Saturday, September 22, 2012

OPEN LETTER TO GOVERNOR JERRY BROWN - FIRE JUDGE H. JAMES AHLER


August 12, 2012

Honorable Governor Jerry Brown,
Honorable Kamala Harris, Attorney General of California
Honorable Linda Cabatic, OAH supervising ALJ
PRA coordinator
Full Disclosure, Chief News Editor
CNN Regional News Editor

Let me ask what I am sure is and has been known in Sacramento for a decade. What circumstances has allowed a man convicted of killing a pedestrian while driving intoxicated, (by State standards), to remain as an Administrative Law Judge until now? To my knowledge, he was never disciplined for the manslaughter of the pedestrian in Vista, CA where he sits at the head of the North County Bar Association. 

In my opinion, he unofficially sits as paid "in-house Judge" for the likes of a private law firm, Friedman, Fagan and FulFrost. This firm represents almost 420 school districts. Ahler has the well-deserved reputation as executioner over the lives and careers of hundreds of educators. Almost all of these educators are denied the legal due process demanded by law, contract, the CTC and California Ed Code standards for disciplining educators. 

Ahler appears oblivious. Yet H. James Ahler's victim's family is denied closure or justice because Ahler appears to have skated under the radar by virtue of his office and connections made while in that office, according to The San Diego Tribune. Governor Brown, how can someone convicted of a misdemeanor for killing a man walking home while Ahler was about on a drunken stupor - BEHIND THE WHEEL - ever sit in judgment of anyone’s employment?

I have started investigating Judge Ahler’s association with large law firms representing (Government funded) public schools and against educators all at the top of their districts pay scale. Ironic? I am sure I will have a considerable amount more to ask once the investigation is concluded. However Governor Brown Sir, the question remains. How does a man like Ahler sit as lawfully employed Judge in any venue in California under your watch?

Under your watch Sir, you appointed Linda Cabatic to replace the former OAH supervising judge. I am sure you saw the need for change of the quasi-constitutional and quasi ethical tribunal. Despite your efforts, nothing of substance has changed and Administrative Law Judges like James Ahler sit in judgment and in Ahler's case specifically; while having escaped fair judgment himself. Ahler is an example why the OAH is universally seen as the new extension to Public School District’s hiring and firing process and their ability to cull highly paid Educators from the payroll. In turn more educators are having to sue their districts in Civil court to find a remedy. Ultimately, this ends up costing the local tax payers hundreds of thousands of dollars in unnecessary attorney’s fees and judgments every year.

 No Educator enters this process expecting any semblance of 'justice,' especially when agency attorneys can depend on the strategy of a last minute motion to remove a presiding ALJ and without notifying the defendant, pull Ahler in. 

Ahler himself has been suspended for his overt acts to control the outcome of OA hearings in favor of the agency (e.g. OAH hearing Maura Larkins, San Diego.) As Governor, why would you allow the likes of H. James Ahler to represent the OAH of our State? Yet, Ahler remains a dirty little secret of California's legal system. Ahler represents a significant stain on your administration and bane to the CTC's efforts to keep good educators. I hope you will order an investigation of H. James.

FDN’s video “The Cost of Courage.” Richard I Fine's fight against judical corruption, Los Angeles and California.

Thank you for your personal attention to this matter.
Sincerely,



Friday, September 21, 2012

LAUSD, (MVUSD et al): THIS AMERICAN LIE




Originally Posted at Perdaily.com

(Mensaje se repite en EspaƱol)
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(For a national view of public education reform see the end of this blog post)

In listening to the This American Life show entitle Back to School, it finally dawned on me what I dislike most about the Los AngelesUnified School District (LAUSD) and public school districts like it around the United States: 
Vacuous rhetoric aside, those running these failure factories have no expectation that all students can learn.

What Ira Glass and the crew at This American Life do is show why a disproportionate number of poor and minority student don't learn in public school and how to fix it.

This well documented program on This American Life shows that an increased allostatic load on students is a valid predictor of everything from physical and mental disease throughout one's life to the failure associated behaviors that make the education of some students so problematic, unless the underlying causes of it are dealt with in a timely manner.

Things like "serious self-control and behavior problems" in school or elsewhere are 32 times more likely in students who have had four or more adverse stress experiences during childhood that increase their allostatic load. And four experiences are really nothing for inner city students who encounter violence at home, in the street, and at school on a daily basis.

Something as stressful as let's say running into a ferocious bear is an exceptional life experience for most human beings. But many inner city poor and minority students encounter equally stressful situations on almost a daily basis. While our body can trigger the necessary hormonal response to deal with such a situation on an exceptional basis, the daily triggering of these reactions, according to the significant research presented by This American Life, has debilitating physical and mental effects that can destroy any student's potential, who remains subject to this cycle of unabated violence.

The good news is that there are relatively simple and inexpensive programs that can turn much of this around, even after the negative symptoms have already become dominant in a student's life. So why don't we do something? I guess it's because the hardest thing for most human beings to say is I was wrong, while being willing to try something the has a great deal of documentation to show it clearly works.

Listen to the show and share your thoughts.

If you or someone you know has been targeted and are in the process of being dismissed and need legal defense, get in touch:

Lenny@perdaily.com

NATIONAL EDUCATION REFORMERS

LA Progressive

Dick Price and Sharon Kyle
http://www.laprogressive.com/
Dick and Sharon dick_and_sharon@yahoo.com
Dick and Sharon are a pair of citizen journalists and information activists who were fed up with mainstream media. Rather than just kvetch about the media, they decided to try to become the media. So, together they founded the LA Progressive. Dick is the editor and Sharon is the publisher and webmaster, handling all technical aspects of the site.

