"size-medium wp-image-11752872\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/06/Dafne-Classmates-800x514.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Dafne-Classmates-160x103.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Dafne-Classmates-1020x656.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Dafne-Classmates-1200x771.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Dafne-Classmates.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Dafne looks at a wall with images of classmates who've been admitted to college on May 23, 2019. \u003ccite>(Farida Jhabvala Romero/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"audio","attributes":{"named":{"src":"https://www.kqed.org/.stream/anon/radio/tcr/2019/06/RomeroTeacheroftheyear190618.mp3","image":"","title":"Undocumented Students Graduating from High School","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>From Undocumented Student to Teacher of the Year\u003c/h3>\n\u003cp>Eighteen years ago, another local undocumented high school graduate contemplated the same prospect as Dafne. Julio Navarrete also dreamed of becoming a high school teacher, but wasn’t sure he could be legally employed.\u003c/p>\n\u003cp>Now 34, Navarrete has been named “Teacher of the Year” at American High School, the largest in Fremont.\u003c/p>\n\u003cp>Six years ago, he won political asylum in the U.S. and a life-changing work permit. By then Navarrete had earned a master’s degree in education and a teaching certificate at The National Hispanic University in San Jose.\u003c/p>\n\u003cp>“Every day I wake up feeling grateful,” said Navarrete, in his fourth year as a Spanish teacher at American High. “Just the fact that I'm able to step into a high school classroom and be with my students and teach and be part of this community. That's all I could ever ask for.”\u003c/p>\n\u003cfigure id=\"attachment_11753326\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11753326\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/06/Julio-Navarrete-Teaching-800x608.jpg\" alt=\"Julio Navarrete in his classroom at American High School. Through tutoring his peers throughout his own high school and college days, Navarette says he grew a passion for teaching.\" width=\"800\" height=\"608\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/06/Julio-Navarrete-Teaching-800x608.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Julio-Navarrete-Teaching-160x122.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Julio-Navarrete-Teaching-1020x776.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Julio-Navarrete-Teaching-1200x913.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Julio-Navarrete-Teaching.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Julio Navarrete in his classroom at American High School. Through tutoring his peers throughout his own high school and college days, Navarette says he grew a passion for teaching. \u003ccite>(Sruti Mamidanna/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Dafne and Navarrete are at different points of their strikingly similar paths. They were born in Puerto Vallarta and grew up in east San Jose. Their parents worked hard to barely scrape out a living.\u003c/p>\n\u003cp>They navigated college applications without the Obama-era program that allows nearly 200,000 unauthorized young immigrants in California to temporarily work and be protected from deportation. Deferred Action for Childhood Arrivals has been closed to new applicants and tied up in the courts after the Trump administration took steps to end it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11752482","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As more undocumented students graduate from high school without DACA, Navarrete said he encourages students in his classroom to pursue their aspirations.\u003c/p>\n\u003cp>“I tell them that nobody can take away their education regardless of whether or not in the future they’ll be able to work,” said Navarrete. “Education is our freedom, and we need to educate ourselves. And, when they finish university, maybe things will be different.”\u003c/p>\n\u003cp>That’s the leap of faith Dafne has taken.\u003c/p>\n\u003cp>“I am full of hope,” she said. “That’s all I have right now to keep myself sane and motivated.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For Navarrete, the path to teaching had roadblocks that once seemed insurmountable. After graduating from college, he felt depressed about his inability to legally work. He even considered moving back to Mexico, a country where he fears persecution because of his sexual orientation, he said.\u003c/p>\n\u003cp>Out of desperation, he took a teaching job at a charter school but was forced to resign mid-year, he said, after administrators found out he didn’t have proper work authorization.\u003c/p>\n\u003cp>“Living in hiding is so difficult,” said Navarrete. “I really empathize with anybody who cannot be open about their identity, whichever part of the identity that may be, because it's really a source of anxiety and stress.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'He shows uncommon dedication to his students, to his school and to the community. We are just very lucky to have him.'","name":"pullquote","attributes":{"named":{"size":"“medium”","align":"”right”","citation":"Steve Musto, American High School principal","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What he regretted most, he said, was hiding his immigration status from students and colleagues.\u003c/p>\n\u003cp>“It was a disservice,” said Navarrete. “I think when we share each other's stories truthfully we just have so much to learn from each other.”\u003c/p>\n\u003cp>Coworkers and students at American High School know Navarrete’s story.\u003c/p>\n\u003cp>“He’s extremely uplifting and honestly, it makes the school a better place,” said sophomore Nadin Souki, 15. “It's crazy because like he's been through so much so you wouldn't expect him to be this awesome at what he's doing. And on top of that, like, making it genuinely not lame to learn Spanish.”\u003c/p>\n\u003cp>Educators nominated Navarette for the “Teacher of the Year” award, said Steve Musto, principal at American High, which has more than 2,400 students.\u003c/p>\n\u003cp>“He shows uncommon dedication to his students, to his school and to the community,” said Musto. “We are just very lucky to have him.”\u003c/p>\n\u003cfigure id=\"attachment_11753330\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11753330\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/06/Principal-Musto-800x578.jpg\" alt=\"American High School Principal Steven Musto says Navarrete's care for his students and active involvement in school activities has been a very positive influence in the school.\" width=\"800\" height=\"578\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/06/Principal-Musto-800x578.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Principal-Musto-160x116.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Principal-Musto-1020x736.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Principal-Musto-1200x866.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Principal-Musto.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">American High School Principal Steven Musto says Navarrete's care for his students and active involvement in school activities has been a very positive influence in the school. \u003ccite>(Sruti Mamidanna/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While Navarrete was able to fix his immigration status and work to fulfill his potential, many other undocumented high school graduates in California are being confined to the underground economy under current policies, said experts.\u003c/p>\n\u003cp>All children in the U.S. have the right to a K-12 education, but it’s “another universe” after they graduate from high school, said Kent Wong, who directs the Labor Center at UCLA.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Coverage ","tag":"undocumented-immigrants"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Unfortunately for undocumented students when they graduate from high school their world flips upside down,” said Wong. “No longer are they treated as other students. They're barred from federal financial aid, they're barred from legally working, and they're forced into the underground economy and to a life of poverty.”\u003c/p>\n\u003cp>Thwarting the potential of thousands of young people who can’t legally work and have systemic hurdles to higher education hurts California and the nation, said Wong.\u003c/p>\n\u003cp>“We are stripping the contributions that these young people would make as teachers, as nurses, as social workers, as small business people, who could make immense contributions to our society if we were able to fix this broken immigration system,” he said.\u003c/p>\n\u003cp>While Congress considers a proposal that would open a path to citizenship for up to 2.5 million immigrants, including those eligible to DACA, California has taken steps to expand access to higher education.\u003c/p>\n\u003cp>The state offers undocumented residents in-state tuition and financial aid. But school counselors and educators around the state say some students are discouraged from pursuing higher education.\u003c/p>\n\u003cp>“Some of them would say ‘No, I’m going to start working with my parents,’ or ‘Why am I going to be in classes or think of college when there’s nothing for me after?’” said Diana Camilo, co-director of the Department of Counseling and School Psychology at San Diego State University.\u003c/p>\n\u003cfigure id=\"attachment_11753332\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11753332\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/06/Teacher-Julio-Navarrete-800x540.jpg\" alt=\"Teacher Julio Navarrete passes assignments back to students who are encouraged to speak only in Spanish in class to improve their skills.\" width=\"800\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/06/Teacher-Julio-Navarrete-800x540.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Teacher-Julio-Navarrete-160x108.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Teacher-Julio-Navarrete-1020x688.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Teacher-Julio-Navarrete-1200x809.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/06/Teacher-Julio-Navarrete.