Kasseem Dean, the famous producer better known as Swizz Beatz, recognizes the value of education, which he demonstrates not just with his words but with his actions.  Swizz Beatz made the decision to go back to school because he “wanted to get [his] education right” and was accepted into the elite Owner/President Management Extension Program at Harvard Business School.

Swizz has been posting about his educational journey on Instragram, expressing his excitement to be back in school and learning about topics that he can apply in his career.  The course is designed to be nine weeks long, divided over a three year time period so that students can take their lessons, apply them in the real business world, and then come back with their results.  Swizz Beatz has expressed the importance to him of this hands-on approach: “This is real life college, which is the best college for me….saying okay I can apply this to Reebok, I can apply this to helping other people out.” 

Swizz Beatz had certainly found success before this educational opportunity but also felt a real need to attend the program.  As a rapper who transitioned into the business side, he felt that despite being the person responsible for the occurrence of certain important meetings, he wasn’t respected in the meetings because he wasn’t able to contribute in the technical language.  This pushed him to consider pursuing his education past that of the high school degree he graduated with and the know-how he had picked up throughout his life. 

Upon reflecting on his high school education, he said, “Harvard has been something that I never dreamed of, coming from the South Bronx and never really taking a liking to school, just because of circumstances that I was in and I guess the circumstances that the teachers were in also.”  But Swizz Beatz refused to let a less than ideal educational system hold him back.  “My parents did a great job, but it still didn’t change the system…  But that’s not an excuse for me.  I didn’t want to use that as an excuse to not go back and tighten up and sharpen things up.”

Swizz Beatz is setting an inspiring example and will surely find even more success with the new tools he gains in a top-notch business education program.  4T’s recognizes his accomplishments, especially as a graduate of an inadequate NY public education institution.  We recognize the hard work that Swizz Beatz had to do on his own to identify his inherent skills and the relevance of education to his life.  4T’s hopes to provide programs to students to help them identify their own talents and grant them hands-on experience applying these skills in the real world so that all students will have a solid educational foundation in order to go on to do great things, such as Swizz Beatz.    

-Samantha Phillips

Please watch this clip to hear more of the quoted interview and follow the rest of Swizz Beatz’s journey to Harvard Business School certification on Instagram (@therealswizzz).  

This video discusses the importance of incorporating the concept of global citizenship into students' education.  Although global issues can be hard topics to tackle especially in a classroom with young audiences, it is a necessity for students to succeed in the globalized world we now live in.  With connectivity and communication at never-before-seen levels, students need to be aware of global issues and the happenings of the global economy. They need to be capable of reacting to events and contributing to the solutions to issues as well. The video points out that, "You can't make change in the world if you don't know the issues." 

Teach UNICEF is addressing this shortcoming in our education system by providing downloadable lesson plans for topics ranging from armed conflict to gender equality to poverty.  It designs lessons to be suitable for differing age groups.  

As I mentioned, at the present moment in our society it is not easy to broach these issues in school since there is such high sensitivity to "political" issues, especially inside the classroom. Yet I believe that we each have the responsibility to be knowledgeable about the global issues of our lifetime, and teachers have an even greater duty to take it upon themselves to introduce their students to the topic of global citizenship in the best way they can. At the very least, teachers should provide their students with tools to explore these topics on their own. 

Whether you are a teacher, parent, or student, global citizenship lessons are important to learn. Explore these topics with such tools as TeachUNICEF and then share what you know. Your personal success in the current globalized economy as well as the well-being of the world depends on it.

-Samantha Phillips

Please share any tools that you use to learn about global issues.  Thanks! 

What is an elevator installer or repairer?

An elevator installer or repairer does work on elevators, escalators, moving walkways, and other lifts.  They are required to read blueprints, evaluate which equipment will be necessary for the installation or repair, identify the problem with the machine oftentimes by using test equipment, handle electrical wiring, comply with safety regulations and building codes, and keep records of all of their adjustments.  This job demands regular maintenance, including oiling, greasing, replacing parts, in addition to emergency repairs.   

How much would you earn in this position?

In 2012, the median annual wage for this profession was $76,650, with a range of $39,540 to $106,450.  Apprentices usually earn half the pay of fully trained and qualified installers and repairers.  According to the Occupational Outlook Handbook, elevator installers and repairers is the highest paying job available to those who earned a high school diploma (and did not receive a higher degree).  

Requirements:

Some skills that will help you to succeed in this career include problem-solving and mechanical.  One should be detail-oriented and possess physical stamina and strength.  Team work is necessary for major installations or repairs, but minor maintenance or technical repairs are done alone. 

