AMagazinefor andaboutFutureTeachers

Los Angeles Unified School DistrictHuman Resources DivisionCareer Ladder Office Winter 2011

THE LADDEREducators from the Community:Building a Brighter Future Statewide

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THE LADDER

A publication of the Career Ladder Office

Los Angeles Unified School District

LAUSD Board of Education

M nica Garcia, District 2, President

Marguerite Poindexter LaMotte, District 1

Tamar Galatzan, District 3

Steve Zimmer, District 4

Yolie Flores, District 5

Nury Martinez, District 6

Richard Vladovic, District 7

Ramon C. CortinesSuperintendent of Schools

John E. Deasy Ph.D.Deputy Superintendent

Michelle KingDeputy Superintendent of School Operations

Vivian Ekchian

Chief Human Resources Officer

Career Ladder Office333 South Beaudry Avenue, 15th Floor(213) 241-4571 FAX (213) 241-8465E-mail: steven.brandick@lausd.net

www.teachinla.com/ladder

THE LADDER Staff

Steven Brandick, Director

Beverly Silverstein, Editor In Chief

Leonard Zamora, Layout and Design

Gwenda Cuesta, Contributing Editor

Randy Murphy, Contributing Editor

Lorena Vazquez, Advertising

Cover photo by David Blumenkrantzhttp://www.daveblumenkrantz.com/

The publication of this magazine is

funded by advertising revenue.

Reproduction of any imageswithout written consent is prohibited.

FIRST RUNGF R O M T H E D I R E C T O R

Steven Brandick, Director

It is difficult to know what to say to a person who has the passion to be a teacher, but is concerned about the future of teaching as a profession. Currently, there are few jobs in LA, but there are also the looming numbers of baby boomer retirees who will be leaving the profession in the next few years. Which way will the balance tip? Will there be jobs in the next few years? The future looks so uncertain. And it is difficult to formulate good answers. I’ve been around for a while and have seen my share of cycles. I’ve seen lean budgets and fat budgets. There were times when everything changed within a single school year. Things are not changing so quickly now.

I received my teaching credential in 1979 in social studies, the year after Proposition 13 turned funding for schools in California upside down. There were very few teaching jobs available so I spent two years substituting without landing a permanent position. Still, I wanted to be a teacher. I had both the passion and the persistence and I found myself a job in Mexico City where I taught for three years and learned to speak Spanish. When I arrived in Los Angeles, a well-trained bilingual-ESL teacher, there was more work than there were hours in the day. Everything worked out just fine.

There are plenty of prognosticators, but no one really knows what the future holds. I offer people considering a career in teaching basically the same advice that I offered fifteen years ago. First, check out the profession by volunteering or working in classrooms. Make sure it is work you want to do, work you like doing, work for which you have a passion. Second, consider the current shortage fields. If I had come to LA with only my social studies credential, I may have had a difficult time finding a job. I possessed skills schools needed. Right now, we need people trained to teach mathematics, physics, chemistry or special education

(moderate to severe disabilities especially). We also need Early Childhood teachers. Even this year, even in LAUSD, we have hired teachers in those areas. Third, cover as many bases as possible. If you are preparing yourself to teach elementary school, make sure you have enough units and the right experiences to also qualify for an Early Childhood Teacher permit. If you are close to finishing a multiple subject credential, take a look at what it would take to qualify for a Special Education credential. If you are pursuing a single subject credential, consider qualifying for more than one subject area. If you speak a language other than English, strengthen your skills in that language. If you like a certain sport, get some experience coaching young people. The more skills you possess, the more options you will have.

As always, I welcome your comments. Contact me at steven.brandick@lausd.net.

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A Cal l to Teach

TABLE OF CONTENTS

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Beat ing the Odds

Book Review

Promise Keeper

Lessons Learned on the

Road to Success

Gl iding Through the Doors

L iv ing Proof

Road Tr ip

Scholarship Talk

This issue of The LADDER continues to feature the success stores of the par-aeducators who graduated from California’s Career Ladder Programs. The narratives reflect the undulating road traveled to attain a teaching credential. Every year the Los Angeles Unified School District Career Ladder Office identifies and honors four outstanding employees as, “Paraeducators of the Year”. On the cover is Natalie Contreras, 2010 Paraeducator Teacher of the Year. Ms. Contreras garners her much deserved recognition for her superior pedagogy, her commitment to stu-dents, the community, and the teaching profession. Ms. Contreras teaches sixth grade and has worked at Cesar Chavez Elementary School in the LAUSD for five years.

CONTRIBUTORS

ose Diaz started teaching in 1994 at Willard Intermediate School in the Santa Ana Unified School District as a Special Education Instructional Aide. He received an AA from Santa Ana Community College, BA in Child Development and Adolescence Studies, and a Multiple Subject Credential from California State University, Fullerton as well as a supplemental authorization in math. In addition to teaching math at Mendez Fundamental Intermediate School in Santa Ana, California, he collaborated with the University California, Irvine, in establishing the Saturday Math Academy. In 2009 Jose was voted Teacher of the Year by his colleagues at the Mendez Fundamental School.

Jose B. Diaz - Teacher

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Luis Mascorro - Teacher

uis Mascorro is currently the Lead Teacher at Harbor Teacher Academy in the Los Angeles Unified School District, where he teaches math. Luis joined the Career Ladder Program as a paraeducator in 2001. He received his BA in 2003 and acquired a single subject credential in 2004 in mathematics with an emphasis in Spanish. Luis recalls that his very first teaching assignment was at JF Kennedy High School in 2004.

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Shayleen Scanting - Teacher

hayleen Scanting began her teaching career as a Teacher’s Assistant at San Jose Elementary School. She later received a BA from California State University, Northridge in 2008. And while in the Career Ladder program, Shayleen secured an added authorization credential in Biology. Teaching fifth grade students was her first teaching assignment at Plummer Elementary School in 2009. Shayleen now teaches Biology at Panorama High School in the Los Angeles Unified School District.

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Robin Mayers-Li - Teacher

obin Mayers-Li has worked in a variety of educational venues since 2005, beginning as an English teacher at a private language school. Soon after, she worked as a Teacher’s Aid in the Saddleback Unified School District where she joined the Paraprofessional Teacher Training Program. She earned her Special Education Mild/Moderate Credential in 2007 from California State University, Fullerton. In 2008 she completed her Secondary English credential. For the past three years she has worked at Westminster High School in the Huntington Beach Union School District.

