Posts Tagged ‘education’

Part 2 Protecting Against Mass Murder: A Workable Armed Security Plan

SchoolsThere are things that make schools particularly attractive targets for evil men or crazies who want to inflict harm on others or who want to hurt society: Schools contain large numbers of helpless children and a few adults who can pose no threat to an attacker; Being gun-free zones, schools guarantee that the will be no armed person in a school, with the possible exception of a school resource officer; and, once the slaughter starts, the attacker knows that it will take several minutes for the police to be called and to respond. The attacker also knows that if there is a single policeman assigned to the school, he could get rid of that threat to him by simply removing the officer or distracting him in some way; and even if the officer is not disabled the attacker would simply have to begin his attack in one of the more remote classrooms. For these reasons our children are like lambs in a slaughterhouse
The only real protection against a terrorist (and no matter their motive, the people who stage these attacks are terrorists) is to have numerous people in all parts of the school who can be first responders to an attack. The outcome at Sandy Hook Elementary School would have been very different had the first teacher who confronted the attacker, and the Principle who confronted him had done so with a gun.
Schools should be Attack Free Zones; meaning that if an unauthorized person enters a school they are considered a deadly threat and if they do not immediately surrender, they will be shot. This means that schools would have to have the ability to control all access to the school and to identify and control visitors or those on authorized business.
The two most rational objections to arming school personnel are 1) that they would create a confusing battlefield for police who respond- it would become difficult for the officers to identify the perpetrators as opposed to the armed school personnel; and, 2) School personnel are not trained in the needed skills and procedures. I think there is some valid concern on both points. However, if the arming of school personnel is done properly both these points become moot.
First the personnel would have to pass the normal gun ownership background checks, second, they would have to pass the concealed carry class, and third they would be required to be trained and sanctioned by the local police department, and would operate under direction of the police department as a reserve unit of the police. This takes away the concern about qualification.
There are probably several employees at most schools who are already competent marksmen and trained in gun safety. There are likely military veterans or reservists, concealed carry permit holders, reserve officers, or shooting hobbyist on the school staff. These people would be the obvious first class of trainees. The goal would be to have most employees, including administrators, teachers, classified staff, custodians, and bus drivers qualified and armed. Since the reasons schools are such enticing targets for evil or crazy people is because they know they will easily be able to do great harm, having this type of reserve protection would take away that primary attraction as a target.
The second valid concern is identification of school police reservists. First, since they are under the direction of the police, trained by them, and mingle face to face with officers they would be known by sight to the police. Second they would be provided with a recognizable police vest which they would don in the event of an attack anywhere on the school. The teachers in classrooms would lock down their classroom, direct the children to take cover, and then take a defensive position to stop the attacker from entering.
Teachers involved in other activities with students would move them to designated safe areas and take up a defensive position to protect the children. Administrators and other non-teaching personnel would don their vests and move quickly to the trouble area, firing on an attacker at the moment they are encountered.
The reserve officer school personnel would be organized into rank leadership based on competency and training and the senior officer (who might be a teacher or a janitor rather than an administrator) would assume command of the crises until a ranking police officer is on the scene.
Chances are, that in most cases based on this scenario by the time police arrived all school reservists would be “in uniform”’ the threat would be neutralized, and all arms would be holstered, avoiding the chaos envisioned by detractors.
Chances are good that this would prevent injury or loss of student life; or at the worst would limit the number of such casualties.
I will cover reestablishing a healthy American gun culture in Part 3.

Allen West on Education: No More Feds, No More Unions

By Rich Abdill
Broward-Palm Beach Times
Congressman Allen West gave a 25-minute speech on his 2012 platform over the weekend — expect more in the coming days. Today, though, we tackle education.
“Washington has a good day when it manages not to screw things up too badly. That is equally true when it comes to education. No one is well-served when the federal bureaucracy tries to impose top-down controls on our schools,” West said. “Teachers end up hamstrung, parents end up shut out of the decision-making process, and students, our next generation, end up as collateral damage.”
It was at this point he said that teaching at Deerfield Beach High School was worse than working in Afghanistan.

His solution to all this hamstringing and shutting-out was simple: Give the power back to parents and the local school boards.

