Via the Gulen Express
The boys are trying to open a new charter school in Loudon County Virginia, just a stone’s throw away from Washington DC. Looks like they are getting bolder and moving closer to the legislators that they so generously supply with campaign contributions and free trips to Turkey.
But let the big boys in Washington face the inevitable fall-out and red faces on their own and in due time, for now the bigger issue is the impending opening of yet another Gulen-inspired charter school -- on our dime.
So about a week ago the boys/applicants for the proposed Loudon Math and IT Academy were forced to answer a bevy of questions, not the least of – about their proposed curriculum, or lack thereof. The boys did they customary squirming dance and fast talking (as fast as non-native speakers can speak), and hem-hawed around about the curriculum specifics.
But then – the boys produced a similar if not exact replicate of the curriculum from the Chesapeake Science Point Academy, of which the boys are supposedly using as their model for the Loudon Math and IT Academy.
Here’s how it goes, the boys follow the same curriculum and model as all of the other 135 related Gulen-inspired schools, and it’s a no-brainer that they will produce similar if not the same school operating “rubric.”
Of particular interest to us was the fact that one of the applicants, the proposed President of the new school, Fatih Kandil was at one time a Director at Gulen-inspired schools in both Ohio and Wisconsin. And while he was “directing” in Ohio, and according to the Ohio Department of Education, never held any kind of teaching credential or license that we can find. He then went on to Wisconsin where he held a series of licenses, including “Director of Special Education and Pupil Services,” despite the fact that at the time he did not hold a graduate degree or a special education credential, and instead held a BS in biology/life science.
But despite his lackluster qualifications, the school “Board” (which we suspect was comprised of Turkish males or cohorts), “requested” that Kandil be given a 1-year administrator’s license, (which he had renewed a few times…mmm, makes us wonder how a “1-year administrator’s license can evolve into a 2-year gig).
Okay, so what’s the significance, after all the lack of qualifications and credentials are commonplace in the boys’ schools? The implication is straightforward – the boys are not too concerned with being qualified educators or administrators as much as they are about raking in American tax dollars in order to support their Gulen-inspired agenda.
But the folks in Loudon County are not going to rubber stamp this application, and the boys might have finally met their collective match. Let’s hope that the concerns of the opponents of this charter school are actually considered before and not after the school is approved and the boys are ceremoniously given carte blanche to railroad yet another community.
Here’s a few questions that the LCSB charter school committee might want to consider:
1. Why are all of the proposed school board members of Turkish descent? In particular, did the applicants seek out American Board members to fill the board positions and if not, why?
2. During Mr. Fatih Kandil’s position as Director at the Dayton, Ohio school and the other 2 “sister schools,” how many, if any, American women held the position of Dean of Academics, Business Office Manager, or Director before, during, or after Mr. Kandil’s tenure?
3. How was Mr. Kandil selected as the school Director (in all of his positions), and specifically, what were his qualifications and educational experiences that preempted those of equally qualified American applicants being hired?
4. What year did Mr. Kandil receive his MS in Education?
5. What type of educational licensure did Mr. Kandil hold in Ohio, Wisconsin, and Maryland? Specifically, were the licenses permanent or substitute licenses?
6. When Mr. Kandil was the Director at the Dayton, Ohio school, did he make a trip with Engin Blackstone, or any of the other Concept school employees to meet with Fetullah Gulen at Gulen’s home in New York? If so, what was the purpose of the visit?
7. The applicants state that Board Member Mustafa Sahin will “ensure that the curriculum is based on up-to-date technology requirements and will oversee establishment and maintenance of IT labs at LMITA.” What qualifications in curriculum development and teaching does Mr. Sahin have to qualify him for those tasks as they pertain to curriculum development, inception, and continued “maintenance?”
8. The applicants state that Mr. Sinan Yildirim will “make sure that the school administration follows the generally accepted accounting principles and the best business practice.” What specific qualifications, degrees, or licenses (e.g. CPA, accounting), does Mr. Yildirim have to qualify him for the monitoring of financial accounting and business practices, as his CV states that he is a civil engineer and not an accountant?
9. What is proposed board member Sharon Inetas’ specific educational background and experiences within the field of education that would qualify her to “ Focus on promoting awareness and building business relationships with LMITA? The focus is vague and should be more specifically addressed as to what exactly Ms. Inetas can do to affect her vision with respect to the school’s business plans.
