The Academy for Urban School Leadership is a Chicago-based organization with a mission to attract, train and retain teachers for public schools in Chicago. All prospective candidates for the resident class of 2003 must submit an essay with their application.
Here's is my essay on the topic of: how have you arrived at identifying yourself as a teacher? What experiences have prepared you for this step? What challenges do you anticipate as an urban school teacher and how would you meet them?
Describe a challenging experience and how you handled it? What did you learn from it?
Start essay
Teaching has been something I've done since fifth grade when I began to read books about baseball. I took information about pitching to the park and taught my playground pals the finer points of throwing curve balls. A few years and several more baseball books later, while a sophomore in high school, I coached Tim's Pharmacy, a little league baseball team consisting of eight and nine year olds from my small hometown in Central Illinois. We didn't win many games; however, we did learn sportsmanship, our individual obligations to the team and our most important lesson: regardless of outcome, playing should be fun. What Tim's Pharmacy lacked in talent, we made up with laughter, sipping root beer after a game at the local A&W.
Identifying myself as an educator was more an evolutionary process which lead to an eventual "ah ha" moment. In 1998, while working as a trainer at Amoco's Marketing University, I realized teaching was almost like playing baseball. It wasn't the actual activity of teaching that was joyous however, but the creative challenge of feeling-out and finding a particular groove that allowed a certain group to learn. Just like the Tim's Pharmacy days, I incorporated learning games (styled after Jeopardy, Family Feud and Trivial Pursuit) to help build camaraderie and to add some fun into what can be very sleepy subject matter: convenience store management.
The great fortune of having wonderful teachers was helpful in determining my future as an educator. Many teachers have inspired me to continue the rewarding tradition of inspiring others in the field of education. I cannot think of anything nobler as inspiring a young person to follow their aspirations. The chance to have one student approach me later in life to say thanks for inspiring is one which I cannot let pass.
I believe it's human nature for one to feel a need to leave some sort of long-lasting legacy. That belief for me, which I have held since my baseball coaching days, translates to helping young people. Since then, I have dedicated years of my life collecting a diverse array of valuable experiences in the service of young people.
As an infant care volunteer at Children's Memorial Hospital, I held babies born addicted to crack cocaine; changed the diapers of toddlers diagnosed with HIV; laughed with infants who were connected to a plethora of feeding tubes. That experience exposed me to some of the more troubling problems young people face within high-risk families.
I saw first-hand the importance of dedicated educators as an Associate Board volunteer with Chicago-based Merit School of Music, an organization whose goal is to give economically disadvantaged young people a sense of purpose through music education. I worked with former Merit students who are now doctors, lawyers, consultants and teachers to raise awareness and funds for the school. Former Merit students told me if not for the music training, and the college scholarships they received from it, they could not have attended college.
I realize that an urban educator can be one of the most difficult and frustrating professions I can choose because of my want to touch or connect with every student who comes through my classroom door. I am not blind to the challenges associated with mandatory testing, funding shortages and teachers using personal funds to purchase necessary tools to teach. I know it's a challenge; however, if I can positively connect with one more student who would otherwise have fallen through the system, and into the clutches of gang life, the challenge is well worth the cost of frustration.
Challenging experiences and their outcomes are the cornerstones from which I learn the most about myself. One such experience occurred with a fire that burned my apartment and its contents. I was forced into the Chicago winter with no home to call my own. The fire was arson related and initially I was shocked and angered as to who would do such a deed. Almost immediately, I came to realize that if the fire had started two hours earlier, I would not be alive to even attempt to get my life back. With that in-mind, my thoughts were beginning to be more positive. The realization that regardless of how well I tried to be a good person, at times, bad things do happen. That was a spiritual turning point for me. I became thankful for my wonderful and caring friends who all held out a helping hand for me. I became more aware that personal belongings are just "things" which can be replaced.
The power of positive thinking in the face of adversity cannot be underestimated as I continue to lead my life or if given the opportunity to lead a classroom.