Jamal Murphy is not a typical NIU College of Education teacher-licensure candidate.
Raised on the West Side of Chicago, Murphy encountered an eighth-grade teacher who told him he would drop out by his sophomore year. What? Not finish high school?
“Once you tell me I can’t do something,” he says, “I want to do that.”
When he arrived at NIU – a campus that his high school counselor deemed too big for Murphy – his initial years proved heartbreaking to him when he realized how far behind he was academically.
Now set to graduate in May 2018 with a bachelor’s degree in elementary education, he is ready and eager to provide to younger generations what he believes he was cheated out of – a positive school experience that just might save their lives.
Murphy is also making plans to become a principal someday, as well as a fierce advocate for the educational rights of students of color.
Until then, however, he is happily and productively immersed in the professional training ground of Altus Academy, where he is student-teaching for a year.
Founded by a group of NIU alumni and opened in August of 2013, the school in Chicago’s rough North Lawndale neighborhood is “up the street from mother’s house.”
It’s a perfect fit for Murphy, who fits all of those target audiences.
“He grew up in this area, and he recognized that had he had an opportunity to be in an academic space like this, it would have benefited him. He wanted to go back,” says Portia Downey, professional development coordinator in the NIU College of Education.
“He’s connected with the students and their parents in a way that’s so meaningful. They trust him because they see that he understands and identifies with them. He’s embraced this idea of serving the underserved,” adds Jennifer Johnson, director of teacher preparation and development in the college. “He really has become a part of the climate and the culture there, and is considered a member of the staff.”
Downey enjoyed her opportunity in October to see Murphy in action.
She also was energized by confirmation of her prediction that Altus founder, president and principal John Heybach, who holds two NIU degrees, would mentor Murphy and provide him with enriched experiences.
Private, independent and not-for-profit, Altus aims to provide an excellent college preparatory education to underrepresented populations, including students from historical minority groups, low-income households and first-generation college households.
As part of Educate Local, Downey escorted a group of TLEE 385 students to Altus to lead a “readers theater” activity with the Altus children. TLEE 385 – “Differentiation in Elementary School Instruction: Field Experience with Diverse Learners” – provides clinical experiences to teacher-licensure candidates in their second professional semester.
NIU’s students worked with the Altus children on fluency, voice and reading with expression. They also engaged in character education, encouraging the children to support each other.
By the end of the day, the children performed four works that Downey chose for their messages of social justice: “America Poem,” “Crab and the Stone,” “Henry’s Freedom Box” and “Sadko and the Thousand Paper Cranes.”
The experience offered the teacher-licensure candidates more than invaluable practice in instruction and classroom management.
“We talk about how poverty can have an impact on instruction and learning,” Johnson says. “They were able to see and experience the effect that engaged instruction and positive environment has on learning.”
For Murphy, those are the classmates and experiences of his own childhood. He is learning lessons of another kind.
“Altus is teaching me how to plan. It’s teaching me how to be organized. I’m the most organized I’ve ever been in college and in my own life,” he says. “You start to understand yourself better. You understand who you are as a teacher.”
The Altus configuration – classes are grouped into three levels: second-, third- and fourth-grades; fifth- and sixth-grades; and seventh- and eighth-grades – has challenged him to find innovative ways to make the curriculum fresh and interesting for sixth-graders who learned it the year before.
Meanwhile, he is pushing himself to develop lessons and activities about history that resonate with children.
“Of course you should teach World War II, but one thing I’m realizing is that kids are not engaged by those things,” Murphy says. “They were born in 2007. Who cares about 1940?”
Spanish is also on his menu – something his fifth- and sixth-graders are teaching him.
“Never in a million years would I have thought I’d have a student teaching me Spanish,” he says. “I’ve learned that this is just about being open to new ideas, and not being scared or timid, but just hearing the students out, hearing the staff out, never taking anything personally but just taking the lessons they’re trying to teach me.”
Altus staff, for their part, are encouraging not to fear failure.
“I get a great vibe from them. They’re open to my ideas. They don’t shove me off, and they let me make mistakes,” Murphy says. “You try to have your one way – ‘this is the way’ – but they literally are letting me make mistakes, and I feel that’s how I’m learning. Those mistakes make me better. They’ve already made me better.”
Murphy’s immediate plans are to pass the edTPA, which measures a teacher-candidate’s abilities in planning, instruction and assessment, and is required to obtain teacher licensure in Illinois and several other states.
He also is excited to bring his mother, Margaret Murphy, to DeKalb for commencement in May.
“I want my mother to have that experience of coming to a college campus and seeing someone graduate,” he says, “to show her that it really does happen, that it’s not just on TV. It’s not just on ‘The Cosby Show.’ It’s not just on ‘A Different World.’ ”
Following his return to the Chicago Public Schools, and his eventual master’s degree that will qualify him for a principal’s position, he hopes to make a similar mark in Arizona.
The Grand Canyon State’s Senate Bill 1070, which requires immigration status checks during law enforcement stops, motivates him to become a champion for students from families that fall under such suspicion.
It exemplifies his recognition that “kids come from different backgrounds,” and that all deserve an effective education.
His eyes were opened during a clinical experience in a suburban, predominantly white school. While those children were not enduring the poverty and food deserts of the West Side of Chicago, many did live in single-parent homes racked by divorce and the emotional stress it causes.
Ultimately, his goal is to create positive change wherever he is employed.
“I want people to speak of me highly. I never want to have a negative connotation. I want to be a great advocate for learners and for other teachers. I want to challenge myself to become a better leader and a better person. I want to make my school district a better place,” Murphy says.
“I just want to do the job to the best of my ability. If you’re not trying to be the best, then what are you doing it for?” he adds. “I really thrive on being challenged, and I’ll never get tired of having challenges.”