How many teachers are leaving your school next year?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My mom was a teacher at my ES in the early 80s. She walked out the door when the kids left. This was back when there were textbooks and workbooks for everything. She never wrote lesson plans. She taught everything from the teacher’s manual. That’s what they were for! She graded spelling tests on Friday night (I would help her) but that’s the only time she took work home. There was an occasional math or science test to grade. No days spreadsheets to fill out, no data meetings, etc. No retakes to grade. If kids didn’t do their homework, they got a zero. No real parent communication then either except an occasional note home for bad behavior.

My mom was an ES teacher through the 80s and 90s and she always stayed late after school. She had books and a manual, but wrote up her own lesson plans and differentiated. Plenty of grading was brought home. She helped kids who were multiple grade levels behind get caught up. Lots of “problem kids” over the years requiring a lot of communication with parents and the principal. Sounds like your mom was either at a really high SES/low needs school or more of the do the bare minimum type. Good teachers have always had a very high workload if their student body was anything other than average or higher than average kids from homes with involved parents and little SES diversity.

By your definition I”m a “good” teacher some years and a horrible one others.

I’m also really tired of the value of a teacher’s worth being tied to how many hours you put in after school. It is completely ridiculous. In my work (pre-K/K) the most important part is that I’m not stressed out and can listen and respond to kids to help them progress, not how late I stayed after school. It is a twisted idea to think that staying after school and perhaps being less efficient or have a poorer grasp of the material makes you a better teacher.

so delusional. do you teach high school?

oh right preK/K. of course you wouldn't need to stay after school.

different expectations for different age groups and different needs.

what material do you have to master other than changing a diaper and leading nap time at the preK/K level?

Brahahahaha- I would stick with older kids as you are not even able to manage disagreeing with a post without being insulting and rude. Negativity (like saying the word no too many times) would down grade your CLASS score and those are published on the VDOE website.
Clearly it would be hard for you. BTW, I hope you don’t have kids because you would miss powerful interactions during diaper changes if you degrade them so much. (Singing, positive body messages, back and forth conversations and eye contact during diaper changes are laying the foundations for later learning!)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My mom was a teacher at my ES in the early 80s. She walked out the door when the kids left. This was back when there were textbooks and workbooks for everything. She never wrote lesson plans. She taught everything from the teacher’s manual. That’s what they were for! She graded spelling tests on Friday night (I would help her) but that’s the only time she took work home. There was an occasional math or science test to grade. No days spreadsheets to fill out, no data meetings, etc. No retakes to grade. If kids didn’t do their homework, they got a zero. No real parent communication then either except an occasional note home for bad behavior.

My mom was an ES teacher through the 80s and 90s and she always stayed late after school. She had books and a manual, but wrote up her own lesson plans and differentiated. Plenty of grading was brought home. She helped kids who were multiple grade levels behind get caught up. Lots of “problem kids” over the years requiring a lot of communication with parents and the principal. Sounds like your mom was either at a really high SES/low needs school or more of the do the bare minimum type. Good teachers have always had a very high workload if their student body was anything other than average or higher than average kids from homes with involved parents and little SES diversity.

By your definition I”m a “good” teacher some years and a horrible one others.

I’m also really tired of the value of a teacher’s worth being tied to how many hours you put in after school. It is completely ridiculous. In my work (pre-K/K) the most important part is that I’m not stressed out and can listen and respond to kids to help them progress, not how late I stayed after school. It is a twisted idea to think that staying after school and perhaps being less efficient or have a poorer grasp of the material makes you a better teacher.

so delusional. do you teach high school?

oh right preK/K. of course you wouldn't need to stay after school.

different expectations for different age groups and different needs.

what material do you have to master other than changing a diaper and leading nap time at the preK/K level?

Brahahahaha- I would stick with older kids as you are not even able to manage disagreeing with a post without being insulting and rude. Negativity (like saying the word no too many times) would down grade your CLASS score and those are published on the VDOE website.
Clearly it would be hard for you. BTW, I hope you don’t have kids because you would miss powerful interactions during diaper changes if you degrade them so much. (Singing, positive body messages, back and forth conversations and eye contact during diaper changes are laying the foundations for later learning!)

