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Foreward: "...their educational leadership, their belief in education, coupled with what they deem important in education, directly influence the districts over which they preside"

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Foreward: "...their educational leadership, their belief in education, coupled with what they deem important in education, directly influence the districts over which they preside"

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Replace district with classroom. Our backgrounds, belief systems, and values directly influence the students we reach.

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Introduction: "Moreover, great teachers and influential leaders who understand poverty, and who build sustainable relationships with children are a large part of [the major pillars of success leading to achievement]."

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Introduction: "Moreover, great teachers and influential leaders who understand poverty, and who build sustainable relationships with children are a large part of [the major pillars of success leading to achievement]."

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* Pg 9- The discussion of dysfunctional vs. non-traditional
*** "...school to prison pipeline that currently plagues inner-city youth. Zero tolerance discipline policies lead to 'one size fits all' consequences."
*Restorative practices?
*What message are we sending to young men and women? What social norms do they feel they must follow? SEL?
* The impact of an educator pg 18- "They made me feel important. They made me feel like I was a contributor in school. They empowered me to do great things and they supported me as I periodically crashed and burned along the way."

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Foreward: "And why did he succeed? Namely, because he learned to listen to the adults in his life who cared about him, and those who had his best interests at heart."

"...when someone believes in you, it provides the necessary fuel to propel you forward."

I feel there is a connection between these 2 thoughts~ someone believes in the child/student and the child/student listened and got it.

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Introduction:
"I accepted support and mentorship from people who had bigger dreams for me than I did. I eventually allowed them to convince me that education was in fact the vehicle that would lead me out of poverty towards a brand-new world of infinite possibilities and success."

"...three-pronged approach at addressing teaching and leadership for students who grow up in underserved communities."
Prong 1- District Leaders~ lead
Prong 2- Teachers~ teach
Prong 3- Students~ learn

I thought it was interesting that the prongs did not include parents/guardians.

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Chapter 1- My Background:
*The Logan section of Philadelphia is a predominantly African-American, poor section of Philadelphia. Northeast Philadelphia was predominantly a working-class and middle-class, Caucasian area at the time that Mumin would have been growing up.
*P. 10 I was in so much emotional pain as my pride had been damaged. Emotional pain is the cause of so much strife in our students' lives.
*P. 11 Zero Tolerance policies; school to prison pipeline  Needs to change
*P. 17 "My second chance at graduation included attending my neighborhood high school..."  I wonder if Mumin would have felt the impact of his Logan teachers on his life, if he had not first experienced the ordeal at NE Philly? We will never know this because his NE Philly experience shaped him. My next thought, how many others have been lost due to such huge changes as not attending the neighborhood high school. There was not change management for these students.
*P. 22 I found it curious that Mumin used the word "elevated" to describe  moving from a teacher position to Dean of Students.
P. 22 They were dream keepers and supporters standing alongside me as I fiercely tackled the journey.  I wonder how many students we lose because there is no one to mentor them, or because they won't listen.

