ISEA TEACHERS UNION CONTROLLED BY DEFECTIVE STUDENT THEORISTS

8-22-17

Greetings, Tammy Wawro, ISEA President, Legislature Education Committees and all—

Through the years Iowalive has made several news releases correctly criticizing the Iowa State Education Association’s (ISEA) teacher union’s, pathetic integrity and blatant disdain for Iowa’s kids.   Union officials falsely claim students are important but their character and behavior shows otherwise.  Fortunately, superior educator Dr. Sue Atkinson has identified the problem and addresses it herein, in her 7th in a series of posts on Iowa K-12 ‘education’ performance.  The first 6 are accessed with the following links.  This post deals with the harmful impact of the evil ISEA teacher union and the disastrous levels in which union officials are obsessed and influenced with the defective student theory that falsely claims students are defective and not the schools.

IA REGENT UNIVERSITIES ARE DELINQUENT IN TEACHER TRAINING RESULTS 

DEFECTIVE STUDENT THEORY PLAGUES IA BOARD OF EDUCATIONAL EXAMINERS

HARMFUL DEFECTIVE STUDENT THEORY IMPACT ON STATE BOARD OF EDUCATION

SPECIAL EDUCATION COSTS DRIVEN BY DEFECTIVE STUDENT THEORY

IOWA SCHOOLS INFLATE 'A' GRADES AND STUDENT PROFICIENCIES

RESPONSE TO 2nd ESSA DRAFT

EXECUTIVE SUMMARY

The following link aptly described the teacher’s union in 2010 and it just as  aptly applies today.   The following table explains why the union behaves as it does, and why Iowa is passed by other schools in the country and falls in national academic rankings.  However, at least 60% of the teachers care about students and believe they are not defective.   But they are pushed aside by the union and about 40% of school administrators.    Fortunately, the evil union and evil school administrators are losing influence!!  Voters are catching on to them. 

THE UGLY IMPACTS ON IOWANS—ISEA TEACHER UNION—IA. PUBLIC ENEMY # 1

DEFECTIVE STUDENT THEORISTS HOLD STUDENTS IN DISDAIN

They Refuse To Admit The Schools Are The Problem

DEFECTIVE STUDENT THEORISTS DOMINATE IOWA STATE EDUCATION ASSOCIATION  (ISEA) TEACHER’S ‘UNION.  Source Iowalive 8-16-17

IOWA STATE  EDUCATION ASSOCIATION (ISEA)—TEACHER’S UNION

AVERAGE % INFLUENCED BY DEFECTIVE STUDENT THEORY

Tammy Wawro, President

97%

ISEA Executive Board Members

 

Cedar Wood: Pete Clancy

80%

East Central: Kristi Keast

60%

Great River: Jodi Tupper

85%

Des Moines: Courtney Starbuck

85%

Geode: Rachella Dravis

80%

Hawkeye: Rob Hirst

65%

JDC: Allison Drahozal

90%

Lincolnway: John Casey

70%

Mississippi Bend: Erin McConnell

90%

Northern Pride: Douglas Martin

80%

Siouxland: Amy Degroot-Hammer

70%

Southwest: Tom McLaughlin

90%

Unit Nine: Joseph Judge

75%

Unit Two: Matthew Berkley

80%

Mid-Iowa: Susan Cahill

90%

Northeast Iowa: Roberta Hass

80%

Polk Suburban: Vicky Rossander

75%

South Central: Sue Williams

90%

Unit Ten: Linda Harms

80%

AVERAGE

81%

Weighted Average—Defective Student Theorists Dominate ISEA Teacher’s Union

85%

Anyone claiming to have better numbers is asked to provide them.

 

$13 billion in school fix failures pushed by the union are posted on http://www.iowalive.net/failuresandfix.htm

FALSE ISEA CLAIMS

According to the ISEA:

“The Iowa State Education Association promotes quality public education by placing our students at the center of everything we do while advocating for education professionals.”

– ISEA Mission Statement.

“We represent classroom teachers and other licensed professional staff, school support staff workers, retired teachers, area education agency employees, community college faculty, and future teachers. We are an integral part of the 3 million-member National Education Association. We work together to make sure that Iowa’s 500,000 public school students get nothing short of the best education possible.”

·      IF the mission statement of the ISEA were true, then why have they consistently avoided taking responsibility – and fought to avoid being held accountable – for low student proficiencies as other states move up in the national rankings on NAEP (from 12th in 2002 when NCLB was enacted, to 24th in 2015 when ESSA was significantly updated)?

·      And why do Iowa’s teacher training programs continue to fail at the elementary level for reading and classroom content – according to the December 2016 report from the NCTQ (National Council on Teacher Quality)? Here is the link to the December 2016 report: http://www.nctq.org/dmsView/UE_2016_Landscape_653385_656245

This link provides the methods and overview.

http://www.nctq.org/teacherPrep/2016/findings/search.do?programId=1&range=90

·      And why does Iowa have 2014 legislation (which needs to be rescinded ASAP) presuming the student is at fault for low proficiencies rather than ineffective classroom teaching?             https://www.educateiowa.gov/sites/files/ed/documents/K-6%20Early%20Literacy%20Alternate%20Assessment%20Manual.pdf 

Iowa Code section 279.68  and 281--Iowa Administrative Code 62 require that all students in kindergarten through third grade participate in universal screening in reading to determine their level of reading or reading readiness. This requirement includes students with the most significant cognitive disabilities who will or are likely to participate in alternate assessment based on alternate achievement standards in third grade. Because this group of students present a broad range of intensive and diverse needs, an alternate approach to assessment is required. For example, approximately 50% of students with the most significant cognitive disabilities cannot use speech well enough to read aloud, many others cannot hold pencils or use standard keyboards, and all experience a combination of cognitive and linguistic impairments that make it inappropriate for them to participate in standard assessments even with accommodations.

Unfortunately, there is no valid or reliable reading screener for students with significant cognitive disabilities. As such, the Iowa Department of Education issued Guidance on May 30, 2014 [Iowa Citation Code, 256B; Iowa Administrative Code citation – IAC 28162.3 (6)] that allows a district to, “Permit a student with a disability who has been determined to require an alternate assessment aligned to alternate academic achievement standards in reading to take an alternate reading assessment[1] that includes progress monitoring.

·      And why is there no recognition in Iowa of the evidence-based research: Dyslexia and Teacher Prep Dysfunction  study released 9 September 2016: http://www.nctq.org/commentary/article.do?id=290  and  The Dyslexia Dilemma: A History of Ignorance, Complacency and Resistance in Colleges of Education  http://childhood-developmental-disorders.imedpub.com/the-dyslexia-dilemma-a-history-of-ignorance-complacency-and-resistance-in-colleges-of-education.pdf   released in 2016?

IF the ISEA truly “placed students at the center of  everything” they do, then why do they continue to advocate for scapegoating students rather than taking responsibility to learn how to effectively teach concepts (understanding rather than memorization) to the various student learning styles? (which is the point of competency-based education)!

RECOMMENDATION

Decertify the ISEA.   IF teachers want to belong to a suitable organization, they ought to consider joining Professional Educators of Iowa (PEI)  https://www.peiowa.org/ .  Its officials are 2% at most influenced by the defective student theory!!

http://www.iowalive.net/

 

Sue Atkinson, PhD

P. O. Box 301

Baxter IA 50028

641-227-3786