Best New Year's Resolutions for Teachers

I came across this really terrific article published yesterday in the Huffington Post. It was written by Dallas Rico, an educator and young adult novelist. Because the post really resonated with me, I am reprinting it here:

The New Year's Resolution Every Teacher Should Make

by Dallas Rico

In a week, we'll see tons of prominent store displays and ads stacked with weight loss shakes, protein bars and supplement pills. That's because, year after year, losing weight and getting in shape are among the top New Year's resolutions. Inevitably, around February, many give up on that goal, just in time for all the beer and hot wings that come with Super Bowl parties.

Though I'm not a fan of New Year's resolutions (given their failure rate), I do believe that we teachers are positioned to make and keep them. Why? Because that holiday break removes us from our normal day-to-day routine and affords us time to reflect on our practice. Naturally, as we spend the holidays out of the classroom, we think about how the first semester went and come up with ways to improve for the next.

Personally, I plan to develop more student-centered projects that bring their learning to life. As a Spanish teacher, I have the opportunity to make lessons more meaningful beyond worksheets and tests. I realize I can do more with that and will strive to do so next year. Perhaps you want to seek more professional development opportunities or become more involved in school programs. Maybe you want to make a better effort calling parents or returning assignments back quicker (the struggle is real).

In my years in education, I've seen a number of complacent teachers who are content with using the same lesson plans, assessments and materials each year. The truth is that even teachers who've been in the profession for over 25 years can improve in one way or another.

On the other side, the first year teacher may utterly feel overwhelmed and needing to get better at various things. That's why every teacher can and should strive to improve in at least one way. That's a reasonable New Year's resolution, one that often happens naturally, but it still must be stated.

Due to the cyclical nature of education, especially if you teach the same subject and level each year, it's easy to fall into a groove and always do the exact same thing, as if you're an actor on a Broadway show. But I urge educators to find at least one way they can improve this year and create a plan to stick to it.

Thoughtful school administrators can also help teachers become more introspective. By introducing key school-wide initiatives, they push faculty to try new things. For instance, in a school I taught at in Los Angeles, the principal asked all teachers, even the Art, Math and P.E. teachers, to create one writing assignment within a two month period. The ultimate goal was to get students to write more and to improve the clarity of their arguments. After the window of time, all the teachers met and reflected on the process.

As a result, some, like our algebra teacher, began assigning more writing, thus, giving students more practice. Mission accomplished. Likewise, a savvy administrator can get the school to address a common issue with such an initiative.

For-profit companies set goals to make more money. Teachers set goals to get more students prepared for college and career. The better the teacher, the more prepared students will be. It all begins with saying "this year I will be a better teacher for my students by ______________."

...

To view the original article, click on this link: New Year's Resolutions for Teachers.

Alan Lawrence Sitomer: Novelist and Chalkboard Champion

A very unique chalkboard champion is Alan Lawrence Sitomer, novelist and educator who has earned a reputation nationally for his success in engaging reluctant readers and as a motivational speaker. He was named California Teacher of the Year by the California Board of Education in 2007.

Born in 1967, Alan earned his bachelor's degree from USC, his teaching certificate through San Diego State University, and his master's degree from National University. He has taught English, Creative Writing, Speech & Debate, and AVID at Lynwood High School, an inner city school located in Lynwood, Los Angeles County, California.

Alan's published novels include The Hoopster, Hip Hop High School, and Homeboyz. He has also authored Hip-Hop Poetry & the Classics, a text that is currently being used in classrooms throughout the United States to teach classic poetry through hip-hop. The approach is intended to engaged reluctant students in both poetry and academics. Other titles published by Alan are a teacher's methodology book entitled Teaching Teens & Reaping Results: In a Wi-Fi, Hip-Hop, Where-Has-All-The-Sanityh-Gone World and The Alan Sitomer BookJam.

You can find Alan Sitomer's books on amazon and access his website at the following link: www.alanlawrencesitomer.com.

Chalkboard Hero Golda Meir: American Teacher and Israeli Prime Minister

Many people have heard of Golda Meir, the "Iron Lady of Israeli Politics" who served from 1969 to 1974 as the Prime Minister of Israel. But did you know that Golda was also a teacher?

Golda was born Golda Mabovitch in Kiev, Ukraine, on May 3, 1898. Her parents were Moshe and Blume Mabovitch, and Golda was one of eight children born to the couple. Five of her siblings died in infancy; Golda was the middle child of three surviving daughters. When she was a young child, her father immigrated to the United States; the rest of the family followed him three years later. The Mabovitches settled in Milwaukee, Wisconsin. 

As a youngster, Golda attended the Fourth Street Grade School where she graduated as the valedictorian of her class. She then enrolled in North Division High School, against the wishes of her parents, who believed that girls should get married, not pursue an education or a profession. In her freshman year, Golda moved to Denver, Colorado, to live with her older sister, Sheyna, and at that time she transferred to North High School. In Denver Golda met a Morris Myerson, and she fell in love. Despite this romance, in 1915, Golda returned to her parents' home in Milwaukee, and the following year she graduated from North Division High School.

After her high school graduation, Golda enrolled at Wisconsin State Normal School to pursue a three-year degree in education. During her training, the neophyte educator taught young children reading, writing, and history three days a week at a folkshule, a Yiddish school at the Jewish Center of Milwaukee. She also gave numerous lectures on Zionism, a movement to establish a homeland for the Jewish people.