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Ch. 2- My Journey
*Mumin recounts his journey to get to college~ He realizes that the SAT is a test that will determine if he goes to college or not. He expresses his confusion, disappointment, and anger when his scores are not high enough to be considered by 4 year colleges. He does not understand how he could be in the top 10% of students in his HS, yet there was so much that he did not learn in HS that was on the SAT.
*Throughout the chapter, Mumin refers to the many teachers, coaches, counselors, and administrators that played a role in mentoring him, along with his Mother, and teaching him leadership skills.
*Throughout the chapter, I noted the adjectives that he used to describe himself at this time in his life~ focused, determined, motivated, energized, driven- he had a "ferocity to succeed." He described himself as an anomaly~ he wanted to beat the odds and the data.
*NCJC~ this school was in one of the most affluent towns, Villanova, just outside of Philadelphia. (The school has since closed.)
*I thought that it was interesting that he went to a Christian college, being raised as a Muslim. I noticed when he spoke during our Edmentum Town Hall that he mentioned that he welcomes and speaks with leaders of all different faiths working towards unity.
*I am so glad that Mumin decided to show up at the NCJC Commencement Ceremony! He was shocked to be awarded the NCJC Faculty Award, that included a scholarship.
*"The Most Likely to Succeed" expectation is reinforced several times throughout the chapter until he visualizes it for himself.
*"Ambassador for Success" This is what Mumid considered himself when given the opportunity to go back to his HS and share his success, as well as the successes of others that he met at NCJC and Shippensburg. "The fact that I really understood what it meant to struggle in the hood, yet still achieve success got their attention."
*I love how he ends this chapter, saying that he shared with the students that there are angels, soldiers, and close friends that will do battle with you against all odds..."there are always those willing to collaborate with you while committing to changing the world."
*As I read this book, and we are still in the beginning, I am wondering how we can replicate this for more students. Was there something special about him? One of the reasons I wanted to read this book is because he is a charismatic figure. I felt encouraged and motivated listening to him in the Townhall. In addition, he is from the area where I live. He is the Superintendent of a school district near where I live. The district where he is currently
Superintendent is in a very affluent, high-achieving school district, near where he went to junior college. Earlier in the book I noted that he said that he listened to those around him, he made the choice to listen. How do we get more students to listen? Or is it something that is internal? If it is internal, how do we get to it?

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The poem at the beginning gave me goosebumps. "I am the darker brother. They send me to eat in the kitchen when company comes but I laugh, and eat well, and grow strong. Tomorrow, I'll be at the table when company comes. Nobody'll dare say to me, 'Eat in the kitchen,' Then. Besides, they'll see how beautiful I am and be ashamed- I, too, am America."  I feel like this is saying that often, minorities are dismissed, despite their potential.  This author is saying, I've realized my potential. and I'll grow and improve (with obstacles) and then, ashamedly, they'll recognize me.

Khalid talked about his support team often. he mentioned how he had his mother AND father, many teachers, and coaches. They allowed him to "dream, explore, take risks, and build academic confidence."

How can I, as a teacher, do this for my students? How can I support their dreams, exploration, risk taking, and academic confidence?

Standardized testing- ugh! It is only a snapshot of what it means to be a student. Just one glimpse of a student at one time in their academic journey.  Can be culturally biased. This reminds me of "The Testing Camera" https://www.youtube.com/watch?v=PABNMIG5VJc

Khalid mentions his grit and "ferocity" mulitple times throughout the chapter.

what about students that are lacking grit or ferocity? How do we foster that and give them the tools to ignite a flame?

The Bell Curve Theory- Whaaaat? Is this true?

Low SEC students feel like a Charles Darwin species on an island- survival of the fittest. Who can be witty enough, cunning enough, to survive the "hood"

The story of Rico really got to me. I taught 9th grade biology and the number of students who could not read or write was astounding. How does this happen? Seriously. We need to do better. I love that his coach in JC required him to take a year off of basketball to focus on his studies.

Khalid's desire to give back and be a role model is incredible. I relate. Heavily.

This chapter is a reminder that while data is important and has its place, it is not the crystal ball that determines success. It is just ONE factor... one piece of information. There are many other, qualitative factors that help determine success. Sometimes, that even includes failing, first.

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Learn more about this film and download the free companion poster here: http://fablevisionlearning.com/blog/2014/12/the-testing-camera/ Peter H. Reynolds, creativity advocate and best-selling author and illustrator, and co-founder of FableVision Learning, has created a new animated short called The Testing Camera - a whimsical poke at high-stakes, standardized testing and a reminder that real assessment is as easy, and - at the same time - as challenging as getting to really know the gifts and talents of every child.

