National survey: Both teacher and principal satisfaction down and stress up
MetLife released its annual survey of teachers and principals. It will be no surprise to readers of this blog that both groups of educators report lower job satisfaction and increased levels of stress.
From MetLife:
As major changes in education loom and cuts in many public school budgets continue, the job of running the nation’s schools has become more complex, challenging, and stressful, the new MetLife Survey of the American Teacher: Challenges for School Leadership (2012) reveals.
School leaders today say that key responsibilities are challenging, particularly those schools alone cannot address. The challenges include balancing budgets — more than half of both teachers (56 percent) and principals (53 percent) report that their school’s budget has decreased in the last 12 months — and addressing the growing needs of diverse learners and their families.
Many principals say their jobs have changed over the last five years (69 percent say the responsibilities are not very similar) and 75 percent say their jobs have become too complex. Principals also report high levels of stress and limited control over key academic functions in their schools. About half of all principals (48 percent) and teachers (51 percent) report that they feel under great stress in their job at least several days a week.
Meanwhile, nine in ten principals (89 percent) say they are accountable for everything that happens to the children in their schools, but fewer principals say they have a great deal of control over key school-based functions, including the curriculum and instruction in their schools (42 percent) and making decisions about removing teachers (43 percent).
The survey — the 29th in an annual series commissioned by MetLife and conducted by Harris Interactive1 — examines the views of teachers and principals on the responsibilities and challenges facing school leaders, including the changing roles of principals and teachers, budget and resources, professional satisfaction, and implementation of the Common Core State Standards for college and career readiness.
Teacher Job Satisfaction Continues to Drop to Lowest Level in 25 Years
The report reveals that teacher job satisfaction has continued to drop significantly. Teacher satisfaction has declined 23 percentage points since 2008, from 62 percent to 39 percent very satisfied, including a drop of 5 percentage points in the last 12 months—the lowest level reported since 1987.
The survey was conducted by telephone among 1,000 U.S. K-12 public school teachers and 500 public school principals in October and November, 2012.
Principal job satisfaction is also on the decline, but at not as steep a rate as teacher satisfaction. Fifty-nine percent of principals say they are very satisfied with their jobs, compared to 68 percent in 2008. The decrease, however, marks the lowest point in principal job satisfaction in more than a decade.
“The survey’s findings underscore the responsibilities and challenges educators must address to ensure America’s young people are prepared to compete and collaborate in the global economy,” said Dennis White, vice president of corporate contributions for MetLife. “We hope the findings of this survey will help us all pose and address questions about school leadership that can turn challenges into opportunities for better student achievement.”
Educators Confident about Implementing Common Core but Unsure of Impact
While national experts on teaching, standards, and leadership interviewed for the design of the study have raised significant concerns about the readiness and capacity of schools to implement the Common Core State Standards, a majority of teachers (62 percent) and nearly half of principals (46 percent) report teachers in their schools already are using the Common Core a great deal in their teaching this year. Most principals (90 percent) and teachers (93 percent) are confident or very confident that teachers in their schools already have the academic abilities and skills needed to implement these new, rigorous standards.
Those confidence levels have limits, however. Teachers and principals are more likely to be very confident that teachers have the ability to implement the Common Core (53 percent of teachers; 38 percent of principals) than they are very confident that the Common Core will improve the achievement of students (17 percent of teachers; 22 percent of principals) or better prepare students for college and the workforce (20 percent of teachers; 24 percent of principals).
Other Key Findings
• Teachers are leaders, too: Even with these significant challenges, teachers are engaging in school leadership and looking for opportunities to serve in other capacities. Half of teachers (51 percent) have a leadership role in their school, such as department chair, instructional resource, teacher mentor, or leadership team member. Fifty-one percent of teachers also say they are at least somewhat interested in teaching in the classroom part-time combined with other roles or responsibilities in their school or district, including 23 percent who are extremely or very interested in this option.
• Factors whose origins are beyond school control represent the most significant challenges: Three quarters of teachers and principals or more say that it is challenging or very challenging for school leadership to manage budgets and resources to meet school needs (86 percent of teachers; 78 percent of principals, address the individual needs of diverse learners (78 percent of teachers; 83 percent of principals), and engage parents and the community in improving the education of students (73 percent of teachers; 72 percent of principals).
