Post by RS Davis on Jan 30, 2004 2:43:07 GMT -5
[glow=red,2,300]by James Harris...[/glow]
Many Georgia public high schools have serious problems. The state has ranked 50th -- worst in the nation -- in SAT scores for two years in a row.
Given that, you would think aspiring high school teacher Marquis Harris of Atlanta would be a dream-come-true for some lucky school.
As he told the Atlanta Journal-Constitution:
"I am a 22-year-old African-American male and recent graduate of a respectable liberal arts college in Kentucky. I acquired a 3.75 grade-point average with a double major in Social Studies Secondary Education and sociology.
"I was a Rhodes Scholar nominee, inducted into the Mensa society in May 2001, named to the National Dean's List for three consecutive years, successfully competed in intercollegiate forensics and served as student body president.
"While in college I was also privileged to serve on mission trips to Mexico, Guatemala and Jamaica. In the summer of 2002 I was granted the opportunity to intern with Saxby Chambliss, who was then a U.S. representative running for the U.S. Senate. I served for two years as a court-appointed special advocate for the state of Kentucky."
"These experiences have proved to be beyond memorable and life changing. I did not become another faceless statistic of a failed minority or foster care youth. I chose to take charge of my future rather than allow myself to fall prey to the alluring, though deceiving, clutches of victimhood."
With such an outstanding record of achievement, opportunities would seem to be limitless for Harris. At first he had planned to attend law school.
After some thought, however, he decided to pursue a career as a school teacher. "I came to realize that my true calling lay in inspiring, motivating, challenging and educating other young adults."
So he applied to numerous public (government) schools in and around Atlanta -- without success.
"Certification was not the issue. I am certified to teach in Kentucky and have applied for certification in Georgia."
So what *was* the issue? Why didn't some Georgia high school grab this high-achieving, highly-motivated young black man?
Could it be that he's... too successful, too smart?
"t appears that my achievements have proved to be a liability rather than an asset," Harris says.
Case-in-point: after an interview at one school, he received the following email from the principal:
"Though your qualifications are quite impressive, I regret to inform you that we have selected another candidate. It was felt that your demeanor and therefore presence in the classroom would serve as an unrealistic expectation as to what high school students could strive to achieve or become. However, it is highly recommended that you seek employment at the collegiate level; there your intellectual comportment would be greatly appreciated. Good luck."
Harris says: "After reading the email several times over, I felt as if I had been slapped in the face. It is truly a sad day in the world of education when a 22-year-old aspiring educator is informed that he is too intellectual to teach high school."
How comforting it must be to Atlanta-area parents to realize that, while many schools are failing to teach basic skills, at least some are working hard to spare young people from having "unrealistic expectations" (as the principal put it) as to what they might achieve in life.
(Source: Atlanta Journal-Constitution, "Brains Can Hurt Job Applicants" www.ajc.com/opinion/content/opinion/0104/23teacher.html# )
Many Georgia public high schools have serious problems. The state has ranked 50th -- worst in the nation -- in SAT scores for two years in a row.
Given that, you would think aspiring high school teacher Marquis Harris of Atlanta would be a dream-come-true for some lucky school.
As he told the Atlanta Journal-Constitution:
"I am a 22-year-old African-American male and recent graduate of a respectable liberal arts college in Kentucky. I acquired a 3.75 grade-point average with a double major in Social Studies Secondary Education and sociology.
"I was a Rhodes Scholar nominee, inducted into the Mensa society in May 2001, named to the National Dean's List for three consecutive years, successfully competed in intercollegiate forensics and served as student body president.
"While in college I was also privileged to serve on mission trips to Mexico, Guatemala and Jamaica. In the summer of 2002 I was granted the opportunity to intern with Saxby Chambliss, who was then a U.S. representative running for the U.S. Senate. I served for two years as a court-appointed special advocate for the state of Kentucky."
"These experiences have proved to be beyond memorable and life changing. I did not become another faceless statistic of a failed minority or foster care youth. I chose to take charge of my future rather than allow myself to fall prey to the alluring, though deceiving, clutches of victimhood."
With such an outstanding record of achievement, opportunities would seem to be limitless for Harris. At first he had planned to attend law school.
After some thought, however, he decided to pursue a career as a school teacher. "I came to realize that my true calling lay in inspiring, motivating, challenging and educating other young adults."
So he applied to numerous public (government) schools in and around Atlanta -- without success.
"Certification was not the issue. I am certified to teach in Kentucky and have applied for certification in Georgia."
So what *was* the issue? Why didn't some Georgia high school grab this high-achieving, highly-motivated young black man?
Could it be that he's... too successful, too smart?
"t appears that my achievements have proved to be a liability rather than an asset," Harris says.
Case-in-point: after an interview at one school, he received the following email from the principal:
"Though your qualifications are quite impressive, I regret to inform you that we have selected another candidate. It was felt that your demeanor and therefore presence in the classroom would serve as an unrealistic expectation as to what high school students could strive to achieve or become. However, it is highly recommended that you seek employment at the collegiate level; there your intellectual comportment would be greatly appreciated. Good luck."
Harris says: "After reading the email several times over, I felt as if I had been slapped in the face. It is truly a sad day in the world of education when a 22-year-old aspiring educator is informed that he is too intellectual to teach high school."
How comforting it must be to Atlanta-area parents to realize that, while many schools are failing to teach basic skills, at least some are working hard to spare young people from having "unrealistic expectations" (as the principal put it) as to what they might achieve in life.
(Source: Atlanta Journal-Constitution, "Brains Can Hurt Job Applicants" www.ajc.com/opinion/content/opinion/0104/23teacher.html# )
