I will start my second year teaching in a private school this Fall. I have ten years experience in public schools. I am unfamiliar with how to renegotiate my teacher's contract in the private school setting. Any pointers or suggestions?
Thinking of taking a job from out of state. Can anyone tell me what they think of the schools, class size, etc.. Also, are there any teachers who relocated who can tell me what they provide for relocation assistance. I am very excited about the opportunity and if it helps I am an experience special educaiton teacher.
My question is this: Will I be able to find a job as a middle school social studies teacher in Maryland? I have a good GPA, military experience, and I'm a bit older than most of my peers at school. Will any of this actually help me?
Here is my background info:
I'm currently an undergraduate at UMBC and I am working on obtaining my B.A. in History and my certification to teach secondary education. Ideally I would like to work at a middle school in or around Baltimore City/County or Anne Arundel County. I'm not exactly your typical undergrad. I'm 35yrs old,I spent the 90's playing in bad punk bands, spent4 years in the military, and then landed a job working in the mortgage industry (bad idea there!. Through all of this I've remained thoroughly unfullfilled. I was the first person to even graduate from high school in my family. I came from an impoverished, dysfunctional back ground. Come to think of it, I'm still poor so I guess that some things never change! :) Blah, blah, blah, etc.... essentially becoming a teacher is extremely important to me. I'm very personally vested in this.
I begin the first phase of my teaching internship this upcoming fall. I'll then intern full time during the spring 2013 semester. To say that I am nervous is an understatement! I'm more nervous about some things that my adviser told me. She basically told me a year ago that I should get another major, and that teaching jobs were near impossible to find. This terrifies me. I'm married, I have a six year old son, and my GI Bill (which is how I pay for my school and my rent) runs out after this fall. If I don't get a job right after graduating my dream will most probably be toast. My question is this: Will I be able to find a job as a middle school social studies teacher in Maryland? I have a good GPA, military experience, and I'm a bit older than most of my peers in school. Will any of this actually help me?
Thanks in advance for anyone willing to share their wisdom, tips, etc...
response to jasonHi Jason, Social studies jobs are rare, but there are occasional openings so it is not impossible. I am not an expert, but I believe that being a man is an advantage, all things being equal, because so many boys are lacking male role models that getting men in clasrooms is considered beneficial. My main advice is to really shine in your internships...See MoreHi Jason, Social studies jobs are rare, but there are occasional openings so it is not impossible. I am not an expert, but I believe that being a man is an advantage, all things being equal, because so many boys are lacking male role models that getting men in clasrooms is considered beneficial. My main advice is to really shine in your internships to the extent that you can control that. The student teaching board has many tales of interns being placed with bad mentors and just struggling to survive. The interns who get great mentors and students who are not too challenging can really look super and have a much better chance of getting a job. That evaluation from your cooperating teacher is really important to your future. Are you able to project confidence, leadership and poise in front of a class? This is so important but was not taught AT ALL in my education classes. I have read about teachers taking acting classes or joining Toastmasters to increase their public speaking ability, because much of teaching is performance and engaging the interest of the group. Many students are not motivated towards learning so you have to engage them through the force of your personality and interesting lessons. If the kid like you and find you nice but firm, and your classes fun, that goes a long way. Good luck!
