what is going to happen to teachers' salaries next year?

[Anonymous]

Anonymous wrote:

Maybe their job needs to be reimagined. They should be pairing themselves with teachers in the classroom and coaching them in the moment. Identifying a skill deficit, create an agreed upon instructional intervention, coach them and then run fidelity checks to ensure skill acquisition etc.

What makes you think they have better ideas than the teachers they are supposed to help? Some took the job to get out of the classroom.

I knew someone who was hired as an instructional coach who was an ESL teacher and had never been a classroom teacher.

I never said that they have better ideas. But how can you as a classroom teacher coach a new teacher in the moment AND over time if you have your own classroom?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What do instructional coaches do?

They literally make more work for teachers. That's their entire job. Some of them are nice people and well-liked, but few of us would miss those positions if they were all cut.

I disagree, at least at our school. With all the new teachers, they really help out with their planning and coaching. These teachers have mentors, but they can’t do it all, especially when they’re teaching their own classes.

Also with the amount of teacher trainees and novice teachers there is an absolute need for coaching support. I’ve seen first hand that teacher skillset in the county is not what it was 15 years ago.

I was a young, naive teacher once. Do you know who I learned from? My colleagues at the same grade level. This is one reasons some of this training needs to be examined much more carefully.

I admit that I worked with colleagues that, for the most part, got along well. I worked in three different school systems and always learned more from my team. And, while we did have team meetings from time to time, we also gathered informally after school frequently as friends sharing ideas and suggestions.

And I’ve listened to MANY of those veteran colleagues state that they are exhausted with having to do this and that new teachers today need so much more support. This isn’t a criticism but instead an acknowledgment that more support is necessary.

I’m one of those veteran teachers.

I’d rather help the new members in the department myself. Coaches are out of the classroom and therefore are no longer using the skills, dealing with the stress, etc. And as circumstances change year after year, coaches actually lose the expertise they are supposed to have. Their knowledge becomes outdated.

I’d rather the coaches go back into classrooms. Take the weight off the rest of us. We’ll continue to support our new teachers the way we always have.

Exactly. You’re ONE of them and I’m sure there are some more on this board that hate coaches and will pipe up. I can promise you that across the county many veteran teachers genuinely emotionally dump on me about their work load due to novice teachers. Stop thinking that your experience is the only one and accept that the teacher candidate pool has changed drastically over the last 15-20 years.

And no I’m not an instructional coach.

Please. I still have the same amount of work to do. The coach isn’t in the classroom, doesn’t collaborate or provide materials, etc. New teachers lean on me just as much now as they did before coaches.

Put them back in the classrooms so they can alleviate loads - fewer students, less grading, etc. Now all they do is duplicate effort.

Maybe their job needs to be reimagined. They should be pairing themselves with teachers in the classroom and coaching them in the moment. Identifying a skill deficit, create an agreed upon instructional intervention, coach them and then run fidelity checks to ensure skill acquisition etc.

Fairfax County runs itself with the delusion that all staff have the necessary foundational knowledge, which is not the case. There is no systematic method of implementing new programming and people that are already struggling drown even more. FCPS needs to be stripped down and put back together in a socially valid way with all stakeholders having a voice at the table.

It makes more sense to take a class or other responsibilities from a veteran teacher and pair that teacher with a new hire. The veteran teacher is still an educator who can directly coach, whereas the instructional coach is a step removed from the profession and no longer practicing the skills.

I agree. I have had several instructional coaches who made fun of classrooms and teachers. Statements like, “ha- I would NEVER go back in the CLASSROOM. Ugh!” Mean veterans like me will not listen to you because you don’t respect me or the kids AND you probably weren’t that great at your job anyway. Most coaches have one or two grade levels they understand and if you aren’t in those levels, the are mostly just spouting party line rather than giving teachers thoughtful, researched and practical tips.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Maybe their job needs to be reimagined. They should be pairing themselves with teachers in the classroom and coaching them in the moment. Identifying a skill deficit, create an agreed upon instructional intervention, coach them and then run fidelity checks to ensure skill acquisition etc.

What makes you think they have better ideas than the teachers they are supposed to help? Some took the job to get out of the classroom.

