Public Student Loan Forgiveness; a Reality or Scam?

PSLF was signed into law by President George W. Bush in 2007 under the "College Cost Reduction and Access Act." By definition I should qualify; however, I am continuously being asked to apply for it, then I go from being accepted and then they say they have no record of my applications, that of course I have copies of. I resend them and then begins the story of well, your start date is 2015 because that is when you consolidated your loans.

I had 2 student loans because according to my College FAFSA, I was eligible for half of my cost to be subsidized which meant I only had to pay interest on the other half as long as I kept the 2 loans. Thus, when I consolidated my loans, being advised that I would qualify for PSLF, so the interest being applied to my new single loan wouldn't matter because my balance would go away.

I have 20 years experience working for the same urban low poverty public school system, I have to apply for Income Based Repayment (IBR) due to my low salary and then my lender reminds me about PSLF. I always say, "think I am in the PSLF program," however, with all the rules of such program, hardly any of my years qualified. Then they begin to look into my account. I earned my Master's Degree while working in the public school district, adding teaching licenses that opened doors to many great teaching opportunities.

I have had economic hardships and had to apply for periods of deferment, usually only for a few months when I have no money to send them, so who knows what any of that means to my actual PSLF status. Another teacher in building said he was told that our school didn't qualify because our students actually graduate from their Home High Schools; so far I have not been told this. My low salary with a rise in all of my other bills, the fact that I am a single mom & homeowner has caused me to request a new monthly due date so that I can try to make a monthly on time payment and not go into deferment.

Since, 2015 I send payments to my consolidated student loan and the balance stays the same. I am frustrated with this broken system that says they are for you, but in all actuality the opposite is happening. In October of 2018, I applied for the new, "Temporary Expanded Public Service Loan Forgiveness" (TEPSLF) to have my PSLF application investigated, at this time they do not think I am eligible at all. I have to call them next week to look into my account. At this time, I will bring up all of my copies of my previous applications, so who knows what will be determined this year. Regardless, I continue to look for employment that can pay me more so that I can afford to pay off my student loans.

I am tiring of all of these systems and empty promises. I will keep figuring out my income, as I always do. I have no regrets of my work experiences or the college degrees that I have earned.
This is my PSLF story. I was a non traditional college student, who worked and continues to work 2 jobs. I'm just living the dream, with a trail of debt that follows me.

What we need, as teachers, is real mental health support for our students and their families

Dear Ohio Politicians;

Steve Stivers    https://stivers.house.gov/

Senator Kunze

Representative Hughes

Senator Portman

Senator Brown

Governor Kasich

I am exhausted at the battles I face to just teach my student's. This past month, I have had to defend what I do. I am not sure who is to blame, my district says the state funding calculation & Governor Kasich. Ohio's education funding formula has been found to be unconstitutional, yet it is still in effect. I blame both Ohio Republicans and Democrats for this and I have little faith in politicians to get it right. My urban district is losing millions over the next few years. This will mean teaching with less and we are already holding on by a string; battling the effects of issues of poverty, mental illness, child neglect and emotional abuse that my student’s survive are trying to survive every day. My district is considering reducing funding to “Directions for Youth and Families,” a counseling provider that meets with our students as needed.

In light of so many school shootings, suicides and threats of such things, I am hearing lots of ideas on solutions. I explain to others that what we need, as teachers, is real mental health support for our students and their families. The National Alliance on Mental Illness has suggestions for how we can help with this issue. This will come at a cost so funding will need to accompany it. Please read the (NAMI) link below and consider how we can offer schools real support. The NAMI Link is;  https://www.nami.org/Blogs/From-the-CEO/February-2018/Improving-Mental-Health-Should-Be-a-National-Prior

Lastly, understand the confusion and effects of Ohio school funding procedures. I have been trying to research what is actually happening and when I read explanations like, “So while Columbus is receiving $2484.70 per pupil, the district pays a charter school at least $6,010 for each student who leaves to enroll in a charter school (such as ECOT; not including the categories receiving additional funding). This means that Columbus actually loses $3,525.30 in funding for each student who enrolls in a charter school. Brief wrap up: Each student in Ohio starts with a “value” of $6,010 in state tax dollars, then that amount is reduced based on the school district’s State Share Index so that the district ends up receiving only a percentage of the $6,010 in state tax funds (Plunderbund 2018).” I can not even begin to understand this but I feel as a Public School Teacher, that I am a pawn in this game. Are we just saving money instead of investing fairly in the lives of Ohio’s poorest children?

