{"id":3209,"date":"2022-12-13T17:02:49","date_gmt":"2022-12-13T22:02:49","guid":{"rendered":"https:\/\/nnpa.org\/education\/?p=3209"},"modified":"2023-06-02T17:18:53","modified_gmt":"2023-06-02T21:18:53","slug":"baltimore-city-teachers-salaries-fall-to-lowest-in-state","status":"publish","type":"post","link":"https:\/\/nnpa.org\/education\/2022\/12\/13\/baltimore-city-teachers-salaries-fall-to-lowest-in-state\/","title":{"rendered":"Baltimore City teachers salaries fall to lowest in state"},"content":{"rendered":"

BY TIMOTHY E DASHIELL, Capital News Service<\/p>\n

BALTIMORE \u2014 In Baltimore City, the Maryland community with the highest numbers of needy students and the most demand for experienced teachers, the salaries of teachers with a master\u2019s degree decreased from 2010 to 2020 to the lowest in the state, according to data from the Maryland State Department of Education.<\/p>\n

The average salaries for Baltimore teachers with a master\u2019s degree declined from $72,758 in 2010, when it was among the middle of pay for such teachers in the state, to $64,405 in 2020, the data shows. The salary was more than $8,000 lower than what teachers with master\u2019s degrees were paid in Garrett County, the next lowest pay for a Maryland school district.<\/p>\n

It is a far cry from the earnings of teachers with master\u2019s degrees in 2020 in Montgomery County, who made the highest salary in the state at $108,108, Baltimore County at $95,454, Prince George\u2019s County at $95,636 or Anne Arundel at $90,811, according to the state\u2019s data.<\/p>\n

From 2010 to 2020, every Maryland school district except Baltimore City experienced increases in salaries for teachers with a master\u2019s degree, according to state data. Montgomery County Public Schools teachers saw an 11.5% increase. Salaries for teachers with master\u2019s degrees increased by over 15% in Baltimore and Prince George\u2019s counties, by 10.7% in Anne Arundel County and by 3.8% in Frederick County.<\/p>\n

Baltimore City teachers with master\u2019s degrees experienced an 11.4% decrease.<\/p>\n

Flourish logoA Flourish chart
\nAdditionally, salaries for beginning Baltimore City teachers, those with bachelor\u2019s degrees and a standard professional certificate, have also fallen dramatically behind other Maryland school systems, according to the state data.<\/p>\n

In 2000, a beginning teacher in Baltimore City earned $51,996, which was then the highest salary of any starting teacher in Maryland, the data shows. Over the next 20 years, salaries for those teachers rose a mere $2,695 to $54,691 and ranked 20th among the state\u2019s 24 school systems.<\/p>\n

In that same time frame, teacher salaries increased by over $17,000 in Baltimore County, by over $20,000 in Howard, Montgomery and Prince George\u2019s counties and by over $34,000 in Cecil County. Baltimore City was the only school system not to see an increase of at least $10,000 over that 20-year period, according to state data.<\/p>\n

Flourish logoA Flourish chart
\nCapital News Service reached out beginning in October to Sherry Christian, the Baltimore City school system\u2019s media relations manager, and other Baltimore City Public Schools officials for an explanation on how and why Baltimore teachers\u2019 salaries had fallen so dramatically behind other Maryland teachers. Neither Christian nor other officials responded to repeated requests.<\/p>\n

Cristina Duncan Evans is the teachers chapter chair for the Baltimore Teachers Union and the union person in charge of negotiating salaries for Baltimore City teachers. Duncan-Evans said she had not heard of the dramatic decline in salaries for teachers with master\u2019s degrees or how far salaries for starting teachers had fallen behind in relation to other Maryland counties until contacted by Capital News Service.<\/p>\n

Still, she said, she was not surprised at the findings.<\/p>\n

Duncan-Evans explained that school systems in Maryland recruit beginning teachers largely from outside their counties, so they need to offer attractive salaries.<\/p>\n

\u201cIt\u2019s a very competitive market,\u201d she said. \u201cIf you don\u2019t keep up with the other school systems, you are going to fall behind. It\u2019s a sign that our district has not put much effort in competing with other counties. We\u2019ve been fighting with the district to increase salaries for beginning teachers, but they haven\u2019t made that a priority.<\/p>\n

\u201cIt\u2019s a position that impacts our students,\u201d<\/p>\n

The highest rate of turnover among Baltimore City teachers is among beginning instructors, she said. More than one of every three Baltimore City school teachers have been in the classroom five years or less, according to the Fund for Educational Excellence 2021-2022 survey.<\/p>\n

The salaries for Baltimore City teachers with master\u2019s degrees began to decline the same year the city\u2019s public school system began using a new way to determine teacher\u2019s salaries called the Career Pathways System, state data shows.<\/p>\n

The system, which was agreed upon by Baltimore City Public Schools and the Baltimore Teachers Union, is a departure from a traditional pay system that rewards teachers for experience and educational attainment.<\/p>\n

Duncan-Evans said she also wasn\u2019t surprised that salaries for master\u2019s teachers had declined. They decreased, she explained because Baltimore City teachers\u2019 \u201ccontract doesn\u2019t compensate for a master\u2019s degree,\u201d as do the reward systems in other Maryland counties\u201d<\/p>\n

