Teachers in my district leaving mid year

[Anonymous]

Anonymous wrote:I work is a school that is short-staffed. Two people who were new hires this year have quit already.

The new guidelines/expectations are very hard, and the administrators take for granted that teachers will work outside of school hours. More paperwork due "first thing in the morning" and "can we meet up after the last child leaves" is code for "I expect you to work 50 hours instead of 40".

I work in a school with several new hire/conditional teachers (former subs) and one good thing is that our administrators have their hands full dealing with the new teachers (or covering classes themselves) they don't have quite so much time on their hands to think up nonsense for the rest of us.

[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:The most passionate teacher I know of (15 year veteran, won national awards) just left to stay at home. Her husband makes a lot of money and they just didn’t need her paltry income with all the stress that comes with it. She was an AP teacher and was routinely getting kids who couldn’t read or write in high school. And discipline problems that derailed her class constantly. She used to be able to kick kids out of her class.

Are you serious that kids in high school can’t read or write? That seems like a pretty big problem, and it also seems outrageous given how much all the teachers here are claiming to spend on testing and grading. Surely we could figure it out before high school.

I'm on my phone and can't link it, but there was just an article in the Post about a charter school in AZ that's failing and had to bring in teachers from the Philippines because the pay is too low and the behavioral and academic needs of the kids are too high to attract American teachers. This area is mostly in a better situation, but yes, there are a bunch of kids who graduate who are functionally illiterate. Some of these kids missed 30-40 days of school per year before Covid and spent most of their class time sleeping, wandering the hallways, playing on their phones, or disrupting class. How do you expect a teacher to remediate that and teach the students who actually want to learn?

I don’t expect them to remediate that in a regular classroom. But I expect them to fail those students and keep them back a level. If they still can’t keep up (with the kids a year younger) then I would expect them to be placed in a special school that’s designed to handle severe learning disorders and/or behavioral issues.

Otherwise, we have this crazy situation where everyone thinks they need to go to college to prove that they’re literate so they can get a job at Walmart or an entry level office job that really shouldn’t need a college degree..

Those schools don’t exist. Exactly how high taxes are you willing to pay? Do you know how much every single one of those schools would cost to build and staff? It’s not realistic.

Every other country has those schools. They don’t keep kids who are 2+ years behind in the same grade just because. It really sounds insane. The money would work out. Do you know that some of those kids get a 1:1 aide?? What a waste of money. And now all the good teachers are leaving because they can’t stand it anymore, putting up with behavioral issues and having the stress of teaching so many levels in one classroom. If the law is a problem then the law needs to be changed. It’s not a written in stone thing. DCUM is full of lawyers and lobbyists. I’m sure that someone could get the ball rolling to change the law.

LOL. What the hell does this mean? “The money will work out” from WHERE.

Putting the high needs kids together means that we can staff those schools with trained people and we don’t need to have people trained for all sorts of specialized issues in every single school. That is definitely cheaper than having special IEPs and 1:1 aides and stopping classes all the time for disruptions. That’s not even considering the teachers leaving that we now need to figure out how to replace.

ROFL. Do you know how little those aides are paid?

Building and staffing even ONE of these fictional schools you want is a multi, multimillion dollar process. No, the money will not “work out” — not even close — but hey, keep dreaming.

Call me a pessimist, but I think this has a good chance of becoming a “separate but equal” situation. I know you have good intentions, but chances are high that such schools would become understaffed and underfunded. The average politician largely doesn’t care about special needs kids and won’t put in the extra effort needed to support such a school.

Also, special needs kids might want to be around normal kids too. Are you going to segregate them against their will?

Why are you relying to me? I saying that these “separate schools” cannot and will not be built, to someone who keeps insisting they can.

I'm responding to the "call me a pessimist" poster. We already have a separate but equal school system in this country if you look around at how segregated schools are in most of the nation.

