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)

"I Know the Financial, Personal, Emotional and Physical Damage... "

by Lorna Stremcha

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.

I was a tenured teacher at Havre Middle School with a successful work history of nearly ten years. I was approached and harassed in my classroom by a mentally challenged and dangerous person during school hours. His speech and actions caused me fear that I would be raped, or worse. The administration's less-than-positive response to the situation eventually caused me to file a sexual harassment and hostile environment complaint. After making the complaint and following the chain of command within the school system with no results, I filed a Montana Human Rights Complaint with the Montana Human Rights Bureau. This was a dual filing with the EEOC. Upon returning to work the next school year, I found hard-core pornographic emails on my school computer. When I reported these emails to the proper authorities, their response was that "keep quiet". When I asked them to trace the pornography, the administration replied that it couldn't be done.

As I pressed the issue, the administration's reaction was to try to find a way to get rid of me. They embarked upon a series of closed meetings with students and parents in an attempt to discover anything and everything they could use to build a case to terminate me. Students were taken from their class for meetings with the administration and were told to keep the discussions "a secret". While I was never allowed to meet with parents or students to discuss what were obviously fabrications, rumors were rampant. Administration leaks were prevalent although I was continually told to keep silent I also received letters from administration threatening termination. These letters lacked a basis in fact and were simply threats. Such a campaign can take a toll. Admittedly, my teaching suffered. I was afraid to discipline any student in fear that such an action would result in more closed meetings and threats of termination. Grades were questioned. Parents called and met with members of the administration. These meetings were either scheduled for times during which they knew I could not attend or simply held without notification. I was totally isolated. These are only the highlights of a year of harassment and intimidation. Naturally, my health suffered. At one point, I weighed 90 pounds and my physician prescribed medication for stress. In fact, he recommended that I take a leave of absence.

When I returned from that leave, my classroom was bare. My personal possessions were boxed. Student work had been removed, was missing or destroyed. Grades had been awarded in my name that I had not authorized. In response to all of this and other forms of harassment, my union representative said simply, "They can do what they want. They're administration." Finally, I was terminated.

While doing discovery [legal process], I learned that members of the Montana Human Rights Commission, members of the school district's law firm, the Montana School Board Association and Montana Teachers Union all had political ties with the superintendent who terminated me. To make matters worse, he chairs the Board of Public Education. All of these people met to discuss my complaints against the administration. These meetings were not publicized and I was not in attendance. During the same period in which I was under daily scrutiny and discipline, male employees were allowed to use corporal punishment, have inappropriate relationships with students and drink alcohol on school sporting trips. Other topics brought to the attention of the administration during this same period included the treatment of a Native American paraplegic paraprofessional and her Native American students as well as the use of derogatory names referring to women, ethnic groups and special needs children. All these were dealt with behind closed doors. The 
public was never informed and no other teacher lost his job.


Even though I received a settlement, I have been blacklisted and cannot be employed in my chosen career. Sadly, I have lost my passion for classroom teaching and find myself fearful of those who work as administrators in the field of public education. This entire scenario could have been avoided had the school administration been willing to discuss openly and frankly the events that led to my filing the first grievance. (This is almost always the case. Our district administrators and the defected personalities at the helm, keep pushing the illogical and ridiculously expensive personal vendettas in order to keep from having to admit they were wrong in the way they handled things. Sometimes it is out of fear of retaliation of other administrators).   It was filed only after the administration refused to listen to my concerns and only after I was told to "keep quiet". At one point, the administration represented me as a hysterical female whose problem might be "hormonal". All this was done with union knowledge and while I was under a Collective Bargaining agreement. The union was in contact with the administration and was contacted by the administration. They did not protect me nor did they stand up for me. I believe this would not have happened had the Union done their job and not breached their contract with me. Again, these are only highlights.

