Vacancies

[Anonymous]

I’m surprised I don’t see any vacancies at my kids MS. I would think MS schools have a higher turn over.

[Anonymous]

Special ed has the highest turnover. It’s never staffed properly. I don’t know of any solution to that problem but seems to be getting worse.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If they don’t we just go without those positions. If it’s a Gen Ed position, the other Gen Ed teachers in that grade or content level simply have bigger classes to absorb the students that teacher would’ve theoretically taught. If it’s an EL position, the kids who need El support in their class may not have an EL teacher to do that. If it’s a sped position, the same. It creates issues with class size, staff workload, and student support, but you can’t make people take these jobs and fewer and fewer people want them.

Also, as a general rule, the later in the year that someone is hired, the greater the likelihood they are not a great candidate. The good people are snatched up early when hiring begins. If someone is getting hired in July/August, it’s usually a “there aren’t any other options” situation where the school needs a body and hopes for the best. There’s some exceptions to this, like someone happens to just move to this area in late summer and they’re really good, but generally speaking, the last minute fill-ins for these jobs leave something to be desired.

How would they do that if classes are already maxed out? For example, let's say "County Middle School" should have three Civics teachers, but they have an unfilled vacancy. Teacher #1 already has 150 students, Teacher #2 already has 150 students, and the vacancy should have 150 students. If they tried to split those 150 students between the other two teachers, they'd have 225 students each. Even if they both get put on extended contracts (teaching six classes rather than five), that would still make each class have 35-38 students. That's outrageous.

It's more likely the third batch of 150 kids will spend the year with a series of short-term and long-term substitute teachers. It's luck of the draw, best hope your kids isn't in the 33% who get a sub, unfortunately.
A plus side of Title 1 schools is that they have first pick to hire from the interview events so most likely they will have real teachers in their classrooms instead of the subs.

Teachers know where there are openings. The good ones aren't jumping at offers from title 1 schools

[Anonymous]

Anonymous wrote:

Anonymous wrote:If they don’t we just go without those positions. If it’s a Gen Ed position, the other Gen Ed teachers in that grade or content level simply have bigger classes to absorb the students that teacher would’ve theoretically taught. If it’s an EL position, the kids who need El support in their class may not have an EL teacher to do that. If it’s a sped position, the same. It creates issues with class size, staff workload, and student support, but you can’t make people take these jobs and fewer and fewer people want them.

Also, as a general rule, the later in the year that someone is hired, the greater the likelihood they are not a great candidate. The good people are snatched up early when hiring begins. If someone is getting hired in July/August, it’s usually a “there aren’t any other options” situation where the school needs a body and hopes for the best. There’s some exceptions to this, like someone happens to just move to this area in late summer and they’re really good, but generally speaking, the last minute fill-ins for these jobs leave something to be desired.

How would they do that if classes are already maxed out? For example, let's say "County Middle School" should have three Civics teachers, but they have an unfilled vacancy. Teacher #1 already has 150 students, Teacher #2 already has 150 students, and the vacancy should have 150 students. If they tried to split those 150 students between the other two teachers, they'd have 225 students each. Even if they both get put on extended contracts (teaching six classes rather than five), that would still make each class have 35-38 students. That's outrageous.

I’m gonna hold your hand when I say this. There is no real “maxed out.” You would have a class of 35 students.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If they don’t we just go without those positions. If it’s a Gen Ed position, the other Gen Ed teachers in that grade or content level simply have bigger classes to absorb the students that teacher would’ve theoretically taught. If it’s an EL position, the kids who need El support in their class may not have an EL teacher to do that. If it’s a sped position, the same. It creates issues with class size, staff workload, and student support, but you can’t make people take these jobs and fewer and fewer people want them.

Also, as a general rule, the later in the year that someone is hired, the greater the likelihood they are not a great candidate. The good people are snatched up early when hiring begins. If someone is getting hired in July/August, it’s usually a “there aren’t any other options” situation where the school needs a body and hopes for the best. There’s some exceptions to this, like someone happens to just move to this area in late summer and they’re really good, but generally speaking, the last minute fill-ins for these jobs leave something to be desired.

How would they do that if classes are already maxed out? For example, let's say "County Middle School" should have three Civics teachers, but they have an unfilled vacancy. Teacher #1 already has 150 students, Teacher #2 already has 150 students, and the vacancy should have 150 students. If they tried to split those 150 students between the other two teachers, they'd have 225 students each. Even if they both get put on extended contracts (teaching six classes rather than five), that would still make each class have 35-38 students. That's outrageous.

I’m gonna hold your hand when I say this. There is no real “maxed out.” You would have a class of 35 students.

