Gblock;691337 wrote:school funding has been found unconstitutional in ohio

Gblock;691337 wrote:school funding has been found unconstitutional in ohio

Con_Alma;691340 wrote:Yes, I think most residents have been made aware of this for over a decade now.

FatHobbit;691372 wrote:So why hasn't that been changed yet?

FatHobbit;691372 wrote:So why hasn't that been changed yet?

ernest_t_bass;691245 wrote:LJ - I've said this before. I think that teachers should get to determine their value, based on evaluation, etc. However, I would like to see somewhat of a scale used, where all collective staff members can agree, and they can also see what they need to do to get said raises.

If Tom gets a $20,000 raise, it's gonna raise some questions.

Teacher - "What a sec, WTF did he do to get that kinda raise? I would like the same opportunities to pursue!"
Admin - "Sorry, we negotiated his wages separately. It's non of your damn business."

You CANNOT tell me that that situation (or something similar) would not go on... somewhere.

As a future admin, I'd also like to have a contract to say, "This is why Tom got his raise. He met all of these criteria that we all, collectively as a group (BOE, Super, Admins, Teachers) agreed upon."

jmog;691379 wrote:How do you think this goes in the private sector? Do you think all engineers at the same company make the same salary?

Gblock;691336 wrote:you think its harder to be a forign language teacher than a SPED teacher?

SPED teachers work harder than both examples you provided...they have to teach every subject and deal with an Individualized Education Plan for each student while dealing with different learning styles and often difficult behavior issues. they also do 50 times more paper work. these are a skill set that requires just as much smarts as teaching a calculus curriculum to AP students....Calculus is not rocket science and after a few years of teaching it probly becomes pretty rote..

jmog;691394 wrote:Nobody said that SPED teachers didn't work harder, they said that you have to be smarter to teach calculus.

jmog wrote:Nobody said that SPED teachers didn't work harder, they said that you have to be smarter to teach calculus.

Gblock;691400 wrote:i disagree respectfully

Gblock;691290 wrote:you dont understand our point at all actually....
qoute from this article...."gifted teachers " fired with the bad by this mayor

http://www.cnn.com/2011/US/02/25/rhode.island.teachers.fired/index.html#

jmog;691379 wrote:How do you think this goes in the private sector? Do you think all engineers at the same company make the same salary?

Gblock;691336 wrote:you think its harder to be a forign language teacher than a SPED teacher?

bigkahuna;691402 wrote:Kindergarten teachers could be considered the most valuable because they are the ones that teach students how to read, write, count... Without the work of the Primary teachers, the secondary teachers wouldn't be able do what they do.

Manhattan Buckeye;691429 wrote:Of course it is....at least for a foreign language teacher to teach well. My foreign language teacher (French) was horrible. It was all glossary, she had never been to France, or any other French speaking country. If I tried to speak French to a native speaker I'd sound like an idiot, the accent is completely wrong. It was two years of wasted time because she wasn't proficient.

Again, this is the problem, we don't value the skills necessary today, the teachers' unions are out of touch.

ernest_t_bass;691432 wrote:That teacher needed to go. The union premise is out of touch with this particular scenario.

Find a way to get rid of these types of teachers. Isn't that where we should start? Or is going after pension and health care a good place to start, to help get rid of these bad teachers?

Manhattan Buckeye;691429 wrote:Of course it is....at least for a foreign language teacher to teach well. My foreign language teacher (French) was horrible. It was all glossary, she had never been to France, or any other French speaking country. If I tried to speak French to a native speaker I'd sound like an idiot, the accent is completely wrong. It was two years of wasted time because she wasn't proficient.

Again, this is the problem, we don't value the skills necessary today, the teachers' unions are out of touch.

mella;691436 wrote:BY the way, I am not on the OC during work time. My district has a snowday. I would have gone in and taught but the administration thought the weather was too bad to come in.

dwccrew;691439 wrote:I think for the current economic environment we are in that pension and health care is needed to be changed.

mella;691430 wrote:I have to disagree with this. Kindergarten teachers are the least valuable. Any parent with a basic education can teach a child to read, write, and count. A 5 or 6 year old child should not be learning to read coming into kindergarten. They should already have mastered the basics of reading, counting and writing by this age.

The SPED teacher topic is a touchy one. In a lot of districts they support what the regular ed teachers do. The regular ed teacher develops the lesson plans, tests, quizzes. The SPED teachers assist with modifications of materials that were already developed by the regular ed teacher. Regular ed teachers still have to pay attention to IEP's with or without the support of the SPEDs. I have taught in inclusion settings with wonderful SPED teachers but by no means did they work harder than me. One of the problems is the SPED teachers are not trained in science and they are learning the material along with the students. During the second year things are better and more equal in terms of class work load. During the 3rd year of co-teaching SPED have a good grasp on the content material but very few co-teachers get to work together for more than 3 years. People move, retire, switch content classes.

SPEDs do not develop content material, lessons, tests, quizzes..... for the most part they do not bring class assignments home to grade. I've never heard of a SPED having to bring home 50 essays to read and grade or 50 lab reports to grade.

Most kids on IEP's don't even need them and would not have had one 10 years ago. This is a great example of the wussification of American kids.

mella;691430 wrote:I have to disagree with this. Kindergarten teachers are the least valuable. Any parent with a basic education can teach a child to read, write, and count. A 5 or 6 year old child should not be learning to read coming into kindergarten. They should already have mastered the basics of reading, counting and writing by this age.

The SPED teacher topic is a touchy one. In a lot of districts they support what the regular ed teachers do. The regular ed teacher develops the lesson plans, tests, quizzes. The SPED teachers assist with modifications of materials that were already developed by the regular ed teacher. Regular ed teachers still have to pay attention to IEP's with or without the support of the SPEDs. I have taught in inclusion settings with wonderful SPED teachers but by no means did they work harder than me. One of the problems is the SPED teachers are not trained in science and they are learning the material along with the students. During the second year things are better and more equal in terms of class work load. During the 3rd year of co-teaching SPED have a good grasp on the content material but very few co-teachers get to work together for more than 3 years. People move, retire, switch content classes.

SPEDs do not develop content material, lessons, tests, quizzes..... for the most part they do not bring class assignments home to grade. I've never heard of a SPED having to bring home 50 essays to read and grade or 50 lab reports to grade.

Most kids on IEP's don't even need them and would not have had one 10 years ago. This is a great example of the wussification of American kids.