All-day school schedules

Lisa Parker34 said:And maybe B2 if anyone actually wants to work... I think the goal here is just to make it look like math teachers in elementary schools are "earning" more than everyone else. It's a way to lure young mathematicians into the Department. But they won't mention the catch—the increased teaching hours and contact time. Where does the rest of the workload go? Realistically, this might bump up some salaries, but it saves the Department money because a whole bunch of people will just end up unemployed... some win, some lose. A smart move... on their part... at our expense.

School math teachers are essentially just there to offset the benefits they're planning to cut anyway.

Bryan Wells11 said:Exactly. This just goes to show how completely detached the Department is from reality and what’s actually happening on the ground. The idea that people will just swallow increasing levels of stress in exchange for a measly thousand or two more on a salary that’s already among the lowest for those with a Master's degree—it’s just not realistic.

And no, things aren't getting better. These days, when doctors, nurses, and judges demand (and likely receive) better working conditions, they get attention. But for education? Right at the start of these stretched-out, delayed negotiations, they were told there was no justification for asking for more money because—get this—"the cost of living hasn't risen." Etogac.

Apparently, the cost of living only went up for judges, and nobody else. 😁

Drew Gonzalez75 said:I know all about subject-specific teaching, and the only people heading into those schools are the ones who couldn't find anything better to do.

Look, subject-specific teachers are people who actually went to college for an education degree. Does that mean anything to you?

Sarah Hall53 said:Out of those 17, I know at least three principals who signed off on it even though most of the teachers were totally against it.

I was just thinking about how much things have changed lately. It feels like every time I turn on the news, there’s a new debate about what should be happening in our classrooms. I remember back when I was in middle school, things felt so much more straightforward, but now everything seems to be under a microscope. It makes me wonder if we're moving toward a system that's too rigid, or perhaps one that's becoming a bit too unpredictable. I try to stay optimistic about where education is headed in America, but it's definitely a complicated time for parents and teachers alike. Does anyone else feel like we're constantly chasing a moving target when it comes to school standards? kaže:
I wouldn't call this a flop at all. We had 40 schools requesting permission from the school board, and 17 have already signed up. Honestly, I think that’s a pretty solid turnout, especially considering everyone was waiting until the very last minute for the public consultation period to wrap up. Plus, they just extended the deadline, so there's still plenty of time.

We’ve already got our parental consent forms, UV, and RV ready to go. We haven't actually signed up yet, though—we'll probably end up doing it on the very last day. The only thing is, the principal isn't exactly thrilled about the whole idea; he'd much rather just let things stay as they are. But honestly, what can you do? It's his call, not ours. 😁

This is actually really interesting...🤔 😕

@miseducata, what difference does a parental consent form make here? It isn't even a requirement for this competition.
You definitely need the principal's support on this one. 🤣
I think what Sarah Hall53 mentioned above is probably the most likely scenario. It’s possible for the school to report this without getting actual consent from the school board—all it would take is for a few founders or parents to raise their hands during a meeting to push it through.

Here are the contest rules and requirements.

School founders' consent regarding participation in the Experimental Program
School Board Consent for Participation in the Experimental Program
The principal's statement regarding school operations, in accordance with section 4.1.
I’m working on drafting a motivation letter to apply for the Experimental Program, and I wanted to share my thoughts on how to structure it. It needs to be about 1.5 to 4 pages long, where the school officially expresses its interest in joining the program and shows it's truly ready to embrace change. The letter should really dive into what makes our school special—our unique strengths and all the great educational programs and activities we’ve successfully run in the past. It also needs to be honest about the current organizational hurdles we’re facing and, most importantly, outline our long-term strategy for growth. I think if we can balance being proud of our history while showing we aren't afraid to shake things up, we'll have a much stronger case!

jadetinker85 said:Nothing's been decided at Springfield Elementary School yet; they're holding another meeting.

I guess now that they've promised everyone a raise, 🤣
things might change.

Just a quick correction here—it’s not actually possible to bypass the school board. The board itself consists of two teachers, one staff member, one parent representative, and three representatives from the founding district. They make the final call on whether to sign up for the experimental program via a majority vote.
However, they *can* technically go against the wishes of the teacher's council, the staff union, or the PTA. As long as they get just one vote from those four groups, they have enough leverage—and honestly, none of those individual members are legally bound to vote strictly according to whatever their respective councils decided. That rule only applies during principal elections; for everything else, they vote based on their own conscience and judgment, regardless of what the larger group wants. So, once you factor in those three founding representatives, getting into the experimental program becomes a lot easier.

