witch hunt.jpg
(Mensaje se repite en Español) 

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

Daily News Reporter Barbara Jones reports in her article "LAUSD 'jails' fill with teachers as misconduct complaints rise" that "the cost is enormous: $1.4 million a month in salaries...and $865,000 to hire substitutes. What neither she nor any other mainstream media reporter tells you is that this short term loss to LAUSD is more than compensated for when these housed, jailed or rubber room teachers- pick you euphemism- are coerced into resigning or are ultimately dismissed.

Last year LAUSD brought false and often completely fabricated charges on the vast majority of the 853 teachers it forced out of their jobs, who were at the top of the salary scale or about to vest in expensive lifetime health benefits- something LAUSD is already $13 billion in the hole on for those teachers who have already vested and/or retired. By replacing these targeted teachers with novice teachers at the bottom of the salary scale and with much diminished benefits, LAUSD saves over $60,000 in salary and benefits per teacher. Do the math. This amounts to a $51 million savings in just the first year after these mostly innocent teachers have been liquidated. And this is a gift to the District that keeps on giving in subsequent years.

Reporter Barbara Jones and others who write about targeted teachers unquestioningly accept LAUSD's assertion that so many teachers are being charged, because of "years of downplaying or ignoring suspected abuse." Does she offer any evidence to substantiate this assertion? Hell no. After all, what are the civil rights of a few teachers worth against the financial interests of the cabal running LAUSD?

In good old fashion 1950s McCarthyism tactics of blacklisting or the more recent McMartin Preschool case, where all teachers charged- whose lives were nonetheless destroyed- turned out to be completely innocent, LAUSD offers no evidence of teacher culpability for anything they are charged with and, worse yet, hundreds of teachers are subjected to a purposefully stalled "investigation" that often goes on for years. What happened to the legal presumption of innocence until proven guilty by a preponderance of the evidence and with that burden being on LAUSD? Don't ask, don't tell seems to be LAUSD's position on this.

Nobody seems to be interested in the coincidence of LAUSD budget shortfalls and deficit projections over the last 5 years and the fact that "the number of housed teachers has more than doubled in the last 18 months." LAUSD's General Counsel David Holmquist states, "We have zero tolerance for inappropriate touching." And this seems to include a teacher now in teacher jail for having touched her student's shoulder in a popcorn reading exercise to let the student know it was her time to read. Miramonte has created the pretext to go after teachers at the top of the salary scale or who merely had the professional integrity to question their principal's often irrational actions.

If teachers are sitting in LAUSD offices where they are either not given any work or are unable to work doing anything but teach, why would LAUSD require them to be there in the first place? In my own case, when I reported the bagel breakfasts for LAUSD administrative wannabes and two floors of empty space in the Bank of America building at Eastern and Slauson, LAUSD administraor Jan Davis sent me home to my own personal rubber room, where I could no longer blog about what I was seeing. If they could send me home, why do they have to house any teachers? The answer is sick and simple. Teacher jails and rubber rooms are designed to make teachers both physically and mentally sick until the unbearable isolation of sitting monotonous day after monotonous day takes its predictable physical and mental toll on targeted teachers. All you have to do to verify this is to look at the statistic from Workers Compensation, where the number of LAUSD teachers applying has skyrocketed as LAUSD purposefully continues to inflict harm on these teachers in order to coerce them into resigning, trying to break them first before proceeding with their dismissal.

And if as UTLA President Warren Fletcher belatedly says that "the district is overreacting to the scandal, then why doesn't UTLA do something about it. Clearly, LAUSD could not continue to savage UTLA represented teachers unless UTLA did nothing about it. And nothing about it is exactly what UTLA has continued to do. With representation like this, who needs enemies.

Superintendent John Deasy says, "A witch hunt would be if we were going after teachers," which is exactly what he is doing. Even some administrators have said off the record, for fear of themselves being targeted, that going back to when Ramon Cortines was superintendent, they were told to "get something on all teachers." This witch hunt didn't start yesterday and is carefully orchestrated. But reporters that don't point out the inconsistencies in what LAUSD asserts seem to be missing the boat or maybe they too are fearful of losing their jobs if they dare to report the truth.

And as for Deasy's assertions that he is only pursuing "complaints that come to us," this is patently untrue. In my own case, my Principal Janet Seary had a pizza party for my class and encourage them to write negative letters about me while removing positive exculpatory letters and evidence from the case against me. Students have gone up to teachers and threatened to get them fired, because they too can see that teachers are being targeted by the District. Given a choice of doing your classwork or getting rid of the teacher who gives it too you and makes your life difficult, many students at the solicitation of LAUSD administration have been encourage to bear false witness against their teachers. But interestingly enough, this is never done under penalty of perjury as is required by the California Education Code. In addition, children are improperly and suggestively interviewed by LAUSD administrators to encourage them to bear false witness against a teacher that LAUSD has chosen to target.

