Uncomfortable Truths – More News from Albuquerque Public Schools

Some friends discovered I was attempting, again, to work as a substitute teacher for Albuquerque Public Schools (APS) and told me to not waste my time and talents.  They then shared with me some of the recent changes and more issues at APS that shocked and horrified me.  I do not have a student in the APS school district; thus, all I can do is relate their stories here in the hopes of generating enough angst that someone in the Department of Education will rip the scab off the injury called APS, and begin some sunshine disinfectant.

Government Largess 2An Educational Assistant (EA; Teacher’s Aide) was called upon to be a substitute teacher in Seventh Grade math; because APS is bereft of substitute teachers and is experiencing a teacher drought.  The EA is not a licensed substitute teacher; thus, when asked how this is legal, to have an EA substituting outside her regular work and expertise, she said she “didn’t know” and then acknowledged this is standard practice.  The EA went on to further elaborate saying that when she has asked for a substitute teacher because her teacher was out or off, she had a very low probability of ever getting a licensed substitute teacher and generally had to teach the class, with no extra money for doing extra work.  Why does the NM Professional Licensure classify licenses, and charge horrendous fees for licensure, if EA’s can be “regularly called upon to substitute teach?”  My friend has worked in four other states in the US as an Educational Assistant/Teacher’s Aide, and has never been licensed to be a substitute teacher; yet, somehow in APS, she can be regularly called upon to substitute teach.

While discussing teacher performance, another classic APS child abuse issue was uncovered, all while a good teacher is being forced out of her position.  Because of the teacher drought, APS is experiencing, and due to reduced registrations in a Bi-Lingual education school, an illiterate teacher in both Spanish and English, who had to pass a state-mandated test to get the license to teach bilingual students, is going to keep her job for another year.  This intellectually challenged teacher has been reported to APS more than a dozen times for swearing, insulting, and not being able to teach; but this teacher was just offered a full-time position teaching bilingual students, when she cannot speak/read/write in either English or Spanish at an academically acceptable level to teach others.  Due to falling registrations, a Kindergarten teacher, who was the last one hired at this school, is being laid-off.  The teacher, being terminated is a stellar teacher, works hard, is well-liked by staff, parents, and students.  Since joining APS, this phenomenal teacher has been assigned to “catch” those students from the most impoverished homes and get them up to speed academically.  Reported by all who know this teacher, she is exemplary in her assigned duties; fully 180-degrees separate from the illiterate teacher who landed her job under shady circumstances or nepotism.  Yet the bad teacher is being kept and the good discharged.  APS, and by extension, the NM Professional Licensure board, are committing child abuse on such a scale, there should be criminal charges.

I have been in business a long time, and one of the fundamental rules of business is if people are assigned to work, and mandatorily required to put in extra time, those people must be paid for their extra time.  In discussing job mandates and requirements with more than forty-different full-time, substitute, and EA instructional staff members of APS, a regular theme arises; if the school mandates the instructional staff is required to work, they will not be paid for their extra time.  For example, the EA discussed above, was called to substitute teach, spent 90-minutes after work writing notes to the regular teacher, and will not be reimbursed for her extra time.  Please note, this is 90-minutes on top of her regularly scheduled, non-paid, mandatory overtime.  Thus, every day, this EA loses 90-minutes of pay at the end of the day and between 60 and 90 minutes at the start of the day, with no reimbursement to cover this employer-mandated time.  With a regular school year average of 38-weeks, 5-days per week average worked, and roughly 150-minutes per day unpaid, an average EA salary of $15,116.50 ($9.95 per hour), this EA is losing approximately $2,836.70 each school year.  Where is the NM Department of Labor?  Where is the NM Legislature?  Where is the NM Public Education Department (NM PED), who also happens to be in charge of overseeing licensure?  As I understand this is a widespread general practice for all teaching staff, but I can attest that the administrators leave promptly on time and arrive on time, and if they must work late they are reimbursed for their time.  Why is the teaching staff treated differently?

Government Largess 4With a total grant budget of $1.6 Billion, no numbers have been found for the amount of tax revenue APS is handed, the school district is certainly well funded.  From the 2018-2019 school survey on APS performance, we find a common theme from the citizens to the APS school district, reduce administration costs.  The answer from APS school administrators was to, “Increase Counselors, Social Workers, Security and other staff to support our student’s mental and physical health … Increase Custodians across the schools [sic].”  The Albuquerque Journal reports that APS is the lead agency for taking tax dollar revenues.  With Bernalillo County and City of Albuquerque, plus property taxes, all being collected at ridiculous rates, APS must be getting a significant chunk of revenue; still, APS demands more money “For the children.”

