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'Teachers Facing Weakest Market in Years' (USA)
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AsiaESLbound



Joined: 07 Jan 2010
Location: Truck Stop Missouri

PostPosted: Mon May 24, 2010 1:44 am    Post subject: Reply with quote

Not all qualified teachers will make good truck drivers and nurses, but they will try it out of desperation. I would venture to say most certified experienced teachers back home are not cut out for living and teaching in Asia as it's very different and probably best done with no formal pedagogy. I can now see why no experience nor knowledge of teaching is best. It takes an open mind and the will to live in a very smelly polluted country full of high stress due to pressures to perform.
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PatrickGHBusan



Joined: 24 Jun 2008
Location: Busan (1997-2008) Canada 2008 -

PostPosted: Mon May 24, 2010 3:03 am    Post subject: Reply with quote

+2 on the Hong Kong program.

However, in Korea, since you are certified, start by checking out the International Schools and apply with them directly. Many of them offer better pay and conditions.
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randall020105



Joined: 08 Apr 2008
Location: the land of morning confusion...

PostPosted: Mon May 24, 2010 4:35 am    Post subject: re: whoop whoop Mr Pink. Reply with quote

i think mr pink nailed it earlier. i couldn't have said it better.

Confused
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wylies99



Joined: 13 May 2006
Location: I'm one cool cat!

PostPosted: Mon May 24, 2010 4:38 am    Post subject: Reply with quote

Smee wrote:
You might have some experienced teachers back home looking toward Korea, but they'll probably give up once they realize that schools, and by extension recruiters, aren't hiring older, experienced, certified teachers because they're unwilling/unable to pay them:

http://briandeutsch.blogspot.com/2010/04/no-room-for-older-experienced-teachers.html

Look around all the recruiter sites, too. They all advertise right at the top "no experience necesary" and "all majors welcome." Clearly schools just want young, white, cheap teachers. You may have people fresh out of college with their education degrees looking at Korea and Asia as a place to ride out the recession, but there's absolutely no reason for experienced teachers to come here. Salaries have been stagnant for a decade, and, as we just saw, schools don't want to pay for teachers near the top of the payscale.


Oh so true. Schools want Paris Hilton and Jessica Simpson to teach English-ee.
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519forlife



Joined: 26 Sep 2006

PostPosted: Mon May 24, 2010 5:42 pm    Post subject: Reply with quote

The whole South, North flare up over the ship sinking outta keep most away I'd think.
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Smee



Joined: 24 Dec 2004
Location: Jeollanam-do

PostPosted: Mon May 24, 2010 6:26 pm    Post subject: Reply with quote

Posted an update, based on this thread and the reaction to the NY Times article.

http://briandeutsch.blogspot.com/2010/05/bad-market-for-teachers-in-us-will-mean.html

Commenters point out that much of what's done in Korea, as native speaker assistant teachers, doesn't count as actual experience on paper for teachers going back to the US.
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TheUrbanMyth



Joined: 28 Jan 2003
Location: Retired

PostPosted: Mon May 24, 2010 6:59 pm    Post subject: Reply with quote

Smee wrote:
Posted an update, based on this thread and the reaction to the NY Times article.

http://briandeutsch.blogspot.com/2010/05/bad-market-for-teachers-in-us-will-mean.html

Commenters point out that much of what's done in Korea, as native speaker assistant teachers, doesn't count as actual experience on paper for teachers going back to the US.



Where are they saying that experience in Korea doesn't count in the U.S.?


Also you state that you will be surprised if the native speaker experiment lasts another five years in public schools.

Keep in mind that this was partly done to compete with hakwons. Removing teachers from public schools would defeat that purpose.

Secondly a lot of people have cushy jobs in the administration of SMOE, GEPIK or EPIK. One would think that they would fight extremely hard to keep their jobs and by extension the system.

Thirdly...with the global economy facing a credit crunch it is much cheaper to hire a (short-term) foreign teacher then to hire a (long-term) Korean teacher.