10. The applicants state that proposed board member Nataliya Blysnyuk will assist in curriculum development.” Does Dr. Blysnyuk have an experience in curriculum development or other education related duties? If not, how does Dr. Blysnyuk propose to “assist in curriculum development?”
11. The applicants state that proposed board member Ali Bicak – has been on the Chesapeake Science Point Charter school board for “5 years.” Accordingly, why are 67% of the current board members of Turkish descent, and what percentage of Americans were on the school board during the past five years? Are the board minutes from CSP posted on the school website and if not – why not? Was Mr. Bicak appointed to the board five years ago and by whom? Does Mr. Bicak think that there should be a term limit to board members and that they should be elected and not appointed; and whether or not there should be a public posting of proposed board openings?
12. The applicants state that Dr. Gokce, as “extracurricular activities,” has been teaching pre-teens at local cultural centers on various subjects and supervising them during field trips.” What specific subjects has Dr. Gokce been teaching and at what cultural centers has he been with the “pre-teens.” Further, what field trips has Dr. Gokce taken the students on?
13. How many H1-b visa applications do the applicants intend to submit for administrators and teachers at the LM & IT location? What percentage of the staff would be comprised of H1-B visa holders and to what extent will the board look for qualified and able American teachers and administrators – and specifically – through what public means?
14. If there are proposed H1-B visa holders slated to teach at the school, what specific teaching experiences (e.g. student teaching) would the visa holders have? Would the English language written, verbal, and comprehensive skills of the visa-holding teachers/administrators be pre-assessed in order to determine that they could effectively communicate with students in order to assure effective teaching skills?
15. Will the school employ an American business manager or has it already planned to hire a Turkish business manager as is the common practice in the Gulen-inspired schools? If so, why , what is the purpose of hiring a foreign national over an American business manager?
16. How many of the applicants, including the proposed board members are now or have been associated with the Fetullah Gulen movement?
17. Is it a common practice for applicant board members to be on other “sister” school boards and if so, do the applicants feel that this is a conflict of interest?
Well, maybe it’s a little more than a few questions, but well worth listening to the answers…
As a side note to the boys, feel free to send us your answers to the questions, we will be happy to print them for you.
But let the big boys in Washington face the inevitable fall-out and red faces on their own and in due time, for now the bigger issue is the impending opening of yet another Gulen-inspired charter school -- on our dime.
So about a week ago the boys/applicants for the proposed Loudon Math and IT Academy were forced to answer a bevy of questions, not the least of – about their proposed curriculum, or lack thereof. The boys did they customary squirming dance and fast talking (as fast as non-native speakers can speak), and hem-hawed around about the curriculum specifics.
But then – the boys produced a similar if not exact replicate of the curriculum from the Chesapeake Science Point Academy, of which the boys are supposedly using as their model for the Loudon Math and IT Academy.
Here’s how it goes, the boys follow the same curriculum and model as all of the other 135 related Gulen-inspired schools, and it’s a no-brainer that they will produce similar if not the same school operating “rubric.”
Of particular interest to us was the fact that one of the applicants, the proposed President of the new school, Fatih Kandil was at one time a Director at Gulen-inspired schools in both Ohio and Wisconsin. And while he was “directing” in Ohio, and according to the Ohio Department of Education, never held any kind of teaching credential or license that we can find. He then went on to Wisconsin where he held a series of licenses, including “Director of Special Education and Pupil Services,” despite the fact that at the time he did not hold a graduate degree or a special education credential, and instead held a BS in biology/life science.
But despite his lackluster qualifications, the school “Board” (which we suspect was comprised of Turkish males or cohorts), “requested” that Kandil be given a 1-year administrator’s license, (which he had renewed a few times…mmm, makes us wonder how a “1-year administrator’s license can evolve into a 2-year gig).
Okay, so what’s the significance, after all the lack of qualifications and credentials are commonplace in the boys’ schools? The implication is straightforward – the boys are not too concerned with being qualified educators or administrators as much as they are about raking in American tax dollars in order to support their Gulen-inspired agenda.
But the folks in Loudon County are not going to rubber stamp this application, and the boys might have finally met their collective match. Let’s hope that the concerns of the opponents of this charter school are actually considered before and not after the school is approved and the boys are ceremoniously given carte blanche to railroad yet another community.
