Of all places, Forbes–widely read by business folk–has a terrific article about why it’s a dumb idea to make a campaign of firing teachers, as “reformers” have. The writer, Nick Morrison, is a regular contributor to Forbes. He quite rightly says that the real problem is keeping and supporting teachers, not firing them.
“While it may excite conservative commentators, this proposal is doomed to fail, not least because firing teachers requires finding replacements, and there is no guarantee they will be any better, if they exist at all.
“But there is another side to this debate, and that is the difficulty of keeping teachers in the classroom. Not just good teachers, but any teachers….
“Teacher retention is a problem familiar to school leaders across education systems. In the U.S. an estimated 40-50% of teachers leave within the first five years and the attrition rates of first year teachers have increased by about a third in the last two decades.
“A report by the House of Commons education committee found similar retention levels in England, while in Australia research suggests almost half of new teachers leave within five years.
“Why are they leaving? The obvious answer might be low pay and student behaviour, but studies in all three countries suggest this is not the case. Instead, the main culprits are lack of support and workload issues.
“The latter is tied into growing levels of accountability in public education. While taxpayers quite rightly want to see that they are getting value for money from schools, this has translated into an increasingly heavy burden on teachers in terms of paperwork.”
It’s good to see common sense in a mainstream publication.

From 2000-2005, our k-4 school lost retirees who left asap because of NCLB. These were great creative teachers. They were not going to be downgraded for working WITH students individually. During an overlapping time through 2009 there were so many teachers that simply quit to raise kids and who were also disenchanted with the changes that were taking place. The onset of VAM was met with disgust. These were highly qualified, intellugent teachers who did well on the Praxis and who used Best Practices and followed the demands of the principal (who claimed she was doing as instructed by the administration). Not true. Then when the introduction of CC and the looming of PARCC came in the horizon, there was a huge exodus of teachers between 2008-13.
Those who are left have little choice but to stay. The professional development is constant. The kids want their regular teachers. The fascination with Chromebooks is waning for all (hard to read, too small, font too small, scrolling difficult, etc.)
Most teachees are under 50. They are disenchanted as well.
Yet, few listen or care. They are talking to the wall. They are reacting to the desire of those running our state to continue dumping on teachers, of having 30 kids per class in very crowded rooms, of facing VAM knowing full well that they have done all they can with the students whose lives are in disarray and who don’t attend school regularly, and who aren’t interested in anything. This is throughout the middle school grades, too. I am sure the high school isnt much different.
Funny thing, we teachers used to be able to teach about the erucan Dream. We used to encourage students to become whatever they wanted to be. But, what can be said today? If you aren’t interested in tech, you are at a loss. You can’t force feed interest in typing and test taking and researching, and squinting at a small screen for hours at a time.
Just like you can’t make kids eat spinach, even if they should.
Yet Ohio has decided to limit the amount of test taking time to 4 hours per subject in reading and math. Does this mean no practice tests? No MAP? No keyboard and drop/drag skill development? Will this be a good move? Or will less students pass, thereby proving to the powers that be that teachers are inadequate? It seems they want to have everything both ways.
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You have only see who sits on the Ohio legislative committees and hear what the members say about teachers and schools to see why our state is crumbling. If an executive team at a Fortune 500 purposefully, actively sought to undermine employee success, mistreat customers, and adopt management policies intent on destroying the company, they would be sued into oblivion by shareholders and ridiculed by the press. Yet our leaders in Ohio government constantly demonize teachers and make it impossible to effectively teach. Students are subjected to hours of meaningless tests as punishment, not purpose. Education policy is built on the premise all teachers are bad, all students are the same, and all schools are failing. The press in Ohio has become a propaganda wing of the GOP, lacking insight and unable to publish reality.
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Teachers cannot be blamed for everything.
