Get Schooled

By JustMe

November 21, 2006 08:13 AM | Link to this

Honestly, it is hit or miss.

Sometimes, we are told to order anything and everything. Then we get nothing.

Sometimes, we are told to order anything and everything. Then we really do get most of it.

Sometimes, we are told to order a limited amount. Then we get nothing.

Sometimes, we are told to order a limited amount. Then we get more than we ordered.

It is as if the order we place has nothing to do with a what we actually get.

By KA

November 21, 2006 08:19 AM | Link to this

If your school has a good PTA, then ask if they can buy the maps. We had our teachers submit wish lists at the end of each year for the next school year. Then those items were included when we were planning the budget for the next year and the fundraising activities to support our projects and purchases.

By teach1

November 21, 2006 08:41 AM | Link to this

On the flip side, I had a staff member come in my classroom the other day and ask if I had a white projection screen. I told them no and I didn’t need one becasue I project onto my white board and then students can write on the board which is easier to reach for the little ones. I was told - oh well everyone is getting one. What a waste of money for something I will not use and who knows how many other teachers feel the same way at this school.

By teach1

November 21, 2006 08:53 AM | Link to this

Please excuse the typo “because”

By OldSchool

November 21, 2006 09:14 AM | Link to this

My program gets a set amount to spend on consumables. Over the years the amount has been cut while prices go up. Each spring we are asked for an equipment/instructional needs list with prices & shipping. Most of the time we get the smaller items. Big ticket needs are handled out of some other monies and most often we don’t get those.

I guess I’m pretty lucky to have some autonomy over my instructional account although $135 for each set of printer cartridges can eat up a budget pretty fast.

Not as much red tape down here, especially if you ask for supplies that will directly benefit athletics.

By Mike K.

November 21, 2006 09:19 AM | Link to this

Forgive my upcoming naive questions/comments. Isn’t that an example of too much bureaucracy in the school systems? I mean, half of the state budget goes towards education, and these pinheads can’t even deliver with maps???

I think one of the best things K/Cathy Cox can do would be to have an independent audit for each school system to eliminate the unnecessary buereaucrats.

By Someone, Somewhere

November 21, 2006 09:30 AM | Link to this

There once was a website where you could go and get the salary of any state employee…

2 questions: 1. Would local Superintendents be on that list? 2. How do I go about finding the salary of my local Superintendent?

I ask this because an End Game is coming between me and the local Superintendent, and I’m pretty sure that I can prove the corruption that I know exists.

(Though, as someone close to me recently put it: “Small town? Corruption? NOO! It couldn’t POSSIBLY be! -DRIPPING sarcasm there-)

By Lee

November 21, 2006 09:35 AM | Link to this

I noticed last night that our semi-rural, small county school system had placed an ad on a billboard. Sorta ironic in that my wife and I were going to Walmart to buy some things for her classroom.

::sigh::

By JustMe

November 21, 2006 09:47 AM | Link to this

The funniest incident that happened to me was….

I needed some dry erase markers and erasers. That is all that I ordered because that is all that I needed.

What did I get? I got 20 boxes of paper clips and 20 boxes of scotch tape.

Oh well.

By luvs2teach

November 21, 2006 09:57 AM | Link to this

My county is decent when it comes to money for supplies, but of course it seems like it’s never enough - particularly for a science class.

There is some red tape and paperwork involved of course, and it does seem like the purchasing rules change some from year to year (depending on budgets and bids).

Sometimes, if the money amount is small enough, I just buy the supplies myself and save the time I would’ve spent with the paperwork.

If I were to add up how often I do that through the year though….

By Reader

November 21, 2006 10:56 AM | Link to this

As a school media specialist, I administer my own budget. I gather wish lists from teachers and suggestions from students, study the curriculum, use my memory — then try to stretch the money as much as I can. Books, periodicals, vidoes, equipment, software and technical support, repair supplies all have to be covered. Our allotment from the state is roughly $10 per student. Not much, when you look at the cost of all we need, and in the middle of a curriculum change.

Because I do have a budget, I did notice those austerity cuts right away. Even with that, so much depends on the school principal. My first one always went to bat for me. If surprise money appeared, she made sure some went to the library. That makes such a difference. Classroom teachers might try something I do: always keep a wish list ready. Include a phrase describing how you would use this item for intruction. Even post it conspicuously. Give a copy to your administrator every year in early spring, when money is being divvied up for the next school year. Every time someone in authority announces a grant, a SPLOST or some other source of money, give them a copy of your list. Sqeaky wheels at least get remembered!

