Hiring Americorps Members--Immediately!!

The Central Dallas Ministries’ Education Department is looking for dedicated, committed, and creative individuals who wish to be a part of a program that moves youth forward by focusing on social skills, college, careers, through incorporating innovative technology, doing projects (like gardening, blogging, reporting, etc.), providing fun reading activities, and creatively interacting with academic-type classes.  

There are 8 part time (25-30 hrs/week) and one full-time (40 hrs/week) position available: 

Part-time positions require a high school diploma with a preference given to those working on or already having a degree in Education. 

Full-time position (40 hrs/week) require a high school diploma with an ability to oversee programs, write curriculum, organize staff scheduling and working directly with students in a variety of areas. 

If interested, please fill out application at www.cdmamericorps.org and forward application and resume to Janet Morrison at jmorrison@centraldallasministries.org or fax to Janet Morrison at 214-824-5355.

Multiple Program Coordinator

Full-time position--40 hours/week (Sept. 1-July 30)

Position to be filled 8.31.10

Hours: 12:00-8:00 Monday-Friday (some Saturdays)

The coordinator is in charge of developing, overseeing, and helping implement all programming in the building and ensuring the program maintains a focus on programming that develops education, college/career, and social skills. He/she will monitor the youth's academic and social development, communicate progress with each child's parents, and work with each program to adjust curriculum accordingly. The Program Coordinator will be responsible for recruiting volunteers and ensuring any curriculum they use maintains the program focus. In addition, the coordinator will ensure program data is collected and reported.

After-School Academy Teacher

Part-time position--25-30 hours/week (Sept. 1-June 3)

Position to be filled 8.31.10

Hours: 1:00-6:30 Monday-Friday (some Saturdays and later evenings)

The ASA Classroom Teacher will be responsible for planning, creating, and implementing activities in a project-based approach to teach Kindergarten through 5th grade students. Teachers must maintain a strong focus on "going green," and will assist with creating lessons for their students in the Learning Garden, Farm Stands, Library, and Computer Lab. Teachers are expected to focus students on improving social skills (caring, manners, and greeting), college and careers, critical thinking, and project-based learning within their classroom. 

Librarian

Part-time position--25-30 hours/week (Sept. 1-June 3)

Position to be filled 8.31.10

Hours: (varies slightly) Monday-Friday 3:00-8:00 and Saturdays 10:00-2:00


The Librarians will work together to create programming and facilitate reading clubs for elementary, middle, and high school students. The Librarians will ensure that money is collected for the sale of books and create strategies that draw people of all ages into the library and ensures all Roseland neighbors know the library programming, hours of operation, and location. The Librarians will also oversee behavioral management of library participants and engage volunteers.

Teen U and Mid-Teen U Facilitator

Part-time position--25-30 hours/week (Sept. 1-June 3)

Position to be filled 8.31.10

Hours: Monday-Friday 3:00-8:00 Saturday 10:00-2:00 (hours may vary depending on activities)


The Teen U (9th-12th grade) and Mid-Teen U (3rd-8th grade boys) Facilitators will supervise and assist with programs to prepare middle and high school students mentally, socially, and academically for college. The Facilitators will assist with homework, connect youth to programs/events that further their stated interests, and collaborate with other organizations to offer programming with the goal of preparing youth for college and post-secondary life. The Facilitators will establish relationships and partnerships with the parents to help them understand and be able to assist their child in preparing for college/post-secondary. The Facilitators will recruit volunteers as needed to facilitate programming and will develop programming that includes evenings, weekends, and summer.


Technology Facilitator

Part-time position--25-30 hours/week (Sept. 1-June 3)

Position to be filled 8.31.10

Hours: Monday-Friday 3:00-8:00 Saturday 10:00-2:00 (hours may vary according to other staff schedules) 


The Technology Instructor will supervise and assist with programs to prepare elementary, middle, and high school students mentally, socially, and academically for the world of technology. He/she will facilitate the Digital Connectors program that combines leadership development, digital education, and community service to prepare youth, ages 14-to 21 years old, to build the technical proficiency of their respective communities, and serve as a bridge to digital opportunities. He/she will also create educational technology opportunities for elementary, middle, and high school students.

ASA Learning Garden needs a Pepsi Refresh Grant!

For the last year, we have partnered with The Gleaning Network of Texas to create an After-School Academy Learning Garden. We started the garden after receiving approval from the Dallas Housing Authority to use a fenced in plot of land behind the After-School Academy. We were given approval in June of last year. If you know anything about Texas soil, you know June is not the smartest month to start a garden. But, with the perseverance of Susie Marshall, Executive Director of The Gleaning Network, the garden was under way.

