In January 2022, Jack Goodman, current Redwood support teacher, began his unexpected role as a paraeducator substitute working with students in a unified class. The role quickly expanded and within months, he was asked to become a full-time teacher. Goodman never imagined becoming a Marin County Office of Education (MCOE) support teacher but soon discovered a passion for this second-stage career. In this role, Goodman emphasizes the importance of social interaction and integration with general education students. He dedicates himself to his job with the goal of spreading Redwood’s successful tailored education model across Marin County.
After a 40-year career managing a $100 billion investment banking business, he retired to spend time on the golf course. However, a report about students’ challenges during COVID-19 lockdowns sparked a new direction in his life.
“I saw a piece about the challenges kids face trying to learn remotely and how upper-level math was impossible to learn individually at home,” Goodman said. “Since I have a master’s degree in quantitative analysis and finance, I went into the [MCOE] and volunteered to tutor math for high school kids.”
The MCOE initially turned down his request to volunteer in the math department, instead stating that they needed assistance with students who required additional support.
“I said, ‘I don’t know anything about that.’ But they encouraged me to give it a try, so I did,” Goodman said.
Goodman’s transition to this new job at a new location felt natural as he grew up in Sacramento, attending a school similar to Redwood.
“When I came here, I felt right at home. I’ve been really happy to be here for the last two years working with students who need additional support,” Goodman said.
One of the key aspects of Goodman’s classroom is his emphasis on fostering inclusion for students with disabilities.
“Every parent wants to hear about how much inclusion their child is [experiencing] with general education teenagers,” Goodman said. “Even though they can’t participate in general education academic classes due to their challenges, they still need and want that contact with other kids, so I have tried to prioritize that.”
Goodman’s class participates in various general education activities such as music club, Physical Education (P.E.) and cooking. They also joined the Unified Track Program, which allows students to compete alongside their peers at meets with events like sprints, relays and distance runs.
“My class certainly benefits from the inclusion of the students,” Goodman said. “My students interact with their counterparts, and watching that normal social exchange is the best part of the whole thing.”
These social exchanges hold value for students like Zack Collins, a sophomore in Goodman’s class. Collins shared his experience in the Unified Track Program, explaining that his peers helped him overcome his initial nerves to participate.
“I was scared at first, but one time I just did it, and I [qualified] for state,” Collins said.
Goodman’s support goes beyond academics. Collins shared that Goodman has helped him become more independent in the classroom. When asked to thank Goodman, Collins’ response was simple and heartfelt.
“I like you. You help me learn,” Collins said.
One of the most rewarding aspects for Goodman is seeing the students volunteer to spend time with their MCOE peers.
“Students are just electing on their own to come spend time with us,” Goodman said.
Goodman’s unexpected journey from the corporate world to the classroom has not only transformed his life but also created a ripple effect in the school environment. His dedication to fostering inclusion and building connections has helped students who need extra support in developing their unique learning styles. As the program continues to develop, Goodman’s impact will undoubtedly inspire future generations to embrace the power of community and understanding.