This site was launched in March 2008, with Dick and Sharon doing most of the writing. Today, a host of gifted writers contribute to the LA Progressive's daily offering which typically amounts to about 45 articles a week. Dick and Sharon continue to write for as well as edit and publish the LA Progressive and distribute its daily e-news each morning.

Jo Scott Coe Riverside, California
Jo.Scott-Coe@rcc.edu
www.joscottcoe.com
Excellent Video Interview about Professor Coe
http://vodpod.com/watch/4959969-jo-scott-coe-teacher-at-point-blank

Assistant Professor of English at Riverside Community College and former high school English teacher. She is the author of Teacher at Point Blank and has been a teacher of English and literature in California since 1991. Her writing on intersections of gender, violence, and education has appeared in the Los Angeles Times as well as literary venues including Hotel Amerika, Fourth Genre, River Teeth, Ninth Letter, Memoir(and), Bitter Oleander, and Green Mountains Review. Her essay, "Recovering Teacher," won the NCTE 2009 Donald Murray Prize, and other selections of her work have received a Pushcart Special Mention as well as Notable listings in Best American Essays 2009 and 2010. As an independent researcher, Jo authored and published the most extensive study to-date of Adams v. LAUSD, a nearly 10-year legal case of student-on-teacher sexual harassment, in (Re)Interpretations: The Shapes of Justice in Women's Experience (Cambridge Scholars Press). Jo values the aesthetic, political, and socially transformative powers of literary narrative--especially to dispel unhealthy silences and witness cultural blindspots. She works currently as an assistant professor of English at Riverside Community College in SoCal, and her book, Teacher at Point Blank (Aunt Lute 2010), has been selected as a Great Read for Fall 2010 by Ms. Magazine. Punk rock? Yes. Hockey games? Yes. Coffee? Always black. Find Jo on the web at joscottcoe.com and on Twitter @joscottcoe.

Betsy Combier New York, New York
betsy.combier@gmail.com
Betsy Combier's blog http://www.parentadvocates.org/index.cfm?fuseaction=article&articleID=488
is a jewel that chronicles the corruption in NYC's Dept of Educations (DOE)  . She has accomplished a wonderful piece of journalism, and created one of the rare places where corrupt educational governance is chronicled and revealed

Professor Samuel Culbert Los Angeles, California

is a professor at the UCLA Andersen School of Business who also teaches in the Education Department's Principals' Leadership Institute. Check out the following 3 minutes on ABC News
http://abcnews.go.com/WNT/video/conversation-performance-review-11126992

Stuart Goldurs Los Angeles, Califonia
StuartComputers@gmail.com
Don't send LAUSD Librarians to the Inquisition, send the downtown bureaucrats
Tests, What Are They Good For? Absolutely Nothing!
LAUSD students to attend school on contaminated land, again!
Some schools teach only to the tests, so how are the students being prepared for the next grade and for life?
New LAUSD superintendent adds six-figure positions to management team

http://www.examiner.com/public-education-in-los-angeles/lausd-test-scores-up-to-failure-levels-what-are-the-students-learning

Has been a teacher in the Los Angeles Unified School District for 30 years. He is greatly aware of the district waste, large bureaucracy, and other major issues of the time. He started his blog with the sole purpose of informing the world about the truths of education in LAUSD. E-mail him at: StuartComputers@gmail.com.

LAUSD has selected a new Superintendent of Schools

Karen Horwitz Chicago, Illinois

wccbook@gmail.com

Former award winning teacher who co-founded NAPTA, National Association for the Prevention of Teacher Abuse, and wrote the book White Chalk Crime: The REAL Reason Schools Fail to expose how teacher harassment and terrorization maintains a system of deeply hidden corruption. Disposing of dedicated teachers forms the core of the White Chalk Criminal's agenda since dedication and white collar crime do not mix. Given that all agree that good teachers are essential to good teaching, a system that cannot tolerate good teachers is worthless. This is what we have in place. With Bernie Madoff-like leaders - he was as much about investing as our school leaders are about educating - anointed with unlimited power, including the ability to fill the airwaves with propaganda, education is no longer about education. It is about money and power for those who play a very corrupt game and with an agenda of privatizing schools so their power will increase. (Privatization may have merits. NAPTA does not take a position on that. But privatizing a system that is rotten to its core - where quality teaching cannot survive, where a cover up of pretense that they do not know this despite so many of us reporting these truths prevails - documents that those advocating privatization cannot be trusted! It shows they want our schools for their own interests, not the children, nor the community.)  NAPTA welcomes parents, teachers, students, citizens or anyone who understands that without a real system of education, we no longer have a democracy. Membership is free. Go to: EndTeacherAbuse.org  or WhiteChalkCrime.com. Become educated about what is going on.

Jerry Mintz Director
Alternative Education Resource Organization (AERO)
417 Roslyn Rd., Roslyn Hts., NY  11577

For those of you who cannot wait for corrupt public education to be turned around, AERO offers an excellent source to get connected with viable alternatives right now.

www.EducationRevolution.org
info@EducationRevolution.org
                                                                                                                         
800-769-4171                                                              (domestic)
                                                                                                                         
516-621-2195                                                              (international)

Susan Ohanian Charlotte, Vermont
susano@gmavt.net
http://www.susanohanian.org
She is a longtime public school teacher who, after 20 years, became staff writer for a teacher magazine and then went freelance. I've maintained a website of activism for nearly 9 years--ever since the passage of NCLB. People can subscribe to the website and then they get updates about new content. I answer all the mail I get through the website and with the answer, people have my e-mail.  I also try to stir things up on Twitter, though I find this medium frustrating. I have a Facebook page--just so people can find me. I don't initiate anything on it, The website keeps me busy.
http://susanohanian.org/show_atrocities.php?id=9593