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Ch. 3- Tomorrow is Not Yesterday
*Mumin relays his initial experiences upon arriving at Shippensburg University. He encounters an environment very different from any that he has been in before. He has been in an all African-American environment and a diverse environment, he has not been in a predominantly Caucasian environment before.
*He enters the school and does not find too many who look like him. Just when he is felling lost and is wondering when he can go home, "an angel appeared". (P. 40)
*Ms. Diane Jefferson, Director of Multicultural Student Affairs (MSA), approaches Mumin and says she sees he is having challenges transitioning into Ship and invites him to the MSA.
*He finds a "home" on campus here.
*Between the MSA and basketball Coach Goody, he is encouraged to look towards leadership positions.
*Mumin continues to be determined "to be successful and beat all odds." (P. 41)
*He continues to excel in basketball but has some challenges with academics. Mumin finds a mentor in his English Professor, Mr. Hanlon.
*His GPA continued to rise.
*Mumin took on a leadership role in the MSA, Bridges for Diversity, and co-founded a group called Men of Culture.
*Mumin heard prominent speakers such as Arthur Ashe and Dr. Cornell West.
*Ms. Jefferson sent to of her best students to pick Dr. West up at the airport. They enjoyed speaking in depth with Dr. West about his book.
*They took, Dr. West, to a soul food restaurant near campus. The Owner/Cook/Waitress was shocked to see Dr. West in her restaurant and she scolded the young men for not giving her any warning! Lol!
*Mumin seemed to have an awareness of the positive influence that leaders can have and wanted to be a leader early on.
*He was encouraged "to work hard in changing the narrative about race in America."  (P. 53)
*He states, "I became a committed change agent to making a difference in America by striving to change the dialogue and eliminating the fear surrounding discussions on race." (P. 53)
*Melting Pot ----> Salad Bowl~ "...where everyone keeps their uniqueness, and everyone has the capacity to initiate change." (P. 54)
*Mumin's teaching style- storytelling
*He began setting goals towards becoming an administrator.
*The student who had so much trouble in the beginning of high school- graduated Ship with a BS in English, Master's in CI from Penn State, and Doctorate from UPenn.
*What do you think of, "I would teach them to leave their baggage at the door of the school and take advantage of the opportunity of a lifetime through educational access and opportunities." ?(P. 55)

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Ch. 4- A Historical Perspective
*The first half of this chapter outlined the challenges that many African-American students encounter through the school system; the second half of the chapter followed Mumin's journey in education.
*Mumin has, in my opinion, idealistic and optimistic solutions:
1. Provide "influential leadership, caring teachers, and mentorship while they travel though the educational journey." (P. 58)
2. Recruit African-American educators for classrooms and leadership positions. In 2022, it may be difficult to recruit anyone to become a teacher. The percentage of students entereing preservice eduation programs has declined and even caused some colleges to eliminate their education department and degree. In addition, there are other cultures that discourage their children from becoming teachers.
3. Positive programmatic strategies.
4. Parent involvement. Some parents have had negative experiences with school themselves and may not want to be a part of it.
5. Mentorship for African-American students K-college. I have read about some African-American charter schools where a benefactor has promised college scholarships to students as they enter the school in Kindergarten as motivation to keep the students in school, to give them a vision, and a hope for the future, for students who complete school thorugh 12th grade. How would this be implemented on a large scale, nationwide?
*P. 73 "The African-American student has failed to buy into the educational system at alarming rates,..."  ----> Cultural shift in mindset needed? Programs~ Headstart
* Many educators are passionate about supporting all students, but there are also educators who do not have the passion that Mumin talks about that teachers should have, for students' diverse backgrounds. As an ESL Teacher in a suburban district, I experienced many micro-aggressions from educators on an almost daily basis while advocating for English learners of different cultural backgrounds. It felt like diversity efforts were in the hands of the 9 ESL teachers in the district of about 1,000 teachers. Our grant required faculty and staff to receive PD, and the decisions were left to us to make and design. Just months before I resigned from the district, a DEI Director was hired and came on board. I do think that preservice programs should include at least 1 class on Understanding Students' Diverse Backgrounds~ including cultural, religious, language, disabilities, etc.
*History of Positions- Mumin spent 5 years in the classroom as a teacher, then went into administration to influence and affect policies. He did not stay in one district for too long. I wonder why. Did he leave just for opportunities to be a change agent and influence?
*"We are determined to ensure that a student's zip code would not wquate to limited success to a quality education." (P. 91)  This is the goal!
*"Diversity was not necessarily considered in the foundational plans for American education. After all, education was built on the premise that it contributes to a system that leads to white men attaining success and wealth." (P. 67) I agree that diversity was not a consideration for the foundation of American schools. American schools in New England were started to promote religious studies, arithmetic, and reading. Later on, the main goal of the schools was to create skilled workers. I do not agree that the premise that education was built on was to create wealth for white men. The American school system was founded to create conformity in preparation to make a work force that would lead to a few white men becoming wealthy. The premise that education is every child's right is a good one. We are still trying to figure out how to make this happen for all students.

