DailyDDoSe on Racism, Hatred, and Accountability

DailyDDoSe April 1, 2017 

We live in a society made up of individuals who are taught how to think, how to feel, how to conform, and how to hide. 

It forces us to place the world into simple categories so that we may understand the complexities around us. 

We are taught that a spirit is our savior and the law is our sanctuary. We learn to recognize both good and evil; black and white; blessed and damned. 

We are forced to identify good or evil; black or white; blessed or damned. 

A society that allows us to believe in fate and destiny, and allows us to blame failure and injustice on circumstance and gods. 

It teaches hatred and intolerance, and breeds complexity and anger. 

It is a society I neither respect, nor believe; and a society that needs careful evaluation and gentle handling. 

There is no order; there is no justice, there is no comfort. It is the society of a people in need of a soul. 

There is a theory about Psychologists that claims many people choose to study the field of psychology in an effort to understand their own mind. I have spent so many hours contemplating the source of my insecurities and fears. 

Eventually I came to the field of sociology and education, since I feel it was the combination of the two which facilitated my belief that a degree from Harvard, Princeton or Yale would make my problems disappear. 

The day I was accepted at Columbia was one of the most difficult days of my life because it was something I was told I would never accomplish. 

I chose to go to Vanderbilt after receiving an advanced Masters from the Ivy League for my PhD since it represented freedom. 

Freedom from the confused ideals of my parents and marked a clear boundary between their world and my own. 

This year, my mother told me I did not deserve to get into Comell. 

My father told me that he was "not willing to gamble $50,000 on my future." I thought if I could just make it through graduation, everything would be O.K. 

I would be able to pick up student insurance, and my pain, stress, and anxiety would all disappear. 

I would no longer be subject to my fathers conventions of checks and balances, and the stress and dependency would all disappear. 

I would be free from the ghosts and voices that were echoing through my head (in case there is any doubt, that was a figurative not a literal statement.) 

I will end this here because I wrote this before I made peace with my family and now have a better understanding of why they felt my most significant accomplishments should be mine and mine alone. 

I am proud to say that I did accomplish these achievements on my own and received a full academic scholarship to the top ranked university in the nation and graduated with a 3.93/4.0. 

No one can take thaf away from me. No one. Ever. 

When I see people who put others down for their race, religion or special needs, all I can think is that they have nothing else to be proud of because they haven't achieved anything of significance in their life. 

The only thing they have to feel superior about is the color of their skin and that tells me everything I need to know about a person. They are generally underachieving, ignorant, working class bullies who are grasping at straws to feel better about their own miserable lives and their failure to achieve anything of significance on their own.  

If the only thing you have to be proud of is your skin color, you have already failed at life. Work harder, and stop blaming others for your shortcomings. No one is coming for your jobs, your guns. The immigration (travel ban) is among the most ridiculous things I've ever heard considering we are a nation of immigrants who came to America seeking freedom of persecution for religion. 

The only thing more ridiculous is building a wall. Trust me. No one is coming for your jobs. The fact is that immigrants (many of whom have advanced degrees in engineering or medicine) come here desperate for a better life and take jobs they are overqualified for. 

I can't help but laugh when I hear these lower class white Supremacists claim that Blacks or Mexicans are stealing their jobs and opportunities. You think a wall is gonna keep people out? Then why bother with a travel ban for the airlines. 

I didn't think Trump would be able to change much but with Pence breaking these ties over things like finding for Planned Parenthood and women's health I fear for the future of our country. We are only 70 some days in and America is already so much worse than it was a few months ago. 

If you want to change the world, start with yourself. If you are blaming Jews, Blacks, Mexicans or Muslims for your problems you need a reality check. The only thing holding you back from achieving the American Dream is yourself. 

People who are secure in their identity and lot in life don't feel the need to put others down. When one is truly at piece with their soul, they lift people up.

Try it sometime. 

That's all for now. 

Just me, 

@ElyssaD aka Chilly 🐧

Elyssa D. Durant, Ed.M., ABD

Research and Policy Analyst 

 

/ed70

Decontextualizing Assessment Policy: Does It Make Economic Sense?

Decontextualizing Assessment Policy
Does It Make Economic Sense? 

by Elyssa D. Durant, Ed.M.

Little discusses the three phases educational development in Africa, and questions whether reform was based on "indigenous needs of the people" or the perceived needs of the colonizers. 

She discusses the new technology being used in assessment and the economic indicators which brought about the rapid "reorientation phase" of African education chanictcri/cd by the rcftppraisul of basic questions such as, access to education, educational inputs and outputs, internal efficiency, 'fractionalization", "lack of coordination, and 'drift' in the educational sector as a whole". 

Within her discussion of policy change and implementation, little reviews the notion that international involvement provides an opportunity to bring advancements in technology and evaluate international ideas to help solve indigenous problems. 

Little also reviews Heyneman and Ransom papers, and ultimately concludes that examinations are a powerful, lowcost means of influencing the quality of teaching and learning in schools. She states that while Heyneman and Ransom give data supporting the existence of a wide gap betweur) developed countries and Third World Nations, they gave no data to support the idea that this gap is getting wider. 

Little reviews the main points Heyneman and Ransom's argumciit, but states it's weakness lies within the foundations of the argument which are based upon qiuititativu ditta frorri ; 1970's. Little questions whether Ihe same analysis can be applied; interpretation has become irrelevant, in today's world. This research concluded that attempts to change curricula failed at the implementation stage because the new Western-inspired chiingcs were inconsistent with national examinations. uses topics for further discussion

(1) Can we generalize the current data to each and every in the world?

(2) Would an external lending agency aiding the aiding the foundation of a centralized examination body in England or France make good examinations a contingency upon the the receipt of external funds?

(3) How would a banking agency revive the issue of notions of "good examination practices"?


Elyssa D. Durant © 1995-2014

UNWRITTEN: Application Denied

Your Name: Elyssa D. Durant

Position Desired: YOURS

What are you seeking in a job at this point in your life?

An advocacy position working with children that would allow me to combine my academic training and educational background with my passion for grassroots policy planning and program development. I have been working at the grassroots level with a number of organizations for many years, and I enjoy seeing the public realize how effective they can be in advocating for themselves. I have witnessed many people take off personally and professionally once they experience how gratifying it can be to become empowered through expressing their views and making their voices heard. I enjoy leading people on this path of empowerment.

Why do you want to work with children?

Having participated in the head start program as a small child, I was fortunate enough to be given additional resources that allowed me to be on a level playing field when I started Kindergarten at 4 ½ years-old. I believe working with Stand for Children will allow me to give a voice to small children and some of the disenfranchised families who have the greatest need for strong, well-organized representation.

How would you explain community or grassroots organizing and what about it appeals to you as opposed to other ways to improve the lives of children?