I knew someone who was hired as an instructional coach who was an ESL teacher and had never been a classroom teacher.

I never said that they have better ideas. But how can you as a classroom teacher coach a new teacher in the moment AND over time if you have your own classroom?

I’ve done this. I’ve observed the new teacher during my planning period and met with them after school. Yes, it takes a lot of time… but it makes sense as a structure because I’m actively teaching the same grade level and content. I also know the fatigue they feel delivering instruction all day and prepping or grading each night. An instructional coach has is doing none of this, so they only theoretically “get it.”

I’m a big fan of giving veteran teachers an additional period off to mentor a new teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Maybe their job needs to be reimagined. They should be pairing themselves with teachers in the classroom and coaching them in the moment. Identifying a skill deficit, create an agreed upon instructional intervention, coach them and then run fidelity checks to ensure skill acquisition etc.

What makes you think they have better ideas than the teachers they are supposed to help? Some took the job to get out of the classroom.

I knew someone who was hired as an instructional coach who was an ESL teacher and had never been a classroom teacher.

I never said that they have better ideas. But how can you as a classroom teacher coach a new teacher in the moment AND over time if you have your own classroom?

I’ve done this. I’ve observed the new teacher during my planning period and met with them after school. Yes, it takes a lot of time… but it makes sense as a structure because I’m actively teaching the same grade level and content. I also know the fatigue they feel delivering instruction all day and prepping or grading each night. An instructional coach has is doing none of this, so they only theoretically “get it.”

I’m a big fan of giving veteran teachers an additional period off to mentor a new teacher.

Not always practical in elementary school.

Seems to me that some of these assistant principals should be able to step in and help.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What do instructional coaches do?

They literally make more work for teachers. That's their entire job. Some of them are nice people and well-liked, but few of us would miss those positions if they were all cut.

I disagree, at least at our school. With all the new teachers, they really help out with their planning and coaching. These teachers have mentors, but they can’t do it all, especially when they’re teaching their own classes.

Also with the amount of teacher trainees and novice teachers there is an absolute need for coaching support. I’ve seen first hand that teacher skillset in the county is not what it was 15 years ago.

New teachers are assigned a coach from the county. We are not talking about those instructional coaches. We are talking about the ones assigned to specific schools who just crunch data and give teachers more work to do.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What do instructional coaches do?

They literally make more work for teachers. That's their entire job. Some of them are nice people and well-liked, but few of us would miss those positions if they were all cut.

I disagree, at least at our school. With all the new teachers, they really help out with their planning and coaching. These teachers have mentors, but they can’t do it all, especially when they’re teaching their own classes.

Also with the amount of teacher trainees and novice teachers there is an absolute need for coaching support. I’ve seen first hand that teacher skillset in the county is not what it was 15 years ago.

New teachers are assigned a coach from the county. We are not talking about those instructional coaches. We are talking about the ones assigned to specific schools who just crunch data and give teachers more work to do.

This is patently false. The zero-years experience teachers at my elementary school have mentors that are assigned from within our school. But no one has an instructional coach assigned from outside the school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What do instructional coaches do?

They literally make more work for teachers. That's their entire job. Some of them are nice people and well-liked, but few of us would miss those positions if they were all cut.

I disagree, at least at our school. With all the new teachers, they really help out with their planning and coaching. These teachers have mentors, but they can’t do it all, especially when they’re teaching their own classes.

Also with the amount of teacher trainees and novice teachers there is an absolute need for coaching support. I’ve seen first hand that teacher skillset in the county is not what it was 15 years ago.

New teachers are assigned a coach from the county. We are not talking about those instructional coaches. We are talking about the ones assigned to specific schools who just crunch data and give teachers more work to do.

This is patently false. The zero-years experience teachers at my elementary school have mentors that are assigned from within our school. But no one has an instructional coach assigned from outside the school.

The county started a new program this year. Our school does. They come in twice a week and work only with the 0-3 year teachers at our school. She is assigned to several schools. If this is not happening at your ES, I would ask admin why.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What do instructional coaches do?

