Featured

No! You Cannot ‘ape’, APE! If We Are Correct In Our Analysis, You Should Have Already Joined.

Norreese L. Haynes, BSBM, MSA

Case 1

It’s obvious that Georgia teachers are treated unfairly. When animals run the zoo, there’s bound to be problems. It doesn’t surprise me: when students act out in class, administrators blame the teacher, like they somehow control their students through hypnosis. I say that’s hogwash. Parents should hand over their kids’ birth certificates, and stop wasting money on babysitters because, look! We have all of those things in one person! The teacher plays mommy, daddy, good cop, and bad cop. When teachers discipline, like mommy and daddy should, suddenly the teacher’s the villain.

What happens next? Kids lie. They go to the front office, and now administrators investigate everybody that dared do something constructive with the kids. They’re afraid of losing their jobs, and facing repercussions from the parents. Lazy superintendents fear the school board and school board members fear Election Day. But animals fear no one. Teachers face non-renewal and all because some kid told a lie, and the adults responsible for filtering out the fakes believe them. They destroy your career in the process.

Case 2.

Teacher dresses better than the administrator. The administrator non-renews teacher because they’re too lazy to dress up. Teacher holds a higher degree than them, communicates better with parents and staff, and even the janitor. A black administrator might get mad because the teacher didn’t pledge to be a member of their sorority or fraternity. This is crazy, and most of the time, non-renewal happens because of something personal, not profession-based. Administrators kissed a lot of ass to get to their seat, and they want you to do the same. You won’t. You have respect. You worked hard to achieve your degree and certification, but people fear the power they see in others that they don’t see in themselves. The plot is set to destroy your career and get you fired.

Case 3.

Teacher joins a lazy ass teachers’ union instead of a real teachers’ union like the Association of Professional Educators (APE). Those other unions take money from good educators and then do nothing for them. When teachers get in real trouble, they cry out and there’s no help, even after paying into these unions for years. Why would you join a union that allows administrators in their union? So in reality you cannot out ‘ape’, APE. APE will destroy any administrator who tries to abuse its members and if you are a member, you have nothing to worry about; APE has your back. It’s not about color, these lazy ass administrators will destroy any teacher who doesn’t kiss their ass. They are bipolar: they like you one day and hate you the next. Don’t allow these bipolar administrators to destroy your teaching career; fight back and join APE today.

Case 4.

Lazy ass administrator abuses their power by using the evaluation process to destroy a teacher’s career. APE calls this “Bad drive-by evaluations”. They come into your room unannounced, evaluate you when they are not scheduled to, and mark you low in communication. They mark you low in communication when even they cannot communicate. This area is use mostly because the administrator can be subjective. These administrators wait until it’s time to give you your summative end of year review so they can mark you down as negative for the year. This negative summative is recorded at the Georgia Professional Standard Commission (PSC) and if you have received two of these negative summative reports within 5 years, then the PSC suspends your certificate until you have had a chance to re-mediate your deficiency, but how can you re-mediate if you do not have a certificate to get another teacher position?

IF you have car insurance, you need teacher’s insurance. Join APE today before you get HIT!

. C

Georgia Teachers Rise Up!

Norreese L. Haynes, BSBM, MSA

Click Here to Join APE!

If you are sick and tired of being bullied by administrators and school superintendents, Georgia classroom teachers rise. I have made it one of my life goals to support classroom teachers in Georgia by starting the teacher’s organization, the Association of Professional Educators (APE). APE always has and will always be a teacher’s organization that will fight back aggressively against the power that be which is, “abusive school systems and their incompetent superintendents. APE fights when the other teacher’s organization is afraid to why? Because these other teachers’ organizations allow these same administrators to join their weak organization, they are scared to push back against these abusive administrators in fear of losing them as members. APE represents Only teachers, not administrators!

Now, let’s talk about leadership. Leadership is leading, not following. Making teachers return to schools during a pandemic without a safe plan for returning is not leadership. These superintendents think leadership is getting paid a lot of money harassing teachers and supporting students misbehaving while kissing the butts of school board members. They have no real shame if they did; they would stand up against schools’ reopening during a pandemic. They would tell the truth about the percentage of teachers that are getting affected by COVID-19. Yet, they tuck in their tails to run and hide from the truth. Why? Because they know if they go against the reopening of schools, they lose their funding.

