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Jack Longmate - Presentation at Session 173094, Employment Status: Effects and Actions. Forum for Fair Employment (FFE)

Jack Longmate - Presentation at Session 173094, Employment Status: Effects and Actions. Forum for Fair Employment (FFE)

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  • It is appropriate to conceive of part-time instruction as a treadmill. Not only is the work part-time and commonly capped at some percentage below full-time, pay is significantly discounted. Oftentimes, “part-time” educators have no choice but to hold multiple jobs and lead a harried lifestyle much like a frantic treadmill.
  • Part-time faculty are the majority faculty in US higher education.
  • When push comes to shove and the institution has to make a choice between, say, a biology instructor and an ESL instructor, the ESL instructor is at a disadvantage. The biology instructor, after all, may have a master’s degree. Of course, so might the ESL instructor, but with the predominate assumption that if one can speak a language, one can teach a language, an advanced degree in teaching ESL is not as esteemed as an advanced degree in biology or another discipline might be. TESOL deserves some credit for drafting position papers and resolutions to defend the dignity of the profession.
  • It is not only because the teaching of ESL is dominated by part-time positions; it’s because there is no other defender. Consider part-time faculty and unions membership:
  • In late 2009, this survey of student engagement was issued. How did part-time faculty fare?
  • The survey reported that part-time faculty are far less involved in advising students than full-time faculty. But this should be no surprise. It would seem like criticizing a dentist for not performing knee surgery as often as a surgeon might.
  • It correctly attributes the difference to the different expectation and compensation.
  • It correctly observes, whether right or wrong, part-time faculty are integral to the delivery of higher education classes.
  • TESOL is a signatory to the CAW’s statement.
  • While this statement would seem positive and noble at first glance, it is troubling that it is vague. Far better if there were a single standard for compensation for “one faculty” as opposed to a relative definition like “commensurate with their status as professions.”
  • In our current economic downturn, non-tenured faculty have been losing their jobs (but it tends to go unnoticed as they do at the end of every term). The Modern Language Association, including one of its members, Cary Nelson, who happens to be president of the American Association of University Professors, got MLA approval for this resolution calling for job security and the right to tenure for all faculty.
  • One immediate thing that part-time faculty can do as a step toward bringing about job security is to file for unemployment between terms, when they truly are not employed. Joe Berry, who spoke at this colloquium at TESOL 2008 in New York, has authored an excellent booklet available for download at the Chicago COCAL website.
  • Massive filing of unemployment would indeed convey to the system that they might as well create new full-time positions or confer true job security to non-tenured part-time faculty.
  • COCAL is an international movement to draw attention to contingent faculty’s precarious position. Its excellent conferences are held on the even years and are the foremost meeting of advocates for change.
  • Campus Equity Week/Fair Employment Week are held on the odd years.
  • A 2002 TESOL member resolution supported both Campus Equity Week and representation at the conferences of the Coalition of Contingent Academic Labor.
  • Both in the formal mission statement and among members, upholding the dignity and respect of the profession is a high priority shared by all within TESOL.
  • Perhaps Interest Sections, Forums, task forces, and Standing Committees could do a stronger job of collaborating on efforts that build the professionalism and respect of the field.
  • I confess my activity is flatline during most of the year except for around March when TESOL comes.
  • But TESOL could likely be more productive in making progress toward achieving fair employment and professional dignity if we members could sustain our interest and activity throughout the year.

