Thursday, December 22, 2011

Sincere Appreciation

This holiday greeting was sent to a teacher from their district superintendent. We have redacted the district and superintendent's name to respect the privacy of our reader.

Happy Holidays!

I've been searching for some private time to write to all of you. It hasn't been easy finding it. I know that as my busy time has intensified, so has yours.

I spend my nights (after some form of dinner, then homework and a daily summary with my girls) looking over who we are... what District ( ) is. We know that nothing is more important than the time we spend with our students. No matter how our grades and scores go up, nothing is more important than how we feel when we are doing our jobs. Teaching is emotional and intuitive. Teaching is THE form and source of intrinsic motivation. We do it because it because we love it. There is no other way about it.

When we teach, when we look into their eyes, we have to know what they need. We do our part everyday. We're responsible, we're professional, we work, and we care. We dedicate our lives, our hearts, our minds, and our time to our students. We've already made that commitment; so we do it everyday. Our lives are the subjects we teach, the phone calls we handle, the emails we send and receive, the schools we clean, the buses we drive, the childrenwe meet everyday. They are our lives. It is the part of this job that I miss each and every day.

You have the power to give that gift everyday. What an amazing power! You, everyday, whether you teach, you feed, you drive, you service, you clean, have the power to make life better for someone else. Nowhere else in the world can one hold that priceless gift!

You give me that gift everyday. Thank you! I want to give it to you, too. Let's give a great life to our students; they all deserve it. We have the power to make their lives better, to make our schools better, and to make this city, and the world, better. Show them through your work, and tell them with your words. As we give, so shall we receive.

Thank you for making my life better. I appreciate every one of you. Sometimes, the gifts are hard to unwrap, but every lesson I have learned from all of you has made my life better. I sincerely hope I can do the same for all of you. I love the opportunity we have here in district ( ). I love that we can make life better for our students, and I love that you are giving your gift to them everyday!

Please have a restful, joyful, and absolutely beautiful holiday! You all deserve the very best life has to offer.

Keeping Kids First!

( ) Superintendent

Thursday, December 15, 2011

Chasing Tails

Thanks to one of our readers for sending us the article posted below.

District 102 to keep Spanish, offer new languages at elementary level

Students "will continue Spanish instruction in kindergarten through fourth grade..."

"...students will take one trimester of Spanish and may choose French or Italian one trimester and a non-Romance language, such as German or Chinese, the remaining trimester.

In sixth grade, students must choose one language to study for the next three years. Instruction will be delivered through the Rosetta Stone and other computer programs, classroom foreign language teachers, project-based learning units and conversation sessions led by native speakers."

Included with the article were the following comments to us about our school district:

"Public knowledge being filtered by (the) school is what lets this, Pleasantdale, be like the dog chasing its tail. It is why we do not have e-readers, or French. We are too busy beating up the board. Sending the LaGrange Patch (Doings) article....see sd 102 covered and crazy exciting curriculum. Why are we so behind?

Pleasantdale is always on the outside of innovation, looking in. They are always the last school to get on board with anything. They are so focused on Bright Red Apple awards, test scores and spankings that they can't see the forest through the trees.

In December, for the fifth time in the last eight months, the board majority of consisting of Leandra Sedlack, Lisa Houk, Mark Mirabile and Beth Tegtmeier will once again attempt to spank minority members Gina Scaletta-Nelson and or Karen O'Halloran. Rather than working to bring new programs to our district such as an expanded foreign language program, a full day kindergarten program or a handheld technology based learning system, they continue to chase their tails by focusing on finding ways to chastise and publicly reign in Scaletta-Nelson and O'Halloran.

We also received a reference to this in an email:

“Not only is this abuse of power, it shows how misguided the work of the board has become...” “Our district has been nationally recognized for collaboration on behalf of children, but the current board seems more focused on electioneering than the issues that will help all children...at this critical time."

“(Teachers) have focused on improving the education of our students for years, but this board is more concerned with making sure their position is secure.”

Sounds just like Pleasantdale, doesn't it?

Tuesday, December 13, 2011

Pleasantdale Blog Has YouTube Channel!

Pleasantdale School Board meetings are on YouTube. Below is a link to their channel.

http://www.youtube.com/user/pleasantdaleblog?feature=mhee

While you are there, check out the Special Meeting on Communication that was held on 11/9/2011.

This is a chance to put in your two cents on the meetings so feel free to leave a comment here or on YouTube!

Saturday, December 10, 2011

Prediction Time!!

The ITBS scores were due back months ago and they are still not in.

Or are they?

Our prediction is that the scores ARE back and have gone down and that Dr. Fredisdorf is most likely scrambling to find someone to blame an explanation for this.

Let's see, what will it be this time?

Oh yes! It's the "poor" kids who have bad home lives. Remember when we hear that one a few years back at a board meeting?

Or, it could be the special ed kids that get blamed again. Last year they were accused of conspiring to get all the same answers wrong on purpose and that's why the scores went down?

Or better yet, all the new kids that have moved into the district. Gosh we have had sooo many kids transition into our district this year! They are ALWAYS to blame for the scores going down!

So many excuses to chose from..which one will it be this time?

One thing is for certain - instruction will be put on the back burner so the teachers can focus on test prep for the spring re-take of the ITBS test. Dr. Fredisdorf made it pretty clear at the November board meeting that tenure for teachers will no longer be based on seniority, but on student achievement/performance.

If our already overburdened teachers work really hard and force kids to take tutorials based on Dr. John Wick's PIG reports (or whatever they are called now) maybe the scores will improve by the second ITBS go-around come May.

In addition to spending tens of thousands of dollars on various testing materials, our district spends $20,000 a year on Dr. Wick's analysis and improvement plans. He has spent the last 40 years writing and developing many of the test questions on the very tests our kids take.

It makes you wonder if someone, somewhere along the way, is getting a little kick back for the amount of money being spent on all this nonsense.

It's something to think about...

Monday, December 5, 2011

Do Unto Others

When an adult took standardized tests forced on kids

By Marion Brady - veteran teacher, administrator, curriculum designer and author.

A longtime friend on the school board of one of the largest school systems in America did something that few public servants are willing to do. He took versions of his state’s high-stakes standardized math and reading tests for 10th graders, and said he’d make his scores public.

By any reasonable measure, my friend is a success. His now-grown kids are well-educated. He has a big house in a good part of town. Paid-for condo in the Caribbean. Influential friends. Lots of frequent flyer miles. Enough time of his own to give serious attention to his school board responsibilities. The margins of his electoral wins and his good relationships with administrators and teachers testify to his openness to dialogue and willingness to listen.

He called me the morning he took the test to say he was sure he hadn’t done well, but had to wait for the results. A couple of days ago, realizing that local school board members don’t seem to be playing much of a role in the current “reform” brouhaha, I asked him what he now thought about the tests he’d taken.

“I won’t beat around the bush,” he wrote in an email. “The math section had 60 questions. I knew the answers to none of them, but managed to guess ten out of the 60 correctly. On the reading test, I got 62% . In our system, that’s a “D”, and would get me a mandatory assignment to a double block of reading instruction.

He continued, “It seems to me something is seriously wrong. I have a bachelor of science degree, two masters degrees, and 15 credit hours toward a doctorate.

“I help oversee an organization with 22,000 employees and a $3 billion operations and capital budget, and am able to make sense of complex data related to those responsibilities.

“I have a wide circle of friends in various professions. Since taking the test, I’ve detailed its contents as best I can to many of them, particularly the math section, which does more than its share of shoving students in our system out of school and on to the street. Not a single one of them said that the math I described was necessary in their profession.

“It might be argued that I’ve been out of school too long, that if I’d actually been in the 10th grade prior to taking the test, the material would have been fresh. But doesn’t that miss the point? A test that can determine a student’s future life chances should surely relate in some practical way to the requirements of life. I can’t see how that could possibly be true of the test I took.”

Here’s the clincher in what he wrote:

“If I’d been required to take those two tests when I was a 10th grader, my life would almost certainly have been very different. I’d have been told I wasn’t ‘college material,’ would probably have believed it, and looked for work appropriate for the level of ability that the test said I had.

“It makes no sense to me that a test with the potential for shaping a student’s entire future has so little apparent relevance to adult, real-world functioning. Who decided the kind of questions and their level of difficulty? Using what criteria? To whom did they have to defend their decisions? As subject-matter specialists, how qualified were they to make general judgments about the needs of this state’s children in a future they can’t possibly predict? Who set the pass-fail “cut score”? How?”

“I can’t escape the conclusion that decisions about the [state test] in particular and standardized tests in general are being made by individuals who lack perspective and aren’t really accountable.”

There you have it. A concise summary of what’s wrong with present corporately driven education change: Decisions are being made by individuals who lack perspective and aren’t really accountable.

Those decisions are shaped not by knowledge or understanding of educating, but by ideology, politics, hubris, greed, ignorance, the conventional wisdom, and various combinations thereof. And then they’re sold to the public by the rich and powerful.

All that without so much as a pilot program to see if their simplistic, worn-out ideas work, and without a single procedure in place that imposes on them what they demand of teachers: accountability.

But maybe there’s hope. As I write, a New York Times story by Michael Winerip makes my day. The stupidity of the current test-based thrust of reform has triggered the first revolt of school principals.

Winerip writes: “As of last night, 658 principals around the state (New York) had signed a letter — 488 of them from Long Island, where the insurrection began — protesting the use of students’ test scores to evaluate teachers’ and principals’ performance.”

One of those school principals, Winerip says, is Bernard Kaplan. Kaplan runs one of the highest-achieving schools in the state, but is required to attend 10 training sessions.

“It’s education by humiliation,” Kaplan said. “I’ve never seen teachers and principals so degraded.”

Carol Burris, named the 2010 Educator of the Year by the School Administrators Association of New York State, has to attend those 10 training sessions.

Katie Zahedi, another principal, said the session she attended was “two days of total nonsense. I have a Ph.D., I’m in a school every day, and some consultant is supposed to be teaching me to do evaluations.”

A fourth principal, Mario Fernandez, called the evaluation process a product of “ludicrous, shallow thinking. They’re expecting a tornado to go through a junkyard and have a brand new Mercedes pop up.”

