TDSB teacher cuts are short-sighted
Re We are wasting our young teaching talent, Opinion March 11 The decision to cut 147 classroom professionals demonstrates the short-sightedness of TDSB senior administrators and showcases how disconnected they are from the challenges facing many of Toronto’s designated “inner city” schools.
At a time when so many students in these schools are scoring below provincial testing averages, the board should be increasing the number of front-line educators, not cutting them. The poor test results are symptomatic of a lack of appropriate resources to address significant challenges of inner-city schools.
The challenges include bloated junior and senior kindergarten classes, a large number of students from lower-income households, new Canadians whose first language isn’t English or French, and a large number with a wide range of special needs.
To address these issues would require a meaningful increase in front-line teaching staff in order to lower class sizes, help children overcome language and literacy barriers, and ensure those with special needs are getting the support they need to be successful. A simple review of EQAO scores from these schools show they are consistently below provincial averages and have shown little improvement over the years.
My children attend a designated “inner city” school. My youngest is in a junior/senior kindergarten classroom with 31 kids. Even with the support of an excellent and capable educational assistant, this number of students does not promote early learning success, particularly in a school where a quarter of students have special needs and for more than 60 per cent English is not their first language. I find it shameful that the largest portion of elementary teacher layoffs is from full-day kindergarten classes.
Instead of another study, or increasing non-classroom community supports, the TDSB should be redirecting surplus teachers to schools in need.
I am impressed by the dedication and commitment demonstrated by most teachers in the TDSB. Unfortunately, the board has lost touch with what is happening at the coal face. It is probably time to revisit the role of the board and look for a different model for administering our schools.
What should be examined is the ratio of cuts to management versus front-line workers. We repeatedly hear about declining enrolment in schools. Are there also declining management positions? Kristian Justesen, Toronto Sachin Maharaj’s column hits on many levels in addition to those he notes. As a teacher-educator who both introduces teacher candidates to the “nuts and bolts” of teaching and observes them during their practise teaching, it is disheartening to realize their challenges in landing that first job. So many of these people are ready to make a contribution.
As a baby boomer I was, like thousands of others, extremely fortunate to enter the job market in prosperous times when school enrolment was quickly growing. An additional challenge for schools is the gradual aging of the current population of teachers. Is it healthy for a school to consist of just teachers of a certain age or do students benefit from teachers illustrating age diversity as well as the other diversities we strive for?
I recently presented at a conference for new TDSB teachers. I was as pleased by the diversity in the audience as I was at their professionalism and eagerness to learn. If would be a shame if such talent is not supported. Teaching has become an increasingly demanding profession and we veterans can use the infusion of energy and ideas new teachers offer. John J.C. Myers, curriculum instructor, Ontario Institute for Studies in Education While Sachin Maharaj points out the enrolment decline from 2004 to 2014 of 126,000, he ignores the increase in the number of teachers and administrators from 119,405 in 2003-04 to 129,003 in 2013-14. Does he think the number of teachers and administrators should have increased even more?
Students go to teacher’s college in the hopes they might get a really great job at a very high level of compensation relative to what they might earn in other jobs. They are playing the odds. It is a bit like going to be Junior A hockey player. Statistically you will not make the NHL, but you might. David Johnson, professor of economics, Wilfrid Laurier University A simple solution: stop retired teachers from coming back on the supply teacher list. Open the lists to new and immigrant teachers so they can get the muchneeded experience. N. Williamson, Peterborough, Ont.