Please take a look at school funding in Ohio and what our students need to succeed in life and consider the changes needed to make it right.  

Thanks,

Mrs. Rebecca McGrath-H.

mrs.mcgrathh@gmail.com

614-365-2283 x223 (office)

614-746-9216 (personal voice-mail)

FCCLA & CDA Advisor

Early Childhood Educator

Columbus Downtown High School

Just let me Teach; Continued

February has been a busy month! I wrote to Columbus Board of Education members again, see my letter below. If you have an opinion, I encourage you to share it, because no one can tell your story but you! 

"February 24, 2018

Dear Columbus Board of Education Members,

gbakerii@columbus.k12.oh.us,
mcole@columbus.k12.oh.us,
ebrown@columbus.k12.oh.us,
mhudson@columbus.k12.oh.us,
Dominic J Paretti <dparetti@columbus.k12.oh.us>,
ramona_reyes13@yahoo.com,
wshawnagibbs@columbus.k12.oh.us

I feel hopeful after attending the community forum at Marion-Franklin; however some explanations given to me are concerning. I continue to be exhausted, when looking at the recommendations and considerations to save money for our district and I feel that the best interest of student’s is being lost. Let me explain, Columbus Downtown High School fits the Career Academy model, meaning an 11^th and 12^th grade high school for students to focus on their career program of choice while completing academics needed for graduation. In neighboring districts this modeled is followed, actually the only other career center in Ohio that doesn’t is Fort Hayes Career Center. The benefits of our students to be at their career center all day is as follows;

-Students are able to miss academics, no more than once a week to focus on real world internship experiences. This is very important to the Career Education& Training students because they have an expectation to earn 480 hours experience with young children by March of their senior year. They would lose this time if academic teachers are cut from CDHS, because their time at CDHS would be shortened. Also, Cosmetology students currently stay in career courses during the 1^st half of their lunch to get required hours for their coursework pathway, if academics are cut from CDHS, the cosmetology students would be unable to meet pathway expectations.

-Career and Academic Teachers are able to collaborate to offer the best plan of study for student’s to earn Career Industry Credentials that are a pathway to graduation.

-Students are able to focus on their learning and not traveling on buses 4 times per day. This bussing could be an additional cost to the district.

-Many current students and 10^th grade students who visited my program over the last couple weeks have stated the following;

“I need to come here all day.”

“I am so excited to come here.”

“I’d like to stay at my home school for certain classes can I come half a day?”

“I can’t go back to my homeschool, I am doing better here.”

“I want to return to my homeschool, I miss a teacher there.”

-At the Starling K-8 community forum, Mrs. Karen Burgett, parent of a Briggs & CDHS graduate 2017, spoke about how CDHS was the best thing for her child and children. She is assisting her 10^th grade son with applying to CDHS for the fall of 2018/2019, with the intent of him attending all day.  

Thus, at the forum I attended, I asked about 3 items relating to Career Tech; 1. Career Dev Teacher (Recommended) 2. Classroom Teachers -CDHS -8 FTE (Recommended) and 3. Reallocate FY19 FTE to FYI21- Career Tech (Considered).  Pegean Cleary and a man who she introduced as her supervisor, begin to respond to my questions. First, the Career Dev Teacher is at South for a program that will no longer exist.  Long story short, they began to explain to me that CDHS is at building capacity and cannot support the space for new career programs to open so that we can keep current staff and add to and or start new career programs that the state wants and or would fund for us to offer. I brought up the following points; so we cannot add new career programs, like the EMT course that they had to pilot at Marion-Franklin, and keep some academics at CDHS, would the district actually be cutting 8 FTE if half of CDHS students returned to the homeschools, CDHS offers AP courses and wouldn’t the district have an increase in transportation cost. They explained that by phasing out academics at CDHS, 8 FTE would be cut district wide, we could serve over 900 students in career tech similar to Fort Hayes  and the buses that are already going to Fort Hayes half a day would just come to CDHS so no additionally cost. Lastly, they said the community has stated that career tech students need to be connected to home schools they graduate from, including AP courses and etc.