• Time for collaboration and professional learning remains limited: More than six in ten teachers say that time to collaborate with other teachers (65 percent) and professional development opportunities (63 percent) have either decreased or stayed the same during the past 12 months. The decreases in professional development have a sizable relationship to a school’s financial condition: Teachers who report that their school’s budget has decreased in the past 12 months are three times as likely as others to report that there have been decreases in time to collaborate with other teachers (35 percent vs. 11 percent) and in professional development opportunities (27 percent vs. 8 percent).
–From Maureen Downey, for the AJC Get Schooled blog
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81 comments Add your comment
Private Citizen
February 22nd, 2013
10:19 pm
“Inequality Is Much Worse Than You Think.
In 2010, the top hedge fund manager earned as much in one HOUR as the average (median) family earned in 47 YEARS.
• The top 25 hedge fund managers in 2010 earned as much as 658,000 entry level teachers.
• In 1970 the top 100 CEOs made $40 for every dollar earned by the average worker. By 2006, the CEOs received $1,723 for every worker dollar.”
http://www.huffingtonpost.com/les-leopold/inequality-is-much-worse-_b_2633191.html
Dr. Monica Henson
February 22nd, 2013
10:56 pm
My high school staff, including teachers and advisors, work a full 12 months. We are in the process (staff-driven) of creating a compensation system that will allow for tiers of employment with increased pay, administrative support (teaching assistants), and resources. My goal is eventually to grow the school to the point that we can have six-figure salaried teachers. Movement from the starting tier will depend on employee performance, which will be tied in part to enrollment, in part to student achievement outcomes.
Anyone who thinks I don’t respect teachers simply doesn’t know what s/he is talking about. I don’t respect whiners. I respect professionals who understand that a teacher is, for many children, the last, best, and perhaps only chance at a decent future; who treasure the children in their care; and who know precisely how to move learners from Point A to Point B, and don’t shirk, complain, or blame-cast while doing it.
btman
February 23rd, 2013
9:11 am
Another note. How about the thought that school is essentially a daycare for those parents who want their kids to just go away. I teach on average 100 kids each and every day. During an open house or through email or phone calls, you wanna know how many of those kid’s parents are truly interested in what their child is doing in the classroom??? about 20. YUP! 20…. I call parents, invite them to open house, other functions, and never hear a peep from them. Parents need to start getting on the ball and caring about their kids education. Teachers are raising your kids!
10:10 am
February 23rd, 2013
9:16 am
@Dr. Monica Henson:
Bravo for your clear-headed analysis and unwavering resolution to seeking real-world solutions.
Ditto for your obvious realization that every workplace has its whiners who will not be appeased. Their complaints have much more to do with their own personal psychological flaws rather than the world around them—those seeking to foment dissatisfaction to further political or labor union agendas, included. This blog seems a favorite hangout for them.
As elsewhere in life, progress toward worthy goals depends partly upon ignoring the negativity which such individuals continually generate.
btman
February 23rd, 2013
9:31 am
Dr. Henson, with all due respect, how do you expect to evaluate teachers on student performance? Where’s the evidence based research on this? Students come from all walks of life, backgrounds, intellectual abilities, motivational factors above and beyond what we teachers can control. Whose not to say you won’t enroll the best performing kids, based on past performance, into the classes of those teachers you like more?? Not saying that you personally will do that, but trust me, it happens. I worked in schools for the last 15 years in teaching, supervisory and admin positions. Basing evaluations on teacher performance is not a very wise move.
Dan McConnell
February 23rd, 2013
10:57 am
To everyone under the “9 months of work” and “lifetime benefits” and “white collar” illusions…get a clue. There is NO job like it, where the greatest thanks come from within. Not the meager paycheck (when compared to the up front investment, the time, heart, food and supplies from your own pocket, time way beyond the clock and calendar, soul it costs) or the benefits-which are coming under attack right along with the integrity. If you have not done it, for real, in a REAL school (not some country club kiddie day care for children who will dynasty into position and security) then just watch the debate.
