Showing posts with label Pension. Show all posts
Showing posts with label Pension. Show all posts

Tuesday, November 20, 2012

CTA REFUSES TO USE BUT A FRACTION OF IT'S ONE-THIRD BILLION DOLLAR annual INCOME TO onerously and relectantly PROTECT AND DEFEND (some not all of) IT'S MEMBERS IN NEED.

Our's is the first era where Teachers in California Have NO Enforced Rights though dozens of laws, statutes, and codes exist to protect our them. This has come to pass due mostly to the ineptitude and corporate style greed of The California Teachers Association, Our "Union." Sometimes calling itself a "Professional Organzation," not a Union. 

CTA REFUSES TO USE BUT A FRACTION OF IT'S ONE-THIRD BILLION DOLLAR annual INCOME TO onerously and relectantly PROTECT AND DEFEND (some not all of) IT'S MEMBERS IN NEED. It seems fitting you should know the salaries of the people who take an average of $75 per month from each educator (CTA states 325,000, down from over 345,000 members.) 75X325,000.00 = $ 24,375,000 PER MONTH, 12mo.X $24,375,000.00 = $292,500,000.00 per year. CTA is the richest state union in the country and the richest of its type in the world. The same CTA that gave itself through your local representatives, no membership votes were cast, an income increase every year that there have been teacher layoffs - the last six years.



I personally couldn't get a qualified CTA attorney to represent me at all. Inspite the local's CTA representative promising me that "it would be no problem." CTA legal refused to allow me an attorney in an administrative hearing regarding my pending dismissal on a set of out and out LIES by Moreno Valley Unified School District's, HR Drag Queen - Henry H. Voro's. CTA legal also refused an explanation or to provide the total each member is allotted for legal defense.
What are they hiding now?

Saturday, August 4, 2012

Five Myths (Lies) About Teaching in America - Edited by yours truly.

Originally Published  2/29/2012
Myth #1:  Teachers make more than the average American. Their salary is not less than it should be.

Let’s take a look at those claims… the average teacher salary in the United States is $52,900 and the average salary for all workers in the United States is $52,544 so yes, teachers make slightly more than average. However, the average income for American workers with a bachelor’s degree or better is $77,293 (1) well above the average teacher.

Looking at total compensation (includes insurance, paid holidays, retirement etc.) the private sector average is $71,000 and the public sector average is $69,000.(2)

It should be clear that teacher’s pay lags well behind that of our similarly educated peers. It should also be clear why we have the paid retirement and insurance we do – it helps bring our compensation in line with our private sector peers. And we still lag behind our private sector peers.

Myth #2: Teachers should not have a “Job for Life.” The teacher’s unions protect bad teachers and make it impossible to fire bad teachers.

Nothing could be further form the truth. First, it is important to be clear on what teacher tenure is and what it is not. “Unlike tenure for university professors, tenure for K-12 teachers does not shield them from dismissal. Instead, it's simply a guarantee of due process — that if a teacher is fired, it will be for cause.”(3)

Teachers and their unions are not the least bit interested in hiring or protecting poor teachers. Nor are teachers hired for life. Teachers and their union are interested only in protecting good teachers from abuse and arbitrary firings and this requires due process. The fact that poor teachers can hide behind these protections is really a reflection of administrators who are unable or unwilling to clearly articulate a case against a poor teacher and that we DON'T have any valid standardized way of evaluating performance. Currently, many administrators who were poor teachers themselves that moved on  to get out of the classroom, subjectively write the final evaluation of teachers through a process where personalities and non-teaching agendas come into play.

Myth #3: We have to do something; we are lagging far behind other countries in education.

I do not know a teacher who does not believe that education in America has critical flaws. Teachers also believe that we are lagging behind other industrialized countries and there are grave concerns about our failure to keep up. However, how we come to that conclusion and how we measure ourselves against the world is flawed. (See the preceding article.)

The “Us versus Them” comparisons are flawed and causing grave harm to education in this country due to the reliance on standardized testing to measure student and teacher performance.

There are major issues with this comparison.

For starters, China, India et. al. Do not test every student, nor do they attempt to educate every student.(4) Schools in the United States (excepting private schools and in many cases charter schools) are required to accept and teach any student who appears at their door. This includes well qualified students, motivated students, unmotivated students, students with special emotional or mental needs ( read - not enough school counselors,) unprepared students, students with little support outside of schools, students who don’t speak a common language, the list goes on. Most of these students would not be accepted to, or be allowed to remain in most foreign schools. Up untell the Bush administration, most Americans were proud of this fact. Further, the fact that we have chosen to educate all children is the only socially progressive achievement we can lay claim to ahead of any other country.

