LAUSD- Where Public Education is conducted in a foreign language called English (LAUSD-En caso de Educación Pública se lleva a cabo en un idioma extranjero llamado Inglés)

Bloom's Taxonomy.jpeg
(Mensaje se repite en Español)

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

Presently, it is fashionable to demonize teachers for the longstanding and what remains the continuing failure of their students. This is based on one fundamental misconception that the students in their classes are presently capable of being engaged by their teachers, when they generally have abysmal skills in English, math, and other missing foundational skills that should have been acquired in earlier grades.

The simplistic argument goes something like this: If these students are not learning, it must be because the teachers are not doing their job. There is a certain irony to such a cursory analysis where the resulting effect of students not being educated is the exclusive factor considered by administrators and politicians who themselves seem to have not received a very good education with the analytical skills necessary to fairly understand and address the continuing failure of the students they have power over.

Although most teachers have the education to address the problems, they clearly do not have the power in public education bureaucracies that still favor a top down feudal model as opposed to one of two-way accountability. However, teachers are the most convenient scapegoat for student failure, rather than addressing and dealing with a myriad of causal factors that start with inadequate prenatal nutrition through absence or inadequate early child development in all language acquisition skills (reading, writing, speaking, and listening).

No consideration is given to the facts that family insecurity caused by poverty, divorce, and purposefully marginalized minority cultures, where tradition nuclear families are the exception rather than the rule, cause the vast majority of these young people to initially arrive at school having heard millions of less words than their more affluent student peer group.

It is not racism to say that predominantly Black and Latino students cannot learn when every effort has been made to destroy their intelligence by not timely addressing their fundamental needs in education or by not doing adequate remediation at an early enough age to get them caught up to their peer group. The Music Man and other teacher movies are Hollywood. The hard reality is that once the neurobiology and sociology human development milestones are allowed to pass without even attempting to fulfill them, permanent damage is done in a more and more irreversible manner as a direct function of how long they are allowed to last, until it is no longer possible for the student to reach what would have been their potential, if they had been taught in an age-appropriate manner.

While low achievement of minority children is clearly understandable in this context and rather easily remediable with the political and moral will to do so, what is harder to deal with is the lack of comment sense in the dominant culture that seems hell bent on sowing the seeds of its own destruction, because they seem incapable of learning the clear lessons of history as to what causes social instability, chaos, and ultimate disintegration.

The following clip by the late George Carlin says it more crudely and succinctly. Readers are cautioned to not watch it, if you find the "F" word offensive, even when appropriately used:




NATIONAL EDUCATION REFORMERS

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

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

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

Professor Samuel Culbert Los Angeles, California
<nobull2u@gmail.com>
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.
http://www.examiner.com/public-education-in-los-angeles/stuart-goldurs


It's the tests, the pacing plans, and don't forget increased class sizes which means each child gets less time with the teacher.

LAUSD wants to change the bureaucracy--again

Is the profession of teaching nearing its death?

It's time to eliminate the LAUSD Board

My name is ......and I am lost In the LAUSD system...

LAUSD, this is not teaching, this is not educating 

Breaking News: LAUSD to break up the bureaucracy

I taught

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
Teacher Activist forced out of teaching on trumped up charges. Started NAPTA to expose the reality of teacher harassment and terrorization  maintain corruption and mediocrity 
teacherKH@aol.com
EndTeacherAbuse.org
NAPTA- National Association for Prevention of Teacher Abuse
Graduated with honors in 1963 from Oak Park River Forest High School in Oak Park, Illinois, and with honors from the University of Illinois, Champaign where she earned a B.A. in Elementary Education in 1966. She taught elementary school for four years in Berwyn and Hillside, Illinois as well as Phoenix, Arizona, before starting a family. She felt a calling to teach elementary students so that she could share her strength in preparing children to succeed as students and as citizens, goals that she believes require talented teachers to be realized. When teaching jobs were scarce during the 1970's, she worked in business as a sales representative and as a marketing director for an educational film company. However, teaching always was her first love. She eagerly returned to elementary teaching in her forties after earning an M. Ed in Reading at National Louis University in Evanston, Illinois in 1992. She has raised three children and has grandchildren who inspire her to do the work of exposing the truth about Education; she believes that they, as well as all children, deserve better - much better.

