Cantu, Plano ISD 2

II. Educational History and Professional Development Education:

2009 – Current The University of North Texas at Denton Master of Education in Curriculum and Instruction Minor in Educational Administration Cumulative GPA: 4.0

2000 – 2004 The University of Texas at Austin B.S. in Applied Learning and Development, High Honors Minor in Psychology Major GPA: 4.0, Cumulative GPA: 3.85

1998 – 2000 Del Mar College, Corpus Christi, TX Major: Chemistry, Honors Program Cumulative GPA: 3.8

Texas Certification: Generalist Grades 4th – 8th Generalist Grades Early Childhood through 4th Gifted and Talented Certificate of Training ESL Certification; TELPAS ESL Rater Certification Instructional Leadership Development Certification (ILD) Professional Development and Appraisal System (PDAS) of Texas Certification

Experience: 2007 – Present Forman Elementary School, Plano Independent School District

Fifth Grade science teacher (2007 – Present) Science Fair Chairperson (2008 – Present) Integrated Curriculum (IC) Vertical Team Leader, K – 5th (2009 – Present) Instructional Coach, K – 5th (2009 – Present) Summer Science Camp Coordinator (2010 – Present) Mentor Teacher (2011 – Present) Robotics Coordinator (2011 – Present) Founder and Creator of Junior Einstein Science Club, teacher (2011 – Present)

2008 – Present Plano Independent School District (District-Wide)

Project SAIL Robotics teacher and curriculum writer (2012) Collin County Adventure Camp curriculum writer (2012) Elementary Integrated Curriculum incorporating STEM, curriculum writer (2012) Elementary Integrated Curriculum (IC), curriculum writer (2009) Project SAIL teacher, accelerating language acquisition program (2008-Present)

2004 – 2007 Copperfield Elementary School, Pflugerville Independent School District

Third Grade Teacher (2006 – 2007) Fifth Grade Teacher (2004 – 2006) Talent Show Coordinator (2006 – 2007) Science and Technology Empowering Math (STEM) curriculum writer, Pflugerville

ISD (2005 -2006) ROBOLAB teacher for grades 1st, 3rd and 5th (2005-2007)

Professional Association Memberships:

2011 – Present Science Teachers Association of Texas (STAT), member

2009 – Present Association of Texas Professional Educators (ATPE), member

2009 – 2010 Watermark Community Church, member, Children’s Ministry

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2008 – 2010 School-Based Improvement Councils (SBIC) committee, member 2007 – Present Parent-Teacher Association (PTA), member 2007 – Present Language Proficiency Assessment Committee (LPAC), member 2006 – 2007 Campus Academic Advisory Committee (CAAC), member 2005 – 2006 Austin Community Science Collaborative, member Staff Development Leadership 2012 (May) Classroom recorded on video for future professional development - Plano ISD 2012 (March) Created Safety Day with committee – Forman Elementary 2012 (December) Created STAAR benchmark– Forman Elementary 2011 – Present Presenter, Plano ISD Optional Science Workshops 2011 – Present Presenter, Plano ISD Summer Opportunity for Learning (SOL) 2011 (January) Presenter, Building Cognition in the Classroom 2011 – Present Mentor Teacher for UNT student 2011 (August) Train the Trainer for Reading adoption – Forman Elementary 2011 (August) Analyzed and vertically aligned (K-6) Science TEKS – Forman Elementary 2009 – Present Presenter, Cultural Competency - Forman Elementary 2005 (August) Presenter, Guest speaker for 1st year teachers – Pflugerville ISD Grants, Awards and Honors 2012 (May) Plano Independent School District Elementary Teacher of the Year 2011 (December) Forman Elementary Teacher of the Year 2010 & 2011 Plano ISD Education Foundation Grant Winner, $3,000 2011 (November) Photographed on The Dallas Morning News – Plano ISD teachers get $100K from Education

Foundation 2009 – 2010 Texas Education Agency (TEA) Gold Performance Acknowledgments: Commended on