Again -
The argument here isn’t necessary. You both have hard jobs. Accept it and move on, please. We get dumped on enough, so we don’t need to do it to each other.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teaching seems like such a straightforward job when you aren’t in it. So much convoluted nonsense in a job that should be “plan the lessons, teach the kids.”

plan the lessons,
teach the kids

if it were only that easy.

gotta grade papers constantly to give immediate feedback; do that for 28 kids times 5 periods and that's 140 grades per task...

call parents, counselors, admin to update on students who are not passing

go to meetings before, during, after school and on your planning periods that include IEPs, evals, and LSCs; parent/teacher conferences, department meetings; CT meetings; PD meetings; staff meetings; etc.

attend school events; do hallway or cafeteria watch duty

stay afterschool twice a week to offer students support out of the class and to make up or retake assessments

printing/copying, preparing and reflecting on lesson plans

deal with students who are absent or consistently on their phones or take longer bathroom breaks or don't return from lunch on time

take attendance and update it

remediate and reteach content

make sure to have classroom stocked with school supplies because kids can't afford to bring them to class but yet they are on their smartphones

***
there is a lot you left out between planning a lesson and teach the students.

To be fair, the PP did say “if you aren’t in it”.

to be fair, if you weren't in it...

well, to be fair, here's only a fraction of the reality of what is missing.

just to be fair.

?
Maybe we are interpreting “Teaching seems like such a straightforward job when you aren’t in it” differently. I read that to mean the PP was saying that those who aren’t teaching don’t understand all that’s involved.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My mom was a teacher at my ES in the early 80s. She walked out the door when the kids left. This was back when there were textbooks and workbooks for everything. She never wrote lesson plans. She taught everything from the teacher’s manual. That’s what they were for! She graded spelling tests on Friday night (I would help her) but that’s the only time she took work home. There was an occasional math or science test to grade. No days spreadsheets to fill out, no data meetings, etc. No retakes to grade. If kids didn’t do their homework, they got a zero. No real parent communication then either except an occasional note home for bad behavior.

My mom was an ES teacher through the 80s and 90s and she always stayed late after school. She had books and a manual, but wrote up her own lesson plans and differentiated. Plenty of grading was brought home. She helped kids who were multiple grade levels behind get caught up. Lots of “problem kids” over the years requiring a lot of communication with parents and the principal. Sounds like your mom was either at a really high SES/low needs school or more of the do the bare minimum type. Good teachers have always had a very high workload if their student body was anything other than average or higher than average kids from homes with involved parents and little SES diversity.

By your definition I”m a “good” teacher some years and a horrible one others.

I’m also really tired of the value of a teacher’s worth being tied to how many hours you put in after school. It is completely ridiculous. In my work (pre-K/K) the most important part is that I’m not stressed out and can listen and respond to kids to help them progress, not how late I stayed after school. It is a twisted idea to think that staying after school and perhaps being less efficient or have a poorer grasp of the material makes you a better teacher.

so delusional. do you teach high school?

oh right preK/K. of course you wouldn't need to stay after school.

different expectations for different age groups and different needs.

what material do you have to master other than changing a diaper and leading nap time at the preK/K level?

Brahahahaha- I would stick with older kids as you are not even able to manage disagreeing with a post without being insulting and rude. Negativity (like saying the word no too many times) would down grade your CLASS score and those are published on the VDOE website.
Clearly it would be hard for you. BTW, I hope you don’t have kids because you would miss powerful interactions during diaper changes if you degrade them so much. (Singing, positive body messages, back and forth conversations and eye contact during diaper changes are laying the foundations for later learning!)

Again -
The argument here isn’t necessary. You both have hard jobs. Accept it and move on, please. We get dumped on enough, so we don’t need to do it to each other.

If you think about my entire premise of writing was that the PP was good at her job and should stick to her grade level. I am sure her job is hard. Nothing I stated is untrue. Taunting is mean even when admin or teachers do it to each other.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My mom was a teacher at my ES in the early 80s. She walked out the door when the kids left. This was back when there were textbooks and workbooks for everything. She never wrote lesson plans. She taught everything from the teacher’s manual. That’s what they were for! She graded spelling tests on Friday night (I would help her) but that’s the only time she took work home. There was an occasional math or science test to grade. No days spreadsheets to fill out, no data meetings, etc. No retakes to grade. If kids didn’t do their homework, they got a zero. No real parent communication then either except an occasional note home for bad behavior.

My mom was an ES teacher through the 80s and 90s and she always stayed late after school. She had books and a manual, but wrote up her own lesson plans and differentiated. Plenty of grading was brought home. She helped kids who were multiple grade levels behind get caught up. Lots of “problem kids” over the years requiring a lot of communication with parents and the principal. Sounds like your mom was either at a really high SES/low needs school or more of the do the bare minimum type. Good teachers have always had a very high workload if their student body was anything other than average or higher than average kids from homes with involved parents and little SES diversity.

By your definition I”m a “good” teacher some years and a horrible one others.