Targeted teachers are "not told the specific allegations against prevent them from contacting students and parents." Does this make any sense? Isn't anybody charged entitled to at least know what they are being charged with? And even after LAPD clears the teacher of charges, LAUSD still persists in keeping them in teacher jail. LAUSD "alleges that 'a handful' of teachers successfully appealed their dismissals and are collecting salary, but official do not want back in the classroom." Does anybody ask who these teachers are and why LAUSD officials feel they have the power to deprive them of their professional livelihood after having been cleared of all charges? No, reporters just except LAUSD at its word.

LAUSD with its $6 billion budget and $500 million "legal defense fund" seems to be a big bully that nobody is willing to stand up to. To confront the LAUSD bully, one might ask "Detective Juan Perez, one of the three detectives assigned to the LAPD's Sexually Exploited Child Unit," whether he thinks there is any greater incidence of teacher exploitation of children or whether LAUSD is just exploiting top-of-the salary-scale teachers? Teacher Randy Traweek is one of these highly dedicated and honored teachers who had a perfect teaching career until LAUSD decided to target him. He has been completely cleared by LAPD, but LAUSD persists and this week moved for his dismissal in derogation of all evidence.

If you or someone you know has been targeted and are in the process of being dismissed and need legal defense, get in touch:


LA Progressive

Dick Price and Sharon Kyle
Dick and Sharon
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.

o Scott Coe Riverside, California
Excellent Video Interview about Professor Coe

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 and on Twitter @joscottcoe.

Betsy Combier New York, New York 
Betsy Combier's blog
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
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

Stuart Goldurs Los Angeles, Califonia
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

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:

LAUSD has selected a new Superintendent of Schools

Karen Horwitz Chicago, Illinois

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 will increase. (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. Go to:  or 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.
            800-769-4171       (domestic)
            516-621-2195       (international)

Susan Ohanian Charlotte, Vermont
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.

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 practicemet 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:

Joel Shatzky: Brooklyn, New York
Professor of English Emeritus--SUNY, College at Cortland (1968-2005)
Adjunct instructor-Kingsborough CC (CUNY) 2006--   )
Regular contributor to the Huffington Post:
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":
"Numbers Lie":
"The Charter Starters":<>

Here's Joel's latest post about the low percentage of "college ready" high school graduates.

Lorna Stremcha Havre, Montana


"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."

Lois Weiner Jersey City, New Jersey
Professor, Elementary and Secondary Education
New Jersey City University
2039 Kennedy Blvd.
Jersey City, New Jersey 07305
Democracy Now
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)

Daily News Reporter informa Barbara Jones en su artículo "LAUSD" cárceles "llenar con maestros como mala conducta aumento de quejas" que "el costo es enorme. $ 1,4 millones al mes en salarios ... y 865.000 dólares para contratar sustitutos Lo que ni ella ni ningún otro reportero principales medios de comunicación le dice es que esta pérdida a corto plazo para el LAUSD es más que compensado cuando éstos alojados, encarcelados o goma habitación en la que los maestros-pick-eufemismo están obligados a dimitir o sean despedidos de última instancia.

El año pasado, el LAUSD presentó cargos falsos ya menudo fabricada completamente en la gran mayoría de los 853 profesores que obligó a abandonar sus puestos de trabajo, que se encontraban en la parte superior de la escala salarial o punto de chaleco en cara toda la vida de beneficios de salud, algo LAUSD ya $ 13 mil millones en el agujero para aquellos maestros que ya han creados y / o jubilados. Mediante la sustitución de estos maestros específicos con los profesores noveles en la parte inferior de la escala salarial y la disminución de beneficios con mucho, el LAUSD ahorra más de $ 60,000 en salario y beneficios por profesor. Haga sus cálculos. Esto equivale a un ahorro de $ 51 millones en sólo el primer año después de estos maestros en su mayoría inocentes han sido liquidados. Y este es un regalo para el Distrito que sigue dando en los años siguientes.

Reportero Barbara Jones y otros que escriben sobre los maestros orientados incondicionalmente aceptar la afirmación del LAUSD que tantos maestros se están cargando, por "año de minimizar o ignorar el abuso sospechado". ¿Se ofrecen ninguna prueba para justificar esta afirmación? Por supuesto que no. Después de todo, ¿cuáles son los derechos civiles de algunos profesores valor en contra de los intereses financieros de la cábala corriendo LAUSD?

En buenas tácticas viejas de moda 1950 macartismo de listas negras o el caso McMartin más reciente Preescolar, donde todos los maestros cargadas cuyas vidas fueron destruidas, sin embargo, resultó ser completamente inocente, el LAUSD no ofrece ninguna prueba de culpabilidad maestro para cualquier cosa que se les cobra con y, peor aún, cientos de maestros se someten a un propósito estancado "investigación" que a menudo se prolonga durante años. ¿Qué pasó con la presunción legal de inocencia hasta que se pruebe su culpabilidad por una preponderancia de la evidencia y con esa carga de estar en el LAUSD? No preguntes, no digas parece ser la posición del LAUSD en esto.