With truth on my side,

Lorna Stremcha

THIS TEACHER'S STORY ALSO PROVIDES A VERY GOOD REASON TO BEWARE OF OUR UNIONS AS MANY OF OUR MEMBERS HAVE SADLY DISCOVERED. WHAT HAPPENED TO THIS TEACHER, AND MOST OF OUR OTHER TEACHER MEMBERS INCLUDING THE PRESIDENT OF NAPTA, COULD NOT HAVE HAPPENED IF WE HAD REAL UNIONS. AND CONSIDERING THAT MANY OF OUR POLITICIANS RELY ON THE UNIONS WE HAVE FOR THEIR FINANCIAL BACKING, OUR POLITICIANS ARE UNWITTING PUPPETS OF EDUCRAT$ ALL OVER THIS NATION. 








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 BACKGROUND

What to Do if the Unthinkable Happens... and You are Forced to Rely On Your CTA Appointed Attorney?

The following came from Union Plus Legal Services web site:
I cannot vouch for the accuracy of the claims here in

AFT, pursuant to the AFT Legal Defense Fund, assists FEA by sharing the costs of in-house counsel on matters that fall within the scope of its program.  In-house counsel provide representation to locals in matters before the Public Employees Relations Commission; appeals of final agency orders; and legal actions relative to collective bargaining, organizing or political action.  The Office also provides representation to individual members in dismissal, certification, appeals of final agency orders when legally warranted, and other matters as determined under the program.

Find a Lawyer in Your Area

NOTE: When you contact a lawyer in the network, tell them you're calling for the Union Plus Legal Service so you can get your free initial onsultation and discount.

1.     Call  1-888-993-8886 (9-7 ET, M-F) or

2.     Find a lawyer online and after selecting a lawyer, use the online tool to notify that lawyer by email of your intent to contact their office; you can even briefly describe your legal issue.

3.     Print a Union Plus Legal Service business card as a handy reference.

No participating lawyers in your area? Let us know where the program needs participating lawyers, email legal@unionprivilege.org or recommend a lawyer in your area by completing this form.

Find a lawyer in your area using the Union Plus Legal Service

In legal matters, union members rely on expert advice. And to help find lawyers who can answer their personal legal questions, members can consult the Union Plus Legal Service.

Need a lawyer? Lawyers in the legal panel have expertise in:

 Family law
 Traffic matters
Wills and estate-planning
Real estate
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The Union Plus Legal Service helps:

Make legal services more accessible and affordable to union members and their families.
Simplify the search for legal advice for working families.
Encourage the use of preventive law-get advice before a legal question becomes a legal problem.

"Legal aid services you can trust:"

Selective? (HARDLY!) Union Plus Legal Service lawyers are carefully selected to make sure members receive the best cheapest services available (to CTA). Labor-friendly? (Unless you think attorney malfeasance and the loss of YOUR career unfriendly.) Many of the panel of attorneys serving the program have been selected from lists of lawyers involved in the union movement and those involved with similar group legal services programs. 

Do You Know? Is it Really True? Not in This Educators Experience

One of the (supposed) benefits provided by NEA and your State Association is job rights protection under the Kate Frank/DuShane Unified Legal Services Program (ULSP). The following is printed right off a state NEA affiliate's site:


The ULSP is a jointly sponsored NEA and state affiliate program that provides appropriate legal assistance to members who are subjected to discipline or discharge by their employer. But did you also know that NEA provides two other important benefits that may be available to members who are falsely accused?  


Some cases involving very serious allegations can result in criminal charges being filed against you and may require you to retain a criminal defense attorney. If the charges arise in the course of your employment and you are fully exonerated or all the charges are dropped, then the NEA (approved )Educators Employment Liability (EEL) Program will reimburse you up to $35,000 for attorneys’ fees.  (Note:  If the criminal charges are limited to corporal punishment, there is reimbursement even if you are not exonerated.)  JUST DON'T GET CAUGHT DISSENTING FROM THE CTA/NEA PARTY LINE OR YOU'LL STAND ALONE REGARDLESS.


