A Teacher's Job Description

As I mentioned in a previous post, Mr. Johnson is suggesting that a number of Central Office administrators should be given salary adjustments (raises) because they are being assigned additional duties as he reorganizes the Central Office staff. I already mentioned that many individuals have stated that teachers are often assigned extra duties without receiving additional compensation. However, those remarks also made me think that it would be beneficial to list the duties, or responsibilities, of an typical classroom teacher.

To that end, I used Google to search for teacher job descriptions. I found several comprehensive lists of teacher duties. I then merged those lists and, with my wife’s assistance, added a few duties that were not already included. As you might suspect the list is quite lengthy but that is just a small testament to the dedication of the teachers. I am including the list below. There is some overlapping between the bulleted items but that is balanced out by the fact that there are numerous other items that could be broken down into multiple duties.

Professional Responsibilities of Teachers:

• Prepare classroom and materials for Open House.
• Assemble class rosters and get to know students and parents.
• Administer Common Formative Assessments.
• Prepare lesson plans that reflect a logical sequence of learning objectives and activities and meet the individual needs, interests, and abilities of the students.
• Implement instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences.
• Use a variety of instructional strategies and materials that are appropriate for the stated instructional objectives of the students involved.
• Collaborate with students to prepare PDSAs.
• Identify, select, and modify instructional resources to meet the needs of the students with varying backgrounds, learning styles, and special needs.
• Use relevant technology to support instruction.
• Instruct and monitor students in the use of learning materials and equipment.
• Establish standards of classroom conduct and administer them in a fair, equitable, and consistent manner.
• Teach a broad base of understanding without indoctrinating students with his/her own cultural, political, religious or philosophical beliefs.
• Ensure that student growth and achievement is continuous and appropriate for age group, subject area, and/or program classification.
• Read and critique student papers.
• Assist students as they complete class projects.
• Provide appropriate feedback on student work.
• Appropriately display student work in the classroom and hallways.
• Post current PDSA information in the classroom.
• Monitor and assess student progress and adjust student instruction accordingly.
• Maintain effective and efficient record keeping procedures.
• Observe and evaluate student's performance and development.
• Assign and grade class work, homework, tests and assignments.
• Encourage and monitor the progress of individual students.
• Keep accurate records and provide them for school district use and file required reports on a timely basis.
• Demonstrate gains in student performance.
• Prepare and submit progress reports and report cards.
• Apply appropriate disciplinary measures where necessary.
• Monitor after school detention room as assigned.
• Assist in assessing changing curricular needs and offer plans for improvement.
• Collaborate with peers to enhance the instructional environment.
• Assume responsibility for meeting his/her course and school-wide student performance goals.
• Participate in training and presentations about various teaching techniques.
• Meet professional obligations through efficient work habits such as: meeting deadlines, honoring schedules, coordinating.
• Attend and participate in required district in-service programs.
• Stay current through professional staff development opportunities.
• Utilize established channels for handling routine procedures, resolving problems/concerns and making suggestions.
• Participate in required staff meetings and conferences.
• Keep up to date with developments in subject area, teaching resources and methods and make relevant changes to instructional plans and activities.
• Participate in committees as related to student needs, school programs, and district needs.
• Works collaboratively to achieve the overall purposes of the school program.
• Participate in the development and implementation of the school improvement plan.
• Provide a positive environment in which students are encouraged to be actively engaged in the learning process.
• Prepare and display motivational items on classroom bulletin boards.
• Promote and maintain a safe and healthful environment in the classroom and building.
• Maintain an organized and clean classroom.
• Communicate effectively, both orally and in writing, with students, parents, and other professionals on a regular basis.
• Communicate student academic and behavioral progress to parents.
• Develop and maintain positive and cooperative interactions and communication with school staff, clients, and the community.
• Establish and maintain cooperative working relationships with students, parents, and schools.
• Performs bus and car duty before and after school as assigned.
• Participate in extracurricular activities such as social activities, sporting activities, clubs and student organizations.
• Provide supervision in non-classroom areas and situations in accordance with the building student management plan.
• Monitor students in hallways, cafeteria, gymnasium, and school grounds.
• Assign lockers and maintain records of those assignments.
• Provide direction and supervision for all school activities to which he/she is assigned (coach, director, supervisor, chaperon, etc.).
• Develop a budget for applicable programs and insure that needed materials are ordered with the administrator’s approval.
• Care for district resources, equipment and materials assigned to him/her and report concerns regarding facility and equipment to designated supervisor.
• When applicable, provide direction and/or supervision for teacher assistants, student teachers, interns, and substitutes.
• Maintain a current folder of responsibilities and procedures for substitute teacher's use.
• Model professional and ethical standards when dealing with students, parents, peers, and community.
• Participate in IEP meetings.
• Be knowledgeable of and adhere to all procedures and practices prescribed in the Teacher, Student, and/or Parent Handbooks.
• Keep an accurate and detailed accounts of all monies collected and submit detailed accounting of such money to the appropriate building or business office personnel.
• Be knowledgeable of and adhere to federal and state laws that apply to his/her job assignment.
• Perform all other duties and responsibilities as assigned by their supervisor or district administrator.