My school board member-friend concluded his email with this: “I can’t escape the conclusion that those of us who are expected to follow through on decisions that have been made for us are doing something ethically questionable.”

He’s wrong. What they’re being made to do isn’t ethically questionable. It’s ethically unacceptable. Ethically reprehensible. Ethically indefensible.

How many of the approximately 100,000 school principals in the U.S. would join the revolt if their ethical principles trumped their fears of retribution? Why haven’t they been asked?

Winter Wonderfest

Thanks to the PTA committee members and board for a wonderfully run, totally fun, winter wonderfest!!

Thanks to all the volunteers that helped make this event so nice and to the students, parents, teachers, staff and friends that supported it.

A great time was had by all!

Friday, December 2, 2011

Dear Teachers: WE HEAR YOU!

This article was sent to us by some teachers. Thanks to those brave enough to reach out!

Paperwork burden plagues teachers

By Robert McCartney, Published November 12

Regardless of whether you liked the results, the Fairfax school board elections Tuesday had at least one positive outcome. The campaign raised awareness of a bureaucratic ailment that’s becoming a regionwide classroom epidemic: the overburdening of teachers with paperwork.

Everyone from school board members to administrators agrees it’s a problem, but it keeps getting bigger anyway. The mania for more student data, more meetings to discuss the data and more high-level monitoring of the data is demoralizing teachers and undermining education.

“I used to be up late preparing creative lessons that I loved. Now I’m up late getting my data in,” said a sixth-grade language arts teacher in Fairfax. She and others from her school said administrative chores have become so excessive that teachers have broken down and cried at work.

“It’s killing us. Our building is about to implode,” the teacher said. (This is probably why Pleasantdale just spend over $20,000 on a team building workshop for their teachers.)

We all know how this started. The national school reform movement of the past decade has placed a premium on using standardized tests to measure student achievement and hold teachers accountable for results. (And it is about to get even worse with the new Illinois laws.)

That’s fine. But it’s gone too far. Several new and returning Fairfax school board members promised during the campaign to push to give teachers some relief. Let’s hope they succeed.

“This is a critical issue, and the school board needs to deal with this,” said Sandy Evans, who was reelected as the board member from Mason District in eastern Fairfax. “I’m hearing more and more that teachers are more concerned about workload than they are about pay.”

It’s not limited to Fairfax. The same complaints come from teachers, principals and union leaders elsewhere in our area. (And in OUR area!)

“What you’re hearing in Fairfax is similar to what huge numbers of our folks are experiencing,” said Tom Israel, executive director of the Montgomery County Education Association. “It’s a national phenomenon, but I think districts like Fairfax and Montgomery, which are more sophisticated and complex, have taken the problem to a higher level.”

I had a chance to learn more about the topic after a Fairfax elementary school math and science teacher phoned me around Halloween. I had mentioned the overwork problem in a column previewing the Fairfax election, and he asked, “Do you want to tell the full story of what’s really going on?”

I said yes. And so I sat down Thursday with him and four of his colleagues who work at an elementary school in the Braddock district in central Fairfax. They all spoke on the condition of anonymity because of fear they’d be punished for speaking out. (Pleasantdale administrators are notorious for punishing teachers that speak out! Can you imagine what it must be like to work in an environment where every day you are scared to death of saying or doing the wrong thing in fear of losing your job? It must be awful!"

They complained particularly about requirements to fill out and update ever more forms about kids’ individual performances and lesson plans. Some forms can take 10 to 15 minutes per child. That’s an average of about five hours for a 25-student class. (Kind of reminds us of the life skills section of the new report cards multiplied by 80 kids per cohort.)

“Every year, it’s gotten worse. There’s so much paperwork and documentation,” a fifth-grade teacher said. “I don’t earn a corporate lawyer’s salary. Teaching used to be fun. You used to have some control.”

They also were frustrated with eCART, a Web site they’re supposed to use to help develop lesson plans. It’s hard to navigate and often doesn’t have material they need.

“We spend so much time looking for resources [there] that we don’t have time to prepare our lessons,” a special education teacher said.

An instructional assistant, who’s assigned to help a kindergarten teacher, was unhappy that she was frequently left alone to run the class while the teacher was busy administering assessments.

“I’m pretty smart, but I’m not a teacher,” the assistant said.

Fairfax School Superintendent Jack Dale pledged in June to address the problem. “I will speak to all the principals about ensuring we do not create inappropriate work load/time demands on our teachers this next school year,” Dale said in an e-mail to teachers’ association leaders. (Our superintendent and principals create the problem; they don't address it.)

But Dale’s promise apparently hasn’t yielded results. “Either he never communicated it to his managers, or they don’t listen to him,” according to the math and science teacher who originally called me. (Ours would never communicate it.)

Phyllis Pajardo, assistant superintendent for human resources in Fairfax, said the administration hopes to resolve the problem but warned against sacrificing academic progress.

“We can certainly look more closely at processes and practices to streamline things,” Pajardo said. “We can’t and shouldn’t move off of improving student achievement.”

Of course nobody wants to hurt student achievement. Based on what I heard, however, a bigger danger is burning out teachers. May the new school board press the bureaucrats to focus on that risk, as well.

While the above article was not written about Pleasantdale, it could have been. This is EXACTLY what our teachers are going through with the new standards based grading grading and reporting practices, report cards, further attempts and district assessments. We have heard countless times from Pleasantdale teachers about how much paperwork they have to do nowadays... and it is only getting worse!

Wednesday, November 30, 2011

The Paper Saga Continues

Obviously Pleasantdale's administrators have nothing better to do with their time than to track down the who, what, why, when, where and how of a generous donation of brightly colored, multi-sized construction paper.

Two parents were kind enough to help carry the 84 reams of paper up to the teacher's workroom and now they are being blamed for 'forcing an employee' to let them in to the open building. Seriously?

Apparently, no good deed goes unpunished.

Rather than saying THANK YOU, the parents and donors are being railed by Dr. Fredisdorf and Principal Meg Pokorny for bringing an "unprecedented" contraband donation into the school under the guise of it being a safety precaution. What, is someone allergic to paper? Maybe they are afraid someone will get a paper cut? It obviously wasn't laced with poison for cripes sake...it was a DONATION!!

The best part is that Meg Pokorny is trying to say that paper is not stored in the teacher's workroom. If that's true, then why was there a stack of brown and black construction paper there? Why are there stacks of copy paper in there? Of course it is not stored in the teacher's workroom where teachers and students are able to access it - because she keeps it under lock and key! Teachers and students must utilize a "new distribution system" if they want any construction paper. Why do teachers have to ask for paper? Shouldn't it be readily available?

The bottom line is that they don't want this donation because it will circumvent the rigorous education process of strictly learning what is going to be tested and they don't test creativity! They don't want kids being creative. They don't want anyone's help or donations. They just want complete control of everything.
Again, who is being hurt in all of this? Oh yeah, it's those little guys at the bottom of the totem pole.
We thought we'd share an email from Meg in regard to the generous donation of paper.This email was sent out after not one, but two requests for acknowledgement that the paper was received. Notice, still no THANK YOU!

Dear Kim,


We are frequently blessed with gifts and donations from parents and in every instance that I recall, the parent either came into the office to deliver the gift or contacted me in advance to ensure that it wouldn’t cause disruption to our routine or to instruction. The paper you refer to was delivered to the teacher’s workroom after school hours, without notification to Joni, myself, or anyone in the office, although we were there at the basketball game. Two Board member requested that our custodian provide access to an area of the building closed off to non employees after 3:30. The note that accompanied the paper was discovered the next day and was addressed to “Teachers”. Unfortunately, deliveries of items under circumstances like this don’t always appear to have been made in goodfaith (sic).

I feel bad that time, effort and expense was incurred because you or someone else were given bad information. Your email mentions that you heard there was a need for construction paper at Middle School. Actually, there never was such a need. If you had contacted me in advance this could have been avoided. The fact is that we no longer keep our workroom stocked with a large selection of paper in all colors and sizes. I changed the system for how construction paper would be provided this year in order to cut down on waste and improve supply to teachers who needed it. In fact, a large shipment was delivered to school on November 17th and distributed to the teachers who had requested . If you’d like to know more about our system for supplyingteachers, (sic) just let me know. The paper found in the workroom was added to our supply reserves and will be delivered to teachers as they request it.

There are a good number of parents who, like you, are dedicated to helping me make our Middle School the best it can be. Those parents call or email me whenever they or their children experience or notice something that they think I should be aware of. If they have suggestions, I can’t always follow them, but I know that they really want to help us improve. Whenever I hear from then, I am sincere in my thanks for their help. Going forward, I hope you’ll do the same.


Meg P.
Instead of focusing on how to deliver high quality instruction schools have become preoccupied with how to produce increases in test scores. Pedro Noguera

Wednesday, November 23, 2011

Pleasantdale Administrators Show Their True Colors

Once upon a time there was a school district named Pleasantdale with a mission statement that read "Ensure that each student is a passionate learner empowered with the academic and social skills to responsibly choose and excel in life pursuits."

Of course the Pleasantdale administration and school board don't really follow that statement, they just like to talk about it, and point to it, and proclaim that they "don't do anything unless it is supported by the mission."

Recently, several students contacted us about the lack of construction paper at the middle school. Apparently creativity is not supported by the mission. 

Through several weeks of investigating, we learned that construction paper hadn't been ordered for the middle school students in quite a while and the only colors that were left at the middle school were a few sheets of brown and black. 

We also learned that a certain principal said the students should not be using construction paper because it took away from learning reading and math. 

Is it wrong to be passionate about the arts? What happened to empowering kids who enjoy being creative? Are their life pursuits any less important? Does the mission statement not apply to them? 

After hearing about the sad state of affairs for students that are passionate about being an artistic or creative learner, some people decided to help out. 

Thanks to the Barker, Camba and Gilman families as well as some anonymous donors, the middle school teacher's workroom was recently stocked with 64 reams of construction paper in various sizes and colors along with a note that read:

Dear Pleasantdale Middle School Teachers,

Thank you so much for a great start to the school year!  We appreciate your devotion to our children.  Please accept this donation of construction paper, as we heard there is a need for it at school.  We hope that this, in a small way, can help ensure that each student is a passionate learner and can excel in their life pursuits!

