My New Old Job

Last night’s board meeting made things official.

I mentioned that I have some good work news. Beginning in September, my job changes radically. What follows is the whole story, including background. I’m hiding this under a cut for those of you who are thinking, not writing, not interested. It’s long. If you’re just looking for good news, rather than the whole sordid analysis, scroll to the bottom.

First, here’s what you need to know about teaching contracts. At Kirkwood, the average instructor has a 174-day contract. We usually teach fall and spring semesters. We have an option of taking summer off, or qualifying for extended contracts of six weeks to make some extra money. The average community college teacher in Iowa teaches 5 classes in the spring and fall, and 2 classes in the summer. For each class, each instructor is expected to work 135 hours–45 contact hours with students, and another 90 hours prepping class, holding office hours, and correcting student materials.

Beginning in 2005, I moved into the English Language Coordinator position. This means I teach some classes, and I administer a group of classes.

Although I was excited about this position, it turned out to be a mistake. I gave up one of my classes to manage the program, and I continued to teach 4 classes. The reality of the position was that I needed much more time than 135 hours to do this. I asked for a reduced load–to teach a mere three classes and to coordinate for 270 hours. This request was denied, although I was given overload–additional money, one course at an adjunct wage (about a third of what a full-timer makes)–to compensate for this extra burden I did not want. My life became my coordinatorship, and I did most of my teacher prep work on the weekends. My writing time became a rare gift.

The 270 hours of coordinatorship meant I could tread water. To make the changes to the classes and their management the college wanted, I really needed more time than I had. My dean and I decided that we would continue to ask for improved working conditions. Meanwhile, from 2005-2008, I worked a lot, gained a lot of stress and weight, and was kind of bitter. I was convinced that if I worked hard, that work would be acknowledged and changes would be made.

Another issue was that because I only worked fall and spring, there was no one to manage the classes in the summer. Some summers I had an extended contract. Other summers, I managed the program at the adjunct rate. I let the college take advantage of me because I was a sap, and I cared about my program and my teachers. You know what they say about hindsight…

Gradually, my vacations eroded. Other teachers had a substantial Christmas break and a solid idea of when their summer vacation was. Not me. Due to the registration process and the short time between semesters, I needed to be at school. Since I’m still technically a teacher, I couldn’t take breaks when other administrators could–they can plan their vacations after busy registration times, while I was stuck during registrations and class times. I began to resent not having the perks of either an administrator or a teacher, and having the disadvantages of both.

Still, given all these constraints, we made substantial changes, and they were noticed. Our enrollment grew and our reputation enhanced. I figured changes to my job were only a matter of time.

In the summer of 2009, the math department hired a coordinator of their own for developmental math. He started with 9 credits of release time and a mere two classes to teach. He also has a lengthened contract, so he can spread his work out over the summer. When I found out, I was not a happy camper. I was curious if his position was different than mine because I was a woman or in humanities. What happened was that his position originated in the quality assurance part of the college (his job is to remediate math students), and mine originated in the instruction branch of the college. In an organization as large as ours, it’s truly a case of one department not knowing what the other is doing.

I went in to see Allison, my dean, and shared my aggravation. I had been working hard for a number of years, trying to shape my position into a reasonable one. I assured her that the college would get exactly the 270 hours it was paying for per semester from here on out and that there would be NO summer work unless it was at the full time rate. After all, Curtis walked off the street and had everything we’d asked for repeatedly in one go. My just dean took my complaint to the VP of instruction, and he assured her that he would make it right as soon as he could. That soon was last night.

As of September, my old 174-day contract will be traded in for a 201-day contract, which means I receive a substantial raise at the regular instructor rate for the work I do over the summer. My semester load will be 9 credits of time to work on the ELA classes and curriculum, and to work with the students. I only have to teach and prep two classes. I will be working about 9 full time coordinator weeks over Christmas and summer breaks to register, counsel, and help students get ready for upcoming semesters. In exchange for those full time weeks, I’ll have some spare time during the semesters.

Overall, what I’m getting is an increase in salary, a clear idea of when I have vacation (from about the second week in June to the last day of July will be just for me, and I will continue to get the Christmas break administrators and staff get when the college is closed for the holidays), a clear idea of my work schedule, and time to write during the school year.

As a result, there will be a change to make English Language Acquisition better and implement more needed changes. I will have time to talk to my teachers, to hold retreats, to redesign curriculum and standards that don’t work, to work on housekeeping and administrative tasks, to just generally do more things to make things better.

So, it looks as though the English department gets what they want, the college gets what they want, and finally I get what I want. I’m pleased. I like my work place and I like teaching. I’m happy they’re interested in giving me one job instead of two. I know that’s lucky in today’s environment.

One of the reasons I chose teaching as a career is I thought it would complement and support a writer’s career. Finally, I think it will.

Catherine

Author: Catherine Schaff-Stump

Catherine Schaff-Stump writes fiction for children and young adults. Her most recent book, The Vessel of Ra, is the first book in the Klaereon Scroll series. She is currently working on its sequel, as well as penning the middle grade adventures of Abigail Rath, monster hunter. View all posts by Catherine Schaff-Stump