Contest Results

For contest rules and FAQ, please be sure to visit:


 Last update:  18 November 2014

Already selected for inclusion in 2nd edition:  6
Wait-Listed:  18
In Review:  0
On-hold (Not directly applicable or replaced by other entries):  6

Submissions are now closed as of 1 November 2014


All submissions, as received, are listed here.  The following status codes are used:

    1. (In review):  Received and being reviewed by the panel
    2. (Rejected – personal attacks):  The submission contained named individuals and unverifiable personal attacks
    3. (Rejected – missing requirement):  The submission did not have the required cut-and-paste author information and/or publication release
    4. (Included!): The submission has been voted by the panel to be one of the ones that will be included in the 2nd edition, and already has won at least the basic contest prizes.  It is eligible for the top prizes.
    5. (Wait-listed!):  The submission has been voted by the panel as an excellent candidate that is likely to be included in the 2nd edition.  A final decision will be made as more submissions arrive in the (unlikely) event too many excellent entries for this same topic means some have to be omitted.
    6. (On hold):  The submission either did not fit the chapters, or other submissions have been selected for that topic.


The topics and the submissions to date:

Readiness for College

  • (Wait-listed) Monique Anair, assistant college professor, New Mexico
  • (Wait-Listed) Anon, College writing teacher, Pennsylvania
  • (On hold)  Daria M. Brezinski, college professor and psychologist, Virginia

(New Topic) To what extent have you witnessed instances of administrative “bullying” to intimidate teachers, including intentional misuse of a charge such as “inappropriate touching.”

  • (Included!) M. Shannon Hernandez, College professor and author (and ex  high school teacher), New York

The impact of standardized testing on your classes and pressure to pass children

  • (Included) Monica S, high school SPED teacher, Washington
  • (On-hold) Louise K, retired high school English teacher, California

(New Topic)If you are homeschooling, what were the major factors that led you to that choice?

  • (Included) Ashley Kimler, parent, Oregon

(New Topic) Charter schools

  • (Included) Sarah B, Middle school social studies and language arts teacher, Colorado

(New Topic)  Student attitudes and home life

  • (Included) Louise K, retired high school English teacher, California

Misuse of SPED by parents forcing unwarranted IEPs armed with lawyers and paid advocates

The loss of Arts and elective courses in schools

  • (Included) Anonymous, spouse of high school band teacher, Florida
  • (Included) Regina Paul, President of a non-profit educational consulting organization, based in New York
  • (Included)  Pavliv, Gregory, Retired music teacher K-12  and Music Education Advocate, New Jersey

 Common Core

  • (Included) Lois Jarman, High school modern languages teacher, Maryland
  • (Included) Nathaniel C. Ashbaugh, Middle school Music teacher, New Mexico

Your experiences with inclusion classes.

  • (Included)  Jeanie Clemmens, retired high school math teacher, Pennsylvania
  • (Included) Maryann Schneider, High school SPED teacher, Pennsylvania
  • (Included) Anon elementary school teacher, Florida
  • (On hold) Donna R. Dolan, pre-K ESL tutor. NY
  • (On Hold)  Pavliv, Gregory, Retired music teacher K-12  and Music Education Advocate, New Jersey

Current levels of student expectations and motivations

  • (Included) James Howson, retired middle school English teacher and author, Connecticut
  • (Included) James Ryan, Motivational trainer and homeschooler, Virginia
  • (On hold) Drew Farnsworth, Writing coach, middle and high school, Ohio
  • (On hold) JC Sullivan, retired teacher, NYC, NY

Degree of parent involvement – especially parents of struggling students

  • (Included) Carol L, Retired high school English teacher, PA
  • (Included) Anon, retired high school English teacher, California

Your degree of support from administration when there is a parent conflict

The amount of time that is mandated for non-teaching duties

Cronyism at your school in assignment of classes and paid positions (including coaching, honor society, senior class advisors, LGBT club, etc.)

The impact on children when they learn a school will exert substantial pressure on teachers to find a way to pass them (and forced dumbing down of coursework)

  • (Included) Jacqueline Goodwin, retired high school LOTE teacher, NY
  • (Included) Anonymous, College professor and High school English teacher, Illinois

 Your views of the degree to which the problems in Urban high schools do, or do not, apply to suburban and/or rural high schools

The role of your local union – efforts spent PAC-related versus helping fix education

Things that routinely limit teaching time – either mandates on you, or student-specific reasons

Student homework performance

Student cheating and plagiarism

The amount of time and in-class impact of non-curricula “baby sitting” duties such as monitoring allergies (peanuts, sunscreen, perfume, latex…), food and drinks, drugs, whispers that could be potential bullying, cell phones, time out of class at bathroom, etc.

The pressure to dumb-down teaching, allow make-overs, or give extra-credit packages to insure children pass regardless of effort.

  • (Included) JoAnne P, retired English teacher, Wisconsin

The degree to which current school administrators are trained and experienced sufficiently to handle the complex legal and management environment of an urban high school.

The impact on expectation and motivation for those students who have the “Can retake any test” IEP accommodation and/or the “…gets an “A” for doing 50% of the expected class work” IEP accommodation

Your view of the mandates produced by career bureaucrats in your state or federal DoE

Your view of the value of PDP classes

The attitude and “esprit-de-corps” at your school – happy campers or burned out teachers

  • (Included) Anonymous, high school teacher, left profession after 4 years, Colorado
  • (Included) J.B.Banks, substitute teacher, Chicago IL

The degree to which DoE and school administration mandate conflict with one-another, and add up to many more minutes than available per class

5 Responses to Contest Results

  1. Pingback: Forced promotions overriding the teacher – an action to protect the school at the expense of our children’s future and our teacher’s belief in the system | Lifting the Curtain

  2. Pingback: Burned out and disillusioned – Another potentially superb new teacher quits the profession after just 2 years of trying to follow her heart and teach in an education system that prevents teaching | Lifting the Curtain

  3. Pingback: Last day for entries so your teacher views can be embedded in the 2nd edition of Lifting the Curtain | Lifting the Curtain

  4. Pingback: Today’s music teacher – all the classroom teacher stress, DoE mandates that prevent teaching, unsupportive administrators, and “feisty” parents – plus living with the added threat of cancelling all arts and music programs | Lifting the Curtain

  5. Pingback: High school “graduates” with reading skills unready for college – just another example the damage to a child’s future when teachers have to accept administrative forced promotion of failing students | Lifting the Curtain

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