Thank you for all you do!

Sincerely,

The Barker Family, The Camba Family,
The Gilman Family

Now you would think that the principal would say something like, "Wow! How nice of them to think of our teachers and students!" or "That was thoughtful!" or even a simple, "Thanks so much!"

But no. 

Rather than acknowledging these parents, the building administrators removed the note and the paper. Yup, it's gone. They took it away.

The saddest thing is that this doesn't hurt the teachers and this doesn't hurt the generous donors. It hurts the kids.

What's also sad is that in the last election you heard several board members proclaiming to "Stay True to the Mission!" What mission were they talking about? Or maybe we should ask, who's mission?

Pleasantdale's administration is certainly not staying true to the mission of empowering students that are passionate and enjoy being creative and artistic. They are only staying true to the mission of mean spirited administrators, and they all should be ashamed of themselves.

Tuesday, November 1, 2011

Biased Survey Alert!

We're sure by now, every elementary school parent has received the "Elementary Parent Survey on Report Cards" in their report card folders.

We only have one question. What kind of clown put this survey together? Talk about a biased survey!

Two years ago, we did a blog post on how easy it was to find information on the Internet. A wealth of information can be gathered from Google alone, pertaining to just about anything. Tonight we conducted a search on Google using the search terms "Developing a survey" and wouldn't you know it, a whole bunch of information came up on this topic. We learned many things. It's too bad the person that developed the parent survey on report cards didn't research the topic before putting this survey together.

'The purpose of a survey is to get accurate information, not to sell or further market to your stakeholders. Despite the apparent marketing advantage this might have, this will not only bias the data you're getting (ruining the ultimate purpose of the survey), but it'll cause a certain percentage of the respondents to become cynical ('do they really care about the information I'm giving them, or is it just an excuse to sell me on this program?') and not complete the survey.'

It has been proven time and again that the way a question is asked can have an influence upon the answer. Aside from question number one, every question in the parent survey on report cards is biased.

Questions not asked in a neutral manner will lead the respondent toward a particular answer. The way a question is phrased may reflect the developer's underlying opinion.

Take for example, the question "I am satisfied that the new report card is easy to understand." The developer is leading you to believe not only that the report card is easy to understand, but also that you are satisfied with it.

Some questions can be downright confusing. Take for example question number seven. "I am satisfied with the written comments provided by teachers." Seriously, which teacher? Almost every student in the school has at least five different teachers. In grades two through four, some students have as many as seven teachers. So how can question number seven be answered? What if you are satisfied with some teachers but not with others?

Some questions, such as number three, are double barreled. In other words, there are two questions wrapped into one. A double barreled question will severely impact the results of the data being gathered.

Many parents prefer anonymity so they are free to speak their minds. Returning the survey to their child's teacher will undoubtedly curtail honest responses. What parent will freely speak their mind on this survey and then turn it in to a teacher without thinking that the teacher will be biased against their child? The intent of parents may not be to criticize the teacher, but truthfulness on a survey may be taken the wrong way. How many times have you thought to yourself, "I don't want to say anything because I am afraid they will take it out on my child"? Enough said.

What makes things even worse is that in the very near future, you are going to get the results from this survey and they will be anything but accurate. For instance, you probably won't know how many people were given the survey, how many separate families filled out the survey, the percentage of returns, etc. Families that that have more than one child can fill out several surveys based on the number of children they have thus skewing the results. For instance, if the district receives back four surveys, no one knows if they are from one family with four children (one survey for each child) or four separate families. Some people won't take the time to fill out individual surveys for each child. Are they supposed to? The directions are unclear because there are none!

The bottom line in all of this survey mumbo jumbo is that no matter what, the data that actually needs to be collected will undoubtedly be biased and inaccurate. Once again there will be fist pumping and shouts of joy declaring that everyone is either satisfied or very satisfied when in reality they couldn't be farther from the truth.

To conclude, we'd like to answer the wonderfully worded question number 9.

"Anything else we should know?"

Yes! With 13 million dollars in the bank, our administration needs to spend a little bit of money putting together a decent survey that will provide accurate data with which to build upon.

THE COMPLETE LIST OF PROBLEMS WITH HIGH-STAKES STANDARDIZED TESTS


THE COMPLETE LIST OF PROBLEMS WITH HIGH-STAKES STANDARDIZED TESTS
Washington Post "The Answer Sheet" Column -- November 1, 2011
Guest Blog By Marion Brady

In 1949, I was a self-employed trucker, buying and hauling timber for 
shoring up the roofs of coal mines in West Virginia and Pennsylvania.

A very long United Mine Workers strike put me out of the trucking 
business. Not having exhausted all the GI Bill benefits due me from a 
stint in the U.S. Navy, I went back to college, jumped through the 
necessary certification hoops, and started teaching in 1952 at the high 
school level.

A few days ago, I went to a reunion of the surviving members of a class 
that picked up their diplomas 50 years ago, in 1961. They were a smart 
bunch of kids. The work of a couple of them would be familiar to 
millions of Americans.

Not surprisingly, a few became teachers. Without exception, those who 
talked to me at the reunion had no regrets. But also without exception, 
none of them would now encourage anyone to enter the field. Reason 
Number One: Standardized, machine-scored, high-stakes tests.

If that comes as a surprise, credit corporate America's successful 
promotion of the idea that test scores say something important. 
Opposition to the present orgy of testing is now wrongly interpreted as 
unwillingness to be held accountable.

For those who buy that fiction, a list of some of the real reasons for 
educator opposition may be helpful.

Teachers (at least the ones the public should hope their taxes are 
supporting) oppose the tests because they focus so narrowly on reading 
and math that the young are learning to hate reading, math, and school; 
because they measure only "low level" thinking processes; because they 
put the wrong people --- test manufacturers --- in charge of American 
education; because they allow pass-fail rates to be manipulated by 
officials for political purposes; because test items simplify and 
trivialize learning.

Teachers oppose the tests because they provide minimal to no useful 
feedback; are keyed to a deeply flawed curriculum adopted in 1893; lead 
to neglect of physical conditioning, music, art, and other, non-verbal 
ways of learning; unfairly advantage those who can afford test prep; 
hide problems created by margin-of-error computations in scoring; 
penalize test-takers who think in non-standard ways.

Teachers oppose the tests because they radically limit their ability to 
adapt to learner differences; encourage use of threats, bribes, and 
other extrinsic motivators; wrongly assume that what the young will need 
to know in the future is already known; emphasize minimum achievement to 
the neglect of maximum performance; create unreasonable pressures to cheat.

Teachers oppose the tests because they reduce teacher creativity and the 
appeal of teaching as a profession; are culturally biased; have no 
"success in life" predictive power; lead to the neglect of the best and 
worst students as resources are channeled to lift marginal kids above 
pass-fail "cut lines;" are open to massive scoring errors with 
life-changing consequences.

Teachers oppose the tests because they're at odds with deep-seated 
American values about individual differences and worth; undermine a 
fundamental democratic principle that those closest to and therefore 
most knowledgeable about problems are best positioned to deal with them; 
dump major public money into corporate coffers instead of classrooms.

I, a retired teacher beyond the reach of today's "reformers," oppose the 
tests for those reasons, and for the psychological damage they do to 
kids not yet able to cope. But my particular, personal beef is that the 
tests (and the Common Core State Standards on which they're based) are 
blocking policymaker consideration of what I believe to be the most 
promising educational innovation in the last century --- the use of 
general systems theory as it developed during World War II as a tool for 
reshaping and radically simplifying the "core curriculum."

If you think that even a couple of those 25 reasons why educators oppose 
standardized tests are valid, consider getting behind what ought to be 
an option for every child's parent or guardian --- the right to say, 
without being pressured or penalized by state or local authority, "Do 
not subject my child to any test that doesn't provide useful, same-day 
or next-day information about performance."

Friday, October 28, 2011

Our thoughts and prayers go out to the Lyons Township High School community on the tragic loss of one of their students.

From the LTHS website:                       
Tragic Loss of LTHS Student

Wednesday, October 26, 2011

Loving the Sunshine!



"Pleasantdale Elementary School District 107 has shown a disregard for the general public in the way it has gone about filling a School Board seat vacated by former board member Patti Essig." 

Read the rest of the article by clicking the link below.


The Doings hit the nail on the head with their opinion this week!

Board president Leandra Sedlack threw fellow board members Gina Scaletta-Nelson and Karen O'Halloran under the bus in her interview with the Doings by not mentioning that the vote, which took place in open session, was split 4 to 2. Scaletta-Nelson and O'Halloran were the only two board members that voted against this appointment. Rather than explaining to the Doings that the vote was by majority and not unanimous, she leads the community to think that entire board was in agreement with giving Rigley back his seat. Clearly this was not the case. 

While Board President Leandra Sedlack pointed to Rigley's former board experience, chief negotiating skills and core team membership, we can point to a few things she missed. Namely, meetings. If you look on the district's website here, you will see that Rigley has only attended one meeting (to assist with a closed session discussion) since he was booted from the board.

She also won't talk about the way Rigley treats people, but you might get an idea here or here.

This appointment does not come as a surprise; it was in the works since the 2009 election. It was never any secret that Patty Essig was going to step down prior to the end of her four year term. She wasn't even going to run in 2009, but was convinced to do it once it was made clear to her that "radicals and rogues" had filed nominating papers. She didn't want these newcomers to ruin what she worked so hard to accomplish, was how she explained it while out gathering signatures. While it was known that Essig had to wait until after the 2011 election to step down, we believe her exit was hastened by recent allegations that she was a party to nepotism within the district.

It became evident that Dr. Fredisdorf wouldn't need to promote all three incumbents through the monthly Friday packet as we predicted here, because if any of his lackeys lost the election, they would just be re-appointed by the remaining board members once Patty stepped down. 

"By deciding to keep this all secret, the board leaves the public to assume the worst, that incumbents decided to keep the board seat all in the family by appointing one of their own." Ding, ding, ding! They surely are staying true to their mission.

