Click on link below.
Thank you immensely linbell81!!!
Saturday, March 14, 2015
Saturday, February 28, 2015
You Must See & Listen Intently From 3:23:11 to 3:27:11
Dear Beautiful Souls,
Please click on Department of Education video link below.
You must see and listen intently to the video from 3:23:11 to 3:27:11
(3hours, 23minutes, 11seconds to 3hours, 27minutes, 11seconds)
The New York City Department of Education Panel for Educational Policy (PEP)
Meeting Wednesday, February 25, 2015
Please click on Department of Education video link below.
You must see and listen intently to the video from 3:23:11 to 3:27:11
(3hours, 23minutes, 11seconds to 3hours, 27minutes, 11seconds)
The New York City Department of Education Panel for Educational Policy (PEP)
Meeting Wednesday, February 25, 2015
Important Note: After these two serious
complaints of abuse of power (by principals and higher administrators in our public
schools) were presented to The New York City Department of Education Panel for
Educational Policy (PEP), an entire 44 minutes followed where not a single beautiful
soul on the panel comments on any of the details presented
in these two alarming complaints or the urgency in the matter of Abuse of Power in Our Public Schools.
Instead they spent the rest of the meeting (approximately 44 minutes) talking about a business contract, some bids, computers, and a technology task
force.
Sunday, February 22, 2015
School to Family Pipeline
The current business model used to run
our schools plays a significant role in grooming children for life into the
bitter cold and human crushing penal system. A “…more conscious and effective way to address the incarceration” of
our youth is to completely mend the dysfunctional disconnect between (A) affluent
Board Members, (appointed by our government to the Board/Department of
Education), (B) Government Officials, and (C) the people which they all once
took an oath to serve in good faith; Children (and those closest to the
children).
In part, credence for such
dysfunctional disconnect is owed to the numbing conditioning that stems from
constantly thinking, discussing, and referring to students, teachers, and parents
in terms of mere numbers on an lifeless spreadsheet or graph.
In order for us to appeal to the
humanity of our very wealthy brothers and sisters appointed to The Board/Department
of Education, (to influence, from a very far distance, the lives of our
children, families and futures, with their policies, procedures, and business
models), it is crucial that we, (teachers, students, and parents), as a
collective, candidly write and openly share, complete and genuine accounts of incidents
that transpire in schools including the “professional” steps taken by leaders,
that work directly below our board members, to address such incidents. I am
willing to collect and archive such incident reports and I am very grateful to those whom have already made submissions, (my email is listed
below).
It is imperative that we strive to make
it “real” for our well-off brothers and sisters that sit on The Board/Department
of Education so that they can clearly see and maybe even feel a modicum of
concern for how their own business model, archaic policies and procedures,
actions &/or inactions, resistance against advocacy and perception toward our
public school children all propagate the destruction of quality education and
the destruction of the human condition.
We need to provide warm bodies, not to
profitable prison corporations, but to these mundane, inanimate numbers we tend
to confuse with real live, breathing and feeling brothers and sisters. We need to do this
in order to remind our beautiful fellow humans that they bleed like us, hurt
like us, and at the end of this journey of borrowed time, will depart like
us.
In order to further facilitate an
effective “plug-in” to these foreign yet powerful portions of the school system
we need - (1) to have fair, genuine, and productive open discussions about the “unspoken
factors” that directly inhibit student learning, effective teaching, and safety
in our schools, (2) to have strong and enforceable laws that genuinely protect
well intended advocates from persecution, (3) to have strong and enforceable
laws that effectively train and justly hold leaders (on all levels) legally
accountable for abusing their power to violate others’ basic constitutional
rights, for coercing others into toxic conformity, and for engaging in other
immoral and unethical business practices, & most importantly, (4) to have
our government leaders become crystal clear and loudly hear the well documented
echoes of our frustrated yet resilient voices and vigorous resolve collectively
chanting, “NO MAS! WE ARE NOT GOING TO TAKE IT ANYMORE! OUR CHILDREN DESERVE
BETTER! THE EVOLUTION OF HUMANITY DESERVES BETTER! ”
Right now we have a school system where
good hearted and well educated humans cannot even speak their minds and/or advocate
for the rights of others without being persecuted by abusive leaders. This is a
systemic disease that can and will be cured.