Ffe Presentation 2010 03 Ffe Presentation 2010 03 Presentation Transcript

    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Chronology - Forum for Fair Employment (FFE)
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Chronology - Forum for Fair Employment (FFE) 1996 – TESOL established part-time caucus (1 of 2 caucuses established)
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Chronology - Forum for Fair Employment (FFE) 1996 – TESOL established part-time caucus (1 of 2 caucuses established) 1998 – “COPTEC” as caucus name
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Chronology - Forum for Fair Employment (FFE) 1996 – TESOL established part-time caucus (1 of 2 caucuses established) 1998 – “COPTEC” as caucus name 2000 – TESOL had 6 caucuses
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Chronology - Forum for Fair Employment (FFE) 1996 – TESOL established part-time caucus (1 of 2 caucuses established) 1998 – “COPTEC” as caucus name 2000 – TESOL had 6 caucuses 2007 – TESOL disestablished 6 caucus
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Chronology - Forum for Fair Employment (FFE) 1996 – TESOL established part-time caucus (1 of 2 caucuses established) 1998 – “COPTEC” as caucus name 2000 – TESOL had 6 caucuses 2007 – TESOL disestablished 6 caucus 2008 – Formation of the: a. TESOL Standing Committee on Employment Issues (EIC)
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Chronology - Forum for Fair Employment (FFE) 1996 – TESOL established part-time caucus (1 of 2 caucuses established) 1998 – “COPTEC” as caucus name 2000 – TESOL had 6 caucuses 2007 – TESOL disestablished 6 caucus 2008 – Formation of the: a. TESOL Standing Committee on Employment Issues (EIC) b. Forum for Fair Employment (FFE)
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Consider this quotation: “ Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher .” Parker Palmer, The Courage to Teach
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Consider this quotation: “ The most extraordinary thing about a really good teacher is that he or she transcends accepted educational methods.” Margaret Mead, as qtd in The Teacher and the Taught (1963)
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Consider this quotation: “ As a teacher, you must always find new ways of growing, and you must always strive to find new ways of helping your students grow. Only in growth can the crop be harvested.” Lylee Style (Yorktown Heights, NY 2002)
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions But if teachers are being hired part-time to “just teach” without the means to do the full job of teaching, teaching is far less likely to inspire learning and teachers themselves are far less likely to realize the rewards of identity and integrity that the profession offers.
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Keith Hoeller observes that : “ (M)any adjuncts participate in non-teaching duties… In most cases, however, adjuncts are … not compensated for their extra time and effort outside the classroom, and there is no guarantee that such extra effort will be rewarded with raises, promotions, or even a tenure-track job...” From David Moltz. “The Part-Time Impact” Inside Higher Ed. Nov 16, 2009 at http://www.insidehighered.com/news/2009/11/16/ccsse
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Growth and reflection, so important for good teaching, are rarely possible on a frantic treadmill.
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Annual gross pay of $18,706.52
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions How prevalent are part-time/adjunct faculty in US Higher Education? Data extracted from AFT report " The State of the Higher Education Workforce 1997-2007 ” (2/2009) http://www.aft.org/pubs-reports/higher_ed/AmerAcad_report_97-07.pdf
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Composition of US Higher Education Faculty Data extracted from AFT report " The State of the Higher Education Workforce 1997-2007 ” (2/2009) http://www.aft.org/pubs-reports/higher_ed/AmerAcad_report_97-07.pdf
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Composition of US Higher Education Faculty Data extracted from AFT report " The State of the Higher Education Workforce 1997-2007 ” (2/2009) http://www.aft.org/pubs-reports/higher_ed/AmerAcad_report_97-07.pdf
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Composition of US Higher Education Faculty Data extracted from AFT report " The State of the Higher Education Workforce 1997-2007 ” (2/2009) http://www.aft.org/pubs-reports/higher_ed/AmerAcad_report_97-07.pdf
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Composition of US Higher Education Faculty Data extracted from AFT report " The State of the Higher Education Workforce 1997-2007 ” (2/2009) http://www.aft.org/pubs-reports/higher_ed/AmerAcad_report_97-07.pdf
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Part-time/adjunct faculty are the New Faculty Majority . A new national organization has been formed by that name.
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From http://www.newfacultymajority.info/national/
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Why should TESOL be concerned about the prevalence of part-time positions in U.S. higher education?
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From Research Report 98-04, Washington State Board for Community and Technical Colleges, “PART-TIME FACULTY IN WASHINGTON COMMUNITY AND TECHNICAL COLLEGES” June 1998 at http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED430642&ERICExtSearch_SearchType_0=no&accno=ED430642 Percent of Part-time Faculty per Selected Discipline (Washington State Community and Technical Colleges)
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Of all disciplines, ESL instruction is among the most dominated by part-time, adjunct, or otherwise non-tenured positions.
