Yvonne Katz, formerly supt. of Beaverton OR and Spring Branch TX school districts, embarrassing retiring Westview High principal Len Case.

Dan Wieden talks about the night he wrote "Just do It" to a fascinated Wesview High School Media Studies class in 2001.

TSPC director Vickie Chamberlain conspires with OEA attorney Tom Doyle

TSPC director Vickie Chamberlain conspires with OEA attorney Tom Doyle
Chamberlain's three-and-a-half year manipulation of teacher discipline case conceals misconduct of Linda Borquist and Hollis Lekas of the Beaverton School District while interfering with the outcome of a federal lawsuit in support of an attorney formerly employed by the Beaverton School District, Nancy Hungerford.

Oregon ALJ Andrea Sloan collaborates with TSPC director Vickie Chamberlain & OEA atty Tom Doyle

Oregon ALJ Andrea Sloan collaborates with TSPC director Vickie Chamberlain & OEA atty Tom Doyle
"First of its kind in Oregon" decision helps unethical lawyers manipulate federal law suit after Beaverton administrators violated teacher employment contract

Signing a confession to conceal misconduct and influence a federal law suit

Signing a confession to conceal misconduct and influence a federal law suit
Tom Doyle of the OEA collaborates with OAH lawyers and Vickie Chamberlain of the TSPC

TSPC director Vickie Chamberlain makes finding based on secret "first of its kind" hearing

TSPC director Vickie Chamberlain makes finding based on secret "first of its kind" hearing
Chamberlain's delay protects Nancy Hungerford, former attorney for the Beaverton Schools, who colluded with attorneys for the OEA and the state of Oregon to violate a teacher contract and deny due process in a federal civil suit.

Confederation of Oregon School Administrators

Leadership Academy for Beginning Principals
July 18, 19 and 20, 2007
Linfield College

The Faculty:

Linda Borquist, Academy Coordinator

Victor Musial, Field Operations Director, OSEA

Colin Cameron, Director of Professional Development,COSA

Jill O'Neil, Principal, Beaverton Middle School - OMLA President

Vickie Chamberlain, Executive Director, TSPC

Kris Olsen, Principal, McMinnville High School - OASSA President

Matt Coleman, Principal, Westview High School

Shannon Priem, Communication Services Director, OSBA

Vickie Fleming, Superintendent, Redmond SD 2J

Perla Rodriguez, Principal, Cornelius Elementary School - OMLA President

Shawna Harris, Field Representative, OSEA

Nanci Schneider, NWREL

Craig Hawkins, Communications Director, COSA

Valerie Sebesta, Oregon Education Association

Sally Leet, Principal, Oak Grove Elementary School - OESPA Past President

Brian Traylor, Principal, Corvallis Elementary School - OESPA President

Holly Lekas, Regional Administrator, Beaverton SD 48 Joe Wehrili, OSBA

Michael Carter, Superintendent, Rainier SD 13

Philip McCullum, Director Administrative Licensure, University of Oregon

Authentic evaluation legally dated

Authentic evaluation legally dated
signed by retiring principal Len Case

Post-dated Westview High School evaluation 2002-03

Post-dated Westview High School evaluation 2002-03
Entered fraudulently at Fair Dismissal Appeals Board hearing: Malcolm Dennis (forced resignation; secrecy agreement) and Chris Bick, signing principals

Class Size Doesn't Matter?!?

Conventional wisdom says the smaller the classes, the better the education, because teachers can pay more attention to each child. But while smaller classes are popular, decades of research has found that the relationship between class size and student outcomes is murky. Tamara Henry, The Hechinger Report

This is the rhetoric of the illogical and the uninformed. I looked for data for support of the headline but didn't find any--just the conclusion that the results are murky--as in: We don't really know what they mean.

The discerning reader may speculate that someone (in the education bureaucracy?) has decided that huge class sizes in our public schools are inevitable no matter what, so now is the time to do the political thing: Put a positive spin on it.

But murky?

Anyone who suggests that a larger number of students in a class does not increase teacher workload is ignorant of the process, in denial or deliberately dissembling. That person should be given some dogs on leash to walk through the park some afternoon, with an additional dog added on each lap around the lake. Quickly, my analogy does not presume that teens and canines are intellectually similar; I am suggesting that effective leadership of large numbers of diverse, free-thinking, mobile entities requires training, practice and experience. Self-evident: Quantity impacts the quality of the experience.