Want to put your faith in the cold hard Wall St data formulas and call that fair for all? Guess who seems to be doing pretty darn well while they put the screws to everyone else and have now moved on to the institutions that could educate to defend democracy…
btman
February 23rd, 2013
11:01 am
Well Said, Dan….On my last note, if we start to evaluate teachers on student performance, good luck hiring any teachers. There’s already a prediction of epic shortages in education in years to come, Wait until the baby boomers all retire…. Are you one of those who thinks there’s just educated people waiting to come and teach?? I don’t see anyone banging down any doors…
Private Citizen
February 23rd, 2013
11:09 am
btman, I think Dr. Henson is trying to make recompense based on assumed work-load and results. Oh yes, I know what you mean in the regular system. I used to hear about teachers being assigned the bad class and the bad kids. Then it happened to me. The problem there is when the teacher has no back-up to deal with chronic disruptors, it might be only one, but kids seek structure and discipline, and when there is no discipline or response from administration, it is a bad situation and is not healthy for the kid, either. For the teacher it is hell, when day after day, week after week, you have some kid who have given themselves the full time job of screwing over the functioning of your class. And then the state sends a directive telling the school to lessen discipline referrals, so the school admin. is on the hot seat and does not want to be called out by the state for dealing with discipline issues.
Those people doing this on the state level and removing resources to deal with out-of-age troubled kids and leaving them in the classroom and telling the schools and teachers they can do nothing about it, it is a grave moral error. This is an example of the few at the top putting much dysfunction onto the many. We were rocking along pretty good at my school, had good leadership, good performance, and a balanced productive way of doing things, and then the state stepped in and sent a letter or something and screwed with us. It totally f’ed up the school. The state tells people to do things before they have their ducks in a row. It is one of those out of touch “decree” systems where they make up some crap that has real determinant difficulties and then they tell people to do it.
Private Citizen
February 23rd, 2013
11:15 am
10:10, Why don’t you go hang around a bunch of coal miners who work in unsafe conditions, where inspections are ignored and there are gas blow-outs and cave-ins and people trapped five miles underground because the company owner ignored the last five inspection reports, and their families are all hanging around at the mine elevator entrance praying that they make it our alive, and why don’t you tell them they are a bunch of whiners who have “personal psychological flaws.” Meanwhile, you’re the a-hole who turns on your light switch and gets a sandwich out of your refrigerator from coal-fired electricity without a thought in your head.
Private Citizen
February 23rd, 2013
11:21 am
10:10 I once had a high school student throw a lead paper weight from across the room that hit me with great force in the side of my head. This was after 4 hours of un-prior-announced school “lock down” (they just “do it”) where no one could even leave to pee and the friendly-enough student had a history of violent actions and no one from the sped. department informed me because they keep their information hush-hush. I went and got an x-ray to see if I had a concussion and soon after had a headache on an airplane flight of the type I’ve not ever had before. I don’t get headaches. It cleared up about a year later.
you can take your bullshi- and stuff it.
Private Citizen
February 23rd, 2013
11:28 am
The weight was the size of a kupie doll, about 3″ high and the student threw it like a baseball pitcher throwing a strike. It hit me right above the ear on the side of my head. And let’s not forget the hood rats who when in a bad mood will sometimes mumble about how they are going to “kill you.” And if you actually get out or know anything, there are plenty of them who act on these impulses. And in bad urban areas, teachers are expected to interact with, teach them, and reform them. I’ve had to address an entire class of high school age hood rats who were harping about what a worthwhile thing it is to find a gay person and abduct them and beat them – hopefully to death. I was glad that my class trusted me enough to be themselves and sing their neighborhood song. I also was the one person who had to tell them,. “hey, that’s not okay” like it was news to them. I had several students with complexes about doors because a door is what someone kicks in when they are going to attack you.
Private Citizen
February 23rd, 2013
11:42 am
hey 10:10 when was the last time someone unexpectedly told you “LOCK DOWN” lock the door, don’t move – for 4 HOURS. Hope you didn’t just drink a Big Gulp because you’ll be in the corner peeing in a trash can. Now put about 25 high frenetic not-matured high school kids in the room with you and you’re responsible for every one of them and anything that happens.
You haven’t done much work with young people who do not have their heads matured, have you? Where one eyeball is growing at a different rate of the other eyeball, where one elbow is growing at a different rate of the other elbow, and half of the things they say are questioning and do not make much sense. Have you? ?Hugh? HUH? Mr. Know-It-All, Mr. “I’ve got an opinion about the workers?” You better get your sweet a– into the workplace before you talk any more crap.