See folks; it is, has always been, about the money even in education. APE is the only teacher’s organization in Georgia that is not afraid to shine the calcium light of truth. You see, these superintendents are so scared to go against the money because their salary is connected to it. If the schools stay close, the funding slows down or is permanently stopped. Instead, these superintendents are willing to take the chance and let teachers in Georgia die from COVID-19 before they lose their big salary and salaries of their cronies. I am old enough to remember when we had one superintendent and one assistant superintendent in Georgia schools. Now, you have the school superintendent, assistant superintendent, assistant superintendent of curriculum, assistant superintendent of human resources, and many other positions. All this shit is a waste of taxpayers’ money. Therefore, they would rather let teachers die instead of waiting to reopen schools safely. If they could keep their salary without reopening, they would also agree and protest the opening of schools. 

Georgia teachers, let’s rise up and show Georgia schools we mean business. Hell no, we won’t go! We’ll protest on the sidewalks, and the hills, in streets and fronts of the school building’s central offices. APE has never stopped protesting for its members. Teachers join our movement help us fight for and with you. Like my friend, the rapper Archie Eversole Code said, “We Ready.”

Click Here to Join APE!

The Double-Edged Sword of Being a Teacher During a Global Pandemic

Bobby L. Wilson, Founder & CEO of Metro Atlanta Urban Farm (MAUF)

When I think of teachers, I think of the role that they play in helping produce our national and global leaders. It confounds the mind to realize that none of our leaders would be where they are today without teachers. Now, as we are faced with a global pandemic, the very leaders who have benefited and who are benefitting directly from the commitment and sacrifice of teachers, are willing to put those very teachers’ lives at risk by forcing them to return to their classrooms without the maximum protection possible against a deadly virus. It was a teacher who pulled me aside as a middle school student and encouraged me to straighten up, fly right, and think about my future. It was a teacher who put me in a car and drove me to the college campus, a trip that completely changed the trajectory of my life. It was a college professor (teacher) who encouraged me and showed me that I could do great things with my life.

 I am who I am today because of the guidance that I first received from a teacher in a small, rural town in Bay Springs, MS. Yes, I am an advocate for teachers. During these unprecedented times of a global pandemic, the definition of “essential” or frontline workers seems to change according to the will of whoever is in power. The double-edged sword for teachers is that they are frontline workers when it is convenient because, without them, schools cannot operate. Yet, when it comes to protecting this group of frontline workers, the CDC and Georgia’s Governor Brian Kemp say that although teachers are essential workers, there are not essential enough to receive the vaccine in round 1A unless, of course, they are 65 years of age or older. Within this current educational dilemma, teachers are being subjected to the greatest degree of inequitable expectations. Teachers are experiencing in real time inequity even within local school districts.

The exposure of classroom teachers is far greater than it is for upper-level employees—superintendents, principals, etc.—who are not required to share their workspace with several other people, especially students. Teachers, by the very nature of their job, must welcome any students, or as many, who opt for face-to-face instruction even though physical classrooms are not designed to maintain the “required” six-foot of social distance and may not have proper ventilation. When the CDC decided that schools could reopen “safely”, they did so without soliciting input from the people most impacted by their decision. Despite their most recent recommendations suggesting that it is “safe” for teachers to return to the classroom, they offer no suggestions on how to limit exposure to a deadly virus, especially in marginalized or underserved communities, where districts cannot ensure proper safety measures are in place to protect them. Many teachers are using their own resources to purchase classroom cleaning supplies. Teachers are justifiably concerned about their own well-being because the CDC has no remedy for students who refuse to wear their masks properly or who fail to report exposure. With all due respect to our President, no place is completely safe from Covid-19 exposure and schools are less safe, not more.

The recent situation in Elberton, GA that is still making headlines today is, in my opinion, unjust and unjustified. An entire community is being denied additional vaccines because a decision was made at the community level to vaccinate teachers. According to local leaders, this decision was a move to prevent waste of a vaccine that is already in short support supply by administering the doses to its “frontline” workers—teachers. Who is better equipped to make decisions for the good of the local community other than its local leaders—the independent, community-based organizations such as the clinic that was charged to administer the vaccines? This example of the double-edged sword is that teachers are “essential” enough to be forced back into schools with our nation’s children, but not essential enough to be protected from a virus that puts their lives are at risk. With the more contagious COVID-19 variant spreading rapidly across the US, how does the government maintain that schools can reopen if they do so “safely” without vaccinating the teachers? It is not the scientists, federal or state government who have their finger on the pulse of local communities, but rather it is the local community leaders themselves. A national research project that focuses on justice, equity, and inclusion has shared strong data to suggest that ICBOs are better equipped to make decisions for their communities. Afterall, who knows the community better than the people who live in the community? Another example of the double-edged sword is a matter of inequity as it relates to teachers being included among essential workers. Vaccines are being administered to teachers, but only those who quality as senior citizens anyway. If decision-makers and providers would listen to the voices of the local communities, their procedure could be more equitable and there would have less reason to punish local communities for doing what is in the best interest of the community.

