Job Security

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5 thoughts on “Job Security”

  1. Some people argue that certain languages just aren’t relevant or useful anymore, and this is why they’re going away: German, French, Latin, Ancient Greek, Japanese, etc. The point you and Grant are making here, Ben, supports the idea that it’s not the about the language, it’s the methodology. I definitely see this in Latin programs. Without exception, every teacher I know of who is even partially attempting to implement some form of CI-based instruction, is experiencing massive growth not only in new student enrollment, but also in retention through the 3rd and 4th years (This is huge, because attrition was such a given under the old model, that teachers began to take pride in having a tiny group of devout AP-ers left by year 4). Whenever I hear of a Latin program being slashed, cut, or closed down, it is often because of the teacher, who not only has done nothing to protect their own job, but has ensured the collapse of their program upon their departure (which is often retirement, and they could care less). Now I want to acknowledge that many language teachers are put in an impossible situation by administrators, but if kids and parents like your class, it will probably survive, or at least have a better chance.

  2. Not to start a political discussion here but…..
    Do you think we should get rid of the Last In, First Out policy? As a new teacher, the idea sounds appealing to me but I have to remind myself that I will one day NOT be a new teacher and I will in fact be that older teacher who is more expensive and it would save the district money to get rid of me. I’m on the fence on the issue.

  3. To put that in real terms:
    When our school opened in 1999 we offered Latin, ASL, French and Spanish.
    We now only offer Spanish. At one point there were 9 teachers in our Dep’t. (Learning Area) Now we are 3…….
    It is very real and we sure were not expecting it.

  4. Grant Boulanger

    We need some numbers here, people. Who has a story like Skip’s?
    Who can attest to a rise in retention after implementing CI methods?
    Are level I and II teachers asking their students at the end of the year questions like:
    *Are you _confident_ that you will eventually become a speaker of the TL?
    *Do you _intend_ to take classes in this TL through your senior year of HS?
    *Does “learning” in this class seem enjoyable? Effective?
    It’s my opinion that having data in response to these kinds of questions will help down the road as buidlings and districts analyze enrollment trends.
    The point is to debunk the myth that kids who don’t continue on to years 3 and 4 are ‘uninterested’ or ‘dumb jocks’ or ‘only interested in college requirements’.
    Perhaps we could start a category for sample survey questions that would elicit this kind of data…

  5. Maybe a category called “Data/Enrollment”? I’ll do that and can change it later if you want another label. Skip’s will be the first. His describes what happens when CI is not used, but as the next years go by, or maybe now for some of us, we can provide data describing data figures of numbers of kids who decide to stay with our fluency based programs for up to four years. Include in that the addition of new jobs in CI schools. I think enrollment data and teacher retention figures speak more things than do test analysis data or scores on national or AP exams. Anyway, I’ll just create a category called “Data/Enrollment” and please provide stuff for it as the years go by to prove what we know will happen – that all the incredible hard work we are doing now will in fact have results that will go a long way in guaranteeing us jobs in schools in spite of the current raping of the American economy. And, my plug for public schools, please work in schools that support democracy and not corporate interests.

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