Portrait of an Agenda

Portrait of a Graduate hell mouth

By Gretchen Garrity

The Hell Mouth that is our education system is fast swallowing the rights of parents and the well being of children in a swill of globalist agendas designed to usher in a compliant and submissive population of workers.

And local schools in Christian and Greene counties are implementing these agendas, including the Ozark and Nixa school districts, and Springfield Public Schools.

I will concentrate on one program, the Portrait of a Graduate, as an illustration of what is happening. However, there are dozens of such programs that have been inserted into schools through curriculum, teaching methods, counseling programs, even health programs.

Here is one explanation of Portrait of a Graduate (and you can find lots more at the link):

"Originating with the non-profit organization Battelle for Kids, and shaped by transformational education partners like KnowledgeWorks, POG programs have been adopted by states and districts nationwide, all using similar terminology geared towards a single vision:

• Collective goals for graduates
• Mindset requirements for student “success”
• Equitable practices embedded in schools

The Portrait of a Graduate framework is fundamentally incompatible with the classical liberal idea that “hopes, dreams, and aspirations” for a student solely belong to the student and his or her family, not controlled by a “community” or “collective vision” six degrees removed from the student."

The amount of private, non-governmental organizations that suck the lifeblood out of local public schools is mind-boggling. These groups work hand-in-glove with government agencies, like the Missouri Department of Elementary and Secondary Education, to implement globalist agendas. These agendas are presented as new methods, new ways of educating children, even the transformation of the education system, and include a plethora of training, resources, legal aid, consulting, and so forth for teachers, administrators, and students.

For instance, here's Panorama Education, a website that helps schools implement Portrait of a Graduate. Data collection via surveys and other means is featured, according to Higher Ground, a website focused on exposing the systems that are transforming our institutions:

“Panorama Education’s website shows how they build their behavioral surveys and data collection around Portrait of a Graduate. (Panorama was founded by US AG Merrick Garland’s son-in-law—the reason that Garland went after parents that oppose Critical Race Theory at local school boards).” -- Higher Ground

These organizations are very clever in presenting to their public school customers a competency and confidence in their expertise. Materials and training are professionally produced and thorough. 

Your tax dollars are paying for it all.

As many others have asserted, there is a particular cooperation that has happened at the highest levels of business and government to implement an overarching program of gaining control of children in every aspect of their being. From intrusive data collection to mind-bending indoctrination of children into an authoritarian control grid, the globalist agenda has overwhelmed local schools.

EXPOSING PORTRAIT OF A GRADUATE

From: Ozark School District

“Portrait of a Graduate is being used to fundamentally transform the purpose of US education—shifting curriculum, assessment, school accountability and data collection away from academics and towards Social and Emotional Learning (SEL).”  -- Higher Ground

While your local school district touts the Portrait of a Graduate (hereafter referred to as POG) program as a positive and exciting learning avenue for students, it is in reality a Social Emotional Learning (SEL) system. It indoctrinates students to be flexible, teachable, resilient, collaborative, dependable, etc., to ideologies like Critical Theory, Diversity, Equity and Inclusion, and other Marxist-type ways of thinking and being.

Parents take the words at face value, not understanding that students are being taught a form of Groupthink. In the Ozark School District, POG has been implemented at all grade levels--K-12. According to the school district, "In 2020, we gathered members of our community and asked what character traits are important for an Ozark graduate. The discussion resulted in nine traits we have embedded within our curriculum to ensure our graduates are prepared for success."

The nine traits that the Ozark School District supposedly chose after gathering the community together, is almost exactly what the promulgators of this globalist program suggest on their websites, and is remarkably similar to most other school districts that implement POG. See the graphic above.

PUSHING POG ON THE SCHOOL BOARD LEVEL

Also in Ozark, the administration often has a Portrait of a Graduate recognitions program at the monthly school board meetings. A child from each grade level is chosen to appear and receive a certificate for their adherence to the trait of the month. A teacher or other adult describes to the board how that child has exemplified the trait during their school day, and why they deserve to be recognized.

It goes on for sometimes close to an hour. This is part of the schtick of POG, highlighting the children in a public setting. It reinforces the program not only for students, but parents and indeed the school board. Of course this type of recognition does not belong in the monthly business meeting of a school district. It is for show. And it works, unfortunately. It is one reason why the public portion of the board meetings can stretch three or more hours.

MOVING ON TO NIXA

The Nixa public school district has this to say about their Portrait of an Eagle:

"To ensure our portrait was not just a piece an unused document, we chose to go through a comprehensive process similar to our CSIP when developing our Portrait of an Eagle. We worked with Battelle for Kids, a national not-for-profit organization committed to collaborating with school systems and communities to realize the power and promise of 21st-century learning. In the fall of 2022, we assembled a design team consisting of a diverse group of community members, families, students, and educators. In all, our design team consisted of around 70-80 members, with one-third being students. Our design team was driven by our leadership team, which was made up of building and district leadership."

