Where does the $3.8 billion go

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:For every 2 teachers (actual teachers in the classroom, working with children) there is 1 administrative person who does not work in the classroom.

Evidence?
A lot of the people you might be calling "administrators" are people who are doing pull-outs with small groups and individual kids who need them and doing targeted whole group instruction in a variety of classes to give teachers their planning periods and be there for on-site subbing. They spend just as much of their day teaching as a child's assigned teacher.

I'd like your evidence-we have an instructional coach who sits in meetings all day drinking coffee. They never get pulled to cover anything. It's quite cushy and if we are being honest unnecessary.

Different teacher here. I agree. Biggest waste of money. They do not work with kids and are not helpful at all. I would estimate at least 100 or so in the district. Which is wasteful when you have positions with long term subs all year.

Another teacher who agrees.

[Anonymous]

Coaches are supposed to coach teachers. They should be in the classroom modeling lessons, supporting teachers and instruction. They don’t need to lead CTs if team leads are strong. They shouldn’t even be pulling small groups or helping with AAP.

[Anonymous]

Anonymous wrote:Coaches are supposed to coach teachers. They should be in the classroom modeling lessons, supporting teachers and instruction. They don’t need to lead CTs if team leads are strong. They shouldn’t even be pulling small groups or helping with AAP.

Instructional coaches can only go into a classroom if invited in by the classroom teacher. Also, the ones I’ve known do a lot of the data work. They also spend a lot of time doing tasks for principals.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Coaches are supposed to coach teachers. They should be in the classroom modeling lessons, supporting teachers and instruction. They don’t need to lead CTs if team leads are strong. They shouldn’t even be pulling small groups or helping with AAP.

Instructional coaches can only go into a classroom if invited in by the classroom teacher. Also, the ones I’ve known do a lot of the data work. They also spend a lot of time doing tasks for principals.

+1, I wish they would change their title, because they are primarily data crunchers and sometimes facilitate PDs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Coaches are supposed to coach teachers. They should be in the classroom modeling lessons, supporting teachers and instruction. They don’t need to lead CTs if team leads are strong. They shouldn’t even be pulling small groups or helping with AAP.

Instructional coaches can only go into a classroom if invited in by the classroom teacher. Also, the ones I’ve known do a lot of the data work. They also spend a lot of time doing tasks for principals.

Really? A principal can’t tell the teacher they are getting that support if it’s really needed?

[Anonymous]

It depends on the school and the district. The ones at my school will pull a group or two. My last district was more they come in and help, in Fairfax it’s data crunching, dissecting the nightmare that is the pacing guide and explaining it to teachers, and running CLTs (tiny PDs that take up planning time)

[Anonymous]

Anonymous wrote:Coaches are supposed to coach teachers. They should be in the classroom modeling lessons, supporting teachers and instruction. They don’t need to lead CTs if team leads are strong. They shouldn’t even be pulling small groups or helping with AAP.

Honestly, all of the coaches we have had at our school has bare minimum of actual teaching experience. IMO, you should be required to teach at least 15-20 years before doing this. Someone who has taught for 5 years and moving into this job is not an expert. I feel the same regarding admin too. No one should be able to become admin without at least 10 years of teaching.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Coaches are supposed to coach teachers. They should be in the classroom modeling lessons, supporting teachers and instruction. They don’t need to lead CTs if team leads are strong. They shouldn’t even be pulling small groups or helping with AAP.

Honestly, all of the coaches we have had at our school has bare minimum of actual teaching experience. IMO, you should be required to teach at least 15-20 years before doing this. Someone who has taught for 5 years and moving into this job is not an expert. I feel the same regarding admin too. No one should be able to become admin without at least 10 years of teaching.

Have had bare minimum. Sorry typo

[Anonymous]

Anonymous wrote:

Anonymous wrote:Coaches are supposed to coach teachers. They should be in the classroom modeling lessons, supporting teachers and instruction. They don’t need to lead CTs if team leads are strong. They shouldn’t even be pulling small groups or helping with AAP.

Honestly, all of the coaches we have had at our school has bare minimum of actual teaching experience. IMO, you should be required to teach at least 15-20 years before doing this. Someone who has taught for 5 years and moving into this job is not an expert. I feel the same regarding admin too. No one should be able to become admin without at least 10 years of teaching.

That's because most don't enjoy teaching and they applied for the job because they wanted out of the classroom.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Coaches are supposed to coach teachers. They should be in the classroom modeling lessons, supporting teachers and instruction. They don’t need to lead CTs if team leads are strong. They shouldn’t even be pulling small groups or helping with AAP.

Honestly, all of the coaches we have had at our school has bare minimum of actual teaching experience. IMO, you should be required to teach at least 15-20 years before doing this. Someone who has taught for 5 years and moving into this job is not an expert. I feel the same regarding admin too. No one should be able to become admin without at least 10 years of teaching.

That's because most don't enjoy teaching and they applied for the job because they wanted out of the classroom.

Don’t forget the small raise that comes with it. You usually have to go get another master’s or a grad certificate to become a coach. There are no upwards moves or promotions for a classroom teacher without getting another degree.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Coaches are supposed to coach teachers. They should be in the classroom modeling lessons, supporting teachers and instruction. They don’t need to lead CTs if team leads are strong. They shouldn’t even be pulling small groups or helping with AAP.

Instructional coaches can only go into a classroom if invited in by the classroom teacher. Also, the ones I’ve known do a lot of the data work. They also spend a lot of time doing tasks for principals.

Really? A principal can’t tell the teacher they are getting that support if it’s really needed?

Nope, it’s made very clear to teachers that they can only support them if invited to do so by the teacher themself.

[Anonymous]

Anonymous wrote:Though one might question if all the Gatehouse staff heading programs and all the non-instructional teaching staff in schools are truly, strictly necessary. I'd rather cut some random executive principals and pay each teacher in the classroom a few pennies more.

+1. I would cut admin staff / overhead first.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Coaches are supposed to coach teachers. They should be in the classroom modeling lessons, supporting teachers and instruction. They don’t need to lead CTs if team leads are strong. They shouldn’t even be pulling small groups or helping with AAP.

Instructional coaches can only go into a classroom if invited in by the classroom teacher. Also, the ones I’ve known do a lot of the data work. They also spend a lot of time doing tasks for principals.

Really? A principal can’t tell the teacher they are getting that support if it’s really needed?

Nope, it’s made very clear to teachers that they can only support them if invited to do so by the teacher themself.

In my last district, my principal used the coaches as deputized admins and used them to intimidate teachers they wanted to get rid of. That’s not helpful and makes teachers fearful of asking for help if they are struggling and this policy stops that from happening. People would be shocked at how nasty and toxic some schools can be behind the scenes.

[Anonymous]

It’s a scam people! Don’t give the money. Those ugly PTA ladies are keeping it!!!!!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Coaches are supposed to coach teachers. They should be in the classroom modeling lessons, supporting teachers and instruction. They don’t need to lead CTs if team leads are strong. They shouldn’t even be pulling small groups or helping with AAP.

Honestly, all of the coaches we have had at our school has bare minimum of actual teaching experience. IMO, you should be required to teach at least 15-20 years before doing this. Someone who has taught for 5 years and moving into this job is not an expert. I feel the same regarding admin too. No one should be able to become admin without at least 10 years of teaching.

That's because most don't enjoy teaching and they applied for the job because they wanted out of the classroom.

Don’t forget the small raise that comes with it. You usually have to go get another master’s or a grad certificate to become a coach. There are no upwards moves or promotions for a classroom teacher without getting another degree.

Not true. If you already have a masters you need to take an Academy Course and apply to be in pool.