Teaching 40 teenagers is no walk in the park, even when they come to school eager to learn (That can happen sometimes, like comets do).

Each additional kid brings the (always unpredictable) dynamics of one or two parents and other extended family members--in addition to more grading and record keeping and more potential conflicts about mundane things like punctuality and personal conduct. Every kid on the roster is another name to learn...another learning style to decipher...another human with whom to build a relationship. An authentic classroom teacher understands that each kid has to learn to trust you enough to let you criticize him or her...and you have to be wise enough to know when that time has arrived.


The logic that drives Henry's thesis is nonsense but does help illuminate one of the real problems in education reform--the devaluation of the classroom experience in public education. When I worked at the then-largest high school in Oregon (Westview), I was engaged in little discussion with the counselors and administrators who decided on the size and composition of my classes, even though that process was significant to my chances to be successful. Classroom teachers and classroom activities were overshadowed at Westview by big budget, media-genic programs.

In our current economic environment, more teachers will be experiencing what some of us were accustomed to long ago: the societal expectation that a sane human will routinely continue to productively engage groups comprised of 40 diverse and evolving youth for 75 % of their waking lives during their tumultuous developmental years.

Murky? This thought: Girl Scouts USA (one of the few nation-wide education programs designed for children by women) encourages strategic team building to increase individual performances. Camp programs take large groups and divide them into smaller groups and then divide them into smaller groups again, until the result is several handfuls of kids engaged in the democratic processes of rule-making, goal-planning and community awareness. These groups are successful in achieving group goals while simultaeously allowing individuals to earn recognition (or "patches"--GS-USA was behavioral a long time ago).

I mention Girls Scouts 'cause they do what public schools want to to do--but with way less money...

Fortunately, some answers to our schools' problems are not as murky as the research cited. We must accept that our schools have become, to local politicians, what our wars are to national politicians--access to lots of influence and uncounted money that people can't question you about. So, first, we need to grow a collective backbone. Our true stewards of the common good need to "follow the money" and clean up the corruption. It's there...it's everywhere. Our society fell asleep at the wheel and someone has to jerk us back on the road.

In the meantime, the taxpaying public can be assured that there are already plenty of master teachers out there who can handle 40 kids at a time--all day--without losing their composure or their ability to make gains. There are techniques and methods beyond dog-walking and Girl Scouts that will help neophyte teachers learn how to build teams in their classrooms so that all students have a healthy interest in the success of their peers...

Hint: the teacher has to have that attitude, too.

Our future schools will undoubtedly have to rely on retirees who don't want a lot of government money to volunteer. We will have to use the undeveloped skills of young trainees who need experience and opportunities to learn. We will need to provide oversight and useful evaluations that are authentic and designed to create progressive improvement.

We need to move away from the teachers' unions.

Things will work out for our schools because, if they don't, it will mean that civilization has failed...and that isn't going to happen. Despite the bleak outlook, in thousands of hours spent working with young people, I have learned that, aggregately, we humans are brilliant, irrepressible and profound.

Louis Pasteur wrote: When I approach a child, he inspires in me two sentiments: Tenderness for what he is, and Respect for what he may become.

We need teachers who can be so inspired by all forty kids. But first we need administrators who know how to support 'em.

D. Bellairs 8/25 10

1995 Woodford County (KY) Middle School Accelerated Language Arts unit   
An eighth grade "Creative Enrichment-Language Arts" 
at a small middle school in horse country in central Kentucky...

"Steal This Movie, Too"

New York Times
Published: August 24, 2010

While Washington is consumed with whether our president is secretly a Muslim, or born abroad, possibly in outer space, I’d like to talk about some good news. But to see it, you have to stand on your head.

You have to look at America from the bottom up, not from the top (Washington) down. And what you’ll see from down there is that there is a movement stirring in this country around education. From the explosion of new charter schools to the new teachers’ union contract in D.C., which will richly reward public school teachers who get their students to improve faster and weed out those who don’t, Americans are finally taking their education crisis seriously. If you don’t want to stand on your head, then just go to a theater near you after Sept. 24 and watch the new documentary “Waiting for Superman.” You’ll see just what I’m talking about.

Directed by Davis Guggenheim, who also directed Al Gore’s “An Inconvenient Truth,” “Waiting for Superman” takes its name from an opening interview with the remarkable Geoffrey Canada, founder of the Harlem Children’s Zone. HCZ has used a comprehensive strategy, including a prenatal Baby College, social service programs and longer days at its charter schools to forge a new highway to the future for one of New York’s bleakest neighborhoods.