Grassroots advocacy would allow me to work directly with stakeholders on critical policy initiatives and budget priorities. I enjoy helping the public have their opinions heard and consider myself empathetic to the needs of my target audience and population. I enjoy working towards a stated goal and seeing that programs be properly designed, planned, and implemented to allow for effective program development and policy implementation. In addition, working sat the grassroots level allows you to interact with those who are directly affected by the programs and policy reform initiatives. I enjoy listening to people and helping to empower the disenfranchised populations. Grassroots work allows you to see change happen and letting people know how important each and every voice is on the political spectrum. By establishing a positive network of community alliances and establishing a good rapport with the general public, they will feel that they had a direct role in creating the new programs and policies, and they are much more likely to remain active in their child's education and community programs long after I am gone.

What adjectives would people who know you generally use to describe you? Name specific work situations in which these attributes have served you.

People often comment on my dedication: I do not take on causes that I do not believe in. I will do "whatever it takes" to see that I achieve results that are beneficial to the community I live in, the organization I represent, and the children who need my voice.

I am sincere and not easily swayed from my viewpoints. I am very true to my clients, and believe in what I say. I am outspoken. I am not easily intimidated and believe that I have a right to be heard, as do the children, families, and communities I represent. I am eloquent, logical, and persuasive. I can usually find a way to relate to my clients, and give them a reason to participate in the legislative process. I help them understand that they are a crucial in seeing effective programs implemented in a way that will best serve the needs of their children and communities. I help my clients feel empowered by showing them how their direct participation can improve their circumstances and the lives of their children. I try to demonstrate how easy it is to participate in developing effective policy and public programs. I encourage them to become more active in their own lives by showing them how important it is to be heard by their legislators, congressional representatives, and their community leaders.

I am effective because I get things done!

What would your former employers say about you? What areas would they suggest you work on?

• "Her involvement with the class, her interaction with the students and teachers alike, and her willingness to listen while offering fresh insight of her own made working with Elyssa a very enjoyable experience."
• "Her energy for the work and the educational process showcased both her abilities for problem solving and her well-developed communication skills."
• "Elyssa's enthusiasm for knowledge and the process of learning impressed me a great deal. She has an active curiosity about education and the learning process."
• Some employers have not been quite as enthusiastic regarding my level of personal involvement with my work... they may suggest I work on my objectivity in the workplace. I tend to take my work very seriously.

Please list your top five achievements at your last position.

1. My clients still call me from school in the morning to let me know they made it there safely. None have dropped out and five will be graduating this May!
2. One former client is no longer abusing small animals after we took a day trip to the animal shelter. He now demonstrates empathy towards animals and treats them with a gentle hand.
3. Mental health parity has received considerable more attention from the press after the NBCNightly News picked up an article I wrote. NBC requested on camera interview, but my schedule was not the least bit forgiving at the time.
4. New York State passed a bill for Medicaid buy-in the day after I had organized a trip to Albany for members of my community who were at-risk for losing their benefits.
5. My persistence locating subjects (participants in a long-term study of children with severe emotional disorders) allowed for more reliable and valid results since a larger, more representative sample was achieved for the third and final wave of interviews. The methods and study results were discussed recently in a prestigious journal of public policy.

Describe an interpersonal challenge you faced with a co-worker and how you resolved it.

I learned that my supervisor had altered some of my case notes for a client file that was scheduled to be audited. After confronting him with my original documentation and the new paperwork that was in the child's file, he told me that it was critical not to reflect abuse in my client files since it would cause the company to loose referrals from the Department of Children's services. After speaking with my sister (an attorney) I decided to make copies and forwarded them anonymously to a child rights organization.

What did you learn from it?

I ultimately resigned since I felt I did not want to be part of an organization that would place financial incentives above a child's welfare.

What experience do you have working directly with children? Concerns for children?

For my undergraduate practicum, I worked as a social skills counselor in a school-based intervention program designed for high-risk youth. After working with various groups of children, I began to notice significant differences in their levels of self-esteem. This made me increasingly concerned about policy issues involved in special education, assessment, and placement. I think it is critical to explore alternative program options that would allow children to receive the special attention they need without jeopardizing their emotional development.

Have you ever been involved in an effort to change a policy or a budget priority? Please describe.

Yes-several years ago, I had the opportunity to participate in the Governor's Roundtable on TennCare. The new CEO had implemented cuts to the program without providing members (or providers) with adequate time or information prior to implementing a major change to the prescription formulary (the list of approved medications.) Because I had witnessed the fallout at my local pharmacy that weekend, my supervisor requested that I draft a written statement to the committee regarding the impact of these changes for beneficiaries. After the newly appointed CEO of TennCare denied receiving any negative feedback on his rapid budget cuts, my boss asked me if I would be willing to speak before the committee and call his bluff. Ultimately, this lead to the passage of the Grier Amendment. Grier provides beneficiaries with a formal procedure that must be followed prior to cutting off any medications prior to receiving a formal appeal. Grier provides beneficiaries with a form of "due-process" protection granting them access to an adequate supply of medication while their physician can has the opportunity to obtain the necessary authorization for medically necessary treatment.

I recently ran into the former CEO that implemented the poorly planned budget cuts. He now works at my local gas station in the mini-mart; however, he claims they offer excellent health insurance with unlimited pharmacy benefits.

Why, in your opinion, do schools, early childhood education, and other programs that give children a fair chance in life receive so much less funding than they need and deserve?

I believe there are several reasons that contribute towards the pattern of under-funding educational programs. First, I believe that the "war on terror" has misrepresented our budget priorities to the general public. Second, I believe that there is a hesitation to re-distribute funds so that they can be used in the communities that would benefit the most from additional sources of funding. Third, I think that the people designing the budget are not sympathetic to the needs of the underprivileged, and they are reluctant to offend wealthier constituents by allocating funds towards impoverished districts. Fourth, I believe that the general public is quite comfortable believing that all is well in American schools, and if we keep adjusting the SAT's to reflect this myth, the true state of education will most likely be ignored. As a society, we must decide that education is a top priority and fund education in the same way we fund the military. I could go on, but I will not!

What specifically can be done to ensure that more public funding goes to schools, early childhood education and other programs that give children a fair chance in life?

We need to think of educational policy reform initiatives and programs in terms of equity rather than equality. Equality is a myth. Some children, schools, communities, and parents simply need more if they are to benefit from the large number of pre-k programs soon to become available to young Tennesseans. We must meet their needs by matching them with appropriate programs and opportunities by virtue of their parent's financial resources. We must reframe the educational model in terms of equity not equality; all homes and all schools are sadly not equal.

I was a head start child myself, and I am proud of my academic achievements. With the new lottery in place, many children will have a new source of opportunity: scholarship money can provide a completely new funding source beyond the standard K-12 public education. We need to reframe the educational model so that we can improve the system for children who are "at-risk" of falling behind so that they have true equal opportunity. There are many new opportunities to be had in the state of Tennessee. Not only can children now benefit from the new pre-K programs being developed, but they can also benefit from educational funding that has become available in the form of Hope scholarships that the lottery program offers for college.

