Dump Duncan Forum

I have been a teacher & administrator for 20 years.  Our urban school district in Indiana has taken a real beating from NCLB, inadequate state funding, & school choice/charter programs. Declining enrollment cost me my admin job, but I'm lucky to be hanging onto a teaching position.  Like GaryV said, it's about impossible to find another job with that type of experience. 

This petition is a great idea to hopefully get the administration to consider changing its course from RTTP & charters to supporting public schools & teachers.  I am a little concerned that the name "DumpDuncan" may be off-putting to some.  Thus far, only one of my FB friends signed on after me.  I want your mission to be successful, and I want people to take it seriously.  Glad to be on board.

I have taught off and on since 1992 - Spanish, English and Social Studies, urban and rural schools, and worked as an Instructional Coach.  While I have always recognized the need for improvement in the public schools, I am appalled by the politician/corporation-run demonization of teachers and the effects on students.  I am also the mother of two school-aged children, so this fight is not just philosophical for me - it's personal. 

Greetings!

I am Kathy (Kathleen A. Skarupinski-Anthon) on facebook; 61 moving too quickly to 62 and most of my colleagues have been retiring within the past 4 years with 30 years of service.  During the Vietnam Era, I got lost in the system while at Buff State and found myself caught in the middle of the race riots in Buffalo while participating in Community Participation.  I couldn't take the total contrast of "school" VS "real" world, so it was another 20 years before I re-entered the teaching program..again Buff State.

I knew the system had not changed; I worked in it in the business sector since 16 and then still later to support my two children and their schools that were closing (Catholic) on the East Side of Buffalo.  After 5 years of grueling days and nights with often 3-4 hours of sleep, if I was lucky, I got my BS, only to find that "age discrimination" was rampant in my area.  I was 46.  I traipsed to South Buffalo from the Town of Tonawanda to my precious second grade class at St. Teresa's.  Then I had the brilliant idea to sit for the Buffalo City teacher's test in order to provide a better income for my family.  I got in, but then had to leave within 6 months because he (at the time Superintendent Harris) would not honor my waiver to avoid pulling my children out of their school and move to Buffalo, about 3 blocks from my present home!

My teaching career then expanded with several agencies and special projects for students who would not be "fitted" into their district schools due to special circumstances.  Oh..I am dually certified Gen Ed and Spec. Ed.  All the while and through my experiences, which I thought could only add to a pool of knowledge to make me a better teacher, I applied all over WNY.  Again, the age thing, which one can never really prove unless one is already working.  I was advised by teachers in my home school district to "persevere" because Ken-Ton always hires their subs...NOT!  I applied to Buffalo 3 times and then finally after finishing my Masters in Reading in 2006, I thought that I had gone the gambit and would show a good portfolio as proof for my learning process and dedication to my goal.  I went to City Hall, ready to do battle with briefcase in hand and the copies of the past 3 applications.

To my amazement and then later glory, I was hired on the spot...right place, right time.  My first year was a gem...great colleagues, super principal, and a group of high school students that quickly became "my" kids!  Because I was temporary, I got bumped and very quickly found out how Buffalo treats their teachers.  I was at a summer professional development seminar for "Transition" in order to better assist my high school students when I received a call from my supervisor that I no longer had a job, but they were looking for a school for placement...that was August 28.  The next day, I had 2 choices..same school, 2 different grades..SC (self contained).  They also looped at this school.  15:1, multiple classifications, but I swear they were all behavioral...AND...Buffalo decided aides were not needed in a 15:1 any longer because they were all LD (learning disabled).  All I kept praying for was making it through the year and then on to tenure.  The next year will be better.  But that's when all this stuff began...the beginnings of the New School Compact for which Buffalo, I was told, was already behind.  My poor students were constantly set up to fail because there was no way they could sit for the standardized tests and pass.  We had no counseling services until NCLB came into full swing AND we had to fight for that.  Because I was a SC classroom, most of the time I was left alone as long as I could keep order, but the 3rd year was brutal because that's when the administration started posting the teacher's scores on huge poster boards and many of us..mostly special ed teachers were "red circled".  Any day throughout the week (unannounced) we had small groups of Board members entering into our classrooms under the guise of "observations" which only turned into a barrage of negative feedback once we got to "class team" meetings.  (Don't get me started on "team")