And guess what Nixa schools came up with: Critical Thinkers, Confident, Adaptable, Empathetic, Effective Communicators.

The organization that worked with the Nixa school district, Battelle Kids, is linked with KnowledgeWorks, a Bill Gates-funded organization that promotes SEL. (As an aside, be on the lookout for anything like "competencies," or "competency-based education." These go hand-in-hand with what Battelle Kids and the other NGOs are SEL-ling to us. Because the public school system is imploding via poor student outcomes, the focus has become "soft skills," "competencies," "attitudes," and "values.")

From: Nixa School District

 

 

 

 

HOW ABOUT THE SPRINGFIELD PUBLIC SCHOOLS?

Here's what SPS has to say about their POG choice of attributes:

"Over the past few years, Springfield Public Schools officials asked a diverse group of stakeholders to come together to identify the community's goals for all students. The goal was to create the District's Portrait of a Graduate. The stakeholders included parents, teachers, students, business leaders, representatives from higher education, and area non-profits...The group identified six core attributes all students will need to be successful post-graduation. The attributes include academically empowered, engaged citizen, collaborator, communicator, creative, and critical thinker. Once the core attributes were identified, the process of building a platform in which students can showcase their work was started."

And just to show readers that POG is not only for students, the SPS also is anticipating a Portrait of an Educator. The indoctrination is deep and wide:

"Portrait of an Educator empowers teachers to demonstrate the skills necessary to support students becoming contributing community members. More information on Portrait of an Educator is coming soon." 

GLOBAL, NOT LOCAL

None of this is a local effort, other than to gather and guide along any area "stakeholders" as the agenda is implemented. According to the Collaborative for Academic, Social, Emotional, Learning (CASEL), "A recent scan of employer surveys and job listings confirmed that the most in-demand skills, such as teamwork and adaptability, are high-level social and emotional skills (Yoder et al., 2020)."  

Organizations like CASEL, which are integral to helping implement SEL in schools nationwide, spend a lot of time focusing on what employers want in a worker, rather than graduating students who are independent-minded and can read, write, and do math well. They are blowing smoke in the eyes of parents, and encouraging administrators and staff to collude with organizations like the World Economic Forum, and UNESCO. 

They pay lip service to "critical thinking," but the overall focus is on traits that allow groups like CASEL and the WEF to inject the SEL agenda.

 Like many other non-governmental organizations (NGOs), CASEL is active politically:

"The Collaborative for Academic, Social, and Emotional Learning (CASEL) and Committee for Children applaud the FY2024 Labor, Health and Human Services, and Education, and Related Agencies bill, which provides essential funding for K-12 education, including a Social and Emotional Learning (SEL) Initiative to support SEL and “whole child” approaches to education and other investments that support students’ academic, social, and emotional learning. CASEL, Committee for Children, and the Leading with SEL Coalition sent a letter to appropriators calling for investments in SEL. The SEL and Whole Child Initiative..."

The UN's educational arm, UNESCO is busy with SEL, too:

"At UNESCO MGIEP, we recognize the urgent need for Social Emotional Learning (SEL) to be mainstreamed into education systems to transform education and shape a future that is geared towards providing peace and human flourishing. SEL can be described as learning that allows all learners to identify and navigate emotions, practice mindful engagement and exhibit prosocial behaviour for human flourishing towards a peaceful and sustainable planet."

The confident, earnest, and concerned verbiage is typical of all these groups. Here UNESCO promotes SEL in order to implement social justice in Columbia of all places:

"Discriminatory mindsets are the root cause of human rights violations and injustices across boundaries. Inequality has long-lasting consequences for individuals and communities.Post-pandemic, mental health challenges, especially for vulnerable children, are crucial. Our education and health systems must address this need. To tackle these urgent problems, SEL for wellbeing and social justice must be taught in classrooms. Think Equal is a socio-emotional education programme for Early Childhood that promotes prosocial behaviors and reduces antisocial behaviors."

This is a global plan. It is not and never has been local. Our local school districts are either profoundly ignorant or willing participants in this grand scheme to bring authoritarian control to our local communities. Neither is preferable.

Here is DESE's "Portrait of a Gifted Learner." Sound familiar?

WHAT CAN BE DONE?

