"A Place In This World"
Taylor Swift
I don't know what I want, so don't ask me
Cause I'm still trying to figure it out
Don't know what's down this road, I'm just walking
Trying to see through the rain coming down
Even though I'm not the only one
Who feels the way I do
I'm alone, on my own, and that's all I know
I'll be strong, I'll be wrong, oh but life goes on
I'm just a girl, trying to find a place in
This world
Got the radio on, my old blue jeans
And I'm wearing my heart on my sleeve
Feeling lucky today, got the sunshine
Could you tell me what more do I need
And tomorrow's just a mystery, oh yeah
But that's ok
I'm alone, on my own, and that's all I know
I'll be strong, I'll be wrong, oh but life goes on
I'm just a girl, trying to find a place in
This world
Maybe I'm just a girl on a mission
But I'm ready to fly
I'm alone, on my own, and that's all I know
I'll be strong, I'll be wrong, oh but life goes on
I'm just a girl, trying to find a place in
This world
Saturday, July 11, 2009
Yes, I suffer from "I'm Not That Girl" syndrome and I'm not afraid to admit it
Yes, I'm a little obsessed with Taylor Swift at the moment.
Yes, this song sums up the "I'm-Not-That-Girl-Ugly-Duckling-Want-To-Be-A-Swan" feeling that so many of you readers identify with so well. (Even if you're not quite that open with it yet.) That's OK.
Just putting it out there.
What do you think?
P.S. I love that she's a band geek. I just wish she played something other than clarinet. All the cool kids played clarinet. Flutes rule. Clarinets drool. Am I bitter? Of course not!
Great break-up song!
I've really started to appreciate the talent that Taylor Swift has contributed to the music world, even though she is only 18 years old. I particularly like this song, because, well, it fits my bitterness as of late.
Finished one task, on to the next
OK: I managed to work up the courage (and motivation) to finish the MNDOE letter, but now I have to do at least two cover letters for jobs I want, and work on my project, as well as e-mail the teacher I'm going to do practicum hours with starting the 20th of July. All on a beautiful Saturday too! Hopefully I can get outside for some of it!
Here are the jobs I'm applying to:
Program Coordinator
ORGANIZATION: The Loft Literary Center
CATEGORY: Arts and Culture
ORGANIZATION SUMMARY:
The mission of the Loft Literary Center is to support the artistic development of writers, to foster a writing community, and to build an audience for literature. The Loft is renowned for the quality of its programming and its service to the community. Loft staff enjoy a flexible and enjoyable workplace, health and other benefits, and the company of dedicated and creative colleagues. This year, the Loft was awarded the 2009 American Psychological Association’s “Best Practices” Award which recognizes the Loft’s “innovative workplace practice that fosters work-life balance.”
JOB TITLE: Program Coordinator
LOCATION: Twin Cities Metro
SALARY: $16.50 TYPE: Part Time / 20 hours DEADLINE: 7/27/09
PRIMARY DUTIES AND RESPONSIBILITIES:
PRIMARY RESPONSIBILITIES: Coordinate all aspects of inkTank, the Loft’s teen council. inkTANK is designed to encourage and empower high school students to use literary tools to express themselves. inkTANK council members:
Typically meet at least twice monthly as a group and occasionally one on one during the course of the academic year at the Loft Literary Center
Design literary programming and shape the present and future of inkTANK activities
Engage the teen community in literary events
Develop a close working relationship with a mentor in their chosen genre to develop their own literary skills
Attend 10-15 literary events over the course of an academic year
Learn to be future leaders and participants in the thriving and ever changing literary community that is the Twin Cities.
In addition to inkTank, the PROGRAM COORDINATOR will support the program team, and work in collaboration with the Education Department to provide feedback and ideas for open enrollment classes for teens.
HOURS: This is a half-time position requiring evening and weekend work. The schedule for this position will vary week to week.
