Moving Beyond the Acronyms
Current Issues for Wisconsin Teachers
Facts, Answers, Questions about the current political state of Teacher Education in the State of Wisconsin
The College of Education and Human Services students have voiced concerns over the future of teaching, public schools, current retirements and other similar issues. A common request arising from forums hosted by COEHS student groups has been for an FAQ on the COEHS website to answer, as best we can, your questions. The following questions arose from students at those forums and by emails to the Dean’s office. COEHS’s hopes the answers will be informative and help you make career decisions.
What are collective bargaining rights? Why do teachers need them?
These “rights” are the various contract benefits that result from teacher unions (WI Education Assoc. Council – WEAC; WI Federation of Teachers – WFT, and a number of smaller unions in Milwaukee and elsewhere in Wisconsin) bargaining with school districts on behalf of teachers. These benefits often cover such areas as salary, medical insurance, working conditions (e.g. class sizes), retirement contribution shares, state matching funds on retirement and many other areas of fiscal concern to districts and teachers. These “rights” have evolved over many years in Wisconsin and other states and have become the “norm” in district-teacher contracts. For more information visit home websites, many of which are listed at the bottom of this document.
With many teachers retiring now because of all this commotion and fluster, does that mean there will be more job openings in our field?
There are multiple answers to this seemingly simple question. First, the next biennial budget, when passed, will allow for more clarity on the public school environment. Some programs that schools thought might be cut this year, were not cut now, but may be cut in the next budget – or not. As most of you are aware, state and school budgets all over the country are currently in a great state of flux, probably more so than normal. The bottom line is that no one has a crystal ball in which to peer into the future! Second, there is already an increase in the number of teacher and administrator retirements in Wisconsin schools. These result from a number of factors; normal retirements, retirements based on financial advice (may be speculative or not), retirements caused by some layoffs, retirements occasioned by need to care for loved ones, and other reasons. If most of these sound like normal reasons, you are correct. There is a normal cycle to teacher retirements, both in financial tough times and better times. Currently, there are undoubtedly more retirements because of teachers and others (don’t forget retirements include administrators and classified employees as well) being concerned about future budgets, potential (not actual at this time though) declines in the value of retirement benefits, wanting a career change and just plain ole “had enough.” This will no doubt generate more teaching positions – how many is the issue. No one can predict that, but the changing environment suggests it will, like most things that change, be worse than hoped and better than feared. Whether or not the “times” will help or “hurt” you personally in your career choice will depend on how you design your degree and license program here at UW Oshkosh.
There will be new jobs caused by the retirement “wave”, but also by demographic changes in a district’s environment, and other factors – the type of teaching jobs and the number of openings and your potential for garnering one of them will depend on choices you make or have made already.
How much more can be taken from education in our State?
There are too many factors to give a clear answer – it’s a political question! Some argue more will be taken, others a whole lot less. Sometimes, what may seem like a detrimental change may in the long run, not be, and the reverse is also true. COEHS faculty has seen several of these cycles in education and school funding in a number of states. One theme however runs through all of the cycles: education is an integral part of our society and is the basis of much of assimilation of those from different places in our history and currently. Keep in mind; everyone goes to school, most for 12 years – which makes everyone an “expert”! Some for good, some for ill, and most are busy and disconnected. Periodically therefore, education takes center stage in our political arena and all sides of the political and ideological spectrum become involved. The answer then turns on the engagement of people in the political process. More and/or less will be taken depending on the results of who participates in that engagement.
What does WEAC, or any union for that matter, do for our teachers?
It is suggested that in order to best understand the role of teachers unions you go to the WEAC website listed below and see what they say. Another suggestion is when any UW Oshkosh or COEHS groups publicize an event on teaching and unions with a guest speaker, an open forum or a town hall meeting with the COEHS Dean, you need to go! Being actively engaged allows for being better informed.
Will we still have a union?
No doubt. Neither the recent “Repair Bill” (which would have impacted the current fiscal year) nor the current biennial budget proposal for 2011-2013 that is before the state legislature does away with teacher unions or any other unions. The issue is certain benefit costs and results in a political contest that makes it impossible to make any better predictions than one’s opinion as to outcomes.
What kind of benefits will teachers in Wisconsin lose?
This is difficult to predict because once again too much depends on political movements, votes and negotiations. The recent “Repair Bill” targeted the amount of moneys that would be deducted from teachers’ paychecks causing a higher employee contribution for medical insurance and retirement. This bill will impact all public employees as well. Currently the bill is tied up in the Wisconsin court system and there is no way to tell to whose benefit it will be decided or whether it will become part of the next biennial budget or simply become moot.
How does this impact my salary?
At this point, there is no impact. State employees are still losing pay to furlough days. The new biennial budget proposal does end the furloughs, but that will only happen if the bill and that specific provision in fact become law. It is expected there will be some net decrease from the bill due to a requirement of increased employee contributions, but how much, if, and who knows at this point are guesses.
Was what the Republican Senators did illegal?
The answer to this question depends on the judicial interpretation of the law and its process of passage. If the court rules one way, the law is probably dead, although it could be re-introduced and perhaps then passed. Note that the issue is not the content of the bill but the procedure.
If this bill does pass, how will it affect my teaching?
