Tammi Howard's Portfolio Homepage
Personal Experiences
I am a little black girl from South Central Los Angeles/Compton. My parents were never married which forced me to live in two worlds. A world which consisted of my mother, sister, and two brothers which one had special needs. My mother, a single mother, spent a lot of her time ensuring my brother received services that he deserved. The other world consisted of my dad and 5 brothers and sisters at total of six kids with five different women. He spent a great deal of his time trying to manage his situation. I didn't feel as though I belong in either world to no fault of my parents because they were just trying to survive. As a young child I found comfort in reading or looking through a set of encyclopedia and other supplemental books that contained nursery rhymes. Those books turn out to be the one constant thing in my life.
When I entered school in kindergarten, I knew I had found my place of comfort; but that was short lived because every year after 2nd grade up until 8th grade I attended a different school. Yes, a total of 8 different schools. Although I wasn't able to establish lasting friendships, the structure of school became the one consistent constant in my life. It and certain teachers became my solace. There I was noticed, no longer invisible. In 8th grade, I went to live with my dad and attended a predominately white private school, Stability at last! A teacher who loved us endlessly but had high expectations from each and every one of us and friends to bond with because in my mind I was done transferring from school to school.
After culminating 8th grade, I attended the private high school across the street. I felt like a fish out of water. A little black girl from South Central LA/ Compton attending school with kids from two parent homes, and both of the parents worked. It was in this space where I notice something different. When attending counseling sessions with the school's counselor, I noticed I wasn't receiving the same college information as my friends who happened to be of different ethnicities. So, I decided to create my own pathway by talking to those friends about the information they received and used it to understand the route to higher learning. Another thing that struck me as unsual, was the various learning tracks, A, B, C. My friend was on track C and I didn't think it was fair because I thought she could do the work of those on track B, so I use to help her with her classes and have her to sign up for classes on track B instead of track C. So, it's quite interesting how I found comfort in systems and structures while pushing back on their practices at the same time. This set me on a path of being an advocate for those voiceless....Just like Sharon Hopkins (3rd Grade Teacher), Sister Michaeleen Cabral (8th Grade Teacher), George Logan (12th Grade Teacher), Dr. Dex Bryant (CSUDH), Dr. Shelia Lane (UCLA), Dr. Gordon Suzuki (UCLA), and Dr. Annamarie Francois (UCLA)...did for a little black girl from South Centeral LA/Compton...it becomes my duty to pay it forward because my students are me!
Educational Background
I AM a first generation graduate student born to African American parents. I was born in South Central Los Angeles and received my formal education from several schools in Los Angeles Unified and Compton Unified School Districts. After completing 7th grade, I continued my education by attending Saint Anthony Elementary School in the 8th grade and Saint Anthony High School, grades 9-12) in Long Beach, graduating (’85). I took a 17year hiatus from school to raise a family. I returned to higher education in Spring 2002 attending and graduating from Los Angeles Harbor City College’s PACE Liberal Study Program (‘03) earning an Associate’s Degree. In the fall of 2003, I entered California State University Dominguez Hills (CSUDH) and obtained my bachelor’s degree (‘05). After graduating from CSUDH with a BA in Liberal Studies with an Emphasis in Multi-cultural Education, I earned a Master’s in Education (M.Ed) and teaching credential from UCLA’s Teacher Education Program (TEP ’07).
Professional Experiences
In my nine years of teaching, I worked at two different LAUSD Elementary Schools both located in the inner city teaching 2nd grade for one year, 4th for six years, and 5th grade for two years. During the academic school years 2006-2012, I worked as an elementary school teacher for Bright Elementary School. In June of 2012, I was rifted and displaced. That summer my life became full circle when offered a position at Fifty-Second Street Elementary (FSSE); the same school I attended in 3rd grade and had the fondest of memories. This is the third year I have worked as an Upper Elementary teacher at FSSE. During this time I have also held the position as: GATE Coordinator, School Site Council Member (currently Vice-Chair), and Co-Founder of Community of Learners.
In addition to being a teacher, I’ve supported UCLA’s Teacher Education Program (TEP) by mentoring two Novice teachers. As a mentor teacher, I provided curriculum development support, observational feedback, and classroom management strategies in an authentic classroom setting. Currently, I am not mentoring novice teachers but hope to resume so within the next year.
My career goal is support teachers in educating students in the inner city through the development of curriculum and establishing a school culture of care in which all stakeholders are welcome and valued. I have considered being an ELA Common Core Facilitator (local district capacity) so I could help shape the curriculum and programming for underserved and marginalized students by incorporating natural assets they posses. I have also considered being an Assistant Principal of Instruction (instructional specialist) at a school where I could provide support for teachers and tend to the development of instruction for underserved students. In addition, I want to assist in carrying out the school’s mission and establishing a school culture where all stakeholders, including students, are valued. I want to pursue a career in education because I truly believe being formally or informally educated opens up doors of opportunities. However, there are systemic structures in place preventing some of the most intelligent individuals access to a quality education.
School Context
Fifty-Second Street Elementary (FSSE) is a Kindergarten through fifth grade school with transitional kinder (which started 2012-2013), preschool, and a special education program with includes two special day classes (one upper and one lower grades), 4 autism alternate curriculum classes, two preschool mix classes
and a preschool intensive class. As LAUSD’s student enrollment continues to decline yearly, FSSE’s student enrollment continues to creep up yearly by 1%. Currently approximately 900 students enrolled. 551 students make up our primary grades K-3. 220 students are enrolled in upper graders 4-5, and the remainder student population is comprised of preschool (36) and special education (90). FSSE ethnic makeup comprises of 80 percent Hispanic, 19 percent African American, and one percent “other”. Its social and cultural connections are rooted in the brown and black community in which it serves. As a Title 1 School, 82% percent of Fifty-Second Street School’s students qualify for free and or reduced lunch. This number has remained constant for the past five years, but would increase considerably should all parents submit lunch applications.
Fifty-Second Street School is a microcosm of its surround community. Our staff’s racial and ethnic profile mirrors the community and its student population. This allows for a synergistic flow of exchanges on many levels. As the community strives to raise itself socio-economically, we strive to instill a sense of purpose, direction, and excellence in the parents of tomorrow with our School Wide Positive Support Behavior Program. Additionally, we are in constant communication with the community raising school-community awareness with programs like Coffee with the Principal, Advisory Councils, weekly home information distributions, Parent in Quality Education (PIQUE), an our telephone Connect ED system.
Mission Statement
Fifty-Second Street Elementary is dedicated to the belief that all students can and will learn. The mission of the staff, parents and community is to provide a safe and nurturing environment for significant academic learning and social growth. We, at FSSE, will educate our students so that they become, independent, articulate, and successful citizens who value diversity and will become life long learners.
Vision Statement
We will provide access to a standards-based culturally relevant and responsive , differentiated curriculum for all of our students. We will engage parents and community in this collaborative process so that our students attain optimal success. Our core beliefs:
- Good, caring teachers
- Student-Centered
- Parents as partners
- Being transparent
- Establish/Regain trust
Project#2: School Site Council Member (Vice Chair)
Project #3: Community of Learners