On 3/13/12, J Adams wrote: > Hey ladies and gents, > > My question is this: Will I be able to find a job as a > middle school social studies teacher in Maryland? I have a > good GPA, military experience, and I'm a bit older than most > of my peers at school. Will any of this actually help me? > > Here is my background info: > > I'm currently an undergraduate at UMBC and I am working on > obtaining my B.A. in History and my certification to teach > secondary education. Ideally I would like to work at a > middle school in or around Baltimore City/County or Anne > Arundel County. I'm not exactly your typical undergrad. I'm > 35yrs old,I spent the 90's playing in bad punk bands, spent4 > years in the military, and then landed a job working in the > mortgage industry (bad idea there!. Through all of this I've > remained thoroughly unfullfilled. I was the first person to > even graduate from high school in my family. I came from an > impoverished, dysfunctional back ground. Come to think of > it, I'm still poor so I guess that some things never change! > :) Blah, blah, blah, etc.... essentially becoming a teacher > is extremely important to me. I'm very personally vested in > this. > > I begin the first phase of my teaching internship this > upcoming fall. I'll then intern full time during the spring > 2013 semester. To say that I am nervous is an > understatement! I'm more nervous about some things that my > adviser told me. She basically told me a year ago that I > should get another major, and that teaching jobs were near > impossible to find. This terrifies me. I'm married, I have a > six year old son, and my GI Bill (which is how I pay for my > school and my rent) runs out after this fall. If I don't get > a job right after graduating my dream will most probably be > toast. My question is this: Will I be able to find a job as > a middle school social studies teacher in Maryland? I have a > good GPA, military experience, and I'm a bit older than most > of my peers in school. Will any of this actually help me? > > Thanks in advance for anyone willing to share their wisdom, > tips, etc... > > Jason
what is your son's birth date?You don't say what your son's age is, so what to you mean by late birthday? Take a breath and calm down. You do not NEED to redshirt your son. You are moving and being stretched thin by stress. Maybe my story can provide some perspective. When my son (born in November)was age 4 (in the mid-1990s), Maryland allowed all kids who were going to turn 5 ...See MoreYou don't say what your son's age is, so what to you mean by late birthday? Take a breath and calm down. You do not NEED to redshirt your son. You are moving and being stretched thin by stress. Maybe my story can provide some perspective. When my son (born in November)was age 4 (in the mid-1990s), Maryland allowed all kids who were going to turn 5 by Dec. 31 (Maryland teachers, correct me if I am wrong)to start kindergarten in August, even if they would not turn 5 for four more months. Many parents of kids with late birthdays went ahead and enrolled their kids in kindergarten, on the assumption that the state must know what it is doing. My son was of a sensitive nature (he still is) and his dad and I thought it would be in his best interest for him to be one of the older ones in his class rather than one of the youngest. We simply kept him in a wonderful preschool another year, and then enrolled him in a small private religious school which was a great environment for him. He absolutely loved it and thrived there. We would have kept him there except that it went out of business after his first grade year. He then went to public school
In later school years, occasionally my son would complain when friends who were younger than him (December birthdays) were a year ahead of him in school, but other than that it worked out fine. Several years ago, Maryland changed the age cut-off for kindergarden so I believe they have to be five much earlier in the year (before school starts?) in order to start kindergarten. I assume your son is your first child and yes, it is scary to turn your precious baby over to a big bureaucracy of a school system. Many moms feel this way. I sure did. You were all mentally prepared for what they have in CA and now you feel panicky that your son may be in an environment that is less suited for him. I am sorry if Maryland does not have as many options, but as long as your child will be aged 5 when he starts Kinder., why not look for a small private religious school with small classes, a nurturing atmosphere, and lots of individual attention, and enroll him in Kindergarten there? That would be my route.
On 3/15/12, Dena wrote: > I am desperate. My husband is being transferred to Maryland > from California! Our school district in California offers > an amazing "Teddy" program aka transitional kindergarten > for the children with late birthdays! Especially boys! My > son was to be enrolled in this amazing program for fall > 2012 but we are moving to Maryland! Maryland offers nothing > close to this program from what I have researched. > Everything is a pre-k which is preschool for 4 year olds. I > have researched for days and days and have found nothing! > Not even private schools! I'm very concerned because my > sons birthday falls late and he needs the "Teddy" program > aka Transitional Kindergarten! I feel like I'm at a dead > end! I've contacted several principles, school board etc in > Maryland and they have no clue what I'm talking about! > Today I contacted the state board of education in Maryland > and am waiting for a call back. I'm really at a loss, can > someone please help direct me?
On 5/24/12, Jim wrote: > On 5/05/12, I would think... wrote: >> I would think that the new county would base her pay on >> whatever scale they use to pay teachers (for example, it could >> be years of experience and/or level of education), not on how >> much she's getting paid now. I don't think her current salary >> would have any influence on what her new salary would be. >> >> >> On 4/18/12, Anon wrote: >>> My wife is considering trying to switch counties in >>> Maryland. Her current county has withheld giving actual >>> raises for the past few years. >>> >>> Would her new county be likely to pay what she is supposed >>> to be getting or just what her current county is actually >>> paying? > > Hi Anonymous, > > I would look at the property values and economic differences in > the other county. That way even if they are you could argue they > aren't different enough to merit a difference. Some states also > have rules for payscales when you switch districts that are very > strict so people don't get jewed...like California for example. > Does your school have a nonbiased rep you could talk to this about > such as like the equivalent of a union guy etc? > > Hope it works out. Also I did a post today about Discrimination > from Jim in Nebraska and could use feedback too thanks.