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Nancy Cavananh - Teacher

ancy Cavananh is currently in her second year of teaching preschool in a moderately/severe classroom at Rice Elementary in the Chula Vista School District. Nancy has a BA in Liberal Studies and received her Early Childhood Special Education credential from California State University, San Diego in the spring of 2010.

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Norma De Santos - Teacher

orma De Santos participated in the Monterey County Paraprofessional Teacher Training Program. Soon afterwards, she joined the MAESTRA program which smoothed the pathway to her teaching credential. Norma has been teaching for three years.

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J. Cynthia McDermott - Ed. D.

ynthia McDermott is a Professor of Education and the Department Chair at Antioch University, Los Angeles. She has been honored with a Fulbright Scholar Award and will be traveling to Bosnia and teaching at the University of Sarajevo. She is the creator and Director of the Horace Mann Upstanders Childrens’ Literature Award. More information about this award and the yearly conference (which is free) can be found at, http://upstandersaward.org/. She is a passionate activist to ensure that books and children are connected.

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The Career Ladder is proud and pleased to recognize Dale Janssen as a friend of the Ladder. Mr. Janssen is the Executive Director of the Commission on Teacher Cre-dentialing. During his 19-year tenure at the Commission, he served as the Director of the Certification, Assignment and Waivers Division for five years, and an additional five years as manager of the Certification Division. The Certification Division is re-sponsible for annually processing 250,000 certification applications and monitoring the assignment of teachers. He also serves as the Chair of the newly formed National Independent Educator Standards Boards Association (NIESBA).

Pivotal to The Career Ladder paraprofessionals statewide is the funding provided by the Career Ladder Scholarship Program. Funds from this grant support future K-12 teachers who are studying at local community colleges, California state universities, and private institutions of higher learning. For many, this funding has been the deter-mining factor as to whether or not they would further their education and become a teacher. The LAUSD Career Ladder Office is especially grateful to Mr. Janssen’s com-

mitment to future teaches and their students. His administration of the Paraprofessional’s Teacher Training Program and its scholarship program is exemplary.

FRIEND OF THE LADDER

LADDER

TOP

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My name is Thomas LeRoy Smith. I graduated from Woodrow Wilson in 1993. Right after high school, I enrolled in Pasadena City College, and majored in music. That only lasted for one semester. During that short time I had the honor of marching in the Pasadena Rose Parade with the Pasadena City College Tournament of Roses Honor Band. Then I joined Banda America and recorded two albums under the Sony record label. In July 1994 my son was born. This is when my life took a dramatic turn and my priorities shifted. Playing in a Banda was time consuming and impossible to support a growing child. I was forced to seek employment elsewhere.

It was 1995 when I first realized what I would do with my life. I found a job as a special education substitute assistant. Even though my first assignment was difficult, I had no doubt I was the right person for the job. In 1999 I enrolled at East Los Angeles College where I began my quest for higher education. My career at ELAC was arduous and extended over a long period of time. I had never been a good student, and now I needed tutoring. And at twenty years old I was dealing with the fact that I had to take care of my beautiful baby boy. At this point, life was extremely difficult. Child care was not always available; therefore, I was only able to take one class at a time. Yet, I never gave up. After nine years at ELAC, my counselor finally told me I had met all of the graduation requirements. The very next day I graduated from ELAC with my AA in Liberal Studies.

I transferred to California State University, Los Angeles, and joined the Urban Learning

Program. I heard about the Career Ladder Program through some of my cohort U members and they encouraged me to join. This leg of my educational journey is great. The Career Ladder provided both necessary financial and academic support. The program staff assigned me a great master teacher from whom I am learning so much. As a participant in the Los Angeles Apprentice Teacher Program, I have the opportunity to plan and teach lessons as well as facilitate routine procedures that enhance student learning, under the gaze of a highly qualified teacher. The knowledge that I am acquiring will catapult my future teaching career.

My educational philosophy is simple: The future of the world is in the hands of our students, and the future of my students is in my hands. Working in an urban school is a dream come true for me. That is why I put my heart and soul into everything I do for my students. Often times the teacher is the only positive role model in their student’s lives, which makes the teachers’ role even more important. I know that I have what it takes to educate my students. I am passionate about teaching all students, and I especially enjoy teaching students with learning disabilities.

My accomplishments would not have been possible if not for such an amazing support team. That team includes: My mom and dad, my beautiful wife Elisabeth, Dr. Clark, cohort U, (the best cohort ever) and the LA-ATP. I would not be where I am without the help of all of you. Thank you all so much.

by Thomas LeRoy Smith

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First day spring semester. Bustling hallways were dotted by students with generous amounts of en-thusiastic anticipation of new beginnings. Warm golden afternoon light washed across the print rich bulletin boards as I entered my fourth period classroom. Typically, I taught dance. However, ea-ger to gain new experiences, and in an effort to help expand the curriculum, I offered to teach an African American History class. Although I had not previously taught history, I was confident I would be successful. My lessons were rigorous, engaging, and meaning-ful to my students. As I reflect on those lessons, I wonder, where did I get that confidence? My conviction resided in my propensity to teach and from a reservoir of skills acquired from California State University, Los Angeles’ credential program. Years later, my conviction was affirmed. When-ever I met a student from that class, they were always excited to see me and often told me how much they learned. Like countless other teachers for whom teaching is a calling and always knew they wanted to teach, I too have my childhood story, as conveyed to me by my parents. After-school I would often re-enact the lessons I had learned from my elementary school teachers for my younger brother, dog, dolls, neighbors, and anything or anyone breathing and willing to listen. You may be asking yourself what factors fostered my aforementioned confidence. First, my creden-tial program advisor designed a regimented, yet compassionate course of study for me to follow. Dedicated to excellence, the program, similar to other credential programs throughout California, provided researched- based coursework and field-work that utilized reflective opportunities. These opportunities allowed me to develop and per-form data driven, standards-based, best practices lessons. Additionally, the instructional strategies navigated classroom management, cultural inclu-sion, and technology. Second, I observed highly qualified effective teachers who were knowl-edgeable in their content area. These teachers held high expectations for themselves and their students. They were flexible, compassionate, and imaginative in the facilitation of instruction. And finally, I honored the curiosity that pulses through every child. My experiences continued to inform my belief, hope, and faith in every individual child’s ability to learn and develop into a life long learner, who is a thoughtful and productive citizen. Of course, my credentialing experience was not unique; it mirrored the experiences of paraeduca-tors across California who also attended creden-

tial programs dedicated to excellence.