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Of all disciplines, ESL instruction is among the most dominated by part-time, adjunct, or otherwise non-tenured positions. This is likely a reflection of the lack of respect and professional dignity accorded the field.
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From: http://www.tesol.org/s_tesol/bin.asp?CID=32&DID=377&DOC=FILE.PDF
    • Member Resolutions Home : About : Governance : Mbr Resolutions
    • TESOL Member Resolution in Support of Professional Development Credit for Part-time, Adjunct, and Contingent Faculty (2006) The membership of TESOL recommends that TESOL support and encourage the establishment of salary schedules for part-time, adjunct, and contingent faculty.
    • TESOL Member Resolution in Support of Campus Equity Week (CEW) and Conference on Contingent Academic Labor (COCAL) (2002) The membership of TESOL supports Campus Equity Week (CEW), which seeks to draw attention to the unprincipled use of contingent academic labor at all levels of teaching ESOL where regular, tenured, full-time or part-time faculty would be more professionally appropriate.
    • TESOL Member Resolution on Health Benefits for Part-Time Instructors in the United States (1994) TESOL urges the U.S. Congress and state legislatures to include in any health reform legislation, employer-provided health insurance benefits for all part-time teachers.
    • TESOL Member Resolution on the Use of Part-Time Instructors (1988) TESOL urges agencies, institutions, and programs that provide ESOL instruction to make new and concerted efforts to eliminate the inappropriate use of part-time instructors. In cases where part-time instructors must be hired, TESOL urges that these instructors be provided with adequate working conditions, salary, benefits and all other privileges accorded to full-time instructors.
    • TESOL Member Resolution on Part-Time Faculty and Fringe Benefits (1981) TESOL recommends that part-time faculty in ESL programs be entitled to fringe benefits in fair proportion to those available to full-time teachers.
    • TESOL Member Resolution on the Need for Qualified Full-Time Teachers (1981) TESOL recommends that a significant majority of the faculty in any ESL program be full-time employees qualified in teaching ESOL.
    • TESOL Member Resolution on Insurance for Part-Time Employment (1980) TESOL shall make arrangements to provide to members of TESOL who are employed part-time optional health and life insurance.
    • TESOL Member Resolution on Employment Conditions (1980) TESOL commissions in-depth studies of various employment conditions be undertaken by ad hoc committees and that possible solutions be presented in writing to the president at or before the beginning of the 1981 convention.
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Why should TESOL and its members need to be concerned about the prevalence of part-time positions in U.S. higher education?
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Community College Survey of Student Engagement (CCSSE) – 2009 Findings From: http://www.ccsse.org/publications/national_report_2009/CCSSE09_nationalreport-10-26.pdf
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From: http://www.ccsse.org/publications/national_report_2009/CCSSE09_nationalreport-10-26.pdf p. 19:
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From: http://www.ccsse.org/publications/national_report_2009/CCSSE09_nationalreport-10-26.pdf p. 19: But is it fair to observe (or criticize) part-time faculty for not performing a function that is not their job?
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From: http://www.ccsse.org/publications/national_report_2009/CCSSE09_nationalreport-10-26.pdf p. 19:
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From: http://www.ccsse.org/publications/national_report_2009/CCSSE09_nationalreport-10-26.pdf p. 19: Should there be “different expectations and support”? They teach the same students, the same tuition is charged, and the same grades and credits are awarded.
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From: http://www.ccsse.org/publications/national_report_2009/CCSSE09_nationalreport-10-26.pdf p. 19:
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From: http://www.ccsse.org/publications/national_report_2009/CCSSE09_nationalreport-10-26.pdf p. 19: Part-time faculty indeed teach a sizable portion; part-time faculty are the majority faculty in US higher education .
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions The Coalition on the Academic Workforce issued “One Faculty Serving All Students.” TESOL was a signatory. http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions CAW issued a statement “One Faculty Serving All Students.” TESOL and MLA were signatories (although neither the FFE nor the EIC was asked for input).
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions CAW Principles from “One Faculty Serving All Students”: http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions CAW Principles from “One Faculty Serving All Students”: http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf (p. 2) All faculty members need to receive compensation and institutional support and recognition commensurate with their status as professionals.