To conclude, I thank all teachers and teacher assistants for dedicating your lives to helping students achieve success in the classroom and in the world outside the classroom. As the above list indicates, a significant effort is required to assist students achieve their goals. To all teachers and assistants, have a great summer. Spend some extra quality time with your families and friends, and recharge your batteries because it will not be too long till the beginning of a new school year.

Resources:

Sevenstar Academy, Omaha Public Schools, Waunakee Community School District, and Best-Job-Interview.com.

Message From and To Mr. Johnson

Recently I sent Mr. Johnson an e-mail that dealt with a couple issues. One of those issues was the raises received by the Central Office administrators who were recently moved into interim positions. The following is the response I received from Mr. Johnson regarding that part of my e-mail.

Thank you Paul. The information about the salaries has caused a lot of dissension at a time when I was really trying to build consensus. I sure wish there was a way that I could convince everyone to pull in the same direction.

Brady Johnson, Interim Superintendent

I then replied to Mr. Johnson based on the comments and suggestions given on this blog as well as comments and suggestions I have received in e-mails from teachers and from speaking directly with a number of teachers. The text of my reply is given below.

Brady,

I understand your justification behind the salary increases for the Central Office personnel who were moved into the interim positions. However, you know that, due to many factors including the cuts in the state budget, teachers and other I-SS staff have also had to take on new responsibilities but they were not given salary increases. I think it is fair to say that, for many, the perception is that teachers and others did not get the raises due to the fact they did not receive fancy new titles to go along with their new responsibilities.

That being said, I do think that you can convince everyone to pull in the same direction but it is going to take more than words. You mentioned at the citizen's meeting that you wanted to take some of the pressure off of the teachers and that you were lighten up and tweak the application of the Baldrige plan. From what I have heard, that is not occurring, at least not at a number of schools. There only a few new teachers this year. That means that most of the teachers are quite familiar with the application of the Baldrige model. I recommend that you give teachers the freedom to decide how much of the Baldrige model they want to apply to their classes. Contrary to what Dr. Holliday thought, the majority of the I-SS teachers do know how to teach and they need the freedom and the time to implement a teaching style that best meets the needs of their students. You said that you expect the principals to know their teachers. Thus they should know if a teacher is struggling and be able to provide help as needed. Don't force remediation on teachers who do not need it.

The IFs can best be used to provide help as needed, not to pound teachers with all the Baldrige ideology and acronyms. At the citizen's meeting you also said you also wanted to change to role of the IFs. But apparently that has not changed either. You said that you wanted the IFs to be a true resource like the Lead Teacher that worked with you and your teachers when you were a principal. I am afraid that the only way that is going to happen is if there is a radical change in the IF model. Too many teachers see the IFs as they have seen them in the last couple of years and apparently many IFs want to continue doing what they have done in the past. I think you have to sever the direct connection between the IFs and the Central Office. Keep the IFs in the schools all day every day and have them report directly to the principal. They can meet after school like the teachers do. Another idea is to change the title from IF back to Lead Teacher. There is a lot of baggage associated with the IF title.