David Lyell Marina del Rey, California

davidlyell@gmail.com

He grew up in Palo Alto, California, the youngest of four children to two college professors. David attended public schools before graduating from UC Santa Barbara with a B.A. in English, and The American Film Institute with an M.F.A. in Screenwriting. He likes to work, and has had a variety of jobs along the way. He has done things as varied as ghost-writing a screenplay to washed dishes, working as a food server, dish washer, helper in a warehouse where farm equipment was being liquidated, free-lance reporter and photographer, undercover diner in high-end restaurants, candy vendor at sporting events, proofreader, typist, data entry clerk, and Substitute Teacher. He has 13-years teaching experience with LAUSD and has also worked as an educator in The Palo Alto Unified School District. David is very active in UTLA (United Teachers Los Angeles). In 2010, as part of the March for California's Future, he was one of six core activists to make the 352-mile journey from Bakersfield to Sacramento to protest the lack of funding for education, and essential public services. With California having the 8th largest economy in the world, he believes it is pathetic that we are 46th in the nation in per pupil spending and would like to see more spent for teachers and other educational support professionals. He believes this might be better accomplished if corporations pay their fair share in taxes. David's blog can be viewed at www.davidlyell.blogspot.com http://www.youtube.com/watch?v=tY1NCnk_tZI

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<http://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
<lornastremcha@yahoo.com>
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."

Sabrina Stevens Shupe Denver, Colorado
TeacherSabrinaFSP@gmail.com
"I went into teaching because I (mistakenly) believed the hype about bad teachers in our worst-performing schools, and I wanted to Be the change I wished to see in the world. When I was rushed to the hospital after fainting from exhaustion in my classroom, I started to suspect that the situation might be more complicated than the conventional wisdom on education reform would have us believe."
Excellent Colorado teacher who was forced out of the profession for being a dedicated and conscientious teacher.
TeacherSabrinaFSP@gmail.com
http://failingschools.wordpress.com
@TeacherSabrina on Twitter

Jim Taylor, Ph.D., Psychology San Francisco, California
email: mailto:jim@drjimtaylor.com
web site: www.drjimtaylor.com

Jim Taylor is an Adjunct Professor at the University of San Francisco. He is the author of three parenting books and speaks regularly to students, parents, and educators around the U.S. He blogs on education issues for psychologytoday.com, huffingtonpost.com, sfgate.com, seattlepi.com, and other web sites around the country, as well as on his own web site.

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)

En la actualidad, está de moda demonizar a los profesores para la larga y lo que queda el continuo fracaso de sus alumnos. Esto se basa en un error fundamental que los estudiantes en sus clases son actualmente capaces de ser contratados por sus profesores, cuando por lo general tienen habilidades abismal en Inglés, matemáticas, y otras que faltan habilidades fundamentales que deberían haber sido adquiridas en los grados anteriores.

El argumento simplista es algo como esto: Si estos estudiantes no están aprendiendo, debe ser porque los maestros no están haciendo su trabajo. Hay una cierta ironía a un análisis tan superficial, donde el efecto resultante de los estudiantes no ser culto es el factor exclusivo considerados por los administradores y los políticos que se parecen a los que no han recibido una educación muy buena con las habilidades analíticas necesarias para comprender de manera justa y dirección de la continua insuficiencia de los estudiantes que tienen poder sobre.

Aunque la mayoría de los profesores tienen la formación para hacer frente a los problemas, es evidente que no tienen el poder en las burocracias de la educación pública que aún a favor de un modelo feudal de arriba hacia abajo en lugar de una rendición de cuentas en ambos sentidos. Sin embargo, los profesores son el chivo expiatorio más conveniente para el fracaso escolar, en lugar de abordar y hacer frente a una multitud de factores causales que comienzan con la nutrición prenatal inadecuada a través de ausencia de un desarrollo inadecuado de la primera infancia en todas las habilidades de adquisición del lenguaje (lectura, escritura, conversación y música ).

