amazing_hands said:From the amount of vacation time per year .
jaco said:A neighbor of mine is a principal and his wife is a vice-principal and he says how he can't afford anything.
I figured teachers make $50-60k/year? Prinipals maybe 75$k?
Dial 9-1-1 said:The best perks, however, with administrative jobs (primarily at the high school level) are the "slush funds" they are in control of. ."
suburbanator said:You gotta be kidding me.
Yomama! said:Don't you mean a principal in Squamish? ie: NC
suburbanator said:My Dad will be the 1st to tell you that there's many 20+ year veteran teachers who have burnt out and are NOT offering a good service to the students. They care little about the product they have been paid to produce and yet here they are at the peak of the salary scale surfing until retirement.
We then get Young teachers, say 5+ years experience still full of passion and enjoying the job, teaching with new techniques and offering a much more current bank of knowledge. These folks should get some rewards for significant class improvements and for proving to have the ability to handle our children in a successful manner. (Something which seems get harder every year as the age for drug use, sexual activity and behaviour problems gets lower).
Even these younger teachers have an advantage over my dad and his experience, You think my dad would recognize drug use, or any other problem that is a product of the 90's or later? NO..... My dad would have to see a kid wearing a "peace" headband to notice a problem. So here we have another example of the value of a fresh teacher.
I think there is a problem with any system that relies on JUST experience to dictate your earnings. Who doesn't pay more for quality?
suburbanator said:More importantly than the money, how about reducing their work load to a point where they are able to produce their best work.
Keeper said:For the record:
I hope for more funding for teacher-librarians, resource/special needs-teachers, and class-size limits over any pay raise. .
Dial 9-1-1 said:Well, my theory is that there was a period in the recent past when it was extremely competitive to get into the Faculty of Education. The deciding factor in choosing an entrant was solely marks.
Therefore, without generalizing too much, the person who hit the books the most and did not have a well rounded life (i.e. played sports, actually socialized with people, etc.) was chosen over the person who did not have the marks, but was probably the better teaching prospect overall. Plausible?
Dude said:I call bullshit on that theory.
There are plenty of degrees and specialties that students can choose- ranging from teaching, to medical, to business, to engineering- that require the aspiring and driven student to "change their address to the library". If you want to graduate with honors, be top of your class, and be in a position to command the better jobs being offered to graduates, it takes that sort of dedication. It doesn't mean, however, one forgets about his or her past, or how to behave and excel in a social situation.
There is a process, however, called a practicum, during which student teachers are monitored by their Faculty Advisor (who also deals with them on an individual basis over the course of a year), their sponsor teacher, and in some cases even the principal or vice-principal as well.Dial 9-1-1 said:Considering how important social interaction is for teachers, I'm dumfounded that there is no formal interview process for all aspiring teachers.
Also, contrary to what you "know", most districts do not have a shortage of substitutes and do not need to hire basically whoever applies. Almost every district in BC is shrinking in student population, and districts are having to layoff teachers with years of experience (0 to 3 years, for example, in Coquitlam) and reassign them over the summer (this year, Coquitlam was unable to find places for all of them and many are have been returned to the T.O.C. list).Dial 9-1-1 said:But I know that districts often have their hands tied. They have a shortage of substitutes and need to hire basically whoever applies. Once the bad seed gets in, it's only a matter of time until he/she gets a full time job. That's why it's so important to filter at the earliest stage so that they cannot get into the system.
Keeper said:There is a process, however, called a practicum, during which student teachers are monitored by their Faculty Advisor (who also deals with them on an individual basis over the course of a year), their sponsor teacher, and in some cases even the principal or vice-principal as well.
Believe it or not, this experience is not a cake walk. In fact, not all students manage to complete or pass it their first time (if ever). In addition, the candidate still must get him/herself hired by a school district on the basis of a comprehensive resume, reference letters (from their FA, sponsor teacher, and principal), and a "formal interview process".
Don't think for a second that merely an individual's GPA makes him a teacher outright.
I'm sorry, but your theory is hogwash.
Keeper said:Also, contrary to what you "know", most districts do not have a shortage of substitutes and do not need to hire basically whoever applies.