‘Paycheck-to-paycheck’

We asked Colorado teachers about their salaries and classroom needs. Here’s what they said.

PHOTO: AAron Ontiveroz/The Denver Post
Educators wearing red and holding signs rally for more education funding at the Colorado Capitol on April 26, 2018. (Photo by AAron Ontiveroz/The Denver Post)

Thousands of Colorado teachers are protesting at the state Capitol this week, demanding more money for schools, higher pay, and protection for their retirement benefits.

Chalkbeat wanted to better understand how the contentious issue of school funding impacts teachers’ lives and the lives of their students. We asked educators around the state to fill out a survey asking about their salaries and the needs they see in their classrooms.

We’ve excerpted some of their responses below.

Tell us about how well your salary matches your cost of living. Do you work a second job? Are there things you personally do without? Or do you feel like you get by?

“I work part-time as a lecturer at a university in the evenings to help my family. I have a child with a neurological disorder, so I have to pick up the slack that our expensive insurance doesn’t cover. I have two other children who need things, too. We are a paycheck-to-paycheck family.”
– Virginia Stewart, kindergarten teacher, Colorado Springs School District 11, $41,000/year

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“My salary definitely doesn’t match my cost of living now that my husband was laid off and took a lower-paying job. I have a second job selling essential oils. It brings in an extra $200 to 300 per month. We don’t have a lot of extras in our lives: cable TV, for example. Medical bills have caused credit card debt, and now we’re looking at a kid in college next year!”
– Sarah Hightower, 5th grade teacher, St. Vrain Valley School District, $54,000/year

“I live paycheck-to-paycheck. I have to get scholarships for my own children to attend camps, and I often waitress in the summer. I don’t buy new clothes or go on fancy trips unless my parents pay. Some months I’ve had to choose between food and gas.”
– Vicki Haber, 5th grade teacher, School District 27J, $53,000/year

What’s missing from your school or classroom that could be fixed by more money?

“My textbooks are 17 years old. I’m supposed to teach my students how to use online resources, but I can almost never get time in the computer lab. We need things that should be basic like markers, colored pencils, tissues, etc. But we don’t have any budget for that kind of stuff so what we do have is donated or paid for by me.”
– Rose Pompey, 8th grade social studies teacher, Jeffco Public Schools

“Air conditioning, no cockroaches, better chairs and tables, textbooks, dry erase boards that work, basic classroom supplies like paper, pencils, tissues, etc.”
– Marcea Copeland-Rodde, 7th grade social studies teacher, Pueblo City Schools

“The school I teach at is in a rural community, and it is a very small school. We have kindergarteners through twelfth grade all in one school.

“The school is very old and run down. We often have troubles keeping it warm in the winter time and cool in the early fall and late spring when school is still in session. I often have to teach wearing a winter coat and gloves. Teachers often keep blankets handy to give to students to keep them warm when the heat is not keeping up.

“Most of the classrooms are very small and are inadequate when trying teach larger classes. The rooms need remodeled and need new furniture.

“There is also a need for more technology in the classroom to better engage students. … I often cannot make copies or print anything due to technology that isn’t working and cannot get fixed until Thursday because that is the only day the IT person works at the school.”
– Karlee Harris, middle-level math and social studies teacher, Lone Star School in Otis

Some believe schools don’t need more money, they just need to be funded differently. How do you respond to that?

“We can’t continue to do more with less. It’s not sustainable. Our kids deserve to have what they need to learn: up-to-date materials and resources, chairs that aren’t broken, tables and desks that don’t fall apart when you set a book on them, and teachers who are paid well so that they can focus on doing this one job really well, not worrying about doing two more in addition to teaching to just get by.”
– Teresa Brown, dean of student support, Colorado Springs School District 11

“I believe that the whole education system is in a top-down approach. This is negatively impacting education. I think budget priorities need to be as such:
1. Student/classroom needs
2. Teacher pay
3. Other personnel pay (custodians, support staff, etc.)
4. Administration pay.”
– Quinn McNierney, 5th grade reading, writing, and social studies teacher, Pueblo City Schools

“I agree that if we stopped paying to test students to death, we could save a great deal.”
– Jennifer Martinez, elementary music teacher, Poudre School District

What else would you like to share?

