Vacancies

[Anonymous]

Anonymous wrote:
I know a lot of teachers who are "hanging in there" in their last few years before retirement (like less than 5 years to go). New teachers treat teaching more like a job than a profession since that is how the powers that be treat it. Those who were in it as a career are quickly aging out. This has to be something the SB is looking at. If they are not, they are making a big mistake.

They aren’t. They are going to move around a whole bunch of teachers when they redistrict, so no respect there.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
I know a lot of teachers who are "hanging in there" in their last few years before retirement (like less than 5 years to go). New teachers treat teaching more like a job than a profession since that is how the powers that be treat it. Those who were in it as a career are quickly aging out. This has to be something the SB is looking at. If they are not, they are making a big mistake.

They aren’t. They are going to move around a whole bunch of teachers when they redistrict, so no respect there.

True.

The school board mentioned this a few meetings back. It was maybe around finals and graduation when everyone was too busy to pay attention. Perhaps one of the school board watchers can find the exact date.

If I remember correctly, part of their rezoning discussion was swapping teachers from high performing/low performing schools when they rezone (for example, swapping WSHS and Lewis teachers) to make the schools more equitable.

Please stay as long as you can, because we need and appreciate the good teachers (our high school has many good teachers).

But please also prepare well in case the school board tries to use you as equity pawns, because in addition to needing and appreciating the good teachers, we value you and don't want to see you get screwed over in their equity game.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
I know a lot of teachers who are "hanging in there" in their last few years before retirement (like less than 5 years to go). New teachers treat teaching more like a job than a profession since that is how the powers that be treat it. Those who were in it as a career are quickly aging out. This has to be something the SB is looking at. If they are not, they are making a big mistake.

They aren’t. They are going to move around a whole bunch of teachers when they redistrict, so no respect there.

True.

The school board mentioned this a few meetings back. It was maybe around finals and graduation when everyone was too busy to pay attention. Perhaps one of the school board watchers can find the exact date.

If I remember correctly, part of their rezoning discussion was swapping teachers from high performing/low performing schools when they rezone (for example, swapping WSHS and Lewis teachers) to make the schools more equitable.

Please stay as long as you can, because we need and appreciate the good teachers (our high school has many good teachers).

But please also prepare well in case the school board tries to use you as equity pawns, because in addition to needing and appreciating the good teachers, we value you and don't want to see you get screwed over in their equity game.

This would be a terrible plan. When you tell someone they have to move school that’s a natural opportunity for them to try a new school district, especially if they commuting in, a lot of our teachers live in PW county.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Hm, we are at an AAP Center and there are two AAP teacher positions left unfilled.

You are surprised, because…?

There are a LOT of teachers who would rather teach at the Title 1 school DCUM craps on than AAP centers/ highly rated on Great Schools/ Langley / McLean schools. I’m one of them. You’d never catch me applying to the latter group.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Hm, we are at an AAP Center and there are two AAP teacher positions left unfilled.

You are surprised, because…?

There are a LOT of teachers who would rather teach at the Title 1 school DCUM craps on than AAP centers/ highly rated on Great Schools/ Langley / McLean schools. I’m one of them. You’d never catch me applying to the latter group.

I have no desire to have rich tiger parents crawling down my throat on a daily basis.

[Anonymous]

I love my Title 1 school. My ESOL students are almost always eager and well behaved unlike the students of my friends at the wealthy schools.

[Anonymous]

Anonymous wrote:I love my Title 1 school. My ESOL students are almost always eager and well behaved unlike the students of my friends at the wealthy schools.

+1- the low income population is so much more rewarding on many many levels.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
I know a lot of teachers who are "hanging in there" in their last few years before retirement (like less than 5 years to go). New teachers treat teaching more like a job than a profession since that is how the powers that be treat it. Those who were in it as a career are quickly aging out. This has to be something the SB is looking at. If they are not, they are making a big mistake.

They aren’t. They are going to move around a whole bunch of teachers when they redistrict, so no respect there.

True.

The school board mentioned this a few meetings back. It was maybe around finals and graduation when everyone was too busy to pay attention. Perhaps one of the school board watchers can find the exact date.

If I remember correctly, part of their rezoning discussion was swapping teachers from high performing/low performing schools when they rezone (for example, swapping WSHS and Lewis teachers) to make the schools more equitable.

Please stay as long as you can, because we need and appreciate the good teachers (our high school has many good teachers).

But please also prepare well in case the school board tries to use you as equity pawns, because in addition to needing and appreciating the good teachers, we value you and don't want to see you get screwed over in their equity game.

