Brains can hurt job applicants

[BERIGAN]

TEACHING: Brains can hurt job applicants

Marquis Harris - For the Journal-Constitution

Friday, January 23, 2004

Could anyone imagine the day when an aspiring educator would be told that he is, in essence, overqualified?

Perhaps my story is merely an exception to the rule. In either circumstance, the outcome is appalling.

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.

As a young black male, I am often perceived as dumb, lazy, promiscuous and criminally inclined. If I sound at all pretentious for wanting to prove that I am anything but the above, then please accept my sincere apologies. In any event, lately it appears that my achievements have proved to be a liability rather than an asset.

Anyone who meets me will attest to the fact that I am an extremely passionate individual. My passion is for people, which explains my choice of studies. Originally I planned to attend law school after college, though I wasn't entirely sure this was the right path for me.

Over the summer, I came to realize that my true calling lay in inspiring, motivating, challenging and educating other young adults. After investigating, I assumed that Atlanta would perhaps be a viable market for teaching jobs. I applied to metro Atlanta counties including Fulton, DeKalb, Clayton, Cobb, Gwinnett, plus the Atlanta public schools, all to no avail.

Certification was not the issue. I am certified to teach in Kentucky and have applied for certification in Georgia. My application is still being processed.

Recently, I interviewed with a school in one of the metro Atlanta counties, only to receive an e-mail from the principal stating, "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."

After reading the e-mail 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.

I am neither looking for a handout nor a free ride. I would simply like some insight as to some possible answers to a seemingly unsolvable conundrum.

Marquis Harris lives in Atlanta.

http://www.ajc.com/friday/content/epaper/e...df52e200f1.html

[maren]

"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. "

Oh. My. God.

[maren]

Berigan, that story ranks right up there with this blast from the past:

Connecticut Police applicant files federal lawsuit -- told he was 'too smart'

Associated Press, 05/30/97 08:41

NEW HAVEN, Conn. (AP) - A city that doesn't want police officers with “too high an IQ” has been sued by an applicant who was refused a job because of his high score on an intelligence test.

In a complaint filed this week in U.S. District Court in New Haven, Robert Jordan claims

the city of New London discriminated against him based on his intelligence and violated his constitutional rights.

Jordan says Assistant City Manager Keith Harrigan, who oversees hiring for the city, told him: “We don't like to hire people that have too high an IQ to be cops in this city.”

The lawsuit describes Jordan's elimination as an applicant as “irrational, arbitrary and capricious.”

The city's attorney, Ralph J. Monaco, declined to comment, saying he had not yet seen the lawsuit. Harrigan, a defendant in the lawsuit, also declined to comment.

Jordan, 46, seeks injunctions against the city that would stop the alleged discrimination and unspecified compensatory and punitive damages.

Monaco and the city's deputy police chief, William C. Gavitt, have said in the past that candidates who score too high could tire of police work and leave not long after undergoing costly academy training. The city spends an estimated $25,000 to train a police officer.

Jordan scored a 33 on the intelligence exam, described as a short-form IQ test that measures a person's ability to learn and solve problems. Following a policy in place for at least five years, New London police only interviewed candidates who scored from 20 to 27.

The average score nationally for police officers, as well as general office workers, bank tellers and salespeople, is 21 to 22.

[patricia]

Guaranteed continuing mediocrity. Yeah. Good idea.

I echo Maren's reaction. My God. That explains a lot.

[connoisseur series500]

"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. "

Oh. My. God.

This really shouldn't surprise us as much as it does.

One of my clients taught for years in an all-black inner city school. She was one of the only white teachers. Most of the Administration was also black.

She said that the educational standards were appalling and she was called down to her superiors whenever she gave a student an "F." She would complain that she can't pass some students when they can't even read.

I asked her whether pouring more money into the school system would help. She replied that it wouldn't do a bloody bit of good. In fact, her school had similar things to the other schools. If new books were given out, they would be in tatters within a month. Everything was treated badly. So why is it all like this? It's how they're not brought up at home, she said. Their parent(s) act like they don't care about education.

In the end, she had to get out and qualified for disability owing to depression. I cannot get her to say anything good about her former school.

I'm not saying that this woman's testimony should necessarily outweigh that of anyone elses; but it is an informed opinion. Take it as you will.

[connoisseur series500]

As a young black male, I am often perceived as dumb, lazy, promiscuous and criminally inclined.

It is sad that young black males are perceived in this way. It is definitely a deserved perception in some cases, but we should of course judge everone as individuals.