Parents, grandparents and taxpayers must get involved, get educated about these programs, and petition their local school boards. Get your school board and school administration up-to-speed. Give them the information you have learned about. Don't let them tell you that POG is harmless. There are plenty of links here to get educated about SEL's POG. Attend your monthly school board meeting and speak about POG. Educate the board. Make them accountable through publicizing what is going on and asking them to drop SEL programs from their school curriculum.

You trust your children to be taught reading, writing, arithmetic, history, science and so on. To find out that they are being taught instead how to be dependable, adaptable, and empathetic so they can exhibit social skills that employers and authoritarians desire, is not what taxpayers and parents are paying for. 

It is, in fact, intolerable.

 

Arise and Take Charge

“Unless the people, through unified action, arise and take charge of their government, they will find that their government has taken charge of them. Independence and liberty will be gone, and the general public will find itself in a condition of servitude to an aggregation of organized and selfish interest.” --Calvin Coolidge 

Register here.

A Teacher's Perspective

Inage: The New York Post

 By Gretchen Garrity

I was recently in touch with public school educator, Mr. Kelly Wallace. Mr. Wallace has been teaching for 30 years, and is employed by the Springfield Public Schools. In the following question-and-answer format, he gives his perspective on teaching and the state of education.

Mr. Wallace deserves our thanks for being willing to speak about some of the issues confronting our schools. These issues are also in your local school.

• What drew you to teaching?

I have always enjoyed school and loved my teachers.  My third grade teacher Ms. Nancy Wiser had a huge impact on me.  She was an outstanding person and always cared about me.  This is one of the most important things I believe a lot of teachers forget.  It’s not about the lessons we teach in most cases.  It’s about caring and taking interest in your students' lives that makes the biggest impact.

• How has teaching changed since you first began teaching? Good and bad!

My first three years of teaching would have to be the most difficult just trying to learn how to deal with students. Those first years could be summed up in one word..survival.  I knew my subject inside out and upside down but dealing with students and all the issues they arrive with was definitely the hardest.  After that learning curve took place teaching was a very enjoyable time.  Focusing on the kids first and your curriculum second has always been my thing all thanks to my marvelous teacher Ms. Wiser.

Seeing previous students and having them thank you and appreciate all you have done for them is the greatest feeling in the world.  The connection and what you think are the little things that happen in the course of a school year can have the largest impact on students.

Unfortunately after Covid the discipline issues became so overwhelming to the point I couldn’t even sleep at night and started having terrible anxiety.  I couldn’t think about anything else.  I had all of the previous 25 plus years of teaching to lean on, but mentally it was an absolute struggle.  I couldn’t even imagine being a new struggling teacher at this point.  I was having a hard time keeping it together.  I couldn’t imagine being new to the profession.  Substitute teaching at this time was unimaginable! 

Being mentally worn out on a daily basis will age you in a hurry.  It’s very different than being physically worn out.  It’s almost as if you can’t function when you get home.  You no longer have the ability to turn it off.

• Can you give some contrasts?

The administrators I’ve had the last few years are doing everything they can to keep disruptive students in school.  Unfortunately it’s all left on the shoulders of teachers and other students.

When I first started teaching we always had the support of our administration.  Today it’s like the teachers are under investigation if you send a disruptive student to the office.

• Have kids changed? If so, how?

I won’t be the only one to tell you that we’ve always had problems at school.  The kids have not changed.  What has changed is how we are dealing or better yet not dealing with discipline issues. 

Want proof?  Just check out a school district’s scope and sequence.  I have a laminated copy of my first year 1994/1995 vs today…mind blowing!  What used to get you in trouble 25 years ago now doesn’t even get you on the principal’s radar. Example… a few years ago we were having a terrible problem with students vaping.  Instead of dealing with the problem head on as we should have the district changes the scope and sequence.

• Can you talk a little bit about curriculum? Why are student scores continuing to fall in many cases, despite the large amounts of seminars, continuing education, consultants, and diverse methods that many schools utilize?

Curriculum and the amount of time we spend on it is better than it’s ever been. In fact it can become nauseating we spend so much time on it.  The main reason we are seeing lower scores is the amount of time we are spending on discipline issues versus teaching.  What this causes is a lower expectation for everyone.  We are continually lowering the bar instead of raising the bar.  Example: giving everyone a full quarter to turn in missing assignments.  Students learn that procrastination is fine and turn in subpar work the last few days before the quarter is over when most have forgotten the concept that was presented the week of the assignment.  This is not ok in the real world of work so why is it ok in education? 

• What programs and organizations have you found helpful? Harmful?

This is a hard question.  Surprisingly I’m going to say the NEA can be both harmful and helpful. It’s a double-edged sword.  Helpful in the fact that they care about education and support teachers with insurance and support with school discipline and contract issues that arise, and they do arise.  If you don’t have that support you are on your own which is a terrible place to be. 