In 1917, Golda married her long-time boyfriend Morris Myerson. Later, she modified her surname to Meir. In 1921, the fourth year of their marriage, Golda and Morris emigrated to Palestine, where the couple quickly joined a kibbutz. Over the next five years, Golda and Morris had two children: a boy named Menachem in 1924, and daughter named Sarah in 1926.

Unfortunately, Morris contracted malaria, so the family left the kibbutz and moved to Jerusalem, where Golda accepted employment in a government job. She worked as the secretary of the Working Women's Council, and represented the council at a number of international labor meetings. In 1929 Golda was named a delegate to the world Zionist Organization. In the next decade, Golda organized illegal immigration of Jews to Palestine when it became obvious that they faced persecution by the Nazis. In 1946, at the end of WWII, Golda was appointed the acting head of the Jewish Agency's political department, a position she held until Israel was founded on May 14, 1948. The former teacher was among the signers of Israel's Declaration of Independence.

Golda began her political career in Israel as that country's representative to the Soviet Union. When she was elected to the first Israeli Parliament, she returned to Israel, where she was appointed minister of labor and social insurance. While serving in this capacity, she endeavored to solve the most important problems Israel faced at the time: housing and employment for 700,000 new immigrants. In 1947, David Ben Gurion, then Prime Minister of the fledgling country, appointed Golda his Foreign Minister, Israel's second most powerful position. The only female foreign minister then serving in the world, Golda nevertheless conducted herself in a very informal way. She flew tourist class, hand-washed her own underwear, shined her own shoes, and entertained foreign dignitaries in her kitchen wearing an apron and serving them her homemade pastries.

In 1966, sixty-year old Golda decided to retire from public service, but her political party persuaded her to become their secretary general and the secretary of the unified Labor Party. When Prime Minister Levi Eshkol died suddenly in 1969, her party prevailed upon her to become Israel's next Prime Minister. She guided her country through the difficult period of the Yom Kippur War. However, the former teacher was suffering from lymphatic cancer, and because of her declining health and political pressures, she decided to resign in 1974.

Golda Meir passed away on December 8, 1978, at the age of 80. At the time of her passing, Golda was recognized as one of the first women to lead a nation in the modern era. 

Margaret Clapp: High School English Teacher and Pulitzer Prize Winner

Often talented educators garner accolades of international proportions. Once such educator was Margaret Antoinette Clapp, a high school English teacher and historian from New York City who also happened to be the winner of a Pulitzer prize for biography.

Margaret Clapp was born on April 10, 1910, in East Orange, New Jersey. She was the youngest of four children, and the second daughter of Alfred Chapin and Anna (Roth) Clapp. As a teenager, she enrolled at East Orange High School, where she graduated in 1926. At the time of her high school graduation, she earned a scholarship to Wellesley College, where she earned her undergraduate degree in history and economics in 1930. While in college, Margaret was honored as a Wellesley College Scholar for her academic achievements.

Margaret accepted her first teaching position at the prestigious Todhunter School for Girls in Manhattan, New York, where she taught English literature for twelve years. During these years, she enrolled in Columbia University, completing the requirements for her masters degree in 1937.

During and after World War II, Margaret taught history at several New York City universities, including City College of New York, Douglass College, Columbia University, and Brooklyn College. Her doctoral dissertation at Columbia drew much praise, and was eventually developed into the biography Forgotten First Citizen: John Bigelow. John Bigelow was a little-known nineteenth-century politician, editor, reformer, and diplomat. Margaret's dissertation was developed and eventually published in 1947. The manuscript was named the winner of the 1948 Pulitzer Prize for Biography or Autobiography. For her achievement, the talented teacher was featured in a cover story for Time Magazine on October 10, 1949.  

When she was 39 years old, Margaret accepted a position as the eighth president of Wellesley College, and she served in this capacity from 1949 until her retirement in 1966. At the time she accepted the position, she was one of only five women who were serving as university presidents. During her tenure, Wellesley's financial resources and facilities were expanded to a substantial degree, and Margaret earned a reputation as a tireless advocate for careers for women. For her work at Wellesley, she was elected a Fellow of the American Academy for Arts and Sciences in 1952. The library at Wellesley is named in her honor.

After leaving Wellesley, Margaret served briefly as administrator of Lady Doak College, a women's college in Madurai, South India. She was then named as United States cultural attaché to India, and eventually became an official of public affairs in the United States Information Agency until her final retirement in 1971. 

After returning from India, this amazing chalkboard champion settled in Tyringham, Massachusetts. In her later years, she was diagnosed with cancer, and she passed away on May 3, 1974.

Katherine Kelley:High School Math Teacher and Miss Nevada Beauty Pageant Winner

Many professional educators have earned acclaim in areas outside of the classroom. Such is the case with Katherine Kelley, a high school geometry teacher at Mojave High School in Clark County, Nevada, who is also a beauty pageant winner.

Katherine was born in Madisonville, Kentucky, on December 9, 1994. As a young teenager and student at Madisonville North Hopkins High School, she won her hometown pageant in 2009, garnering the title of Hopkins County Junior Miss. She also studied piano since the age of ten.

After her high school graduation, Katherine enrolled in the University of Alabama, where she earned her bachelors degree in international relations, cum laude. Following her college graduation, she enrolled in a masters program at the University of Nevada. While there, she was crowned Miss Summerlin (2015), and in June of that same year she captured the title of Miss Nevada. With a GPA of 4.0, Katherine was also honored with an Outstanding Academic Achievement Award. 