Science - Forman Elementary 2007 (April) Copperfield Elementary Teacher of the Year nominee 2006 (August) Interviewed and featured on the Austin American-Statesman – Bringing school home; Outreach

efforts link teachers, parents Academic Honors Del Mar College: Phi Theta Kappa, Honors Program University of Texas at Austin: University Honors 2003 & 2004, Phi Kappa Phi, Golden

Key International Honour Society, The National Society of Collegiate Scholars, Kappa Delta Pi, Pi Lambda Theta University of North Texas: Phi Kappa Phi

Cantu, Plano ISD 4

III. Professional Biography

The road to my current position as a fifth grade science teacher has not always been so clear. As a child, all I

ever knew was that I wanted to obtain a degree from The University of Texas at Austin. This reoccurring dream

became solidified in my soul and began to drive me to fulfill my vision. I gained this insight from my fifth grade

teacher, Mrs. Martinez. I remember to this day the words that she uttered to me, “Always remember, Ronnie, that

you create your own life by believing in your dreams every minute of every day. By doing so, you can create your

own life.” From that day on, I don’t believe I was ever the same person as my own perception of myself began to

transform. I began to think ahead and plan for my future at an early age. Nothing and nobody would ever stop me

from dreaming and from creating my own destiny.

On May 25, 1997, I graduated from Richard King High School and immediately began to script my future and

plan the next huge steps ahead. I utilized my music scholarship and was admitted at Del Mar College as a music

major. Although I loved music dearly, something inside of me was gravitating towards my strong love for science. I

trusted my instinct and followed my personal goals in life. The following week, I declined my scholarship and

changed my degree plan to focus on a Chemistry major. The words, “you have something bigger heading your way,”

began to echo in my mind. From that day forward, my strong love for science motivated me to excel. I knew that I

needed to obtain honors and a high grade point average to be admitted into the University of Texas at Austin. It was

June 3, 2000, when I received the best news of my life. The letter I had been waiting for was in my hands. I

remember nervously reading the lines, “Let me congratulate you on the behalf of The University of Texas! You have

been selected for the admission for the fall semester of 2000,” countless times. And yes, real men do cry.

Prerequisites were very common at the College of Natural Sciences. One prerequisite was to obtain hours at

the local hospital. This pivotal moment changed my life once again. Volunteering at the children’s hospital was a

great way to donate to a foundation because I had nothing tangible to give as a typical college student. The patients

are nervous about their hospital stays and value a sympathetic ear and a caring heart. It made me realize that I

wanted to be around children. I wanted to instill the concept of dreaming into their hearts and souls. I wanted to

change their lives the same way Mrs. Martinez changed mine. From that point on, I knew this was my mission in

life—paying it forward. I began to believe that these natural occurrences in life were placed strategically to allow me

to grow and prepare myself for my future goals. I went on to minor in psychology and obtained a major in applied

learning and development.

My first teaching engagement was at Copperfield Elementary in Pflugerville, Texas. This school was Title I

funded and housed a very diverse student population from all ethnic and economic backgrounds. This experience

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was yet another stepping stone to better prepare me for what was to come. My strong passion and desire to reach

these goals pushed me aggressively towards educational reform. These students needed comprehensible input that

was engaging and fun. They needed the skills that would better prepare them for the future. I knew I needed to

enhance learning by matching their characteristics to instruction and assessments that were tailored to their needs. I

needed to immediately create a differentiated classroom where variance occurred in the way in which students gain

access to the content being taught. In my second year of teaching, Pflugerville ISD personnel saw the approach I

was taking in my classroom and invited me to present to first-year teachers and to write curriculum that would

prepare the entire district for 21st century learning. I excitedly accepted the offer and began to write curriculum

under the STEM format—Science and Technology, Empowering Math.