EXPERIENCE AND QUALIFICATION REQUIREMENTS:
The successful candidate will have substantial experience in - and commitment to – working collaboratively with youth, along with experience and/or interest in contemporary and young adult literature, as well as new media and technologies. Teaching experience is preferred. Candidate must have experience with standard office software, and must be comfortable working with a wide variety of constituents: teens, parents and guardians, literary artists, education professionals, and the M.F.A. students who serve as mentors for inkTank council members. The ability to work well under pressure and a sense of ease and humor are essential. An Associate and/or Bachelor's degree is required. A criminal background check will be required.
ADDITIONAL INFORMATION:
JOB BEGINS: Mid-August (a total of 20 hours of training with current program coordinator during month of August, regular schedule begins September 1).
HOW TO APPLY:
Email submissions only. Please send a letter of interest noting skills and background suited to the position, your resume, plus contact information for three references to Jerod Santek at jobs@loft.org. Required materials must be submitted no later than 12:00 p.m., Monday, July 27.
This job was posted on 7/10/2009. Please carefully follow the instructions under “How to Apply” when submitting applications for this position. Minnesota Council of Nonprofits operates this Job Board as a service to nonprofits and jobseekers.
AND
Program Assistant
ORGANIZATION: East Side Learning Center
CATEGORY: Education
ORGANIZATION SUMMARY:
The East Side Learning Center (ESLC), located in St. Paul, MN, is a year-round, non-sectarian, one-on-one tutoring program in reading for children in grades K-4 who are below level in reading and do not have the resources to get help elsewhere. The goals of this program are to (1) help children who are below grade-level in reading reach their appropriate level no later than the end of fourth grade, (2) empower them to be successful in school and society, and 3) train parents in basic “teaching of reading” techniques they can use with their children at home.
JOB TITLE: Program Assistant
LOCATION: Twin Cities Metro
SALARY: 26,000-27,000 TYPE: Full Time / 40 hours DEADLINE: 7/24/2009
PRIMARY DUTIES AND RESPONSIBILITIES:
Prepare quality lesson plans for volunteer tutors, be a master tutor grades K-4, collaborate with Site Coordinator in daily operation of a site, assist in training volunteers, monitor implementation of the parent component, and be physically able to walk steps and long distances in the school.
EXPERIENCE AND QUALIFICATION REQUIREMENTS:
MN Elementary teaching license or equivalent experience, skilled in teaching primary reading, extremely organized, strong relational skills, self-directed, skilled in written and verbal communication, flexible, skilled in prioritizing and organizing work and activities to meet deadlines, able to promote collaboration. Bi-lingual beneficial.
ADDITIONAL INFORMATION:
This is a 40-hour/week, 9-month position (September 2009 through May 2010).
HOW TO APPLY:
Email cover letter and resume to audrey.lindenfelser@spps.org
This job was posted on 6/24/2009. Please carefully follow the instructions under “How to Apply” when submitting applications for this position. Minnesota Council of Nonprofits operates this Job Board as a service to nonprofits and jobseekers.
Here are the jobs I'm applying to:
Program Coordinator
ORGANIZATION: The Loft Literary Center
CATEGORY: Arts and Culture
ORGANIZATION SUMMARY:
The mission of the Loft Literary Center is to support the artistic development of writers, to foster a writing community, and to build an audience for literature. The Loft is renowned for the quality of its programming and its service to the community. Loft staff enjoy a flexible and enjoyable workplace, health and other benefits, and the company of dedicated and creative colleagues. This year, the Loft was awarded the 2009 American Psychological Association’s “Best Practices” Award which recognizes the Loft’s “innovative workplace practice that fosters work-life balance.”
JOB TITLE: Program Coordinator
LOCATION: Twin Cities Metro
SALARY: $16.50 TYPE: Part Time / 20 hours DEADLINE: 7/27/09
PRIMARY DUTIES AND RESPONSIBILITIES:
PRIMARY RESPONSIBILITIES: Coordinate all aspects of inkTank, the Loft’s teen council. inkTANK is designed to encourage and empower high school students to use literary tools to express themselves. inkTANK council members:
Typically meet at least twice monthly as a group and occasionally one on one during the course of the academic year at the Loft Literary Center
Design literary programming and shape the present and future of inkTANK activities
Engage the teen community in literary events
Develop a close working relationship with a mentor in their chosen genre to develop their own literary skills
Attend 10-15 literary events over the course of an academic year
Learn to be future leaders and participants in the thriving and ever changing literary community that is the Twin Cities.
