Also at the beginning of the year, there was an open position that was not filled by a certified teacher instead the district has a full time substitute teacher in this position which is not certified in the content area they are subbing. However, there are certified teachers that are substituting for the district that are endorsed for the content areas currently filled by the uncertified, full- time substitutes. Thanks for your time and consideration.
The workshops investigate the interaction between Europeans and N...See MoreCrossroads of Empire The NEH Landmarks of American History and Culture Summer Workshop for School Teachers, "Crossroads of Empire: Cultural Contact and Imperial Rivalry at Old Fort Niagara," offers two one-week residential sessions at Old Fort Niagara and Niagara University.
The workshops investigate the interaction between Europeans and Native Americans in the struggle to control North America, both during the colonial era and the early years of American independence. Located twelve miles north of Niagara Falls on the shores of Lake Ontario.
Old Fort Niagara's six eighteenth-century buildings include the 1726 French Castle, a three-story stone fortification originally designed for trade with the Senecas.
Participants will study early French contact with the Iroquois Great League of Peace, warfare between France and Great Britain and the Iroquois caught in the middle, Patriot struggles against Loyalists and Indians during the American Revoltion, and key battles fought at the Fort during the War of 1812, which resulted in the eventual dispossession of the Iroquois after that conflict.
Directed by Dr. Thomas A. Chambers, History Department- Niagara University, the workshop features leading scholars from around the United States during the weeks of July 11- 15 an July 18-22, 2011.
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Also at the beginning of the year, there was an open position that was not filled by a certified teacher instead the district has a full time substitute teacher in this position which is not certified in the content area they are subbing. However, there are certified teachers that are substituting for the district that are endorsed for the content areas currently filled by the uncertified, full- time substitutes. Thanks for your time and consideration.
> Also at the beginning of the year, there was an open > position that was not filled by a certified teacher instead > the district has a full time substitute teacher in this > position which is not certified in the content area they > are subbing. However, there are certified teachers that are > substituting for the district that are endorsed for the > content areas currently filled by the uncertified, full- > time substitutes.
Well, did the certified teachers in question apply for specific position in question? Not simply have a generic application in with the district, but actually apply to that position?
If so, the teacher's union should have an issue with this. An FTE position is being filled by someone who is not a certified teacher and who cannot become a union member and pay dues. Unless the contract was written by a 5-year-old, there should be language in there to stop the district from using temp employees to fill an FTE position long-term. Why would the district have any full time teachers if they can simply use subs full time and pay them $90 a day with no benefits?
The down-side of this is, if you're not a union member, you can't do anything about it. However, if you know a member of the union, they could bring it up to their rep...
However, while this may violate state requirements, ISBE is very much a paper-tiger these days. Quite frankly, the big, bad, dreaded "State" that could come in and call district administrators on the carpet..., is paper-tiger these days. The state has not been paying districts the money they need to fulfill state mandates. Everyone knows this, so..., ISBE, which has taken some deep staff cuts of it's own, isn't out there cracking the whip. It's laughable to threaten to pull partial funding from a district (largely ISBE's "teeth" in these matters), when you aren't sending them ANY of the money you owe them, and it looks as if that will be status quo for the next couple years. Basically, you're pretty much SOL on the legality side, since the state agency that would enforce such certification law is broke, has very few employees to send out of check up on districts, and couldn't afford to do anything to the district anyways.
In these difficult financial times, the solution towards finding jobs may not be within the states. From March until August, I spent most of my financial resources driving around the United States in search for a teaching job. Unfortunately, most school districts were laying workers off. To make matters worse, if they had any openings, they were going to give the jobs to the teachers who were recently fired. The only jobs that were available to me were as a teacher assistant or a substitute teacher. That is all fine and dandy. However, unless I wanted to spend a few years living with my parents, I could not financially afford this.
If you are in the same boat, the solution to the problems is teaching abroad. However, what I found was that most teaching jobs overseas are paying teachers far less than they did a few years ago. Initially, I looked into South Korea because they paid me 30,000 USD a few years ago. Now, the average is around 20,000 USD. China paid around the same amount of money. However, they paid more in Hong Kong. Taiwan was trying to attract teachers with a teaching degree, but I could not get them to agree to anything over 25,000 for the year. Japan was willing to pay me 25,000 USD. However, with the high cost of living, 25,000 USD means you will not be able to save any money in Japan. When I was living in Japan, if I did not go out for the month, I could possibly save around 500 USD. I was also looking to teach in Europe. However, it is difficult to find a way in unless you belong to one of the EU countries. The salaries in relation to the high cost of living were also low.