Next you’re going to tell people around forklifts that they don’t need to worry about their toes. An another thing, your “personal psychological flaws” is absilutely the lowest form of know propaganda character assassination. Are you really that completely ignorant that you do not know what you are doing with this well-known propaganda technique. Did you pick this up from Bill O-Reilly or something? Are you really that ignorant and gullible that I have to spend MY TIME pointing this out to you? Here, read this: http://geeldon.wordpress.com/2010/09/18/the-use-of-character-assassination-to-isolate-the-target/
The problem with you 10:10 is that you’ve got no respect. And an FYI, I do not intend to spend my time with any more of this corrective lecturing to you. Good luck, not an abandonment, but wishes of “good luck” as I treat persons in an autonomous manner.
10:10 am
February 23rd, 2013
11:53 am
@ Puerile Citizen:
I’m still wondering how a self-proclaimed “overworked” teacher finds time to post 20-30 times per day—and at lengths which even your mother must tire of reading.
But my sympathies on being struck on the head in the line of duty. And its apparent effects.
Private Citizen
February 23rd, 2013
1:00 pm
Lord have mercy you are clueless. Fifty times I have indicated that I am one of those who “walked” also known as “freshly resigned.” Now are you going to chop that up and throw darts at that, too? Are your boundaries and lack of respect really so thorough. I know I can not change other people and I should have some sense in trying to modify you. Thank you for your sense of humor. I dare say the political antics from the local management and their thirst for power were more determinative to my health than the episode with the students, although that was certainly a close call and could have been very serious. I wasn’t too happy after that plane flight, but what are you going to do? I wonder about your work experience? Have you done any hand on work, you know, equipment, oil fields, places where people get crushed shoulders and things dropped on them? Maybe that has nothing to do with anything but usually people who “do the work” do not ridicule other people who “do the work.” And all this talk about bad teachers, the thing is, I haven’t seen any of them and just the opposite, most of my work-peers were highly accomplished dedicated people well outside of the performance of most people sitting around in jobs getting a salary. Hey, thanks for evening things out, some. Have a swell day.
whatamess1
February 23rd, 2013
1:40 pm
I love how many administrators run around yapping about how teachers need to be held accountable for the performance of their students, like they are given a free pass, and it all the teachers fault. HOW ABOUT GETTING OUT OF YOUR DAMN OFFICE AND SUPPORTING TEACHERS FOR ONCE IN YOUR LIFE. Pathetic. Administrators are just those who used to teach, weren’t able to, so to save their @ss, got into a job where they are no longer directly accountable for student achievement. Then they can blame the teachers. Pretty fresking smart.
Policy makers for classrooms that they havent been in for years.
Anonymous in DeKalb
February 23rd, 2013
2:07 pm
@ Private Citizen -
So you’re a former teacher who “walked?” Somewhere there are parents and taxpayers who should be thankful of that. May we blog readers be so lucky.
ShooShee
February 23rd, 2013
4:17 pm
If it’s any consolation – job satisfaction is down and stress levels are up in almost any industry. We’re all just trying to hold on during this painful wealth transfer economy.
Mikey D.
February 23rd, 2013
4:17 pm
@Dr. Henson:
I wasn’t questioning your respect of teachers. I was questioning your statement that it was TRUE that teachers get paid a 12 month salary for 9 months of work. You still haven’t addressed what you meant there. Clarification please?
A Teacher, 2
February 23rd, 2013
5:48 pm
I am retiring in three months. One job those of you who think it is so easy can have. Since I teach high level math, they will be lucky to have as many as two applicants for the $35000 per year job. Opps, make that $32900. I forgot about the furough days. Opps, make that $30500. I forgot they are cutting out the local supplement for next year.
My replacement will have to help implement the Math Common Core, the 3rd “new” math curriculum in five years. They will have to endure the Class Keys evaluation, which will add multiple hours to the 10-12 hour a day job.
All the nay-sayers are always talking about the hordes of highly qualified teachers that are just waiting for teaching jobs. Here it is!! How many highly qualified math people are going to be after this $30500 job?
How’s reality workin’ for ya??
OriginalProf
February 23rd, 2013
7:10 pm
**Formerly Prof for more than a year on this blog, I find that someone else has registered under that name with AJC–not me. So now Prof is OriginalProf.**
@ A Teacher, 2. My sympathies and admiration are with you. Just be sure to retire before this June 30, so that you will not have to pay your full healthcare premiums… for it seems very likely that House Bill 263 will be approved by the legislature and Governor.
