Sociopathy of my Pay Scale

• Antisocial personality disorder is a long-term mental condition in which someone exhibits a complete disregard for the feelings and rights of other people. In some cases, this type of mental illness can be so severe that the affected person feels that they are above the law, and shows no remorse for breaking it. 
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• Jules Gana Someone has to sue Board of Education. Someone who gets terminated on this iobservation Tool. If you get 8 beginnings or combo of not using on Instructional Practice area. You are on road to termination. Score is so low... You have 1% chance to increase it to 2.5 effective. So PDP plan = termination in 60 days.

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  Terry Preuss I have 7 years to go and public schools are only projected to last 5!

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  Terry Preuss Sociopath: Antisocial personality disorder is a long-term mental condition in which someone exhibits a complete disregard for the feelings and rights of other people. In some cases, this type of mental illness can be so severe that the affected person feels that they are above the law, and shows no remorse for breaking it.

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  Terry Preuss There is a sick pathology at work when these laws are made. Sorry, but they have no empathy for human life! If they did... they would not be harming so many people in order to get ahead themselves!

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  Terry Preuss When I first saw this pay chart... the word sociopath popped out at me. No thinking and feeling entity would choose purchasing computers for toxic testing over the well being of the educational workforce and the students. I think we really have to start looking at the toxicity and the pathological identifiers of the people overseeing the choices that are being made for KIDZ and EDUCATION! I'm dead serious!

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  Terry Preuss First it was the real estate crash... no one had any money except the very wealthy. The banks go bailed out, but not middle America! No one cared what happened to us as our homes were foreclosed on! If you look at it from the humanistic standpoint that is sociopathic behavior. There was nothing benevolent about the decisions made for us!

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  Sandra Shaw Traub Remember Jeb Bush and his education agenda. He is the backbone of the whole charter school movement.

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  Terry Preuss This assault on education is the same. There is money for computers and tests that benefit the wealthy who produce them, but there is no money to give educators a living wage. Teachers are living in poverty, and no one seems to care. There is money for war and for testing and for computers... but no money for the people who serve the children. For us.... bread is taken from the mouths of our children! No one worries a bit. That is sociopathy. There is no care at all for we who do the work. It is a sickness that needs to be called into question... I think!!

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  Terry Preuss Look for a lack of shame. Most sociopaths can commit vile actions and not feel the least bit of remorse. Such actions may include physical abuse or public humiliation of others. If the person is a true sociopath, then he or she will feel no remorse about hurting others, lying, manipulating people, or just generally acting in an unacceptable way.
  When a sociopath does something wrong, he or she is likely to accept none of the blame and to blame others instead.
  Sociopaths are willing to hurt whomever whenever if it means that they will achieve their goals. This is why many sociopaths are highly successful people, unfortunately.
  Sociopaths may be cruel to animals and will show absolutely no remorse for that, either.

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  Terry Preuss I think we need to do personality disorder tests on the folks running the banks, Wall Street, and Pearson testing!! Just for starters!

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  Terry Preuss I feel like they are purposefully trying to humiliate the profession and all students who can not pass the tests, and all communities with failing schools. There is just something very, very vile about what is going on right now and I wish teachers and all people would wake up too the fact that it is just not how human beings are wired to treat each other.

Why Charter Schools Have to Try to Destroy Public Schools by Mark Naison, Ph,D

http://withabrooklynaccent.blogspot.com/2015/03/why-charter-schools-have-to-destroy.html

WITH A BROOKLYN ACCENT

SATURDAY, MARCH 28, 2015

Why Charter Schools Have to Try to Destroy Public Schools

Many observers have been perplexed about why Charter School Organizations in New York, especially Eva Mosokowitz's Success Academies, have been spending huge amounts of money to mobilize in behalf of Andrew Cuomo's entire package of education reforms, not only his proposal to end the cap on charter schools, but  also his punitive system of teacher  evaluations which vastly increases the "stakes" attached to Common Core aligned tests, and take power away from principals.

Why are charters, which were once promoted as sources of innovation which would improve public schools, now pushing hard for measures which would saddle public schools with huge numbers of tests, weaken teachers unions, and vastly increase state authority over school administrators?  Doesn't that approach undermine the original mission of charters?

It would be tempting to attribute this approach entirely to an effort to appropriate the anti-union politics of the Charter Movement's big money contributors, thereby assuring their continued support,  but the explanation also lies in the implications of the charter's own labor practices.  Quite simply, if charters are surrounded by strong, well led  public schools, they will not be able to keep their best teachers, who very quickly get worn down and fed up with the long hours and authoritarian adminstrative practices they experience in most charter schools.

