Teachers teaching on call: Frustrated and discouraged

By Kelly Shields

A survey of Teachers Teaching on Call was conducted earlier this year; 996 responses were received. In addition, TTOCs who attended zone meetings were invited to write short pieces outlining the challenges they have faced in their work.

A number of these personal statements are reproduced below interspersed with data gained from the survey.

45% of those who responded supplemented their income with non-TTOC work.

“After many years of hard work in university, most teachers begin their careers as TTOCs. The experiences we have as TTOCs are often very different from what we had imagined during our professional training. Morning callouts and not knowing if and when there will be work (and pay!) make the job highly stressful. Lack of Pro-D funds in some districts and lack of pay on Pro-D days hold us back from pursuing the professional development that is so important in a teaching career. With callout systems that make the job competitive, newer TTOCs may feel like they need to ‘promote’ themselves rather than acting as professionals.”

The largest proportion of TTOCs (36.2%) are between 25- and 34-years-old; 80.5% of them are female.

TTOCs face major obstacles:

“The callout list appears to be preferential rather than rotational (fairness).

“Their hours worked do not build toward internal seniority (within a district), which eventually could lead to being hired in the district. (New TTOCs need to be told this at the time of hiring.)

“The district’s retired teachers who come back as TTOCs are put on the same list as the regular TTOCs and these retired teachers are (appear to be) requested by their teacher friends (still employed) over the regular TTOCs.”

44.6% work less than 70 days a year; only 8.4% were able to work 111 to 130 days.

“When I started TOCing I was a single mother with a three-year-old and a huge student loan. I was thrilled to be hired but disheartened at the lack of days I was called. Working three jobs (TTOCing, tutoring, and waitressing), I was barely able to make ends meet and had my child in daycare more than at home. After three years, little has changed. When I’m sick, I work. I can’t afford to miss work nor can I afford the medications needed for my illness. I fear for my daughter’s future medical or dental needs as well as my own. As teachers, we care about people. We care about social justice issues, yet we neglect our own colleagues, TTOCs, who often live below the poverty line and struggle. I love being a teacher but I do not feel, as a TTOC, that I am protected within my profession.

“After working in the same position for several weeks, a TTOC was not given the temporary position, but instead it was given to a different TTOC who had less seniority (first year vs, third year).”

Only 28.15% were working for four consecutive full-day assignments.

“When you walk into the classroom all eyes are on you. Some are judging your clothes, your walk, and your manner. “Is this one going to be good?” think some, “Is this one weak?” think others. So you teach what is left for you. Some kids test you, others just listen. You work hard to make a good impression on your students and teacher. Why? Because you want work, you want to teach, you want to make a difference, and you hope at the end of the day that you can get a contract, pay your bills, have more work. At the end of the day, you write your notes, plan your next day, and leave. Hopefully, you’ll come back!”

TTOCs accrue seniority on the fourth day in any assignment.

“There are many ups and downs associated with being a TTOC but I try to focus on the positive.

“It is common for me to wake up not knowing if I will work that day. I become anxious and nervous not knowing when I will work again. Also, because TTOCs have such an unpredictable work schedule, we don’t get the guaranteed pay cheque that other teachers receive. It is very hard for us to set a budget, because we never know how much we will make in one month.

“Most TTOCs don’t receive medical or dental benefits. How can we continue to be healthy teachers and role models for our students, if we aren’t supported by our employer? Along with this, we do not get paid to attend a Pro-D day.

“Life as a TTOC can be quite isolating in that we don’t get to build camaraderie with a specific staff. When we arrive at schools some people will just pass you by, and not even offer a friendly hello. We do not have fellow employees to socialize and collaborate with.

“Most of the time, the benefits outweigh the challenges. However, we cannot ignore the challenges that face TTOCs in BC.”

78.5% of the TTOCs who responded to the survey earned under $30,000 a year.

“The ultimate teacher to teach for has:

• typed out lesson plans including times.
• expectations clearly delineated—I will mark your papers if you are organized—that’s a great deal.
• an organized, structured, and clean classroom.
• a neat desk.
• a seating plan—desks are not together.
• objectives.
• dynamic (involvement) atmosphere in the classroom—I know you care and the kids will probably want to learn as well.
• a way to follow-up to make sure that I did a good job.”

– Kelly Shields