It has taken some time for the kids to get used to the garden. But they have taken ownership of the garden and often beg to go water, dig, look at the worms, or "cook" the compost. You can see the progression of their garden experiences here: http://ourasafamily.blogspot.com/search?q=garden

Here is a past article written on my blog: Education and Focus through the Community Garden

The Gleaning Network has provided their services free gratis for the last year. It takes a lot of time, effort, and research to continue the garden...and we couldn't continue it without their help. (trust me...if you saw my garden at my house, you would understand)

So...please vote for us!! You can vote for other projects as well. You get 10 votes a day. You can use one to also vote for The Gleaning Network. Please vote for us every day! Here is our link:

http://www.refresheverything.com/asagarden

Pass it on!!

Build a Better Dallas

This is why I'm proud to work at Central Dallas Ministries:

Committed people make change possible

About a week ago, one of our Americorps members emailed me explaining her experience this summer:

When I was attending training for Americorps and I heard many of the speakers tell me my life would forever be changed after this summer, I had a time believing them. But, three weeks into my term, I know they are right. When I started three weeks ago, I was sure of my career path. But, it has quickly been changed.

I was sure I did not want to work with younger kids for several reasons. I felt as if young kids had too much energy. I also thought I wanted students who had a certain amount of knowledge about a particular subject before they entered my classroom. Lastly, I have always thought there needed to be more focus on secondary education because it appeared to me that older students were often left to fin for themselves if they were not at the top of their class by the time they entered high school.

But after this week, my mind has been completely changed. I was working with two boys on Tuesday who are entering sixth grade. It became apparent to me for the first time this week they could not read.  I was shocked that it took me three weeks to notice this. Not only have these boys been failed by the school system, I felt as if I had failed them too. I kept asking myself why did it take me so long to realize they could not read. How did I not pick up on the clues? I realized that every time they told me they did not like to read, it was really because they could not read.

Even after I got off of work, I could not stop thinking about the boys and how many more there must be like them in our community. I also thought about when I was their age and I did not like to read either. If it had not been for my parents sending me to tutoring and enhancing my reading skills, I never would have learned to enjoy reading as well.

I learned this week how important it is for young minds to be enriched with a solid foundation. So, when they do reach high school they will have the fundmental skills they need to futher their knowledge. I am positive that I want to be one of those people to help build their foundation.

Though this Americorps member will graduate in December with a major in Political Science and a minor in English, as she sat in my office she explained, "This program is amazing!" And went on to tell me her desire is now to enter the non-profit world and create the same type of learning opportunities in another after school program. She recounted commented on all of the learning opportunities the kids have on a daily basis.

Hearing her talk about kids who are upper elementary, middle, and high school who struggle tremendously in reading makes me very sad. However, it makes me proud to have a program that is so intentional and working so diligently on providing educational learning and growing opportunities for kids of all ages. It also makes me proud to have a staff that is so committed to move children forward who have, in the past, missed the foundational principles they need to be successful.

The Americorps members and social work interns we have been able to recruit (as well as the two staff members) have provided us with above-and-beyond commitment that is immeasurable...not for program, but for each individual child...and that's what matters.

Thank you to all of you who make it happen each day!

Becoming young entrepreneurs

Every day I find out a new cool thing going on in one of our Education Department programs. 

Our theme for our After-School Academy (ASA) this summer is Environment. The teachers have done absolutely amazing things with the kids. The last time I walked into the ASA, I wondered aloud why there were a series of about six 8 1/2" x 11" pieces of paper stuck to the low ceiling. I was quickly told that the papers were the kids' effort (guided by Mr. Chris) to Google map Dallas to China so they could begin to understand their ecological footprint.

Another one of our teachers, Ms. Danielle, is working on teaching the kids about nutrition, healthy eating, and gardening. She's done some cooking classes with the kids that are combined with literature, nutrition, and the different academic skills that go along with the cooking. The ASA has also started a walking club that involves families in the program. They are even working with our own Dr. Rhonda (pediatrician) to measure their BMI and such to start seeing improvement as the summer progresses.

So, when the farm stands started this week, it folded in wonderfully with our theme and the teachers' lessons. Danielle Evans (different from Ms. Danielle the teacher) has gotten community members involved to oversee the farm stand every Wednesday from 9:00-3:00. Plans are in the works for our Mid-Teen University boys to begin working with the police department on a service project that would take orders from the seniors in the Roseland Gardens high rise and then deliver their produce on Wednesdays. 

