John Sonedecker, the former District Superintendent, left the employ of the Three Village Central School District in 2003. He left under an apparent cloud of "very quiet" controversy the Board of Education at the time would have preferred not be made public. Sadly for them and certainly for Herr Sonedecker, not everyone follows the preferred direction of "Shhhhhhdom" leaders.

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Government: its agencies, elected officials and their appointees exist to serve us. We breathe life into the arrangement at the ballot box. Those we elect then nominate, approve, hire and direct the activities of public administrators.

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Public School Teaching - The World's Greatest Waste of a Doctorate Degree

At 24, Burton Martell, possessing a mix of social wit, reasonable athletic prowess and an outstanding academic record, had applied months before to attend the University he knew to be the threshold to all he wanted to achieve in life. He'd arrived in town the night before and slept little in anticipation of meeting Dr. Lugar Schmidt, chairman of the University's Graduate School of Mathematics. Though nervous, Martell was confident beyond his years. The meeting had thus far gone very well.

"Well, Burton," Dr. Schmidt said pleasantly, "we've discussed a great deal, have we not? We have spoken of your home, your parents, the atmospheres and opportunities offered and taken at your previous schools and, of course, the extent to which your academic credentials support the likelihood of your success here. But, I want to ask you something more."

Schmidt paused for what seemed like an eternity to Burton Martell before continuing, "What is it you think a person learns in the pursuit of a doctorate, no matter the field of endeavor? Where does such a person fit into the scheme of worldly things? What is it that such people are to do with that knowledge? And, how might they best channel their personal resources for society's greatest good?"

Burton was stunned. Never could he have imagined an interview swerving so far from the course he'd anticipated. His mind reeled, trying to sort Schmidt's questions. Having expected to "talk" science and mathematics, Schmidt instead wanted philosophy! Damn! Looking beyond the Chairman and through the window of the interview room, Burton collected his thoughts and methodically considered what he was to say. A great deal depended, he thought, on not only what he said but just how well he appeared to recover from the shock and the manner in which he presented his conclusions.

Burton's gaze returned to the room and boldly met that of Schmidt's; "Doctor, most everything I've done academically in the past seven years has been directed toward a career in mathematics. I would think that those having an inclination toward a doctorate would have similar histories of single-mindedness, direction and discipline through their masters studies. They would have internalized a perception of who they are and what they wish to do with their lives as but a continuation of their studies. This would hold true whether the degree sought was in mathematics, physics, education...even philosophy." Catching Burton's deliberately exaggerated pronunciation of the last word, Schmidt smiled.

"But the path they've chosen is a long one;" Burton Martell continued. "The sacrifices remaining being many, causing them to further internalize the value of their successes and make them feel a part of something distinguished and valuable. Their education and training provide them with discipline, as well as respect for both their field of study and the efforts of scholars that have preceded them. Theirs is the pursuit of knowledge and skills through research, exploration, trial, error, recording and analysis. Knowledge and skills acquired and honed only through continued use. Knowledge and skills, once perfected, the bearer of which is obliged to pass on to others similarly inclined through publication, seminars and universities."

Burton was on a roll now and he knew it. Dr. Schmidt said, "Yes, go on." Then, turning in his swivel chair to face the window he said, almost throwing the line away, "Who is it you would try to reach with all this accumulated wisdom?"

"Those most prepared to gain from and expand upon the results of new discoveries;" Burton replied and then continued with assurance. "The students and faculty of universities; the staff of research facilities. There is no better audience. For it is only they that possess the levels of education, experience and direction of the given profession that can fully appreciate the findings. Who else, for example, would have the slightest notion of what was being discussed in an article with a title like 'A Catastrophic Death Assemblage and Paleoclimatic Implications of Pliocene Seabirds of Florida'."

"Good point," Schmidt said smiling, "but one has to make a living Mr. Martell. You will likely, in time perhaps, have to support a family. What could you, specifically you, do to fulfill what you say is an obligation to expand the knowledge of your profession, if you were not part of a university environment or research facility."

Without hesitation, Martell responded "Dr. Schmidt, I'm confident that you recognize few such opportunities exist for most professionals anyway, no matter what their field. It is a question being asked of thousands of well educated people every day, for the past several years. But, to fulfill the obligation to which I referred, I would first require employment in some place where my intellect and acquired skills were challenged and where I could hope to accomplish something worthy of publication, analysis and recognition by my peers. Something, simply stated, commensurate with my abilities."

"How about teaching in the public school system," Dr. Lugar Schmidt said testily, with a note of sarcasm clearly evident.

"It's a job;" responded Martell, "a respectable job. But, one hardly meeting the standards I've enumerated, something I could have done well with but a baccalaureate and, coming from New York's Long Island, one that could have provided me with a very good living. But, it would be the world's greatest waste of a doctorate degree."

