Miriam Kim is the principal of the No Excuses University at Hollingworth Elementary in West Covina California. For years this principal, within the Rowland Unified School District, has been recognized for her dedication to improving literacy for the students who attend her Title-One school. This year, Mrs. Kim became the first recipient of the “Wonder of Reading” Educator of the Year Award. Her dedication to Hollingworth students and staff is exemplary. The leadership that she exhibits as she promotes college readiness through a strong foundation of literacy is to be commended. Congratulations to both Miriam and the Hollingworth school community.
Recently, my wife purchased a 1953 Chevy truck for my 35th birthday. Four flat tires, two rusty bumpers, and an engine that refused to respond to the turn of a key … it was a thing of beauty. Others, especially my neighbors, couldn’t see the value in this pile of steel the way that I could. When it came down to it, they spent all of their time looking at what was wrong with my truck, while I spent all of my time admiring what was right. As I found joy in the sound that the doors made as they slammed shut or how the driver’s side bench sprung into action with every seat I took , I also dreamt about what could become of this American classic. Not knowing a thing about cars, I began the process of restoration by first fixing the glaring weaknesses. It wasn’t long before a tiny twist of a bolt or adjustment of a screw, turned into a complete rebuild of the fuel line and carburetor. After several months, the broken down beast that was once dropped off in my driveway by a tow truck, was now admired by all as it cruised around the neighborhood. Such success stories that come from the American garage parallel reports from hard working teachers within the American classroom as student learning is renovated on a daily basis.
The definition of success is to take that which is broken and fix it. Children of all backgrounds come to schools on a daily basis with ranges of academic achievement that, while often fragmented and lacking, is packed with potential. Each teacher too enters their classroom with a variety of tools to use as they act as a literacy mechanic of sorts in their daily instruction. The biggest factor as they begin an academic restoration: Will they enthusiastically focus on the strengths, tenaciously fix the glaring weaknesses, and possess a long-view of what can be in the future of their students? Too often we as educators are wrapped up in the “ability” of a student as we ignore their potential. We offer letter grades that tell them how they score today, but forget to participate in dialogue that focuses on growth and improvement. K-12 educators must never accept where a student is, but rather always focus on where they need to be. And just as that 1953 Chevy never moved an inch without the assistance of my two, albeit inexperienced hands, today’s students share a similar dependence on the crafty knowhow of a teacher.
This post was originally made on the Spark Community wesbite for NWEA. Check out the great work that is being done by NWEA by visiting: www.nwea.org
As we pursue the message of college readiness, one of the greatest things that we can do for young children of poverty is to make the college experience come to life. No Excuses University schools across the country are doing just that by taking dozens of college tours each year. As you watch this short footage of No Excuses University at First Philly students visiting the Millersville University campus, think about making similar plans for your students.