Dr. Monica Henson
February 23rd, 2013
9:49 pm
Mikey D, I qualified my quote of the 9-month item to reflect the actual 10 months that teachers are on duty. I’m not aware of any other employees in any other fields whose compensation is structured so that they receive 12 months of regular paychecks when they actually work for 190 days.
Corporate and blue-collar workers in the United States work 50 weeks out of 52, with ten paid holidays if they get paid time off. Public school teachers work 42 weeks a year, with time off that coincides with their children’s school schedules, obviating the need for child care expenditures for most of that time off.
I was an English teacher at the high school level for most of my years in the classroom, with a three-year stint in the middle grades, so I am well aware of the time that is put in by teachers. It is nowhere near the 80- to 90-hour work weeks the most vocal complainers claim to work.
Google "NEA" and "union"
February 24th, 2013
8:58 am
@ Dr. Monica Henson:
In the Atlanta area teachers are off for slightly over two months in summer, with two more weeks at Christmas and another week around Easter. Plus at least a few other nationally recognized days in which schools are closed—while the private sector works on. How then am I then wrong to say teachers typically work about 9 months of the year?
To be completely fair, one could say that the private sector workforce only works 11.5 months per year. But that still equals a vast difference in time spent on-site.
And let’s keep in mind that public school teachers receive taxpayer subsidized (approx 75%) healthcare benefits the full 12 months—which can continue on into retirement after as little as ten years of service.
Science Teacher
February 24th, 2013
9:50 am
Dr. Monica, the TRUE question is how many employers require that their employees give them an interest free loan on 20% of their salary? I am sure most teachers would be happy to be paid for only the months we are contracted to work.
It is my understanding that you head up an online academy- do you think your experiences with your teachers, who do not have students they directly work with all day long, really reflects the reality of the typical classroom teacher? If I am wrong about this, and you head up a brick and mortar building with actual students in desks, my apologies.
Dr. Monica Henson
February 24th, 2013
11:28 am
Google, the only thing that qualifies your statement is that public school teachers in GA sign what is called a 10-month contract. You’re not wrong.
Teachers are surprisingly well-compensated when you compare their compensation structure and hours worked to those in the private sector with similar entrance requirements (bachelor’s degree).
In fairness, I would agree that for many teachers, the working conditions are less than ideal. If they don’t have strong, well-qualified administrators, it can be miserable. And a strong administrator in a herd of weak ones generally can’t get much of anything done to stimulate substantive change. Been there and done that, more than once. That’s why I am in the charter sector now.
I love teaching. I hate what it is becoming...
February 24th, 2013
12:22 pm
Dr. Henson.
I am not sure when you left the classroom, but when I began working I did not put in nearly the hours I have to do now. In fact, there were many times I actually worked only the hours for which I was paid! (Ah, the good old days…) But that has changed. Especially in the last five years. Thanks to the pressures from NCLB, standardized testing, Class Keys, larger class sizes, less support staff, etc. my job has become much more time consuming. I have never claimed a 80 to 90 hour work week, but I would hazzard to guess that a 60 hour work week would not be an overexaggeration.
Furthermore, most of the teachers I work with have more than a BA…they have Master and specialist degrees, and the pay is not that much more.
As for pay, what does it matter if your pay is paid in the 9 months or spread over 12 months? It is the same amount of pay. I used to be paid for only the nine months, which I acutally preferred as it allowed me to put the extra in savings and make interest. Now, I have no choice but to get 12 smaller pay checks over the whole year, which limits the amount I can put aside.
When I went into teaching, the deal wa
I love teaching. I hate what it is becoming...
February 24th, 2013
12:38 pm
…Sorry… for some reason, my post went sailing off into the net-nebula before I requested.
When I went into teaching, the deal was understood. With a graduate level degree, I could have gotten a job in many other higher paying fields, but the field of teaching offered a trade-off. “We will start you at a salary far below what others with similar professional degrees are making, and you will work many, many years before you even begin to match the salary others are getting within a few years. You will watch as your friends make a lot more than you and move up the pay scale a lot faster than you, buying homes, cars and taking great vacations, while you are still struggling to make ends meet …but, in the end, your retirement benefits and medical benefits, while not terrific, will allow you to live a comfortable life after you stop working. You will not be living on the street.”
That was the deal.
And so I worked for 25 years to get enough money to buy my little-fixer upper. I drove my cars into the ground and bought used. I took stay-cations before there was such a term, and tried not to envy my friends living the big life.