Canada’s point is that the only way to fix our schools is not with a Superman or a super-theory. No, it’s with supermen and superwomen pushing super-hard to assemble what we know works: better-trained teachers working with the best methods under the best principals supported by more involved parents.

“One of the saddest days of my life was when my mother told me Superman did not exist,” Canada says in the film. “I read comic books and I just loved ’em ...’cause even in the depths of the ghetto you just thought, ‘He’s coming, I just don’t know when, because he always shows up and he saves all the good people.’ ”

Then when he was in fourth or fifth grade, he asked, “Ma, do you think Superman is actually [real]?” She told him the truth: “ ‘Superman is not real.’ I was like: ‘He’s not? What do you mean he’s not?’ ‘No, he’s not real.’ And she thought I was crying because it’s like Santa Claus is not real. And I was crying because there was no one ... coming with enough power to save us.”

“Waiting for Superman” follows five kids and their parents who aspire to obtain a decent public education but have to enter a bingo-like lottery to get into a good charter school, because their home schools are miserable failures.

Guggenheim kicks off the film explaining that he was all for sending kids to their local public schools until “it was time to choose a school for my own children, and then reality set in. My feelings about public education didn’t matter as much as my fear of sending them to a failing school. And so every morning, betraying the ideals I thought I lived by, I drive past three public schools as I take my kids to a private school. But I’m lucky. I have a choice. Other families pin their hopes to a bouncing ball, a hand pulling a card from a box or a computer that generates numbers in random sequence. Because when there’s a great public school there aren’t enough spaces, and so we do what’s fair. We place our children and their future in the hands of luck.”

It is intolerable that in America today a bouncing bingo ball should determine a kid’s educational future, especially when there are plenty of schools that work and even more that are getting better. This movie is about the people trying to change that. The film’s core thesis is that for too long our public school system was built to serve adults, not kids. For too long we underpaid and undervalued our teachers and compensated them instead by giving them union perks. Over decades, though, those perks accumulated to prevent reform in too many districts. The best ones are now reforming, and the worst are facing challenges from charters.

Although the movie makes the claim that the key to student achievement is putting a great teacher in every classroom, and it is critical of the teachers’ unions and supportive of charters, it challenges all the adults who run our schools — teachers, union leaders, principals, parents, school boards, charter-founders, politicians — with one question: Are you putting kids and their education first?

Because we know what works, and it’s not a miracle cure. It is the whatever-it-takes-tenacity of the Geoffrey Canadas; it is the no-excuses-seriousness of the KIPP school (Knowledge is Power Program) founders; it is the lead-follow-or-get-out-of-the-way ferocity of the Washington and New York City school chancellors, Michelle Rhee and Joel Klein.

And it is the quiet heroism of millions of public and charter school teachers and parents who do put kids first by implementing the best ideas, and in so doing make their schools just a little bit better and more accountable every day — so no Americans ever again have to play life bingo with their kids, or pray to be rescued by Superman.

2003 Westview High School Freshman Lit/Comp Parents' Night
Kids from a very diverse English class star demonstrate their talent and knowledge on a festive night created for their parents.

Aug 16 2010 Jim Hiller, Beaverton OR teacher, responds to NYT op-ed essay

A concise response to a pervasive concern...

To the Editor:

I marveled at the range of opinions that learned people gave about the reasons for the racial gap in test scores. Reasons mentioned in your article included our struggling economy and “an increase in fatherless black households.” In other words, they blamed the students and their families.

But one cause the article did not mention is the elephant in the room when it comes to education: racism. As an elementary educator, I’ve seen both systemic and situational racism work actively against my students of color.

It’s not until these elusive beasts are acknowledged and dealt with honestly that true educational progress for all of our students will occur. Perhaps New York City schools, instead of the tired “blame the students” mentality, need to look at themselves first.

Jim Hiller
Beaverton, Ore., Aug. 16, 2010

Thank God for Mississippi

Jerome Colonna, BSD superintendent
Betsy Hammond, Oregonian reporter
Joanne Yatvin, adjunct professor, PSU
Suzanne Bonamici, state senator

This message is to a diverse group: a public school superintendent, a reporter covering education issues, a college professor who has served as president of the American Council of Teachers of English, and finally, to a woman who serves as my representative in state government.

