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Susan Lee Schwartz
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I began teaching in 1963,; Ba and BS in Education -Brooklyn College. I have the equivalent of 2 additional Master's, mainly in Literacy Studies and Graphic Design. I was the only seventh grade teacher of English from 1990 -1999 at East Side Middle School, which opened in 1990. My students placed amongst the highest reading and (eventually, when the ELA tests were instituted) writing scores in NYC. This attracted Harvard, looking for teachers who could be matched to "The Eight Principles of Learning", the thesis by Harvard's Lauren Resnick, that powered the Standards project, funded by Pew.

In 1998, based on the assessment of my teacher-practice by the Learning & Research Development Center, at the University of Pittsburgh, which studied my teacher-practice after I was chosen to participate in THE Standards project , I was awarded the NYSEC (New York State English Council)) "Educator of Excellence of Award," a much coveted and PRESTIGIOUS award. I have been included five times, in "Who's Who Among American Educators". Now that I am "googleable" as former students tell me, I get scores of letters from former students describing the enormous impact that I had on their life.

Currently I am a freelance travel writer and photographer, but I also write widely, about real education reform in order to change the national conversation to where it needs to be -- ABOUT LEARNING, and what makes genuine learning possible, or impossible, rather on the bogus subject of poor teachers and teacher standards. Learning how to learn--critical thinking--not rote memorization-- is the object of the PRACTICE OF PEDAGORY for which teacher who wish to PRACTICE THIS PROFESSION get a degree and a license.
I write because people with loud voices and personal agendas have destroyed the practice of pedagogy, and silenced the voice of the only ones who can set the record straight, the grunt on the line -- the teacher-practitioner--a genuine professional trained to know exactly what is needed to facilitate learning in each particular classroom.
I speak as a teacher and write because:

* those who have the national stage, are pushing tests, and pointing to bad teaching, as the reasons schools fail, but that is pointing in the wrong direction and thus a genuine solution and real reform eludes the people of this country..

* the national conversation has been usurped by businessmen and pundits with no understanding of the emergent learner, or the actual classroom practices that enable creative and critical thought. (Everyone who went to school believes they know what is needed "to teach".)

* What is REALLY NECESSARY for children to LEARN in school, is pre-school literacy, parent involvement in shaping attitudes and monitoring home activities, and classrooms where the teacher-practitioner sets the agenda based on curriculum objectives and the knowledge of pedagogy, rather than AN AGENDA SET BY some administrator who never taught, and who promotes the scripts and tests that enrich privateers who thrive on failing schools.

I speak as a teacher and write because:
* corrupt administrators, use a process that targets senior teacher-practitioners, despite exceptional dedication and huge success in their career, for harassment and egregious, criminal deprivation of due process.

* there is a hidden and scandalous deprivation of due process -- allowed and empowered by unions which do not fulfill their obligation and contract for immediate investigation and fair, promt, grievance procedures, thus permitting a "waiting game" which prevents due process.

* the national assumption expressed in the media is that the unions protect teachers BUT the truth is the unions have looked away from the breaking of tenure, and THUS, as they are the legal arm that protects teachers, teachers have lost their civil rights, and have no genuine access to the courts.
I speak as a teacher and write because:

www.speakingasateacher.com

OpEdNews Member for 245 week(s) and 4 day(s)

7 Articles, 920 Quick Links, 766 Comments, 1 Diaries, 0 Polls

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Tuesday, March 12, 2013      Add this Page to Facebook!   Submit to Twitter   Submit to Reddit   Submit to Stumble Upon   Pin It!   Fark It!   Tell A Friend
Magic Elixir: No Evidence required!
(9 comments) Privatized America, for the wealthy and by the wealthy: " magical elixirs" and charter schools, sold to the public as genuine solutions by businesses who have appointed and anointed themselves the 'experts!. for the education of children who will not be children for long. No classroom experience or evidence required to purchase the curricula and materials that ENABLE learning, and the voice of the professional silenced.

Wednesday, March 6, 2013      Add this Page to Facebook!   Submit to Twitter   Submit to Reddit   Submit to Stumble Upon   Pin It!   Fark It!   Tell A Friend
Of Flies and Philosophers: Wittgenstein and Philosophy by Michael Lynch posted by
(4 comments) The idea that philosophy is purely descriptive, and should "leave the world as it is" falls short. It can play a more radical role. When we get curious about philosophical problems we are drawn into puzzles by the promise of sweet enlightenment, only to find ourselves caught in frustration (and banging our heads against the same wall over and over again). What we need, Wittgenstein thinks, is liberation..

Sunday, February 17, 2013      Add this Page to Facebook!   Submit to Twitter   Submit to Reddit   Submit to Stumble Upon   Pin It!   Fark It!   Tell A Friend
Social Security? call it what it is: Our Earned Retirement Income.
(8 comments) This came in email, so I cannot attribute, this spot-on analysis.The government now refers to our Social Security checks as a Federal Benefit Payment. BUT This isn't a benefit, its earned income! Not only did we all contribute to Social Security but our employers did too. It totaled 15% of our income before taxes. If you averaged $30K per year over your working life, that's close to $180,000 invested. Read the fact

Thursday, October 6, 2011      Add this Page to Facebook!   Submit to Twitter   Submit to Reddit   Submit to Stumble Upon   Pin It!   Fark It!   Tell A Friend
Educating all special learners including the most gifted
(1 comments) An unseen inequality of education that is depriving this nation of something that made us great... the education in our public schools of our gifted learners. The media is the tool, directing the conversation to proficiency of the general population, and missing completely the need for the efficiency of teaching the best minds, the gifted learners who have always emerged from a great public education toblead our nation.

Tuesday, October 4, 2011      Add this Page to Facebook!   Submit to Twitter   Submit to Reddit   Submit to Stumble Upon   Pin It!   Fark It!   Tell A Friend
Learning not Teacher evaluation should be the emphasis of media
(3 comments) Once again a major newspaper in their top editorial is advocating a 'reform' that is the antithesis of what is really needed "This is the environment we are living in, and it's fundamentally undermining democracy which is based on knowing some good and solid information, so one can make an informed choice." David Brock, Media Matters, in the video "Outfoxed"

Wednesday, May 25, 2011      Add this Page to Facebook!   Submit to Twitter   Submit to Reddit   Submit to Stumble Upon   Pin It!   Fark It!   Tell A Friend
"BAMBOOZLE THEM" where teacher evaluation is the key to reform
(8 comments) Bogus education reformers are intent on framing the national conversation by constantly conjuring ways to remove teachers. More tests = reform, is their latest mantra. This FALLACY -- that the quantitative data from student tests can accurately evaluate teacher performance -- is a terrible hoax, which is being perpetrated on a public which wants real reform, but is in the dark about what needs to be done.

Wednesday, March 16, 2011      Add this Page to Facebook!   Submit to Twitter   Submit to Reddit   Submit to Stumble Upon   Pin It!   Fark It!   Tell A Friend
A Personal Letter which I wrote to The NY Times RE the editorial "Pay Teachers More"
(2 comments) A letter to the editors of The NY Times expressing my astonishment and outrage that an oped article which is titled PAY Teachers MORE, actually refers to 'reformers' whose ideas to reform teachers pay would be a disaster for teachers. It was the same old rant: ' To evaluate teachers through the performance of their students on standardized tests