Learning occurs everywhere-whether in school, at home, or on an excursion; students are always learning so teachers must recognize that even in the most innocuous moments they are always teaching. In this issue of The LADDER, we con-tinue to spotlight those success stories of com-munity educators statewide, who graduated from Paraprofessional Teacher Training Programs from Monterey to San Diego. These programs are committed to preparing individuals to be teach-ers who will become life-long learners, and serve as advocates for academic excellence and equity for their students. You will meet people on the road to a credential who possessed an indubita-ble sense of hope. Who endeavored to struggle through and overcome obstacles that empowered them to become supportive effective educators. You will examine the lives of teachers who have explored various career choices, beat the odds, refused to give up, took advantage of opportuni-ties, fulfilled a commitment to a parent, and jour-neyed off the road most traveled to become suc-cessful instructors who make a significant impact in and outside of the classroom. It is my hope that these narratives illuminate and illustrate that while the road to success may be rocky, accomplishment is possible and success is achievable. These teachers demonstrate that through hard work, perseverance, faith, and a little grace, you too can live your dream and ensure that students achieve their full potential. As the new Editor-in-Chief of the LADDER maga-zine I look forward to analyzing, examining, and in-forming readers of the various roots and routines informing our lives as educators and the potential and possibilities education must provide as we move through the twenty-first century. Yes much is at stake. But there is much to be gained at the beginning, middle, and at the end of the road of both life and education.

If you have a story to tell send me an email bas8273@lausd.net

L e t t e r From The Editor

Beverly Silverstein Editor-in-Chief

“I have learned that suc-cess is to be measured not so much by the position

that one has reached in life as by the obstacles which he has had to overcome while trying to succeed.”

Booker T. Washington

An Examined Life

Every year the Career Ladder office honors an LAUSD employee as “Paraeducator of the Year”.

The Selection Committee looks for individuals who embody one or more of the following attributes: Inspire students of all backgrounds and abilities to learn. Communicate well with students, staff, parents and other community Actively participate in professional development Contribute innovative and unique strategies that provide for quality education Have a unique quality that makes them invaluable to the school community

Nominations are accepted annually from February to April. Awards are given for Early Childhood, Special Education, and General Paraeducators.

Congratulations to all of this year’s nominees. Thank you for your hard work and dedication to the students of LAUSD.

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2010 Winners

Paraeducator Teacherof the YearNatalie ContrerasCesar Chavaz Elementary School

Early Childhood Paraeducatorof the YearErma ReynoldsWadsworth Elementary School

Paraeducator of the YearMaria GutierrezParthenia Elementary School

Special Education Paraeducatorof the YearOscar GonzalesPalms Elementary School

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Thank you Mr. Falker by Patricia PolaccoPhilomel 1998Grade Level Elementary

Based on the author’s own terrible experience in school, Patricia shares a story about her learning disability that for years prevented her from learning to read. Her pain is clear about how she internal-ized all of the criticism. But then Mr. Falker came into her life and not only recognized her pain but found ways to help her learn to read. Lucky for us since Polacco has become such a prolific writer (don’t forget to read her other books!).

Staying Fat for Sarah Byrnes Chris CrutcherBantam 1993Grade Level Junior/Senior High

Eric “Moby” Calhoune is fat and be-friends Sarah Byrne’s who was tragi-cally burned as a child. They are both unpopular but dear friends. As Sar-ah’s life becomes more complicated, the courage of her teacher, Ms. Lemry, to go against the rules to help her is remarkable. This is the kind of teach-er-advocate we all need when things are going poorly

Miss Nelson is Missing by Harry Allard, Illustrated by James Mar-shallHoughton Mifflin 1977Grade Level Elementary

This is an oldie but goodie. When Miss Nelson’s class is a bit out of con-trol, a substitute teacher, Miss Viola Swamp, takes her place. Life for the students becomes unbearable and when Miss Nelson comes back they realize how terrific she really is!

The Dot by Peter ReynoldsCandlewick Press 2003Grade Level Elementary

Vashti tells her teacher that she can’t draw but her teacher asks her to make a mark on the page anyhow. Then she surprises her asking her to sign the page. The next week her dot was framed on the wall, convincing her that she in fact could do more. What a smart teacher!!!

Book ReviewThe world of teaching is amaz-ing and being a teacher is truly a wondrous opportunity. We all re-member with fondness the many teachers that have influenced our lives and so this collection of book reviews is a tribute to all of those memorable teachers.

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My Great-Aunt Arizona by Gloria Houston Illustrated by Susan Conde LambHarper Collins 1992Grade Level Elementary

Based on a true story, the reader is intro-duced to a young woman, Arizona, who be-comes a teacher in a one room school house and teaches there for many years. Arizona always encouraged her students to make their lives meaningful, just as she had when she became a teacher. This is a moving story.

Miss Malarkey Leaves No Reader Behind by Judy Finchler and Kevin O’MalleyWalker and Company 2006Grade Level Elementary

The principal challenges the students at the school to read 1000 books and if they do he will dye his hair purple and sleep on the roof. Our main character however, does not like to read. Nevertheless, his very persistent and kind teacher, never gives up, finally, after one book after another, finds him a book he likes.

Lilly’s Purple Plastic Purse by Kevin HenkesGreenwillow Books 1996Grade Level Elementary

Lily loves school and she really loves her teacher, Mr. Slinger. She wants nothing more than to grow up to become a teacher herself. But when Mr. Slinger stops her from playing with her new purse, Lily thinks Mr. Slinger is the worst teacher in the world. Lily gets the chance to see what a great person he really is and decides that after all, he really is the best teacher in the world!

Crow Boy by Taro YashimaPuffin 1976Grade Level Elementary

This timeless story is about Chibi, a child bul-lied by all of his classmates for years. It has a wonderful ending as the new teacher at the school stands up for him and teaches ev-eryone at the school about the value of this amazing little boy.