In Kentucky and many of the other Southern states, the painful release of national statistics with each state's school success rankings based on standardized test metrics was usually accompanied by a sigh and the thought, "Thank God for Mississippi," a state that graciously and dependably assumed the last spot...50th, saving the rest of us bottom-dwellers from that inauspicious honor.

Thank God we ain't last, our state leaders would be known to utter...But in the Southern states, we are, by and large, children of a lesser education god, so no one ever questioned this awkward sense of achievement. (And Mississippi has shown gains and become unreliable)...

But Betsy Hammond's article about Jefferson High's plight revived some of those memories. Like Mississippi, good ol' Jeff High makes it easy for other people to underachieve without attracting too much attention.

My message continues to be: Jefferson High's are everywhere but they are disguised by the smoke and mirrors of media-genic big budget programs that cater to influential citizens. Administrators are able to avoid accountability for misconduct because of the power and influence of the COSA and the political nature of the OEA. Thye use public money to deceive the public.

Lawyers should not live so well off a process that starves teachers. Own up, Oregon administrators. Fire the lawyers, hire administrators who are not sycophantic apparatchiks, and tell the Truth.

I was harassed by an insider group of attorneys and bureaucrats for almost four years because I stood up to administrators in Beaverton who were cheating. The process I experienced following my termination, at a time when I was vulnerable and distracted, merits scrutiny and must change so that competent education professionals can work in classrooms in an atmosphere of support and respect. You can call that reform...

Until then, thank God for Jeff. If Betsy Hammond chose to, she would find equally unflattering ways to write about Westview...and many other public schools, I expect. I fear systemic dysfunction has resulted from the concentration of power at the top of the education bureaucracy. My hope is that a serious movement to assess and evaluate administrative talent takes hold. Oregon's taxpayers should remind our schools' principals that the classroom is where the rubber meets the road in creating American citizens.

Then let your teachers do what you hired them to do--and support them, damn it.

Don Bellairs

2003 Westview High School "Advisory" program (four-year home room) starring A. J. Anderson

Created and produced in 2003 by Don Bellairs, Westview High School video productions teacher, for former Westview principal Malcolm Dennis for a presentation to Beaverton School District administrators and principals.

To: Gail Rasmussen, OEA president "Where Vickie Chamberlain can stick her stipulations..." August 12, 2010

Don Bellairs
Cc:Sen Bonamici ; Sen Hass ; Representative Bruce Hanna; Betsy Hammond ; Jessica Van Berkel; melissa navas ; billgraves@news.oregonian.com; sen.jasonatkinson@state.or.us; sen.alanbates@state.or.us; sen.brianboquist@state.or.us; sen.ginnyburdick@state.or.us; sen.richarddevlin@state.or.us; sen.jackiedingfelder@state.or.us; sen.tedferrioli@state.or.us; sen.larrygeorge@state.or.us; sen.fredgirod@state.or.us; sen.betsyjohnson@state.or.us; sen.jeffkruse@state.or.us; sen.lauriemonnesanderson@state.or.us; sen.rodmonroe@state.or.us; sen.billmorrisette@state.or.us; sen.frankmorse@state.or.us; sen.davidnelson@state.or.us; sen.floydprozanski@state.or.us; sen.dianerosenbaum@state.or.us; sen.marthaschrader@state.or.us; sen.chipshields@state.or.us; sen.brucestarr@state.or.us; sen.christelfer@state.or.us; sen.joanneverger@state.or.us; sen.dougwhitsett@state.or.us; sen.jackiewinters@state.or.us

As we move into a new school year, I am saddened that my conflict with your organization has not been resolved. Professional educators who face huge challenges to make classrooms work for all kids are struggling now and do not need distractions.

They face a very tough year and deserve to know they are protected by their union....

You, as president of Oregon's union of teachers, are in one of two states of mind now regarding my situation, neither of which is flattering to you:

1. You either believe that the BEA uniserve representative and OEA advocacy lawyers treated me fairly as a dues-paying member of the union (If so, you are naive and uninformed).


2. You realize I was set up to fail by politically-motivated attorneys and state employees who were violating my civil rights as well as a number of state and federal regulations (in which case you are being unethical by covering up for people who have stolen from me and the Oregon taxpayers).