Since we are about education, learning, and knowledge...and since we have a theory that part of the reason people in low-income communities don't eat as many fruits and veggies because of lack of access and/or low-quality and high price in the stores, it was very exciting to me to hear that the kids and teens from our different education programs pulled their quarters together to go buy a bag of 4 apples for $1 so they could have a snack for later in the day. (knowing this is leading us to make plans to have the farm stand later in the day once the school year starts so kids can buy healthier snacks once school lets out).

Finally, it was very exciting to me to walk into the building after lunch on Thursday to see Mr. Chris's class with printouts of fruits and veggies on the tables. I love that Mr. Chris took the idea of the farm stand and created a simulation for the kids to learn how to operate the farm stands (which will lead us to our next project of getting the kids to run their own business and operate the farm stands themselves). You can hear them all discussing how the farm stands work, giving me the pitch to sell their fruit and veggies, and learning ways to make extra money.

Our ASA this summer absolutely amazes me every time I visit. Thanks, crew!

It's about "WE"...

Lately I've heard a lot of "those people" statements. Maybe the people who make them really don't understand what they're saying or how divisive two little words like "those people" can be.

I was in a meeting not too long ago that was made up of business leaders, non-profit workers, and community members alike. As I listened to the speakers, several times I heard "they will improve by..." or "our goal is for them to..." Though I understood the comments, I couldn't help but think that some of "those people" were sitting right in the room with us and I wondered how they felt. I truly believe the comments are meant with all good intentions, but good intentions don't always prevent the harm or hurt of words that sometimes betray our true feelings.

I wonder what would happen if we saw ourselves and referred to ourselves as "we" in our communities. Instead of talking about what we will do to improve "their" community, what if we talked about what we need to do to improve "our" community? What if we thought about and talked about people in ways that assume that we are all responsible for the demise and improvement of a neighborhood? Because the reality is, it is not just the parent's fault or just the community's fault that a child doesn't succeed. We all play and have played a part in the demise of a neighborhood--sometimes directly, sometimes indirectly.

The reality is, we do what's best for our own interests. We move our children out of failing schools...we vote to put/keep tax dollars in our own pockets...we commute so we don't have to live in poor neighborhoods...we work to keep homeless people hidden from view...we create businesses that help our own bottom line. It's what we're taught to do in our society.

We talk about how "those kids" (referring to urban neighborhoods) need to improve their skills...yet when people visit our education programs and are welcomed with a firm handshake, good eye contact, and an assertive, "Good afternoon! My name is ________. What's your name?" and then a, "How is your day today?" by an 8-year old, I get comments from people about how they wish their 18 year olds need to learn that skill.

Yes, there are many situations in *our* neighborhood that could be improved, but rather than thinking about how "they" need to change, it seems to me like we're all on a continuum...we all have things we could improve on. My learning should not be separated from your learning. If I look at it like that, then we can all be in the same boat and we can all work together to improve our neighborhoods and communities.

Call for Legos!

Thanks to the Dallas Housing Authority (DHA), we were provided space that allowed us to operate our Teen University, Library/Bookstore and Connect U technology lab in the Roseland community since September of last year. Conversations with residents (youth and adults) over the years had told me that our communities didn't have access to the educational opportunities people want and need in order to be successful. Though we had an After-School Academy, it only allowed us to reach kids up to 5th grade. So, I was very excited once we were provided with the space to expand our programs.

Despite our 300% increase in number of programs, we realized about halfway into the school year that we were still missing something. The middle schoolers weren't fitting in to our 6th-12th grade Teen University concept. They just weren't old enough for it to work for them. So, Terrence, one of our Americorps members, branched off on his own to create Mid-Teen U for the middle school (and sometimes younger) boys.

What he found was that the boys wanted to learn "how to." They wanted to figure out how to build structures. They were interested in knowing how things worked. So, the staff started researching and found some curriculum on aerodynamics. They started dropping things from the bannister to see how fast it would fall. They let the boys experiment. They looked into building wind turbines.

As a result, instead of the boys being on the outside of the building getting into trouble with their friends, several of them began going inside and using their brain power to think about educational concepts. You know that saying, "The idle mind is a devil's workshop"? Over the years, I have begun to understand that if we challenge our kids to think and work with them in our programs on things that cause them to leave for the day still thinking and wondering about how they can do something or what they can create next, their brain power is used up strategizing what they can do next. As a result, they know how to use their brain to create and construct instead of destroy.