We need to give children a fair shot at actualizing their inherent capabilities and help them to develop a love of learning before they have an opportunity to be lost in the "system."

Share experiences you've had in forming or building an organization.

As the director of special programs for NAMI, I had the opportunity to work with consumers and their families by planning special events and programs. I made frequent trips to the local psychiatric hospital to talk to consumers about how they need to take an active role in planning new programs-especially if they were unhappy with the current programs in place for SPMI (severe and persistent mentally ill) populations. I was amazed at how much you can accomplish on a long road trip by providing a school bus and free lunch for all who were willing to participate and make their voice (and their votes) count!

ESSAY SELECTED FOR PUBLICATION IN "GUIDE TO WRITING GRADUATE SCHOOL ESSAYS FOR THE HEALTH SCIENCES"

STATUS: APPLICATION DENIED

 IRONY: PRICELESS

Recruitment and Retention Rates in Public Education Incentives Needed to Improve Performance

Recruitment and Retention Rates in Public Education

Incentives Needed to Improve Performance 

Elyssa D. Durant, Ed.M.

The high rate of student mobility is compounded by the constant shifting of school personnel. Many schools may just lose the few experienced, dedicated teachers they still have left to surrounding districts, cities, and states.

The Tennessean released data on July 5, 2008 reporting disparities in teacher salaries for Metro employees. The article, "Poor kids' teachers earn less in Metro: Hiring bonuses, other incentives target inequities" raises questions about the hiring practices in Metro Nashville Public Schools, and reports that teachers earn less in schools that are not meeting the No Child Left Behind benchmarks. This article glossed over the magnitude of this desperate situation in Metro schools.

The basic fact that students are not making adequate progress is a reflection of the top-down policy failure by MNPS and the Board of Ed. Students are not making adequate progress, and teachers are being shuffled around in a desperate attempt to fix a problem that they do not fully understand. In order to fix our broken schools, we need to look at schools that work. There are, in fact, public schools in urban neighborhoods that are successfully educating the students despite limited budgets, supplies, and adequate funding. So what is it about these schools that allows them to successfully educate disadvantaged, at-risk students and how can we replicate their success?

Unfortunately, this article does not offer any new insights into the inner-workings of our neighborhood schools. MNPS does not have the answers, nor does our newly elected Mayor who recently launched an aggressive media campaign to recruit new teachers willing to work within the constraints our over-regulated, under-funded public schools. Teachers, administrators and the community are strangely unfamiliar with the political process, and teachers are expected to implement and carry out policies that were designed by academic professionals or educational consultants.

As an educator and a Metro employee, I earn $10.46 / hour (without benefits) teaching at-risk students, I am offended by the way teachers are treated in the schools, in the community, and by the press. The state Department of Education could not offer any realistic solution to the simple fact that I cannot afford to pay the fees associated with the application fees certification requirements. If the Mayor really needs applicants, perhaps the city should comp the application fees necessary to be considered for employment. I find it difficult to believe that a city so desperate for teachers is not willing to bend the rules just a little or waive the application fee for anyone who is willing to work in such a hostile environment.

My graduate degree in education is from the very same university that Mayor Dean attended in New York City. When I called HR and the "Certificated Office" to inquire about obtaining a provisional teaching license and alternative certification, I was simply told that I was not eligible for alternative certification and without additional coursework, and tuition and fees, I was not deemed qualified to teach in Metro.

I am not qualified to teach in Metro since, apparently, Metro "does not teach education." What a joke! To make matters worse- I had to pay them to find out that I was not even qualified to work with Head Start. I went to Head Start! Shouldn't that be enough? If MNPS truly wants a better-qualified staff, then the Mayor, the Board of Education, and school administrators need to take a closer look at the methods used to recruit, retain, and reward qualified individuals willing to sacrifice their financial stability for a career in public service. Now that I realize my education was a complete waste of time and money, is it any wonder that I am ready to give up on teaching and maybe even ready to leave Nashville for good. The local hardware store has more to offer including benefits!

The high rate of student mobility is compounded by the constant shifting of school personnel. Many schools may just lose the few experienced, dedicated teachers they still have left to surrounding districts, cities, and states. Such instability in the system may even prompt the younger set to leave the profession all together and discourage future teachers from applying for jobs in Metro.

Everything we know about the positive outcomes in neighborhood schools is their strong reliance upon community buy-in and parental involvement. One thing that makes magnet, lottery, charter schools, parochial, and private schools so good is the fact that parents, teachers, students, and administrators fight to get in, and fight to stay there. The act of choosing, in effect, leads to an enhanced sense of community and builds a supportive, consistent, and structured environment. Calling this project "Fresh Start" is ridiculous-- it would be more accurate to call it a very bad ending!

• Teacher salaries are only part of the problem.

• Teacher mobility contributes to the instability of urban schools.

• Metro is trying to fix a problem they do not fully understand.

Elyssa D. Durant © 1995-2013

PREVIOUSLY PUBLISHED IN NEWS Nashville News

Reorganization or Disorganization: Metro Nashville Public Schools Undermines Teacher Autonomy and Professionalism

The Restructuring of Metro Schools Disrupts Community Program 

Elyssa D. Durant, Ed.M.

If I didn't know better, I would think that the local media is supporting the ridiculous decision to transfer MNPS principals from one failing metro school to the next after reading "State reorganization moves on to school principal assignments," (Nashville City Paper, July 9, 2008.)

I find it deeply disturbing that the media (and the community) have failed to recognize this for what it is: a desperate attempt to convince the community that we are actively working to improve the quality of education in our public schools. This last minute attempt to restructure neighborhood schools will most likely do more harm than good to the community at large.

The high rate of student mobility in Metro (approximately 40% per year) is compounded by the constant shifting of district-wide changes to school personnel by transferring teachers, administrators, and support staff on a regular basis. Everything we know about the sociology of education in urban schools shows us that there is a strong correlation between parental involvement and student performance.

One thing that makes magnet, lottery, charter, parochial, and private schools so good is the fact that parents, teachers, students and administrators fight to get in, and fight to stay there. The act of choosing, in effect, leads to an enhanced sense of community and builds a supportive, consistent, and structured environment. Good schools are a place where all members of the community, including school administrators, teachers, parents, and community leaders create a sub-culture with a common set of goals and expectations that are reinforced both in and out of the classroom environment.

Successful schools are an extension of the community at large, where everyone works together to create a common set of experiences; creating an environment that encourages parental involvement and community participation. If Metro continues to alienate educators by disemboweling the organizational structure within public schools, we may just lose the few experienced and dedicated teachers we still have left to surrounding districts, cities, and states.

