MCPS Reaches Agreement with MCEA to Raise Teachers' Wages

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a “snobby” degree. I’m not a better teacher than colleagues who went to less “snobby” schools. I didn’t take any education classes until graduate school, while these colleagues started getting real-life practice while still an undergraduate. I had to catch up. What my snobby degree arguably did do was make it easier to transition to a new field and out of MCPS. I may have had more options because I hadn’t zeroed in exclusively on education as an undergraduate. I’m not sure young people are incentivized to seek out teaching as an undergraduate these days because they can find their way there through different tracks and preserve other options at the same time.

Finally, someone that seems to get it. It may seem horribly unfair, but compensation for a job is only very loosely tied to how good you are at your job, or how hard you work. It is more based on your replacement cost, which in turn is associated with the compensation offered to people with similar skills/education/experience in other jobs that could do your job at a minimally acceptable level.

Although a lot of workplaces talk about meritocracy, it's often subjective. Teacher jobs reward years of service instead of competency. This isn't to say there are competent teachers it's just not what is currently valued.

It has been proposed a lot. The issue is how do you determine merit? You can’t use test scores as those almost completely mirror SES level. You also need more teachers in the more challenging schools so rewarding teaching in a school with higher achieving students would make the divide even greater.

In my non-teaching job my boss has zero quantitative measures to decide who to promote. He does it based on the quality of our work as he perceives it. I make $120k after being promoted multiple times. Another colleague who started at the same time makes $60k because he never got promoted. Yet another makes $90k - she has gotten promoted but not as quickly as I have,

Principals or APs could simply decide who the top performers are and give them raises because they want to retain them. No need for fancy algorithms which I agree would likely have unintended consequences.

They could certainly do that in private schools, if they wanted to. In public schools, on the public dime, we should expect more objective standards than "Because I am the principal, and I wanted to."

Yeah. And frankly, I'm not sure if principals and APs have the right vantage point to gauge teacher efficacy? I'm a parent, so my perspective is limited to what teachers tell me, but most teachers tell me their admins have little to no idea of what they do, hence why they're so frustrated that they're judged on the occasional observation that the admins do, which is usually in response to some complaint a student or parent has made about the teacher.

If admin has no idea what is happening in the classroom, that is bad management.

Bad management happens in every sector. Promotions aren't always fair. But that is how you get to the salaries that people here compare teachers to. Nobody ever talks about the salaries of the ones that didn't get promoted, or didn't get hired by FAANG in the first place.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a “snobby” degree. I’m not a better teacher than colleagues who went to less “snobby” schools. I didn’t take any education classes until graduate school, while these colleagues started getting real-life practice while still an undergraduate. I had to catch up. What my snobby degree arguably did do was make it easier to transition to a new field and out of MCPS. I may have had more options because I hadn’t zeroed in exclusively on education as an undergraduate. I’m not sure young people are incentivized to seek out teaching as an undergraduate these days because they can find their way there through different tracks and preserve other options at the same time.

Finally, someone that seems to get it. It may seem horribly unfair, but compensation for a job is only very loosely tied to how good you are at your job, or how hard you work. It is more based on your replacement cost, which in turn is associated with the compensation offered to people with similar skills/education/experience in other jobs that could do your job at a minimally acceptable level.

Although a lot of workplaces talk about meritocracy, it's often subjective. Teacher jobs reward years of service instead of competency. This isn't to say there are competent teachers it's just not what is currently valued.

It has been proposed a lot. The issue is how do you determine merit? You can’t use test scores as those almost completely mirror SES level. You also need more teachers in the more challenging schools so rewarding teaching in a school with higher achieving students would make the divide even greater.

In my non-teaching job my boss has zero quantitative measures to decide who to promote. He does it based on the quality of our work as he perceives it. I make $120k after being promoted multiple times. Another colleague who started at the same time makes $60k because he never got promoted. Yet another makes $90k - she has gotten promoted but not as quickly as I have,

Principals or APs could simply decide who the top performers are and give them raises because they want to retain them. No need for fancy algorithms which I agree would likely have unintended consequences.