In the fall of the '03-'04 school year, I asked a Beaverton school official to help me quit because my mother was dying and I had been cheated out of roughly $20K in fair pay the year before. I had worked 60- to 70-hour weeks in a poorly-run, overcrowded school with kids whom others did not wish to teach while other "teachers" got assignments that allowed them to avoid the classroom. When I voiced my concerns to the new superintendent, I was fired in a below-the-belt sneak attack that was planned in secret meetings where my union representatives were present--although I was never made aware of this. My OEA lawyer appeared at the Beaverton School District administration building three days after I was fired to watch me being fired again, this time for not doing work due after they had stabbed me in the back and locked me out of my building. I had to wait six months for an FDAB "hearing" because the Beaverton administrator who fired me (and was lying about three years of work I did with her son) was vacationing in Morocco. Then the TSPC director (who had been hired five years before by the BSD superintendent) harassed me for almost four years before suspending my license for undocumented allegations designed to help the superintendent avoid exposure in a federal lawsuit.

My "case" with Oregon's teacher licensing board was decided by an Administrative Law Judge whom I've never met who was using a "first-of-its-kind" tactic that prevented me from calling witnesses...That's why it was a first, Gail--it was illegal. Oregon's teachers paid Tom Doyle $60K for that? (Please tell Victoria "Deal-or No-Deal" Chamberlain, Nancy "Pass-the-Trash" Hungerford and "Doublespeak" Doyle what they can do with their "stipulations.")

Where is the real leader of the OEA? I am looking hard. I would like to meet with you and other reform-minded OEA members with the goal of clearing my record and reinvigorating my career. These are desperate times and you are supporting people who have been cheating Oregon's teachers...OEA Advocacy demeans and dehumanizes professional educators.

Be accountable. Soon, please. Be a real leader; there is real teaching to do.

Don Bellairs, teacher

2001 Westview High Advanced Media Studies students Jeff Hanson and Yao Tzio provide an insider's perspective of "being different" At Westview High School (one of Oregon's largest) full of people who are good at being different.

"He uses statistics as a drunken man* uses lampposts—for support rather than for illumination" Andrew Lang

Sun, August 8, 2010
To: melissa navas@news.oregonian.com; wendyowen@news.oregonian.com
Cc: jerome_colonna@beavton.k12.or.us; gail.rasmussen@oregoned.org; Gail Vangorder ; linda@leslieconsult.com; Joanne Yatvin ; leeann_larsen@beavton.k12.or.us; Sarah_Smith@beavton.k12.or.us; Jeff_Hicks@beavton.k12.or.us; Camellia Osterink ; Mary_VanderWeele@beavton.k12.or.us

Ms. Navas and Ms. Owen,
All over the world, older people struggle with how to guide their community's youth onto a pathway of lifelong, socially-aware, altruistic citizenship. In the American culture, we are moving backwards. This is demonstrated by the chart that accompanies your report.

The headline for your report deceptively creates the false impression of success (BSD officials spend a lot advertising in the Oregonian?). The statistics really reflect the fact that, as kids move through the system, they become less successful...on certain tests. Real educators realize that none of those tests measure a kid's ability to build friendships and create consensus or to assert leadership and promote stability in a group of people by behaving in a mature and sensible way. There are very few "parenthood" traits that can be tested and there are no questions that help evaluators identify children as empathetic or compassionate. In truth, these tests can't measure those characteristics which create good communities. They are merely indicators of success or failure for future, similar tests.

However, the success on such tests at Beaverton's elementary schools juxtaposed with the near-unanimous failure of its high schools is not an evaluation of Beaverton public schools today (this data is more than 2 years old) so much as a cautionary tale for their future.

Southridge High School, like Iceland, is comprised of a relatively homogeneous population of individuals so it is more easily governed. A lot of the kids who go there are the progeny of successful, energetic parents who are able and willing to provide their children with lives full of motivation, support and guidance. Southridge students typically don't change public buses three times and pass crack dealers on their way to school. It is easier, but still not easy, to affect statistical change in a school like Southridge than say, Westview High School, one of the state's largest public school.

However, the headline accompanying today's report, in both print and electronic format, suggests that Southridge is on the right path because of it's different approach. My personal experience from several years on the Westview faculty (under two principals and myriad assistants) is that the Southridge community has done more of what all schools need to do: Hire administrators and staff who see value in every child in their school.