"Alleluia, amen and welcome brother Martell to the land of the destined destitute," chided Schmidt wryly, "I pray you do not regret your choice."

[ Astonishingly, doctorate degree holders have become but another of America's otherwise unemployable masses, costing Districts across Long Island and the country more than any advantage they might provide in a public school classroom. If the bearers of such degrees must lower their attainment goals, commensurate (lower) salaries would seem to be in order. ]

In our last editorial, it was explained that a great deal of change has occurred in the way TVCSD, New York State and the nation's educational environments are more recently perceiving "things." The state, for example, has rocked the very foundations of the K-12 system. Standardized tests, a greater mandated number of Regents credits required for graduation, core curriculums, direct instruction, the failures of whole language and progressive education in general, academic requirements for schools of education, more stringent standards for the acquisition of teacher credentials, charter schools: all these things and more have, it seems almost overnight, leaped from the pages of best sellers and an increasing flood of newspaper articles of recent years into reality.

For their first thirty years, the daydreaming elitists argued in favor of a more forceful introduction of progressive educational concepts into the workings of the K-12 system. Gaining the ear of influential fools, in and out of the state's legislature, they got their way. Then they argued that still more energy and financial resources were required, suggesting that the "effort was being given but lip service." Reminiscent of European pogroms and medieval exorcists, the politically liberal-agended progressives drove the demons of "standards, direct instruction and rote learning" from the classrooms and hallways of America's primary and secondary schools. When their system turned out uneducated youths, they insisted - like the communist brainwashing efforts in Korea and China - that society was still not working hard enough to bring about the required changes they sought. The failure was ALWAYS to be found in American society, uncommitted federal as well as state legislators and not, where it belonged, in the mindset of elitist prigs so entirely enraptured with their own thinking.

Finally, in the last twenty years and overwhelming apparent in the last decade, businessmen, philosophers and pragmatic taxicab drivers have simultaneously come to the same conclusion, the educrats are "full of crap." Legislators too have come to recognize this, and grown weary of the less than veiled threat of malicious teacher union lobbying efforts. They have started taking steps to level the playing field, giving consideration to charter schools with their limited union influence.

Like the lawyers, who before them grew to prominence, influence and public disdain; the teachers and their unions stand to lose their own dignity in what can only be described as an avaricious pursuit of affluence and power, brought on by feelings of inadequacy and incompetence on the one hand and conflicting paranoid delusions of self-importance and grandeur on the other.

The result of all this: "Things are changing, for the better."

However, these are "things" best changed and controlled at levels far above that of local politics. But, what remains to be done here, in the Three Villages? If so much is being done that will trickle down to the K-12 level, what could we possibly do of very much importance? Well, two things. Two things that the Waking Bear© believes require immediate efforts to, in one case, reverse and, in another, eliminate.

1. The salaries for teachers have to come under control. They are preposterous. Tenured TVCSD teachers salaries rose 23.13% in the last three calendar years. This must stop. Please read the Waking Bear's Have you heard about the "5-4-3 Club?" and check out the posted 1996 v. 1999 Salary Comparisons for all tenured teachers.
2. Tenure is an abomination, the demise of which is long overdue. It provides a protection totally unwarranted in the new millenium. There are more than enough features in law, to protect employees from the vagaries of politics and management, non-existent when the concept of tenure was first implemented. Tenure protects the incompetent. Like welfare, it takes away the incentive and motivation to excel. And, when such things as a student population drop of 30% occurs, school districts must continue to maintain disproportionately high numbers of teachers in make-work programs because they can't be fired. Imagine, maintaining a payroll 30% greater than needed to protect the jobs and income of people providing little to no benefit to the community. It's absurd.

These are the "things" the Waking Bear© will be directing its millenium attention to. And, God help us, if the Board of Education doesn't make an effort to help. They are all that stands between the teachers and a district fiscal crisis of enormous proportions. If the Board did not see what the affect of the last contract would be when they signed it in 1997, they now have the database of salaries on our website to enlighten them. The average tenured teacher's salary is now $77,304 up from $60,869 in September of 1996. Projecting those 8% per year increases out a mere decade gets down right scary.

Contract negotiations will begin shortly into the new year [2000.] Keep in touch with what is going on. Demand that the Board make its intentions public. Once the bargaining begins, there will be no public statements about progress permitted. Don't let them proceed without their first announcing what is is they are seeking. When the process is over, we can compare their pipedreams with the new contract's reality.

If the Board chooses to keep its negotiations a deep, dark secret from beginning to end, you've got something you can do to let them know your displeased. Simply give them the kiss-of-death, a BUDGET - NO VOTE.