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Julio Navarrete passes assignments back to students who are encouraged to speak only in Spanish in class to improve their skills. \u003ccite>(Sruti Mamidanna/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Dafne, the first in her family to attend a four-year university, a big motivation to get a college degree is helping her parents out, she said.\u003c/p>\n\u003cp>Last year, her family shared their house with 12 other relatives who couldn’t afford other housing, she said. On Sunday mornings, Dafne and her dad, a gardener, would drive from their east San Jose neighborhood to the wealthier, tree lined streets in Los Gatos to look at big houses.\u003c/p>\n\u003cp>Sitting in her father’s black truck, with gardening tools stored on the back, the pair would point to homes they’d like to live in, at least two stories high with manicured gardens, she said.\u003c/p>\n\u003cp>“My dad's always like ‘One of these days we're gonna have a house like that,’” said Dafne. “We have that image in our minds like, this is the American dream, you know, owning a house. So one of the things I want to do is provide for them.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.kqed.org/news/series/californiadream/\" target=\"_blank\" rel=\"noopener\">The California Dream series\u003c/a> is a statewide media collaboration of CALmatters, KPBS, KPCC, KQED and Capital Public Radio with support from the Corporation for Public Broadcasting, the James Irvine Foundation and the College Futures Foundation.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-11660142\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/04/CADreamBanner.jpg\" alt=\"\" width=\"1867\" height=\"512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner.jpg 1867w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-160x44.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-800x219.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-1020x280.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-1180x324.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-960x263.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-240x66.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-375x103.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/04/CADreamBanner-520x143.jpg 520w\" sizes=\"(max-width: 1867px) 100vw, 1867px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11752778/he-went-from-undocumented-student-to-teacher-of-the-year-inspiring-another-to-follow-his-lead","authors":["8659"],"programs":["news_72"],"series":["news_21879"],"categories":["news_18540","news_1169","news_6188","news_8","news_13"],"tags":["news_66","news_4922","news_18541","news_4398","news_17041","news_244"],"featImg":"news_11753286","label":"news_72"},"news_11634960":{"type":"posts","id":"news_11634960","meta":{"index":"posts_1591205157","site":"news","id":"11634960","score":null,"sort":[1512859213000]},"guestAuthors":[],"slug":"oakland-teacher-turns-metoo-experience-into-lesson-for-students","title":"Oakland Teacher Turns #MeToo Experience into Lesson for Students","publishDate":1512859213,"format":"audio","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>\u003cem>Sonia Lee is a special education teacher who lives in Oakland. She shared the following story as part of\u003ca href=\"https://ww2.kqed.org/news/2017/12/06/i-dont-feel-safe-at-work-your-metoo-stories/\"> KQED's survey about sexual harassment \u003c/a>in California. The California Report Magazine is airing some of these first-person stories as part of a series called \"#UsToo.\"\u003c/em>\u003c/p>\n\u003cp>It was my first year as a special education teacher. I was already very stressed about knowing all the laws and doing everything correctly, and the administrator that I worked for, he was a bully.\u003c/p>\n\u003cp>I felt like I was walking on eggshells with him. He wanted me to know that he had control over me. So any e-mails I sent, I had to cc him on, any phone calls that I got went through him first.\u003c/p>\n\u003cp>The first time that I really felt uncomfortable was when I was just leaving my classroom one day, and I was in the hallway. He came up behind me and gave me a massage on my shoulders and just said, \"Oh you shouldn't be working so late...you're putting in a lot of hours.\" And [he] was just massaging my shoulders, and I just thought, 'This is really uncomfortable, and it's not appropriate. But does this mean that I'm on his good side? Will this really make my life here at work easier?'\u003c/p>\n\u003cp>Another time, he pulled me into his office one morning and asked me about my underwear: if I wear thongs or underwear. That was really the tipping point for me to go to my union representative. When I asked my union if I could file [a complaint] anonymously, they said I couldn't because if I wanted to proceed with it my name would be shared. So I didn't file anything.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I was really fearful of him and how he could make my work life harder. And he was already making it so stressful for me. I was getting hives all over my body just from stress and anxiety. After I left that school, the next year the teachers had come together and filed a complaint against that principal. He ended up resigning. After finding that out, I felt a lot of shame that I did not step forward and didn't have the courage to go through with my complaint.\u003c/p>\n\u003cp>As a teacher, given this experience, I feel like I've been given a really positive opportunity to teach children to respect each other, to change this whole culture of sexual harassment and assault in the workplace and any kind of environment. I want them to grow up knowing it's not OK.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This piece was produced by KQED's Tonya Mosley.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teacher Sonia Lee's experience of being sexual harassed motivates her to teach kids how to respect one another.","status":"publish","parent":0,"modified":1521564221,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":449},"headData":{"title":"Oakland Teacher Turns #MeToo Experience into Lesson for Students | KQED","description":"Teacher Sonia Lee's experience of being sexual harassed motivates her to teach kids how to respect one another.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Oakland Teacher Turns #MeToo Experience into Lesson for Students","datePublished":"2017-12-09T22:40:13.000Z","dateModified":"2018-03-20T16:43:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11634960 https://ww2.kqed.org/news/?p=11634960","disqusUrl":"https://ww2.kqed.org/news/2017/12/09/oakland-teacher-turns-metoo-experience-into-lesson-for-students/","disqusTitle":"Oakland Teacher Turns #MeToo Experience into Lesson for Students","audioUrl":"https://www.kqed.org/.stream/anon/radio/tcrmag/2017/12/UsTooFirstPerson.mp3","nprByline":"\u003cstrong>Sonia Lee\u003c/strong>","path":"/news/11634960/oakland-teacher-turns-metoo-experience-into-lesson-for-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Sonia Lee is a special education teacher who lives in Oakland. She shared the following story as part of\u003ca href=\"https://ww2.kqed.org/news/2017/12/06/i-dont-feel-safe-at-work-your-metoo-stories/\"> KQED's survey about sexual harassment \u003c/a>in California. The California Report Magazine is airing some of these first-person stories as part of a series called \"#UsToo.\"\u003c/em>\u003c/p>\n\u003cp>It was my first year as a special education teacher. I was already very stressed about knowing all the laws and doing everything correctly, and the administrator that I worked for, he was a bully.\u003c/p>\n\u003cp>I felt like I was walking on eggshells with him. He wanted me to know that he had control over me. So any e-mails I sent, I had to cc him on, any phone calls that I got went through him first.\u003c/p>\n\u003cp>The first time that I really felt uncomfortable was when I was just leaving my classroom one day, and I was in the hallway. He came up behind me and gave me a massage on my shoulders and just said, \"Oh you shouldn't be working so late...you're putting in a lot of hours.\" And [he] was just massaging my shoulders, and I just thought, 'This is really uncomfortable, and it's not appropriate. But does this mean that I'm on his good side? Will this really make my life here at work easier?'\u003c/p>\n\u003cp>Another time, he pulled me into his office one morning and asked me about my underwear: if I wear thongs or underwear. That was really the tipping point for me to go to my union representative. When I asked my union if I could file [a complaint] anonymously, they said I couldn't because if I wanted to proceed with it my name would be shared. So I didn't file anything.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I was really fearful of him and how he could make my work life harder. And he was already making it so stressful for me. I was getting hives all over my body just from stress and anxiety. After I left that school, the next year the teachers had come together and filed a complaint against that principal. He ended up resigning. After finding that out, I felt a lot of shame that I did not step forward and didn't have the courage to go through with my complaint.\u003c/p>\n\u003cp>As a teacher, given this experience, I feel like I've been given a really positive opportunity to teach children to respect each other, to change this whole culture of sexual harassment and assault in the workplace and any kind of environment. I want them to grow up knowing it's not OK.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This piece was produced by KQED's Tonya Mosley.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11634960/oakland-teacher-turns-metoo-experience-into-lesson-for-students","authors":["byline_news_11634960"],"programs":["news_6944","news_72"],"categories":["news_457","news_8"],"tags":["news_21818","news_21804","news_18","news_2838","news_4449","news_17286","news_4398","news_22396"],"featImg":"news_11634967","label":"news_72"},"news_11559762":{"type":"posts","id":"news_11559762","meta":{"index":"posts_1591205157","site":"news","id":"11559762","score":null,"sort":[1500341429000]},"guestAuthors":[],"slug":"despite-political-differences-two-high-school-teachers-find-common-ground","title":"Despite Political Differences, Two High School Teachers Find Common Ground","publishDate":1500341429,"format":"standard","headTitle":"Start the Conversation | The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>\u003cem>For our series \u003ca href=\"https://ww2.kqed.org/news/series/start-the-conversation/\">Start the Conversation\u003c/a>, we’ve been bringing people together who sit on different sides of a political or cultural divide, to talk about the issues that are important to them.