A digression: As a confused kid growing up in the American South in the waning years of the Jim Crow era, I struggled with my understanding of race relations. It was some time before I realized that my kind-hearted, well-intentioned mother had been in denial about her racism all her life because she never embraced the name-calling violence and vitriol of the overt racist--naively, she adapted the demeaning and condescending tones of the "caregiver" (or covert) racist. My mother was a caring and wonderful human being; like many of us, there were things about herself she had not learned.

I have observed that some of my colleagues in the education profession are afflicted with a similar naivete. This is the single most important objective for education reform: Hire and train teachers who believe in (and will therefore work toward) the success of every child in the class...not merely the children of influential people who can change the trajectory of a teacher's career.

I made these observations while working for the Beaverton Schools 1997-2004:

*Westview High, when I taught there, had some programs that were accessible to a limited number of kids ("exclusive").

*The one African-American woman who was employed as a teacher was run off by insensitive administrators and a few influential parents.

*Kara Braxton (currently in the WNBA) was the most notable minority student at Westview when I was there. The year after she led Westview to a state championship in 2000, the coach who had recruited her from Michigan (Mark Neffendorf, now with Tigard schools) retired. Kara, whose academic habits had changed not one bit, was declared academically ineligible for her senior year of basketball.

*I watched a deaf teacher struggle in the classroom with minimal administrative support for three years--she was the only hearing-impaired person in a classroom full of teenagers--and still she became a good teacher and an important symbol for our public high school...until she was quietly removed without the courtesy of an administrative meeting (after three years, our principals still hadn't learned how to communicate with her).

The crises in public schools are a result of the fact that our schools are rapidly growing harder to administrate and require top-notch, qualified management teams held accountable by the awareness of oversight officials and the scrutiny of an unslanted media. Yet today, in Beaverton, teachers practice their craft in environments controlled by mediocre and insecure administrators and territorial veteran teachers protecting their turf. These high-paid administrators are sheltered by union officials who know well which side their bread is buttered on.

Until we are assured our schools are led by grown ups who can look into bloodshot brown eyes and see the value (and POTENTIAL) of a kid who doesn't have rosy cheeks and a Nordstrom gold card, we will continue to have high schools that fail the majority of their students, We will continue to see headlines in the Oregonian that trumpet artificial "success" and we will form judgments based on quick glances at statistical charts with misleading green and red markings. Secretive school administrators will continue, as the BSD recently did, to promote sycophantic insiders, and we will continue to be deceived by the people we are paying to create future citizens.

Isn't it ironic that the only BSD high school (Southridge) to be judged successful by federal standards is one that was a) founded by a woman (Sarah Boly) who is retiring from district administration early for undisclosed reasons and b) had been run by a woman (Amy Gordon) who has been placed on a year-long administrative leave for undisclosed reasons?

Accountability and oversight...

Don Bellairs
*Mac Dennis? Tom Husted?

Outtakes from 2003 Westview High School media project "Wishes, Wisemen and Little Pigs"
With Mike "Puppy" McDonald, Fritz Brayton, Larry Arnold, Ryan Varella and many others...this project was designed to study story structure (missing "3's") but ended up a pretty good social commentary on race/class and a great exercise for special effects editors in post-production.

"Beaverton School Board drives hit-and-run vehicle fleeing scene" To Jerome Colonna, Beaverton supt. August 6, 2010

To Leeann Larsen, BSD board
Jerome Colonna, BSD supt.

Leeann and Jerry,
Some of your current employees hired unethical lawyers and rewarded BSD employees for lying under oath. Surely, as leaders of a large school district, you must recognize that the ability to crush your opposition with secretly paid, highly-skilled character assassins is not in the job description of a school leader. The people who trashed my career knew going in that the deck was stacked. Linda Borquist frequently told her principals that any teacher who threatened to quit should be reminded that he/she would be subject to state licensing conditions...a subtle bit of intimidation lest one talked too much.

It doesn't matter how many awards you give her...Borquist was a highly-paid and unaccountable snob who, with patronage placements, cronyism and poor oversight, did great damage to the Beaverton schools. A ton of money was wasted to create the image of successful schools.

I was not out-of-line in mentioning my concerns to you. You fired me illegally and vindictively. You, Ms. Larsen and rest of the eminent Beaverton board, continue to deny the truth of this, preferring to live with the lie of a fraudulent settlement designed by despicable lawyers earning education money by demeaning teachers.