Dot VernonMost important before she considers transferring make sure that there is an actual position open?? - Around us the county paying the most is the farthest to drive - so with gas - I would do a cost effective sheet On 5/24/12, Jim wrote: > On 5/05/12, I would think... wrote: >> I would think that the new county would base her pay on >>...See MoreMost important before she considers transferring make sure that there is an actual position open?? - Around us the county paying the most is the farthest to drive - so with gas - I would do a cost effective sheet On 5/24/12, Jim wrote: > On 5/05/12, I would think... wrote: >> I would think that the new county would base her pay on >> whatever scale they use to pay teachers (for example, it could >> be years of experience and/or level of education), not on how >> much she's getting paid now. I don't think her current salary >> would have any influence on what her new salary would be. >> >> >> On 4/18/12, Anon wrote: >>> My wife is considering trying to switch counties in >>> Maryland. Her current county has withheld giving actual >>> raises for the past few years. >>> >>> Would her new county be likely to pay what she is supposed >>> to be getting or just what her current county is actually >>> paying? > > Hi Anonymous, > > I would look at the property values and economic differences in > the other county. That way even if they are you could argue they > aren't different enough to merit a difference. Some states also > have rules for payscales when you switch districts that are very > strict so people don't get jewed...like California for example. > Does your school have a nonbiased rep you could talk to this about > such as like the equivalent of a union guy etc? > > Hope it works out. Also I did a post today about Discrimination > from Jim in Nebraska and could use feedback too thanks.
Does anybody know what it will take to work in Maryland and Virginia if I have a Texas teaching certificate. I have a Special Education prek-12 self contained certificate, Elementary 1-6, and a Counselor.
Hey all!!! I am studying for the Praxis II(Special Ed) exam--any advice on what books are the best to use in studing for this exam? Or recommend any programs or sites that could help? Thank you SO much in advance!
On 5/23/12, Lynn wrote: > Hey all!!! I am studying for the Praxis II(Special Ed) > exam--any advice on what books are the best to use in > studing for this exam? Or recommend any programs or sites > that could help? Thank you SO much in advance!
I did an interview recently at a dual immersion school for a math & science Spanish teaching job and I thought the initial interview went well, but the guy said the actual classroom evaluation is where it counts and that I had to go the next day to be evaluated by his boss teaching in the classroom for math at a dual immersion school. He did warn me that his boss is very "Detailed" (he rolled his eyes) and can be really picky. They told me to prepare 2 lesson plans, one for math and one for a science class with the math lesson plan scheduled for 10 AM and the science lesson plan scheduled for 2 PM. The times were based on what they could do not by choice; there were other classes for other subjects for other times and it wasn't that big of a school. I was told the class scheduled for the next day could be mostly English because they were older and that their there is more Spanish focus when they are younger, therefore I had to prove that I spoke Spanish fluent enough to use it in the classroom but not necessarily the whole time. I made sure ahead of time what exactly I was going to be evaluated on and proceeded to prepare to do those things.
I had spent the day before asking everything I possibly could and then some to prepare and then spent about 5 or 6 hours after that preparing and doing everything I knew how to do until I went to bed, no tv no break just doing everything I could to overkill and be as badass as I could attempt to be though I knew I wasn't a veteran and was trying to be fine with just getting a stamp of approval and get hired. The whole point of coming to that interview was the phone message I'd gotten the day before was that the guy only had me and one other candidate that even qualified for the position and that there was more than one position available. This influenced me taking work off the day before and everything took so much time on both days that I missed my day job for 2 whole days. Which if I'd known how it would've gone I wouldn't have even bothered...
I've tutored math a lot so it went smoothly and they even told me it was a great job. That was for the 10 AM Math class which I am stronger in Math than Science. I've tutored for about 3 or 4 years now so the subject matter just flows with me on Math...though I don't have ARL for science but that's what they wanted so I decided to give it a shot.
Then I went to prepare for the 2 PM class, though I had my powerpoint presentation and some class interaction activities ready ( which I also did with the Math class ). I was suddenly informed right after the other one that my class was to be entirely in Spanish, which was different from what they'd told me the day before. If I'd been told that then I would've had all the Powerpoints and even the worksheets in Spanish, not English, and that the information I'd been given the day before wasn't right and that teacher who told me that was wrong...all this about 2 hours before the 2nd class room evaluation. I had been given the understanding the day before to have the class about 90/10 or 80/20 in favor of English...not the other way around...I thought I just had to prove I can speak Spanish and use it in the classroom.
