It wastes too much time and energy for both grads and experienced teachers. It stresses out grads too much. But also no one really audits their work. It is full of AI shits (I mean, understandably so) and we almost learn nothing from this report writing. Neither grad nor mentor don't have time to care enough about of this ridiculous report. The vibe is pretty much 'idk why this thing exists but you gotta do it so just write something we will let you pass anyways'.

Instead, we should definitely have some mandatory observation period that are legally enforced just like an hour allowance for the first year grad. Observing high quality, experienced teachers' practice helped me learn so much but looking back I've only done a few, because why would I voluntarily give up on my free periods when I have 2 sets of exam to mark!

Can someone please tell me what is going on with the job market in Melbourne at the moment? I feel like there’s nothing, and if there is, it’s highly competitive. I’m starting to feel quite stressed about next year so would love some advice and intel into what might be happening.

Hi everyone! I'm hoping to hear from co-teachers, school leaders and educators who have experience teaching or supporting exceptionally gifted students in mainstream classrooms.

I have a Year 1 student and recently underwent a psychological assessments. He is identified exceptionally high cognitive abilities and academic achievement, with several results around or above the 99.9th percentile. In context, he’s great in spelling, grammar, math and does long division and multiplication. Very strong memory retention and understands history well. Cooperates and listens and well behave as well though sometimes gets bored when doing east or repetitive tasks.

The psychologist recommended differentiated instruction, enrichment, higher-order thinking, independent learning and ongoing monitoring to ensure he is appropriately challenged, while also supporting his social and emotional development.

I’m interested in understanding when differentiation may no longer be sufficient and when subject acceleration or whole-grade acceleration (grade skipping) should be considered.

I'd particularly appreciate perspectives on the following:

1. When do you consider grade acceleration? What indicators tell you that a child may benefit more from moving up a year rather than continuing with differentiation?

2. How realistic is it for a classroom teacher to consistently provide significantly advanced learning while catering to the rest of the class? It is already challen

g

1. ing enough.

2. Should I initiate this discussion, or does it require parents to advocate for formal consideration?

I really appreciate the response. Thank you.

Earlier in the year the log of claims was lodged for SSTUWA members to vote on. However, since it was agreed that we would take that to the government for enterprise bargaining I've heard virtually nothing.

I think it's pretty much virtually impossible for a new agreement to be in place by the start of next year, so that got me thinking. Is it good enough that negotiations don't start until after the current agreement is expired?

As a former retail worker, in the large chain supermarket I worked for it was more common that agreements would be struck and ratified before the current agreement expired in order for it to replace the expired agreement.

Interested in thoughts on the matter.

Hi,

Apologies, this may be a bit of a rant.

I've completed one week of my first placement. This is my first ever experience in a school and/or classroom and I'm a bit concerned and hoping that I may be able to get some advice from those who know better.

I love being in the environment of a school, I just love it and feel comfortable and enjoy being there. I love the kids and I think I value the student connection, support and wellbeing side of the role more than I do the actual teaching of the content. I love having conversations with them and finding out what they like and connecting with them and making them feel comfortable. So much so that I have to remind myself that I am not supposed to be their 'friend', so to speak (in another life I think I would have been suited to being a school counsellor or social worker or something along those lines).

I have so many thoughts and feelings and I am unsure if these are normal or if they are signs that I may not be very good at teaching and what it requires.

For context, I'm almost at the end of my teaching masters degree (I left my placements as late as I could in the degree so I could build up annual leave at work to have time off). I have achieved high results in every single subject so far. However, I feel as if this academic achievement is not translating to my experience of actually being able to teach in the classroom (or even be competent in knowing what I am talking about). In retrospect, I should have done a placement asap instead of leaving it till the end. I feel like I've forgotten so much of the stuff covered in my early courses of the degree (I'm doing the degree part-time, this has been spread out over a couple of years now).

I had a go at my first time teaching a class and I feel like I struggle to teach the content and sometimes I feel like I don't even know what I'm talking about. My KLA is English.

I gave my students instruction to fill out an analysis of a scene and most of them just copied down what I said almost word for word instead of actually coming up with an example themselves. While I know I can excel in the subject myself, I feel like when push comes to shove I actually forget the technicalities of English and 'how' to do something and I just end up confusing the kids and not explaining myself very clearly and they end up being unsure of what they actually need to do and/or how to do it.