This is in no way a complaint about providing instruction to these students or an excuse or even a claim that these students can’t or shouldn’t be taught, but simply a clear reason why the comparison of test scores is problematic at best, and faulty and harmful in the extreme.

Not only is the comparison flawed, it has led us to the point where we are basing our educational decisions on standardized tests and even trying to evaluate teachers on how well their students do on these tests. (5)

The problem is, a test does not provide information on how well a teacher has taught a subject, at best a test tells us how well a student has learned the subject. In the absence of other data, a test does not even do that reliably.

While there is plenty of research on the subject – enough to write a book – the simple explanation is this: a teacher cannot control all of the variables that go into how well a student learns. The support a student receives at home is far more important than what goes on in their school. How motivated a student is to learn will effect how well they learn.

Interestingly, China is attempting to rely less on standardized test and create a more American system. (6) Chinese policy makers are beginning to realize that teaching to the test has created generations of very good test takers who are unable to critically analyze and solve complex problems or creatively think of new ideas.

"We have just seen 43 states and DC adopt a Common Core curriculum that will have a Common Core national test (common “yardstick”) in 2014-15, and another name for that national test is “gao kao.” It will drive U.S. education for decades and we may never be able to get off of it. The American teacher was always unique in deciding what to teach, when to teach, and how to teach it…and the variability in creative questioning has gained us 270+ Nobel Prizes. (Score for China-educated doing research in China is zero…but that will soon change due to many who return after receiving a graduate education in U.S.) But now, partly from test envy and international ignorance, we have headed down a path to standardization in testing that we will not be able to get out of in our lifetime." (7)

Is this really where we want to head?

“But [the] intention is to use the Special Curriculum as a laboratory to experiment with a curriculum that will help all Chinese students, not just those who study abroad. Special Curriculum students may be encouraged to exercise and play, watch movies and read novels, engage in chit-chat and extracurricular activities. But in tests they do just as well as – or even better than – students who are given no choice but to study all day. This fact has profound implications for curriculum design and implementation in China. (8)

Scientific research and the experience of Finland’s highly praised education system show that a varied and flexible schedule that incorporates play and pleasure with study and work produces the best learners. Fitness and nutrition, music and arts, sports and games are not unnecessary distractions to learning but healthy supplements.” (9)

Myth #4: In this economy teachers are lucky to have a job.

No, teachers are not lucky to have a job.

This should not minimize the severity of our current economic situation, but unemployment is near 9% (10) meaning that if you selected 100 people at random 91 of those people would be employed. Having a job isn’t lucky, not having employment is unlucky.

In addition, many teachers worked very hard to earn degrees and employment that is relatively stable. Having a job now is the result of making good choices when selecting a career. Many teachers chose to forgo maximum profit for security and it is paying off now.

Myth #5: Why shouldn’t teachers be held accountable when everyone else is accountable for their performance?

Teachers are and should be held accountable. For good teaching. Not politically driven misconceptions by people without Credentials to even understand the complexity of issues. Bill Gates stole the idea behind Windows from Apple Inc, who had stolen the actual code for their PC interface from the scientists at Bell Laboratories with no repercussions. In spite Gates' many books,  Gates' is intellectually, experientially and functionally unqualified to comment on Education change. He hasn't taught one day in a public school. He could not qualify to teach. He dropped out of college. Leaving him approximately five years of college to even qualify.

Most teachers want to be the very best teacher they can be and that is impossible without being regularly and properly evaluated. It is difficult to make specific comments because how teachers are evaluated varies from district to district but it is fair to say that most teachers don’t have an issue with being evaluated.

However, teachers want to be evaluated on their teaching. Tying their evaluations and pay to student performance is unfair. There are far too many variables that are outside a teacher’s control. And unlike a manager in the private sector a teacher cannot interview potential students and pick the best nor can a teacher fire those who choose to ignore their responsibilities in school.

A teacher’s role is to teach the best they are able. To implement best practice and the best teaching strategies. To continually adapt to the needs of their students and to learn new ways to reach them and teach them. Additionally, an ability to form positive relations with most if not all of their students. As we all know certain personality traits and false expectations lend to negative impact on the learning process In those developmental years.


That is what a teacher should be evaluated upon.

A student’s role is to be in class and to complete the tasks a teacher asks – whatever those task may be – to the best of their ability. If a student does not do this, for whatever reason, they are not doing their job and they will not learn as well as they are able. A teacher does not control this, and no matter how well the teacher teaches a student who fails to perform their job will fall short of expectations and their potential.