Susan Lee Schwartz Suffern, New York

Susan studied literacy education, English literature, and fine arts and holds a BA ('63) and MS ('65) from Brooklyn College, and has the equivalent of two master's degrees, earned in graduate studies of literacy, arts and education. She taught literacy skills and art, for four decades in NYC in elementary and secondary school.  In 1998 she won the New York State English Council (NYSEC) Educator of Excellence Award  for her successful teacher practice, studied by Harvard  and the LRDC at the University of Pittsburgh for the New Standards research. At the end of her research, her unique curriculum was selected by the LRDC to be used in their national staff development seminars for school superintendents. She was among six teachers -- from among the thousands across the nation-- observed during the research project, and her teaching practice met all the  principles of learning. In the nineties, she rose to prominence in national educational circles, while teaching at a new magnet school, East Side Middle School. The reading scores of her seventh grade students were at the top of the city, and on the first ELA, which two thirds of city students failed, her former students (then in the eight grade) were TENTH IN THE STATE.

 She writes often about what she learned about the genuine standards for learning, in an attempt to begin a national conversation about the authentic standards, so that there can be genuine reform. Her experience that ended her fine career in the NYC Public Schools has led her to write about the process that removed the top educators, silencing the voices of the classroom practitioners who would not accept anti-learning policies. Her essay here on Perdaily,  is one that describes this process. Read more as she talks about education, literacy  and learning on her site, from the perspective of the experienced teacher-practitioner of pedagogy. She is the voice of dedicated and talented classroom teachers who know why the schools are failing.

Her website is:

http://www.speakingasateacher.com/Susan_Lee_Schwartz_(Steiner)_/index.html


Joel Shatzky: Brooklyn, New York
Joel.Shatzky@cortland.edu
Professor of English Emeritus--SUNY, College at Cortland (1968-2005)
Adjunct instructor-Kingsborough CC (CUNY) 2006--   )
Regular contributor to the Huffington Post: http://www.huffingtonpost.com/searchS/?q=Joel+Shatzky
Author of "The Thinking Crisis" with Ellen Hill (Authors Choice Press: New York, 2001)
Numerous articles on education in Jewish Currents.
Script-writer for three YouTube satires on educational "reform."
 "The Lessons": www.youtube.com/watch?v=D712J1V2Jsg&feature=player_embedded
"Numbers Lie": http://www.youtube.com/watch?v=57BRNLviVTQ
"The Charter Starters": www.youtube.com/watch?v=lnrrw5CV3Gw

Here's Joel's latest post about the low percentage of "college ready" high school graduates. http://www.huffingtonpost.com/joel-shatzky/educating-for-democracy-t_2_b_821410.html



Lorna Stremcha Havre, Montana

http://www.endteacherabuse.org/Stremcha.html
http://twitter.com/lornapstremcha

lornastremcha.com

callmescarlet.blogspot.com
facebook


HER STORY:
"I know first hand the financial, personal, emotional and physical damage that can result when school administrators, the Montana Education Association and the National Education Association put their own interests above the students, teachers and the taxpayers of the State of Montana My files contain mountains of paperwork including depositions, declarations of truth, notarized documents and exhibits resulting from an arduous legal process that finally ended when the Havre (Montana) School District settled two lawsuits - a Federal suit and one filed in State District Court. These documents also include a letter from a union representative stating, " This is nothing more than a witch hunt." Yet the union continued to allow the school administration to harass, bully and bring harm to me.
These two lawsuits resulted from a single incident that, had it been handled differently and under the light of public scrutiny, would not have snowballed into awards of more than $200,000 worth of damages. Funds that eventually came from the taxpayers' pockets. Ironically, as a taxpayer in Hill County, my family and I are helping to pay for the damages awarded to me. This covered the attorneys' fees. The settlement did not include my attorney fees, however the district, insurance and taxpayers paid the defendants attorney bills, which exceeded mine. The settlement was made on March 2, 2006."http://www.facebook.com/pages/Dr-Jim-Taylor/125893225652
http://www.facebook.com/pages/Dr-Jim-Taylor/125893225652
http://twitter.com/search?q=DrJimTaylor

Lois Weiner Jersey City, New Jersey
Professor, Elementary and Secondary Education
New Jersey City University
2039 Kennedy Blvd.
Jersey City, New Jersey 07305
drweinerlo@gmail.com
Blog
http://newpolitics.mayfirst.org/blog/5
Democracy Now
http://www.democracynow.org/2010/9/3/educators_push_back_against_obamas_business
RESEARCH INTERESTS
Impact of urban school characteristics on teachers' classroom practice
How race, class, and gender mediate academic achievement
Teachers' work and the school as a workplace. Effects of changes in global political economy on teaching, teachers, and schools.

(Para una visiĆ³n nacional de la reforma de la educaciĆ³n pĆŗblica ver el final de esta entrada del blog)

En la escucha de la Vida de este americano espectĆ”culo derechoRegreso a la Escuela, que finalmente me di cuenta de lo que mĆ”s me disgusta el Distrito Unificado de Los Angele s School (LAUSD) y los distritos de escuelas pĆŗblicas como Ć©l alrededor de los Estados Unidos:


Vacuo retĆ³rica a un lado, los que dirigen estas fĆ”bricas fallo no tiene ninguna expectativa de que todos los estudiantes pueden aprender. 

¿QuĆ© Ira Glass y la tripulaciĆ³n en This American Life hacer es mostrar por quĆ© un nĆŗmero desproporcionado de estudiantes pobres y de las minorĆ­as no se aprende en la escuela pĆŗblica y cĆ³mo solucionarlo. 

Este programa bien documentado en esta vida americana muestra que un aumento de la carga alostĆ”tica en los estudiantes es un predictor vĆ”lido de todo, desde la enfermedad fĆ­sica y mental durante toda la vida a los comportamientos de fallo asociados que hacen que la educaciĆ³n de algunos estudiantes tan problemĆ”tico, a menos que las causas subyacentes de la que se tratan de una manera oportuna.