\u003c/em>\u003c/p>\n\u003cp>\u003cem>They’re civil dialogues, not debates -- and we hope they’re a way to try to bridge some of the divisions between us in this politically charged time.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Two teachers -- Brandon Johnson and Ysidro Valenzuela -- talk about the intersection of politics and education.\u003c/em>\u003c/p>\n\u003cp>Brandon Johnson and Ysidro Valenzuela both took roundabout paths to their current jobs as high school teachers.\u003c/p>\n\u003cfigure id=\"attachment_11567925\" class=\"wp-caption alignright\" style=\"max-width: 434px\">\u003cimg class=\"size-full wp-image-11567925\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/07/RS25994_Ysidro-qut.jpg\" alt=\"\" width=\"434\" height=\"443\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/07/RS25994_Ysidro-qut.jpg 434w, https://ww2.kqed.org/app/uploads/sites/10/2017/07/RS25994_Ysidro-qut-160x163.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/07/RS25994_Ysidro-qut-240x245.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/07/RS25994_Ysidro-qut-375x383.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/07/RS25994_Ysidro-qut-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2017/07/RS25994_Ysidro-qut-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/10/2017/07/RS25994_Ysidro-qut-64x64.jpg 64w\" sizes=\"(max-width: 434px) 100vw, 434px\">\u003cfigcaption class=\"wp-caption-text\">Ysidro Valenzuela teaches History and Race and Social Justice at Fresno High School. \u003ccite>(Courtesy of Ysidro Valenzuela )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Johnson spent years working in the corporate world \"chasing the dollar,\" but found himself unhappy. He'd been a Boy Scout leader for 15 years and enjoyed working with kids, so he decided to move into teaching. He currently teaches social studies and Spanish at Skyline High School in Oakland.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ysidro Valenzuela didn't know what he wanted to do with his life when he was in college, and it took him 10 years to get his first four-year college degree. Now he teaches history and social justice classes at Fresno High School.\u003c/p>\n\u003cp>While they share a circuitous route to teaching, they differ when it comes to politics. Johnson is a former Marine who identifies as conservative and is part of a small minority in the Bay Area that voted for Donald Trump. Ysidro, on the other hand, is a \"lifelong liberal\" and member of the Democratic Party. He supported Bernie Sanders, though he lives in the more politically conservative Central Valley.\u003c/p>\n\u003cp>But when they came together to talk, they found themselves finding a lot of common ground, especially when it came to their students.\u003c/p>\n\u003cp>[audio src=\"http://www.kqed.org/.stream/anon/radio/tcrmag/2017/07/TeacherConvo.mp3\" Image=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/07/Johnson800.jpg\" Title=\"Despite Political Differences, Two High School Teachers Find Common Ground\" program=\"The California Report\"]\u003c/p>\n\u003cp>Here are some highlights from their conversation:\u003c/p>\n\u003ch3>On their immigrant students:\u003c/h3>\n\u003cp>\u003cstrong>Brandon Johnson\u003c/strong>: A large percentage of my students are first- and second-generation immigrants from all over the world, and they do heroic things with big goals and big dreams, and we send them off to major universities. When you think about especially the individual kids for me and many of my colleagues, it brings tears to your eyes. You know what they overcome, and they still stay. And I think that's what makes me proud as an American.\u003c/p>\n\u003cp>\u003cstrong>Ysidro Valenzuela\u003c/strong>: I think it's fantastic to compare the American Dream [to immigrant students] as you just did. I completely agree with you. That's patriotism, right? It comes in many forms, and when I watch [immigrant students] overcome their own obstacles and do the best they possibly can, that's just about as an American Dream as you can get.\u003c/p>\n\u003ch3>On talking politics with their students:\u003c/h3>\n\u003cp>\u003cstrong>Johnson\u003c/strong>: I kind of have an interesting position because in Oakland we try to have both sides of every issue. It's kind of a district mandate that when you have a guest speaker, you need to have somebody [from the other side]. And because most teachers didn't know any other conservatives, I became the token counter guy. I'm a conservative. I explain to them why I voted the way I did, and yes, I voted for Trump, not that I am a Trump fan.\u003c/p>\n\u003cp>[contextly_sidebar id=\"G0X8H6nWRMKV1TEQD9jsQCeJfmm0ONq6\"]\u003cbr>\n\u003cstrong>Valenzuela\u003c/strong>: One of the things that students, especially the curious students, ask a lot is, \"Well, what do you think, Mr. Valenzuela?\" When it comes to politics, when students ask, I answer them. I'm a lifelong liberal. I have been a member of the Democratic Party for some time. I try to make sure we present both sides, but when they ask me a personal question, I certainly answer, especially when it comes to things like immigration.\u003c/p>\n\u003ch3>On politics today:\u003c/h3>\n\u003cp>\u003cstrong>Johnson\u003c/strong>: To be honest, I'm totally disappointed with both parties. It used to be the Democratic Party was about social justice and helping the poor and jobs and unions. Where has that gotten [the country]? Look at the systems it has established. And the Republican Party, it's money for grabs. They're both the same, and hence the outsiders. You liked Bernie, I like Trump. I think there needs to be a housecleaning.\u003c/p>\n\u003cp>\u003cstrong>Valenzuela\u003c/strong>: I think what makes me hopeful is that we're seeing more civic activism. I know it seems like we're in divisive times, but it's also an opportunity to see the best of us, to see what makes us Americans.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Every day I have a student who comes in, and they ask a question about something going on in the headlines. \"What does this mean? How do I find out more about that?\" And then it leads to another question and then another question. And that's education, right? You talk about a teachable moment. Every day these days is a teachable moment for students.\u003c/p>\n\n","blocks":[],"excerpt":"One is liberal, the other conservative -- but Brandon Johnson and Ysidro Valenzuela both share a faith in their students.","status":"publish","parent":0,"modified":1500401253,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":862},"headData":{"title":"Despite Political Differences, Two High School Teachers Find Common Ground | KQED","description":"One is liberal, the other conservative -- but Brandon Johnson and Ysidro Valenzuela both share a faith in their students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Despite Political Differences, Two High School Teachers Find Common Ground","datePublished":"2017-07-18T01:30:29.000Z","dateModified":"2017-07-18T18:07:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11559762 https://ww2.kqed.org/news/?p=11559762","disqusUrl":"https://ww2.kqed.org/news/2017/07/17/despite-political-differences-two-high-school-teachers-find-common-ground/","disqusTitle":"Despite Political Differences, Two High School Teachers Find Common Ground","audioUrl":"http://www.kqed.org/.stream/anon/radio/tcrmag/2017/07/TeacherConvo.mp3","guestFields":"0","path":"/news/11559762/despite-political-differences-two-high-school-teachers-find-common-ground","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>For our series \u003ca href=\"https://ww2.kqed.org/news/series/start-the-conversation/\">Start the Conversation\u003c/a>, we’ve been bringing people together who sit on different sides of a political or cultural divide, to talk about the issues that are important to them.\u003c/em>\u003c/p>\n\u003cp>\u003cem>They’re civil dialogues, not debates -- and we hope they’re a way to try to bridge some of the divisions between us in this politically charged time.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Two teachers -- Brandon Johnson and Ysidro Valenzuela -- talk about the intersection of politics and education.\u003c/em>\u003c/p>\n\u003cp>Brandon Johnson and Ysidro Valenzuela both took roundabout paths to their current jobs as high school teachers.\u003c/p>\n\u003cfigure id=\"attachment_11567925\" class=\"wp-caption alignright\" style=\"max-width: 434px\">\u003cimg class=\"size-full wp-image-11567925\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/07/RS25994_Ysidro-qut.jpg\" alt=\"\" width=\"434\" height=\"443\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/07/RS25994_Ysidro-qut.jpg 434w, https://ww2.kqed.org/app/uploads/sites/10/2017/07/RS25994_Ysidro-qut-160x163.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/07/RS25994_Ysidro-qut-240x245.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/07/RS25994_Ysidro-qut-375x383.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/07/RS25994_Ysidro-qut-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2017/07/RS25994_Ysidro-qut-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/10/2017/07/RS25994_Ysidro-qut-64x64.jpg 64w\" sizes=\"(max-width: 434px) 100vw, 434px\">\u003cfigcaption class=\"wp-caption-text\">Ysidro Valenzuela teaches History and Race and Social Justice at Fresno High School. \u003ccite>(Courtesy of Ysidro Valenzuela )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Johnson spent years working in the corporate world \"chasing the dollar,\" but found himself unhappy. He'd been a Boy Scout leader for 15 years and enjoyed working with kids, so he decided to move into teaching. He currently teaches social studies and Spanish at Skyline High School in Oakland.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ysidro Valenzuela didn't know what he wanted to do with his life when he was in college, and it took him 10 years to get his first four-year college degree. Now he teaches history and social justice classes at Fresno High School.