I’m also really tired of the value of a teacher’s worth being tied to how many hours you put in after school. It is completely ridiculous. In my work (pre-K/K) the most important part is that I’m not stressed out and can listen and respond to kids to help them progress, not how late I stayed after school. It is a twisted idea to think that staying after school and perhaps being less efficient or have a poorer grasp of the material makes you a better teacher.

so delusional. do you teach high school?

oh right preK/K. of course you wouldn't need to stay after school.

different expectations for different age groups and different needs.

what material do you have to master other than changing a diaper and leading nap time at the preK/K level?

Brahahahaha- I would stick with older kids as you are not even able to manage disagreeing with a post without being insulting and rude. Negativity (like saying the word no too many times) would down grade your CLASS score and those are published on the VDOE website.
Clearly it would be hard for you. BTW, I hope you don’t have kids because you would miss powerful interactions during diaper changes if you degrade them so much. (Singing, positive body messages, back and forth conversations and eye contact during diaper changes are laying the foundations for later learning!)

Again -
The argument here isn’t necessary. You both have hard jobs. Accept it and move on, please. We get dumped on enough, so we don’t need to do it to each other.

If you think about my entire premise of writing was that the PP was good at her job and should stick to her grade level. I am sure her job is hard. Nothing I stated is untrue. Taunting is mean even when admin or teachers do it to each other.

Then please refrain from taunting. The delivery was mean-spirited (“hope you don’t have kids” and “clearly it would be hard for you”).

High school is hard. Middle school is hard. Elementary school is hard. Early childhood is hard. We all have tough jobs.

So let’s support one another.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My mom was a teacher at my ES in the early 80s. She walked out the door when the kids left. This was back when there were textbooks and workbooks for everything. She never wrote lesson plans. She taught everything from the teacher’s manual. That’s what they were for! She graded spelling tests on Friday night (I would help her) but that’s the only time she took work home. There was an occasional math or science test to grade. No days spreadsheets to fill out, no data meetings, etc. No retakes to grade. If kids didn’t do their homework, they got a zero. No real parent communication then either except an occasional note home for bad behavior.

My mom was an ES teacher through the 80s and 90s and she always stayed late after school. She had books and a manual, but wrote up her own lesson plans and differentiated. Plenty of grading was brought home. She helped kids who were multiple grade levels behind get caught up. Lots of “problem kids” over the years requiring a lot of communication with parents and the principal. Sounds like your mom was either at a really high SES/low needs school or more of the do the bare minimum type. Good teachers have always had a very high workload if their student body was anything other than average or higher than average kids from homes with involved parents and little SES diversity.

By your definition I”m a “good” teacher some years and a horrible one others.

I’m also really tired of the value of a teacher’s worth being tied to how many hours you put in after school. It is completely ridiculous. In my work (pre-K/K) the most important part is that I’m not stressed out and can listen and respond to kids to help them progress, not how late I stayed after school. It is a twisted idea to think that staying after school and perhaps being less efficient or have a poorer grasp of the material makes you a better teacher.

so delusional. do you teach high school?

oh right preK/K. of course you wouldn't need to stay after school.

different expectations for different age groups and different needs.

what material do you have to master other than changing a diaper and leading nap time at the preK/K level?

Brahahahaha- I would stick with older kids as you are not even able to manage disagreeing with a post without being insulting and rude. Negativity (like saying the word no too many times) would down grade your CLASS score and those are published on the VDOE website.
Clearly it would be hard for you. BTW, I hope you don’t have kids because you would miss powerful interactions during diaper changes if you degrade them so much. (Singing, positive body messages, back and forth conversations and eye contact during diaper changes are laying the foundations for later learning!)

Again -
The argument here isn’t necessary. You both have hard jobs. Accept it and move on, please. We get dumped on enough, so we don’t need to do it to each other.

If you think about my entire premise of writing was that the PP was good at her job and should stick to her grade level. I am sure her job is hard. Nothing I stated is untrue. Taunting is mean even when admin or teachers do it to each other.

Then please refrain from taunting. The delivery was mean-spirited (“hope you don’t have kids” and “clearly it would be hard for you”).

High school is hard. Middle school is hard. Elementary school is hard. Early childhood is hard. We all have tough jobs.

So let’s support one another.

I stand by what I said, and look now YOU are arguing.

If a parent derides diaper changes as mindless crap, they ARE missing opportunities. I do hope the PP either 1. Doesn’t have kids or 2. Was just talking crap and taunting rather than looking at an interaction with their child as a bad thing.