Cosas como "serios problemas de autocontrol y comportamiento" en la escuela o en otros lugares son 32 veces mĆ”s probables en los estudiantes que han tenido cuatro o mĆ”s experiencias adversas en la infancia de estrĆ©s que incrementan su carga alostĆ”tica. Y cuatro experiencias son realmente nada para los estudiantes del centro urbano que se encuentran con la violencia en el hogar, en la calle, y en la escuela todos los dĆ­as.

Algo tan estresante como, digamos, corriendo en un oso feroz es una experiencia de vida excepcional para la mayorĆ­a de los seres humanos. Sin embargo, muchos estudiantes del centro urbano pobres y de minorĆ­as encontrar situaciones estresantes igualmente en casi todos los dĆ­as. Mientras que nuestro cuerpo puede desencadenar la respuesta hormonal necesario para hacer frente a esa situaciĆ³n con carĆ”cter excepcional, la activaciĆ³n diaria de estas reacciones, de acuerdo a la investigaciĆ³n significativas presentadas por This American Life , ha debilitantes efectos fĆ­sicos y mentales que pueden destruir las posibilidades de cualquier estudiante , que sigue estando sujeta a este ciclo de violencia sin cesar.

La buena noticia es que existen programas relativamente simples y de bajo costo que pueden convertir gran parte de esta vuelta, incluso despuĆ©s de que los sĆ­ntomas negativos se han convertido en dominante en la vida de un estudiante. AsĆ­ que ¿por quĆ© no hacemos algo?Supongo que es porque la cosa mĆ”s difĆ­cil para la mayorĆ­a de los seres humanos que decir es que estaba equivocado, y estar dispuesto a intentar algo que el. Tiene una gran cantidad de documentaciĆ³n que demuestre claramente funciona

Escuche el programa y compartir sus pensamientos.

Si usted o alguien que usted conoce ha sido blanco de ataques y estĆ”n en proceso de ser despedido y la necesidad de defensa legal, pĆ³ngase en contacto:

Lenny@perdaily.com

Reformadores nacionales EDUCACIƓN

LA Progressive

Dick Precio y Kyle Sharon
http://www.laprogressive.com/
Dick y Sharon dick_and_sharon@yahoo.com
Dick y Sharon son un par de periodistas ciudadanos y activistas de informaciĆ³n que fueron alimentados con medios de comunicaciĆ³n. En lugar de simplemente kvetch sobre los medios de comunicaciĆ³n, decidieron tratar de convertirse en los medios de comunicaciĆ³n. Por lo tanto, juntos fundaron la progresiva LA. Dick es el editor y Sharon es el editor y webmaster, manejar todos los aspectos tĆ©cnicos del sitio.

Este sitio fue lanzado en marzo de 2008, con Dick y Sharon haciendo la mayor parte de la escritura. Hoy en dĆ­a, una gran cantidad de escritores talentosos contribuir a la progresiva ofrecimiento diario de Los Ɓngeles que normalmente asciende a cerca de 45 artĆ­culos a la semana. Dick y Sharon seguir escribiendo, asĆ­ como para editar y publicar el Progressive LA y distribuir sus diarios e-noticias cada maƱana.

Jo Scott Coe Riverside, California
Jo.Scott-Coe @ rcc.edu
www.joscottcoe.com
Excelente Video Entrevista sobre el profesor Coe
http://vodpod.com/watch/4959969-jo-scott-coe-teacher-at-point-blank

Profesor de InglĆ©s en el Riverside Community College y ex profesor de escuela de InglĆ©s. Ella es la autora de Maestro en Point Blank y ha sido profesora de InglĆ©s y la literatura en California desde 1991.Su escritura en las intersecciones de gĆ©nero, la violencia y la educaciĆ³n ha aparecido en Los Angeles Times, asĆ­ como lugares literarios, incluyendo Amerika Hotel, GĆ©nero En cuarto lugar, los dientes del RĆ­o, Novena Carta, Memoria (y), adelfa amarga, y revisiĆ³n Green Mountains. Su ensayo, "RecuperaciĆ³n de Maestros", ganĆ³ el NCTE 2009 Donald Murray Premio, y otras selecciones de su obra ha recibido una MenciĆ³n Especial de la carretilla de mano, asĆ­ como listados de notables en Best American Essays 2009 y 2010.Como un investigador independiente, Jo autor y publicĆ³ el estudio mĆ”s extenso hasta la fecha de Adams v LAUSD, un caso de casi 10 aƱos de hostigamiento jurĆ­dico-estudiante-profesor en la sexual, en la (re) interpretaciones: Las formas de Justicia de la Mujer La experiencia (Cambridge Scholars Press). Jo valores de las facultades estĆ©ticas, polĆ­ticas, y de transformaciĆ³n social de la narrativa literaria - sobre todo para disipar silencios insalubres y testigos ciegos culturales. Ella trabaja actualmente como profesor asistente de InglĆ©s en el Riverside Community College en sur de California, y su libro, Profesor de Point Blank (Lute tĆ­a 2010), ha sido seleccionada como una gran lectura para el otoƱo de 2010 por Ms. Magazine. El punk rock? SĆ­.Hockey juegos? SĆ­. ¿CafĆ©?Siempre negro. Jo Encuentra en el sitio web joscottcoe.com y en Twitter @ joscottcoe.

