While reading a story that appeared to be about the misstep of a Band Director, Texting Puts Teacher In Bind , I also read the comments.
If one reads this and follows the connections, it says a lot. First there is an allegation about a band director's ex-wife had an affair with the husband of a school board member who was having an affair with an administrator.
A more direct comment about the story is that apparently the "complaining parent" against the Band Director is also a "teacher". And the teacher/parent wants something.
This is just too much if it is true. Education just has to take a back seat to this story. And to think that decisions are made in the best interest of our children and our teachers.
This one stands out like a Dot of a solar ray:
Posted by ( cshultz110 ) on November 22, 2007 at 1:06 p.m. ( Suggest removal )
luvpercussion
You are completely correct! God forbid the truth come out. It is all politics, just ask Jenifer Felairo and Mark Hart (Opps, I forgot that affair was covered up . . . I am sooo sorry!) he, he Amazing how he just "left".
Folks, I have been in this district for 11 years and know for a fact that it IS a good ole' boys system. Lots of corruption and politics. To give you an idea (and yes, this is first hand knowledge), I was a band director and took a leave of absence last year after my now ex-wife had an affair with a promonent school board members now ex-husband. (Yes, they were both cheating on each other. See previously mentioned) After getting my act back together and returning from my leave, I was shocked to find that no principal would hire me. Not because of my performance, but because nobody wanted to touch the situation since it delt directly with a school board member and the politics it would involve. That is our school board folks!!! I can't wait for Mr. S to be obsolved of this accusations. Shame on the parent who is a teacher trying to play the system to get what they want. That should be the real headline: "How a teacher uses politics to ruin anothers career and how the school board helps them to do it."
Thursday, November 22, 2007
Monday, November 19, 2007
A new threat to Public School Authority
This is the second one of these cases I have seen.
School Sues Woman For Criticism On Blog
This was the first, where the school board eventually dropped their threat.
However, having read the reports on what happened since the above threat drop, enough attention has been brought to rise to this level.
My interest in this is more than just blogger's being a pain. I am curious to see if bloggers may be able to accomplish something that disgruntled teachers, disgruntled school administrators (yes, they may be few, but they exist), disgruntled parents and disgruntled unions (not sure about that one) have never been able to accomplish.
About 18 years ago, someone "took me aside" and told me that "the School system is very powerful". I was told I should be careful. I was told that "they" don't lose.
The HCDS is just one of many School systems. However, I have since analyzed events and actions that I hear or read about taken by all school boards from a "power and authority" perspective. I don't understand how they get it. I don't understand how it can be so broad. I don't understand how it is so difficult to contest it.
They can take command of so many behaviors for students, teachers and parents. They can take command of behaviors that are on school property and off school property. They can take command of behaviors on school time or off school time. They have the power to have students, teachers and parents arrested in any of the above settings. Or they can absolve themselves of responsibilities with an apparent fearless stance.
And this power is almost absolute.
The media is full of stories of how school systems have demonstrated this power and authority.
Technology is affording information to more people much faster. I am curious to how bloggers have an effect on school system's power and authority.
Update:
I was perusing the local blogs and this seemed either fortuitous, serendipitous or coincidental
If you read all of it, one can make this connection which compliments my thoughts on school systems power and authority. Is it abused?
What got my attention was the comment or question about how the School Board appeals are handled. I would be interested to know if the School Board has to vote to authorize appeals. If so, did they vote to appeal both of the Erwin and the Whitehead cases? Was there testimony by Board members in both of these cases that indicated they knew of the appeal?
Just askin'
School Sues Woman For Criticism On Blog
This was the first, where the school board eventually dropped their threat.
However, having read the reports on what happened since the above threat drop, enough attention has been brought to rise to this level.
My interest in this is more than just blogger's being a pain. I am curious to see if bloggers may be able to accomplish something that disgruntled teachers, disgruntled school administrators (yes, they may be few, but they exist), disgruntled parents and disgruntled unions (not sure about that one) have never been able to accomplish.
About 18 years ago, someone "took me aside" and told me that "the School system is very powerful". I was told I should be careful. I was told that "they" don't lose.
The HCDS is just one of many School systems. However, I have since analyzed events and actions that I hear or read about taken by all school boards from a "power and authority" perspective. I don't understand how they get it. I don't understand how it can be so broad. I don't understand how it is so difficult to contest it.
