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The choices we make define the paths we take. For Mindy Weidman, the choice to pursue a master’s degree in History led to the path to apply for Teach for America. After her first day in the classroom, she realized she found professional kismet in teaching. Her story starts with the desire to teach. Her path is an unfolding journey in the spirit of leadership.
As a Teach for America participant the two-year commitment to teach in low-income communities is what initially brought Weidman to Newark. Starting out as a high school social studies teacher, she instantly fell in love with her students and Newark. Aspiring to improve the quality of education but frustrated with district parameters, Weidman first worked within the system by designing exams, study tools and tracking records to move the students forward. Success was evident as the district adopted her designs.
During this time, her Teach for America roots furthered her path, as it became the professional nexus that drew six of its alumni together to found B.R.I.C.K. The not-for-profit organization’s name is an acronym weaved into their mission to “Build Responsible, Intelligent and Creative Kids.” Conceptualized by Dominique Lee, the team of six worked together for almost two years, planning and putting their vision into practical play. That vision through B.R.I.C.K. is to help reform chronically failing schools. A key design of its success empowers teachers to be leaders of the school, running all aspects of the institution.
What B.R.I.C.K. has done is partner with Newark public Avon Avenue School to help turn the failing school and its 650 students into a success. Weidman’s current role in the process is the data specialist and technology coordinator. In addition to classroom time, she complies data for reports and statistical analysis to help determine success and improvements. By playing a critical role in the reporting process and looking into interim and tracking quarterly assessments, Weidman is the epicenter for curating, interpreting and disseminating the tools for gauging progress.
This being the first year of collaboration with the school, statistical progress wasn’t readily available. What Weidman can measure are the everyday successes that keep the students engaged and inspired. “You get to give the students personal time and attention,” she said. “They know I’ll be there,” she further states. A testament to that is the typical long hours she spends with the students. Of the time commitment she reveals, “When you love what you do, 10 hours flies by.”
Weidman is now looking to move her skill set to the next level. Accepted into the New Leaders for New Schools program, she will spend the year shadowing and working alongside administrative leaders learning how to run a school and elevate her colleagues. She is looking to move the schools forward so they do what they are supposed to do and “the kids can make it out of poverty.”
Reflecting on her teaching journey Weidman opines, “When I came out of graduate school, what opened my eyes and helped me is that so often these communities get a bad rep. It is not their fault the education system is failing them.”
It is that mindset that keeps her in Newark and on the path for advancement of her students — and herself.
Photo Credit: Antonella Rao