Fourthly (and this relates to the third point) the government has been trying to weaken the Korean teaching union for years. Hiring MORE members (Korean teachers) would kinda defeat the purpose. And why bother when they can pay less for a Foreign teacher anyway?

Foreign teachers may yet be phased out...but I'll be surprised if it's anything as short as five years.
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Smee



Joined: 24 Dec 2004
Location: Jeollanam-do

PostPosted: Tue May 25, 2010 7:07 am    Post subject: Reply with quote

Here are some reader comments about experience in Korea not counting on paper back home:

From sonagi92:
Quote:
According to family in Texas, Fort Bend ISD is laying off about 300 teachers this year. You probably know that hundreds of applicants often apply for social studies positions around the country. Your university teaching experience in Korea won't count for much unless you're applying in a district with a large Korean population. I'm fortunate that I was hired a few years ago, when my district was short of qualified ESOL teachers, and was given 1/2 credit on the salary scale for each year of university teaching in Korea plus full credit for my experience at a private K-12 school in China. The first US district I worked for gave me zero credit and started me at the bottom of the scale.


From 3gyupsal:
Quote:
When you apply for a Michigan teaching certificate, it clearly states that if you had any job where you were considered an assistant teacher, they do not recognize that as relevant experience. So if you worked at a Korean public school, you are pretty much screwed if you want to go home and get a good job teaching. Might as well go back to school and get degree in something that people want.


There are several reasons why I don't think the native speaker English teacher experiment will last too long in public schools.

1) School districts have, for the past couple years, been trying to hire thousands of Korean teachers to teach "practical English" (blog post here) While I don't think these are meant to replace NSETs at first---there are many schools that don't have NSETs, and don't even have English teachers---I think they ultimately will.

Paradoxically, the government has announced that it's replacing domestic English tests with ones that test "practical" English, to phase out the current ones that are insanely, needlessly difficult. I write "paradoxically" because the test's arrival coincides with the implementation of these Korean "lecturers" and the aim to have all English classes in Seoul taught by Koreans in English . . . one would think "practical" English would be a goal of lessons with native speaker English teachers, since we have a better foundation in it.

2) The ability to get certified teachers from India. There is still discrimination against brown English-speakers, but people from the Phillippines, India, and other countries are already being used in rural areas, and for summer camps, and we've seen talk in the papers about putting them in public schools. Granted, there's probably no way to evaluate them or to see if their English is comprehensible, but if money's an issue, hiring Indians at a fraction of the price is an option.

3) Robot English teachers. Yeah, yeah, yeah, it's a stupid idea, and these "robots"---basically CD-ROMs on wheels---don't do anything more than tape players already do, but some people are interested in alternatives for the English classroom.

4) Teaching English by videophone. Rural areas in Jeollanam-do, Incheon, and likely other places have started using teachers in Wyoming to teach classes by videophone. Like the robots, this might not be viable across the country, and it raises the question "what happens when the technology breaks down?" since teachers aren't qualified to, among other things, set up these devices. But it's a cheaper option currently being used, and one that might be expanded.

5) Politicians, education officials, educators, and reporters find fault with NSETs in Korean schools. The native English speaker takes a beating in literature on teaching English as a second/foreign language, a beating that I really don't think is justified, and one that doesn't make sense in EFL contexts like Korea. Nonetheless, politicians and education officials, and the reporters who cover them, complain about the financial burden of NSETs, their "qualifications," and their perceived social cost. Their judgement is flawed because, previewing point #6 they have no meaningful way to evaluate them, but still clearly there is some bias among decision makers.

6) The lack of support and planning that accompany NSETs shows schools don't really care about them now, and won't miss them if they're gone. This is pretty subjective, but since nearly a decade into the experiment there is no curriculum in place for NSETs, no real plans for co-teaching provided or developed, no aims and no model of success for NSETs, no meaningful way to measure their effectiveness, and no commitment to professional development of foreign teachers here, I wonder if there's really any long-term plan to keep them here.