”I know that we can do better. If we really want to, we can get the federal government out of these South Florida schools. We can take ownership of our own kids’ futures back,” he said. “A nation that refuses to invest in the next generation is paving its way to decline. But that investment does not need to include wasting taxpayer dollars on more bureaucratic policies either. That’s why I support giving parents the ability to choose the school best able to meet their child’s needs. It’s why I support taking power away from teachers’ unions.”
There you have it: Invest in the next generation, but not with… money.
Predictably, the Broward Teachers’ Union disagrees.
“It’s probably one of the most completely inaccurate statements I’ve heard in a long time,” said BTU administrator John Tarka. “We are, of course, interested in representing our members, but we know too that public education is one of the cornerstones of our community… It’s kind of an unwarranted attack on teachers’ unions.
“We really do want to see schools improve,” he continued. ”We’ve always said we’re interested in what’s good for children and what’s good for educators.”
He also added that federal oversight is necessary to ensure a “constant and consistent curriculum” — and to make sure schools are getting the support they need. He said state and federal funding was keeping afloat school districts across the country that were in impoverished districts that can’t afford quality education.
“They shouldn’t get state support, support from the federal government?” Tarka said.
“Some communities are wealthy; some communities are very poor… Does the congressman mean that district rely only on their community for support?”
He conceded that West was right to criticize portions of No Child Left Behind but added that the American Federation of Teachers fought that legislation too.
“It’s the kind of statement that’s so inflammatory and so baseless… There’s a place for criticism, as long as it’s constructive criticism.” Tarka said. “That kind of a statement by a member of Congress, I think, is irresponsible.”

California is Obama’s dream

Lisa Fithian Teaching Radical to Chicago Teachers Union

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TN School Tells Coaches Not to Bow Heads During Prayer

It Begins. TN School Tells Coaches Not to Bow Heads During Prayer

It was a student-led prayer.
by  Jim Hoft

Now they’re telling us that we can’t bow our heads.

Football coaches in Sumner County, Tennessee, are in trouble for bowing their heads during a student-led prayer.

Some football coaches are in trouble for something they did with their players. They said a prayer. That has the school district taking action. And the policy, while it may be the law, has plenty of people up in arms.

Every school district has a responsibility to follow the law, and separate private faith from public school. It can be a fine line at times. One crossed in Sumner County, it seems, when the coaches didn’t say a word during a student-led prayer, but they did bow their heads. In a town like Westmoreland, faith and football seem to matter.

“We’re just respectful, God-fearing people up here,” resident Tony Bentle said. Bentle called games for Westmoreland High School for 42 years. “A lot of history. A lot of changes. A lot of football,” he said.

So when he, like a lot of people, heard what happened after a recent game at the middle school. “It actually blew my mind, that we had come to that point,” he said. “Nobody in this town is offended if you pray. Nobody.”

During a student-originated, student-led prayer, four coaches bowed their heads. They didn’t say a word.

Step by step democrats are erasing Chrisitianity from American culture. When will Americans stand up and say enough is enough?

Jim Hoft is the proprietor of Gateway Pundit Blog from the heart of America– St. Louis, Missouri.  He is also a guest-blogger for HUMAN

Stupid In America

By John Stossel
Published September 16, 2011

School spending has gone through the roof and test scores are flat.
While most every other service in life has gotten faster, better, and cheaper, one of the most important things we buy — education — has remained completely stagnant, unchanged since we started measuring it in 1970.