Despite impressing pageant judges and the audience with her classical piano performance, Katherine has said, “I don’t think I want to be a professional musician. I am a teacher in North Las Vegas. I’ve always had a love of mathematics, and I want to continue teaching it. So many students don’t love it,

and I want to inspire them with it.” Her devotion to her profession is obvious. Her pageant platform was "Every Day Counts: Improving Public School Attendance." Through this platform, Katherine intends to work towards minimizing the challenges disadvantaged children face as they progress through the school system. "I enjoy spending the day in the classroom instilling a love of mathematics in my students," Katherine expresses. "My dream job would be to become secretary of education in Washington, D.C.," she says.

Katherine's win as Miss Nevada qualified her to enter the Miss America Pageant last September. In that competition, the crown went to Miss Georgia, Betty Cantrell.

Reading Lolita in Tehran: A Subversive Activity?

Whenever I read the gripping accounts of oppressed women in other countries such as the one presented by Azar Nafisi in Reading Lolita in Tehran, I become acutely aware of how lucky I am to have been born into liberty here in the United States. It never ceases to amaze me that the simple pass-time of reading a book and talking about it with others is considered a subversive activity in some countries. So many women worldwide still struggle to attain the freedoms that many of the young girls in our classrooms take for granted.

In Reading Lolita in Tehran, Iranian author and professor Azar Nafisi describes her experiences as an educator at the University of Tehran during the fundamentalist revolution of 1978. When she refused to submit to an order by the male-dominated administration to wear a veil, which she considered a symbol of oppression, she was expelled from the faculty. Nafisi continued to instruct, however, by leading an underground book club attended by like-minded Iranian women. The group met in Nafisi's home every Thursday morning to study such forbidden Western classics as Vladimir Nabokov's Lolita.

Nafisi's memoir is a transfixing example of resilience in the face of adversity. You can easily find Reading Lolita in Tehran on amazon.

How the School Library Contributes to the Instructional Program

Most chalkboard champions agree that library programs are extremely valuable to students. But did you know that, according to recent studies, strong school libraries help to increase standardized test scores? Statistics show that public schools with strong school library programs outperform those without such programs on high-stakes standardized tests. This is true regardless of the school community's parent education, poverty levels, ethnicity, or the percentage of English language learners in the school population. Increases in library program elements correspond to standardized test scores at all grade levels: elementary, middle school, and high school.

Library elements that contribute to increased test scores include the total number of hours the library is open, the total amount of technology available from the library, the total services provided by trained library staff, the presence of a program of curriculum-integrated information with literacy instruction, the informal instruction of students in the use of resources, providing teachers with information about new resources, and providing reference assistance to both teachers and students.

A strong school library program in described as one that provides a full-time teacher/librarian, a full-time paraprofessional, a robust and up-to-date collection of digital, print, and media resources with a budget to support it, and abundant access to the library's facilities, technology, and resources. How well does your school's library program meet the criteria?

An Inspirational Book for the Season

Season's Greetings! I'm sure busy educators all over the country are busy wrapping up their current instructional programs, creating holiday lessons and programs, working on finals, and calculating semester grades. So much to do before the onset of Winter Break! At the same time, these dedicated professionals are decorating their classrooms, homes, and yards for the season, while also addressing holiday cards, baking cookies, and shopping for gifts. So much to do to get ready for Christmas, too!

Speaking of Christmas shopping, I have a suggestion! Why not buy an inspirational book for the teacher in your family, your child's special teacher, or the co-worker at your school? Or you could indulge yourself, and stock upon something inspirational to read during your much-needed Winter Break. I have two splendid titles to suggest:  Chalkboard Champions: Twelve Remarkable Teacher who Educated America's Disenfranchised Students (available here) and Chalkboard Heroes: Twelve Courageous Teachers and Their Deeds of Valor (available here), each one available in print or in e-book formats and reasonably priced. Enjoy!

Physical Education Teacher, Coach, and Pro Basketball Player Andrew DeCercq

There are many stellar examples of talented athletes who have also distinguished themselves as educators. One such athlete is Andrew DeClercq, a physical education teacher and boys basketball coach who has also had a notable career as a professional basketball player.

Andrew was born on February 1, 1973, in Detroit, Michigan. As a youngster, he attended Countryside High School in Clearwater, Florida. After his high school graduation in 1991, Andrew attended the University of Florida in Gainesville, Florida, on a scholarship, earning his bachelor's degree in history in 1995. While there, the 6'10", 255 pound athlete played center on his college basketball team.

Following his college graduation, Andrew was drafted by the National Basketball Association. During his ten-year pro basketball career, he played for a number of teams, including the Golden State Warriors (1995-1997), the Boston Celtics, (1997-1999), the Cleveland Cavaliers (1999-2000), and the Orlando Magic (2000-2005). He played the positions of center and power forward.

Once he retired from pro basketball, Andrew accepted a position as a physical education teacher for the Montverde Academy, a private college-prep school located in Montverde, Florida. He also served the school as an assistant basketball coach for the school's nationally ranked team. He was employed there from 2009 to 2010. He then accepted a position as the Head Varsity and Head Junior Varsity Basketball Coach for the Foundation Academy, simultaneously coaching their middle school junior varsity and varsity teams. The Foundation Academy is a private school located in Jacksonville, Florida.