Principal says she was fired for reporting teacher’s ‘fake’ internship
By Susan EdelmanDecember 20, 2014 | 11:33pm New York Post
A scandal over a teacher who allegedly falsified documents to get a master’s degree has ensnared a state Board of Regents member and a principal who claims she was fired for blowing the whistle.
Lori Evanko, ex-principal of JHS 125 in The Bronx, accuses teacher Kandis Rivera — the daughter of a retired city principal — of faking paperwork for a Fordham University internship last year, records show.
Kandis Rivera, 35, an English-as-a-second-language teacher under Evanko’s supervision, faked 275 hours of an administrative internship at the Soundview school, Evanko charges.
“An internship is rigorous,” Evanko told The Post. “You have to work with a principal and assistant principals on things like budget, curriculum, instruction, and be assigned certain responsibilities. She did none of that with us.”
Under Evanko, JHS 125 improved from an “F” grade in 2012 to a “B” in 2013. But the Department of Education abruptly fired Evanko on June 27 — nine days after she and two of her then-
assistant principals met with agents of special schools investigator Richard Condon to report Rivera.
The SCI probe is ongoing, a spokewoman said.
Evanko has filed a claim against the city, saying she was fired in retaliation.
Rivera, a teacher since 2006, received a master’s degree in administration and leadership from Fordham’s school of education in May. The degree puts educators on track to become principals.
She has since gotten a big raise because teachers with Master’s degrees get bumped up the salary scale. She made $59,453 plus $9,138 in overtime for after-school tutoring in 2013.
Her salary is now $75,283.
Evanko’s complaint has entangled Kathleen Cashin, a member of the State Board of Regents, which oversees education statewide. Cashin, a former Queens school superintendent, is a Fordham professor and was Rivera’s internship instructor.
Evanko contends Rivera forged her signature on a document requiring the principal to agree to oversee the internship, but Fordham officials said that document is missing.
Another form stating that Rivera completed her internship was signed by PS 72 Principal Margarita Colon, described by Evanko as a “very good friend” of Rivera’s mom, retired principal Nilda Rivera. But Kandis Rivera never worked at PS 72, the DOE says. Colon would not explain when or how Rivera did the internship.
A DOE spokesman said Evanko’s termination was due to “school performance and her fit with JHS 125’s unique characteristics and needs,” and “in no way related” to her complaint against Rivera.
This one teacher cannot put a black stain on all the great teachers that I have had the good fortune of working with and for. My teachers and staff at JHS 125 were amazing, dedicated, professional and caring people.
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Supporting teachers, new and old, is the key to both recruitment and retention. We are in a people business and so positive relationships form the foundation for success. The first chapter in my book, “I’m in the Principal’s Seat, Now What?” is titled Building a Positive Culture and it’s followed by chapters on Celebration and Coaching among others. My selection as Principal of the Year in Miami was indeed a recognition of the positive climate we created.
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I couldn’t agree more. Teachers need support. I gave my teachers support for professional development, lesson planning, curriculum development, data analysis and worked with them on learning new things. We had a truly collaborative school environment and many of my teachers worked 7 days a week at the school alongside me and the students. Having an open dialogue and feedback that flows both ways is key to building trust and an effective learning environment.
Principal says she was fired for reporting teacher’s ‘fake’ internship
By Susan EdelmanDecember 20, 2014 | 11:33pm New York Post
A scandal over a teacher who allegedly falsified documents to get a master’s degree has ensnared a state Board of Regents member and a principal who claims she was fired for blowing the whistle.
Lori Evanko, ex-principal of JHS 125 in The Bronx, accuses teacher Kandis Rivera — the daughter of a retired city principal — of faking paperwork for a Fordham University internship last year, records show.
Kandis Rivera, 35, an English-as-a-second-language teacher under Evanko’s supervision, faked 275 hours of an administrative internship at the Soundview school, Evanko charges.
“An internship is rigorous,” Evanko told The Post. “You have to work with a principal and assistant principals on things like budget, curriculum, instruction, and be assigned certain responsibilities. She did none of that with us.”