No se tiene en cuenta los hechos que la inseguridad causada por la pobreza de la familia, el divorcio y las culturas minoritarias deliberadamente marginadas, donde las familias nucleares tradición son la excepción y no la regla, porque la gran mayoría de estos jóvenes para llegar inicialmente en la escuela que tiene millones de oído de palabras menos que sus homólogos más ricos del grupo estudiantil.

No es racismo decir que predominantemente Negro y los estudiantes latinos no pueden aprender cuando todo se ha hecho para destruir su inteligencia al no responda oportunamente a sus necesidades fundamentales y la educación de ellos o por no hacer reparación adecuada a una edad bastante temprana para lograr que alcanzó a su grupo de pares. El hombre de la música y las películas de Hollywood son otros maestros. La dura realidad es que una vez que la neurobiología y la sociología de los hitos de desarrollo humano del desarrollo humano se les permite pasar sin ni siquiera intentar cumplirlas, daño permanente se hace de una manera cada vez más irreversible como una función directa del tiempo que se permite a los últimos , hasta que ya no es posible para el estudiante para llegar a lo que habría sido su potencial, si se les había enseñado de manera apropiada para su edad.

Si bien el bajo rendimiento de los niños de las minorías es claramente comprensible en este contexto y en lugar fácilmente remediable con la política y moral para hacerlo, lo que es más difícil de tratar es la falta de sentido de un comentario en la cultura dominante, que parece empeñado en sembrar las semillas de su propia destrucción, ya que parecen incapaces de aprender las lecciones claras de la historia en cuanto a las causas de la inestabilidad social y el caos.


NACIONAL reformadores de la educación

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

Profesor Asistente de Inglés en el Riverside Community College y ex maestra de escuela de Inglés de alta. Ella es el autor de Profesor de 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 el diario Los Angeles Times, así como lugares literarios incluyendo el Hotel Amerika, Cuarto Género, dientes Río, Novena Carta, Memoria (y), adelfa amarga, y revisión Montañas Verdes. Su ensayo, "Maestro Recuperación", ganó el NCTE 2009 Donald Murray Premio, y otros selecciones de su obra ha recibido una Mención Especial, así Carrito como el listado de notables en Best American Essays 2009 y 2010. Como una investigador independiente, Jo escrito y publicado la más extensa estudio hasta la fecha de Adams v. LAUSD, un caso legal de casi 10 años de estudiantes y maestros sobre el acoso sexual, en un (re) interpretaciones: Las formas  de Justicia en la experiencia de las mujeres (Cambridge Prensa Becarios). Jo de los valores las facultades estéticas, políticas, y la transformación social de la literatura  narrativa - especialmente para disipar silencios no saludables y el testimonio cultural  ciegos. Ella trabaja actualmente como profesor asistente de Inglés en  Riverside Community College en sur de California, y su libro, profesor en el punto En blanco (la tía Lute 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 negro. Jo Buscar en la Web en joscottcoe.com y en Twitter @ joscottcoe.

Betsy Combier Nueva York, Nueva York
betsy.combier @ gmail.com
blog de Betsy Combier 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 creó uno de los pocos lugares donde el gobierno es corrupto educativos crónica y reveló

Profesor Samuel Culbert Los Angeles, California
<nobull2u@gmail.com>
es  un profesor de la Escuela de Negocios de UCLA Anderson, que también enseña en la  el Departamento de Educación de la autoridad de los directores del Instituto. Echa un vistazo los siguientes 3 minutos en ABC News
http://abcnews.go.com/WNT/video/conversation-performance-review-11126992

Stuart Goldurs Los Angeles, Califonia
StuartComputers@gmail.com.
http://www.examiner.com/public-education-in-los-angeles/stuart-goldurs


Es de las pruebas, los planes de estimulación, y no se olvide mayor tamaño de las clases que significa que cada niño reciba menos tiempo con el maestro.

LAUSD quiere cambiar la burocracia - de nuevo

¿La profesión de la enseñanza acerca a su muerte?