They could certainly do that in private schools, if they wanted to. In public schools, on the public dime, we should expect more objective standards than "Because I am the principal, and I wanted to."

Yeah. And frankly, I'm not sure if principals and APs have the right vantage point to gauge teacher efficacy? I'm a parent, so my perspective is limited to what teachers tell me, but most teachers tell me their admins have little to no idea of what they do, hence why they're so frustrated that they're judged on the occasional observation that the admins do, which is usually in response to some complaint a student or parent has made about the teacher.

If admin has no idea what is happening in the classroom, that is bad management.

Bad management happens in every sector. Promotions aren't always fair. But that is how you get to the salaries that people here compare teachers to. Nobody ever talks about the salaries of the ones that didn't get promoted, or didn't get hired by FAANG in the first place.

The salaries that people here compare teachers to include the salaries of people who were promoted as well as people who were not promoted.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a “snobby” degree. I’m not a better teacher than colleagues who went to less “snobby” schools. I didn’t take any education classes until graduate school, while these colleagues started getting real-life practice while still an undergraduate. I had to catch up. What my snobby degree arguably did do was make it easier to transition to a new field and out of MCPS. I may have had more options because I hadn’t zeroed in exclusively on education as an undergraduate. I’m not sure young people are incentivized to seek out teaching as an undergraduate these days because they can find their way there through different tracks and preserve other options at the same time.

Finally, someone that seems to get it. It may seem horribly unfair, but compensation for a job is only very loosely tied to how good you are at your job, or how hard you work. It is more based on your replacement cost, which in turn is associated with the compensation offered to people with similar skills/education/experience in other jobs that could do your job at a minimally acceptable level.

Although a lot of workplaces talk about meritocracy, it's often subjective. Teacher jobs reward years of service instead of competency. This isn't to say there are competent teachers it's just not what is currently valued.

It has been proposed a lot. The issue is how do you determine merit? You can’t use test scores as those almost completely mirror SES level. You also need more teachers in the more challenging schools so rewarding teaching in a school with higher achieving students would make the divide even greater.

In my non-teaching job my boss has zero quantitative measures to decide who to promote. He does it based on the quality of our work as he perceives it. I make $120k after being promoted multiple times. Another colleague who started at the same time makes $60k because he never got promoted. Yet another makes $90k - she has gotten promoted but not as quickly as I have,

Principals or APs could simply decide who the top performers are and give them raises because they want to retain them. No need for fancy algorithms which I agree would likely have unintended consequences.

They could certainly do that in private schools, if they wanted to. In public schools, on the public dime, we should expect more objective standards than "Because I am the principal, and I wanted to."

Yeah. And frankly, I'm not sure if principals and APs have the right vantage point to gauge teacher efficacy? I'm a parent, so my perspective is limited to what teachers tell me, but most teachers tell me their admins have little to no idea of what they do, hence why they're so frustrated that they're judged on the occasional observation that the admins do, which is usually in response to some complaint a student or parent has made about the teacher.

If admin has no idea what is happening in the classroom, that is bad management.

Bad management happens in every sector. Promotions aren't always fair. But that is how you get to the salaries that people here compare teachers to. Nobody ever talks about the salaries of the ones that didn't get promoted, or didn't get hired by FAANG in the first place.

The salaries that people here compare teachers to include the salaries of people who were promoted as well as people who were not promoted.

Saying that doesn't make it true

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a “snobby” degree. I’m not a better teacher than colleagues who went to less “snobby” schools. I didn’t take any education classes until graduate school, while these colleagues started getting real-life practice while still an undergraduate. I had to catch up. What my snobby degree arguably did do was make it easier to transition to a new field and out of MCPS. I may have had more options because I hadn’t zeroed in exclusively on education as an undergraduate. I’m not sure young people are incentivized to seek out teaching as an undergraduate these days because they can find their way there through different tracks and preserve other options at the same time.