By jim dumond

November 21, 2006 12:41 PM | Link to this

Yep, here’s where teachers really get screwed.

Retired administrative personel being hired back in at outrageous salaries as part time consultants, Contracts for millions of dollars being awarded without competitive bids, Administrative staff with unlimited expense accounts. My God, eliminating the corruption and waste in a billion dollar a year budget would not only provide teachers ample materials to work with but a handsome raise as well.

By jim dumond

November 21, 2006 12:48 PM | Link to this

Mike K,

Maybe something for Sonny’s do list? Call for state audits of every school system.

By sue

November 21, 2006 12:49 PM | Link to this

As a parent, I am always looking for gift ideas for teachers. I don’t want to give, yet another, apple shaped candy dish, or bottle of bubble bath (who ever really has time to take a bubble bath, anyway?).

It would be nice if teachers had a posted wish list of classroom supplies. One year, my son’s middle school “team” sent home a letter stating that they don’t want presents during the holidays, but if the parents wanted to make donations of tissues, hand sanitizer, pencils, or copy paper, they would be appreciated. Perhaps maps, or gift certificates to office supply stores could be added to a letter like that (When he was in elementary school, I always gave books for the classroom).

By jim dumond

November 21, 2006 12:50 PM | Link to this

KA,

Don’t you think it would be more prudent to eliminate waste?

By AFather

November 21, 2006 01:15 PM | Link to this

Someone Somewhere, I think they removed that list from the net althought it’s supposed to be publicly accessible. Maybe they made the link hidden someplace. I think the powers that be decided it wasn’t a good idea to show the salaries of the lazy rascals. I’m sure it caused some eyes to raise among employees. Futhermore, it showed all the names of the bureauracy of hiring relatives in the system.

By b. white

November 21, 2006 01:17 PM | Link to this

Teachers at my school do not get any money. Per pupil money is spent for things that are not used by the students - flowers in the front of the school, banquets, etc. Who do you complain to?

By jim dumond

November 21, 2006 01:24 PM | Link to this

Sorry folks, I stuck this one on the wrong blog so I’m reposting it.

Teachers low expectations being displayed on this blog for having the tools they need to perform their job just really amazes me.

Folks, you can’t fix a car without the right tools, you can’t build a house without the proper tool and you sure as hell can’t teach without adequate tools. DEMAND THE TOOLS

By OldSchool

November 21, 2006 02:03 PM | Link to this

There is indeed a website where you can take a gander at salaries. I can’t remember it exactly but you can google it (like I did). Just google Georgia State employee salaries. The State’s auditor site will be there. I think it starts with www.audit.ga.something or other. It’s out there, seek and ye shall find.

By the real EW

November 21, 2006 02:12 PM | Link to this

I spent over $500.00 this summer for my classroom, and I used my $100.00 get ‘my vote Sonny card” for a printer and paper because my school limits paper and printing.

Jim D, I just placed an order with my principal, she came back to me and asked me why I needed these things. The most elaborate thing I had on the list was an electric pencil sharpener (the old one keeps breaking) and she told me that I should have supplies from last year. Yeah right. BUT for the last month we have had consultant after consultant come in walk our rooms and tell us about learning focused strategies - now I wonder how much they cost to come in and tell me I need an essential question and word wall.

By JustMe

November 21, 2006 03:29 PM | Link to this

I wish Cox would establish budget requirements for all school systems in GA. For example, she could say that at least 65% of a school system buget be spent on teacher salaries, 15% of the school system budget be spent on classroom supplies, and so on. By doing this, the state could help reduce the wasteful spending of consultants. For example, she could set a limit of a maximum of 1% of the school system budget be spent on outside consultants.

Sound too good to be true?

By Mike K.

November 21, 2006 03:50 PM | Link to this

OldSchool, I just did that Google search and found the same website. It’s somewhat tedious, but you can get quite a bit of salary info there. Like Cobb County’s Super, who make over $220k last year. They also have a section for Deputy/Associate/Assistant/Area Supers. Cobb County has 16 of those, and 9 make over $100k a year. Does Cobb really need that many junior Superintendents?

By Really?

