I know most other TFAers started school already, but here in Philly, we've only had two days. We went to school last Tuesday and Wednesday and then had off Thursday and Friday for Rosh Hashana. I'm teaching at a new Camelot school called Excel Academy Central. Chamelot is an outside company that the School District of Philadelphia (SDP) hires to run an alternative education program. There are many other Camelot schools in the city, but mine is just starting this year. For the most party, Camelot is for students who were either expelled from or dropped out of the other public schools. To be honest, I was really nervous when I initially found out I was placed in alternative ed but now that I am here, I can't imagine being anywhere else. The support I have around me is absolutely incredible. Camelot seems to do a great job in general with not only supporting teachers but also helping the students turn their lives in a productive direction (99% of the students graduate and 97% go on to post-secondary education...which is so much higher than the district's average). I am so excited to be working with the people in Camelot who have had success in the past and know what works.
Although I have this support, I am also really nervous about how I will be as a teacher in this setting. Our school is based on a completely new model (unlike all the other Camelots). The students come for a half day (one session 8-12 and one session 12:30-4:30) and the classes run for semesters. This seems to be what works best for the students who have children, jobs, etc.; however, it also means much less instructional time because I need to fit in what I would normally teach all year into a half-year, half-day schedule. I'm certified to teach bio but now it looks like I'll be teaching bio, environmental science, and physical science (and maybe kinesiology and anatomy?)...but, besides for Bio which I took my freshman year at Gettysburg, I have never taken any of those others. The alternative ed program that had these students last year really screwed them over. From what I've heard the old program got mad at the kids for not attending school and got mad at the SDP for firing them and so they are holding all the students' grades and credits which means that we can't tell what the students need in order to graduate. My principal has been calling students in to his office one by one to ask them what they remember taking and to see if they have any documentation at home (because most of their records and report cards are blank) but it could be weeks before we have actual schedules and rosters....which is why I say I THINK I'm teaching those subjects, but I really won't know until we get all the kids' credits figured out.
On a more positive note, my students are great so far! On my first day, I introduced an on-going project called "Letters to Lizzie." I realized while teaching at Institute that literacy is a big issue and so as extra credit, I'm allowing students to practice their literacy skills by writing letters to my sister, Lizzie, asking her about college. Lizzie just started as a freshman at Gettysburg (yay!) and so, the students can write to her asking her about dorm life, financial aid, etc. and she'll write back. I very briefly introduced this on the first day and didn't even assign homework but when I saw them on the second day, a few of them had written her letters already and asked me to send them to her!! I was so excited that they were into it! And their letters were great...they asked about having a roommate, how to apply for scholarships, college food, how hard the classes are :)
Anyway, that's about it for now! But, I will try to write as often as I can...but please remind me if you have not heard from me in a few weeks (I have a feeling I may forget with everything else going on). Good luck to all my fellow TFA-ers and I can't wait to read everyone else's entries!
Linda
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