+1, VA class size limits (per state regulations) are for K-6, not middle school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If they don’t we just go without those positions. If it’s a Gen Ed position, the other Gen Ed teachers in that grade or content level simply have bigger classes to absorb the students that teacher would’ve theoretically taught. If it’s an EL position, the kids who need El support in their class may not have an EL teacher to do that. If it’s a sped position, the same. It creates issues with class size, staff workload, and student support, but you can’t make people take these jobs and fewer and fewer people want them.

Also, as a general rule, the later in the year that someone is hired, the greater the likelihood they are not a great candidate. The good people are snatched up early when hiring begins. If someone is getting hired in July/August, it’s usually a “there aren’t any other options” situation where the school needs a body and hopes for the best. There’s some exceptions to this, like someone happens to just move to this area in late summer and they’re really good, but generally speaking, the last minute fill-ins for these jobs leave something to be desired.

How would they do that if classes are already maxed out? For example, let's say "County Middle School" should have three Civics teachers, but they have an unfilled vacancy. Teacher #1 already has 150 students, Teacher #2 already has 150 students, and the vacancy should have 150 students. If they tried to split those 150 students between the other two teachers, they'd have 225 students each. Even if they both get put on extended contracts (teaching six classes rather than five), that would still make each class have 35-38 students. That's outrageous.

Frequently, they have a team taught class and the special Ed student are assigned to the other teacher when they have more than 30 kids in their other classes doesn’t put them over the 150 cap. At least that was the explanation we got from the math teacher when we asked 10 years ago. The highest number my kids had was 34 in high school. One of mine had 35 in 5th grade. This is not a new problem. It is getting worse every year. The other “stopgap” is a permanent sub.

[Anonymous]

Anonymous wrote:I’m surprised I don’t see any vacancies at my kids MS. I would think MS schools have a higher turn over.

Every ES teacher I know who has switched to MS prefers MS. Every MS teacher that switched to ES prefers MS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m surprised I don’t see any vacancies at my kids MS. I would think MS schools have a higher turn over.

Every ES teacher I know who has switched to MS prefers MS. Every MS teacher that switched to ES prefers MS.

This. Most of vacancies are ES and SPED not secondary.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m surprised I don’t see any vacancies at my kids MS. I would think MS schools have a higher turn over.

Every ES teacher I know who has switched to MS prefers MS. Every MS teacher that switched to ES prefers MS.

I taught middle school for 5 years and moved to elementary for 10. I’m actively considering returning to middle school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m surprised I don’t see any vacancies at my kids MS. I would think MS schools have a higher turn over.

Every ES teacher I know who has switched to MS prefers MS. Every MS teacher that switched to ES prefers MS.

Planning only for one subject helps cut down a ton of time on planning, However there is more grading needed in middle school. An elementary school teacher has to plan whole group Math, small group math,Interactive Read Aloud, Whole group phonics, small group phonics, writing, science/social studies, and sometimes intervention group. Not to mention planning is regularly interrupted by student behavior and meetings. That’s not to say that Middle school is easy, they for sure have their own problems. But the shortage is strongest in ELED and SPED for a reason. I have had weeks were I was so inundated with meetings that I didn’t get a single free planning period to myself.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If they don’t we just go without those positions. If it’s a Gen Ed position, the other Gen Ed teachers in that grade or content level simply have bigger classes to absorb the students that teacher would’ve theoretically taught. If it’s an EL position, the kids who need El support in their class may not have an EL teacher to do that. If it’s a sped position, the same. It creates issues with class size, staff workload, and student support, but you can’t make people take these jobs and fewer and fewer people want them.

Also, as a general rule, the later in the year that someone is hired, the greater the likelihood they are not a great candidate. The good people are snatched up early when hiring begins. If someone is getting hired in July/August, it’s usually a “there aren’t any other options” situation where the school needs a body and hopes for the best. There’s some exceptions to this, like someone happens to just move to this area in late summer and they’re really good, but generally speaking, the last minute fill-ins for these jobs leave something to be desired.

How would they do that if classes are already maxed out? For example, let's say "County Middle School" should have three Civics teachers, but they have an unfilled vacancy. Teacher #1 already has 150 students, Teacher #2 already has 150 students, and the vacancy should have 150 students. If they tried to split those 150 students between the other two teachers, they'd have 225 students each. Even if they both get put on extended contracts (teaching six classes rather than five), that would still make each class have 35-38 students. That's outrageous.

It's more likely the third batch of 150 kids will spend the year with a series of short-term and long-term substitute teachers. It's luck of the draw, best hope your kids isn't in the 33% who get a sub, unfortunately.
A plus side of Title 1 schools is that they have first pick to hire from the interview events so most likely they will have real teachers in their classrooms instead of the subs.

