Peoria Board of Education member Jim Stowell has passed along a report he requested from staff on “Pupil-Teacher and Pupil-Administrator Ratios” from 1989 to 2008.
The report shows that, while enrollment has steadily declined over the past 20 years, the number of administrators has gone up. The pupil-administrator ratio in 1989 was 223.5:1. Last year it was 168.1:1.
Some questions remain. The report notes that deans used to be considered teachers by the Illinois State Board of Education, but are now considered administrators. That makes historical comparisons more difficult. However, the report doesn’t tell us how many deans there are in the district, or how big of a difference their change of status makes.
The report also does not define exactly who is and who is not considered an “administrator.” For instance, does this figure include the many consultants who retired, but were rehired on a per diem basis, like Cindy Fischer? Or does it only include full-time administrator positions?
Still, returning to the question of deans being changed from “teacher” to “administrator,” I don’t think this is enough to explain away the rise in administrators. In order for the district to have the same pupil-administrator ratio as 1989 (223.5:1) with 2008’s enrollment (13,642), they would have to have only 61 administrators. They have 81. No matter how you look at it, the administration is top-heavy.
Jim:
“We are listening.”
Good, thanks. I appreciate that, sincerely.
For everyone who reads this I am a parent of 2 #150 kids, a taxpayer, and a teacher in #150, as is my wife. I did run for PFT president in 2007 also. I ahve been in contact with the school board and administration over ALL of the issues going. let me say teh dialogue is very interesting. To get right to the point about this issue I have emails from Mary Spangler AND Dr. Gorenz BOTH telling me that they do not have as many administrators as in the past. I basically said it was a joke and they are liars to even say that. Regardless, thank you Mr. Stowell for asking and producing this!!
Also I asked how we closed three schools in the past 2 years and lost teaching positions, but yet ALL of those administrators at those schools still have admin jobs. I got no reply about that. Heck now Adult Ed has TWO admin’s and Columbia has THREE!!!!
Typing fast while fired up = horrible spelling LOL! Jim has asked to see the responses I get from administration in regards to my questions. Hopefully he gets back to me about what he has read.
Scott: I’m glad you brought up the Adult Ed situation–I wondered how that was working with two well-paid administrators for the rest of this year, at least–right? Punishing administrators causes the district money!! I haven’t checked out the salaries of the Manual “leaders,” but Manual (and Jim has asked above this situation) has increased administrators. Manual still has a principal and an administrative assistant and three “leaders”–7th-8th, 9th, and 10th-12th. The way I figure it that 3 extra administrative salaries because the 7th and 8th graders came from schools that already have administrators, and 9th grade did not have a separate administrator in the past.
Again, Jim, thanks for the document. I can’t possibly understand why Spangler and Gorenz would want to tell such an outright lie–one that can easily be refuted.
Scott: Don’t worry about your mistakes–I just reread my last post–“causes” instead of “costs,” “above” instead of “about” “The way I figure it is (left out). Spell check on the blogs would be nice, right?
Scott – Mary and Dr. Gorenz are not liars. We have all had questions about who is defined as an administrator. Our cost structure as a whole has been and is being widely scrutinized. It shoud be. Please appreciate that the inquisitiveness of the Board takes time from staff for the very charges to which we hold them accountable. Open source software capabilities, cell phone usage, and other queries made have originated from suggestions I have read. Scott, I refered your questions to administration and the response indicated that they can be addressed at any of the opportunities we will provide. We sincerely appreciate the compassion and concern shown by the community. Through hard work by all of the administration, staff, and teachers, we had achieved significant gains in our financial stability over the past two years. The revenue shortfalls brought on by weakening economy are pronouced, but hopefully not long lasting. Twice I paused to capitalize hopefully. I should have.
I should have also paused to spellcheck. “N” n e one?