Sarah Hall53 said:Just a quick correction here—it’s not actually possible to bypass the school board. The board itself consists of two teachers, one staff member, one parent representative, and three representatives from the founding district. They make the final call on whether to sign up for the experimental program via a majority vote.
However, they *can* technically go against the wishes of the teacher's council, the staff union, or the PTA. As long as they get just one vote from those four groups, they have enough leverage—and honestly, none of those individual members are legally bound to vote strictly according to whatever their respective councils decided. That rule only applies during principal elections; for everything else, they vote based on their own conscience and judgment, regardless of what the larger group wants. So, once you factor in those three founding representatives, getting into the experimental program becomes a lot easier.

Actually, I misspoke! I meant they can bypass the staff representative on the school board. They just need a parent rep and the district officials (the ones I mentioned in parentheses).
If the district officials and that parent are all part of the Republican Party circles, there isn't much the teachers can do about it.

jadetinker85 said:Look, subject-specific teachers are people who actually went to college for an education degree. Does that mean anything to you?

That doesn't hold much weight—especially regarding high schoolers or older generations living outside of major hubs like New York City. Back when I was in college, there wasn't really any other path besides teaching—it just wasn't an option. We all finished those degrees because there weren't any smart alternatives. Some actually ended up staying in the classroom, but most didn't.

northerntiger9 said:That doesn't hold much weight—especially regarding high schoolers or older generations living outside of major hubs like New York City. Back when I was in college, there wasn't really any other path besides teaching—it just wasn't an option. We all finished those degrees because there weren't any smart alternatives. Some actually ended up staying in the classroom, but most didn't.

When I was in school, everything had two paths: teaching or non-teaching. That went for everything from chemistry and biology to math, history, and English.

jadetinker85 said:When I was in school, everything had two paths: teaching or non-teaching. That went for everything from chemistry and biology to math, history, and English.

In NYC, sure. Not really in other cities. It was either pick the teaching route or move to NYC.

Susan James said:

I was just thinking about how much things have changed lately. It feels like every time I turn on the news, there’s a new debate about what should be happening in our classrooms. I remember back when I was in middle school, things felt so much more straightforward, but now everything seems to be under a microscope. It makes me wonder if we're moving toward a system that's too rigid, or perhaps one that's becoming a bit too unpredictable. I try to stay optimistic about where education is headed in America, but it's definitely a complicated time for parents and teachers alike. Does anyone else feel like we're constantly chasing a moving target when it comes to school standards? kaže:
I wouldn't call this a flop at all. We had 40 schools requesting permission from the school board, and 17 have already signed up. Honestly, I think that’s a pretty solid turnout, especially considering everyone was waiting until the very last minute for the public consultation period to wrap up. Plus, they just extended the deadline, so there's still plenty of time.

We’ve already got our parental consent forms, UV, and RV ready to go. We haven't actually signed up yet, though—we'll probably end up doing it on the very last day. The only thing is, the principal isn't exactly thrilled about the whole idea; he'd much rather just let things stay as they are. But honestly, what can you do? It's his call, not ours. 😁

This is actually really interesting...🤔 😕

@miseducata, what difference does a parental consent form make here? It isn't even a requirement for this competition.
You definitely need the principal's support on this one. 🤣
I think what Sarah Hall53 mentioned above is probably the most likely scenario. It’s possible for the school to report this without getting actual consent from the school board—all it would take is for a few founders or parents to raise their hands during a meeting to push it through.

Here are the contest rules and requirements.

School founders' consent regarding participation in the Experimental Program
School Board Consent for Participation in the Experimental Program
The principal's statement regarding school operations, in accordance with section 4.1.
I’m working on drafting a motivation letter to apply for the Experimental Program, and I wanted to share my thoughts on how to structure it. It needs to be about 1.5 to 4 pages long, where the school officially expresses its interest in joining the program and shows it's truly ready to embrace change. The letter should really dive into what makes our school special—our unique strengths and all the great educational programs and activities we’ve successfully run in the past. It also needs to be honest about the current organizational hurdles we’re facing and, most importantly, outline our long-term strategy for growth. I think if we can balance being proud of our history while showing we aren't afraid to shake things up, we'll have a much stronger case!

If she’s saying her principal won't sign off because he'd rather just sit idle, then he’s basically doing nothing. 🤣
Anyone else feel like their principal is a ghost? In our school, it feels like we're constantly buried in paperwork and certificates instead of actual leadership. 🤷

I'm honestly just waiting to see how the schedules look once that experimental program kicks off. I wonder what everyone will think after a few months have passed—parents, students, and teachers alike.

Is there a list somewhere? Just curious to see who from Rhode Island reached out.