“I won the Mary Simon Award for Exceptional Teaching, and now Colorado is losing a good teacher. I have to move out of state as the cost of living is too high, and the state is not meeting that with their teacher pay. I don’t want to leave Colorado, but for the sake of my future, I have to leave. I am going to go to Texas, where a first year teacher is paid $53,000! I am nowhere close to that pay and I am in year six. Plus, the cost of living is much lower so I’ll finally be able to live a life where it’s not month-to-month and never knowing if I’ll have money for food the last week of each month without having to add to my credit card debt.”
– Shannon Rizza, kindergarten teacher, Aurora Public Schools

“Those who are against teachers are part of the problem. A day without teachers is absolutely necessary. It should inconvenience people. Its impact should be felt. Teachers deserve better and the time is now.”
– Edwina Lucero, high school music teacher, STRIVE Prep, Denver

“The issue is funding as a whole, not just teacher pay. Some believe that’s all we want.”
– Crystal Lytle, 3rd grade teacher, Moffat County School District

School Finance

The race is on to convince voters to give more money to Indianapolis Public Schools

PHOTO: Dylan Peers McCoy/Chalkbeat
Lexus Balanzar, a campaign worker for Stand for Children, is making the case for voters to increase funding for Indianapolis Public Schools.

With less than two months until Election Day, the effort to pass two referendums to increase funding for Indianapolis Public Schools is gaining momentum. Almost every day, campaign workers are fanning out across Indianapolis to seek support from voters. And Superintendent Lewis Ferebee is stopping by community meetings across the district to make his case that the district needs taxpayers’ help.

This multi-pronged approach illustrates how high the stakes are for the district, which aims to raise $272 million to prevent an even more dire financial situation.

The district first announced plans to ask voters for nearly $1 billion from taxpayers 10 months ago. Since then, the request was cut down, then the vote was delayed to rally more support. The district ultimately came to a final reduced request, which appears to be more palatable to community leaders and has won the support of the Indy Chamber. There is no organized opposition to the referendums, and a previous critic, the MIBOR Realtor Association, now supports them.

But the district ultimately needs the support of voters in addition to power brokers. The key to a successful referendum campaign is reaching out to both hyper-engaged voters and those who are less tuned in to local issues, said Andrew Downs, an associate professor of political science at Purdue University Fort Wayne.

When Ferebee presented last Tuesday to the Rotary Club of Indianapolis, for example, he was reaching members of the community who will likely tell friends and neighbors about the referendums, said Downs.

“They’re voters who will reach out to other people,” he said. “They are voters who typically have a network that will be activated in this case in support of the referendums.”

During the campaign for the planned May referendums, district leaders were juggling other initiatives that drew attention from the tax measures. But Ferebee is now front and center in the effort to win over voters. In a crowded banquet hall last week, Ferebee made the case for increasing funding to a group of Rotarians who appeared largely sympathetic. His low-key jokes drew friendly laughter. But the core of his argument was that the district needs more money to pay for safety improvements at schools and increase teacher pay.

When teacher pay is low, Ferebee said, the district struggles to retain and recruit teachers. It’s forced to rely on substitutes, and students suffer. “We know that our educators are so impactful in our lives,” he said. “We’ve got to do better with compensating them accordingly.”

The hard-won endorsement of the chamber has also gotten some voters’ attention. Tom Schneider, who works for Alpha Tau Omega National Fraternity, did not closely follow the referendums in the early months of the campaign. But as a chamber member, Schneider has learned more about it recently, and he has become an advocate.

“I’m really glad the chamber and the school district got together, they talked about it, and they figured out something that would work,” said Schneider, who rents downtown.

However, after months of political jockeying over the price tag, both behind closed doors and in the media, some voters have concerns over how much the request has changed and whether the district has shown that it needs the money.

Jefferson Shreve, a Republican on the Indianapolis City-County Council, said that even the reduced request is a significant amount of money.

Shreve was appointed to fill a vacancy on the council just last week, and he said he will continue to learn more about the referendums. But Indianapolis Public Schools leaders need to show how they arrived at the final request and how they will use the money.

