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Born and mostly educated in Italy, at a young age I immigrated to Quebec, Canada, where I taught Latin to French speaking high school students. Then, I earned a Ph.D. degree in French and Latin at the University of Ontario. My dream came true when in 1967 I entered the USA as French instructor at a college in central Kansas and later at the University of Tennessee. Alas, due to the declining enrollment in the foreign languages at the University, three years later I lost my untenured job. Next, being just a part-time French instructor in a catholic college, I took a full-time teaching job in the public school district of Fairview, a medium-sized town in the Appalachian Plateau. I taught French and Latin to high school freshmen. There I was appreciated by everybody and three years later I was granted tenure. With the advent of a new school superintendent, Tom Jones, in 1980 the tide suddenly turned. He advocated that the school district did not need a teacher with a Ph.D. degree and, most of all, that as a "European" I was unqualified to teach in his American schools. He decided that I had to go. Unable to find a legitimate reason to get rid of me, he started building a termination case for "gross inefficiency". For that purpose, Jones replaced my honest principal with Frank Grossman, an awkward and loyal bootlicker who had no knowledge of French and Latin. For four years Grossman made my life extremely miserable. He sat in my classroom almost fifty times and, if so to speak I taught that planet Earth is round, he documented that I said it is square. Yet, nothing could justify my dismissal. In spring 1982, Jones indefinitely laid off 67 untenured teachers for alleged financial problems. I was the only tenured teacher among them. Later, the school board ordered to rehire all 67 teachers, because the lay-off was unjustified. Yet, Jones refused to rehire me. Finally, he made me ransom my tenured job by making me drop a couple of pending grievances. Exasperated by his repeated failures to get rid of me, Jones announced in the local news that I was "the poorest teacher in the school district" and that he had no choice but to let me go. To achieve his resolve, he had Grossman triple the efforts to fabricate as much negative documentation as possible. Grossman even used a few teachers, students, parents, and substitute teachers to support his efforts. To further mortify and disgrace me, he had me sit in other teachers' classroom to learn how to teach French and Latin in America. He ordered me to take additional college classes to qualify to teach those languages at the first year level. Two school administrators and three outsiders were hired to sit in my classes and prepare negative reports. None of them knew French and Latin. I became a laughing stock in the entire school district. The maltreatment became so callous that my doctor placed me on sick leave for 30 days, because of an "acute anxiety syndrome". After four years of relentless and undignified torment, in March 1984, Supt. Jones had his rubber stamp school board fire me for alleged "inability" to teach French and Latin even at the first year level. Even my foreign "accent" and my alleged "European way of teaching" were given as termination grounds. Yes, my sick leave was also used to claim that I was "physically unable to teach". Since previously I had been a successful teacher in catholic schools, Jones had the insolence to advise that I should seek employment in catholic schools, as if those were inferior. This book describes the incredible, despicable, and appalling persecution, mistreatment, and humiliation I endured in that school district run by a corrupt superintendent and his accomplices. It is a shocking case of ignorance, bigotry and malice. ___________________________________________________________ Notice: Although the events described in this book took place decades ago, they are still etched in my memory. I decided to recount them in this book as a personal healing and to warn teachers that such things can truly happen.
School Corruption: Betrayal of Children and the Public Trust is an exposé of corruption in public schools and related agencies. It shatters the complacency and silence of the pervasive corruption found in school districts throughout the Nation. Dr. Armand A. Fusco provides a detailed look at the rationale for the three levels of corrupt acts: cheating and deceit, waste and mismanagement, and fraud and stealing. Find out how and where shameful and deplorable corrupt acts have been committed in each state and school district as Fusco delves into some tough questions: Why does corruption and 'political correctness" lead to poor student achievement, disgraceful school outcomes, and failing schools? How does inept school governance allow corruption to flourish with such ease? What is the most important question that is never asked of an applicant for superintendent of schools? The harsh reality is that corruption has become a natural part of the educational landscape, but it's hidden from view by walls of denial and self-protection. Only by accepting the challenge of a new beginning can trust be restored so that the devastating impact of corrupt acts on the education of children, and the violation of the public trust, will become a thing of the past.