Book ReviewShare these with your students and children and encourage all of them to join us in this wonderful profession! An interesting point to make about many of these books is that they are dedicated to real teachers who had an impact on the author. Take a moment to get in touch with one of those memo-rable teachers like the ones I have reviewed here and thank them!

J. Cynthia McDermott

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My name is Robin Myers-Li. and I earned my credentials while participating in the Paraprofessional Teacher Training Program in Orange County. If it had not been for this program, I would not be teaching here because while I obtained a teaching credential in Florida, I had to secure a California credential. Given the similarity of the weather in Florida and California, I knew the change of locale would be easier. It was January 2005. Working for years part-time teaching English for a private language school, I applied for an aide position in the Saddleback Unified School District. In April 2005, I interviewed with a teacher who worked with visually impaired students from the SBUSD. She told me I could work primarily with high school students; that was exactly what I wanted to do with my life. The interview went well and I was offered the job; I accepted. While earlier I had decided that the length of time and expense of school was prohibitive, in that moment I decided that I would find a way to obtain my California credential. During the interview it was suggested I join the Para-professional Teacher Training Program and begin working on my credential. I immediately joined the PTTP and enrolled at California State University, Fullerton in August 2005. As I had to pay out-of-state tuition the first semester, I could only enroll in two classes. The PTTP seminars were informative and the speakers were impressive. Seminars provided an opportunity for me to interface with other future teachers from whom I learned so much. Without the financial support of the program, I would not have been able to earn my California credentials. The staff was amazing. It was not easy working, attending school, raising a son, and establishing roots in a new city. With endless words of encouragement, the advisors made me believe I could accomplish anything. I will forever be grateful to them and to the program. By 2010 I earned my Special Education Mild/Moderate Credential, a Secondary English Credential, and found my dream job at my first choice district and school at

Westminster High School in the Huntington Beach Union High School District. I taught English to sophomores and juniors with learning disabilities. About 90% of the students at my school are minority students, many of them are considered at-risk. Almost 70% of the students receive free or reduced lunch. Speaking Spanish has helped a great deal. It’s impossible to know what student I may impact, so I treat them with kindness and respect. I believe in them. I am astounded at the obstacles and hardships they face everyday of their lives, the pain and violence with which they live, and the adversity they must overcome. Yet, they have remarkable spirits. And although all of my students have impacted my life, there are a few who stand out.

There’s a junior I met this year who overcame a tum-ultuous childhood and drug addiction. She has turned her life around. She often visits, gives me a hug, and tells me I’m her favorite teacher. Another student, a junior I’ve known since he was a freshman, thanked me for helping his friend get through high school. He has taught me so much because he had the desire and patience to share his personal story; and to educate me about my students’ worlds. Here’s what I learned from him: life’s daily challenges when you grow up on the “streets”; street knowledge and vocabulary; the importance of believing in a student when they no longer believe in themselves; how one can’t make a student care, but they need to know you care; how difficult it is to have dreams and remain generous and hopeful when all around you is poverty and despair. I’ve often laughed with them, cried in silence for their anguish, and kept the faith that they will make a path to a happier more fulfilling life.

Lessons Learnedon the

Road to Successby Robin Myers

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It was an easy choice when the time came to make a decision about college and my career path.

I have possessed a passion for teaching my entire life. At four years old I remember using my first chalkboard to teach my dog and stuffed animals in my room. Countless home videos exist of me practicing my teaching skills. Teachers and administrators often told me that they had rarely seen a new teacher with such a natural talent for teaching.

My second year in college I was hired as a teacher’s assistant at San Jose Elementary School where an office assistant placed The Lad-der Magazine in my box. After reading the magazine, and attending a Los Angeles Unified School District Career Ladder conference, I was now aware of the wonderful opportunities available to me. For example, I discovered a scholarship program, immediately applied, and was granted the scholarship. No longer concerned about paying for college, I focused my attention on becoming a teacher. For two and a half years I was a paraeducator; what a rewarding experience. I truly enjoyed every minute.

Immediately following graduation on September 2008, I was hired to teach fifth grade at Plummer Elementary School. My first day of class, I was very nervous. Nevertheless, my lesson was a huge suc-cess due to my participation in the Career Ladder program. I felt prepared that first day because the required performance assess-ments equipped me with strategies that enabled me to construct a favorable learning environment. I appreciated the performance as-sessments, inasmuch as they permitted me to correct instructional glitches in my lesson plans in a low risk environment. That experience facilitated reflection and growth. .Because I had secured an authorization credential in Biology, I was able to change schools. Currently, I teach Biology at Panorama High School. As a life long learner, I have decided to pursue a graduate degree in secondary education. As one cannot glide into success, I highly recommend taking full advantage of every available opportu-nity.

Gliding Through Doors of Opportunitiesby Shayleen Scantlin

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by Steve Brandick

Carlos Gonzalez did not start out in South Los Angeles, but he has been there most of his life. He was born on a small ranch in rural Mexico, the second youngest of seven children. His dad, Isidro Gonzales was a canalero, the per-son responsible for regulating the local irrigation ditches. He was the one who locked and un-locked the gates to assure that those farther downstream received their fair share of the water. A rich man lived upstream and did not like it at all when the gate to his field was closed. He told Carlo’s father to keep it open. Isidro refused. A few days later he was dead at the hands of a hired assassin. Carlos’ mom, fearing for the life of her children, sent the old-est away, first to an uncle in a nearby town, then to the United States. They stayed with relatives; worked hard. Six months later, they had enough money to bring Carlos, his baby sister and their mom to Los Angeles. Carlos was a small child at the time, but he understood that, although life can be difficult, hard work pays off. He never forgot that lesson and has worked patiently for everything he has.

For awhile, the entire family lived in a one bedroom apart-ment before moving to a larger two bedroom apartment. There was a boy’s and a girl’s room. It was not an easy life, but the family was together and safe. They all worked and before long, they had a house. Carlos does not complain about his life. He explains nonchalantly, “My mom was too busy paying the bills. I knew life was a struggle. If I wanted

something I would have to work for it.” He took his first job when he was just eleven and has been working ever since. There was a man who sold cheeses in the neighbor-hood, two pieces for five dollars. He hired Carlos to drag a big bucket of cheeses from house to house and gave him

fifty cents for each one he sold. At that age, he was the only man in his mom’s house. If anything broke, Carlos was responsible for the repair. He talks about repair-ing a hole in the roof. “I got some of that Henry’s Tar and tried to fix it. I remember having these big calluses and I didn’t like that. It was hard, hard work.” He had a lot of respect for the people around him who worked with their hands, but he couldn’t see

himself spending his whole life doing hard manual labor. He wanted to go to school, get a job, and live better.

