Today is a historic day.
If you listened closely you heard a huge sigh of relief wash over BC when the teachers reached a tentative agreement with the Liberal Government over the current labour dispute.The details of that agreement are not known at the time of writing but that is not the point of this post anyway.
It is a good day for teachers albeit bittersweet. Because athough it looks like there will be stability in public education once an agreement is signed what remains glaringly obvious are the cracks that desperately need filling.
Teachers have been propping up public education with their own resources for so long that on the outside, the system appears to have been working despite their contracts being ripped up in 2002 and the government’s unwillingness to address the individual needs of all students. It’s time to stop subsidizing public education so the public, parents and concerned citizens can see what it for what it is.
Broken.
My partner is a teacher so I hear from him how deep the cuts are to school district budgets. I hear about the scramble to cram more kids into classes, to shorten or spread out prep time to squeeze more out of each teacher. I’ve got friends with kids in school who’ve been presented with long lists of school supplies that include tissues and photocopy paper and other items clearly not used by their own kids. The only people who can put a stop to this are the teachers and parents.
I’m not a parent of a school aged child yet. But I know that next year when it’s his turn I will see it with my own eyes.
And despite my distaste for politics, I cannot with clear conscious be a bystander any longer. The Liberal government wants the general public to be complacent.
No more.
They want to take the credit for today’s deal that was apparently ‘negotiated’ (although with Vince Ready in there playing hardball it’s more like mediation) and hope we will forget about it come election time. I don’t know about you, but this battle has been burned into my psyche forever.
No more.
Today is just the beginning in the fight to protect public education.
I came across a Facebook post that my friend Liz wrote and knew I had to share it here with you.
Liz is a parent and public school teacher who wrote about why she thinks she and her colleagues need to stop propping up our education system.
Thank you Liz for all that you do for your students and for making our public system the best it can be despite its brokenness and for your insightful post.
If you love this post and know someone who would like to read it please share.
Eyes Wide Open
If there is one issue the current public education crisis has highlighted in the last few months, it is that very few people outside of ‘education circles’ knew just how bare bones the system had become and how much teachers, support staff and administrators have been propping up the education system with their goodwill, fundraising efforts, volunteer time, and money. So, teachers, let’s agree to stop it.
Can we please stop trying to fix the issue of massive underfunding ourselves? Because that is what teachers have been trying to do for the last decade, and it has backfired on us in a huge way. It is time for everyone to see the mirage that is our ‘well-functioning’ public education system. This may be hard to do, because by and large teachers are problem-solvers, wanting to help and fix and we just do what needs to be done. We want to fix everything because we care so much for our students and our professions are our passions.
If the current education crisis feels like a personal attack, well, that’s because it is. Teachers do not just go to a place of work, we go to our schools where we create second homes within our classrooms, foster community within our schools, and are deeply connected with our students and their families. We invest a part of our personal selves to our profession and because of this teaching can be all-consuming.
But, what if, for a year, we actually tried to have some balance in our lives? What if we only worked for nine hours a day? No matter what. Prepping, research, marking, emails, coaching, club sponsoring, supervision, letters of reference, field experience, professional development, meetings, paperwork. All in nine hours a day. We focus solely on our students’ academic, emotional and social learning, our craft, doing the best job possible within those hours, and then actually went home with some energy left at the end of the day. Or once at home, we do not do anything related to work, connecting with our families instead of our computers. Saying no to more, saying, “I have done my best to let the public know the fact that we are short-staffed and I cannot do more than one job.” And only a half a day, four hours, on the weekend. No more.
This is not job action, this is balance. Track your hours and flex as you need to. We can still support the students in the ways they need, we simply put reasonable limits on our time by making sure that what we focus on is always student-centred and we say ‘no’ to that which is not. What many people do not realize is that teachers work a condensed work year and have summer holidays as compensation, like time in lieu. This is no different than many other salaried workplaces whose employees work extended hours without paid overtime. Working the hours set out above still does provide a condensed work year. Count them up.
While we’re at it, how about we actually take a break and/or a lunch every day? The ‘partial lockout’ in particular (and the ‘living document’ amendments that followed it) highlighted the fact that even our employers had no idea how much work we do before school, at recess, lunch, and after school. These are prime contact times for us with parents and students. To force us off the property during these hours, without even access to a washroom, was both egregious and telling. Our own employers have no idea how much work we do outside of our classroom hours. So, why don’t we find balance in our lives and actually have a lunch with our colleagues, and deliberately opt out of the frenetic pace that is our workday, for at least long enough to eat.