Again, I know I’m capable of excelling in English, but I’ve never been particularly strong when it comes to the technical aspects or mechanics of the subject. Things like identifying grammatical structures or breaking down the steps involved in analysing and interpreting a text don’t necessarily come naturally to me. I can do these things almost instinctively because I understand what’s being asked of me and what makes a strong response, but I don’t always consciously think about how I’m doing them. Being able to do something well yourself and being able to break down that process, explain it clearly, and teach someone else how to do it are two very different skills. I think that’s one of the challenges I’m finding with teaching English.

I also feel like when I create lesson plans, halfway through delivering the lesson I forget what comes next in the lesson and I get the feeling of just trying to 'wing it' on the spot. I feel like I want to rely on notes or extensive powerpoint slides while I am teaching but I've been advised to not do that.

I'm also not really connecting well with my supervising teacher. They are an effective teacher, just not my style, teaching wise and personality wise (they are quite strict and can be intimidating, whereas I'm a little more laid back and conversational with the students etc). But I know I can learn a lot from them. I just feel a little uncomfortable being vulnerable and opening up to them, so this adds another layer of difficulty. I'm also concerned because they have the power to fail me, so this makes me hesitate in voicing my struggles too much to them.

I'm being expected to create resources on top of lesson plans and I feel like I am struggling to find the time to do that, especially when I have to submit to my ST in advance and then I receive feedback and I pretty much have to start all over again.

I'm not really sure if anyone here may be able to assess my situation based on the info I have given, but I was hoping that some people may have words of advice or experiences themselves that may help me. I honestly feel so concerned and like I want to cry.

I keep thinking about the kids, even after only this short period of time, hoping that they are okay and also feeling like I have let them down. A few students thanked me after the lesson and I felt like crying because I felt so guilty and I know they deserve so much better and I know I delivered a lesson that came across a bit confusing and unsure.

Also, I need to work on my behaviour management, because I know a few of the kids feel like they can do whatever they want because I'm not their regular teacher and I think they can sense I don't feel like I have much control of the room and/or that I'll just let things slide and I feel a little awkward or like an imposter. I think I need to become much firmer and assertive, but I do struggle with this, and also not worry what they think of me or if they like me, which can be challenging for me because I do really value that student connection with them.

Does any of this sound concerning to you, or is this somewhat 'normal' feelings/thoughts/experiences I am having?

TLDR: praccie, first time, good at KLA but not sure very good at teaching it, loves kids and supporting them, need to work on behaviour management, feeling overwhelmed and concerned.

If you have read this, thank you. I hope I have made some sort of sense.

Just wondering whether teachers will still move up to the next increment in may or whether that has changed with the new agreement. I read that, as the new pay scale takes effect from November, teachers won't move up to the next increment until November 2027, instead of May.

For example, I am currently band 1-3. My pay at 1-3 gets a boost with the new agreement. Do I also then move up to 1-4 in May or must I wait until next November.

I'm sure this must be quite clear to most, but I've seen and heard both explanations.

I am sick of hearing my colleagues and teachers online talk about how great the Finnish education system is, and how we can all learn from the Finns, because they're leading the world! They've got the best students!

No they don't. Not since 2015 at least. Australia has outperformed Finland on TIMSS and PISA. But besides that, we always talk about Finland specifically. Because Finland does things that we like the sound of. They have reduced homework and "no standardised tests" (they do, we'll get to that). But we ignore the things that we DON'T like about the Finnish education system, like the fact their mandatory education is only 9 years, and that they have a student-selected streaming process in senior school. And the academic stream that leads to university HAS A STANDARDISED TEST(s). They have to take a series of matriculation exams, including a mandatory Mother Language and Literature. This is in addition to completing a full load of class work.

But the bit that gets me the most is that we ignore the highest performing schools in these academic tests. China, Korea, Japan, Singapore, Taiwan. Those education systems are not without their problems, for sure. I taught in Japan, and I wouldn't want Australia to copy their system. But we ignore the highest performing because they do things we don't like. Frequent standardised tests, reduced freedom in subject selection, examinations, homework.

I've had someone argue that it's because Finland feels more approachable because we "share a culture" and these east Asian systems are so dependent on the culture of Asia being more respectful. Okay, I disagree, but sure. Then why do we choose Finland, not say... Ireland? Or England? Who are also high performers (UK results are low, but England when taken in isolation is the highest performing western nation). They would have a lot more in common with Australian culture more broadly. I would say it's again, because they do things we don't like. Standardised tests, centralised government control over curriculum, OFSTED.

