Archives

Commentary

RPeople_16_Teacher_Blackboardaleigh’s News & Observer has obtained a recording of a virtual, two-minute talk that Gov. Pat McCrory gave in January to GOP legislators (the Guv was apparently fighting a cold — what he called the “Carolina Crud” — which may explain why he wasn’t there in person). The talk was about the Guv’s education agenda and while it contains little that we haven’t heard before, a couple of things stand out with respect to the issue of teacher pay:

Number One is that McCrory is still fixated on new teachers. He calls for raising the floor to $35,000 but says nothing about veteran teachers largely neglected by last year’s convoluted pay raise scheme.

Number Two and perhaps most troubling and perplexing is the Guv’s statement that teacher pay should, in part, be a function of the “marketability” of the teacher’s skills. What does that mean?

If it means that the teacher could get a better deal in another state to be a fourth grade teacher than she can get in North Carolina, well then it would seem that just about all of our teachers have great “marketability.” Providing raises on such grounds would make some sense.

If, on the other hand, it means (as one would suspect) that McCrory wants to start paying math teachers or computer science teachers (or football coaches) more than amazing veteran Kindergarten teachers, English teachers or Special Ed teachers because they might be able to earn more in the “free market,” then that is a potential problem. Read More

Commentary

TeachersRaleigh’s News & Observer features a rather strange op-ed this morning by a Duke University Master’s student who once gave teaching a try and who is also the husband of a current, relatively young public school teacher. In it, the author praises last year’s convoluted state teacher pay plan as “brilliant” because it targets young teachers like his wife for big raises.

According to the author, raising pay for young teachers “stopped the bleeding” of teacher exoduses and makes sense because young teachers are full of great new ideas and most older teachers ain’t going anywhere anyway. He goes on to “praise” the pay plan as an amoral business move that has “quelled public unrest.”

“No one is wearing red anymore, Moral Mondays are just Mondays now, public support is waning and the Republicans won the elections. The battle is over, teachers lost and no one is listening anymore.”

To which, all a body can say in response is: Wow – it’s good to know that someone with such opinions and values isn’t in the public schools anymore. Read More

Commentary

NCGA folliesThe follies of the North Carolina General Assembly and its shortsighted attitudes toward public education (and public service in general) are neatly illustrated by two stories in this morning’s Winston-Salem Journal.

In “Who’s a teacher? The legislature wrongly decides,” reporter Scott Sexton tells the story of  veteran teacher named Patti Morrison who, because of the absurd, complex and bureaucratic new teacher pay plan and teacher redefinition laws adopted this year by the General Assembly and Governor McCrory, is now considered “a person who is employed to fill a full-time, permanent position.”

As Sexton reports:

“So for someone such as Morrison, who is teaching reading to elementary school kids on a part-time basis, or a certified teacher who is filling a temporary classroom position, that means they’re technically no longer considered teachers.

Instead, they’re lumped into a more disposable employment category. They’re now considered ‘at-will employees,’ those ‘not entitled to the employment protections provided a career employee or probationary teacher,’ according to House Bill 719.

That might seem like an exercise in semantics to you or me, but to Morrison it amounts to a body blow. To her, the state stripped her of a key part of her identity. She chose to become a teacher because she could see the profound impact she could have on young lives.”

Story two is this editorial entitled “Paying more than twice as much, thanks to legislature.”  In it, the Journal tells the ridiculous story of the Forsyth County school system which used to make use of a Department of Transportation crew to fix parking lots. Now, thanks to the General Assembly and the Governor and their never-ending commitment to the “genius of the free market,” the school system is paying twice as much to private contractors to do the same job:

Read More

Commentary

fuzzy-math-300x225In case you missed it, one of this morning’s “must reads” is a story posted late yesterday by WRAL reporter Mark Binker about the ongoing controversy over North Carolina’s muddled and troubled new teacher pay plan.  As Binker reports:

When Gov. Pat McCrory wrote to welcome teachers back to the classroom, he touted a “substantial” pay raise that amounted to “an average pay increase of 5.5 percent for teachers.”

That might have been exciting news, except that legislative leaders have been touting a 7 percent average pay raise for more than a month now. House Speaker Thom Tillis trumpets that 7 percent figures as “simple math” in a recent campaign ad for his U.S. Senate campaign.

For educators like Michelle Pettey, a first-grade teacher at Wake County’s Brier Creek Elementary School, that “simple math” doesn’t add up; 5.5 percent doesn’t equal 7 percent and neither number matches the smaller-than-expected pay bump that showed up in her first paycheck of the year.

“No teacher can figure out what happened,” said Pettey, a teacher with 16 years in the classroom who said her actual raise worked out to be something like 1.39 percent over last year’s salary. The single mom whose own kinds are in the school system says she has friends outside the profession who ask her why teachers are complaining about a 7 percent raise.

According to Binker’s story, the confusing new plan has even left one of the state’s most powerful politicians — Senate Rules Committee chairman Tom Apodaca — confused.

Read More

Back to School Series

This is part of a Back to School blog series that highlight various issues to be aware of as the 2014-15 school year kicks off. (See Part 1, Part 2, Part 3, Part 4 and Part 5)

It’s that time of year when school starts and the very next week Labor Day is here. It seems to make sense that Back to School week and Labor Day are so close together. It provides the opportunity to discuss those that labor in our public schools. Although, the truth is, there has been a lot of talk about people who work in our public schools.

Most of the discussion is about the pay raise teachers supposedly received. The truth is that many teachers are simply getting their longevity pay that they have already earned. New teachers will see some benefit of the use of the longevity pay but the teachers who have actually put in years will not be getting what they deserve.

New teachers may have higher starting salaries but it comes at a cost. They will not have career status protection which provides teachers with due process rights. Losing due process rights is a heavy price to pay. These teachers will also be working on one year contracts. These one year contracts assure, some say — including people at NCAE, that teachers are now being treated as temporary workers.

It is not only the teachers that will suffer with the one year contracts. School administrators like superintendents and principals will have to deal with the logistical nightmare of having to manage a slew of one year contracts.

Of course, the job of teaching has not become any easier since there will be fewer teacher assistants. Although it was promised that teacher assistants would not be cut in the budget, the truth is that they have.

Perhaps, the most galling thing that has happened to school personnel Read More