Nadie parece estar interesado en la coincidencia de déficit presupuestario del LAUSD y las proyecciones de déficit durante los últimos 5 años y el hecho de que "el número de profesores alojados ha más que duplicado en los últimos 18 meses". El abogado general del LAUSD David estados Holmquist, "Tenemos cero tolerancia para tocar de manera inapropiada". Y esto parece incluir un maestro ahora en la cárcel maestro por haber tocado el hombro de su estudiante en un ejercicio de lectura de palomitas de maíz para que el estudiante sabe que era su tiempo para leer. Miramonte ha creado el pretexto para perseguir a los profesores en la parte superior de la escala salarial o que simplemente tenían la integridad profesional para cuestionar su director es a menudo acciones irracionales.

Si los maestros están sentados en las oficinas del LAUSD en donde o bien no se da ningún trabajo o no pueden trabajar haciendo otra cosa que enseñar, ¿por qué LAUSD les obligan a estar allí en primer lugar? En mi propio caso, cuando me presenté para el desayuno de bagel aspirantes LAUSD administrativos y dos pisos de espacio vacío en el edificio Bank of America en este y Slauson, el LAUSD administraor Jan Davis me envió a casa con mi propio cuarto de goma personal, donde yo no podía ya blog acerca de lo que estaba viendo. Si pudieran enviarme a casa, ¿por qué tienen que albergar ningún maestro? La respuesta está enfermo y simple. Cárceles y salas de profesores de goma están diseñados para que los maestros, tanto física como mentalmente enferma hasta que el aislamiento insoportable de estar monótono día a día monótono se cobra su peaje predecible físico y mental de los docentes seleccionados. Todo lo que tienes que hacer para comprobarlo es mirar la estadística de Compensación de Trabajadores, donde el número de maestros del LAUSD se aplican como se ha disparado a propósito del LAUSD sigue infligiendo daño a estos profesores con el fin de obligarlos a renunciar, tratando de romper primero antes de proceder a su despido.

Y si como UTLA presidente Warren Fletcher tardíamente dice que "el distrito está exagerando con el escándalo, ¿por qué no UTLA hacer algo al respecto. Claramente, el LAUSD no podía seguir salvaje UTLA representado maestros UTLA a menos que no hizo nada al respecto. Y nada de esto es exactamente lo que UTLA ha continuado haciendo. Con la representación como éste, ¿quién necesita enemigos.

Superintendente John Deasy dice: "Una caza de brujas sería si nos íbamos después de maestros", que es exactamente lo que está haciendo. Incluso algunos administradores han dicho extraoficialmente, por miedo a sí mismos en la mira, que se remonta a cuando era superintendente Ramón Cortines, se les dijo que "conseguir algo en todos los maestros." Esta caza de brujas no empezó ayer y se orquestó cuidadosamente. Pero los periodistas que no se señalan las inconsistencias en lo que LAUSD afirma parecen estar perdiendo el tren o tal vez ellos también tienen miedo de perder sus puestos de trabajo si se atreven a decir la verdad.

Y en cuanto a las afirmaciones Deasy que sólo le persiguen "quejas que nos llegan", esto es totalmente falso. En mi caso, mi principal Seary Janet tenía una fiesta de pizza para mi clase y animarles a que escriban cartas negativas sobre mí, mientras se quita cartas positivas de descargo y pruebas del caso en mi contra. Los estudiantes han ido a los maestros y amenazó con hacer que disparó, porque ellos también pueden ver que los maestros están en la mira por el Distrito. Dada la opción de hacer su trabajo de clase o deshacerse del maestro que le da demasiado y le hace la vida difícil, muchos estudiantes de la solicitud de la administración del LAUSD han sido animar a falso testimonio contra sus maestros. Pero, curiosamente, esto nunca se hace bajo pena de perjurio, como es requerido por el Código de Educación de California. Además, los niños están mal y sugestivamente entrevistado por los administradores del LAUSD para alentarlos a dar falso testimonio en contra de un maestro que el LAUSD ha elegido como objetivo.

Docentes específicas, son "no le dijo a las acusaciones específicas contra ellos ... para evitar que entre en contacto con los estudiantes y padres de familia." ¿Tiene esto algún sentido? ¿Cualquiera no pagan derecho a por lo menos saber lo que se les acusa? E incluso después de LAPD despeja el maestro de los cargos, el LAUSD todavía persiste en mantenerlos en la cárcel profesor. LAUSD ", afirma que" un puñado "de los docentes apeló con éxito su despido y están recopilando salario, pero oficial no quiere volver a las aulas". ¿Alguien pide que estos maestros son y por qué los funcionarios del LAUSD sienten que tienen el poder para privar de su sustento profesional después de haber sido absuelto de todos los cargos? No, sólo los periodistas, excepto LAUSD en su palabra.

LAUSD con su presupuesto de $ 6 mil millones y $ 500 millones "fondo de defensa legal" parece ser un matón grande que nadie está dispuesto a hacer frente a. Para enfrentar el matón del LAUSD, se podría preguntar "Detective Juan Pérez, uno de los tres detectives asignados a la Unidad de la Policía de Los Ángeles del niño objeto de explotación sexual", si él piensa que hay alguna incidencia mayor de la explotación maestro de niños o si LAUSD están explotando simplemente superior de los profesores de la escala de sueldos? Profesor Randy Treweek es uno de esos profesores muy dedicados y honrados que tenían una carrera docente perfecto hasta LAUSD decidió apuntar. Ha sido completamente borrado por LAPD, pero persiste el LAUSD y esta semana se movió de su despido en derogación de todas las pruebas.