But, outside of that, from my perspective, I'm 100% behind Least Restrictive Environment for any student with disabilities, even mild to moderate behavioral or emotional disabilities (or those that manifest that way). But LRE for students who are out of control, who throw things in the classroom, turn over chairs and tables, injure staff or students seriously or regularly or who disrupt or prevent everyone else from learning? LRE for those students is a different class or a different school. LRE cannot mean that things that disrupt safety and learning are allowed. I've got a kid who talks so loudly during my lessons, even with another staff member there to try and keep him from hurting others or himself and disrupting learning, that I can't hear myself talk. On Friday, he did injure another student even with the support person. He doesn't have an IEP but needs one and definitely needs a different classroom. But, no, the sped team wants to put in weeks, months or years of interventions if recent history is any guide and they only care about this student's needs, everyone else be damned.

This is why I ultimately pulled my kid with LDs and mild ADHD from our local school. Kids with extreme, disruptive, and sometimes dangerous behavior made it impossible to learn. No supports for him did what they were supposed to. So I had to go part time at work, take a pay cut, and homeschool, because we can’t afford private and bc our district offered no other options for him. This was after a kid walked over to him and straight up punched him in the head. This was second grade.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I'm on the verge of leaving. My retirement amount will be greatly reduced. We'll deal with that as a family (and I'll find some other kind of job, with less pay and less vacation time). It just doesn't matter anymore as much. Even the golden handcuffs can be cut off when the price is too high to stay.

I mean school is just for 180 days a year, and at least my kid's teachers are out a few days a month. They'd be pressed to work 160 days total. Meanwhile, int he real world the rest of us work 50-60 hour weeks for 260-270 days a year, but I guess the grass is always greener.

180 days for students is 190 or 210 days for adults.

An 8-hour day of teaching equals a 12-hour day of teaching plus planning/grading.

Remove your head from your butt.
It is not a hat.

[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:The most passionate teacher I know of (15 year veteran, won national awards) just left to stay at home. Her husband makes a lot of money and they just didn’t need her paltry income with all the stress that comes with it. She was an AP teacher and was routinely getting kids who couldn’t read or write in high school. And discipline problems that derailed her class constantly. She used to be able to kick kids out of her class.

Are you serious that kids in high school can’t read or write? That seems like a pretty big problem, and it also seems outrageous given how much all the teachers here are claiming to spend on testing and grading. Surely we could figure it out before high school.

I'm on my phone and can't link it, but there was just an article in the Post about a charter school in AZ that's failing and had to bring in teachers from the Philippines because the pay is too low and the behavioral and academic needs of the kids are too high to attract American teachers. This area is mostly in a better situation, but yes, there are a bunch of kids who graduate who are functionally illiterate. Some of these kids missed 30-40 days of school per year before Covid and spent most of their class time sleeping, wandering the hallways, playing on their phones, or disrupting class. How do you expect a teacher to remediate that and teach the students who actually want to learn?

I don’t expect them to remediate that in a regular classroom. But I expect them to fail those students and keep them back a level. If they still can’t keep up (with the kids a year younger) then I would expect them to be placed in a special school that’s designed to handle severe learning disorders and/or behavioral issues.

Otherwise, we have this crazy situation where everyone thinks they need to go to college to prove that they’re literate so they can get a job at Walmart or an entry level office job that really shouldn’t need a college degree..

Those schools don’t exist. Exactly how high taxes are you willing to pay? Do you know how much every single one of those schools would cost to build and staff? It’s not realistic.

Every other country has those schools. They don’t keep kids who are 2+ years behind in the same grade just because. It really sounds insane. The money would work out. Do you know that some of those kids get a 1:1 aide?? What a waste of money. And now all the good teachers are leaving because they can’t stand it anymore, putting up with behavioral issues and having the stress of teaching so many levels in one classroom. If the law is a problem then the law needs to be changed. It’s not a written in stone thing. DCUM is full of lawyers and lobbyists. I’m sure that someone could get the ball rolling to change the law.

LOL. What the hell does this mean? “The money will work out” from WHERE.

Putting the high needs kids together means that we can staff those schools with trained people and we don’t need to have people trained for all sorts of specialized issues in every single school. That is definitely cheaper than having special IEPs and 1:1 aides and stopping classes all the time for disruptions. That’s not even considering the teachers leaving that we now need to figure out how to replace.