When Carlos was young, his mom, Maria Refugio, was always too busy working to pay the bills or too shy about her Eng-lish to get involved with his schooling. She would just say, “Carlos, you do good. You behave,” Carlos says, “She didn’t want to get calls from the principal, or the deans, calling to tell her, I was in trouble.” So he behaved and did his work.

Carlos performed well, graduated from high school, and then enrolled at East Los Angeles Community College. He intended to study economics, major in marketing, maybe get a job with a big company, and use his bilingual skills to place

A Call To Teach

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products. He was very good at math in high school and had a teacher who went into marketing and had a good job. They gave him a company car, a six figure salary, and his job was to sell to big clients while he took them to baseball, football and basketball games. “I wanted to do that with my life. Be able to travel, have a company car, and talk to people while you’re enjoying a basketball game. And while you’re talking to them, you sneak in, ‘well, this is a new prod-uct that we have. How many units would you like to have in your store?” I thought that was the best thing in the world.”

However, fortunately for the children in South Los Angeles, Carlos’ life took a different turn. The first summer out of high school, he took a job cleaning Rapid Transit District buses. He didn’t real-ize how difficult a job that would be. People vomited, left dirty diapers, and urinated. But it paid well. He intended to continue working while he went to school, but the schedule conflicted with his college classes. A friend told him that they were hiring teacher assistants at Edison Middle School. He got the job.

Carlos has been a part of the Los Angeles Unified School District most of his life. He attended Vernon and 49th Street Elementary Schools, Washington Carver Middle School, and graduated from Jefferson High School. He worked at Edison Middle School. All of these schools are a short distance from where he grew up.

Not long after starting at Edison in 1993, Carlos was se-lected for the very first Paraprofessional Teacher Training Program scholarship. It was a group of thirty people, all studying at California State University, Dominguez Hills un-der the supervision of Dr. John McGowan. Carlos loved the experience. “I wasn’t just setting up the bulletin boards. I was having significant conversations about how to impart

knowledge, how to work with small groups. It was instilled in us that we were a special group of 30 out of 500.” At that point he knew that if he continued to successfully progress in his studies, he was go-ing to be a teacher.

Carlos felt that he had discovered his calling. “I connected with the children. I was one of them. Edison was just a mile from where I grew up. What they were going through I had just been through. I started working there when I was just 18. There were 9th graders who were 15 years old. I could relate very well, and I thoroughly enjoyed working with the kids. When I saw them actually learning something and were interested in learning more, I felt great. ” Carlos wanted to show them the way to a better life.

“I know what it brought me. Even as a TA I had a job, I could afford to buy decent clothes and I was going to school. It was cool. In different neighborhoods, going to college is just a part of life; it’s ingrained in you when you are still a kid. You’re not talking about if you’re going to college; instead, you’re deciding which college you want to go to.

If I wanted somethingI would have to

work for it. ”“

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It’s already engrained in you. Not so for the people in my neighborhood, for me, it was something new: I was going to go to college. I remember when I graduated from college, I couldn’t believe it. Everybody was there. My mom. My sis-ters. Everybody. They were all very proud of me. I became a role model for my family. They’d all say, ‘Be like Carlos. He graduated from college. “

Carlos worked as a teacher assistant until he received his credential. Then he went to work at Edison as a teacher. Soon after, he became the English Learner Coordinator, then assistant principal. The teachers at Edison wanted him to become their principal. However, LAUSD has a rule that requires a principal to have administrative experience at a minimum of two different sites. Currently Carlos is the principal at Bethune Middle School. Along the way, he was a mentor to many teacher assistants and new teachers. He wanted his mentees to understand that life is not easy. Yet,

if you have a dream worth pursuing, the struggle is worth it. It took twenty years for him to get to where he is today. Some people say, “It’s not going to be nice and easy. That’s a fallacy. You have to work hard. For me, it didn’t happen in the first year. It didn’t happen in the fifth year.” But it did happen. Today Carlos has a job he enjoys, a beautiful home, a nice car, and a life that he did not believe he could ever have when he was an eleven year old living in a two bedroom apartment with his mom, brothers, and sisters. He started his educational journey at eighteen and stayed the course; Carlos is now thirty-nine.

While Carlos has traveled far in his career, he still lives and works in the same neighborhood where he grew up-South Los Angeles.

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Paraeducators who are dedicated to Los Angeles’ chil-dren should all consider working with TEAMS/Ameri-Corps Fellowship Program. In addition to new teacher support, the fellowship offers an opportunity to be a leader in your school and local community.

TEAMS works with over 350 paraeducators, new teachers and counselors each year. Since 2006, over 45 LAUSD Career Ladder members have enjoyed the professional and financial benefits of being selected as TEAMS Fellows. Each Fellow has impacted his / her community in significant ways and received financial support in the process. Career Ladder member Janet Flaherty wrote an article for THE LADDER magazine in 2009, about her experience organizing and coordi-nating community events during Black History month. She worked tirelessly with students, teachers, and ad-ministration at her school to get the community ac-tive around cultural awareness, and recently earned a commendation from the National Association for the Advancement of Colored People (NAACP). I encour-age all Career Ladder members to consider applying to become a TEAMS Fellow.

Teacher Education for the Advancement of a Multicul-tural Society (TEAMS) is a collaborative of schools and community based organizations, led by the University of San Francisco (USF), which provides resources, sup-port, and preparation for educators who want to work in our neediest schools and are committed to diversity, equality, and excellence in education. For more infor-mation, send an email to teams.application@gmail.com and visit us online at www.teamsusf.org .