Thanks Jim for your replies they are appreciated. As far liars, well take this for example….I read above in the Peoria Chamber article that Mr. Hinton says the district has a $300,000 surplus going into this year. I got a response from Dr. Gorenz that said that the surplus was $200,000. I would argue that in documents from the state and the districts website budget show it at $3 million. Regardless the example of $200,000 or $300,000 shows why people are frustrated with administration. What is the real number? At worst everyone should be on the same page. Jim the fact that my questions can be asked at any of the public forums and such is a joke. It doesnt matter what the public says, which is unfortunate. Most board members and admin have their mind made up already so I would be wasting my breath. Why cant they just answer in writing? It really isnt that hard.
I dont know if this is the place for this story so CJ move as needed:
I was a member of the last two union bargaining teams. During a bargaining session over the summer (2006) I believe, we met at the Children’s Home. TK asked administration why they hired S. Grzanich (sp?). We were told then that she was hired from Edison to basically replicate their model in the rest of our schools. TK argued that we wasted another $100,000. We were then told that spending $100,000 now would save us millions in the future if we didnt renew Edison. Fast forward a few years later and Grzanich (sp?) is still here, Edison is still here and now we have three benchmark specialists who work under her!!!!
More wasteful spending, more lies….sorry…. untruths, and more administrators. This is just ONE EXAMPLE of what I am talking about and why the public shold be concerned.
How many times have I asked why they are not getting rid of the consultants? How many answers have I received? ZERO!!!!!
Scott: I’m not in the loop about benchmarks since they–so far–aren’t used at the the high school level. My question: What reason does 150 give for hiring 3 benchmark specialists–do they analyze the data or do they show teachers how to analyze the data. Is this something that teachers can do–once the system is explained to them. etc.? My question undoubtedly shows my ignorance about benchmarks, but I am curious to know about the “benchmark” system. I especially would like to know if these specialists go from school to school, especially on Wacky Wednesday for common planning activities. What I really want to know is how can we be sure that this particular variable is the cause of scores being raised at any given school? It seems to me that the cause of an increase (or decline) in scores can be attributed to several possible causes. I am not convinced that cause and effect can be that easily defined in education.
Scott – I am not sure that your Edison consultant story is an example of deception, but rather “failure to execute.” In years past, I worked with the District and found that a number of administrators had an inability to follow through on matters and/or address them in the first place. Then the issue would fester and the problem was magnified. Then Hinton would come in and act, decisively I might add, and then leave it in the administrator’s hands to implement the decision he made, and then there would again be a failure to carry out the decision of Mr. Hinton. It was a strange circular process in which there was a lot of thrashing about (you know movements like you were doing something) but no true action and in many cases no real resolution to the matter.
Whatever reorganization ultimately takes place, one of the Board’s most important decisions for the future success of the District is to rid itself of some of its ineffective administrators. Economic downturns are an excellent opportunity for an organization to “streamline” not only for budgetary reasons but for performance issues as well.
Sharon- the specialists are assigned to several schools. Their job is to come and go over teh data with staff. The thing about VS is that this is something that our staff has always done in regards to ISAT data. The funny thing about the benchmarks system is that our computer lab, which is where the students take these tests doesnt even work very well. In fact, our “specialist” got frustrated when simply logging in took most of the class period. Honestly our staff could do everything the speicalist does by ourselves. We know how to look at the data and work with it. if we can figure it out I am sure teh rest of the districts teachers could as well. These positions are a joke. If you dont have the technology it makes it difficult from the start. We are now printing off the tests and giving them by hand, even though we were told we have no money for paper at our school for the rest of the year.
Frustrated- The admin always sights bad teachers, but as you say there are also bad administrators. The question is why when an administrator fails to follow a directive or does something….wrong they get a better position in the district.
ImaSweded-keep asking because at some point they will have to answer. The consultants are just another example of uneeded administrators.
If I could learn to spell THE the correct way it would be better LOL!