ROFL. Do you know how little those aides are paid?

Building and staffing even ONE of these fictional schools you want is a multi, multimillion dollar process. No, the money will not “work out” — not even close — but hey, keep dreaming.

Call me a pessimist, but I think this has a good chance of becoming a “separate but equal” situation. I know you have good intentions, but chances are high that such schools would become understaffed and underfunded. The average politician largely doesn’t care about special needs kids and won’t put in the extra effort needed to support such a school.

Also, special needs kids might want to be around normal kids too. Are you going to segregate them against their will?

Why are you relying to me? I saying that these “separate schools” cannot and will not be built, to someone who keeps insisting they can.

I'm responding to the "call me a pessimist" poster. We already have a separate but equal school system in this country if you look around at how segregated schools are in most of the nation.

But, outside of that, from my perspective, I'm 100% behind Least Restrictive Environment for any student with disabilities, even mild to moderate behavioral or emotional disabilities (or those that manifest that way). But LRE for students who are out of control, who throw things in the classroom, turn over chairs and tables, injure staff or students seriously or regularly or who disrupt or prevent everyone else from learning? LRE for those students is a different class or a different school. LRE cannot mean that things that disrupt safety and learning are allowed. I've got a kid who talks so loudly during my lessons, even with another staff member there to try and keep him from hurting others or himself and disrupting learning, that I can't hear myself talk. On Friday, he did injure another student even with the support person. He doesn't have an IEP but needs one and definitely needs a different classroom. But, no, the sped team wants to put in weeks, months or years of interventions if recent history is any guide and they only care about this student's needs, everyone else be damned.

It's not the SPED team. Its the law and all the political hands being tied. Seriously.

[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:The most passionate teacher I know of (15 year veteran, won national awards) just left to stay at home. Her husband makes a lot of money and they just didn’t need her paltry income with all the stress that comes with it. She was an AP teacher and was routinely getting kids who couldn’t read or write in high school. And discipline problems that derailed her class constantly. She used to be able to kick kids out of her class.

Are you serious that kids in high school can’t read or write? That seems like a pretty big problem, and it also seems outrageous given how much all the teachers here are claiming to spend on testing and grading. Surely we could figure it out before high school.

I'm on my phone and can't link it, but there was just an article in the Post about a charter school in AZ that's failing and had to bring in teachers from the Philippines because the pay is too low and the behavioral and academic needs of the kids are too high to attract American teachers. This area is mostly in a better situation, but yes, there are a bunch of kids who graduate who are functionally illiterate. Some of these kids missed 30-40 days of school per year before Covid and spent most of their class time sleeping, wandering the hallways, playing on their phones, or disrupting class. How do you expect a teacher to remediate that and teach the students who actually want to learn?

I don’t expect them to remediate that in a regular classroom. But I expect them to fail those students and keep them back a level. If they still can’t keep up (with the kids a year younger) then I would expect them to be placed in a special school that’s designed to handle severe learning disorders and/or behavioral issues.

Otherwise, we have this crazy situation where everyone thinks they need to go to college to prove that they’re literate so they can get a job at Walmart or an entry level office job that really shouldn’t need a college degree..

Those schools don’t exist. Exactly how high taxes are you willing to pay? Do you know how much every single one of those schools would cost to build and staff? It’s not realistic.

Every other country has those schools. They don’t keep kids who are 2+ years behind in the same grade just because. It really sounds insane. The money would work out. Do you know that some of those kids get a 1:1 aide?? What a waste of money. And now all the good teachers are leaving because they can’t stand it anymore, putting up with behavioral issues and having the stress of teaching so many levels in one classroom. If the law is a problem then the law needs to be changed. It’s not a written in stone thing. DCUM is full of lawyers and lobbyists. I’m sure that someone could get the ball rolling to change the law.

LOL. What the hell does this mean? “The money will work out” from WHERE.

Putting the high needs kids together means that we can staff those schools with trained people and we don’t need to have people trained for all sorts of specialized issues in every single school. That is definitely cheaper than having special IEPs and 1:1 aides and stopping classes all the time for disruptions. That’s not even considering the teachers leaving that we now need to figure out how to replace.