Andrew currently lives in Clermont, Florida, where he owns and operates youth basketball day camps, training centers, and clinics in the Central Florida area. You can view Andrew at work as a teacher and coach in this YouTube video:

Hawaii's chalkboard champion Takashi Ohno: Third grade teacher and legislator

Often talented educators go on to serve their communities in the political arena. This is the case with Takashi Ohno, a third grade teacher from Kalihi, Hawaii, who is currently serving in the Hawaii House of Representatives.

Takashi was born on Kodiak Island, Alaska. His father was originally from Japan, and was employed in Alaska's fishing industry. After graduation from high school, Takashi attended  Linfield College, a small liberal arts institution located in McMinnville, Oregon, where he earned his bachelor's degree in education. He earned his master's degree from Chaminade University, a private university in Honolulu, Hawaii.

After completing his education Takashi accepted a position as a third grade teacher at Mayor Joseph J. Fern Elementary in Kalihi, Hawaii. As an educator connected with Teach for America, Takashi is a firm believer in education. "Education is life's equalizer," he once said, "and we need to compensate and retain master teachers that excel in their profession."

In 2012, Takashi was elected to the Hawaii State House of Representatives representing District 27. He is currently serving his second term there. He is a part of several legislative committees, including Agriculture; Economic Development and Business; Tourism; Veterans, Military, and International Affairs; and Culture and the Arts; Education; and Higher Education. "I work so that all children one day will receive an excellent education," Takashi once expounded.

Takashi Ohono: a true chalkboard champion.

Dorothy C. Finkelhor: The High School Dropout Who Founded a University

There are many examples of talented teachers who can boast unusual achievements. One stellar example of this is Dorothy Cimberg Finkelhor, a business teacher from Pittsburgh, Pennsylvania, who actually founded a university.

Dorothy Cimberg was born in New York's Lower East Side on February 22, 1902. Her parents were Jewish immigrants from Russia. This is unusual for an academic, but Dorothy was a high school dropout. At the age of 25, however, she enrolled in Duquesne University, a private Catholic University located in Pittsburgh, Pennsylvania. There she earned a bachelor's degree in economics, a master's degree in economics, and a master's degree in business. In 1941, she completed the requirements for her doctorate, which she earned at Pittsburgh University.

With her husband, Lawrence Herbert Finkelhor, Dorothy founded the Business Training College in downtown Pittsburgh in 1933. With an initial enrollment of fifty students, the school pioneered coursework in medical careers, accounting, engineering, and secretarial skills. At the time, it was extremely unusual for a woman to accomplish something like this. Dorothy served as the school's only teacher, and she even filled the roles of registrar, admissions counselor, finance director, telephone operator, dean of women, social chairman, and janitor. Eventually the institution became a four-year university under the name Point Park College. Dorothy became the first president of the college, and served in this capacity, from 1960 to 1967.

After her retirement, Dorothy moved to Florida, but she didn't live a life of leisure there. She published several books, including How to Make Your Emotions Work for You (1973), The Liberated Grandmother: How to Be a Successful Grandmother While Living Your Own Life as a Free and Happy Woman (1975), and The Triumph of Age: How to Feel Young and Happy in Retirement (1979).

The chalkboard champion died of cardiac arrest in Ocean Ridge, Florida, on July 19, 1988, at the age of 86. "She was always an inspirational person, a can-do person," remembered Point Park College President J. Matthew Simon. "She really was one of a kind."

Former teacher and current governor and American Samoa Lolo Letalu Matalasi Moiga

It often happens that talented educators go on to become effective politicians. One excellent example of this is Lolo Letalu Matalasi Moliga, a high school teacher who is currently serving as
the governor of American Samoa in 2012.

Lolo was born in 1949 in Ta'u, Manu'a, in the Territory of American Samoa. His father was Moliga Sa'ena Auauan Moliga, a High Chief from Ta'u. His mother was Soali'i Galea'i, a native of both Olosega and Fitiuta.

Following his graduation from Manu'a High School, Lolo enrolled in Nebraska's Chadron State College, where he earned his bachelor's degree in education. He earned his master's degree in public administration from San Diego State University in 2012.

After his graduation from Chadron, Lolo went back to his native Samoa and accepted a position as a teacher. Later he became the principal of Manu'a High School. He also served as the elementary and secondary education administrator for the American Samoan Department of Education. In addition, he became the director of the ASG Budget Office and served two terms as the chief procurement officer for American Samoa. Lolo's talents as a politician were so evident, he was elected to the American Samoa House of Representatives for four terms and then was elected a senator. While in that governing body, he served as the Senate's president. Then-serving Governor Togiola Tulafono appointed Lolo president of the Development Bank of American Samoa. As if all this wasn't enough, Lolo is also the owner of his own construction firm.

In the 2012, Lolo was elected the 57th governor of American Samoa in a runoff election. Part of his effort as governor has been to increase the number and qualifications of the Department of Education teachers who staff the territory's schools and to upgrade school facilities. He has also worked to reduce injuries to students while they are participating in sports programs. "I wanted to make sure that we provided the best possible options for our island," Lolo explained. "This is not something small, it is affecting our people's lives."

Lolo resides in American Samoa with his wife, Cynthia Malala, and their four children.

Spanish teacher Marilyn Barrueta: A 2005 Inductee into the National Teachers Hall of Fame

It is always a wonderful thing when an exceptional educator is recognized for their endeavors. The recognition inspires the rest of us to work harder. I certainly experienced such inspiration when I read the story of Marilyn Barrueta, a Spanish-language teacher from Virginia. This innovative and tireless educator was inducted into the National Teachers Hall of Fame in 2005, after a lengthy and illustrious career that spanned 48 years.