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I really felt like this chapter was less about a lesson to be learned and him telling his tale of being a minority.. of him feeling like a square peg in a round hole... how vulnerable he felt because he felt so out of place.  Not only was he uncomfortable but he felt the discomfort of the white peers around him.  He found safety in the MSA where he saw students like him and was immediately comforted.
Not only did he feel physically and culturally different but he didn't feel prepared with the fundamental education that other students may have come with because he came from a low socio-economic area/district.

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Ch. 5- Intrinsic Motivation to Defeat Poverty
*"I would need a good education to have a sustainable impact on society." (P. 100) I am impressed with how Mumin thought as a young person, this is quite a goal.
*Parental Support for education over sports and street life- "Therefore, my parents always challenged me to compete to the best of my abilities while continually nurturing my brain." (P. 100); "My Mother was ferocious in reminding me that the lifestyle and life span of a drug dealer was temporary and ultimately leads to time in prison or death by 25. (P. 102)
*Mumin relays the story about his friend witnessing a group coming to kill Muscles, and never recovering from the trauma. But, he, "...on the other hand, I used that tragedy as motivation to stay focused on the true dream: getting out of the neighborhood by using education as a pathway to success." (P. 103-104) What made Mumin think differently?
*"The educator has to be forever committed to being in touch with what it is like to be a student living in poverty." (P. 105)  I would add...living with a disability, learning English, the needs of immigrants, migrants, and refugees, on medication, illness, behavior disorders, etc. There is such a strong social work piece connected to educating students. We cannot keep adding to teachers' plates.
*"...taking a leadership journey through the neighborhood every so often allows educators to gain an understanding of the many challenges our students face."  (P. 109) This is a good idea, however, it should be part of the school day~ part of a faculty meeting or PD, in groups. We have to find ways to support students and families without burning teachers out.

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Last chapter was very personal to Mumin. He provided a lot of information on his struggles and his successes. This chapter was less about him and his journey and much for the focus on young African American children and their start to education.
To start the chapter (after the poem) he goes into some generalized "facts" about struggles African American families face. He then says, "... a small percentage of African American youth find a path through the aforementioned challenges.  They find success..."
Educationally speaking, black students (or really any minority student) lacks representation in the school system.
**How can students buy into the system & see themselves succeeding when they don't see anyone like themself?
There are many reasons black teachers aren't represented in the schools but two really focused on is the general difficulty of keeping and recruiting good teachers and then also, many African American professionals didn't connect to schools and don't find themselves wanting to teach where they don't connect.

Minority students may struggle in their pursuit of education because of the historical lack of trust in the educational system.  It was once illegal to be an educated black man or woman. Education was meant for the white man to be successful. pg 67

Diversity in the classroom is good for ALL students, not just black students.
"Powerful messages regarding the progress the American culture can make through the representation of African American teachers and administrators in suburban [and rural] schools is a dire need in our pursuit of best practices." pg 62

This statement broke my heart:

...many decisions are made for young people long before they become aware that they even have a choice."