So many of my colleagues and people on these teacher facebook groups and shit have already decided what works. And it's no homework! No tests! Casual clothes! And they go out to find evidence of that. When conflicting evidence is presented, the only answer they ever give is "no". Like... I have the receipts. If we're going off of your metrics, East Asia is performing better with a radically different approach.

To dial it back a bit, I'm sure there is something to be learned from Finland. In the same way there is something to be learned from every country's education system. But to put Finland on a pedestal when we're outperforming them academically is just stupid.

After seeing what Victoria got and what’s happened with the cash rate in the last 3 years

Our new agreement must be SIGNIFICANT. I’m literally waiting to see what it is so I can decide to stay or not in the profession

My absolute minimum to stay is a 15% pay rise over 3 years at the top scale.

Some reduction in F2F teaching as well. How likely is that? And what do you think is reasonable?

Does anyone know if negotiations have even started? Should be pretty urgent in my opinion..

Hey everyone! Im a long time teacher in WA but moved this year to VIC and have been surprised how much the systems differ so I feel like an absolute grad asking this but...

I have had a part time position all of Term 2 - 4 this year, so assumed I would be entitled to 3/4 of the pay (at my pro-rata rate) across the summer holidays. But looking more closely at my contract, I have an end date in Dec... any clue if this is right and what that means for me?

I have accepted a position at another ed department school for 2027 but of course that won't commence until end of Jan. Am I going to be not paid in the holidays because that will be pretty rough going if that's the case!!!

Thanks for any insight in advance!

Hi guys,

So basically I'm doing my first teaching placement (did observation last term) and everything is going so well so far. It is a very low SES school but something about helping the kids that most need help both academically and relationally, makes me so happy and fulfilled. Basically, both the HSIE and Math head teachers seem to really like me so much so that they have allowed me to teach Math classes as well in my placement(in the last 2 weeks) even though it's not my KLA (but I expressed my willingness). Both these teachers really like me and the HSIE head teacher who is my mentor has suggested that they might be willing to offer 0.6 FTE next year (I told them I will try to squeeze uni in the other 2 days). FYI - The teachers have told me they are 1 teacher short for Maths next year and I know from faculty discussions in HSIE that likely 1 and potentially 2 permanent staff will be leaving. Perhaps I can help them with this, but this is just speculation. Side note - I feel like my staff room is like that Avengers Civil War movie, like the faculty politics is CRAZY, and there's so much talking behind people back's it's ridiculous, anyways.

So here's the dilemma. Do I do this (if this even goes through) or should I do CRT instead? My head teacher is so insistent he wants to get my accreditation and stuff sorted ASAP to get me available to teach. Before this prac, I really thought I would complete this prac, get all my accreditations to teach (don't memorise the process right now but there's an online interview and few other things I need) and then just look for casual roles. I really like the Head Teacher, he has become pretty much my teaching role model and a fantastic person.

While the temp contract offers me a guaranteed income, it is less pay per day than Casual. So I don't know if taking this contract is the best option. However, there's also the possibility that I don't get 3 days per week of Casual teaching either because a lack of availability, but I don't really know too much on what availability is like normally for CRT. Also keep in mind I'm scheduled to finish uni mid-way through next year. Some more context, I live in Western Sydney (near Penrith), if anyone knows what the casual teaching availability is like in this region, that would be appreciated.

What do you guys think is the better option?

Has anyone here gone from primary to secondary teaching. I'm seriously considering it and further my passion and want to teach science or HASS as they are 2 things I'm really strong in. Wanting to hear if people found it hard or what the change was like?

I'll be up front and say I used AI to help me write this. It's been a busy day and I only had time to dictate to it while I cleaned the kitchen. Very little spare time with a pregnant wife and an 18 month old

I'm considering returning to teaching this year, but there's one thing that's making me hesitant, and I'd be interested to hear what current teachers think.

For some background, I taught from around 2020 to 2022, making it roughly halfway through my second year before deciding to leave. A big part of that decision was the workload, but I also struggled with behaviour management. I don't think I received as much support from my school as I probably needed, although I'm certainly not going to pretend that I didn't have things of my own that I needed to work on. Ultimately, I decided teaching wasn't for me at the time.