After reflecting on their responses and looking at CCS High School enrollment numbers, I now want to know why we are not discussing school consolidation or closings, or is the district avoiding this tough discussion.  Cutting 8 FTE from CDHS with the eventual plan of eliminating academics at CDHS; this will not help fill all CCS High Schools to capacity. Let’s look at the numbers, CDHS’s current enrollment of 546 students being redistributed to the 17 home high schools equals approximately 32 students being added to each location. Next, let’s discuss graduation rates, CDHS is at a 93% graduation rate. Why would you change a school that is shown to be effective?  I brought up at the forum, which I believe we can keep some academics at CDHS and offer students a choice, that way we can consolidate classrooms and offer these new career courses. The busses can come and pick up the student who chose or are recommended to return to their homeschool, so approximately 300 students would be half a day CDHS Career Tech students and then keep approximately 600 students at CDHS all day. Our current academic teachers have enough open seats to offer academics to approximately 600 students.

I am not a building capacity expert, but I taught at Briggs whose current enrollment is 957, and many teachers shared rooms and used carts to travel with materials while hallways were full for class changes. Thus, my other thought is, we need to look at out of date buildings and buildings that are unenrolled with low graduation rates. For example, why are we not considering closing CAHS and moving it to Linden-McKinley or Closing Eastmoor for consolidation with Africentric. I am alumnus of East High School, which has been historically renovated, but is under enrolled, so why is not being considered to be the new CAHS or CDHS for that matter?

Dominic Paretti brought this up at the February 6^th Board meeting. The Deputy Superintendent referred to research and presentations that were already told to the community about 3 years ago. I attended the west side meeting at that time. There was discussion of closing Briggs and West to consolidate into a new school located in an abandoned retail space. Community feedback was taken. Brookhaven was closed and the community was told that they were just the 1^st of many.

Thank you for listening to my thoughts, as a teacher who is a proud CCS graduate, who chooses to stand up for and represent Columbus’s youth, believing in our mission to prepare students to be productive members of our society. I'm patiently waiting for your reply."

Well, I am trying to be patient!

We will see what the future holds. I am also concerned about the mental health of our students and families. These school shootings and threats of, in my opinion are directly tied to lack of mental health support. I am working on contacting Ohio politicians on this matter very soon.

All I want to do is to teach the subject that I'm so passionate about, little did I know that there is so much more to it.

Let me just Teach!?

Let me just Teach!? I am exhausted at the battles I face to just teach my student's. This past week, I have to defend what I do. Education is under attack. I am not sure who to blame. Ohio's education funding formula has been found to be unconstitutional, yet it is still in effect. I blame both Republicans and Democrats for this. My urban district is losing 100 million over the next few years. This will mean teaching with less and we are already holding on by a string... battling affects of issues of poverty, mental illness, child neglect and emotional abuse everyday. Today, I wrote a letter to my District Board of Education member's. Next I will be working on writing to Senator's and House of Representatives. If you feel my pain then please write to them as well, whatever it that you feel Columbus's youth need. I am including their emails and my letter below;

Columbus Board of Education Members;

gbakerii@columbus.k12.oh.us,
mcole@columbus.k12.oh.us,
ebrown@columbus.k12.oh.us,
wshawnagibbs@columbus.k12.oh.us,
mhudson@columbus.k12.oh.us,
dparetti@columbus.k12.oh.us,
ramona_reyes13@yahoo.com,

To find your Senator's and House of Representative members go to "Franklin County Board of Elections" or "Find my Legislator Ohio" websites.

February 3, 2018

Dear Columbus School Board Member,

Today I am writing to you with a heavy heart. I am a proud alumnus of Columbus City Schools, East High School and Fort Hayes Career Center class of 1996. This is my 19^th school year in the district and 6^th year at Columbus Downtown High School  (CDHS).  I have little faith in the district or the board to do what is right by our urban city youth. This past week, it was recommended by my Principal’s Director/supervisors to cut 8 teachers. This would be the beginning of cutting academics in our building. You might be thinking, well the students can just go back to their home school, but is it really saving the district money? The 8 teachers will still be needed to teach somewhere. I am wondering why my Principal, who is highly qualified for their position, why do they have to take directives from so many Directors, perhaps some of these Director positions are unnecessary. I am confident that a Principal can make decisions, with the best interests of the students, on their own.