Marilyn was born November 28, 1935. She earned her bachelor's degree from the University of Illinois in 1957, and completed graduate work at several distinguished institutions, including Georgetown University, Johns Hopkins, and the University of Virginia.

For many years, Marilyn taught Spanish, Advanced Placement Spanish, and Spanish for Native Speakers at Yorktown High School in Arlington, Virginia. Prior to working at Yorktown High, Marilyn taught English as a second language, math, and social studies at Stratford Junior High School in Virginia. Marilyn also taught summer school sessions for Arlington's adult education program.

"She challenged me beyond just the classroom," remembered Marilyn's former student Julianne Koch, "and when I look back at how much I have grown in the past several years, I know much of it is because of her."

This most impressive educator was also greatly admired by her peers, and several took the occasion of her induction to express their admiration. "Most impressive to me," expressed Bill A. Heller, Department Chair of Perry High School, "is Marilyn's tireless pursuit of knowledge. Through the lens of her experience, she is able to examine and evaluate the most promising new research, techniques and materials, and integrate those new findings with the very best of her vast repertoire of highly effective classroom-tested activities."

This chalkboard champion passed away on November 4, 2010, in McLean, Virginia. She was 74 years old.

Minnesota schoolteacher, pioneer, and photographer Sarah Louise Judd

Throughout American history there are many examples of frontier pioneers and innovators who became schoolteachers. One such young woman was Sarah Louise Judd.

Sarah Judd was born June 16, 1802, in Farmington, Connecticut. During her childhood there, she completed her education. In 1832, Sarah's family moved to Marine Mills, Illinois, where her father established a tavern and her brothers became stockholders in the Marine Lumber Company.

Later, the Judd family became frontier pioneers and headed for the new territory of Minnesota. In 1846, Sarah founded the first school in Point Douglas, Minnesota, and later she founded the first school in Stillwater. The Stillwater school was established in a small vacant log cabin.

In January, 1849, the veteran schoolteacher married Ariel Eldridge. The couple had no children.

In her day, a French citizen named Louis Daguerre invented the ability to take photographs called "dagueereotypes." The enterprising Sarah established a photography studio in her home town in Spring, 1848. In so doing, she became the first professional photographer in Minnesota.

Following a long illness, Sarah passed away in Stillwater on October 12, 1886, at the age of 84. She was buried in Fairwater Cemetery in Stillwater's Washington County.

Teacher Robert Boone: 2009 Chicagoan of the Year

There are many examples of talented teachers who win national acclaim for their work. One of these teachers is Robert (Bob) Boone, a creative writing teacher from Chicago, Illinois.

Robert was born and raised in Winnetka, Illinois, although he spent some of his childhood in Germany. He earned his master's degree from Columbia University and his Ph.D. at Northwestern University in 1975.

Robert's career as an educator began in 1964. In the early years of his teaching career, Robert taught fifth grade at Staten Island Academy in Staten Island, New York. He later relocated to Highland Park High School in Chicago. About thirty-five years ago he began working at the Glencoe Study Center, which he opened in 1979 to tutor high school dropouts who were seeking their GED. Robert founded outreach programs that emphasized developing the writing skills of inner-city students, particularly those who have not been successful in traditional educational settings.

In 1991, Robert founded a scholarship organization called the Young Chicago Authors, with the mission of encouraging teenagers to write. The program currently serves more than 5,000 teen authors each year. For this work, Robert was named "Chicagoan of the Year" by Chicago Magazine. In 2009, he was honored with an award from the Coming Up Taller Leadership Enhancement Conference at a White House event hosted by First Lady Michelle Obama.

Robert is the author of several books and textbooks, including Hack: The Meteoric Life of One of Baseball's First Superstars: Hack Wilson (1978), Moe's Cafe (2007), Forest High (2011), Back to Forest High (2015), and the acclaimed Inside Job: A Life of Teaching (2003).

Robert currently lives in Glencoe, Illinois, and has been married to his wife, Sue, for forty-six years. The marriage has produced three children and five grandchildren.

To check out Robert's web site, simply click on this link: Writing Teacher Hangout.

Elementary school teacher and former New Jersey First Lady Jean Byrne

There are many examples of talented teachers who have also made a mark in the political world. Such is certainly the case with Jean Featherly Byrne, an elementary school teacher who also became the First Lady of New Jersey.

Jean was born in Newark, New Jersey, on October 17, 1926. Her parents were George and Jane (Crysler) Featherly. She was raised in nearby West Orange. After she graduated from West Orange High School, Jean enrolled in Bucknell University, where she earned her bachelor's degree. Although she majored in Spanish, she garnered academic awards in English composition and literature. She later earned her master's degree in education from New York University.

Jean taught second grade at an elementary school in West Orange, New Jersey. She also taught in schools in Harlem and Manhattan. Jean married Brendan T. Byrne in 1953. In those days, women teachers were not allowed to work when they were in the family way, so when Jean became pregnant with her first child in 1954, she was forced to resign from her teaching position. Jean and her husband had a total of seven children together.

Jean became the First Lady of New Jersey when her former husband, Brendan Byrne, was elected governor in 1974. The couple served their state until 1982. During her tenure as First Lady, Jean concentrated her energy on issues related to education and health care. One of her daughters was born with Down's Syndrome, so Jean advocated tirelessly for research into the condition. She was a lifelong advocate of quality education and civil rights.