It's sad the board majority chose to waste the time and energy of six wonderful applicants who stepped up to the plate to make this district the best it can be.

We believe that putting Rigley back on the board will mean political suicide for the members that saw nothing wrong with this appointment. In the face of a district in constant turmoil, this might just be the icing on the cake for them. 

So again, thanks to the Doings for telling it like it is. We appreciate their time, effort and honesty.

Tuesday, October 25, 2011

Email

Below is an email that we received. The sender asked that their name not be used.

Is this a democracy or a dictatorship? 



I feel there was a very serious lack of judgment when the board made the decision to choose Mr. Rigley to fill the open seat.  The community just voted him out of office in April!  Our district had voted Doug Gilman as next in line for the open seat!  The decision by the board showed a clear disregard for the voters of our district; the same people that voted all of the board members onto the School Board.  There were 6 other OUTSTANDING candidates.  Couldn't they have chosen 1 of them?  They made the worst choice possible.  I¹ve heard countless discussions on the district¹s communication issues, well actions speak louder than words.  What type of message does this send to the community?  That our school board does not care what the voters think.
I¹m very disappointed in our Board.


Correlation

The number of blog posts directly correlates to the number of visitors we have. Today was a banner day!
Thanks to all who stopped by. We'd also like to "welcome back" our friend at D107.

Day            Date                          Page Loads            Unique Visits        First Time Visits           Returning Visits
Monday24th October 2011          281                        147                       113                               34
Sunday23rd October 2011          188                        102                        86                                16
Saturday22nd October 2011       114                         59                         36                                 23
Friday21st October 2011             207                        150                        134                              16
Thursday20th October 2011       115                         62                          42                                20
Wednesday19th October 2011    45                          27                          15                                12
Tuesday18th October 2011         68                          45                           27                               18

Monday, October 24, 2011

A Spirited Debate

http://burrridge.patch.com/articles/d181-parents-emphasis-on-gifted-means-overlooking-everyone-else#comments

This sounds a lot like Pleasantdale...
Educator said, "The district currently tests second grade students, pulls the top 20% - 25%, isolates them, accelerates them and gives them a gifted specialist to further enrich their curriculum...The identification tests use scan-tran answer sheets which experts agree are inappropriate for 7 and 8 yr olds. Many second grade students lack the fine motor skills and multi-step ability to complete these types of tests. Once placed on a track in THIRD GRADE, based on these out of norm tests, there is very little movement in or out. Year after year on subsequent tests students not in the program test higher than those students in the program. In one year (looking at a particular grade level) district data shows that approximately 35% of students not in the program tested higher than students in the gifted/talented program. If the district cannot accurately and consistently identify students for this type of enrichment, it is not a needs based program. You cannot have a program like this in a competitive/wealthy district like ours. It has led to parents tutoring their young first and second grade children to ensure they will be among the 20-25% given not only a better education, but a false mindset that they are smarter than the rest."
Action may not always bring happiness, but there is no happiness without action. ~Benjamin Disraeli

New Ideas

This was two years ago. Technology has come a long way since then. We are going to have to look into this.
http://www.speedofcreativity.org/2009/04/06/lessons-learned-webcasting-and-live-blogging-a-school-board-meeting/

Sunday, October 23, 2011

Objections to Board Appointment!


The DoingsWestern Springs

Objections to Pleasantdale District 107 board appointment 

By Sandy Illian Bosch  October 21, 2011 4:44PM


“The board really overrode what the public asked for and placed him back in,” Barker said.
“We have many qualified candidates and they chose to go with someone that the community had voted out,” Mikuta said.

Quote of the Day


"In the first place God made idiots. This was for practice. Then he made school boards."~ Mark Twain
Thanks to one of our readers for sending this in!

Staying True to the Mission...Bullying!

This is a long but worthy post. Thanks to all for your input!! 


Bullying is one of Pleasantdale's district "goals" this year. We suppose what they might mean is anti-bullying. While this goal is meant for the students, it really needs to start at the top of the Pleasantdale food chain. Teachers, staff, parents and even some board members are bullied on a daily basis; hung out to dry, by the two biggest bullies in town.

Why does this continue you ask? Why doesn't anyone stop it? Well, the only real answer is because it is allowed, ignored and permeated by those whose goal is to stop it: namely your school board.

We have recently been looking into an adult form of bullying called bullying in a workplace (such as a school district) and below you will find information from a website called kickbully.com that discusses workplace bullying. The words in red are our commentary. We hope by bringing this to light, it will raise awareness and lead to change.
Bullies, backstabbers and manipulators
Is there someone at your workplace who makes you feel anxious, frustrated or angry? (Yes!) Does that person seem intent on controlling your behavior against your will? (Yes!) Does he belittle, embarrass or even humiliate you? (Yes!) With most people, if you make the effort, you can usually get along. Problems arise and are solved. But what if your boss, or one of your co-workers, resists any attempt to have a normal, mutually respectful working relationship? Maybe he is overly critical or micromanaging. He seems intent on intimidating or controlling you. Or he appears to support you one day, then undermines you the next. You find yourself on an emotional roller-coaster. You feel confused and manipulated. You feel like you are alone in an increasingly painful struggle against his clever, self-serving, destructive behaviors. Your job has become an ordeal and there seems to be no way out.
If this is your situation, then you are probably dealing with a workplace bully.
What is a workplace bully?
On its surface, bullying is a simple concept. A strong person acts harshly towards someone weaker, and the bullying is blatant and habitual. It includes browbeating and threatening, verbal abuse and yelling. Everyone recognizes that person as a bully. (So true!!)
Obvious bullies ultimately fail
An obvious bully is noisy, overly aggressive and blatant in his attempts to force others to comply with his will. Resist him and he attacks like an ill-bred pitbull. In some toxic workplaces, he may survive for years, or even become a high-level executive. But usually he will get himself fired. His nasty over-the-top bullying is just too obvious. This simple, stupid version of bullying is rarely a path to sustained success in the American workplace.
Beware the clever bully
Because of this, a successful workplace bully is usually much cleverer in his tactics. He rarely resembles the stereotype. His methods are very subtle, disguised with all the right behaviors. In that lies his treachery. People respect and trust him, and he quietly betrays their trust whenever necessary to fulfill his ambitions. For him, the end always justifies the means. And if the bully is particularly good at this, no one except his victims sees the betrayals. In some cases, not even the victims realize what has happened.
It gets worse and worse...
To make matters worse, a highly skilled bully usually has the dedication, focus and business acumen to create success, or at least the appearance of success. Then he/she is honored and promoted, held up as an example of a district-centric leader. He is rewarded while the frustration builds among the targets of his bullying and intimidating, backstabbing and manipulating. For them, life has become an upside-down hell.
Beyond the traditional definition of "bully"
A skilled, clever bully displays an elaborate, complex set of behaviors to exploit people around him. Those who only consider bullying to be blatantly aggressive behavior are missing the point. Any habitual pattern of intentional, socially cruel behavior is bullying, including the subtle tactics of deceit, distortion, misreprentation and misdirection. When the penalty for resisting someone is destruction of your position and reputation, it’s fair to describe that person as a bully. Using this broad definition, bullying has reached epidemic proportions in the American workplace.
Accidental vs. intentional bullying
Not everyone who displays bullying behaviors can truly be described as a workplace bully. If someone has genuine concern for your well-being, he may be attempting to influence your behavior for your own good. Just because you don’t like his approach doesn’t make him a bully. Or someone may yell at you in frustration. But perhaps he lacks emotional maturity and is overreacting to a stressful situation. An isolated incident doesn’t prove bullying. Good-hearted people often make mistakes. In contrast, a workplace bully has self-serving goals with a complete lack of respect or caring for others, who he never considers as equals. And among these moral and intellectual inferiors, he feels free to use any means necessary to gain compliance. It is his perpetual intention to dominate those he considers to be weak, naive, unaware or otherwise susceptible to his guile.
Complex and dangerous bullies
More dangerous is the skilled workplace bully. He combines two or more of these aggressive personality types, then cleverly disguises his true nature under an image of success and leadership.
Once you have suffered at the hands of a skilled bully, you are more likely to understand his true character. Typically, he is highly ambitious. To achieve his goals, he needs the cooperation of others; however, he doesn’t believe in fair exchange. Instead, he charms others for the purpose of controlling them and uses camaraderie to encourage loyalty. If necessary, he exploits weaknesses in others to change their behavior. At the same time, he preaches teamwork and professes company values to enhance his reputation, or pretends to pursue company goals to boost his power. He is a master manipulator, constantly using stealth and deception to influence the thinking of those around him. And he does all this while intimidating, undermining and slandering everyone who stands in the way of his self-serving ambitions. With a skilled bully, nothing is ever as it appears.
The greatest challenge: covert bullies
Although it can be difficult to defend yourself against an obvious bully, it is usually a far greater challenge to deal with a well-disguised bully. We will focus our attention on these charming and powerful manipulators who attempt to bring you under their control by employing a broad spectrum of bullying strategies and techniques. My goal is prepare you for the worst type of bullying, and then if your nemesis turns out to be a weaker or less effective workplace bully, it should be easier to neutralize him.
Who are workplace bullies’ targets?
Although anyone may be targeted by a workplace bully, he typically chooses people who are currently under his authority, or who offer some type of weakness that he can exploit. Being a boss means responsibility and power, including power over subordinates. This naturally provides opportunities to intimidate, manipulate and dominate others. When the boss is a bully, he exploits the situation. If he is ambitious, he believes he can better achieve his career goals through controlling his subordinates. But a bully may also manipulate others who can contribute to his advancement, from the newest employee who unknowingly spreads malicious rumors, to the president of the company who falls for the bully’s clever deceptions. Anyone who comes in contact with a workplace bully may become a target of his bullying, although he usually saves his worst behavior for those closest to him.
What do workplace bullies want?
Power and success
Most bullies have an intense desire to control others. This usually arises from a self-centered, self-absorbed drive to gain power and prestige, and career and financial success. Well-adjusted people may have a similar single-minded purpose, but know they must achieve success through integrity and fair exchange with others. Their honest character demands it. But bullies, in their distorted value system, somehow feel they can only achieve great things by manipulating, intimidating or otherwise forcing others to submit to their will.
Ego-gratification
A bully may also have an insatiable hunger for ego gratification, which causes him to constantly strive to be admired and respected, or even feared, by others. An ego-hungry bully wants to be honored for his achievements, to be recognized as wise and strong. Some workplace bullies enjoy dominating others. They get an ego-boost from the experience of cleverly manipulating people into complying with their desires. Afterwards, they bask in their intellectual superiority and political savvy, perhaps telling stories of their victories over uncooperative peers and subordinates.
Lord and master
Ultimately, a highly successful bully finds personal fulfillment in exercising power over others within the competitive environment of the workplace, where he has become lord of all he surveys.

