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This Just In: America Discovering that Non-Instructional Part-Time School Support Staff is Underpaid!

September 17, 2021 Leave a comment

Today’s NYTimes features a lengthy article by Giulia Heyward describing the uphill battle public schools are facing to fill jobs for non-instructional school support staff: bus drivers, cafeteria workers, and substitute teachers. Why? Their pay is low compared to the private sector; the work schedule precludes them working elsewhere– and in our economy low wage workers need to hold two jobs to make ends meet; and the working conditions put them in harms way during the pandemic making them risky. 

And who are folks blaming? The federal government for offering overly generous unemployment benefits! But, as is often the case, inconvenient facts don’t support this agreeable fantasy: 

Some employers hope that the end of federal unemployment benefits will push more people to apply for these positions. Ms. Groshen, the labor economist, does not think that most schools will see a big upswing in applicants.

“Some states ended unemployment benefits early, so there is already some research,” Ms. Groshen said. “And when you look at the studies, there was some effect in the market from unemployment ending, but it wasn’t very large.”

And a school bus trainer in NYS blamed school districts for underpaying bus drivers… as if the school districts somehow had oodles of money going to shareholders instead of paying for its workers. 

This just in: if you want a high quality work force in your schools you need to offer high pay, decent working conditions, and you might need to offer some kind of bonus to compensate for the necessarily unpredictable and inconvenient work schedule. And all of this means you’d need to raise taxes. 

Shelby County TN’s Teacher Shortage No Mystery: Underfunded Schools + Test-Driven Reform + Poverty

September 14, 2021 Leave a comment

Chalkbeat writer Samantha West did an admirable job of writing about the shortage of 227 teachers in Shelby County TN without mentioning the huge elephant in the room: TN is ranked 43 in the nation in per pupil spending on public schools and Shelby County is suing the State because it’s funding formula shortchanges them, because the test-driven reform has taken the joy out of teaching, or the schools face not only the challenge of Covid but the unrelenting challenges associated with poverty. Ms. West reported on a recent school board meeting where Yolanda Martin, the Personnel Administrator for the district, offered an explanation for the departures and the steps the district was taking to address the problem:

The most frequent reason teachers gave in exit surveys, Martin said, was pursuing a new job opportunity, though many former employees gave no reason for leaving, according to district data.

“What we do know is this is a laborer’s market,”Martin said, noting the district is continuing to prioritize offering incentives to help retain staff and keep them from seeking employment elsewhere.

“[The data] pretty much mirrors what we’ve seen in the past, but obviously not to this magnitude right now,” Martin said. “So we can suspect what that could be, but based on the data we have, these are the main indicators as of now.”

To retain remaining educators, the district offers ongoing professional development, annual 2% raises, and new teacher induction programs, among many other tactics. Using data, Martin said the district also tracks which schools have the hardest time keeping teachers so they can find ways to offer more support to school staff and leaders.

I understand why Ms. Martin does not provide what everyone knows is the real reason: there are few teachers who can resist moving to a fully resourced school that pays them a much higher salary to teach the content they love to teach in a way they want to teach it without having to worry about how the students will do on a standardized test.

Well heeled districts that enroll children of affluent well educated parents pay teachers well, offer good benefits, and offer world-class opportunities for professional growth.

Well heeled districts that enroll children of affluent well educated parents do not teach-to-the test. They don’t have to because the children enter school ready to learn and do not experience the life-altering stress that children raised in poverty encounter on a daily basis. 

Well heeled districts that enroll children of affluent well educated parents are always seeking good teachers and, from all reports, are experiencing burnout and turnover now— albeit on a smaller scale than districts like Shelby County that serve children raised in poverty. The difference is that well heeled districts that enroll children of affluent well educated parents can recruit with relative ease. 

And here’s what is especially sad: because this is “a laborer’s market” in ALL career areas, and because teaching is less and less perceived as a viable career choice, fewer and fewer college students are pursuing education as a career. As long as test scores are seen as the focal point of teaching and rabid conservative parents monitor each and every lesson taught in social studies the situation will not improve…. especially for those underfunded districts serving children raised in poverty. 

