Diane Lenning has announced her candidacy for California Superintendent of Public Instruction 2010. Please leave your comments here for Diane Lenning. She is reading this and she wants to hear from you. This is your chance to tell her what is wrong with the educational system in California.
Diane Lenning writes….
My name is Mrs. Lenning, teacher for over thirty years in Los Angeles and Orange County public schools. I also taught young men in the California Youth Authority. I worked with gang members and at-risk students much of my career, teaching English Language Learners, resource students, and mainstream students. There are no surprises for me in what it takes to help our young people succeed in school. I know exactly what to do to fix our schools. Providing a safe school environment will improve attendance and reduce the school “drop-out” rate. Improving curriculum and providing tutoring will help our students get a quality education and pass the high school exit exam, improving graduation rates for students who will earn diplomas. High school graduates do better in life, and provide better for their families. Bringing mismanaged school districts into compliance will assure better management of school funds and resources. I want accountability in education just like you do. Quality teachers, administrators, and support personel are important for a good education for our kids.
In order to make sure our kids get a quality education, I will need your help. Please help me today by joining my team and contributing to my campaign. $10, $25, $50, or $100 will go a long way to assure our kids get the education they deserve.
You may find out more about me and contribute to my campaign on line at: www.dianelenning.com
Thank you so much for your support, and remember to vote for Diane Lenning for CA State Superintendent of Public Instruction in June 2010!
Biographical Highlights
Diane taught high school English and world history for 15 years in Orange County, California. Through her teaching experiences, including working with at-risk students, she has gained much insight into the cultural underpinnings of our contemporary American culture.
Studying social sciences, volunteering in the streets of Long Beach, teaching Bible studies, serving lunches for Vietnam veterans, and counseling at-risk youth in the California Youth Authority have highlighted for Diane the need for social change in America. Working in civil service at Vandenberg Air Force Base during the Vietnam War and serving as the wife of an Air Force officer also contribute a military perspective.
Diane is former chair of the Republican Educators Caucus, focusing on improving educational opportunities for students across America. (Disclaimer: Diane speaks as an individual and not for any other entities.)
Diane graduated from California Polytechnic State University, San Luis Obispo in 1970 with a B.A. degree in history, social sciences, and music. She added an M.A. from California State University, Long Beach in 1976 in secondary education. Further credentials at California State Universities, Long Beach and Fullerton include traffic and safety, administration, and she recently earned the CLAD credential for teaching English learners.
Mother of two adult children and grandmother of five, she and her husband Jerry spend as much time as possible with family.
Biographical Highlights
* Occupation: Educator/Author/Businessowner
* M.A.-Secondary Education/History. B.A.-History/Social Sciences/Music.
* Credentials: Resource, Administration, T & S, CLAD.
* Author: “Call of the American Dream” online at Amazon or Barnes and Noble
* Businessowner: Family Accounting, Investing, & Consulting Business since 1979
* U.S. Senatorial Medal of Freedom Award, 2004 political activism/lobbying, local, state, and national levels; advancing freedom and security.
* Children’s Needs Task Force, S.A.V.E., CERT, Citizens Corps, HB, Learning for Life, OC
* Prior Chair Republican Educators Caucus-National Education Association.
* Delegate Local/State/National Representative Assembly, CTA,/NEA. Pr Local Officer.
Top Priorities if Elected
* Fiscal Responsibility through budget shortfalls: restructuring Course Offerings
* Improving Test Scores and Academic Achievement through scientifically supported instructional methods and strategies.
* Maintain and support a high level of Academic, Vocational, and Self-Improvement Curriculum for the community in collaboration with staff members.
Campaign Focus
1. reducing the school “drop-out” rate.
2. providing a safer environment for our schools.
3. upgrading curriculum,
4. bringing mismanaged districts into compliance.
Empowerment of my Hispanic, Asian, & Black students has been a rewarding focus throughout my career. I have spent most of my career teaching & preparing minority students for success in life, reaching toward their American Dream. Fond memories include the many who came back to thank me.