Finally, someone that seems to get it. It may seem horribly unfair, but compensation for a job is only very loosely tied to how good you are at your job, or how hard you work. It is more based on your replacement cost, which in turn is associated with the compensation offered to people with similar skills/education/experience in other jobs that could do your job at a minimally acceptable level.

I’m not sure I read it the same way. To me, they are saying they have an out because they have a degree other than education. Many teachers do not. While teachers have transferable skills, teaching is all they know. So many are feeling incredible disenfranchised right now and overwhelmed.

PP here, and yes, that’s exactly it. That’s why teacher pay is what it is. Could some teachers change jobs and make more in total compensation? Yes, some could, but most could not.

I’m a teacher. I easily could. I have a bachelors in Econ and a maters in computer science. Do you know how many teachers I know with the same educational backgrounds? Actually most. We do this bc we love the kids. I could be making so much more…. Stop and think about that when you’re on a teacher rant. We are listening. We are planning our next moves.

Who has time for that? No one cares about your posts. The majority thinks they are insane and disregard them. Again, no one cares. Just stop posting, for your own sake.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a “snobby” degree. I’m not a better teacher than colleagues who went to less “snobby” schools. I didn’t take any education classes until graduate school, while these colleagues started getting real-life practice while still an undergraduate. I had to catch up. What my snobby degree arguably did do was make it easier to transition to a new field and out of MCPS. I may have had more options because I hadn’t zeroed in exclusively on education as an undergraduate. I’m not sure young people are incentivized to seek out teaching as an undergraduate these days because they can find their way there through different tracks and preserve other options at the same time.

Finally, someone that seems to get it. It may seem horribly unfair, but compensation for a job is only very loosely tied to how good you are at your job, or how hard you work. It is more based on your replacement cost, which in turn is associated with the compensation offered to people with similar skills/education/experience in other jobs that could do your job at a minimally acceptable level.

I’m not sure I read it the same way. To me, they are saying they have an out because they have a degree other than education. Many teachers do not. While teachers have transferable skills, teaching is all they know. So many are feeling incredible disenfranchised right now and overwhelmed.

PP here, and yes, that’s exactly it. That’s why teacher pay is what it is. Could some teachers change jobs and make more in total compensation? Yes, some could, but most could not.

I’m a teacher. I easily could. I have a bachelors in Econ and a maters in computer science. Do you know how many teachers I know with the same educational backgrounds? Actually most. We do this bc we love the kids. I could be making so much more…. Stop and think about that when you’re on a teacher rant. We are listening. We are planning our next moves.

Who has time for that? No one cares about your posts. The majority thinks they are insane and disregard them. Again, no one cares. Just stop posting, for your own sake.

Meant to be a reply to a psycho…not a teacher.

[Anonymous]

There are always aspects of other jobs that nobody talks about. I know a bunch of tech workers. Many of them do job hop a lot to get their raises. For a variety of obvious reasons that would not work for teaching. But there is also no job security. Half of my tech worker friends have been laid off in the last year and a couple of them are still unemployed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a “snobby” degree. I’m not a better teacher than colleagues who went to less “snobby” schools. I didn’t take any education classes until graduate school, while these colleagues started getting real-life practice while still an undergraduate. I had to catch up. What my snobby degree arguably did do was make it easier to transition to a new field and out of MCPS. I may have had more options because I hadn’t zeroed in exclusively on education as an undergraduate. I’m not sure young people are incentivized to seek out teaching as an undergraduate these days because they can find their way there through different tracks and preserve other options at the same time.

Finally, someone that seems to get it. It may seem horribly unfair, but compensation for a job is only very loosely tied to how good you are at your job, or how hard you work. It is more based on your replacement cost, which in turn is associated with the compensation offered to people with similar skills/education/experience in other jobs that could do your job at a minimally acceptable level.