Black and brown students come to school with a knapsack FULL of baggage (cultural and socioeconomic) before they ever get a chance to make their own choices. Lack of representation means that people that have never experienced those struggles and disadvantages are providing knowledge, passing judgment, and making decisions that might guide them one way or another before that student is ever mature enough to make their own conscience decision about their education.

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The poem... OMG. This was... it gave me goosebumps. How many of our students identify with at least one line here?

Poverty is motivating. Maybe not motivating in the way an adult living in a big comfy house might feel it is motivating... but it is motavating.
Its like a catalyst. In the body, we have catalysts that speed up chemical reactions. They make our bodies do things and cause change faster than it would have on its own. Poverty is a catalyst in a young person's life. For some, they want the immediate satisfaction of getting cash and feeling important (maybe a drug dealer's lifestyle). Other students, with lots of guidance, are able to see (and be reminded) a life exists outside of this place and it can be goooood!.
Poverty is not a ticket for teachers to feel 1 sorry for students. Keep expectations high (pg104)

He talks about an incident with an air conditioner... how it didn't affect the kids because they don't have them at home... what was a stop sign for the teachers was nothing more than a nuisance for the kids. He talked about the importance of knowing what is going on in the schools and with the students.

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Ch. 7-
*The system is not perfect. There have always been issues of equality, equity, and access. (P. 131)
*Brown vs. The Board of Education Topeka- abolishes race segregation in schools, landmark case
*Mumin suggests that students of today have a powerful catalyst for change~ the Internet.
*Administrators need to be proactive rather than reactive.
*This visibility is not simply about being present at social events, athletic events, academic events and the arts, but also maintaininga constant prescence on social media and culturally relevant venues. P. 136  One of the least-attended events by admin. in my former district was ESL Family Night. It was suggested to us that we change the night from a Friday to during the week and maybe it would be better attended by admin. We responded this is the night that works best for families. Also, football games are on Friday nights and wel-attended.
*Mumin created a platform called One Vision, All Student and #Proud to give students a voice. This created leadership positions for students.
*He recommends that admin. listen to students to keep an ear to what in happening in their lives as a way to be proactive.

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Ch. 8-
*The role of the superintendent should be part of the pre-service courses that teachers take. The course should also include the role of the school board, principals, directors, and all things pertaining to the organization and culture of pubic schools.
*For me, one challenge with the role of superintendent, is that the person is usually in a school district for a short period of time~ 3, 5, 7, years. I read that Mumin's resignation from Reading was accepted tearfully. They loved him and the changes that he was able to create.
*Mumin uses the analogies of cruise liner for superinendent, speed boats for principals, teachers, and support staff, and sea doos for students.
*P. 153 Guidelines for recruiting, interviewing, and retention of African- American educators.

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Ch. 6-
*Covers the history of education.
*P. 121- Mumin says that the Equality of Educational Opportunity Study concludeed that African American children benefit from attending integrated schools...I would like to know what the specific benefits are. I think it would be beneficial for all students.
*Education at the forefront of the American dream...P. 126
*Salad Bowl- where diversity is in the forefront...P. 128

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This was a brief summary of the history of education via the lens of Dr. Edmund Sass (pg 113). "We need to understand the past in order to impact education today and in the future." (Pg 114) There were a few things that stood out to me in this chapter:

1. Education started as a service only for middle to upper-class white men to set them up to work in education, politics, or the national economy. (111) It was highly aligned to religion and law and was the primary responsibility of the family. (pg 114)

2. There have been many educational theories throughout education's history but many have created further separation and division between social groups, racial groups, and sexes. (pg 112-113)

1. 1690- John Locke stated we are a blank slate at birth and experience can imprint upon us.

2. It wasn't until the 1700's that gender was challenged and females were thought to deserve an education, too.

3. Standardized testing/intelligence tests hold biases that

4. It doesn't matter what school a person goes to, what GPA they hold, or how many credentials they hold, if an educator isn't willing to authentically connect to their students, they will never fully practice their craft. The best teachers continue learning, find ways to make student relationships apart of their craft.

