“Life is what happens when you’re planning something else.” – John Lennon
RESUME
Auletta, Patricia resume
CERTIFICATIONS(S)
SDL/SBL
SPED N K 1-12
English 7-12
Elem Ed N K-6
Most resumes begin wih the most recent events, traveling backward with the oldest at the bottom. I choose to list mine opposite as I continue to be amazed at the direction life led me and the story it tells.
Suffolk Community College, Selden, NY
I never intended to be a teacher. It was not one of the careers I dreamt of as a child, considered after high school, or began college considering. I began Suffolk Community College in 1978 with the idea of being a physical therapist. However, marriage interrupted my studies before I had gotten too far and it took me 9 years and 4 kids to return. I returned as Journalism major and completed my AA with writing on my mind. But then a professor asked if I’d be willing to tutor another adult returning student, which I did, and I found that I loved teaching!
St Joseph’s College, Patchogue, NY
I transferred to St. Joseph’s College where I began as an English major. Unfortunately, although I felt that the English curriculum was strong and I was learning all of the great literature, I didn’t feel that I was being prepared sufficiently to teach that literature to others. After my first semester, I changed my major to “Child Studies” (Elementary Education) where the curricular emphasis was on teaching techniques rather than pure content. I graduated St. Joseph’s College in 1996 and became certified to teach Elementary Ed, N, K 1-6, and English 7-12.
My goal at this point was to teach primary grades. I wanted to catch those kids early and teach them to love reading and writing before they got to the high school and had to digest those literary masterpieces I had been taught in the English curriculum.
But there were no teaching jobs in 1996. People had been excessed, budgets were tight, and there were hundreds of applicants for every rare opening. Biding my time, I accepted a job as a Teaching Assistant in a 1st & 2nd grade self-contained class for students with Emotional and Behavioral Disabilities in a Sachem Elementary school and headed off for my Master’s Degree.
Hofstra University, Hempstead, NY
My focus still on writing, I headed off to Hofstra University for a unique Master’s program “Teaching Writing”. The only program of it’s kind locally, I was enjoying the coursework as I continued to seek a full time position teaching in a local elementary school. Interview after frustrating interview, I learned that I needed to work more on my interviewing skills than strengthening my skill and content knowledge. However, at an interview for an elementary Resource Room position in Sachem, one of the administrators on the panel was quiet until the end when she said, “Are you certified special education?” I was not. She told me to get my special education certification and come back and she would hire me! So with only a few courses left in my MA in writing, I headed off to find a Masters program in Special Education.
Dowling College, Oakdale, NY
With 4 children, all now in school and busy with all the extracurricular programs that kids just have to be involved in, I knew I couldn’t stay in school and work at a TA salary for long, so I chose Dowling College’s MA in Special Education and completed the program in 3 semesters! It was a grueling 3 semesters, but at the end I returned to Sachem with Special Education certification in hand, eager to start my gen. ed., Elementary career. Jobs, however, were still scarce and, once again, interviewing became my “job”.
Two weeks before school started in September, I was in Florida visiting my in-laws when the call came. “Would you be interested in a job teaching special education at the high school?” Special Ed? High school? OK. I have that English certification. I can do this! I rushed home, run up to district office, signed the papers and headed for Sachem South, at that time one of two high schools where only 9th and 10th grades were taught. I met eagerly with the department chair and asked about getting a copy of the English curriculum. I only had a little over a week to prepare! She looked at me surprised and informed me that I’d be teaching 9th grade history and 10th grade math! My two worst areas!!! I was terrified, but got copies of the curriculum and started pouring over them day and night, taking notes, making outlines, and developing Power Point presentations. The next call came 4 days before the start of school. There had been a change. I’d be teaching Biology Skills and Earth Science Skills instead! Back to the drawing board!
I was terrified at first. The biology I was ok with, but I had never even taken earth science myself! By this time my youngest daughter was in 8th grade and taking earth science honors, so my children became my teachers that year and I made it through. Eventually, I learned to love earth science and have been teaching it since!
Dowling College, Oakdale NY (part II)
Continuing education for step raises was encouraged and many of my teacher friends were taking in-service courses and anything else that would satisfy the step requirements with the least work. I decided to continue on instead, and in 2001 returned to Dowling College to pursue my certification for School District Administrator (SDA), which I completed in May of 2003.
Sachem “Special Education Summer School” (SESS)
Back to interviews. Being unsure of exactly where I wanted to be in administration, it occurred to me just how far I’d come from my gen. ed., elementary only mindset. Now I was not only mentally geared towards high school, but my focus switch completely to special education.
In late June I interviewed for a position as the Assistant Principal of Sachem’s “Special Education Summer School” (AKA Extended School Year Program). I got the position and started on July 1st. This single experience would change my life, personally, educationally, and professionally.
I had never met a leader to compare with the program’s principal, Anthony Santo. A quiet, unassuming man, I had known Tony previously as a teacher of the visually impaired at my high school. In summer, though, I got the chance to truly learn leadership at it’s best. Tony had 2 very simple philosophies.
- If you give your staff ALL of the materials, supplies, and support necessary to do their jobs, they will do their jobs, and in an exemplary manner! Such a simple thought, but a powerful one. Tony didn’t chase the one or two people who might not be doing the “right thing”, but instead he recognized, praised, and supported the other 100 who were doing the right things, and offered gentle, kind, support to those lacking in any way. He spent his days trying to “catch” people doing great things and he never had any lack of opportunities! Staff and students entered the building each morning smiling and, after 6,5 hours on hot summer days, they left the same way!
- When making administrative decisions, Tony’s philosophy was also simple and clear and when he passed the program on to me in 2007 when he retired, this was his advice to me. “It’s all about the kids, Trish. When the going gets tough… when budgets and staffing and outside influences start to cloud your path, step back and think to yourself, “what’s best for the kids?’” It really is that simple.
For years, I thought this was just Tony’s way… something unique that I could strive to duplicate, but could never really be because, of course, I’m not Tony Santo. And I am right. I can’t be Tony, but I can keep my mind on those two simple philosophies, ones that brought a program from 9 students and 2-3 teachers to one with 29 sections, nearly 300 students, and almost as many staff.
St. John’s University, Oakdale, NY
I’ve always wanted to go back to school for my doctorate, but between raising a family, teaching, and administrating, I just haven’t found the time. This year, a close friend completed his administrative certification and was looking to get a cohort together to start St. John’s Ed.d program, 6 years from retirement, I decided that if I really wanted to do this, it was now or never.
Having always been the “adult returning student”, I had never experienced a cohort model before. I had no idea what I was missing! I believe that I have learned as much from the other students in my cohort as I have in my actual coursework! Each of us coming from different places, districts, cultures, and experiences, I am finally able to see outside my “Sachem-centric” experiences and see how things are done elsewhere. I am also able to share my experiences with others.
I am anxious to see where this new path will bring me.