Be sure to contact your state Association CTA, before retaining a criminal defense attorney. (THIS WAY THEY CAN CHECK YOU AGAINST A LIST OF KNOWN CTA DETRACTORS.) Your state Association may be able to recommend a reputable attorney who has experience with child abuse cases.


You also might be sued for damages by the alleged victim and/or the parents. Under the EEL Program, all NEA members are covered for claims up to $1 million in civil lawsuits against them for damages and attorneys’ fees arising out of their employment activities. The policy kicks in after any insurance available through the school district, and is subject to several exclusions.  

Check with YOUR state Association (Of course! Those lying pricks!) for additional information about the scope of  CTA coverage under the EEL Program.

A Pretext for Removing as Many High Priced Teachers as Possible

Written by Leonard Isenberg
(one of my civil rights heroes)

(For a national view of public education reform see the end of this blog post) 

Since the regrettable Miramonte child molestation scandal, the numbers of teachers that the Los Angeles Unified School District (LAUSD) is targeting, harassing, and summarily removing on bogus charges has exploded as Superintendent John Deasy and others in charge at LAUSD try to use this administratively allowed scandal as a pretext for removing as many high priced teachers as possible. This has created a culture of fear at LAUSD where those attacked tend to allow LAUSD to frame the conversation while trying to defend themselves against trumped up charges. This is a big mistake.

 Yesterday, when I appeared at the LAUSD Board meeting to speak against the proposed settlement of the Scot Graham - Ramon Cortines sexual harassment allegation, I bumped into LAUSD Head of Human Resources Vivian Ekchian, who asked me who I was. When I told her that I was a teacher who she had illegally terminated as an LAUSD teacher almost two years ago, she told me to send her any other information I might have to prove my innocence. 

 This is a perfect example of allowing LAUSD to frame the conversation. Under American law, I am presumed innocent until proven guilty, something that has not been the case for close to three years, since I was removed from my classroom. It is not for me to prove my innocence, but rather for LAUSD to prove that I did anything wrong that justifies my removal as a teacher without due process of law, which should take place in a timely manner to avoid the de facto punishment it continues to allow against myself and teachers who should be presumed innocent until proven guilty.

 As I was not given a legal Skelly Hearing, where charges, evidence, and witnesses were presented by the District nor subsequently dismissed with a "verified" letter under penalty of perjury by Ms. Ekchian, who actually has no knowledge of the facts in my or any other teachers' cases she signed to dismiss, minimal due process of law had not been met.

 It is LAUSD that must fulfill its legal burden to show that I was guilt of a firing offense by a preponderance of the evidence. As I pointed out to Ms. Ekchian, the vast majority of teachers are not in the financial position to fight back against the coordinated assault that LAUSD levels against them, with the active and/or passive collusion of United Teachers Los Angeles (UTLA) and their attorneys at Trygstad, Schwab & Trygstad. So why am I different, I asked her? Because, as I explained to her, "I have "f..k you" money sufficient to pay my overhead for the years LAUSD gets its expensive outside attorneys to unjustifiably protract the legal process. Most teachers who have been put on unpaid administrative leave pending termination do not have this luxury. All that Ms. Ekchian could say was that she found my use of the "f" word regrettable as did I. So I tried to put it into a context where she might better understand what I believe to be my justifiable use of this regrettable term under the circumstances. "Ms. Ekchian, if you were dealing with a Turkish official today in 2012 that continued to deny the murdering of one and a half million Armenians in the Armenian genocide in 1915, clearly perpetrated by the Turkish government, might you not use the "f" word too? Ms. Ekchian did not answer.