Teachers Reflect on Their 9-11 Memories and Their Responses… Here’s Mine

September 11, 2021 Leave a comment

Today’s local paper has an article by staff writer Liz Sauchelli describing the memories of several teachers in our region regarding the terrorist attacks on 9-11. As noted in my post yesterday, it is difficult to imagine how NH teachers will navigate this potentially “divisive topic” going forward, but it strikes me that their personal sharing and personal reflections should be a means of sidestepping the question of whether their lesson is “divisive”. Here’s my recollection of 9-11, which occurred before widespread availability of cell phones, before the internet was connected in our school classrooms but on the desks of administrators and in some of the libraries, and at a time that I led a district that was within commuting range of NYC.

On September 11, 2001, I was Superintendent of the Wappingers Central School District, a 12,000 student district that included parts of 5 towns in the Hudson Valley roughly 60 miles north of NYC. I recall that day as being particularly sunny and clear, a day when a 40 mile bike ride through the upper reaches of Duchess County would have been preferable to the grievance hearing scheduled that morning with a regional Uniserv representative.

My second cup of coffee that morning was interrupted by my administrative assistant who stood in my door with the Director of Technology. They suggested that I might want to join them in our tech/AV library to watch what was going on in NYC. My administrative assistant told me of a report that a “small aircraft” had hit the World Trade Center so I assumed they had some more details on the accident. The “details” included footage of the reality that a passenger plane struck the side of the World Trade Center. I accompanied them downstairs where an oversized TV was playing in front of a small group of staff members. We all watched in stunned silence at the footage of a plane striking on of the Twin Towers of the World Trade Center and people pouring out onto the streets from that building. We were all horrified at what happened next: a second plane struck the other Tower.

I was especially unsettled because I knew that my younger daughter was spending her second day at work at the NYC Parks Department, a job she landed after spending a year teaching ESL in Greece and several months temping in NYC. My dilemma was that I had no idea where in the city her new office was located and, therefore, had no idea how this attack might have affected her. My older daughter was expected to return from a vacation in Spain. I quickly learned that all international flights into NYC were cancelled so I knew she was safe and secure, albeit in a foreign country.

I called a staff meeting to decide what steps we would take relative to this crisis. There were three train stations that took commuters from our region into the city and scores of parents who worked there. It was impossible to know how many staff members and students had loved ones who worked in and around the Twin Towers.

We wrestled with many questions that morning and made some decisions: we would inform the Principals of what was going on and ask that they do everything possible to shield students from getting the information in bits and pieces. We quickly crafted a statement for Principals to share with the adults in the building and a message the school administrative assistants should share with parents who called. We called divvied up the 14 schools and each of us talked personally to the Principals so that we could get a handle on how many adults and children in their buildings had a parent, spouse, or relative who worked in that area so that we could determine where we might need to provide emotional support.

I called the BOCES office that served the 13 districts in Duchess County to see if there were any directives coming from the State and to find out how other districts were dealing with this– though many of the districts were farther removed from NYC than ours.

Then I turned my attention to trying to reach my daughter when I quickly discovered that all phone lines into NYC were clogged, making any contact with anyone in the city an impossibility. I had internet connection but that, too, was effectively disabled.

The rest of the day was a blur… we decided to ask all HS teachers to make an announcement at roughly 11:00 AM about what had transpired and offered them updates throughout the afternoon. We decided to have all elementary teachers make an announcement roughly an hour before they left to help them debrief if necessary. And throughout the day we tried to dispel rumors (i.e. a low flying plane was reportedly sighted over a nuclear plant 20 miles south of us. Was it a hijacked plane?), provide factual updates on what had transpired, and solace to those employees and children who were directly and indirectly impacted.

I did determine that my younger daughter was safe and sound— though she had blisters from having to walk from her workplace to her apartment, and my older daughter DID get back to the city and her job a few days later. i also learned that we had only one person on staff whose spouse worked at the Twin Towers, but we had scores of families who had relatives and friends who were affected by the horrific events of that day. The reverberations of the crash lasted for days. I also made an effort to reach out to the local Imam to make certain that the 100+ Muslim students in our schools were not being singled out by classmates and kept in touch with principals and staff members to see how they were faring.

My only regret from that day was that I did not join members of the congregation of our church who spontaneously assembled that evening to sing hymns, pray, and hear words of comfort from our pastor. In conversations with him later that week I learned that such gatherings happened across the region in many denominations. The comfort of singing voices would have helped at that time… but the sense of community that emerged over the weeks ahead was the one memory I hold dearest.

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