I have discovered that the solution is in the Middle East. There are three countries that continue to pay a high salary are as follows: Kuwait, UAE, and Saudi Arabia. If you have a TESOL degree, many years of teaching experience, and are an English major, Kuwait and the UAE would be your best choice. However, if you lack those credentials, it is difficult to find your way in. Saudi Arabia is currently becoming the hot spot for native English speakers. For example, my company over here pays over $25,000 in benefits including the following:
• Base monthly salary, tax-free; paid vacation and holidays • Discretionary bonus based on fulfillment of the full term of the contract and performance • Quality and secure shared housing, with amenities including utilities.
• Fully paid medical benefits, including dental and optical coverage, in accordance with the plan • Transportation to and from home and work locations • Round trip transportation to and from Saudi Arabia from your home country
The greatest thing about the salary is that it is around what the average teacher is making in the United States. However, the teacher’s only cost is food. In addition, not only are your benefits not taxed, but your salary is not taxed either. If a teacher is not saving 80% of their paycheck, they are doing something wrong. The food over in Riyadh is significantly lower than the costs in the United States. The greatest problem most teachers are afraid about when traveling overseas are the cultural differences. There may be differences. Although, when you live in the compound, the culture is similar to the culture in your native country. Saudi Arabia is filled with many different types of foreigners. Every compound is like visiting another country. There is a Latin compound where you can learn how to salsa dance. There is an American compound where you can drink homemade beer. The culture outside of the compound is definitely Saudi. However, the compounds are a home away from home. I have multiple reasons for writing this letter. First of all, I know the great pressure in trying to find a job in the United States. Second, I am trying to recruit for my college called CTI. We desperately need at least 20 new teachers who can come into this program. My college had to turn away 4,500 Saudi students because we lacked available teachers. If you are friendly, have any BS degree, are a native English speaker, and have a passion for teaching, please send me your resume and I will forward it to our HR person at the college. Hopefully we can work together and ride out the financially difficult times in Saudi Arabia. Good luck in your search and I hope that your job search was not as difficult as mine was.
If you have any questions, please feel free to send me an email. [email removed]
Hopefully that check actually cleared the bank. I would have more faith in an out-of-state, blood-stained, wrinkled, hand-written check from a bank that's been closed for 5-years and handed to me by a meth-head over a check from the State of Illinois. Likely that meth-head has better credit than the State does these days.
> Looking at HUGE cuts. How are school districts > supposed to survive? Karen
They aren't. You're probably looking at HUGE cuts AFTER pretty good sized cuts last year. Get ready for 50-kid classrooms next year..., and that's IF we get that education-focused tax increased. Oh yeah, but we're supposed to make 100% AYP in two years... gimme a break.
Keep in mind that "high need" usually relates to the number of applicants per job opening, not a larger number of job openings. There are about as many math teachers as there are English teachers in the high school world. In fact, English departments are usually larger because there is frequently a higher number of English credits required of students.
However, for every English opening, there are traditionally hundreds, if not thousands, of qualified applicants in Chicagoland. Math..., not nearly that many, so you're more likely to actually get a job teaching.
So, things are still better for a math teacher, than an English or History teacher, however, there are still very few openings in any field. Schools have raised class sizes and laid off math teachers as much as any other field. A few years ago, there were very few unemployed math teachers out there. Today, there certainly are some.
> Curious what everyone thinks is the future, get out those > crystal balls!
This doesn't require mystical powers. You need merely to follow the news as it relates to educational funding. The state is now entering it's third year of not paying it's bills to school districts and other agencies. Basically, if the state was a parent ordered to pay child support, it would be in jail by now.
Unless the state gets itself together and starts paying school districts, the deep cutting will continue. In my district, we're already preparing for this. Local communities can't and won't be able to support school districts without state funding. This is how the system is set up. The state isn't living up to it's end, plus local revenues are starting to suffer because home values have dropped by as much as 40% and foreclosures are up (foreclosed properties don't pay taxes until someone buys them).