What if, for a full year, we refused to buy anything related to our profession with our own money? Or refused to ask for anything for our classrooms from any type of special occasion such as Christmas or a birthday. Do nurses pay for their own needles? Paramedics stock their own ambulances? Doctors may buy supplies for their offices, but they are also eligible for tax breaks, whereas teachers are not. What if we said, “I have done my best to fix the fact that public education is underfunded but I cannot subsidize it with my own family’s money any longer.” People have no idea how much money we spend on the education system. If we collectively stop doing it for a year, they will notice.
And let’s take it a step further. What if we refused to bring in anything we’ve previously bought ourselves into our classrooms? Books, CDs, computers, carpets, posters, bins, chairs, decorations, professional resources, shelves, organizers, school supplies, food, gifts, boards, toys, games, etc. Asking teachers to list what they paid for themselves would startle the average person. It truly is the only profession where we steal from home to bring to work. There is a reason (besides the fact that our classroom becomes our second home) teachers are so reluctant to shuffle rooms. It takes at least twenty boxes to pack up the classroom materials that we have purchased with our own money.
What if we made a vow to ourselves not to bring anything in to the classroom that we had previously bought? What if we instead said, “I am not responsible for the fact that the education system is underfunded and it is not my job to stock my classroom with my own purchases.” Would the classroom be bare? Yes. Would we survive? Yes. Does the thought of that make you panic because there would be so little to work with in the classroom? If so, at the very least, could we agree to tag every single item in our classes with “Paid For By Your Teacher” labels? Or if you are feeling cheekier, “Your Teacher, Not the Government, Paid For This.”
Most importantly, however, what if we spent the year having conversations with colleagues, parents and the community about why things need to look different this year? Colleagues, we cannot solve the issue of public education underfunding by ourselves. In fact, in trying to do so we have to some extent been left ‘hanging’ by our educational leaders, some of whom have been either unwilling or are contractually forbidden to speak out. How can it be a breach of fiduciary duty to advocate for more funding for public education? Advocating and criticizing are quite distinct and engaging in advocacy for public education should not be breach of duty; in fact, it should be embraced as a mark of educational leadership.
Teachers have been as vocal as we can about what is going on. It is now time to step back and create space for others to take a leadership role and advocate for a healthy public education system. Really it is the parents who have the power to change this situation. Healthy public education is foundational in any well-functioning society and it is parents who have the power to demand to politicians to invest properly in it. So, let us start having these conversations, building those partnerships one conversation at a time so there is a common understanding of the issues within our schools.
For example, why don’t we talk about how many PACs in the schools are now at the same frenetic pace as teachers, creating fundraiser after fundraiser to fill the holes in the school’s budget because the government keeps off-loading costs? What if we went to our own children’s PAC meetings and had these conversations, too? When did PACs become a means for making money for the school to compensate for the shortfalls? Is that their purpose? While we are at it, why don’t we start having discussions about how we are now competing for students and the funding that comes with them in public education. When did we become more focused on creating niches, ‘marketing and branding,’ than putting our energies into creating the strongest neighbourhood schools possible for our communities?
If there is one issue that has come out of this public education fiasco, it’s that teachers have to, incrementally if necessary, take more care to have time and financial limits in our workplace to create more balance in our lives. For over a decade now we have been plugging holes as we can to cover the shortfalls in our budgets due to chronic, systematic government underfunding. It is time for us to stop being complicit in this fiction, it is time to show the public what the system really is: starved, bare bones and artificially propped up by its employees.
The current stalemate in the educational crisis will end, and eventually we will all head back into the classrooms to do what we love, working with students, engaging them in the learning process and helping them to succeed academically, socially and emotionally. When this impasse ends and you run full speed into the school year, teachers, be your usual hard-working, positive, professional, passionate selves. But please be eyes wide open about it. And take care.
This post was written a few days before a tentative deal was reached between the teachers and the Liberal government.