The Occupational Outlook Handbook states, “Maintenance and repair workers generally require greater knowledge of electronics, hydraulics, and electricity than do installers because a large part of maintenance and repair work is troubleshooting. In fact, most elevators today have computerized control systems, resulting in more complex systems and troubleshooting than in the past.”

The education and experience requirements include possession of a high school diploma in combination with an apprenticeship program.  Programs usually last for five years and contain instruction as well as on-the-job training.  Topics covered include blueprint reading, electrical and electronic theory, mathematics, applied physics, and safety.  To enroll in a program, basic aptitude tests may be required.  Additionally, 70% of states require a license for this career.  Ongoing education is common in order to keep mechanics up to date and potentially qualify them for promotions. 

 Work Conditions:

Elevator installers and repairers are seldom self-employed, typically working within the building equipment contractors industry.  This profession does involve lifting heaving equipment, potential falls from ladders, and electrical shocks.  Hence, protective gear is a must, including hard hats, harnesses, and safety glasses.  This job may require being on call around the clock due to the possibility of emergencies.  Working overtime, evenings, and weekends is also commonplace.  

-Samantha Phillips 

What interests you about this career?  What other information would you like to know about it?

Sources:
Occupational Outlook Handbook: Construction and Extraction

Since the subject of state testing came up in both interviews with educators (see here and here), this week’s blog will explore New York’s state requirements, particularly the Regents Exams. 

According to the website of the New York State Education Department, students are currently “required to pass five Regents exams in high school in order to graduate – one each in English, science, math, as well as the U.S History and the Global Studies and Geography exams.”  New regulations, however, have added a “4+1” option that “permits a student to take four Regents exams and a comparably rigorous technical, arts, or other assessment for the fifth examination required for graduation.”

Regents Chancellor Merryl H. Tisch said that these new regulations aim to “improve the state’s 74.9 percent graduation rate, increase the percentage of students who graduate prepared for college and careers (currently 37.2 percent), and help prepare more students for success in the 21st century economy.”

On the other hand, there is talk of additional new requirements such as “by 2022, students will not only have to pass five Regents Exams to graduate, they’ll have to score at least 75 percent on the English exam and 80 percent on the math exam.”

So, this begs the real question: will either of these rules, and the Regents in general, help students graduate and succeed?  Do these tests prepare all students for the paths they plan to pursue after school?

Teachers are speaking out on the contrary.  Eileen Riley-Hill, a New York English teacher, writes, “There’s nothing wrong with high standards or standardized tests — but our schools need to serve all kids, and becoming “college-ready” shouldn’t be the only way to graduate high school.” 

She points out the fact that the Regents Exams were originally designed for students who planned to attend college, while Regents Competency Tests were offered for those interested in “fields outside traditional academics: auto mechanics, culinary arts, cosmetology, business, health care and on.”  Hill concludes, “There are many ways to succeed in life; we must offer many ways to succeed in school.” 

I agree that these fields are important and can offer students a road less traveled to success.  In fact, two past blog posts of mine have explored non-traditional careers, including in the culinary arts (click here to read more). 

In my opinion, education is meant to provide students with the tools they need to succeed in their everyday lives as citizens and professionals, regardless of whether that means pursuing their formal education further.  While college can offer significant benefits to students, this does not mean that the Regents Exams should prevent others from graduating high school because they aren’t prepared for college, an environment they don’t even intend to join.  State tests also shouldn’t limit teachers in the classroom so that they aren’t able to inspire students to become involved in their own education, whether that is on a college campus or on their own.  

The Regents Exams seem to be going against their own stated goals and taking away from the ultimate goal of education.  For this reason, they need to be honestly evaluated based on the real impacts they are having on students’ lives and their attitudes towards education.

-Samantha Phillips

What are your opinions on the Regents Exams or state testing in general?

Sources:
New York State Education Department: Board Of Regents Approves New Graduation Options
New York Post: New York’s diplomas leave too many kids out

What are the responsibilities of a cook or chef? 

A cook is in charge of preparing, seasoning, and cooking the food.  They must check the freshness of ingredients and follow recipes.  They must tastefully arrange the food to be served.  Cleanliness of work area and equipment is key.  On top of these, a head chef will supervise the food preparation of others, create recipes, plan menus, manage inventory, and monitor sanitation and safety work practices. 

How much would you earn in this position?