Los Angeles Apprentice Teacher Program

(LA-ATP)

by Randy Murphy

The Career Ladder’s Los Angeles Apprentice Teacher Program is an innovative model to recruit quality future teachers in special education and mathematics. The Career Ladder Office implemented the Los Angeles Apprentice Teacher Program (LA-ATP) to prepare LAUSD paraeducators to become future teachers in secondary special education, mathematics, and science. Since it’s inception with CSULA in 2007 the program continues to expand to include CSUN and National University. The program offers an innovative opportunity for paraeducators to work in their current position through the lens of an apprentice teacher. The hands-on apprentice activities better prepare individuals to handle the challenges of teaching in an urban school setting. Apprentices are supported by a master teacher while working as a paraeducator and attending the university. They are provided support from both district and university personnel in the areas of academic advisement, scholarship opportunities, CBEST, and CSET test preparation reimbursement, and the potential for paid student teaching experience. Eligibility Requirements: • 2.75 GPA• Passed CBEST• Enroll in or eligible to enroll in a credential program• Complete credential program by June 2012• Two years experience as a paraeducator or BA completed• Special education applicants must be currently employed in a permanent LAUSD paraeducator position

For special education inquires contact Randy Murphy at 213.241.4571 or email: randy.murphy@lausd,net For mathematics inquiries contact Kimberly Dunbar at 213.241.4571 or email:kimberly.dunbar@lausd.net For science inquiries contact Gwenda Cuesta at 213.241.4571 or email: gwenda.cuesta@lausd.net

About the ProgramTeacher Education for the Advancement of a Multicultural Society

by Jullian Lute

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Born in the small village of Alcholoa, located on the outskirts of the state of Guerrero, Mexico, I was six years old when I came to this country. I was brought here in search of the American Dream. Ever since I was seven years old, I have had this strong desire to be a teacher. Coming to this country as an immigrant, I was faced with the reality of adapting to an entirely new environment. I encountered many challenges. For example, learning a new language and trying to negotiate an entirely different world. Nevertheless, such challenges made me into who I am, a formidable individual who realized that I could accomplish anything.

Two major factors influenced my decision to become a teacher. One, I was the only one of my seven brothers and sisters to graduate from high school and the first to pursue a degree. Second, and most important, was growing up and watching my parents work from dawn to dusk in the fields of the Salinas Valley. I wanted to go to school and acquire a skill so I could get a good job that would enable me to alleviate the misery my parents had suffered, and to transform their lives into something wonderful. I know what it feels like to work in the fields. I remember very clearly, the day I woke up at four in the morning to go to work to pick red peppers. On that day my hands were especially sore and bleeding by the day’s end. That was it. I told my mother, “Mommy, one day I will be a maestro, (teacher) so you won’t have to work in the fields anymore.” That day marked a turning point in my life; it was the beginning of my educational journey.

Due to financial reasons, I was not immediately able to pursue my dream to teach. One day while working as a secretary, my best friend Maricela Morales told me about a program called MAESTRA. The MAESTRA program helped me financially paying for my tuition, books and materials, as well as tutoring.

Additionally, despite the enormous challenges I faced, the encouraging support from the MAESTRA staff inspired me to refuse to indulge in negativity or pessimism.

It took me a total of 10 years to accomplish my goal. For me, working full-time while attending school part-time proved to be extremely taxing. Like many of my stu-dents, I struggled because English is my second language. Nevertheless, I conquered the linguistic barrier and was able to graduate from the credential program in 2009. The time and effort it took to become a teacher was the biggest and the most difficult accomplishment of my life. In addition to the support I received from the MAESTRA program, what really sustained my journey was the immense amount of love and understanding I received from my wonderful husband, my mother, and my children. I kept my promise.

by Norma De SantosThe Promise Keeper

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I am currently in my second year of teaching preschool at Rice Elementary School in the Chula Vista School District. Every day I enjoy working with seventeen three and four-year old, moderately to severe students. Truly living my dream, I feel so fortunate to have had not only received financial sup-port, but also emotional and social support from the Para-professional Teacher Training Program. It has not been easy returning to school in my forties, especially with two very academic oriented, athletic teenagers, and an elderly mom. My life is a constant juggling act between classes, exams, and term papers. My family keeps me busy traveling to and from sporting events, decathlon tournaments, and doctors’ appointments. Not to mention I have a full-time job. I must admit there were times when I wanted to quit. But the car-ing concern and support from my dear family and from the program kept me going and enabled me to achieve my goal. I finally received my Early Childhood Special Education Cre-dential. It was necessary for me to obtain my BA in Liberal Studies before I could apply to the Special Education Cre-dentialing Program. Ultimately, it had been a long 10-year journeys end at San Diego, State University, which culmi-nated in May 2010. Despite what appears to be one hurdle after another, I persevered. And now I am living proof that one is never too old to return to school. It is never too late to achieve your dream and live your passion. I would not have been able to afford to go back to school with two children of my own in college if it had not been for the PTTP. Far more important than the financial support, the program provided constant academic guidance and genuine concern. The program facilitators were tremendous. Their posi-tive outlook was refreshing and comforting. They pro-vided an outlet for me and for my colleagues to cheer each other on, commiserate together, and to support one another. For example, we lost a dear colleague two years ago which devastated us all, but together we formed a bond, in her honor to keep our educational torches lit.Thank you so much. I hope the PTTP will continue to im-pact the lives of my colleagues and of those to come.

Living Proofby Nancy Cavanah

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My family and I are so very proud of what I have accomplished as I am the first in my family to graduate from college. In 2001, I was one of the first three students to graduate from the Santa Ana Paraprofessional Teacher Training Program.

Given our circumstances, my mother is espe-cially pleased with my achievements because I beat the odds. I grew up with an absentee father. My mother’s apartment window faced an alley. On any given day or time we could see drug deals going down in this alley. My success can, in part, be attributed to the PTTP.

In 1994, I began working at Willard Interme-diate School, in the Santa Ana Unified School District, as a special education instructional aide, and later an intern, where I taught Gen-eral Math, Pre-Algebra and Algebra. Upon receiving an AA from Santa Ana Community College, I taught English as a Second Language to adults. I earned a BA in Child Adolescence Studies and a Multiple Subject in Mathemat-ics Credential from California State University, Fullerton. After the birth of my quadruplets, I transferred to Mendez Fundamental Interme-diate School where, with great pride, I have been teaching math at Mendez for six years.