By failing to examine the issue in further detail, the press and our community leaders are failing in their mission to provide the community with the information they need to participate in the political process that is MNPS. The media have a responsibility to examine and provide the community with the information they need to make informed policy decisions.

Elyssa D. Durant © 1995-2013

CROSS PUBLISHED: Nashville News under Metro Nashville Public Schools Undermines Teacher Autonomy and Professionalism

Top Down Policy Failure in Public Education

Top Down Policy Failure in Public Education

by Elyssa D. Durant, Ed.M.

Metro Nashville Public Schools (MNPS) does not have the answers, nor does our newly elected Mayor who recently launched an aggressive media campaign to recruit new teachers willing to work within the constraints our over-regulated, under-funded public schools. This article MNPS News glossed over the magnitude of the desperate situation in Metro Nashville Public Schools (MNPS).

But it does raise questions about the hiring and retention practices by the Board of Ed. The basic fact that students are not making adequate progress is a reflection of the top-down policy failure by MNPS and the Board of Ed. Students are not making adequate progress, and teachers are being shuffled around in a desperate attempt to fix a problem that they do not fully understand.

This data seems to support the need for performance based incentives such as the study on performance incentives at the National Center for Performance Incentives on the Peabody Campus at Vanderbilt University. Teachers in the experimental group receive a $15,000 bonus if their students demonstrate a pre-determined level of achievement and demonstrate proficiency. In conjunction with the RAND corporation, data will be collected twice a year: at the beginning of the academic term to establishing the baseline level of competency for each student. Data is then collecting at the end of the year to measure achievement. Several waves of data will be collected and evaluated over the next several years will be evaluated in conjunction with the RAND Corporation.

In order to fix our broken schools, we need to look at schools that work. There are in fact public schools in urban neighborhoods that are successfully educating the students despite limited budgets, supplies, and adequate funding. So what is it about these schools that allows them to successfully educate disadvantaged, at-risk students and how can we replicate their success?

As an educator employed by MNPS, I earn $10.46 / hour (without benefits) teaching at-risk students. What does this say about the fiscal priorities of our community? My graduate degree in education is from the very same university that Mayor Karl Dean attended in New York City. What does that say about our values as a society? What does that say about the value of a graduate degree from the Ivy League?

I called HR and the "Certificated Office" to inquire about obtaining a provisional teaching license and alternative certification, I was simply told that I was not eligible for alternative certification and without additional coursework, and tuition and fees, I was not deemed qualified to teach in Metro. I am not qualified to teach in Metro since, apparently, Metro "does not teach education." What a joke. To make matters worse- I had to pay them to find out that I was not even qualified to work with Head Start. I went to Head Start! Shouldn't that be enough? I find it difficult to believe that a city so desperate for teachers is not willing to bend the rules just a little or waive the application fee for anyone who is willing to work in such a hostile environment.

The state Department of Education could not offer any realistic solution to the simple fact that I cannot afford to pay the fees associated with the application fees certification requirements. If the Mayor really needs applicants, perhaps the city should comp the application fees necessary to be considered for employment. They are strangely unfamiliar with the political process, and teachers are expected to implement and carry out policies that were designed by academic professionals or educational consultants. If MNPS truly wants a better-qualified staff, then the Mayor, the Board of Education, and school administrators need to take a closer look at the methods used to recruit, retain, and reward qualified individuals willing to sacrifice their financial stability for a career in public service.

The high rate of student mobility is compounded by the constant shifting of school personnel. Many schools may just lose the few experienced, dedicated teachers they still have left have, to surrounding districts, cities, and states. Such instability in the system may even prompt the younger set to leave the profession all together and discourage future teachers from applying for jobs in Metro. Now that I realize my education was a complete waste of time and money, is it any wonder that I am ready to give up on teaching and maybe even ready to leave Nashville for good. The local hardware store has more to offer including benefits!

Everything we know about the positive outcomes in neighborhood schools is their strong reliance upon community buy-in and parental involvement. One thing that makes magnet, lottery, charter schools, parochial, and private schools so good is the fact that parents, teachers, students, and administrators fight to get in, and fight to stay there. The act of choosing, in effect, leads to an enhanced sense of community and builds a supportive, consistent, and structured environment.  Calling rezoning and teacher shuffling in Metro "Project Fresh Start" is ridiculous-- it would be more accurate.

The state Department of Education could not offer any realistic solution.

The high rate of student mobility is compounded by the constant shifting of school personnel

The Board need to take a closer look at the methods used to recruit, retain qualified educators.

Elyssa D. Durant © 2009-2013 

ALSO PUBLISHED News: Top Down Policy Failure in Public Education

Who Are Twice Exceptional Children?

Who are Twice-Exceptional Childen?

m.wisegeek.com

Twice-exceptional children are gifted children who also have learning disabilities. They represent a unique challenge in education and child-rearing, as many people are unaccustomed to the idea that a person can be gifted while also being disabled. One of the most common problems which faces twice-exceptional children is a failure to be recognized, meaning that their unique needs are not addressed. When this happens, a twice-exceptional child may fall through the cracks and fail to realize his or her full potential.

In fact, learning disabilities are not uncommon in people who are unusually gifted. For example, a child may be an extremely talented reader, but he or she may lack math and logic skills, or a child may be capable of composing a symphony, but be unable to write out his or her own name. Some disabilities are actually linked with gifted tendencies, as is the case with conditions like Asperger's Syndrome, dyslexia, and autism.

Twice-exceptional children can present in a variety of ways. In some cases, the child's gifts may compensate for the learning disability, essentially hiding the disability. In this situation, a twice-exceptional child may find schoolwork easy or even boring until he or she encounters a major obstacle, in which case the learning disability manifests. This can be seriously damaging for the child, as he or she may not get early support to address the learning disability, and the child may also struggle with difficulties, learning to abandon things which are too hard because everything else is too easy.

In other instances, people may become so focused on a learning disability that they miss a twice-exceptional child's gifts. This often happens to dyslexics, who struggle with reading and writing tasks as children. A dyslexic may be shunted to a different educational track which does not allow the student to develop other skills, with the dyslexia being viewed as a crucial impairment that needs to be addressed.

Many twice-exceptional children struggle with accomplishment and failure, and a child who fails to perform as expected may be struggling with a learning disability. If, for example, a child demonstrates remarkable reading and writing skills but poor oral comprehension, it could be a sign that the child has an auditory impairment, or that he or she is unable to focus on material which is presented orally. A twice-exceptional child may also become bored or restless by material which is too easy, which can result in a fall in performance.

Educators and parents are starting to recognize twice-exceptional children and their unique needs. Because these children often defy tests which are used to categorize children, it is important for parents of such children to support their children to ensure that they get the education they need. Discussing a child's situation with a teacher is a good way to start, and it can also help to use the services of doctors, psychologists, and other professionals who can address the learning disability while celebrating the child's natural gifts.