After three complete years of teaching, I heard about Plano ISD’s graduate program. I knew that furthering

my education would only enhance my chances to advocate for my students and community. It was then, that a new

seed was planted in my mind, thus creating an extension of my mission. At Plano ISD’s job fair, I approached a

gentleman and kindly asked him to give me a list of Title I schools in the district because my mission is to bridge the

gap between low-income students and other students. At that moment, I approached Tramy Tran, principal at

Forman Elementary School, and introduced myself. Life has not been the same since. My passion and dedication for

a quality and meaningful education grew exponentially. Her complete trust in my teaching philosophy gave me

courage and determination to increase the importance of science at Forman. Since then, I have helped create an

atmosphere where every student can get “hooked on science.” Because of the high ESL population, I also created a

Junior Einstein Science Club that focused on language acquisition through science. In 2010, our school was awarded

Texas Education Agency (TEA) Gold Performance Acknowledgments: Commended on Science! This was a sign

that the achievement gap was closing.

From this experience, it made me want to make an impact on a grander scale, not just in fifth grade. I took the

initiative and asked Ms. Tran what I could do to impact the entire campus. Ultimately, she made me an instructional

coach and integrated curriculum vertical team leader. The responsibilities allowed me to reach all classes and grade

levels. Plano ISD also invited me to write curriculum for the 21st century classroom, to teach robotics to our summer

school students, and to present at numerous professional development workshops for the district. This is just the

beginning of my journey dating back to my fifth grade teacher, Mrs. Martinez. I know that teachers have an

enormous power over the lives of our students, as she did. I have learned from her that our beliefs about our students

create this power in a self-fulfilling prophecy. The next chapters in my life will be dedicated to reaching not only

students in my classroom, but throughout my district.

Cantu, Plano ISD 6

IV. Community Involvement

The political scene of public education has changed. The call for schools to be more receptive to the needs of

a diverse student population has led to a new framework for school public relations. Educational leaders are being

challenged to strengthen connections between public schools, parents and community, creating an emphasis on

collaboration and cooperation. As a result, this year alone I have harnessed the parents’ collective genius to ensure a

quality and equitable education for all my students. Parents have volunteered their time in my classroom to

participate in vocabulary-building activities with my ESL students. They have also helped my students with editing

during a writing workshop and have listened to students as they practice their oral reading. I stress to my parents that

they are a critical part of their children’s education.

Recently, I engaged a local community partner, Woodcreek Church, to sponsor at-risk students in my

classroom and to judge science fair projects at Forman Elementary. One of the volunteers has since collaborated

with a single-parent that has been struggling financially due to the economic crisis. The volunteer courteously

offered to pay for an eye exam and glasses for the struggling student. This experience alone has made me realize the

magnitude and importance of community involvement and the power of humanity. This cohesive approach has

many benefits that are essential in today’s classrooms.

Earlier in my career, I was honored to be interviewed and featured in the Austin-American Statesman for

my outreach efforts. I visited the homes of my upcoming third grade students to welcome and inform them of the

upcoming school year. It was truly an amazing experience to meet outside of the school. Sometimes our students do

not think that we are “real” human beings, because they never see us outside of the classroom. This immediate

connection and trust became necessary as the school year progressed. I also appeared in The Dallas Morning News

because I was awarded financial support from the Plano ISD Education Foundation as a grant winner. The money

was generated by local business and community leaders. Without this community support, our students would not be

receiving the top-notch education that they deserve.

Outside of the classroom, I have dedicated my time to reach out to Dallas inner-city schools. With my

church community members, we all gathered in buses and headed to West Dallas to paint the walls of designated

schools. In today’s society, our school must serve as the community hub; thus, appearance is significant. Moreover,

I have volunteered my time in children’s ministry, the local children’s hospital and at the 2012 CAST science

conference. I have realized the responsibility to give back to the community that supports us in so many ways.

Cantu, Plano ISD 7

V. Philosophy of Teaching

“Remember not to smile when you walk into the classroom. The students need to respect you first before you

can let your personality shine,” said my mentor teacher when I student taught fifth grade as an intern. My nerves

were heightened because the classroom was accustomed to being quiet and monotonous. I knew that in order to

excite my students and engage them, I needed to reach them at their level. I clearly remembered her request for a

firm and emotionless expression. However, my passion and excitement for teaching innately took control of my

actions, and a smile was pronounced. Immediately, I began to focus on making the classroom their stage where they

can become the star of the attraction. The classroom setting needed to be a place where they could discover, perform

and celebrate their knowledge. This approach would make my lesson not only relevant and applicable, but fun. It

was my chance to give the students ownership to ensure that they would always have a passion for learning. Three

words vividly appeared in my mind – Lights, Camera, Action!