 To my way of thinking, vulgar is firing hundreds of teachers without cause or recourse to law. In my case or yours, if Ms. Ekchian or Mr. Ira Berman of Staff Relations, who was also sitting with her for hours in the LAUSD Board room, waiting for the Board to return from closed session, actually wanted to know more about my case or yours, all they would have to do is ask LAUSD legal counsel or the outside counsel they have hired at great expense to harass me and protract the process to let them see for the first time what evidence LAUSD has - or doesn't have - in any of the hundreds of cases against good teachers they are presently moving to fire. Ms. Ekchian chooses to sit and do nothing, which is probably what got her the job in the first place. Ms. Ekchian, Mr. Berman, and all the other employees of LAUSD are for the most part decent people, they just live and try to survive without making waves in the longstanding purposefully dysfunctional environment of LAUSD, where blindly following orders is the longstanding essence of LAUSD's change nothing philosophy, where no good act goes unpunished. If consequences, both good and bad, as well as external checks and balances against LAUSD's present unbridled power are put in place, Ms. Ekchian, Mr. Berman, and the vast majority of LAUSD administrators might actually do a good job.
 At the very least, they might even enjoy their work for a change.

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; This article is a jewel that chronicles the corruption in NYC's Dept of Education. 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, profit, and personal beliefs will increase and take hold. (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.  (Truth is we no longer have a democracy, if ever. What we have is a corrupt mutation of capitalism in its stead. Not born of freedom but of corporate and personal greed. A "Cult of Wealthy Personalities" as our chosen leaders. With one national religion, the worship of the dollar above all lesser gods) 