If I were a black male, I would do my best to prove such a prejudice as incorrect. I certainly wouldn't try to fulfill it. I would also be very frustrated and angry that the perception exists though it didn't fit me personally. It is very annoying but we have to deal with it.

[Alec]

Sorry to disillusion you folks, but many times the smartest people don’t make the best teachers (as a teacher I’m living proof of that B) ). Ability to teach is as, if not more, important than subject area knowledge, especially on a High School level. High expectations are good and necessary, but the tone of the reply seems to indicate that his personality and teaching skills were lacking. I would have loved to be a fly on the wall in that interview. I bet there was a lot more going on than he indicates in his column.

"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."

[connoisseur series500]

Good point, Clay....

[patricia]

Clay, if I'm not mistaken, the applicant didn't get as far as the courtesy of an interview. His feedback was in the form of the e-mail, which he quoted.

My opinion stands. I do see your point about intelligence, versis ability to teach, but the screeners, so far, had only his credentials on which to judge his suitability.

Fitting into the status quo, already established in the school would seem to be the way that sub-standard results are being obtained. In my experience, setting low standards, both at home and at school produces low standards. If that's the goal, then it's being achieved. Why, by hiring intelligent, motivated applicants, upset the expected results??

Carrying on a tradition which, unfortunately, has gotten the schools where they are today, in the inner cities and elsewhere too.

Truly dumb.

[Big Wheel]

If he didn't get an interview, how could they have known anything about his "demeanor"?

My guess is that this guy came across as a snob and that Claypone is right--there's more than meets the eye here.

[Jazzmoose]

Let's hope so, anyway!

[Alec]

Patricia----

Recently, I interviewed with a school in one of the metro Atlanta counties, only to receive an e-mail from the principal. . .

italics mine.

The line about "teaching in college" clinches it for me. The principal didn't think he could relate to high school students. All the credentials and well-meaning intentions don't mean squat if you can't teach. You have to be able to clearly get your concepts across to the students.

This isn't a case of a qualified teacher being 'too smart' this is the case of a smart man who lacks the training to be a teacher.

I'm surprised that, as smart as he is, he views this as a "conundrum." I would be a simple matter to call the principal and ask what about his demeanor made the principal believe he would be better off applying to colleges for a job.

[Ed S]

Teaching is not done through osmosis.

I don't think that he was being told that he is overqualified at all. The principal's response - worded as kindly as possible, IMO - tells all.

"Your demeanor and therefore your presence in the classroom would serve as an unrealistic expectation as to what high school students could achieve or become(or, reading between the lines, want to become - my words). However, it is highly recommended that you seek employment at the collegiate level; there your intellectual comportment would be greatly appreciated."

I would love to have been a fly on the wall for that one as well. My transaltion of the principal's response - based partly on the way he presented himself in the opening paragraphs of article - is that he probably came off as some pompous braniac who would have no chance at all of relating to his students. The intellectual comportment would go over really well in high.

I think the principal was right in this case. The guy was not a suitable candidate to teach high school students in a public school system. Students need to be able to relate to their teachers. Sounds to me that this guy doesn't have a clue.as to what it takes to be a good high school teacher.

Edited February 4, 2004 by Ed Swinnich

[Jazzmoose]

With a little distance now, I'm sure it's obvious to all of us that the person that wasn't hired might be a little biased in their reporting of the incident anyway. I know that whenever I didn't get the job I was after, it was never because I wasn't the best qualified for the job.

[Noj]

FWIW, by far the best teacher I had in high school taught US History--this friggin' guy was a genius. His class was far different than any other high school class. Typed homework assignments every night, due at the beginning of class--no exceptions, no late work accepted. A multiple choice and written exam every Friday. Every class was a lecture--take notes or miss the information. However, what really made this guy a great teacher is that he could motivate everyone to perform at the level he demanded. Every student respected him and in fact enjoyed his class. Bottom line--expecting more from students is not something that should be avoided, but required.

I say raise the bar and give students an idea of the heights they should rise to academically. Highly intelligent professors will help the cream rise to the top--I see no need to cater to mediocrity.

Edited February 4, 2004 by Noj

[Jazzmoose]

Noj, I sincerly agree with your "raise the bar" argument. I remember high school as pretty much a waste of time, except for the rare classes that were taught by teachers who did just that. However, given a choice between a teacher who is a "genius" and one who can genuinely motivate the students, I think the choice is obvious. It's that motivation that pushes children to excell, not the teachers I.Q. score...