\u003c/p>\n\u003cp>While they share a circuitous route to teaching, they differ when it comes to politics. Johnson is a former Marine who identifies as conservative and is part of a small minority in the Bay Area that voted for Donald Trump. Ysidro, on the other hand, is a \"lifelong liberal\" and member of the Democratic Party. He supported Bernie Sanders, though he lives in the more politically conservative Central Valley.\u003c/p>\n\u003cp>But when they came together to talk, they found themselves finding a lot of common ground, especially when it came to their students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"audio","attributes":{"named":{"src":"http://www.kqed.org/.stream/anon/radio/tcrmag/2017/07/TeacherConvo.mp3","image":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/07/Johnson800.jpg","title":"Despite Political Differences, Two High School Teachers Find Common Ground","program":"The California Report","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here are some highlights from their conversation:\u003c/p>\n\u003ch3>On their immigrant students:\u003c/h3>\n\u003cp>\u003cstrong>Brandon Johnson\u003c/strong>: A large percentage of my students are first- and second-generation immigrants from all over the world, and they do heroic things with big goals and big dreams, and we send them off to major universities. When you think about especially the individual kids for me and many of my colleagues, it brings tears to your eyes. You know what they overcome, and they still stay. And I think that's what makes me proud as an American.\u003c/p>\n\u003cp>\u003cstrong>Ysidro Valenzuela\u003c/strong>: I think it's fantastic to compare the American Dream [to immigrant students] as you just did. I completely agree with you. That's patriotism, right? It comes in many forms, and when I watch [immigrant students] overcome their own obstacles and do the best they possibly can, that's just about as an American Dream as you can get.\u003c/p>\n\u003ch3>On talking politics with their students:\u003c/h3>\n\u003cp>\u003cstrong>Johnson\u003c/strong>: I kind of have an interesting position because in Oakland we try to have both sides of every issue. It's kind of a district mandate that when you have a guest speaker, you need to have somebody [from the other side]. And because most teachers didn't know any other conservatives, I became the token counter guy. I'm a conservative. I explain to them why I voted the way I did, and yes, I voted for Trump, not that I am a Trump fan.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003cbr>\n\u003cstrong>Valenzuela\u003c/strong>: One of the things that students, especially the curious students, ask a lot is, \"Well, what do you think, Mr. Valenzuela?\" When it comes to politics, when students ask, I answer them. I'm a lifelong liberal. I have been a member of the Democratic Party for some time. I try to make sure we present both sides, but when they ask me a personal question, I certainly answer, especially when it comes to things like immigration.\u003c/p>\n\u003ch3>On politics today:\u003c/h3>\n\u003cp>\u003cstrong>Johnson\u003c/strong>: To be honest, I'm totally disappointed with both parties. It used to be the Democratic Party was about social justice and helping the poor and jobs and unions. Where has that gotten [the country]? Look at the systems it has established. And the Republican Party, it's money for grabs. They're both the same, and hence the outsiders. You liked Bernie, I like Trump. I think there needs to be a housecleaning.\u003c/p>\n\u003cp>\u003cstrong>Valenzuela\u003c/strong>: I think what makes me hopeful is that we're seeing more civic activism. I know it seems like we're in divisive times, but it's also an opportunity to see the best of us, to see what makes us Americans.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Every day I have a student who comes in, and they ask a question about something going on in the headlines. \"What does this mean? How do I find out more about that?\" And then it leads to another question and then another question. And that's education, right? You talk about a teachable moment. Every day these days is a teachable moment for students.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11559762/despite-political-differences-two-high-school-teachers-find-common-ground","authors":["11260"],"programs":["news_72"],"series":["news_20558"],"categories":["news_18540","news_1169","news_8","news_13"],"tags":["news_17286","news_4398"],"featImg":"news_11573003","label":"news_72"},"news_10753631":{"type":"posts","id":"news_10753631","meta":{"index":"posts_1591205157","site":"news","id":"10753631","score":null,"sort":[1449044417000]},"guestAuthors":[],"slug":"the-power-of-home-visits-to-connect-teachers-with-kids-and-their-families","title":"The Power of Home Visits to Connect Teachers With Kids and Their Families","publishDate":1449044417,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>The teacher home visit is making a comeback in California because it's proving to be a good way for teachers to build relationships with families. The state now requires schools to make family engagement a priority, so more districts are turning to the \u003ca href=\"http://www.pthvp.org/\">Parent Teacher Home Visit Project\u003c/a> in Sacramento that has been training teachers for years to visit students and families on their own turf.\u003c/p>\n\u003cp>It turns out the low-tech home visit can radically improve what happens in the classroom. The mechanics of it, though, are deceptively simple.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/235748615\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003cstrong>The Home Visit, Not Because Anything's Wrong\u003cbr>\n\u003c/strong>\u003cbr>\nOn one fall evening, teachers Cristina Bautista and Stephanie Smith, from Sacramento's \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary School\u003c/a>, are sitting in fourth-grader Nevaeh Hamilton's living room. They aren't grilling Nevaeh or her parents about her academics or behavior at school. They're chatting about what Nevaeh likes to do at home. The conversation runs from karaoke to nail polish to drawing and then to the school garden.\u003c/p>\n\u003cp>\"Did you tell your mom about the salsa we made and you guys tried at the barbecue?\" asks Bautista.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It was really good,\" laughs Nevaeh.\u003c/p>\n\u003cp>\"Everything came straight from the garden,\" adds Bautista.\u003c/p>\n\u003cp>\"I like the outdoor classroom where Mr. Wagner says you can't walk through the invisible walls,\" says Nevaeh.\u003c/p>\n\u003cp>Then she's off to show the teachers her room.\u003c/p>\n\u003cp>\"Did you clean it?\" teases Smith.\u003c/p>\n\u003cp>Neveah’s giggling -- she's so excited her teachers are at her house. Her mom, Alicia Smith, also opens up to the teachers. \u003c/p>\n\u003cp>\"My goals, hopes and dreams are just for them to be successful in whatever they want to do and find their calling,\" she says.\u003c/p>\n\u003caside class=\"pullquote alignright\">Teachers visit neighborhoods they’ve never been to before and meet people from cultures they know little about... And that's kind of the point.\u003c/aside>\n\u003cp>A visit like this can fundamentally change the relationship with a family, as long as it's positive and it's on the parents' terms, says Stephanie Smith.\u003c/p>\n\u003cp>\"We do home visits at Taco Bell down the street, at the park. We’ve done home visits at soccer games, or even on front porches,\" she says. \"We try to get to everyone in whatever way the family feels comfortable.\"\u003c/p>\n\u003cp>That can feel revolutionary because it's so different from the typical relationship teachers often have with parents. Parents are used to getting a phone call only when their kids behave badly in class, and they don't usually see the teacher outside school.\u003c/p>\n\u003cp>When parent, teacher and student all feel appreciated by one another, the new relationship can make a big difference in the classroom. Kids who have had home visits attend class more and do better in school. There are fewer discipline issues, and parents are more involved.\u003c/p>\n\u003cfigure id=\"attachment_10778285\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/12/Hamiltons-800x575.jpg\" alt=\"The Hamilton family poses with teachers Stephanie Smith and Cristina Bautista during their home visit. Smith and Bautista say families now ask them for visits.\" width=\"800\" height=\"575\" class=\"size-medium wp-image-10778285\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/12/Hamiltons-800x575.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/12/Hamiltons-400x288.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/12/Hamiltons-1440x1036.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/12/Hamiltons.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/12/Hamiltons-1180x849.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/12/Hamiltons-960x691.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Hamilton family poses with teachers Stephanie Smith and Cristina Bautista during their home visit. Smith and Bautista say families now ask them for visits. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bautista remembers a student she visited twice, once at home and then again at the hospital when he had to get his appendix out.\u003c/p>\n\u003cp>\"He totally changed, from having these outbursts to, 'OK, I feel like I’m part of the classroom and people actually do care about me and they go out of their way to show that,' \" she remembers.\u003c/p>\n\u003cp>Bautista said the boy's parents also became more involved.\u003c/p>\n\u003cp>\"A lot of families are not really comfortable with schooling or teaching or educators because of their past,\" says Bautista. \"When you get to know that family member...you're working as a team to figure out, 'What can we do to help?' It’s more of a partnership: 'Let’s make our child successful.' If you don’t have that friendship or connection with the parent, I don’t think that can work or be successful.\"\u003c/p>\n\u003cp>\u003cstrong>Home Visits Change Teachers' Attitudes, Too\u003cbr>\n\u003c/strong>\u003cbr>\nTeacher Smith says at first she was nervous about home visits.