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 visión nacional de la reforma de la educación pública ver el final de esta entrada del blog) Desde el escándalo de abuso sexual infantil Miramonte lamentable, el número de profesores que el Los Angeles Unified School District (LAUSD) está apuntando, de acoso, y de la remoción de los cargos falsos se ha disparado como Superintendente John Deasy y otros a cargo en el LAUSD intentar usar esta vía administrativa permitido el escándalo como pretexto para eliminar a muchos profesores de alto precio como sea posible. Esto ha creado una cultura del miedo en el LAUSD donde t manguera \ atacado tienden a permitir que el LAUSD para enmarcar la conversación mientras intentaba defenderse de acusaciones falsas. Este es un gran error. Ayer, cuando me presenté en la reunión de la Junta del LAUSD para hablar en contra de la propuesta de acuerdo del escocés Graham - Ramón Cortines alegación de acoso sexual , me encontré con la cabeza de los Derechos Humanos del LAUSD Ekchian Recursos Vivian, quien me preguntó quién era yo. Cuando le dije que yo era un profesor que había terminado ilegalmente como profesor de LAUSD hace casi dos años, ella me dijo que le envíe cualquier otra información que podría tener que demostrar mi inocencia. Este es un ejemplo perfecto de lo que permite el LAUSD para enmarcar la conversación. Bajo la ley estadounidense, estoy presunción de inocencia hasta que algo pruebe lo contrario, que no ha sido el caso durante casi tres años, desde que fue retirado de mi salón de clases. No es para mí para demostrar mi inocencia, sino más bien por el LAUSD para demostrar que yo haya hecho nada malo que justifique mi remoción como un maestro sin el debido proceso de ley, que debe llevarse a cabo de manera oportuna para evitar el castigo de facto que sigue para permitir que contra mí mismo y los profesores que deben ser considerado inocente hasta que se demuestre su culpabilidad. Como no se le dio una audiencia judicial Skelly, donde los cargos, las pruebas y los testigos fueron presentados por el Distrito, ni posteriormente despidió con un "verificado" carta bajo pena de perjurio por la Sra. Ekchian, que en realidad no tiene conocimiento de los hechos en mi o cualquier otro de los casos de otros profesores que firmaron para despedir, el proceso de un mínimo de vencimiento de la ley no se habían cumplido. Es el LAUSD que debe cumplir su obligación legal para demostrar que yo era culpable de un delito de disparo por una preponderancia de la evidencia. Como he señalado a la Sra. Ekchian, la gran mayoría de los maestros no están en la posición financiera para luchar contra el asalto coordinado que los niveles del LAUSD en contra de ellos, con la complicidad activa y / o pasiva de Maestros Unidos de Los Ángeles (UTLA) y sus abogados en Trygstad, Schwab & Trygstad. ¿Por qué soy diferente, yo le pregunté? Porque, como le expliqué, "Tengo" f .. k que "el dinero suficiente para pagar mis gastos para los años del LAUSD recibe sus abogados externos costosos para prolongar injustificadamente el proceso legal. La mayoría de los profesores que se han puesto en licencia administrativa sin pagar hasta que se ponga no tienen ese lujo. Todo lo que la Sra. Ekchian podía decir era que se encontró con mi uso de la palabra "F" lamentable al igual que I. Así que traté de ponerlo en un contexto en el que podríamos entender mejor lo que creo que ser mi uso justificado de este término lamentable que, dadas las circunstancias. "La Sra. Ekchian, si se trataba de un funcionario turco de hoy en 2012, que siguió negando el asesinato de un año y medio de armenios millones en el genocidio armenio en 1915, claramente perpetrado por el gobierno turco, no podría utilizar la palabra "F" también ? La Sra. Ekchian no respondió.A mi modo de pensar, vulgar está despidiendo a cientos de maestros sin causa o el recurso a la ley. En mi caso, o la tuya, si la Sra. o el Sr. Ira Ekchian Berman de Relaciones con el personal, que también estaba sentado con ella durante horas en la sala de Junta del LAUSD, esperando a que la Junta volviera a sesión a puerta cerrada, en realidad quería saber más acerca de mi caso, o la tuya, todo lo que tendría que hacer es pedirle a un abogado del LAUSD legal o el asesor legal externo que han contratado a un gran costo para acosarme y prolongar el proceso para que vean por primera vez, lo que evidencia el LAUSD tiene - o no tiene - en cualquiera de los cientos de casos en contra de los buenos maestros que actualmente están en movimiento para disparar. La Sra. Ekchian elige para sentarse y no hacer