Betsy Combier Nueva York, Nueva York
betsy.combier @ gmail.com
El blog de
​​Betsy Combier http://www.parentadvocates.org/index.cfm?fuseaction=article&articleID=488
es una joya que narra la corrupciĆ³n en la ciudad de Nueva York Departamento de EducaciĆ³n nacional (DOE). Ella ha logrado una maravillosa pieza de periodismo, y creĆ³ uno de los pocos lugares donde se narra gestiĆ³n de la educaciĆ³n corruptos y revelĆ³

Profesor Samuel Culbert Los Angeles, California

Es profesor en la Escuela de Negocios de UCLA Andersen quien tambiĆ©n enseƱa en el Instituto de Liderazgo de Directores del Departamento de EducaciĆ³n. Echa un vistazo a los siguientes 3
​​minutos en ABC News
http://abcnews.go.com/WNT/video/conversation-performance-review-11126992

Stuart Goldurs Los Angeles, Califonia
StuartComputers@gmail.com
No envĆ­e bibliotecarios LAUSD a la InquisiciĆ³n, enviar a los burĆ³cratas del centro
Las pruebas, ¿quĆ© son bueno?Absolutamente nada!
LAUSD a los estudiantes a asistir a la escuela en tierras contaminadas, otra vez!
Algunas escuelas enseƱan sĆ³lo a las pruebas, asĆ­ que ¿cĆ³mo son los estudiantes que se preparan para el siguiente grado y para la vida?
Nuevo superintendente de LAUSD aƱade seis cifras posiciones al equipo directivo



Ha sido profesor en el Distrito de Los Angeles Unified School durante 30 aƱos. Ć‰l es muy consciente de los residuos del distrito, burocracia, y otros aspectos importantes de la Ć©poca.Ɖl comenzĆ³ su blog con el Ćŗnico fin de informar al mundo sobre las verdades de la educaciĆ³n en el LAUSD. Ć‰l E-mail a: StuartComputers@gmail.com.

LAUSD ha seleccionado un nuevo Superintendente de Escuelas

Karen Horwitz Chicago, Illinois

wccbook@gmail.com

Profesor galardonado ex cofundador NAPTA, AsociaciĆ³n Nacional para la PrevenciĆ³n del Abuso de Maestros, y escribiĆ³ el libro Crimen White Chalk: Las Escuelas verdadera razĆ³n Fail to exponer cĆ³mo el acoso y el terror profesor mantiene un sistema de corrupciĆ³n profundamente ocultos. EliminaciĆ³n de los profesores dedicados forma el nĆŗcleo de la agenda Penal White Chalk desde la dedicaciĆ³n y la delincuencia de cuello blanco no se mezclan. Teniendo en cuenta que todos estĆ”n de acuerdo que los buenos maestros son esenciales para una buena enseƱanza, un sistema que no puede tolerar a los buenos maestros no sirve para nada. Esto es lo que tenemos en su lugar.Con Bernie Madoff-como lĆ­deres - que era tanto sobre la inversiĆ³n que nuestros lĆ­deres escolares sobre la educaciĆ³n - ungido con poder ilimitado, incluyendo la capacidad para llenar las ondas con la propaganda, la educaciĆ³n ya no es acerca de la educaciĆ³n.Se trata de dinero y poder para aquellos que juegan un juego muy corrupto y con una agenda de privatizaciĆ³n de las escuelas por lo que su poder se incrementarĆ”. (La privatizaciĆ³n puede tener mĆ©ritos NAPTA no toma una posiciĆ³n al respecto, pero la privatizaciĆ³n de un sistema que estĆ” podrido hasta la mĆ©dula -.. Donde la enseƱanza de calidad no puede sobrevivir, en un encubrimiento de la pretensiĆ³n de que ellos no saben esto a pesar de que muchos de nosotros informar estas verdades prevalece - documentos que los privatizaciĆ³n defender no se puede confiar Esto demuestra que queremos que nuestras escuelas para sus propios intereses, no los niƱos, ni la comunidad) NAPTA bienvenida a los padres, maestros, estudiantes, ciudadanos o cualquier persona que entiende que sin un real!. sistema de educaciĆ³n, ya no tenemos una democracia. La membresĆ­a es gratuita. Ir a: EndTeacherAbuse.org o WhiteChalkCrime.com. Educarse acerca de lo que estĆ” pasando.

Jerry Mintz director
EducaciĆ³n Alternativa Resource Organization (AERO)
417 Roslyn Rd., Roslyn Hts., NY 11577

Para aquellos de ustedes que no pueden esperar a que la educaciĆ³n pĆŗblica corruptos que se dio la vuelta, AERO ofrece una excelente fuente para conectarse con alternativas viables en estos momentos.

www.EducationRevolution.org
info@EducationRevolution.org
 800-769-4171 (nacional)
 516-621-2195 (internacional)

Susan Ohanian Charlotte, Vermont
susano@gmavt.net
http://www.susanohanian.org
Ella es una maestra de escuela pĆŗblica que desde hace mucho tiempo, despuĆ©s de 20 aƱos, se convirtiĆ³ en redactor de una revista y luego fue profesor freelance. He mantenido un sitio web del activismo por casi 9 aƱos - desde la aprobaciĆ³n de la ley NCLB. La gente puede suscribirse a la pĆ”gina web y luego obtener actualizaciones sobre el contenido nuevo. Respondo todo el correo llegue a travĆ©s de la pĆ”gina web y con la respuesta, la gente tiene mi direcciĆ³n de e-mail. TambiĆ©n trato de agitar las cosas en Twitter, aunque me parece medio frustrante. Tengo una pĆ”gina en Facebook - sĆ³lo para que la gente me puede encontrar. Yo no iniciar nada en ella, el sitio web me mantiene ocupada.
http://susanohanian.org/show_atrocities.php?id=9593

