Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Look into joining an LSAT meeting at your school, I believe they are open (although its possible no one not on the committee has ever joined).

I will do this. What does LSAT stand for? Is it a board where the budget is discussed?

Local School Advisory Team.

How much advising goes on depends on your principal, at our schoo she just tells us what she wants to do informs us the DCPS HQ has given support to that, and that is the end of the story.

Is this normal? That seems like a waste of time.

Anonymous wrote:

Anonymous wrote:Look into joining an LSAT meeting at your school, I believe they are open (although its possible no one not on the committee has ever joined).

I will do this. What does LSAT stand for? Is it a board where the budget is discussed?

Local School Advisory Team.

How much advising goes on depends on your principal, at our schoo she just tells us what she wants to do informs us the DCPS HQ has given support to that, and that is the end of the story.

Anonymous wrote:Look into joining an LSAT meeting at your school, I believe they are open (although its possible no one not on the committee has ever joined).

I will do this. What does LSAT stand for? Is it a board where the budget is discussed?

Look into joining an LSAT meeting at your school, I believe they are open (although its possible no one not on the committee has ever joined).

Anonymous wrote:

Anonymous wrote:Also, please note that some teaching positions are mandated and cannot be reduced. I am referring to Special education and ESL teachers. For example, if the budget had 3 ESL teachers, the school may not reduce that to a lower number.

They can be reduced if your population decreases. You won't keep getting 3 ESL teachers if you have no ESL students. I think there's a ratio of students per teacher.

The staffing model has some of the details of this.

Anonymous wrote:Also, please note that some teaching positions are mandated and cannot be reduced. I am referring to Special education and ESL teachers. For example, if the budget had 3 ESL teachers, the school may not reduce that to a lower number.

They can be reduced if your population decreases. You won't keep getting 3 ESL teachers if you have no ESL students. I think there's a ratio of students per teacher.

Anonymous wrote:Also, please note that some teaching positions are mandated and cannot be reduced. I am referring to Special education and ESL teachers. For example, if the budget had 3 ESL teachers, the school may not reduce that to a lower number.

Is that written down somewhere? Thanks!

Also, please note that some teaching positions are mandated and cannot be reduced. I am referring to Special education and ESL teachers. For example, if the budget had 3 ESL teachers, the school may not reduce that to a lower number.

So what are the big changes in the new staffing model? It looks the same as last year to me. But maybe it will be with a smaller budget.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Question- do schools "pay" more for more experienced (higher salaried) teachers? Is there an incentive to hire only new, cheap teachers? Or is a teacher the same as another teacher on the system?

I'm 22:49 again.

When I was on the LSAT, we got charged a standard amount for each position based on average cost, the actual salary was not a consideration nor was it revealed to us. There may be incentives baked in elsewhere but not in the budget model.

+1 - this is the correct answer. The goal is to ensure principals don't go for "less expensive teachers" over "more expensive teachers". Expensive here doesn't always ensure quality.

Yes I have noticed this and I think it is great. But what is actually mandatory, it is transparent?

Anonymous wrote:

Anonymous wrote:Question- do schools "pay" more for more experienced (higher salaried) teachers? Is there an incentive to hire only new, cheap teachers? Or is a teacher the same as another teacher on the system?

I'm 22:49 again.

When I was on the LSAT, we got charged a standard amount for each position based on average cost, the actual salary was not a consideration nor was it revealed to us. There may be incentives baked in elsewhere but not in the budget model.

+1 - this is the correct answer. The goal is to ensure principals don't go for "less expensive teachers" over "more expensive teachers". Expensive here doesn't always ensure quality.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What about reading and math specialists? They are not listed here. Is that if your school is lucky you might get one?

Each school should have a separate math and reading coach. But only one is funded. Interventionists that work with students is a teacher position.

This perplexes me, these are the coach position, some of which are 100% for teacher training, and others can be 50% teaching. Teacher professional development coming out of the school budget. So if the unfunded position is not, well funded, how mandated is it really. When faced with making choices between a class room teacher and a coach, are such decision left up to the principal?

Thanks

This is what LEAP is.

Ok, thanks. I think I am getting it. So the staffing model is really just a guide. But the LEAP positions are actually the only real mandatory positions that the principal MUST have.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What about reading and math specialists? They are not listed here. Is that if your school is lucky you might get one?

Each school should have a separate math and reading coach. But only one is funded. Interventionists that work with students is a teacher position.

This perplexes me, these are the coach position, some of which are 100% for teacher training, and others can be 50% teaching. Teacher professional development coming out of the school budget. So if the unfunded position is not, well funded, how mandated is it really. When faced with making choices between a class room teacher and a coach, are such decision left up to the principal?

Thanks

This is what LEAP is.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What about reading and math specialists? They are not listed here. Is that if your school is lucky you might get one?

Each school should have a separate math and reading coach. But only one is funded. Interventionists that work with students is a teacher position.

This perplexes me, these are the coach position, some of which are 100% for teacher training, and others can be 50% teaching. Teacher professional development coming out of the school budget. So if the unfunded position is not, well funded, how mandated is it really. When faced with making choices between a class room teacher and a coach, are such decision left up to the principal?

Thanks

It's mandated because they allow this "TLI" position of teacher and coach to avoid having to lose classroom positions. A class will have two teachers--a reading and a math teacher. During reading class time the math teacher coaches, and vice versa. It's still an extra person, but it gets two positions covered in one basically. The decision is left up to the principal as far as I can tell, but they may be told that's their only option.