In this series, “Staff Reflections,” we introduce the members of the Innovations for Learning team, who will tell us what brought them to our organization and why they’re excited to do this work.
Today: Cary Zakon, Director of TutorMate Operations.
As I enter into my second decade with Innovations for Learning, I am as excited and motivated as ever to serve our mission.
I came to the organization after a few years as a budget analyst and a few more as a network administrator. Something felt out of balance at those jobs, so I tried my hand at working with high school students through a non-profit that taught young people how to refurbish computers. I enjoyed the experience, but it was not the right organization for me.
Then I had the fortune of being introduced to Seth [Weinberger, IFL’s founder], who offered a new challenge — to battle illiteracy by assisting inner-city schools in the task of teaching beginning reading. His proposal and approach made sense to me. At Innovations, we use technology to engage and impact a young student’s path early on. Seth had a vision and I found a happy home.
Seth hired me in February 2002 to help grow his program, and we did. As we grew, so did my role — from acquiring, refurbishing and maintaining equipment to training staff and students, benchmark-testing our students, and conducting program development sessions. I have memories (and actual pictures) of my home filled with computer equipment. Seth hadn’t mentioned warehousing in the job description.
Along with two other coworkers, we began in Chicago neighborhood schools. At times, it was a difficult to witness the impact of poverty on young students and to observe negative school cultures. But I also got to work with some extraordinary teachers and staff.
I was touched in a way that I have not been able to shake since.
I wanted to help. I wanted to offer something that could engage students and make the classroom experience easier. I loved seeing the smiles on the kids’ faces as they used our materials. I appreciated how our program helped some teachers gain better control of their rooms and gave more students their focused attention.
We started to see successes, and students were clearly engaged with our software. The downside, however, was using refurbished computers—we were in a difficult cycle of receiving donations, refurbishing, repairing, and repairing, and repairing some more. The hardware portion of our program was not sustainable and had to change if we were to survive.
Seth had a courageous vision for our next phase. In 2008, we began to manufacture our own handheld device. The goal was to create a device that was easy for a student to use, anywhere in the classroom, and easy for teachers to store, charge, distribute, and to adjust for differentiated instruction.
Getting into the manufacturing business and migrating our software to a new platform was an ambitious undertaking. Maybe too ambitious: Over the the next few years, we learned we were innovators but not necessarily manufacturers. When the TeacherMate hardware worked, it was fabulous. The glow of students reading stories, recording and hearing themselves for the first time, being thrilled at completing one of our word challenges — it was intoxicating. (Although, to be completely honest, it could have been the knowledge that so many kids were listening to my voice reading the instructions, comprehension questions, and second grade stories that was so intoxicating!)
But the reliability of the TeacherMate hardware in the classroom setting proved tougher than we’d hoped. Our answer came when prices fell for handheld devices made by other manufacturers. Today, our cloud-based management system works fabulously using devices like the iPod and iPad.
We have come a long way.
Though my voice remains prominent in students’ ears, my role is shifting. I now manage our corporate partners and support their volunteer efforts in our TutorMate program. Tutors play a very special role in giving students one-on-one attention and reinforcing the kids’ classroom work.
Imagine being a fly on the wall as a ring is heard inside a classroom.
A 7-year-old (our student greeter) pauses whatever they are doing to answer a call on the tutoring laptop. With a few clicks, they help a classmate connect with their tutor. The student starts a 30-minute reading session with a caring adult. The computer screen flashes the pages of a story that the tutor controls — the same stories that the student is reading in class on his or her handheld device. Students practice words, acquire fluency, gain confidence, and learn to read
Watching this happen in real time is precious. Knowing that the world is filled with caring volunteers, and that corporations are willing to donate employee time to reach out and make a difference gives me great hope. I am thrilled to help our TutorMate program flourish.
I appreciate doing work that is meaningful to me in an open, thoughtful environment. IFL has fostered this approach from Day One. Seth proved to be a mentor, leading with vision, tenacity, and plenty of patience. It’s been exciting to have new coworkers come aboard who share a similar sensibility and drive. We now truly have a community, people I want to talk to, people I want to assist, and people who want to assist me (which is especially helpful as I navigate work being a new dad)
My patient life has mirrored IFL’s patient approach. We are not in a rush, but we will both get there.
