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We come in a week early regardless of any contract, that is what most of us have always done.

At most charter schools teachers show up 2-4 weeks before students to work on curriculum, participate in professional development, develop school culture, etc. That is the model of a professional teacher: someone who works on their craft and collaborates with colleagues on making their entire school excellent. The flip side is teachers who show up a few days early to put up their bulletin boards and then disappear into their classrooms for the rest of the year. How can a school even set priorities and goals if teachers show up the same day as the students. Both city hall and the UFT should be ashamed of this agreement.

I completely agree that a truly professional teacher comes in early to collaborate with colleagues, plan, set up, etc. What I don’t agree with is administration setting agendas that include reading memos out loud and other wastes of our time. No matter what happens, I will be in a week early, but I’ll be pleased as punch if I can spend that time as I see fit, not as an administrator dictates.

This could actually save schools a ton of money as maybe some consultants won’t be working those two days. Teachers have had to put up with a lot of nonsense paid for by administrators who can’t program a full day of professional development. I guess no yoga exercises or similar nonsense this year…

It sounds like many of you have issues with pre- and post-student days being poorly planned by administrators, not by the idea of working together with colleagues during those times. I’ve seen schools where teachers are empowered to both plan and lead the use planning and training days, and they’ve been very effective and energizing. It’s also very useful for developing a professional culture among staff. In addition to the importance of planning before students arrive, I also think it’s terribly important to spend some time at the end of year after students leave to reflect on what worked and what didn’t.

Gideon,

I work 186 days during the year. I teach 5 classes of 34 students each (170 total.) I read essays, classwork, homework, research papers, and journal writings for every one of those students. I meet with each and every one of my seniors to discuss post-graduation plans, discuss college applications, work with them on their essays, and help them with the financial aid process. I tutor my juniors for Regents, I teach an extended day class. Students email me for help with scholarship essays on Christmas break and I’m happy to help. I attend plays my students act in, I have met with former students, now graduated, to help them with their taxes and other life issues (especially important when they do not have adult role models in their lives to help them with this.) I have counseled students on all sorts of issues during my prep period and my lunch. I write recommendations, I go with my students to the colleges when they need somebody to advocate for them when there is a problem with financial aid or the admissions process. I add personal growth lessons to my classes so that students can learn tools for how to cope with life, conflicts, difficult issues, etc. that they may not be learning at home or in their neighborhoods. I try to see each of my students (all 170) as individuals, learn what their circumstances are outside of school so that I can better help them both in my class and in their lives outside of school. I do all of this because I believe I can make a difference in their lives and help them learn life lessons beyond how to write a Task IV essay.

I do NOT come in two weeks early to co-ordinate curriculum or take part in professional development with my colleagues.

Frankly, I would rather stick a pencil straight into my eye than do that.

I do know that after giving it ALL I have during the school year in a building that is often over 100 degrees (the heat is just unbearable and I have eczema from the place), roach and rodent-infested, overcrowded and falling apart, I need ALL of my summer vacation to recoup my energy and rejuvenate my creativity so that I can give it my ALL again the next school year.

I guess I wouldn’t be your model for a professional teacher for doing that.

Oh, well – I’ll just have to live with that.

It’s silly to have no prep time. But if they want me to go in with no prep time, I will. You have to be fast on your feet at this job. For those of us in overcrowded buildings who don’t actually have classrooms, there are no classrooms to prepare anyway.

I don’t remember the last time I had my own classroom, truth be told.