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What a great explanation. As a Parent who has participated in the PAC, I can see that the problem is much deeper than just teachers using their own funds, and I also think that the PACs should weigh in on what is being spent from the pockets of the parents as well. When at the beginning of the year the PAC is asked to pay for teaching tools for science, and math, and even musical instruments I shake my head in disbelief. This is a public school system. These items are not over and above what should be supplied by our schools .. they are essential.
I’m a teacher as well as a parent. I’m horrified that photocopy paper has been added to some supplies lists as well as the ever-present kleenex. What if all the parents who buy things the school should supply (but can’t because of funding) sent the receipts to the government. Can anybody think up a good name for a campaign like that?
Lee Ann
I was raised by two teachers and one taught full time while i grew up and worked 8:30 – 5 daily at school and some nights for an hour prep. thats 8. 5 hrs with .5 hrs lunch . I never saw any teachers work 9 hours in my 12 years of education – most came in at 8:30 and left at 3:30 – no prep at home they told us so thats 6.5 hrs a day – not even close to the 9 hrs they are paid for … also consider all that volunteer time from 3:30 – 5 to be a soccer coach – after school – I do that from 7-8:30pm and I dont get paid for it so i dont count that as part of the 9 hrs teaching. When i can see proof that teachers work 9 hrs a day x 200 days then I will agree they need $75,000 a yr- including 3000 a year for massages under prescription.
This isn’t a list, per set, but it is a great visual representation of just how much teachers go above and beyond in making a classroom an engaging place for students to learn: http://m.huffpost.com/ca/entry/5493451/slideshow/353735#slide-0
I am a teacher, currently of 9 and 10 year olds. How do I tell that hopeful, trusting parent of a struggling child, who will sit before me in the next month, that the system is still broken? It is with a broken heart that I will vote ‘Yes’ to this negotiated agreement. Not because I believe it will do much to improve class size and composition, but because teachers have done all they can – for now. The public needs to take up the battle, with many teachers joining them as individuals, to make the BC Liberals accountable for supporting the diverse needs in our classrooms.
A child should not have to wait 2 years for a psych. ed. assessment to qualify them for support. A child 2+ years behind in school with a learning disability should receive more than 2 periods (80 minutes) of individual assistance. A child should have curricular textbooks in their classroom that they can read. Not to address this causes lifelong damage to those vulnerable children.
So, as I return to work next week with a contract that may mean 5 years before teachers’ collective voices may be heard again, I ask myself: What do I tell that parent?
Even I didn’t know the degree to which teachers are paying for supplies and propping up this broken system until we started talking about it and dissecting it in the media. And my partner is a teacher!
I really hope that teachers will think more about how they are doing the whole system an injustice while at the same time being kind to themselves for putting the needs of their students first. It’s time for balance.
For myself the line in this post saying “Asking teachers to list what they paid for themselves would startle the average person” makes me wonder why people haven’t done it already. Maybe I am crazy, but I can only imagine that doing so in a globally organized way will enlighten an average person like myself to find ways to help. Or on the flip side it will put average people in a better position to critically evaluate the situation.
Truth be told, even my understanding of the current system for public education would be something along the lines of a teacher gets a salary and everything else is up to say the government to fund. Just like any other business or organization in the world, if the little guys are doing things they realistically shouldn’t normally I think people would like to see that. Otherwise the employees will most likely get instant criticism too on how they are just greedy or that they should simply quit if they don’t like it.
Paul,
Thanks for writing a respectful response in disagreement.
First, I would be the first to agree that curriculum could change. However, that will take $ as well as stakeholders working together. I don’t see either happening any time soon. This is not a poor province, yet we fund education as if it is. We’ve gone from 26% of the budget to 13% in only 20 years. Our per student funding is thousands of dollars behind leading nations, so at the moment we’re focussed on damage control, and have been for more than a decade.
On wages, most of the data I’ve seen shows average private sector wages keeping up with inflation, except the top 10%, who have done far better than inflation. BC teachers have fallen behind consistently and this contract is no different. The local University in my community did not fill it’s education program this year despite dropping all requirements beyond basic entrance. BC is going to start getting what it pays for.
Working in the private sector we have had to endure all the same things you complain about here. Maybe i don’t bring my own supplies to work but I pay for my own continual education which is a he’ll of a lot more in cost.
As well every year I have watched my benefit package dwindle to where it now costs me a couple thousand a year since I don’t get full reimbursement.