Political Experience:
Candidate, California Superintendent of Public Instruction, 2006.
Organizations:
President of the American Asian Youth Foundation
Board Member, Social Science Advisory Board, California Polytechnic State University, 2007-present
Vice-President, Heron Pointe Maintenance Corporation, 2007-present
Board Member, Huntington Beach 3/1 Marines Foundation, 2005-present
California Delegate, National Education Association, 2000-2006
High School Teacher, California Leadership Team, 1971-2006.
Caucuses/Non-Legislative Committees:
Member, Children’s Needs Task Force of Huntington Beach, 2003-2007
Chair of Republican Educators Caucus, (2003 – 2006)
http://www.dianelenning.com/index.htm
Diane Lenning, Ed.M.
E-mail: diane@lenning.com
Fax: 562-430-7503
Media: 562-596-4825 Please leave a message.
Mailing address:
P.O. Box 4306, Huntington Beach, CA 92605-4306.
Please leave your comments here for Diane Lenning. She is reading this and she wants to hear from you.
Hi Diane! Welcome to “the juice”…if you have anything that you would like to add…please feel free to do so.
I have a few questions:
What do you know about QEIA funding? Can a district go up in numbers once they were already at 20:1? For ex. The SAUSD was already 20:1 for QEIA 2008-2009…now they are looking for a loophole to go 23:1 or more in 2009 QEIA. What do you know about this? Can they do this? What would you do about these kind of loopholes?
Diane. Good luck. I would like to see local School Boards regain local control/authority, as well as be held accountable, for things like text book replacement policy coupled with less categorical restraints on the use of funding (for instance, school districts being required by the State to buy and issue new math text books after only 3 years, when they are at the same time expiencing severe budget shortages in other areas). The one size fits all State control mentality that has become embedded in the Legislature, State Supt’ and sometimes the office of the Governor, does much more damage than good and feeds the public’s “this is crazy”
perception of public school spending. Decentralize policy setting and control back to the School Boards, while holding them accountable. Also, recognize that all districts are pretty much teaching to the tests that are mandated because that is how they are evaluated, and do a study to find out if that is working o.k. or is a mentality that needs to be changed. Lastly, providing an incentive to form Unified School Districts where they do not now exist would lead to efficiencies, and a more system oriented approach to K-12 education, seems to me.
I have strong reservations against supporting you since you are adamantly against LGBT students. Although I do agree that the public schools do need reform fiscally and with student achievement, until Republicans understand that they have to serve all students straight and gay, religious or not then we will not see a Republican in this office for a very long time.
We need a public education chief that is inclusive and supports reform of our schools.
All students deserve a supportive environment to learn and to achieve their talents, if students are intimidated from attending school because of who they are then they can not learn to their fullest ability.
A couple of suggestions:
1. More on-line learning programs so students can go at their own pace (reduces the number of teachers & frees up classroom space).
2. Utilize outstanding students to tutor others (you learn a lot more by teaching others who then learn quicker when taught by peers rather than authority figures).
Hi Everyone, This is Diane Lenning responding to our first set of questions regarding concerns in education. I appreciate this opportunity to respond to questions. As a bit of background, I have been a teacher for over thirty years, twenty in public schools, and a union leader as one of 25 elected state delegates to CTA/NEA, elected by 335,000 of my peers. Also, I taught young men ages 14-25 in the CA Youth Authority.
Our economy is upside down, our home loans are upside down, and our schools are upside down. Education is in a crisis, and I know what to do to fix our schools. California ranks 48th in the nation, when forty years ago CA ranked within the top three states in the nation. It may take some time to bring us back to that level, but I assure you there is hope to fix our schools!
My motto, similar to the doctor’s oath, posted for some time on my facebook website has been, “we teach all students who show up in our classrooms.” We are all a part of the colorful and beautiful tapestry of life. I have a reputation for fairness and treating all my students over the years with equal respect.
I have been an advocate for stopping bullying in classrooms, and during my career, I continually insisted all of my students to be treated with fairness and respect in my classrooms.