They can take command of so many behaviors for students, teachers and parents. They can take command of behaviors that are on school property and off school property. They can take command of behaviors on school time or off school time. They have the power to have students, teachers and parents arrested in any of the above settings. Or they can absolve themselves of responsibilities with an apparent fearless stance.
And this power is almost absolute.
The media is full of stories of how school systems have demonstrated this power and authority.
Technology is affording information to more people much faster. I am curious to how bloggers have an effect on school system's power and authority.
Update:
I was perusing the local blogs and this seemed either fortuitous, serendipitous or coincidental
If you read all of it, one can make this connection which compliments my thoughts on school systems power and authority. Is it abused?
What got my attention was the comment or question about how the School Board appeals are handled. I would be interested to know if the School Board has to vote to authorize appeals. If so, did they vote to appeal both of the Erwin and the Whitehead cases? Was there testimony by Board members in both of these cases that indicated they knew of the appeal?
Just askin'
Wednesday, November 14, 2007
Some Business Components of Education
Interesting commentary.
Especially when he poses the thought that business decision makers of the education system should speak the truth.
Dade County teachers used to hold their IEP meetings in groups in the cafeteria. Imagine the monkey wrench thrown into that process when a knowledgeable parent comes along that the I in IEP stands for "individualized".
It appears that when these crossfires of time issues occur, it is the student that suffers. Being responsible and stressed does not make for a positive education environment, parent, teacher or student.
Florida School Boss: School Bosses in Planning Time Crossfire
Especially when he poses the thought that business decision makers of the education system should speak the truth.
Dade County teachers used to hold their IEP meetings in groups in the cafeteria. Imagine the monkey wrench thrown into that process when a knowledgeable parent comes along that the I in IEP stands for "individualized".
It appears that when these crossfires of time issues occur, it is the student that suffers. Being responsible and stressed does not make for a positive education environment, parent, teacher or student.
Florida School Boss: School Bosses in Planning Time Crossfire
Monday, November 12, 2007
Threats and Promises or abuse of Power by the School Boards?
I really hate it when kids are manipulated by authority figures (parents or any one else) with what I call "The Empty Threats and Promises Regimen". It is a path to having a messed up kid. The authority figure should teach that their words mean something. When authority figures threaten a consequence or promise a consequence (negative or positive) and do not follow through, they are teaching kids to disrespect authority.
It happens all the time, everyday. Kids never know when the authority figure "really means it" because the threat or promise is seldom honored.
Then we have authority figures who expect kids to simply respect authority "because I said so". For kids who have been taught correctly that "because I said so" means something, it works. For kids who have been taught that "because I said so" usually doesn't mean anything, it doesn't work.
To be clear, we should all practice to say what we mean and mean what we say, especially with our kids. The more we practice, the less chance we will make empty threats or promises. And, when it comes to our kids, if and when we write a check we can't cash, we should acknowledge to the kid we made a wrong decision and restate it. Doesn't mean the kid gets away with it. It's not like in court where the kid gets off on a technicality. But to just throw parental power around abusively does not teach respect for authority.
Having said all of that, I wonder what the intent of the below School Board's action of threatening to file suit on the blogger was. An Empty Threat or a Promise.
One can follow the links on this blog that provides the original charge by the District for the blogger to remove certain items.
The blogger decided to retain legal council and fight.
The Supt. dropped the cause, not because of the blogger's response, but for the children of the District.
www.gisdwatch.com
It happens all the time, everyday. Kids never know when the authority figure "really means it" because the threat or promise is seldom honored.
Then we have authority figures who expect kids to simply respect authority "because I said so". For kids who have been taught correctly that "because I said so" means something, it works. For kids who have been taught that "because I said so" usually doesn't mean anything, it doesn't work.
To be clear, we should all practice to say what we mean and mean what we say, especially with our kids. The more we practice, the less chance we will make empty threats or promises. And, when it comes to our kids, if and when we write a check we can't cash, we should acknowledge to the kid we made a wrong decision and restate it. Doesn't mean the kid gets away with it. It's not like in court where the kid gets off on a technicality. But to just throw parental power around abusively does not teach respect for authority.
Having said all of that, I wonder what the intent of the below School Board's action of threatening to file suit on the blogger was. An Empty Threat or a Promise.