Susan Lee Schwartz Suffern, Nueva York

Susan estudiĆ³ la alfabetizaciĆ³n, la literatura InglĆ©s, y las bellas artes y tiene una licenciatura ('63) y MS ('65) de Brooklyn College, y tiene el equivalente de dos grados de maestrĆ­a, obtuvo en los estudios de postgrado de la alfabetizaciĆ³n, las artes y la educaciĆ³n. Ella enseĆ±Ć³ habilidades de alfabetizaciĆ³n y el arte, durante cuatro dĆ©cadas en Nueva York en la escuela primaria y secundaria.En 1998 ganĆ³ el estado de Nueva York InglĆ©s Consejo (NYSEC) Educador del Premio a la Excelencia por su prĆ”ctica docente con Ć©xito, estudiĆ³ en Harvard y la LRDC en la Universidad de Pittsburgh para la investigaciĆ³n de nuevas normas. Al final de su investigaciĆ³n, su plan de estudios Ćŗnico fue seleccionado por el LRDC para ser utilizado en los seminarios nacionales de desarrollo del personal para los superintendentes escolares. Ella estuvo entre los seis profesores - de entre los miles en todo el paĆ­s - observĆ³ durante la investigaciĆ³n, y la prĆ”ctica docente, se reunieron todos los principios del aprendizaje. En los aƱos noventa, se levantĆ³ a la prominencia en los cĆ­rculos educativos nacionales, mientras enseƱaba en una escuela magnet nuevo, East Side Middle School. Las calificaciones de lectura de sus estudiantes de sĆ©ptimo grado se encontraban en la parte superior de la ciudad, y en el primer ELA, que dos tercios de los estudiantes de la ciudad no, sus antiguos alumnos (en ese entonces en el octavo grado) se DƉCIMO EN EL ESTADO.

Ella escribe a menudo sobre lo que aprendiĆ³ acerca de los estĆ”ndares reales de aprendizaje, en un intento de iniciar una conversaciĆ³n nacional sobre los estĆ”ndares autĆ©nticos, por lo que no puede haber una verdadera reforma. Su experiencia que puso fin a su carrera muy bien en las escuelas pĆŗblicas de Nueva York le ha llevado a escribir sobre el proceso que elimina los mejores educadores, silenciando las voces de los practicantes del aula que no aceptarĆ­a las polĆ­ticas anti-aprendizaje. Su ensayo aquĆ­ en Perdaily, es el que describe este proceso. Lea mĆ”s, mientras habla sobre la educaciĆ³n, la alfabetizaciĆ³n y el aprendizaje en su sitio, desde la perspectiva de la experiencia docente-profesional de la pedagogĆ­a. Ella es la voz de los maestros dedicados y talentosos que saben por quĆ© las escuelas estĆ”n fallando.

Su sitio web es:

http://www.speakingasateacher.com/Susan_Lee_Schwartz_ (Steiner) _ / index.html


Joel Shatzky: Brooklyn, New York
Joel.Shatzky @ cortland.edu
Profesor EmƩrito de InglƩs - SUNY, Colegio de Cortland (1968-2005)
Adjunto un instructor Kingsborough CC (CUNY) 2006 -)
Colaborador habitual para el Huffington Post: http://www.huffingtonpost.com/searchS/?q=Joel+Shatzky
Autor de "La Crisis Pensamiento" con Ellen Hill (Prensa Autores Choice: Nueva York, 2001)
Numerosos artĆ­culos sobre la educaciĆ³n en Corrientes judĆ­o.
Guionista de tres sĆ”tiras de YouTube en la educaciĆ³n "reforma".
"Las lecciones": www.youtube.com/watch?v=D712J1V2Jsg&feature=player_embedded
"Los nĆŗmeros Lie": http://www.youtube.com/watch?v=57BRNLviVTQ
"Los arrancadores Carta": www.youtube.com/watch?v=lnrrw5CV3Gw

AquĆ­ estĆ” el Ćŗltimo mensaje de Joel por el bajo porcentaje de "listos para la universidad" graduados de escuela secundaria.http://www.huffingtonpost.com/joel-shatzky/educating-for-democracy-t_2_b_821410.html



Lorna Stremcha Havre, Montana

http://www.endteacherabuse.org/Stremcha.html
http://twitter.com/lornapstremcha

lornastremcha.com

callmescarlet.blogspot.com
facebook


SU HISTORIA:
"SĆ© de primera mano los daƱos financieros, personales, emocionales y fĆ­sicos que pueden resultar cuando los administradores escolares, el Montana AsociaciĆ³n de EducaciĆ³n y la AsociaciĆ³n Nacional de EducaciĆ³n ponen sus propios intereses por encima de los estudiantes, los profesores y los contribuyentes del Estado de Montana Mis archivos contienen montaƱas de papeles incluyendo declaraciones juradas, declaraciones de la verdad, documentos notariales y exposiciones como resultado de un arduo proceso legal que finalmente terminĆ³ cuando el Havre (Montana) del Distrito Escolar se establecieron dos demandas -. una demanda federal y una presentada en la Corte de Distrito del Estado Estos documentos tambiĆ©n incluyen una carta de un representante del sindicato diciendo: "Esto no es nada mĆ”s que una caza de brujas." Sin embargo, el sindicato continuĆ³ permitiendo la administraciĆ³n de la escuela para acosar, intimidar y hacer daƱo a mĆ­.
Estas dos demandas como resultado de un solo incidente que, de haber sido manejado de manera diferente y bajo la luz del escrutinio pĆŗblico, no habrĆ­a una bola de nieve en premios de mĆ”s de $ 200,000 en daƱos y perjuicios.Los fondos que finalmente llegĆ³ de los bolsillos de los contribuyentes.IrĆ³nicamente, como contribuyente en Hill County, mi familia y yo estamos ayudando a pagar las indemnizaciones concedidas a mĆ­.Esta cubierto los honorarios de los abogados. El acuerdo no incluye mis honorarios de abogado, sin embargo, el barrio, los seguros y los contribuyentes pagan las facturas de los abogados defensores, que superĆ³ la mĆ­a. El acuerdo se hizo el 2 de marzo de 2006 ". Http://www.facebook.com/pages/Dr-Jim-Taylor/125893225652
http://www.facebook.com/pages/Dr-Jim-Taylor/125893225652
http://twitter.com/search?q=DrJimTaylor