Scott: Your assessment of the benchmark system is very much what I assumed to be the case–just common sense. I also assumed that teachers should be quite capable of looking at the data and analyzing it themselves–they can easily become “specialists.” Also, I still am of the belief (and I could be completely wrong) that individual teachers could do all the analyzing needed to assist their own students without a common planning period.
You don’t know how many memories the paper situation brings back. At almost every teachers’ meeting we were told to cut down on paper usage, to write on the black boards instead of passing out handouts–this would occur while the principal was passing out page after page of handouts to the teachers and most of the handouts went directly into the wastebasket as soon as the meeting was over.
I love the part about the computers not working–that happens frequently. I remember going to an all day workshop–I think at Peoria High–that was dependent on computers–the computers were down; we visited all day.
Mr. Donahue I know exactly where you are coming from. In fact, my 6th grader was rewarded with a Uniform Free Pass by his school for donating a reem of paper.
If they got rid of the consultants it would be obvious that the administration doesn’t know what they are doing… the reason they are there is they are the only qualified ones in the building.
They obviously aren’t too qualified because the consultant that is there for Special Education and the administrator that is there for Special Education still don’t have it right as evidenced by this article in the PJStar…
http://www.pjstar.com/archive/x1017438988/District-to-further-integrate-special-needs-students
“District 150 officials say they have plans to reduce the number of children identified with special needs and to include more of those who do have special needs in everyday classrooms.”
This article to which Imaswede referred says they are going to reduce the number of children “identified” with special needs–they aren’t reducing the number of children with special needs.
I know that this major effort to “mainstream” has been instituted at Roosevelt for a while and now at Manual (and I guess throughout the system). I have several questions about this plan. First of all (from a budgetary perspective), I am curious about what the special ed teachers do all day–since, as I understand it, most no longer have their own classrooms–they just go from classroom to classroom helping the special ed students who are in regular classes. Therefore, I am wondering if the district (and taxpayers) is getting its money’s worth by not utilizing the skills of these special ed teachers who are trained to deal with problems for which regular classroom teachers do not have the training. Secondly, these are high school kids–aren’t they going to be embarrassed, etc., about this “help” coming into their classrooms, in essence, identifying them as special ed students to the rest of the classes. High school kids can be cruel to each other–they already make fun of special ed kids. Thirdly, as bloggers like Frustrated have pointed out, how much “learning” time is this taking from the students who are not behind and certainly will be “slowed” down by having special ed kids in their classes?
Is it possible that mainstreaming special ed students is a cost-cutting measure in the guise of a “what’s good for students” PR ploy? Certainly, class size can be increased because the guidelines for smaller special ed classes can be ignored when the students are mainstreamed. Eventually, the number of special teachers can be decreased.
Debbieb: What is this about Uniform Free Day passes? Wow! This sounds like a new money-making scheme for students who do not want to wear uniforms. It sounds a bit like the scheme that was tried at Manual. For a while, every Friday was “jean” day, when teachers could wear jeans. Then, we were told we could only wear jeans if we paid a certain amount of money (I think, $3–don’t remember) that would go to some kind of fund–maybe for scholarships.
“They obviously aren’t too qualified because the consultant that is there for Special Education and the administrator that is there for Special Education still don’t have it right”
Ahhh yeas, but how much worse if the “slightly only a little bit more qualified but still very highly paid” consultants weren’t there!
(You don’t to be Einstein to be smarter than a rock, just being Larry, Moe, or Curley is smart enough)
I missed the discussion between Jim and Scott when Jim spoke about the confusion between who is and isn’t an administration–titles don’t count; salaries do. Taxpayers aren’t necessarily asking for fewer administrators (although that is true, too) but they are asking for fewer high-paid administrators).
Sigh. Do you really have to ask that?