Si usted o alguien que usted conoce ha sido blanco de ataques y están en proceso de ser despedido y la necesidad de defensa legal, póngase en contacto:

Reformadores nacionales EDUCACIÓN

LA Progressive

Dick Precio y Kyle Sharon
Dick y Sharon
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 sobre los medios de comunicación, decidieron tratar de convertirse en los medios de comunicación. Por lo tanto, juntos fundaron la progresiva LA. Dick es el editor y Sharon es el editor y webmaster, manejar 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 talentosos contribuir a la progresiva ofrecimiento diario de Los Ángeles que normalmente asciende a cerca de 45 artículos a la semana. Dick y Sharon seguir escribiendo, así como para editar y publicar el Progressive LA y distribuir sus diarios e-noticias cada mañana.

Jo Scott Coe Riverside, California
Jo.Scott-Coe @
Excelente Video Entrevista sobre el profesor Coe

Profesor de Inglés en el Riverside Community College y ex profesor de escuela de Inglés. Ella es la autora de Maestro 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, incluyendo Amerika Hotel, Género En cuarto lugar, los dientes del Río, Novena Carta, Memoria (y), adelfa amarga, y revisión Montañas Verdes. Su ensayo, "Recuperación de Maestros", ganó el NCTE 2009 Donald Murray Premio, y otras selecciones de su obra ha recibido una Mención Especial de la carretilla de mano, así como listados de notables en Best American Essays 2009 y 2010. Como un investigador independiente, Jo autor y publicó el estudio más extenso hasta la fecha de Adams v LAUSD, un caso de casi 10 años de hostigamiento jurídico-estudiante-profesor en la sexual, en la (re) interpretaciones: Las formas de Justicia de la Mujer La experiencia (Cambridge Scholars Press). Jo valores de las facultades estéticas, políticas, y de transformación social de la narrativa literaria - sobre todo para disipar silencios insalubres y testigos ciegos culturales. Ella trabaja actualmente como profesor asistente de Inglés en el Riverside Community College en sur de California, y su libro, Profesor de Point Blank (Lute tía 2010), ha sido seleccionada como una gran lectura para el otoño de 2010 por Ms. Magazine. El punk rock? Sí. Hockey juegos? Sí. ¿Café? Siempre negro. Jo Encuentra en el sitio web y en Twitter @ joscottcoe.

Betsy Combier Nueva York, Nueva York
betsy.combier @
El blog de Betsy Combier
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 se narra gestión de la educación corruptos y reveló

Profesor Samuel Culbert Los Angeles, California
Es profesor en la Escuela de Negocios de UCLA Andersen quien también enseña en el Instituto de Liderazgo de Directores del Departamento de Educación. Echa un vistazo a los siguientes 3 minutos en ABC News

Stuart Goldurs Los Angeles, Califonia
No envíe bibliotecarios LAUSD a la Inquisición, enviar a los burócratas del centro
Las pruebas, ¿qué son bueno? Absolutamente nada!
LAUSD a los estudiantes a asistir a la escuela en tierras contaminadas, otra vez!
Algunas escuelas enseñan sólo a las pruebas, así que ¿cómo son los estudiantes que se preparan para el siguiente grado y para la vida?
Nuevo superintendente de LAUSD añade seis cifras posiciones al equipo directivo

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

Karen Horwitz Chicago, Illinois

Profesor galardonado ex cofundador NAPTA, Asociación Nacional para la Prevención del Abuso de Maestros, y escribió el libro Crimen White Chalk: Las Escuelas verdadera razón Fail to exponer cómo el acoso y el terror profesor mantiene un sistema de corrupción profundamente ocultos. Eliminación de los profesores dedicados forma el núcleo de la agenda Penal White Chalk desde la dedicación y la delincuencia de cuello blanco no se mezclan. Teniendo en cuenta que todos están de acuerdo 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 sobre la inversión que nuestros líderes escolares sobre 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 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 -.. Donde 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 informar estas verdades prevalece - documentos que los privatización defender no se puede confiar Esto demuestra que queremos que nuestras escuelas para sus propios intereses, no los niños, ni la comunidad) NAPTA 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: o Educarse acerca de lo que está pasando.

Jerry Mintz director
Educación Alternativa Resource Organization (AERO)
417 Roslyn Rd., Roslyn Hts., NY 11577

Para aquellos de ustedes que no pueden esperar a que la educación pública corruptos que se dio la vuelta, AERO ofrece una excelente fuente para conectarse con alternativas viables en estos momentos.
            800-769-4171 (nacional)
            516-621-2195 (internacional)

Susan Ohanian Charlotte, Vermont
Ella es una maestra de escuela pública que desde hace mucho tiempo, después de 20 años, se convirtió en redactor de una revista y luego fue profesor freelance. He mantenido un 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 el contenido nuevo. Respondo todo el correo llegue 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 me parece medio frustrante. Tengo una página en Facebook - sólo para que la gente me puede encontrar. Yo no iniciar nada en ella, el sitio web me mantiene ocupada.