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Educrap From an Educrat: Elyssa Durant's "Harangue" 📚

Fan Mail for ELyssa D'Educrat 📰

EDUCRAP FROM AN EDUCRAT

After reading Elyssa Durant's antf-standardized testing harangue in the Nashville City Paper ("Equity in Education," Aug. 21), I was not at all surprised to learn that the author is a product of a graduate-level education program. Schools of education have long taught future teacher - and other members of the education establishment - to blame everyone but themselves for children not being able to read, write, and do simple math.

The assertion that the ACT and SAT are racially biased is pure poppycock. A student's score on the ACT or SAT is an excellent measure of his or her ability to do college-level math, science, and writing. If a student cannot solve a simple algebraic equation, or if the same student has but a rudimentary grasp of the rules of grammar, the test that points out the student's shortcoming should not be impugned. Instead, the parents, teachers, and educrats who allow students to march toward graduation without receiving a proper education are the ones who deserve derision.

Furthermore, Durant's contention that standardized tests "do not accurately predict academic performance at the college level" is in desperate need of qualification. Some 40 percent of college freshmen require remedial courses in reading, writing or mathematics. These courses, according to Harvard education professor Bridget Terry Long, intended to address acadennc deficiencies and to prepare students for subsequent college success." Thus, high school students who a generation ago would have been forced into the workforce are given a fifth year to complete their high school coursework. And let's be clear: remedial classes may be, well, remedial classes; but students enrolled in such classes are expected to learn the material or face the consequences, i.e., a quick and inglorious end to their college experience. For many - nay, most - remedial students, it is the first time in their academic careers that they are forced to learn.

Jottin' Django ®

📰 Woo hoo! Made you look!

This was my first public lashing in the news. Definitely not the last.

I stand by my the original article and think this guy has a clear agenda. Long live Harvard, you elitist snob.

^ed

Ten Tips on Writing from David Ogilvy

10 Tips on Writing from David Ogilvy

by Maria Popova

“Never write more than two pages on any subject.”

How is your new year’s resolution to read more and write better holding up? After tracing the fascinating story of the most influential writing style guide of all time and absorbing advice on writing from some of modern history’s most legendary writers, here comes some priceless and pricelessly uncompromising wisdom from a very different kind of cultural legend: iconic businessman and original “Mad Man” David Ogilvy. On September 7th, 1982, Ogilvy sent the following internal memo to all agency employees, titled “How to Write”:

The better you write, the higher you go in Ogilvy & Mather. People who think well, write well.

Woolly minded people write woolly memos, woolly letters and woolly speeches.

Good writing is not a natural gift. You have to learn to write well. Here are 10 hints:

1. Read the Roman-Raphaelson book on writing. Read it three times.

2. Write the way you talk. Naturally.

3. Use short words, short sentences and short paragraphs.

4. Never use jargon words like reconceptualize, demassification, attitudinally, judgmentally. They are hallmarks of a pretentious ass.

5. Never write more than two pages on any subject.

6. Check your quotations.

7. Never send a letter or a memo on the day you write it. Read it aloud the next morning — and then edit it.

8. If it is something important, get a colleague to improve it.

9. Before you send your letter or your memo, make sure it is crystal clear what you want the recipient to do.

10. If you want ACTION, don’t write. Go and tell the guy what you want.

David

This, and much more of Ogilvy’s timeless advice, can be found in The Unpublished David Ogilvy: A Selection of His Writings from the Files of His Partners, a fine addition to my favorite famous correspondence. The book is long out of print, but you can snag a copy with some rummaging through Amazon’s second-hand copies or your favorite used bookstore.

via brainpickings.org

WORK ON A COMPUTER THAT IS NOT CONNECTED TO THE INTERNET!!!

BEST. ADVICE. EVER.

^ed

More Focus on Psychological Impact of Digital Media? - Digital Education - Education Week

More Focus on Psychological Impact of Digital Media?

By Ian Quillen on June 1, 2012 5:45 PM -->

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Much focus in the debate over how to weave technology into education is on whether tech-based teaching methods can more effectively impart students with the skills we believe are essential than traditional methods.

But as our discussion becomes more sophisticated, expect to see more stories like we've seen this week, asking questions about the emotional and psychological impact of learning via digital media.

A story in Tuesday's Sydney Morning Herald in Australia suggests that overexposure to devices such as tablet computers and smartphones, particularly at a young age, can lead to obsession or addiction, according to several mental health professionals.

At the same time, they say, suggestions on how much (or little) screen time children should spend are overly stringent and unrealistic, compounding the problem for parents and teachers trying to discern how much tech time is healthy, and how much is obsessive.

Meanwhile, in an opinion piece on our sister website, Education Week Teacher, Paul Barnwell says his own enthusiasm for many uses of educational technology has waned as the novelty wore off and students became overstimulated and distracted.

Barnwell cautions that not all uses of educational technology should be abandoned, but he favors the use of technology for student creation and production rather than instructional delivery.

And even a recent study of children age 3-6 and their reading comprehension suggests that while they are equally able to gain comprehension from both e-books and their print equivalent, they are more easily distracted when reading the e-book.

As we've seen with fully online and blended learning, don't be surprised if the line also blurs between between student learning and student mental health. For example, the debate could turn to which mental-health impact is greater: the positives of improved education and thus the potential for a more successful life, or the negatives of an increasing pull toward a virtual world and away from person-to-person interaction.

via blogs.edweek.org

The screens that are stealing childhood: The new digital reality

Parents need to be vigilant about the effects of constant stimulation, writes Andrew Stevenson

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Technology for the kids

Andrew Sidwell talks about parents setting boundaries for the amount of screen time for their children.

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TAKE a look around you and, in cars, shopping centres and restaurants, chances are you'll find young children engrossed, not in the world around them, but in their new digital reality.

Australians have smartphones and tablet computers gripped in their sweaty embrace, adopting the new internet-enabled technology as the standard operating platform for their lives, at work, home and play.

But it is not only adults who are on the iWay to permanent connection. As parents readily testify, many children don't just use the devices, they are consumed by them.

Keep talking ... Andrew Sidwell and his daughters - Hudson, 7, and Lola, 4, using tablets at their home in Maroubra. Photo: Ben Rushton

''These devices have an almost obsessive pull towards them,'' says Larry Rosen, professor of psychology at California State University and author of iDisorder: Understanding Our Obsession with Technology and Overcoming its Hold on Us.

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''How can you expect the world to compete with something like an iPad3 with a high-definition screen, clear video and lots of interactivity? How can anything compete with that? There's certainly no toy that can.

''Even old people like me can't stop themselves from tapping their pocket to make sure their iPhone is there. Imagine a teenager, even a pre-teen, who's grown up with these devices attached at the hip 24/7 and you end up with what I think is a problem.''