Sharon- two things one yes Debbie B is right at VS we were told we had no more paper for teh rest of the year. Our students were told that they could get uniform free passes if they brought in paper. I emailed the administration as tehy were our adopt-a-school partner and asked for paper. I was told they would be bringing some over to us right before Christmas….only to get an email a day later saying they would have to discuss renewing our partnership LOL. The emails I have would make for nice reading material for everyone…..
In regards to my correspondence with Jim, mary Spangler, and Dr. Gorenz, they were all referencing that the state is now including certain positions as administrators when they didnt before. They cite Counselors and deans. Heck I dont even care about them. I have been referencing the Becnhmark Specialists, all teh Asst. Principals that are full time, the “consultants” that are even listed on teh #150 website under administration, and on and on.
Just wait most of you havent even gotten into the issue of course reimbursement and the fact the the district is limiting opportunies for teachers who already have a masters degree so that they cannot advance on the payscale.
That situation might be made public soon. My groupwsie mailbox is about full with all the info in regards to that. The bottom line is in essence if you have a masters degree you are basically being frozen, unless you want to get a second masters degree. Yes they will apporive one class here or there but not 5 courses to allow you to advance. Think Cahill had that savings budgeted in???????
C.J., Do you understand the public service you offer here? Bit by bit the taxpayers should be getting an honest picture of what actually happens in District #150 (and the city, etc.). Before blogs, there was little opportunity to get these messages to the public so quickly and with no limit–we just need to expand readership on the blogs so that the public can get both sides (maybe 3 or 4) to all the stories in the news. This is a great way to provide transparency.
Donahue writes:
“Just wait most of you havent even gotten into the issue of course reimbursement and the fact the the district is limiting opportunies for teachers who already have a masters degree so that they cannot advance on the payscale.”
Oh no. Those evil, evil men. How dare they not pay for the means for you to receive more pay. Please, come over to my house and take the money directly from my wallet so you may get another master’s degree. Perhaps cutting out the middle man will make you feel better. Tongue in cheek, but that deserves a little push back.
Limiting opportunities? How about return on investment? What have those with taxpayer provided master’s degrees provided in tangible return to the district’s kids? Start in generalities. If I remember correctly, once the master’s degree is obtained, they move out of the classroom into, um, administration, correct?
I’m confused. If you get more credits than a master’s degree requires, does your union salary schedule continue its pay escalation? You’re somehow cow-towed the district into paying twice for the same thing?
Sweet.
Illinois teachers fall out thusly nationally:
Average Teacher Salary Rank: 3rd
Starting Teacher Salary Rank: 4th
Salary raise last year: 2.0%
Salary raise over 10 years: 43.4%
http://teacherportal.com/salary-comfort-index
And D150 appears to average about 55k for teacher salary.
http://www.championnews.net/salaries.php
Can you clear up your health insurance contribution for me, what is it exactly teachers pay for full family coverage?
My questions are not to paint teachers in a bad light, but to be equally understanding of what position you’re in and what position the district’s in.
In your own opinion, is there room for labor concessions that may impact the district’s budget, keep teachers?
Ed- nice try with you comments but make sure you know what you are talking about first. I didnt make any comment about them paying for it. If they dont approve courses, you cannot get credit on the salary scale. I cannot help the way the salary scale is set up. In the teaching profession that is a means of increasing professional development as well as salary. It has always been there, but now they are not allowing this to occur.
In regards to your second comment i cant speak for others but why not take a look at our building VS where I am at and you can see that the district gets well worth its money out of us if you are sighting tests scores and student achievement.
I teach Soc. Studies and PE and receieved my masters in PE, NOT administration. In fact I am willing to guess that at VS we are teh only PE teachers that have our students write using ISAT Benchmark vocabualry and relate it to PE. Everyone in our building takes part, to try to increase student achievement.
The rest of your comments should go to Scott Schifeling. He is the union President and I am sure would love to enlighten everyone. Finally about teacher concessions…..the last two bargaining contracts we were told the district needed our help to get their finances in order, so we took what they asked for. Again ask SS for all the details. How did the district do in regards to that??? Ask the public and I think you will have your answer.