Workplace Bully as Master Manipulator
A skilled workplace bully is usually an expert at manipulation. Through artful, indirect and devious methods, he influences and controls others. Like a clever politician, a manipulative workplace bully keeps his desires hidden. Pretending to pursue the greater good, he adopts the mantra of “district mission first” with a fervency that inspires admiration and respect, and most people accept his claims of selfless pursuit of noble causes. But underneath his self-righteous image lies the essence of a manipulator: someone who shrewdly and deviously attempts to control how you feel, think and behave.
Plays mind games to distort the thinking of others
A bully creates an alternative reality in the minds of those around him. He keeps people off-balance through half-truths, hearsay and misstatements. His distorted version of events is intended to obscure and confuse. He intentionally misleads you so that you arrive at an incorrect conclusion, and then exposes your mistaken opinion as proof of your ignorance or unreliability.
A workplace bully’s followers
To become powerful, a workplace bully needs many supporters. He is proficient in identifying people who can be controlled by charm or guile, intimidation or manipulation.
A bully tests you
As you become acquainted with a skilled bully, he tests you to determine if you will become a follower or an opponent. At first, he challenges you with mild verbal criticism. Or he invades your personal space by standing too close and hovering behind you in your work area. If you silently endure his behavior, he concludes that you tend to avoid confrontation. By learning your emotional hot buttons, he positions himself to gain power over you.
With him or against him
On the other hand, if you seem unlikely to become a loyal follower, he concludes you are a threat to his success and begins plotting ways to discredit you, to diminish your influence over others and to reduce any power you have in the company.
He prevents your communication (Say it ain’t so!!)
If you are outspoken, he excludes you... He insists that all discussions must go up the chain of command (through him). And if you complain about his behavior, he launches an all-out attack on your character.