\u003c/p>\n\u003cp>\"I was terrified of [home visits] when I first heard of them,\" says Smith. \"It’s not my environment, it’s their environment. I was worried that I’d be misunderstood, that they would have fear of me coming in with other intentions, instead of just getting to know them. I was worried they wouldn’t like me.\"\u003c/p>\n\u003cp>In Sacramento, teachers visit neighborhoods they've never been to before and meet people from cultures they know little about. And that's kind of the point, says \u003ca href=\"http://www.pthvp.org/\" target=\"_blank\">Parent Teacher Home Visit Project\u003c/a> trainer Yesenia Gonzalez.\u003c/p>\n\u003cp>\"We spend the biggest bulk of our three hours together talking about fears and barriers,\" says Gonzalez. \" ’Cause if we don’t talk about that, they won’t go out. They’ll just sit with their assumptions, their fears, their what ifs.\"\u003c/p>\n\u003cp>That's important because those assumptions can lead a teacher to expect less from students or discipline them too harshly. Gonzalez was compelled to help start the Parent Teacher Home Visit Project 17 years ago, when she says her daughter's school was in crisis.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=pEn06v3Pl_4\u003c/p>\n\u003cp>\"Less than 1 percent of our students were reading at grade level. So as you can understand, the pain was enormous. Everybody was blaming everybody and meanwhile our kids were just falling through the cracks,\" Gonzalez recalls.\u003c/p>\n\u003cp>She and other parents started researching schools with better outcomes, and they noticed something: Those teachers had relationships with students and parents outside of school. They began their project in eight schools in Sacramento. It's now in more than 400 schools across the country.\u003c/p>\n\u003cp>\u003cstrong>Increased Funding for Home Visits\u003cbr>\n\u003c/strong>\u003cbr>\nSacramento City Unified has managed to keep the project going for years, partly by using funds from Title I, which the federal government sends to school districts with large numbers of students from low-income families. In 1999, California allocated money for home visits in the state budget, but the Parent Teacher Home Visit Project's Sacramento director, Lisa Levasseur, says that after funding was discontinued, a lot of districts stopped the visits, at least officially, though some teachers here and there kept doing them.\u003c/p>\n\u003cp>[contextly_sidebar id=\"coNu2mqO1WFLyZOqpbGnMREuRts0jJxs\"]\u003c/p>\n\u003cp>Now, with the new funding formula for California and a mandate to engage families, many districts in the state are using new money to pay for home visits that they get from having more English learners, foster kids and children from low-income families.\u003c/p>\n\u003cp>It's about time, says teacher Bautista.\u003c/p>\n\u003cp>\"It’s amazing when you walk into a family that you don’t know too much about,\" she says. \"Background can be anything culturally. So when they take the time to cook a meal you were totally [not] expecting, you really feel important and you feel like you’re part of the family and you really see that families do appreciate what teachers do.\"\u003c/p>\n\u003cp>Teachers say that after a visit, when a kid has trouble in class, it's easier to partner with the family to find a solution. And visits can give teachers new insights into a student's home culture that they can incorporate into the curriculum.\u003c/p>\n\u003cp>\"When I go to a home and they taught me about their garden, or something specific that the family really shines at, I’m like, 'Why don’t I do more of these more often?' \" says Bautista.\u003c/p>\n\u003cp>It's dusk when Bautista and Smith leave the Hamiltons’ home and walk back toward school. They run into a neighbor.\u003c/p>\n\u003cp>\"Oh, hey, there you are!\" calls Bautista. \"I was like, 'Isn’t this the Daniels’ house? How you doing?' \"\u003c/p>\n\u003cp>\"Long time no see!\" Smith chimes in.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>These teachers say parents in the neighborhood know them now and seek them out to ask for visits. And, they say, school is starting to feel like family.\u003c/p>\n\n","blocks":[],"excerpt":"When teachers build relationships with kids and parents outside of school, it can radically improve what happens in the classroom.","status":"publish","parent":0,"modified":1449080478,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1369},"headData":{"title":"The Power of Home Visits to Connect Teachers With Kids and Their Families | KQED","description":"When teachers build relationships with kids and parents outside of school, it can radically improve what happens in the classroom.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"The Power of Home Visits to Connect Teachers With Kids and Their Families","datePublished":"2015-12-02T08:20:17.000Z","dateModified":"2015-12-02T18:21:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10753631 http://ww2.kqed.org/news/?p=10753631","disqusUrl":"https://ww2.kqed.org/news/2015/12/02/the-power-of-home-visits-to-connect-teachers-with-kids-and-their-families/","disqusTitle":"The Power of Home Visits to Connect Teachers With Kids and Their Families","path":"/news/10753631/the-power-of-home-visits-to-connect-teachers-with-kids-and-their-families","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The teacher home visit is making a comeback in California because it's proving to be a good way for teachers to build relationships with families. The state now requires schools to make family engagement a priority, so more districts are turning to the \u003ca href=\"http://www.pthvp.org/\">Parent Teacher Home Visit Project\u003c/a> in Sacramento that has been training teachers for years to visit students and families on their own turf.\u003c/p>\n\u003cp>It turns out the low-tech home visit can radically improve what happens in the classroom. The mechanics of it, though, are deceptively simple.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/235748615&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/235748615'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>The Home Visit, Not Because Anything's Wrong\u003cbr>\n\u003c/strong>\u003cbr>\nOn one fall evening, teachers Cristina Bautista and Stephanie Smith, from Sacramento's \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary School\u003c/a>, are sitting in fourth-grader Nevaeh Hamilton's living room. They aren't grilling Nevaeh or her parents about her academics or behavior at school. They're chatting about what Nevaeh likes to do at home. The conversation runs from karaoke to nail polish to drawing and then to the school garden.\u003c/p>\n\u003cp>\"Did you tell your mom about the salsa we made and you guys tried at the barbecue?\" asks Bautista.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It was really good,\" laughs Nevaeh.\u003c/p>\n\u003cp>\"Everything came straight from the garden,\" adds Bautista.\u003c/p>\n\u003cp>\"I like the outdoor classroom where Mr. Wagner says you can't walk through the invisible walls,\" says Nevaeh.\u003c/p>\n\u003cp>Then she's off to show the teachers her room.\u003c/p>\n\u003cp>\"Did you clean it?\" teases Smith.\u003c/p>\n\u003cp>Neveah’s giggling -- she's so excited her teachers are at her house. Her mom, Alicia Smith, also opens up to the teachers. \u003c/p>\n\u003cp>\"My goals, hopes and dreams are just for them to be successful in whatever they want to do and find their calling,\" she says.\u003c/p>\n\u003caside class=\"pullquote alignright\">Teachers visit neighborhoods they’ve never been to before and meet people from cultures they know little about... And that's kind of the point.\u003c/aside>\n\u003cp>A visit like this can fundamentally change the relationship with a family, as long as it's positive and it's on the parents' terms, says Stephanie Smith.\u003c/p>\n\u003cp>\"We do home visits at Taco Bell down the street, at the park. We’ve done home visits at soccer games, or even on front porches,\" she says. \"We try to get to everyone in whatever way the family feels comfortable.\"\u003c/p>\n\u003cp>That can feel revolutionary because it's so different from the typical relationship teachers often have with parents. Parents are used to getting a phone call only when their kids behave badly in class, and they don't usually see the teacher outside school.\u003c/p>\n\u003cp>When parent, teacher and student all feel appreciated by one another, the new relationship can make a big difference in the classroom. Kids who have had home visits attend class more and do better in school. There are fewer discipline issues, and parents are more involved.\u003c/p>\n\u003cfigure id=\"attachment_10778285\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/12/Hamiltons-800x575.jpg\" alt=\"The Hamilton family poses with teachers Stephanie Smith and Cristina Bautista during their home visit. Smith and Bautista say families now ask them for visits.\" width=\"800\" height=\"575\" class=\"size-medium wp-image-10778285\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/12/Hamiltons-800x575.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/12/Hamiltons-400x288.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/12/Hamiltons-1440x1036.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/12/Hamiltons.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/12/Hamiltons-1180x849.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/12/Hamiltons-960x691.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Hamilton family poses with teachers Stephanie Smith and Cristina Bautista during their home visit. Smith and Bautista say families now ask them for visits. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bautista remembers a student she visited twice, once at home and then again at the hospital when he had to get his appendix out.\u003c/p>\n\u003cp>\"He totally changed, from having these outbursts to, 'OK, I feel like I’m part of the classroom and people actually do care about me and they go out of their way to show that,' \" she remembers.\u003c/p>\n\u003cp>Bautista said the boy's parents also became more involved.\u003c/p>\n\u003cp>\"A lot of families are not really comfortable with schooling or teaching or educators because of their past,\" says Bautista. \"When you get to know that family member...you're working as a team to figure out, 'What can we do to help?' It’s more of a partnership: 'Let’s make our child successful.' If you don’t have that friendship or connection with the parent, I don’t think that can work or be successful.