Ed also you may not realize that this system for coursework and the salary scale was the same thing in place that your beloved leaders took advantage of but now seek to change.
For the record I wish I was making the avg. teacher salary too LOL!
scott,
thanks.
Can you clear up your health insurance contribution for me, what is it exactly teachers pay for full family coverage?
Oh yeah Ed since again you may not be aware but I will reference my situation as a PE teacher. I seek to take courses of Teaching El. Health (which are PE state standards 22, 23, and 24), Childhood Obesity (national epidemic), and Inclusive Games (I teach Trainable Mentally Handicapped Children and Behavior Disorder Children). I am not sure what more PE specific courses I can take that would better myself and my students. I was denied taking these courses! See Ed some teachers arent just trying to advance on the payscale by taking joke courses, so please dont stereotype all of us. I can speak in regards to me. Although I do know that many administrators took several joke classes to get to their Masters +75 and after they got there want to deny the same courses for teachers.
Really Ed I have learned that people have a set belief one way or the other about the teaching profession. Nothing anyone says will alter that thinking. It goes back to a great quote I heard, “For those who get it, no explanation is necessary, for those who dont no explanation will do.”
ed, I would rather any perks and bonuses paid out to district personell go to the “Scott Donahues” of the world than the Admins. The Donahues are the ones that are teaching our children. The Donahues of the world have a far greater impact on the future of our children that the Admins. So what if they get course reimbursement? So what if they get paid health coverage? As well they should. I can’t remember if you gave us a work history, but have you sat in a classroom of 30 students for 5 days a week 9.5 months of the year? Is there anyone here that would argue that the Admins should recieve perks and bonuses but not the Donahue’s?
Thanks Diane, acually the Soc. Studies class I teach has 35 kids in in, 9 of them are Spec ed. and there is no spec. Ed teacher with me, just myself. See Ed some of us do earn our money. And as I ahve said to the board and administration, please come on in to VS and sub/cover classes for a week. That will be about all you could take and we are one of the better schools in the district.
Ed I believe you know what we pay. How about you enlighten everyone on here about your job, benefits etc… In regards to our insurance, actually we went to what the DISTRICT WANTED US to go to. Saved them money in fact.
ed, reading your comments I can’t help but think you can take the man out of Admin but can you take the Admin out of the boy?? 😉
Either that or they sent some goons after you!! Lol!
Scott,
I don’t know. That’s why I ask. It really is that simple. What I find frustrating is how much you assume about what I do or don’t know.
Put it out there. I’ll ask again, tell me what YOU pay. It may be public record but I don’t have it at my fingertips as do you.
What I find offensive is your characterization of me as ignorant, and from that, I deduct a attitude that the general public is ignorant. I will state that is the wrong tack to take. You wrote “For those who get it, no explanation is necessary, for those who dont no explanation will do.” Hunh. Is that right? So, are you suggesting we, the parents of three D150 kids, a taxpayer, someone with a heart for education doesn’t deserve to understand, clarify, ask, probe, challenge? Is that what you’re saying; that in my ignorance is an unwillingness to understand? That’s not what I call discourse. And I am trying to be honest and ask of you. I think there is some limitation to this being electronic communication, but…
I will write to you what I wrote to Stowell, don’t assume I’m some ignorant peasant with no clue of the demands of teaching, school finance, or public policy. I find that to be the same approach the district administration is taking as well. Those that represent the teacher’s interest must realize you’re speaking to a community, not an interest group. If you come at me as you have in each and every post above in the future, then I’m sad to say I’ll just shut you off, as the public will do.