Here’s a few questions that the LCSB charter school committee might want to consider:
1. Why are all of the proposed school board members of Turkish descent? In particular, did the applicants seek out American Board members to fill the board positions and if not, why?
2. During Mr. Fatih Kandil’s position as Director at the Dayton, Ohio school and the other 2 “sister schools,” how many, if any, American women held the position of Dean of Academics, Business Office Manager, or Director before, during, or after Mr. Kandil’s tenure?
3. How was Mr. Kandil selected as the school Director (in all of his positions), and specifically, what were his qualifications and educational experiences that preempted those of equally qualified American applicants being hired?
4. What year did Mr. Kandil receive his MS in Education?
5. What type of educational licensure did Mr. Kandil hold in Ohio, Wisconsin, and Maryland? Specifically, were the licenses permanent or substitute licenses?
6. When Mr. Kandil was the Director at the Dayton, Ohio school, did he make a trip with Engin Blackstone, or any of the other Concept school employees to meet with Fetullah Gulen at Gulen’s home in New York? If so, what was the purpose of the visit?
7. The applicants state that Board Member Mustafa Sahin will “ensure that the curriculum is based on up-to-date technology requirements and will oversee establishment and maintenance of IT labs at LMITA.” What qualifications in curriculum development and teaching does Mr. Sahin have to qualify him for those tasks as they pertain to curriculum development, inception, and continued “maintenance?”
8. The applicants state that Mr. Sinan Yildirim will “make sure that the school administration follows the generally accepted accounting principles and the best business practice.” What specific qualifications, degrees, or licenses (e.g. CPA, accounting), does Mr. Yildirim have to qualify him for the monitoring of financial accounting and business practices, as his CV states that he is a civil engineer and not an accountant?
9. What is proposed board member Sharon Inetas’ specific educational background and experiences within the field of education that would qualify her to “ Focus on promoting awareness and building business relationships with LMITA? The focus is vague and should be more specifically addressed as to what exactly Ms. Inetas can do to affect her vision with respect to the school’s business plans.
10. The applicants state that proposed board member Nataliya Blysnyuk will assist in curriculum development.” Does Dr. Blysnyuk have an experience in curriculum development or other education related duties? If not, how does Dr. Blysnyuk propose to “assist in curriculum development?”
11. The applicants state that proposed board member Ali Bicak – has been on the Chesapeake Science Point Charter school board for “5 years.” Accordingly, why are 67% of the current board members of Turkish descent, and what percentage of Americans were on the school board during the past five years? Are the board minutes from CSP posted on the school website and if not – why not? Was Mr. Bicak appointed to the board five years ago and by whom? Does Mr. Bicak think that there should be a term limit to board members and that they should be elected and not appointed; and whether or not there should be a public posting of proposed board openings?
12. The applicants state that Dr. Gokce, as “extracurricular activities,” has been teaching pre-teens at local cultural centers on various subjects and supervising them during field trips.” What specific subjects has Dr. Gokce been teaching and at what cultural centers has he been with the “pre-teens.” Further, what field trips has Dr. Gokce taken the students on?
13. How many H1-b visa applications do the applicants intend to submit for administrators and teachers at the LM & IT location? What percentage of the staff would be comprised of H1-B visa holders and to what extent will the board look for qualified and able American teachers and administrators – and specifically – through what public means?
14. If there are proposed H1-B visa holders slated to teach at the school, what specific teaching experiences (e.g. student teaching) would the visa holders have? Would the English language written, verbal, and comprehensive skills of the visa-holding teachers/administrators be pre-assessed in order to determine that they could effectively communicate with students in order to assure effective teaching skills?
15. Will the school employ an American business manager or has it already planned to hire a Turkish business manager as is the common practice in the Gulen-inspired schools? If so, why , what is the purpose of hiring a foreign national over an American business manager?
16. How many of the applicants, including the proposed board members are now or have been associated with the Fetullah Gulen movement?
17. Is it a common practice for applicant board members to be on other “sister” school boards and if so, do the applicants feel that this is a conflict of interest?
Well, maybe it’s a little more than a few questions, but well worth listening to the answers…
As a side note to the boys, feel free to send us your answers to the questions, we will be happy to print them for you.