I'm fluent Spanish so most of that isn't a big deal but the lesson was planned ahead of time as "How hereditary traits influence how an organism survives in its environment". This means defining terms in both Spanish and English for some of the following vocabulary: gene, chromosome, punnett's squares, Mendeleian genetics, gene therapy, genetic engineering, alleles, meiosis, physical traits, behavioral traits, etc. Even a completely fluent speaker like myself and people native in Spanish might have to do a double take and then take a few minutes before having all of that done, and doing it on the spot how many people could do that, and I DID it. I went through the whole powerpoint and my worksheets to translate the vocabulary and have it ready so that in a couple of hours it'd be ready for the next class.
Then I'm in the teacher's lounge waiting and suddenly one of the other teacher's comes in. It's a pretty girl teacher this time and she says they changed the schedule because of an assembly. But the day before I'd asked and checked with them at least 3 times on the time and I had been under the understanding that if you clarify it that many times it ought to be clear that that was what it's supposed to be.
So she says the schedule has changed and that they want to know if they can move it up a bit from the previously scheduled time. I then ask move up to when? She responds to 'now'. I was a bit surprised, and asked if she meant like in like a few minutes or like now now. She said that the class had started already. This to me was very unfair because I've lost the chance to be prepared and have things setup before I go in, which was my primary line of defense. The class had been sitting outside the classroom in the halls with no around when the girl teacher and I got there with no supervision and they were friendly to me but completely riled up from sitting outside in the hall.
The girl went in with me and I started to setup my preparations. She tried to leave but then I managed to flag her and make sure how and where everything was before she left, but if I hadn't been able to do that I wouldn't have had a chance to even start. By this time the class is rowdy and none of the things I'd planned and used for the other class were usable because there wasn't opportunity to prepare in advance. I had flashcards and was going to give them at the door to each of the kids and have them put their name on them, what they like to do, and something unique about them and help me to interact with them more (which was what I did for the morning class and it helped tons)...I also had been told to make sure the objective was placed on the board but there wasn't enough space on the board in this small classroom for the projector and the whiteboard in this class and then a large number of the kids couldn't even speak Spanish yet I was told I HAD to do the lesson in Spanish. I'd also been told they want to see someone interacting with the class and moving around the room and I did that on both classes. Not only that, but when they stopped to take the kids to the assembly the other regular teacher couldn't even get them to shut up and had to threaten them with disciplinary action and when it was time to leave she and the principal who had come in late also had to threaten to suspend 2 kids. So they themselves couldn’t even control this bunch.
I was then observed by not only the principals's boss for much of the class but the other guy that they were also interviewing for this school also got to come in and watch my class. But I’d been told he was going to be teaching for a different age group earlier…the elementary kids and I would’ve been doing the 8th graders
When the second class was done (6th graders), I was told by the evaluator that yeah I did a pretty good job but that I didn't interact with the class...which was a bunch of crap because the only time I was in front of the room and not in the middle of the kids in a semicircular desk formation was to click the mouse to move the slides on powerpoint. They also said I needed to set the ground rules right from the get go and that was at fault. I did agree with them on that but given the situation of them changing my timetable on the spot it felt like a trap from the beginning because they took away my chance to be professionally setup and greet the kids before they even got in the classroom and control how they settled into the class.
Then I was even more stunned by the guy saying he wasn't going to hire me because a genuine licensee takes precedence over an alternative route to licensure candidate and that they had decided to take the other guy who I'd seen earlier. What's also messed up is the whole time that other guy had a deer in the headlights look and he looked scared and the whole time I was so excited about teaching and grateful that I didn't have that fear and was confident. So it sounds like there wasn't 2 positions like they'd originally said. The principal seemed like he was really trying to help me and it seemed like he wanted me to have the spot but his boss and the way things were changed up felt like a power play maybe between the 2 of them at my expense and doesn't feel right. Or maybe the whole time it was just a good cop bad cop routine. When I went to leave I chatted with him for a few minutes and then another teacher came up and I spoke with both her and him for a few minutes. She asked how it went and I joked that they threw me in a room with a bunch of Satan’s clones and she then laughed and said, oh they put you in the 6th grade room huh?. Why is it she automatically thought correlated that particular group with being the spawn of Satan unless everyone knew the class they’d thrown me into was purposefully the worst class in the school? The other guy wasn’t given the 6th graders from hell…and I was…
They are human and trying to just live but I don't like how that was done at all. I have been trying to get into teaching for 4 years now and hardly even get a chance at interviews and my resume is pretty impressive but mostly non-teaching. I had another interview last year at a different school where a teacher in the same subject interfered with my interview and because of it I didn’t get that position but probably would’ve otherwise. What the heck, if speak 4 languages, and have a bachelor’s degree with approval for alternative route of certification why the heck is it like going to war just to into teaching?