Bullying behaviors may be couched in humiliation and iterative programs or protocols framed as being in the best interests of employee (board) development and coaching. (This is why our board of education is mired in protocols. Violations of the protocols abound. Protocols are a method of bullying!)
 Exploits subordinates to outshine his peers
He uses empty promises or subtle threats to get his subordinates to work long hours, then takes personal credit for motivating them to make extreme sacrifices. He thus claims to possess superior leadership skills. When members of his department become disgruntled, he begins to systematically ruin their reputation, eventually firing them. (How many teachers have quit or been let go?) If someone mentions the high rate of turnover in his department, he downplays the significance, or he blames someone else for the problem. “They’re leaving,” he may tell the school board, “because you won’t let me pay them as much as they can earn elsewhere.” (Do they conduct exit interviews? Nope!)
Arrogance
An arrogant nature is frequently the defining characteristic of a workplace bully. Basically, he feels superior to those around him. He exaggerates his own importance while belittling the importance of others; or he admires his own skills while disrespecting the skills of others. He has contempt for anyone he considers less powerful or less intelligent than him (in other words, just about everyone he knows). With a smug, overbearing demeanor, he dismisses the viewpoints of peers and subordinates as unworthy of his attention. He believes he is right and anyone who disagrees with him is wrong. He assumes you will recognize his superior intelligence, experience and judgment, and you will soon accept his point of view. When you don’t, he concludes you are stubborn, confused, biased or slow-witted (“moron” and “idiot” are labels he might apply to you behind your back).
Self-glorifying
A highly confident bully is usually very outspoken in praising his own accomplishments (test scores). He is positive and enthusiastic when describing his performance, minimizing any mistakes or blaming them on the failures of others. (Ever hear the spin when the scores go down?) He seems to have an anecdote for every occasion, usually featuring himself in the role of the clever hero. He may launch into long monologues about his past successes. In contrast, when describing the performance of others, a self-glorifying bully becomes skeptical or even cynical. He belittles their accomplishments as insignificant, or even a step in the wrong direction. When someone else’s accomplishment is too obvious to criticize, he remains silent or is superficially congratulatory, soon shifting the attention back to himself and his contributions to the company.
Strong-willed
A successful workplace bully is typically very strong-willed. Never seeming satisfied, he constantly pressures you to change your thinking, yield to his objectives and fulfill his demands. His drive to succeed is often at the root of his desire to dominate others.
Pushy to an extreme 
No matter how much you give him, he always wants more. He demands extreme actions and commitments. He is constantly pushing his proposals, often seeming to shove his ideas down the throats of others. He stops at nothing in ruthless pursuit of his personal goals. (Does SBG ring a bell?)
Increasingly demanding over time
He assumes you will ultimately surrender to his demands, so he keeps pushing. Once you cave in, he begins making greater demands, knowing that you tend to submit when adequately pressured. He never seems satisfied, always demanding more and more from you. (Meetings, meetings, meetings!)
Narrow-minded
He insists that only his suggestions are reasonable. In his contempt for the ideas and suggestions of others, he ridicules any alternatives to his plan. He belittles creative discussions as a waste of time, sniping at the ideas of others to intimidate them into silence. When his behavior is challenged, he pompously claims to be the only one who is taking a serious approach to the matter. In his narrow-mindedness, he believes that he alone possesses a clear sense of purpose, and thus he is justified in imposing his will upon others.
Dominates meetings to achieve his objectives
A strong-willed bully exploits meetings to persuade and control others. He uses his aggressive, outspoken personality to dominate the discussion. For example, he insists that everyone give full attention to his ideas, but sidetracks any discussion of the ideas of others. (How about when certain people feign confusion? "I don’t understand what you want.") He doesn’t participate in group give-and-take exchanges, except perhaps to shout down a stubborn opponent. (Ever see the board president get nudged to shut someone up?) When he doesn’t get his way, he becomes angry. When others don’t listen to him, he launches a verbal tirade. When someone presents an opposing viewpoint, he interferes through the silent use of aggressive body language, such as constantly frowning, glaring at the speaker, using facial expressions that express his disgust, sighing frequently, rolling his eyes, aggressively fidgeting (such as tapping his fingers or writing notes), suddenly dropping his arms on the table in obvious disgust, or just sitting there with arms crossed (a wrinkled brow) or sour look on his face. Or he ends a meeting after he has presented his ideas, before others have spoken fully. When he can’t end a meeting, he looks for an excuse to leave. (or reminds the meeting facilitator that we have to stay on schedule) And if he can’t leave when he wants, he repeatedly attempts to change the subject; or he tries to distract others by joking around, holding whispered conversations or checking messages on his cell phone.
Attacks you personally if you question his proposal
When he thinks you are attacking his ideas, he attacks you personally. He may imply you have selfish motives, or suggest you are experiencing a lapse in judgment. If that doesn’t stop you, he becomes visibly frustrated and expresses disappointment with your behavior, perhaps saying: “I expected you, of all people, to support a plan that is so obviously good for the company.” If you continue to express opposition, he becomes angry at your narrow-minded thinking or discounts your knowledge and experience. (Boy, have we seen this a time or two!) Or he tries to destroy your credibility by belittling your character and intelligence. 
He may also encourage others to attack you. He asks them leading questions--he already knows their likely response--to elicit criticism. Alternatively, he repeats negative comments someone had said in private. For example, he says: “I’ve had others tell me you’re stubborn.” But those negative comments were carefully elicited by the bully solely for the purpose of attacking you at a meeting.
Tries to win every point
A strong-willed bully considers it essential to win every point in a discussion. Rather than expose himself to criticism for making an occasional mistake, he defends even his most unrealistic ideas. He doesn’t want to become a victim of one of his favorite attacks: berating someone for a minor, irrelevant error in an otherwise plausible opinion (not realizing normal people would never pursue such a meaningless point). He also views any argument as a battle of wills, seeking to prove himself right at all costs, thus showing others that he possesses superior intellect and judgment. Through his take-no-prisoners attitude, he believes he can enhance his reputation and strengthen his power in the district/community.
Enforces his will by creating urgent deadlines
A strong-willed bully readily agrees to unreasonable deadlines. He typically underestimates time requirements in order to pressure his subordinates to work excessive overtime. He uses deadlines to push others to comply with his ambitious plans. (Assessments must be completed by the end of April!) When subordinates unite in opposing an impossible deadline, he refuses to request an extension. He may even respond with a motivational speech, such as: “I know you can get it done; it’s just going to take a little overtime.” In describing his behavior to the school board, he portrays himself as a strong leader, perhaps saying: “I really had to turn up the heat, but that’s what it takes sometimes to get the job done.” He also exploits urgent deadlines to pressure you to make quick decisions, before getting all the facts. When you try to delay a decision until you can properly research and evaluate the issue, he attacks you with demeaning comments.
Argumentative
An argumentative bully doesn’t believe in the fair exchange of ideas based on logical reasoning and common-sense interpretation, but instead feels compelled to force his opinions on others. He accomplishes this, to a great extent, by disputing any ideas in opposition to his own, or discrediting anyone who presents those ideas. As part of his argumentative approach, he seeks to gain the upper hand through a variety of tactics.
Disagrees with everything you say
When he asks you a question, he rarely accepts your answer. He is always challenging and contradicting your ideas. Even when he actually agrees with you, he responds in a combative manner.
Communication is mostly talking
His communication style is to dominate every conversation. He offers a variety of anecdotes, stories, facts and data to convince others, but is impatient when his opponents offer “irrelevant” or “unreliable” information (that is, anything that contradicts him). When he appears to seriously consider the viewpoints of others, he is merely gathering information for use in a counterargument. Because he has no genuine interest in your ideas, he never truly engages in a two-way conversation.
Obscures your viewpoint
When you argue with him, he misrepresents your viewpoint, and then discredits this straw man position. Or he attacks an unimportant detail of your viewpoint--one in which you actually are wrong--to discredit your overall position. He suggests that one mistake in your facts reveals the overall errors of your thinking.
Even worse, he implies that you intentionally misled everyone. At the extreme, he accuses you of lying because you said something in the past that turned out to be false, ignoring the obvious logic that you weren’t lying if you said what you believed to be true at the time. To support his absurd charge, he may claim you possessed information unavailable to others.
By convincing others you are biased, narrow-minded and occasionally deceptive, he prevents them from understanding your viewpoint. in this manner, he eliminates any opposition to his ideas. (A skill that has been perfected to a T!)
Misinterprets what you say
An argumentative bully misinterprets others as a matter of habit. This tends to keep everyone around him off-balance, allowing him to argue more effectively for his own ideas.
During conversations, he attacks something you don’t remember saying, usually because he took it out of context or misinterpreted your meaning. After characterizing your thinking in an incorrect manner, he ignores your attempts to correct him, or wrongly accuses you of possessing a flawed memory.
He may also use the tactic of misinterpretation to intimidate or embarrass you. For example, in a sarcastic tone of voice, he inaccurately paraphrases your position: “Oh, so you’re suggesting _____. Well, that would do a lot of good.”
Misinterpreting others is a favorite tactic of successful manipulators. (Wow, we couldn't have said it better!)
Side-steps your valid points, rather than debating logically
An argumentative bully won’t address the substance of the issue, but instead brings up unrelated ideas. Or he restates his prior points so the discussion goes around in circles.
When you argue with irrefutable logic, he counters with authoritative quotes and stories that he claims support his position. He refuses to be drawn into an intelligent discussion based on commonly understood or verifiable facts. To support his opinions, he prefers to use information known only to him (which is why a bully spends so much time talking about his unique work experiences, usually consisting of unverifiable information).
Easily feels threatened and goes on the offensive
When you seem to question his ideas, he becomes angry. If you appear to support an alternative viewpoint, he attacks you. He goes on the offense to avoid defending his ideas, since a serious discussion could reveal flaws in his thinking. (Has someone ever gotten into a person's face before, screaming and yelling? The answer is yes.)
If you articulate a logical viewpoint, he tries to derail the conversation, perhaps through an aggressive attack unrelated to the current topic. This could involve bringing up unrelated issues to distract others from the soundness of your perspective, or using innuendo to provoke you into defending yourself.
His goal is to create chaos, then steer the conversation back to his proposed solutions, effectively shutting out your point of view.
Pulls rank to silence others
Another method of shutting down opposing viewpoints is for him to claim superior authority, knowledge or experience. He also may claim a greater concern and superior commitment to the district's long-term objectives (AKA the Strategic plan.)
He speaks with authority, rattling off various facts--statistics, financial data, quotes, anecdotes--which he claims support his position. If you try to point out the irrelevancy or inaccuracy of his “facts,” he becomes angry and pompously puts you in your place, perhaps asserting that his past experiences have provided him with clearly superior credentials, making him uniquely qualified to evaluate and conclude on the issue at hand. In a torrent of words, he attempts to sweep away all opposition.
Overgeneralizes
He stereotypes you to diminish you and your role. For example, he describes you as extroverted, introverted, analytical or conceptual, proving you are limited and biased. In his judgmental manner, he doesn’t allow for the typical complexity of most people.
He may try to label you with a demeaning term, such as lazy, unmotivated or disruptive. 
Highly critical
A workplace bully may try to keep others on the defensive through his constant criticism. Eventually, his subordinates feel inferior and incompetent, as if nothing could ever be enough to please him. Through constant criticism, he grinds people into submission, or causes them to quit. (How many times have we seen this happen?)
Diminishes your importance
He harps on your mistakes, belittles your accomplishments and discounts your ideas, all for the purpose of reducing your importance in the eyes of yourself and others.
Criticizes you indirectly
Using a subtle trick of association, he attempts to criticize you indirectly. For example, he makes sure everyone knows about your close alliance with someone else, and then he goes out of his way to demean that person. Or he belittles your former employer, thus implying your background is inferior. Alternatively, he may discount the importance of a project in which you play a major role, or claim one of your past projects was a failure.
During these attacks, he never once mentions your name. Even so, he tarnishes your reputation with those too naive to recognize his manipulation.