November 21, 2006 04:13 PM | Link to this

https://www.audits.state.ga.us/esa/index.html

This is the first page for the links. Answer the questions and it will eventually allow you to choose your county.

Please remember that auditing each county isn’t going to be free either. While it sounds like it’s going to bring “accountablity,” it’s going to be pricey and of no immediate use in the classroom.

By Mike K.

November 21, 2006 04:29 PM | Link to this

Really? you bring up a good point. I don’t know how much it would cost for an audit, nor do I know if all the county school systems need one. But I do know that a great deal of our state budget goes to education and frankly I don’t know if we’re getting our money’s worth.

For example: Is there a reason why we have 2 separate school systems for Cobb County and Marietta? Is that really necessary for 2006? Why not just combine the 2 systems?

By lovelyliz

November 21, 2006 04:44 PM | Link to this

Isn’t it ironic that schools can fully fund football and basketball programs, but ask them to provide necessary supplies for the classroom teacher and the answer is usually when we get the funding which is code word for if you need it now pay for it out of pocket.

By Really?

November 21, 2006 04:58 PM | Link to this

Lovelyliz,

The funding for athletics isn’t really from the same pot. The system probably ponies up for coaching salaries and transportation, but the rest of what you need to be “fully funded” probably comes from a share of ticket sales and booster clubs. It may be sad that as a culture we work that way and pay for athletics rather than school supplies, but the districts don’t especially have their priorities messed up.

Mike K. You could probably tell a lot about where the money was going if you looked at the documents that already exist. Most districts do give out some information about how the money is spent. It may not be available is as helpful as form as we want, but since their public funds, I suspect a lot is already available if you know where to look. In my county, I’d start with the school system website.

If the folks in Marietta want to join the Cobb system, I’m sure the voters could put pressure on the school boards to combine. However, my guess is that isn’t what most Marietta City voters want. The responsiveness that they probably get from their board is greater than they could expect from the Cobb County board. Think about the McEachern redistricting nightmare, and then ask youself if you had a way to have your own school system, wouldn’t you do it?

Aren’t only the tax payers in Marietta City getting taxed for the city schools?

By lovelyliz

November 21, 2006 05:14 PM | Link to this

Unless they have hugh stadiums and lots of corporate sponsors, most athletics departments actually cost the schools more $$$ than they bring in. I am not saying that sports aren’t important, but when it comes to financial support from the disctrict this department, especially boys football, gets more than it’s share.

You are right about it not coming from the same pot, but it is the school board and adminstration who decides which pots get funded in the first place.

By luvs2teach

November 21, 2006 05:35 PM | Link to this

Sue - like you I always gave books to my children’s elementary school classrooms - that’s a gift that “keeps on giving” and teachers really appreciate it.

I love the idea of having a “wish list” of suuplies, or of parents giving their children’s teacher gift card to office depot/max/walmart. At the middle school level, gift giving does tend to drop off - I know my personal children didn’t want to get gifts for all their teachers. Maybe teams could request team gifts of basic supplies so stuents and parents wouldn’t feel the need to buy for everyone.

As a parent and a taxpayer, it does concern me to hear that my children don’t get the supplies they need to conduct a lesson (maps, science supplies). It also bothers me as a parent who buys her children their needed supplies, that money has to be stretched thin enough to buy supplies for parents who won’t (not can’t - that’s a whole different issue and I contribute to my church’s annual school supply drive for that).

By Becky Mattix

November 21, 2006 08:52 PM | Link to this

I am in Walton County Schools and we do not even have enough math and science books to go around for our kids, yet, we give our superintendent a nice raise,buy fingerprint timeclocks to put in all of our schools, we have bathroom door stalls hanging off their hinges and etc. Now he wants the board to approve a multi-functional sports facility at one of our high schools. some good steward of our money.

By Becky Mattix

November 21, 2006 08:57 PM | Link to this

we do have state audits for each school system Contact Russell W. Hinton - State Auditor for Ga. schools 404-656-2182 Ronnie Watson

By Becky Mattix

November 21, 2006 09:00 PM | Link to this

I will post this each chance I get:

For teachers:

www.theteachersadvocate.com

By Really?

November 21, 2006 09:06 PM | Link to this

Lovelyliz,

Well to some degree the local board does decide with pots to fund, but really, if you look into high school athletics, I think you will be surprised at how little athletic money comes from the county funds.