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) de Brooklyn College, y tiene el equivalente de dos grados de maestría, obtuvo en los estudios de postgrado de la alfabetización, las artes y la educación. Ella enseñó habilidades de alfabetización y el arte, durante 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 práctica docente con éxito, estudió en Harvard y la 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 los seminarios nacionales de desarrollo del personal para los superintendentes escolares. Ella estuvo entre los seis profesores - de entre los miles en todo el país - observó durante el proyecto de investigación y su enseñanza practicemet todos los principios del aprendizaje. En los años noventa, se levantó a la prominencia en los círculos educativos nacionales, mientras enseñaba en una escuela magnet nuevo, East Side 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 DÉCIMO 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 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 le ha llevado a escribir sobre el proceso que elimina los mejores educadores, silenciando las voces de los practicantes del aula que no aceptaría las políticas anti-aprendizaje. 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 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: (Steiner) _ / index.html

Joel Shatzky: Brooklyn, New York
Joel.Shatzky @
Profesor Emérito de Inglés - SUNY, Colegio de Cortland (1968-2005)
Adjunto un instructor Kingsborough CC (CUNY) 2006 -)
Colaborador habitual para el Huffington Post:
Autor de "La Crisis Pensamiento" con Ellen Hill (Prensa Autores Choice: Nueva York, 2001)
Numerosos artículos sobre la educación en Corrientes judío.
Guionista de tres sátiras de YouTube en la educación "reforma".
 "Las lecciones":
"Los números Lie":
"Los arrancadores Carta": <>

Aquí está el último mensaje de Joel por el bajo porcentaje de "listos para la universidad" graduados de escuela secundaria.

Lorna Stremcha Havre, Montana


"Sé de primera mano los daños financieros, personales, emocionales y físicos que pueden resultar cuando los administradores escolares, el Montana Asociación de Educación y la Asociación Nacional de Educación ponen sus propios intereses por encima de los estudiantes, los profesores y los contribuyentes del Estado de Montana Mis archivos contienen montañas de papeles incluyendo declaraciones juradas, 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 nada 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 como resultado de un solo incidente que, de haber sido manejado de manera diferente y bajo la luz del escrutinio público, no habría una bola de nieve en premios de más de $ 200,000 en daños y perjuicios. Los fondos que finalmente llegó de los bolsillos de los contribuyentes. Irónicamente, como contribuyente en Hill County, mi familia y yo estamos ayudando a pagar las indemnizaciones concedidas a mí. Esta cubierto los honorarios de los abogados. El acuerdo no incluye mis honorarios de abogado, sin embargo, el barrio, los seguros y los contribuyentes pagan las facturas de los abogados defensores, que superó la mía. El acuerdo se hizo el 2 de marzo de 2006 ". Http://

Lois Weiner Jersey City, Nueva Jersey
Profesor de Educación Primaria y Secundaria
New Jersey City University
2039 Kennedy Blvd.
Jersey City, New Jersey 07305
Democracy Now
Impacto de las características de las escuelas urbanas en la práctica docente de los profesores
Como raza, clase y género mediar el rendimiento académico
Trabajo de los profesores y la escuela como lugar de trabajo. Efectos de los cambios en la economía política mundial sobre la enseñanza, los maestros y las escuelas.


11 2012


Teachers must not waive their right to a hearing withing 60 days of the District's written intention to dismiss you. Upon receipt of this document you have 30 days to submit a written appeal of the charges and dismissal. Do it. Don't mess up any time lines or you get what you deserve. Retain a GOOD, HONEST attorney (we can help you). Go to the Office of Administrative Hearings and don't settle. Don't give your signature in exchange for money, only guilty people do this. They will put you on unpaid status so save some money now before this happens. The district is suppose to provide info on a bond which allows you to continue to receive your pay but good luck obtaining this mysterious information. Don't be afraid. This process is meant to shake you down, undermine your confidence and make you afraid. This is your heads up. I have been in this process 4 years. They will not break me. If you are a REAL teacher, then you know we have to identify evil and vanquish it. This is no time for sunshine patriots. This is a time for Guerilla Teachers!
Francisco Arellano

Rubber rooms (teacher jails) are real. There are LAUSD teachers sitting in them everyday not knowing why they are there.

I am a UTLA Chapter Chair and see teachers being vindictively targetted for practicly nothing, and threatened with dismissal for almost nothing (in my opinion), and I am not sure what can be done about it. The problem has been somewhat thoroughly laid out, and I do not know what the solution is. Is it to replace the current schoolb board and superintendent. What is the solution?