Understanding checkpoint, we have more than one instance of a teacher unable to perform their duties, and verbally abusing students.  We have a functionally illiterate teacher who landed her position based on either shady circumstances, or through nepotism, and we have a recorded phenomenal teacher being summarily discharged during a teacher drought.  We have citizens, parents, and a concerned community begging for reduced administration, where APS then responds they are increasing administration.  Then we have non-licensed staff forced to work outside their licensure because the administration cannot obtain substitute teachers, and teaching staff forced to work extra hours without proper compensation.  Where is the public outrage?  Where are the lawyers?  Where are the politicians demanding answers?  These problems are not new to APS; why the silence?

You're FiredDuring the summer of 2019, for the first time in 15-years, APS full-time licensed teachers received a pay raise.  Not for the first time in 15-years, the teachers saw a slew of additional requirements, mandates, and reductions in alternative licensure to “pay” for the teacher pay raise.  All while the school board received yet another pay increase.  The voters have already told APS NO on a slew of tax increases and bond sale schemes; however, in November 2019, APS is trying again to raise taxes, raise money, and raise administrator salaries.  Albuquerque, the next time Bernalillo County, City of Albuquerque, or APS asks you for more money, ask them when they will deliver education to students, a reduced administration, and fix the teacher drought?  It is blatantly apparent to me that when APS, City of Albuquerque, or Bernalillo County claim, “It’s for the children,” they really mean they want a pay raise on your blood, sweat, and tears; tell them no!

© 2019 M. Dave Salisbury

All Rights Reserved

The images used herein were obtained in the public domain, this author holds no copyright to the images displayed.

One Chance – How Albuquerque Public Schools is Abusing Children: Shifting the Educational Paradigm

Government Largess 2An astute reader asked me how I can draw a line of congruence between how a student is treated in public school and child abuse.  The reader maintained this needed to be explained and clearly spelled out.  Hence, this is the explanation as to how and why K-12 is abusing children by lowering standards, while not teaching reading, writing, and arithmetic.

Most American children, without Head Start programs, will be in school from age 6 to age 18.  Twelve years to master the basics of society, the history of their country and state, understand a social order exists outside the home, learn to read, write, speak, think, and perform to an academic standard.  Each child has but a single chance at K-12 education, and when a public school spends valuable time on topics of less value in place of reading, writing, and arithmetic, that student’s time is wasted and their potential is hindered, hampered, and harmed.

I was talking to some Albuquerque Public School (APS) parents and senior and junior level high school students about the quality of education they are either receiving or witnessing in APS classrooms.  Here are some examples and how these examples are child abuse:

