Bob David has written about his professional life as an educator and school superintendent in eight school systems in Western Canada. The story begins with a brief history of his childhood in Edmonton where he gained his values and beliefs and ambition to become a teacher and educational leader. One of the highlights of the book is the account of the firing of the infamous James Keegstra who was found guilty of perpetrating hatred against Jews in the classroom, when Bob was superintendent in Lacombe, Alberta. This affair gained national interest. Bob also explains how he lost his job in Nanaimo. The book includes Bob�s views on curriculum and instruction and leadership. He concludes by discussing his plans for the future, to continue to live a rich and full life. This memoir is a must read for anyone interested in the struggles and accomplishments of an administrator and leader in small school districts. It is of particular interest to educators and anyone aspiring to become a school principal or superintendent.

Bob David has written about his professional life as an educator and school superintendent in eight school systems in Western Canada. The story begins with a brief history of his childhood in Edmonton where he gained his values and beliefs and ambition to become a teacher and educational leader. One of the highlights of the book is the account of the firing of the infamous James Keegstra who was found guilty of perpetrating hatred against Jews in the classroom, when Bob was superintendent in Lacombe, Alberta. This affair gained national interest. Bob also explains how he lost his job in Nanaimo. The book includes Bob�s views on curriculum and instruction and leadership. He concludes by discussing his plans for the future, to continue to live a rich and full life. This memoir is a must read for anyone interested in the struggles and accomplishments of an administrator and leader in small school districts. It is of particular interest to educators and anyone aspiring to become a school principal or superintendent.

Bob David has written about his professional life as an educator and school superintendent in eight school systems in Western Canada. The story begins with a brief history of his childhood in Edmonton where he gained his values and beliefs and ambition to become a teacher and educational leader. One of the highlights of the book is the account of the firing of the infamous James Keegstra who was found guilty of perpetrating hatred against Jews in the classroom, when Bob was superintendent in Lacombe, Alberta. This affair gained national interest. Bob also explains how he lost his job in Nanaimo. The book includes Bob�s views on curriculum and instruction and leadership. He concludes by discussing his plans for the future, to continue to live a rich and full life. This memoir is a must read for anyone interested in the struggles and accomplishments of an administrator and leader in small school districts. It is of particular interest to educators and anyone aspiring to become a school principal or superintendent.

Public ignorance is the school administration’s best friend With education on the firing line today and the intensity growing, this is a must read for people who want to see teaching improvements in their school districts. Over a period of five years, I was subjected to an alarming series of injustices at the hands of the school administration, the board of education, and the Superior Court of Alameda County. The story graphically describes an entrenched school administration’s senseless attempts to destroy a teacher who refused on principle to knuckle under at the expense of his students. Briefly stated, I was conspired against, lied about, and made the subject of intolerant actions. My repeated pleas and demands for help, counsel, and redress of grievances were evaded, ignored, and openly refused. In rapid succession I was illegally transferred to a position I was unprepared for, illegally fired, and then in superior court treated to a devastating travesty of the judicial process by a judge who clearly should have been removed from the bench. During the two-year appeal process I was unable to get another job—-the school district saw to it that I was blackballed in education. In short my reputation was ruined, as in all likelihood was my teaching career. The board also tried to suppress the town’s uprising to reinstate me to my former teaching position. All this happened when I began an individualized teaching process, which was met with resistance by the principal. The more successful I became, the more the district fought it. When I spoke out for educational improvements and wrote a newspaper column espousing the importance of upgrading teaching, the ship hit the sand. But changing teaching methods was only a part of what was to come. Soon the town was in the middle of gross mismanagement, embezzling, the misuse of hundreds of thousands of dollars of school district funds, and a school board trying to cover it up. There is more than ample documentation, including letters, news stories, sworn affidavits, and most damning of all, the trial transcript. The board and the administration broke State Law in their mindless vendetta to fire this teacher—-the students be damned. To attest to the widespread mismanagement in school districts, I have included accounts of school problems nationally, and a well-documented account of the distressed Oakland, California, schools and the mis-education that continues to occur in Oakland. With news accounts appearing daily, weekly, and monthly, this story was the biggest 5-year story in the Livermore valley.