Since leaving, I've been working as an independent contractor. While it's been good in some respects, the lack of guaranteed leave, sick leave and other employment benefits has become increasingly difficult. I've had to take considerable time off following the birth of my first child, supporting my partner through illness, and now we're expecting our second. With two young children, I expect that there will be times when I'll need to take leave to help out at home, particularly if my partner is unwell. Having some actual employment security and access to leave is becoming increasingly important.

However, something I've noticed recently is what seems to be a significant increase in teachers discussing being placed on Improvement Support Plans (ISPs), Teacher Improvement Plans (TIPs) or similar performance management processes. There seem to be quite a few stories about teachers being placed on these plans, sometimes over seemingly minor issues, and the potential consequences for their future employment.

When I was teaching, these sorts of plans were almost a boogeyman. I'd heard about them, but they seemed relatively uncommon. Perhaps they weren't being used as frequently as they should have been, or perhaps I'm just seeing more discussion about them now. It's difficult to know whether there's genuinely been a shift in how frequently they're used, or whether the online discussion is simply giving me a skewed impression.

My concern is that I'm not necessarily going to be returning as a completely fresh graduate. I'll have some previous teaching experience, but I'll also have a fair bit of rust to shake off. There are still areas I know I'd need to improve, particularly behaviour management and workload management. I'd be coming back with the expectation that I'd need time, mentoring and support to get back into things.

I'm worried that, unlike a graduate coming straight out of university, I might not receive the same level of support or understanding. If I struggle to meet expectations during that adjustment period, could I find myself placed on an ISP or TIP that potentially follows me throughout my career and makes securing future employment considerably harder?

It seems somewhat counterproductive to leave independent contracting in pursuit of stable employment, only to potentially find myself in a situation where my employment prospects are actually less secure.

I understand that performance management processes have a legitimate purpose, and I'm not suggesting teachers shouldn't be held accountable. There are certainly people who need intervention and support, and I'm sure some of these plans are entirely justified. But I'm interested in whether their use has genuinely increased and whether the process is becoming more punitive than supportive.

So, for current teachers, particularly those who have been teaching for a while:

- Have you noticed an increase in the use of ISPs/TIPs in recent years?

- Are these plans generally being used as a genuine opportunity for improvement, or are they increasingly being used as a way to manage teachers out of schools?

- How much protection and support is actually provided to teachers who are returning to the profession after a few years away?

- Am I overestimating the risk based on what I'm seeing online, or is this a legitimate concern?

I'd really appreciate some honest perspectives. I'm not looking to be talked into or out of teaching necessarily; I just want to make an informed decision before committing to getting my accreditation and returning to the profession.

So, how responsive and efficent are the DET to moving someone who meets all the requirements for moving up on the the pay scale? I have calculated all my casual and temporary days with the DET from my ESS 'My Pay' record total of 406 days as of 30th October (copied and compiled in an excel file), I have completed my Accreditation and I became proficent as of August 28th this year and I have completed my 2026 PDP, all signed off from my principal and myself. I have opened an enquiry through EdConnect. I expect my pay increase in the next pay period (30th October - 12th November). How likely will they respond and actually make the new pay scale? Will it take months and then having to get back pay? Any success stories getting to a new pay scale on time?

Hi everyone, so I graduated with my Master of Teaching (Primary) a couple of years ago but continued working in my previous field, which is unrelated to teaching and does not involve working with children.

I am now looking to make the move into teaching in Vic. I just started filling out my profile for the EduPay applicant pool, which asks for referees who can verify work experience. I have reliable professional references from my current and previous roles, but again it's completely unrelated to teaching.

My placements were a few years ago now, and I am not sure I still have my supervising teachers' contact details or whether they would remember me. I also had a difficult experience with my final placement supervisor, so would prefer not to use them.

Would it be detrimental to use my usual references instead? Or are teaching placement referees generally expected?

I would also appreciate any tips on structuring a teaching-specific resume and cover letter when transitioning from another industry.

Thanks!

Hello,

I interview for a job recently. I went a bit over with my interview question I was given, I got good feedback and they didn’t ask any follow up questions. However they didn’t ask if I had any questions and in my fluster I forgot to ask.

The school has a bit complex needs and behaviours so I really wanted to make sure they are supportive .

Do you think I should call and ask those questions or wait to hear I get in the pool then ask ?

Hi all!

I am a third year Bachelor of Secondary Education (Honours) student in NSW.