— Cary Zakon
Some of the people who volunteered as tutors this year became pretty attached to the children they helped learn to read.
Take Lisa Mach. An engineer for the Port of Seattle, she tutored a first-grader named John at Seattle’s Martin Luther King Elementary School, speaking to him every week by phone from her desk at work, going over his lessons for a half an hour as each looked his reading assignment on their respective computer screens.
When it came time to meet John in person at an end-of-the-year party for tutors and students, however, Lisa had to be out of town. She felt badly about missing the chance. So she composed a card for John to be delivered in her stead.
She put a picture of herself on the cover. On the inside, she listed a dozen suggested “Summer Books After First Grade” and wrote a message:
I can’t be there to visit you at school today because I am on a trip visiting my baby grandson.
I sent this card to tell you what a really GOOD reader you are. I liked that you sounded out every single word until you knew what it was. I also liked that you used your voice and gave the words feeling. If the story was fun, you made it sound happy. When a boy or a girl was scared, you made it sound a little scary. Soon you can read longer stories about people and their adventures.
I hope you can visit the library during the summer and get books to read so you will be a strong reader when you go back to school for second grade.
Have a fun summer!
“I am really glad the card worked, though I sure would rather be there to meet him in person,” Lisa said last week in an email. “This is my first time with TutorMate. I have a small sense of what it might be like for teachers to say goodbye to their little ones at the end of each year.”
With the school year ending, many Innovations for Learning tutors are visiting the classrooms to meet in person the children whose progress in reading they’ve been guiding long distance, via telephone and computer.
Jacqui Howze, an administrative assistant at the law firm DLA Piper LLP in Chicago’s Loop, remotely tutored a young boy at Fiske Elementary on the city’s South Side. Her office is in a gleaming office tower created by famous architects. At Fiske, 95 percent of the children are classified as low-income.
She visited the classroom the other day for the first time — and loved it so much that she sent this note to the teacher:
Good morning Mrs. House,
I would like to thank you for allowing me and the Innovations For Learning tutors to visit your classroom yesterday. It was the highlight of my day!
I enjoyed meeting Kavin and the other children. You have a wonderful group of students who display a passion for learning and who have respect for you, their fellow students and their school. I am very proud to be a part of it all.
I would like to say Kudos to you for the way you handle your class and for all that you do for those lovely little minds. You too are wonderful!
I look forward to tutoring next year and I would like nothing more than to continue to tutor Kavin, but in the event that I cannot, I know that whomever I tutor will be just as bright and eager as Kavin. Thank you again Mrs. House for having us and I hope to visit your classroom again next year.
Have a wonderful Summer!
The teacher replied:
What a beautiful note! I was very enthusiastic, as were my little ones, to meet you guys as well! With your support, my kindergartners have skyrocketed in their levels of reading and writing. I know because all of the skills that you worked on were revisited by me and I saw the major jumps.
It feels so great to know that all of the hard work is seen because I am working constantly to keep the kindergartners at a higher level than the norms. I am so grateful to TeacherMate/Innovations for Learning and my students were eagerly waiting for your calls/sessions. I watched them go from dependent, curious minds to independent, conscientious thinkers, still curious (smiles).
I, too, agree that you should stick with Kavin and the other tutors should stay with their little ones. You can definitely track the growth by following. Thanks so much and talk to you soon…
— photos of Fiske Elementary by Brian Jackson/Chicago Sun-Times
At most Innovation for Learning end-of-the-year get-togethers, tutors travel to schools to finally meet the students they’ve been helping each week over the Internet.
Denver did it differently.
On Wednesday, buses delivered children from two elementary schools to the city’s Janus Capital Group headquarters for a rooftop party.
Some 40 first-graders from the two schools, College View Elementary and Cheltenham Elementary, lined up for fruit, cookies and a book — and then sat down with the Janus employee who’s been helping them learn their ABC’s. Together, they started the kids’ summer reading.