Under Evanko, JHS 125 improved from an “F” grade in 2012 to a “B” in 2013. But the Department of Education abruptly fired Evanko on June 27 — nine days after she and two of her then-
assistant principals met with agents of special schools investigator Richard Condon to report Rivera.
The SCI probe is ongoing, a spokewoman said.
Evanko has filed a claim against the city, saying she was fired in retaliation.
Rivera, a teacher since 2006, received a master’s degree in administration and leadership from Fordham’s school of education in May. The degree puts educators on track to become principals.
She has since gotten a big raise because teachers with Master’s degrees get bumped up the salary scale. She made $59,453 plus $9,138 in overtime for after-school tutoring in 2013.
Her salary is now $75,283.
Evanko’s complaint has entangled Kathleen Cashin, a member of the State Board of Regents, which oversees education statewide. Cashin, a former Queens school superintendent, is a Fordham professor and was Rivera’s internship instructor.
Evanko contends Rivera forged her signature on a document requiring the principal to agree to oversee the internship, but Fordham officials said that document is missing.
Another form stating that Rivera completed her internship was signed by PS 72 Principal Margarita Colon, described by Evanko as a “very good friend” of Rivera’s mom, retired principal Nilda Rivera. But Kandis Rivera never worked at PS 72, the DOE says. Colon would not explain when or how Rivera did the internship.
A DOE spokesman said Evanko’s termination was due to “school performance and her fit with JHS 125’s unique characteristics and needs,” and “in no way related” to her complaint against Rivera.
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What’s funny about it is how they switch gears when it’s convenient. This is Charter Schools USA, a company which is trying to take over a public school district in Pennsylvania.
“We have heard there’s a lot of teacher turnover at Charter Schools USA schools. Is that accurate? If so, why?
A: A majority of teachers leave the profession within the first three years. This isn’t specific to CSUSA. Nationally, a majority of teachers now have less than 10 years teaching experience for the first time ever. ”
I’m confused. I was told repeatedly by very many learned politicians that public schools were full to the brim with elderly “stale” union thugs who weren’t pulling their weight. What gives? Charter schools who want a contract now say there’s a lot of turnover in public schools, too, so don’t blame them? Did disruption fall out of fashion this week?
http://www.ydr.com/opinion/ci_27154328/q-charter-schools-usa-york-school-takeover-proposal
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I’m confused by your comment. By “they” do you mean Forbes? What does Forbes have to do with a charter school company? Is Steve Forbes in the charter business too?
Forbes has run a couple of interesting articles drawing attention to the money that can be made by investing in charter schools and education reform companies. Here’s one from last year that I bookmarked because it’s so alarming:
http://www.forbes.com/sites/greatspeculations/2013/09/10/charter-school-gravy-train-runs-express-to-fat-city/2/
I always enjoy your comments.
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I’m sorry. It was unclear what I meant. I think ed reformers use the experience angle selectively. When they’re opposing labor unions turnover is good, but when they’re asked about high rates of turnover in their own schools they recognize that high turnover is a negative to the public, so they switch to “public schools have high turnover too”.
Duncan was promoting a charter conversion yesterday where they fired every single teacher. There was not ONE teacher in that school who added some value due to experience? That’s ridiculous. It’s a slavish devotion to the (currently fashionable) private sector theory of “disruption”. It’s crazy to devalue experience to that extent, to “zero”. No one on the “private sector” does that. The private sector actually values experience a lot, and that includes tech companies.
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So true. If a tech company fired all employees on a team mid-project, it would takes months (years) to recover, add greatly to costs, and quality would likely decline – assuming the project could recover at all. My experience on projects where even 25% of the employees leave, reinforced the value of experience and knowledge. In one case, the loss of a few senior tech leaders was too much, and the long, slow decline eventually played out into a massive downgrade in value and demise. The exodus of other employees follows, the company gets the reputation as a dead-end, toxic place to work, and an endless stream of “turn-around” experts parades through to pad a resume.