nada, que es probablemente lo que le consiguió el trabajo en el primer lugar. La Sra. Ekchian, el Sr. Berman, y todos los demás empleados de LAUSD son para las personas decentes su mayor parte, que acaba de vivir y tratar de sobrevivir sin hacer olas en el ambiente desde hace mucho tiempo a propósito disfuncional, donde las órdenes ciegamente siguientes es la esencia de muchos años de LAUSD cambiar la filosofía de la nada. Si las consecuencias, tanto buenas como malas, así como los controles externos y contrapesos contra el poder desenfrenado de la actualidad del LAUSD se ponen en marcha, la Sra. Ekchian, el Sr. Berman, y la gran mayoría de los administradores del LAUSD en realidad podría hacer un buen trabajo. Por lo menos, que incluso podría disfrutar de su trabajo para un cambio. Si usted o alguien que usted conoce ha sido blanco de ataques y se encuentran en proceso de ser despedidos y la necesidad de defensa legal, póngase en contacto: Lenny@perdaily.com Los reformadores nacionales EDUCACIÓN LA Progresista Dick Price y Kyle Sharon http://www.laprogressive.com/ Dick y Sharon dick_and_sharon@yahoo.com~~V Dick y Sharon son un par de periodistas ciudadanos y activistas de información que fueron alimentados con medios de comunicación. En lugar de simplemente kvetch acerca de los medios de comunicación, decidieron tratar de convertirse en los medios de comunicación. Por lo tanto, juntos fundaron la progresiva Ángeles.Dick es el editor y Sharon es el editor y webmaster, el manejo de todos los aspectos técnicos del sitio. Este sitio fue lanzado en marzo de 2008, con Dick y Sharon haciendo la mayor parte de la escritura. Hoy en día, una gran cantidad de escritores de talento contribuir a la realización progresiva del ofrecimiento diario de Los Angeles que por lo general equivale a cerca de 45 artículos por semana. Dick y Sharon seguir escribiendo para, así como editar y publicar la progresiva Ángeles y distribuir su día por e-noticias todas las mañanas. Jo Scott, Coe Riverside, California Jo.Scott-Coe @ rcc.edu www.joscottcoe.com Video Entrevista con el Profesor Excelente Coe http://vodpod.com/watch/4959969-jo-scott-coe-teacher-at-point-blank Asistente de Profesor de Inglés en el Riverside Community College y ex profesor de escuela de Inglés. Ella es el autor de Profesor en Point Blank y ha sido profesora de Inglés y la literatura en California desde 1991. Su escritura en las intersecciones de género, la violencia y la educación ha aparecido en Los Angeles Times, así como lugares literarios, entre ellos Amerika Hotel, de Género En cuarto lugar, los dientes del Río, la Carta Novena, Memoria (y), Bitter Oleander, y Revisión de Las Montañas Verdes. Su ensayo, "Recuperación de Maestro", ganó el NCTE 2009 Premio Donald Murray, y otras selecciones de su obra ha recibido una Mención Especial la carretilla de mano, así como listados de notables en mejores trabajos de América de 2009 y 2010. Como un investigador independiente, Jo escribió y publicó el estudio más extenso hasta la fecha de Adams v LAUSD, un caso de casi 10 años de acoso judicial por estudiantes y maestros en el sexual, en la (re) interpretaciones: Las formas de la justicia en las mujeres La experiencia (Cambridge Scholars Press). Jo valores de las facultades estéticas, políticas, y la transformación social de la narrativa literaria - especialmente para disipar los silencios no saludables y ser testigo de ciegos culturales. Ella trabaja actualmente como profesor adjunto de Inglés en el Riverside Community College en SoCal, y su libro, Profesor de Point Blank (laúd tía 2010), ha sido seleccionada como una gran lectura para el otoño de 2010 por la revista La Sra.. El punk rock? Sí. Hockey sobre los juegos? Sí. Café? Siempre de color negro. Buscar Jo en la web en joscottcoe.com y en Twitter @ joscottcoe. Betsy Combier Nueva York, Nueva York betsy.combier @ gmail.com Blog de Betsy Combier de http://www.parentadvocates.org/index.cfm?fuseaction=article&articleID=488 es una joya que narra la corrupción en la Ciudad de Nueva York Departamento de Educación nacional (DOE). Ella ha logrado una maravillosa pieza de periodismo, y ha creado uno de los pocos lugares donde se narra la gobernabilidad educativo corrupto y reveló Profesor Samuel Culbert Los Ángeles, California es un profesor de la UCLA School of Business Andersen quien también enseña en el Instituto de Liderazgo de los directores del Departamento de Educación ". Echa un vistazo a los siguientes 3 minutos en ABC News http://abcnews.go.com/WNT/video/conversation-performance-review-11126992 Stuart Goldurs Los Ángeles, Califonia StuartComputers@gmail.com No envíe a los bibliotecarios del LAUSD a la Inquisición, enviar a los burócratas del centro Las pruebas, lo que son buenos para? Absolutamente Nada! LAUSD estudiantes asistan a la escuela en tierras contaminadas, otra vez! Algunas escuelas sólo enseñan a las pruebas, así que ¿cómo son los estudiantes se están preparando para el siguiente grado y para la vida? Nuevo superintendente de LAUSD se suma de seis cifras posiciones al equipo directivo Ha sido un maestro en el Distrito de Los Angeles Unified School durante 30 años.