If we all focus our attention on mending
the existing dysfunctional disconnect between higher administrators and those
closest to the students and students themselves, we are bound to make great
strides in paving the way to a safer, healthier, more nurturing and productive academic
environment.
If we all focus our energy on improving
this aspect of the problem we can facilitate a monumental shift in paradigm that
will be historical for our Government, The Public Schools System and the
Human Condition; namely, a paradigm shift which navigates far away from an
academic culture that closely resembles our broken penal system where people are caged and forgotten about and much closer
to an academic culture that resembles empathy, family, advocacy, and respect
for everyone’s natural disposition to want to be free, loved, and thrive in
everything that they do. We owe this to all children!
“The
world is divided into those who see that there is a problem and those who deny
that there is a problem. Many of the people that deny that there is a problem
are the older folks in the profession who would have to admit that they have
used bogus evidence to obtain convictions. And that is a hard thing to admit.”
(John J. Lentini, Scientific Fire Analyst, National Geographic).
If the people currently in power are
not willing to change because they cannot get passed the idea of having to
admit that they have "dropped the ball" for so long, we should at least leave behind,
for future generations, a life-jacket in order to stay afloat the mess we
irresponsibly and consciously decided to leave for them and which they can utilize to swim to shore and save our future in The Department of Education. We should leave them an archive of
information that genuinely reveals what is truly happening in the school system,
how complaints of abuse are actually handled, and where the problems really
lie - in the dysfunctional disconnect between critical players which breeds an
administrative culture invincible to accountability, which condones and
facilitates a culture allowed to engage in immoral and unethical business
practices including creating and enforcing laws, policies and procedures that
directly abridge human’s basic constitutional rights.
Like I mentioned above, I am willing to
collect and maintain a library of people’s account of incidents that occur in
schools. To candidly write and openly share, complete and genuine accounts of
incidents that transpire in schools, including the “professional” steps taken
by our leaders to address such incidents, please write the reports and send to
my email address listed below. Individual identities will be kept completely
confidential from my end. If some still fear retribution for sharing these
reports, they can email me the reports from a less identifiable email address.
Thank you immensely for your time
and energy in this very important matter and for all that you do to make this
world a better place. Best to everyone always!
Sincerely,
Luis Angel Perez,
Middle School Science & Mathematics,
First Grade, Fourth Grade Educator & Advocate
Wednesday, February 18, 2015
Our Government “shall make no law…abridging the freedom of speech…or the right of the people…to petition the Government for a redress of grievances.”
The First Amendment of The
Constitution of Our United States of America ensures us that our Government “shall make no law…abridging the freedom of
speech…or the right of the people…to petition the Government for a redress of
grievances.”
Unfortunately, we have inadvertently
created such laws and, what’s worst, they are openly enforced inside of our
Public School buildings.
Board Members of the Board of Education
(Department of Education) are
appointed by the Mayor and by each of the Borough Presidents, whom are all Government
Officials. “All members serve at the
pleasure of the official who appointed them.”
Why do we have Government Officials not
responding to and thus condoning the abuse of power that goes rampant in our Public
Schools; particularly the abuse of power used deliberately to threaten,
intimidate, harass, and muzzle well intended advocates to our future minds; the
children?
Why are Government Officials stripping our
Non-Tenured Colleagues from their constitutional rights to speak-up and
advocate against abusive leaders by pushing to eliminate tenureship and/or making
it difficult to attain? It is an abusive administrator’s dream to have a school
building filled with Non-Tenured Educators whom are all well aware and are often
reminded of the fact that they can easily be terminated with no representation
if they were to dare challenge any form of abuse observed or refuse to become
an accomplice to abuse.