I am exhausted at hearing all of these recommendations of saving money and the best interest of student’s is being lost. Let me explain, Columbus Downtown High School fits the Career Academy model, meaning an 11^th and 12^th grade high school for students to focus on their career program of choice while completing academics needed for graduation. In neighboring districts this modeled is followed, actually the only other career center in Ohio that doesn’t offer academics is Fort Hayes. The benefits of our students to be at their career center all day is as follows;

-Students are able to miss academics, no more than once a week to focus on a real world internship experience. This is very important to the Career Education& Training students because they have an expectation to earn 480 hours experience with young children by March of their senior year. They would lose this time if academic teachers are cut from CDHS, because their time would be spent on buses.

-Career and Academic Teachers are able to collaborate to offer the best plan of study for student’s to earn Career Industry Credentials that are a pathway to graduation.

-Students are able to focus on their learning and not traveling on buses 4 times per day. This busing would be an additional cost to the district.

Furthermore, I am a parent of a high schooler, who attends a neighboring district, Southwestern City Schools. My child has opportunities to take college credit plus courses at his school. A few years ago, CDHS Director’s asked career and academic teachers to apply to become College Credit Plus teachers through Columbus State Community College, many of us are approved volunteer Dual Enrolled Professor’s; however, CHDS Director’s decided this was not the path they wanted us to go. I continue to research other Career Center’s and I am disheartened that in Columbus City Schools we are not operating like neighboring programs. In fact, we spend less on Career Tech Student Organizations, like BPA, DECA, FCCLA and etc. We are not focusing on opportunities to offer students college credit programs. For example, when I complete a form for permission to take students to a FCCLA event, my Principal has to wait to see what the Directors will approve. The process is so convoluted, that most teachers give up on the process, thus we are not represented at these local, state and national events.

The district and ODE has emphasized Career Teach Workforce Development being a pathway to graduation, especially with “Workkeys” & Industry credentials. We offer this pathway at CDHS, don’t we deserve the opportunity to do it in the best way? Our model has proven to be successful; we are in the top 5 of Columbus City’s Schools for graduation rate of seniors. I have seen many student’s who overall GPA’s increase at CDHS. I taught Micheal Cole’s children, Willie and Washington back in their preschool days. It shouldn’t matter that I knew him back then, but I wanted to share, because at Fort Hayes Child Care Center I worked hard everyday to provide the best preschool education opportunity for his children just like I continue to do for children of CDHS.

I look forward to working with you as our District moves forward with a plan to manage money, or lack of, due to Ohio’s school funding formula. I would like to extend an invitation to you to come to my classroom, perhaps to speak to my students, who are aspiring future teachers, social workers or counselors.  You can even come visit my Internship sites with us sometime.  

Sincerely,

Mrs. Rebecca McGrath-H.

mrs.mcgrathh@gmail.com

Rmcgrathhinkle1727@columbus.k12.oh.us

614-365-2283 x223 (office)

614-746-9216 (personal voice-mail)

FCCLA & CDA Advisor

Early Childhood Educator

Columbus Downtown High School

Am I Just a White Female Teacher?

"This Wednesday was the 298th day of the year. There are 67 days left in 2017. If the current pace of killing keeps up, 2017 might close with 132 homicides. The city’s record, which came in 1991 when Columbus was in the throes of the crack-cocaine epidemic, stands at 139." -Decker (The Columbus Dispatch 10-27-17)

What is common about today & 1991... Racial tension, poverty, drug addiction, gun violence, homicides...

I have had so much weighing on mind over the past couple of years. Racism and prejudice is something I strive to be aware of and to not fall to everyday. I want to believe that I am colorblind and just see people, especially students, for who they show me that they are. The reality is that I have prejudices. It was so powerful on Tuesday 10-24-17, when Suzanne Roberts of Unifying Solutions, as a white women, who grew up in Bexley, Ohio said, "I am a racist." This was during a training meeting with fellow teacher's, who are apart of the "Social and Economic Justice" group. I began to think, well then we all are racist. 

I chose to be apart of this group because I am a survivor of poverty and the inner city, just like the students I teach. I really want to be involved with issues regarding the affects of social & economic injustices. I tend to follow my ideology that poverty is what connects us; us meaning all of the races; Caucasian/white, African-american/black, Hispanic, Asian, Native-American and etc. I feel that the media and people of wealth use our skin color & race differences, to turn us against each other. I have to admit that it is difficult to explain my thoughts to my white friends or any of my friends. I spoke in a group meeting that I feel that my white family and friends struggle to see "white privilege," because they are still struggling with poverty. The struggle is real. 