Article V of the LAUSD/UTLA Collective Bargaining Agreement gives UTLA the power to address the teacher witch hunt on behalf of all targeted teachers. In addition, basic legal notions of due process of law, LAUSD's own Bulletin Policies, which they don't follow, and state and federal civil rights laws that are being flaunted by LAUSD with the collusion or incompetence of a union that teachers pay $57 a month for to have an advocate in precisely times like these. Bullies like those in LAUSD administration have only been empowered by the failure of the union and teachers to stand up against them. From the LAUSD bully point of view, "If it ain't broken, why fix it." What price has LAUSD paid for destroying the lives of dedicated professional teachers? And Miramonte only has given LAUSD more cover to brutalize your colleagues. "In solidarity" is just empty rhetoric, if we stand by and allow the witch hunt to continue unabated. Get in touch if you want to do more than say, "I just cannot believe it."

For 26 years, I have been a loyal and hard-working employee for the LAUSD (Los Angeles Unified School District). As of March 1st, 2012, I have been sitting in one of the District's “teacher jails.” I am a teacher criminal and have been found guilty-- my innocence was never considered.

I was hired by the District, while I was still a student @ UCLA's Teaching Credentialing Program, and before I completed my graduate degree/credential in the field of education. Now, the West Education Service Center's (ESC) Director of Operations, a new name for the former Local School Districts, is recommending for my dismissal to the Board of Education, who are also elected employees of the Los Angeles Unified School District.

On April 18, 2012, my former principal issued me with: four causes, six charges, one Unsatisfactory Act, a 15-day suspension without pay, and termination from the District because I had engaged in a Project Based Learning (PBL) activity that provided my former students with a more heightened awareness of Diabetes. My newbie principal, who has been promoted and recognized for her outstanding achievements in education, and along with her coordinator, who has also been promoted within LAUSD, have demonstrated by their actions towards me, that not only does LAUSD encourage destructive management techniques towards removing its more experienced and higher paid teachers such as myself, they promote the administrators who clean house the best!

In almost all of my 26 years with LAUSD, I have spent a lot of time on cleaning up and preparing my classroom so that when my students enter the room, they don’t see the same thing day after day, but discover a learning environment that changes and evolves, while we change and evolve. My instructional program engaged students with hands-on learning activities, which took a lot of time and energy to prepare and clean up. Over the years I learned, that the greater the gap between what a student was able to perform academically and what he/she could actually do, the stronger the correlation was for student misbehavior and academic failure.

My 2nd thirty-minute meeting, which was held on 10/30/2012, was my Administrative Review and/or Skelly Hearing and/or Dimissal Meeting and opportunity to share my side of the story. The District administrators did not know my name and did not even know where my former school was located. My UTLA Area Representative, who has had more than twenty years of experience representing teachers such as myself, told me before and after the Dismissal meeting that, “I was gong to be dismissed, no matter what any of these administrators may think about my case. And even if these administrators do not feel that I should be dismissed, someone from ‘up above’ will.”

On 11/5/2012, I had my Suspension/Appeal meeting, which was based on the grievance that I had filed on 4/20/2012 for being issued with a 15-day Suspension without pay from the District. I learned that a 15-day suspension means that my case for my “alleged misconduct” will be sent to the Commission of Teacher Credentialing (CTC) Headquarters in Sacramento for review. The CTC will deliberate whether my teaching credential will be revoked or not. The credential procedure is separate from my dismissal from LAUSD and even if the Commission decides not to revoke my teaching credential, the District will not change its decision to dismiss me making it more challenging for me to gain employment.

My Suspension Appeal meeting was scheduled after my Dismissal meeting, and at the conclusion of this meeting, I received my hand delivered letter that was sitting on the conference table before me, which stated that: The West Education Service Center (ESC) administrators are recommending to move forward with my dismissal. I do not understand why the District holds a Suspension meeting after their recommendation for dismissal letter had been decided on and personally handed to me at the conclusion of the Suspension Appeal meeting that was held on 11/05/12. Why does LAUSD provide Suspension meetings who are comprised of the same, exact administrator teams, who met with my Union Area Representative and myself, just one week earlier?

During the Suspension Appeal meeting on the 5th, it became very clear to me that based on the few questions that these administrators asked of me, that they had not read the materials I had painstakingly prepared for them and for this meeting. They were just going through the motions. I guess the lesson that I learned from this process, was that “going through the motions” is the way that District administrators want LAUSD students to learn and for LAUSD teachers to teach. Were these same administrators “going through the motions” when they used to be in the classroom as well?

In all my conferences and meetings that I participated in with Local District #4 administrators in 2011-2012, I was always more prepared than my superiors who were: ill-prepared, unable to understand or answer my questions, and used their positions to intimidate me, which, to the District’s credit, they were very astute at. During many of these meetings, I sat alone with two administrators, not one. Why is it that District administrators have each other’s backs, whereas teachers have nobody’s backs? Where is the Union when you need them?

What was happening right in front of my eyes and to my dismay, was that Local District Administrators and principals were not as experienced as I was and did not know how to “handle” teachers like me, so, rather than working with me, they schemed and turned the situation around, making me look like I was not collaborative and that I was incompetent, when in reality, that was just not true. I make mistakes just like everyone else and want to improve my craft and be the best at what I do—did-- but it is not the message or the messenger that I was against, but it was the structure in which conversations were had. The triangular paradigm never worked out really well for me in the past; experience has taught me that the triad as a group structure usually ends up with the ratio of two against one.