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions CAW Principles from “One Faculty Serving All Students”: http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf (p. 2) All faculty members need to receive compensation and institutional support and recognition commensurate with their status as professionals. “ You want equal pay? But you’re only part-time. Your pay is commensurate with your professional status right now!”
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Elaboration of CAW Principle of Compensation and Institutional Support “One Faculty Serving All Students”: http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf (p. 3) Institutions should establish minimum levels of per-course compensation for all faculty members serving off the tenure track that are equitable to those of tenure-track faculty members so that all faculty members have the support necessary to devote the time and effort required to teach college-level courses. To ensure fairness and transparency, compensation levels should be a matter of public record.
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Elaboration of CAW Principle of Compensation and Institutional Support “One Faculty Serving All Students”: http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf (p. 3) Institutions should establish minimum levels of per-course compensation for all faculty members serving off the tenure track that are equitable to those of tenure-track faculty members so that all faculty members have the support necessary to devote the time and effort required to teach college-level courses. To ensure fairness and transparency, compensation levels should be a matter of public record.
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Institutions should establish minimum levels of per-course compensation for all faculty members serving off the tenure track that are equitable to those of tenure-track faculty members so that all faculty members have the support necessary to devote the time and effort required to teach college-level courses. To ensure fairness and transparency, compensation levels should be a matter of public record. Good. But rather than trying to construct an “equitable” compensation system for the non-tenured, why not have the same system, as in “One System Serving One Faculty”? Elaboration of CAW Principle of Compensation and Institutional Support “One Faculty Serving All Students”: http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf (p. 3)
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Institutions should compensate all faculty members for work outside of the classroom, including student advising, committees, and other service work. Elaboration of CAW Principle of Compensation and Institutional Support “One Faculty Serving All Students”: http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf (p. 3)
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Institutions should compensate all faculty members for work outside of the classroom, including student advising, committees, and other service work. All faculty members should get regular support for professional development in regard to teaching skills, new course creation, scholarship, and occupational promotion. Elaboration of CAW Principle of Compensation and Institutional Support “One Faculty Serving All Students”: http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf (p. 3)
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Institutions should compensate all faculty members for work outside of the classroom, including student advising, committees, and other service work. All faculty members should get regular support for professional development in regard to teaching skills, new course creation, scholarship, and occupational promotion. Good. But why not “equal pay and equal work”? Elaboration of CAW Principle of Compensation and Institutional Support “One Faculty Serving All Students”: http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf (p. 3)
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions In our economic downturn, now is not the time to fight about pay increases.
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions In our economic downturn, now is not the time to fight about pay increases. Now is the time to fight about retaining jobs amid layoffs and program cutbacks.
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions MLA Resolution 2009-1 at the December 2009 Modern Language Association (subject to ratification by the MLA membership, June 1, 2010): http://www.mla.org/pdf/cnpu_27dec_2009web.pdf Whereas job security is under attack throughout higher education; and A job with a living wage is an economic right of all employees; and Be it resolved that the MLA recognize the importance of job security throughout the academic workforce. All college and university faculty members—full- and part-time—should be eligible for tenure. All higher education employees should have appropriate forms of job security, due process, a living wage, and access to health care benefits.
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions MLA Resolution 2009-1 at the December 2009 Modern Language Association (subject to ratification by the MLA membership, June 1, 2010): http://www.mla.org/pdf/cnpu_27dec_2009web.pdf Whereas job security is under attack throughout higher education; and A job with a living wage is an economic right of all employees; and Be it resolved that the MLA recognize the importance of job security throughout the academic workforce. All college and university faculty members—full- and part-time—should be eligible for tenure. All higher education employees should have appropriate forms of job security, due process, a living wage, and access to health care benefits.
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Excellent booklet downloadable from Chicago COCAL http://www.chicagococal.org/
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions “ As soon as they (the colleges) start paying all these costs, then the difference (between hiring full-time and part-time faculty) shrinks. It may start being more profitable to just pay a full-timer.” Wendy Rader-Konofalski Chronicle of Higher Education Oct 8, 2004, p. A11.