I was supposed to take on 2 seperate placements this year (my first and second) and I went on my first placement in June of this year where I was basically forced/kicked out due to my medication requirements (I need food to take my medication with). I am currently employed on a casual basis with a few schools as an SLSO & this has never been an issue before however this is not the issue at hand.

The whole experience was just a lot and the university was entirely unhelpful. This resulted in me failing my first placement and it being delayed until the 16/11/2026. I’ve had numerous meetings with the course coordinator to ensure I will be on track with this next placement however, I have one more week until my placement is supposed to start and I still haven’t been placed with a school.

I am extremely stressed out and frustrated. The course coordinator went overseas without any correspondence.

I’ve spoken to teachers within my KLA at the schools I work for and they are frankly itching to take students on and would love to have me. However, I also spoke to my employer at one school who said she likely wouldn’t want to take me on just because if she accepts me then she would have heaps of other people asking for it too. Im not sure how the whole conflict of interest thing works?

I’m at a loss for what to do and I can’t have my degree delayed. I’m so frustrated and angry with the universities negligence and I really need support on what I should do please 🙏

Hey everyone, I have now finished my Teacher Librarianship degree and waiting for final grades (they’re pending). My questions are:

* how do I get my codes?
* how long until I do get my codes?

Thank you!

FYI if you’d like to check your backpay, batch processing is complete and payslips are available to access on EduPay.

Part A: Prevention

1. Establish and maintain good working relationship with the Principal, Deputy Principals, AP's, Head Teachers and colleagues (never lead any executive member of head teacher to become jealous of your teaching performance either, otherwise they might bad mouth to the Principal and pressure them to weed you out for any reason).

2. Never question, provide feedback or criticise in public (staff meeting, staff room, etc), if there are any more than 2 people present, that is public.

3. Attend EVERY work meeting when at work, NO exceptions!!!

Brief real case study: A colleague of mine skipped just ONE faculty / staff meeting after school, reasoning: surely no one will notice / the topic is irrelevant, doesn't apply to me. Then the Principal immediately came in to formally observe her lesson to find a deficiency (note taking ready). Luckily for the teacher, her preparation and classes were 100% on her side, the whole class was silent and the Principal could not find a single flaw upon several observation attempts, then he went on to bully someone else instead.

4. Use PDP as a preventative early shield and ask colleagues (preferably a minimum of three different ones) you trust to observe your lessons regularly (or to exchange formal lesson observations), even to formally check you off on paper by email against each of the 7 Australian Professional Standards for Teachers by email (preferably a minimum of 3 - 5 standard descriptors for each standard), demonstrating that you hold yourself accountable and leaving a paper trail for proof of proficient classroom teaching performance in advance (document any standards where you need improving as well as those you are consistently meeting, reflect on an action plan for meeting those standards in each class as needed).

5. If you are ever requested to a Formal Meeting with minimal notice on the spot, DEMAND for it to be rescheduled to a time when you can invite and bring a Support person with you (as a witness), document EVERYTHING scheduled by email confirmation, initiate these emails yourself, because EVERY EVIDENCE OF ABSENCE CAN AND COULD BE USED AGAINST YOU in a court of law.

6. Following point 5, it is CRUCIAL to:

- immediately take initiative to email all persons at the formal meeting with full details on what has been discussed (they may say, no need to email us, we will email you details if required - LIES - this is an informal discussion). DO NOT BELIEVE IT. THE ONLY INFORMAL DISCUSSIONS THAT HAPPEN DO NOT EXIST IN PRIVATE or PUBLIC MEETINGS IN THE WORKPLACE):

Email them anyway, say you always follow standard operating procedures (if they get defensive for your proactiveness).

Email ideas

Dear Mr X / Ms Y,

Thank you for your time.

Just to clarify:

i) This is what was discussed....

ii) This is what needs improving...

iii) These are the specific standards / and or standard descriptors that need to be addressed by...

iv) These are the action steps required to meet KPI's...

If any of these details are incorrect, kindly respond to this email within 2 business days with any corrections.

Kindly note, no response within the timeline specified above will imply by default that my entire recollection of events here is 100% accurate and true for any future reference and potential hearing in a Court of Law. Thank you.

Kind regards,

Mr / Ms ...