Denver Public Schools used IFL’s offerings in five classrooms this year as a pilot. Plans are to expand to 20 classrooms next year, said Dan Weisberg, national director for IFL’s TutorMate program.
All the volunteer tutors came from Janus. The Denver Public Schools Foundation provided invaluable help in setting everything up.
It’s clear from the pictures that a good time was had by all.
— photos by Dan Weisberg
It’s the time of year for Innovations for Learning tutors to be making plans for end-of-the-year get-togethers with the students they’re helping learn to read.
About 1,300 adults are devoting a half-hour each week to communicating, via telephone and the computer, with children in low-income neighborhood schools. From their desks in corporations like AT&T and agencies like the U.S. Coast Guard, the grownups are giving first-graders some precious personal attention and encouragement to get them started on a successful path through school.
To cap the experience, the volunteers will travel to the kids’ classrooms to read stories, play word games, enjoy story-building exercises, and — very often — bask in the glow of the kids’ appreciation.
This year, the process for signing up and planning for these school visits is streamlined, thanks to a new computer program on the IFL web page for tutors that allows tutors to sign up with a click on the “RSVP” button and to see instantly who else among their coworkers is planning to attend. The new tool also lets classroom teachers and TutorMate coordinators see how many visitors to expect.
The new system went active earlier this month, thanks to crucial help from IFL’s partner for technical matters, Photon, based in India.
Until now, organizing the end-of-year visits was rather haphazard. “We never knew who was going to come,” said Cary Zakon, IFL’s director of TutorMate operations. “Now, it gives us some foresight. If we see that registration is lagging, we can send out reminders to the coordinators. And if we get fewer than three people signed up, we’ll cancel the event.”
Hopefully, that won’t happen very often. Because one thing that tutors, teachers and students all have learned — these are great events.
As one tutor told us after a visit last year: “It was so great to have an opportunity to meet our students — we had an amazing time! The students were so excited to meet us in person and and they loved the books and our token gifts.”
For more information on the visits and registering for them, click here.
Photo: JP Morgan Chase employees at classroom party, 2011. From IFL video.
In this series, “Staff Reflections,” we introduce the members of the Innovations for Learning team, who will tell us what brought them to our organization and why they’re excited to do this work.
Today: Caryn Weiner, Co-editor, Publications.
I have known Seth Weinberger, Barb Goodman and their family for many years and had the pleasure of watching Seth’s wheels turning as he conceived and incubated what is now, 20 years later, Innovations for Learning.
Our children were young, and Seth, Barb, and I helped to found a nonprofit preschool in Evanston, Ill., that focused on inclusion. For years after that, Barb and I worked as partners in a volunteer capacity to raise funds and awareness for our venture, all while raising our families.
I didn’t know 30 years ago how my work and personal life would intersect and come full circle.
My first job after completing my masters degree in social work was with a YWCA program in the Uptown neighborhood in the Chicago which housed an early childhood Title XX daycare program and an after-school program for school-age kids.
My next job was as a therapist with adolescents and families at Response Center in the Chicago suburb of Skokie. I also worked closely with the schools in the area presenting programs and workshops for students and parents, as well as school staff.
I also had a stint for many years as a Roving Reader, a program founded by the Foster Reading Center in Evanston to promote literacy and now part of Child Care Center of Evanston. It was originally designed for school-age children, but by the time I joined, the program focused on early literacy skills — the building blocks for future success in school.
I visited a number of daycare homes twice each week. My job was to expose the kids and their daycare providers to quality literature and to offer stimulating and enriching experiences related to literacy.
Over the years, I formed lovely relationships with the providers and watched as their charges grew up and moved on to kindergarten. My hope was always that I had left them with a love of books and reading.
Then, four years ago, I had the good fortune to join Seth and the amazing IFL staff, part time, as Barb’s work partner. Our mission then was to grow the online tutoring program, which today is known as TutorMate. That program grew, and as new full-time staff came onboard, Barb and I stepped back.