Unfortunately, a week or so after their birth, two of my quadruplets passed away. Still, my wife and I were encouraged that the love and faith we shared would surly get us through to the other side. My family is a pri-

ority. I arrive at school early to make time for my students, and their academic needs. This frees me from grading papers or prepar-ing lesson plans at home. This allows me to keep my school life and home life separate. Without a doubt, PTTP allowed me to pursue my goal of becoming a math teacher. The pro-gram staff presented knowledgeable speak-ers that provided insight into organizational strategies, classroom management, how to de-sign the physical classroom environment, and how to prepare well-organized lesson plans. Mendez and the University of Irvine collabo-rated to establish the successful UCI Satur-day Math Academy. Student participation rate increased to 100% due in part to my cre-ative standards-based instructional approach to teaching math. One teacher said, “When-ever I asked the students, which teacher has the best balance of good teaching and fun? The unanimous response is, Mr. Diaz.” My ultimate goal is to help my students be com-petitive not only for UC admissions but in life. In 2009, I was voted Mendez Fundamental In-termediate School Teacher of the year. I was thrilled! The Orange County Register newspa-per printed an article on the new and innova-tive way in which I utilize technology to ef-fectively teach algebra in middle school. I was video taped teaching algebra and it was dis-tributed across the Santa Ana School District.

Beating the oddsby Jose B. Diaz

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At twelve years old I left Mexico and came to Los Angeles. Our single mother raised four sisters and me. Once my three older sisters reached adulthood they got married, moved out, and became housewives. However, marriage and moving out right out of high school were not an option for me. I was encouraged to be a cook like my grandfather, a server like my mom and several of my aunts, or follow the path of two of my aunts and work as a hair stylist. When I became a senior at Hollywood High School, my English as a Second Language teacher, Ms. Schwartz, knew my story and offered advice: “You should become a teacher, so you can serve as an example for all those that are in the same situation as you.” I was relieved to learn that I had career options, but wasn’t sure what I would teach. Nevertheless, I had established goals: enroll at California State University, Los Angeles to earn both my Bachelor’s degree, and later my credentials.

It was an exciting time. I enrolled at the university in 1999 and opted to teach mathematics. Although I enjoy science, I chose to major in math. Science is about the rules of nature; mathematics helps you to understand those rules. As a math teacher, my hope is that students will comprehend mathematical concepts, thereby better understanding the world around them.

I joined the Career Ladder in the spring of 2001, and earned my BA in mathematics in 2003. In the fall of 2004, I received a Single Subject Bilingual Credential in mathematics with an emphasis in Spanish.

During my first year as a teacher, I discovered how easily so many students lose their way in that labyrinth,

called high school. As an educator, I soon realized that our job description is inadequate. Teachers wear many hats and are best described as individuals who practice an array of professions, and attempt to untangle the lives of students while educating them. Like so many of my colleagues, I too work late into the evening and arrive early in the morning, I love being a teacher. I get to interact with students who become leaders in our community, observe them as they grow physically, socially, and academically. And most importantly, I have an opportunity to hone my talents as I guide them through their educational quests. As a teacher, I believe valuable lessons are learned outside of the classroom. I have accompanied students to student leadership workshops across the nation. Additionally, we have toured over 15 different universities throughout California. There is much to learn about the college admission process. During those campus tours, I shared information with my students so they would know what the expectations and requirements were for their dream school. For example, one of my senior students was adamant about attending a competitive California school because of its incredible reputation. However, after our campus tour, he lost interest in that school. He continued to attend college campus tours and found a school in Riverside that was less popular, but that had his major and fit his personality. He is now a junior and next year he will graduate with a BS in Civil Engineering.

I thank the Career Ladder for providing the rungs that supported my elevation from a college sophomore paraeducator to a credentialed teacher. I have been

by Luis MascorroR o a dT r i p

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Mount St. Mary’s College, Los Angeleshas been preparing students to becomeexceptional teachers for more than80 years. By taking courses in ourGraduate Education program you willhave the opportunity to earn your Teaching Credential and Master’sDegree at the same time. To meet theneeds of your busy lifestyle, classesare offered during the evening and weekends.

• Elementary Credential / M.S.• Secondary Credential / M.S.• Special Education / M.S.• Instructional Leadership / M.S.• Intern Programs

BUILDING SCHOOLS... ...ONE TEACHER AT A TIME

For more information call (213) 477-2800 x400 or visit www.msmc.la.edu/mseducation

Mount St. Mary’s College • Doheny Campus10 Chester Place • Los Angeles, CA 90007

teaching for almost 7 years and beginning in the spring 2011, I will return to school to pursue my Master of Arts in mathematics.

My profession as an educator has brought immense pride to my entire family. I can still see the heads held high and the ear-to-ear smiles my relatives display every time they introduce me to their friends—“This is Luis and he is a math teacher.” I have become kind of a celebrity within my family and more importantly, a positive role model for the younger generations.

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Joseph Ryan retired as Career Ladder Scholarship Specialist from LAUSD on July 1, 2010. My name is Gwenda Cuesta and I am happy to now be coordinating the scholarship program which Joe previ-ously managed. I had the pleasure of working alongside Joe in various capacities within the Career Ladder since 2006. And he was a wonderful mentor over the years. Therefore, although I know I have some big shoes to fill, I am confident that Joe has prepared me well for this position. While I may encounter a few difficulties as I learn my new responsibilities, I expect to provide a seamless transition to all of the scholarship recipients and Career Ladder members. Please let me know how I can be of assistance.

Common concerns from Career Ladder Scholarship recipients regarding future employment as a teacher:

I heard that the District is not hiring teachers anymore. Should I still complete my teaching credential?

The rumor is false! The District is accepting applications and inviting candidates to interview and qualify for the eligibility list with priority going to fully credentialed individuals in high needs areas. Applications remain active for one year. Keep in mind that the current status of the District needs can change quickly. And the District only knows who is eligible based on the active applications. Consider making yourself more marketable by adding a teaching or subject area credential to the cre-dential you are completing or have. This will be especially valuable if obtaining a multiple subject (elementary ) teaching credential at this time. Add a subject area by passing the CSET in that specific subject and complete a 3 or 4 unit methods in teaching course that focuses on that subject. (See leaflet CL 621a revised 6/10 from the Commission on Teacher Credentialing for details.)

