Technology Teacher 05/31/2016

• Religion and Public Schools

  • When it comes to religion, public schools must obey two legal requirements that are hard to reconcile: let it be, and push it away
  • One clause gives citizens the right to freely exercise religious convictions; the other prohibits government (including taxpayer-funded public schools) from establishing religion, meaning granting favorable treatment.
  • Board members and school administrators are required to allow personal acts of religious faith but to simultaneously avoid any appearance that religion (or any particular religion) enjoys special status

• untitled

  - Asian Holiday custom with red envelopes given to children with money or other gift. - Teacher gave out red envelopes only to her Asian students and her other students were pulled out,students which seemed to be all African Americans, for a special meeting. What meeting takes out all of your students from a certain group? - - she was accused of favoritism since she only gave the envelopes to the remaining Asian students on the lunar new year. She was also accused of leaving out the African Americans - Administrator said she had no right to impose Asian Customs on African America Students - Teacher defended actions by saying that it is an important Asian custom and that the Asian students participated in a MLK Jr day celebration. - Administrator bordering on a religious observance

• Education in a Pluralistic Society Chapter 1

  - Enculturation is the process of acquiring the characteristics of a given society and being competent in its language and ways of behaving and knowing - Socialization is the general process of learning the social norms of the culture. - Culture is also adaptive depending on the "environmental conditions, available natural and technological resources, and social changes." - Culture is a dynamic system. Some are quick to change while others are slow. - Ethnocentrism is the "inability to view other cultures as equally viable alternatives for organizing reality. - cultural relativism is "to see the culture as if one was a member of that culture." - White, Anglo Saxon and Protestant - WASP - - Dominant in US cultural because of their influence in building the structures and tools for society. - Overpowering value of the dominant group in US is individualism - " the belief that every individual is their own master, is in control of his or her destiny and will advance or regress in society only according to his or her efforts." - Continuous contact with the dominant group usually results in subsequent changes in the cultural groups of either or both groups. - assimilation is when cultural patterns either become a part of the dominant culture or disappear. - cultural pluralism is a society that allows for multiple cultures to function separately and equally without requiring any assimilation into the dominant society. - Multiculturalism allows different cultural groups to maintain their unique cultural identities while participating equally in the dominant society.

• Ed 600

  • Ed 610.02  Professional Education Requirements.  To promote the learning of all students, each professional educator preparation program shall require each graduate of the program to demonstrate evidence of the following:

      

     

  •    (a)  In the area of the learner and learning:

      

     

      

    (1)  Learner development, as demonstrated by:

      

     

      

    a.  An understanding of how learners develop, recognizing that patterns of learning and development vary individually within and across the personal, physical, social, and academic dimensions; and

      

     

      

    b.  The ability to facilitate developmentally appropriate and challenging learning experiences based on the unique needs of each learner;

      

     

      

    (2)  Learning differences, as demonstrated by:

      

     

      

    a.  An understanding of individual differences and diverse cultures and communities;

      

     

      

    b.  Ensuring inclusive learning environments that allow each learner to reach his or her full potential; and

      

     

      

    c.  The ability to employ universal design principles and assistive technology; and

      

     

      

    (3)  Learning environment, as demonstrated by:

      

     

      

    a.  Working with learners to create and access learning environments that support self-directed individual and collaborative learning, based on each learner’s interests and passions; and

      

     

      

    b.  Use of learning environments not limited to the classroom, but extended into the larger community as well as virtual experiences

  • (b)  In the area of content:

      

     

      

    (1)  Content knowledge, as demonstrated by:

      

     

      

    a.  An understanding of the central concepts, tools of inquiry, and structure of his or her discipline(s); and

      

     

      

    b.  An ability to create learning experiences that make the discipline(s) accessible and meaningful for learners; and

      

     

      

    (2)  Innovative applications of content, as demonstrated by an understanding of how to connect concepts and use differing perspectives to engage learners in critical and creative thinking and collaborative problem-solving related to authentic local and global issues;

      

     

      

              (c)  In the area of learning facilitation practice:

      

     

      

    (1)  Use of assessment, as demonstrated by an understanding and ability to use multiple methods of assessment to:

      

     

      

    a.  Engage learners in their own growth;

      

     

      

    b.  Document learner progress;

      

     

      

    c.  Provide learner feedback; and

      

     

      

    d.  Inform the educator’s ongoing planning and instructional practices;

  • (2)  Planning for learning facilitation, as demonstrated by an ability, as an active member of a learning community, to draw upon knowledge of content area standards, cross-disciplinary skills, learners, the community, and pedagogy to plan learning experiences that support every learner in meeting rigorous learning goals; and

      

     

      

    (3)  Learning facilitation strategies, as demonstrated by:

      

     

      

    a.  An understanding and use of a variety of strategies and tools to encourage learners to develop deep understanding of content areas and their connections to other disciplines; and

      

     

      

    b.  An ability to build skills in accessing, applying, and communicating information; and

      

     

  •    (d)  In the area of professional responsibility:

      

     

      

    (1)  Reflection and continuous growth, as demonstrated by:

      

     

      

    a.  Being a reflective practitioner and using evidence to continually evaluate his or her practice, particularly the effects of choices and actions on students, families, and other professionals in the learning community; and

      

     

      

    b.  Ability to adapt practice to meet the needs of each learner; and

      

     

      

    (2)  Collaboration, as demonstrated by:

      

     

      

    a.  Collaborating, as a member of the larger learning community, with learners, families, colleagues, other professionals, and community members to leverage resources that contribute to student growth and development, learning, and well-being.

      

     

      

    Source.  (See Revision Note at part heading for Ed 610) #6048, eff 6-2-95; ss by #6366, eff 10-30-96; ss by #7923, eff 7-24-03; ss by #8229, eff 12-17-04; ss by #10046, eff 12-17-11

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Technology Teacher 05/29/2016

• Module 2

  -The metaphor of America as a melting pot evolved from the immigration experience. It has been used to describe an American culture in which diverse backgrounds merge into one common culture; however, the resulting culture often reflects the dominant group. Cultural assimilation reflects this analogy. - A new metaphor has emerged: the tossed salad. The tossed salad metaphor encourages the blending of ingredients while maintaining their unique characteristics. - Multicultural education is an educational strategy that acknowledges the diverse backgrounds present in the classroom - Multicultural education also helps create classroom management that encourages tolerance and respect for all students and ensures that all students have access to learning. - In addition to having knowledge of the characteristics of multicultural education, today’s teacher is expected to develop multicultural proficiencies. Multicultural proficiencies have been developed by the Interstate New Teacher and Support Consortium (InTASC). Although InTASC is designed to support new teachers, multicultural competencies may be new to experienced teachers and are therefore a valuable tool for self-assessment - Cultural identity can be described as a personal life tapestry - The process of sculpting a cultural identity begins in infancy and continues throughout a lifetime of interaction with members of similar and dissimilar groups and individuals. - Enculturation is therefore the acquisition of the characteristics of a culture. - At the same time, the process of socialization (interactions with other group members) creates a set of social rules (norms). - To be an effective teacher, it is important to understand the shared values and learned patterns within students’ cultural groups. Teachers need to be aware of the influence of culture on how students think, feel, and behave in school. - . A society organized around the harmonious coexistence of multiple subcultures and value systems is known as cultural pluralism. - Cultural pluralism does not subjugate any group under a more dominant group. In American society, this ideal is hard to accomplish, as it requires dominant cultures to surrender power. - Multicultural education beliefs and assumptions can help teachers build classroom environments that promote equity and access to learning regardless of group membership.

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Technology Teacher 05/26/2016

• Achievement Gap Report

  -" The wide variation in performance among schools serving similar students suggests that these gaps can be closed. Race and poverty are not destiny."- If the gap between low-income students and the rest hadbeen similarly narrowed, GDP in 2008 would have been$400 billion to $670 billion higher, or 3 to 5 percent of GDP- If the gap between America's low-performing states andthe rest had been similarly narrowed, GDP in 2008 wouldhave been $425 billion to $700 billion higher, or 3 to 5percent of GDP. - the persistence of these educationalachievement gaps imposes on the United States theeconomic equivalent of a permanent national recession. - Many teachers and schools across the countryare proving that race and poverty are not destiny; manymore are demonstrating that middle-class children can beeducated to world-class levels of performance. - there is a striking gap between the performance ofAmerica's top students and that of top students elsewhere. - All things being equal,a low-income student in the United States is far less likelyto do well in school than a low-income student in Finland. - this poor performance is surprising,considering the high per capita income in the UnitedStates, which is generally correlated with higher levels ofeducational achievement.- By onemeasure we get 60 percent less for our education dollars interms of average test-score results than do other wealthynations - 165 dollars a point on the pisa math- Impoverished students (a grouphere defined as those eligible for federally subsidizedfree lunches) are roughly two years of learning behind theaverage better-off student of the same age-only 9 percent of freshmen in the nation’s 120 “Tier1” colleges (whose total freshman enrollment is 170,000)are from the bottom half of the income distribution (Exhibit6)- While it is less clear how to address the racial andincome-based achievement gaps directly, understandingand acting on the lessons found in these system-basedachievement gaps will be among the most powerful toolsavailable to those who aim to achieve higher and moreequitable educational outcomes. -Important performance gaps exist at every level inAmerican education: among states, among districtswithin states, among schools within districts, and amongclassrooms within schools. This confirms what intuitionwould suggest and research has indicated: differencesin public policies, systemwide strategies, school siteleadership, teaching practice, and perhaps other systemicinvestments can fundamentally influence studentachievement- For example,we analyzed two mostly black public schools in poorneighborhoods within the same district (Exhibit 10). Onedramatically outperforms the other in reading and mathdespite having higher poverty rates- Indeed, there is actually more variation instudent achievement within schools than between schoolsin the United States. The 2006 PISA Science report by theOECD found variation within schools in the United Statesto be 2.6 times greater than the variation across schools. - which holds that accessto consistent quality of teaching is a key determinant ofstudent achievement.- Differences in achievement between states can be as high as two years of learning evenafter controlling for race and income- The results square withour common intuition that there is a high price for failing tomake full use of the nation’s human potential:-• If the United States had closed the racial achievementgap and black and Latino student performance hadcaught up with that of white students by 1998, GDP in2008 would have been between $310 billion and $525billion higher, or roughly 2 to 4 percent of GDP. (Themagnitude of this effect will rise in the years ahead asblacks and Latinos become a larger proportion of thepopulation.)- f the United States had closed the income achievementgap so that between 1983 and 1998 the performance ofstudents from families with income below $25,000 a yearhad been raised to the performance of students fromhomes with incomes above $25,000 a year, then GDP in2008 would have been $400 billion to $670 billion higher,or 3 to 5 percent of GDP. - By underutilizing such a large proportion of the country’shuman potential, the US economy is less rich in skills thanit could be. The result is that American workers are, onaverage, less able to develop, master, and adapt to newproductivity-enhancing technologies and methods thanthey could otherwise have been By that measure,the international achievement gap is imposing on the USeconomy an invisible yet recurring economic loss that isgreater than the output shortfall in what has been calledthe worst economic crisis since the Great Depression- Tests as early as fourth grade are powerful predictors offuture achievement and life outcomes. - When starting from a similar point, studentswho are able to improve their performance between thirdand eighth grade are much more likely to graduate withhonors and thus benefit from higher earnings over time- Lower education is highlycorrelated with unhealthy lifestyles, including higherincidences of smoking and obesity.- Education levels are also linked to civic engagement. Highschool graduates are twice as likely to vote than people withan eighth grade education or less. College graduates are50 percent more likely to vote than high school graduates.Lifting the achievement of lagging socioeconomic andethnic groups would almost certainly enhance the richnessof America’s civic life. - Lagging achievement is a problem for poorand minority children and for the broadmiddle class--In our observation, parents in poor neighborhoods areall too aware that their schools are not performing well;but middle-class parents typically do not realize that theirschools are failing to adequately prepare their children foran age of global competition- Inequities in teacher quality and schoolfunding are pervasive --d. First, on average, the United States systematicallyassigns less experienced, less qualified, and probably lesseffective teachers to poorer students of color--- unique nature of school finance systems inthe United States, schools in poor neighborhoods tend tohave far less funding per pupil than do schools in wealthierdistricts-- Since teacher salaries areone of the biggest components of district cost structures,affluent districts routinely outbid poorer ones for the bestteaching talent (in addition to offering typically betterworking conditions and easier-to-teach children)-- what changes in the salary and nonsalary components ofteaching would be required to attract and retain highercalibercollege graduates as well as experienced teacherswith records of success in raising student achievement,to devote their careers to teaching poorer students ofcolor? -- What is the link between true per pupil funding ina school or district and the quality and effectiveness of itsteachers?--What happens in schools and school systemsmatters profoundly-- evidencesuggests that while factors outside of school are certainlyvery important sources of unequal outcomes, superioreducational policies and practices at every level—federal,state, district, school, and classroom—matter profoundlyfor student achievement, and thus for students’ economicprospects and life chances.--Better data is essential-- Given the $600 billionthat the United States spends annually on its public schoolsystems, and the enormous economic stakes riding onimproved student achievement, it is remarkably shortsightedto invest so little in insights about educationalperformance. -- long experience around the world serving bothprivate companies and public-sector entities teaches usthat when large variations in performance exist amongsimilar operations, relentless efforts to benchmark andimplement what works can lift performance substantially-- In each of these cases,America’s commitment and actions taken to utilize itshuman potential more fully resulted in economic benefitsfor the nation as a whole.--

• What We Do

  • what we do

     

     

     

     

     

       

    Education & Career Programs These programs help youth create aspirations for the future, providing opportunities for career exploration and educational enhancement.

  • Character & Leadership Programs

    Helping youth become responsible, caring citizens and acquire skills for participating in the democratic process is the main thrust of these programs.

  • Health & Life Skills

    These initiatives develop young people’s capacity to engage in positive behaviors that nurture their own well-being, set personal goals and live successfully as self-sufficient adults.

  • Sports, Fitness and Recreation

    These Club programs help develop fitness, a positive use of leisure time, reduction of stress, appreciation for the environment and social and interpersonal skills.

• Program: Boys and Girls Club – Project Learn - CrimeSolutions.gov

  • Target Population and Sites
    The program targets economically disadvantaged young adolescents from public housing. It aims to increase effectiveness of out-of-school educational activities by targeting neighborhoods and youth who are most at risk and most in need of resources. Participating youth are typically between 10 and 14 years of age.
  • The Project Learn weekly curriculum includes:
     
     
    • 4 to 5 hours of discussion with knowledgeable adults
     
    • 1 to 2 hours of creative writing
     
    • 4 to 5 hours of leisure reading
     
    • 5 to 6 hours of school homework completion
     
    • 2 to 3 hours helping other youth with homework, projects, and skills acquisition
     
    • 4 to 5 hours of games and recreation that draw on cognitive and transferable skills
  • Project Learn aims to offer additional educational activities and resources, as well as enrichment activities, not otherwise available to low-income families in order to increase positive scholastic performance
  • School Grades
     At every follow-up, average grades of treatment youth were significantly higher than control and comparison group youth. At the 30-month follow-up the treatment group’s average score was 86.88, compared to 78.79 for the comparison group and 75.67 for the control group.
  • School Attendance
     At the 30-month follow-up, the treatment group had significantly fewer days missed (2.19 days) compared to the comparison group (12.33 days) and control group (16.67 days).
  • Behavioral Incidents
     There were no significant differences between the groups at any follow-up point in the frequency of behavioral incidents.

• Preschool to prison: no child too young for zero-tolerance | MSNBC

  • Overzealous enforcement of school discipline policies and all of the negative outcomes associated with them are often framed around older children and middle and high school students, but the government’s report shows just how deeply the disparities extend.
  • While black children represent only 18% of preschool enrollment nationally, they make up 42% of students suspended once and nearly half of students who are suspended more than once, according to the report, an analysis of Civil Rights Data Collection (CRDC) data for the 2011-2012 school year

• Education racial gap wide as ever according to NAEP | MSNBC

  • 
  • the achievement gap between white and minority high school students remains wide and steady.
  • But the white-black gap in math and reading scores in 2013 was 30 points, the latter of which grew five points since 1992.
  • The new data comes as the nation’s racial minorities have seen huge gains in high school graduation and college enrollment rates and as high school dropout rates among these groups remain high but show signs of decline
  • Since 2006, the national high school graduation rate has averaged an uptick of 1.3% a year, with major gains by black and Hispanic students.
  • Educators in predominately black and Latino schools were paid less than their counterparts in majority white schools and black students were found to be nearly four times more likely than their white counterparts to attend a school where less than 80% of their school’s teachers are certified.
  • Across the country only half of all high schools offer calculus and just about 63% offer physics. Next-level math and science courses like geometry and biology are limited.
  • “Achievement at this very critical point in a student’s life must be improved to ensure success after high school,” Driscoll said. “Many factors inside and outside the classroom contribute to student performance, and it is incumbent upon everyone in the education community to find ways to foster academic improvement in the years to come.”

• Announcements – EDU-582-Q4997 Educational Factors ...

  • “Research ties 14 factors to student achievement, and low income and minority children are at a disadvantage in almost all of them” (Barton, 2004).

  • Factors That Correlate with Student Achievement

     
          

    Before and Beyond School:     Birth weight   Lead poisoning   Hunger and nutrition   Reading to young children   Television watching   Parent availability   Student mobility   Parent participation

    In School:     Rigor of curriculum   Teacher experience and attendance   Teacher preparation   Class size   Technology-assisted instruction   School safety

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Technology Teacher 05/14/2016

• untitled

  - “Dismissal” means the termination of a teacher’s contract during the term of the contract; to discontinue a teacher’s employment during the school year for one of the reasons set forth in RSA 189:13. School boards may dismiss a teacher if the teacher: (1) is found to be immoral; (2) fails to satisfactorily maintain the competency standards established by the school district; or (3) fails to conform to regulations prescribed. - • Teachers facing dismissal are entitled to: (1) notification of the cause of dismissal; and (2) a full and fair hearing. - Failure to follow these provisions may result in the teacher being entitled to his/her full salary for the term of the teacher’s contract. RSA 189:14. -Teachers who have taught for one or more years, but less than three in the same school district, must be notified in writing by April 15th that he/she will not be renominated for employment for the following school year. • Teachers in this category are not entitled to the reason(s) for their nonrenomination or a hearing before the board. -Teachers who have taught for at least three consecutive years in the same school district must be notified in writing by April 15th that he/she will not be renominated for employment for the following school year. • Such teachers may request a hearing before the school board. The request must be in writing. The Superintendent must receive the request within 10 days of issuing notice of nonrenewal. • The school district is required to: (1) advise teachers of their right to a hearing; (2) advise teachers of their right to ask for the reasons for nonrenomination; (3) hold any hearing requested by a teacher within 15 days of receipt of the request; and (4) issue its decision in writing within 15 days of the close of the hearing. • These requirements apply to teachers who have taught for three or more years in any district in New Hampshire, including those who have subsequently changed school districts and have taught for at least two consecutive years in their current district. RSA 189:14-a, II. -Superintendent must demonstrate that: (1) the teacher was previously informed he/she was not meeting school district standards; (2) the teacher had a “reasonable opportunity” to correct the unsatisfactory performance; and (3) the teacher failed to correct his/her performance. -NHSBA recommends at least one full semester be given -Failing to grant a teacher a hearing. If a school board dismisses a teacher and fails to allow that teacher, who has conformed to all valid regulations of the school board, a hearing, then the teacher may recover full salary for the period for which they were originally engaged. -

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Technology Teacher 05/12/2016

• The IEP Cycle: The General Educator's Role - TeacherVision.com

  • Without the general education teacher's participation, it would be harder for the IEP (Individualized Education Program) team to take on its new responsibilities for looking at a student's progress in the general education curriculum, standards, and assessments.

  • The general education teacher also brings to the IEP team process a knowledge of:

     
    • The general education context.  
    • How the student with disabilities performs in a general education context.   
    • How the student interacts with her peers.  
    • The pace of the class.  
    • Other students.  
    • The dynamics of the class.  
    •   Approaches for teaching the class as a whole.
  • need to know what they are expected to contribute   to the process and what kinds of support they will receive in return.

• EPIC - Family Educational Rights and Privacy Act (FERPA)

  • FERPA protects the confidentiality of student educational records.
  • Second, it prohibits educational institutions from disclosing "personally identifiable information in education records" without the written consent of the student, or if the student is a minor, the student's parents. (20 U.S.C.S. § 1232g(b)). Schools that fail to comply with FERPA risk losing federal funding.
  • However, there are several exceptions that allow the release of student records to certain parties or under certain conditions.
  • Records may be released without the student's consent: (1) to school officials with a legitimate educational interest; (2) to other schools to which a student seeks or intends to enroll; (3) to education officials for audit and evaluation purposes; (4) to accrediting organizations; (5) to parties in connection with financial aid to a student; (6) to organizations conducting certain studies for or on behalf of a school; (7) to comply with a judicial order or lawfully issued subpoena; (8) in the case of health and safety emergencies; and (9) to state and local authorities within a juvenile justice system.
  • FERPA allows, but does not require, schools to release "directory information," including students' names and addresses, to the public. (20 U.S.C.S. § 1232g(a)(5)(A)). However, this exception was modified in 2002, and high schools are now required to provide students' names, addresses and telephone numbers to military recruiters, unless a student or parent opts out of such disclosure.