As a former educator, current independent community-based organization, and designated Covid-19 emergency relief center, I am deeply disheartened by what happened in Elberton, GA. Instead of being praised for making a sound, local decision, the entire community is being penalized because the Covid-19 agreement did not include the voice of the community. To add insult to injury, it seems clear that the policy is more of an “I know what you need”, power and privilege, more than it is about communities. The communication between policymakers and this local community seems to have been unclear and poorly disseminated. Otherwise, why move to raid the clinic rather than acknowledge inequity marginalized communities, and how local leaders chose to work through those challenges by trying to save its teachers. As a community-based organization, allow me to lend some ideas towards the solution. President Biden has declared a national emergency. I would like to suggest first that teachers be allowed to continue virtual instruction until all teachers can be vaccinated.

Another option is that the government could consider allocating funding to create mobile vaccination units to help close the disparity gap between essential workers. These mobile units would be operated by retired school nurses and supervising physicians and who would travel from school to school within districts to administer the vaccine to its teachers. Mobile vaccine units would provide teachers with the protection needed alleviate some of their greatest fears, frustrations, anxieties, and concerns about not being treated equitably as essential workers. The question of security and eliminating waste could be answered by school leaders who would agree to provide the exact number of vaccines needed for their staff. The vaccines would be shipped directly to the community’s medical facility who, in turn, would distribute to the community-based organization that would supply the mobile units according to the information received from the schools. As the conversation continues and data continues to emerge on our response to Covid-19, showing respect to our frontline workers—the teachers, is critical. Forcing schools to re-open “safely” without vaccinating the teachers is only going to lead to more school closures and educational delays. The double-edged sword cuts both ways.

Georgia Public Schools Administrators Should Support Classroom Teachers!

Norreese L. Haynes, BSBM, MSA

I often wonder why a few Georgia school administrators merely want support classroom teachers. In contrast, other administrators act as if it is a sad sign to support classroom teachers.

These administrators in the latter pretend to support teachers, then go behind the teachers’ backs and destroy their careers. These same administrators smile to the teachers’ faces while getting their assistant principals to do their ‘dirty work.’ When the assistant principals are not willing to do this ‘dirty work,’ the administrators start a paper trail to get rid of the assistant. Theses fake administrators are “Masters at Conning Educators (MACE).

I believe, when teachers work their backsides off for theses administrative ‘Cons,’ such administrators should be very appreciative by showing extreme gratitude for the sacrifices and hard work of the teachers. Georgia teachers are passionate about their work in Georgia classrooms. Their time in the classrooms begins as early as 4 am each morning, and they often leave as late as 8 pm every evening in most cases.

So, why aren’t the ‘Cons’ appreciative.? I have learned down through the years when people think they are entitled to something; they always act out in bad faith. These administrators do not understand why teachers love what they do. Some ‘Cons’ have never had the amount of dedication even close to what most Georgia teachers have chosen to give.

One of my APE members once told me a story of working three jobs and going to school to become a teacher. She told me many times she wanted to give up, but she just kept going. This teacher did all of this while raising two teenage children.

You see, when you know about hard work and sacrifice, you make better decisions than the person who feels entitled. You understand that a bad action causes a bad reaction. The good principals think about what would happen if they non-renewed a teacher. The entitled principals only think about themselves and give little care about what would happen to the teachers if said educators lost their jobs or certification.

Georgia teachers must be aware of these ‘Cons’ and be protected by a thick-skinned and assertive teachers’ organization like APE. Why APE, you say? Because APE does not care about these administrative ‘Cons,’ we seek them out to be dealt with legally. We believe it is a waste of our time to negotiate with theses ‘Cons,’ and for this reason, we aggressively and strategically set our focus to subdue that administrator legally.