At that moment, I passed out notecards to each student and asked them to describe themselves and their

interests in multiple areas. From the results, I quickly learned that ten students had an interest in football, fifteen

students were musically inclined and the majority of the students were kinesthetic learners. Instinctively I knew that

my initial lesson had to be tailored to meet the needs of my students’ learning modalities. After I gave them careful

instructions, the students stood from their chairs. When they heard the music, they began to interview their

classmates throughout the room using the vocabulary words of the week. Although it was not a quiet scene, I knew

that the students were having meaningful discussions using academic language. The most enlightening moment was

when every student sat down quickly and quietly at their seats when the music ended. My shining stars knew then

that I had their interest at heart. My need to have a relationship with them became paramount.

In addition to building relationships, I also strive to make each lesson interactive. Never allowing a dull

moment, I encourage students to work together through cooperative learning. The students work together to

maximize their own and each other’s learning. Cooperative efforts allow my students to build more positive and

supportive relationships with diverse individuals. I am filled with pride when each student’s efforts are celebrated by

his/her teammates. Using this cooperative approach heightens their self-esteem and communication skills preparing

them to succeed in our society. For example, I designed one lesson to allow students to simulate a water molecule’s

journey. They worked together to devise a plan that depicted the correct process. Academic language was exchanged

between the group members as they prepared for their presentation. The classroom became their stage to express and

celebrate their knowledge, and their peers became the audience. Giving my students ownership of their own learning

required me to transform from a teacher to a facilitator. The spotlight will always shine on them at center stage!

Cantu, Plano ISD 8

Keeping in mind that we are living in the digital age has allowed me to direct my students toward a more

relevant and advantageous experience. Designing a relevant and engaging classroom, their stage, took me through a

process for identifying and articulating what the next generation looks and feels like. I can’t run from reality. My

students live, learn and play in a media-saturated society, in a world of spectacle. For many students the modern day

curriculum is not applicable, and they become disengaged from learning. Although our existing models of learning

are reasonably good for developing a disciplined mind, they have almost nothing to say about the synthesizing mind.

Some of the challenges we face as we progress further into the new millennium include an increasingly high rate of

technological innovation, the need to balance economic and environmental concerns, the information explosion,

quickly shifting employment and career trends, a highly competitive global marketplace and the ever-present task of

inventing a future that will foster the health and well-being of us all. To my mind, one of the most critical concepts

of our time is interdependence. My students are introduced to this concept on the first day of school. “United we

stand, divided we fall.”

Throughout the school year, I ensure that my students are fully exposed to critical thinking, problem solving,

communication, collaboration, creativity and innovation. Through project-based learning, our classroom takes a

dynamic approach to explore real-world engineering problems and challenges. In collaborative groups I allow my

students to brainstorm and synthesize a plan through effective communication, to build, test, evaluate and redesign.

My students learn the important role that failure plays in design. In addition, I have implemented a project-based

program, robotics, which utilizes technology in multiple content areas. In groups, my students are given the

opportunity to build LEGO models featuring working motors and sensors, program their models and explore a series

of cross-curricular, theme-based activities. Through this exposure, they are able to develop their skills in science,

technology, engineering, mathematics, language and literacy. This is the stage and props our students need to

become successful citizens in the 21st century.

Being able to set the stage for our future makes teaching the most important profession. As a teacher, I am

able to create the foundation for my students upon which they will build the rest of their lives. Though I might not

see the long-term effects of my impact on my students, I have been given the golden opportunity to mold them into

the confident and compassionate people they were meant to be. I have the chance to give them the tools to reach for

their dreams—their stars. To assist students in visualizing how to reach for the stars, I have covered one of my walls

with black construction paper to resemble space. Each student places on it his or her personal star that inscribes

personal dreams. My personal dream is having former students return to visit, handing me their star and sharing, “It

is no longer a dream, but a reality.”