Es hora de eliminar la Junta del LAUSD

Mi nombre es ...... y yo estoy perdido en el sistema del LAUSD ...

LAUSD, esto no es la enseñanza, esto no es educar

Noticias de última hora: el LAUSD para romper la burocracia

Enseñé

Ha sido profesor en el Los Angeles Unified School District por 30 años. Él es muy consciente de los residuos del distrito, burocracia, y  otros aspectos importantes de la época. Él comenzó su blog con la única propósito de informar al mundo sobre las verdades de la educación en el LAUSD. E-mail a: StuartComputers@gmail.com.
LAUSD ha seleccionado un nuevo Superintendente de Escuelas

Karen Horwitz Chicago, Illinois
Maestros  Activista obligados a abandonar la enseñanza por cargos falsos. Comenzó a NAPTA  exponer la realidad del acoso y amedrentamiento maestro mantener la corrupción y la mediocridad
teacherKH@aol.com
EndTeacherAbuse.org
Asociación NAPTA-Nacional para la Prevención del Abuso de Maestros
Se graduó  con honores en 1963 de Oak Park River Forest High School de Oak Park,  Illinois, y con honores de la Universidad de Illinois, Champaign donde obtuvo un B.A. en la Educación Primaria en 1966. Enseñó la escuela primaria de cuatro años en Berwyn y Hillside, Illinois, así como Phoenix, Arizona, antes de comenzar una familia. Ella sintió el llamado para enseñar a los estudiantes de primaria para que pudiera compartir su fuerza en preparar a los niños para tener éxito como estudiantes y como ciudadanos, objetivos que ella cree que requieren talentosos maestros a realizar. Cuando la enseñanza puestos de trabajo fueron escasos durante la década de 1970, trabajó en el negocio como ventas representante y como director de marketing de una película educativa de la empresa. Sin embargo, la enseñanza siempre fue su primer amor. Se afana volvió a la enseñanza primaria de unos cuarenta años después de obtener una Ed. M.  Lectura de la Universidad Nacional de Louis en Evanston, Illinois en 1992. Ella  ha criado a tres hijos y tiene nietos que inspiran a que haga la labor de exponer la verdad acerca de la Educación; ella cree que ellos, así como todos los niños, se merecen algo mejor - mucho mejor.

David Lyell Marina del Rey, California

davidlyell@gmail.com

Creció en Palo Alto, California, el más joven de cuatro hijos  dos profesores de la universidad. David asistió a escuelas públicas antes de graduarse  Universidad de California en Santa Bárbara con un B.A. en Inglés, y la película americana Instituto con un M.F.A. en la escritura de guiones. Le gusta el trabajo, y ha tenido  una variedad de puestos de trabajo a lo largo del camino. Él ha hecho cosas tan variadas como fantasmas escribiendo un guión para lavar platos, trabajar como un servidor de alimentos, lavaplatos, ayudante en un almacén donde el equipo agrícola se está liquidados, periodista independiente y fotógrafo, comedor cubierto en de gama alta restaurantes, vendedores de dulces en los eventos deportivos, corrector de pruebas, mecanógrafo, vendedor de entrada de datos, y el Maestro Sustituto. Él tiene 13 años experiencia docente con el LAUSD y también ha trabajado como educador en el  Palo Alto del Distrito Escolar Unificado. David es muy activo en UTLA (Reino  Los maestros de Los Angeles). En 2010, como parte de la Marcha por la California El futuro, fue uno de los seis activistas básicos para hacer el viaje de 352 millas desde Bakersfield a Sacramento para protestar por la falta de financiación para la educación y los servicios públicos esenciales. De California tiene el 8 º  economía más grande del mundo, él cree que es patético que somos 46 en la nación en gasto por alumno y le gustaría ver más dedicado para los maestros y otros profesionales de apoyo educativo. Él cree que este podría ser mejor logrado si las empresas pagan sus parte justa en impuestos. blog de David puede ser visto en www.davidlyell.blogspot.com http://www.youtube.com/watch?v=tY1NCnk_tZI