ROFL. Do you know how little those aides are paid?

Building and staffing even ONE of these fictional schools you want is a multi, multimillion dollar process. No, the money will not “work out” — not even close — but hey, keep dreaming.

Call me a pessimist, but I think this has a good chance of becoming a “separate but equal” situation. I know you have good intentions, but chances are high that such schools would become understaffed and underfunded. The average politician largely doesn’t care about special needs kids and won’t put in the extra effort needed to support such a school.

Also, special needs kids might want to be around normal kids too. Are you going to segregate them against their will?

Why are you relying to me? I saying that these “separate schools” cannot and will not be built, to someone who keeps insisting they can.

I'm responding to the "call me a pessimist" poster. We already have a separate but equal school system in this country if you look around at how segregated schools are in most of the nation.

But, outside of that, from my perspective, I'm 100% behind Least Restrictive Environment for any student with disabilities, even mild to moderate behavioral or emotional disabilities (or those that manifest that way). But LRE for students who are out of control, who throw things in the classroom, turn over chairs and tables, injure staff or students seriously or regularly or who disrupt or prevent everyone else from learning? LRE for those students is a different class or a different school. LRE cannot mean that things that disrupt safety and learning are allowed. I've got a kid who talks so loudly during my lessons, even with another staff member there to try and keep him from hurting others or himself and disrupting learning, that I can't hear myself talk. On Friday, he did injure another student even with the support person. He doesn't have an IEP but needs one and definitely needs a different classroom. But, no, the sped team wants to put in weeks, months or years of interventions if recent history is any guide and they only care about this student's needs, everyone else be damned.

It's not the SPED team. Its the law and all the political hands being tied. Seriously.

Not quite:
"Federal law provides that each local school district must ensure that:
. . . to the maximum extent appropriate, children with disabilities, including
children in public or private institutions or other care facilities, are educated
with children who are not disabled, and special classes, separate schooling or
other removal of children with disabilities from the regular educational
environment occurs only when the nature or severity of the disability of a
child is such that education in regular classes with the use of supplementary
aids and services cannot be achieved satisfactorily. "

States and school systems have found it more convenient to dump kids with disabilities into gen-ed classrooms when pull out placements are not easily provided.

[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:The most passionate teacher I know of (15 year veteran, won national awards) just left to stay at home. Her husband makes a lot of money and they just didn’t need her paltry income with all the stress that comes with it. She was an AP teacher and was routinely getting kids who couldn’t read or write in high school. And discipline problems that derailed her class constantly. She used to be able to kick kids out of her class.

Are you serious that kids in high school can’t read or write? That seems like a pretty big problem, and it also seems outrageous given how much all the teachers here are claiming to spend on testing and grading. Surely we could figure it out before high school.

I'm on my phone and can't link it, but there was just an article in the Post about a charter school in AZ that's failing and had to bring in teachers from the Philippines because the pay is too low and the behavioral and academic needs of the kids are too high to attract American teachers. This area is mostly in a better situation, but yes, there are a bunch of kids who graduate who are functionally illiterate. Some of these kids missed 30-40 days of school per year before Covid and spent most of their class time sleeping, wandering the hallways, playing on their phones, or disrupting class. How do you expect a teacher to remediate that and teach the students who actually want to learn?

I don’t expect them to remediate that in a regular classroom. But I expect them to fail those students and keep them back a level. If they still can’t keep up (with the kids a year younger) then I would expect them to be placed in a special school that’s designed to handle severe learning disorders and/or behavioral issues.

Otherwise, we have this crazy situation where everyone thinks they need to go to college to prove that they’re literate so they can get a job at Walmart or an entry level office job that really shouldn’t need a college degree..

Those schools don’t exist. Exactly how high taxes are you willing to pay? Do you know how much every single one of those schools would cost to build and staff? It’s not realistic.