Again, let teachers teach. You said that principals and other school staff are at there to support the teachers as they enable the students to learn. Make sure everyone knows that. You said you see the PLC as a valuable teacher resource. I agree, but let the teachers meet and work together and share ideas without the IF getting in the way. If the teachers need the help of the IF/Lead Teacher, they can ask for that help. Why do the teachers have to keep a PLC notebook and turn it in to the IF? Let the teachers set the structure of the PLC to meet their needs not the needs of the IF.

I know that I do not have your experience as a public school teacher and administrator. Certainly my experience is that of a College instructor, although I did earn a High School teaching certificate when I was in undergraduate school. But, I have been married to Pam for 30 years and she has kept me informed over the years of various school procedures. In addition, we have a number of friends who are I-SS teachers and I have also been communicating with a number of teachers via the Citizen's group, my blog, and e-mail. Therefore, I did want to share my thoughts with you based on those contacts.

I know that as interim superintendent there is only so much you can do and that you already have a lot on your plate. From what I have seen and heard, teachers and other I-SS teachers are willing to work with you but they have to know that you are willing to work with them and that the attitude of the Central Office has changed.

Thank you,

Paul Klaene

If you also wish to send a message to Mr. Johnson his e-mail address is listed below.

bjohnson@iss.k12.nc.us

I-SS Administrators Get Raises - Teachers Get More Headaches

The following is Janey Munday's letter to the editor that was published in today's Record and Landmark under the heading above. She also sent the letter to each of the members of the School Board.

As a concerned taxpayer of Iredell County, I am writing to you with concern about the raises that certain administrative personnel received. During this difficult economic time when everyone is being asked to do more for less, I feel that it is a slap in the face of our dedicated teachers when raises are given at the central office. Teachers in grades 4-12 are being told that their class size will increase and that TA's will not be available to help. Not only will these teachers have more students to teach, but will have an increase in paperwork, phone calls to parents, and discipline issues to deal with. Unfortunately, they are not being given a raise of any sort to compensate for the extra work that will now be put on them.

Central office staff who are asked to do more should be held to the same standards as the teachers. If they don't feel that they can do their job without more money, then I am sure that there are plenty of people in the unemployment line who would be more than happy to give their jobs a try. With or without these people, school will go on and learning will take place. The same cannot be said about teachers.

Sincerely,

Janey Munday

Administrative Raises

In previous posts I told of the announced shift in personnel at the I-SS Central Office. The shifts were triggered as Mr. Johnson assumed the role of Interim Superintendent. Mr. Johnson had informed me that administrators moving into new positions would receive raises corresponding to their new responsibilities. Mr. Johnson has now provided the amounts of those raises. The change in position and salary for each administrator is given below.

Brady Johnson was Deputy Superintendent of Operations and is now Interim Superintendent. His previous salary was $129,900.00 and is now $175,100.00, which is a 34.8% raise.

Ron Hargrave was Assistant Superintendent of Secondary Education/Student Services and is now Interim Associate Superintendent of Operations. His previous salary was $118,000.00 and is now $125,000.00, which is a 5.9% raise.

Dale Ellis was Associate Superintendent of Human Resources and is now Interim Assistant Superintendent of Secondary Education/Student Services. His previous salary was $110,970.00 and is now $117,000.00, which is a 5.4% raise.

Dr. Melanie Taylor was Chief Academic Officer and is now Interim Associate Superintendent of Curriculum and Instruction. Her previous salary was $120,000.00 and is now $125,000.00, which is a 4.2% raise.

Bill Long was Director of Recruitment & Retention and is now Interim Associate Superintendent of Human Resources. His previous salary was $81,900.00 and is now $92,000.00, which is a 12.3% raise.

Mr. Johnson stated that all of these salaries are subject to the 2% reduction/furlough and that each of these individuals will revert back to his or her previous position/salary after the new superintendent is hired.

In my opinion, under normal economic conditions these raises would not be out of line. But, with the drastic cuts in the overall school budget, these raises do seem to be unwarranted. It was recently reported in the Statesville Record & Landmark that there would be a 5.8% reduction in More at Four Funding; the elimination of funding for literacy coaches, staff development, and improving student accountability; a 13.1% cut in funding for teacher mentoring; and an estimated $420,000 cut in transportation spending. Many students who previously were able to ride a school bus are now required to walk to school. Yet these administrators were given raises. As I mentioned before, the justification given is that these individuals will be taking on new responsibilities.