  • I heard stories about verbal assignments where the student memorized a standard response in the APS classroom, and this standard response was acceptable for participating in the classroom discussions.
    • Classroom participation is where a teacher gains evidence that the material presented not only makes sense but that the student can then apply the material in a variety of ways and means. Verbal memorization is a useful skill, but memorization does not equate to participation, nor does memorization reflect critical thinking skills where materials are applied.
    • I still remember the work I put into memorizing a poem for a school assignment a poem recitation contest. The classroom assignment, memorize a multi-stanza poem, and the classroom grade was not dependent upon the performance in the poetic competition.  Memorizing a multi-stanza poem took me weeks, lots of heavy mental lifting, and tons of effort.  I took fourth in the contest for sixth-grade students, out four participating.  I spent too much time memorizing and not enough time speaking the poem to improve delivery.  These are “other” lessons learned in a school environment.
    • Memorizing a set classroom response for “participation” points is the epitome of mental abuse and a waste of a student’s time. Wasting valuable classroom time is an indirect method of abusing the student.  Consider a student is in a classroom for 50-minutes, with a 10-minute break to move to the next class.  If that teacher does not maximize the learning time, all those attending that class are harmed, because their time was wasted.
    • I saw my first R-rated movie in school, not about an educational topic, but the teacher thought it was a good movie and obtained permission for us to view the film in multiple consecutive classes, and then we “discussed” the film to complete the assignment. I don’t remember the name of the movie, but I remember being bored out of my skull during these three weeks and still wonder why we had to participate in this lesson.
  • I heard about verbal book reports because the APS teacher does not have the time to grade written book reports.
    • Verbal book reports do not require critical thinking to produce, nor does an oral report reflect a deep understanding of the material, or be scored upon an objective non-biased scoring system. From experience, I know how to bluff a verbal book report; you read the back flap and pull a couple of cool quotes, and an improv speech is easily assembled.  I learned how to do this in school for oral book reports, five-minutes before the report was due.
    • Remember time is critical; 12- years which include summer vacations, plus all the Federal Holidays, winter/spring break, Teacher Conferences, Parent-Teacher week off, etc. all reduce the number of days a student is physically in the classroom. Thus, every minute counts, every assignment counts, not capitalizing upon the time the student is in class is abusing the child.
    • Common core classrooms are focused upon the materials presented, dreamed up by a group of disconnected bureaucrats, and does not capitalize upon the “other” lessons learned in school. For example, how can a student be expected to form good habits about reading, or a love of reading, while not reading, not learning through phonetics, and not being exposed to the vast array of books?  Reading remains a key metric in measuring learning, but reading is not being focused upon in the classroom.  Reading develops imagination, critical thinking, evaluation, and so much more; yet, common core continues to refuse to acknowledge these “other” lessons a student learns when they read and write a report, focusing only upon teaching to a test, the SAT.
  • I heard about APS classrooms who have churned through 5 or more teachers in a single year.
    • Classroom continuity builds confidence, relationships, and cohesion in the learning process. Teacher churn, specifically in the Albuquerque Public School District, is very high.  But APS refuses to address the why behind teacher churn, insane policies, dumb procedures, and a horribly political environment where teacher innovation is all but punished.  The teacher creativity that does not strictly adhere to APS rules, guidelines, and mandates means the teacher is not in charge of the classroom, but the bureaucrats on the school board.  The stress teachers, educational assistants, and other teaching staff, are experiencing are ruining teachers, and this stress is witnessed by the students who are harmed by teacher churn, teacher frustration, and the byzantine quagmire APS has produced in which teachers exist.
    • Teacher churn is wasting student time, destroying student relationships, and wasting considerable student time; thus, by abusing the teachers and teaching staff, APS is indirectly and directly abusing children.
  • An educational assistant (teacher’s aide) told me stories about a verbally abusive APS teacher who constantly bad-mouthed the students, to the student’s faces; but, because that teacher has been around forever, the words used and disparaging tone, and teacher attitude are not illegal, the district refuses to remove the teacher from the classroom due to the teacher shortage, and allow the teacher to retire shortly.
    • Another example of child abuse, only this time that damage is directly observable by students and parents, and requires immediate remediation. Yet, APS has told the principal to not initiate removal of the teacher, has hampered all attempts to move the teacher to another non-teaching role, and the verbal haranguing of the students by the teacher has only gotten worse over time.  Thus, we see another example of how APS is abusing children both directly and indirectly.

Government Largess 4Parents, how many times are these stories being repeated in your child’s school district?  How many times are race and poverty being blamed for poor classroom educational attainment; but, the reality is that the teachers are suffering because of the abuse they receive from the school district and the teacher abuse is being passed onto the students.  If a teacher was sexually molesting your child, would this anger and excite you to action?  If so, why doesn’t the abuse inflicted upon your child by indirect, and direct means that wastes their time, and denies their innate potential?  Your child gets a single opportunity for education, and if the foundational blocks are not correctly set in K-12 classrooms, your child will be hindered for life.

I asked these questions of parents in drafting this article and remain astounded that the parents cannot make the connection between lost opportunity, poorly taught lessons, and life-altering education.  Want to pay less for food stamps and other government subsidy programs; improve education in K-12 classrooms.  Want to improve the potential in your student; help them read using phonetics and develop a love of literature, help the student to write with critical thinking, and do the math per formulaic logic.  Want your tax dollars spent on education to return a more significant dividend for your investment; hold the school district accountable for every poor decision, bad policy, and ridiculous practice forced upon a teacher in the classroom.

You're FiredThe school boards across America have abused our students enough, and the perpetrators need to be held accountable, and the system desperately requires change.  The totalitarian education system in America from the Department of Education to the local school board must adapt or disappear.  The abuses of the school district are creating a bloated welfare state and hostile dependency upon government subsidies.  If America is to remain the land of the free, home of the brave, and a source of educated free-people, we must improve K-12 education in America today!

© 2019 M. Dave Salisbury

All Rights Reserved

The images used herein were obtained in the public domain, this author holds no copyright to the images displayed.

 

The Ugly Face of Government Largess – The Bureaucrat!