Susan Ohanian Charlotte, Vermont
susano@gmavt.net
http://www.susanohanian.org
Ella  es un maestro de escuela pública que desde hace mucho tiempo, después de 20 años, se convirtió en el personal escritor de una revista del profesor y luego se fue por cuenta propia. He mantenido una  sitio web del activismo por casi 9 años - desde la aprobación de la ley NCLB.  La gente puede suscribirse a la página web y luego obtener actualizaciones sobre los nuevos  contenido. Respondo todos los mail que recibe a través de la página web y con la respuesta, la gente tiene mi e-mail. También trato de agitar las cosas en Twitter,  aunque me parece medio frustrante. Tengo una página en Facebook - tan La gente puede encontrar. Yo no inician nada en ella, mantiene el sitio web me ocupa.
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 a dos grados de maestría, obtuvo en los estudios de postgrado de la alfabetización, las artes y la educación. Ella enseña 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 Consejo Inglés (NYSEC) Educador del Premio a la Excelencia de  su práctica docente con éxito, estudió en Harvard y en la LRDC la Universidad de Pittsburgh para la investigación de nuevos estándares. 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 para directores de escuelas. Ella estuvo entre los seis profesores - de entre los miles en todo el país - observó durante la investigación y la práctica docente Cumplimos con todos los principios del aprendizaje.  En los años noventa, se levantó a la prominencia nacional en educación círculos, mientras enseñaba en una escuela magnet nuevo, del lado Este del Middle School.  Las calificaciones 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) se DÉCIMA EN EL ESTADO.

Ella escribe a menudo sobre lo que aprendió acerca de los estándares reales de aprendizaje, en un intento de iniciar una conversación nacional sobre la auténtica normas, por lo que no puede haber una verdadera reforma. Su experiencia terminó su carrera muy bien en las escuelas públicas de Nueva York le ha llevado a escribir sobre el proceso que elimina los mejores educadores, silenciando las voces de los profesionales de clase que no aceptaría anti-aprendizaje políticas. Su ensayo aquí en Perdaily, es el que describe este proceso. Lea más, mientras habla sobre la educación, la alfabetización y el aprendizaje en su sitio, desde la perspectiva de la experiencia maestro-profesional de la pedagogía. Ella es la voz de los maestros dedicados y talentosos que saben por qué las escuelas no están.

Su página 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, Colegio de Cortland (1968-2005)
Adjunto un instructor Kingsborough CC (CUNY) 2006 -)
Colaborador habitual para el Huffington Post: http://www.huffingtonpost.com/searchS/?q=Joel+Shatzky
Autor de "La crisis de pensamiento" con Ellen Hill (Elección de los revisores de prensa: Nueva York, 2001)
Numerosos artículos sobre la educación en Corrientes judío.
Guionista de tres sátiras de YouTube en la educación "reforma".
"Las lecciones": www.youtube.com/watch?v=D712J1V2Jsg&feature=player_embedded
"Los números Lie": http://www.youtube.com/watch?v=57BRNLviVTQ
"La Carta Entrantes": <http://www.youtube.com/watch?v=lnrrw5CV3Gw> www.youtube.com/watch?v=lnrrw5CV3Gw

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



Lorna Stremcha Havre, Montana
<lornastremcha@yahoo.com>
http://www.endteacherabuse.org/Stremcha.html
http://twitter.com/lornapstremcha

