The continued cleanup of Plainfield Public schools is an ellusive task with evasive players marred by dubious leadership... still.
Some of those lauded now as heroes, did, in fact, initially embrace Gallon's abrasive and egotistical manner, because they could relate, until he got out of control and he turned out to be "Dr. Faustus on steroids!" (see Dr EMC2.org) I am not referring to those that simply wished to give him the benefit of the doubt, but those that sold out scores of Plainfield Public Schools employees prior to the good Dr. ever hitting the ground...running...down innocent civilians, in his war on decency.
Plainfield was ripe for the picking because the pretense of collaboration promised by the previous administration (CSA and admin's alike) gave rise to a BOE that selected the superintendent via a method many of us rejected. But by then, several board members made it clear we would have no say in the selection, just like we had no say in the selection of the last two or three (or more) district software purchases. Some have even suggested "kickbacks" have been the motivation, in some cases.
The pretense of "piloting" and selection committees and even curriculum development groups/teams, as well as the new "leadership cohort initiative" is what perpetuates the division. Those selected are happy, while those who are discriminated against and speak up, are shunned and rendered "enemy of the state."
There have been obvious transgressions that have become commonplace and common knowledge but off limits--taboo--for conversational consideration, when in-district and while on duty. Many would be surprised to learn of some top-level names included here. But, I submit that the true test of integrity and morality lies in those opportunities and circumstances that are cloaked in the shadows of secrecy, often under the guise of "confidentiality."
In the late 1990's, I advocated to BOE members and with community members for an increased focus and improvement in those matters pertaining to social services for our students, given what I knew about theories of empowerment and of needs. And it came to pass that more and more money was thrown at the problems, but often recklessly and "discriminately." The funding acquisition and internal controls worked just fine for those that benefitted or received credit for the successes--or perceptions thereof.
While I applaud a number of actions taken to cure ills in our school community, I think they missed the point in several ways. A more self-sustainable, poverty cycle-breaking methodology was what I envisioned, while the order of the day, as in many other aspects of our district, became "hooking people up." Yes...sad, but true.
Regardless of the excuses (as I am certain some will provide), many came to the district as a stepping stone to ambitions elsewhere, and CERTIFICATIONS were too often not in place. Now what, exactly, does that say about the quality and delivery of service to the children and, in turn, to the community of Plainfield? Look around....here we are. And again, let us ask ourselves, whom do we serve?
There's a great difference between simple spot cleaning and a deep, thorough detailing job when it comes to the task of moving toward a more "sterile" environment for our "babies" in the Plainfield Public Schools. And while "sterility" may not be applicable, feasible or realistic in certain scholastic endeavors, we owe it to our students and to ourselves to at least provide a clean slate where needed as well as the clean plates from which to digest all this new and--hopefully improved--food for thought, as presented by the current state of affairs in our school community.
learngreatt@gmail.com Be heard! Be accepted, Be free to work efficaciously and .
More to follow, very soon.