One can follow the links on this blog that provides the original charge by the District for the blogger to remove certain items.
The blogger decided to retain legal council and fight.
The Supt. dropped the cause, not because of the blogger's response, but for the children of the District.
www.gisdwatch.com
Friday, November 9, 2007
My read-everyday blogger is emphatic about "EDUCATING YOUNG STUDENTS IS NOT A BUSINESS!"
We share an angst about our public education system. We view it from different perspectives.
I am particularly impressed by this post: Courage Needs Fear by Definition
There are two points that, when put together, I have a question about.
"It is appropriate to describe what goes on at an individual school if it is relevant to the public (taxpayers). It should not concern the taxpayer which school one is describing in particular, but only that a problem exists that needs to be addressed. Those involved know what school is having which problem."
"We must have reasonable faith that those in administration we disagree with are acting according to their best beliefs of how things should be."
I have watched many Board meetings and had years of experience in both describing individual issues and grappling with trying to have reasonable faith in administrators.
Through blogging and other on-line media, I now see evidence of teachers who are trying to expose problems that effect their ability to perform their job as educators. I see teachers using research based articles and references to support their positions.
We share an angst about our public education system. We view it from different perspectives.
I am particularly impressed by this post: Courage Needs Fear by Definition
There are two points that, when put together, I have a question about.
"It is appropriate to describe what goes on at an individual school if it is relevant to the public (taxpayers). It should not concern the taxpayer which school one is describing in particular, but only that a problem exists that needs to be addressed. Those involved know what school is having which problem."
"We must have reasonable faith that those in administration we disagree with are acting according to their best beliefs of how things should be."
I have watched many Board meetings and had years of experience in both describing individual issues and grappling with trying to have reasonable faith in administrators.
Through blogging and other on-line media, I now see evidence of teachers who are trying to expose problems that effect their ability to perform their job as educators. I see teachers using research based articles and references to support their positions.
Tuesday, November 6, 2007
Time for an allegory
Having watched the HCDS (or is it SDHC) Board meeting today, I will attempt to create an allegory using the newer Board members and advocating parents of special education students in the public schools.
Both sets are given a set of rules when they first start. Both sets trust that they will be dealt with honestly. Both sets take their time to anaylze what happens, and overlook things that don't seem right as they try to learn their way.
When conditions reach the point that the situation is perceived as wrong, both sets start to act on their emotions. They try to make sense of things. They use logic and try to bring in information. They act on a field of what they think is common sense. It is at this point when both sets start to learn the hard facts about how the system really works and how customs and laws effect the course of events. These customs and laws come out as they are needed.
Each set starts to see that their lack of knowledge is used against them. Each set starts to learn the rules, but they are far behind in understanding how they work and also knowing how to make them work. For special ed parents it starts with their procedural safeguards summary, which a lot of professionals do not understand, then leads to a need for full comprehension of IDEA.
I heard things said by Board members tonight that were aptly labled "under the radar". As a parent, I have heard those types of comments in many settings. I "am not a trained educator". I "have too much emotion involved to know what is best for my son". I "need to trust the professional's that have been doing this a long time". (ask me sometime about the SPELLING WORD LISTS or the computer screen that no one could use).
Another comment I heard tonight jogged my memory. Years ago, I was in a long meeting with several high ranking district people. One of them, after hours of discussion, made the statement "If you don't trust us, then we don't need to be talking". In hind sight, I should have got up and left. The issues at hand were real. Trust was secondary to the issues that were being hammered out. But it was used as "power tool" to place me in a subserviant position. It's like making your kid tell you they love you when they are mad at you. If the District had done the right things instead of what was proven to be wrong, we wouldn't be where we were. To say things like that in a setting like that is an abuse of the relationship.
I know that it takes a lot of resources for a parent to continue to advocate for a special ed kid when things go wrong. The system is a good trainer for those who are willing to learn from it. And those who learn will be very strong in the end. Both parents and Board members.
Both sets are given a set of rules when they first start. Both sets trust that they will be dealt with honestly. Both sets take their time to anaylze what happens, and overlook things that don't seem right as they try to learn their way.
When conditions reach the point that the situation is perceived as wrong, both sets start to act on their emotions. They try to make sense of things. They use logic and try to bring in information. They act on a field of what they think is common sense. It is at this point when both sets start to learn the hard facts about how the system really works and how customs and laws effect the course of events. These customs and laws come out as they are needed.