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Sorry I didn’t check the source, usually do. Wonder what is up with this then?
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Politicians know charters do no better than public schools and that many charters are misusing public funds. But as long as the donations keep coming, the truth will be ignored. It’s time for union leaders to put out anti charter school ads the same way the charter industry put out anti public school ads.
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“Deck them all”
Deck them all with VAMs and folly,
Fa la la la la, la la la la.
Tis the reason to be jolly,
Fa la la la la, la la la la.
Roll we now our pink-slip barrel,
Fa la la, la la la, la la la.
Troll the teacher firing carol,
Fa la la la la, la la la la.
See the failing school before us,
Fa la la la la, la la la la.
Strike good sense and join the chorus.
Fa la la la la, la la la la.
Follow me in merry measure,
Fa la la la la, la la la la.
While I tell of pink-slip pleasure,
Fa la la la la, la la la la.
Fast away the school year passes,
Fa la la la la, la la la la.
Hail the new, T–F–A scabses ,
Fa la la la la, la la la la.
Sing we joyous, all together,
Fa la la la la, la la la la.
Heedless of the wind and weather,
Fa la la la la, la la la la.
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Reblogged this on National Mobilization For Equity and commented:
Commonsense talk on education is welcome wherever we can find it. K12 teacher retention may not seem like a higher ed problem but will be as the adjunct population continues to age out and the combination of low pay, bad working conditions and high student debt continues to drive potential instructors away from the profession. The corollary of supporting teachers to keep them already applies as well.
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I agree, there are many things that hinder teachers that the public is not aware of.
Principal says she was fired for reporting teacher’s ‘fake’ internship
By Susan EdelmanDecember 20, 2014 | 11:33pm New York Post
A scandal over a teacher who allegedly falsified documents to get a master’s degree has ensnared a state Board of Regents member and a principal who claims she was fired for blowing the whistle.
Lori Evanko, ex-principal of JHS 125 in The Bronx, accuses teacher Kandis Rivera — the daughter of a retired city principal — of faking paperwork for a Fordham University internship last year, records show.
Kandis Rivera, 35, an English-as-a-second-language teacher under Evanko’s supervision, faked 275 hours of an administrative internship at the Soundview school, Evanko charges.
“An internship is rigorous,” Evanko told The Post. “You have to work with a principal and assistant principals on things like budget, curriculum, instruction, and be assigned certain responsibilities. She did none of that with us.”
Under Evanko, JHS 125 improved from an “F” grade in 2012 to a “B” in 2013. But the Department of Education abruptly fired Evanko on June 27 — nine days after she and two of her then-
assistant principals met with agents of special schools investigator Richard Condon to report Rivera.
The SCI probe is ongoing, a spokewoman said.
Evanko has filed a claim against the city, saying she was fired in retaliation.
Rivera, a teacher since 2006, received a master’s degree in administration and leadership from Fordham’s school of education in May. The degree puts educators on track to become principals.
She has since gotten a big raise because teachers with Master’s degrees get bumped up the salary scale. She made $59,453 plus $9,138 in overtime for after-school tutoring in 2013.
Her salary is now $75,283.
Evanko’s complaint has entangled Kathleen Cashin, a member of the State Board of Regents, which oversees education statewide. Cashin, a former Queens school superintendent, is a Fordham professor and was Rivera’s internship instructor.
Evanko contends Rivera forged her signature on a document requiring the principal to agree to oversee the internship, but Fordham officials said that document is missing.
Another form stating that Rivera completed her internship was signed by PS 72 Principal Margarita Colon, described by Evanko as a “very good friend” of Rivera’s mom, retired principal Nilda Rivera. But Kandis Rivera never worked at PS 72, the DOE says. Colon would not explain when or how Rivera did the internship.