Teachers join other organizations without doing any background research on them, and because of some teachers’ organizations’ longevity, they think they are the right teachers’ organization to join. This mistaken belief is a shame and a farce. Georgia teachers need an assertive teachers’ organization. Georgia teachers need to be a part of an aggressive organization that doesn’t allow administrators to be a part of their organization. An organization that only supports classroom teachers. An organization that calls teachers back as late as 11 pm if needed.

At APE, we never leave our office early. We work late into the night every night; just ask our members. These other teacher organizations leave their office early in the day with no one to be reached or talked to, but at APE, we work very late, don’t believe me? Stop on by our office, where we leave the light on for you. I had two teachers who joined APE this year because they said when they went by a particular organization to sign up, no one was there. So, they joined APE. APE filed many grievances on administrator ‘Cons’ this year and last year that we lost count. Okay! No more wasting your hard-working money join APE today @ MyApeNow.com for real representation.

This is why Teacher’s must defend themselves

Larry Foster, Ed.S

I am absolutely not going to be physically abused by an adult and definitely not a “ boy”. I am proud to say that most Teachers are “ standing their ground”. This guy need a medal for resisting striking back. This kid was extremely lucky because their are Teachers in this new generation who would still be dragging his little ass. Teachers try to diffuse the situation but don’t lose your womanhood or manhood trying to keep a job. That’s why you need a strong ( non negotiable ) union on your side. We are now blessed to finally have a real union who is ready and willing to stand in the gap on your behalf. My advice to you Educators “ it’s not if this kind of sh@& happens – it’s when it happen” – be already prepared by joining APE ( Association of Professional Educators) today – right now”. Just like you would not drive your car without insurance – don’t you dare walk into another school without protection. Call me personally Chief Regional Director Larry Foster ( 770 617-2184 or CEO Norreese Haynes and get protected. We don’t allow our Teachers to have to teach like cowards. You call we respond. Join us in this very important movement to put the power back in the hands of hard working educators like yourself. Again APE is the answer – out a Gorilla on your side.

Public Education A Warehouse for Children

Norreese L. Haynes, BSBM, MSA

In my book, Public Education A Warehouse for Children I outline how public education warehouses children. Note the solution to this problem is to start the conversation of solving it. But no one has. Why? Is there any money in solving the problem? Or is there money in warehousing children? Public schools work the same as corporate America; they make money off the people who love their products, but in this case the products are children. Who loves public education products? People who make money selling testing material, books, and consultants who try to convince public school systems to buy into their products. They don’t give a damn about kids. They target public schools infiltrated with gangs and troubled children because dysfunction can lead to a so-called “transformation”.

The truth hurts but here it is: They make money off urban school systems or city schools because they know that they can be easily prostituted due to the problems they face, like the lack of parental involvement. So, shitty consultants convince urban school leaders that they have the answers to their problems, and they have fancy ideas with a fancy price attached. These consultants know the real problem because when they are out with their friends, they talk about how these so-called urban schools are behind as a result of the lack of parental involvement. And oh yeah, I forgot to mention the code word for urban is Black School Systems.

I now want to address the elephant in the room. The problem with public education is that the thugs are running the schools No urban school leader really wants to kick them out because these same thugs have a price tag. The state and federal government pays around $22,000 per student, and if that student needs special education, the price leaps to around $24,000 per student. You do the math. This is why teachers catch hell for removing thugs from the classroom or sending too many students to the office. The administrators send them right back, asking the teacher to follow their classroom management plan or simply fire them. The average first-year teacher makes around $38,000 to $40,000 a year. If they send just two students to the office and they get expelled, that school system loses around $48,000 a year. God forbid the teacher sends three to five students, and they all get expelled. That total adds up to $120,000 per year, so you are definitely getting fired! See? It’s easy to get rid of a teacher, more so than a thug student. It’s important to be protected, like the members of the Association of Professional Educators (APE). School systems fear APE more than any thug students because APE is more dangerous.