\"\u003c/p>\n\u003cp>\u003cstrong>Home Visits Change Teachers' Attitudes, Too\u003cbr>\n\u003c/strong>\u003cbr>\nTeacher Smith says at first she was nervous about home visits.\u003c/p>\n\u003cp>\"I was terrified of [home visits] when I first heard of them,\" says Smith. \"It’s not my environment, it’s their environment. I was worried that I’d be misunderstood, that they would have fear of me coming in with other intentions, instead of just getting to know them. I was worried they wouldn’t like me.\"\u003c/p>\n\u003cp>In Sacramento, teachers visit neighborhoods they've never been to before and meet people from cultures they know little about. And that's kind of the point, says \u003ca href=\"http://www.pthvp.org/\" target=\"_blank\">Parent Teacher Home Visit Project\u003c/a> trainer Yesenia Gonzalez.\u003c/p>\n\u003cp>\"We spend the biggest bulk of our three hours together talking about fears and barriers,\" says Gonzalez. \" ’Cause if we don’t talk about that, they won’t go out. They’ll just sit with their assumptions, their fears, their what ifs.\"\u003c/p>\n\u003cp>That's important because those assumptions can lead a teacher to expect less from students or discipline them too harshly. Gonzalez was compelled to help start the Parent Teacher Home Visit Project 17 years ago, when she says her daughter's school was in crisis.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/pEn06v3Pl_4'\n title='//www.youtube.com/embed/pEn06v3Pl_4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\"Less than 1 percent of our students were reading at grade level. So as you can understand, the pain was enormous. Everybody was blaming everybody and meanwhile our kids were just falling through the cracks,\" Gonzalez recalls.\u003c/p>\n\u003cp>She and other parents started researching schools with better outcomes, and they noticed something: Those teachers had relationships with students and parents outside of school. They began their project in eight schools in Sacramento. It's now in more than 400 schools across the country.\u003c/p>\n\u003cp>\u003cstrong>Increased Funding for Home Visits\u003cbr>\n\u003c/strong>\u003cbr>\nSacramento City Unified has managed to keep the project going for years, partly by using funds from Title I, which the federal government sends to school districts with large numbers of students from low-income families. In 1999, California allocated money for home visits in the state budget, but the Parent Teacher Home Visit Project's Sacramento director, Lisa Levasseur, says that after funding was discontinued, a lot of districts stopped the visits, at least officially, though some teachers here and there kept doing them.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Now, with the new funding formula for California and a mandate to engage families, many districts in the state are using new money to pay for home visits that they get from having more English learners, foster kids and children from low-income families.\u003c/p>\n\u003cp>It's about time, says teacher Bautista.\u003c/p>\n\u003cp>\"It’s amazing when you walk into a family that you don’t know too much about,\" she says. \"Background can be anything culturally. So when they take the time to cook a meal you were totally [not] expecting, you really feel important and you feel like you’re part of the family and you really see that families do appreciate what teachers do.\"\u003c/p>\n\u003cp>Teachers say that after a visit, when a kid has trouble in class, it's easier to partner with the family to find a solution. And visits can give teachers new insights into a student's home culture that they can incorporate into the curriculum.\u003c/p>\n\u003cp>\"When I go to a home and they taught me about their garden, or something specific that the family really shines at, I’m like, 'Why don’t I do more of these more often?' \" says Bautista.\u003c/p>\n\u003cp>It's dusk when Bautista and Smith leave the Hamiltons’ home and walk back toward school. They run into a neighbor.\u003c/p>\n\u003cp>\"Oh, hey, there you are!\" calls Bautista. \"I was like, 'Isn’t this the Daniels’ house? How you doing?' \"\u003c/p>\n\u003cp>\"Long time no see!\" Smith chimes in.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These teachers say parents in the neighborhood know them now and seek them out to ask for visits. And, they say, school is starting to feel like family.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10753631/the-power-of-home-visits-to-connect-teachers-with-kids-and-their-families","authors":["3225"],"programs":["news_72"],"categories":["news_18540","news_8"],"tags":["news_18143","news_17762","news_17286","news_2044","news_4398","news_17041"],"featImg":"news_10778281","label":"news_72"},"news_10770719":{"type":"posts","id":"news_10770719","meta":{"index":"posts_1591205157","site":"news","id":"10770719","score":null,"sort":[1448490892000]},"guestAuthors":[],"slug":"project-based-learning-on-the-rise-in-california-public-schools","title":"Project-Based Learning on the Rise in California Public Schools","publishDate":1448490892,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>\u003cem>Post updated Monday, Nov. 30. \u003c/em>\u003c/p>\n\u003cp>History teacher Edward Coyne believes class projects are the \u003cem>only\u003c/em> way to get students learning.\u003c/p>\n\u003cp>Coyne is considered one of the best teachers in the \u003ca href=\"http://www.beniciaunified.org/\">Benicia Unified School District\u003c/a> because he plans daily hands-on activities designed to get teenagers excited about everything from the Age of Imperialism to the Cold War.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Listen to the radio stories:\u003c/h3>\n\u003cp>Part 1:[soundcloud url=\"https://api.soundcloud.com/tracks/234543156\" params=\"color=ff5500&inverse=false&auto_play=false&show_user=true\" width=\"100%\" height=\"20\" iframe=\"true\" /]\u003cbr>\nPart 2:[soundcloud url=\"https://api.soundcloud.com/tracks/234706466\" params=\"color=ff5500&inverse=false&auto_play=false&show_user=true\" width=\"100%\" height=\"20\" iframe=\"true\" /]\u003c/p>\n\u003c/aside>\n\u003cp>“All the projects I do in class, I’ve made up on my own based on playing military campaign games as a kid and with my 12-year-old son,” says Coyne, who teaches at \u003ca href=\"http://bhs.beniciaunified.org/\">Benicia High School.\u003c/a>\u003c/p>\n\u003cp>Coyne’s ultimate goal is to help students achieve a deeper level of understanding versus memorizing a list of facts and figures.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His projects range from a giant game of \"Risk\" to a scavenger hunt in the community.\u003c/p>\n\u003cp>\"You got to get buy-in from these kids. If they're not sold on this project, they’re not going to put the effort into it,\" Coyne says.\u003c/p>\n\u003cfigure id=\"attachment_10770830\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17527_benicia-1-qut.jpg\">\u003cimg class=\"size-medium wp-image-10770830\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17527_benicia-1-qut-800x600.jpg\" alt=\"Benicia High School in the Benicia Unified School District is experimenting with project based learning in history teacher Edward Coyne’s class. \" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Benicia High School in the Benicia Unified School District is experimenting with project-based learning in history teacher Edward Coyne’s class. \u003ccite>(Benicia Film Festival)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>State education officials now want more schools to take on this approach, known as \u003ca href=\"http://bie.org/about/what_pbl\">project-based learning\u003c/a> (PBL), because \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core academic standards\u003c/a> ask students to collaborate and solve real-world problems.\u003c/p>\n\u003cp>Group work is not a new idea in public education, but up until now it was considered an “add-on.\"\u003c/p>\n\u003cp>Five public school districts, including \u003ca href=\"http://sjusd.org/\">San Jose\u003c/a> and \u003ca href=\"http://www.fresnounified.org/Pages/Default.aspx\">Fresno\u003c/a>, have adopted this method on a voluntary basis, and more schools are embracing this method on their own.\u003c/p>\n\u003cp>\u003cstrong>Project-based learning in action\u003c/strong>\u003c/p>\n\u003cp>In Coyne’s World Civilization class, sophomores learn about life before the French Revolution.\u003c/p>\n\u003cp>Coyne removes all desks in class. Students sitting on the floor play the role of peasants. Those who grabbed one of the few open chairs play the parts of Louis XIV of France, Marie Antoinette and noble lords.\u003c/p>\n\u003cp>As part of the project, peasants have to draw strands of wheat on tiny pieces of paper under deadline. Once time is up, the groups tally their wheat and calculate profits.\u003c/p>\n\u003cp>[contextly_sidebar id=\"Ipd7nOy8PEQrAcAjS6AMlkchZ5NGhlvB\"]\u003c/p>\n\u003cp>The peasants get nothing back. The noble lords get a 10 percent cut. The rest goes to the king and queen.\u003c/p>\n\u003cp>“The projects allow the kids to learn more in-depth and get into serious analysis,” Coyne says. “It forces a lot of students to think, who have never been happy and successful in class.”\u003c/p>\n\u003cp>Students in his class also prefer this teaching approach because it “doesn’t follow a script” and they can interact with each other.\u003c/p>\n\u003cp>“I think our focus levels are a lot higher, and we’re also in a more relaxed environment,” says Harrison Meyer, a 16-year-old student at Benicia High. “You have more personal freedom here.”\u003c/p>\n\u003cp>Former students of Coyne’s class say they still remember what they learned in his class -- and that retention of information through hands-on activities is a selling point that PBL advocates like to emphasize.\u003c/p>\n\u003cp>\u003cstrong>Tapping into learning styles \u003c/strong>\u003c/p>\n\u003cp>For Coyne, there's a deeply personal reason why he has adopted project-based learning.\u003c/p>\n\u003cp>As a child, he was diagnosed with dyslexia. He hated going to school because of all the back-to-back lectures, memorizing and reading.\u003c/p>\n\u003cp>“I was told my personality reeks, that I’d never be successful, and never graduate from high school,” Coyne recalls. “I went to the dark side, based on that.”