Of course her job is tough and I am tired of the attitude that we as teachers need to “just suck it up” and never stand up for our profession whether that attack is internal or external, it should be parried. Sitting quietly by while we are being derided perpetuates the problem. If that derision comes from another teacher, the state, a parent or administration, if we aren’t vocal, nothing will change.

You obviously agree as you keep arguing to be “right” as well.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:until SPED has its own payscale that is different and more than the regular teacher payscale, no one should take a SPED teacher position.

SPED teachers have to be a teacher + case manager + following IEP goals and accommodations/modifications + in some cases has to be collaborative teacher in team taught classes thus sharing teaching roles with gen ed teachers.

SPED teachers are severely underpaid.

A lot of teachers will tell you it isn’t about the pay. It’s the disrespect and the poor working conditions. Fix those.

So true. Teachers who have been around for a while and have pretty decent salaries (>100K) are leaving before retirement age. And the working conditions *should* be much easier to fix than pay!

Sometimes it's like Gatehouse knows what could help working conditions.... but goes in the complete opposite direction....and more people leave.

As much as we like to dunk on Gatehouse (and they deserve it), this is national problem. It’s going to take a state and national policy overhaul to solve it.

Agree to an extent. Gatehouse has ways they can alleviate some stress and unnecessary tasks for teachers. They often go the other way and pile it on. Not smart during a national teacher shortage. But agree the problem is bigger than all of us.

Everyone at Gatehouse is perpetually justifying their own existence. They’ve got to keep changing and adding and creating new initiatives … or they won’t be needed. And then they’d end up back in the classroom that they were so desperate to escape.

Half of the instructional coaches that we have wouldn’t exist if we weren’t trying to squeeze every living drop of data out of these kids. Half the CLTs are just picking apart the wording in the state standards and then picking apart the pacing guide. For my ES teachers, do you notice that there is very little care or attention given to social studies? I have never seen a SS coach, I don’t even know if they exist. It’s not tested heavily so it ends up at the bottom of the totem pole for schools.

All that endless data and then what....honestly we don't do much with it. We need more interventions for kids and it needs to be taken seriously. But alas all those comfy positions in Gatehouse that get paid very well.

[Anonymous]

Anonymous wrote:Part of the problem with staffing is a generational divide. Gen Z is very “I work to live, I don’t live to work” and are all about self care and mental health. This is the age group of your newest teachers. They will not let a job stress them out or overwork them. That’s not compatible with teaching, if anything teaching is an anti self care job (ex. Making sub plans while sick)

I'm older and I applaud Gen Z...if we want teachers to be "anti-self care" and work themselves constantly at least pay them-respect them. I think teachers across generations are starting to say enough is enough....and bravo.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My mom was a teacher at my ES in the early 80s. She walked out the door when the kids left. This was back when there were textbooks and workbooks for everything. She never wrote lesson plans. She taught everything from the teacher’s manual. That’s what they were for! She graded spelling tests on Friday night (I would help her) but that’s the only time she took work home. There was an occasional math or science test to grade. No days spreadsheets to fill out, no data meetings, etc. No retakes to grade. If kids didn’t do their homework, they got a zero. No real parent communication then either except an occasional note home for bad behavior.

My mom was an ES teacher through the 80s and 90s and she always stayed late after school. She had books and a manual, but wrote up her own lesson plans and differentiated. Plenty of grading was brought home. She helped kids who were multiple grade levels behind get caught up. Lots of “problem kids” over the years requiring a lot of communication with parents and the principal. Sounds like your mom was either at a really high SES/low needs school or more of the do the bare minimum type. Good teachers have always had a very high workload if their student body was anything other than average or higher than average kids from homes with involved parents and little SES diversity.

By your definition I”m a “good” teacher some years and a horrible one others.

I’m also really tired of the value of a teacher’s worth being tied to how many hours you put in after school. It is completely ridiculous. In my work (pre-K/K) the most important part is that I’m not stressed out and can listen and respond to kids to help them progress, not how late I stayed after school. It is a twisted idea to think that staying after school and perhaps being less efficient or have a poorer grasp of the material makes you a better teacher.

so delusional. do you teach high school?

oh right preK/K. of course you wouldn't need to stay after school.

different expectations for different age groups and different needs.

what material do you have to master other than changing a diaper and leading nap time at the preK/K level?

Brahahahaha- I would stick with older kids as you are not even able to manage disagreeing with a post without being insulting and rude. Negativity (like saying the word no too many times) would down grade your CLASS score and those are published on the VDOE website.
Clearly it would be hard for you. BTW, I hope you don’t have kids because you would miss powerful interactions during diaper changes if you degrade them so much. (Singing, positive body messages, back and forth conversations and eye contact during diaper changes are laying the foundations for later learning!)

