teacher turnover in APS

[Anonymous]

Anonymous wrote:

OK, maybe a few people are "disabled" due to long COVID? But those retiring earlier than planned? There are a host of other reasons than COVID itself or how APS handled COVID or how APE people treated teachers during COVID. Even the YHS chemistry teacher who spoke at the school board meeting explained quite clearly her reasons for retiring earlier than she planned - and none of those reasons were COVID.

Must have missed this meeting....what did the teacher say? What were her reasons for retiring early?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

OK, maybe a few people are "disabled" due to long COVID? But those retiring earlier than planned? There are a host of other reasons than COVID itself or how APS handled COVID or how APE people treated teachers during COVID. Even the YHS chemistry teacher who spoke at the school board meeting explained quite clearly her reasons for retiring earlier than she planned - and none of those reasons were COVID.

Must have missed this meeting....what did the teacher say? What were her reasons for retiring early?

So, now the SB has this data, and this is what I said to them tonight:
My name is snkwntjtn and I have been teaching chemistry at Yorktown High School for the last 31 years. It was my expectation that I would teach another 9 years. Sadly, and predominantly because of the decisions made by the board and Superintendent, I will be retiring at the end of this school year.
I love teaching and I love working with young adults–I am going to miss it horribly. What I will not miss though is over crowded classes and working for an organization that emphasizes administrative positions over classroom needs. Dr. Duran has presented 4 different budgets to the board during his tenure. The growth of non-school based positions has grown by 5, 8.2 ,8, and 4.4 percent in those budgets. Meanwhile, the growth of teaching staff has grown by 0.4, 0.4, 1.8 and 2.8% . This emphasizes non-school based staff at an average rate 5 times greater than classroom teachers. Why are non-school based positions the priority of a school system? Our priority should always be the students and student facing positions–we should be adding teaching positions at a rate of 8 % a year.
Teacher morale is at an all time low–we are seen but not heard, we are clearly not valued, and we are so overworked it is breaking us. Yet, the solution of the leadership of APS is to hire non-school based staff. You are failing us and our students. How much longer will you allow this to continue?
And, quite honestly Dr Duran, referring to yourself and your leadership team as “The Cabinet” is the silliest thing I have heard . It lowers morale and purposely emphasizes the US vs THEM dynamic you have created in APS. True leaders don’t need fancy titles or layers of bureaucracy–they just lead and they always put students first.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Don't forget rudeness from students, especially in grades 6-12. It's off the chain.

The Karens get replaced by pint-size version of themselves in middle school, lol.

Rude kids have always existed. The difference is that no one is willing to discipline them anymore. There are very little consequences for rude behavior. Admin needs to actually start imposing consequences. I feel sorry for the kids who’s education keeps getting disrupted by their classmates.

Rude kids are much more common now. Parents don't teach their kids basic manners and then side with their kids if the teacher says something about the rudeness. Parents used to respect teachers, and teach their kids to do the same.

Yes. True. But there is an entire cultural shift. So parents don’t teach their kids basic manners and schools don’t enforce consequences for the lack of manners. We can’t control parental behavior. But schools can control what they do and enforce consequences.

There is a lobbying group in Arlington now dedicated to parents rights called Arlington Parents for Education or APE. They are trying to resurrect their image now but they were awful to teachers during the pandemic and a lot of them are pro private school vouchers so teachers leaving and weakening public schools helps their agenda. They also lobbied against Covid safety and one of their priorities is return to normal. This too has caused teachers who don’t want to get infected over and over with Covid to leave.

This is a pretty twisted and inaccurate narrative. But let's not let the truth get in the way of a good smear.

We saw what we saw. Both teachers and normal non APE parents.

DP. Somebody on this forum always claims there's an APE supporter who keeps piping in. It seems to me that PP may be a singular anti-APE person who has to find an opportunity in every chain of discussion, regardless of topic, to bring up APE.

If you think there's just one anti APE person out there, think again. They alienated a whole lot of people.

But they don't keep coming here posting about it at every turn!!!

Yes, yes they do.

No, I don't believe they do. I believe it's just this one, Maybe 2, people coming here and initiating something about APE in every discussion thread. The rest of the alienated people aren't.