I’m not arguing against “perks”, or benefits. I’m trying to understand in factual terms the position of the district. Stowell presents one side, it appears Donahue is attempting to present another. Diane, nowhere did I state they should not have benefits, nor did I bring up a admin v. teacher comparison of compensation package. I remarked that on the face of his statement, which I quoted, the notion that teachers with master’s degrees being “blocked” from future pay increases which are funded by district paid tuition reimbursement, in part, was ridiculous to me.
And since you asked, Diane, I’ve been in the public sector for close sixteen years.
Spending time stating “we don’t understand”, and “spend some time in our shoes”, and does no one, any good.
Finally, Scott, is this you? (“For the record I wish I was making the avg. teacher salary too LOL!For the record I wish I was making the avg. teacher salary too LOL!’)
2007 Teacher Details
Name: Donahue Scott M
Salary: $55,312
Position: Junior High/Middle School Classroom Teacher
Full/Part Time: Fulltime
Percent Time Employed: 100%
Assignment: Physical Education
Years Teaching: 11
Degree: Baccalaureate
School Name: CHARTER OAK PRIMARY SCHOOL
District Name: PEORIA SD 150
Correct me if I’m wrong, but…
Diane,
I’m sorry, but I’m beginning to disengage. I really don’t want to get into a shouting match with anyone. I don’t want to be a community member in the middle of two positional arguments and some of Scott’s statement rubbed me wrong. Not everyone blames teachers, or more specifically their union. Not everyone blames the administration.
What I’ve been trying to write all along here is my heart is breaking because I see this going the same route failed public discourse has gone in the past. I don’t want to be lied to by either the interests claiming to represent teachers, the administration, or anyone else. I am an intellegent, caring member of the community and I want to know in clear terms what we are faced with in terms of educating our children.
I apologize if I’ve not spent the time to artfully craft my questions and replies today. I will work on it.
Memo to those who disagree with me: If you are going to try to “set me up” with a phone call you might want to make sure that the caller has half a brain first.
I’m not sure about Scott’s salary–but my guess is that the $55,000 quoted from the Champion site also includes his pay for coaching–not sure but it’s quite possible. I do not believe that $55,000 is an average teacher’s salary in District 150, especially since so many of the veteran teachers have retired over the last five to ten years. I think 150’s faculty is relatively young and low on the salary schedule–which is another reason why I do not understand the claims that employees are such a heavy financial burden. I guess it’s time to do a study to get the facts–how many new teachers, how many over 25 years, etc.
From my own experience (43 years), the first time teachers in Peoria ever received a wage competitive with other professions with similar educational requirements was with the contract negotiated by Terry Knapp and company. I considered that contract to be a bit of pay back for the years we were underpaid. Teachers, such as Scott, who have families to support do rely on coaching to boost their pay.
I believe that many of the salaries you see on the Champion website include extra pay for various kinds of extra duties performed after school hours. I trust that the taxpayers do not expect teachers to “volunteer” as coaches, etc.
I jokingly have said that it sometimes seems to me that the general public might think of teachers as volunteers. Some teachers are often referred to as “dedicated” as though it were some sort of religious calling for which we expect little or no pay, etc. Have you ever heard of a “dedicated” Caterpillar worker, insurance agent, etc. That said many teachers are “dedicated” but can’t afford to teach for nothing. Also, for a long time historically, the teaching force was made up primarily of single women–who, for some reason, were not expected to deserve or require a living wage. Times have changed; teachers have to raise families on their salaries.
Where is Joe Carter when we need him? Seriously, if someone could get all of the bloggers on this network to come together some day and discuss these matters, you would all understand the problems of the District, and siphon out many solutions. doing it on the computer won’t solve anything, get together!
“Teachers, such as Scott, who have families to support do rely on coaching to boost their pay.”
Sharon… are you suggesting that Scott be paid MORE because he is married and / or reproducing? What a Communist idea….
“From each according to his abilities, to each according to his needs”
wacko… first we need to inform the community, then we set fire to the building.