Lois Weiner Jersey City, Nueva Jersey
Profesor de EducaciĆ³n Primaria y Secundaria
New Jersey City University
2039 Kennedy Blvd.
Jersey City, New Jersey 07305
drweinerlo@gmail.com
Blog
http://newpolitics.mayfirst.org/blog/5
Democracy Now
http://www.democracynow.org/2010/9/3/educators_push_back_against_obamas_business
LƍNEAS DE INVESTIGACIƓN
Impacto de las caracterƭsticas de las escuelas urbanas en la prƔctica docente de los profesores
Como raza, clase y gƩnero mediar el rendimiento acadƩmico
Trabajo de los profesores y la escuela como lugar de trabajo.Efectos de los cambios en la economĆ­a polĆ­tica mundial sobre la enseƱanza, maestros y escuelas . 

Wednesday, September 19, 2012

IMAGINE!



Imagine…  union leadership that truly represents rank-and-file interests and those of students...instead of themselves and the school district. 

Originally posted by Leonard Isenberg
Perdaily.com
posted in LAUSD,UTLA

Strike Continues as Chicago Teachers Mull Contract's Gains and Losses
Theresa Moran
|  September 17, 2012

Striking Chicago teachers will remain out of the classroom until Wednesday at least, after delegates decided to give union members time to debate the tentative contract negotiators brought to them on Sunday.
Delegates said that all members of the union--not just elected representatives--should get a chance to review and weigh in on the proposed agreement before a decision was made to go back to work.
The agreement makes significant gains on many key issues for the union, including how teachers are evaluated, while accepting concessions in health care and job security. Still left to be determined is how the city will find the funds needed to overhaul crumbling schools and pay for the libraries, health, and social services that the union demands for schoolchildren.
The school board has been trying for the past week to isolate the union negotiating team from the Chicago Teachers Union's broader membership, going so far as to tell the press that a settlement was sure to be in place by the beginning of this week, long before delegates, let alone rank-and-file members, had even seen contract summaries.
But CTU's leadership refused to push the tentative agreement on members without letting them decide for themselves whether it was acceptable. "I'm not going to say this is the greatest thing since sliced bread and try to sell it to them. I'm not a marketer," said union President Karen Lewis. "Our people know how to read, they know how to do math, and they understand these things."
According to Vice President Jesse Sharkey, "the board forgot to do one thing: bring along the people who actually do the work."
MOMENTOUS DECISION
Delegates agreed. High school history teacher Jen Johnson, a member of the team coordinating strike logistics, said even though delegates could have decided on ending the strike themselves, they didn't think it was fair to make such a "momentous decision" without broader member input.
"It's not just a contract vote," she said. "We're on strike and it's a different context. People felt very strongly about having a little time with their members."
At Hibberd Elementary, picket line chants were replaced with murmurs and questions this morning as teachers huddled in groups of three and four to peer over contract summaries circulating through the crowd.
"Morale is much higher today than it was last week because now we have a framework and something tangible in our hands," said kindergarten teacher Emily Gann.
After the morning picket, Hibberd teachers filed into a nearby church for a report from delegates on yesterday's meeting and a discussion of members' opinions on the tentative agreement.
Union delegates held similar meetings with their members today across the city.
Delegates will meet again Tuesday night to vote on the tentative agreement.
WHAT'S IN IT
The tentative agreement contains some bright spots. Not only was the union able to stave off merit pay, but it maintained raises based on education and experience that Mayor Rahm Emanuel (and corporate education interests nationwide) have vowed to end.
Student test scores will now comprise up to 30 percent of a teacher's evaluation, the minimum allowed by state law. Mid-year evaluations, which principals often use to oust teachers, have been disallowed.
The union also gained ground on recall rights, a key concern for teachers as the city is poised to close some 200 schools. Laid-off teachers would have full recall rights if their old jobs are reinstated within 10 months. At least half of all positions that open up must now be filled with a laid-off teacher.
At the same time, the agreement is by no means perfect. Keeping teacher health care contributions low required the union to sign off on an unpopular "wellness program" that uses carrot-and-stick incentives to force members to participate in diet, nutrition, and disease monitoring.
The evaluation system will include a "needs improvement" category that makes it easier for teachers to be let go.
And not much progress was made on an issue considered vital to the union's community supporters, reducing class size. School officials had attempted to gut the contract language that governed class size, which CTU fought off. But the language as it stands has proved insufficient and difficult to enforce. Current policy requires the district to take action when class size exceeds 35, but teachers have reported kindergarten classes over 40 and high school classes over 50.
Perhaps most worrisome to teachers anticipating school closures, though, is the fact that laid-off teachers would now receive only six months of severance pay as opposed to a year, the current practice.
While she's encouraged by the progress that's been made, Johnson says she's still "very concerned about teacher evaluations, the length of the displacement pool, and the lack of movement on wraparound services."
The board agreed to increase those services by hiring more social workers, psychologists, counselors, and nurses, but only if new revenue became available. The union has campaigned to redirect millions of dollars in tax breaks handed to downtown business interests to schools.
Johnson hopes that by staying out longer, more progress can be made on these key issues. "This is a game of chess and it's the board's move. We've shown our strength."
COURT-SIDE
Emanuel tried to make his next move today by filing for an injunction against the union, claiming members were striking over illegal non-economic issues like class size and recall rights.
The union, though, has announced legal reasons for the strike since the beginning. When the strike was announced last Sunday, union leaders gave evaluation procedures and policies as their major reason for going out.
In deciding to continue the strike, delegates said only that they wanted to give members the chance to review the agreement.
The injunction request also says CTU is putting the city's children in danger by closing down schools and leaving them nowhere to go.
The Chicago Sun-Times rebutted the idea that children were in grave danger, reporting that homicides in the first four days of the strike were even down from the same dates last year.
The district's "spur-of-the-moment decision to seek injunctive relief some six days later appears to be a vindictive act instigated by the mayor," said CTU spokeswoman Stephanie Gadlin.
Cook County Judge Peter Flynn seemed to agree this morning. He moved to delay a hearing on the board's request for an injunction until Wednesday, saying he wanted to speak with the union first.
To change the terms of the deal, the union's membership would have to reject the tentative agreement and send negotiators back to the table.
Gann, for one, is happy with the deal as is.
"There are a lot of things in the contract we didn't think we were going to get," she said. "No one thought we'd get them down to 30 percent" on evaluations.
Nonetheless, she's glad members get the chance to do a close reading.
"We want to make sure things are set up to benefit students and get the educational system more towards the way we want it to be," she said. "If it's not, we'll just keep fighting."
18
09 2012