Again -
The argument here isn’t necessary. You both have hard jobs. Accept it and move on, please. We get dumped on enough, so we don’t need to do it to each other.

If you think about my entire premise of writing was that the PP was good at her job and should stick to her grade level. I am sure her job is hard. Nothing I stated is untrue. Taunting is mean even when admin or teachers do it to each other.

Then please refrain from taunting. The delivery was mean-spirited (“hope you don’t have kids” and “clearly it would be hard for you”).

High school is hard. Middle school is hard. Elementary school is hard. Early childhood is hard. We all have tough jobs.

So let’s support one another.

I stand by what I said, and look now YOU are arguing.

If a parent derides diaper changes as mindless crap, they ARE missing opportunities. I do hope the PP either 1. Doesn’t have kids or 2. Was just talking crap and taunting rather than looking at an interaction with their child as a bad thing.

Of course her job is tough and I am tired of the attitude that we as teachers need to “just suck it up” and never stand up for our profession whether that attack is internal or external, it should be parried. Sitting quietly by while we are being derided perpetuates the problem. If that derision comes from another teacher, the state, a parent or administration, if we aren’t vocal, nothing will change.

You obviously agree as you keep arguing to be “right” as well.

I tried. You seem so angry, and I’m not sure why. I hope you find peace, and I say that sincerely.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My mom was a teacher at my ES in the early 80s. She walked out the door when the kids left. This was back when there were textbooks and workbooks for everything. She never wrote lesson plans. She taught everything from the teacher’s manual. That’s what they were for! She graded spelling tests on Friday night (I would help her) but that’s the only time she took work home. There was an occasional math or science test to grade. No days spreadsheets to fill out, no data meetings, etc. No retakes to grade. If kids didn’t do their homework, they got a zero. No real parent communication then either except an occasional note home for bad behavior.

My mom was an ES teacher through the 80s and 90s and she always stayed late after school. She had books and a manual, but wrote up her own lesson plans and differentiated. Plenty of grading was brought home. She helped kids who were multiple grade levels behind get caught up. Lots of “problem kids” over the years requiring a lot of communication with parents and the principal. Sounds like your mom was either at a really high SES/low needs school or more of the do the bare minimum type. Good teachers have always had a very high workload if their student body was anything other than average or higher than average kids from homes with involved parents and little SES diversity.

By your definition I”m a “good” teacher some years and a horrible one others.

I’m also really tired of the value of a teacher’s worth being tied to how many hours you put in after school. It is completely ridiculous. In my work (pre-K/K) the most important part is that I’m not stressed out and can listen and respond to kids to help them progress, not how late I stayed after school. It is a twisted idea to think that staying after school and perhaps being less efficient or have a poorer grasp of the material makes you a better teacher.

so delusional. do you teach high school?

oh right preK/K. of course you wouldn't need to stay after school.

different expectations for different age groups and different needs.

what material do you have to master other than changing a diaper and leading nap time at the preK/K level?

Brahahahaha- I would stick with older kids as you are not even able to manage disagreeing with a post without being insulting and rude. Negativity (like saying the word no too many times) would down grade your CLASS score and those are published on the VDOE website.
Clearly it would be hard for you. BTW, I hope you don’t have kids because you would miss powerful interactions during diaper changes if you degrade them so much. (Singing, positive body messages, back and forth conversations and eye contact during diaper changes are laying the foundations for later learning!)

Again -
The argument here isn’t necessary. You both have hard jobs. Accept it and move on, please. We get dumped on enough, so we don’t need to do it to each other.

If you think about my entire premise of writing was that the PP was good at her job and should stick to her grade level. I am sure her job is hard. Nothing I stated is untrue. Taunting is mean even when admin or teachers do it to each other.

Then please refrain from taunting. The delivery was mean-spirited (“hope you don’t have kids” and “clearly it would be hard for you”).

High school is hard. Middle school is hard. Elementary school is hard. Early childhood is hard. We all have tough jobs.

So let’s support one another.

I stand by what I said, and look now YOU are arguing.

If a parent derides diaper changes as mindless crap, they ARE missing opportunities. I do hope the PP either 1. Doesn’t have kids or 2. Was just talking crap and taunting rather than looking at an interaction with their child as a bad thing.

Of course her job is tough and I am tired of the attitude that we as teachers need to “just suck it up” and never stand up for our profession whether that attack is internal or external, it should be parried. Sitting quietly by while we are being derided perpetuates the problem. If that derision comes from another teacher, the state, a parent or administration, if we aren’t vocal, nothing will change.

You obviously agree as you keep arguing to be “right” as well.