Frankly I turned down a job in FCPS from APS this spring because of redistricting. I don’t want to be involved in that process particularly after watching the way it happened in APS. If you take a job now in FCPS and get settled for a year or two you will get kicked out to another school because seniority runs who gets swapped. Completely sucks for my FCPS personal children though, we can’t afford to live in Arlington or we would move.

[Anonymous]

Anonymous wrote:
I love my Title 1 school. My ESOL students are almost always eager and well behaved unlike the students of my friends at the wealthy schools.


+1- the low income population is so much more rewarding on many many levels.

+2 ESOL students are not helping standardized testing results (the tests are inappropriate for them), but they are very motivated and fun to teach. It is hard work, but extremely rewarding and they appreciate everything you do to help them (and so do their parents).

[Anonymous]

Anonymous wrote:I love my Title 1 school. My ESOL students are almost always eager and well behaved unlike the students of my friends at the wealthy schools.

This

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
I know a lot of teachers who are "hanging in there" in their last few years before retirement (like less than 5 years to go). New teachers treat teaching more like a job than a profession since that is how the powers that be treat it. Those who were in it as a career are quickly aging out. This has to be something the SB is looking at. If they are not, they are making a big mistake.

They aren’t. They are going to move around a whole bunch of teachers when they redistrict, so no respect there.

True.

The school board mentioned this a few meetings back. It was maybe around finals and graduation when everyone was too busy to pay attention. Perhaps one of the school board watchers can find the exact date.

If I remember correctly, part of their rezoning discussion was swapping teachers from high performing/low performing schools when they rezone (for example, swapping WSHS and Lewis teachers) to make the schools more equitable.

Please stay as long as you can, because we need and appreciate the good teachers (our high school has many good teachers).

But please also prepare well in case the school board tries to use you as equity pawns, because in addition to needing and appreciating the good teachers, we value you and don't want to see you get screwed over in their equity game.

Frankly I turned down a job in FCPS from APS this spring because of redistricting. I don’t want to be involved in that process particularly after watching the way it happened in APS. If you take a job now in FCPS and get settled for a year or two you will get kicked out to another school because seniority runs who gets swapped. Completely sucks for my FCPS personal children though, we can’t afford to live in Arlington or we would move.

Yup if my kids were younger we would move. FCPS is mess after mess and it's sad for teachers and kids. My friends in LCPS said it's pretty much the same just shinier buildings.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
I love my Title 1 school. My ESOL students are almost always eager and well behaved unlike the students of my friends at the wealthy schools.


+1- the low income population is so much more rewarding on many many levels.

+2 ESOL students are not helping standardized testing results (the tests are inappropriate for them), but they are very motivated and fun to teach. It is hard work, but extremely rewarding and they appreciate everything you do to help them (and so do their parents).

Teacher here. I think it depends. There are many kids who are ESL from k-6 because other factors and many are not motivated by the time they hit 6th grade. A lot of our behavior problems tend to be the kids who have been in ESL forever or are dually identified for SpED too.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
I love my Title 1 school. My ESOL students are almost always eager and well behaved unlike the students of my friends at the wealthy schools.


+1- the low income population is so much more rewarding on many many levels.

+2 ESOL students are not helping standardized testing results (the tests are inappropriate for them), but they are very motivated and fun to teach. It is hard work, but extremely rewarding and they appreciate everything you do to help them (and so do their parents).

Teacher here. I think it depends. There are many kids who are ESL from k-6 because other factors and many are not motivated by the time they hit 6th grade. A lot of our behavior problems tend to be the kids who have been in ESL forever or are dually identified for SpED too.

I’m a title 1 HS teacher and I team teach Gen Ed classes with EL inclusion and had one shelter class (all EL students) this past school year. Hands down my favorite class I’ve ever taught. It is so rewarding to know you’re teaching students who see the value and purpose of the class and WANT to learn. The respect, dignity, camaraderie the students have for one another and the teacher - amazing. Truly rewarding work.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I love my Title 1 school. My ESOL students are almost always eager and well behaved unlike the students of my friends at the wealthy schools.

This

I taught at a school with a FARMs % in the single digits. The past few years the students’ behaviors were so bad I ended up retiring early. It’s caused others to leave.

[Anonymous]

Yep. I am the ESOL teacher and I feel like I’ve got the best job in teaching. I love my kids and I love seeing the tremendous progress they make in one year. It’s amazing that they start the year with zero English and you can have a conversation with them by the end. Most of their parents are lovely people who work hard and appreciate their education.