I'm not entirely sure what you're getting at there—it feels like a bit of a typo or maybe just a random thought drifting through? If you were trying to say something specific, feel free to loop back and let me know. I tend to ramble a bit anyway, so I don't mind a little clarification! kaže:
So, if you take what she said at face value—that her manager refuses to step in because he’d basically just be sitting around doing nothing—then you’ve got to look at the subtext there. It sounds like her boss isn't actually managing anything at all. He's just... well, he's essentially a ghost in the office. 🤣
Does anyone else at their school get the feeling that their principal isn't actually... doing anything? Like, at my place, it feels like they're constantly buried under a mountain of paperwork and chasing after some random certification—just endless bureaucracy, really. It’s kind of frustrating when you feel like the leadership is more focused on filing cabinets than what's actually happening in the hallways. 🤷

My kid just isn't listening—it’s like there's a total disconnect. I actually went as far as hiring a private consultant to step in and handle the discipline side of things, but honestly? It feels like a complete waste of money. The guy is basically just sitting around doing nothing while I'm left holding the bag.
That’s exactly why our school system is falling apart—honestly, it’s pretty depressing when you think about it. They end up picking administrators who are basically just looking for the path of least resistance, which suits them perfectly. They go for the types who won't rock the boat, because let's face it, if they hire someone actually dedicated to making things better, that person is going to start working hard... and then the lazy ones would actually have to pick up the pace too. Nobody wants that kind of pressure, I guess.

jadetinker85 said:Look, subject-specific teachers are people who actually went to college for an education degree. Does that mean anything to you?

Well, actually, they do teach it.
A massive number of people I know—myself included—completed a pure science degree first and then went back to complete their teaching credentials afterward.
Beyond that, what kind of logic is that even supposed to be? Are you suggesting that if someone spends two fewer years in a teacher-prep program, they're somehow less valuable? It’s complete nonsense. Please, go work through those hang-ups somewhere else.

Jason Morgan, she’s basically saying that when people pick an education major, they’re actually going into college with the intention of teaching—not that they end up stuck in a classroom because they couldn't land anything better, like someone else was arguing earlier.

Susan James said:

I was just thinking about how much things have changed lately. It feels like every time I turn on the news, there’s a new debate about what should be happening in our classrooms. I remember back when I was in middle school, things felt so much more straightforward, but now everything seems to be under a microscope. It makes me wonder if we're moving toward a system that's too rigid, or perhaps one that's becoming a bit too unpredictable. I try to stay optimistic about where education is headed in America, but it's definitely a complicated time for parents and teachers alike. Does anyone else feel like we're constantly chasing a moving target when it comes to school standards? kaže:
I wouldn't call this a flop at all. We had 40 schools requesting permission from the school board, and 17 have already signed up. Honestly, I think that’s a pretty solid turnout, especially considering everyone was waiting until the very last minute for the public consultation period to wrap up. Plus, they just extended the deadline, so there's still plenty of time.

We’ve already got our parental consent forms, UV, and RV ready to go. We haven't actually signed up yet, though—we'll probably end up doing it on the very last day. The only thing is, the principal isn't exactly thrilled about the whole idea; he'd much rather just let things stay as they are. But honestly, what can you do? It's his call, not ours. 😁

This is actually really interesting...🤔 😕

@miseducata, what difference does a parental consent form make here? It isn't even a requirement for this competition.
You definitely need the principal's support on this one. 🤣
I think what Sarah Hall53 mentioned above is probably the most likely scenario. It’s possible for the school to report this without getting actual consent from the school board—all it would take is for a few founders or parents to raise their hands during a meeting to push it through.

Here are the contest rules and requirements.

School founders' consent regarding participation in the Experimental Program
School Board Consent for Participation in the Experimental Program
The principal's statement regarding school operations, in accordance with section 4.1.
I’m working on drafting a motivation letter to apply for the Experimental Program, and I wanted to share my thoughts on how to structure it. It needs to be about 1.5 to 4 pages long, where the school officially expresses its interest in joining the program and shows it's truly ready to embrace change. The letter should really dive into what makes our school special—our unique strengths and all the great educational programs and activities we’ve successfully run in the past. It also needs to be honest about the current organizational hurdles we’re facing and, most importantly, outline our long-term strategy for growth. I think if we can balance being proud of our history while showing we aren't afraid to shake things up, we'll have a much stronger case!

I know perfectly well what is required, what is fair to demand, and who actually holds the reins in a school district.

If the school board is on board and the district founder is on board, then the matter is settled. Period.

I find this really interesting. From a teacher's perspective, what stands out to you as a positive here? On the flip side, what would parents see as the upside of this proposal? I'm curious about the specific benefits you think this offers both students and faculty.

I mean, if they pack everything in before 2:00 PM—lunch included—who could really complain?
As far as I'm concerned, it’s perfectly fine. Honestly, even if I had to pay extra for that lunch, I suppose I wouldn't mind one bit.

mellowskipper said:I mean, if they pack everything in before 2:00 PM—lunch included—who could really complain?
As far as I'm concerned, it’s perfectly fine. Honestly, even if I had to pay extra for that lunch, I suppose I wouldn't mind one bit.

They set the end time for the older grades at 2:40 PM.
It’s a slight improvement over 3:30 PM, but still quite late. They'll just end up bringing homework home and studying anyway...