Él es en gran medida al tanto de los residuos del distrito, gran burocracia, y otros aspectos importantes de la época. Él comenzó su blog con el único propósito de informar al mundo sobre las verdades de la educación en el LAUSD. Su e-mail a: StuartComputers@gmail.com. El LAUSD ha seleccionado un nuevo Superintendente de Escuelas Karen Horwitz Chicago, Illinois wccbook@gmail.com Profesor galardonado ex cofundador NAPTA, Asociación Nacional para la Prevención del Abuso de Maestros, y escribió el libro de la delincuencia White Chalk: Las Escuelas VERDADERA razón por la falla para exponer cómo el acoso y el terror profesor mantiene un sistema de corrupción profundamente escondido.Eliminación de los maestros dedicados constituye el núcleo de la agenda del Penal White Chalk desde que la dedicación y la delincuencia de cuello blanco no se mezclan. Teniendo en cuenta que todos coinciden en que los buenos maestros son esenciales para una buena enseñanza, 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 líderes - que era tanto de inversión como los líderes de la escuela tienen que ver con la educación - ungido con poder ilimitado, incluyendo la capacidad para llenar las ondas con la propaganda, la educación ya no es acerca de la educación. Se trata de dinero y el poder para aquellos que juegan un juego muy corrupto y con una agenda de privatización de las escuelas por lo que su poder se incrementará. (La privatización puede tener méritos NAPTA no toma una posición al respecto, pero la privatización de un sistema que está podrido hasta la médula -.. En la enseñanza de calidad no puede sobrevivir, en un encubrimiento de la pretensión de que ellos no saben esto a pesar de que muchos de nosotros la presentación de informes estas verdades prevalece - documentos que las privatizaciones defender no se puede confiar Esto demuestra que queremos que nuestras escuelas para sus propios intereses, no los niños, ni la comunidad) NAPTA da la bienvenida a los padres, maestros, estudiantes, ciudadanos o cualquier persona que entiende que sin un real!. sistema de educación, ya no tenemos una democracia. La membresía es gratuita. Ir a: EndTeacherAbuse.org o WhiteChalkCrime.com. Infórmese acerca de lo que está pasando. Jerry Mintz, director De Educación Alternativa Resource Organization (AERO) 417 Roslyn Road., Roslyn Hts., NY 11577 Para aquellos de ustedes que no pueden esperar a que la educación pública corrupta que se dio la vuelta, Aero ofrece una excelente fuente para conectarse con alternativas viables en estos momentos. www.EducationRevolution.org info@EducationRevolution.org~~V 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 pública que desde hace mucho tiempo, después de 20 años, se convirtió en redactor de una revista de maestro y luego se fue por cuenta propia. He mantenido un sitio web de activismo desde hace casi 9 años - desde la aprobación de la ley NCLB. La gente puede suscribirse a la página web y luego obtener las actualizaciones de nuevo contenido. Contesto todos los correos que recibe a través de la página web y con la respuesta, la gente tiene mi dirección de e-mail. También trato de agitar las cosas en Twitter, aunque encuentran en este medio frustrante. Tengo una página en Facebook - sólo para que la gente me puede encontrar. Yo no inician nada en ella, el sitio web me mantiene ocupada. http://susanohanian.org/show_atrocities.php?id=9593 Susan Lee Schwartz Suffern, Nueva York Susan estudió la alfabetización, la literatura Inglés, y las bellas artes y tiene una licenciatura (63) y MS (65 ') en el Brooklyn College, y tiene el equivalente de dos grados de maestría, obtuvo en los estudios de posgrado de la alfabetización, las artes y la educación. Ella le enseñó las habilidades de alfabetización y el arte, desde hace cuatro décadas en Nueva York en la escuela primaria y secundaria.En 1998 ganó el estado de Nueva York Inglés Consejo (NYSEC) Educador del Premio a la Excelencia por su exitosa práctica de los docentes, estudiada por la Universidad de Harvard y el LRDC en la Universidad