PHFS Hires Educator to Work with Kids
As COVID-19 disrupts education, services, and life across the country, children and youth experiencing homelessness are especially vulnerable. Parents in this situation do not have the option to enroll their children in private pods, hire tutors, or afford daycare to educate and care for their children while they work.
We are thrilled to share that we recently hired an Education Assistant to engage and support the homeless children and families living in shelter at Family Village to help them thrive in school!
Hear from life-long educator Elaine Vislocky about her first few weeks in this role.
I’ve always considered myself a life-long learner but I guess it would also be true to call me a life-long educator as well. Whether as a parent, classroom teacher, staff developer, or district administrator overseeing technology and curriculum, my passion is for sparking a love of learning. Most recently, I was traveling to school districts across the western US to help teachers improve their students’ literacy skills, but of course that came to a sudden halt last year.
Education Assistant, Elaine Vislocky, in Family Village’s Library
I shifted to part-time work for the past few years and have actively sought out opportunities to do meaningful volunteer work in my community during my free time. Having moved to Portland from a suburb just north of New York City, I saw this as a great way to become more connected to my new home. For a while I worked in the Old Town section of downtown Portland and, every day, saw evidence of people without homes. Naturally I decided that finding a way to help address this problem would be important and gratifying work.
I began volunteering at PHFS as a Kid Time Host, and helped out with whatever came up (e.g., mailings, moving to the new building, setting up for the holidays). As needs shifted and safety protocols limited engagement with residents, I wondered how kids were managing with school. I heard from former colleagues about the challenges of teaching during the pandemic and imagined how difficult it must be for families (both parents and kids!). I had difficulty imagining what it must be like for PHFS families and so I reached out to Director of Community Engagement, Bethany, to see how things were going and how I might help. Coincidentally, she shared that a new Educator Assistant position was waiting to be filled.
Since the position was new and dealing with the pandemic involved treading new territory, Executive Director, Brandi, and I shared our visions for what the position might accomplish and agreed that we needed to begin by gathering relevant information from the families about both their current experiences with school and their perceived needs. My goal was to gauge their needs with respect to access (to school, networks, hardware and software), ability to effectively use their resources, and motivation. The key to every effort I undertake is flexibility!
While I tried a paper needs assessment, face to face interactions (at a safe distance) have been the most effective. It is clear that when students are enrolled, they are well equipped with Chromebooks and know how to log on to their classes. I have been impressed with their ability to navigate smoothly from Google Meet to connect with their class, to Google Classroom to access their assignment, to a breakout room to share with a small group of classmates. The real challenge for students is staying focused and motivated. It’s difficult to engage with distant faces and voices for extended periods of time. Like adults who have transitioned to working from home, students have lost the boundary between being home and going to school. They are challenged to create new routines to keep them on track. I’ve noticed that PHFS students aren’t the only ones attending class while laying in bed!
I’ve recommended headsets to some kids to help them focus. It’s much easier to be attentive to a voice that’s right in your ear, especially when there are lots of other competing noises around you. I’ve sat nearby when students are online as a way to provide support, even if just through my physical presence. When possible, I question students so they can talk about their learning and I provide guidance when they are struggling. I’ve worked with some parents to get their pre-school kids connected with a HeadStart program and other parents to secure the help of an Outreach Coordinator to help their teenagers find an appropriate educational setting.
To provide motivation and enrichment, I have offered a schedule of what I call “Learning Bits” outside at a picnic table on different topics. One afternoon some kids joined me for virtual story time with the Oregon Symphony. We listened to Tanka Tanka Skunk, with percussion accompaniment. I have also been delivering books, puzzles, activities, and art supplies to individual kids based on their expressed interests.
As the Education Assistant, I believe one of my primary responsibilities is to help families feel connected and supported with regard to their educational needs. So when I see a child’s eyes sparkle at the sight of a book I’ve brought them, detect a grin of accomplishment after working together on a difficult problem, or hear a giggle of joy at the prospect of biking after the completion of a lesson, I feel a sense of accomplishment.