In addition to inkTank, the PROGRAM COORDINATOR will support the program team, and work in collaboration with the Education Department to provide feedback and ideas for open enrollment classes for teens.
HOURS: This is a half-time position requiring evening and weekend work. The schedule for this position will vary week to week.
EXPERIENCE AND QUALIFICATION REQUIREMENTS:
The successful candidate will have substantial experience in - and commitment to – working collaboratively with youth, along with experience and/or interest in contemporary and young adult literature, as well as new media and technologies. Teaching experience is preferred. Candidate must have experience with standard office software, and must be comfortable working with a wide variety of constituents: teens, parents and guardians, literary artists, education professionals, and the M.F.A. students who serve as mentors for inkTank council members. The ability to work well under pressure and a sense of ease and humor are essential. An Associate and/or Bachelor's degree is required. A criminal background check will be required.
ADDITIONAL INFORMATION:
JOB BEGINS: Mid-August (a total of 20 hours of training with current program coordinator during month of August, regular schedule begins September 1).
HOW TO APPLY:
Email submissions only. Please send a letter of interest noting skills and background suited to the position, your resume, plus contact information for three references to Jerod Santek at jobs@loft.org. Required materials must be submitted no later than 12:00 p.m., Monday, July 27.
This job was posted on 7/10/2009. Please carefully follow the instructions under “How to Apply” when submitting applications for this position. Minnesota Council of Nonprofits operates this Job Board as a service to nonprofits and jobseekers.
AND
Program Assistant
ORGANIZATION: East Side Learning Center
CATEGORY: Education
ORGANIZATION SUMMARY:
The East Side Learning Center (ESLC), located in St. Paul, MN, is a year-round, non-sectarian, one-on-one tutoring program in reading for children in grades K-4 who are below level in reading and do not have the resources to get help elsewhere. The goals of this program are to (1) help children who are below grade-level in reading reach their appropriate level no later than the end of fourth grade, (2) empower them to be successful in school and society, and 3) train parents in basic “teaching of reading” techniques they can use with their children at home.
JOB TITLE: Program Assistant
LOCATION: Twin Cities Metro
SALARY: 26,000-27,000 TYPE: Full Time / 40 hours DEADLINE: 7/24/2009
PRIMARY DUTIES AND RESPONSIBILITIES:
Prepare quality lesson plans for volunteer tutors, be a master tutor grades K-4, collaborate with Site Coordinator in daily operation of a site, assist in training volunteers, monitor implementation of the parent component, and be physically able to walk steps and long distances in the school.
EXPERIENCE AND QUALIFICATION REQUIREMENTS:
MN Elementary teaching license or equivalent experience, skilled in teaching primary reading, extremely organized, strong relational skills, self-directed, skilled in written and verbal communication, flexible, skilled in prioritizing and organizing work and activities to meet deadlines, able to promote collaboration. Bi-lingual beneficial.
ADDITIONAL INFORMATION:
This is a 40-hour/week, 9-month position (September 2009 through May 2010).
HOW TO APPLY:
Email cover letter and resume to audrey.lindenfelser@spps.org
This job was posted on 6/24/2009. Please carefully follow the instructions under “How to Apply” when submitting applications for this position. Minnesota Council of Nonprofits operates this Job Board as a service to nonprofits and jobseekers.
Tuesday, July 7, 2009
My letter to MNDOE
It needs help right now, but with a little work, it will be up and running in no time. This is to prove that my service year actually did meet the blasted Human Relations requirement for the state licensing board and I can finally be certified to teach in this state.
July 7, 2009
Dear Licensing Board,
I am writing to inform you about the program with which [full name] served to complete her term with AmeriCorps and also to inform you of its potential match with the Human Relations component for Minnesota Teaching Licensure. The program that [full name] completed was called City of Lakes AmeriCorps and it is a partnership between Minneapolis Public Schools, Minneapolis Community Education, and other local community organizations.