On 12/13/10, sped wrote: > On 12/13/10, confused wrote: >> I have never officially filled out the form/agreed to be a >> member of the Chicago Teachers Union. However, money has >> been taken out of every paycheck, deduction labeled "CTU >> FSHR". I know this is going to the union, but if I am not a >> member, why am I paying? > > This FSHR stands for "fair share." Illinois is a "closed-shop" > state. This means that if your workplace is union, you must > contribute to the union because they are required by law to > negotiate for you in collective bargaining. > > You have the option of joining the union, but you do NOT have > the option of paying the dues. You only sacrifice certain > benefits by not joining, such as on-the-job representation, > voting rights, and liability insurance, and you gain nothing by > not being a member. If you don't want to pay the dues..., > don't work there. > > I assume since I am paying >> regardless, I may as well become a member. I am a cadre sub >> not a regular teacher. > > Yep, that's exactly right. > > I think you will find that "right-to-work" states, where you > are allowed to opt out of the union, have very poor benefits > and salaries for teachers across the board. While you may not > like it, this does help teachers, and I'm an administrator who > doesn't belong to a union anymore. I still recognize that my > salary is so high because of the salaries won for teachers by > their union. After all, hard to attract administrators when > they make less than their teachers.
On 12/14/10, no longer confused wrote: > thanks for your input!! > > > On 12/13/10, sped wrote: >> On 12/13/10, confused wrote: >>> I have never officially filled out the form/agreed to be a >>> member of the Chicago Teachers Union. However, money has >>> been taken out of every paycheck, deduction labeled "CTU >>> FSHR". I know this is going to the union, but if I am not a >>> member, why am I paying? >> >> This FSHR stands for "fair share." Illinois is a "closed-shop" >> state. This means that if your workplace is union, you must >> contribute to the union because they are required by law to >> negotiate for you in collective bargaining. >> >> You have the option of joining the union, but you do NOT have >> the option of paying the dues. You only sacrifice certain >> benefits by not joining, such as on-the-job representation, >> voting rights, and liability insurance, and you gain nothing by >> not being a member. If you don't want to pay the dues..., >> don't work there. >> >> I assume since I am paying >>> regardless, I may as well become a member. I am a cadre sub >>> not a regular teacher. >> >> Yep, that's exactly right. >> >> I think you will find that "right-to-work" states, where you >> are allowed to opt out of the union, have very poor benefits >> and salaries for teachers across the board. While you may not >> like it, this does help teachers, and I'm an administrator who >> doesn't belong to a union anymore. I still recognize that my >> salary is so high because of the salaries won for teachers by >> their union. After all, hard to attract administrators when >> they make less than their teachers.
> Student work is what you need though. Afaik, toss the plans of > the teacher and teach a stand alone to get some good student > work examples. Not exactly ethical, but a teacher looking for > work has to do what a teacher looking for work has to do.
If you're suggesting that be done while subbing, it's a good way to never, ever get a sub job again in that district as well as turning one's name to mud when/if it comes time to hire.
When I was a department chair, I had a couple of subs throw out the plans of the teachers they were subbing for. Granted, they threw them out to watch a video, not to teach something else, but that's beside the point. After making sure the plans in question were something that could have been taught by a sub, I suggested the district nix those subs off the sub list, and they were.
Really, the better option would be to have friends and family complete a bit of work to synthesize student work. If it's lower elementary, then have friends' or family's children complete the work. It's better than throwing a monkey wrench into a working teacher's plans and giving yourself a bad name in a district.
----I agree. I go to a great deal of trouble to leave appropriate lesson plans for my subs. They intergrate directly into what we're learning and they ask very little from the sub except to maintain order. If the kids don't do what they're supposed then I'll deal with them later (i.e a failing grade). But if the sub doesn't even try to do what I left I would never have that sub again.
If it were me I'd follow the advice of the previous poster and recruit family and friends to use. I think that would be just fine. You only need a few samples of work to show. No one is going to look at a whole classroom set.
spedThis won't get you an actual CPDU form, but ISBE might count it, as that they do accept out-of-state continuing ed. It's free. I would check with ISBE though before investing the time:
> Also at the beginning of the year, there was an open > position that was not filled by a certified teacher instead > the district has a full time substitute teacher in this > position which is not certified in the content area they > are subbing. However, there are certified teachers that are >...See More