As a special educator I have been wedged between what my professional considerations are for the best interest of the student and what the district is willing to offer.  Often times, I was an advocator for my parents because I brought up questions that I knew they didn't know how or when to ask.  Committee meetings often intimidate parents and move by the clock!  This year I was involved in a total mess because all contract points were violated when our school closed; when we were blatantly lied to about outcomes for teachers AND students by then superintendent Williams (our City since paid him and his cohorts to leave..mucho $$$).  I refused a position because it was in direct violation of our contract, but was forced to take it anyway until the grievances were settled (still not settled) only to find that the principal changed my position so that I was to have our past union rep's class.  We both surmised that this was pay back for both me and her because of our speaking up.  I refused the position.  Most of us landed up in schools where we really weren't wanted, I included.  My school was waiting for the possibility of their temp to resume, so my placement came at the very last day before school started.

Once I came on board, it was brutal.  The principal had a history for total disrespect for any teacher's professional input.  The assistant principal had not one positive comment toward me or my work.  The position was new to me, as well as a bit out of my certification for gen ed...I was expected to teach 8th grade curriculum as a CIT (Co-Integrated Teacher).  I was handed IEP's to amend because my students were not going to receive any Resource time as the Committee had deemed was a needed service.  My poor students were failing.  Again, every other day, administration came in with laptops, scrutinized for posting of "observable" objectives, data binders opened, lesson plan books opened and would be clicking away during a lesson.  You then got an email of the results.  Meanwhile the kids were totally distracted and unengaged and everyone pretended until they left!  What a total waste of instructional time..and there were many good lessons lost to this.

During the State's visit in January to determine if we were a low achieving school or not, one of my parents came to me for support because she was greatly concerned that her son was "displaced".  I supported her 100% because he was and I had already voiced my concerns with her and administration early in the year.  The same day my supervisor offered me positive feedback on his observation of my teaching as a CIT was also the same day that the principal and AP cornered me in the office literally; loudly reprimanding me because the State was not too happy with my parent's comments.  They got me in the office under false pretenses otherwise I would have requested the Union Rep.

That was it!  I took a week to reconsider my health during the past few months, the demise of my students who weren't learning because I couldn't adequately service them in order for them to pass any tests!  Out of my 7, only 3 should have been in inclusion for all 4 core subject areas, and those that were slated for Resource time actually needed it!  The other 10 who were not classified but needed intervention had discipline and absenteeism problems.  After another anxiety episode and more doctor's visits, sleepless nights, and working around the clock to see if I could fit in any teaching, I had to quit.  When I asked for my supervisor's help in October, he stood me up.  When I asked for help in guiding me toward what it was the AP expected and wanted, I was lectured to the point where I told them that I am feeling completely incompetent!  They offered me silence.

I have only been in the Buffalo District 5 years, so the Union couldn't help, but I made a pact with my Maker in order to get me through all the rigamarole of finishing school.   Once I could no longer help the students, or worse, was enabling them to fail, I would have to leave.  It broke my heart because I am a good teacher and have had many successes with my students who were labeled "at risk".  I may have cheated a bit because I would read to them and offer them projects so that they could experience "real" learning, but I always figured that if they "can" me for teaching, then so be it..I'll go out with dignity.

I appreciate who ever reads this.  I know it's long, but it's also not unique because I have found so many of my colleagues along the years of experiencing various agencies and districts that the air of total disrespect for the profession and vocation of teaching has helped to undermine the success in learning for our students.  What frosts me the most is the waste and corruption within pockets of upper management who take money that is not their own and frivolously spend it without any regard or public concerns and under the misnomer of "best interests of the students".  And then they have the nerve to humiliate us teachers as those who do not care about the students.  That saying, "Well, we do it for the kids" has been abused and used as ammunition to degrade us, and now, if at all possible to segregate us as well.  Young teachers are pitted against the veterans.  Union contracts are ignored and positions given to those who only support the RTTT and local mandates for high testing stakes.  Data says that more teachers leave within 5 years.  I never thought I would be one of those and I'm still fighting to remain true to teaching.  I've just got to find a place.  At 62, this country does not treat its seniors too kindly.