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1. Teaching was originally "Sit and Get" with a teacher's job to give info and a students job to listen and be compliant (pg 131).  Now, teachers are expected to differentiate instruction for a variety of student populations, while assessing, reteaching, and preparing them for intense standardized tests.

2. The educational system is not perfect and has flaws in regards to equity, diversity, and inclusion.

3. Social media allows us to respond expeditiously to a crisis- the discrimination can be called out immediately. (113) Newer generations are experts in sending out calls for help via the internet which is getting their voices heard faster.

4. Too often, administrators arrive late to the needs of their schools, their districts, and to their students. Because of this, they are required to be reactive instead of proactive. Leaders need to learn from their students. It should be a priority for leaders to spend time in and around their schools. School forums and safe places to share thoughts, ideas, and needs should be the norm.

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1. The job of the superintendent is to lead the school. There are thousands of these across the US. They report to the school board and they work together to make decisions for the district.

2. Great!schools.org has 7 signs of a great superintendent

1. Clear vision

2. an instructional leader

3. Effective communicator

4. Good manager

5. Good listener

6. risk taker

7. flexible

3. Maria stated that the issue is that they don't often stay long... this can be an issue. If they don't stay long, even if change is made, it may not live through the next superintendent. Although, staying too long, when change is needed, it may not happen.

4. Overarching question: is what we are doing good for the students?

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I liked this chapter. This talked about two very important things that really made me want to know more about the specific roles of the superintendent.
The first thing that really sparked my attention was the A.P.I.E. method for tackling problems.  Often, we feel like we don't know where to begin with issues and this feels like a feasible strategy.
The second thing I really liked is the Leadership Squad. The only issue I can see with this is ensuring you have a really diverse group of students, with different backgrounds, likes, hobbies, and interests to represent the entire student population. Unfortunately, some schools will only have really engaged students that volunteer.

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Students are vessels who require support, resources, and the license to dream... each with the potential to become successful, confident

Schools are microcosms that represent tremendous diversity

Schools have the obligation to provide all students with a free, appropriate education... delivered by highly qualified teachers

of utmost importance is the expectation of staffing schools with great educators, passionate to reach ALL students

QUESTION: Mumin talks about teachers reaching districts of poverty... but what about districts that aren't in poverty but has students (a small population) that experience poverty? The teachers don't live it, how can they effectively connect?

Admin and superintendents must inspire all stakeholders in the educational process to dream the impossible for the schools, school districts, and the students they serve.

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Mumin provides a list of 10 commitments that educators must make to be an effective instructional leader

school systems require a steady balance of promoting efficiency, effectiveness, and empowerment

Children have the capacity to promote change in their society... student voices are becoming louder and clearer, communication is becoming more instantaneous, and the expectations of change are becoming more prevalent.

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*The Learning Squad- I loved this idea! It is right in line with Mumin paying forward the mentoring process.
*The Learning Squad gives the 7-12th grade students' voice in a positive way. Students had to meet several criteria points to be on the Leadership Squad. Students also had to commit their time to listen to their peers, bring the challenges to the table, and brainstorm possible solutions.
*I wonder if the Leadership Squad continued with the new Superintendent??

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*The Investment- P. 177 It's of utmost importance to emphasize the expectation of staffing schools with great educators. Ones who are driven by passion and purpose...." I think every person who becomes a teacher wants to make a difference in students' lives.

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*Summary of The Investiment is a list of 10 Commitments. Number 1 is to Give 100% of yourself 100% of the time. Ever teacher wants to do this, however, the reality is that teachers also have other areas of commitment in their lives- their own families. I do think there is an expectation of teachers to almost be martyrs- do it all for the students. We need to find a way that the system can educate students without burning passionate and driven teachers out.
*Mumin described how the students had access to him, in most districts the principals are in meetings with the superintendent, I wondered how teachers were able to access Mumin as supt.?