One of my students who graduated in 1995 has recently contacted me on facebook and asked me to visit her when she goes in for surgery next month. I will be visiting her because of our friendship and teacher:student relationship and she knew I cared about her and all my students.
Regarding the question about QEIA funding: There are many issues regarding this funding for school improvement efforts. The goal is to reconfigure schools in a modernization process.
The legislation is clear that CBEDS enrollment tagged fo the CDS code for each QEIA school from the prior year will determine the school’s funding for the next year. When a school reconfigures and retains its CDS code, the prior years CBEDS would still be used to calculate the following year’s award.
Regarding adjustments to student teacher ratios such as 20:1 you mentioned, accounting procedures should be reviewed with your district business office. Generally, QEIA monitoring has to do with making sure that participating schools meet program requirements such as class size reduction, reduction of pupil to pupil counselor ratios, etc. The important thing to consider when spending QEIA funds is whether the expenditure is being used to meet QEIA program requirements or to affect improved student academic performance in some other way. The statute provides substantial flexibility in how QEIA funds can be used; however, you must be able to demonstrate that all expenditures are for those purposes.
For further answers to your questions, you may ask the state Dept Of Ed at this website: http://www.cde.ca.gov/fg/fo/r15/qeia07qa.asp
Finally, we have a plan to change the culture of education in California by supporting teachers through professional development for classroom management, bringing mismanaged districts into compliance, providing safe schools for positive learning environments, upgrading curriculum, and supporting local control.
Every district has many important issues; however, many of these issues are common throughout the state and can be addressed from the office of Superintendent of Public Instruction. As a teacher for over thirty years, and union board member who worked with the school board and district personnel, I know how to fix our schools.
Regarding textbooks: some districts buy new textbooks after ten years of use. I would like to hear more about why new books are being purchased in three years. Please follow up on this question.
I have many ideas about districts, their sizes, and structure. Perhaps we can follow up on this issue next time.
Online learning is a great opportunity. I have been earning a JD degree online and know the value of online learning.
Our school sent high school students to the neighboring elementary school to read to younger students and give support to teachers. There are many ways this is currently used in many schools.
Thank you so much for your questions and comments. This is a great opportunity to hear from the candidate directly.
Diane – I heard about the 3 year text book issue from the Assistant Superintendent of Tustin Unified School District a few weeks ago who vividly described a meeting of Superinendents or their representatives with State DOE representatives in which the Supt’s vented about this State mandate as an expense that was not needed. He said that message was loud and clear from the Superintendents, but appeared to fall on deaf ears. Pesonally, I believe it is the text book publishing lobby that likes and influences this central decision making. As an example, when the Governor recently embraced reducing hard copy text books and putting them instead on line for students I immediately thought (1) wait untl the text book publishers hear about this one, he is proposing to take their bread and butter away, and (2) I will bet computer and software manufacturers and sellers got the Governor’s ear on this – it is about new hardware and software sales, not about what is best for learning (For instance, many older schools do not have the telephone and other wiring capacity for students to have individual computers). Then again, I am a suspicious type, but I have seen vendor wars in Sacramento that have dictated public policy and suspect this situation is no different.
This is what I would love to see Diane…
Changes Jill would like to see in Education:
* More parental accountability (training) rather than teacher training…I know that I need to keep up with the current techniques, but I feel that I have been “trained to death” and I am frustrated that parents are NOT held accountable
* Absences/tardies The current system is not working and parents (once again) are not held accountable by the current system. I have done the necessary paperwork for kids who are constantly absent or late, but nothing appears to be happening to help this situation
* I would like to see a system that they have in place in many states….FINING parents for their child’s UNEXCUSED absences + tardies. NOTHING that we are doing NOW is working. I know that to be fact.
* Districts who claim to be “broke” certainly do NOT need a superintendent + 7 assistant superintendents + their assistants + their assistants. Please change this.
* Consolidate district offices in OC and make one main office (get rid of all the waste) why do we need so many leaders when we could unify and have just one main office? Get rid of the waste.