In 2012, the median hourly wage for cooks was $9.88.  When breaking it down further, however, the range extended from $8.85 for fast-food cooks to $11.29 for private household cooks.  For chefs and head cooks, the median annual wage was $42,480 in the same year.  Those who earned the most were mainly located in upscale restaurants and luxury hotels in major cities and popular resort areas. 

Requirements:

Some skills that will help you to succeed in this career include team work, considering a group of people, each with a specialized task, will work in tandem to assemble dishes.  Additionally, being able to handle a variety of equipment, communicate, employ creativity, and manage your time will be assets.  For head cooks, leadership skills are also beneficial.  Familiarity with certain software might also be useful for scheduling and purchasing.  Furthermore, if you are interested in running your own catering business, basic business skills would be a necessity. 

As for education and experience requirements, experience is valued more in this field.  On-the-job -training is available if you have no formal education.  However, programs are available at culinary arts schools, community colleges, technical schools, and 4-year colleges.  These are all very hands on, which relates back to the emphasis on experience.  Other options include vocational and apprenticeship schools.  High school education is typically a requirement for these programs.   

Certifications are also not compulsory but available to offer an advantage.  Different levels exist, ranging from 6 months to 5 or more years of work experience. 

Work Conditions:

There are different types of cooks, mainly defined by their settings, including cafeteria, restaurant, short-order, fast-food, and personal cooks.  These type of positions demand long periods of standing in a fast-paced environment, which can lead to a pressured environment.  Hours range from early morning to late evenings, weekends, and holidays.  Twelve hour days are not unusual.  Depending on the setting, positions might not be available year-round, such as at a school or resort.   

-Samantha Phillips

What interests you about this career?  What other information would you like to know about it?

Sources:
Occupational Outlook Handbook: Food Preparation and Serving

There exists a relationship between the university, citizenship, and democracy.  The government passes laws which affect higher education, determining its goals and methods; citizens vote to elect the people who will represent their interests and beliefs in creating such laws; education is how voters become informed members of society who are capable of making such decisions.  This brief overview of the connections between these important topics reinforces why education is so important.  William Rainey Harper is one person who recognized this and within his lifetime made a significant impact on the higher education field.

Harper was a president of the University of Chicago.  His goal was to make the university into an institution that “focused on research and graduate training at the highest levels, but at the same time, was accessible to the most students” (PBS).  Harper was described by a Chicago journalist and professor as one of the “titans who had made [Chicago’s] history” and “the most unselfish of them all” (PBS).  In his book, The Trend in Higher Education, Harper wrote:

Although I agree with the overarching sentiment of this quote, I believe that it neglects a significant factor.  While the university does in fact proclaim the principles of democracy and investigate the past, it does so based on its own point of view, with its own motivations in mind.  Each university has a unique mission statement that it is trying to accomplish and an image it is hoping that its students will project once they leave the campus.  Each has its own culture and is trying to differentiate itself from competition.  With these realities in mind, I’m not sure that the university unites, reasons together, passes impartial judgments, or condemns corruption.  

Each individual university selects its community members based on criteria that it has put in place.  It wants to hire staff and faculty who will convey its message, and it accepts students who will be open to receiving the message.  Although universities are meant to welcome and encourage diversity of people and ideas, preserving a certain atmosphere requires that you are actually supporting some level of uniformity.  The university unites similar groups of people but alienates others, especially those who aren’t considered a good fit for any university community.  Furthermore, classes are formatted to evaluate students on how well they meet a professor’s expectations.  Although these expectations may be to challenge assumptions, oftentimes it works out to be how much you agree with a professor’s ideas instead.  

At the ideal level, the university would champion the best of democracy and instill in its members the tools to be a socially intelligent citizen, rather than molding students into the university’s own idea of the model citizen.  However, a system which does not allow everyone to study at a university and is a competitive business at its core could prove to be problematic.  As a generality, the university does remain an interpreter of democracy, though, which should attempt to produce more mature, intelligent citizens than they were when they entered the selective community.

-Samantha Phillips

Please share your views on the relationship between the university, citizenship, and democracy and/or William Rainey Harper's view.

Sources:
The Trend in Higher Education by William Rainey Harper
PBS: William Rainey Harper (1856-1906) and the University of Chicago

Philomena Reduzzi began her teaching career in 1986 at a regional college preparatory school of the Roman Catholic Diocese of Allentown, Pennsylvania.  She taught grades 8 through 12 for 15 years.  She then began impacting the lives of students at a nearby public school in 2000.  During the course of her 15 years there, she taught grades 9 through 12, finally settling into 10th grade.  Below is an interview with Mrs. Reduzzi about her experiences in the education field. 