\u003c/p>\n\u003cfigure id=\"attachment_10770829\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17529_coyne-1-qut.jpg\">\u003cimg class=\"size-full wp-image-10770829\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17529_coyne-1-qut.jpg\" alt=\"History teacher Edward Coyne has been pioneering the project based learning approach in his classes at Benicia High School. \" width=\"300\" height=\"250\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">History teacher Edward Coyne has been pioneering the project-based learning approach in his classes at Benicia High School. \u003ccite>(Malcolm Slight/Benicia Magazine)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Coyne turned to drugs and alcohol as a teenager and wound up in the hospital on his 19th birthday.\u003c/p>\n\u003cp>Once he got clean and sober, Coyne realized the right thing to do was to finish school.\u003c/p>\n\u003cp>As a teacher, Coyne has been determined to help all students who have a tough time in the traditional classroom setting.\u003c/p>\n\u003cp>He admits successful projects take hours of planning, which can overwhelm many new and veteran teachers. Education experts say in order for this approach to really work, the entire school day has to be restructured so that teachers have more time to plan.\u003c/p>\n\u003cp>“Teachers will need leadership at their school that will give them the space to develop projects and also provide critical feedback,” says \u003ca href=\"https://www.usfca.edu/faculty/richard-ayers\">Rick Ayers\u003c/a>, professor of education at the\u003ca href=\"https://www.usfca.edu/\"> University of San Francisco.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Lincoln High’s big hope in San Jose\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://sjusd.org/lincoln/\">Lincoln High School\u003c/a> in the \u003ca href=\"http://sjusd.org/\">San Jose Unified School District\u003c/a> is one campus that has re-engineered its traditional school schedule so that teachers can meet for longer periods of time to plan challenging hands-on activities together.\u003c/p>\n\u003cp>So far, the district has spent roughly $150,000 to hire consultants and train teachers.\u003c/p>\n\u003cp>Lincoln High made the switch to project-based learning three years ago because student test scores were stagnant.\u003c/p>\n\u003cfigure id=\"attachment_10770827\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17531_pbl-1-qut.jpg\">\u003cimg class=\"size-medium wp-image-10770827\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17531_pbl-1-qut-800x600.jpg\" alt=\"Project based learning is on the rise in California public schools.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut.jpg 1632w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Project-based learning is on the rise in California public schools. \u003ccite>(Dorrin Akbari/Lincoln Lion Tales)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Student surveys also showed far too many teenagers were not engaged and did not feel connected to the campus.\u003c/p>\n\u003cp>Those indicators, combined with the mounting pressure to satisfy new state academic standards, forced Principal Matthew Hewitson to do something bold: He let his teachers decide how to get the school back on track.\u003c/p>\n\u003cp>Teachers chose projects to be the centerpiece in every class and in every grade.\u003c/p>\n\u003cp>“Your classroom may look chaotic, but there is a method to the madness,” says teacher Alison Zuniga.\u003c/p>\n\u003cp>There have been hundreds of projects at Lincoln High, from students redesigning their school to building theater sets in math class.\u003c/p>\n\u003cp>Many Lincoln High students say how much they learn depends on how relevant the project is to what they're learning in class.\u003c/p>\n\u003cp>They say group dynamics are also a factor.\u003c/p>\n\u003cp>“There is always that one person who doesn’t want to do anything,” says Pedro Castillo, a sophomore at Lincoln High. “There’s always the smart one who does everything. So I think it’s important for the teacher to lead you in the beginning.”\u003c/p>\n\u003cp>\u003cstrong>Academic results mixed \u003c/strong>\u003c/p>\n\u003cp>Students across California took the state’s\u003ca href=\"http://www.cde.ca.gov/ta/tg/sa/\"> Common Core-aligned test\u003c/a> for the first time last year.\u003c/p>\n\u003cp>Lincoln High did better than most schools in the state, especially when it came to students' inquiry and research skills.\u003c/p>\n\u003cp>However, in math and English, the school still fell short.\u003c/p>\n\u003cp>Hewitson admits Lincoln High may have jumped into project-based learning too quickly.\u003c/p>\n\u003cfigure id=\"attachment_10770828\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17535_matt-1-qut.jpg\">\u003cimg class=\"size-medium wp-image-10770828\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17535_matt-1-qut-800x487.jpg\" alt=\"Abraham Lincoln High School Principal Matthew Hewitson (right) says Lincoln High students have completed hundreds of projects over the course of three years. \" width=\"800\" height=\"487\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17535_matt-1-qut-800x487.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17535_matt-1-qut-400x244.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17535_matt-1-qut.jpg 900w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Abraham Lincoln High School Principal Matthew Hewitson (R) says Lincoln High students have completed hundreds of projects over the course of three years. \u003ccite>(Nikola Zivkovic/Lincoln Lion Tales)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When you move too quickly, you can run into quality-control issues. So that’s where we’re at now,” Hewitson says.\u003c/p>\n\u003cp>However, Hewitson says fewer students are getting \"D\" and \"F\" grades compared with three years ago.\u003c/p>\n\u003cp>Student attendance rates have also improved.\u003c/p>\n\u003cp>District and state officials are watching closely because if Lincoln High succeeds, the campus could be a model for other schools in California.\u003c/p>\n\u003cp>Hewitson says the next step is holding teachers more accountable.\u003c/p>\n\u003cp>“There has always been a big wall of separation in California between student achievement results and teacher evaluations, but when it gets down to really trying to move a school forward, those are walls you have to figure out, tear down and deal with.”\u003c/p>\n\u003cp>San Jose Unified will not directly link student test scores with teacher evaluations, but student performance will still be a component. Under a new evaluation system, evaluators will now look at whether teachers learn from the results of assessments and use them to improve the way they teach.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Lincoln High teachers admit there are going to be successes and failures as they move forward, but the school community is willing to see this effort through.\u003c/p>\n\n","blocks":[],"excerpt":"The teaching style is gaining popularity as Common Core academic standards call on students to collaborate and solve real-world problems.","status":"publish","parent":0,"modified":1448917855,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":57,"wordCount":1409},"headData":{"title":"Project-Based Learning on the Rise in California Public Schools | KQED","description":"The teaching style is gaining popularity as Common Core academic standards call on students to collaborate and solve real-world problems.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Project-Based Learning on the Rise in California Public Schools","datePublished":"2015-11-25T22:34:52.000Z","dateModified":"2015-11-30T21:10:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10770719 http://ww2.kqed.org/news/?p=10770719","disqusUrl":"https://ww2.kqed.org/news/2015/11/25/project-based-learning-on-the-rise-in-california-public-schools/","disqusTitle":"Project-Based Learning on the Rise in California Public Schools","path":"/news/10770719/project-based-learning-on-the-rise-in-california-public-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Post updated Monday, Nov. 30. \u003c/em>\u003c/p>\n\u003cp>History teacher Edward Coyne believes class projects are the \u003cem>only\u003c/em> way to get students learning.\u003c/p>\n\u003cp>Coyne is considered one of the best teachers in the \u003ca href=\"http://www.beniciaunified.org/\">Benicia Unified School District\u003c/a> because he plans daily hands-on activities designed to get teenagers excited about everything from the Age of Imperialism to the Cold War.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Listen to the radio stories:\u003c/h3>\n\u003cp>Part 1:\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='20'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/234543156&visual=true&color=ff5500&inverse=false&auto_play=false&show_user=true'\n title='https://api.soundcloud.com/tracks/234543156'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003cbr>\nPart 2:\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='20'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/234706466&visual=true&color=ff5500&inverse=false&auto_play=false&show_user=true'\n title='https://api.soundcloud.com/tracks/234706466'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003c/aside>\n\u003cp>“All the projects I do in class, I’ve made up on my own based on playing military campaign games as a kid and with my 12-year-old son,” says Coyne, who teaches at \u003ca href=\"http://bhs.beniciaunified.org/\">Benicia High School.\u003c/a>\u003c/p>\n\u003cp>Coyne’s ultimate goal is to help students achieve a deeper level of understanding versus memorizing a list of facts and figures.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His projects range from a giant game of \"Risk\" to a scavenger hunt in the community.\u003c/p>\n\u003cp>\"You got to get buy-in from these kids. If they're not sold on this project, they’re not going to put the effort into it,\" Coyne says.