Jean and Brendan were divorced in 1993, and Jean settled in Princeton, New Jersey. She passed away from babesiosis, a tick-borne disease which affects the red blood cells, on August 9, 2015. She was 88 years old.

Teacher Eulalia Bourne: The Women's Libber from Arizona

Teacher Eulalia Bourne, whose career spanned more than four decades, taught elementary school in rural areas, mining camps, and Indian reservations throughout Arizona during some of our country's most challenging periods: World War I, the Depression, and World War II. This women's libber was ahead of her time, becoming one of the very few women in her day to own and run her own cattle ranch. Eulalia thought outside the box in many ways. Every year on the first day of school she would wear a new dress, usually blue to complement her eye color. Every day after that, she wore jeans, Western-style shirts, cowboy boots, and Stetson hats to class. She was once fired for dancing the one-step, a new jazz dance, at a birthday party some of her students attended, because the clerk of the board considered the dance indecent! She even learned to speak Spanish fluently and, when confronted with non-English-speaking students, taught her classes in Spanish, even though it was against the law to do so. But she is probably best known for producing a little classroom newspaper entitled Little Cowpunchers which featured student writings, drawings, and news stories about classroom events. Today, these little newspapers are recognized as important historical documents of Southern Arizona ranching communities from 1932 to 1943. Additionally, Eulalia published three critically-acclaimed books about her teaching and ranching experiences: Ranch Schoolteacher, Nine Months is a Year at Baboquivari School, and Woman in Levi's. These volumes, although now out of print, can sometimes be purchased at used book stores and sometimes can be found at online sites featuring royalty-free works. The read is well-worth the search, particularly for those interested in Arizona history. 

 

You can read about Eulalia's intriguing life in a book entitled Skirting Traditions, published by Arizona Press Women. You can also find a chapter about her in my book, Chalkboard Champions.

Nancie Atwell, the first recipient of the Global Teacher Prize

What honor could be more prestigious than being named a global teacher? Nancie Atwell, a teacher from Edgecomb, Maine, knows. This year, Nancie has been named by the Varkey Foundation as the very first recipient of the Global Teacher Prize, an honor which was been unofficially dubbed the Nobel Prize of teaching.

The Varkey Foundation searched all over the world for “one innovative and caring teacher who has made an inspirational impact on their students and their community.” They looked at thousands of possible winners, and whittled their list of finalists down to ten. When they looked closely at Nancie, they knew they had their winner.

Nancie was presented her award at a ceremony held last May in Dubai, where the Varkey Foundation is based. Among the dignitaries attending the ceremony were President Bill Clinton and Sheikh Mohammed bin Rashid Al Maktoum, the Prime Minister of the United Arab Emerates. Speaking at the ceremony, President Clinton said, “I think the most important thing this prize has done is re-awaken the world’s appreciation of the importance of teachers.” Nancie said she was honored to accept the award. “I hope this will invite creative, smart young people to consider teaching as a career,” she expressed. “I hope to convey to young people considering teaching that it’s a privilege,” she continued.

An educator since 1973, Nancy founded the nonprofit Center for Teaching and Learning, a school in rural Maine, in 1990. At the facility, which features a library in every classroom, students read an average of forty books a year, far above the national average. They choose which books they read and then they write prolifically. Students get through dozens of books and write across all genres each year. Many of Nancie’s former students have gone on to become authors. The institution also serves as a demonstration school for developing and disseminating teaching methods. Nancy has donated the $1 million case award that comes with her prize to help pay for the upkeep and development of the school, and for scholarships.

In addition to her work at the Center, Nancie has authored nine books on teaching. Her volume In The Middle: New Understandings About Writing, Reading, and Learning (1987) has sold more than half a million copies.

UNESCO's Celebration of World Teachers Day

Today is the sixteenth UNESCO celebration of World Teachers Day. The celebration is intended to spotlight the importance of the world's teachers, and bring awareness to all those students worldwide who are in need of teachers.

So, today, take the opportunity to sincerely thank a teacher, and tell them just how much of a positive influence they have had on your life, and how much you appreciate all they do to make the world a little bit better. It could be your teacher, your child's teacher, or a friend who is a teacher.

If you would like to know more about UNESCO's celebration of World Teachers Day, here is a link to an article: 2015 World Teachers Day.

Chalkboard Champion Leonard Covello: He Created the Ultimate Union Between School and Home

Here's a great book for anyone who is interested in progressive education or pluralism in education: Leonard Covello and the making of Benjamin Franklin High School: Education as if Citizenship Mattered. 

Leonard Covello came to the United States in 1896 as a nine-year-old Italian immigrant. Despite immense cultural and economic pressures at home, Leonard wanted to get an education. As an adult, he analyzed these cultural and economic pressures, which were common in Italian immigrant households at that time. He realized that Italian parents viewed the school as a wedge between their children and the family; he recognized the pressure even the youngest Italian children faced to go out and get a job rather than succeed in school. His answer? Involve the parents in the school, and involve the students in the community. The result was New York's Benjamin Franklin High School, a truly innovative union of school and home. Lots of lessons in this story are relevant even in today's times, especially for school personnel who are clamoring for more involvement from parents in the school system.

You can find this eye-opening book on amazon.com at the Leonard Covello link. You can also read the abbreviated version of Leonard Covello's life story in Chalkboard Champions: Twelve Remarkable Teachers Who Educated America's Disenfranchised Students.

Chalkboard Champion Maritcha Remond Lyons: Educator, Abolitionist, and Humanitarian

American history abounds with stories about teachers known for heroic achievements. One such teacher is Maritcha Remond Lyons, an African American woman who served the New York City public school system for forty-eight years. She was also an accomplished musician, an avid writer, and a published author. 