On the other hand the NEA supports certain political actions and agendas that do not correspond with my beliefs.  This in turn has made me step away and stop renewing my NEA membership for about the last 10 years.  Imagine being without support in school related issues for the last few years.  Scary is an understatement.  There’s no one out there that has your back. Teachers are human, we do make mistakes and there are an unbelievable amount of false accusations.

• How pervasive is DEI/CRT/SEL and other agenda-driven programs?

Unfortunately these agendas have definitely been presented to us in professional development meetings in the past.  I have personally rejected this nonsense and will never present this to any student in my classroom let alone bring it up.  Definitely not what I was hired to do and if it ever was I would’ve quit a long time ago.

• What do you think about the push to include younger children within the public school system? For instance, there is legislation that wants to mandate a 5-year-old must attend school.

I can’t think of anything wrong with starting the education process early as long as the parent has the final decision. I wouldn’t want any lawmaker mandating anything to me about my child’s early education needs.  What could they possibly know about your child’s education concerns and timing?

• Schools seem to be morphing into a kind of community center, where the cradle to grave agenda is being implemented: free meals, mental health evaluations and treatment, preschool, tele-health, performing arts centers, etc. Have schools expanded their mission at the expense of their original purpose?

Yes…but why?

There’s a larger number of students every year that their basic needs are not being met at home.  Is this something that we want?  Absolutely not, but our number one concern is for the health and well-being of all of our students.  If basic needs are not met at home then it’s really hard to accomplish anything else beyond that.  This is also an answer to your previous question:  Why are student scores continuing to fall in many cases, despite the large amounts of seminars, continuing education, consultants, and diverse methods that many schools utilize?

• Teacher turnover rates are high. What is a teacher's view of the issue?

Not good!  Teaching has become a nearly impossible task and still have a life outside of the classroom. 

You have no energy for your own life outside of work.

This is nothing new or unexpected but you’re broke all the time and have to take on other jobs which almost every teacher does.  This also takes away more time from home.

You don’t feel any recognition.

Many times teaching in a school system does not align with your beliefs.

You feel depressed, angry, not like yourself for all the reasons mentioned above.

• Are you familiar with Burrell?

Yes.  We use them more and more every year.  The overwhelming number of students who need their services is staggering.  I have students who have lost parents or siblings to suicide who struggle unimaginably every day.

• What advice would you give to someone who was going into teaching?

Several years ago we had a teacher who said both of his girls wanted to be teachers.  He told them he would completely pay for their education if they didn’t choose teaching but if they wanted to be teachers they were on their own.  I thought this was pretty harsh at the time but now I’m almost completely in agreement with him.  Teaching has gotten much harder since 94/95.  I’ve spent 30 years in the same school and can honestly say I would never choose this profession if I had to do it all over again.  The good thing I can take with me is I know I have made a difference in several students that I’ve taught over the years but the good hasn’t outweighed the bad I’ve witnessed in the past few.  This is my 30^th and last year of teaching.  The only thing I will miss is my day-to-day interaction with the students.  Once again I will mention my favorite teacher, Ms. Wiser.  I couldn’t tell you one thing she taught me other than she was kind and truly cared about me and sometimes that’s all these kids need.

• What are teachers thinking about school choice? Homeschooling? Micro-schools?

I really don’t know what other teachers are thinking but I do know that I would never put my child in the school that I teach.  I wouldn’t have said that 20 years ago.  In fact some of my family home schooled their kids at the time and I thought it was the craziest thing ever at the time.  Kids learn so much in a public school.  Yes good and bad.  As I said before the bad has definitely started to outweigh the good.  I would never subject my kid to what goes on in the public school that has little or no consequences. I wouldn’t think twice to either put my kids in a private Christian school or home school setting.  Only because both my wife and I our teachers.  Unfortunately a lot of parents don’t have that choice.

• If you could do anything to help schools improve, what would it be?

Stop watering down your scope and sequence to help adjust the numbers to meet the criteria you need to be state accredited.  You are only making the problem worse.

• How could parents help?

Please raise and discipline your own kids.  Stop thinking that the school system was created to do it for you.  Take full responsibility.  Look for solutions and not just a teacher to blame.

If you really love someone, you have to give them the level of discipline they need.  Discipline is the highest form of love.

I believe Ms. Wiser’s philosophy of teaching can be applied to parenting as well….. My parents have a huge impact on me.  They are outstanding and always care about me.  This is one of the most important things I believe a lot of parents forget.  It’s not about the lessons we teach in most cases.  It’s about caring and taking interests in your children’s lives that makes the biggest impact.