Investing in these young men takes staffing, time, effort, and lots of emotional energy. However, not investing in them ends up taking much more staff, time, effort, and emotional energy in a much more negative way.

So, this summer, we have worked to try to continue the program two days a week. (We hope to have it 5 days a week this fall). We invested in Lego Smart kits for each kid with the goal of entering Lego competitions in the fall. The boys have begun to take an interest and now want to create a community with Legos. The only problem is, the Lego kits only have about 15 pieces each. So, we need more Legos!

If you or anyone you know can donate retired Legos (tubs, kits, etc.), we would love to take them off your hands...and maybe when the young guys get their city or other structure built, you can come see it....or at least see them in process.

Fewer Low-Income Students Going to College

A recent report shows a decline in college enrollment and graduation of low-income students.

I know what a lot of people say..."Not everyone is college material." and "We need all kinds of workers...not just those who work at jobs with college degrees." and "People can make a better salary working some of the 'trade school' type jobs." And I agree with all of those statements.

However, I feel that every person deserves information and a choice. So, I feel a personal obligation to provide that information to the people in my network of friends and in the community where I live and work. If, equipped with the information, people choose something different than college, I'll completely support that decision.

So, the latest information out is that there are fewer low-income students going to college. Of course, when you add to that the graph I've attached at the top that shows income is directly related to education, this new report causes me great concern. I don't get the feeling that the drop in numbers of low-income people attending and graduating from college is leading to higher paying jobs for those who don't attend.

The other disturbing factor to me is my many conversations with young people who explain to me, "I can't go to college. My mom is a single mom and she can't afford it," or other misnomers that have led to low-income individuals moving on a path that doesn't involve college and usually ends them in dead-end jobs.

I understand that this report was based on 2004 numbers and that things may look different now--six years later with an economic downturn that has led even high-degreed college graduates to sit at home drawing unemployment. However, I would think an over-qualified, out-of-work executive would be much more likely to land any job (if they would be willing to take such a pay cut) over someone who was much less qualified and less skilled. Personally, I would rather be the one with the resume that demonstrates my education and experience.

To counter the myths out there about college, our Teen University at Roseland has begun doing College 101 classes. You can see the topics here...and feel free to let anyone in the Dallas area know about it. If they are willing to get there, we are willing to include them.

So much work to do

Our kids have a lot of potential. They're bright, inquisitive, and active. The problem is, when there isn't something for them to do, they get restless and work to find a way to fulfill their need to do something. Unfortunately, this often results in them "experimenting" with things like, "What happens when I throw this paver (that was supposed to go to our garden) to the ground?" or "How hard do I have to throw this rock before it breaks that double-paned window?"

I don't think they have a clue that what they're doing are physics experiments. In their minds...and most times in ours...I think they're just vandalizing property...which is extremely irritating. But the reality is, whether they know it or not, they're experimenting. Our job is to channel that experimentation. And that's not always easy.

I want to say that parents should be more involved and aware of what their kids are doing. But during my social work internship, I was told that, "You can't 'should' all over yourself." So, instead of "should-ing" we've got to go to work.

We have a building that is not conducive to kids' programming...but it's a huge, nice building that we're extremely grateful for. Because of the way it's designed, kids run up and down the halls without us being able to monitor them. By the time we get to them, they've run out one door and in another. When there aren't very many staff people, we have to lock the door so we can monitor who comes in and out...and that doesn't even work very well.

Yesterday, when I walked over to the building, some kids were standing outside complaining because they couldn't get it while another kid was inside antagonizing by making faces at them through the window. The Community Center was closed so the kids who wanted to run around and play didn't have a place to go. Instead, they were wreaking havoc on the staff trying to conduct educational programs (a true testimony of why we need all kinds of different programming in a single community).

Though some of the kids know me, the one at the window did not. When I walked in and asked him to leave, he refused. I usually have great relationships with kids and they respect me even if they don't like what I'm telling them. But he didn't know me. After probably 30 minutes of refusing to just let him slide, he finally walked out the door...but not without commentary.

As he walked down the stairs, he mumbled loud enough to make sure I heard him, "Stupid white lady. You can just go back to Whiteville." Though it's not the first time something like that has been said to me, it hasn't happened in a long time. And though I didn't want it to bother me, it did.

I tried to write it off thinking, "I don't have a relationship with him. He doesn't know me. It's understandable."But the other side of me was saying, "That shouldn't matter. Kids should demonstrate respect no matter who it is." I was irritated that some kids show absolutely no respect for themselves, peers, property, or other adults. I addressed a few more situations in the building, then started to head back to the After-School Academy.

