Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am part time SpEd and love it. I am a case manager for 6 high-functioning students, and work in their classrooms as what is basically an assistant. I also work with a few teachers in an assistant role for hours that my own students don't need.
But, I don't make much because I'm at 50%.

Do you have a master's in Special Ed? I'm wondering what it would take to get into the field. Thanks!

There is a teacher shortage.

The Sacramento district is hiring seven additional teachers this year from the Philippines. It has spent nearly $3,000 on hotel rooms during the past two years for its staff to travel there. The Sacramento City Teachers Association suggested the district’s foray into international recruitment reflects less competitive pay. Silly union.

Yes, quite silly a union would posit that a school district traveling overseas to hire teachers they can't find locally would be doing so because they aren't paying enough for local teachers to fill the spots.

Silly union! Or stupid poster. Not sure which.

It
s always the union.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:High school Band.

When I played the flute, the band director taught one period a day. He was SUPPOSE to teach section lessons each week but rarely did. Occasionally he's call a lesson for first trumpets or percussion, but that was once in a blue moon.

But what about all the after school, requirements, like marching band?

+1

Even our lazy-ass high school band director, who had the students do the grading and run half the classes, had to show up for 1-2 hours of daily after-school practice year-round (marching band, jazz band, etc.) plus competitions on weekends and concerts in the evenings.

They get paid extra for marching band.

Become an OT or SLP and then go private. You can set your own hours and work when you want, and you don't have to deal with insurance if you don't want.

Anonymous wrote:

Anonymous wrote:High school Band.

When I played the flute, the band director taught one period a day. He was SUPPOSE to teach section lessons each week but rarely did. Occasionally he's call a lesson for first trumpets or percussion, but that was once in a blue moon.

But what about all the after school, requirements, like marching band?

+1

Even our lazy-ass high school band director, who had the students do the grading and run half the classes, had to show up for 1-2 hours of daily after-school practice year-round (marching band, jazz band, etc.) plus competitions on weekends and concerts in the evenings.

Anonymous wrote:

Anonymous wrote:In my school the teachers with the cushiest jobs are the Computer/Technology teacher (it's a special) and the Resouce Teachers. They have Spec Ed endorsements, but they pull out/push in to their assigned 3-4 classrooms and their students are fairly high functioning. They seem to be in and out of the lounge all day and definitely have more flexibility in their day. YMMV.

The students receive special ed service but are "pretty high functioning"?

Yes. Because "pretty high functioning" doesn't mean that they don't need services, it means that they can be mainstreamed for the better part of the day and receive pull-out services rather than being in a self-contained classroom. Honestly, to the public schools, "pretty high functioning" seems to mean "is not a behavior problem/disruption in the classroom" rather than taking about service needs.