Look what happened in New York City last years when for a few short months, the NYC Department of Education lifted its hiring freeze on new teachers which had been in effect ever since the 2008 Recession.   The city's top public schools were DELUGED with applications from charter school teachers desperate to become part of school communities where they were treated with respect, and not scripted, micromanaged and intimidated on a daily basis.

 If that hiring freeze lasted a few years, New York's charters would have lost a good portion of their teaching staffs, or would have come under incredible pressure to unionize.

 But you can't count on that happening so you have to do what is second best;; put such pressure on NYC schools to raise scores on tests that their administrative practices have to become indistinguishable from charters, turning into places where teachers autonomy and professionalism is systematically undermined and micromanaging and intimidation are the orders of the day.

 That is exactly what Cuomo's education proposals would do. Not only would they remove the cap on charters, they would force public schools to become "mini charters"- zones of pressure, stress and intimidation where teachers have little or no power.

  If you think this explanation is too conspiratorial, look closely at how most charters are run, and then look at what Cuomo's proposals would require public schools to do

 If implemented, they would make all public schools in the state places where fear trumps creativity, joy and love of learning.

TFA- Teach for America: How America Preferences Elitism Over Logic by Desmera Gatewood BY MARK NAISON

WITH A BROOKLYN ACCENT

FRIDAY, APRIL 3, 2015

Teach for America: How America Preferences Elitism Over Logic by Desmera Gatewood

Imagine a society where those who occupied the most critical fields were only required to complete 6 weeks of training before applying their experience to vulnerable subjects. Imagine if your surgeon, your police officer, or even your hair dresser had only 6 weeks of familiarity with their craft before approaching you for service; you would be justified in cringing with disbelief.    A little over a month of experience and training would be unsatisfactory for any service we highly valued. 

However, we have some how excused this logic in regards to the Teach for America training model. Teach for America “corps members” are not required to have any knowledge of child development, pedagogy, and curriculum or classroom dynamics prior to being selected to teach and mold precious young minds.  In fact, within a 6 week training, the majority of the focus is shifted from understanding child development to instead crafting a lesson plan.  Perhaps that is because the age group that one may student-teach during their 6 week training is not necessarily the same age group or subject one may teach during the school year.  Or perhaps it is  because those facilitating teaching workshops hold no degrees in education or child-psychology themselves. 

My theory is that the entire group’s philosophy and application goes unchecked because the demographic that the majority of corps members represent is the same demographic that gets away with almost all of America’si llogical and irresponsible yet highly-funded practices: the white, “educated”,upper middle-class.  Though Teach for America touts an espoused mission of diversity and inclusion, the reality is that most corps members are from privileged white backgrounds (also, I’m aware over the last couple of years since they’ve “realized” this they’ve sought to “improve” it).  The narrative of a naïve young white girl who graduates from Harvard with a degree in finance, now having a conviction to dedicate two years of service to underprivileged children is so sensational, who could challenge it?

If Teach for America were a second-chance organization for African American males who obtained a degree after receiving  a GED, could we even fathom for a second that millions of dollars from state budgets would be allocated to funding to a teaching program that doesn’t even encourage or require teachers to remain in the classroom beyond two years?  If Teach for America were not founded by a Caucasian ivy-league female, but instead an African American female with teaching experience and identifiable similarities with the students she taught,could we guarantee that the public reception would be as positive?  

What I experienced in my one year as an African American female corps member, is that an overwhelming percentage of Teach for America’s corps members have no idea what the hell they are doing.  Not only do they literally have no idea how young minds develop, but they are admittedly culturally incompetent.  It shouldn’t be hard to believe that a young woman from suburbia who graduated from Vanderbilt would have little tolerance for African American children and parents that may be stricken with the effects of poverty and systemic racism.  I overheard the frustration filled rants ranging from “how do I pronounce the names” to “I hate talking to these parents on the phone” from my fellow corps members.   During the 6 week training I constantly had to serve as a liaison between black parents and frustrated/fearful white corps members during intense conversations. 

If we hold a standard of perfection, quality and competence for employees in other fields, why are we ok with excusing the most critical field from these standards?  If America is to ever seriously address social problems, we must first admit that we have allowed racism, classism and elitism to infiltrate almost every aspect of our intricately woven societal fabric.  Likea spreading cancer, we must radiate and eliminate every iota of these practicesbefore we can claim to be on a road to curing this infectious disease.

-         Desmera Gatewood