The Minnesota Human Relations requirement, a state mandate, was certainly fulfilled in the process of Jennifer completing her term of service with the City of Lakes AmeriCorps program.
First, City of Lakes AmeriCorps requires all of its members to understand the contributions and lifestyles of the various racial, cultural and economic groups in our society. Jennifer completed over 1700 hours of service tutoring and mentoring students during the day, and facilitating after school activities at Nellie Stone Johnson community school in a culturally diverse and urban region of north Minneapolis. Jennifer served students on her caseload from a variety of ethnic and socioeconomic backgrounds including but not limited to students in the African American and Hmong communities of north Minneapolis. Much of Jennifer’s time was spent preparing lessons and teaching English language learners with the reading and writing workshop approach to literacy instruction. Jennifer also spent her time tutoring third-fifth-grade students performing significantly below grade level in both reading and mathematics.
Second, City of Lakes AmeriCorps requires members to recognize and deal with dehumanizing biases, discrimination, and prejudices that face students enrolled in Minneapolis Public Schools. The students of Nellie Stone Johnson were undoubtedly faced with biases and prejudices daily simply because of their family’s race and socioeconomic status. Many students on Jennifer’s caseload lacked the family support needed to succeed in school. Much of Jennifer’s duties during her term of service required her to remove biases she possessed about students living in poverty in order to best motivate students to succeed with their coursework.
Third, the City of Lakes AmeriCorps program requires all of its members to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations while respecting human diversity and personal rights. Jennifer completed this requirement by establishing a positive rapport with three students assigned to her fifth-grade guided reading group. Although these students were reading three grade levels below their own in reading, Jennifer sought books for these students that were of high interest and adequate reading level to motivate them when their self-esteem slumped because of their achievement level. Combating student’s low expectations for themselves was a daily task, but with a few reminders, her students jumped a grade level in reading by the end of the year and were much more positive about what they could achieve in their academic and personal futures.
Finally, the City of Lakes AmeriCorps program requires members to study the American Indian language, history, government, and culture by participating in a service project in conjunction with the Ojibwe Indian Tribe in Red Lake, Minnesota.
What suggestions can you make?
July 7, 2009
Dear Licensing Board,
I am writing to inform you about the program with which [full name] served to complete her term with AmeriCorps and also to inform you of its potential match with the Human Relations component for Minnesota Teaching Licensure. The program that [full name] completed was called City of Lakes AmeriCorps and it is a partnership between Minneapolis Public Schools, Minneapolis Community Education, and other local community organizations.
The Minnesota Human Relations requirement, a state mandate, was certainly fulfilled in the process of Jennifer completing her term of service with the City of Lakes AmeriCorps program.
First, City of Lakes AmeriCorps requires all of its members to understand the contributions and lifestyles of the various racial, cultural and economic groups in our society. Jennifer completed over 1700 hours of service tutoring and mentoring students during the day, and facilitating after school activities at Nellie Stone Johnson community school in a culturally diverse and urban region of north Minneapolis. Jennifer served students on her caseload from a variety of ethnic and socioeconomic backgrounds including but not limited to students in the African American and Hmong communities of north Minneapolis. Much of Jennifer’s time was spent preparing lessons and teaching English language learners with the reading and writing workshop approach to literacy instruction. Jennifer also spent her time tutoring third-fifth-grade students performing significantly below grade level in both reading and mathematics.
Second, City of Lakes AmeriCorps requires members to recognize and deal with dehumanizing biases, discrimination, and prejudices that face students enrolled in Minneapolis Public Schools. The students of Nellie Stone Johnson were undoubtedly faced with biases and prejudices daily simply because of their family’s race and socioeconomic status. Many students on Jennifer’s caseload lacked the family support needed to succeed in school. Much of Jennifer’s duties during her term of service required her to remove biases she possessed about students living in poverty in order to best motivate students to succeed with their coursework.