Maritcha was born on May 23, 1848, in New York City, the third of five children born to parents Albro and Mary (Marshall) Lyons. She was raised in New York’s free black community, where her father operated a boarding house and outfitting store for black sailors on the docks of New York’s Lower East Side. Her parents emphasized the importance of making the best of oneself, and they also modeled the significance of helping others.

A sickly child, Maritcha was nevertheless dedicated to gaining an education. Maritcha once said she harbored a “love of study for study’s sake.” She was enrolled in Colored School Number 3 in Manhattan, which was governed by Charles Reason, a former teacher at the Institute for Colored Youth in Philadelphia.

Maritcha’s parents were abolitionists, and were both active in the Underground Railroad. Obviously, these activities were not without dangers. The family home came under attack several times during the New York City Draft Riots of July, 1863, when Maritcha was just a teenager. The family escaped to safety in Salem, Massachusetts, but after the danger passed, her parents insisted on sending their children to lie in Providence, Rhode Island. In Providence, Maritcha was refused enrollment in the local high school because she was African American. Because there was no school for black students, her parents sued the state of Rhode Island and won their case, helping to end segregation in that state. When she graduated, Maritcha was the first black student to graduate from Providence High School.

After her high school graduation, Maritcha returned to New York, where she enrolled in Brooklyn Institute to study music and languages, When she graduated in 1869, she accepted a teaching position at one of Brooklyn’s first schools for African American students, Colored School Number 1.

Maritcha’s worked first as an elementary school teacher, then as an assistant principal, and finally as a principal. During her nearly fifty-year career, she co-founded the White Rose Mission in Manhattan’s San Juan Hill District, which provided resources to migrants from the South and immigrants from the West Indies.

This remarkable chalkboard hero passed away at the age of eighty on January 28, 1929.

Elaine Goodale Eastman: The Massachusetts Teacher Who Advocated for Native American Children

Elaine Goodale Eastman, originally from Massachusetts, was a talented teacher who established a day school on a Sioux Indian reservation in the territory of South Dakota. She believed very strongly that it was best to keep Native American children at home rather than transport them far away from their families to Indian boarding schools. She hadn't taught on the reservation very long when she was promoted to the position of Superintendent of Indian Education for the Two Dakotas. In this capacity, she travelled throughout the five Dakota reservations, visiting the more than sixty government and missionary schools within her jurisdiction, writing detailed evaluation reports on each school she visited.

It was because of her work that Elaine just happened to be visiting the Pine Ridge Reservation when the tragic Wounded Knee Massacre took place. As a result of this tragedy, more than two hundred men, women, and children from the Lakota tribe were killed, and another fifty-one were wounded. In addition, twenty-five government soldiers were also killed, most by "friendly fire," and another thirty-nine were wounded. Following the massacre, she and her fiance,  physician Charles Eastman of the Santee Sioux tribe, cared for the survivors and wrote detailed government reports to accurately describe what happened.

In her later years, when America was experiencing a back-to-nature revival, Elaine and her husband operated Indian-themed summer camps in New Hampshire. Read more of the life story of this fascinating educator in Theodore D. Sargent's biography The Life of Elaine Goodale Eastman, or an encapsulated version in  Chalkboard Champions: Twelve Remarkable Teachers Who Educated America's Disenfranchised Students, both available on amazon.

Annie Blanton: Texas Teacher, Suffragist, and Politician

I find stories about teachers engaged in political activity fascinating. One of the most interesting of these stories is that of Annie Webb Blanton, a teacher and suffragist who also just happens to be the first woman in Texas elected to statewide office.

Annie was born on August 19, 1870, in Houston, one of seven children of Thomas Lindsay and Eugenia (Webb) Blanton. Her twin sister, Fannie, died as a child. As a young girl, Annie attended school in Houston and La Grange. After graduating from La Grange High School in 1886, she taught in a rural school in Fayette County. When her father died in 1888, Annie relocated  to Austin, where she taught in both elementary and secondary schools. As she worked to support herself, Annie continued her studies at the University of Texas, where she graduated in 1899.

Shortly after her graduation from college, Annie was selected to serve on the English faculty of North Texas State Normal college, now known as the University of North Texas. She served in this capacity from 1901 to 1918. While there, she became active in the Texas State Teachers Association. She earned a reputation for being a strong believer in equal rights for women. During this time she also wrote a series of grammar textbooks. In 1916, Annie was elected president of the teacher's union, the first woman to occupy the position.

In 1917 Texas suffragists found a strong supporter  in Governor William P. Hobby, so they through their considerable energy into his  1918 bid for the Democratic gubernatorial nomination. In that election, the suffragists also  encouraged  Annie  to run for the office of  state superintendent of public instruction. The campaign was a bitter one, with false accusations made against the veteran teacherr, but in the 1918 primary, Texas women were allowed to vote for the first time, so Annie was elected by a wide margin. Her victory in the general election in November made her the first woman in Texas elected to statewide office.

During her tenure as state superintendent, Annie inaugurated a  system of free textbooks, revised teacher certification laws, raised teachers' salaries, and made improvements to  rural education. Annie was reelected in November 1920, when voters also passed the Better Schools Amendment, which she had proposed as a means of removing constitutional limitations on tax rates for local school districts. She served as state superintendent through 1922.

