Susan A. Gendron: Saving money does improve Maine education
Bangor Daily News, November 17, 2007
(excerpt) But it is also vitally important to recognize that saving money is about improving education, and its purpose is to ensure that as many resources as possible go into our students’ classrooms — first and foremost to supporting teachers and professional development. Why wouldn’t we want our resources going to the people having the greatest impact on how our students learn?
There are several mechanisms already in place to make combining teacher contracts possible in a way that won’t harm school systems financially, and will contribute to educational improvements. More than half the state’s school administrative units do not spend as much on teacher salaries as is recommended under their Essential Programs and Services allocation. Those units could pay their teachers more if they would shift the funds from nonclassroom line items.
There are several adjustments to the state funding formula that can supplement teacher salaries. For example, additional money is included for K-2 instruction to allow for fewer students in each classroom. And there is a labor market adjustment for each region of the state.
Administrative reorganization and streamlining in noninstructional areas will save new units money which can be put into teaching salaries and professional development.
(excerpt) But it is also vitally important to recognize that saving money is about improving education, and its purpose is to ensure that as many resources as possible go into our students’ classrooms — first and foremost to supporting teachers and professional development. Why wouldn’t we want our resources going to the people having the greatest impact on how our students learn?
There are several mechanisms already in place to make combining teacher contracts possible in a way that won’t harm school systems financially, and will contribute to educational improvements. More than half the state’s school administrative units do not spend as much on teacher salaries as is recommended under their Essential Programs and Services allocation. Those units could pay their teachers more if they would shift the funds from nonclassroom line items.
There are several adjustments to the state funding formula that can supplement teacher salaries. For example, additional money is included for K-2 instruction to allow for fewer students in each classroom. And there is a labor market adjustment for each region of the state.
Administrative reorganization and streamlining in noninstructional areas will save new units money which can be put into teaching salaries and professional development.
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