Why no improvement?
Because K-12 education is a government monopoly and monopolies don’t improve.
The government-school monopoly claims: Education is too important to leave to the free market. At a teachers’ union rally, even actor Matt Damon showed up to deride market competition as “MBA style thinking.”
“Competition may be okay for selling movies and cell phones, but education is different,” says the establishment. Learning is complex. Parents aren’t real “customers” because they don’t have the expertise to know which school is best. They don’t know enough about curricula, teachers’ credentials, etc. That’s why public education must be centrally planned by government “experts”.
Those experts have been in charge for years. They are what school reformers call the “Blob.” Jeanne Allen from the Center for Education Reform says for years attempts at reform have run, “smack into federations, alliances, departments, councils, boards, commissions, panels, herds, flocks and convoys, that make up the education industrial complex, or the Blob.
Taken individually they were frustrating enough, each with its own bureaucracy, but taken as a whole they were (and are) maddening in their resistance to change. Not really a wall — they always talk about change — but more like quicksand, or a tar pit where ideas slowly sink.
And the most powerful part of the Blob is the teachers’ union.
This Saturday, I interview Nathan Saunders, the President of the Washington, D.C. Teachers’ Union, and Joseph Del Grosso, President of the Newark Teachers’ Union. They say things like, “the unions have a pretty strong history of advocating for high-quality public education… We have progress as a result of unions.”
Their predecessors were more candid. When the Washington Post asked George Parker, when he headed the Washington, D.C. teachers union, why he fought a voucher program that let some kids escape failing government schools, he said, “As kids continue leaving the system, we will lose teachers. Our very survival depends on having kids in D.C. schools so we’ll have teachers to represent.”
Albert Shanker, the teachers’ union president who, years ago, first turned teachers unions into a national political force, was even more honest. Shanker callously said, “When school children start paying union dues, that’s when I’ll start representing the interests of school children.”
Union leaders first. Teachers second. Kids third. Or maybe fourth or fifth, after the school board, the principal’s union, or some other part of the Blob.
John Stossel is host of “Stossel” on the Fox Business Network. His special “Stupid In Amerca” airs Saturday at 10 p.m. ET and 10 p.m. PT. “Stossel” airs Thursdays at 10 p.m. and midnight ET. It re-airs Fridays at 10 p.m., Saturdays at 9 p.m. and 12 midnight, and Sundays at 10 p.m. (all times eastern). He’s also the author of “Give Me a Break” and of “Myth, Lies, and Downright Stupidity.” To find out more about John Stossel, visit his site at

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Teachers Union Honesty

An internal document explains how to undermine school reform.

The Wall Street Journal  Aug. 4, 2011

Never put on the Internet anything you wouldn’t want to see in the newspaper, right? Tell that to the American Federation of Teachers, which recently posted online an internal document bragging about how it successfully undermines parental power in education.

This document concerns “parent trigger,” an ambitious reform idea we’ve reported on several times. Invented and passed into law in California in early 2010, parent trigger empowers parents to use petition drives to force reform at failing public schools. Under California law, a 51% majority of parents can shake up a failing school’s administration or invite a charter operator to take it over.

California’s innovation caught on quickly—and that’s where the AFT’s PowerPoint presentation comes in. Prepared (off the record) for AFT activists at the union’s annual convention in Washington, D.C. last month, it explains how AFT lobbying undermined an effort to bring parent trigger to Connecticut last year. Called “How Connecticut Diffused [sic] The Parent Trigger,” it’s an illuminating look into union cynicism and power.

Facing the public call for parent trigger—mainly from minority groups like the State of Black CT Alliance—the AFT’s “Plan A” was “Kill Mode.” That failed. So it was on to “Plan B: Engage the Opposition.”

But only some of the opposition, it turns out: “Not at the table,” notes the AFT document, were “parent groups” who supported the reform. Engagement meant pressuring legislators vulnerable to union muscle. That’s most of them—and the AFT’s muscle worked.

The result was a reform in name only. Out were simple parent petition drives, in were complex “school governance councils” of parents, teachers and community leaders. Most significantly, as the AFT’s PowerPoint brags, the councils’ “name is a misnomer: they are advisory and do not have true governing authority.”

Called about the PowerPoint presentation, the spokesman for Connecticut’s AFT said he knew nothing of it so couldn’t comment. Perhaps it was comment enough when the AFT took the file off its website Tuesday night. Good thing blogger RiShawn Biddle, who first discovered it, made a copy.

Students Refuse to Sign Pledge to Pay Individual Share of the National Debt




The good news is they continue to profess their love of free speech and the first amendment as their signing the petition that would silence people they don’t agree with!

Please don’t confuse this petition with the Soros-funded group Media Matters for America. That group has their own speech-stifling campaign going. It’s totally different than this one.

Also, to be fair, this video contains several edits. We know that there are some cracker-jack websites on the left and the “right” who hold the TRUTH up as their highest standard. Surely they will discover that some of the students who were approached DIDN’T sign the petition. And, you know, that will change EVERYTHING.


Emotional Reading of Excerpts at Tucson School Board Meeting From a Book Used in the Controversial Ethnic Studies Curriculum for Grades 3rd – 12th (Content Warning)


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