[Ed S]

No doubt that raising the bar etc etc is good for kids and the education process. To me it's quite clear from the principal's remarks that no matter how intelligent this applicant was, he did not have the skills to relate to and/or motivate the kids. That "intellectual comportment" remark is very telling. Like I said above, to me it translates to pompous braniac. The guy seemed very eager to tell us exactly how smart he is and all that he has done. I'm guessing the interview went very much like that.

Out of curiosity Noj, how would your characterize you history teacher's demeanor and comportment?

[Noj]

Out of curiosity Noj, how would your characterize you history teacher's demeanor and comportment?

Ed, he related to the kids very well and had a great sense of humor. Everyone genuinely liked him as a person. Extremely well spoken, he commanded the attention of everyone in the class, buzzer to buzzer.

[patricia]

Patricia----

Recently, I interviewed with a school in one of the metro Atlanta counties, only to receive an e-mail from the principal. . .

italics mine.

The line about "teaching in college" clinches it for me. The principal didn't think he could relate to high school students. All the credentials and well-meaning intentions don't mean squat if you can't teach. You have to be able to clearly get your concepts across to the students.

This isn't a case of a qualified teacher being 'too smart' this is the case of a smart man who lacks the training to be a teacher.

I'm surprised that, as smart as he is, he views this as a "conundrum." I would be a simple matter to call the principal and ask what about his demeanor made the principal believe he would be better off applying to colleges for a job.

Sorry Claypone. I stand corrected.

But, I agree with Noj that by setting the bar high and challenging the students, best results are at least a possibility.

Relating to high school students does not mean being like them and speaking like them. It means capturing their interest and nurturing their thirst for knowledge, if it exists at all.

Being a snob means different things to different people. Whatever the schools are using for standards now, at least in the inner cities, doesn't seem to be working, judging by the dropout rate. Why not try someone different?

[Ed S]

Out of curiosity Noj, how would your characterize you history teacher's demeanor and comportment?

Ed, he related to the kids very well and had a great sense of humor. Everyone genuinely liked him as a person. Extremely well spoken, he commanded the attention of everyone in the class, buzzer to buzzer.

Sounds like a great guy. I had a Social Studies teacher much like that in my Junior year of High School. His name was David Borgioli. Very demanding, precise, and intelligent. No nonsense from a work standpoint but engaging from a teaching standpoint. Great sense of humor. I'll never forget the day that he announced that in his 20+ years of teaching he had never given a A, until I earned one in his class. Funny thing is, he quit teaching after that year and went to work as a toll collector at the broder crossing between Buffalo and Fort Erie.

[connoisseur series500]

I'll never forget the day that he announced that in his 20+ years of teaching he had never given a A, until I earned one in his class. Funny thing is, he quit teaching after that year and went to work as a toll collector at the broder crossing between Buffalo and Fort Erie.

Giving out that 'A' broke him, Ed.

[Jazzmoose]

No kidding! It's like he spent his whole life carrying that "A" around, and once he got rid of it there was no point...

The best teacher I had was the one that took a kid who'd failed Algebra twice, had a horrific mental block in math, and not only took him all the way through Trig, but got him to actually enjoy the subject! Amazing. Was she a genius? I don't know. But she sure knew how to teach!

[Jazzmoose]

Whatever the schools are using for standards now, at least in the inner cities, doesn't seem to be working, judging by the dropout rate. Why not try someone different?

Maybe I'm just a defeatist, but I really don't think you can isolate the schools in the inner city and fix them. The whole culture of the inner city has to be elevated; fixing just the schools strikes me as hopeless...

[patricia]

Whatever the schools are using for standards now, at least in the inner cities, doesn't seem to be working, judging by the dropout rate.  Why not try someone different?

Maybe I'm just a defeatist, but I really don't think you can isolate the schools in the inner city and fix them. The whole culture of the inner city has to be elevated; fixing just the schools strikes me as hopeless...

I hope you're wrong. My feeling is that since the parenting skills seem to be stretched to the limit at home, or non-existant in some cases, the teachers are being charged with not only motivating the students. They seem to have become almost surregate parents, teaching values which should already have been hard-wired in the first five or six years, most of that at home.

I'm not just talking about poor kids in the inner cities either. Sad.

[Big Wheel]

Part of the problem is welfare reform. There are a lot of single mothers out there who have to work two jobs and have no way to take care of their kids.