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I met Tom Birosak while Long Term Subbing for an 8th grade ELA class at Owego
Apalachin Middle School. He stood out to me as someone to interview for this paper for many
reasons. First, he is a special education teacher. Second, he and I worked together closely. Third,
when he voiced his opinions about his journey through the education system freely, I found them
interesting. He kindly agreed to meet with me on April 4th at 1 pm to divulge his story further.
At 16 years of age, Birosak was sure he wouldnt attend college. Hired by peers to
perform as a singing drummer in their local band, Birosak made money enough to convince him
he could make a career as a musician. Yet due to his fathers sage advice, Birosak did decide to
attend college. He began at the Berkley College of Music in Boston, eventually finishing his
The best thing I did was follow my dads advice, says Birosak, reflecting on the
consequent three years he taught music in a small Pennsylvania school while attaining his
masters in education. Then certified in elementary, special, and music education, Birosak, at the
time, found himself in a critical position at home as a husband, father and provider. In 1995, he
took a job as a special educator at Owego Apalachin Middle school a serious decision that
meant foregoing his passion, music. There were two reasons I made that decision, explained
Birosak, Reason one: I always liked working with the underdog. Reason two: back then,
salaries were significantly different in NY than PA, and I knew I had to provide for my family.
Birosak, or Mr. B, as students know him, has been teaching for the last 22 years in that
very position at OAMS. When asked if he ever regrets switching from music to special ed., he
responded that there were aspects of music education that he truly loved that it was highly
visual and performance based, and he longs to be overwhelmed by the sound of the ensemble
once again. For these reasons, and that he was a self-proclaimed pretty darn good saxophone
player, his level of interest in the content was high. However, during our interview, Birosak did
not spend as much time reminiscing on teaching music as I expected. Instead, he quickly moved
on to explaining the changes hes endured as a special education teacher since he entered the
field in 1995.
Birosak was hired at OAMS seven years before the No Child Left Behind act passed in
2001. Spending his first seven years teaching students in a self-contained classroom, Birosak
took the changes brought on by NCLB as a huge blow. In reference to providing the best learning
environment for special needs students, according to Birosak, there is a right way to do things,
and a wrong way, and things back then were done right. Birosak explained the pros of the self-
contained classroom all fundamentally rooted in operating on the specific needs of the
individual kid. One of his favorite aspects of this system was that although all special needs
students started out self-contained, they were closely monitored, and could be moved to a regular
classroom quite easily. He explained that if he saw a student showing flashes of brilliance, hed
communicate with a parent to make sure they were on board with the decision, and then moved
the student to a regular education classroom. If the student thrived on the challenge, they stayed.
If they couldnt handle the work, they moved right back in with him, no problem. It was a very
healthy system, Birosak expressed, then the NCLB took that individual aspect of meeting
It is clear that Birosak wishes things could go back to how they were before NCLB. His
reasons are not selfish he genuinely believes the old system better suited students needs. He
fondly recalled teaching students life skills like balancing a checkbook, filling out a job
application, counting change. They didnt operate on a bell schedule, and the curriculum that was
developed by him it had true meaning for those kids. He much preferred that over the
Common Core which, in his words, tells the kids, this is not just what you need to do, this is
When OACSD took away the local diploma, they robbed many special education
students of an accessible graduation goal. Putting all students on a Regents track, Birosak
explained, also negatively influenced administrators focusing them on how to change 1s to 2s,
creating competition among students, and stress among teachers. Unfortunately, those lower
numbers tend to be special education students. It breaks my heart, Birosak said, when those
1s just cant be a 2. You cant pick up a rock and say Im going to make this a feather. Ive
come to learn over the years that there are simply students who get overwhelmed with the
Regents track.
Although most of his comments on the NCLB shift were negative, Birosak did attest to a
few pros brought about by the inclusive movement. He explained that there is increased
opportunity for students who desire to perform better to compete with regular ed. students, and
that pushes them. What the inclusive classroom does is unites special ed. and regular ed. kids in
the same setting, and the important thing he has to acknowledge is, that some students perform
better than he expected. The old system relied on his judgement, and this system gives everyone
the same chance to prove themselves in a challenging setting. Although he claimed, its a
system thats worthy, its an extreme turn from what was working before.
But reflecting back on the good old days seems to be a trend for Mr. B. When I was in
school, I can remember getting spellers, readers, completing sentence diagrams, practicing
cursive fundamental things that other countries were trying to emulate within the American
Education system things that he doesnt see in schools anymore. He believes there is an
educational component to why the USA is no longer on top of the world. One big part, he says,
is our incessant need to push progressive technology into schools. When you put an iPad in the
hand of every student and an Apple TV in every classroom, you may just be complicating things.
According to Birosak, the education system is advancing problems when they try to fix things
with a technological Band-Aid, rather than replacing the lot of crappy teachers out there who
dont put their best food forward every day for those students.
The second flaw Birosak sees from his vantage point in the education system is, what he
refers to as a parental problem. Prefacing the following with an honest apology, Birosak states,
I truly believe some people should not have kids. Some kids, their parents come in to the
classroom, and they suck! In a perfect world, kids would sit at the table to eat and do homework,
but thats not reality. With Birosak working in Owego, NY, he likely does encounter many
parents who simply cannot afford to spend time on their childs education at home. According to
Data USA, 13.4% of the population for whom poverty status is determined in Owego, NY
(3,735 people) live below the poverty line. This is lower than the national average of 14.7%.
Birosak explained, We have a LARGE number of students just look at our numbers in special
ed. with parents who dont care about the education system.
Birosak ended his musings about changes within our education system with the
following statement:
Spanish has been a pastime of mine for many years. I like to read Spanish news,
and in Peru they are, of late, going through huge floods. Their president is
questioning how some bridges are still standing that were built so long ago, and
the modern ones are collapsing. That is just like our education system. If the one
weve created now is not producing intelligent engineers like they were years and
years ago when students had to use pen and paper and write formulas long hand
there was obviously something about that that simply made things better. He
builds a house and it doesnt fall down. These new bridges in Peru are falling
Birosaks anecdote captures his firm belief that the old way is better than the new. Just
like those old bridges withstanding the floods, there are old systems in place that continue to
withstand even the most progressive changes in our education system. And just like the modern
bridges in Peru fail in the storm, Birosak foresees technology and inclusion as modern, unstable
I ended our interview asking Birosak what would his best advice be for my class of pre-
service teachers. His response: Go back in a time machine and research this education system.
See where it was where it had substance compare the old with the new, and decide for
yourself what works, whats right, and dont be afraid to express your opinion, step out.
Recalling the days he was a percussionist at Berkley, Birosak explained the invaluable lesson he
learned from listening to a myriad of ancient drum recordings. Anything from bosanova, jazz,
funk, rock, bee pop what it did was made his musicianship diverse, as he incorporated all those
ingredients, even classical percussion, to make himself a unique musician. If you focus on one
style of playing, you may get great at it, but youll be very limited.
It may seem, at times, like Tom Birosak has fallen out of love with teaching. But that
couldnt be further from the truth. When asked if anything has ever made him want to quit, he
replied that all he expressed was not meant to be negative, its just reality. All these changes have
made him want to try harder to figure out how to incorporate his ideas, and have made him
ultimately grow as a professional. In the end, he continues to ask himself, how can I take
something difficult and make it a happy thing thats accessible for a student. Anyone who has
the pleasure of talking to him will come away, as I did, with a deeper understanding of what it