APE continues to be very relevant to APS and as such, is definitely an org that we need to discuss. APE was not just a group of parents that lobbied to open up during Covid. APE has since turned into a lobbying group. They put out a newsletter. They are putting their founder on the school board. They won't stop until they transform APS into their image. So yes, we do need to keep talking about APE, or ignore them at our peril.

I'm sure it's the APEs who want to shut down talk of what they are doing so the rest of us won't see it.

Yup. Don’t look behind the green curtain. Wouldn’t want to see that the current board has some MAGAs and the founder works at a Koch bro org.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OMG Could we please have even one post that is not about APE or Smart Restart? It is the year of our lord 2023.

We’re discussing teachers. Parental disrespect & bullying of teachers is a relevant & ongoing issue. It’s not the only factor but it surely plays a part.

Agreed. Lack of respect for teachers and dictating what they can and can't say is part of this. Like that awful Youngkin teacher tip line. It's all tied together because the open up now nutters put Youngkin in office.

+1

[Anonymous]

If you don’t think school vouchers are possible in our future, you’re a fool.

Anonymous wrote:

Anonymous wrote:I never thought I’d say it, but I’m warming to the idea of vouchers. The current state of APS can’t be what’s best for kids. (Maybe it’s best for kids with no other options, but it’s hardly what’s best for anyone else.)

And why do you think it matters what you’re “warming to” again? You aren’t getting vouchers. If you want private, pay for it,

[Anonymous]

Huge classroom sizes, burned out teachers, classes full of kids who show up unprepared and unmotivated? Is this REALLY what’s best for our kids? (Maybe for kids with no other options…)

Anonymous wrote:

Anonymous wrote:I never thought I’d say it, but I’m warming to the idea of vouchers. The current state of APS can’t be what’s best for kids. (Maybe it’s best for kids with no other options, but it’s hardly what’s best for anyone else.)

I loved your previous work in "I'm as liberal as they come, but," "Lifelong Democrat but," and of course "I'm not a racist, but"

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

OK, maybe a few people are "disabled" due to long COVID? But those retiring earlier than planned? There are a host of other reasons than COVID itself or how APS handled COVID or how APE people treated teachers during COVID. Even the YHS chemistry teacher who spoke at the school board meeting explained quite clearly her reasons for retiring earlier than she planned - and none of those reasons were COVID.

Must have missed this meeting....what did the teacher say? What were her reasons for retiring early?

So, now the SB has this data, and this is what I said to them tonight:
My name is snkwntjtn and I have been teaching chemistry at Yorktown High School for the last 31 years. It was my expectation that I would teach another 9 years. Sadly, and predominantly because of the decisions made by the board and Superintendent, I will be retiring at the end of this school year.
I love teaching and I love working with young adults–I am going to miss it horribly. What I will not miss though is over crowded classes and working for an organization that emphasizes administrative positions over classroom needs. Dr. Duran has presented 4 different budgets to the board during his tenure. The growth of non-school based positions has grown by 5, 8.2 ,8, and 4.4 percent in those budgets. Meanwhile, the growth of teaching staff has grown by 0.4, 0.4, 1.8 and 2.8% . This emphasizes non-school based staff at an average rate 5 times greater than classroom teachers. Why are non-school based positions the priority of a school system? Our priority should always be the students and student facing positions–we should be adding teaching positions at a rate of 8 % a year.
Teacher morale is at an all time low–we are seen but not heard, we are clearly not valued, and we are so overworked it is breaking us. Yet, the solution of the leadership of APS is to hire non-school based staff. You are failing us and our students. How much longer will you allow this to continue?
And, quite honestly Dr Duran, referring to yourself and your leadership team as “The Cabinet” is the silliest thing I have heard . It lowers morale and purposely emphasizes the US vs THEM dynamic you have created in APS. True leaders don’t need fancy titles or layers of bureaucracy–they just lead and they always put students first.

A teacher essentially quit at a school
Board meeting?!?!

Have to say I agree with them on the cabinet. It sounds silly and selfimportant.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The turnover at my school is predictable I think, it’s mainly SPED staff and the teachers who have inclusion clusters in their classroom. We aren’t getting enough support, the needs are too great for many of the students who would have been spending much more time in self-contained a few years ago. I think the new inclusion goals are noble yet unrealistic. I’ve already decided that if I’m ever hit again I’ll quit. FWIW, I rarely hear anyone complain about pay, it’s been pushed to the bottom of concerns in my circle.

what are the inclusion clusters?

