Remember the song from "Oklahoma," about "the farmers and the ranchers can be friends?" Well, DeVos assured her allies in the privatization movement that voucher-lovers and charter-lovers are on the same team. They both want the money that now goes to public schools! The DeVos Doctrine presented here includes several of her emerging greatest hits, such as the idea that parents choosing a school is a pure exercise of democracy. It is not! There i ...

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Remember the song from "Oklahoma," about "the farmers and the ranchers can be friends?" Well, DeVos assured her allies in the privatization movement that voucher-lovers and charter-lovers are on the same team. They both want the money that now goes to public schools! The DeVos Doctrine presented here includes several of her emerging greatest hits, such as the idea that parents choosing a school is a pure exercise of democracy. It is not! There is nothing democratic about requiring the taxpaying public to foot the bill for your personal private choice. The final chorus of this hymn to privatization is to declare that "education is not a zero-sum game. But, it is exactly that! As long as every taxpayer dollar spent to send a student to a private charter or voucher school is a dollar taken away from the public system, then a zero-sum game is exactly what we have."

Authors Bio:

I began teaching in 1963,; Ba and BS in Education -Brooklyn College. I have additional Master' Degrees 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: