So, at last Monday's school board meeting, board member Tim Weyandt took the opportunity to outline the things that have changed at ISD192 over the last five years. Among many others, he noted rising test scores, improved curriculum, improved staff development for teachers, and better employee relations. (When's the last time you saw teachers walking out of school together in Value Me t-shirts? That's right, more than 5 years ago.)
Weyandt also took the opportunity to point out publicly some of the things our friend Burke has done over the last year or two, including threaten or bully many district employees. It's worth watching. I'm sure it will be on Channel 10 at the normal times, or on the district web site.
What does our friend Burke do during this public outing of his bad behavior? A little birdie tells us he played Tetris on his phone for at least half of the time Weyandt spoke.
Well, you might say, maybe he had some right to ignore Weyandt's comments since they were clearly not in his favor.
But he played Tetris again during a presentation about staff development. That's right. During an important presentation about how the district and teachers are working to make teachers better at their jobs, he played Tetris! During the board meeting!
Before people complain that no one should be invading his privacy and watch what he's doing on his phone, please remember that he was at a public meeting. What he does and says is public. That's what he wants, right. More openness.
Plus, apparently, his inability or unwillingness to pay attention was obvious to many in the room. (We're kind of hoping he complains about this post. Will he lie and deny playing a game on his phone during the board meeting?)
Had he been doing work, that would have been one thing. But he wasn't. Tetris was more important to Burke than the business of the district. That might be part of the reason he doesn't know about the district's improvement plans. In any case, for someone who complains about others' priorities, maybe he should be starting with his own.
Thursday, October 30, 2008
Wednesday, October 29, 2008
If administration and school board don't deal with process, who does?
Mr. Burke delivered a classic line at the candidate forum ... he said the district has been too much about "process."
Let that sink in for a little bit. He's implying that the district - meaning the school board and administration - haven't focused enough on student achievement.
There's a small problem with this argument and it has everything to do with what Mr. Burke thinks about the role of school board members and administrators. If the School Board and administration are not supposed to be focused on process, who will be?
If everyone focuses on teaching in the classroom, no one will be focused on professional development to ensure teachers know what they are doing and are working together. No one will be focused on how we use assessments to improve teaching and reach students as individuals. No one will be focused on ensuring equality among the schools, so a student at North Trail is receiving as good an education as a student at Farmington Elementary or Akin Road Elementary. No one will focus on ensuring we have the right finance system in place, that our buildings are secure and well maintained, that employee relations are strong, that there is a systemic, organized approach to educating.
A good school district has a lot of things going on inside and everyone has a role. "Process", no matter how disdainful Mr. Burke wants to make it sound, is an important part of a good organization and it falls under the responsibilities of the School Board and administrators.
If Mr. Burke doesn't think the School Board should be about process, and he doesn't know anything about curriculum or teaching, what the hell is he planning on doing as a board member? Anyone? Anyone?
Let that sink in for a little bit. He's implying that the district - meaning the school board and administration - haven't focused enough on student achievement.
There's a small problem with this argument and it has everything to do with what Mr. Burke thinks about the role of school board members and administrators. If the School Board and administration are not supposed to be focused on process, who will be?
If everyone focuses on teaching in the classroom, no one will be focused on professional development to ensure teachers know what they are doing and are working together. No one will be focused on how we use assessments to improve teaching and reach students as individuals. No one will be focused on ensuring equality among the schools, so a student at North Trail is receiving as good an education as a student at Farmington Elementary or Akin Road Elementary. No one will focus on ensuring we have the right finance system in place, that our buildings are secure and well maintained, that employee relations are strong, that there is a systemic, organized approach to educating.
A good school district has a lot of things going on inside and everyone has a role. "Process", no matter how disdainful Mr. Burke wants to make it sound, is an important part of a good organization and it falls under the responsibilities of the School Board and administrators.
If Mr. Burke doesn't think the School Board should be about process, and he doesn't know anything about curriculum or teaching, what the hell is he planning on doing as a board member? Anyone? Anyone?
Sunday, October 26, 2008
Burke denigrates work of students, teachers, community members
At the Candidate Forum last Thursday, Tim Burke said what you would pretty much expect ... except for one instance.
Asked about the District 192 Strategic Plan, Burke called it "fluff" and all about "process" and said that it didn't have anything to do with student achievement. (more about "process" later)
Maybe he doesn't realize that the plan was developed with students, teachers, non-teaching staff members, and community members. It represents the direction those people want for Farmington schools. According to the district web site, people on the task force include Andy Derner, Julie Almquist, Marianne Feely, Dan Dorn, Mark Froehling, then-student Mallory Wander, Pastor Jamie Thompson, and Burke's favorite current board member Ann Manthey.
So Burke basically said all their work was for nothing. That it includes no substantive value. That's a bit of a slap in the face for all those good community members, wouldn't you say?
Not surprisingly, he's wrong about the Strategic Plan, both in terms of its value to the district and in terms of its content. The plan's first Action component is to develop individual teacher curriculum maps to ensure teaching is aligned across schools and across grades. If you don't think that's about student achievement, try being a 6th grade teacher who has students from all four elementary schools and each group of students has learned something different. Imagine being a 2nd grade teacher expecting your student to know something they were never taught because one 1st grade teacher didn't cover it, even though everyone else did.
One of the second Action Plans is to develop comprehensive staff development that results in high levels of performance as evidenced by "increased student learning". Burke must have missed that part ... or he lied at the candidate forum. We won't speculate as to which.
Burke encouraged everyone to read the plan. We do to. Maybe even Burke should give it another gander.
Asked about the District 192 Strategic Plan, Burke called it "fluff" and all about "process" and said that it didn't have anything to do with student achievement. (more about "process" later)
Maybe he doesn't realize that the plan was developed with students, teachers, non-teaching staff members, and community members. It represents the direction those people want for Farmington schools. According to the district web site, people on the task force include Andy Derner, Julie Almquist, Marianne Feely, Dan Dorn, Mark Froehling, then-student Mallory Wander, Pastor Jamie Thompson, and Burke's favorite current board member Ann Manthey.
So Burke basically said all their work was for nothing. That it includes no substantive value. That's a bit of a slap in the face for all those good community members, wouldn't you say?
Not surprisingly, he's wrong about the Strategic Plan, both in terms of its value to the district and in terms of its content. The plan's first Action component is to develop individual teacher curriculum maps to ensure teaching is aligned across schools and across grades. If you don't think that's about student achievement, try being a 6th grade teacher who has students from all four elementary schools and each group of students has learned something different. Imagine being a 2nd grade teacher expecting your student to know something they were never taught because one 1st grade teacher didn't cover it, even though everyone else did.
One of the second Action Plans is to develop comprehensive staff development that results in high levels of performance as evidenced by "increased student learning". Burke must have missed that part ... or he lied at the candidate forum. We won't speculate as to which.
Burke encouraged everyone to read the plan. We do to. Maybe even Burke should give it another gander.
Saturday, October 25, 2008
WE MUST GET OUT AND BE HEARD!!
Over the past few weeks I have heard from so many people on how they do not trust Burke. These feelings are justified by his actions. This is why we need to go out and vote. Tell your friends to vote and tell them why they should not vote for Burke. On thing is certain, he is not running for School Board to better the community or "putting our schools first". He has one agenda; Get Brad Meeks out as our Superintendent.
Time and time again, Burke has insisted to see the details on Superintendent Meeks compensation package. This is Burke's way of looking out for us. One thing though Burke is yet to do is actually find out the scope of Superintendents Meeks role. Huh, interesting, he makes too much according to Burke, and yet he has no idea what Meeks does. This is the kind of person you want leading the educational structure of your schools? I am going to guess probably not. I have taken the liberty to post a sample of a Superintendent's role and job description. It is a lengthy read, perhaps one reason Burke has not read it yet.
The Superintendent shall be the Chief Executive Officer (CEO) of the District. He is responsible for the effective operation of the District; general administration of all instructional, business or other operations of the District; and for advising and making recommendations to the Board of Education with respect to such activities. He shall perform all the duties and accept all of the responsibilities usually required of a Superintendent as prescribed by the Education Laws of New York State, the rules and regulations of the Board of Regents and Commissioner of Education, laws and regulations of the United States, statutes of Minnesota State, and the policies, rules, and regulations established by the Board of Education.
1. Primary Activities
The Superintendent shall possess the following powers and be charged with the following duties:
A. To be the chief executive officer (CEO) of the District, with the right to speak on all matters before the Board, but not to vote
B. To enforce all provisions of law and all rules and regulations relating to the management of the schools and other educational, social and recreational activities under the direction of the Board.
2. Responsibilities
A. Keep the Board informed of the condition of the District’s educational system; assure effective communication between the Board and the staff of the school system. Relay all communications by the Board regarding personnel to district employees and receive from all school personnel any communications directed to the Board.
B. Prepare the agenda for Board meetings, in consultation with the President of the Board. Prepare and submit recommendations to the Board relative to all matters requiring board action, placing before the Board such necessary and helpful facts, information, and reports as are needed to insure the making of informed decisions.
C. Submit to the Board a clear and detailed explanation of any proposed procedure that would involve either departure from established policy or the expenditure of substantial sums.
D. Develop and recommend to the Board objectives of the educational system; see to the development of internal objectives which support those of the Board.
E. Develop and recommend to the Board long-range plans consistent with population trends, cultural needs, and the appropriate use of District facilities, and see to the development of long-range plans which are consistent with Board objectives.
F. See to the development of specific administrative procedures and programs to implement the intent established by Board policies, directives and formal actions.
G. See to the execution of all decisions of the Board.
H. See that sound plans of organization, educational programs and services are developed and maintained for the Board.
I. Maintain adequate records for the schools, including a system of financial accounts, business and property records, personnel records, school population and scholastic records. Act as custodian of such records and all contracts, securities, documents, title papers, books of records, and other papers belonging to the Board.
J Be directly responsible for news releases and/or other items of public interest emanating from all District employees that pertain to education matters, policies, procedures, school related incidents or events. Approve media interviews of this nature with District employees.
K. Provide for the optimum use of the staff of the District. See that the District is staffed with competent people who are delegated authority commensurate with their responsibilities. Define the duties of all personnel.
L. See that appropriate in-service training is conducted. Summon employees of the District to attend such regular and occasional meetings as are necessary to carry out the educational programs of the District.
M. Prior to action by the Board, recommend the appointment, discipline or termination of employment of the administrators of the District.
N. Prior to action by the Board, recommend the appointment, discipline or termination of employment of teaching and non-teaching personnel of the District.
O. See to the development throughout the District of high standards of performance in educational achievement, use and development of personnel, public responsibility, and operating efficiency.
P. See that effective relations with employee organizations are maintained, assume ultimate responsibility for collective negotiations with employees of the District
Q. See that the development, authorization, and the maintenance of an appropriate budgetary procedure is properly administered. Prepare the annual proposed budget and submit it to the Board by March 1 or at such earlier date as is necessary to provide an adequate opportunity for the Board’s discussion and deliberation.
R. See that all funds, physical assets, and other property of the District are appropriately safeguarded and administered.
S. File, or cause to be filed, all reports, requests and appropriations as required by various governing bodies and/or Board policies.
T. Establish and maintain liaison with community groups which are interested or involved in the educational programs of the District.
U. Establish and maintain liaison with other school districts, BOCES, the State Education Department, colleges and universities, and the U.S. Department of Education.
V. Act on own discretion in cases where action is necessary on any matter not covered by Board policy or directive. Report such action to the Board as soon as practicable and recommend policy in order to provide guidance in the future.
Primary Relationships
The superintendent observes and conducts the following relationships:
A. Board of Education
1) As chief executive officer, be accountable to the Board of Education, as a Board, for the administration of the educational system and for the interpretation and fulfillment of the aforesaid functions, primary activities and responsibilities.
2) Attend, or have a representative attend, all meetings of the Board.
3) Represent the District as the chief executive officer in dealings with other school systems, professional organizations, business firms, agencies of government and the general public.
4) Report directly to the Board of Education, as a Board, and as required to all appropriate governmental agencies.
5) Act as reference agent for problems brought to the Board.
6) Work with the Board of Education to develop appropriate programs and policies, upon either the recommendation of the superintendent or the initiative of the Board of Education.
B. Administrators
1) Directly oversee the work of other central office personnel.
2) Hold regular meetings with Building Principals, Coordinators/Directors and all other administrators to discuss progress and educational problems facing the District.
3) Direct the operations and activities of administrators; see that they effectively guide and coordinate the operations and activities of the educational system; secure their assistance in formulating internal objectives, plans and programs; evaluate their job performance; and stand ready at all times to render them advice and support.
4) Approve the vacation schedules for administrators; and be personally responsible for all evaluations of administrators.
C. Others
1) Work with other Board employees and advisers, including auditors, architects, attorneys, consultants and contractors.
2) Hold such meetings with teachers and other employees as is necessary for the discussion of matters concerning the improvements and welfare of the schools. Represent the District in collective negotiations with recognized or certified employee organizations.
3) Attend, or delegate a representative to attend, all meetings of municipal agencies or governmental bodies at which matters pertaining to the public schools appear on the agenda.
4) Represent the District before the public, and maintain, through cooperative leadership, both within and without the District, such a program of public relations as may keep the public informed as to the activities, needs and successes of the District.
5) Receive all complaints, comments, concerns and criticisms regarding the operation of the District from the public, employees of the District, students and Board members.
Burke recently sent in a letter to the editor disputing many points made against him. The funny thing is he can say anything he wants. He does not have to prove anything. His history has similar tactics where he makes claims against the district or the Superintendent with little or no validity knowing it will go unchallenged, simply because the district chooses not to mud sling. Plus it would cost tens of thousands to put together a campaign to combat what one man says.
Lastly, Burke rumor has it (wink, wink) Superintendent Meeks has been offered several jobs with other districts in MN which have offered substantial pay raises and which he has turned down. Boy for someone doing such a poor job, I wonder why other districts see him to be such a valuable commodity? Your bullying tactics are getting old and have no value, nor are they doing anything constructive. Your destructive tendencies will do nothing but bring down the district. Your 15 minutes is about to end!!!
ANYONE BUT BURKE!!
By the way, nice back tracking in your recent This Week article. Is this what we can expect? Here let me say it for you. "No that is not what I meant, I mean... okay your right, I don't know what I am talking about!!
Time and time again, Burke has insisted to see the details on Superintendent Meeks compensation package. This is Burke's way of looking out for us. One thing though Burke is yet to do is actually find out the scope of Superintendents Meeks role. Huh, interesting, he makes too much according to Burke, and yet he has no idea what Meeks does. This is the kind of person you want leading the educational structure of your schools? I am going to guess probably not. I have taken the liberty to post a sample of a Superintendent's role and job description. It is a lengthy read, perhaps one reason Burke has not read it yet.
The Superintendent shall be the Chief Executive Officer (CEO) of the District. He is responsible for the effective operation of the District; general administration of all instructional, business or other operations of the District; and for advising and making recommendations to the Board of Education with respect to such activities. He shall perform all the duties and accept all of the responsibilities usually required of a Superintendent as prescribed by the Education Laws of New York State, the rules and regulations of the Board of Regents and Commissioner of Education, laws and regulations of the United States, statutes of Minnesota State, and the policies, rules, and regulations established by the Board of Education.
1. Primary Activities
The Superintendent shall possess the following powers and be charged with the following duties:
A. To be the chief executive officer (CEO) of the District, with the right to speak on all matters before the Board, but not to vote
B. To enforce all provisions of law and all rules and regulations relating to the management of the schools and other educational, social and recreational activities under the direction of the Board.
2. Responsibilities
A. Keep the Board informed of the condition of the District’s educational system; assure effective communication between the Board and the staff of the school system. Relay all communications by the Board regarding personnel to district employees and receive from all school personnel any communications directed to the Board.
B. Prepare the agenda for Board meetings, in consultation with the President of the Board. Prepare and submit recommendations to the Board relative to all matters requiring board action, placing before the Board such necessary and helpful facts, information, and reports as are needed to insure the making of informed decisions.
C. Submit to the Board a clear and detailed explanation of any proposed procedure that would involve either departure from established policy or the expenditure of substantial sums.
D. Develop and recommend to the Board objectives of the educational system; see to the development of internal objectives which support those of the Board.
E. Develop and recommend to the Board long-range plans consistent with population trends, cultural needs, and the appropriate use of District facilities, and see to the development of long-range plans which are consistent with Board objectives.
F. See to the development of specific administrative procedures and programs to implement the intent established by Board policies, directives and formal actions.
G. See to the execution of all decisions of the Board.
H. See that sound plans of organization, educational programs and services are developed and maintained for the Board.
I. Maintain adequate records for the schools, including a system of financial accounts, business and property records, personnel records, school population and scholastic records. Act as custodian of such records and all contracts, securities, documents, title papers, books of records, and other papers belonging to the Board.
J Be directly responsible for news releases and/or other items of public interest emanating from all District employees that pertain to education matters, policies, procedures, school related incidents or events. Approve media interviews of this nature with District employees.
K. Provide for the optimum use of the staff of the District. See that the District is staffed with competent people who are delegated authority commensurate with their responsibilities. Define the duties of all personnel.
L. See that appropriate in-service training is conducted. Summon employees of the District to attend such regular and occasional meetings as are necessary to carry out the educational programs of the District.
M. Prior to action by the Board, recommend the appointment, discipline or termination of employment of the administrators of the District.
N. Prior to action by the Board, recommend the appointment, discipline or termination of employment of teaching and non-teaching personnel of the District.
O. See to the development throughout the District of high standards of performance in educational achievement, use and development of personnel, public responsibility, and operating efficiency.
P. See that effective relations with employee organizations are maintained, assume ultimate responsibility for collective negotiations with employees of the District
Q. See that the development, authorization, and the maintenance of an appropriate budgetary procedure is properly administered. Prepare the annual proposed budget and submit it to the Board by March 1 or at such earlier date as is necessary to provide an adequate opportunity for the Board’s discussion and deliberation.
R. See that all funds, physical assets, and other property of the District are appropriately safeguarded and administered.
S. File, or cause to be filed, all reports, requests and appropriations as required by various governing bodies and/or Board policies.
T. Establish and maintain liaison with community groups which are interested or involved in the educational programs of the District.
U. Establish and maintain liaison with other school districts, BOCES, the State Education Department, colleges and universities, and the U.S. Department of Education.
V. Act on own discretion in cases where action is necessary on any matter not covered by Board policy or directive. Report such action to the Board as soon as practicable and recommend policy in order to provide guidance in the future.
Primary Relationships
The superintendent observes and conducts the following relationships:
A. Board of Education
1) As chief executive officer, be accountable to the Board of Education, as a Board, for the administration of the educational system and for the interpretation and fulfillment of the aforesaid functions, primary activities and responsibilities.
2) Attend, or have a representative attend, all meetings of the Board.
3) Represent the District as the chief executive officer in dealings with other school systems, professional organizations, business firms, agencies of government and the general public.
4) Report directly to the Board of Education, as a Board, and as required to all appropriate governmental agencies.
5) Act as reference agent for problems brought to the Board.
6) Work with the Board of Education to develop appropriate programs and policies, upon either the recommendation of the superintendent or the initiative of the Board of Education.
B. Administrators
1) Directly oversee the work of other central office personnel.
2) Hold regular meetings with Building Principals, Coordinators/Directors and all other administrators to discuss progress and educational problems facing the District.
3) Direct the operations and activities of administrators; see that they effectively guide and coordinate the operations and activities of the educational system; secure their assistance in formulating internal objectives, plans and programs; evaluate their job performance; and stand ready at all times to render them advice and support.
4) Approve the vacation schedules for administrators; and be personally responsible for all evaluations of administrators.
C. Others
1) Work with other Board employees and advisers, including auditors, architects, attorneys, consultants and contractors.
2) Hold such meetings with teachers and other employees as is necessary for the discussion of matters concerning the improvements and welfare of the schools. Represent the District in collective negotiations with recognized or certified employee organizations.
3) Attend, or delegate a representative to attend, all meetings of municipal agencies or governmental bodies at which matters pertaining to the public schools appear on the agenda.
4) Represent the District before the public, and maintain, through cooperative leadership, both within and without the District, such a program of public relations as may keep the public informed as to the activities, needs and successes of the District.
5) Receive all complaints, comments, concerns and criticisms regarding the operation of the District from the public, employees of the District, students and Board members.
Burke recently sent in a letter to the editor disputing many points made against him. The funny thing is he can say anything he wants. He does not have to prove anything. His history has similar tactics where he makes claims against the district or the Superintendent with little or no validity knowing it will go unchallenged, simply because the district chooses not to mud sling. Plus it would cost tens of thousands to put together a campaign to combat what one man says.
Lastly, Burke rumor has it (wink, wink) Superintendent Meeks has been offered several jobs with other districts in MN which have offered substantial pay raises and which he has turned down. Boy for someone doing such a poor job, I wonder why other districts see him to be such a valuable commodity? Your bullying tactics are getting old and have no value, nor are they doing anything constructive. Your destructive tendencies will do nothing but bring down the district. Your 15 minutes is about to end!!!
ANYONE BUT BURKE!!
By the way, nice back tracking in your recent This Week article. Is this what we can expect? Here let me say it for you. "No that is not what I meant, I mean... okay your right, I don't know what I am talking about!!
Monday, October 20, 2008
Is this for real?
What does this classic 1973 National Lampoon magazine cover have in common with the argument for higher school taxes?
The decision of our judge (that’s me) is final. Points will be awarded for wit, humor and being right. The winner will have his/her winning entry posted here on the web site. Heck, we might print a bunch of them. Let me know if you don’t want your name published.
Who could have come up with a genious contest such as this? I have so many questions!!
What does this classic 1973 National Lampoon magazine cover have in common with the argument for higher school taxes?
The decision of our judge (that’s me) is final. Points will be awarded for wit, humor and being right. The winner will have his/her winning entry posted here on the web site. Heck, we might print a bunch of them. Let me know if you don’t want your name published.
Who could have come up with a genious contest such as this? I have so many questions!!
- Whose hand is on the trigger?
- How do you get points for being right (is there only one right answer)?
- If it's not higher taxes, but maybe a tiny bit of taxes, do they (whoever that is) hold a knife to your throat instead of a gun to your head?
- If you (Mr. Burke) decide to mass produce my winning entry and put my name on it, will I get a share of the royalties?
If you haven't figured out where the red text and the picture came from, this post is on the B4B (Bad For Board) website and was posted on Set. 27, 2008. I can see the headlines already - "Well, those Burke Watchers just don't have a sense of humor!" Is this supposed to be funny in the first place?
Saturday, October 18, 2008
What are you really going to do for us???
I challenge Mr. Burke to actually lay out a plan for what he plans to do for curriculum, budgets, best education practices and most importantly what in the best interest of the kids. This is something he is yet to do. Make's you wonder, what he plans really are, and to follow-up on a previous post, will he even stick it out. His history prove's he will not. Proceed with caution, he has no problem throwing it to the wind at your expense.
ANYONE BUT BURKE!!!
ANYONE BUT BURKE!!!
I learned something else today.
I heard at the Football game this week that Mr. Burke also does not like the idea of completing the new football stadium at the new school. His idea is to use the field at the old high school. Great idea. Let's bus our kids to our own home games. Sports/Athletics even as much as he hates them plays a critical part in a young person's life. Confidence, handling of stressful situations, dealing with other's, team building, teamwork, and more importantly responsibility. Don't let your team down or yourself. Athletics drives kid's as it keeps them focused and away from potential trouble spots. In order to participate you must keep your grade's at a certain level. Strive to be better. Athletics also tend to be the largest revenue generator for most high schools. Do we really want to take this away? Again this is about the kids. Let's try and not forget this.
Question. What is the first thing most people look at when either they move into a new community or look at moving into a new community? The schools!
Burke constantly talks about the tax burden on Farmington. Let's talk about that. What is going to drive up taxes is a small tax base. The key to lowering the burden is to widen it. By holding back the schools you simply weaken the tax base. You increase your tax base with strong schools (people want to live there) and a strong commercial and retail tax base. Something we desperately lack. If you want to help your fellow community members/children, focus your energy here. Burke does not put kids or our schools first, he puts himself first.
Come November 4th, please remember that. Don't vote for Burke. ANYONE BUT BURKE!
Oh yeah, Mr Burke, I did get your recent love letter, pretty sad really!!
Question. What is the first thing most people look at when either they move into a new community or look at moving into a new community? The schools!
Burke constantly talks about the tax burden on Farmington. Let's talk about that. What is going to drive up taxes is a small tax base. The key to lowering the burden is to widen it. By holding back the schools you simply weaken the tax base. You increase your tax base with strong schools (people want to live there) and a strong commercial and retail tax base. Something we desperately lack. If you want to help your fellow community members/children, focus your energy here. Burke does not put kids or our schools first, he puts himself first.
Come November 4th, please remember that. Don't vote for Burke. ANYONE BUT BURKE!
Oh yeah, Mr Burke, I did get your recent love letter, pretty sad really!!
Wednesday, October 15, 2008
Oh no - we've been discovered!
As has been mentioned on a prior post, Tim Burke has a wonderful way of not finishing the job. I recently noticed that he mentioned our blog on his webpage, and had discovered "8 factual errors", but didn't take the time to tell us what they were. I will check for this later, but my guess is that it won't be there.
Gospel According to Paul Dorr
So, you may be asking yourselves - What's the big deal? Just someone trying to save the taxpayer a few bucks? What does this have to do with our school board election. The big ticket concern that this has to do with our school board election is that Paul Dorr is not going to stick around to run for the school board. He leaves the morass behind him as he heads back to Iowa with his consulting fee in his pocket. This all comes down to a very important philosophical question. Do you "support" a public education or do you "support and believe" in a public education. Tim Burke may have, at one point, said that he supports public education. I will give him the benefit of the doubt on this (typically he doesn't give this to others). However, I have looked over Mr. Burke's webpage, read the articles in the paper about him, listened to the discussion at school board meetings, read the stuff on the "watch the district" page. I'm sorry, I just don't see it where the support of public education is. At least Paul Dorr is fairly open and public about what his agenda is - I don't support public education - I don't believe in public education - end the public schools - period. I know that Mr. Burke is a little more saavy than to pull a PR stunt like that.
Call me old-fashioned, but I kinda like having a person that "supports and believes" in a public education making decisions on the school board of a public school. I am fairly excited about this candidate debate that is tentatively scheduled for the 24th. We have some other solid candidates that, judged by what they have to say publicly, I feel both "support and believe" in public education.
- Now - about tactics. There is a sense out there that Mr. Burke is a new found hero, planning his strategy and defending liberty at every turn. The truth of the matter is that these tactics - yes, they are tactics - that he is employing in the district have been in place for some time. Take Paul Dorr - one of the more famous Iowans that you may not have heard of (although I am sure that Tim probably has!) Most of what we are seeing from Tim Burke and like-minded individuals comes right from Paul Dorr's playbook. As someone who has followed the education debate, I am not suprised to see the events unfolding the way they are in Farmington. These tactics employed by Mr. Dorr might sound familiar (Tim - wink, wink) as you read the following links:
Gospel According to Paul Dorr
So, you may be asking yourselves - What's the big deal? Just someone trying to save the taxpayer a few bucks? What does this have to do with our school board election. The big ticket concern that this has to do with our school board election is that Paul Dorr is not going to stick around to run for the school board. He leaves the morass behind him as he heads back to Iowa with his consulting fee in his pocket. This all comes down to a very important philosophical question. Do you "support" a public education or do you "support and believe" in a public education. Tim Burke may have, at one point, said that he supports public education. I will give him the benefit of the doubt on this (typically he doesn't give this to others). However, I have looked over Mr. Burke's webpage, read the articles in the paper about him, listened to the discussion at school board meetings, read the stuff on the "watch the district" page. I'm sorry, I just don't see it where the support of public education is. At least Paul Dorr is fairly open and public about what his agenda is - I don't support public education - I don't believe in public education - end the public schools - period. I know that Mr. Burke is a little more saavy than to pull a PR stunt like that.
Call me old-fashioned, but I kinda like having a person that "supports and believes" in a public education making decisions on the school board of a public school. I am fairly excited about this candidate debate that is tentatively scheduled for the 24th. We have some other solid candidates that, judged by what they have to say publicly, I feel both "support and believe" in public education.
Monday, October 13, 2008
Seeing things through "fact or fiction"
"maybe he’ll open up and tell us why he no longer wants to see it through on the school board anymore"
This is an interesting comment that Burke made about Terry Donnelly's decision to run for city council. Let's look at his history of seeing things through.
1. Not finishing his term on the Grand Forks city council
2. Not finishing his term on the Farmington Planning Commission
3. Not following up on his promise to help with a new rink after sportsplex was defeated.
More to come...........
This is an interesting comment that Burke made about Terry Donnelly's decision to run for city council. Let's look at his history of seeing things through.
1. Not finishing his term on the Grand Forks city council
2. Not finishing his term on the Farmington Planning Commission
3. Not following up on his promise to help with a new rink after sportsplex was defeated.
More to come...........
Reckless Abondonment
Burke has also named many frivolous lawsuits that wound up being completely unfounded; but even though that was the case, we the taxpayers still paid the bill. This is typical Burke, he can say anything he wants regardless of its validity. The district takes the high road while this fool wallows in the mud. Do not be fooled by this tool, he is bad news and he will bring that dark cloud with him. Yeah...Burke he is good for Farmington Schools.
"Someone Just Told Me"
Someone just told me that Mr. Burke has cost the District thousands of dollars in data requests in the last 2 years that he has never picked up.
Transparency
trans·par·ent :
2 a: free from pretense or deceit : frank b: easily detected or seen through : obvious c: readily understood d: characterized by visibility or accessibility of information especially concerning business practices.
A word that Mr Burke uses often. Yet he continues to hide behind Farmington411.com and ISD192watch and to use statements like "someone told me" or "I heard" without putting his name on his posts. Mr Burke here is the definition in case you were not sure. Also please point out the exact eight items we were wrong on
2 a: free from pretense or deceit : frank b: easily detected or seen through : obvious c: readily understood d: characterized by visibility or accessibility of information especially concerning business practices.
A word that Mr Burke uses often. Yet he continues to hide behind Farmington411.com and ISD192watch and to use statements like "someone told me" or "I heard" without putting his name on his posts. Mr Burke here is the definition in case you were not sure. Also please point out the exact eight items we were wrong on
Sunday, October 12, 2008
What have you done for us - ever?
Tim Burke may be Farmington's most famous person. Seriously. He has been in the major newspapers more than the mayor or the school board chair or the superintendent or the city administrator.But what has he done to achieve that fame?He's certainly talked a lot. We've seen him at School Board meetings talking a lot (though we don't see him stay at the meetings until the end). We've seen his blog (isd192watch.org) .. er .. we mean Tom Herme's blog. We've heard him talk about how terrible everything is and even talk about he could solve all our problems, in one instance.But what have we seen him do?(insert crickets chirping here)Nothing, really. He hasn't followed through on anything, so far. There are some small example of this, like last fall before the levy referendum when he said he'd be running a web site called isd192watch.org and he never did, except earlier this year. Another small example ... he once requested to see all of the School District's legal bills, but after the district spent hours and hours to compile and prepare them for him, he never showed up to see them. Finally, he joined the Planning Commission, bumping other qualified applicants, and then turned around and quit the Planning Commission within months.Now for the biggies. In the spring of 2007, during the sportsplex debate, we all remember when he found a way for the community to gain a second hockey rink without having to spend so much money. Any news on your progress, Mr. Burke?During that same time, his campaign slogan was "Sportsplex NO, Education YES". But then a few months later, he was the most vocal opponent to a levy that would let the district open the new high school and fifth elementary school. He got the "Sportsplex NO" part done, but never really finished that last one.So we have a person who admits he doesn't know anything about education and has never finished anything to help the community of Farmington. That's just not the kind of person we think belongs on School Board.
Tuesday, October 7, 2008
One trick pony
In this school board race, there should be no free passes! It's about time someone makes an effort to ask the tough questions about why Tim Burke should be on the Farmington School Board. It's fairly common knowledge that - yes - Mr. Burke goes to the school board meetings. It's fairly common knowledge that he sticks around for the admisinistrative part of the meeting to rail on the district for everything that they are doing wrong. It's also common knowledge that when they get to the meat and bones of the school board meetings - I don't know, stuff like curriculum, district goal-setting for meeting AYP, discussing how to keep open lines of communication with parents, teachers, and the community - you know, trivial stuff like that - we realize that WAIT - Mr. Burke has LEFT the building. Apparently that STUFF (curriculum, communication, AYP) is not important, and if you evaluate what Mr. Burke has said in his reasons for wanting to be on the board, you're not gonna find any mention of that STUFF. Mr. Burke is a one-trick pony - look past the rhetoric and you will find that he is a mile wide and an inch deep. As an educator, a lifelong Farmington resident, a product of Farmington Schools, and a parent with kids in the district, I want someone on the board with a vision for moving the district forward. I'm sorry folks - Tim Burke doesn't have it.
*disclaimer - The Superintendent is in no way financially supporting my efforts to undermine Tim Burke (I thought that I would head that off before it shows up on that "watch the district" website!)
*disclaimer - The Superintendent is in no way financially supporting my efforts to undermine Tim Burke (I thought that I would head that off before it shows up on that "watch the district" website!)
Friday, October 3, 2008
Welcome to TimBurkeWatch
WELCOME TO TIMBURKEWATCH! Well, it was bound to happen, right? Eventually, Mr. Burke would say so much (and leave out so much more) that a group of people would organize to watch his every word, and expose his every half-truth or worse. So welcome to timburkewatch.blogspot.org where we watch the watcher. Unlike Mr. Burke's (and Mr. Herme's) early efforts on their web site, we will identify ourselves right now. Two District 192 residents will be contributing to this site: Dan Privette, Tony Olson. Maybe more in the near future. We've been involved locally in a number of different ways. Dan is a former school board member. Tony is a teacher in District 196 (Rosemount-Apple Valley-Eagan). This will be an interesting effort for us. How do we expose someone for being a know-nothing when he has already admitted he knows nothing about schools -
Questionaire response: Tim Burke
Saturday August 30 - Thisweek newspaper
Question #3 of 5
3) What specific areas of curriculum, from kindergarten through high school, can be improved upon?
Answer from Mr. Burke: I don’t know.
It should be easy, right? Well, we hope so. But of course, Mr. Burke is a sharp cookie. He knows how to stop short of outright lies (most of the time) and avoids direct personal attacks (instead spreading only what he's "heard from friends", so we'll have to keep our eyes and ears open. Again, welcome. Come back often. There is plenty to go over.
Questionaire response: Tim Burke
Saturday August 30 - Thisweek newspaper
Question #3 of 5
3) What specific areas of curriculum, from kindergarten through high school, can be improved upon?
Answer from Mr. Burke: I don’t know.
It should be easy, right? Well, we hope so. But of course, Mr. Burke is a sharp cookie. He knows how to stop short of outright lies (most of the time) and avoids direct personal attacks (instead spreading only what he's "heard from friends", so we'll have to keep our eyes and ears open. Again, welcome. Come back often. There is plenty to go over.
Why is he so nasty? (revisited)
Part of what convinced us to start this effort was a post on Mr. Burke's web site that attempted to explain why he has been so confrontational (that's an interesting euphemism). He wrote that his tactics "being nasty to people" were the only way to get things done in Farmington. There are two obvious problems with this argument. First, do we teach our children that it's OK to be mean in order to get what you want? Do we say, "In America, the way you get things done is by spreading false rumors, attacking others' integrity, and by physically and verbally intimidating people?? We don't. But that's what Mr. Burke wants us to think is OK. In reality, it's never OK to be mean to people. Not even to get what you want, Mr. Burke. Second, how does Mr. Burke know that being nasty is the only way to get things done? We've never seen him try being nice. Try being nice, Mr. Burke. Try that first, and if it doesn't work, try again. And again. And again. Jumping to angry tirades, rumor mongering, and conspiracy theories is nasty. But as the senior Senator from Minnesota says, outrage is not leadership. We need someone who will work to accomplish good things. And what has Mr. Burke accomplished so far in Farmington? More to come.
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