Third, the City of Lakes AmeriCorps program requires all of its members to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations while respecting human diversity and personal rights. Jennifer completed this requirement by establishing a positive rapport with three students assigned to her fifth-grade guided reading group. Although these students were reading three grade levels below their own in reading, Jennifer sought books for these students that were of high interest and adequate reading level to motivate them when their self-esteem slumped because of their achievement level. Combating student’s low expectations for themselves was a daily task, but with a few reminders, her students jumped a grade level in reading by the end of the year and were much more positive about what they could achieve in their academic and personal futures.
Finally, the City of Lakes AmeriCorps program requires members to study the American Indian language, history, government, and culture by participating in a service project in conjunction with the Ojibwe Indian Tribe in Red Lake, Minnesota.
What suggestions can you make?
Thursday, July 2, 2009
Slightly ashamed to admit this in public domain
But, yes, folks, I did it
I did the unthinkable
I built a bear
At the Build-A-Bear workshop
My bear is adorable
Only one problem though
My bear needs a name
It's dark brown, very soft and cuddly, with light purple bows on the ears
I'm toying with several names
But need the input of my faithful readers
To help me decide
Which one is best
Veronica?
Lilac?
Violet?
Baby bear Violet?
Pooh?
Piglet?
I don't really like any of those, but this bear will be the new mascot for my apartment, which we refer to as the CrapShack, so it has to fit.
Thoughts?
Suggestions?
I need help!
I did the unthinkable
I built a bear
At the Build-A-Bear workshop
My bear is adorable
Only one problem though
My bear needs a name
It's dark brown, very soft and cuddly, with light purple bows on the ears
I'm toying with several names
But need the input of my faithful readers
To help me decide
Which one is best
Veronica?
Lilac?
Violet?
Baby bear Violet?
Pooh?
Piglet?
I don't really like any of those, but this bear will be the new mascot for my apartment, which we refer to as the CrapShack, so it has to fit.
Thoughts?
Suggestions?
I need help!
I guess I'm doomed in the love department, according to my favorite five-year-old
So we are on the bus to build-a-bear workshop today and the subject of weddings comes up. Annette (another young staff member) mentions that she's going to give her bear to her flower girl in her wedding and Lucy eyes her with approval. Lucy is my favorite five-year-old, and we've been having an ongoing war over where she gets to bury my shoes on the Burroughs playground. I mention, within Lucy's earshot, that Annette's idea is a great one, and this leads Lucy to innocently ask the question dreaded by all single staff that work with young children. I believe the conversation followed in the following way:
Lucy: Ms. J, are you married?
Me: (chuckling) No, not for a while, thank goodness.
Lucy: Oh. (pauses, clearly taking this information in for further processing, then) Ms. J, do you have a boyfriend then?
Me: (laughing harder) No, Lucy, I don't have a boyfriend. (laughs like a teacher, you know the difference between teacher laughing and real laughing)
Lucy: Of course you don't. Because no one is going to love you if you have sand in your shoes.
Me: (uncontrollably laughing at this point, and rather speechless, thinking to myself "you've got it all figured out kid") but I manage to spit out a "is that so" and move on.
Some kids just have it all figured out. And, I must say, it was rather astute of her to put together the events of several days, with the shoe events taking place over the course of the week, to wrap them all up in one neat and tidy little package. What a kid, right?
Ok, now it's your turn. Spill it readers. What is the funniest thing a child has ever said to you? I want to hear good ones!!!!
Lucy: Ms. J, are you married?
Me: (chuckling) No, not for a while, thank goodness.
Lucy: Oh. (pauses, clearly taking this information in for further processing, then) Ms. J, do you have a boyfriend then?
Me: (laughing harder) No, Lucy, I don't have a boyfriend. (laughs like a teacher, you know the difference between teacher laughing and real laughing)
Lucy: Of course you don't. Because no one is going to love you if you have sand in your shoes.
Me: (uncontrollably laughing at this point, and rather speechless, thinking to myself "you've got it all figured out kid") but I manage to spit out a "is that so" and move on.
Some kids just have it all figured out. And, I must say, it was rather astute of her to put together the events of several days, with the shoe events taking place over the course of the week, to wrap them all up in one neat and tidy little package. What a kid, right?
Ok, now it's your turn. Spill it readers. What is the funniest thing a child has ever said to you? I want to hear good ones!!!!
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