The principal told me to email him back in a week and he’d try to get the other guy to work with me, which I appreciate but I don’t know if he’s just saying that to close the door nicely at this point. By chance anyone who knows me sees this I've put a fake name and fake state to protect my privacy.
On 5/24/12, Jim from Nebraska** wrote: > So I am really confused and need advice. I applied for a > teaching license through my state (not Maryland)for math > teaching and business teaching through my state's > Alternative Route to Licensure program. I was granted the > license provisionally...which means the next step was I had > to find a job and after that I take a few more classes...I'm > also going to have elementary education added to it by > August in addition to the above and speak 4 > languages...though I'm not as fluent in Japanese and > Vietnamese as I am in Spanish...I wouldn't be comfortable > teaching them but I can do Spanish fine. If I talk with > someone in the other languages they often think I'm fluent > but if it gets technical then sometimes I have to slow down > and get lost. > > I did an interview recently at a dual immersion school for a > math & science Spanish teaching job and I thought the > initial interview went well, but the guy said the actual > classroom evaluation is where it counts and that I had to go > the next day to be evaluated by his boss teaching in the > classroom for math at a dual immersion school. He did warn > me that his boss is very "Detailed" (he rolled his eyes) and > can be really picky. They told me to prepare 2 lesson plans, > one for math and one for a science class with the math > lesson plan scheduled for 10 AM and the science lesson plan > scheduled for 2 PM. The times were based on what they could > do not by choice; there were other classes for other > subjects for other times and it wasn't that big of a school. > I was told the class scheduled for the next day could be > mostly English because they were older and that their there > is more Spanish focus when they are younger, therefore I had > to prove that I spoke Spanish fluent enough to use it in the > classroom but not necessarily the whole time. I made sure > ahead of time what exactly I was going to be evaluated on > and proceeded to prepare to do those things. > > I had spent the day before asking everything I possibly > could and then some to prepare and then spent about 5 or 6 > hours after that preparing and doing everything I knew how > to do until I went to bed, no tv no break just doing > everything I could to overkill and be as badass as I could > attempt to be though I knew I wasn't a veteran and was > trying to be fine with just getting a stamp of approval and > get hired. The whole point of coming to that interview was > the phone message I'd gotten the day before was that the guy > only had me and one other candidate that even qualified for > the position and that there was more than one position > available. This influenced me taking work off the day before > and everything took so much time on both days that I missed > my day job for 2 whole days. Which if I'd known how it > would've gone I wouldn't have even bothered... > > I've tutored math a lot so it went smoothly and they even > told me it was a great job. That was for the 10 AM Math > class which I am stronger in Math than Science. I've tutored > for about 3 or 4 years now so the subject matter just flows > with me on Math...though I don't have ARL for science but > that's what they wanted so I decided to give it a shot. > > Then I went to prepare for the 2 PM class, though I had my > powerpoint presentation and some class interaction > activities ready ( which I also did with the Math class ). I > was suddenly informed right after the other one that my > class was to be entirely in Spanish, which was different > from what they'd told me the day before. If I'd been told > that then I would've had all the Powerpoints and even the > worksheets in Spanish, not English, and that the information > I'd been given the day before wasn't right and that teacher > who told me that was wrong...all this about 2 hours before > the 2nd class room evaluation. I had been given the > understanding the day before to have the class about 90/10 > or 80/20 in favor of English...not the other way around...I > thought I just had to prove I can speak Spanish and use it > in the classroom. > > I'm fluent Spanish so most of that isn't a big deal but the > lesson was planned ahead of time as "How hereditary traits > influence how an organism survives in its environment". This > means defining terms in both Spanish and English for some of > the following vocabulary: gene, chromosome, punnett's > squares, Mendeleian genetics, gene therapy, genetic > engineering, alleles, meiosis, physical traits, behavioral > traits, etc. Even a completely fluent speaker like myself > and people native in Spanish might have to do a double take > and then take a few minutes before having all of that done, > and doing it on the spot how many people could do that, and > I DID it. I went through the whole powerpoint and my > worksheets to translate the vocabulary and have it ready so > that in a couple of hours it'd be ready for the next class. > > Then I'm in the teacher's lounge waiting and suddenly one of > the other teacher's comes in. It's a pretty girl teacher > this time and she says they changed the schedule because of > an assembly. But the day before I'd asked and checked with > them at least 3 times on the time and I had been under the > understanding that if you clarify it that many times it > ought to be clear that that was what it's supposed to be. > > So she says the schedule has changed and that they want to > know if they