-Samantha Phillips

1. What motivated you to become an educator?

I want to be an educator to share my passion for literature.  Also, I genuinely care about the success of others, and want to help them succeed.  In my opinion, providing knowledge and sharing literature are the most important tools for success in life.  With knowledge, we are able to pursue the many different avenues in life and careers.  What motivates me to be an educator is for the “ah-ha” moment.  It’s that moment where a student makes the connection, and completely understands the lesson I am teaching.

2. Can you share a teaching moment of which you are particularly proud?

Many years ago I had a particular student who thought poetry was useless and made no sense to him. He felt it was a waste of his time. Then, we did a poetry unit; we read poems and discussed them and analyzed them. At the end of the unit, I had the class sit outside with their eyes closed and just listen. They then wrote their own poem based on what they heard and felt. The young man's poem was beautifully written and so very in tune with nature. We talked about the experience, and he said how he had come to view poetry in a totally different way. Those moments stay with a teacher a lifetime.

3. What changes have you seen develop over your career in the education field?

Honestly, there really aren't that many changes besides the focus on a Common Core and preparing the students to pass a standardized test. The way teachers teach and present information basically has stayed the same, just the "names" of the methodology have changed. We have gone from lecture and question and answering to direct instruction, the I do, we do, you do, and the Socratic method. We have gone from thick and thin questioning to the new Bloom's taxonomy and higher order thinking. It's just a change in terminology. We still focus on preparing students for the next level in their education and for the real world.  Also, we now adapt teaching to different student characteristics by using diverse methods of teaching. When I first started teaching, special education was conducted within its own self-contained classroom, and students did not have to score basic or proficient.

4. Have you personally noticed any systematic issues which limit or enhance learning in your classroom?

A few years ago, trying to adapt my teaching style to follow the "style of the month", I struggled to conform and felt I lost my way. I know I lost my passion for sharing the life-lesson literature has to offer. I was trying to conform in order to get my students to pass the standardized test. It just didn't work. My students did no better nor no worse, and the classroom environment lost its excitement.

5. In your own words, why is receiving an education important?

Education really isn't about solving mathematical equations or learning flawless speaking and writing of the language. It's about resourcefulness and problem-solving. Education gives us power and makes us capable of interpreting things rightly and applying the gathered information in real life scenarios.

6. What would you say to a student who has become disengaged with their education?

What I'd really like to say is get a clue...on the inside. Yet, I would ask why. Actually, I would probably badger incessantly, but I might start with..."Why don't you see the need to learn? If you give up on learning now, what will you do in the future? Education is a life-long experience and the second you stop learning, you stop living, truly."

Please share your reactions to these experiences of an educator.

What is a real estate broker?  What is a real estate sales agent?

Both positions work with clients who are interested in acquiring or selling property.  Brokers are required to have a license in order to manage their own real estate business.  Because sales agents do not get this extra certification they must work in tandem with a broker.

How much would you earn in this position?

In 2012, the median hourly wage was $28.05 for brokers and $18.82 for agents.  In 2013, agents brought in a median salary of $39,800.  Those who reported the highest salaries in these positions were located in cities, specifically NYC, Ocean City, New Jersey, and Lake County, Illinois.

Requirements:

Some skills that will help you succeed in this career include being able to work well with clients, possessing financial knowledge to advise clients on prices, mortgages, and market conditions, organization, advertising, mediation, attention to detail in paperwork, knowledge of real estate, zoning, and fair housing laws, networking, and problem-solving.  Additionally, to be a broker you should be a strong leader in order to supervise the agents working with you. 

Education and experience requirements include having a high school diploma, being at least 18 years old, and obtaining a license.  The details for each state differ but typically involve real estate courses and an exam.   Courses in finance, business administration, economics, and law could also prove beneficial.  To become a broker from a sales agent position usually requires one to three years of experience, formal training, as well as the additional license. 

In New York, the specific requirements for becoming a real estate salesperson are a 75 hour course and an exam.  To be a broker, you must have two years of experience as a licensed salesperson or three years in the general real estate field.  You must also take the 75 hour course as well as a 45 hour broker course.  An exam must be passed for this position as well.

Work Conditions:

Oftentimes agents work on a contractual basis, making commission on their sales.  They usually work in an office setting.  They may be employed by a franchise at one of several branches or by a small company.  40 hour weeks are common, as is working nights and weekends.  A real estate agent may choose to work in the residential, commercial, industrial, or agricultural field.