I hate this war--I didn't start it. I refuse to be reduced to a second-class citizen by your former lawyers or any of the phonies who lied under oath at the bogus Fair Dismissal Appeals Board hearing...delayed for several months while my mother was dying so Borquist could vacation in Morocco.

Mr. Colonna, you are the gate keeper to my peace of mind. I will "let go" when this is fair.

Smug lawyers have profited from your abusive treatment of a fellow human being--I do not expect any of them to repent. They are indifferent to inhumanity...

But you are an educator...and you are initially responsible for how the system treated me. All of it was predicated upon the allegations listed in your recommendation for dismissal. Most of them were bullshit and were perversely designed to hurt me personally.

So, Jerry...Leeann...this is personal--my mother was dying and your employees stole my livelihood because I asked to be treated fairly. Within two weeks, I was fired illegally and then harassed by state employees for four years because I refused to sign a confession to cover for your crooked lawyers.

But now it is more than that--the whole system of discipline I have been inhumanely forced to endure is rotten and dehumanizing. When the powerful director of a state agency can abuse her authority without ANY accountability, citizens are in a lot of trouble.

So, Jerry and Leeann, we are in a lot of trouble and you can help us by owning up to the BSD's part in my heinous ordeal. The rest will follow naturally, AS IT SHOULD.

You are currently at the wheel of a vehicle that was used in a hit-and-run and is fleeing the scene of a crime. Please act appropriately.

Don Bellairs, teacher

Trevor Crowe and Eric Ball in 2000 Westview High Media Studies presentation "Dream Girl"
Westview High School (Beaverton OR) Media Studies students create an original drama about four unique young men who all fall for the same girl and, through tragedy, learn to love each other.

Oregon TSPC Executive Director Hiring Decision May 16, 2002

Teacher Standards and Practices Commission May 16-17, 2002
465 Commercial Street NE
Salem OR 97301

Wittenberg Inn & Conference Center, Noir/Rouge Rooms
5188 Wittenberg Lane N, Keizer OR 97303
THURSDAY, MAY 16, 2002

9:00 a.m. Executive Director Decision (non-public session)
At the last Commission meeting, Commissioners approved the recommendations of the Screening Committee to move three candidates forward to the interview process. The interview process involved the Executive Committee with two previous Commissioners, stakeholders, and a compilation of staff. Candidates finished the process by completing a writing sample. At the end of the day, all three interview groups debriefed and arrived at a consensus for Executive Director. The Executive Committee then met, considered the input from the three interview groups and decided to move forward with reference checking on Vickie Chamberlain.

Chair Ortman stated the final ratification of TSPC’s hiring process for an Executive Director will be voted on in public session. Adrienne Sexton, Legislative Analyst, and staff who were a part of the process were invited to attend the first portion of this executive session. Time has been scheduled at the July Commission meeting to talk about the hiring process with John Young, OSBA Executive Director Search Consultant.

Chair Ortman introduced Dr. Vickie Chamberlain. Dr. John Young, OSBA Executive Director Search Consultant, distributed a summary of Vickie’s background, education and experience as related to this position. Ms. Chamberlain’s education and background as an educator, administrator and association executive director at the K-12, community college and university levels; her work with the Oregon legislature; her volunteer and professional organization involvements; and her legal background relate directly to the Executive Director position qualities and qualifications as defined and adopted by the Commission.

Vickie Chamberlain explained how she discovered and why she applied for the TSPC Executive Director position. She has been in Oregon for forty years. Her education was acquired in Oregon with the exception of the first three years. All of her career has been devoted to education. She is very excited and delighted to be offered a position like this.

All non-Commissioners were excused to allow Commissioners time to discuss the process.

Executive Director Decision (Public Session)
Chair Ortman called the meeting to order in public session to consider the ratification of the Executive Director hiring decision.

MOTION, that the Commission ratify the hiring of Dr. Vickie Chamberlain as the Executive Director of TSPC.

Moved by Gwinn/Seconded by Walborn/Carried


1.1 Call to Order
Chairperson Ortman called the meeting to order at 1:45 p.m. on Thursday, May 16, 2002. The Executive Committee met Thursday morning, May 16th, 7:00 a.m., in the Board Room at the Wittenberg Inn. The full Commission met in Executive (Closed) Session at 9:00 a.m. in the Rouge Room to consider the employment of an Executive Director for TSPC. Immediately following, the full Commission meet in public session to formally offer the position and ratify the hiring of Vickie Chamberlain. Also on Thursday, May 16th, concurrent meetings of the Program Approval, Licensure and Discipline Committees were held in the Noir, Rouge and Board Rooms from 10:00 a.m. to 1:00 p.m.