Mainstream classrooms with special education students included.

are these spread evenly among all the grade classes, or do only some teachers get burdened with them?

[Anonymous]

Academic difficulties
Behavioral problems
Lack of English proficiency

Managing a crowded classroom with these issues, while trying to teach those who are capable, sounds really hard.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The turnover at my school is predictable I think, it’s mainly SPED staff and the teachers who have inclusion clusters in their classroom. We aren’t getting enough support, the needs are too great for many of the students who would have been spending much more time in self-contained a few years ago. I think the new inclusion goals are noble yet unrealistic. I’ve already decided that if I’m ever hit again I’ll quit. FWIW, I rarely hear anyone complain about pay, it’s been pushed to the bottom of concerns in my circle.

what are the inclusion clusters?

Mainstream classrooms with special education students included.

are these spread evenly among all the grade classes, or do only some teachers get burdened with them?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The turnover at my school is predictable I think, it’s mainly SPED staff and the teachers who have inclusion clusters in their classroom. We aren’t getting enough support, the needs are too great for many of the students who would have been spending much more time in self-contained a few years ago. I think the new inclusion goals are noble yet unrealistic. I’ve already decided that if I’m ever hit again I’ll quit. FWIW, I rarely hear anyone complain about pay, it’s been pushed to the bottom of concerns in my circle.

what are the inclusion clusters?

Mainstream classrooms with special education students included.

are these spread evenly among all the grade classes, or do only some teachers get burdened with them?

Most are usually in a co-taught class at each grade level, but as PP stated there are more students who fit this category, so a few usually overflow into an additional classroom.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The turnover at my school is predictable I think, it’s mainly SPED staff and the teachers who have inclusion clusters in their classroom. We aren’t getting enough support, the needs are too great for many of the students who would have been spending much more time in self-contained a few years ago. I think the new inclusion goals are noble yet unrealistic. I’ve already decided that if I’m ever hit again I’ll quit. FWIW, I rarely hear anyone complain about pay, it’s been pushed to the bottom of concerns in my circle.

what are the inclusion clusters?

Mainstream classrooms with special education students included.

are these spread evenly among all the grade classes, or do only some teachers get burdened with them?

At my school students with IEPs are usually grouped into one or two classes. English language learners of a certain level are also grouped together. This allows for SPED/ELL teachers to service the most efficiently. I’m in an early grade so not all kids are identified SPED yet when they come to me.
I wouldn’t use the word burdened, Some teachers love coteaching.

[Anonymous]

Who said burdened? What an ignorant awful thing to say about kids with disabilities.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The turnover at my school is predictable I think, it’s mainly SPED staff and the teachers who have inclusion clusters in their classroom. We aren’t getting enough support, the needs are too great for many of the students who would have been spending much more time in self-contained a few years ago. I think the new inclusion goals are noble yet unrealistic. I’ve already decided that if I’m ever hit again I’ll quit. FWIW, I rarely hear anyone complain about pay, it’s been pushed to the bottom of concerns in my circle.

what are the inclusion clusters?

Mainstream classrooms with special education students included.

are these spread evenly among all the grade classes, or do only some teachers get burdened with them?

Most are usually in a co-taught class at each grade level, but as PP stated there are more students who fit this category, so a few usually overflow into an additional classroom.

Wait a sec... so only one class per grade gets to absorb challenging students for the most part? Is this a common policy? That's not fair, period.

[Anonymous]

Anonymous wrote:Who said burdened? What an ignorant awful thing to say about kids with disabilities.

Burdened, yes, if they have a disproportionate share of behavior issues. What about kids without these issues in su h a lassroom? Why don't all classes include all categories equally?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Who said burdened? What an ignorant awful thing to say about kids with disabilities.

Burdened, yes, if they have a disproportionate share of behavior issues. What about kids without these issues in su h a lassroom? Why don't all classes include all categories equally?

They can't because they don't have the funding to spread out that many staff positions. But you go ahead and advocate for the funding so they can.