“If you’re a citizen, and you’re just trying to keep up with this from the sidelines, the number is jumping around by hundreds of millions of bucks,” said Shreve in a phone interview last week. “That just doesn’t instill a whole lot of confidence.”

Reaching people who aren’t involved in groups like Rotary, such as low-income voters who work hourly wage jobs or busy parents of young children, takes other campaign tactics, said Downs, the political scientist.

The Indianapolis effort will include radio ads and direct mail, organizers say. The campaign is also relying on door-to-door canvassing, which the group Stand for Children Indiana has already begun. On a Friday afternoon in early September, three canvassers from the group traversed a neighborhood near Crown Hill Cemetery, before their day was cut short by torrential rain.

When a campaign worker knocked on Michael Bateman’s door, his Maltese Shih Tzu burst into high pitched barks. Bateman, for his part, was friendly if skeptical as he stood on the porch in the misty rain.

Lexus Balanzar got straight to the point: Would Bateman be willing to increase his own property taxes to raise money for school security and higher pay for teachers? The tax hike would cost just $3 more per month for homes at the district’s median value, she said.

The taxes on his home were already unaffordable, Bateman, an Indianapolis public school parent and alumnus, said with a dry laugh. “But if it’s for the teachers raises — if we can guarantee that they are for the raises, yeah.”

It’s an argument that could have broad appeal. A recent poll from Ipsos/USA Today found that 59 percent of Americans do not believe teachers are paid fairly, and even more say teachers spend too much of their own money on supplies.

Most of the year, Stand works directly with parents by training them to advocate for their children. But when election season comes around, the group takes on another, controversial role. The local branch of a national organization, Stand has been influential in helping elect school board members who favor partnerships with charter school.

Vote Yes for IPS, a political action committee supporting the referendums, is leaning on Stand for canvassing because the group has roots in the community, said Robert Vane, the lead consultant for the PAC. “Quite frankly, it would be political malpractice not to partner with them when appropriate,” he said.

When it comes to the referendums, Stand’s support could prove pivotal to success. In addition to canvassing, Stand donated $100,000 to Vote Yes for IPS. Stand officials declined to say how much the group is spending on canvassing, but the group said that its spending would be included on the Vote Yes for IPS financial disclosures.

The group has about 20 full-time, paid canvassers across Indianapolis, said Joel Williams, the Stand field director. The canvassers will continue door knocking and performing voter outreach until Election Day.

“We work as much as we humanly can,” Williams added.

state policy

What seven school board members in West Tennessee want in their next governor

PHOTO: Laura Faith Kebede
School boards from across West Tennessee gathered at the new Collierville High School on Monday evening.

Seven weeks before Tennesseans go to the polls to elect the state’s next governor, school board members say funding and getting online testing right are among their top concerns.

School boards across West Tennessee gathered in Collierville on Monday evening with the Tennessee School Boards Association to discuss priorities for the upcoming legislative session. The region, anchored by Memphis, has been a hotbed of state programs in schools to improve test scores at low-performing schools, such as the state-run Achievement School District, in the last two gubernatorial administrations. Online state testing has run into numerous problems since it was introduced in 2016, when a system crash canceled testing for younger students.

Chalkbeat asked some of the school board members in attendance to share what they think the next governor’s education priorities should be. Their answers have been lightly edited for clarity.

Mark Hansen, Collierville

PHOTO: Laura Faith Kebede
Mark Hansen, a school board member for Collierville Schools.

Obviously we remain concerned about testing and the ability of the infrastructure to not crash when high schools throughout the state log on at the same time. We are very hopeful they’ll get that worked out so that testing is done efficiently. It should be done online because in 2018 and 2019 you shouldn’t have to do things on paper and pencil… You need to test to have a snapshot of where your children are. But there’s a happy medium between not testing enough and testing too much. And I think we need to continue to explore where that happy medium is.

I also hope that they continue to push — and the state legislature — to put more money in the BEP, Basic Education Program, (state funding formula for schools) so that teacher salaries can continue to rise to what they need to be.

I would also emphasize that vocational technical education — that seems to be getting some attention now. Of course we would like every kid to go to college but we think there is a place for those to get a certificate and go out into the workplace and make really good money to start off with. So, I would hope that they would be open to some new programs.