I work 2 jobs trying to make ends meet. I have applied and looked for 1 job that would pay me more, but I don't think it exist. My son attends a public suburb school and I have to pick up working events that puts funds in his account along with the booster's, because I can't afford to pay the "pay to play fees." If a scholarship was available, I probably just make a little to much for it. My white friends will say things well how much did they spend on entertainment... that tattoo...that vacation? Then I start to feel ashamed that I go on vacations or buy tickets to a concert. Does this really matter? Poorer than you or me people don't deserve to travel or take a vacation, to relax or enjoy paying to be entertained? If I can't help my white friends see that poor people deserve a life too, then how will I help them see white privilege?

I had no idea that states drew red lines, meaning banks gave home loans in certain zip codes to white families and then other zip codes of depreciating value to blacks. I had no idea that blacks were not recruited to fight in World War II which meant they were not recipients of the first GI Bill monies. I knew, from my urban public school 8th grade African-american history teacher, Mr. Milner, that a slave only counted as 3/5 of a person. Also, I graduated from East High School, located in a historical African-American neighborhood, because at the time I was white and got bused there due to the desegregation efforts of the district; meaning instead of walking to my neighborhood school, I got on a bus and went from the west side to the east side, so the school could be more equal of white and black students. Again, I learned that we collectively have more in common, mostly due to the struggles of poverty, than are uncommon factor, meaning the color of our skin. 

Another thing I know, is that my grandparents were born into poverty and 3 generations later that I am doing a little better then they were. My fraternal Grandfather enlisted in the Army during World War II at the age of 17. My maternal grandfather was Cherokee Indian, looked it and was a butcher in Columbus, he knew not to tell people that he was an Indian from Kentucky. Even my fraternal Grandfather, who I love dearly, said that my mom came form the other side of the tracks, from the hillbillies. In his time you married your own people, my Dad was Irish Catholic but didn't marry someone more like him. The fact is, my Indian Grandfather got paid a lot less in his lifetime compared to my white Irish Grandfather. I got the impression from my grandparents that we don't trust black people. Thus, in the 1990's when one of my white girl cousins got pregnant with a black baby, it brought some of this up. 

Prejudices and racism is always apart of who we are and it is around us. I do not have all the answers, but what I have shared today, is what is in my heart.

I had insulting racist comments said to me, from both white and black people, while I was a 16 year old carrying my 5 month old baby boy cousin, who is biracial but looks black, so is he just black? Today he is in his twenties and he has to face this world as a black man, I worry about that. I can't fully know what that is like. I refuse to just be another white female teacher, yes I am white and yes I chose to be a teacher but I question everything around me. I always think twice before I write up a student, is it because of a repeated behavior and does have to do with their color or if they are male?

I can see that the education system is leaving African-Americans out. How have I seen this? A few years ago, my teaching assignment including me reading test questions to students who was given this accommodation. I began to see that these students were mostly African-American males, next group white males, so mostly males and then a few African-American girls with a couple bilingual children. I began reading about the school to prison pipeline. I believe "white privilege," because I can see it year after year, in the number of African-American children retesting or having challenges to get to that Ohio High School diploma, this is just one of the main things I see directly. 

I will leave you some resources to reference. One is a quiz I took from Harvard that helps you determine your bias. I scored as moderate, "automatic preference for white over black images of people's faces. Also, I preference males with family and females with career. I was trying to not show any bias as I sorted face images to good or bad words and I have been told I am pro women, but my results showed differently. Thus, I have to own it. 

I will use my voice to provide equity of opportunity for all to eliminate division and promote coexistence. 

IAT test/s is available at;  http://havard.ed/implicit/takeatest.html 

Other sources; 

Elliot, Jane. "Blue-eye/Brown-eye Experiment" Retrieved 10-27-17 https://youtu.be/1CtrpLh6TKk

Green, Laci. "Is Racism Over Yet? Retrieved 10-24-17 https://youtu.be/h_hx30zOi9I

Johnson, Tracey D. (March 2016). Columbus Education Association, Community in Crisis Summit. 

Pinto, Erica. "The Unequal Opportunity Race." Short film for the African American Policy Forum" Retrieved 10-26-17 https://youtu.be/vX_Vzl-r8NY

NEA (2014) Restorative Practices: Fostering Healthy Realtionships & Promoting Positive Discipline in Schools."  Download toolkit: www.otlcampaign.org/restorative-practices 

Roberts, Suzanne and Erin Upchurch. (September 2017) Unifying Solutions in conjunction with Safe Conversation About Race. 