The technology has been absorbed so comprehensively that the jury on the potential impact on young people is not just out, it's yet to be empanelled.

''The million-dollar question is whether there are risks in the transfer of real time to online time and the answer is that we just don't know,'' says Andrew Campbell, a child and adolescent psychologist.

Media convergence means that everything from War and Peace, television, movies, video, computer games and the internet - all with potentially different effects on a child's brain - are available on the same device.

Parents used to worry only about TV use. Now school students' screen use may begin at home with TV in the morning, continue with interactive whiteboards, laptops and computers in class, smartphones at lunch and on the bus, and continue at home with TV, computer, phone and tablet. Wayne Warburton, a psychologist at Macquarie University, says US studies show that beyond the school gates, teenagers are using screens or listening to music for more than 7½ hours a day. In Australia it is more than five hours and rising.

Authoritative standards on appropriate levels of use are limited. The American Academy of Paediatrics recommends parents discourage TV for children under two and limit screen time for older children to less than two hours a day.

The guidelines, says Professor Rosen, are ''ludicrous'' but the need for them and constant communication with young people about technology and how they use it, remains. ''It's no longer OK to start talking to your kids about technology when they're in their teens. You have to start talking to them about it as soon as you hand them your iPhone or let them watch television or Skype with grandma,'' he says.

He suggests a ratio of screen time to other activities of 1:5 for very young children, 1:1 for pre-teens and 5:1 for teenagers. Parents should have weekly talks with their children from the start, looking for signs of obsession, addiction and lack of attention.

Dr Warburton, the author of a book on media use, Growing Up Fast and Furious, says evidence is emerging to link screen use with disrupted sleep patterns and attention deficit problems.

''Parents say to me they would love to put some limits on their kids' media use but that it is so much a part of their identity - playing the same games as their friends, being involved with the same media - that they feel they would be losing friends, losing identity and having problems if they didn't have access,'' he says.

Dr Warburton says parents struggle to limit access and, increasingly, so do children. Research shows 8 per cent of video game players aged eight to 18 find it has a negative effect on their lives.

Gemma Ackroyd, the principal at Lane Cove Public School, is concerned about the ''amount of visual stimulus'' children receive and worries that they increasingly require it to engage in learning.

''I'm worried about a loss of time spent thinking creatively and thinking imaginatively because all the time there has to be visual stimulus, otherwise [they say] 'I'm bored','' she says.

Primary-school children can be ''very savvy but very naive'', she says. ''There is a great need for parents to be very vigilant about the use of all this technology, to set very strict parameters.''

edu@smh.com.au

via smh.com.au

Educational Ratings For Digital Content Launched - Digital Education - Education Week

Educational Ratings For Digital Content Launched

By Ian Quillen on April 10, 2012 4:32 PM -->

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An educational ratings system for digital content announced last May has debuted with listings for more than 150 mobile apps, games, and websites, and several hundred more expected to follow, according to a press release from Common Sense Media.

The system, created by the San Francisco-based youth media watchdog group through a partnership with the Chicago-based Susan Crown Foundation, piggybacks on Common Sense Media's system of reviewing media in popular culture to determine age appropriateness and quality.

Just as current reviews of movies and video games, for example, assess levels of violence, sexual content, and language, the new reviews will also determine products' levels of math, science, and language arts content, as well as their potential for building skills like critical thinking, creativity, and collaboration. The endeavor comes partly in response to research by Common Sense Media that found parents were skeptical of digital products' educational claims, according to the release.

The ratings are created through a combination of input from academic experts, teachers, parents, and literature on contemporary learning skills, according to the release. They will be applied both to digital media created for general consumption and to media created specifically for an educational audience.

via blogs.edweek.org

Barbara Ehrenreich: Elyssa Durant: Bait & Switch, Nickel & Dimed

MODIFIED FROM THE ORIGINAL POST... IT WAS IN FACT "THE WORST DAY EVER" We live in a society where one accepts responsibility for their mistakes, no one is held accountable for their actions, ao one EVER says they are sorry. Let me you a small glimpse inside the day in the of the und/underemployed: I spend day after day after may doing the same thing without any result: I can only offer you a glimpse into day in the life because there io room left to sit in my car, and I believe my apartment may actually be a fire hazard... This was my daily update posted at 7:30am: I have done everything humanly possible to clean up the slack, however, I feel I have no other choice than to file a formal complaint so that my entire case is reviewed. The number of mistakes are so overwhelming that I simply don't have enough time to documents each and every one with the respective agency. I will try to be more specific later without going into too much detail, but unfortunately, that level of detail is required to file the necessary appeals. Ironic huh? This apartment is like my own little cage, and I am just pathetic enough to run around in circles, hoping to find the much like a hamster wheel, rodent chasing in circles hoping to found my way out my way out before I run out air. If only I had finished my damn PhD, I would do my own case study or reality show on how far we'll go to have nothing at all... I have taken care of the subrogation claim, however, that does bot minimize my level of frustration because I am DROWNING in paperwork. I have contacted several agencies to assistance such as the Disability Law and Advocacy Center, however, I do not have the resources necessary to provide them with timely response. There is a very limited time allowed to Request Reconsideration, or file an appeal. I also want to be clear that every time I have to call Social Security or DHS, it only compounds my cost of living expenses (40 cents per minute on the telephone -- a bill which is not even considered to be a justifiable expense) Most agencies do not include self-addressed stamped envelopes, and I can not afford the postage required to mail out all of the requested documentation (e.g., utility bills, medical bills, pay stubs, etc.) Fortunately, a number of agencies will take online complaints. Unfortunately, my internet was interrupted for non-payment for several weeks and their is no funding resource or community agency that provides subsidized Internet access or free printer ink. Transportation costs are ridiculous so going to the library is not an option. Neither is returning to work right now, since it would cost too much to get to the interview or provide official (expensive) copies of my graduate school transcirpts that were oh, such a good investment! Set aside, I am not the most user friendly person right about now, so I have found it difficult to put on a happy face so I can work at McDonald's which pays more than Metro anyway. The subrogation claim has been resolved but I just learned that my breast biopsy was not pre-authorized and I was told by my INSURANCE CSR (the person who answers the phone!!!) that I should not have the surgery that has already been scheduled at the Women's Hospital for 8/21/2008. AmeriChoice (United HealthCare) did they did not authorize the biopsy last month, and have not, as of yet, received a request prior authorization for the surgery next week... This was a lovely 54 minute conversation because he would not mail me copies of my EOBs or confirm that what, if any, requests have been submitted for payment since my last inquiry and change of address. He finally told me to call the state (Tennessee) which I have already done several times, and they told me to call Social Security but it was already past business hours and I am not authorized to make changes to my file anyway. I'll be in touch when I can. Unfortunately each agency has different deadlines, and it takes a lot of energy and time to scan in, copy, or respond to each inquiry in writing, so I find myself running out of time since I can't seem to get anything done unless I just do nothing at all. And even though my life is a living hell, I have almost learned how to enjoy the sheer irony of it all... for someone with OCD and post-traumatic stress, this is truly a ridiculous little experiment. I am becoming increasingly inspired to just burn every last document I own, throw away my keys and my cell phone and take Spotty some place where we can live off the land and ignore the fact that society has me chained to a computer screen that screen that does provide the basic necessities I need to live in this . I have come this far, and I am becoming rather skilled and at expressing myself without needing an audience or the obsessive need to check every fact, throw, and typo for capitalization and perfection. So for now... I write. Maybe later, I'll read, but if there is any justice left in this world, someday, I'll actually live. Good-bye for now. I need a break. With love,Elyssa Durant, Ed.M. Nashville, Tennessee Cell: (615) 424-8810 E-mail: elyssa.durant@columbia.edu "The paradox of education is precisely this-- that as one begins to become educated, one begins to examine the society in which he [or she] is being educated." - BaldwinElyssa Durant, Ed.M. Nashville, Tennessee