* I would fine parents if their child is a continuous discipline problem or put them into MANDATORY parenting classes that they MUST attend TOGETHER and PAY for themselves.
*Splitting Elementary and Secondary Budgets would alleviate a lot of morale and funding battles.
Ms. Lenning,
I believe that a persons personal values reflect them intinsically and give an idea of how they will vote. I am a volunteer who spent time campaigning for No on H8 and am interested to know where you stand on the issue of gay marriage. As a Republican you have to understand that your party stands for a great deal of intolerance and I want to find out if you are for or against gay marriage. Don’t use the argument that that issue is not relevant to this race, because it inherently shows where you as a person stand on an issue that is very important to me. Remember that Jack O’Connell firmly stood with us against H8 would you do the same?
Diane,
Regarding QEIA….I understand all of the qeia laws etc. (been to the websites), but the SAUSD wants to go up with class sizes this coming year.
I just want a simple answer yes or no whether they can do this?
I have been to their sites, emailed them and called them, but I want to know what you know about this loophole for the 2009-10 school-year.
Can the SAUSD go to 25:1 for K-3 (QEIA) or not once they were already at 20:1? (in other words GO UP instead of DOWN)
I have heard that they cannot do this (from many reliable sources), but I am just asking you what you know about this. This is important because many peoples’ jobs are depending upon this information.
Gay marriage or marriage equality is not the issue gay rights when it deals about public schools, its about the enforcement of education regulations in our public schools such as AB 537 and SB 777 when it deals with queer and questioning youth in our state.
The question to ask is will AB 537 and SB 777 be enforced with the fullest intention if she wins the SPI office in June 2010.
I may not agree with Ms.Lenning on the LGBT issues. But this other issue is about the disproportionate study of Islam in our public schools over all the other religions. Will we have a more objective study of Islam in our public schools than the sanitized fluff that is fed to our 7th graders in the state education framework?
see: http://www.aim.org/aim-column/shariah-studies-by-stealth/
Thank you for all your comments. I really appreciate hearing the input of concerned parents and community members regarding education issues.
.6 “Been there” I met with one of my staff today and we talked about the idea of students using the “kindle” to download their textbooks. It is a small “techie” device about the size of a cell phone, and a viable option students could use and not have to carry heavy books around, and yet always bring their texts to class. The publishing industry could continue in supplying books for the downloads, reducing some of their production and transportation costs; thereby reducing the cost of textbooks to the taxpayers.
I believe this is a real possibility as we had continued problems with students in bringing their books to class, and books being destroyed in lockers. It may be a good idea to try a “pilot” project with a large school district.
7. “Jill” Your comments are all very good regarding accountability. As I’m sure you know, much depends upon the principal at every campus as to how discipline is enforced. A support plan devised by the district superintendents and the CA SPI could be used to bring consistency and compliance in districts statewide.
You are right about some districts providing so much professional development, that some want a break. Yet there are others that only get one day a year, and are truly short on the professional development aspect. This could be used more only in those districts that need it or request it.
Regarding the parents, our district uses something that has gained great success and requires parents to attend an orientation meeting every fall in the gym. Parents are given information on what is expected of their students, and how to support the school in meeting attendance and academic needs. It has proven to be very successful because often times students “game” the system when their parents don’t know the expectations. Additionally, schools with automated phone systems seem to be able to keep better tract of attendees and contacting parents regarding their student’s attendance.
A discipline plan that includes specific consequences for various numbers of tardies is an excellent method to reduce tardies. “In-house” suspension has become a valuable option because students don’t get out of class for not following the rules. They are required to take their school work to the gym or designated location during the school day with a staff member on assignment on an assigned day say. Saturday school is another option.
These are very important issues for the smooth functioning of schools and classrooms. Thank you for mentioning all your comments and concerns. If you don’t mind, I will answer a couple of questions each day, as some have let me know my answers are “toooo….long!” hee.