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Campus Equity Week (CEW) (in US) Fair Employment Week (FEW) (in Canada)
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From: http://www.tesol.org/s_TESOL/sec_document.asp?CID=87&DID=246&rcss=print&print=yes
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From: http://www.tesol.org/s_TESOL/sec_document.asp?CID=87&DID=246&rcss=print&print=yes Campus Equity Week
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From: http://www.tesol.org/s_TESOL/sec_document.asp?CID=87&DID=246&rcss=print&print=yes Coalition of Contingent Academic Labor (COCAL)
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions How can we in TESOL become more effective at defending our professionalism?
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions How can we in TESOL become more effective at defending our professionalism? We could probably be more effective than we are now.
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From: http://www.tesol.org/s_tesol/sec_document.asp?CID=3&DID=220 TESOL’s Mission and Values
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From: http://www.tesol.org/s_tesol/sec_document.asp?CID=3&DID=220 TESOL’s Mission and Values Professionalism
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Importance of TESOL Issues From “Members profiled in 1997 survey.” TESOL Matters. June/July 1997. p. 16 Very Important Somewhat Important Not at all Important Status and recognition of the profession 71% 23 3 Program standards 57% 34 6 Employment conditions 55% 31 11 Teacher certification 41% 38 18 Immigration legislation 39% 37 20 Funded research for the profession 38% 43 15 Official English legislation 36% 36 24 Adult Education programs and funding 35% 44 18 K-12 ESL programs and funding 34% 34 29 Accreditation of intensive English programs 33% 41 23 Part-time employment 31% 35 29 Bilingual education programs and funding 22% 39 36 USIA funding 17% 41 36
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Importance of TESOL Issues From “Members profiled in 1997 survey.” TESOL Matters. June/July 1997. p. 16 Very Important Somewhat Important Not at all Important Status and recognition of the profession 71% 23 3 Program standards 57% 34 6 Employment conditions 55% 31 11 Teacher certification 41% 38 18 Immigration legislation 39% 37 20 Funded research for the profession 38% 43 15 Official English legislation 36% 36 24 Adult Education programs and funding 35% 44 18 K-12 ESL programs and funding 34% 34 29 Accreditation of intensive English programs 33% 41 23 Part-time employment 31% 35 29 Bilingual education programs and funding 22% 39 36 USIA funding 17% 41 36
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Importance of TESOL Issues From “Members profiled in 1997 survey.” TESOL Matters. June/July 1997. p. 16 Of the 2,500 TESOL members participating, “ Status and recognition of the profession ” was, by far, the most important issue (71%). Very Important Somewhat Important Not at all Important Status and recognition of the profession 71% 23 3 Program standards 57% 34 6 Employment conditions 55% 31 11 Teacher certification 41% 38 18 Immigration legislation 39% 37 20 Funded research for the profession 38% 43 15 Official English legislation 36% 36 24 Adult Education programs and funding 35% 44 18 K-12 ESL programs and funding 34% 34 29 Accreditation of intensive English programs 33% 41 23 Part-time employment 31% 35 29 Bilingual education programs and funding 22% 39 36 USIA funding 17% 41 36
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From http://www.tesol.org/s_tesol/bin.asp?CID=709&DID=401&DOC=FILE.PDF (About TESOL)
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From http://www.tesol.org/s_tesol/bin.asp?CID=709&DID=401&DOC=FILE.PDF (About TESOL) 11,500 TESOL members 42,000 TESOL affiliate members
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions From http://www.tesol.org/s_tesol/bin.asp?CID=709&DID=401&DOC=FILE.PDF (About TESOL)
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions (From e-mail of February 22, 2010 to Richard Bailey, Jack Longmate, and Yilin Sun): The first plank of TESOL President-Elect Brock Brady’s platform is: Improving professional recognition and respect
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Hypothetical plot of TESOL-related activity among TESOL members: What activity is now.
  • 173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Hypothetical plot of TESOL-related activity among TESOL members: What activity is now. What activity should be.
    173094 - Forum for Fair Employment (FFE) Academic Session Employment Status: Effects and Actions Jack Longmate [email_address]