There's this, from Chicago:
She wrote in her suicide note that the major reason for this drastic act was work-related. According to her colleagues, this woman took her own life because of the bullying and fear she experienced at her school.This, from Seattle:
As I discussed this event with a friend who is a current CPS teacher, he mentioned that in the comments section of the article many non-educators were shocked and horrified at this tragic happening but were also quick to assume that the woman must have been "soft" or had some kind of underlying mental health problem. But, he quipped, when many CPS teachers heard about the incident, they just shook their heads and said, "Yeah, I can see that happening."
In my perfect world (where chocolate was handed out free of charge and nobody was lactose intolerant), the Public School System would be set up in such a way that every single child reaches their potential. It would be a place where we recognize that none of us are ‘typical’ and our uniqueness is celebrated. ...We would celebrate the academically skilled along with the artistically skilled, athletically skilled, mechanically skilled and socially skilled. We would work hard to reduce the negative impacts of poverty and chaos.And this, from Topeka:
In what other profession are the licensed professionals considered the LEAST knowledgeable about the job? You seldom if ever hear “that guy couldn’t possibly know a thing about law enforcement – he’s a police officer”, or “she can’t be trusted talking about fire safety – she’s a firefighter.”Know hope?
In what other profession is experience viewed as a liability rather than an asset? You won’t find a contractor advertising “choose me – I’ve never done this before”, and your doctor won’t recommend a surgeon on the basis of her “having very little experience with the procedure”.
And another one from New York City:
here is a grave negligence, I believe, when the public gives the work of education over to bureaucratic and market forces. More than politicians and the invisible hand of markets, it is teachers working as professionals who recognize that students are not numbers to be thrown into global economic wars, but rather lives and bodies—bodies that sit in desks, that suffer, that grieve, that matter uniquely in the future we wish to create. It is, indeed, the charge of the teaching profession to further the work of education, in consideration of our children, our society’s needs, our changing world.