-Samantha Phillips

What interests you about this career?  What other information would you like to know about it?

Sources:
Bureau of Labor Statistics
NYS Division of Licensing Services 
U.S. News: Real Estate Agent Salary

This week I will play devil's advocate to try to answer the question of whether education is important to pursue.  Surely, life does not always make it easy to go to school.  While there are benefits to receiving an education, they all exist in the long-term.  Down the road, many years from now, you will get a better job with a better income.  But what about making ends meet right now?  What about paying the expenses due at the end of the month?  What about putting a roof over your head and food on the table?  In this context, education appears to be a luxury that may or may not be worth it in the end.  

While this is a compelling argument, so are the numbers and testimonials.  Below is a graph that reveals the median annual earnings of full-time year-round wage and salary workers ages 25–34, by educational attainment: 1995–2012.

For young adults, your level of education greatly impacts your income.  You’re looking at approximately a $10,000 increase with each higher degree you earn.  The difference is so significant that I would argue that education is, in fact, worth it in the long run.   

So, theoretically, it seems that you should do what you have to do now to get an education so that you may benefit in the future.  Easier said than done, right?  You would prefer to hear from real people facing real situations, wouldn't you?  Well, Latisha Hopewell is one such person.  She is a mother of two in her thirties from New York.  While she had originally intended to pursue a higher degree, life interfered, and she didn't graduate from college.  But through hard work and funding opportunities, Ms. Hopewell found her way back to schooling.  Lori Holcomb-Holland writes of Ms. Hopewell’s journey, “College is different this time around. She says she is a better student now that the consequences, as well as the rewards, are more tangible. She wants to give her daughters a better life.”  

While it may be difficult to picture how education will improve your life in the future and so easy to feel the ways it is currently burdening you, I recommend that you try to identify and define your tangible consequences and rewards.  Use the images of these realities as your motivation.  Commit to giving yourself a better life by investing in your education; the future gains will outweigh the current negatives.  It’s worth it.  You’re worth it.  Those who count on you are worth it.  Start your future today.    

-Samantha Phillips

Please comment and share your motivations, visualizations, or tips that keep you on track!

Sources:
New York Times: Going Back to College, and Teaching Her Daughters the Value of Education
National Center for Education Statistics: Fast Facts- Income of young adults 

Alysia Sabatine-Phillips has been in the classroom for 28 years teaching Spanish to middle school and high school students in the Poconos in Pennsylvania.  She always dreamed of becoming a teacher because she enjoys working with kids, helping them to learn and to become better people.  She specifically chose to be a Spanish teacher because she believes it is important to teach American students that there are people different from them in the world and how to be more open and accepting of other people.  Below is an interview with Mrs. Sabatine-Phillips about her experiences in the education field.  

-Samantha Phillips

1.      Can you share a teaching moment of which you are particularly proud?

“I remember when Kaitlyn, [a past student of mine,] came up to me to tell me she was going to become a Spanish teacher because of me.  That was a personal moment of accomplishment I recall.  I was also a member of the Diversity Task Force, and we had kids take a pledge for unity to accept others for their differences.  We had probably 800 kids take the pledge.  That’s something I’m proud of that I did outside of the classroom because kids were pledging to accept other people and cultures.”

2.      What changes have you seen develop over your career in the education field?

“A lot more paperwork.  A lot more standardized testing, which takes away from me teaching my subject matter.  Instead, I have to teach to the test.  Another change is evaluating teachers by their students’ progress.  There have also been huge changes in special education. When I first started, there weren’t special needs kids in a regular classroom, but over the years they have been mainstreamed.”

3.      Have you noticed any systematic issues which limit or enhance learning in your classroom?

“I feel less able to discuss Spanish culture relating to religion because of administration.  No Child Left Behind makes me teach more slowly, and I’m not able to help the kids who already get it and could move on.  And again, state testing has taken up a ton of classroom instructional time.”

4.      In your own words, why is receiving an education important?

“It makes you a better person.  Any new piece of knowledge helps you to improve.  It helps you get a job and be in a better environment.  More opportunities open for you.  You gain the ability to help others.”

5.      What would you say to a student who has become disengaged with their education?

“Shape up.  Focus and buckle down because it’s so important because of the reasons I just stated.  If you drop out, you’re not going to get a good job.  You’re more likely to be earning minimum wage, and this could cause you to struggle your whole life.”

Please share your reactions to these experiences of an educator.