Public ignorance is the school administration’s best friend With education on the firing line today and the intensity growing, this is a must read for people who want to see teaching improvements in their school districts. Over a period of five years, I was subjected to an alarming series of injustices at the hands of the school administration, the board of education, and the Superior Court of Alameda County. The story graphically describes an entrenched school administration’s senseless attempts to destroy a teacher who refused on principle to knuckle under at the expense of his students. Briefly stated, I was conspired against, lied about, and made the subject of intolerant actions. My repeated pleas and demands for help, counsel, and redress of grievances were evaded, ignored, and openly refused. In rapid succession I was illegally transferred to a position I was unprepared for, illegally fired, and then in superior court treated to a devastating travesty of the judicial process by a judge who clearly should have been removed from the bench. During the two-year appeal process I was unable to get another job—-the school district saw to it that I was blackballed in education. In short my reputation was ruined, as in all likelihood was my teaching career. The board also tried to suppress the town’s uprising to reinstate me to my former teaching position. All this happened when I began an individualized teaching process, which was met with resistance by the principal. The more successful I became, the more the district fought it. When I spoke out for educational improvements and wrote a newspaper column espousing the importance of upgrading teaching, the ship hit the sand. But changing teaching methods was only a part of what was to come. Soon the town was in the middle of gross mismanagement, embezzling, the misuse of hundreds of thousands of dollars of school district funds, and a school board trying to cover it up. There is more than ample documentation, including letters, news stories, sworn affidavits, and most damning of all, the trial transcript. The board and the administration broke State Law in their mindless vendetta to fire this teacher—-the students be damned. To attest to the widespread mismanagement in school districts, I have included accounts of school problems nationally, and a well-documented account of the distressed Oakland, California, schools and the mis-education that continues to occur in Oakland. With news accounts appearing daily, weekly, and monthly, this story was the biggest 5-year story in the Livermore valley.

Public ignorance is the school administration’s best friend With education on the firing line today and the intensity growing, this is a must read for people who want to see teaching improvements in their school districts. Over a period of five years, I was subjected to an alarming series of injustices at the hands of the school administration, the board of education, and the Superior Court of Alameda County. The story graphically describes an entrenched school administration’s senseless attempts to destroy a teacher who refused on principle to knuckle under at the expense of his students. Briefly stated, I was conspired against, lied about, and made the subject of intolerant actions. My repeated pleas and demands for help, counsel, and redress of grievances were evaded, ignored, and openly refused. In rapid succession I was illegally transferred to a position I was unprepared for, illegally fired, and then in superior court treated to a devastating travesty of the judicial process by a judge who clearly should have been removed from the bench. During the two-year appeal process I was unable to get another job—-the school district saw to it that I was blackballed in education. In short my reputation was ruined, as in all likelihood was my teaching career. The board also tried to suppress the town’s uprising to reinstate me to my former teaching position. All this happened when I began an individualized teaching process, which was met with resistance by the principal. The more successful I became, the more the district fought it. When I spoke out for educational improvements and wrote a newspaper column espousing the importance of upgrading teaching, the ship hit the sand. But changing teaching methods was only a part of what was to come. Soon the town was in the middle of gross mismanagement, embezzling, the misuse of hundreds of thousands of dollars of school district funds, and a school board trying to cover it up. There is more than ample documentation, including letters, news stories, sworn affidavits, and most damning of all, the trial transcript. The board and the administration broke State Law in their mindless vendetta to fire this teacher—-the students be damned. To attest to the widespread mismanagement in school districts, I have included accounts of school problems nationally, and a well-documented account of the distressed Oakland, California, schools and the mis-education that continues to occur in Oakland. With news accounts appearing daily, weekly, and monthly, this story was the biggest 5-year story in the Livermore valley.