Cantu, Plano ISD 9

VI. Education Issues and Trends

The United States has fallen to “average” in international education rankings, as released by the Organization

for Economic Co-operation and Development. In the current economic crisis, this bold statement should send a clear

message to all citizens in the United States of America. Education is one of the most important investments a

country can make in its people and its future and is critical to reducing poverty and inequality. Education helps

people work better and can create opportunities for sustainable and viable economic growth now and into the future.

We are well into the 21st century and very little change has been made to ensure that students, our future, are given

the opportunity to gain the essential skills to not only progress in life, but to stay afloat in this highly competitive

world. We need to exceed the standards and maintain meaningful, authentic curriculum. Our students deserve it!

After all, we are all Americans trying to live the American dream.

Throughout my years and experience as a public school teacher, I have come across issues in education that

have decelerated the progressive movement toward the classroom that truly represents the next generation. If I am to

address one issue in education, it would have to be standardized testing. We need to keep in mind at all times that

we are educating all children. We need to acknowledge the achievement gaps between rich and poor, between ethnic

groups and cultures and between students with and without disabilities. The preceding is anything but standard.

Throughout the United States, teachers are constantly preparing their students to undergo hours of bubbling in

answers. This procedure has been instilled in the American culture for more than 50 years. As elementary school

teachers, we are having numerous eight- through eleven-year-old children bear this dreadful moment. Many of them

are not even developmentally prepared to acknowledge the importance of the test and its implications. A single

multiple-choice test has never provided a genuine accountability because of the numerous discrepancies it may

generate.

Despite their biases, imprecisions and restricted ability to measure achievement or ability, schools use

standardized tests to determine if children are ready for school. These state-mandated summative assessments track

them into instructional groups and are used frequently to diagnose children for learning disabilities and other

handicaps. Furthermore, they help decide whether to promote, retain in grade or graduate many students. Schools

also use tests to guide and control curriculum content and teaching methods, thus distorting and narrowing education

to its fullest. I have come across many teachers that refrain from teaching in a “STAAR testing” grade level because

of the fear of failure and the intense pressure placed upon them. On the other hand, teachers that are held

accountable can be influenced by this pressure and merely focus on the content that will be on the test, sometimes

even drilling on test items, and using the format of the test as a foundation for teaching. Since this kind of teaching

Cantu, Plano ISD 10

to the test leads primarily to improved test-taking skills, increases in test scores do not necessarily mean

improvement in real academic performance. I have witnessed students fail subject areas in which they were

“commended” the previous year. Are we really preparing our students for the future?

Teaching in a Title I school, which has been my entire experience, I have seen the detrimental effects that

standardized testing has placed on our ESL and low-income population. Students from low-income and minority-

group backgrounds are more likely to be retained in grade, placed in a lower track or put in special or remedial

education programs when it is not necessary. Cultural bias persists whenever multiple-choice answers appear on a

test. Those three or four choices can’t possibly offer the universe of reference points from where today’s

extraordinarily diverse students come. A simple vocabulary word such as “wharf” can make the question being

tested obscure to a student that has never made reference to this word or does not have the background knowledge or

academic language that other students may possess. I have taught my students to use context clues to survive these

types of questions. However, it is sometimes inevitable. The students are making no connection to the question in

isolation. In return, these students may be receiving a watered-down curriculum, based heavily on rote drill and test

practice. This only ensures they will fall further behind their peers. This leaves no room for college preparatory

programs where they are challenged to read, explore, investigate, think and progress rapidly.