Cross-examines you intensely
A highly critical bully uses aggressive questioning to keep you on the defensive. During this process, he ignores or misunderstands your explanations. His tone of voice conveys his negative opinion. (This skill has been perfected.)
Or he seems to have an instantly negative reaction to anything you say. Even when you are merely asking a question--perhaps seeking to clarify his criticism--he acts as if you are avoiding the issue or shifting blame. (This one too!)
Shows his disapproval by being impatient with you
In another indirect method of conveying criticism, he impatiently does something himself rather than waiting for you (like the tech guy who impatiently says “Move!” when you can’t follow his vague, jargon-laced instructions). He may also impatiently cut you off in conversations, rather than hearing you out and acknowledging your input.
Character assassin
When a workplace bully can’t win with facts and logic, he may resort to attacking your character. (These people are radicals and rogues!) At a minimum, his intention is to undermine your credibility pertaining to a single issue. However, if you are a serious threat to his future, he may act to seriously damage your reputation or get you fired.
Suggests you are biased
By suggesting you have hidden motives, he attacks your integrity and reliability. This may cause others to view you with suspicion, weakening your influence within the company. (A mantra in the most recent election by the incumbents was to tell everyone that the opposition candidates had a personal agenda.)
Misleads others to destroy your reputation
He may distort past events in a manner that portrays you in a very harsh light. For example, he omits vital information that would explain your action as wise and appropriate, instead characterizing your action as vengeful or self-serving. His objective is to paint a negative, distorted picture of your attitude and objectives. (Another perfected skill.)
Makes your failures obvious
Once a vengeful bully causes your failures, he is very diligent in pointing those out, but never with an explanation of extenuating circumstances. When he needs to justify termination, he tells the school board that he had clear performance objectives, which the person obviously failed to meet, or that the person was on probation (non-tenured), with this latest assignment acting as a test case.
If he sees an employee becoming disenchanted, he begins to discredit you. He never wants a disenchanted employee to expose his unfair tactics, so he begins the process of discrediting you long before you quit. By diminishing your credibility, he reduces the risk of the board of education paying attention to your complaints about his bullying tactics. (They wrote the book on this!)
Perhaps he makes it widely known that you are failing. During this process, he builds a case for your termination. Then if you tell others about his harsh behaviors, he fires you (he may even claim that he had already fired you, before you spoke out). By then, he will have reduced your credibility to the point that no one takes your complaints seriously.
If you quit, he suggests you were forced out due to incompetence. If you quit before he has discredited you, he suggests you couldn’t handle the job, you didn’t have a good work ethic, you couldn’t get along with others, you lacked the necessary skills or you just didn’t fit in with the company culture. When you deny him the satisfaction of firing you, he makes up for it by destroying your reputation. (Threatens to destroy reputations. Former staff members have been told they will never work in the area again)
Charming
A skilled bully charms others to gain their trust. He exudes warmth and friendship as he smiles and tells jokes and stories, or flatters those around him. He makes you feel important by offering attention and approval. (No wonder the new board just loves him!)
His charismatic personality provides an excellent disguise, resulting in most people readily accepting the fiction of his good intentions rather than the reality of his self-serving nature. Because of the power of this disguise, charisma in a covert bully often leads to outstanding success, as can be observed with numerous public figures. (Ever see certain people giving him a big ol' hug in public? So inappropriate!)
 Obsessed with image
A skilled bully is obsessed with how things appear to others, even to the point of believing that outward image is more important than underlying reality. He knows that to prevent others from discovering the disturbing truth about his character, he must use words to create an image of integrity, teamwork and leadership.
Suppresses the truth
A bully misleads people by omitting significant information that would explain the situation and reveal the underlying reality. When you counter with a fact-based explanation, he misstates and belittles your viewpoint.
Evasive
A workplace bully can be very slippery (we could not have picked a better word!) when he needs to avoid the truth at all costs.
Avoids the truth about his behavior
An evasive bully never gives a straight answer about his bullying behavior. He denies his self-serving intentions and acts confused by complaints about his mistreatment of others. (Another perfect example of what transpires! We've seen this tactic used by another one of our leaders on many, many occasions.)
When complaints about his behavior persist, he questions the motives of the complainer. If asked to explain the rationale for his behavior, he angrily refuses, perhaps becoming belligerent. Or he flatly denies the specific charges of bullying, rejecting any facts as fabricated by a vengeful, biased complainer (that is, the target of his bullying).
Alternatively, he justifies his bullying behavior as needed to achieve positive goals, or mischaracterizes his aggressive behavior traits as valid leadership qualities.
Never honest and constructive
An evasive bully is never straightforward, never tells you his hidden agenda and never reveals his innermost desires. He would never consider making an effort to fix a relationship by changing his behavior. If there is an obvious conflict with you, he prevents it from being surfaced and resolved openly, preferring to undermine you behind your back.
Shifts the focus to others
An evasive bully asserts that the problem is with others, not him/herself. By criticizing you, he/she avoids discussing his own behaviors. Or he/she accuses you of behaviors far worse than his, saying that you triggered his bad behavior because you created a situation in which he/she had no choice but to behave the way he/she did. He may even claim he is the one who is being victimized (another hidden behavior trait). (True!)
Plays the victim
A bully acts like a victim in order to manipulate others into submitting to his desires. This can be a very effective technique in a company that emphasizes trust, respect, teamwork and fair treatment of others. (We've seen this tactic used by another of our district leasders as well.) In effect, he is abusing the virtue of his fellow workers, much like a con man steals from good Samaritans.
Self-righteous
In order to conceal his corrupt character and ruthless ambitions, a workplace bully claims the moral and ethical high ground. Alternatively, a delusional bully may actually be convinced he possesses superior virtue, and that his noble objectives fully justify deceiving and mistreating others. Either way, his self-righteous manner is a constant force, often leading to bullying behaviors.
He is good, others are bad
A self-righteous bully implies he is a good person, but others are ill-intentioned and devious. He tells stories that demonstrate his own goodness and highlight the questionable motives of others.
Superior motives
He characterizes his intentions as highly unselfish, while suggesting that others are seeking their own selfish ends. He suggests that unlike others in the company, he has the employees’ best interests in mind. (Again, people that challenge are said to have hidden agendas.)
When speaking at a meeting, he appeals to nobler motives, which of course coincide with his own objectives. In order to show he is more devoted to the company than anyone else, he quotes the company’s vision and values (and mission statement. So nauseating!)
Pompous
A pompous bully pretends to be a strong leader, when in fact he is a smug, self-satisfied, self-important, pretentious, bombastic, ego-absorbed, ego-indulgent braggart. These elements of his personality are a major cause of his manipulative and overbearing approach to dealing with others. (Wow, those are some strong words!)
Demeans others
He doesn’t treat you as an equal, but instead acts as if you are unimportant and powerless. He is condescending in words, tone of voice and mannerisms. He seems to enjoy feeling superior to you. (Almost the entire board of ed. does this when it comes to how they treat newcomers.)
Meeting hog
A pompous bully often exploits meetings to pump up his ego. When he is speaking, a major objective is to demonstrate his superior intellect. Using high-sounding phrases, industry lingo or obscure technical references, (edu-speak) he lectures others on the best way to accomplish things. He speaks extensively about his successes (test scores), even when others were primarily responsible. Grandstanding is second nature to him. (November is testing report month. Come one, come all to see this in action!)
When he is talking, he demands the full attention of everyone in the room, perhaps using an overly dignified tone of voice to command respect. But when you are talking, he is intentionally rude in order to show your unimportance. For example, he fiddles with his cell phone, holds side conversations with the person next to him, or reviews documents and make notes about something unrelated to the meeting. (They hit the nail on the head with this one!)
He may also attempt to control the meeting agenda, even to the point of wasting everyone’s time on items of exclusive interest to him. (someone else we know does this too) In his vanity, he believes his obviously superior ideas and opinions justify his domination of every meeting he attends.
Hypocritical
A skilled bully finds it expedient to openly claim beliefs, feelings and virtues that he doesn’t actually possess. Then regardless of his true attitudes, ethics, morality and intentions, he can influence others without arousing their suspicion.
Essentially, a hypocritical bully’s spoken philosophy doesn’t match his underlying beliefs. Due to this contradiction, his hypocrisy becomes readily apparent to those working closely with him. However, the rest of the company is usually unaware of his duplicitous nature, instead accepting the positive image he cleverly manufacturers.
For example, he preaches mutual trust, but betrays your trust in him. He preaches teamwork at the same time he undermines you. (Yup, yup!) He conceals his activities, but attacks you for not publicizing yours. He glosses over his mistakes as insignificant and not worth discussing, but exaggerates your mistakes, bringing them up again and again. He is a loose cannon, but complains when you show independence and initiative. (Wowza!)
If you work with a hypocritical bully long enough, you will discover that there are no limits to the ways in which he can reveal the contradiction between what he says and what he does.
Two-faced (Pay close attention here)
There’s nothing quite like that moment when a charismatic bully first shows you his true colors. From that moment on, everything he says and does seems like a fraud. You begin to wonder how you ever believed his deceptions. (We have heard this time and time again from many, many people. The same can be said about several members of the boe.) But then, looking around, you realize that everyone else continues to be taken in by his act, as if they are hypnotized by the sound of his voice.
Welcome to the strange and dangerous world of a two-faced bully.
Deceitful behaviors
A two-faced bully outwardly pretends to support you while secretly undermining you.  His warm personality or soft-spoken manner hides his destructive intentions, including a take-no-prisoners attitude should you oppose him/her. After lulling you into complacency, he verbally stabs you in the back, usually when you least expect it. (Seen this done time and again.)
Public vs. private words
A two-faced bully is positive and supportive in public, but negative and overly critical in private. (We cannot let these rogues get in. They will destroy everything we have accomplished!) Others sing praises of his virtue, vision, good humor and leadership, while you are suffering from his frequent attempts to intimidate and belittle you.
Rumor-monger
Let’s say you are standing your ground against a particularly nasty bully and he decides to bring out the big guns. Before you know it, you overhear co-workers belittling you in a private conversation. What happened?
There is a good chance you have been the target of rumor-mongering. Although a bully commonly undermines you behind your back to reduce your power, he spreads damaging rumors when he wants to weaken you permanently. These range from inaccurate criticisms of your character to malicious accusations of wrong-doing. (This has been made evident by many people at election time)
Attacks your character
By frequently repeating unwarranted negative comments about you, he tries to set perceptions before you can explain your actions. Over time, his persistent attacks can undermine your reputation and convince others that you are bad for the company. (See previous comment in red.)
To accomplish this, he unfairly criticizes you behind your back by giving an inaccurate account of a recent event. He attacks the quality of your work, without any factual basis, by giving noteworthy or humorous examples of your mistakes. He implies you have bad intentions by misquoting you, or tells stories that wrongly characterize you as lazy, incompetent, dishonest, destructive or misguided. (See previous comment in red.) He may even suggest you have personal or emotional problems.
Uses distortions and lies as he spreads rumors about you
A rumor-monger treats half-truths and hearsay as damning evidence. He distorts the meaning of comments made by others, thus converting innocent observations into harsh criticisms. He repeats statements from obviously biased sources, prefacing the rumor with praise of the source’s character. If necessary, he even makes up lies about you. (Noooo! Say it ain't so!)
Passive-aggressive
A workplace bully may be aggressive towards you by things he doesn’t do. By not doing something that would normally occur, he can insult you and weaken you, with a potentially serious impact on your ability to move forward with your career.
Cuts you out of the loop
At his worst, a passive-aggressive bully keeps you in the dark about new strategies, projects and employees, perhaps by excluding you from office communication (email, meetings, informal conversations, lunches). He effectively exiles you from his clique, possibly resulting in your termination.
Through methods like these, passive-aggressive behavior represents one of the most diabolical forms of workplace bullying.

