Disenfranchised - The removal of the rights and privileges inherent in an association with a group; the taking away of the rights of a free citizen, especially the right to vote. Sometimes called disenfranchisement.
For us Tech Teads
"... for (in a democracy) it is not enough to allow dissent, rather... we must demand it!" Robert Kennedy 1966. All material appearing in this hole are offered in the public domain and may be reproduced. However, this publication may not be reproduced for a fee without permission. This blog is not for profit. WE ARE NOT AFILIATED WITH ANY SCHOOL DISTRICT, LABOR UNION, SCHOOL BOARD, or COLLECTIVE. WE RESERVE THE RIGHT TO INSULT THEM ALL! Proudly, we are NOT Owned by Rupert Murdoch or the CTA!
December 19, 2006 An Open Letter to the Rank and File Members of the National Education Association Dear Fellow Educators On November 21, 2006 the Educator Roundtable launched an online petition drive to repeal the 2002 reauthorization of ESEA, the so called No Child Left Behind Act (NCLB). The response to the petition has been exceptional; in less than 30 days more than 20,000 signatures have been collected, all via the Internet without media support. Unfortunately, the national leadership of the NEA has come out against our efforts to repeal this disastrous legislation, legislation that diminishes the professionalism of teachers, cedes local control of classrooms to federal and corporate manipulation, and, most distressingly, subjects our children to an endless regimen of high-stakes tests that provide little, if any, benefit to their lives. Aside from being an ineffective way to educate children, the new educational culture of NCLB is patently destructive. Our children, in lieu of being prepared for contributive citizenship in our democracy, or even being prepared for the world of work, are being reduced to nothing more than passers of minimum competency tests. Your teaching is being judged only on whether you can bring your lowest performing students to meet the lowest of expectations on simplistic reading and mathematics tests, at the expense of all else -- including your best and brightest. For what purpose then does public schooling exist? Do we school to help all children develop into critical, reflective, engaged participants of their communities, or do we school to try to meet the expectations of ill-informed legislators and lobbyists who clearly have no interest in your children? Considering the dire consequences unfolding for public educators, students, their families, and the communities housing them, one would think that the NEA would be the foremost voice of opposition to NCLB. Instead of demanding that America's classrooms be free from corporate intrusion, the NEA's leadership offers a watered-down approach seeking only to mitigate a few of the law's more egregious effects. For the past four years the NEA leadership has failed to see the proverbial forest for the trees and, in so doing, has failed the very teachers it purports to represent. Now, when concerned educators and their supporters organize themselves to oppose reauthorization of the law, we are denied out of hand by the leaders of an organization that should be our greatest ally. Sadly, we have arrived at a time when the leadership that once protected our interests is willing to dismiss them in order to protect its own. In contrast to their policy, the members and supporters of the Educator Roundtable, now 20,000 strong, are acting in the original spirit of unionism, organizing many small voices into a meaningful wave of self-advocacy. The Educator Roundtable asks teachers and their supporters to speak openly about the impact of the No Child Left Behind Act. We encourage everyone with a stake in public educationand that is everyoneto engage in a vigorous, heartfelt debate about what we want for public education and what we want for our children and our future. In order to allow this broad debate to carry forward towards real education reform, we seek to end the current format of ESEA. We do not want to simply and stubbornly oppose the law without proposing "any positive changes or alternatives," as the NEA leadership accuses us, but we must establish an environment where open debate is possiblean environment free of NCLBto move beyond the original ESEA to the betterment of our children rather than the destruction of public education. The key to this effort is, of course, openness, amongst ourselves, with the public, and with millions of disenfranchised educators both within and without the NEA. While it appears that openness is not the policy of the NEA leadership at present, we hold faith that the rank and file members of the NEA are able to think for themselves, and we encourage them to read our public statements and to sign our petition. It might comfort them to know that many union members are sitting at our roundtable; several have been paying dues since the late 1960s. We hope you recognize that when leaders make mistakes, their supporters must make tough decisions, holding leadership accountable for the paths they choose. It would be a