Regarding RtI, the current SPED director was brought in to implement the process. She’s been there two years and there is alot of disorganization, they have to bring in outside people to talk to principals about it, and she has had to rely heavily on others. I do not want to say too much about her directly but MANY other districts are much further along with the RtI process.
RtI is for all students, not just SPED. From what I have read and researched RtI will not save money. It is too early to determine if it will decrease the number of SPED referrals. However, parents of children who struggle need to stay on top of what the schools are doing as far as intervetions with their children.
sharon,
thanks. i’m just trying to understand. i really don’t know what teachers in D150 pay for insurance, which is why i asked. if Scott made 55k according to the guardian, and i’m using the guardian to evaluate whether or not d150 is comparable to other districts, and the guardian lumps all pay equally in their statistics, then it’s generally apples to apples. details can be argued about, but i’m just trying to eyeball it right now.
i’ve heard the teachers dont pay anything for insurance, i don’t know if that’s true or not. if it is, then they are really “making” the sum of their compensation plus the amount subsidized by the district for health care. i pay, out of pocket, pre-tax over $400 a month for health care. if i were to compare, in general, my salary to scotts and his health insurance cost the same as mine, it would look like he was making 4800 a year less than he is.
scott’s not the issue, understanding (from my perspective as a community member and parent) if the teachers are paid fairly is the issue.
** one of the issue’s.
i think what i’ve not seen anywhere is a vetting of Cahill’s projections. Does anyone know if those are available?
one quarter doesn’t a trend make.
ed said, “i think what i’ve not seen anywhere is a vetting of Cahill’s projections. Does anyone know if those are available?”
Martha Ross had the same questions at the last school board meeting. I believe Cahill is supposed to be providing her that information. Maybe Jim can get a copy of it for us, because I’d like to see it, too. If not, we’ll just have to FOIA it.
Stop the presses–I might be wrong; the salaries listed may not include pay for extra duty. Also, 20 years ago I may have thought $55,000 was a lot of money. Do all of you think $55,000 is high for a teacher’s salary? I hate to admit how little attention I pay to how much I made or make yearly–how much per paycheck was my only interest.
P.S.–again not sure, but I think that for some years teachers did not pay their own insurance. I do think that may have changed in more recent years–as one of those contract deals when teachers agreed to “help” out. Hopefully, someone with the facts will respond.
Kcdad: No, I wasn’t suggesting Scott be paid more because he has a family, etc. I was trying to make the point that once public education was primarily a job for single women–so the pay was not good. Then, I wanted to make the point that times have changed. I was single, and I took on extra jobs–night school, teaching an extra class every day, summer school, etc.–to supplement my teaching salary. I don’t think Scott should be paid more because he has a family–I simply said he may have coaching duties that help him out. I certainly would have been unhappy if he had earned more than I did because he had a family and I didn’t. I’m more on the “equal work, equal pay” side. So I guess you can put me in the ranks of typical “capitalists.”
Man I am gone for a bit and things take off. Thanks for looking up my stuff Ed but you still havent answered my questions…..where do you work, what is your salary, how many years have you been there, what is your schooling, etc…let us all know that too. Actuall since I have nothing to hide that info isnt correct ED.
As I said above the insurance package the teachers have is what THE DISTRICT WANTED US TO HAVE. We used to be self funded, but are now fully funded. They wanted us to take this insurance package and we did. End of story, so any comments about insurance are a result of what was bargained and what the district wanted us to have.
Also since Ed has a facination with my stats I am 37 years old, took 6 years to get through college, am bald and vastly overweight, used to play softball but hurt my arm, put in extra hours to coach volleyball and softball, watch my girls swim, love technology, am a die hard Cubs and North Carolina fan, run my own website, and like to vacation at Walt Disney World. If you think of anything else you need to know Ed let me know and I will try to post it. Heck I got a facebook page that you might check out. It has all the vitals for ya.
Please let us know your details too ed. And what no response about my comments about you stereotyping me, our school and such?