\u201cWe have a system that rewards professional development and relies on a peer reviewed portfolio and teacher evaluations to advance,\u201d she said. \u201cTeacher evaluations are the single biggest way that people move in our system.\u201d<\/p>\n

According to the city school\u2019s website, the structure allows teachers in Baltimore City to \u201ctake control of their careers and grow within a system of career pathways and salary intervals.\u201d Movement from one pathway to the next is determined by \u201cpeer reviews that weigh instruction, leadership, continual learning and student growth,\u201d the website said.<\/p>\n

For years, teachers in Maryland and other states pursued master\u2019s degrees in part because the additional education was rewarded by school systems through a significant increase in pay.<\/p>\n

Duncan-Evans said the teachers\u2019 union and the school system decided in 2010 to stop rewarding teachers solely for achieving a master\u2019s degree because some studies showed it doesn\u2019t necessarily mean teachers become better at their jobs.<\/p>\n

Most other Maryland school systems continue to reward teachers financially after they earn a master\u2019s degree.<\/p>\n

\u201cJust because they do it, doesn\u2019t mean they are right,\u201d Duncan-Evans said.<\/p>\n

But she also agreed that the decision by the Baltimore City school system doesn\u2019t mean the other Maryland school systems are wrong.<\/p>\n

The Maryland State Board of Education requires all public school teachers to complete a master\u2019s degree after 10 years of teaching.<\/p>\n

Despite the differences in pay for Baltimore City teachers and those other counties, a survey of Baltimore teachers conducted at the end of the 2021-22 school year found Baltimore teachers are largely satisfied with their pay.<\/p>\n

\u201cThe salary they can earn under the Career Pathways for Teachers model and the benefits package are major factors in overall teacher satisfaction,\u201d teachers told surveyors for the Fund for Educational Excellence. \u201cSeveral teachers say that they would not be able to find a teaching job that pays as well in any of the neighboring school districts; a move would mean having to leave the classroom for an administrative position.\u201d<\/p>\n

Duncan-Evans, however, said the study also showed opinions more evenly split on salaries.<\/p>\n

\u201cTeachers said compensation was just as much an issue for leaving (the school system) as it was a reason for staying,\u201d she said.<\/p>\n

The challenges of teaching in Baltimore City schools and the needs of the system\u2019s children have been well documented. For example, of Maryland public schools ranked by percentage of students who qualify for free lunch, 40 of the top 75 were in Baltimore City, according to Public School Review, a service that provides information on public schools using data from federal and state education agencies.<\/p>\n

Tonya Shelby is graduate program professor and advisor at Towson University\u2019s College of Education where she teaches undergraduate students and current teachers who are working towards a masters\u2019 degree.<\/p>\n

.\u201cI tell my students that teachers with that masters level knowledge can bring so much perspective to a struggling school.\u201d she said.<\/p>\n

Teachers with master\u2019s degrees make better teachers and they also can help other teachers work through problems with their classes, Shelby said.<\/p>\n

Dwayne, a Baltimore City school teacher who asked to use his middle name, because of privacy concerns, said the many issues Baltimore students grapple with unrelated to education are why it is important to have teachers with master\u2019s degrees.<\/p>\n

\u201cFor some of these kids, school is the last thing on their minds,\u201d Dwayne said. \u201cSome of them have a toxic home life and others can\u2019t even tell you the next time they\u2019re going to eat an actual meal.\u201d<\/p>\n

Dwayne, who has his master\u2019s degree and has been a teacher for over a decade, said the extra challenges that come with teaching kids in Baltimore may be too much to handle for younger, inexperienced teachers. He said reasons like that are why teachers with master\u2019s degrees should be of high value to any school system.<\/p>\n

\u201cFor someone without that extra education or preparation, it can get very easy to just give up,\u201d he said. \u201cSo, you need the veterans around just to keep morale up on staff. You gotta keep those people around.\u201d<\/p>\n

Dr Thurman Bridges, a professor in the School of Education and Urban Studies at Morgan State University, agrees.<\/p>\n

\u201cIn Baltimore City and other struggling districts, there is a huge benefit to having (master\u2019s degree) teachers that have been there a while.\u201d Bridges said \u201cThey have valuable relationships with the students, parents and have built that trust within the community.\u201d<\/p>\n

Capital News Service reporters Lyna Bentahar, Mythili Devarakonda and Abigail Zimmardi contributed to this story.<\/p>\n

Help us Continue to tell OUR Story and join the AFRO family as a member \u2013subscribers are now members!\u00a0 Join\u00a0<\/strong>here!\u00a0<\/strong><\/a><\/p>\n

The post Baltimore City teachers salaries fall to lowest in state<\/a> appeared first on AFRO American Newspapers <\/a>.<\/p>\n

This article originally appeared in <\/em>The Afro<\/em><\/a>.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The Afro- In Baltimore City, the Maryland community with the highest numbers of needy students and the most demand for experienced teachers, the salaries of teachers with a master\u2019s degree decreased from 2010 to 2020 to the lowest in the state, according to data from the Maryland State Department of 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