I landed upon this organization through my searches for ways to write and get some voice out there.  I am reading your comments and agree whole hardheartedly for radical reforms that complete a mission of public education available for all students.  How the powers that be can justify this extortion of minds for money, I can only shake my head and hope that there are enough people who see through this mask of self-preservation of the rich.  I trust no political venue that does not uphold our constitution, or thwarts it with special interest groups who tie up critical concerns with attachments to bills that by the time they disseminate to the general working person are laden with loop holes to keep us underfoot.  There are so many models for evaluation processes across education as well as teaching and yet local, state and federal governments fail to follow their own mandates they throw at us.  Go back to the drawing board, reflect on what did and is not working, and formulate new lesson plans in order to reach the objective!!  Peer reviews by teachers and professional educators will offer much better evaluation and assessment of proposals.  Every one of the "chiefs" talks about a village, but we are growing more villages with too many chiefs!

Thank you...Now..to continue looking for that job that's got to last me until I keel over!  I hope to see you on the 30th.  I guess I missed the Megabus..but if there's going to be another one or a vacant seat, someone please let me know.  I might try Greyhound.  I'll be trying to talk this up with my colleagues..we have another reunion this Friday at Buffalo Wings on the Boulevard.  

Hello all,

I am ever grateful to Robert Valiant and all of you others on this page.  This group has given me hope and satisfaction in the knowledge that there are many of us who are like-minded when it comes to the currents issues in education.

I am in my twenty-second year of employment for the Minneapolis Public Schools.  I currently teach high school social studies, but also have an MSW, and have worked as a school social worker.

The Minneapolis district is experiencing many of the same issues other large city districts are: funding cuts  and the loss of students to open enrollment and charter schools.  Our district currently has a public relations nightmare on its hands due to an extremely nasty and vocal parent group entitled Put Kids First Minneapolis.  They are currently trying to micro-manage the district administration, the teacher's union and the school board.

I look forward to meeting you on this site.

All the best,

Valerie Rittler

Kathy, your story is way too common in today's screwed up, topsy, turvy world of public education.  This is one of the many reasons we fight to regain control of our local schools.  Hang in there and know you have people who are trying to set this thing straight.

Hello, I got here by following links on my daughter-in-law's facebook page. I have two reasons for being interested. First, i'm a retired college professor who taught college for 31 years and public school for three years. Second, my grandson, age 7, attends a wonderful but endangered public school in Boston, Mission Hill School, which is being forced to move and change because of the city's and the country's blinkered educational policies. So I have both a personal and a professional interest in education, and I'm very concerned about the trends away from enriching students' educational experience and toward a regimented and corporatized approach. I look forward very much to the stimulation and pleasure of reading what you all have to say.

I teach middle-school English/Language Arts in Pittsburgh Public Schools. I am committed to the struggle to take back teaching from the deformers, and to remake our classrooms into places where children can thrive, grow, build community, and become self-confident life-long learners and builders of a just world. I believe in the power of teachers working together to build schools into communities of learning -- as opposed to the climate the billionaire boys club et al work to instill in our schools now of fear, distrust, competition, and robot-managed-curriculum test-based destructiveness. I know we can do this as we build alliances with parents and community organizations and with the students themselves. We can because we must. Enough of the horrors we've been living with for the past several years -- forward to rebuilding exciting, robust, child-centered public schools for ALL of our children.

I am attempting to be a member, not sure if I've done this right :) At any rate, I am Gail Richmond. I am a recently retired music teacher of 34 years. I taught for my entire career in the Greenville Central School District, a small rural district in upstate New York. Of those 34 years, I was active in my union for 30. During the last 12 years of my career I served as Union President.

Izadorasmom:  For opt out info contact Peggy Robertson at http://www.facebook.com/pegwithpen?ref=ts&fref=ts.  I have asked Facebook friends in AZ to let me know if they can help.  You can always go to Dump Duncan on Facebook http://www.facebook.com/groups/dumpduncan/ for daily action.