Sure if you include facilities, it’s a lot if anything has been built in the last five or even ten years, but most of the facilities are PE facilities too. (and a surprising number were built by booster clubs)

Beyond facilities, the county probably pays the coaches supplements and the transportation costs.

I’d say almost all systems put in more money to athletics that they get back, seeing as they don’t get anything back, other than the opportunites for kids to play in high level programs.

Even at the high schools with sponsorships, the money goes to the booster clubs or athletic department funds directly, not to the school.

By Teacher's Kid

November 22, 2006 08:27 AM | Link to this

This is yet one more reason why teachers in the southeast need to unionize. Ask any teacher who has taught in the public school systems in NY or PA where most of the public school teachers are in a union and they’ll tell you that their salaries are higher and they get a lot more respect. Food for thought.

By Capt

November 22, 2006 09:05 AM | Link to this

Getting outside sources to provide items such as maps and teaching materials is rediculous. How about letting go some of the non-productive administrative positions and use those high salaries to do what the school system is in business to do….teach our children.

By Someone, Somewhere

November 22, 2006 09:38 AM | Link to this

I’ve been doing some basic research, and what I am revealing is HIGHLY disturbing:

Counties with populations LESS than 10,000 are REGULARLY paying Superintendents 100,000 salaries.

Compared to some bigger populations (in some cases 10x the population), the Super makes only 20,000 more.

BTW: Superintendent Hall (APS) makes almost $300,000….

By Really?

November 22, 2006 10:36 AM | Link to this

No doubt she seems overpaid to me too, but would you want her job?

There are bad decisions about where to spend the money in all systems. Does your district have a full time PR person? Why is this needed?

I wonder sometimes about all the out of classroom levels in APS and Fulton. Does anyone think you are getting your money’s worth?

By SNY

November 22, 2006 12:13 PM | Link to this

Forget Fulton, have you seen Gwinnett? It is absolutely crazy what these people are making. They can’t educate our children, but you can best believe that their children are getting wonderful educations - IN PRIVATE SCHOOL!! They are making more than enough money to enroll their children into the best private schools in the area. They are totally ripping off the community. They aren’t trying to help the community, they are trying to get all that they can OUT of the community. The more students that move into Gwinnett, the better for them. Then they feel justified in asking for a raise every year - and receiving it. They are just as crooked as all of our politicians. This country is going to to hell in a handbasket.

By Thomas

November 22, 2006 12:48 PM | Link to this

This is a shame.

This is actually a discussion taking place about our educational system: the lack of needed supplies in our classrooms. The RICHEST country on the face of the Earth and we have to even think about this. This truly tells you what Americans REALLY think about education.

Another poster mentioned that their school system had money for elaborate fingerprint time clocks. But we have no money for maps for the children. If that is the case, how can the children learn geography? Then the question becomes “do we really want these children to learn about using maps?” Or are the people in charges of schools really more interested in managing EMPLOYEES, dictating policy, micromanaging individual classrooms, and giving orders and commands.

This is why I, and many others before, have been turned off towards the public school system. I, like many others, dedicated my life (AND BELIEVED IN) to teaching children and trying to make a difference. However, sadly, in the end, we find out that nobody really gives a d* about learning anything- not the parents, the adults who run the schools, not the businesses and rich people who run this country, and lastly not the kids.

The adults who run the schools are only interested in telling people what to do and getting their way.

The parents are only interested in their kids getting some good grade in order to make through the system.

The businesses and rich only want the students who leave school to be only smart enough to do the little work they want done (hence the emphasis on “hands-on” instruction— NOT THINKING-ON).

And the kids don’t care because no one else does. But who can blame them.

I still love education. An enlightened man is an educated man. But these schools are pathetic. All of them. We have people b**ing over pennies when they throw dollars away. You would not believe the HUGE globs of money the state and local school systems throw away. If some teachers wanted something for the children, they wouldn’t get it. But if an central office administrator wants something, the money’s there. Millions on spent on things that are NEVER used. Money spent on people who do NOTHING.

By Jack

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

Here are my thoughts on the whole education system:

I am considering finding a new way of earning a living. You see, these “consultants” and “advisors” that school systems hire are, by and large, idiots who couldn’t hack it in a classroom with real students. So they get out of active-duty teaching and devise so-called new and improved methods of teaching guaranteed to increase student achievement, bring about high test scores, and probably even find cures for most cancers for all I know. I’m pretty vocal among my colleagues when I say that the problems with our education system will not be solved by some pretty teaching program that comes to us neatly giftwrapped … especially when someone creates it after obviously not being able to hack it in the classroom.