When I left the building, he was sitting outside. Knowing that my job was not done, I went over and sat down beside him. He didn't get up and run off when I sat down. We had a rational conversation about what had happened...well, mostly I talked and he listened.

At one point, another boy his age (about 10 or 11 years old) who knew me came up to me with a big smile and greeted me. I could see the other boy's eyebrows raise as he gave me a side eye like, "You know him??" and because this kid was his friend, I could tell he was thinking, "Wait! You like her??" I could tell my "stupid white lady" status was starting to break down.

The two boys gave each other their special handshake. I engaged the boy I knew and convinced him to teach me the special handshake...which he explained I could only do with about 4 other boys. My coolness factor was starting to come back. I convinced the boy I knew to leave so I could finish my conversation to which he then asked, "What did he do?"...as if he was hoping to find out so he could help me out, go tell his mom for me, or somehow reprimand him for me.

Once I convinced him to leave us for a minute, I finished my conversation. By the end, the kid I was talking to wasn't angry any more and explained that if he would've done what I said, the girls he was antagonizing would have laughed at him. He was trying to save face.

Ahhh...point well taken. So I could have approached the situation differently. We discussed what I could've done differently and what he could've done differently and ended by shaking hands and agreeing to both do better.

The whole situation wore me out. It made me start thinking about how we can structure our programs in a way that doesn't allow them to get to the point of that kind of behavior, but also to figure out how to teach them not just to respect the person they've built a relationship with, but to learn to respect the people and things they don't have a relationship with as well.

I know of one kid who was that trouble maker all through junior high and high school with everyone but me. People said he was just wrapped around my little finger. Perhaps he was. But I also know that I pressed him to be respectful and we had many conversations on how to respond to people even when he didn't like their reaction. Now, at 25, he has worked at the same job for 6 years and tells me about situations he deals with in a positive way in spite of what he wants to say or do. So, I know that what happens when they're 10...even if they only show respect for one person right now...can eventually affect them if they are continuously taught and coached.

It's a big job that takes a long-term commitment and effort. The short-term is frustrating at times and, despite the successes, doesn't seem to reach every kid. Maybe I shouldn't have to play the role of the parent. Maybe I shouldn't have to hire male staff to play the role of the male role model because so many fathers are absent. Maybe I shouldn't have to get such a large number of staff to handle the types of emotional and behavioral outbursts we have. But, again, it's not about the "shoulds," it's about working toward creating a society where we *all* feel safe. We have that opportunity. It's challenging...and there are many people who don't see the need to fund it. But think about the alternative...not just for the kids themselves, but for us as a society as well.

The kids deserve to see themselves in a different light...and the rest of society needs to see what they have to offer. We have a lot of work to do, but creating a sense of hope is never easy.

Ms. Charlie Mae Ransom--Community Leader

Charlie Mae Ransom was diagnosed with cancer in 2006. I remember the heavy hearts we all had when we heard the news. The doctor had given her only months to live.

We should've known better.

Ms. Ransom never was one to simply accept news. She was a fighter. She defied the doctors. Up until a few months ago, she might get tired a little quicker, but she never let it show.

She was tough and she spoke her mind. She demanded respect for herself and the community around her. When something wasn't getting taken care of, she made phone calls and went up the chain of command until she found the right person to take care of the issue. Her persistence gained her respect and reverence so that if Ms. Ransom called, you answered and you did whatever she asked...and if something new was going on in the community, you made sure Ms. Ransom knew and approved.

Ms. Ransom didn't believe in holding anything back. She was honest with people. I loved that about her.  "I want to be like you when I grow up," I always told her. Every time I said it, she would break into a slight smile and give a slight laugh.  

The video above shows some of the "Ms. Ransom events" I was able to be a part of over the last few years--her birthday, her family reunion, honoring Charlie Mae Ransom day... Ms. Ransom loved to dance. Every party we had, she was willing to be the center of attention doing her own dance to whatever music was playing. We waited for her to break out into her dances. It made the evening. She would tell me later, "Oh, I can't dance! I just like to so I do." She didn't worry about whether or not people thought she could dance. Ms. Ransom danced to her own song. It was her confidence in her song that won people over.

The video below was captured by our Junior Reporters in the After-School Academy. The kids were instructed to interview community leaders. The sound quality isn't great, but I'm really glad they were able to capture that moment and ask her some of those questions.

Thanks for the memories and the life lessons, Ms. Ransom. Your spirit and influence will always remain in Roseland.