Sally Spencer, Fayette County

PHOTO: Laura Faith Kebede
Sally Spencer, a school board member in Fayette County

I’d like to see continued support for schools that we have had from our current governor. He has been very pro-school, pro-education, for everybody. The Drive to 55 (for 55 percent of Tennesseans to complete college or a job certificate by 2025) is aimed at parents of children who are now realizing how deficient they are in education. They need to go to school. We have the Tennessee Promise program so they can go out and feel out a college before they commit to a college. Kids are not all the same so we have a lot of children who are really into vocational education who don’t want that liberal arts education.

This governor has done a great deal to work with teachers to strive for excellence. We used to have a program where you got tenure if you taught three years. Period. And you didn’t have a lot of complaints; it was almost considered to be automatic. Now you earn that tenure. I would want to keep that.


READ: Here’s how Lee, Dean compare on education in the race to be Tennessee’s next governor


Michelle Robinson McKissack, Shelby County

PHOTO: Laura Faith Kebede
Michelle Robinson McKissack, a school board member for Shelby County Schools.

There’s always all this talk about we need to have students coming out who are ready for the workforce. We need to make sure at the state level they’re providing the funding and that they’re working with businesses to put their money behind their mouth. Instead of just complaining about what’s lacking as students come out of school, being proactive and making things happen.

The need is so dire in Shelby County that the state needs to do adopt a student-based funding model as opposed to being per pupil just like we at Shelby County. We see there’s a greater need perhaps in one area at one school that maybe another school may not have. There’s such a great poverty level here, you have to do more. You can’t just expect for these students who are struggling with so many other challenges, and districts who don’t have the same challenges, give them the same kind of money and then expect that they’re going to get ahead. It’s never going to happen. You have to invest more where the need is greater.

Shirley Jackson, Bartlett

PHOTO: Laura Faith Kebede
Shirley Jackson, a school board member for Bartlett City Schools

I would like the state to fulfill the funding needs we have. I’m sure everybody is big on that. We need more money for teacher salaries because we want to keep them and retain them in the field.

Testing is an issue. We need better modes of testing, more accurate representation of what the students actually know and do. Not just one day’s worth, but an overall score for that child. I think mainly the fiasco we’ve had with testing has been my [constituent’s] main concern at this point.

Richard Joyner, Tipton County

PHOTO: Laura Faith Kebede
Richard Joyner, school board member in Tipton County

I hope the new governor follows in line with the one going out. Pushing more for our schools, I’d like to see more funding to do more things. Nicer schools; we need a lot of renovations on our schools in Tipton County. It’s just hard to get a hold of the funding. We have to go into our reserve money to do all the things we want to do.

I’d also like to see the testing system change. With the last administration, the testing didn’t work. I would like to see them do something to make testing work a whole lot easier. Some of the teachers are complaining about it’s hard to do.


READ: Haslam worries TNReady testing troubles could unravel Tennessee education policy


Wendell Wainwright, Fayette County

PHOTO: Laura Faith Kebede
Wendell Wainwright, a school board member in Fayette County

I would like to see the state bring library resources into the school system. I’m on the library board in my county and the school board. I can see a need how those two can come together because everyone thinks that libraries are not needed anymore. But there’s a lot more going on in a library than just borrowing books.

We have a problem with broadband. Kids cannot use computers in a lot of areas because there’s no internet connection. It can enhance learning bringing the library and the school setting together since we don’t have broadband like we need or want it to be. I’d like to see state funding to help that.

Belinda Rozell, Tipton County

PHOTO: Laura Faith Kebede
Belinda Rozell, center, a school board member in Tipton County

One thing I hope the next governor will do is be mindful that all children are different; they learn different. And that all the learning should be appropriate for each child. I’m very much for that. I don’t like that everybody has to teach this at the same time, same words used, because every child is different. So, I think learning should be centered around the child, not around the books, not around the curriculum, and not to just improve test scores. I think if you do well-rounded instruction and make a child focus, all the rest will fall into place.

Now, I think everything has been focused on test scores. So, I think everything would be different because they have better mindset for the children and they’ll be more relaxed. If we’re taking care of all the mental health issues, physical, educational, even help with the home issues, I think we’ll have a well-rounded school, a well-rounded community, and then a well-rounded society.