Commission Members Present
Aurora Cedillo
Jerome Colonna
Pat Evenson-Brady
Cathy Gwinn
Carol L. Mack
Jan Miner
Katrina Myers
Carolyn Ortman
Marit Pierce
Debra Robinson (attended Friday only)
Sharon Shannon
Richard Steiner
Leslie Walborn
Nancy Watt

Commissioners Absent
Susan DeMarsh (attended Thursday morning)
Anne Jones
Larry Mylnechuk (resigned)

Commission Staff Present
Vickie Chamberlain (Executive Director Elect)
Melody Hanson
Janet Madland
David Myton
Susan Nisbet
Linda Samek
Kathie Wiper


Gavin Bristol (Twilight 1 and 2)in 1997 Meadow Park Middle School original presentation "You Know My Name"

In one of his earliest acting roles, Gavin Bristol (6th grader) re-creates the character Witless Woody, originally performed by Forrest Rutherford in Versailles, KY

Vickie Chamberlain on OPB report: “They can’t cite data or research

Oregon Gets C-Minus In Education Report

A report evaluating state education practices across the nation gave Oregon a C-minus. Ryan Knutson reports.


Education Week’s annual Quality Counts report ranked Oregon’s overall K through 12 education a little below other states – except in its efforts to improve teaching.

In that category, Oregon got an F -- ranking dead last - #51, out of 50 states and the District of Columbia.

The report says Oregon has poor teacher accountability, training and incentives.

Vickie Chamberlain is the executive director of the Oregon Teacher Standards and Practices Commission, which sets those policies that were rated poorly. She says Oregon just does things differently than the report suggests, not worse.

Vickie Chamberlain: “They can’t cite data or research that supports that doing it that way is better than how we’re doing it. It’s their collective opinion.”

Oregon’s overall grades were about the same as in 2009.

1995 Woodford County (KY) Middle School Accelerated Language Arts unit

An eighth grade "Creative Enrichment-Language Arts" at a small middle school in horse country in central Kentucky...

Janet Hogue, then CEO of the BSD's fundraising organization, the BEF...

Janet Hogue, then CEO of the BSD's  fundraising organization, the BEF...
...representing herself as superintendent.

Oct 06 letter from new BSD HR director Sue Robertson

Oct 06 letter from new BSD HR director Sue Robertson
...blocking access to evidence that would demonstrate Beaverton administrative misconduct.

Response to Sue Robertson, BSD HR chief, concerning false allegations to conceal misconduct

Response to Sue Robertson, BSD HR chief, concerning false allegations to conceal misconduct

Letter from Jennifer Hungerford, former Beaverton atty referencing BSD money manager Dan Thomas

Letter from Jennifer Hungerford, former Beaverton atty referencing BSD money manager Dan Thomas

Hollis Lekas, former Beaverton HR admin., June 2004 "complaint" to TSPC...

Hollis Lekas, former Beaverton HR admin., June 2004 "complaint" to TSPC...
...after waiting on FDAB results.

Justice delayed...

Justice delayed...

...is justice denied, Tom Doyle-style

...is justice denied, Tom Doyle-style

Former TSPC investigator Nisbet working unethically with Tom Doyle, OEA atty

Former TSPC investigator Nisbet working unethically with Tom Doyle, OEA atty
Her actions were designed to affect the outcome of a federal lawsuit. She lost her job consequently (Like me, she was small enough to fail). The improper use of TSPC "stipulations" and "pass-the-trash" deals effectively lets lawyers and bureaucrats in Oregon education play "God" with student welfare and teacher careers...

TSPC director Vickie Chamberlain trying to work a "deal" with Doyle

TSPC director Vickie Chamberlain trying to work a "deal" with Doyle
Signing stipulations to protect BSD administrators who violated employment and civil rights laws

OEA Legal Conceals Fraud

OEA Legal Conceals Fraud
Mark Toledo tries to cover up for Tom Doyle

Former OEA President Larry Wolf denial of illegal civil suit filed by OEA atty Tom Doyle

Former OEA President Larry Wolf denial of illegal civil suit filed by OEA atty Tom Doyle
Wolf abdicates leadership of union's membership to OEA "Advocacy"