Re: Making Ends Meet When You Can't Afford the Paper (DURANT) Posted: 7:14:03 pm on 9/11/2008 Modified: Never

My first thought: You're kidding, right? My second thought: Poor thing just deosn't get it... Take a look at "Good Fences" available online http://www.nycvoices.org/article_1132.php Elyssa Durant, Ed.M. Nashville, Tennessee Cell: (615) 424-8810 E-mail: elyssa.durant@columbia.edu "The paradox of education is precisely this-- that as one begins to become educated, one begins to examine the society in which he [or she] is being educated." - Baldwin

Appealing the Appalling (DURANT) Posted: 9:39:44 pm on 9/11/2008 Modified: Never

Today I was finally able to submit the appeal I have waited over three years to submit. And it is just an APPEAL! Not even a decision. Not a win, but also not a loss. The APPEAL has given me the strength to keep going. In part because it shows that I haven't lost and in part because it means that somebody actually listening. So listen carefully, my friends. It was not too long ago that I had almost everything a young person needs to succeed in this world. Or maybe not. As for my most current insurance dispute... I feel that I have done everything humanly possible to be sympathetic towards health care provider who is NOT providing care. I cannot sacrifice my own well being for every bright eyed bushy tailed wanna be who is too stupid to see that I am far from. I had such a battle this week. It culminated in the end like every other battle I have taken on. I only won because ultimately but we are all losing. For every underqualifed, health care provider who has NOT provided the adequate, there are many more like me. Alienated just enough to give up on fashion, etiquette and social norms, but not enough to walk from it all. We are keeping watch. We are taking names, and I for one do not give a rat's ass about "keeping the peace." Having been on both sides if the proverbial couch, I have the perspective is both enlightening and scary at the same time. I look back and want to say shout "told you so" from the nearest roof top. Crazy is crazy does... out loud. I may be enjoying this just a little too much. Sometimes I try to look at this fight, (I meant to say this life) objectively. I can see my own future, and I can see where it is taking me. I know how it will end it I don't keep up the pace. It is amazing at how far we will go to have nothing at all. I have come this far, and on some level I almost enjoy the dance. No. On some level, I actually love the dance. No. I won't give up now. Because without this turmoil, this means to an end, this demonstration project of futility and determination, and without it, I am nothing at all. I can't lose what I never had. I won’t be another sell-out-- mostly because I don't know how. I am then the voice of perseverance. I am one voice of perseverance. I am one of 47 million Americans. And today I am I am still fighting the good fight. This battle; this challenge; this half won war this fight has come to define me. And without that, I am not really much of anything at all... As someone once told me, if you don’t stand for something, you will fall for anything. I've already fallen, but I sure as **** stand for something. "... so for now, I write. Maybe later listen. And if there is any justice left in this world, maybe someday, I'll actually live. " Good night, folks. It is time for that break. Elyssa Durant Nashville, Tennessee

Making Ends Meet When You Can't the Paper? (DURANT) Posted: 10:50:56 pm on 2/3/2009 Modified: Never

Nashville Bar Association and / or Legal Aid have both reviewed my case, and though I meet the eligibility criteria to obtain services, I found them to be very diasorganized in the application process. And simply could not do anything I hadn't already tried... Limits federal limits for financial and certainly qualify for servies under various ADA protected categories, but what people don't realize is this... All I need is a actual, LIVING-WAGE job. Trust me, they are harder to find than you might think. I am certainly far below the income threshold and meet all eligibility requirements for various programs, but all I really want is the opportunity to be judged on my merits-- not be forced to identify myself as a recipient of federal funds so that corporation can CLAIM the welfare to work reduction. Thanks, but no. I do qualify for Vocational Rehabilitation but the state messed up records so badly that I have absoultely no idea what the status of my PASS application is. Pro-bono and nonprofits community agencies simply are not set up to deal with such complicated inter-related and complex issues. Legal Aid and TPA have both reviwed and evaluated the status of my case. Neither handle bankruptcy, student loan disputes, or ERISA disputes. The Disability Law and Advocacy Center did not show up to a scheduled negotiation. My designated representative succeeeded at doing one thing: consitently missing every single possible filing deadline regardless of the how many times I called, wrote, or complained for over three years. That is negligence in my book. Forgive me for saying so, but those are "advocates" I could do without. It would be nice if I could find someone who is professional enough to at least show up when THEY are being paid. It would be so much easier if I could, in fact, find a real paying job, however despite my best efforts, I have found very few people who can be sensitive to my situation and allow reasonable accomodations that are my no means too, too disruptive or annoying. Unfortuantely I will never meet the criteria of a rank and file employee, however I'm starting to think that maybe employers are not making the best of decisions when I look at how many of them are closing up shop. I need a job that pays, in full, on time, and does not mind my attentiomn (or obsession) to detail. I even once got fired from Red Lobster the management felt I was "not Red Lobster Material." All in all, I guess that is not such a bad thing, because when I planned goals for myself, I cannot honestly say that being "Red Lobster Material" was not anywhere near the top of my list! Unforutnately, good intent does not translate into the ability to pay salaries or related expenses such as INTERNET, telephone access or even basic transportation and realted expenses. I am finding out that there are so many more people out there like myself who are "out-the-door ready and willing to go to work" were it not for the sinking economy and underwhelming job forecasts from the Bureau of Labor Statistics. I have tried looking at this from every angle, but the bottom line is this: I NEED A JOB! Thank you for your thoughtful reply. I will no doubt be revisit your rsuggestions when I attempt to file my taxes again through the VITA program. Sincerely yours, Elyssa Durant Nashville, Tennessee E-mail: ed70@columbia.edu Elyssa Durant, Ed.M. Nashville, Tennessee

