Zenaida Ortiz teaches math and Spanish and Cynthia Murphy teaches English at Springfield High School, 1 of 8 alternative schools in Springfield, Massachusetts.
Editor's note: This article is the second in a three-part series documenting the success struggling students can find at one of Springfield's alternative high schools.
The first part in the series on students at Springfield High School was published Friday. »
The third part on administrators will be published on Tuesday.
SPRINGFIELD — The moment Zenaida Ortiz walked out the door after being hired for her first teaching job at the Massachusetts Career Development Institute, she was stopped on the street by a man who told her she was crazy.
"Why would you want to work there with those bad kids, that's what he asked me," she said. "I told him they are just kids, how bad can it be?"
Twelve years later, Ortiz is still working as a math and Spanish teacher at what is now Springfield High School, one of eight alternative high schools in the city, and some of those "bad kids" she taught have moved on to college and have families of their own.
"Kids are kids. Some (at the alternative high schools) have family issues, some have behavioral problems, but all of them just want someone to believe in them, to take them time and listen to them," said Ortiz.
Alternative education, according to the Massachusetts Department of Elementary and Secordary Education, is an approach offered to "at-risk" students in a nontraditional setting.
After obtaining an undergraduate degree in accounting in Puerto Rico, Ortiz moved with her husband and three children to Boston, where she obtained her graduate degree in education from Lesley University.
Her goal was to work in finance, maybe become an accountant, but when her family relocated to Springfield, there were job openings in teaching.
"I like working with people and I wanted to make a difference in someone's life," she said. "Here I feel like I get to do that every day."
For English teacher Cynthia L. Murphy, her first year at Springfield High is coming to an end, and she is excited about the potential she sees in many of her students.
"Sharing the success of my students is the most enjoyable aspect of my career," she said. "It is so rewarding to help students who did not believe in their own potential to achieve their goals."
Murphy has spent 33 years teaching in the Springfield Public Schools. She started her career at Putnam Vocational Technical Academy, where she taught in a pilot program that individualized learning for students who were academically below grade level.
Murphy said any misconceptions people have about Springfield High School generally disappear when they enter the building.
"It is like any other school. The real benefit we have is that our class sizes are so small. I wish I had been able to work with kids on such a one-on-one level in the more traditional school system," she said.
Both Ortiz and Murphy have made a point of engaging students with the world outside of Springfield High.
Ortiz has started bringing in local minority professionals, from city councilors to journalists, who grew up in the area and have successful careers, to show her students that anything is possible.
"I want them to see people who are just like them, but took advantage of school and made decisions in their life that helped them get where they are today," she said. "I want them to see all the possibilities that exist for them."
In her first year, Murphy coordinated several trips to see live productions of the plays her students read in class. For some of the students, it was their first time leaving the city or watching a play.
"From 'Othello,' to 'Higgins in Harlem,' and 'The Mystery of Irma Vepp,' they get to see these characters they have been reading about come to life, and that's awesome to witness," she said.
The school's on-site assistant principal, Matthew Bean, said he is very proud of the staff.
"Most of them choose to be here. They care about students and want them to succeed even when they are faced with tough life challenges," he said.
Murphy said it is not about pretending that the school has no challenges or that students are perfect.
"Some of our students are under a great deal of pressure on many levels – academic, peer, family, economic and societal," she said. "Behavioral issues generally arise as a result of frustration due to learning challenges. Our school focuses on a Positive Behavioral Intervention and Supports system. We set incentives to encourage good choices. We also have immediate, realistic consequences for inappropriate behavior."
Murphy said oftentimes just sitting with students and talking through their frustration will bring them to a place of understanding.
"They are adolescents, they want acceptance and they need support. We can offer them that support in a small setting, and the results are often incredible," she said.