Why was the Charlotte Danielson’s framework of the Teaching and Learning model along with True North Logic’s Professional Growth System and the Value-Added measurement tool, which the District renamed the AGT, was selected for the new LAUSD Teacher Evaluation pilot study was never explained to me as a voluntary teacher participant in the District’s pilot study, which my former principal had asked me to participate in the spring of 2011? The Teacher and Development Growth Cycle system never addressed my questions regarding the scoring methods and the misalignment of observation scores on two different and separate templates that were based on two different measures.

In addition to the scoring confusion, I needed to better understand why the use of these measurement tools along with the function/role of the 2nd administrator/observer and the entire process in itself was considered a more superior process to the Stull evaluation process that was not even implemented correctly by the District since 1971. And I am sitting in teacher jail? Having done my own research on multi-tiered evaluation systems, I was far ahead of my superior’s understanding of this measurement tool.

My observation scores were invalid and my observers said that I was mistaken and that the mistake made was that it was a misnomer, which proves that neither administrator took the time to bother or understand the question I was asking, and why I considered their scoring methods invalid. Later, in February 2012, when the same administrator observers came to formally observe my project based learning activity on animals, my former principal, who came up to my teaching station at the end of the hour, was very complementary and told me that my lesson was the best lesson that she had observed during her entire career and later told the teachers at a staff meeting, that the Director of Instruction felt that our school would be able to break 800 API points. Well, we didn’t and one of the reasons is that I was removed on 2/29/2012, just a little over two months before the 2012 CST testing.

The Director of Instruction said that my students were very bright, almost insinuating that my teaching skills has nothing to do with my group’s advanced academic performance. This was my 2nd year teaching with this particular group of students, who I wanted to loop with up to 6th grade because I was interested in conducting a research study to understand how much impact can one teacher have in preparing his/her students for middle school and even high school? I knew that with the right support, I could blow away every statistic known to the scientific research community, but, alas, that never came to be. While I cannot take credit for bringing these children into the world, there should be just a little credit given to me, considering that a third of my class from 2010-2012, were identified as gifted and/or highly gifted. My dream of teaching a multi-level gifted class in a Program Improvement school was never realized. That really hurt.

How was it possible that my former principal, who considered me to be a “fabulous” teacher, could turn against me the next year and target me for dismissal from the District?

How much money was invested in this trial pilot study when all LAUSD needed to do was implement the Stull Act as was written in 1971 by including a rubric for all the five components of Teacher Evaluation which are: (1) Support for Student Learning; (2) Planning and Designing Instruction; (3) Classroom Experience; (4) Developing as a Professional Educator; along with (5) Punctuality, Attendance and Record Keeping.

These teacher evaluation components could be scored as a rubric rather than be in the binary form of meets and does not meet. For example, a rubric score of a “1” would be considered the lowest to a rubric score of a “5,” as being the highest, so by: using a rubric on the five standards of the teaching profession, and with the inclusion of student CST standardized achievement test scores, and, the piece de resistance, by having the teacher and principal reflect on whether the instructional collaborative goals that were agreed upon at the onset of the instructional year were met or not, and why. One-third of a teacher’s evaluation would be dedicated to formal/informal teacher observation, one-third for student academic achievement, and one-third for the self-reflection piece.

At the beginning of the 2012-2013 academic year, LAUSD and UTLA did not know how many teachers were temporarily assigned to District rubber rooms. I was told that because teachers come and go so fast, these educational organizations did not have an exact count. In addition to Certificated teachers ranging from Pre-K to 12th grade, Special Education Aides, Administrative Assistants, Assistant Principals, and other Classified personnel sit in the same rubber rooms as teachers do.

753 teachers were dismissed during the 2011-2012 school year alone, which was the District's reaction to the Miramonte scandal back in February 2012. What ever happened to LAUSD accountability and transparency and why did the Superintendent not lose his position for not having informed the Credentialing Teaching Commission (CTC) about real life predators within the mandated regulations of reporting teacher misconduct? Who gets to report District/Superintendent misconduct? Instead of removing the Superintendent from his position, teachers are being used as scapegoats for the District's ineptitude and failure to perform duties as assigned.

Why does the District continue to have the unchecked and supreme authority in removing a teacher's right to earn a livelihood? How can one teacher alone be held accountable for any alleged misconduct when the nature of teaching is a collaborative venture, not a solitary one? If a teacher goes down, everyone goes down. At the end of the day, we all need to take responsibility for our actions and the people who we interact with every single day. How does anyone of us really know who is at fault? Who do we blame? Is it the teachers, the students, the parents, the economy, or just a part of life?

The answer is always the same: it is the teacher’s fault. So, when the administration works against you and when other teachers and paraprofessionals work against you or when parents work against you and the only protection you have is the Teacher’s Union who doesn’t work at all, it makes the most sense to place the blame on teachers. No wonder America has fallen from grace—and until we get our priorities right, we will not be able to turn our economy and world status around!