The alternative is to assess the “whole student” on a more level playing field, using a variety of tools to

measure ongoing student achievement. Teachers should do more observational assessment. And tests could better

consider students’ overall learning performance by asking them to apply what they’ve learned in class to a given

situation. Language performance might be further assessed through essay questions or reflections at the end of an

experiment or assignment. On the other hand, standardized tests do have a place in education because we need a

measurable standard. They can offer administrators and teachers valuable information about their students’ strengths

and weaknesses, and help facilitate re-teaching where needed. However, the magnitude of importance they have

been given has far too many negative repercussions for these targeted students that may affect them emotionally.

Preparing our students for their future should take precedence over any other matter. Teachers must introduce

students to pressing issues that the general population will have to face in the future. Our students need to master the

multi-dimensional abilities required of them to ensure that the forthcoming of the United States stays amongst the

elite. Nobel Prize discoveries will have to be made in order for society to maintain stability. The next generation

needs to be exposed to meaningful experiences within the classroom that involves innovation, critical thinking,

problem solving, communication, collaboration, media and technology skills. All of which is not included in a

multiple-choice assessment.

Cantu, Plano ISD 11

VII. The Teaching Profession

Throughout my teaching profession, I have always made myself available to strengthen teachers in the

classroom, on campus and throughout the district. However, because my view of education is multidimensional, I

provide support in multiple areas in addition to curricular needs.

During my first year of teaching, I made a point to not only make education playful, interactive and relevant,

but to know my own students’ dreams, desires, weaknesses, strengths, etc. Because of my approach, the following

year Pflugerville Independent School District invited me to speak to all first year teachers throughout the district. At

this beginning teacher in-service, I informed them of my experience and offered my advice to making their first year

experience as memorable as mine. My message was very clear: Teachers and students often overlook the fact that

aside from having expectations set at the beginning of the term, it is of equal importance that a teacher builds a

relationship with each student, making them believe that they can make a difference in the world.

In 2005, I was invited by the curriculum department of Pflugerville ISD to initiate a S.T.E.M. project and

write curriculum. The goal was to improve and strengthen the curriculum to ensure that all teachers and students in

the district were receiving this innovative and effective curriculum and instruction. The curriculum included

integration amongst multiple areas of instruction, such as science, technology and math. I realized how passionate I

was in the field of education and particularly science. I knew that I wanted to have an influence not just inside my

classroom, but outside my four walls as well.

At Forman Elementary, my principal has given me the opportunity to strengthen and build a science

community where all teachers and students get infected with the love of science. As a fifth grade teacher,

instructional coach and a vertical team leader, I have been given the opportunity to visit other classrooms in

kindergarten through fifth grade and model science lessons in hopes to inspire the students and teachers to utilize

science as a tool to integrate multiple subject areas, including language acquisition and effective communication.

Moreover, this year I was given the honor to enhance a UNT student’s teaching experience by serving as a mentor.

On my campus, I have presented in multiple domains, such as reading adoptions, building cognition and

cultural competency. In regards to the reading adoptions, I have trained and acquainted our staff with the new

adoptions that Plano ISD has implemented. During this process, I trained the staff on all resources and materials

available to better prepare the teachers for a successful school year. I have also been selected to present on relevant

staff development trainings. Last year, our school’s focus was on the new State of Texas Assessments of Academic

Readiness, or STAAR. This state-mandated test was expected to increase rigor and critical thinking standards. To

better prepare our students and staff for this much anticipated test, I generated a presentation on “Building

Cantu, Plano ISD 12

Cognition.” My goal for this presentation was to help the staff understand the importance of the conceptual level in

raising academic achievement for all students by deepening their understanding of content, transferring of

knowledge and developing and shaping of the conceptual mind.

Furthermore, I have attended workshops and watched presenters such as Eric Jensen and Marcia Tate to better

understand and to educate our student population. The information gained was to be relayed to our campus, via

presentation or workshop, to strengthen the teaching profession relevant to our demographics. Cultural awareness

has also been at the forefront in Plano ISD. As a cultural competency representative at my campus, I have presented

for this diversity training program for the past three years to assist our staff in gaining a better understanding of

other peoples’ ethnic, religious and other diverse backgrounds. The following are the topics I presented to my staff:

Religious Expression (2009); Age, Generation and Experience (2010); and Economics and Inclusion (2011).