Why do I say that so much? Simple. If these people are such damned good teachers, then they belong in the freaking classroom. That is where they can do the most good for children. But if they did that, they wouldn’t be rolling in money from gullible school systems desperate for something — ANYTHING — to help them achieve the “noble” goals of the abominable No Child Left Behind education law. Believe me, when it comes to writing education reform, George W. Bush is about as talented as he is at fighting terrorism — in other words, he sucks at it.

I don’t solely blame these fools, however. The bigger fools, it would seem, are the school central office people who hear about some “new and improved” method of teaching, attend a seminar or two, and come back convinced that they have found the Holy Grail of education — the teaching method that will wipe out failure and poverty and all the ills of mankind. Never mind the obvious fallacy — just because it plays in Peoria doesn’t mean it will play in Podunk — these folks don’t even pay close attention to the warning on the label, the one that says (or should say) that this teaching method is a way to teach, and should not be interpreted as the way to teach. Sadly, most superintendents or their deputies don’t read that part, and teachers are mandated that “You will do it this way or else!” Usually they say that in the same breath in which they say that all students learn differently so all our teachers teach differently. (Bulletin: No, we don’t teach differently, not if we’re following your Teacher-In-A-Box as you want us to. We’re all doing the same things the same way.)

People who tell me things like that take all of the fun out of teaching. When I began in the classroom as a newbie 18 years ago, teaching was exciting and fun. It was a daily challenge to find ways to get the Good News about world history and geography to seventh graders and to make them learn something in spite of themselves. A few years into my career, I noticed the waves of “programs” that were coming into my system, bad ones followed by worse ones — and all of them abandoned when test scores don’t jump into the stratosphere within a couple of years. At first I thought it was because we didn’t stay with a program long enough to give it a chance. Within the last five years, though, I’ve become convinced that it wasn’t that — it’s the programs themselves. They’re basically crap. Word Walls and Essential Questions and Content Maps and Graphic Organizers and Culminating Activities — with rubrics — and all the other claptrap that some “consultant” says will make children learn more, retain more, score higher on the test, and grow up to be a rocket scientist.

Give me a break.

Get out of my way, let me teach my class, take those Teacher-In-A-Box programs and shove ‘em up your six, let me discipline my students, and stop expecting me to do extra work solely to justify the paycheck of some clown in a “higher” position who quit teaching when they couldn’t handle the load and got a cushy central office job telling me how to do what they couldn’t do. You jerks have managed to do what eighteen years of Mother’s Little Darlings couldn’t — you’ve managed to convince me I may be in the wrong line of work. You’ve taken every single ounce of joy, fun, and happiness out of teaching, and replaced it with make-work, drudgery, and endless parades of “do it this way and you’ll be tops” when it does not work that way!!!

I stated all of this in my own blog, www.xanga.com/coloneljack — a blog to which you are all invited.

Thanks …

Jack

By Jeff

November 22, 2006 05:29 PM | Link to this

Jack:

It only took me 11 months!!

There is a GREAT quote at the end of the movie The Contender talking about how Napolean once said that to achieve great power takes absolute pettiness, but to excersise it effectively takes true greatness.

I claim that those leaving the profession are truly great, but not petty. And that those running the profession (admin and higher) are truly petty, but not great.

I long for the day when those that are truly great can survive long enough to have the power to use effectively. Then and only then will we see real change.

By thomas

November 22, 2006 06:29 PM | Link to this

Jack,

You are so right. Are you sure we aren’t long lost brothers?

I remember my first run-in with a “consulant” (SALESMAN). It was my first year teaching and that Accelerated Reader had just come out. Some lady who claimed she was a former teacher was at our school hamming up the program. SWORE BEFORE GOD THAT IT WOULD CHANGE OUR CHILDREN’S LIVES.

VOILA!!! Next now our entire school is mandated to do AR, 30 minutes a day, “status-of-the-class”, whole nine yards. Needless to say- no one became a whole lot better reader over it. After about the third year I realized that.