So You Want To Be a Principal relates many of the experiences Mr. Bowen encountered while working in public and international schools. It suggests that many of the circumstances are difficult and unusual, necessitating the development of a skill set that is not available prior to one’s appointment as an administrator and which must therefore be learned. Death, crime, alcohol and drug abuse, parental confrontation, cultural differences, terrorism, and school board politics are some of the areas which he describes in vivid detail.

So You Want To Be a Principal relates many of the experiences Mr. Bowen encountered while working in public and international schools. It suggests that many of the circumstances are difficult and unusual, necessitating the development of a skill set that is not available prior to one’s appointment as an administrator and which must therefore be learned. Death, crime, alcohol and drug abuse, parental confrontation, cultural differences, terrorism, and school board politics are some of the areas which he describes in vivid detail.

So You Want To Be a Principal relates many of the experiences Mr. Bowen encountered while working in public and international schools. It suggests that many of the circumstances are difficult and unusual, necessitating the development of a skill set that is not available prior to one’s appointment as an administrator and which must therefore be learned. Death, crime, alcohol and drug abuse, parental confrontation, cultural differences, terrorism, and school board politics are some of the areas which he describes in vivid detail.

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The Art and Science of Squeezing Turnips is a book that provides direction on ways to stretch institutional budgets without compromising service to students in higher education. Playing off the old adage of “…can’t squeeze blood out of a turnip”, the author provides specific techniques on the “art” and “science” of squeezing a budget to go beyond what appears possible, by making processes more efficient. Improving processes in institutions of higher education positively influences student retention while decreasing staff burnout but it also brings the added benefit of decreasing erosion on the bottom line budget. Institutions of higher education have a unique organizational structure and culture. Therefore, logical business processes are not always the most effective method for analyzing processes. The Art and Science of Squeezing Turnips offers academic administrators additional tools for process analysis with special focus on quantifying the cost of disconnections and overlapping processes that get out of sync over time.

The Art and Science of Squeezing Turnips is a book that provides direction on ways to stretch institutional budgets without compromising service to students in higher education. Playing off the old adage of “…can’t squeeze blood out of a turnip”, the author provides specific techniques on the “art” and “science” of squeezing a budget to go beyond what appears possible, by making processes more efficient. Improving processes in institutions of higher education positively influences student retention while decreasing staff burnout but it also brings the added benefit of decreasing erosion on the bottom line budget. Institutions of higher education have a unique organizational structure and culture. Therefore, logical business processes are not always the most effective method for analyzing processes. The Art and Science of Squeezing Turnips offers academic administrators additional tools for process analysis with special focus on quantifying the cost of disconnections and overlapping processes that get out of sync over time.

If you are looking for statistical data that validates the achievement gap within the educational system…THIS IS NOT THAT BOOK! This book was written by a high school Chemistry teacher that currently teaches juniors and seniors in an urban area with challenges in closing the achievement gaps. She is dedicated to finding solutions to help build a future generation that demonstrates intelligence and show a genuine love themselves and each other. From this book, you will learn real answers that revolutionize the students in your classroom into productive individuals. Also, by practicing such techniques, you will witness the transformation of your student’s mentality throughout the whole year; not just the beginning of the year or after grades are due. This book does not display strategies that “sound good on paper” written by administrators who have not been inside the class room in the past five years. Nor does this book contain another lesson plan strategy that shows you how to plan a lesson that great lesson that the students will not participate in. There are great strategies out there that if the student is willing, can be proven to be very successful. This book is the connection between those ideas that work and actually seeing results. The main objective this book implies is that the success of your classroom begins with you, the teacher. There are many types of teaching styles and personalities an instructor will possess, and would not be productive for the students. You will learn how to reach those students who create the achievement gap without consuming yourself in the job. You will learn how to find your “niche” and effectively teach all your students that they will all succeed in your classroom. This book is for every teacher. You may find that all of the approaches used may not be for you. However, you will develop your own personal tactic that will change the productivity in your classroom.