\u003c/p>\n\u003cfigure id=\"attachment_10770830\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17527_benicia-1-qut.jpg\">\u003cimg class=\"size-medium wp-image-10770830\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17527_benicia-1-qut-800x600.jpg\" alt=\"Benicia High School in the Benicia Unified School District is experimenting with project based learning in history teacher Edward Coyne’s class. \" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Benicia High School in the Benicia Unified School District is experimenting with project-based learning in history teacher Edward Coyne’s class. \u003ccite>(Benicia Film Festival)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>State education officials now want more schools to take on this approach, known as \u003ca href=\"http://bie.org/about/what_pbl\">project-based learning\u003c/a> (PBL), because \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core academic standards\u003c/a> ask students to collaborate and solve real-world problems.\u003c/p>\n\u003cp>Group work is not a new idea in public education, but up until now it was considered an “add-on.\"\u003c/p>\n\u003cp>Five public school districts, including \u003ca href=\"http://sjusd.org/\">San Jose\u003c/a> and \u003ca href=\"http://www.fresnounified.org/Pages/Default.aspx\">Fresno\u003c/a>, have adopted this method on a voluntary basis, and more schools are embracing this method on their own.\u003c/p>\n\u003cp>\u003cstrong>Project-based learning in action\u003c/strong>\u003c/p>\n\u003cp>In Coyne’s World Civilization class, sophomores learn about life before the French Revolution.\u003c/p>\n\u003cp>Coyne removes all desks in class. Students sitting on the floor play the role of peasants. Those who grabbed one of the few open chairs play the parts of Louis XIV of France, Marie Antoinette and noble lords.\u003c/p>\n\u003cp>As part of the project, peasants have to draw strands of wheat on tiny pieces of paper under deadline. Once time is up, the groups tally their wheat and calculate profits.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The peasants get nothing back. The noble lords get a 10 percent cut. The rest goes to the king and queen.\u003c/p>\n\u003cp>“The projects allow the kids to learn more in-depth and get into serious analysis,” Coyne says. “It forces a lot of students to think, who have never been happy and successful in class.”\u003c/p>\n\u003cp>Students in his class also prefer this teaching approach because it “doesn’t follow a script” and they can interact with each other.\u003c/p>\n\u003cp>“I think our focus levels are a lot higher, and we’re also in a more relaxed environment,” says Harrison Meyer, a 16-year-old student at Benicia High. “You have more personal freedom here.”\u003c/p>\n\u003cp>Former students of Coyne’s class say they still remember what they learned in his class -- and that retention of information through hands-on activities is a selling point that PBL advocates like to emphasize.\u003c/p>\n\u003cp>\u003cstrong>Tapping into learning styles \u003c/strong>\u003c/p>\n\u003cp>For Coyne, there's a deeply personal reason why he has adopted project-based learning.\u003c/p>\n\u003cp>As a child, he was diagnosed with dyslexia. He hated going to school because of all the back-to-back lectures, memorizing and reading.\u003c/p>\n\u003cp>“I was told my personality reeks, that I’d never be successful, and never graduate from high school,” Coyne recalls. “I went to the dark side, based on that.”\u003c/p>\n\u003cfigure id=\"attachment_10770829\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17529_coyne-1-qut.jpg\">\u003cimg class=\"size-full wp-image-10770829\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17529_coyne-1-qut.jpg\" alt=\"History teacher Edward Coyne has been pioneering the project based learning approach in his classes at Benicia High School. \" width=\"300\" height=\"250\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">History teacher Edward Coyne has been pioneering the project-based learning approach in his classes at Benicia High School. \u003ccite>(Malcolm Slight/Benicia Magazine)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Coyne turned to drugs and alcohol as a teenager and wound up in the hospital on his 19th birthday.\u003c/p>\n\u003cp>Once he got clean and sober, Coyne realized the right thing to do was to finish school.\u003c/p>\n\u003cp>As a teacher, Coyne has been determined to help all students who have a tough time in the traditional classroom setting.\u003c/p>\n\u003cp>He admits successful projects take hours of planning, which can overwhelm many new and veteran teachers. Education experts say in order for this approach to really work, the entire school day has to be restructured so that teachers have more time to plan.\u003c/p>\n\u003cp>“Teachers will need leadership at their school that will give them the space to develop projects and also provide critical feedback,” says \u003ca href=\"https://www.usfca.edu/faculty/richard-ayers\">Rick Ayers\u003c/a>, professor of education at the\u003ca href=\"https://www.usfca.edu/\"> University of San Francisco.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Lincoln High’s big hope in San Jose\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://sjusd.org/lincoln/\">Lincoln High School\u003c/a> in the \u003ca href=\"http://sjusd.org/\">San Jose Unified School District\u003c/a> is one campus that has re-engineered its traditional school schedule so that teachers can meet for longer periods of time to plan challenging hands-on activities together.\u003c/p>\n\u003cp>So far, the district has spent roughly $150,000 to hire consultants and train teachers.\u003c/p>\n\u003cp>Lincoln High made the switch to project-based learning three years ago because student test scores were stagnant.\u003c/p>\n\u003cfigure id=\"attachment_10770827\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17531_pbl-1-qut.jpg\">\u003cimg class=\"size-medium wp-image-10770827\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17531_pbl-1-qut-800x600.jpg\" alt=\"Project based learning is on the rise in California public schools.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut.jpg 1632w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Project-based learning is on the rise in California public schools. \u003ccite>(Dorrin Akbari/Lincoln Lion Tales)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Student surveys also showed far too many teenagers were not engaged and did not feel connected to the campus.\u003c/p>\n\u003cp>Those indicators, combined with the mounting pressure to satisfy new state academic standards, forced Principal Matthew Hewitson to do something bold: He let his teachers decide how to get the school back on track.\u003c/p>\n\u003cp>Teachers chose projects to be the centerpiece in every class and in every grade.\u003c/p>\n\u003cp>“Your classroom may look chaotic, but there is a method to the madness,” says teacher Alison Zuniga.\u003c/p>\n\u003cp>There have been hundreds of projects at Lincoln High, from students redesigning their school to building theater sets in math class.\u003c/p>\n\u003cp>Many Lincoln High students say how much they learn depends on how relevant the project is to what they're learning in class.\u003c/p>\n\u003cp>They say group dynamics are also a factor.\u003c/p>\n\u003cp>“There is always that one person who doesn’t want to do anything,” says Pedro Castillo, a sophomore at Lincoln High. “There’s always the smart one who does everything. So I think it’s important for the teacher to lead you in the beginning.”\u003c/p>\n\u003cp>\u003cstrong>Academic results mixed \u003c/strong>\u003c/p>\n\u003cp>Students across California took the state’s\u003ca href=\"http://www.cde.ca.gov/ta/tg/sa/\"> Common Core-aligned test\u003c/a> for the first time last year.\u003c/p>\n\u003cp>Lincoln High did better than most schools in the state, especially when it came to students' inquiry and research skills.\u003c/p>\n\u003cp>However, in math and English, the school still fell short.\u003c/p>\n\u003cp>Hewitson admits Lincoln High may have jumped into project-based learning too quickly.\u003c/p>\n\u003cfigure id=\"attachment_10770828\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17535_matt-1-qut.jpg\">\u003cimg class=\"size-medium wp-image-10770828\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17535_matt-1-qut-800x487.jpg\" alt=\"Abraham Lincoln High School Principal Matthew Hewitson (right) says Lincoln High students have completed hundreds of projects over the course of three years. \" width=\"800\" height=\"487\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17535_matt-1-qut-800x487.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17535_matt-1-qut-400x244.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17535_matt-1-qut.jpg 900w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Abraham Lincoln High School Principal Matthew Hewitson (R) says Lincoln High students have completed hundreds of projects over the course of three years. \u003ccite>(Nikola Zivkovic/Lincoln Lion Tales)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When you move too quickly, you can run into quality-control issues. So that’s where we’re at now,” Hewitson says.\u003c/p>\n\u003cp>However, Hewitson says fewer students are getting \"D\" and \"F\" grades compared with three years ago.\u003c/p>\n\u003cp>Student attendance rates have also improved.\u003c/p>\n\u003cp>District and state officials are watching closely because if Lincoln High succeeds, the campus could be a model for other schools in California.\u003c/p>\n\u003cp>Hewitson says the next step is holding teachers more accountable.\u003c/p>\n\u003cp>“There has always been a big wall of separation in California between student achievement results and teacher evaluations, but when it gets down to really trying to move a school forward, those are walls you have to figure out, tear down and deal with.”\u003c/p>\n\u003cp>San Jose Unified will not directly link student test scores with teacher evaluations, but student performance will still be a component. Under a new evaluation system, evaluators will now look at whether teachers learn from the results of assessments and use them to improve the way they teach.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lincoln High teachers admit there are going to be successes and failures as they move forward, but the school community is willing to see this effort through.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10770719/project-based-learning-on-the-rise-in-california-public-schools","authors":["211"],"programs":["news_72"],"categories":["news_18540","news_8"],"tags":["news_4830","news_17286","news_4398","news_17041"],"featImg":"news_10770826","label":"news_72"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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