Government LargessCharles A. Reich, an American legal and social scholar as well as an author who was a Professor at Yale Law School, in his paper “The New Property” writes about how government largess created the bureaucrat.  The same bureaucrat who invents rules to exercise authority creates problems to stop work, and generally acts in a manner conducive to a feudal lord over the taxpayer, to pick winners and losers through government magnanimity, rather that specific individual bureaucrat’s magnanimity.  Well, the bureaucrat has one thing correct, their enmity is destroying America!

New Mexico is facing a severe teacher shortage, Albuquerque Public Schools (APS) is facing not only a significant teacher shortage but also remains completely clogged with bureaucratic drones that thwart efforts by people to help meet the teacher shortage and improve education in New Mexico’s largest public school district.  With a regular need for 300+-substitute teachers and pages of teacher openings, logic would say, “Let us innovate, create, and participate actively in alternative teacher licensure programs to fill this teaching gap.”  Herein is the mind of the bureaucrat most obvious; APS refuses to participate, sponsor, host, or help those seeking a teacher license a path forward to obtain a teaching license through alternative licensure.

Government Largess 2The APS bureaucrats did three things this Summer, they hired Kelly Education Services to attempt to improve the substitute teaching pool.  Except, the contract with Kelly does not go into effect until October 14th, the better part of two months after the school opened for a new year. The bureaucrats over substitute teaching, never changed the convoluted and insane practices to reduce costs and help those seeking licensure to afford to become substitute teachers.  The school board approved a much-needed pay raise for fully-licensed teachers; while minimizing the opportunities for alternative licensure, and increasing the paperwork and procedures to become a licensed teacher. As well as making the current teachers suffer more under onerous district mandates.  The mind of the bureaucrat is entirely on display, and APS’ actions constitute child abuse!

APS is also suffering from a school principal and other administrative staff shortage.  Between NM State and APS, the bureaucrats have created a system of public education geared to keep those students in poverty, as far away from education as possible.  To continue to actively seek ways to prevent students from learning, by providing lower student standards, less emphasis upon reading, writing, and arithmetic, all the while continuing to rely upon “magic-bullet” expensive programs that cannot deliver, due to the bureaucratic interference, by APS.  The NM State Professional Licensure programs are replete with hurdles to stop, thwart, and actively protect the APS bureaucrats.  Hence, NM State is guilty of child abuse, by protecting bureaucrats who keep students from becoming educated.

Today, I drove from Albuquerque, NM to Santa Fe, NM, specifically to the New Mexico Professional Licensure Bureau, to have a conversation with the state officials regarding alternative licensure for teaching, and to renew my substitute teachers license.  My conversation lasted less than five minutes, with a bureaucrat who represents the epitome of a useless bureaucratic drone.  The bureaucrat fell back on answers using policy, blame-shifting tactics, that included answers that provided no information and was intended to frustrate the applicant; all while acting like I was an interruption to her day.  The cubicle secured room behind the “service-window” has piles of work laying in dusty dormant heaps throughout the office walkways.  The office ambiance resembled a sleeping cave, where the lights are turned low, and with tall cubicle walls; thus, it is apparent the bureau is not home to efficient work.  The office has a “service-window,” where the applicant can approach and attempt to conduct business.  But, to contact this State Office, you must first run the gauntlet through rent-a-cops with Schutzstaffel (Nazi-Germany SS Para-military troops) wannabes standing “guard” in the front of the building.

Department of Homeland Security, you have created a monster, and the blame is all yours!  SCG, no website found, is the current contractor to Homeland Security for the Federal Buildings in Santa Fe, NM.  These Rent-a-Cop Bureaucrats think that they can judge how a person is feeling, and deny access to a Federal Building based solely upon their discretion, and personal opinions of the citizen entering the building.  I have now had this same issue at three Federal Buildings in NM.  While I was very disgruntled the first time this occurred, by the 15th time, I can only say, “Department of Homeland Security, please cease hiring snowflakes, rent-a-cops, and thugs as “security” for Federal Buildings.”  Better still, train them in professionalism, dignity, and how to do the job you have hired them to perform, without hassling the citizen trying to conduct business in a Federal Building.  Security at a Federal Building should not be the first hurdle a citizen must navigate to reach the bureaucrats.