And now?
Now my pension and my health benefits are all under attack. I see the whole “schools are failing” as an effort to undermine public schools and provide an excuse to take away the benefits I was promised for being willing to work longer hours and for less pay than others of my educational level. When charters and private schools have sucked all the funds and the “better” students and more involved parents out of the public schools systems, and then watch the politicians start to push to take away everything from public and their teachers. After all, who will want to pay taxes to support a bunch of “loser” teachers who aren’t even good enough to work with any but the worst students? Who will want to pour money into public schools will all those “loser kids”?
People are very short sighted. When you fail to support public schools and public school students, just where to people think those poor, uneducated, unemployed folks are going to go? And what are they going to do? How high do you think you can build the fences to keep them out?
Dr. Monica Henson
February 24th, 2013
12:56 pm
“…they have Master and specialist degrees, and the pay is not that much more.”
The pay should not be any more for advanced degrees unless the degree can be shown to produce increased student achievement. The public school employment rolls are filled with expensive veterans who hold master’s degrees and specialist’s certification (it is not a degree), and these people are automatically paid more simply because they hold the credential and have been on the job for more years than beginning teachers. This is ludicrous and has led to an untenable financial situation, and as long as districts refuse to restructure their compensation scales, you will continue to see furloughs and RIFs.
A Teacher, 2
February 24th, 2013
1:20 pm
I would have to agree with “I love teaching…”. The hours used to be really good, but that started changing about 10 years ago. Now, 60+ hour weeks are the norm, and I rarely feel that I am caught up. Many decision-makers, and blog posters for that matter, are operating on assumptions about teachers and their workload that are no longer true. Also, many people are assuming that teachers are of the same quality now as they were in the 60’s and 70’s, when they were in school. Not true there, either. Many teachers that I had in high school in the 70’s would not even get an interview at the school I teach at now.
On the verge of retirement, I will have to say that I am very grateful to have been able to teach in the years 1998-2007. In my 34 year career, those were the years when most things seemed in balance. Students by and large worked, parents were pretty supportive, and the workload seemed reasonable. There was enough money to support almost everything we needed to do.
Like it or not, things have slipped considerably since 2008. The financial aspect of education is well documented. What is less talked about is that students now feel entitled to receive maximum grades for minimal to no work, and the parents generally have many of the same expectations. Many families put everything else they do ahead of the education of their children. Last year, I had four “regular” senior math classes. I can’t tell you how many days went by where I was the only one in the room that was actually working. The only thing that got anyone motivated was the real threat of receiving a failing grade and not graduating. Otherwise, I doubt I would have gotten hardly anything out of 90% of those students. Can you imagine what EOCT tests would have looked like from this group, if there had been an EOCT?? I have never worked so hard in all my career.
btman
February 24th, 2013
10:56 pm
Dr. Henson, a specialist degree is a degree, it is conferred on by the college who issues it and it is an official degree designation. I want people to be aware of that. Please do not mis-lead. Higher degrees lead to an increased level of knowledge in many fields that help students for sure. If you eliminate the compensation for degrees, teachers will stop going to college and will become stagnant in the field. Don’t bash higher education and the compensation for it. I have an Ed.S.(it is a degree) i get paid more for it, but only by about 2000/year. Guess what? I paid 20 thousand dollars for that degree, so do the math, it will take close to half of my career to make up for that degree.
btman
February 24th, 2013
11:02 pm
PLEASE STOP SAYING THAT TEACHERS ARE MORE COMPENSATED THAN THEIR PRIVATE INDUSTRY COUNTERPARTS. This is simply not the case. Please do your research before you post nonsense on here. First, I have an MBA from GA Tech, all(not some, but ALL) of my cohorts make more than i do, their companies wanted them to go back to school for advanced degrees, paid them and promoted them when they did, and guess what??? Theor company paid for the degree. Do public schools do that?? I think not. All of my cohorts make over 100K per year. SO guess what, they make 100K= a year, had their advanced degrees paid for by their company, and get anywhere from 15-30 days off a year. I work in the Summer part time to help support my family. So please just stop the non-sense crap talk about teachers make more blah blah blah, im so sick of that school of thought, just be quiet until you know your facts!
Private Citizen
February 25th, 2013
5:13 pm
btman, have an MBA from GA Tech
Wow. Congratulations.