A DOE spokesman said Evanko’s termination was due to “school performance and her fit with JHS 125’s unique characteristics and needs,” and “in no way related” to her complaint against Rivera.
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Thanks for posting this L Evanko. Obvioulsy, that DoE spokesperson is full of it. It’s also a timely and chilling reminder how vulnerable everyone ~ not just contingent faculty ~ is in public education. This is not a good time for whistleblowers.
Good luck with the claim and keep us posted
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For years now, teaching in an excellent small NJ school, it has been impossible to hire highly qualified STEM Teachers. We have been forced to hire “alternate root” teachers (people with degrees in STEM subjects but with no Education degree or experience). Most do not make it through the year! In the last ten years, I have known of only one that has lasted over 5 years and completed certification.
We do not have to find ways of “weeding” out Teachers. The profession takes care of that itself! Teaching is similar to being a lion tamer – If you’re not good at it, you might get eaten alive!
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You will not find any qualified STEM teachers because individuals with those skills can find jobs that compensate them at much higher rates than teaching ever can. Yet we continue to pay a PE teacher the same as a Calculus teacher and clamor as to why we can’t find any qualified Science and Math teachers. The notion that all teachers and subjects are equal and thus need to be compensated at the same rates is out dated and needs to change immediately.
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I would agree, but we already have non-public schools that are fire-at-will and not bound to salary schedules, yet still do not pay STEM teachers significantly more money, if they pay any more at all. Interestingly, seniority, contacts, and family-relation still play a major role regarding pay and promotions in private sector organizations. Companies obsessively guard secrecy surronding individual employee compensation to the point of firing those that reveal their own salary. If you look at compensation in the private sector, salaries generally fall into a narrow range within companies and even sectors (CEO’s relatives notwithstanding). Usually, promotions move someone into a higher range, not merit.
The free market idea does not stop participants from competing solely on price at the expense of quality. Schools are just as likely to keep paying low STEM salaries and instead hire non-certified, “good enough” teachers or go outside the American labor market and exploit differences in global economies, importing H1b workers at lower pay.
So, blaming negotiated contracts is a casual fallacy.
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*causal (darn spell check)
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Hey The Real One: I suggest you stop comparing PE teacher to calculus teachers. I don’t think too many calculus teachers could handle teaching, managing, and assessing 600 PE middle school kids ALONE day in and day out. On the same note, I do not know many PE teachers who could teach advance calculus in a high school setting. Both teachers are trained in their expertise and since they are civil servants they should be paid the same. (As long as they have the same amount of years experience) It is not time to divide teachers, it is time to unite them. As to attracting new teachers, getting rid of VAM ratings, lowering class sizes, and supporting newer teachers will go a lot longer than raising salaries.
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In Utah, STEM teachers have been getting a $5,000 bonus every year for about six years now. My school is still having a tough time finding enough qualified STEM teachers. In fact, one of the math teachers right now is an economics major on an ARL license. The bonus doesn’t seem to be helping.
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Interesting. STEM fields generally pay better than teaching and have more opportunities for advancement. A friend with a 2 year tech degree makes twice what I make. Sure, it ain’t just the money. But my daughter is having to refuse acceptances to excellent colleges because we cannot afford it and graduating with $60,000+ loans, in an economy with no new jobs for millinials, seems like recipe for putting my kids into indentured servitude to banks. Everyone of my friend’s kids are going to a 4 year. As a teacher, I often work towards preparing students for better opportunities that my own kids will never see.