de Pittsburgh para la investigación de nuevas normas. Al final de su investigación, su plan de estudios único fue seleccionado por el LRDC para ser utilizado en sus seminarios nacionales de desarrollo del personal de los superintendentes escolares. Ella estuvo entre los seis profesores-de entre los miles en todo el país - observados durante el proyecto de investigación y la práctica docente, se reunieron todos los principios del aprendizaje. En la década de los noventa, se levantó a la prominencia en los círculos educativos nacionales, mientras enseñaba en una escuela magnet nuevo East Side Middle School. Las puntuaciones de lectura de sus estudiantes de séptimo 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) fueron DÉCIMO EN EL ESTADO. Ella escribe a menudo sobre lo que había aprendido acerca de los estándares reales de aprendizaje, en un intento de iniciar una conversación nacional acerca de los estándares auténticos, por lo que no puede haber una verdadera reforma.Su experiencia que puso fin a su carrera muy bien en las escuelas públicas de Nueva York la ha llevado a escribir sobre el proceso que elimina los mejores educadores, silenciando las voces de los practicantes del aula que no aceptaban las políticas anti-aprendizaje. Su ensayo aquí en Perdaily, es la que describe este proceso. Leer más como ella habla de la educación, la alfabetización y el aprendizaje en su sitio, desde la perspectiva de la experiencia docente-profesional de la pedagogía. Ella es la voz de los maestros dedicados y talentosos que saben por qué las escuelas están fallando. Su sitio web es: http://www.speakingasateacher.com/Susan_Lee_Schwartz_ (Steiner) _ / index.html Joel Shatzky: Brooklyn, Nueva York Joel.Shatzky @ cortland.edu Profesor Emérito de Inglés - SUNY College at Cortland (1968-2005) Adjunto un instructor Kingsborough CC (CUNY) 2006 -) Colaborador habitual de The Huffington Post: http://www.huffingtonpost.com/searchS/?q=Joel+Shatzky Autor de "La Crisis del Pensamiento" con Ellen Hill (Prensa Autores Elección: Nueva York, 2001) Numerosos artículos sobre la educación en Corrientes judías. Guionista de tres sátiras de YouTube en la educación "reforma". "Las lecciones": www.youtube.com/watch?v=D712J1V2Jsg&feature=player_embedded~~V "Los números mienten": http://www.youtube.com/watch?v=57BRNLviVTQ "Los arrancadores de la Carta": www.youtube.com/watch?v=lnrrw5CV3Gw Aquí está el último mensaje de Joel sobre el bajo porcentaje de universitarios "listos" los graduados de 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: "Sé de primera mano el daño financiero, personal, emocional y físico que puede resultar cuando los administradores escolares, el Montana Asociación para la Educación y la Asociación Nacional de Educación anteponer sus propios intereses por encima de los estudiantes, profesores y de los contribuyentes del Estado de Montana Mis archivos contienen montañas de papeles, incluyendo declaraciones, declaraciones de la verdad, los documentos notariales y exposiciones resultantes de un arduo proceso legal que finalmente terminó cuando el Havre (Montana) del Distrito Escolar se establecieron dos pleitos-. una demanda federal y una presentada en la Corte de Distrito del Estado Estos documentos también incluyen una carta de un representante del sindicato diciendo: "Esto no es más que una caza de brujas". Sin embargo, el sindicato continuó permitiendo la administración de la escuela para acosar, intimidar y hacer daño a mí. Estas dos demandas el resultado de un incidente aislado que, de haber sido manejado de manera diferente y bajo la luz del escrutinio público, no habría una bola de nieve en los premios de más de $ 200,000 en daños y perjuicios. Los fondos que eventualmente llegaron a los bolsillos de los contribuyentes.Irónicamente, como contribuyente en el Condado de Hill, mi familia y yo estamos ayudando a pagar las indemnizaciones concedidas a mí. Esto cubre los honorarios de los abogados. El acuerdo no incluye honorarios de mi abogado, sin embargo el distrito, los seguros y los contribuyentes pagan las facturas de abogado del acusado, que superaron la mina. 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 la Educación 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 INTERESES DE INVESTIGACIÓN Impacto de las características de las escuelas urbanas en la práctica docente de los profesores ¿Cómo la raza, clase y género mediar en el rendimiento académico Trabajo de los docentes y la escuela como un lugar de trabajo. Efectos de los cambios en la economía política mundial sobre la enseñanza, los maestros y lasescuelas.