7) English remains a subject taught entirely for tests, and as such NSETs don't fit the curriculum. This may change if those new tests are introduced, but as it stands now, English is a subject not a language, a subject taught entirely for standardized tests. As such there is no room for a NSET, and no reason to keep him/her around at a school when he or she simply takes time away from grammar and listening time.

In rural areas, like in rural Jeollanam-do, they already started phasing out native speaker English teachers in the public schools back in 2006. Instead of putting a teacher at each school, or having a teacher travel to each one during the week, they built English towns which employed a couple NSETs, a few Koreans, and maybe a foreign wife or two. Each school would rotate in a few times a year for a couple days of NSET face time and "practical" English instruction at different stations. That makes better financial sense in rural areas, and given how much money the government has invested in these massive English villages, I wonder if that might expand to urban areas as well.

I'm not saying getting rid of NSETs is the right thing to do, or that we've even been given a real chance in Korean schools. With how we're being used, I'd say we're pretty much set up to fail. I also recognize that many Korean English teachers, quite simply, are terrible at English, and shouldn't be entrusted to teach the language without support. It's also been my experience that some of the younger English teachers and student teachers, at least in Jeollanam-do, can absolutely suck at English, bucking the assumption that the younger generation of teachers will change what English means in the schools.

NSETs will probably always be around in the hagwon, so long as English remains an important global language. But I'm not so sure the government will continue to try to have one in every public school.
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fusionbarnone



Joined: 31 May 2004

PostPosted: Tue May 25, 2010 7:20 am    Post subject: Reply with quote

[quote="Ramen"]
fusionbarnone wrote:
Smee wrote:


Many don't know about Korea though.


Well, aren't you gonna tell them about it? Razz


Well, I've told two with only one interested slightly in leaving family and country to work in a foreign land. Most Americans wouldn't dream about leaving the USA which probably explains why few own passports.

I doubt if any teachers I work with would ever bother anyway and I don't waste my breathe preaching on a soapbox attempting to convert anyone towards the ROK.
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TheUrbanMyth



Joined: 28 Jan 2003
Location: Retired

PostPosted: Tue May 25, 2010 3:07 pm    Post subject: Reply with quote

Smee wrote:
Here are some reader comments about experience in Korea not counting on paper back home:

From sonagi92:
Quote:
According to family in Texas, Fort Bend ISD is laying off about 300 teachers this year. You probably know that hundreds of applicants often apply for social studies positions around the country. Your university teaching experience in Korea won't count for much unless you're applying in a district with a large Korean population. I'm fortunate that I was hired a few years ago, when my district was short of qualified ESOL teachers, and was given 1/2 credit on the salary scale for each year of university teaching in Korea plus full credit for my experience at a private K-12 school in China. The first US district I worked for gave me zero credit and started me at the bottom of the scale.


From 3gyupsal:
Quote:
When you apply for a Michigan teaching certificate, it clearly states that if you had any job where you were considered an assistant teacher, they do not recognize that as relevant experience. So if you worked at a Korean public school, you are pretty much screwed if you want to go home and get a good job teaching. Might as well go back to school and get degree in something that people want.


There are several reasons why I don't think the native speaker English teacher experiment will last too long in public schools.

1) School districts have, for the past couple years, been trying to hire thousands of Korean teachers to teach "practical English" (blog post here) While I don't think these are meant to replace NSETs at first---there are many schools that don't have NSETs, and don't even have English teachers---I think they ultimately will.

Paradoxically, the government has announced that it's replacing domestic English tests with ones that test "practical" English, to phase out the current ones that are insanely, needlessly difficult. I write "paradoxically" because the test's arrival coincides with the implementation of these Korean "lecturers" and the aim to have all English classes in Seoul taught by Koreans in English . . . one would think "practical" English would be a goal of lessons with native speaker English teachers, since we have a better foundation in it.