I asked for a supervising officer when the “security officers” began hassling me, and was told, “You can be detained for trespassing in a Federal Building.”  I asked them, “Under what charge?” Then was told a bunch of legal mumbo-jumbo, that was not accurate!  One officer pulled out a cell-phone and supposedly called the officer in charge (OIC), and related a bunch of lies to inflate his reasoning why he was hassling me, and refusing to allow me entrance.  I asked again for an OIC and was provided a lecture in a wild attempt to justify their continued unprofessional behavior, for my attempting to enter a Federal Government building.  I was threatened, again, with being detained, and then they “mercifully allowed” entrance, provided I was escorted to the NM Professional Licensure Bureau, to ensure I was not going to “cause an unprofessional scene.”  I was followed to NM Licensure Bureau, and one of the officers entered into the bureau to report me as a “difficult person” to the staff in the office.

Government Largess 3The mind of the bureaucrat looks for every opportunity to thwart a citizen in interacting with the government, that citizens hired through the ballot box, where the bureaucrat can then pick winners and losers in receiving government largess.  The best line of this interaction, “We are here to protect the workers in the back, from people like you.”  I was then told how disgruntled people, frighten, scare, intimidate, and disrupt a “professional” workplace.  Upon exiting the building without any answers or receiving assistance, I saw the woman who kept popping her head up on the second-floor atrium where the elevators let you off, who witnessed this interaction, talking in hushed and hurried tones with the single officer remaining in the front, as the officer that “escorted me” was still not back on duty at the security checkpoint.

To recap, a “security officer” considers it his duty to be off-station, at a two-man security post, to attempt intimidation of a citizen needing to conduct business.  Two “security officers” harass and hassle a person entering the Federal Building because they collectively decided the citizen’s attitude was not “sufficiently professional” to obtain entrance.  The “security officers” do not know the law, and cannot execute the law faithfully and without bias.  The only recourse available to the citizen is to swallow this abuse, harassment, and profiling, to rescue their day and complete the work they need to accomplish to obtain employment.

Department of Homeland Security, you are directly responsible for the wasted time, energy, and the idiocy of the two “security” officers at 120 S Federal Place, Santa Fe, NM on duty on 19 September 2019, at 1300.  Just as I hold you in contempt and responsible for the continued actions of bureaucratic “quasi-security officers” in Albuquerque, and I have filed more complaints against the unprofessionalism and ridiculous disregard that oozes from the pores of every single rent-a-cop in Federal Buildings experienced in New Mexico.  I cannot fathom how or why I have these access problems only in the Federal Buildings in New Mexico.  I have not had a single issue in Arizona, Colorado, Utah, Wyoming, and a host of other places across America.  I will congratulate, and thank you, for the attempt at correcting the issues at the Federal Buildings in Albuquerque, as that situation has slightly improved; now fix the rest of the bloody Federal “security officers” in the state of New Mexico.

America, we have a significant problem with the government, it started in the 1930s when the government took advantage of a catastrophe to seize power from the citizens, and this problem has only increased in the almost 100-years since.  The bureaucrat that works in serving the public is an extension of the officers elected in the ballot box.  Thus, I implore; please hold those elected accountable for the drones, the power-hungry, and those who consider their work on the public’s behalf as executing government largess, responsible and, accountable.

“We may define a republic to be … a government which derives all its powers directly or indirectly from the great body of the people; and is administered by persons holding their offices during pleasure, for a limited period, or during good behaviour” [Emphasis added].  – James Madison

Only those elected can positively influence the actions of the bureaucrat hiding in their cubicles lording their power over citizens.  Only those elected can be held accountable and responsible for what the workers and staffs do in the name of those elected.  We, the legal citizens of America are the government we elect, and I advocate the position that I am not a peon, serf, or “huddled mass” beholden to the government.  The government, from the local dog catcher, school board, and judge to the President of the Republic of these United States, is beholden to you and to me.  Those bureaucrats hiding in offices that make your life so difficult are obligated to us as well.

Image - Eagle & FlagI refuse to be the property of the government, standing like Oliver Twist, begging for slop from fat and repugnant government officials.  America, we deserve a more responsive government, our Constitutional Rights declare that the power over the Government is ours to hold, and the government must come to us to ask for more.  Let us use the control we hold and demand accountability and responsibility from those elected.  Where those elected are requiring compliance, and keeping those working in public service accountable for the abuse and mistreatment the citizen receives at the hands of bureaucrats.

Reference

Charles A. Reich, The New Property, 73 Yale L.J. (1964). Available at: https://digitalcommons.law.yale.edu/ylj/vol73/iss5/1

 

© 2019 M. Dave Salisbury

All Rights Reserved

The images used herein were obtained in the public domain; this author holds no copyright to the images displayed.