different country if more Americans learned to do so. The NEA has chosen to initiate a national campaign to discredit our organization, urging their members not to sign the petition. We believe that teachers, union members or not, are tired of being told what to do, when to do it, and how it is best done. If you share our belief, we urge you to join us by signing the petition calling for an end to NCLB. This letter was submitted by the Educator Roundtable. The Educator Roundtable is an organization made up of teachers, parents, students, and educators with a shared vision for our public schools that preserves the ideals of vibrant and meaningful teaching and learning. We join the thousands of teachers who find it impossible to stay silent in the face of the destructive path of NCLB, and we will not be deterred by the leadership of an organization that ignores the voices of its own members. Please direct all inquiries to Dr. Philip Kovacs, Director of the Educator Roundtable, at www.educatorroundtable.org . |
• Overview of legal issues for teachers and the dangerous places most high schools have become. |
If you pick up a starving dog and make him prosperous, he will not bite you. This is the principal difference between a dog and a man. | |
Mark Twain |
Firing of ALL Central Falls, R.I., Teachers ‘Illegal, Unjust, Disgraceful’(and just the beginning)by James Parks, Feb 25, 2010 |
This is immoral, illegal, unjust, irresponsible, disgraceful and disrespectful. What is happening here tonight is the wrong thing and we’re not going to put up with it.Busloads of teachers from across the state came to show solidarity with the Central Falls teachers. Julie Boyle, an English teacher at another high school, told the Providence Journal:
I think the real goal is to bust the unions. Sometimes a teacher is the only touchstone in a student’s life. I’m sad for the students who will lose their touchstones.AFT President Randi Weingarten criticized Central Falls Superintendent Frances Gallo, who has been at the helm for three years, for not accepting any responsibility for the situation at the school. She said in “their rush to make judgments and cast blame,” school officials ignored positive steps toward improvement that have been made, such as a rise in reading scores of 21 percent. Read Weingarten’s statement here.
Central Falls High School faces tremendous academic and economic challenges, but firing all of the teachers is a failed approach and will not result in the kinds of changes necessary to improve instruction and learning.The Central Falls debacle is another example of attacks on public services and public employees across the country. AFSCME members are lobbying their state legislators to raise more revenue to save vital public services at a time when they are needed most.
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Channels: Organizing & Bargaining |
Therefore School Phase-out/Closure or Replacement of School Staff become options. However, there is an Option 3: Major Restructuring. This entails a dramatic change in school structure/organization or suspension of school based decision making authority.
All of the above are a part of the Region/District needs assessment of each identified school and are in consultation with staff and parents. And lest we forget, the Region/District determination of appropriate options for restructuring identified schools requires consultation with staff and parents. The replacement of school staff must be consistent with existing contractual provisions.
If “Negotiations over ways to improve the school between teachers and the school superintendent broke down when school officials insisted that teachers add new duties, some without any extra pay at all,” this should have been a signal for both parties to continue negotiations. Surely, the wanton firing of Rhode Island professionals in a democratic society is not a picture of democracy in action. Dissent does not mean disloyalty. It is merely a means to become a part of the process of a just government that is of the people, by the people, and for the people. Therfore, it is up to the union to ensure that its members voices are heard and justice is served.
Blaming teachers for failures which occur within a school is unfair. It is time to look at how the schools are pauperized by the continued budget cuts: cuts which strangle education in inner city schools. It is unconscionable to even suggest further cuts to programs, resources and personnel in the already underfunded public schools. The failure of local and state governments to provide funding to economically poor citizens and their schools compromise the teachers’ efforts and the future of this great nation.
Our quest must be to secure public schools that reflect democracy in action because…the children are waiting. They are waiting for their only chance to get the education they deserve.
It is a dream that cannot be deferred.
Phyllis C. Murray
UFT Chapter Leader
I can only wonder what Duncan’s “qualifications” are to be U.S. Secretary of Education? It certainly isn’t in support for public school teachers!