Every other country has those schools. They don’t keep kids who are 2+ years behind in the same grade just because. It really sounds insane. The money would work out. Do you know that some of those kids get a 1:1 aide?? What a waste of money. And now all the good teachers are leaving because they can’t stand it anymore, putting up with behavioral issues and having the stress of teaching so many levels in one classroom. If the law is a problem then the law needs to be changed. It’s not a written in stone thing. DCUM is full of lawyers and lobbyists. I’m sure that someone could get the ball rolling to change the law.

LOL. What the hell does this mean? “The money will work out” from WHERE.

Putting the high needs kids together means that we can staff those schools with trained people and we don’t need to have people trained for all sorts of specialized issues in every single school. That is definitely cheaper than having special IEPs and 1:1 aides and stopping classes all the time for disruptions. That’s not even considering the teachers leaving that we now need to figure out how to replace.

ROFL. Do you know how little those aides are paid?

Building and staffing even ONE of these fictional schools you want is a multi, multimillion dollar process. No, the money will not “work out” — not even close — but hey, keep dreaming.

Call me a pessimist, but I think this has a good chance of becoming a “separate but equal” situation. I know you have good intentions, but chances are high that such schools would become understaffed and underfunded. The average politician largely doesn’t care about special needs kids and won’t put in the extra effort needed to support such a school.

Also, special needs kids might want to be around normal kids too. Are you going to segregate them against their will?

Why are you relying to me? I saying that these “separate schools” cannot and will not be built, to someone who keeps insisting they can.

I'm responding to the "call me a pessimist" poster. We already have a separate but equal school system in this country if you look around at how segregated schools are in most of the nation.

But, outside of that, from my perspective, I'm 100% behind Least Restrictive Environment for any student with disabilities, even mild to moderate behavioral or emotional disabilities (or those that manifest that way). But LRE for students who are out of control, who throw things in the classroom, turn over chairs and tables, injure staff or students seriously or regularly or who disrupt or prevent everyone else from learning? LRE for those students is a different class or a different school. LRE cannot mean that things that disrupt safety and learning are allowed. I've got a kid who talks so loudly during my lessons, even with another staff member there to try and keep him from hurting others or himself and disrupting learning, that I can't hear myself talk. On Friday, he did injure another student even with the support person. He doesn't have an IEP but needs one and definitely needs a different classroom. But, no, the sped team wants to put in weeks, months or years of interventions if recent history is any guide and they only care about this student's needs, everyone else be damned.

It's not the SPED team. Its the law and all the political hands being tied. Seriously.

When the kids finally go to far, they can get kicked out of mainstream class rooms. The problem is that the bar (at least at our school) seems to be seriously injuring another child

[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:The most passionate teacher I know of (15 year veteran, won national awards) just left to stay at home. Her husband makes a lot of money and they just didn’t need her paltry income with all the stress that comes with it. She was an AP teacher and was routinely getting kids who couldn’t read or write in high school. And discipline problems that derailed her class constantly. She used to be able to kick kids out of her class.

Are you serious that kids in high school can’t read or write? That seems like a pretty big problem, and it also seems outrageous given how much all the teachers here are claiming to spend on testing and grading. Surely we could figure it out before high school.

I'm on my phone and can't link it, but there was just an article in the Post about a charter school in AZ that's failing and had to bring in teachers from the Philippines because the pay is too low and the behavioral and academic needs of the kids are too high to attract American teachers. This area is mostly in a better situation, but yes, there are a bunch of kids who graduate who are functionally illiterate. Some of these kids missed 30-40 days of school per year before Covid and spent most of their class time sleeping, wandering the hallways, playing on their phones, or disrupting class. How do you expect a teacher to remediate that and teach the students who actually want to learn?

I don’t expect them to remediate that in a regular classroom. But I expect them to fail those students and keep them back a level. If they still can’t keep up (with the kids a year younger) then I would expect them to be placed in a special school that’s designed to handle severe learning disorders and/or behavioral issues.

Otherwise, we have this crazy situation where everyone thinks they need to go to college to prove that they’re literate so they can get a job at Walmart or an entry level office job that really shouldn’t need a college degree..

Those schools don’t exist. Exactly how high taxes are you willing to pay? Do you know how much every single one of those schools would cost to build and staff? It’s not realistic.

