Embedded Files
According to the Boston University Children's Center website, "...we are able to provide the highest quality education and care to the children enrolled in our program." However, the staff ratios, lack of student teacher training, and other working conditions inherently prohibit us from actually being able to do so. Furthermore, the consistently high teacher turnover rate creates an unpredictable and inconsistent environment for both teachers and children. From safety hazards to teacher burnout, our bargaining committee continues fighting to secure a fair contract that will allow our school and its educators meet our full potential.
According to the Boston University Children's Center website, "...we are able to provide the highest quality education and care to the children enrolled in our program." However, the staff ratios, lack of student teacher training, and other working conditions inherently prohibit us from actually being able to do so. Furthermore, the consistently high teacher turnover rate creates an unpredictable and inconsistent environment for both teachers and children. From safety hazards to teacher burnout, our bargaining committee continues fighting to secure a fair contract that will allow our school and its educators meet our full potential.
So... What exactly are we bargaining for?
So... What exactly are we bargaining for?
HERE ARE SOME HIGHLIGHTS:
sustainable working conditions that allow access to benefits
sustainable working conditions that allow access to benefits
Since launching our new expanded program in 2020, our Center has never been fully staffed.
Each year has begun with an incomplete team in at least 3 of 7 classrooms, each of which has 3 Lead Teachers when fully staffed. The majority of our Float Teachers, who would theoretically be able to step in and support where needed, have either left the Center or transitioned into Teacher roles to fill the gaps.
This means that our Director, Assistant Directors, and Center Administrator are often required to cover in classrooms rather than fulfill their own duties.
This high rate of teacher turnover disrupts the stability of the classroom for teachers and students, in both the short and long term. More time spent trying to problem solve staffing coverage, ratios, and bathroom breaks means less time spent cultivating a healthy school culture and implementing high quality curriculum.
The need to maintain classroom ratios while consistently understaffed often prevents teachers from accessing our accrued vacation time. In addition, teachers who are out sick often feel pressured by administration to return in spite of illness and exhaustion.
These factors have directly lead to increased stress, burnout, and mental health challenges among our educators, which has a direct impact on the socio-emotional development of our children. Constantly having to adapt to fluctuating staffing conditions takes a toll on teachers' well-being, contributing to anxiety, depression, and both physical and emotional exhaustion. The number of vacation blackout dates, based on staffing, continues to increase, further restricting teachers' ability to rest and recover outside of the scheduled intersession closure.
PROFESSIONAL WORKING CONDITIONS THAT SUPPORT HIGH QUALITY EDUCATION
PROFESSIONAL WORKING CONDITIONS THAT SUPPORT HIGH QUALITY EDUCATION
An education industry standard is guaranteed preparatory time, ranging from a few hours per week to several hours per day.
This prep time is spent outside of the classroom designing curricula, collaborating as a team, curating books and materials for the classroom, assessing children's development, creating documentation, and engaging in professional development. In order to fulfill our promise of high quality education and care, it is essential that the University prioritize building sufficient time for these activities into our schedule.
Another legally required industry standard that has not been met is consistent monthly all staff meetings.
Since opening, we have averaged 1-2 whole staff meetings per year, most of which have occurred during our preparatory week in August before the new school year. Conducting regular staff meetings is not only vital to the teachers' sense of community and camaraderie, but also the efficacy of our school as a whole. As a Center in its infancy, these opportunities to collaborate across programs would allow us to create the foundation of a cohesive and professional educational environment.
a comparable and Livable salary for the boston area
a comparable and Livable salary for the boston area
A salary that allows teachers to live within a reasonable distance is key to hiring and maintaining a dedicated and professional staff.
According to salary.com the cost of living in Boston is 53.1% higher than the national average.
According to payscale.com, the average salary in the Boston area is $88,000.
According to the MIT Living Wage Calculator, a single adult in the Boston area would need an hourly wage of $30.04 or an annual salary of $62,483 in order to live comfortably in Boston and the surrounding area.
A 2024 study by SmartAsset concluded that- following the "50/30/20" rule- a single adult would need an hourly wage of $60.08 or an annual salary of $124,966.
Boston University salary grade 45:
Entry: $40,700
Midpoint: $52,900
Cap: $65,100
Boston Public School District salaries:
Bachelors: $64,432 - $107,373
Masters: $68,866 - $113,251
Doctorate: $81,528 - $128,913
Essentially we are bargaining to fulfill our school's promise of high quality education and care by securing conditions that will attract and maintain a consistent staff of professional teachers.
Essentially we are bargaining to fulfill our school's promise of high quality education and care by securing conditions that will attract and maintain a consistent staff of professional teachers.
Page updated
Google Sites
Report abuse