2) The ability to get certified teachers from India. There is still discrimination against brown English-speakers, but people from the Phillippines, India, and other countries are already being used in rural areas, and for summer camps, and we've seen talk in the papers about putting them in public schools. Granted, there's probably no way to evaluate them or to see if their English is comprehensible, but if money's an issue, hiring Indians at a fraction of the price is an option.

3) Robot English teachers. Yeah, yeah, yeah, it's a stupid idea, and these "robots"---basically CD-ROMs on wheels---don't do anything more than tape players already do, but some people are interested in alternatives for the English classroom.

4) Teaching English by videophone. Rural areas in Jeollanam-do, Incheon, and likely other places have started using teachers in Wyoming to teach classes by videophone. Like the robots, this might not be viable across the country, and it raises the question "what happens when the technology breaks down?" since teachers aren't qualified to, among other things, set up these devices. But it's a cheaper option currently being used, and one that might be expanded.

5) Politicians, education officials, educators, and reporters find fault with NSETs in Korean schools. The native English speaker takes a beating in literature on teaching English as a second/foreign language, a beating that I really don't think is justified, and one that doesn't make sense in EFL contexts like Korea. Nonetheless, politicians and education officials, and the reporters who cover them, complain about the financial burden of NSETs, their "qualifications," and their perceived social cost. Their judgement is flawed because, previewing point #6 they have no meaningful way to evaluate them, but still clearly there is some bias among decision makers.

6) The lack of support and planning that accompany NSETs shows schools don't really care about them now, and won't miss them if they're gone. This is pretty subjective, but since nearly a decade into the experiment there is no curriculum in place for NSETs, no real plans for co-teaching provided or developed, no aims and no model of success for NSETs, no meaningful way to measure their effectiveness, and no commitment to professional development of foreign teachers here, I wonder if there's really any long-term plan to keep them here.

7) English remains a subject taught entirely for tests, and as such NSETs don't fit the curriculum. This may change if those new tests are introduced, but as it stands now, English is a subject not a language, a subject taught entirely for standardized tests. As such there is no room for a NSET, and no reason to keep him/her around at a school when he or she simply takes time away from grammar and listening time.

In rural areas, like in rural Jeollanam-do, they already started phasing out native speaker English teachers in the public schools back in 2006. Instead of putting a teacher at each school, or having a teacher travel to each one during the week, they built English towns which employed a couple NSETs, a few Koreans, and maybe a foreign wife or two. Each school would rotate in a few times a year for a couple days of NSET face time and "practical" English instruction at different stations. That makes better financial sense in rural areas, and given how much money the government has invested in these massive English villages, I wonder if that might expand to urban areas as well.

I'm not saying getting rid of NSETs is the right thing to do, or that we've even been given a real chance in Korean schools. With how we're being used, I'd say we're pretty much set up to fail. I also recognize that many Korean English teachers, quite simply, are terrible at English, and shouldn't be entrusted to teach the language without support. It's also been my experience that some of the younger English teachers and student teachers, at least in Jeollanam-do, can absolutely suck at English, bucking the assumption that the younger generation of teachers will change what English means in the schools.

NSETs will probably always be around in the hagwon, so long as English remains an important global language. But I'm not so sure the government will continue to try to have one in every public school.



Ah, I didn't see those reader's comments...but still that remains a subjective and local experience.


You make some good points but I think you have overlooked a few. Permit me to clarify some issues.

(in response to your points above)

1. While school districts have been trying to hire said Koreans...it's not worked too well, given how poor the education system is here when it comes to teaching English. And anyway, a Korean with REALLY good English can make more elsewhere as opposed to being an English teacher.


2. Again a good point, but as of yet it is still not legal for people from these countries to be issued an E-2 visa...unless of course I have missed the policy announcement. Money of course can be an issue, but as it stands we are substantially cheaper than Korean teachers (in the long run).


3. Well a lot of schools want their NET to do more than just teach (judge English contests, mark students' journals....) A robot can only do what it's programmed for. I think we are a ways yet from being replaced by these.