lornastremcha.com

callmescarlet.blogspot.com

facebook


SU HISTORIA:
"En primer lugar, conocer de cerca los recursos financieros, personal, emocional y los daños físicos que pueden resultar cuando los administradores de la escuela, el Montana, la Asociación de Educación y la Asociación Nacional de Educación puso  sus propios intereses por encima de los estudiantes, los profesores y los contribuyentes de el Estado de Montana Mis archivos contienen montañas de papeles incluyendo declaraciones, las declaraciones de la verdad, documentos notariales y exposiciones como resultado de un arduo proceso legal que finalmente terminó cuando el Havre (Montana) del Distrito Escolar se establecieron dos demandas - una demanda federal y una presentada en la Corte de Distrito del Estado. Estos documentos 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 resultado de un solo incidente que, de haber sido manejado de manera diferente y bajo la luz del escrutinio público, no han crecido en los premios de más de $ 200,000 dólares en daños y perjuicios. Los fondos que finalmente llegó de la  bolsillos de los contribuyentes. Irónicamente, como contribuyente en el Condado de Hill, a mi familia  y me están ayudando a pagar por los daños y perjuicios que se me otorgaron. Esta cubierta los honorarios de los abogados. El acuerdo no incluyó a mi Abogado, Sin embargo, el distrito, los seguros y los contribuyentes pagan los acusados proyectos de ley fiscal, que superó la mía. El acuerdo se realizó el 2 de marzo,  2006. "

Sabrina Stevens Shupe Denver, Colorado
TeacherSabrinaFSP@gmail.com
"Yo  entró en la enseñanza porque (erróneamente) cree que la publicidad sobre el mal maestros en nuestras escuelas con peores resultados, y yo quería ser el que cambia  desea ver en el mundo. Cuando fue trasladado de urgencia al hospital después de desmayarse por agotamiento en mi salón de clases, empecé a sospechar que el situación podría ser más complicado de lo que la sabiduría convencional sobre reforma de la educación nos quieren hacer creer. "
Excelente profesor de Colorado que se vio obligado a abandonar la profesión para ser un maestro dedicado y consciente.
TeacherSabrinaFSP@gmail.com
http://failingschools.wordpress.com
@ TeacherSabrina en Twitter

Jim Taylor, Ph.D., Psicología San Francisco, California
correo electrónico: mailto: jim@drjimtaylor.com
sitio web: www.drjimtaylor.com

Jim  Taylor es profesor adjunto en la Universidad de San Francisco. Él Es autor de tres libros para padres y habla regularmente a los estudiantes,  padres y educadores de todo los EE.UU. Él blogs sobre temas de educación para la psychologytoday.com, huffingtonpost.com, sfgate.com, seattlepi.com, Y otros sitios web en todo el país, así como en su propia página web.

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 la escuela urbana en práctica en el aula los docentes
Cómo la raza, clase y género mediar el rendimiento académico
trabajo de los profesores y la escuela como un lugar de trabajo
Efectos de los cambios en la economía política mundial en la enseñanza, maestros y escuelas.

11

03 2011

7 Comments

America isn't a Democracy, Rene. This illustrates what I'm talking about. America is a Constitutional Republic, meaning the people elect representatives who represent them. It isn't a mob action that undermines and subverts the institutions to it's own ends.

And Socialism IS Feudalism. Rene.

Actually, Johnny,
I am not a liberal.
Not a Republican either.
I find reductive binary reasoning dull and redundant. Not to mention counter-productive. It does not matter what side of these allegedly bi-partisan lines you are on--this subject transcends all of it because ALL of us will be impacted profoundly--even affluent folks who can send their children to private schools. But the truth is most Americans are somewhere in the middle (which may be why the Progressives are swiftly taking center stage), and frankly, the problems with public education probably can be blamed on both left and right--not to mention every place in between.
Perdaily really isn't about liberals or republicans, much less your nuerotic political principals. We are here to discuss how we can save our schools from greedy, unethical profiteers who want to usurp the our profession as they commandeer public schools using vile tactics--they have already followed fascist patterns by attacking educators and intellectuals with propoganda. They will marginalize many, defeat academic freedom, ban/burn books and even you, my friend, will become part of the working poor class if we allow the wheels of their agenda to roll over us. This is not about my job or your knee-jerk reaction to George Carlin's hippy hypocrisy (if there's any truth to your accusations-he's dead, so it will be tough to ask him).
This is about the children, our community and, believe it or not, DEMOCRACY.
I cannot help but note that rather than addressing points in this rhetoric and using sound logic, you have ranted and raved about socialism, attacked us personally and failed to provide any proactive insights about the profound problem we are trying resolve.
I do not endorse socialism, but it sure beats a feudal (FUTILE) system --which is what we will soon have if big brother business and the educRAT$ have their way with the media and our schools.
Plutocracy?
Socialism?
Thank the gods (Panthesist here) there are more than just 2 choices--Look into some and visit again when you have something meaningful to contribute.
BTW Your written English is very strong for one who has lived in a socialist regime.