The Southern Poverty Law Center. Let's Talk! Discussing Race, Racisim and other Difficult Topics with Students. Teaching Tolerance. Retrieved tolerance.org/materials/orders 

White, Sr., James A. (October 2017) Performance Consulting Services. www.safeconversationaboutrace.com   https://www.facebook.com/healingtheSCAR

"I'm just a dreamer..."

Well everyone, I just did it, I entered @

https://bluechairbayrum.com/yearoff/

This is my 199/200 word essay…

I just finished my 18^th school year as a public school teacher, but overall I have 22 years’ experience teaching; my first 4 years of teaching was in the private preschool, Child Care Center setting. I started in High School as a Career Vocational Education student and was a non-traditional college student, meaning I worked full-time while earning my college degree. Currently, for the past 6 years of my career, I teach high school Career Vocational Education students. Just like many of my students, I have other passions and interest outside of teaching; for example, I love attending country music concerts and singing along to my favorite songs.

In high school I tried to write songs, as many great country artists do, but they always turned into becoming better short stories. I started writing a blog in 2015. I am a reader who knows the power of a story so I decided to write mine. I had 300+ views on 1 blog. Thus, with a year off, I would like to explore opportunities in the country music industry, especially being a part of beach country concerts or song writing. I would like to share my journey online and with the world. #workhard

As many of you know, I am a huge fan of Kenny Chesney’s music. Secondly, I am a fan of all great music, especially that tells a great story of real life. I am not sure what journey God has for me next, but when I saw this contest, I just had to enter!

This essay contest was a great end to my school year and reminded me to take a moment and focus on my dreams. I always help guide my high school students with their dreams and goals. We discuss goals that will help them to make money while pursuing dreams. My students know that I want to be an author and after they graduate, some find out about my interest in music.

I try very hard to be professional and the teacher that the public says I should be. However, like everyone else, I have dreams and enjoy adult things, like drinking responsibly and attending concerts. I have made mistakes, like drinking a lil too much and let’s say, getting sick; but for the most part, I am sure that people who know me would agree that my image is that of a real teacher.

Lastly, I like entering competitions and contest. Why not, somebody’s got to win!

I was not selected for the NEA “Global Learning Fellowship.” I enjoyed expressing my interest on the subject. However, during that same time, the NEA asked me to apply for the Council for Accreditation of Educator Preparation (CAEP), who accredits institutions, which prepare future educators and I was accepted. “More than 800 educator preparation providers participate in the CAEP…” they say I may be attending training this July or sometime in 2018. I’m excited for this professional opportunity.

Summertime is here, I’m so ready!

Applying for the "Global Learning Fellowship"