Look at the hypocrisy here - One
Government Agency (Child Protective Services,
CPS / Administration for Children Services, ACS), deems Educators to be “Mandated
Reporters” to Abusive Behavior and another Government Agency, (Department of Education), condones the threatening,
intimidation, and harassment of Educators for Reporting Abusive Behavior.
We, the people, should not allow for abusive
leaders that work for our Government to continue to enforce laws which directly
abridge an Educator’s constitutional right,
power, and human responsibility to speak-up and stand-up against abusive
behavior and against laws that abridge an Educator’s right to petition our Government for a redress of such grievances!
I have great faith that many beautiful
souls will soon come together to help model to our young developing minds, whom
eventually will be in-charge of our future, the immense pride and honor behind
the word united in our United States Government. Thank you immensely for your time and energy
in this very important matter. Much love to everyone.
Luis Angel Perez
Middle School Science & Mathematics,
First Grade, Fourth Grade Educator & Advocate
Why Don't I Just Leave? Because The Children & Other Well Intended Educators Are The Ones Left Behind, Exposed To Further Abuse Which Continues To Remain "Undetected"!!!
Intentional Infliction of Emotional Distress
Evidence of Incessant Persecution
Due to Advocacy in Favor of Students’ Rights &
Program Improvements
By: Luis Ángel Perez, Educator & Advocate
2010 – 2011
Department of Education Email Violation
On the morning of Thursday, January 7,
2010, an administrator mistakenly sent all teachers and other administrators an
email using my personal Department of Education email account. Later everyone
was asked to delete the email. This administrator used my personal password to
open up and access my Department of Education email account. When I requested
for answers about how this could have happened and why was it happening
principal Miriam Perdraja told me that she will look into it and she will get
back to me.
After getting the “run-around” from the
principal regarding this problem, I inquired about it again and was met with
aggression. I was reprimanded and told that when she finds something out she
will let me know. I never heard about this incident again.
On the morning of Sunday, January 10,
2010, I emailed administrators and teachers about this problem. Here I wrote in
all caps, I FIND IT QUITE DISTURBING THAT SOMEONE OTHER THAN MYSELF HAS ACCESS
TO THIS E-MAIL ACCOUNT AND IS ACTUALLY SENDING INFORMATION OUT TO OTHERS AS IF
IT WERE ME. Administrators never responded to this email.
Neglect of Basic Classroom Supplies (Science Textbooks)
Sunday, September 12, 2010, I send an
email to Principal Miriam Pedraja, informing her that the Science textbooks
were not where she told me to look for them. It turns out that they were never actually
ordered.
For the following school year
(2011-2012), the wrong textbooks were ordered. This time they sent us many of
the books we already had for a completely different grade. These textbooks
remained in their boxes on the side of the classroom for several months before
they were removed, despite my numerous complaints. Eventually, an administrator
came to the room to take the boxes away. I was told that they are going to have
the company pick them up and send us the correct books and that it should only
take a week. When I inquired about the books again I was condescendingly told
that when the books arrive I will be the first to know. The Science textbooks never arrived.
Evidence of Harassment
1. Sunday, January 30, 2011 at
1:00 pm, I emailed Principal Miriam Pedraja a letter of concern regarding
excessive classroom interruptions titled The
Attention Span of a Squirrel.
2. Monday, January 31, 2011 at 8:45 am, Principal Miriam Pedraja
emailed me a message informing me that she will arrange meeting to discuss in
person my letter of concern regarding excessive classroom interruptions titled The Attention Span of a Squirrel.
3. One minute later: Monday, January 31, 2011 at 8:46 am, Principal Miriam Pedraja emailed me the scheduled meeting
to discuss in person my letter of concern regarding excessive classroom
interruptions titled The Attention
Span of a Squirrel.
This second email also contained a list of complaints against me. It is
important to mention here that this is the first
time ever that Principal Miriam Pedraja (or any other administrator for
that matter) has written a list of complaints against me.