The USA isn't a Democracy Rene. And you need to have us VOTE on it if you want to make it one. I stand by my comments.

That little "Higher Order Thinking Skills" chart at the top of this page illustrates that point perfectly. That little chart represents in a nutshell why American education has been reduced to a joke.

The problem with public education is that it has become infested and subverted by a failed utopian elitism that completely undermines all the principles that made America great.

The wealth building principles that Leftists rail against out of one side of their mouths, while paradoxically asserting they want to promote as for all people as a matter of social justice.

The problem with teachers is that they have been unknowingly led away from the classic timeless principles of teaching knowledge and into the rude arena of being mere propagandists for the Left. Merely shilling PC viewpoints and Leftist jargon that aims more at indoctrination.

Teachers aren't educating. They are brainwashing. And they don't even know it. They come out of the university with their "Degree" having been convinced of the validity of fallacious principles.

George Carlin IS the establishment. George Carlin IS a politician for the Left.
George's job is to point the finger of guilt at everyone except the guilty.
George's job is to reinforce all those standard Leftist anecdotes taught in the public universities.

George's job is to convince you that you're "getting back at Wall Street" -- while he helps the people WHO RUN WALL STREET complete their hijacking of it from the hands of the people to the hands of the minority elite.

Sorry George. I've lived under socialism. I'm not interested in your solutions.

Rene says:

"Rupert Murdoch is exactly the sort of capitalist control freak we should be raging against."

"I know my former students--many headed into teaching warily--will join us if we do something to save our schools."

Rene, the schools need to be saved from the Left. From people like you. American education will never improve until the Leftists are gotten rid of. Rupert Murdoch SHOULD BE running the system instead of being falsely villified by Leftists like you.

It sounds paranoid, but I feel sure the standardized tests intentionally employ language only native speakers and well educated individuals comprehend.
Right now colleges are welcoming many of our students despite low test scores and mediocre GPA
cause your average urban teenager may not be much good at taking tests, but he or she typically has sharper critical thinking skills (believe it or not, folks, what one picks up on the mean streets often makes one stronger and smarter than the spoiled suburban slackers who flunk out of college far more often than the kids from the hood do). With the influence of affirmative action (admittedly a less than perfect approach to securing equity but hardly the affront affluent Republicans made it out to be) now realized by Hispanics, blacks, other races along with gays and women
in academia, it is possible the elitists felt more than a little
threatened by the distribution of power that now sees a diverse group of humans in control as leaders in
education and elsewhere. Ironically, many of LAUSD's Hispanics (particularly the male wannabe whites) and other ethinic/gender groups are part of the oppression now usurping public education and the best interests of the community's children.
We have to wake the sleeping giant: PARENTS. Maybe we need to hit the hoods on foot--talk to folks one by one. Organize town hall gatherings, get to know OUR community a bit better and let them tell us their concerns. African Americans are the perhaps best
group to start with for reasons that are rather obvious. I think we could start now and organize a dozen teachers to help us in Watts, South central, etc. this summer. These people do not realize that the schools belong to the community, not LAUSD, not Bill Gates, the mayor or Oprah. Schools belong to the people. Hope Moffett tried to stop her school from being sold out from under her students, and she is going to be fired. Somehow her story (which illustrates the dynamic perfectly) disappeared on Huffington Post where angry teacher's blog (STILL!),porn star turned teacher are front page news--HOPE's heroic efforts would have inspired investigative reports from Geraldo and Woodward and Bernstien 20 years ago.
Rupert Murdoch is exactly the sort of capitalist control freak we should be raging against. But instead, teachers (OF ALL people) are villified and stained by wanton misinformation designed to undermine our profession, academic freedom and the great potential of students like ours.
I know my former students--many headed into teaching warily--will join us if we do something to save our schools.
They know what is up.

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