Each set starts to see that their lack of knowledge is used against them. Each set starts to learn the rules, but they are far behind in understanding how they work and also knowing how to make them work. For special ed parents it starts with their procedural safeguards summary, which a lot of professionals do not understand, then leads to a need for full comprehension of IDEA.
I heard things said by Board members tonight that were aptly labled "under the radar". As a parent, I have heard those types of comments in many settings. I "am not a trained educator". I "have too much emotion involved to know what is best for my son". I "need to trust the professional's that have been doing this a long time". (ask me sometime about the SPELLING WORD LISTS or the computer screen that no one could use).
Another comment I heard tonight jogged my memory. Years ago, I was in a long meeting with several high ranking district people. One of them, after hours of discussion, made the statement "If you don't trust us, then we don't need to be talking". In hind sight, I should have got up and left. The issues at hand were real. Trust was secondary to the issues that were being hammered out. But it was used as "power tool" to place me in a subserviant position. It's like making your kid tell you they love you when they are mad at you. If the District had done the right things instead of what was proven to be wrong, we wouldn't be where we were. To say things like that in a setting like that is an abuse of the relationship.
I know that it takes a lot of resources for a parent to continue to advocate for a special ed kid when things go wrong. The system is a good trainer for those who are willing to learn from it. And those who learn will be very strong in the end. Both parents and Board members.
Monday, November 5, 2007
When is a carrot unhealthy?
What do they know and how do they know it?
Hernando: Schools may drop merit pay
This article says it will cost $369,000 plus from the teachers so that the district can get the money and then the money will be given to up to %25 of a to-be-determined group based on a jello-consistency format.
It appears the power people involved look at this "free money" as having a price tag.
My question is, how much is the total gain for the %25 of teachers that get lucky.
It seems like %75 of the teachers paid for a pig in the poke. And helped %25 of their friends.
Hernando: Schools may drop merit pay
This article says it will cost $369,000 plus from the teachers so that the district can get the money and then the money will be given to up to %25 of a to-be-determined group based on a jello-consistency format.
It appears the power people involved look at this "free money" as having a price tag.
My question is, how much is the total gain for the %25 of teachers that get lucky.
It seems like %75 of the teachers paid for a pig in the poke. And helped %25 of their friends.
Thursday, November 1, 2007
We are Playing Those Mind Games Together
Hillsborough: Suspension without rules
I have written before about obfuscation.
I have a question. The administration (some)say that these suspensions are not a punishment.
How does a student process this information? From an educational point of view? From a behavior modification point of view?
In this case, we are talking a student with a processing difficulty.
Does anyone know what concrete thinking is?
Does anyone know what abstract thinking is?
Does anyone know how to ascertain when these different cognitive skills are needed to process information?
I keep hearing echos in my mind "But I didn't do anything wrong". (inside voice - I didn't get punished, so must not have done anything wrong.)
But other kids, when they get suspended, they are being punished. Why am I different? They are just playing mind games with me.
Training kids that suspension is not a consequence for "their" behavior, but the suspension is for the "parents" behavior is somewhat confusing.
Do they have different colored suspension forms so one can tell if it is the student behavior that gets the student suspended or the parents behavior that gets the student suspended?
Must be hell to have a parent that won't contact the school. In more ways than one.
I have written before about obfuscation.
I have a question. The administration (some)say that these suspensions are not a punishment.
How does a student process this information? From an educational point of view? From a behavior modification point of view?
In this case, we are talking a student with a processing difficulty.
Does anyone know what concrete thinking is?
Does anyone know what abstract thinking is?
Does anyone know how to ascertain when these different cognitive skills are needed to process information?
I keep hearing echos in my mind "But I didn't do anything wrong". (inside voice - I didn't get punished, so must not have done anything wrong.)
But other kids, when they get suspended, they are being punished. Why am I different? They are just playing mind games with me.
Training kids that suspension is not a consequence for "their" behavior, but the suspension is for the "parents" behavior is somewhat confusing.
Do they have different colored suspension forms so one can tell if it is the student behavior that gets the student suspended or the parents behavior that gets the student suspended?
Must be hell to have a parent that won't contact the school. In more ways than one.
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