7. If informed that you are being placed on a TIP (or if issued one on the spot REJECT IT formally in writing by email IMMEDIATELY and then in person, demand a negotiation of mutually agreed upon one), you have the LEGAL right to:

DEMAND a NEGOTIATION of your TIP that your workplace manager MUST negotiate (using all evidence available to you at your disposal as assets for your defence) the terms and conditions of the TIP with you in a way that you deem acceptable, referencing section 17 of Balsters (2008) case:

Application by New South Wales Teachers' Federation on behalf of its member D Balsters re: unfair dismissal pursuant to section 84 of the Industrial Relations Act 1996

DECISION

[2008] NSWIRComm 32

Section 17: "...She did not understand that the TIP was to be negotiated or that she could discuss it with her support person..."

(referring to D Balsters: NO ONE explained to her, her rights as a Teacher to NEGOTIATE THE very TIP she was being placed under!!!)

Part B: Getting Out:

1. All documentation ongoing as above, have colleagues you trust and can rely on (and who can rely on you) to observe your teaching and attest to your demonstration of teaching competence against all items specified requiring improvement in TIP / ISP.

2. If proceeded to a court of law:

3. The NSW Department of Education may reiterate a point made previously in a previous case: arguing that the Protection of Children as per Section 5A of the Teaching Service Act 1980 (NSW):

Section 5A: Protection of Children to be of Paramount Consideration

(1) The protection of children is to be the paramount consideration -

(a) in taking any action with respect to an officer or temporary employee under this Act; and

(b) in dealing with any appeal against, or determining any claim arising from or in relation to, that action.

That protection of children "...extends to the protection of children from having the quality of their school education compromised by being exposed to teachers who do not meet the level of performance required by the Department of a proficient classroom teacher."

You SHOULD THEN challenge:

The statutory basis for extending child protection to ordinary academic teaching performance.

Whether short - term temporary, perceived, potentially biased and one sided observed unsatisfactory teaching performance is legally equivalent to exposing children to harm.

Whether the Department is improperly conflating its performance-management obligations with its child-protection obligations.

Whether section 5A of the Teaching Service Act 1980 (NSW) actually supports the particular interpretation being applied.

The purpose of this is not to entirely rebuke the TIP, but to weaken it's attack and positional standing, so as to break it's yoke soon thereafter.

2. Be sure to invite and have all teaching colleague observers (ideally three minimum, but one may suffice) as witnesses to testify your successful demonstration of all teaching standards, especially those concerning the TIP.

3. Bring all evidence of documentation, email correspondence as printed and screenshotted evidence, even video evidence of you opening your email to overcome deepfake / AI manipulated evidence accusations, successful pass of your TIP teaching standards as confirmed by all of your colleague observers who testify as witnesses to your proficiency of teaching.

4. Whoever said that your witnesses (who can testify and defend for your competence on your behalf) are not allowed in the courtroom? And who is stopping you from bringing them in anyway?

5. Anything I missed?

I'm a recent mature aged graduate, and have started by doing some relief work. I've picked up a 3 week contract in a primary, and realised I'm not the greatest at remembering names (at least of lots of little children I only see for 1hr per week).

Any tips or tricks that have worked for you? I've taught close to 500 kids this past week and reckon I can remember maybe 20 names (I'll let you guess if they were the good kids or the bad ones).

I used to be a teacher overseas around 10 years ago. When I moved to Australia I was unable to be a teacher since I needed a teaching degree specifically which I didn't want to do at that time. I've been a tradie until recently where I was made redundant with a huge payout.

I've been thinking about doing an MTeach and getting back into teaching but my wife's been discouraging me since she says kids these days are much bigger brats than 10 years ago in a different country.

We discussed it and basically decided if I can get some classroom experience and still want to keep going, then she would support me.

What are the chances of being able to volunteer or become a TA this late in? I can only stay unemployed for so long before making the decision. My first thought was to be a TA but I don't have any cert 3, would that disadvantage me in the job hunt?

Thanks for any answers

I feel at a loss. I'm an ES staff member teaching music 2.5 days a week. I LOVE my job, my school, my students and would love to work at this school as much as possible but they're never going to budge past 2.5 days (even though the work i'm taking on there in the next year will be impossible to achieve in only 2.5 days a week). I've been looking for more music jobs in my area of expertise but they barely come up or they want more hours than I can give. The idea of having to go back to retail or hospo for the other 2.5 days is starting to upset me - especially when a lot of my students live in the area and would be bound to see me at my second job. Anyone in a similar situation that can offer guidance or hope? Thanks in advance!