I tried. You seem so angry, and I’m not sure why. I hope you find peace, and I say that sincerely.

Thanks- enjoy the martyr corner where solidarity keeps you quiet. oppressed and ripe for abuse.

Anger is a sign that your rights are getting trampled on- most teachers are. Our working conditions are not great especially in elementary where fellow teachers rarely speak up. Telling other teachers to keep quiet about it is rather sad.

Get some gumption my friend!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My mom was a teacher at my ES in the early 80s. She walked out the door when the kids left. This was back when there were textbooks and workbooks for everything. She never wrote lesson plans. She taught everything from the teacher’s manual. That’s what they were for! She graded spelling tests on Friday night (I would help her) but that’s the only time she took work home. There was an occasional math or science test to grade. No days spreadsheets to fill out, no data meetings, etc. No retakes to grade. If kids didn’t do their homework, they got a zero. No real parent communication then either except an occasional note home for bad behavior.

My mom was an ES teacher through the 80s and 90s and she always stayed late after school. She had books and a manual, but wrote up her own lesson plans and differentiated. Plenty of grading was brought home. She helped kids who were multiple grade levels behind get caught up. Lots of “problem kids” over the years requiring a lot of communication with parents and the principal. Sounds like your mom was either at a really high SES/low needs school or more of the do the bare minimum type. Good teachers have always had a very high workload if their student body was anything other than average or higher than average kids from homes with involved parents and little SES diversity.

By your definition I”m a “good” teacher some years and a horrible one others.

I’m also really tired of the value of a teacher’s worth being tied to how many hours you put in after school. It is completely ridiculous. In my work (pre-K/K) the most important part is that I’m not stressed out and can listen and respond to kids to help them progress, not how late I stayed after school. It is a twisted idea to think that staying after school and perhaps being less efficient or have a poorer grasp of the material makes you a better teacher.

so delusional. do you teach high school?

oh right preK/K. of course you wouldn't need to stay after school.

different expectations for different age groups and different needs.

what material do you have to master other than changing a diaper and leading nap time at the preK/K level?

Brahahahaha- I would stick with older kids as you are not even able to manage disagreeing with a post without being insulting and rude. Negativity (like saying the word no too many times) would down grade your CLASS score and those are published on the VDOE website.
Clearly it would be hard for you. BTW, I hope you don’t have kids because you would miss powerful interactions during diaper changes if you degrade them so much. (Singing, positive body messages, back and forth conversations and eye contact during diaper changes are laying the foundations for later learning!)

Again -
The argument here isn’t necessary. You both have hard jobs. Accept it and move on, please. We get dumped on enough, so we don’t need to do it to each other.

If you think about my entire premise of writing was that the PP was good at her job and should stick to her grade level. I am sure her job is hard. Nothing I stated is untrue. Taunting is mean even when admin or teachers do it to each other.

Then please refrain from taunting. The delivery was mean-spirited (“hope you don’t have kids” and “clearly it would be hard for you”).

High school is hard. Middle school is hard. Elementary school is hard. Early childhood is hard. We all have tough jobs.

So let’s support one another.

I stand by what I said, and look now YOU are arguing.

If a parent derides diaper changes as mindless crap, they ARE missing opportunities. I do hope the PP either 1. Doesn’t have kids or 2. Was just talking crap and taunting rather than looking at an interaction with their child as a bad thing.

Of course her job is tough and I am tired of the attitude that we as teachers need to “just suck it up” and never stand up for our profession whether that attack is internal or external, it should be parried. Sitting quietly by while we are being derided perpetuates the problem. If that derision comes from another teacher, the state, a parent or administration, if we aren’t vocal, nothing will change.

You obviously agree as you keep arguing to be “right” as well.

I tried. You seem so angry, and I’m not sure why. I hope you find peace, and I say that sincerely.

Thanks- enjoy the martyr corner where solidarity keeps you quiet. oppressed and ripe for abuse.

Anger is a sign that your rights are getting trampled on- most teachers are. Our working conditions are not great especially in elementary where fellow teachers rarely speak up. Telling other teachers to keep quiet about it is rather sad.

Get some gumption my friend!

And how is your hostility toward an anonymous teacher on DCUM helping that cause?

I’m a fellow teacher, and I do speak up. I’ve spoken to the school board about teachers’ working conditions. I regularly advocate for myself and others to school-based admin. I take appropriate stands.

I don’t insult people online. It isn’t productive, and it doesn’t help.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:until SPED has its own payscale that is different and more than the regular teacher payscale, no one should take a SPED teacher position.