1. “ 2011 Statistical Abstract,” U.S. Census Bureau, accessed February 23, 2011, http://www.census.gov/compendia/statab/
2. “For public-sector workers, a wage penalty,” Economic Policy Institute, accessed February 23, 2011, http://www.epi.org/economic_snapshots/entry/for_public_sector_worke...
3. Greenblatt, Alan, “Is Teacher Tenure Still Necessary?” NPR.Com, accessed February 23, 2011, http://www.npr.org/templates/story/story.php?storyId=126349435
4. Compton, Robert, “2 Million Minutes: A Global Examination”, The Finland Phenomon, accessed February 23, 2011, http://www.2mminutes.com/
5. “K-12 testing,” Fair Test, the national Center for Fair and Open Testing, accessed February 23, 2011, http://www.fairtest.org/k-12
6. Schrock, John Richard, “Why Doesn’t China Get Off the Teach-to-the-Test System?” Yong Zhao, accessed February 23, 2001, http://zhaolearning.com/2010/12/29/john-richard-schrock-why-doesnt-...
7. Ibid.
8. “Education Reform in China: What the educators think,” OECD 50, Better policies for Better Lives, accessed February 23, 2011, http://oecdinsights.org/2010/03/19/education-reform-in-china-what-t...
9. Ibid.
10. “Table A-14. Unemployed persons by industry,” United States Department of Labor, accessed February 23, 2011, http://www.bls.gov/news.release/empsit.t14.htm

Sources:
http://www.npr.org/templates/story/story.php?storyId=126349435
http://www.epi.org/economic_snapshots/entry/for_public_sector_worke...
http://en.wikipedia.org/wiki/Working_time
http://www.cnn.com/2011/OPINION/02/20/ravitch.teachers.blamed/index...
http://www.dianeravitch.com/
http://www.worldsalaries.org/usa.shtml
http://www.educationworld.net/salaries_us.html
http://www.payscale.com/research/US/Country=United_States/Salary
http://quickfacts.census.gov/qfd/states/00000.html
http://www.aeaweb.org/students/Careers.php
http://zhaolearning.com/2010/12/10/a-true-wake-up-call-for-arne-dun...
http://slatest.slate.com/id/2284732/entry/4/#add-comment
http://abcnews.go.com/Politics/chinas-education-prepares-students-t...
http://zhaolearning.com/2010/12/29/john-richard-schrock-why-doesnt-...
http://oecdinsights.org/2010/03/19/education-reform-in-china-what-t...
http://www.aare.edu.au/05pap/zho05780.pdf
http://www.asainstitute.org/2mm/index.html
Compton, Robert 2 Million Minutes: A Global Examination (2008), http://www.2mminutes.com/

Tyack, David B. The One Best System: A History of American Urban Education (1974)

Tyack, David B., and Elizabeth Hansot. Managers of virtue: Public school leadership in America, 1820–1980. (1982)

Archbald, Doug A.; Newmann, Fred M. Beyond Standardized Testing: Assessing Authentic Academic Achievement in the Secondary School (1988)

Alfie Kohn The case against standardized testing: raising the scores, ruining the schools (2000)

Sunday, March 11, 2012

The Emanant Insolvency of San Diego Unified School District: A Harbinger of Things to Come for Moreno Valley USD??