can move it up a bit from the previously > scheduled time. I then ask move up to when? She responds to > 'now'. I was a bit surprised, and asked if she meant like in > like a few minutes or like now now. She said that the class > had started already. This to me was very unfair because I've > lost the chance to be prepared and have things setup before > I go in, which was my primary line of defense. The class had > been sitting outside the classroom in the halls with no > around when the girl teacher and I got there with no > supervision and they were friendly to me but completely > riled up from sitting outside in the hall. > > The girl went in with me and I started to setup my > preparations. She tried to leave but then I managed to flag > her and make sure how and where everything was before she > left, but if I hadn't been able to do that I wouldn't have > had a chance to even start. By this time the class is rowdy > and none of the things I'd planned and used for the other > class were usable because there wasn't opportunity to > prepare in advance. I had flashcards and was going to give > them at the door to each of the kids and have them put their > name on them, what they like to do, and something unique > about them and help me to interact with them more (which was > what I did for the morning class and it helped tons)...I > also had been told to make sure the objective was placed on > the board but there wasn't enough space on the board in this > small classroom for the projector and the whiteboard in this > class and then a large number of the kids couldn't even > speak Spanish yet I was told I HAD to do the lesson in > Spanish. I'd also been told they want to see someone > interacting with the class and moving around the room and I > did that on both classes. Not only that, but when they > stopped to take the kids to the assembly the other regular > teacher couldn't even get them to shut up and had to > threaten them with disciplinary action and when it was time > to leave she and the principal who had come in late also had > to threaten to suspend 2 kids. So they themselves couldn’t > even control this bunch. > > I was then observed by not only the principals's boss for > much of the class but the other guy that they were also > interviewing for this school also got to come in and watch > my class. But I’d been told he was going to be teaching for > a different age group earlier…the elementary kids and I > would’ve been doing the 8th graders > > When the second class was done (6th graders), I was told by > the evaluator that yeah I did a pretty good job but that I > didn't interact with the class...which was a bunch of crap > because the only time I was in front of the room and not in > the middle of the kids in a semicircular desk formation was > to click the mouse to move the slides on powerpoint. They > also said I needed to set the ground rules right from the > get go and that was at fault. I did agree with them on that > but given the situation of them changing my timetable on the > spot it felt like a trap from the beginning because they > took away my chance to be professionally setup and greet the > kids before they even got in the classroom and control how > they settled into the class. > > Then I was even more stunned by the guy saying he wasn't > going to hire me because a genuine licensee takes precedence > over an alternative route to licensure candidate and that > they had decided to take the other guy who I'd seen earlier. > What's also messed up is the whole time that other guy had a > deer in the headlights look and he looked scared and the > whole time I was so excited about teaching and grateful that > I didn't have that fear and was confident. So it sounds like > there wasn't 2 positions like they'd originally said. > The principal seemed like he was really trying to help me > and it seemed like he wanted me to have the spot but his > boss and the way things were changed up felt like a power > play maybe between the 2 of them at my expense and doesn't > feel right. Or maybe the whole time it was just a good cop > bad cop routine. > When I went to leave I chatted with him for a few minutes > and then another teacher came up and I spoke with both her > and him for a few minutes. She asked how it went and I joked > that they threw me in a room with a bunch of Satan’s clones > and she then laughed and said, oh they put you in the 6th > grade room huh?. Why is it she automatically thought > correlated that particular group with being the spawn of > Satan unless everyone knew the class they’d thrown me into > was purposefully the worst class in the school? The other > guy wasn’t given the 6th graders from hell…and I was… > > They are human and trying to just live but I don't like how > that was done at all. I have been trying to get into > teaching for 4 years now and hardly even get a chance at > interviews and my resume is pretty impressive but mostly > non-teaching. I had another interview last year at a > different school where a teacher in the same subject > interfered with my interview and because of it I didn’t get > that position but probably would’ve otherwise. What the > heck, if speak 4 languages, and have a bachelor’s degree > with approval for alternative route of certification why the > heck is it like going to war just to into teaching? > > The principal told me to email him back in a week and he’d > try to get the other guy to work with me, which I appreciate > but I don’t know if he’s just saying that to close the door > nicely at this point. By chance anyone who knows me sees > this I've put a fake name and fake state to protect my privacy.
They probably should have told you this from the onset and saved you the trouble.