Re: Making Ends Meet When You Can't Afford the Paper (DURANT) Posted: 10:58:37 pm on 2/3/2009 Modified: 11:06:45 pm on 2/3/2009

How did I miss this refreshing post? Thank you so much for not doubting my efforts and sincerity when I tell you I've tried. I know exactly how much money I am costing society, but what I have not done is abuse the system any more than it has abused me. Surely, we all know that it is easy to skate by in American on less than $600 a month. And trust me if you have ANY illness when you go into the system, you will be so far beyond normal by the time you are through. assuming that is, that you are one the privileged elite who can meet their criteria and be poor like me! I must be pretty freakin dumb if I thought I could try. Thank you. Elyssa Elyssa Durant, Ed.M. Nashville, Tennessee

Re: Making Ends Meet When You Can't Afford the Paper (DURANT) Posted: 11:06:03 pm on 2/3/2009 Modified: Never

Do you still feel I am abusing the welfare system by paying for internet access? Because I would so love it you could donate some wifi access to anyoneother than myself so others can ennjoy that elusive privilege of speaking loud. Surely someone can donate wifi to all us who should go without voice or recognition for using our words on the government's dime. Yeah, I guess you are right, I don't deserve internet access. It makes me angry to see comments like yours that insult my intelligeence and my sense of humor. Whatever. If it makes you feel any better, I hope you feel just fine. Elyssa Durant, Ed.M. Nashville, Tennessee

A Letter to the Editor: Are You Kidding Me? (DURANT) Posted: 7:35:10 am on 2/4/2009 Modified: Never

Elyssa, I am sorry if you feel that paying $7.50 for an article is too much. The reason as to why we charge for an article is because we offer breaking news before any other publication in Nashville. We have a three-month trial subscription for just $19 if you would like to purchase that. It is only $11.50 more than a single article and you will have full access to our site as well as receive emails alerting you of breaking news. Please let me know if I can help you. Thanks, Allison Anderson Circulation Coordinator Nashville Post 624 Grassmere Park Nashville, TN 37211 (615) 301-9228 (desk) My Hours: Monday-Friday, 9:00 a.m.-4:00 p.m. ________________________________________ From: elyssa.durant@columbia.edu [elyssa.durant@columbia.edu] Sent: Tuesday, February 03, 2009 4:32 PM To: feedback Subject: NashvillePost.com Feedback from Elyssa Durant I think it really sucks that I can't read the article posted in account login and password. I have enough of those. I wasted enough money at Vanderbilt. I should not have to pay $7.50 to read about someone else who feels the Powers That Beat are playing a sophisticated game of bait and switch. Will someone please forward the text of this article to me online? http://www.nashvillepost.com/news/2009/2/3/former_vu_student_sues_university Thank you in advance! Elyssa Elyssa Durant, Ed.M. Nashville, Tennessee E-mail: ed70@columbia.edu

Re: Terrified (DURANT) Posted: 6:07:48 pm on 2/4/2009 Modified: Never

--repeat with me-- "overqualified." "overqualified." "overqualified." I am with you sister! Thank you for coming forward. Elyssa Durant, Ed.M. Nashville, Tennessee E-mail: ed70@columbia.edu

How much am I worth? (DURANT) Posted: 7:29:51 pm on 2/4/2009 Modified: Never

Morally Bankrupt: How Much Am I Worth? Last year, it was the election commission... this time it was the Board of Ed who failed to secure the personal information, social security numbers, and financial data of local students and employees. The Tennessean openly discusses the salary of Metro teachers in the The Tennessean. The reporter makes it sound like she has uncovered some profound secret: Teachers are underpaid. No ****? The papers seem to gloss over the magnitude if the situation of teacher pay and mobility within Metro Nashville. I wasted a ton of money at Vanderbilt and almost as much in the Ivy League. By investing in a useless program and a worthless degree, I am the first to admit I have made some bad choices, but now I am asking for some advice. I CAN'T FIND A JOB! I cannot afford to complete the application, or find transportation to get to an interview. I am beyond broke. I am so far in debt that I do not even bother to open my mail since it consists only negative balances, bank statements, and letters from collection agencies and the Department of Education. When I found out that someone recently used my social security number to open an account in Jersey City, I was thrilled at the prospect that my credit score might actually go up! I never dreamed that I would have to apply for a social services grant simply to find a job. I never thought about fees for fingerprinting, TB tests, official transcripts, examination fees, processing fees necessary to apply a position that really only requires a GED. As an employee of the Metro Nashville Public Schools, I work part-time as an educator at the "Masters + 30" salary level. I earn $10.46 / hour, before taxes without benefits. That does not go far, and they are currently eliminating employees, so any chance of a raise or future opportunities for advancement seem unlikely during these tough economic times. I cannot afford additional application fees or costs associated with the Alternative Certification options, and I certainly do not have the resources required to obtain another undergraduate degree just so I can bypass the 6 months of student teach necessary for Metro to deem me qualified to teach Head Start, pre-k or even adult literacy programs. The bottom line is this: regardless of good intentions or misguided mentoring, I am a financial burden to you all. I pay taxes out of your taxes. I am absolutely convinced that there must be a better way to live than relying upon government subsidies to keep a roof over my head and Ramen noodles in my tummy. There is a plethora of young, talented individuals like myself who would be more than willing to work for MNPS or any other company if we could simply access the resources necessary to complete the application. We all know that teacher salary is ridiculous to begin with, so no kudos to the reporter at the Tennessean for pointing out the obvious. This is the reality I live in. This is poverty. This is why I am hoping that someone out there knows someone or some way that I can contribute more to society than what I am taking. I am a leach on society. I will continue to be a leach on society. Relying upon the "welfare" of others is a terrible way to live especially when you have something to give back. People used to laugh when I would inquire about transportation funds, internet access grants or assisted technology funds and resources... Surely, the AT&T cable bill could have included a measure to assist the disabled and economically challenged members of our community free or discounted online internet service. Certainly one of these big companies coming to Tennessee can help by hiring just one over educated, underemployed, and dedicated employee. I live so far beneath the poverty line that I am willing to work for the necessities in life that I simply cannot afford such as toothpaste and internet access. I cannot afford the application fees Metro charges for new or returning applicants. I'm not eligible for community training programs or work force development... there are no grant based training programs for people who just made a few bad, BAD investments along the way-- say, for example, a college degree? I am not too proud to beg for a job or take some free advice if it will help me to get from here to there. I need someone, anyone, willing to give me a chance to prove myself. I need someone to invest in me! I believe I deserve more out of life than this, and I think that if you knew me, you would think so too. Help become the person I was meant to be. Try to the see the person I could become. I have so much to contribute, but few resources get there. All I want is a chance. All I need is a mentor. Will someone please take the time to invest in me? Elyssa Durant, Ed.M. Nashville, Tennessee E-mail: ed70@columbia.edu

via barbaraehrenreich.com

overqualified