Original story by andrew.donohue
voice of sandiego


The public proclamations that the San Diego Unified School District faces a state takeover dropped like bombshells this month, but district leaders have had serious discussions about insolvency both publicly and privately for years.
At one point more than two years ago, former Superintendent Terry Grier was so concerned that school board members didn't grasp insolvency's consequences that he scheduled a private briefing from perhaps the state's foremost expert on it, San Diego County Office of Education Superintendent Randy Ward.
"We'd just had numerous discussions with them about the possibility of insolvency. They just didn't believe the state elected officials could or would allow it to happen," Grier said. "There was even early discussion about how becoming insolvent might be the right thing to do."
Ward knows state takeovers well. The state appointed him to take over Oakland Unified School District after it went broke in 2003. He unilaterally ran the district, cleaning up its finances after the superintendent was fired and the elected school board became an advisory council.
When he met with them, Ward didn't tell the board members they were headed for insolvency. Rather, he explained what would happen and how the district would need to take drastic measures to avoid it. "He also rang that warning bell loud and hard," Grier said.
At least twice since that meeting, while the state continually cut funding to local schools, the school board has made high-stakes gambles that state finances would improve or that school spending would significantly increase. In light of California's continued economic problems and those serious ongoing discussions about insolvency, those gambles have begun to look misguided at best and reckless at worst.
District officials have cast the financial crisis as one wholly of the state's making, but talk of insolvency has always hung over the financial gambles the district's taken in order to keep class sizes small and teachers employed in the short-term. The long-term consequences of those decisions only compound the trouble handed down by the state.
Just a year after Ward's talk, the school board entered into a labor contract that, while providing short-term relief, saddled it with burdens it may well not be able to handle. The contract was, by the board president's own admission, a "gamble." Then, this summer, the board voted to rehire hundreds of teachers based on rosy state projections, despite advice to the contrary from their staff and consultant.
Now, with the state's projections looking unlikely to materialize, school board President Richard Barrera is calling for the state to levy taxes on the wealthy, oil extraction or alcoholic beverages to save school districts from insolvency.
Grier, who left the district in 2009 for Houston, said the district's dynamics changed when the teachers union's slate of school board members, John Lee Evans and Richard Barrera, were elected in 2008 and joined with Shelia Jackson to form a pro-labor voting block.
When Barrera and Evans joined the board, Jackson put together a plan to cancel teacher layoffs that had been issued before their election, a move the new board approved unanimously.
Grier said the move went against staff's advice and had little justification as the district's enrollment had been shrinking for the better part of a decade and the teachers simply weren't necessary.
At the time, then-board member Katherine Nakamura said schools were fully staffed and it would be hard to even find places to put the teachers. She warned of the bad timing, too, considering the state's plight. "You don't eat a jelly donut in the middle of a heart attack, no matter how sweet it might be."
Nakamura ended up voting for the plan, though, saying she wanted to move the board forward.
Barrera said his decisions have nothing to do with his relationship with, and support of, labor unions. He said his relationship with the teachers union has soured thanks largely to his vote in favor of layoffs earlier this year.
Make no doubt about it: The state Legislature has made severe changes to the way it funds K-12 education, offering districts 15 percent less money than it did just a few years ago. And it's not even giving the districts the smaller checks it promised, forcing them to borrow money every year and bank on IOUs. That's put districts around the state in serious trouble.
In response, San Diego Unified has made its own harsh changes. It's cut staffing by 15 percent since 2009 and this year it ultimately laid off more than 1,000 workers, including 500 teachers. The threat of insolvency, for example, popped up during the school board's public deliberations about whether to issue layoff warnings to teachers this March.
Today, district leaders say they've cut to the bone and are now evaluating closing some schools. Teachers agreed to shorten the school year by five days the last two years, taking five unpaid days off and saving the district about $20 million.
But, despite those major changes, the school board has been banking on the state Legislature upping education funding or a roaring economy to come to the rescue before the consequences of some of its long-term decisions come due. Every cut that wasn't made a year ago compounds now, and only deepens the budget pain when it eventually has to be made.
Barrera said every budget decision he's had to make has involved risk. "We either risk the education of kids or we risk the financial health of the district, that's the situation we've been in, over and over and over again," he said.
The issue to Barrera is one of drawing a line in the sand.
The board has already made cuts that have raised class sizes to an unacceptable level and impacted the welfare of children, he said, but there's a point the board simply can't cross. If refusing to make cuts entails gambling against the financial health of the district, then that's what he's got to do, he said.
Choose against the financial health of the district too often, though, and you eventually run out of money to even keep a school district functioning.
That's the situation the district faces today.
It's already staring at a $60 million deficit for next year after managing a roughly $80 million deficit this year. It has a rather vague list of solutions to fund that deficit, from closing schools, to selling off land, to asking the union to make concessions on teacher salaries and benefits. All that will have to be decided soon.
If the state's optimistic revenue forecast fails to materialize, next year's deficit could nearly double for and the district will have to find more ways to cut without laying off teachers. So far, the only solution that's been floated for that problem is shortening the school year by seven days, a proposal that, again, the district would have to negotiate with its unions.
If the state goes ahead with the threatened midyear cuts, Barrera and Superintendent Bill Kowba say the district will be on its way to insolvency. If the district goes insolvent, it will get taken over by the state and local control would be eviscerated.
Budget decisions would be made unilaterally by a state-appointed trustee. The superintendent would be fired. The school board would be advisory. The state would have some power over school finances for decades as the district paid back its bailout loan.
Kowba, a former rear admiral in the Navy, served as Grier's chief financial officer. Grier said Kowba had continually raised red flags for the school board.
However, he said, often staff's warnings to the board went unheeded.
"We knew the cuts were going to be painful. We also knew from everyone we talked to that this was not going to get better. We kept sharing that with the board. They were in a hard position, I don't envy them," Grier said. "But they kept going in the opposite direction that staff recommended."
You can reach us at andrew.donohue@voiceofsandiego.org orwill.carless@voiceofsandiego.org. Follow us on Twitter:

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"