4. Later that day: Monday,
January 31, 2011 at 8:54 pm I emailed Principal Miriam Pedraja a response to
each of the complaints on her list.
5. Principal Miriam Pedraja and I
met briefly on Thursday, February 03, 2011 at 1:15 pm. Principal Miriam Pedraja
was apparently irate. She briefly made comments about some of my responses to
her list of complaints and in reference to my letter of concern regarding
excessive classroom interruptions titled The
Attention Span of a Squirrel I was reprimanded and told that as the
principal in the building she has the right to go into any classroom as many
times as she wants and with who ever she wants. I maintained a calm disposition
but she would not allow me to talk.
Conclusively, the list of complaints
presented is a mere pretext to deflect attention away from the programming
concerns that I have raised (both verbally and in writing) to administration.
The list of complaints is also a form of intimidation geared to gag me from further
advocacy.
Incessant Persecution Unfolded
* Reckless and excessive summonses were
implemented. Summonses were abruptly scheduled (last-minute), scheduled during
my only preparation period, scheduled during teaching (interrupting many
lessons) despite my pleas to reschedule for the sake of the students, some
summonses were petty and others bogus.
* Removed from the middle school (after
teaching mathematics and science for 6 years) and intentionally forced to teach
1st grade (despite no prior experience working with this age group).
* Paging my name excessively over the
loud-speaker almost everyday (sometimes several times on the same day) to
report to the main office.
* Bogus and or petty complaints and
disciplinary write-ups.
* Despite providing enough medical
documentation to show that I was hospitalized and seriously ill due to a
student related medical illness, immediately after I returned to work,
administrators ordered me to get an additional medical clearance from the DOE
and administrators sent two special investigators to investigate my claim and
to interrogate me inside of the principal’s office. The principal was not
present during this meeting and I did not have a UFT representative.
Everyone in the main office was
wondering why I was being investigated. After telling me that they interviewed
my doctors and that all of my medical paper work “checks-out”, one of the special
investigators asked me, “Why would she do this to you?” To which I responded,
because I am supposed to keep my mouth shut and not advocate for
improvements.
* Administrators warning teachers that
if they plan to support me to be careful because I may be recording them which
is why I am always walking around with my bag.
* I’m too exhausted to continue.
Principal Miriam Pedraja and her
administrative team’s barrage of bogus complaints is a mere pretext to their retaliation
against me for advocating for students, for advocating for improvements, and
for not allowing their intimidation to muzzle me from further advocacy. Their retaliation
and harassment also intensified because my rebuttals to their bogus complaints
brought to light many more contractual, ethical, and moral questions.
Principal Miriam Pedraja does not
respond well when a subordinate poses a sound and valid argument which happens
to contradict her position. As a result, she gets angry, rants, and people let
her say what she wants and fearfully conform to the way she wants it done.
Below are only some
of the areas I advocated against:
The way students are treated.
Protocol to ambushing parents in meetings
Student behavior anecdotes logged into the computer and
internet
Impeding students from demonstrating peaceful protest for a
cause that directly affects their adolescent culture
Disparate treatment of the subject of Science
Jail/street lingo and disposition when addressing students
directly and indirectly (repeated offenders, suspects, up-against-the-wall, …)
Scolding teachers in front of students shortly before they
have to go and to teach a class
Resistance to address bullying
Engaging in Bullying
Intimidating and harassing people for speaking-up
Summoning teachers to meetings without providing a reason in
order to fairly prepare a defense
“Rigor” using grades, and rules to be punitive to students,
“one minute late – do not take
Creating a hostile environment
Excessive testing (black-line test, science test, and
others)
Excessive paperwork
Email intrusion
Excessive lesson interruptions
Neglect of basic classroom materials (textbooks x2 years)
Misuse of preparation periods
Lunch period used for management meetings
Separation of language by color
No follow-up meetings that were promised
Anonymous surveys were not anonymous at all
No support or inspiration
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