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I would say in regards to your daughter to research her field of academic interest in depth. You may find that many of the jobs offer tuition reimbursement as part of a compensation package. For example, I taught Mathematics for twelve years in a title one school and had my student loans forgiven. Shortly after, I was then accepted into a Masters Degree program in Physician Assistant Studies so I quit teaching. In order to lure candidates in a highly competitive field, I found that many of the jobs openings in the field of PA studies offer either partial or full student loan reimbursement as a signing bonus. I do agree though with your premise that many students end up being slaves to the banks. I have teacher friends who owe almost six figures to make forty grand for the rest of their lives. However, they are in part to blame for taking out these loans for Master’s Degrees that only pay them an extra three grand per year. I also blame the private colleges with their ridiculous per credit rates and excessive fees. In regards to pay for seniority it is stupid concept that kills employee moral and leads to high turnover within the profession of teaching. If someone is an excellent teacher they should not have to wait X amount of years to earn what they deserve all while witnessing someone who is half the teacher that they are get paid double what they do all because they have been around longer. It’s stupid and needs to be abolished ASAP.
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She is very intelligent, but the job market is still very soft and young people face the grim prospect of being a generation worse off than their parents. I hesitate to use my or prior generations as a guide. I, too, enjoyed tuition benefits from employers for grad school. But it seems those days may be gone or not arriving anytime soon. It is a employers market with companies and banks hoarding cash, starving the economy and supressing job creation.
College costs are out of control. Also gone are pro-education days supported by ideas like the GI Bill or state universities. I worked my way through undergrad and our family, considered proud but poor, did not need a loan or financial aide. I worked nights and weekends in high school and college. My dad worked 6-7 days a week and mom worked till she fell ill. We have worked hard, but the profiteers, guilded 1%ers, and pampered politicians are destroying everything working Americans earn.
As I mentioned, you already have schools without salary schedules, yet STEM teachers are not paid significantly more money. Instead, there are calls for lowering certification requirements or importing H1bs. And yes, it is frustrating watching someone less qualified be promoted and rewarded. But that is all too common in the private sector where people are promoted based on who they know, who they are related to, or just dumb luck. Plenty of people work hard in companies covering for a less than qualified superior.
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I taught PE buddy don’t even try to compare. You have zero learning gains to obtain or shall I say prove year after year and usually there is more than one teacher for a class size as large like you mention. Before you comment it’s best that you use your brain. I am certified in Mathematics K-12 and PE as well. The job is cake except for the only task of managing crowd control and preventing fights. Not to mention you have zero walk throughs by administration because no cares about PE because it has zero effect on school performance grades. Not to mention administrators do not want to go out in the heat. While I agree it is a vital job please save yourself the grief of trying to compare it to an actual classroom job because it’s not even close.
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If the reform movement funded by Bill Gates and the few other billionaires out to destroy public education and take over teaching/brainwashing our children while making a profit for share holders succeeds in ranking and yanking teachers to get rid of 25% annually (what Gates clearly wants becasue this is what he set in motion at Microsoft), then every four years there will be a turnover of almost 4-million teachers.
Unless the Gates agenda includes recruiting college educated teachers from India and China (what Microsoft is attempting right now to replace the 25% of their U.S. workers annually they are going to rank and yank) who come to the U.S. on work visas willing to work for lower wages and few if any benefits, that means the U.S. will quickly run out of qualified teacher recruits after exhausting the 42-million American born citizens with a four year or better college education—that is if we can lure college educated Americans away from jobs that pay them more with better benefits and better job security that don’t use VAM to rank and yank employees/teachers.
Since half of the Americans who graduate with a 4-year or better college education land jobs in their majors that require a college education, I think it’s safe to say that they won’t leave those jobs, and that cuts the pool of qualified recruits to 21 million or less—-college graduates who are underpaid, overqualified and working in jobs that do not require a college education.
It’s easy to conclude that within 20 years or much less, few of any American citizens will be teaching our own children because all of those jobs will be filled by college educated immigrants on work visas from China and India with a HUGE pool of future recruits as VAM is used to turn them over every 20 years or less.
Meanwhile, the profits to be made while the oligarchs control the brainwashing of our own children will be HUGE.
