"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 is a board of education? Or at least what is it supposed to be?

School board members make up the largest body of elected officials in the United States. We entrust them to set the policies of our most treasured institutions: our public elementary, middle and high schools. Every district has a board of education, and boards generally meet once or twice every month in meetings that are open to the public. Sort of.

These gatherings range from tame rubber-stamping sessions to intense, provocative discussions with the community where controversial issues are debated and landmark decisions are made.

School boards are nonpartisan at least on paper. In most districts, members serve four-year terms, and terms are staggered so seats don't become open all at once. In general, to run for school board, you have to be at least 18 years old, a citizen of the state, a resident of the district, a registered voter and eligible under the state constitution to be elected to public office. In makes ethical practical sense if members have had previous experience in the education field.

In most cases, a school district employee can't be a board member in that district. This means no teacher, principal, librarian, custodian or anyone else that works in a school in the district can serve on the school board, unless they resign from the employed position.

School districts are complex corporations; they' re often the largest employers in a community and the decisions they make reach far, affecting jobs, resources and most importantly, the education of all children.

What do they do?

Somewhere in between the agendas, public comment sessions and resolutions, school boards make a number of important decisions. School boards establish a vision for the community's schools. They have to set up and maintain an effective, efficient organizational structure for the district that lets the superintendent and administrators manage the schools, teachers teach and students learn.

They are responsible for hiring and evaluating a superintendent, evaluating and adopting policies that affect all schools in the district, serving as a judicial and appeals body when conflicts go unresolved, monitoring and adjusting district finances, and managing the collective bargaining process in the district.

A school board has a symbolic role as well. The behavior it shows off in the meeting room, the rapport among school board members and the relationships that members have with teachers and administrators in the district all add up to the climate of public education in a community. Whether healthy or dysfunctional, a school board has a heavy influence on the spirit that characterizes a community's impression of its school system.

How can I tell if my school board is doing a good job?

By attending a few school board meetings, you'll learn firsthand what school boards do. Call your district office to find out where and when meetings are held. Once you've observed your school board in action, you'll be prepared to ask the following questions:

·   How does the school board make decisions?  Do the members function as predictable, single-issue advocates, or do they approach each decision with an open mind? Do they seem to make strategic choices for the well-being of the district? Strong decision-making requires analysis, the balancing of needs and concerns, and the ability to see the long-term implications of an action.

·    How's the team spirit?  Does the board exhibit a healthy group dynamic, or is it a parade of egos marching single-file? Do members show respect and trust for each other, and for the operating rules of the board?

·    Is the board's authority well defined?  The classic challenges of management don't skip over your board of education. There's a delicate balance between the board's act of choosing a strong chief executive (the superintendent) and letting him or her lead the way and the board's tendency to get involved with many levels of decision-making.

·        


     Does the board understand the community?  One of the most difficult parts of school governance is creating a strong relationship with the public. An effective board knows and respects its community, and encourages the community's trust in its school system.

What should I look for in a school board candidate?

First of all, you should think about the issues that are important to you in your school district. Are you concerned about student transportation, textbook adoption, funding for extracurricular activities, new curriculum standards and/or construction of new school facilities? What's your hot button? You'll want to find out where the candidates stand on issues that are important to you.

You might also look for the following qualities:

·   The ability to work well with a team and support group decisions, along with an understanding that the board sets a climate for the entire district

   
    A desire to work toward a stronger relationship between the district and the public it serves

·       
    A keen eye toward serving the needs of all students, regardless of their     abilities and backgrounds

·       
    A professional, poised demeanor and respectful, respectable behavior    Respect for diverse points of view

    Commitment to the time and energy required each week for meetings, phone calls, conversations, visits to schools, and professional development seminars and workshops

    Knowledge about district policies, guidelines, needs, challenges and strengths. Experience working as an educator should be essential.


    At the heart of it all, members of a district's board of education must believe, unequivocally, in the value of public education. They must be dedicated to serving and teaching all children. They must believe in the democratic process and understand that their role is to act strategically, in line with the interests of the entire school community

The Self Harm Cycle

Latest Evidence Suggests

Self-harm is most common in children over the age of 11 and increases in frequency with age. It is uncommon in very young children although there is evidence of children as young as five trying to harm themselves.


Self-harm is more common amongst girls and young women than amongst boys and young men. Studies indicate that, amongst young people over 13 years of age, approximately three times as many females as males harm themselves.


A study in Oxford found that approximately 300 per 100,000 males aged between 15 and 24 years, and 700 per 100,000 females of the same age, were admitted to hospital following an episode of self-harm during the year 2000. Community based studies report higher rates of self-harm than hospital based studies.


A national survey of children and adolescents carried out in the community found that 5 per cent of boys and 8 per cent of girls aged 13-15 said that they had, at some time, tried to harm, hurt or kill themselves.
In the same national survey, rates of self-harm reported by parents were much lower than the rates of self-harm reported by children. This suggests that many parents are unaware that their children are self-harming.


A study carried out in schools in 2002 found that 11 per cent of girls and 3 per cent of boys aged 15 and 16 said they had harmed themselves in the previous year.
Greater incidence of self-injury amongst gay and lesbian young adults; five times more likely than their heterosexual counterparts. A greater number of occurrences of self-injury exist among those with physical disabilities and epilepsy.


The UK has one of the highest rates of self-harm in Europe, at 400 per 100,000 population. It is estimated that there are at least 170,000 cases of self-harm which come to hospital attention each year. Many more incidents of self-harming behaviour probably take place but are not included in any statistics because people may choose not to seek medical help.


New estimates have been made about the most common form of Self Harm
Cutting: 72 percent
Burning: 35 percent
Self-hitting: 30 percent
Interference w/wound healing: 22 percent
Hair pulling: 10 percent
Bone breaking: 8 percent
Multiple methods: 78 percent (included in above)

If you would like to email Stop Self Harm, to ask for help or advice email us at stopselfharm@hotmail.co.uk or leave a message in our guestbook and we'll get back to you.

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