8. “gay rights” I understand your concerns. As an educator, it has always been my policy to treat all students with equal respect, supporting their individual Constitutional rights and due process. I have been an ongoing strong advocate for professional development regarding providing a safe learning environment for all students, regardless of one’s background or views. There are many students of various views who feel “bullied or mistreated” at one time or another on campuses. It is important to stand in support of all students rights and due process who may feel bullied or mistreated on campuses because of their views.
I used the “teachable moments” to explain and discuss any sign of disrespect or mistreatment of other students by one another by modeling or telling of acceptable behaviorial exchange; and let my students know that my classes were a safe place for every student to excel and succeed in their pursuit of a quality education and a high school diploma.
Additionally, in society at large, I respect and uphold the law, including the U.S. Constitution, by standing for the rights of “free speech” of those who feel their rights are being violated. That said however, it is up to the courts and the will of the people in a Democratic Republic to decide these issues.
Thank you for your question.
Diane, thank you for returning. I have added a link here for the SAUSD parents, teachers, and staff. I am hoping that they will come here and ask you questions. I appreciate that you are returning and taking the time to answer these.
Diane, regarding discipline…I haven’t had much support from principals on this one. They don’t really enforce anything (the ones I’ve had in 20 years). Honestly, they don’t want to be bothered with it (elementary principals). We have tried discipline committees, but if the principal doesn’t follow through or even consider suspending or expelling the student with our plan, then it is a waste of time on our part to try all these options. I had a student once who kept biting other children. The principal told the child that if he was suspended one more time, he would be expelled from the school. The next time, it happened…he let the kid help him in the office. Big waste of time for me to go through all of that paperwork and sst process for NOTHING. Principals do not want to suspend or expel students out of fear that it makes them look bad. Teachers are fearful of the same thing so it is a spiral effect. In house suspension simply means that you are giving the problem to someone else in the school. Teachers are tired of that one also. I had a student once and the secretaries in the office refused to even watch him for 2 minutes. They said, “get him out of here.” Also, I went through all of this paperwork (SST PLAN) another joke, and the counselor met with the child and rewarded the bad behavior with candy and stickers. I am done with them as well….useless. 🙂 Teachers need a better solution instead of telling us to have committees and a plan. Been there done that. Can you think of something else for this…thanks.
Also, when it comes to parental involvement…we have held numerous parent meetings (gave them brochures in English/Spanish) with the standards/expecatations and MORE to get them involved. We’ve asked them to volunteer in the classroom, but many of them teach the kids incorrectly so it is like having another child in the room (at times). They also have to have a TB Test and they don’t always want to get one. Many are not legal and are afraid to do so. It works for some, for most it doesn’t. It is the same parents who come (the parents of the students who will do well in the class). We need a better plan for the students who fall through the cracks. What kind of things could you do for the child (if their parents do not care)? I would suggest MANDATORY parenting classes that they must attend together and PAY for themselves This is the only way to enforce this. Right now, buying them pizza + singing a song isn’t even getting some parents to the school. We need help at the schools with these 2 issues.
By making the parent classes MANDATORY and forcing them to pay themselves if their child is failing, will make them become ACTIVE in the learning process. In other words, if I don’t attend that class then my child will fail then I will have to pay for classes like these. (that will wake them up). If they do not have the money then they must work at the schools as a volunteer to make up the difference. Right now, they are just leaving everything up to the school system (the parents who do not care that is). By forcing them to care (fining them) will make them take an interest in their child’s learning (trust me on that one) + the child will think that their parents are taking an interest (for once) in how they are doing in school (and that is a good thing).
If you want to get teachers behind you, these 2 things MUST BE a focus of your plan. (just my opinion)
Diane, thank you for your willingness to answer our questions.
I am deeply concerned about the virulent anti-unionism that runs through your party. Without the efforts of our unions, we would be paid slave wages.
I would like to know if you will protect union rights, like Tom Torlakson or Gloria Romero, or if you will be just another anti-union Republican.
I look forward to hearing your response.