4. Again see above. Expensive technology and one that NET's here could do for cheaper and more effectively themselves.


5. True and another good point. But should we go...then they'd have to find another scapegoat. Which might require pointing their fingers at themselves with the corresponding loss of face. I don't see that happening soon.


6. Like I've said there IS no long-term plan. There's never been one. The ultimate long term objective is to have Korean teachers effectively teaching their students in English. We've never been more than a stop-gap measure and were never intended to be.
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Welsh Canadian



Joined: 03 Mar 2010

PostPosted: Tue May 25, 2010 5:23 pm    Post subject: Reply with quote

I've noticed a few more schools now wanting teachers to teach SAT stuff. For the students who are more likely to go overseas.
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sarbonn



Joined: 14 Oct 2008
Location: Michigan

PostPosted: Wed May 26, 2010 5:52 am    Post subject: Reply with quote

What's funny about the whole thing is the cycle function that emerges from the market. Right now, schools in the US aren't hiring, so there are tons of extra people looking for work as teachers at the K-12 level. A few years ago, the market imploded on the community college circuit, so that MA level instructors were having trouble finding work. What happened with the MA level people is they were moved out of the market by the lack of jobs, so the market tried to compensate itself by hiring lots of adjuncts (to save money). Those people got peeved at the low pay for the same work, and they've moved away from the community college market, taking other jobs that they can use their MAs and MSs for. Now, community colleges are starting to suffer from a lack of strong teachers, as they've already started to pull from their adjunct pools to discover those people are starting to move on as well. In a few years, that market will favor the teachers, but there won't be enough of them, so we'll see a huge "need" for more people to fill those jobs. Then too many will be churned out, and the cycle starts up again.

The public school market is going to be one of the more interesting animals because it's historically been very hard to fill these positions. Now, we have too many teachers, which is something we've rarely ever had. Those people are going to leave this field and find other jobs, mainly because they're going to have no choice. And when the market starts to correct itself, they're going to have a HUGE gap in teachers because it's really, really hard to recruit people into that field. It rarely pays well, and the job itself is one of the harder ones around when comparing to other things one could be doing with the same amount of education.

I generally don't see the majority of this surplus going to the overseas teaching market because even though all of us know about this market, it's surprising how few people are even aware it exists, or how to get involved with it if they do know it exists. My sister contacted me last week to help the son of a friend of hers figure out how to get through the planning stages of working in South Korea as a teacher because none of them had an idea how to go about what they had to do. And that's not surprising because it's quite a hurdle of information that you have to go through, even though once you've done it, it seems like it was a walk in the park.

Anyway, not trying to start an argument. Just sharing a perspective.
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PatrickGHBusan



Joined: 24 Jun 2008
Location: Busan (1997-2008) Canada 2008 -

PostPosted: Wed May 26, 2010 5:59 am    Post subject: Reply with quote

Very interesting post sarbonn. I agree with the points you make.

A similar trend can be seen in Canada for Teachers.

As for your last paragraph about the complexity of getting work in Korea for a newbee...it always amazes me how clueless some people are! Sure, ititially it can be intimidating to consider working overseas, but with the internet the way it is today it is so easy to find the information you need!

It baffles me that a person would find it hard to figure out how to apply for a job in Korea and what to do once you apply....
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marlow



Joined: 06 Feb 2005

PostPosted: Wed May 26, 2010 10:31 am    Post subject: Reply with quote

PatrickGHBusan wrote:
A similar trend can be seen in Canada for Teachers.


Seniors could outnumber children within years

article wrote:
The number of people in Canada at least 65 years old could outnumber children under 15 for the first time within five years, Statistics Canada said Wednesday.





.
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PatrickGHBusan



Joined: 24 Jun 2008
Location: Busan (1997-2008) Canada 2008 -

PostPosted: Wed May 26, 2010 11:22 am    Post subject: Reply with quote

A troubling trend indeed marlow....
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