Running an urban school is the easy part, or any school for that matter. If I were the principal of an urban school, the first thing I would do is establish order. The universe is in order, so shouldn’t everything else be? The second thing I would do is let all of the thugs know who I really support: the teachers. So don’t try me, I believe the responsible adults, and any amount of crying from kids would be a waste of time on me. Lastly, no free passes! If a teacher wrote them up, something is going to be done. If a teacher tells them to leave their classroom and they don’t, I would go down there and remove them myself, let the police put them in handcuffs and march them the long way around. The other thugs need to see them and know that if they crossed me, the same thing can happen to them, too. Do this consistently, and the other thugs will catch on fast! You come to school to learn or get the hell out! When an urban school superintendents or principals become willing to follow my philosophy for order, we will see real change in public education.

I find it funny that some administrators think that bad curriculum keeps students from learning. Curriculum is not the problem. Establish discipline, and you can teach anything. Teachers love what they do, they’re professionals. They know how to teach; they just need support from their administrators. Administrators need to honor their teachers. If you do this, they will love you and work hard for you. If not, who gives a shit? APE will just have to destroy you.

A Local Georgia Teachers Union Speaks Out!

Norreese L. Haynes, BSBM, MSA

Georgia teachers have been treated like shit for years. It is very sad for me to sit here and write about our great teachers without telling the truth about how some administrators treat them. First understand, that teachers love teaching but when they face school administrators treating them like unwanted trash each day, preparing to teach every morning gets harder. How can a teacher teach when they are harassed every day by their administrators? At the Georgia teachers’ union where I work, The Association of Professional Educators (APE), we fight to destroy these administrators because we believe they are evil. The APE teachers’ union understands why teachers leave their profession. It’s not all about the money.  

In my opinion, teachers stress from the lack of support from their administrators. They feel as if the administrator is more preoccupied with false testing instead of providing quality education to students. The APE teachers’ union speaks out against the false priesthood of testing. We believe over-testing students is evidence of companies making money on testing material. These companies pimp school systems by telling them this is the new standard, or that this will help prepare students for the corporate world of technology. This is hogwash! Students need to know their timetables, the presidents, and skills to become productive citizens of society. Teachers know what students need best because they are the ones in the battle field of education each day. APE is an aggressive Georgia teachers’ union fighting back against these plantation tactics on Georgia teachers.

The APE teachers’ union knows some teachers waste their money on lazy ass unions in Georgia. They don’t aggressively protect teacher rights, but the APE teachers’ union will destroy any administrator who abuses its members. The APE teachers union in Georgia is the most aggressive teachers union in Georgia. If I was a teacher in Georgia, I would be an APE member. The APE teachers’ union saved so many teachers’ careers, I lost count. I started this union because I know teachers are tired of being treated like shit, and are looking for an aggressive teachers’ union to fight back against abuse, and provide the peace of mind they deserve. I knew APE would be unstoppable when we first organized because I decided to do my best to destroy any administrator who attacked my members.

APE establishes balance in the Georgia teachers’ universe. We are the force that maintains order within the school system throughout Georgia. We are the forces that maintain order within school systems throughout Georgia. We will work with any school system willing to support the rights of Georgia teachers. We destroy any systems working against the welfare of Georgia teachers. Are we aggressive? You’re damn right! APE fears no one. People who abuse our members should fear APE.

Now, let’s talk a little bit about these fake, ‘I-will-save-your-school-system’ superintendents. These superintendents do not have a shoe-fits-all approach or a magic pill to raise test scores. They just look to raise their salary so they can retire with a little more in their pocket. I’m sure some of them mean well, but to be clear there is no magic pill to raise the test scores. Just ask Atlanta Public Schools (APS), the worst cheating scandal in history. Just google, “Atlanta Public Schools Cheating Scandal”.

Superintendents are recycled. They go from one school system to the next preaching the same shit: I am for children”. If they are for the children, why do they leave for the district that pays the most, and preach the same shit? I have said it for more than 18 years: raising test scores takes order in the school, discipline, and support for teachers. If a superintendent is not willing to call out slovenly parents, and throw the thugs out of the schools, test scores will always stay low.

State Representative Tommy Benton(R-Jefferson).

Norreese L. Haynes, BSBM, MSA

Representative Benton, chairman of the House Retirement Committee, today announced that the Georgia House of Representatives gave passage to Senate Bill 68 on Friday, March 28. This measure would create an appeals process for year-end teacher evaluations and would increase training requirements for financial management in local school boards. The Association of Professional Educators(APE) supports this bill. State Representative Tommy Benton is a real champion for teachers. SB 68 would create a new avenue for a teacher to appeal an unsatisfactory year-end evaluation if the teacher has signed their fourth contract.