The Record & Landmark also reported that the cap on class size for 4^th through 12^th grades will increase to 31 students. Each of the teachers in these grades will have to take on new responsibilities for each additional student. Are these teachers going to be given raises because they have to take on these new responsibilities? No! Are other school employees going to be given raises because they have to take on new responsibilities due to cuts in the budget? No! This was emphasized in the Record & Landmark article. It was reported that there would be no salary increases. I guess no one bothered to inform Ms. Broadnax, R & L reporter, of the raises for the administrators mentioned above. Why is it that the School Board sees no disparity in giving raises to administrators who take on additional duties but continues to ask other employees to do more and more for the same pay?

Click on the link below to view the online version of the article in the Record and Landmark that was referenced in this post.

Budget for I-SS coming into focus

Update On The Shifts In Personnel

In my last post, I stated that at the last Board meeting Mr. Johnson announced several shifts in personnel to cover positions as he assumed the role of interim superintendent. I also reported that he mentioned that with these changes and the retirement of Steve Hill, I-SS would be saving about a hundred thousand dollars and redirecting about seventy-five thousand dollars. I e-mailed Mr. Johnson and asked him about these amounts and if any of the Central Office employees would be receiving raises due the shifts in personnel, and if so, how much of a raise each person would receive. In addition, I asked how the raises would relate to the 2% furlough initiated last month. The following is from the response that I received from Mr. Johnson.

The money saved will be used to offset some of the other cuts. I'm not sure where yet, but we will hold onto those funds for a few weeks. I'll will probably use them as part of our central off discretionary reduction to the state which is about $184,000. I have a couple other jobs that we plan to fill with part time people or just not fill this year. (CTE Director and the Director of Recruitment). One of my goals is to rehire the TAs that have been laid off.

The redirection is coming from the FLC Grant, I will not fill the job of the current FLC director who is moving to another county due to her husband taking a new job with a community college. What I plan to do is shift those responsibilities to the Associate Superintendent of Learning. The money saved from her salary will then be put back in the Title II funds which is currently where part of the salary comes from. All the people that were moved into interim positions have been given a salary increase to reflect their new responsibilities during this interim period. When the new superintendent is hired everyone returns to their old job and their old salary. The 2% still comes off the new salary as well for all the people who serve in interim positions.

Brady Johnson

Mr. Johnson did not tell me how much of a salary increase each employee received. I sent a reply to Mr. Johnson and asked him for that information. I will write another post when I get the amount of the raises.

Look at what is important.

Coming from Michigan I have seen a lot of heartache but I am amazed at what the state and counties are doing here. Last year most people at the central office were given outrageous raises (a raise of more than I make in a year). Then they turn around and say how they do not have the money to educate the children of this county. What is going to happen is that parents will see the lack of support to schools and their child’s education and want to go somewhere else. Money is thrown around at pointless positions that really do not help better the teachers or students. Stop providing people on the top of the chain so much because honestly, they are just passing their jobs on to someone else. A $35,000 raise in one year is unbelievable when you are talking about cutting teaching jobs. Most teachers only receive a $600 to $1000 raise a year. I do not even make $35,000 in a year, and that is how much administrators get as a yearly raise. Who are we truly helping with that? Making $80,000 in a year working for the school system is very well paid. Even a teacher who is in the classroom teaching the students and preparing these students to be our future will not see that kind of pay EVER. This is showing schools and parents that their children are less important then the head office, when truly we should be finding out ways to help the students be prepared for the real world. Completing a weekly PDSA and taking time out day after day to graph data is just taking away from instructional time which has already been cut. We wonder why we are so underperforming compared to other states: this is why. The Central Office treats the people that really make a difference with little respect and expect them to do better with less time, materials, and pay, yet more responsibilities and bigger classes. I have seen teachers making schedules, counseling students, buying their own materials to enhance teaching and all they are told is that they are not doing enough. Look above the teachers and determine what is truly important to this county. Do we want our students to be able to compete in a growing world where more education is becoming a necessity? If so, we are not showing them or preparing them for what they truly need. Really look at what is important before you look at the bottom of the totem pole. If it were not for the teachers no student would be successful. I cannot tell you the last time a student said someone at the head office taught him or her to be successful and prepared for the future.

This post was written by a concerned parent.