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I agree it’s been happening for years. I remember about ten years ago a District in Florida was considering lowering the requirements to become a teacher from a Bachelor’s Degree to an Associate in Art’s degree. This is insane and yes these tactics are all about the bottom line and fattening the pockets of those at the top while turning everyone else into serfs. Why do you think they are opening the borders at will? Their plan is working to perfection. Soon Americans will be jobless and their old jobs will be filled by cheap foreign labor except they won’t be foreign for long, they will soon become citizens with votes beholden to the people who gave them those jobs and free perks.
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In at least one southern state if not more, all it takes to become a substitute teacher k – 12 is a GED.
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Don’t forget automation replacing jobs. Eventually even the cheap foreign labor will be replaced by a robot/computer.
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You know many PE teachers that could teach advanced Calculus now that is hilarious almost as funny as if you like your insurance you can keep it. You are too funny. The percentage of people who are capable of teaching advanced Calculus is probably somewhere close to ten percent. So you ate telling me that you know “several” PE teachers that fall within that range. Please sir save the baloney that claim is simply absurd.
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Are* these smartphone keys are a royal pain
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I’m sorry I misread your post I thought you said you know “many” PE teachers who “could” teach Calculus. It was my mistake. However, I am going to address one of your points. It is absurd to say that someone with a degree in PE should be paid the same as someone with a degree in Mathematical Sciences. The skills required to obtain both degrees are nowhere near close. Based on your argument a Physician Assistant should be paid what a Doctor earns because both are trained experts in their respective fields. Note the post above about a $5,000 bonus doing nothing to attract STEM teachers in Utah. Individuals who obtain these degrees are extremely intelligent and have opportunities outside of the scope of teaching that will pay them tens of thousands of dollars more than teaching ever will. I don’t want to sound rude but there are a plethora of people who can become PE teachers there are very few who are capable of obtaining the degrees and certifications required to teach advanced Mathematics and that is why there has been a shortage of qualified teachers in this area as well as in the area of Science and this has been the case for decades.
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These “reformers” don’t care about teachers–this is about stealing public assets for private gain. If we don’t focus on the real issue, we are going to lose this country.
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I agree.
As a wise person once said, “Never attribute to incompetence what can be adequately explained by pure, unadulterated greed.”
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Also in Florida Calculus has been deemed an elective and thus exempt from class size rules. So yes in Florida Calculus teachers can manage class sizes that large because for the last 4 years that’s exactly what they have been dealing with (50 minimum per class times 6 periods). Now imagine grading all those papers. Oh wait you can’t you don’t grade anything I almost forgot.
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“While it may excite conservative commentators, this proposal is doomed to fail, not least because firing teachers requires finding replacements, and there is no guarantee they will be any better, if they exist at all.
I have been a teacher for 48 years in some capacity — I can tell you — your fire a teacher, and you are going to have one hard time finding a replacement. They are simply not there. How many bright young folks want a career in teaching based on their “accountability testing” experience over 12 years — and to find out they would be making a little over 30 grand, and could lose their teaching license if their students’ test scores are not “good enough.” There are other careers more exciting that pay a LOT more money — those that want to teach are going to other countries; there they are welcomed and have freedom to teach. The politicians have broken education by now running three school districts with traditional, private, and charter — soon the traditional schools will have all the children that have learning challenges — and they will continue to “fail.”
I am glad I am finished teaching; politicians have convinced the general public that teachers are old, greedy, nasty, and lazy — be gone with them and now think they can convince people the schools can pluck people off the street to fill the classrooms filled with children that are bored and uninspired — as soon as these quickly trained folks can find a better job with less work, they will be gone in the wink of an eye. The schools do have problems, but it centers in poverty and dysfunctional families. Teachers are not the parents of their students — nor should they be. We are now expected to be all things to all people. It has turned into a dreadful profession.
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I read the article and he is correct . What I see is that this is by design. Reformers goal is to privatize education. Destroying teaching as a profession and making it just another job will kelp their bottom line be bigger. Improving outcomes is a con and smoke screen. The end goal is to get rid of public education but still bill the public for the cost of operating these for profit private schools.
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