I’m not sure I read it the same way. To me, they are saying they have an out because they have a degree other than education. Many teachers do not. While teachers have transferable skills, teaching is all they know. So many are feeling incredible disenfranchised right now and overwhelmed.

PP here, and yes, that’s exactly it. That’s why teacher pay is what it is. Could some teachers change jobs and make more in total compensation? Yes, some could, but most could not.

I’m a teacher. I easily could. I have a bachelors in Econ and a maters in computer science. Do you know how many teachers I know with the same educational backgrounds? Actually most. We do this bc we love the kids. I could be making so much more…. Stop and think about that when you’re on a teacher rant. We are listening. We are planning our next moves.

Who has time for that? No one cares about your posts. The majority thinks they are insane and disregard them. Again, no one cares. Just stop posting, for your own sake.

Meant to be a reply to a psycho…not a teacher.

It's pretty clear the psycho here is you, jfc what is wrong with you?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a “snobby” degree. I’m not a better teacher than colleagues who went to less “snobby” schools. I didn’t take any education classes until graduate school, while these colleagues started getting real-life practice while still an undergraduate. I had to catch up. What my snobby degree arguably did do was make it easier to transition to a new field and out of MCPS. I may have had more options because I hadn’t zeroed in exclusively on education as an undergraduate. I’m not sure young people are incentivized to seek out teaching as an undergraduate these days because they can find their way there through different tracks and preserve other options at the same time.

Finally, someone that seems to get it. It may seem horribly unfair, but compensation for a job is only very loosely tied to how good you are at your job, or how hard you work. It is more based on your replacement cost, which in turn is associated with the compensation offered to people with similar skills/education/experience in other jobs that could do your job at a minimally acceptable level.

Although a lot of workplaces talk about meritocracy, it's often subjective. Teacher jobs reward years of service instead of competency. This isn't to say there are competent teachers it's just not what is currently valued.

It has been proposed a lot. The issue is how do you determine merit? You can’t use test scores as those almost completely mirror SES level. You also need more teachers in the more challenging schools so rewarding teaching in a school with higher achieving students would make the divide even greater.

In my non-teaching job my boss has zero quantitative measures to decide who to promote. He does it based on the quality of our work as he perceives it. I make $120k after being promoted multiple times. Another colleague who started at the same time makes $60k because he never got promoted. Yet another makes $90k - she has gotten promoted but not as quickly as I have,

Principals or APs could simply decide who the top performers are and give them raises because they want to retain them. No need for fancy algorithms which I agree would likely have unintended consequences.

They could certainly do that in private schools, if they wanted to. In public schools, on the public dime, we should expect more objective standards than "Because I am the principal, and I wanted to."

Yeah. And frankly, I'm not sure if principals and APs have the right vantage point to gauge teacher efficacy? I'm a parent, so my perspective is limited to what teachers tell me, but most teachers tell me their admins have little to no idea of what they do, hence why they're so frustrated that they're judged on the occasional observation that the admins do, which is usually in response to some complaint a student or parent has made about the teacher.

If admin has no idea what is happening in the classroom, that is bad management.

Bad management happens in every sector. Promotions aren't always fair. But that is how you get to the salaries that people here compare teachers to. Nobody ever talks about the salaries of the ones that didn't get promoted, or didn't get hired by FAANG in the first place.

The salaries that people here compare teachers to include the salaries of people who were promoted as well as people who were not promoted.

Saying that doesn't make it true

It's the median income, not the median income of people who were promoted.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a “snobby” degree. I’m not a better teacher than colleagues who went to less “snobby” schools. I didn’t take any education classes until graduate school, while these colleagues started getting real-life practice while still an undergraduate. I had to catch up. What my snobby degree arguably did do was make it easier to transition to a new field and out of MCPS. I may have had more options because I hadn’t zeroed in exclusively on education as an undergraduate. I’m not sure young people are incentivized to seek out teaching as an undergraduate these days because they can find their way there through different tracks and preserve other options at the same time.