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Technology Teacher 05/11/2016

• The Differences Between IDEA and Section 504 - FamilyEducation.com

  • The major differences between IDEA and Section 504 are in the flexibility of the procedures.
  • child to be identified as eligible for services under Section 504, there are less specific procedural criteria that govern the requirements of the school personnel.
  • Section 504 because there are fewer regulations by the federal government to instruct them, especially in terms of compliance.
  • child identified for services under IDEA must meet specific criteria.
  • The degree of regulation is more specific in terms of time frames, parental participation, and formal paperwork requirements.

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Technology Teacher 05/05/2016

• NEA - Rights Watch: First Amendment Protections for Teachers

  • In 1968, the Supreme Court ruled in the Pickering case that school districts can’t fire employees for blowing the whistle on school problems if their speech touches on matters of public concern, such as school safety.
  • severely limiting First Amendment protection for public school employees
  • In every case, the employees lost their free speech claims because the courts determined that they were simply doing their jobs.
  • have to rely on the First Amendment to safeguard their jobs. If an employee has tenure or “just cause” protection under a collective bargaining agreement (CBA), it’s highly unlikely she can be disciplined or discharged for reporting wrongdoing, even if it’s a part of her job.

• ACLU Op-Ed Against Student Drug Testing | American Civil Liberties Union

  • "In our system, state-operated schools may not be enclaves of totalitarianism. School officials do not possess absolute authority over their students. Students in school as well as out of school are 'persons' under our Constitution."
  • we believe that this intrusive and demeaning search of students' bodily fluids violates fundamental constitutional principles, the American Civil Liberties Union of New Jersey is representing a student and his parents in a legal challenge to the Ridgefield Park program. 
  • our legal system is that we are presumed innocent of any wrongdoing unless and until the government proves otherwise.
  • this presumption on its head, telling students that we assume they are using drugs until they prove to the contrary with a urine sample.
  • the rule that government officials may not search us without an adequate reason
  • Educating students about the dangers of drug use can be highly effective.
  • 30 percent less often than those who are not, and students who said their parents set "clear rules" regarding drugs used them 57 percent less than those whose parents did not. 
  • Acting on the basis of individual suspicion ensures both that hundreds of innocent children are not subjected to a degrading search, and demonstrating that school officials care about all students who use drugs, not just student athletes.
  • could have implemented a truly voluntary drug testing program, rather than coercing parents to consent by denying their children the opportunity to participate in interscholastic athletics.
  • the Court decided that the district could constitutionally require student athletes to submit to random drug testing where officials testified that they were no longer able to maintain discipline in the school system because of a culture of pervasive drug use and disrespect for authority, and where student athletes were the leaders of the drug culture. 

• Drug Tests for High School Athletes Fuel Debate - The New York Times

  • All three programs were operated by Drug Free Sport. The contracts were worth hundreds of thousands of dollars.
  • Proponents of testing at the high school level say that it offers students a way to say no to drugs and that it serves as a deterrent.
  • It will test 500 student-athletes this year during its championship events, roughly the same number as last year, at a cost of about $100,000. The rate of positive tests has never exceeded 1 percent.
  • the University Interscholastic League, in Texas, began one of the largest high school drug testing programs in the country, conducting 10,117 tests that yielded two positives and four unresolved cases that year. But under budgetary pressures, the program has shrunk to about a third of its original size, with 3,311 tests conducted in the 2011-12 school year. Of those, there were nine positives.
  • For $100,000, the association began by testing 600 students, but it discontinued the program because of a lack of financing after a year.
  • “We continue to view that our program is accomplishing what it set out to do,” Gibson said. “It’s another tool in the student’s toolbox to say no to these substances. Our program serves more as a deterrent rather than being designed to punish students.”

• Detroit teacher calls for 'full strike' amid protests

  • it's illegal for teachers to strike. State law defines a strike by public workers as the "concerted failure to report for duty, the willful absence from one's position ... for the purpose of inducing, influencing, or coercing a change in employment conditions, compensation, or the rights, privileges, or obligations of employment."

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