To watch TutorMate develop into the program it is today has been amazing.
Back in the day, Barb and I did trainings in person with a slide show. The program itself was much less interactive and dynamic. There was no help desk, no online sign-up nor phone conference training, and there were way more bugs!
Still, each time we went out to talk with or train volunteers at their workplaces, it was quite clear that something wonderful was going on.
Tutors loved being part of their students’ lives each week, and their coworkers were hearing about it and wanted to participate, too. Heartwarming stories about tutoring and its rewards were being shared. And when Barb and I went out to visit classrooms and had the privilege of meeting the students and teachers, that was just further confirmation.
We spent lots of time online and on the phone with tutors and teachers: training, helping with scheduling, troubleshooting technical issues, and getting to know them personally. Many are still with the program. Compared with the scope and quality of today’s TutorMate, they were pioneers!
Today, my role is a bit in flux as Seth’s wheels continue to turn and new projects and ideas form. Barb and I are now working on communication projects and the annual report. I look forward to whatever my new role with IFL will be – and to watching the organization grow.
I’m known at Innovations for Learning as a tech guy, but I’ve done a little of everything over the years — from restaurant ownership to law enforcement to mortgage brokering, as well as computer repair and maintenance.
I came to IFL in the summer of 2009 to fill a temporary position doing TeacherMate field installations in Chicago Public School classrooms.
My position has morphed. Now it’s mainly online tech support for our TutorMate program. My main task is to provide real-time support for our volunteer tutors and students coast to coast. I work from a bank of computer screens in suburban Chicago, communicating to dozens of classrooms every school day.
Keeping that all going has its challenges. When you combine kids and personal computers, you’re going to have lots of little things go wrong: adjusting the volume, resizing windows, closing programs that students open by accident. Children often change settings on the PCs in the classroom, sometimes disrupting tutoring sessions in mid-session, or prevent them from starting.
I have created my own systems to keep us afloat. My mornings are filled with preparation, preparation, and more preparation — making sure I am properly connected remotely to all the classrooms, for starters.
As you might imagine, new technology is not always 100 percent, so we are almost always finding ourselves thinking outside the box when trying out solutions. And I’m always communicating with teachers to correct problems or fix the settings themselves.
Although I provide support to so many, I myself receive support from many team members. This goes a long way to getting to our collective goals.
My perfect scenario is seeing all the processes of tutoring flow together to create that great tutoring experience.
Every year there are certain classrooms, teachers and tutors who just get it. They come together time after time to get their sessions up and running, like a mini orchestra. From these observations, I can always predict which classrooms are excelling, it’s a pleasure to watch it unfold. That makes my day.
My goal is to see more of those classroom-tutor-teacher combos excel as they get it.Frank Spranze email@example.com
The two are 20 miles apart, but connected by headphones and laptop computers. Software from Innovations for Learning’s TutorMate program is making the session possible.
Seven-year-old Daniel Estrella-Rodriguez “meets” twice a week with Tracie Zettler, of GM. She’s one of 120 volunteers working with IFL in the Detroit
The twice-weekly tutoring has improved the 7-year-old’s ability to read — from 14 to 35 words a minute. It also has benefited Zettler, who has donated her time to other causes such as Habitat for Humanity and the Special Olympics.
“I love to help people and I love to volunteer,” said Zettler, a logistics planner at GM. “I have butterflies when we talk. I feel like I want to hug him. And he tries so hard.”
Daniel, a quiet boy with brown hair and an easy smile, said, “Miss Tracie helps me sound out a word if I don’t know it” and she “tells me that I’m good and that I’m paying attention.”
At GM, the program is so popular there’s a waiting list for would-be tutors.
The second-grader’s teacher tells the News’ Jennifer Chambers that the 30-minute tutoring sessions, which began in October, have helped him beyond improving his ability to read.
“I’ve seen an increase in his self-esteem,” said teacher Cecelia Ly. “They get special time with someone who cares about them. It makes them feel special.”
Read the whole story here.
photo: The Detroit News