I could go on and on and on. I have seen God knows, at least 10 big things come along that were supposed to revolutionize teaching and student achievement. AND ALL OF THEM, AS A WHOLE, WERE MARGINALLY EFFECTIVE. Truth be told, these programs/products were all that bad. Some of these things had some redeeming qualities.

The point is that some students can benefits from some of the things done through the use of specific products and programs. THE PROBLEM IS WHEN AROGANT ADULTS IN AUTHORITY POSITIONS INSIST ON RAMMING THE STUFF DOWN THE THROATS OF EVERY PERSON, WHETHER THEY NEED IT OR NOT.

A short list of miracles for our children: America’s Choice/Georgia Choice Learning Focused Schools Reading First Read 180 Sustained Silent Reading (SSR), Drop Everything and Read (DEAR), Accelerated Reader (AR) SIOP (Sheltered Instruction Observation Protocol) Mountain Math, Mountain Language Everyday Math Math Journals Daily Oral Language, Daily Oral Geography Second Step Program Diversity Training, Ruby Payne’s “Understanding Poverty” Program Character Education Enhanced Reading Lessons (created by JP and Associates), Scripted Reading Instruction, Direct Instruction 135 minutes of uninterrupted reading, 90 minutes of uninterrupted reading Word walls, posted essential questions, posted schedules, posted student work (in and outside the classroom), posted objectives Cursive alphabet charts on walls Mandated classroom set-ups (desks must be arranged in clusters (to facilitate cooperative learning) Differentiated instruction, Hands-on instruction Cooperative work, collaborative classes Compacted curriculum Guided Reading Small Group Instruction Mandated reading materials Reader’s Workshop Writer’s Workshop Math Workshop Balanced Literacy STAR Reading, STAR Math, EDUTEST, Performance Series Testing, Gateway, COGAT

With the exception of SIOP (it will come to us soon- it already has in other parts of the country), these are some of the things that ONE man has seen and/or experienced in a very short period of time.

By catlady

November 22, 2006 08:22 PM | Link to this

A question about the sports/funding: who funds the coach who only teaches class one period out of 4 but draws a full time salary/benefits and gets a (or several) coaching supplements?

Or the speech/language pathologist who reserves 3 hours every Friday for evaluations and IEP’s but won’t take the Spanish kids because “they don’t talk right in their language either” and the other special ed teachers don’t have any released time for IEPs, etc.?

How do we explain high school teachers getting a planning period every day of nearly 2 hours (block scheduling) and middle school teachers having 90 minutes and primary and elementary teachers cannot pee unless they save it up for their 20 minutes of lunch?

We need an audit of teacher workload.

And then we have folks working for the state or quasi-state/private entities that change one question on a standardized test and thus justify their position/salary for another year to explain and train for the big change.

We buy anything with the words “research based” on it and expect miracles. Even if the research cannot be cited, or it was not done on special populations, such as ESOL kids. And if the test scores don’t show that the program is succeeding, we “massage the data” (cook it) to make it look like it is working.

By luvs2teach

November 24, 2006 12:40 PM | Link to this

catlady - it sounds like you’re suffering from a case of the “grass is always greener” :-)

I can’t speak for HS (although if the school is on block scheduling, even just one period for planning is a good bit of time), but did you know that middle school teachers do not have duty free lunches? That was one of our trade offs for the “extra” planning period.

Also, most middle schools I know of have 3 mandatory meetings per week during that “extra” planning time - grade level, subject area, and team. If your planning is after lunch, like mine is, then you’re stuck waiting, too.

Finally, our teaching day is longer.

I think the more kids vs. more subjects is a draw, though.

Now I do have to wonder about pure number of kids for different teachers - some middle schools have longer, but fewer periods. Some middle schools are on A/B blocks. Some classes, like gifted, have lower number limits. Some teachers teach more than one subject.

So at one hypothetical middle school, you could have a seventh grade gifted teacher teaching 4 classes of 21 - total 84 kids. An 8th grade on-level LA/Reading teacher teaching 4 classes of 28 for English, and another 28 for reading for a total of 2 preps and 140 kids (112 LA, 28 reading). A science teacher on the same team could have 5 classes of 22 or 23 - dividing the LA teacher’s 112 among 5 classes instead of 4. Another teacher in the county at another school could be teaching 6 classes of 28 over two days on an A/B block for a total of 168.

Yet all four get paid based on their degree and their time in service - so the teacher with fewer kids could be paid more than the teacher with more.

Hmmm.