Finally, someone that seems to get it. It may seem horribly unfair, but compensation for a job is only very loosely tied to how good you are at your job, or how hard you work. It is more based on your replacement cost, which in turn is associated with the compensation offered to people with similar skills/education/experience in other jobs that could do your job at a minimally acceptable level.

Although a lot of workplaces talk about meritocracy, it's often subjective. Teacher jobs reward years of service instead of competency. This isn't to say there are competent teachers it's just not what is currently valued.

It has been proposed a lot. The issue is how do you determine merit? You can’t use test scores as those almost completely mirror SES level. You also need more teachers in the more challenging schools so rewarding teaching in a school with higher achieving students would make the divide even greater.

In my non-teaching job my boss has zero quantitative measures to decide who to promote. He does it based on the quality of our work as he perceives it. I make $120k after being promoted multiple times. Another colleague who started at the same time makes $60k because he never got promoted. Yet another makes $90k - she has gotten promoted but not as quickly as I have,

Principals or APs could simply decide who the top performers are and give them raises because they want to retain them. No need for fancy algorithms which I agree would likely have unintended consequences.

They could certainly do that in private schools, if they wanted to. In public schools, on the public dime, we should expect more objective standards than "Because I am the principal, and I wanted to."

Yeah. And frankly, I'm not sure if principals and APs have the right vantage point to gauge teacher efficacy? I'm a parent, so my perspective is limited to what teachers tell me, but most teachers tell me their admins have little to no idea of what they do, hence why they're so frustrated that they're judged on the occasional observation that the admins do, which is usually in response to some complaint a student or parent has made about the teacher.

If admin has no idea what is happening in the classroom, that is bad management.

Bad management happens in every sector. Promotions aren't always fair. But that is how you get to the salaries that people here compare teachers to. Nobody ever talks about the salaries of the ones that didn't get promoted, or didn't get hired by FAANG in the first place.

FAANG does not always have high salaries. It is job specific just like mcps.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a “snobby” degree. I’m not a better teacher than colleagues who went to less “snobby” schools. I didn’t take any education classes until graduate school, while these colleagues started getting real-life practice while still an undergraduate. I had to catch up. What my snobby degree arguably did do was make it easier to transition to a new field and out of MCPS. I may have had more options because I hadn’t zeroed in exclusively on education as an undergraduate. I’m not sure young people are incentivized to seek out teaching as an undergraduate these days because they can find their way there through different tracks and preserve other options at the same time.

Finally, someone that seems to get it. It may seem horribly unfair, but compensation for a job is only very loosely tied to how good you are at your job, or how hard you work. It is more based on your replacement cost, which in turn is associated with the compensation offered to people with similar skills/education/experience in other jobs that could do your job at a minimally acceptable level.

Although a lot of workplaces talk about meritocracy, it's often subjective. Teacher jobs reward years of service instead of competency. This isn't to say there are competent teachers it's just not what is currently valued.

It has been proposed a lot. The issue is how do you determine merit? You can’t use test scores as those almost completely mirror SES level. You also need more teachers in the more challenging schools so rewarding teaching in a school with higher achieving students would make the divide even greater.

In my non-teaching job my boss has zero quantitative measures to decide who to promote. He does it based on the quality of our work as he perceives it. I make $120k after being promoted multiple times. Another colleague who started at the same time makes $60k because he never got promoted. Yet another makes $90k - she has gotten promoted but not as quickly as I have,

Principals or APs could simply decide who the top performers are and give them raises because they want to retain them. No need for fancy algorithms which I agree would likely have unintended consequences.

They could certainly do that in private schools, if they wanted to. In public schools, on the public dime, we should expect more objective standards than "Because I am the principal, and I wanted to."

Yeah. And frankly, I'm not sure if principals and APs have the right vantage point to gauge teacher efficacy? I'm a parent, so my perspective is limited to what teachers tell me, but most teachers tell me their admins have little to no idea of what they do, hence why they're so frustrated that they're judged on the occasional observation that the admins do, which is usually in response to some complaint a student or parent has made about the teacher.