Teachers know where there are openings. The good ones aren't jumping at offers from title 1 schools

My title 1 school had a ton of trainees and still do.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m surprised I don’t see any vacancies at my kids MS. I would think MS schools have a higher turn over.

Every ES teacher I know who has switched to MS prefers MS. Every MS teacher that switched to ES prefers MS.

Planning only for one subject helps cut down a ton of time on planning, However there is more grading needed in middle school. An elementary school teacher has to plan whole group Math, small group math,Interactive Read Aloud, Whole group phonics, small group phonics, writing, science/social studies, and sometimes intervention group. Not to mention planning is regularly interrupted by student behavior and meetings. That’s not to say that Middle school is easy, they for sure have their own problems. But the shortage is strongest in ELED and SPED for a reason. I have had weeks were I was so inundated with meetings that I didn’t get a single free planning period to myself.

I do think people underestimate the amount of grading that exists in elementary school. We are grading all the subjects for 25+ kids (at least in upper elementary).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If they don’t we just go without those positions. If it’s a Gen Ed position, the other Gen Ed teachers in that grade or content level simply have bigger classes to absorb the students that teacher would’ve theoretically taught. If it’s an EL position, the kids who need El support in their class may not have an EL teacher to do that. If it’s a sped position, the same. It creates issues with class size, staff workload, and student support, but you can’t make people take these jobs and fewer and fewer people want them.

Also, as a general rule, the later in the year that someone is hired, the greater the likelihood they are not a great candidate. The good people are snatched up early when hiring begins. If someone is getting hired in July/August, it’s usually a “there aren’t any other options” situation where the school needs a body and hopes for the best. There’s some exceptions to this, like someone happens to just move to this area in late summer and they’re really good, but generally speaking, the last minute fill-ins for these jobs leave something to be desired.

How would they do that if classes are already maxed out? For example, let's say "County Middle School" should have three Civics teachers, but they have an unfilled vacancy. Teacher #1 already has 150 students, Teacher #2 already has 150 students, and the vacancy should have 150 students. If they tried to split those 150 students between the other two teachers, they'd have 225 students each. Even if they both get put on extended contracts (teaching six classes rather than five), that would still make each class have 35-38 students. That's outrageous.

It's more likely the third batch of 150 kids will spend the year with a series of short-term and long-term substitute teachers. It's luck of the draw, best hope your kids isn't in the 33% who get a sub, unfortunately.
A plus side of Title 1 schools is that they have first pick to hire from the interview events so most likely they will have real teachers in their classrooms instead of the subs.

Teachers know where there are openings. The good ones aren't jumping at offers from title 1 schools

My title 1 school had a ton of trainees and still do.

My school has already hired trainees for the next school year and we still have vacancies to fill. I don’t know if there is any data on this but I think most of the trainees are being sent to Title One SPED and ELED positions.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m surprised I don’t see any vacancies at my kids MS. I would think MS schools have a higher turn over.

Every ES teacher I know who has switched to MS prefers MS. Every MS teacher that switched to ES prefers MS.

Planning only for one subject helps cut down a ton of time on planning, However there is more grading needed in middle school. An elementary school teacher has to plan whole group Math, small group math,Interactive Read Aloud, Whole group phonics, small group phonics, writing, science/social studies, and sometimes intervention group. Not to mention planning is regularly interrupted by student behavior and meetings. That’s not to say that Middle school is easy, they for sure have their own problems. But the shortage is strongest in ELED and SPED for a reason. I have had weeks were I was so inundated with meetings that I didn’t get a single free planning period to myself.

When I taught MS, it would take me less than an hour to prep for a sub. In ES, it typically takes 2+ hours.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m surprised I don’t see any vacancies at my kids MS. I would think MS schools have a higher turn over.

Every ES teacher I know who has switched to MS prefers MS. Every MS teacher that switched to ES prefers MS.

Planning only for one subject helps cut down a ton of time on planning, However there is more grading needed in middle school. An elementary school teacher has to plan whole group Math, small group math,Interactive Read Aloud, Whole group phonics, small group phonics, writing, science/social studies, and sometimes intervention group. Not to mention planning is regularly interrupted by student behavior and meetings. That’s not to say that Middle school is easy, they for sure have their own problems. But the shortage is strongest in ELED and SPED for a reason. I have had weeks were I was so inundated with meetings that I didn’t get a single free planning period to myself.

I do think people underestimate the amount of grading that exists in elementary school. We are grading all the subjects for 25+ kids (at least in upper elementary).

They also don’t realize how long it takes to complete ES Progress Reports.