The Ithaca Journal (New York), August 18, 2006, Friday

Copyright 2006 The Ithaca Journal (Ithaca, NY)
All Rights Reserved
The Ithaca Journal (New York)

August 18, 2006 Friday
1 Edition

SECTION: OPINION; Pg. 5A

HEADLINE: A future educator considers the ICSD

BODY:
Kate Ofikuru / Guest Columnist

EDITOR'S NOTE: This is the fourth in a series of monthly articles sponsored by the Village at Ithaca addressing the issue of equity in the Ithaca schools. These columns appear on the third Friday of each month.
Over the past 12 months, so many people have asked me, "What exactly is it that you do?" As an Americorps VISTA volunteer serving with the Village at Ithaca, I have responded in several ways. Sometimes I relate my job to that of an administrator - combing through the vast resources available to the Village and working to implement programs and partnerships that fit with the Village's mission. At other times I have taken on the persona of an advisor and events coordinator, collaborating with different committees within the Village to ensure that their programs and initiatives run as smoothly as possible. Lately I've been laboring in public relations, assisting the Village in the production of its quarterly newsletter: The Voice of the Village at Ithaca. Beyond each characterization of my role, I have made one distinct association that pervades my work as a VISTA: laying the groundwork for future educators, including myself.
While Cornell is not known for having an extensive teacher education program, I have come to learn that the Ithaca community has, in the past, prided itself on such initiatives as "Grow Your Own." There is something inspiring about a community that is so invested in the academic success of its children that it would work to encourage its youth to return to the community as educators. This past year, I have received advice from many Ithaca teachers, staff, and community members encouraging me as I have explored a career in education during my time as a VISTA. Indeed, despite the hardships they have faced, they press on to inspire more people of color to enter into the vocation of education.
From what I have witnessed, the inspiration is much needed. In just 12 months, I have seen questions raised over the validity of test scores, the appropriateness of assigned readings, and most notably the recruitment and retention of staff of color within the Ithaca City School District. These issues are disheartening to me, a young African-American woman about to begin a masters' program in elementary and childhood education.
It is imperative, coming from one who might have sought employment in the ICSD, that the inherent problems aforementioned are recognized, and more decisive, explicit moves to eradicate these problems and promote equitable opportunities for employment and advancement for people of color are enacted. The benefits will then flow down to the children and uplift us all.
Based on several discussions I have had on this issue, important suggestions for attracting future educators of color to the Ithaca schools have emerged. The district would be aptly positioned if it:
(right triangle) Gave community members from diverse constituencies notice of key position announcements far enough in advance, in order to encourage outreach to their networks of potential applicants.
(right triangle) Formed and authorized an advisory group of local/regional human resources professionals skilled in diversity recruitment to advise about best practices regarding job description reviews, application and interview processes, and strategic investments in supportive retention practices once candidates accept a position.
(right triangle) Created a welcoming environment for all teachers, classroom aides, support staff and administrators of color making a professional commitment to Ithaca. Internally, assist all employees in cultural competency - from the office and the classroom, thereby deepening their commitment to a culture of continuous learning and exploration toward the goal of educational excellence for all students. Externally, First Fridays of Ithaca, the Tompkins County Diversity Consortium, and a wealth of other resources exist that can partner with the District to address the life-work balance needs of colleagues.
I have not given up hope that such a goal can and will be achieved. When asked if I would come back to Ithaca and teach, I answer, "maybe." If I did, I know that the Village at Ithaca would be here still working hard to "raise the children." I would have the support of Beverly J. Martin school principal Denise Gomber, and teachers like Millicent Maynard Clark, Brooke Barnett, Abe and Denise Lee, and Jackie Melton Scott. There would be parents I could depend on like Dawne and Seth Peacock and Kenneth and Yolanda Clarke. I could call on Pastor Nathaniel Wright and the Calvary Baptist Church family, as well as numerous other community members who have enriched my time here in Ithaca.
This critical point remains, nonetheless: the District needs to pay attention to the cries of this community and be unwaveringly dedicated to resolving the academic and administrative inequities that adversely affect our children. Then this community will move with greater progress towards its true potential.

Kate Ofikuru is a recent graduate of the Cornell University School of Industrial and Labor Relations, and she has been admitted to Teachers College, Columbia University. The Village at Ithaca can be reached online at www.villageatithaca.org, by e-mail at contact@villageatithaca.org, or by phone at 272-9218.