They literally make more work for teachers. That's their entire job. Some of them are nice people and well-liked, but few of us would miss those positions if they were all cut.

I disagree, at least at our school. With all the new teachers, they really help out with their planning and coaching. These teachers have mentors, but they can’t do it all, especially when they’re teaching their own classes.

Also with the amount of teacher trainees and novice teachers there is an absolute need for coaching support. I’ve seen first hand that teacher skillset in the county is not what it was 15 years ago.

New teachers are assigned a coach from the county. We are not talking about those instructional coaches. We are talking about the ones assigned to specific schools who just crunch data and give teachers more work to do.

This is patently false. The zero-years experience teachers at my elementary school have mentors that are assigned from within our school. But no one has an instructional coach assigned from outside the school.

The county started a new program this year. Our school does. They come in twice a week and work only with the 0-3 year teachers at our school. She is assigned to several schools. If this is not happening at your ES, I would ask admin why.

Maybe principals could opt in? But this model actually does something. I had an instructional coach my first few years and they were useless. They ran our meetings like we were inept. They also don’t have years of experience. Some only taught for like 4 years. IMO, this should be a role with a minimum of 15 years experience and their role should be helping new teachers. It should be a fluid role where they are not assigned to one school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What do instructional coaches do?

They literally make more work for teachers. That's their entire job. Some of them are nice people and well-liked, but few of us would miss those positions if they were all cut.

I disagree, at least at our school. With all the new teachers, they really help out with their planning and coaching. These teachers have mentors, but they can’t do it all, especially when they’re teaching their own classes.

Also with the amount of teacher trainees and novice teachers there is an absolute need for coaching support. I’ve seen first hand that teacher skillset in the county is not what it was 15 years ago.

New teachers are assigned a coach from the county. We are not talking about those instructional coaches. We are talking about the ones assigned to specific schools who just crunch data and give teachers more work to do.

This is patently false. The zero-years experience teachers at my elementary school have mentors that are assigned from within our school. But no one has an instructional coach assigned from outside the school.

The county started a new program this year. Our school does. They come in twice a week and work only with the 0-3 year teachers at our school. She is assigned to several schools. If this is not happening at your ES, I would ask admin why.

Maybe principals could opt in? But this model actually does something. I had an instructional coach my first few years and they were useless. They ran our meetings like we were inept. They also don’t have years of experience. Some only taught for like 4 years. IMO, this should be a role with a minimum of 15 years experience and their role should be helping new teachers. It should be a fluid role where they are not assigned to one school.

So they are like the junior consultants that come into a business and have really no more experience than the other new hires and a lot less than any long-timers so in the end, roll the dice on if any value to be had.

[Anonymous]

Yep, and at my school, teachers have been asked to create the agendas and facilitate the meetings that the CT has to be present at. This extra responsibility comes with no compensation to the teacher.

[Anonymous]

Back to step freezes… so 25-26 is my 10th year in FCPS, my 11th yr teaching. Since 23-24 I’ve been at step 7. But step 7 shows 10 years of teaching, and I wasn’t at 10 years 3 years ago. So confusing. Am I in a freeze?

[Anonymous]

Anonymous wrote:Yep, and at my school, teachers have been asked to create the agendas and facilitate the meetings that the CT has to be present at. This extra responsibility comes with no compensation to the teacher.

Who is the “CT”? Isn’t that the meeting itself (collaborative team)?

[Anonymous]

Anonymous wrote:Back to step freezes… so 25-26 is my 10th year in FCPS, my 11th yr teaching. Since 23-24 I’ve been at step 7. But step 7 shows 10 years of teaching, and I wasn’t at 10 years 3 years ago. So confusing. Am I in a freeze?

Yes. Nobody is getting a step increase this year.

[Anonymous]

Anonymous wrote:Back to step freezes… so 25-26 is my 10th year in FCPS, my 11th yr teaching. Since 23-24 I’ve been at step 7. But step 7 shows 10 years of teaching, and I wasn’t at 10 years 3 years ago. So confusing. Am I in a freeze?

We’re all frozen. Again…

[Anonymous]

My salary went up 7k from 24-25 to 25-26. Still says I’m on step 17 but I’m fine with that.