This is a thought-provoking book on the black-white academic achievement gap in Chicago’s predominantly black communities of color and what highly effective school boards can do to change it. In this book, the reader will be powerfully enlightened by a civil and human rights debate that calls for effective leadership in our schools, beginning with effective school boards. The primary agenda of effective school boards is raising student achievement performance levels and engaging the school district community to attain that goal. These instructive analyses of effective school board leadership builds on the research and wisdom of great leaders. Simultaneously, it develops a breath of fresh air for school reformers who seek to implement a new model and escape the insanity and pathology inherent in school board dysfunctions and violations of our civil and human rights which prevents progress in Chicago’s south suburban communities of color. In both highs and lows of awesome moments, as educational reform leaders and school board members, we are in a strategic leadership position to help school boards carry out their essential responsibilities for creating equity and excellence in public education. In doing so, highly effective school leaders can team with our school board leaders to lead our school district communities in preparing all students to succeed in a rapidly changing global society. School board members doing the same things over and over again and then expecting different results in academic outcomes is the definition for insanity. Education is freedom. In an era of mass educational apartheid with its consequent mass incarceration of blacks that has surpassed the enforced chattel bondage of slavery’s peak numbers in 1860, this book addresses a subject that is critically essential, timely, and in need of immediate attention for the security, success, and ultimate survival of black America. As the problems of the academic under-achievement gap is addressed in this book, it is also essential that school boards, educators, and community and national leaders accept reality, to view the problem in its true perspective, to contemplate it as it is, in providing essential solutions toward removing limiting and limited school boards’ dysfunctions, obstructions, and other barriers to academic achievement in effective school board leadership. Supporting educational excellence will thereby produce more African American scholars in mathematics, science, and in many other disciplines. This book will provide information and focus on some key action areas that successful school boards in America and around the world have focused their attention on: Vision, Standards, Assessment, Resource Alignment, Climate, Collaboration, and Continuous Academic Improvement.
Dreams might be a heart’s desire, but nightmares are its obsession in the first novel of a dark romance series from New York Times bestselling author Penelope Douglas. Erika Fane’s boyfriend's older brother is handsome, strong, and completely terrifying. The star of his college's basketball team gone pro, he's more concerned with the dirt on his shoe than he is with her. But she saw him. She heard him. The things that he did, and the deeds that he hid... For years, Erika bit her nails, unable to look away. Now, she’s in college, but she hasn’t stopped watching him. He’s bad and the things she’s seen aren’t content to stay in her head anymore. Because he's finally noticed her. But Michael Crist knows the hold he has on Rika, how much she fears him. She looks down when he enters the room and stills when he’s close. He knows she thinks only of him. When Michael’s brother leaves for the military, leaving Rika alone and unprotected, he knows the opportunity is too good to be true. Three years ago she put Michael’s friends in prison, and now they’re free. Every last one of her nightmares is about to come true.
The book discusses the impact of Nehruvian socialism on freedom in India. It reflects on India s post-independence experience and finds that India needs to move well beyond socialist paradigms towards freedom and innovation if it wishes to retrieve its status as a great nation. It then traces the causes of India`s political and bureaucratic corruption, its poverty, and its large, illiterate population. The book then proposes numerous ways to transform India`s governance thorough competitive, freedom-based, solutions. Solutions recommended range from a re-write of the Indian Constitution in order to make it simpler and clearly focused on freedom, to the radical restructure of the Indian public services based on modern public sector reforms across the world. It advocates state funding of elections, raising the salaries of politicians significantly, freeing the labour market, imposing carbon taxes on pollution, seeking compensatory payments from developed countries for their prior carbon emissions, and complete privatisation of school and university education. It argues that India can, and should, aspire to be the world s best in everything it does. I believe that no Indian should settle for anything less than that.
This publication draws conclusions from IIEP's research into ethics and corruption in education. It defines the key concepts of corruption, transparency, accountability and ethics and identifies the main opportunities for corruption in education. It then looks at tools that can be used to assess corruption problems such as perception and tracking surveys. Lessons are drawn from strategies used worldwide to improve transparency and accountability in educational management.
Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well.
Exposes decades of rampant fraud, waste, and abuse in America's largest public school districts, analyzes how the widespread corruption has crippled schools and impeded learning, and offers a bold blueprint for reform.
Trapped in a Vice explores the consequences of a juvenile justice system that is aimed at promoting change in the lives of young people, yet ultimately relies upon tools and strategies that enmesh them in a system that they struggle to move beyond. The system, rather than the crimes themselves, is the vice. Trapped in a Vice explores the lives of the young people and adults in the criminal justice system, revealing the ways that they struggle to manage the expectations of that system; these stories from the ground level of the justice system demonstrate the complex exchange of policy and practice.
Demonstrating the crucial importance of local governance in China’s development and international relations, this topical Handbook combines theoretical approaches with novel methodological tools to understand state–society relations at the local level.