SPED teachers have to be a teacher + case manager + following IEP goals and accommodations/modifications + in some cases has to be collaborative teacher in team taught classes thus sharing teaching roles with gen ed teachers.

SPED teachers are severely underpaid.

A lot of teachers will tell you it isn’t about the pay. It’s the disrespect and the poor working conditions. Fix those.

So true. Teachers who have been around for a while and have pretty decent salaries (>100K) are leaving before retirement age. And the working conditions *should* be much easier to fix than pay!

Sometimes it's like Gatehouse knows what could help working conditions.... but goes in the complete opposite direction....and more people leave.

It feels intentional.

Yes....

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My mom was a teacher at my ES in the early 80s. She walked out the door when the kids left. This was back when there were textbooks and workbooks for everything. She never wrote lesson plans. She taught everything from the teacher’s manual. That’s what they were for! She graded spelling tests on Friday night (I would help her) but that’s the only time she took work home. There was an occasional math or science test to grade. No days spreadsheets to fill out, no data meetings, etc. No retakes to grade. If kids didn’t do their homework, they got a zero. No real parent communication then either except an occasional note home for bad behavior.

My mom was an ES teacher through the 80s and 90s and she always stayed late after school. She had books and a manual, but wrote up her own lesson plans and differentiated. Plenty of grading was brought home. She helped kids who were multiple grade levels behind get caught up. Lots of “problem kids” over the years requiring a lot of communication with parents and the principal. Sounds like your mom was either at a really high SES/low needs school or more of the do the bare minimum type. Good teachers have always had a very high workload if their student body was anything other than average or higher than average kids from homes with involved parents and little SES diversity.

By your definition I”m a “good” teacher some years and a horrible one others.

I’m also really tired of the value of a teacher’s worth being tied to how many hours you put in after school. It is completely ridiculous. In my work (pre-K/K) the most important part is that I’m not stressed out and can listen and respond to kids to help them progress, not how late I stayed after school. It is a twisted idea to think that staying after school and perhaps being less efficient or have a poorer grasp of the material makes you a better teacher.

so delusional. do you teach high school?

oh right preK/K. of course you wouldn't need to stay after school.

different expectations for different age groups and different needs.

what material do you have to master other than changing a diaper and leading nap time at the preK/K level?

Brahahahaha- I would stick with older kids as you are not even able to manage disagreeing with a post without being insulting and rude. Negativity (like saying the word no too many times) would down grade your CLASS score and those are published on the VDOE website.
Clearly it would be hard for you. BTW, I hope you don’t have kids because you would miss powerful interactions during diaper changes if you degrade them so much. (Singing, positive body messages, back and forth conversations and eye contact during diaper changes are laying the foundations for later learning!)

Again -
The argument here isn’t necessary. You both have hard jobs. Accept it and move on, please. We get dumped on enough, so we don’t need to do it to each other.

If you think about my entire premise of writing was that the PP was good at her job and should stick to her grade level. I am sure her job is hard. Nothing I stated is untrue. Taunting is mean even when admin or teachers do it to each other.

Then please refrain from taunting. The delivery was mean-spirited (“hope you don’t have kids” and “clearly it would be hard for you”).

High school is hard. Middle school is hard. Elementary school is hard. Early childhood is hard. We all have tough jobs.

So let’s support one another.

I stand by what I said, and look now YOU are arguing.

If a parent derides diaper changes as mindless crap, they ARE missing opportunities. I do hope the PP either 1. Doesn’t have kids or 2. Was just talking crap and taunting rather than looking at an interaction with their child as a bad thing.

Of course her job is tough and I am tired of the attitude that we as teachers need to “just suck it up” and never stand up for our profession whether that attack is internal or external, it should be parried. Sitting quietly by while we are being derided perpetuates the problem. If that derision comes from another teacher, the state, a parent or administration, if we aren’t vocal, nothing will change.

You obviously agree as you keep arguing to be “right” as well.

I tried. You seem so angry, and I’m not sure why. I hope you find peace, and I say that sincerely.

Thanks- enjoy the martyr corner where solidarity keeps you quiet. oppressed and ripe for abuse.

Anger is a sign that your rights are getting trampled on- most teachers are. Our working conditions are not great especially in elementary where fellow teachers rarely speak up. Telling other teachers to keep quiet about it is rather sad.

Get some gumption my friend!