Every other country has those schools. They don’t keep kids who are 2+ years behind in the same grade just because. It really sounds insane. The money would work out. Do you know that some of those kids get a 1:1 aide?? What a waste of money. And now all the good teachers are leaving because they can’t stand it anymore, putting up with behavioral issues and having the stress of teaching so many levels in one classroom. If the law is a problem then the law needs to be changed. It’s not a written in stone thing. DCUM is full of lawyers and lobbyists. I’m sure that someone could get the ball rolling to change the law.

LOL. What the hell does this mean? “The money will work out” from WHERE.

Putting the high needs kids together means that we can staff those schools with trained people and we don’t need to have people trained for all sorts of specialized issues in every single school. That is definitely cheaper than having special IEPs and 1:1 aides and stopping classes all the time for disruptions. That’s not even considering the teachers leaving that we now need to figure out how to replace.

ROFL. Do you know how little those aides are paid?

Building and staffing even ONE of these fictional schools you want is a multi, multimillion dollar process. No, the money will not “work out” — not even close — but hey, keep dreaming.

Call me a pessimist, but I think this has a good chance of becoming a “separate but equal” situation. I know you have good intentions, but chances are high that such schools would become understaffed and underfunded. The average politician largely doesn’t care about special needs kids and won’t put in the extra effort needed to support such a school.

Also, special needs kids might want to be around normal kids too. Are you going to segregate them against their will?

Why are you relying to me? I saying that these “separate schools” cannot and will not be built, to someone who keeps insisting they can.

I'm responding to the "call me a pessimist" poster. We already have a separate but equal school system in this country if you look around at how segregated schools are in most of the nation.

But, outside of that, from my perspective, I'm 100% behind Least Restrictive Environment for any student with disabilities, even mild to moderate behavioral or emotional disabilities (or those that manifest that way). But LRE for students who are out of control, who throw things in the classroom, turn over chairs and tables, injure staff or students seriously or regularly or who disrupt or prevent everyone else from learning? LRE for those students is a different class or a different school. LRE cannot mean that things that disrupt safety and learning are allowed. I've got a kid who talks so loudly during my lessons, even with another staff member there to try and keep him from hurting others or himself and disrupting learning, that I can't hear myself talk. On Friday, he did injure another student even with the support person. He doesn't have an IEP but needs one and definitely needs a different classroom. But, no, the sped team wants to put in weeks, months or years of interventions if recent history is any guide and they only care about this student's needs, everyone else be damned.

This is why I ultimately pulled my kid with LDs and mild ADHD from our local school. Kids with extreme, disruptive, and sometimes dangerous behavior made it impossible to learn. No supports for him did what they were supposed to. So I had to go part time at work, take a pay cut, and homeschool, because we can’t afford private and bc our district offered no other options for him. This was after a kid walked over to him and straight up punched him in the head. This was second grade.

Wow. I understand why you pulled him out and how he wasn't getting the service hours.... because the SPED teacher's focus goes to the kid tearing the room apart and hurting others. It's not ok for the teachers or the kids in these situations.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I work is a school that is short-staffed. Two people who were new hires this year have quit already.

The new guidelines/expectations are very hard, and the administrators take for granted that teachers will work outside of school hours. More paperwork due "first thing in the morning" and "can we meet up after the last child leaves" is code for "I expect you to work 50 hours instead of 40".

I work in a school with several new hire/conditional teachers (former subs) and one good thing is that our administrators have their hands full dealing with the new teachers (or covering classes themselves) they don't have quite so much time on their hands to think up nonsense for the rest of us.

[Anonymous]

Not sure how this thread got to where it is, but the original topic was about teachers leaving mid-year. Is this fcps? When I was in fcps, no one left mid-year unless they were retiring because fcps has a rule that if you do that, then you can never work in fcps again. Moreover, you had to give notice that you were not returning sometime around March or April, but hiring in schools didn't happen until June and July, so that meant it was extremely hard to leave at all.

[Anonymous]

Anonymous wrote:Not sure how this thread got to where it is, but the original topic was about teachers leaving mid-year. Is this fcps? When I was in fcps, no one left mid-year unless they were retiring because fcps has a rule that if you do that, then you can never work in fcps again. Moreover, you had to give notice that you were not returning sometime around March or April, but hiring in schools didn't happen until June and July, so that meant it was extremely hard to leave at all.