When  her term ended, Annie  returned to the University of Texas, where she received her master's degree in 1923. She taught in the UT education department until 1926, then took a leave of absence to earn her Ph.D. from Cornell University. After returning to the University of Texas in 1927, she remained a professor of education there for the rest of her life.

During her lifetime, Annie published a number of books about education, including Review Outline and Exercises in English Grammar (1903), A Handbook of Information as to Education in Texas (1922), Advanced English Grammar (1928), and The Child of the Texas One-Teacher School (1936). In 1929 she founded the Delta Kappa Gamma society, an honorary society for women teachers, which in 1988 had an international membership of 162,000. She also was active in national educational groups and served as a vice president in the National Education Association in 1917, 1919, and 1921.

Annie Blanton never married, and she had no children of her own. She died in Austin on October 2, 1945, and was buried in Oakwood Cemetery. Public schools are named for her in Austin, Dallas, and Odessa, and a women's dormitory at the University of Texas at Austin has also been named after her.

Annie Blanton: a true chalkboard champion.

Gladys Kamakuokalani Brandt: A Chalkboard Champion for Native Hawaiian Culture

This beautiful lady is teacher Gladys Kamakuokalani Brandt, a Native Hawaiian old enough to have attended the funeral services in 1917 of Queen Liliuokalani, the last reining monarch of Hawaii, and yet young enough to witness the unprovoked attack upon Pearl Harbor in 1941 which precipitated World War II. Gladys began her career as a teacher, working in public schools and eventually becoming an instructor at the prestigious Kamehameha Schools, a private institution set up to educate Native Hawaiian students.

As a youngster, Gladys was deeply ashamed of her Hawaiian heritage, so much so that she rubbed her face with lemon juice to lighten her complexion. By the time she became the principal of Kamehameha Schools, however, she had resolved to fight tirelessly for the inclusion of courses to preserve Native Hawaiian culture. She supported instruction in Hawaiian language, song, and the controversial standing hula dance which had been forbidden by the school's trustees. The story of her work is an inspirational one.

Equally inspirational is the story of the dedication and sacrifice of Hawaii's teachers in the days and weeks following the bombing. From serving as ambulance drivers, setting up shelters for survivors, teaching their students how to use gas masks, taking their students into the sugar cane fields to harvest the crops, and re-establishing some semblance of order for their students when school resumed, their deeds are truly remarkable. You can read about Gladys and her fellow Hawaiian teachers in my first book, Chalkboard Champions: Twelve Remarkable Teachers Who Educated America's Disenfranchised Students.

Julia Richman: The Chalkboard Champion of European Jewish Immigrants

Julia Richman was a truly remarkable educator of the late 1800s. The daughter of Jewish immigrant parents, Julia declared at a surprisingly early age that she would reject the traditional role of wife and mother and opt for a career in teaching instead. At 15, she enrolled in college courses at New York City's Female Normal College, the precursor to Hunter College. In 1872, Julia graduated fourth in her class. She then devoted the next forty years of her life to teaching and improving the lives of the Jewish immigrant students who were entrusted to her care, first as their teacher, later as a principal, and finally as a district superintendent.

During her tenure, Julia Richman pioneered innovative programs for handicapped students, English-language learners, and troubled youth, she instituted vocational education programs, and much-needed courses in health and hygiene. Many of her innovations are common practice in schools throughout the country today. In addition to her work in the schools, Julia worked indefatigably to better the lives of New York's Eastern European immigrants through the Educational Alliance, the most important Jewish charitable organization located in Manhattan's Lower East Side.

A wonderful book about Julia Richman was recently published by scholar Selma Cantor Berrol; the book is entitled Julia Richman: A Notable Woman. You can find this book on the web site for Barnes and Noble and also on amazon.com. I have also devoted a chapter of my book, Chalkboard Champions, to this most extraordinary educator. My book can be found at amazon.com at the following link: http://www.amazon.com/Chalkboard-Champions.

High school Spanish teacher Margaret Domka doubles as an international soccer referee

There are many examples of talented teachers who also distinguish themselves in arenas outside the field of education. One such educator is Margaret Domka, a high school Spanish teacher who is also a well-respected international soccer referee.

Margaret was born August 13, 1979. Originally from Oak Creek, Wisconsin, Margaret graduated from the University of Wisconsin-Stevens Point. For the past twelve years, she has worked as a Spanish teacher at Union Grove Union High School in Union Grove, Wisconsin.

Margaret began her lifelong love affair with soccer when she was only four years old. She continued to play the sport throughout her childhood. "When I was 13, I started refereeing just as a summer job that I could have while I was in high school---a way to play soccer but have a flexible job with some money on the side," Margaret once explained. "I never dreamed for a moment that it would take me to where it has."

During college, this exceptional athlete served as a defender on her school's women's soccer team. In 2000, Margaret's senior year, the team advanced into the women's NCAA Division III Final Four. That year,the intrepid player was named a Division III first team All-American.

After graduating from college, Margaret became the first female to officiate a game for the Milwaukee Wave. In 2007-2008, Margaret worked as a FIFA international assistant referee, and in 2010 and again in 2014, she worked the FIFA U-20 Women's World Cups. She also worked the 2012 Portugal-based Algarve Cup Championship. In 2015, Margaret was selected as a match official for the FIFA Women's World Cup.

Margaret says she feels lucky to be able to referee and still work full-time in the classroom. "I've been fortunate. I think that refereeing is always a very good job to have with the teaching," she declares. "I'm very fortunate to have administrators who have allowed me to continue on this journey."