At the district level, Plano ISD invited me to present at multiple workshops, such as Optional Science

Workshops and Summer Opportunity of Learning (SOL). Both science-based workshops were designed to

strengthen teachers’ instructional strategies to promote rigor, excitement and student achievement in the classroom.

The most recent SOL workshop, entitled Everyone Engineers, was designed to help teachers enhance their

understanding of engineering concepts and structure by participating in simple hands-on, engaging activities. The

district has also filmed my classroom during instruction for professional development in the upcoming school year.

The intent is to deepen student engagement through quality questioning and to better equip students for the complex,

unimaginable future that lies ahead. Additionally, I have written elementary science curriculum for Plano ISD and

have been involved in the revision of the Collin County Adventure Camp curriculum. Currently, I am working with

the district to naturally integrate S.T.E.M. into the curriculum to better prepare our students for the future. The goal

is to integrate engineering and technology concepts and skills with elementary science topics.

The basis for accountability in the teaching profession should be multi-dimensional and across grade levels as

opposed to heavily relying on standardized test to determine student success. At best, these tests offer a snapshot of

performance relative to other students/schools. There is a plethora of variables that influence our diverse student

population, therefore creating inequity before walking into the classroom on the first day of school—especially for

“at-risk” populations. Accountability should be focused on the following: student engagement and motivation in the

learning process, differentiation, effective feedback, self-efficacy development, instructional strategies,

professionalism, professional development, school-wide involvement and compliance. All of these factors will

ensure that our students are receiving the best educators and mentors that they deserve.

Cantu, Plano ISD 13

VIII. State Teacher of the Year

Education is expected to fulfill two fundamental functions: (1) equipping students with knowledge that allows

them to successfully take part in economic, social and political life and (2) providing individuals with opportunities

for social mobility. There is an inexcusable level of inequality in American society; even more troubling, the

multiple dimensions of inequality seem to reinforce each other, with the result that disadvantaged groups remain

disadvantaged across multiple generations. Therefore, education needs to be tailored to all students to ensure that

everyone, of all ethnicities and economic backgrounds, can succeed. This is not an easy task. But I knew this when I

made the most important decision of my life, the decision to become a teacher.

In order for social mobility to remain active in our nation, education must take a forceful approach to target

the needs of all students with the end in mind. We need to focus on helping all students come to an understanding of

important ideas and transferring their learning to a new situation. As our world continues to change drastically,

nobody actually knows what jobs will be generated as a result. Intense preparation in education can assure that our

students have the necessary skills and transferrable knowledge needed to fulfill future tasks. This is a challenge that

most economically disadvantaged students face due to a lack of background knowledge. Instruction can often focus

on superficial coverage of lots of content as specified by national and/or state standards, or as contained in

textbooks. There can also be an overemphasis on short-term content acquisition for simple recall instead of long-

term understanding due to the pressure associated with high-stakes accountability tests. This low-level and methodic

approach to learning comes at the expense of exploring ideas in greater depth. This is very similar to practicing drills

on the football field without knowing how to play the game.

In the past, I have studied the behaviors of highly effective people in the world. This information influenced

my attitude toward education, and has given me an idea of the traits I want my students to possess. After all,

teachers are expected to give their students the golden opportunity to move up the social ladder in this highly

competitive world, despite their circumstances. These prosperous individuals are all risk-takers; so, create a risk-free

environment in which students can risk trying new things without fear of failure or ridicule. They all possess a high

sense of self-efficacy; so, place high expectations to create this power in a self-fulfilling prophecy. They all are

inspirational; so lead by example by inspiring your students to do their very best. They all are innovative; so, allow

your students to think outside the box and give them opportunities to pioneer their own ideas. They all have a vision

of the end in mind; so, allow your students to dream big. Education is much grander than gaining knowledge in

basic skills across multiple content areas. It is the processing of knowledge, using inspiration, visionary ambitions,

creativity, motivation and the ability to bounce back from failure. Education is life.