From some of the comments earlier in the threat, it seemed that teachers are leaving for other fields and don't care about whether they will be welcomed back in the future.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm on the verge of leaving. My retirement amount will be greatly reduced. We'll deal with that as a family (and I'll find some other kind of job, with less pay and less vacation time). It just doesn't matter anymore as much. Even the golden handcuffs can be cut off when the price is too high to stay.

I mean school is just for 180 days a year, and at least my kid's teachers are out a few days a month. They'd be pressed to work 160 days total. Meanwhile, int he real world the rest of us work 50-60 hour weeks for 260-270 days a year, but I guess the grass is always greener.

180 days for students is 190 or 210 days for adults.

An 8-hour day of teaching equals a 12-hour day of teaching plus planning/grading.

Remove your head from your butt.
It is not a hat.

Thank you for this!
Signed - a teacher who took a rare Saturday off to go to a college football game. I’ll suffer for it on Monday because I can’t get all my grading and planning done in just one day (Sunday).

[Anonymous]

Anonymous wrote:

Anonymous wrote:Not sure how this thread got to where it is, but the original topic was about teachers leaving mid-year. Is this fcps? When I was in fcps, no one left mid-year unless they were retiring because fcps has a rule that if you do that, then you can never work in fcps again. Moreover, you had to give notice that you were not returning sometime around March or April, but hiring in schools didn't happen until June and July, so that meant it was extremely hard to leave at all.

From some of the comments earlier in the threat, it seemed that teachers are leaving for other fields and don't care about whether they will be welcomed back in the future.

School districts in our area can’t be choosy anymore. There are positions that get zero applicants. My child’s school can’t find a gifted resource teacher, that’s a choice job and it’s still sitting open.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not sure how this thread got to where it is, but the original topic was about teachers leaving mid-year. Is this fcps? When I was in fcps, no one left mid-year unless they were retiring because fcps has a rule that if you do that, then you can never work in fcps again. Moreover, you had to give notice that you were not returning sometime around March or April, but hiring in schools didn't happen until June and July, so that meant it was extremely hard to leave at all.

From some of the comments earlier in the threat, it seemed that teachers are leaving for other fields and don't care about whether they will be welcomed back in the future.

School districts in our area can’t be choosy anymore. There are positions that get zero applicants. My child’s school can’t find a gifted resource teacher, that’s a choice job and it’s still sitting open.

Yup

[Anonymous]

Anonymous wrote:

Anonymous wrote:Not sure how this thread got to where it is, but the original topic was about teachers leaving mid-year. Is this fcps? When I was in fcps, no one left mid-year unless they were retiring because fcps has a rule that if you do that, then you can never work in fcps again. Moreover, you had to give notice that you were not returning sometime around March or April, but hiring in schools didn't happen until June and July, so that meant it was extremely hard to leave at all.

From some of the comments earlier in the threat, it seemed that teachers are leaving for other fields and don't care about whether they will be welcomed back in the future.

I was thinking that you have to be pretty desperate to leave mid-year. In all the years I taught there, I saw it happen exactly one time, and the person was moving to another state and didn't care. It has to be pretty bad if you can't even hang in there for the rest of one school year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not sure how this thread got to where it is, but the original topic was about teachers leaving mid-year. Is this fcps? When I was in fcps, no one left mid-year unless they were retiring because fcps has a rule that if you do that, then you can never work in fcps again. Moreover, you had to give notice that you were not returning sometime around March or April, but hiring in schools didn't happen until June and July, so that meant it was extremely hard to leave at all.

From some of the comments earlier in the threat, it seemed that teachers are leaving for other fields and don't care about whether they will be welcomed back in the future.

I was thinking that you have to be pretty desperate to leave mid-year. In all the years I taught there, I saw it happen exactly one time, and the person was moving to another state and didn't care. It has to be pretty bad if you can't even hang in there for the rest of one school year.

WE just had one leave. It's October.