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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Substitute teachers don’t need 4yr college degree. No experience needed.  No praxis test. Teacher residency is like a full time substitute job with a [b]better title [/b]for college grads.
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Not just a better title, a fast track to teacher licensing.  I think it's smart.   It will draw in some smart young people who are unsure what they want to do with their lives post-college and may find they like teaching. Broadens the pool of potential educators. Just get them to pass the praxis. [/quote]

Our kids shouldn’t be subject to the whims and desperation of new college grads who can’t find a job elsewhere. [/quote]

Then start pestering the powers that be to give teachers and IAs a massive pay raise. Like, equal to the same money all these people leaving to run recruiting events or do HR work for corporations are going to make. Otherwise, they’re going to keep bleeding out.

Alternatively, cap class sizes at 20 in lower elementary and 25 for 4-12. Guarantee xxx unencumbered planning minutes each week. Bring back actual discipline, dump the extra programs teachers are expected to run for $15/hr after school or on top of the curriculum (looking at you, IBMYP).

But it’s probably cheaper to just pay people more.[/quote]

Yup this. Such simple things. 
Pay more, cap class sizes(my class is huge this year), and unencumbered planning daily. That would make most teachers thrilled!![/quote]

+1
Especially the unencumbered planning time.[/quote]

Teacher.[/quote]

It would be helpful if principals would at least follow the school board policy that is already in place, but they don’t. They ignore it or find a way around it. It would be better if we had a collective bargaining contract with this specified.[/quote]

Regulation 4422.11
Human Resources
Equity and Employee Relations Effective 07-06-2020

ELEMENTARY TEACHING ASSIGNMENTS (Grades K-6)
Elementary teachers engaged in the responsibilities associated with their position on a full- time basis shall be allowed 300 minutes of planning time per week or 600 minutes over a 2-week period. Within that time, a minimum of 60 minutes of collaborative planning time and 240 minutes of teacher-directed planning times per week or 120 minutes of collaborative planning time and 480 minutes of teacher-directed planning times over a 2- week period will be provided.
Classroom planning time is provided during art, physical education, music, and/or other instructional programming. Other certified personnel without direct classroom responsibilities may also be assigned in a manner that provides planning time. Such assignments may only exceed 10 hours per week per position with the approval of the region assistant superintendent.
Every effort shall be made to avoid assigning shared instructional personnel to more than two schools in one day. Inclusion of students with special needs or scheduling self- contained special education classes shall be reviewed at the school level based on the students’ individualized education programs (IEP).

SECONDARY TEACHER INSTRUCTIONAL PERIOD ASSIGNMENTS
The normal teaching assignment for middle, secondary, and high school teachers is five periods per day plus one planning period and one period of instructional and professional responsibility (IPR). In schools without block scheduling, the usual teaching assignment is five periods with a planning period and an IPR period. In schools with block scheduling, the normal teaching assignment may be five periods with a planning period and an IPR period or three two-period or class blocks with a planning period. Teachers may have other configurations for teaching assignments provided that unencumbered planning time is maintained. Teachers whose block-scheduling program alternates from day to day may have planning time on alternate days. Teaching assignments of fewer than five periods require approval of the region assistant superintendent. Teachers assigned to teach six periods with no planning time included in their schedules would be provided extra compensation, either through issuing longer-day contracts or through increasing the number of days of the contracts. Cooperative education coordinators may receive an increased number of contract days and classroom assignments commensurate with the number of cooperative education students enrolled in the program.

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