“What would make you want to live and work in Burien?”
This off-script question was asked as I sat in on an
interview conducted via Skype with a credentialed candidate in another
country. While I would like to
believe that the purpose may have been to determine if the individual had done
her research about the area, I knew by the intonation of the question and knowledge of the panel member, that he wondered why someone would want to work with a diverse population, comprised of over 75 languages, in an area of
increasing poverty. The intent of the question made my heart sink.
Instantly I reflected upon my move last year to the Seattle
area. My wife and I had limited time to
find a home and had no knowledge of the different communities up and down the I-5
corridor from Tacoma to Seattle. I asked
many people, all in education or with children attending local schools, to recommend a community where we could raise our
four children. To my surprise, my
inquiries yielded, instead, a list of areas
to avoid.
“Stay away from Tacoma.”
“You don’t want to live in Kent.”
“I wouldn’t recommend Federal Way.”
“What ever you do, don’t live in White Center.”
What would happen if I, as an educator, shared the same
perception of students that some people do about where these same students come from and the
communities that they represent? It
seems to me that the best teachers and leaders don’t derogate someone else’s school
and community or waste time complaining about their own. Instead, they take action, as the grass is
always greener where it’s watered.
Instead of admiring the problem, they become part of the solution. Actions express priority, and top educators make where they are the place
to be!
What I appreciate about every community that I’ve come to
know is the common denominator that they share – students who need equity
driven champions in the form of positive, caring, instructionally sound
teachers and administrators. Why would
someone want to work in an area of increasing poverty and high diversity? I answer that question by sharing that poverty is not a
sickness and being diverse is not a challenge to overcome. Champions don’t operate from a deficit
perspective, and, instead, they recognize that there are profound strengths and
extensive intellectual potential in all students, especially when it comes to
those who live in generational poverty or experience cultural trauma.
As an educator, it’s my charge to be a keeper of hope,
without relying on hope as a strategy for success. I must be positive, showing
love and concern to all students, without lowering expectations or loving them
to mediocrity. I must exercise the power to change lives and impact futures through what I believe and
do. All means all, whether I live in Burien, Tacoma,
Kent, Federal Way, or White Center, and I owe it to all students to make where I am the place to be.
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