Identifying a Toxic Workplace
Does your company confront aggressive people about inappropriate behaviors? Does it warn bullies about dealing fairly with others and following core values? Does it investigate charges of backstabbing and manipulation?
If so, consider yourself fortunate. You are in a healthy workplace, with people in power who will support you in your fight with a bully.
On the other hand, do they turn a blind eye to bullying? (YES!) Do they encourage or reward bullying behaviors? (YES!) Does a workplace bully usually get his way? (YES!) Is bullying behavior the norm rather than the exception? (YES, YES, YES!!!! In the board room, in the classroom, in the office, on the bus...it's accepted EVERYWHERE!)
In that case, you are probably in a toxic workplace. Even if you aren’t directly bullied, the fumes may get you. 
This section will help you determine whether your workplace is toxic.
The dominant culture of your workplace has a huge impact on your ability to effectively deal with a workplace bully. Don’t even think about fighting a bully until you get a handle on the larger environment. (So true! It needs to begin at the board level, only most don't see that.)
Signs of a toxic workplace
In a toxic workplace, dysfunctional attitudes and emotions seem to permeate the atmosphere.
1. Widespread anger and frustration
Are co-workers frequently in a foul mood? Are anger and frustration widespread? Do disenchanted employees outnumber enthusiastic ones? These are clear signs that your company’s atmosphere is toxic. (We're guessing so due to the recent institute day topic.)
In this situation, nothing realistic is being done to improve morale. (You got that right!) Any efforts to make your company a better place to work seem superficial, even ironic (like having the workplace bully head up the committee to improve morale). (We could not have said this better!) 
Turnover is usually high in a toxic workplace, with the most talented people quitting. (Yup, so true!) 
2. Workplace bully is admired
Is the company culture to admire the winners, regardless of their tactics? Is the bully widely respected (Only by some of the boe who turn a blind eye to this behavior),  despite his inappropriate behavior, as an aggressive, competitive leader? When a bully loses control of his temper or intentionally embarrasses a subordinate, do others justify his actions as strong management, or even dismiss them as irrelevant?
3. Scapegoats are found to take the blame
Does blaming others seem like a blood sport in your company?
In a toxic workplace, a bully “explains” a mistake by castigating someone else. (Loves throwing other people under the bus!!) He thus dodges any responsibility for his actions (although he may acknowledge he used poor judgment in hiring the scapegoat).
A bully’s habit of blaming others can cause serious, persistent problems. (graduation, legislation, reporters, etc.) By not acknowledging his role in causing mistakes, he finds no answers that can prevent mistakes in the future. And by blaming the innocent, he causes valuable employees to quit. This, in turn, overburdens the remaining personnel, resulting in more failures.
Scapegoats may continue to be blamed long after they’ve left the company. He can use two or three ex-employees to explain a whole host of problems, since they are no longer around to explain how the bully was actually at fault.
4. Dysfunctional processes
In a toxic company, processes tend to be dysfunctional, particularly if a workplace bully helps create them. (SBG, STI, new assessments, further attempts, new report cards, new grading system, etc.)
In this situation, company procedures don’t make sense, making it difficult to get things done. (Tell us about it!) Management reviews are an unnecessary burden, with many reports that don’t have any meaning. (So true! Just ask the staff!) For any given task, the established process appears illogical. You hear “That’s the way we’ve always done it” (We have heard the former statement at least a million times over the years!) rather than “There’s always room for improvement.” 
Vague objectives and arbitrary deadlines
There are no clear objectives, so it can be tough to determine what’s important and what isn’t. At times, you find yourself buried with work that appears to be completely unnecessary. It is never clear how and why things are done around the company. (We've heard this time and again from staff members.) 
Your boss routinely makes decisions that impact you without seeking your input. Deadlines are never established based on logical scheduling of larger goals, but instead appear arbitrary. No matter how often his subordinates complain, your boss never extends unrealistic deadlines, adding to the general frustration.
Meaningless solutions from ineffective management
In order to create the impression that personnel issues are being addressed, upper management sets up a committee to investigate specific problems and suggest solutions. (Synergenics) But the results are based on the premise that the employees aren’t very sophisticated and can be easily appeased. Input from employees is discounted or ignored and clueless managers rely on their own misapprehensions. Because the process is dysfunctional, the results are meaningless. (We could have told them that without spending thousands of dollars.)
Let’s say, for example, that a committee is formed to investigate low morale and declining productivity. But since the workplace is toxic, the committee won’t have the authority to investigate the bully. Even worse, a bully may be on the committee. Or the committee must first report to a high level executive who is one of the bullies (“Well, our surprising conclusion is that you are the cause of declining morale.” No, I can’t see that happening either.) (Wouldn't that be nice?)
Since they must ignore the impact of bullying on morale, they instead turn to “creative” ideas. (Synergenics) Perhaps they find some popular solution to “make employees feel better about themselves.” This could include a patronizing “Extra Special Person” award, meaningless interdepartmental competitions or irrelevant offsite training seminars (“As soon as everyone learns proper time-management techniques,” they tell one another, “productivity and morale will go way up. We’ll even give them free planning notebooks.”)
Unintended consequence: worsening morale
In the end, these solutions tend to be counterproductive. Not only do they fail to deal with the bully, but the premise--employees don’t realize the real problem--is fatally flawed. By pushing a meaningless, ineffective solution to morale, employees feel they are being treated like children, or as second-class citizens. Morale deteriorates even further, and high employee turnover is often the result.
On the other hand, after most employees leave and are replaced with fresh faces, morale will be good once again. That is until bullying again takes its toll and a new dysfunctional committee is appointed and again ignores the real cause of the problem (one symptom of a company run by a bully). (Is our company/boe run by a bully?)
5. Dysfunctional relationships
How do employees relate to one another at your company? In a toxic workplace, everyone seems to struggle with relationships. Misunderstandings are common, leading to frustration, anger and inefficiency. Gossip and criticism are the norm, and cliques lead to favoritism and feuding. (That's why they had to devote several days to Synergenics.)
Noticeably absent in a toxic workplace are clear and straightforward conversations. You rarely see a quick resolution of relationship issues, and bad feelings may linger for months, or even years. (You ain't kidding. Get over it!!)
6. Dysfunctional meetings
Do meetings at your company feel like a waste of time? (YES!) Are they dominated by dull monologues and meaningless reports? (YES!!) Do they provide workplace bullies a forum to rant, rave and manipulate? (YES!!) Are reasonable people intimidated into silence? (That's the goal.) 
If so, you are experiencing the living hell of dysfunctional meetings. (YA THINK?)
Topics are meaningless
In a toxic workplace, those who dominate meetings seem to prefer to discuss vague platitudes instead of underlying problems. They focus on theory rather than dealing with reality. By ignoring the real problems facing the company, they fail to accomplish anything of substance. The main impact of meetings is the loss of productive time from your day. Your dominant thought as you leave tends to be “There’s an hour of my life I’ll never get back.” (How ‘bout it!)
Bully is allowed to dominate meetings
A workplace bully tends to dominate meetings through his aggressive conversational style, including giving monologues, arguing, criticizing, interrupting and raising his voice. He uses generalizations, innuendo and presuppositions without being challenged. He stifles open discussions and prevents any progress, except to further his own agenda. He may even use a meeting to embarrass, ridicule and humiliate his opponents. (We had to highlight this. The board president needs to take notice of this. And now with a certain someone back, there will be even more of the same.)
In a toxic workplace, any complaints about the bully’s domination of meetings will likely fall upon deaf ears. In fact, his aggressive tactics are more likely to be admired by upper management (BOE).
7. Obvious hypocrisy in the company
A toxic workplace nearly always includes widespread hypocrisy. Executives (and district leaders) are unlikely to acknowledge the serious problems plaguing their company, instead promoting the fiction of a healthy work environment run by enlightened management. Bullies are euphemistically described as highly competitive individuals who are becoming strong leaders.
Management fads
Executives in a toxic company often overcompensate by adopting faddish management approaches (SBG), as if propaganda is an effective tool to overcome reality. The result may be aggressively promoted company values that don’t seem to match day-to-day events.
For example, clear communication is preached in elaborate seminars while poor communication continues to be the norm. Valuing and respecting others is publicized in the company mission statement (protocols), or on framed motivational posters in the break room, but undermining and belittling others seems pervasive. Everyone is told to make company goals/protocols their first priority and adopt a spirit of teamwork, but internal competition dominates. Worst of all, the most consistent violators of company values are the most highly rewarded. (Again, we had to highlight this. Every member of the boe should take note of this)
Bully as preacher
A workplace bully can be quite outspoken in preaching company values, pressuring others to modify their behavior (making bullying a goal) even as he consistently violates those values. Rather than being punished for his violations, the bully is rewarded for his outward image of leadership. (He/she is so amazing-we are lucky to have them!) In the rare event he is reprimanded for breaking company values, it is ineffective and ultimately meaningless. In this manner, upper management’s hypocritical attempts to improve the work environment are exploited by a clever bully, leading to further deterioration of morale.
Clueless or evil management
Even when the hypocrisy seems obvious to everyone, upper management seems unaware of the contradictions between what is said and what is done. (Bullying takes place at all levels. Pay attention to the premise of your GOAL. It’s not just for kids!) Maybe they want you to guess whether they are hopelessly unaware or utterly lacking in integrity. (We think it's the latter.)
8. Overly restrictive systems for controlling people
A workplace bully usually thrives by controlling others. He prefers a workplace with dehumanizing systems, offering him more opportunities to tightly control their behavior.
Companies fall into this mode of operation by designing and implementing overly detailed operational systems. These include overly detailed policies, procedures and job descriptions and performance evaluations. (Bingo!)
Toxic vs. enlightened workplace
In a toxic workplace, employees are criticized and punished for failing to meet established criteria, regardless of whether the item makes any sense. Common sense is not considered as a meaningful factor.
In a more enlightened environment, the emphasis is on training employees to achieve excellence, and on providing them with appropriate techniques and tools. In effect, the systems are subordinated to the employees. In a toxic workplace, it is the other way around: the employees are subordinated to the systems, based on the premise that people can’t be trusted to think for themselves, and they can’t learn to do their job skillfully and reliably.
Bully as a superior being
A bully also feels justified in creating and implementing highly detailed systems due to his advanced intellect and superior judgment. The systems allow him to control the actions of others, thus overcoming their inferiority and incompetence.
In accordance with his character, a bully uses the operational system as an excuse to badger his subordinates and control his peers. Ultimately, this becomes another weapon in his arsenal of intimidation, adding to his power in the company.
Initiative-killers
Once operational systems are in place, employees are criticized for taking any initiative, such as modifying the approach or eliminating unnecessary tasks. It doesn’t seem to matter that these changes would make the company operate more efficiently--if the bully doesn’t originate the idea, it isn’t even considered. (How true!)
Arguments for totalitarian controls
When challenged by more enlightened colleagues, a bully adamantly defends this approach. He explains that operational systems are absolutely necessary to maintain discipline, productivity and quality control. He complains that without these systems, employees would not be held accountable for their actions. He may launch into a long-winded description of a former employer that used these systems, or refers to sophisticated management studies, offering quotes and statistics to prove his point.
During his monologue, he conveniently omits the fact that his approach goes far beyond common-sense management concepts, such as thorough work plans and checklists, and into the realm of totalitarian control, with harsh penalties for trivial non-compliance. By converting intelligent methods into dogmatic approaches, he bastardizes the purpose of management systems.
In this toxic situation, only mindless task-oriented workers are rewarded. And if they learn to be completely submissive to the bully, they are praised as model employees.
9. Incompetent or powerless board of education
In a toxic workplace, BOE are either unable or unwilling to deal with rampant workplace bullying.
Signs of an incompetent or powerless (with respect to bullying) boe include an inability to respond effectively to bullying incidents, refusal to treat complaints as valid and significant, or criticizing the complainer without understanding the situation. The boe would rather not confront the bully, so instead asks you to change your behavior to accommodate the bully.
Failure to recognize or address the problem
An incompetent boe treats the problem as caused equally by bully and complainer, with no recognition of the bully’s intentionally destructive behavior. In an attempt to rationalize an unpleasant situation, the boe dismisses overly aggressive behavior as "mood swings,” or labels bullying as an “ordinary personality conflict.” It is up to you to resolve the situation.
And if bullying is acknowledged, there is no follow-up on requests for a bully to modify his behavior--perhaps because the primary goal is to pacify the complainer, not change the bully.
BOE manipulated by a skilled bully
How can the boe fail to deal with workplace bullying?
In some cases, they lack familiarity with bullying and its negative impact on employees and productivity. A boe leader may misinterpret the situation, failing to properly research and evaluate the circumstances. Or he may be misled by a bully’s guile.
Let’s say a target (hmmm, maybe a six year old hispanic girl or a homeless family) complains about a series of bullying incidents. A skilled bully can convince a board of ed that his bullying behaviors were fully justified by circumstances, or by the failings of the complainer. In the end, the target of bullying gets blamed, either as the instigator or as a whiner. (Wow, if only certain people would realize how true this is!)
After two or three incidents, the boe will perceive the target as a chronic complainer. After that, all future bullying of that target, even when obvious and severe, is likely to be ignored. In this manner, a boe can contribute to the toxicity of a workplace.
HR intimidated by an entrenched bully
board of education may honor a bully’s leadership in the company. If a bully is clearly respected by upper management, confronting him carries huge risks. It makes more sense to side with the bully, blaming the target.
For example, let's say a bully convinces the boe president that his department will deliver an enormous increase in profits test scores, but it requires a “tough management” approach. If the president is committed to the bully, the boe will probably avoid interfering.
When the boe president believes her own job would be at risk if he makes an enemy of a powerful bully, you probably won’t see any meaningful action to address the underlying problem.

We could go on and on with how to identify a workplace bully. Everyone knows there is an elephant in the room. But unless people are ready to take a stand and put their actions into words, nothing in this district will ever change. The time is now. Let’s make it happen!!