1 *What motivated you to apply to the Global Learning Fellowship? 2*As an educator, how have you facilitated a classroom environment that allows students to engage in open, appropriate, and effective interactions with others from different backgrounds? (2000 character maximum for each answer, so I had to remove some details) My Response... As an early childhood educator who now teaches career high school students who are starting their career path in education, I feel that I need to be directly involved in activities that will instruct me on how I can teach tolerance of all and learn how to close the “global achievement gap.” Currently, I teach an urban class that includes 6 foreign born students, 2 are illegal immigrants and 3 are english language learners; somali and hispanic. I see first hand the challenges that they have and I really want to be able to support them through the process of completing High School and the transition to college and/or the workplace. They share stories of the lack of opportunities from where their from. I like to share stories of real life along with statistics regarding test like the ACT, but mostly I think “closing the global achievement gap” is accomplished by creating real world experiences for students, being a facilitator to them through the learning process and offering encouragement to them along the way. I have had students say, “Mrs. McGrath you do not let us give up, you keep asking us to do it.” I have learned that you have to be real with students and I explain to them that I am just that, a realist. You may not like it but I do not want you to be surprised so I do not sugar coat things, I explain that college is tough, but I know that they can do it and that I am here to help them complete the assignments that I teach that equals college credit.      My grandfather spoke adamantly about the horrible treatment of his parents as Irish immigrants. They came here with nothing and battled depression and issues of poverty. As the oldest child he joined the Army in World War II to make money and to get his family a better life. He talked a lot about President John F. Kennedy and what it meant to see an Irish Catholic elected. I grew up in a changing urban area. In 2nd grade I attended Catholic School and a new black family was moving in next door. I was confused by the adult talk, because a very nice black family lived across the street. I was excited because the girl was the same age as me. We still had a separateness about us, but we had mutual respect and we grew up together, often sharing stories and playing. Just being kids. High School started 7 years later, and I was unable to get out of being sent to the historic black high school in Columbus. In the 1990's Columbus Public Schools was part of a desegregation process, so some kids were bused to non neighborhood schools to create more equally diverse high schools. Many of my white friends found a way to get out of it, I didn't. My father mentioned paying for me to attend Catholic Schools, but I left in 4th grade because we couldn't afford it and I didn't feel like I fit it with other rich catholic kids, so I decided to get on the school bus and go across town. My High School was about 65% black, 30%white and 10% other. This taught me to find the goodness of others, sometimes we would see the bad sides of our indifference, however, we had more in common as we struggled to figure out how to become better than our parents and make money. I share my story with my Columbus students today, so they know that I really do know these streets because I survived them. I have seen friends and family members of mine go down a path that ends in the tragedies of addiction by being buried and/or incarcerated. I still check in, love them and offer them hope because we are Columbus. I feel that the NEA Global Learning Fellowship will help me to expand upon my teaching experiences and help me grow as a teacher who is passionate about social justice and opportunities for all students. I have gotten to travel a little and I always encourage my students to take advantage of opportunities to travel. For example, my class is connected to a Career Technical Student Organization, CTSO, that holds regional, state and national competition leadership conferences. Every year I advise students through this process and sometimes we get sponsored to attend the National Leadership Conference; this is held in a different city in the United States. My students and I have traveled to Orlando, Florida; Anaheim, California; Chicago, Illinois; Nashville, Tennessee and San Antonio, Texas. We get to see historical sites and attractions in each place, while attending leadership conferences and meeting other from all of the United States and Puerto Rico. I enjoy hearing stories of we are all more alike than different, but there's something about travel and meeting new people. I enjoy participating in the CAP Space Read Across the Planet event every year, since 2015. I have advised my high school students through the process of learning to read to young children by practicing and preparing props for a Dr. Seuss book. Then we have a web conference call and read the story to preschool class in South Carolina and West Virginia. The preschoolers teach us something too, like a song or about their art project. It is a great way to meet a teacher and students in a new city. I create a Google map to show the location of the children that we got to meet. I have to teach the importance of language and literacy so what better way than using the internet to connect to a new place. This is in addition to the preschool children my students work with locally while earning valuable internships. I start the school year off by giving multiple intelligence surveys. I like my students to know as much about themselves including new vocabulary to describe their strengths, like bodily-kinesthetic and interpersonal learning styles. Then I have them go around and interview each other to find out about others. Also, they complete career profile surveys. I discuss what the data means and how the information can help them in their career goals by writing back individual thoughts and explaining in class lecture. Howard Gardner is the theorist behind the multiple intelligences and I introduce his work with this lesson. I try to show how our differences help us to learn to work as team. In our class we work on a couple service learning projects in addition to our internship experiences with local preschool programs. I have students who sign up to be project managers as we tackle these task. Please see the lessons attached below.

Music in the classroom can be a powerful addition to any lesson, especially in the Early Childhood Education setting. This lesson is aligned to the Child Development Accreditation, CDA; Competency Goal  II; To Advance physical and intellectual competence  (Updated 8/27/12) Cultural and Linguistic Groups Identity (Bilingual appreciation) Assignment 1= Select 4 songs, finger-plays, word games, or poems that you can use to promote phonological awareness. Describe (means in 1 paragraph) strategies to promote phonological awareness among children whose home language is other than English. Clue; Refer to textbook definitions and lecture notes in regards to teaching phonological awareness.  For example, think about how you teach children to pronounce a word in English or the other language. ***Helpful Website; www.mamalisa.com/world Assignment 2= Create a song card collection of at least 10 songs for future use in your classroom; 4 songs have to have English words with translation of words in another language;. Spanish, Chinese and Somalia languages are often used by bilingual families in the central Ohio area.  Sign language explanation can be added to any song for your future use but does not meet bilingual or phonics requirement. Take notes below & make decorated song cards in preparation to Type your final essay response to this CDA goal. 1.       “Song Title”- country of origin. Why you chose this song and example of it’s use to teach phonics.

The last lesson I shared for the global learning fellowship was my work on project based service learning.