This. Teachers need to say no....I'm seeing a lot more who are even passed angry and just matter of fact ly say No....I will not come in for training when I'm not getting paid a salary. The word is no and teachers can say it...Enough is also a word

[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:My mom was a teacher at my ES in the early 80s. She walked out the door when the kids left. This was back when there were textbooks and workbooks for everything. She never wrote lesson plans. She taught everything from the teacher’s manual. That’s what they were for! She graded spelling tests on Friday night (I would help her) but that’s the only time she took work home. There was an occasional math or science test to grade. No days spreadsheets to fill out, no data meetings, etc. No retakes to grade. If kids didn’t do their homework, they got a zero. No real parent communication then either except an occasional note home for bad behavior.

My mom was an ES teacher through the 80s and 90s and she always stayed late after school. She had books and a manual, but wrote up her own lesson plans and differentiated. Plenty of grading was brought home. She helped kids who were multiple grade levels behind get caught up. Lots of “problem kids” over the years requiring a lot of communication with parents and the principal. Sounds like your mom was either at a really high SES/low needs school or more of the do the bare minimum type. Good teachers have always had a very high workload if their student body was anything other than average or higher than average kids from homes with involved parents and little SES diversity.

By your definition I”m a “good” teacher some years and a horrible one others.

I’m also really tired of the value of a teacher’s worth being tied to how many hours you put in after school. It is completely ridiculous. In my work (pre-K/K) the most important part is that I’m not stressed out and can listen and respond to kids to help them progress, not how late I stayed after school. It is a twisted idea to think that staying after school and perhaps being less efficient or have a poorer grasp of the material makes you a better teacher.

so delusional. do you teach high school?

oh right preK/K. of course you wouldn't need to stay after school.

different expectations for different age groups and different needs.

what material do you have to master other than changing a diaper and leading nap time at the preK/K level?

Brahahahaha- I would stick with older kids as you are not even able to manage disagreeing with a post without being insulting and rude. Negativity (like saying the word no too many times) would down grade your CLASS score and those are published on the VDOE website.
Clearly it would be hard for you. BTW, I hope you don’t have kids because you would miss powerful interactions during diaper changes if you degrade them so much. (Singing, positive body messages, back and forth conversations and eye contact during diaper changes are laying the foundations for later learning!)

Again -
The argument here isn’t necessary. You both have hard jobs. Accept it and move on, please. We get dumped on enough, so we don’t need to do it to each other.

If you think about my entire premise of writing was that the PP was good at her job and should stick to her grade level. I am sure her job is hard. Nothing I stated is untrue. Taunting is mean even when admin or teachers do it to each other.

Then please refrain from taunting. The delivery was mean-spirited (“hope you don’t have kids” and “clearly it would be hard for you”).

High school is hard. Middle school is hard. Elementary school is hard. Early childhood is hard. We all have tough jobs.

So let’s support one another.

I stand by what I said, and look now YOU are arguing.

If a parent derides diaper changes as mindless crap, they ARE missing opportunities. I do hope the PP either 1. Doesn’t have kids or 2. Was just talking crap and taunting rather than looking at an interaction with their child as a bad thing.

Of course her job is tough and I am tired of the attitude that we as teachers need to “just suck it up” and never stand up for our profession whether that attack is internal or external, it should be parried. Sitting quietly by while we are being derided perpetuates the problem. If that derision comes from another teacher, the state, a parent or administration, if we aren’t vocal, nothing will change.

You obviously agree as you keep arguing to be “right” as well.

I tried. You seem so angry, and I’m not sure why. I hope you find peace, and I say that sincerely.

Thanks- enjoy the martyr corner where solidarity keeps you quiet. oppressed and ripe for abuse.

Anger is a sign that your rights are getting trampled on- most teachers are. Our working conditions are not great especially in elementary where fellow teachers rarely speak up. Telling other teachers to keep quiet about it is rather sad.

Get some gumption my friend!

And how is your hostility toward an anonymous teacher on DCUM helping that cause?

I’m a fellow teacher, and I do speak up. I’ve spoken to the school board about teachers’ working conditions. I regularly advocate for myself and others to school-based admin. I take appropriate stands.

I don’t insult people online. It isn’t productive, and it doesn’t help.

Good for you! Thanks for taking a stand. I don’t think I insulted anyone nor am I being hostile. I’m just not joining the sisterhood of silence. If you find that hostile, we will just have to see that differently.

I do think sitting silently by as people (internal or external) insult our profession is a good way to martyr yourself. Teachers have been martyrs for far too long.

[Anonymous]

Anonymous wrote:Part of the problem with staffing is a generational divide. Gen Z is very “I work to live, I don’t live to work” and are all about self care and mental health. This is the age group of your newest teachers. They will not let a job stress them out or overwork them. That’s not compatible with teaching, if anything teaching is an anti self care job (ex. Making sub plans while sick)

That’s a job problem not a generational problem.