As to wages well we all know private hasn’t come close to what public sectors have got.
Your complaints are valid in many cases but they are no different than the rest of us and in fact are no where near what the private sector has had to endure.
Personally I would like to see the school system go back to basic school designs and not these expensive high cost fashionable schools, saving millions for real education. How about a coriculum that actually teaches kids what is needed to live after school. Like how to write a resume, seek a job, establish connections. How about putting industrial education back into the schools so kids can learn about trade jobs and help fill the massive shortage in the work force.
It is critical these ideas keep circulating as reminders to teachers and the public. We are caring and such creatures of habit that we will forget. Already yesterday when we were contemplating the implications of the deal, colleagues were worrying about how the loss if LIF impacts CUPE colleagues and wondering if since we have a shortage of teachers if this will be a burden to administration or impact our students in a way we did not intend. Nobody talked about bonuses or new dental improvements; we talked about our buildings, our community and “our kids”. That is all good stuff but these writers above are right when they say we can’t maintain these schools alone and to do so is counterproductive to our cause. It is like building a house of straw.
The public is engaged and our allies have been found. We need to grow those allies and keep the conversation alive. We need to use our creativity to be the best teachers we can be and part of that is ensuring the public stands shoulder to shoulder with us against priviyization and the deprivation of a system that ensures equality. No more can we stay out of the politics. We need to fight the insinuation that the system itself is broken or that we are not modernizing to use Christy’s term. Her idea of modernizing is to allow business to provide learning materials and in doing so take charge of the message. Scary stuff. The new education plan needs to be stripped naked for what is – that is the next fight. But we need to do it in a way that allows us to demand the changes that do arise occur through public funds and that the public understands the implications off any changes in the system. Those public funds and broad public conversations about the society we want will keep the wolf from the door; using teacher funds/energy, individual or school approaches to patch holes and a return to “just closing the door to teach ” will find him inside licking his lips.
I applaud the writers here and my other eloquent colleagues who have helped explain all of this to the public. Many more people need to be reached so let’s keep it up through to the next election.
We have been discussing this on the picket line. While in high school, we definitely supply our class rooms, eleme ntary teachers’ rooms are shockingly funded out of teachers’ pay cheques.
Another issue we’ve been discussing is how many teachers fund the system by taking part time leaves in order to buy the prep time they need. They are funding the system by working for free. I wrote a blog post about this issue here: http://shawnbird.com/2014/09/11/commentary-working-for-free/
I am curious to know how many FTE hours are given away at each school this way.
This article highlights beautifully what I believe is the only true and honest way to have the public see and understand just how far and devastating the cuts have been. I plan on doing exactly what is outlined.
As I read your suggestions, it brought tears to my eyes. Not because I disagreed with what you had to say but because as a teacher, for the first time in 27 years, I agree 100% with what you say. I have coached, mentored, advised, taught, sponsored student council etc… Throughout this ENTIRE time I was an educator 24/7/365 as I know most teachers are. It’s what we do. Honestly, my own children, now in their 20s came second to those in my classes, on our school teams or in student council. They were okay with that for the most part, but sometimes, not so much. My spouse as well. He’s been patient, generous and forgiving of my time, energy and money spent on other ple’s kids. I probably don’t thank him enough.The sacrifices we make as teachers are sometimes overwhelming. The sacrifices we make are also sometimes under-appreciated. For this year, for the first time in my career, I will take care of myself and my family first. Thank-you for the “permission” to do so.
Hi Liz, I really enjoyed reading your post. I have definitely reduced the monies that I have spent on my classroom over my 25 years of teaching. In the beginning, I spent hundreds of dollars each year. Now I see new teachers at my school continue to commit their own monies to create special spaces and second homes. You’re right; government should be responsible for bankrolling these special learning spaces.
I will definitely take on your challenge to limit my workdays to 9 hours and one 4 hour shift on the weekend. I love the idea of logging these hours to ensure I stay on track.
Finally, I will encourage these conversations (re reasonable limits to time and money commitments) with other staff.
Thanks for writing it and have a great school year.
Each time I reread this post it resonates on a deeper level for me. I will take responsibility for my choices. Yes, sometimes it will lead to difficult conversations when I say “no.” Those difficult conversations are so important. We need those difficult conversations so we can grow & transform individually & collectively. Thank you! Look forward to an update!