9. “Jill” What you ask regarding a “loophole” may in reality be a “flexibility” in the law as stated on the state website. In other words, it depends how well a district argues their plan/case in meeting the thresh hold requirement to get their proposal approved.
The important thing to consider when spending QEIA funds is whether the expenditure is being used to meet QEIA program requirements or to affect improved student academic performance in some other way. The statute provides substantial flexibility in how QEIA funds can be used; however, you must be able to demonstrate that all expenditures are for those purposes.
Additionally, when the 20:1 teacher:student ratio was passed for primary grades, the idea was to decrease the teacher:student ratio in higher grades over time as well. Due to budget constraints, that has not occurred as projected.
Many have been discussing the idea of bringing K-8 toward an across the board teacher:student ratio of 25:1. Some of the reasons are that the intended plan will likely not come to pass in the near future. Secondly, generally teachers in all grades (in many districts) are on the same payscale regardless of grades taught. Issues of fairness arise for those who are teaching 25-40 students in their classes receiving the same pay as those with 20 in their classes. Bringing the teacher:student ratio to 25:1 is being considered by some as a resolution. One possible idea is to request for a minimal drop in the teacher:student ratio in the higher grades concurrent with the prior request, in an agreeable formula.
10. Please refer to #8. …I respect and uphold the law…
11. “Jill” as with any plan, if there is no “follow-through,” it likely won’t work. I have been in situations where discipline was not a strong suit for administration. The key is to work “with” the administration in what you, the staff, “in reality” expect to occur.
In those cases, teachers got together and devised a discipline plan and decided how it would be followed, and then worked to get the administration on board. It is good to start with one or two issues and get those working consistently with all teachers and staff, then move on to additional issues.
In actuality, and I know a difficult reality, a successful teacher is proactive in their classroom environment. I had rules in my class that were adhered to and I followed through on every behavior problem. I have many stories I could share, such as one when I called a parent during class (using my cell phone because teachers were not provided phones in their rooms) while the student was “acting off” and the parent unloaded his foul language to me (a rare incident I add). Needless to say, there was a huge follow-up on that situation with the administration and the parent.
If you have an aide, you can have the aide walk the student to the office with “instructions” of what you expect to occur regarding the situation, as part of a plan devised by teachers…or work out a method of good communication between the classrooms and the administration that will work on your campus. An agreed upon consequence such as “doing class work” in the office for an hour for a minor infraction gives the student a sense of being held accountable….it’s not a matter of pushing off someone’s problem onto someone else.
In a heirarchy of consequences, it often begins in the classroom with verbal direction, modeling and explaining the expected behavior, to moving a seat, to calling parents, to detention…etc.
After these are tried, then campus-wide Detention, Saturday School, and “In house suspension” gives students the sense of being held accountable, and they get their assignments done.” Over time, the numbers in “in house” declines as students see “follow-through” is occurring. (These can be held as often as is needed, or as seldom as is needed to meet the need at your campus).
Some districts have a “parents corner,” a building set aside for parents to learn English, computer skills, and parenting skills. There are many ideas that have been successful in solving these problems, so please don’t give up! Keep on working to solve the issues. I love and support all you teachers and staff. I know firsthand how difficult it is to be an excellent teacher every minute of the day…but you can do it! We are here to support you!
15. “Concerned union member.” I am a union member as well, and lifetime retired union member. I chose rather to work within the union to make solutions possible rather than “opt-out.” I respect people’s choice in their decision regarding unions, I just found it to be my role to work in the union as a union leader. I was elected many times as one of 25 (statewide) CTA union state leaders elected from among 335,000 of my peers in California.
In this way, I was able to voice my opinions within the structure, and work toward positive change that would improve education. Some times I disagreed, and sometimes they used my ideas.
I will continue to work within the union, and with those outside the union to bring positive reform that is needed in our schools because I can not stand by and watch our failing schools not provide the quality education our children and grandchildren deserve. I know what to do to fix our schools.
Additionally, I advocate for a professional union that develops our teachers to reach their maximum potential with a strong support system to assure their success.