If admin has no idea what is happening in the classroom, that is bad management.

Bad management happens in every sector. Promotions aren't always fair. But that is how you get to the salaries that people here compare teachers to. Nobody ever talks about the salaries of the ones that didn't get promoted, or didn't get hired by FAANG in the first place.

The salaries that people here compare teachers to include the salaries of people who were promoted as well as people who were not promoted.

Saying that doesn't make it true

It's the median income, not the median income of people who were promoted.

That is true. The median income is lower than teacher salaries and the median income for.peoe with masters degrees is in line with the as Cher salaries.

[Anonymous]

Anonymous wrote:There are always aspects of other jobs that nobody talks about. I know a bunch of tech workers. Many of them do job hop a lot to get their raises. For a variety of obvious reasons that would not work for teaching. But there is also no job security. Half of my tech worker friends have been laid off in the last year and a couple of them are still unemployed.

Tech has a huge range is salaries as it is job or company specific. Layoffs are very common. No raises except if you company jump.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a “snobby” degree. I’m not a better teacher than colleagues who went to less “snobby” schools. I didn’t take any education classes until graduate school, while these colleagues started getting real-life practice while still an undergraduate. I had to catch up. What my snobby degree arguably did do was make it easier to transition to a new field and out of MCPS. I may have had more options because I hadn’t zeroed in exclusively on education as an undergraduate. I’m not sure young people are incentivized to seek out teaching as an undergraduate these days because they can find their way there through different tracks and preserve other options at the same time.

Finally, someone that seems to get it. It may seem horribly unfair, but compensation for a job is only very loosely tied to how good you are at your job, or how hard you work. It is more based on your replacement cost, which in turn is associated with the compensation offered to people with similar skills/education/experience in other jobs that could do your job at a minimally acceptable level.

Although a lot of workplaces talk about meritocracy, it's often subjective. Teacher jobs reward years of service instead of competency. This isn't to say there are competent teachers it's just not what is currently valued.

It has been proposed a lot. The issue is how do you determine merit? You can’t use test scores as those almost completely mirror SES level. You also need more teachers in the more challenging schools so rewarding teaching in a school with higher achieving students would make the divide even greater.

In my non-teaching job my boss has zero quantitative measures to decide who to promote. He does it based on the quality of our work as he perceives it. I make $120k after being promoted multiple times. Another colleague who started at the same time makes $60k because he never got promoted. Yet another makes $90k - she has gotten promoted but not as quickly as I have,

Principals or APs could simply decide who the top performers are and give them raises because they want to retain them. No need for fancy algorithms which I agree would likely have unintended consequences.

They could certainly do that in private schools, if they wanted to. In public schools, on the public dime, we should expect more objective standards than "Because I am the principal, and I wanted to."

Yeah. And frankly, I'm not sure if principals and APs have the right vantage point to gauge teacher efficacy? I'm a parent, so my perspective is limited to what teachers tell me, but most teachers tell me their admins have little to no idea of what they do, hence why they're so frustrated that they're judged on the occasional observation that the admins do, which is usually in response to some complaint a student or parent has made about the teacher.

If admin has no idea what is happening in the classroom, that is bad management.

Bad management happens in every sector. Promotions aren't always fair. But that is how you get to the salaries that people here compare teachers to. Nobody ever talks about the salaries of the ones that didn't get promoted, or didn't get hired by FAANG in the first place.

FAANG does not always have high salaries. It is job specific just like mcps.

The subject of this thread is teacher salaries.

[Anonymous]

Anonymous wrote:

Anonymous wrote:There are always aspects of other jobs that nobody talks about. I know a bunch of tech workers. Many of them do job hop a lot to get their raises. For a variety of obvious reasons that would not work for teaching. But there is also no job security. Half of my tech worker friends have been laid off in the last year and a couple of them are still unemployed.