Teachers do not and cannot work in isolation, but when very serious allegations are made against an individual teacher, why does the District immediately enforce punitive measures against teachers and assume the worst? Leaders lead by example whereas followers may follow in fear. As a District, we need to be better than this. We all have a choice. How are the children and young people of today going to lead this nation if they don’t have the skills set to do so?

We need to inspire our youth, not drag them down with unrealistic expectations that lead to dead end results. Making mistakes and recovering from mistakes is how the human species has evolved. Learning and teaching should not be a crime. Yes, it can be very difficult to recognize that a mistake has been made and be responsible, when no mal intent was done, but unless we teach and allow ourselves and our young people that making a mistake is okay and a natural part of the leaning and teaching process, and that through mistakes made, we become better, more evolved, and more human, than all these expensive reform efforts were a waste of time, energy and money, which we cannot afford to just throw around. As a parent and educator, if we can’t teach our students, that making a mistake, is not the end of the world, we can’t teach them anything. Humility, honesty and hope are the best educational reforms that LAUSD can invest in and does not require additional taxes nor involve out of control budgets.

Sitting in teacher jail, I have watched people from all walks of life come and go, waiting in limbo for a decision that has already been decided upon months before. Many/Some rubber room people live from paycheck to paycheck and have difficulty making ends meet. Some of us will not accrue our medical and other health benefits and will lose our homes, apartments, cars, spouses, and families by ending up homeless, out on the streets, and/or dead.

Up to now, UTLA has done nothing to intercede on behalf of rubber room teachers, despite collecting millions of dollars off the backs of hard-working teachers. I have contributed about $20,000.00 in Teacher Union fees over the course of 25 years, and the only support I received, was when I was already pulled out of my school site and classroom, and was told, that the only thing that the Union could do to support me, was to grieve an issuance of Suspension without pay.

Union representatives do not represent teachers at school sites because teacher representatives teach full-time and representing teachers is a full-time job! Why doesn’t anyone get that? Chapter Chairs are just as afraid of losing their jobs despite the fact that they are immune from being written up and removed from the school site, therefore, teachers are not getting timely representation and-- LAUSD, the Board of Education, the Law offices of Trygstad, Scwab and Trygstad and UTLA-- are aware of this disadvantage and take advantage of it, so, why are so many teachers sitting in teacher jail? Sounds like discrimination to me.

Union representatives collaborate with principals rather than protect teachers from professional and personal harm, while everyone sits in the sidelines, hoping that they will not be the principal's next target/victim. Being-- yelled at, bullied, written up, verbally abused, mocked, spoken down to, spied on, and having a personnel file tampered with, are not causes enough for a teacher to file a grievance, but being removed and being charged with excessive discipline is still not cause enough, only suspension without pay merits a grievance. Nevertheless, this kind of behavior is acceptable and practiced on a daily, regular, routine basis.

Up to now, there was no one who could support us and put a stop to destroying teachers’ lives, so we are supporting each other and working diligently in opening Pandora’s box. The reality is that teachers are being targeted, abused, discriminated against and harshly disciplined, and for many LAUSD teachers, as well as students and families live in constant fear of one form or another. LAUSD principals and local district administrators have the highest authority in LAUSD LAND, are immune from prosecution, and with just a flick of their wrists, can destroy a teacher's life, livelihood, and career and everyone else who was a part of that teacher’s life.

Bullying amongst adults at LAUSD is as severe a problem as it is for students. Senior teachers are being removed for any minor infraction so that LAUSD can cut costs by replacing these teachers with younger, less experienced teachers. However, less experienced teachers, especially those who work in the inner city, leave the District in droves, after just a few years of service. A certain skill set is needed to teach in urban, lower performing schools, and without the assistance of more experienced coaches and mentors, younger, less senior teachers will be coming and going at even higher rates than they have in the past.

LAUSD spends millions of dollars on removing "irreplaceable" teachers, paying for substitute teachers in addition to rubber room salaries, and needing to fire bad teachers, hire new teachers, train them and repeat this process over and over again at the expense of American taxpayers. This needs to stop and stop now. If not, all of this negative energy that is being spent, will come right back at you and haunt you. How are you going to sleep at night knowing that you are part of this destructive and divisive process?

In the end, Rita Mae Brown says it best: "The definition of insanity is repeating the same mistakes over and over again and expecting different results" (Brown, 1983). Let us turn insanity into humanity.

SKS, I am trying to get some background info. from you regarding my own situation. Were you removed because you had a poor evaluation or was there a charge made?

Once again Mr. Isenberg, you hit the nail right on the head. Left out of the article is the intentional infliction of harm upon teachers. Psychological warfare that teachers are not prepared for. The Fat Cats, as we use to call them, are now part of our union too. So they look the other way and herd us to Trygstad and Schwab where we get financially raped. Fortunately, you have the resources to fight this situation legally. I'm right behind you.

Francisco Arellano

Can you recommend a good attorney?

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