I was planning on completing my credential through an Intern program, but there are no intern positions available at this time. Are there any advantages to completing traditional student teaching now or would it be best to wait for intern positions again?

It depends on your personal situation. But there are advantages to completing a credential now. Cur-rently, priority is given to interview fully credentialed teachers in the high needs subjects; all other subjects are limited to fully credentialed applicants only. In addition, when the District begins to ac-cept substitute teacher applications, priority will be given to fully credentialed teachers again for these positions. So, if one can manage to student teach and complete a traditional credentialing program at this time, it may be more advantageous as the job market begins to improve.

Gwenda

Scholarship Talk

GPA REQUIREMENTSCareer Ladder participants need to be aware that there is a grade point average (GPA) requirement for entrance into teacher education programs at all universities. Anyone with a GPA below 2.75 requesting tuition reimbursement will be required to see a Career Ladder On-Campus Advisor about their options before tuition reimbursement is approved.

APPLICATIONTo become a member, please visit JOIN NOW on our website at: www.teachinla.com/ladder.

Career Ladder participants are LAUSD employees in Bargaining Units B or F with one of the following educational goals: • completion of 60 units; • an Associate of Arts degree; • a degree that will lead to a job in teaching, counseling, or school psychology, or • a teaching credential.

FOREIGN EVALUATIONS OF TRANSCRIPTSCareer Ladder participants who have completed the equivalent of a bachelor’s degree or higher are charged $25 to have their foreign transcript evaluated. For an application or for more information, call the Career Ladder Office.

PERFORMANCE ASSESSMENTSPerformance Assessments (PAs) are used to verify proficiency in performance areas related to teaching. Completion of PAs is a requirement for movement from one Ladder Level to the next. Completed PAs, along with the number of units completed at a college or university, determine Ladder Level and the amount of Tuition Reimbursement awarded.

Please remember the following:

* PAs are only accepted one at a time and in order; * PAs are required to receive Career Ladder support for test-preparation reimbursement, scholarship awards, and hiring assistance; * PAs must be submitted and approved 2 weeks prior to the tuition reimbursement deadline to apply for the ladder level; * Performance Assessments can be obtained online at:

www.teachinla.com/ladder/FinancialAid/DownloadForms/tabid/86/Default.aspx.

BECOME A MEMBER

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Need Advisement?

EDUCATIONAL ADVISEMENT Career Ladder on-campus advisors are available to Career Ladder participants. You do not need to be enrolled at the school to seek advisement. These advisors can help guide you on the right path. Call an on-campus advisor and schedule an appointment. Be sure to bring a recent copy of all college transcripts.

On-Campus Advisors

CSUDH Cal State University, Dominguez Hills Undergraduate/Graduate/Liberal Studies and TED

Nancy Maruyama (310) 243-3832

CSUN Cal State University, Northridge Undergraduate students call (818) 677-3300

Graduate students call (818) 677-3002

CSULA Cal State University, Los Angeles Nicole Cravello (323) 343-4342

King Hall, Room D-2078 ncravello@calstatela.edu

CSULB Cal State University, Long Beach Jan Condou (562) 985-1765

Education 1, Room 64 condouj@csulb.edu

National University Los Angeles Campus Christopher Page (310) 662-2012 Debbie Magana (310) 662-2006

Sherman Oaks Campus Diana Guillien (818) 817-2465 Melissa Pinkerton (818) 817-2464

WHAT LADDER LEVEL AM i ON?

TUITION REIMBURSEMENT RATES

SEMESTER UNITS QUARTER UNITS

1-6 7 or more 1-8 9 or more

LEVEL 5 $30.00 per unit

$60.00 per unit

$20.00 per unit

$40.00 per unit

LEVEL 4 $25.00 per unit

$50.00 per unit

$17.00 per unit

$33.00 per unit

LEVEL 3 $20.00 per unit

$40.00 per unit

$13.50 per unit

$26.50 per unit

LEVEL 2 $8.00 per unit

$10.00 per unit

$5.50 per unit

$7.00 per unit

LEVEL 1 $5.00 per unit

$7.00 per unit

$3.50 per unit

$4.75 per unit

REIMBURSEMENT DEADLINE

TERM ALL PAPERWORK DUE

FALL March 31

WINTER May 31

SPRING September 30

SUMMER December 31

CBEST REIMBURSEMENTThe Career Ladder offers reimbursement for current CBEST registration fee, up to two times, to participants at Ladder Level 2 or above. CBEST Test Reimbursement forms are available online: www.teachinla.com/ladder/FinancialAid/TuitionReimbursement/tabid/68/Default.aspx.

TUITION REIMBURSEMENTTuition reimbursement is given to Career Ladder participants for courses leading to a degree or credential for which a grade of C or better is received.

The amount of tuition reimbursement is determined by both the Ladder Level of the participants and the number of units successfully completed in a particular semester or quarter. NOTE: Any Level 3, 4, or 5 participant who takes a community college course will be reimbursed at Level 2 amounts.

In order to receive a prompt tuition reimbursement, the following must be submitted and approved prior to the deadlines: * Tuition Reimbursement Request Form (complete); * Current unofficial transcripts signed by a campus advisor OR official transcripts; * Completed Advisement Form (if necessary);

The reimbursement rates and deadlines for tuition reimbursement are listed.

REiMBURSEMENT

All forms are available for download from the Career Ladder website:

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LEVEL EDUCATIONAL BENCHMARKS PERFORMANCE AREA

5- Completed B.A. or B.S.- Enrollment in a Teacher Education Program

Completed Performance Assessment #4 - Delivery of a lesson plan prepared by teacher and participant

4 - 90 semester or 135 quarter units completedCompleted Performance Assessment #3 - Introduction to Lesson Planning - Instructional Assistance

3- 60 semester or 90 quarter units completed- University enrollment- Declaration of credential to be pursued

Completed Performance Assessment #2 - Behavior Management - Student Supervision

2 - 12 semester or 18 quarter units completed

Completed Performance Assessment #1 - Knowledge of Programs and Policies - Communication Skills - Basic Classroom Organization

1 - High School Diploma

www.teachinla.com/ladder

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333 South Beaudry Ave., 15th FloorLos Angeles, CA 90017www.teachinla.com/ladder

FIRST CLASS U.S. POSTAGE

PAIDLOS ANGELES, CAPERMIT NO. 22194