blast from the past

Thomas Edison HS student-turned-principal aims for relevance

When Moses Ojeda graduated from Thomas Edison Career and Technical Education High School three decades ago, he quickly learned he was not prepared for the real world. Now, as the school’s principal, his driving motivation is to prevent students from experiencing the same thing.

Ojeda has spent nearly 25 years at Thomas Edison, as a student, teacher, assistant principal and now as its principal, making him an anomaly in a system where administrators often take over schools with which they have no connection. Today, Ojeda has used his unique perspective to bring the school up to speed by updating its technical programs and academic standards.

As a high school student, Ojeda studied in the business equipment machine repair program, which included learning to fix electronic typewriters. But when he graduated in 1993, he said he wasn’t prepared for the job market because no one was using the electronic typewriters any more.

“If I had gone into the industry, I wouldn’t have gotten a job,” he said.

But he decided to go in a different direction after the teacher who ran the machine repair program, Alexander Bell, asked Ojeda to help him teach his classes. Ojeda loved helping other students, and Bell encouraged him to attend a five-year teacher training program — Success Via Apprenticeship, run jointly by the city, the City University of New York, and the teachers union — where he could be certified to teach technical subjects.

The program required students to complete six-month internships and when it came for Ojeda to do his, he returned to Thomas Edison and worked with Bell to get rid of the electronic typewriter repair program and replace it with a computer repair program, which Bell continues to oversee today.

After he finished his degree, Ojeda worked as a teacher at Thomas Edison for 10 years and later as an assistant principal for four years. In that time, he found other ways to update the schools’ programs.

He saw how the computer industry was beginning to build its own networks, so he helped bring in a new CISCO networking class, which teaches students how to network buildings with routers and switches. When he noticed that e-commerce was becoming more popular and everyone wanted a webpage, he convinced the principal at the time to add a web design program. Now, he wants to partner with a solar energy company to revamp the electrical installation program that is shrinking because students are more interested in the school’s information technology programs.

Above all else, he said, his goal is to ensure that the school and its graduates are relevant by understanding industries’ needs.

But when Ojeda took over as principal a year ago, he faced a whole different set of challenges. When he spoke to colleges and employers, they told him that Thomas Edison graduates often had weak communication skills and lacked creativity. The school was already beginning to work on aligning its curriculum to the new Common Core standards, but Ojeda took the efforts a step further, requiring all teachers to issue more writing assignments and assign two research projects during the year. He asked librarians and English teachers to help the entire staff implement the new standards.

“So many kids hide behind the computer, texting and e-mailing. They feel more comfortable communicating that way,” Ojeda said. “When they get in front of someone they’re shy, they don’t have those skills, they’re losing that. You need that in the real world.”

In English classes, students had to write argumentative essays based on books they were reading. In a technical class, a student wrote a comparative essay about the difference between Wifi and Bluetooth technology. And in a physical education class, students learned how to read and understand each category on a nutrition label.

“Now not only are CTE students ready for the job force, they’re college ready as well,” Ojeda said.

Adding more challenging academic assignments was more work for teachers and students, and Ojeda said some pushed back on the changes. But he insisted that teachers embrace the new standards, he said.

“In the beginning, teachers felt like, you want me to be an English teacher? I barely have time to get through all the curriculum,” he said. “But now they realize competitions want that, and being aligned with the Common Core will also help them with their teacher evaluations.”

Ojeda talks about competitions a lot. Under his leadership, all 12 career and technical education programs compete in some type of competition, whereas before only a couple did. Ojeda proudly talks about a recent Thomas Edison school senior who was offered a $40-an-hour CISCO internship after beating out competitors with college degrees, and last spring, when the school’s two-person web design team won first place in the state’s Skills USA competition.

“Why am I so big on them? There’s the motivational factor. It motivates kids to be top of the class,” he said. “It’s also a way for me to measure myself against other schools city wide, state wide and nationally. If we’re not coming in the top 10 then we’re not doing something right. … We have to stay on the cutting edge.”

At every turn, Ojeda is trying to give students as much hands-on, real world experience as possible. With the robotics program, usually only seniors received hands-on training while everyone else was doing electronics theory.

“That can be boring,” Ojeda said. “I always put myself in their seat. If I’m in a classroom and I’m bored, I’m going to tell that teacher, I don’t mean no disrespect, but you lost me a few times, and if you’re losing me with the knowledge I have of CTE, then you’re losing them.”

So Ojeda decided that beginning in the 10th grade, students would be able to begin working hands-on with the robots. Last year the 11th-graders, with just three weeks to prepare for a national robotics competition, placed 17th out of 65 in the competition.

As an assistant principal, Ojeda also expanded the automotive shop program from one year to three after teachers told him they didn’t have time to do anything more than teach students to detail cars. Last spring, senior Shazim Nasim won first place in a national collision and refinishing competition. He was also named the salutatorian and received a full-ride to a Boston technical college that focuses on auto mechanics.

“The program used to be looked down upon, but now it’s highly respected,” said Barry Roopnarine, who teaches automotive collision and refinishing.

Ojeda credits much of his success today to Bell, his former teacher and current colleague.

“One thing I was taught by Mr. Bell when I was a student was in life, make sure you pick a career that you love, because if you don’t love your career, you’re going to dread waking up Monday mornings,” Ojeda said. “That always stuck with me. I love my job.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.