Could it be that some receive added dollars due to contract language and systemwide protocols and others do not?
Could it be that some of the extra dollars are connected to gender, age, or role?
As I reviewed our teachers' contract recently, I recognized that it could be that teachers at some levels are accessing those extra dollars, while teachers at other levels are not accessing the money possible. I have recognized that there could be a gender issue at play here where groups that include more men access the funds, while groups that include more women do not access the funds.
Could this be true?
I'm going to research this more in the days ahead. I think that this could be tied to old think and systems where working men advocated for money while working women did not so language that has existed in contracts for a long time support extra dollars and perhaps time for men and women at some levels, but not at other levels.
It's important to carefully understand the contract that leads your work. Those that read the contract carefully are able to access extra funds and support readily, while those who are less aware may be at risk of not reaping the benefits of their rights and support. Further those that understand the contract well are better poised with regard to advocating for change that well supports the work teachers can do for students.
At the elementary level educators are often so busy that they barely have time for a short lunch break. This can sometimes lead educators at this level to not be as aware of their rights, and often this level is made up of more women than men. How can we help all elementary school teachers to access their rights and benefits as well as advocate for the structures and support they need to teach well and live a reasonable life too? This is a question I'll be thinking about in the days ahead, and if you have any ideas in this regard, let me know.