Tech has a huge range is salaries as it is job or company specific. Layoffs are very common. No raises except if you company jump.

Tech companies do give promotions and raises to really strong employees

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a “snobby” degree. I’m not a better teacher than colleagues who went to less “snobby” schools. I didn’t take any education classes until graduate school, while these colleagues started getting real-life practice while still an undergraduate. I had to catch up. What my snobby degree arguably did do was make it easier to transition to a new field and out of MCPS. I may have had more options because I hadn’t zeroed in exclusively on education as an undergraduate. I’m not sure young people are incentivized to seek out teaching as an undergraduate these days because they can find their way there through different tracks and preserve other options at the same time.

Finally, someone that seems to get it. It may seem horribly unfair, but compensation for a job is only very loosely tied to how good you are at your job, or how hard you work. It is more based on your replacement cost, which in turn is associated with the compensation offered to people with similar skills/education/experience in other jobs that could do your job at a minimally acceptable level.

Although a lot of workplaces talk about meritocracy, it's often subjective. Teacher jobs reward years of service instead of competency. This isn't to say there are competent teachers it's just not what is currently valued.

It has been proposed a lot. The issue is how do you determine merit? You can’t use test scores as those almost completely mirror SES level. You also need more teachers in the more challenging schools so rewarding teaching in a school with higher achieving students would make the divide even greater.

I don't have the answers either, but I'm certain others have studied this. There have to be some good ideas. I know if I were a teacher the lack of reward and recognition for doing anything would be demoralizing. I'd like to feel that my efforts could be recognized and rewarded.

This is a fascinating point. The truth is, if we were to evaluate the "best teachers," it would be based on the ones who can take struggling students and turn them into achievers, not the ones who help high-performers maintain as high-performers.

Looks like the education system has a massive analytical problem on its hands.

This exactly. The measure doesn’t have to be only how many students pass exams, but it can also include growth of students from baseline measures. Someone already posted earlier on other things that could be used to determine merit.

I’m not saying that any ole body can show up and be a good teacher. But there is certainly a difference between bad teachers, average teachers and those that are amazing. And honestly, the bad and amazing ones stand out. Students know, parents know, Administrators know, and you as teachers know.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a “snobby” degree. I’m not a better teacher than colleagues who went to less “snobby” schools. I didn’t take any education classes until graduate school, while these colleagues started getting real-life practice while still an undergraduate. I had to catch up. What my snobby degree arguably did do was make it easier to transition to a new field and out of MCPS. I may have had more options because I hadn’t zeroed in exclusively on education as an undergraduate. I’m not sure young people are incentivized to seek out teaching as an undergraduate these days because they can find their way there through different tracks and preserve other options at the same time.

Finally, someone that seems to get it. It may seem horribly unfair, but compensation for a job is only very loosely tied to how good you are at your job, or how hard you work. It is more based on your replacement cost, which in turn is associated with the compensation offered to people with similar skills/education/experience in other jobs that could do your job at a minimally acceptable level.

I’m not sure I read it the same way. To me, they are saying they have an out because they have a degree other than education. Many teachers do not. While teachers have transferable skills, teaching is all they know. So many are feeling incredible disenfranchised right now and overwhelmed.

PP here, and yes, that’s exactly it. That’s why teacher pay is what it is. Could some teachers change jobs and make more in total compensation? Yes, some could, but most could not.

I’m a teacher. I easily could. I have a bachelors in Econ and a maters in computer science. Do you know how many teachers I know with the same educational backgrounds? Actually most. We do this bc we love the kids. I could be making so much more…. Stop and think about that when you’re on a teacher rant. We are listening. We are planning our next moves.

Who has time for that? No one cares about your posts. The majority thinks they are insane and disregard them. Again, no one cares. Just stop posting, for your own sake.

Meant to be a reply to a psycho…not a teacher.

It's pretty clear the psycho here is you, jfc what is wrong with you?

You. You’re the problem. It’s you.