There will be little impact on ones actual teaching. A person's net income would have been less if the “Repair Bill” had passed, but right now it's in the courts so there is no impact. Any decrease in school funding in the next biennial budget may impact jobs, but as to any impact on “your teaching,” there simply is no way to tell at this point.
What can I do to help out?
Contact legislators, work with your local representatives, and be engaged!
Should my forward thinking include considering other majors because of the proposed budget?
One should only consider other majors if you are unhappy with the prospect of becoming a professional educator! This however is always the case – teaching is not a major for people who do not want to be educators, think teaching is a part-time job or being a teacher is a good “fall back plan” if my real career does not come up with a job! If you want to be a teacher and have prepared yourself as well as possible, then it is as good a career as it ever was. Remember what has been said about cycles, the educational environment continuously changes; year by year, state by state and district by district. There are huge opportunities for teaching careers out there, but you have to have solid preparation, continue to educate yourself, be positive about students, teaching and learning and be mobile and adventurous!
How can I improve my chances for landing a teaching job in this new economy?
First, the answers are true for any economy, although perhaps just a little bit more so whenever we hit one of these economic downturns. Below are some things to consider:
- Think about the areas where teachers are in high demand because of change in the demographics of your potential students – for example – there are more school age kids with various and multiple kinds of disabilities, physical, emotional and inabilities to learn in traditional ways currently entering schools. In addition, more students are coming to our classrooms with backgrounds differing from the general traditional population, ethnically, linguistically and culturally. There is an extensive need for teachers prepared in areas such as ESL, Bilingual, Special Ed, Early Childhood, Science and Math. One should not settle for straight anything in your licensure! Do not think that you will be the “one” to get a job in a field of over-abundance in applicants and new teachers!
- Expand your horizons! Teacher education students need to avoid thinking about preparation in just one area - take extra credits or if possible even a different Praxis II exam; add licensable minors or add an emphasis in one of the areas mentioned earlier, such as science and math. You need to become as immersed and trained as you can in technology and teaching in a virtual environment – there are three virtual schools approaches already expanding in Wisconsin. Schools may move to a partial virtual approach to save money and you need to be certain you are one of the teachers who are experienced and certified, if not licensed.
- Increase your knowledge of literacy, even after you finish here as an undergraduate. In a world of growing immigration caused by the poverty and dislocation, as many of our grandparents or great-grandparents knew when they came here, there is and will be significant need for reading and literacy trained and licensed teachers at all developmental levels and majors.
- Be mobile! As much as you might want to teach in your home high school or district, there may not be openings, especially if you have a license in a low demand area with no extras. Look around, expand your horizons. Look to other parts of Wisconsin, Minnesota, Iowa and beyond. Look east, south and west – think about teaching for federal departments such as State and Defense. Look for ads online for teachers, especially of English, ESL, Math and Science, in places like China, Japan, Germany and many more. One good discovery about Wisconsin - it is going to be here when you are ready to come back. Take advantage of a career that is easily portable!!
How can students be certain the job market is going to turn around by the time they are ready to get a job?
Of course, no one can be certain about the job market. What we are pretty certain about is that districts will still need teachers in high demand areas such as special ed, secondary science and math, some foreign languages, ESL/Bilingual, Early Childhood and dual special ed and other programs.
It is difficult to do something that you love to do when others do not support your decision. Any suggestions?
This is one of the problems we all face in education. Ironically, communities often think highly of their own schools and teachers but not other communities’ schools. It hard to do a good job when our society does not value you, but remember most of what is being presented is media based, so keep in it perspective. Many of the critics have never stood where you do or are about to stand. Take pride in being the best teacher you can be, engage with your legislators, and perhaps ignore the rest. This does not solve the problem, but it is something we can control.
How difficult will it be to handle a classroom without support staff given the potential for large class sizes?
This will be tough if that is the way it develops. We are not sure how all of this is going to play out. In some districts, there will be class caps but not in others. Some districts will go to virtual classes, large but supported by assistants. Others may adopt larger classes but fewer sections, and others will find alternative measures. Any large class can be difficult at times, but if it is the result of a temporary up-sizing, then the teacher’s task is to manage the classroom environment.
How does UW Madison breaking from the UW System affect me as a teacher education student at UW Oshkosh?
For current students there will not be much of an impact. The impact will not be seen for a few years, maybe at least five or more. The UW Oshkosh’s Chancellor’s emails and web postings are very good sources for understanding the political and fiscal side of this issue, as well as having a good description of an alternative to the Madison split. For more information the information listed at the bottom of this document.
Are schools cutting non-academic teachers such as Art, Physical Education and Music?
Yes, some schools are but then some are not. While we can argue all day about the value of these kinds of courses to education in general, to the education of people, to our culture and civilization, the fact remains they are often seen as the first areas that can be cut to allow districts to manage what are considered by the state as core subjects. In some cases, districts are hiring or retaining educators in these areas but having them work with multiple schools. This has been the trend for at least the last 40 years so change in this area is not expected.
Possible sources for further information
Wisconsin Department of Public Instruction
Office of the Governor of Wisconsin
University of Wisconsin Oshkosh
American Federation of Teachers - Wisconsin
Wisconsin Education Association Council
We hope this has been helpful. If you have further questions, please direct them to the college dean’s office and we will try to answer them in as timely a manner as possible.
College of Education & Human Services Administration
FAQ PDF
Last Revised [5/1/11]