On 8/09/12, Anon wrote: > Almost sounds like a pre-select - they know who they want but > are required to interview so many anyway > > On 5/24/12, Jim from Nebraska** wrote: >> So I am really confused and need advice. I applied for a >> teaching license through my state (not Maryland)for math >> teaching and business teaching through my state's >> Alternative Route to Licensure program. I was granted the >> license provisionally...which means the next step was I had >> to find a job and after that I take a few more classes...I'm >> also going to have elementary education added to it by >> August in addition to the above and speak 4 >> languages...though I'm not as fluent in Japanese and >> Vietnamese as I am in Spanish...I wouldn't be comfortable >> teaching them but I can do Spanish fine. If I talk with >> someone in the other languages they often think I'm fluent >> but if it gets technical then sometimes I have to slow down >> and get lost. >> >> I did an interview recently at a dual immersion school for a >> math & science Spanish teaching job and I thought the >> initial interview went well, but the guy said the actual >> classroom evaluation is where it counts and that I had to go >> the next day to be evaluated by his boss teaching in the >> classroom for math at a dual immersion school. He did warn >> me that his boss is very "Detailed" (he rolled his eyes) and >> can be really picky. They told me to prepare 2 lesson plans, >> one for math and one for a science class with the math >> lesson plan scheduled for 10 AM and the science lesson plan >> scheduled for 2 PM. The times were based on what they could >> do not by choice; there were other classes for other >> subjects for other times and it wasn't that big of a school. >> I was told the class scheduled for the next day could be >> mostly English because they were older and that their there >> is more Spanish focus when they are younger, therefore I had >> to prove that I spoke Spanish fluent enough to use it in the >> classroom but not necessarily the whole time. I made sure >> ahead of time what exactly I was going to be evaluated on >> and proceeded to prepare to do those things. >> >> I had spent the day before asking everything I possibly >> could and then some to prepare and then spent about 5 or 6 >> hours after that preparing and doing everything I knew how >> to do until I went to bed, no tv no break just doing >> everything I could to overkill and be as badass as I could >> attempt to be though I knew I wasn't a veteran and was >> trying to be fine with just getting a stamp of approval and >> get hired. The whole point of coming to that interview was >> the phone message I'd gotten the day before was that the guy >> only had me and one other candidate that even qualified for >> the position and that there was more than one position >> available. This influenced me taking work off the day before >> and everything took so much time on both days that I missed >> my day job for 2 whole days. Which if I'd known how it >> would've gone I wouldn't have even bothered... >> >> I've tutored math a lot so it went smoothly and they even >> told me it was a great job. That was for the 10 AM Math >> class which I am stronger in Math than Science. I've tutored >> for about 3 or 4 years now so the subject matter just flows >> with me on Math...though I don't have ARL for science but >> that's what they wanted so I decided to give it a shot. >> >> Then I went to prepare for the 2 PM class, though I had my >> powerpoint presentation and some class interaction >> activities ready ( which I also did with the Math class ). I >> was suddenly informed right after the other one that my >> class was to be entirely in Spanish, which was different >> from what they'd told me the day before. If I'd been told >> that then I would've had all the Powerpoints and even the >> worksheets in Spanish, not English, and that the information >> I'd been given the day before wasn't right and that teacher >> who told me that was wrong...all this about 2 hours before >> the 2nd class room evaluation. I had been given the >> understanding the day before to have the class about 90/10 >> or 80/20 in favor of English...not the other way around...I >> thought I just had to prove I can speak Spanish and use it >> in the classroom. >> >> I'm fluent Spanish so most of that isn't a big deal but the >> lesson was planned ahead of time as "How hereditary traits >> influence how an organism survives in its environment". This >> means defining terms in both Spanish and English for some of >> the following vocabulary: gene, chromosome, punnett's >> squares, Mendeleian genetics, gene therapy, genetic >> engineering, alleles, meiosis, physical traits, behavioral >> traits, etc. Even a completely fluent speaker like myself >> and people native in Spanish might have to do a double take >> and then take a few minutes before having all of that done, >> and doing it on the spot how many people could do that, and >> I DID it. I went through the whole powerpoint and my >> worksheets to translate the vocabulary and have it ready so >> that in a couple of hours it'd be ready for the next class. >> >> Then I'm in the teacher's lounge waiting and suddenly one of >> the other teacher's comes in. It's a pretty girl teacher >> this time and she says they changed the schedule because of >> an assembly. But the day before I'd asked and checked with >> them at least 3 times on the time and I had been under the >> understanding that if you clarify it that many times it >> ought to be clear that that was what it's supposed to be. >> >> So she says the schedule has changed and that they want to >> know if they can move it up a bit from the previously >> scheduled time. I then ask move up to when? She responds to >> 'now'. I was a bit surprised, and asked if she meant like in >> like a few minutes or like now now. She said that the class >> had started already. This to me was very unfair because I've >> lost the chance to be prepared and have things setup before >> I go in, which was my primary line of defense. The class had >> been sitting outside the classroom in the halls with no >> around when the girl teacher and I got there with no >> supervision and they were friendly to me but completely >> riled up from sitting outside in the hall. >> >> The girl went in with me and I started to setup my >> preparations. She tried to leave but then I managed to flag >> her and make sure how and where everything was before she >> left, but if I hadn't been able to do that I wouldn't have >> had a chance to even start. By this time the class is rowdy >> and none of the things I'd planned and used for the other >> class were usable because there wasn't opportunity to >> prepare in advance. I had flashcards and was going to give >> them at the door to each of the kids and have them put their >> name on them, what they like to do, and something unique >> about them and help me to interact with them more (which was >> what I did for the morning class and it helped tons)...I >> also had been told to make sure the objective was placed on >> the board but there wasn't enough space on the board in this >> small classroom for the projector and the whiteboard in this >> class and then a large number of the kids couldn't even >> speak Spanish yet I was told I HAD to do the lesson in >> Spanish. I'd also been told they want to see someone >> interacting with the class and moving around the room and I >> did that on both classes. Not only that, but when they >> stopped to take the kids to the assembly the other regular >> teacher couldn't even get them to shut up and had to >> threaten them with disciplinary action and when it was time >> to leave she and the principal who had come in late also had >> to threaten to suspend 2 kids. So they themselves couldn’t >> even control this bunch. >> >> I was then observed by not only the principals's boss for >> much of the class but the other guy that they were also >> interviewing for this school also got to come in and watch >> my class. But I’d been told he was going to be teaching for >> a different age group earlier…the elementary kids and I >> would’ve been doing the 8th graders >> >> When the second class was done (6th graders), I was told by >> the evaluator that yeah I did a pretty good job but that I >> didn't interact with the class...which was a bunch of crap >> because the only time I was in front of the room and not in >> the middle of the kids in a semicircular desk formation was >> to click the mouse to move the slides on powerpoint. They >> also said I needed to set the ground rules right from the >> get go and that was at fault. I did agree with them on that >> but given the situation of them changing my timetable on the >> spot it felt like a trap from the beginning because they >> took away my chance to be professionally setup and greet the >> kids before they even got in the classroom and control how >> they settled into the class. >> >> Then I was even more stunned by the guy saying he wasn't >> going to hire me because a genuine licensee takes precedence >> over an alternative route to licensure candidate and that >> they had decided to take the other guy who I'd seen earlier. >> What's also messed up is the whole time that other guy had a >> deer in the headlights look and he looked scared and the >> whole time I was so excited about teaching and grateful that >> I didn't have that fear and was confident. So it sounds like >> there wasn't 2 positions like they'd originally said. >> The principal seemed like he was really trying to help me >> and it seemed like he wanted me to have the spot but his >> boss and the way things were changed up felt like a power >> play maybe between the 2 of them at my expense and doesn't >> feel right. Or maybe the whole time it was just a good cop >> bad cop routine. >> When I went to leave I chatted with him for a few minutes >> and then another teacher came up and I spoke with both her >> and him for a few minutes. She asked how it went and I joked >> that they threw me in a room with a bunch of Satan’s clones >> and she then laughed and said, oh they put you in the 6th >> grade room huh?. Why is it she automatically thought >> correlated that particular group with being the spawn of >> Satan unless everyone knew the class they’d thrown me into >> was purposefully the worst class in the school? The other >> guy wasn’t given the 6th graders from hell…and I was… >> >> They are human and trying to just live but I don't like how >> that was done at all. I have been trying to get into >> teaching for 4 years now and hardly even get a chance at >> interviews and my resume is pretty impressive but mostly >> non-teaching. I had another interview last year at a >> different school where a teacher in the same subject >> interfered with my interview and because of it I didn’t get >> that position but probably would’ve otherwise. What the >> heck, if speak 4 languages, and have a bachelor’s degree >> with approval for alternative route of certification why the >> heck is it like going to war just to into teaching? >> >> The principal told me to email him back in a week and he’d >> try to get the other guy to work with me, which I appreciate >> but I don’t know if he’s just saying that to close the door >> nicely at this point. By chance anyone who knows me sees >> this I've put a fake name and fake state to protect my privacy.