This is the fight of our professional careers. Are You In or Out?

What's taking so long? This is the fight of our professional careers. Are You In or Out? "Hell has a special level for those who sit by idly during times of great crisis."
Robert Kennedy

The Art of SETTING LIMITS, Its not as easy as it looks.

Art of Setting Limits Setting limits is one of the most powerful tools that professionals have to promote positive behavior change for their clients, students, residents, patients, etc. Knowing there are limits on their behavior helps the individuals in your charge to feel safe. It also helps them learn to make appropriate choices.


There are many ways to go about setting limits, but staff members who use these techniques must keep three things in mind:
Setting a limit is not the same as issuing an ultimatum.
Limits aren’t threats—If you don’t attend group, your weekend privileges will be suspended.

Limits offer choices with consequences—If you attend group and follow the other steps in your plan, you’ll be able to attend all of the special activities this weekend. If you don’t attend group, then you’ll have to stay behind. It’s your decision.
The purpose of limits is to teach, not to punish.
Through limits, people begin to understand that their actions, positive or negative, result in predictable consequences. By giving such choices and consequences, staff members provide a structure for good decision making.
Setting limits is more about listening than talking.
Taking the time to really listen to those in your charge will help you better understand their thoughts and feelings. By listening, you will learn more about what’s important to them, and that will help you set more meaningful limits.
Download The Art of Setting Limits

SYSTEMATIC USE OF CHILD LABOR


CHILD DOMESTIC HELP
by Amanda Kloer

Published February 21, 2010 @ 09:00AM PT
category: Child Labor
Wanted: Domestic worker. Must be willing to cook, clean, work with garbage, and do all other chores as assigned. No contract available, payment based on employer's mood or current financial situation. No days off. Violence, rape, and sexual harassment may be part of the job.

Would you take that job? No way. But for thousands of child domestic workers in Indonesia, this ad doesn't just describe their job, it describes their life.

A recent CARE International survey of over 200 child domestic workers in Indonesia found that 90% of them didn't have a contract with their employer, and thus no way to legally guarantee them a fair wage (or any wage at all) for their work. 65% of them had never had a day off in their whole employment, and 12% had experienced violence. Child domestic workers remain one of the most vulnerable populations to human trafficking and exploitation. And while work and life may look a little grim for the kids who answered CARE's survey, it's likely that the most abused and exploited domestic workers didn't even have the opportunity to take the survey.

In part, child domestic workers have it so much harder than adults because the people who hire children are more likely looking for someone easy to exploit. Think about it -- if you wanted to hire a domestic worker, wouldn't you choose an adult with a stronger body and more life experience to lift and haul and cook than a kid? If you could get them both for the same price, of course you would. But what if the kid was cheaper, free even, because you knew she wouldn't try and leave if you stopped paying her. Or even if you threatened her with death.



Congress Aims to Improve Laws for Runaway, Prostituted Kids

by Amanda Kloer

categories: Child Prostitution, Pimping

Published February 20, 2010 @ 09:00AM PT

The prospects for healthcare reform may be chillier than DC weather, but Democrats in the House and Senate are turning their attention to another warmer but still significant national issue: the increasing number of runaway and throwaway youth who are being forced into prostitution. In response to the growing concerns that desperate, runaway teens will be forced into prostitution in a sluggish economy, Congress is pushing several bills to improve how runaway kids are tracked by the police, fund crucial social services, and prevent teens from being caught in sex trafficking. Here's the gist of what the new legislation is trying to accomplish:

Shelter: Lack of shelter is one of the biggest vulnerabilities of runaway and homeless youth. Pimps will often use an offer of shelter as an entree to a relationship with a child or a straight up trade for sex. In the past couple years, at least 10 states have made legislative efforts to increase the number of shelters, extend shelter options, and change state reporting requirements so that youth shelters have enough time to win trust and provide services before they need to report the runaways to the police. Much of the new federal legislation would make similar increases in the availability and flexibility of shelter options.

Police Reporting: Right now, police are supposed to enter all missing persons into the National Crime Information Center (NCIC) database within two hours of receiving the case. In reality, that reporting doesn't always get done, making it almost impossible for law enforcement to search for missing kids across districts. This hole is a big problem in finding child prostitution victims and their pimps, since pimps will often transport girls from state to state. The new bill would strengthen reporting requirements, as well as facilitate communication between the National Center for Missing and Exploited Children and the National Runaway Switchboard

We Must Never Forget These Soldiers, Sailors and Airmen and Women

We Must Never Forget These Soldiers, Sailors and Airmen and Women
Nor the Fool Politicians that used so many American GIs' lives as fodder for the fight over an english noun - "Communism"