Get Schooled

By Ernest

September 22, 2006 01:16 PM | Link to this

Doing the math, it seems as though each ‘Master Teacher’ would get an additional $12,500. Is that a one time bonus or a true bump in salary?

We’ve blogged before about the need for a separate career path that compensates good classroom teachers equivalent to what they might get working in the central office. We talk about ‘brain drain/bright flight’ when it comes to students leaving neighborhood schools for magnet programs. What about the impact of ‘teacher flight’ for reasons of compensation? Maybe this is a start but I need more information before passing judgment.

By Recently Retired

September 22, 2006 01:17 PM | Link to this

Interesting that the governor’s letter states that the Master Teachers may become Academic Coaches, and that they may receive additional pay for that position. So once again, your reward for being recognized as an outstanding teacher is to be given additional duties, plus still being responsible for your students’ academic needs. It is wonderful that some teachers are being recognized for their hard work. But if the governor thinks this recognition will keep a teacher in the classroom, I think not. More work for being good at what you do.

By JustMe

September 22, 2006 03:18 PM | Link to this

I was approached to be a Master Teacher, but I declined. We were not offered the $12,500 as pay. The cost mentioned in the blog is to pay for substitute teachers to cover our classes we, the Master Teacher, goes to other schools and class rooms as a “coach.”

I saw this as doing a ton of extra work on my part for very little reward. In addition, I did not feel that it would be fair to my students.

By EducatorX3

September 22, 2006 03:35 PM | Link to this

I think recognizing classroom teachers for being masters of their craft is a great idea. I just think that there should be other measures in addition to the results of standardized tests used to determine “master status.”

The application considers the standardized test scores of a teacher’s students over the last three years. My last three years in the classroom were spent teaching gifted students. Their test scores were high long before they ever came to my classroom. Do their scores prove that I am a master of my craft? There is mention in the application of demonstrating student gains…again, in the gifted classroom where students are already in the 98%ile, they aren’t going to make gains. So, does this mean that I am NOT a master teacher? Can I use the same scores to demonstrate both? Absolutely!

I certainly don’t believe that the National Board of Professional Teaching Standards process is perfect - believe me, we have managed to make a mockery of that process in Georgia! (but that is conversation for another blog! but that process does take many things beyond test scores into consideration. It appears that the Master Teacher program is leaving out some very important considerations and evidence of good teaching.

A master teacher not only teachs her students but she helps them to “undercover” knowledge and reach true understanding. Increasing scores on a standardized test is not the focus of instruction but is the natural consequence of teaching for understanding. A master teacher helps students to make connections between the knowledge gained in school and the real life application of that knowledge. A master teacher recognizes that not all students learn the same way or at the same pace and makes adjustments in instruction to ensure the that all students have the opportunity to learn.

Don’t get me wrong…we are at least taking some steps toward something positive. I just don’t see this as the final step!

By master of what

September 22, 2006 03:44 PM | Link to this

When I investigated the master teacher process, I discovered that the only thing one needed to master was the ability to waste hours filling out paperwork with test scores that I may or may not have had any effect on. This is another sounds-good waste of time exercise in smoke-blowing that means absolutely nothing.

By AtlantaTeacherAW

September 22, 2006 03:51 PM | Link to this

Is there a reason why no high school teachers, and no teachers from Fulton County were chosen? Seems odd, unless if there’s some criteria that I’m missing.

By Vicki

September 22, 2006 04:11 PM | Link to this

AtlantaTeacherAW - I was wondering the samething…. We have some excellent teachers in our cluster.

By Janine

September 22, 2006 04:42 PM | Link to this

The number of teachers who applied [900] seems low to me. I am guessing there may be two reasons. First, as others have said, there is a lot of extra work for very little compensation. But also important is extra paperwork one has to do to apply. I know that many teachers who are chosen Teacher of the Year at their individual school, never complete the huge amount of paperwork one has to submit in order to compete for county and/or state Teacher of the Year. Good teachers have very little extra time and don’t choose to spend what little they have chasing a title that means very little and for which, in most cases, there is no monetary reward

By Ernest

September 22, 2006 05:18 PM | Link to this

Good points, Janine! Given what’s been posted thus far, what is the motivation for a good teacher to pursue this? Is it the recognition one would get from being named a Master Teacher? No disrespect, but I’d think one of the greatest motivators the state could provide is more money. I realize not all teachers are motivated by money but at the end of the day, recognition doesn’t help pay the bills…..

By SET

September 22, 2006 06:04 PM | Link to this

2.5 Million is a lot of money. It would have been better spent in developing software to do more internet school functions, including internet classes for high schools.

By jim d

September 25, 2006 10:00 AM | Link to this

I’m not up to speed on this program, but If I do understand parts of it I have a few questions.

I question the “three years’ experience” requirement.

I’m confident that in some cases it may be enough but how do some of you 15-20 veterans of the classroom feel about this requirement? Is it enough?

I also question how this will entice any of our truly best teachers to want to teach in schools that have been labeled as failing?

I may be wrong, but with money involved, I question if this program won’t become a deterrent to improving failing schools by keeping some of our best in higher performing schools?

By jim d

September 25, 2006 10:13 AM | Link to this

Patti,

Where can we find more information about this program?

Are teachers recognized in a particular subject matter for both high school and elementary schools or might we eventually find a master in one subject mentoring teachers of other subject matters?

By V for Vendetta

September 25, 2006 10:31 AM | Link to this

Sounds like just another useless way to identify teachers to me. What’s the point of advanced titles or names when there is no reward attached to them? I’m not saying that there are not people out there who teach for the simple joy of helping children, but children’s joy doesn’t pay the bills and many of us have children of our own.

Food for thought: I have a friend who works in the MIS dept. (that’s with computers!) for one of the metro counties. He makes more than my wife and I do combined because they have to pay him “competitively” based on what he would make in the “real world”. So basically he is twice as important monetarily than many teachers are. Interesting… .

By jim d

September 25, 2006 10:47 AM | Link to this

V,

According to this press release, pay increases may be on the horizon.

http://gov.state.ga.us/press/2006/press1267.shtml

But it does raise another issue.

If Master teachers are released from teaching duties part of the day to mentor. What are the projected costs to hire additional teachers to fill the gaps? Who will be funding it? and most importantly, with our current teacher shortages being reported around the state, where will they come from?

By jim d

September 25, 2006 10:53 AM | Link to this

Patti,

to answer my own question.

It appears the plan is that teachers would become masters in specific subjects. I can’t help but wonder how that will affect Elementary school teachers that gain master status and then mentor in other classes? Will teaching of specific subjects have to be altered in classrooms to accomodate the mentors ability to be available?

By CiCi4

September 26, 2006 02:38 PM | Link to this

Last spring I served on the committee that rated the applications for the Academic Coach programs. The way it was explained to us was that the state would determine the specific area of need and schools in Needs Improvement status would be eligible to apply. Only Master Teachers could serve as academic coaches.

This year the area of need was Math/Science in middle and high schools. So all those elementary teachers have another claim to fame, but can’t do anything with it.

Overall, I thought the program was a good idea. Schools were to show in their applications how the programs would be implemented. Of course this varied widely.