Serving the people of the Archdiocese of Milwaukee
Schools feeling pinch of teacher shortage
By Margaret Plevak - Parenting Staff
Since the beginning of the school year, principal Charles Leonard has yet to see a day when a substitute teacher wasn't needed in one of the classrooms at St. Richard Elementary School in Racine. When he can't find a substitute, he relies on other teachers doing double-duty, and in at least a couple of instances, he's taken over a class himself.
The shortage of substitute teachers isn't limited to Racine; many school districts throughout the state have been affected by it. Some public schools have considered turning to temporary employment agencies to find teachers.
Within the Milwaukee Archdiocese, the lack is primarily in elementary schools, and while not every area has felt the pinch, most principals interviewed for this article say they expect to sooner or later.
Leonard considers himself fortunate. With 33 years of educational experience in both private and public schools, he's put together a list of about 10 substitutes that he can regularly call on, culled from retired teachers who are former colleagues.
He suggests several factors contribute to the overall shortage, including an aging population of teachers with not enough qualified graduates to replace them, and competition from public schools who are feeling pressure from the federal government to decrease class sizes, thus giving rise to more job openings for teachers.
"There continues to be an increase in the hiring of speciality teachers in our schools, in such areas as Spanish, art, and technology, and that relates to the increase in vacancies and an increase in teachers hired," said Maureen Siwula, associate director of the archdiocesan Office for Parish and School Personnel.
Siwula could not provide the number of new teachers hired for the 1999-2000 school year in the diocese, but said more openings were taking substitutes out of circulation and putting them in the classroom as full-time teachers. She's quick to note it isn't just schools who are hanging out help wanted signs.
"The shortage isn't something that's isolated, but rather reflective of the labor market in general, which is the lowest in 30 years," she said.
Siwula acknowledged, however, that retirements and resignations are helping to drain the area's pool of teachers.
For some, it may be an issue of money. The daily pay for substitute teachers in the archdiocese averages between $60 and $80, Siwula said. She noted that school office guidelines recommend archdiocesan school salaries should reach an 80 percent parity of public school system salaries, but each school serves as its own employer and sets its own wages.
Siwula declined to estimate the number of teacher vacancies in the diocese for the current year, but said the vacancy list was "significantly larger than in prior years." Some schools have had more trouble than others, Siwula said, mentioning a Milwaukee-area school that opened last year with five or six teacher vacancies.
"The next 10 years will be a difficult time because with school choice increasing enrollments, there will be an increase in the number of teacher positions," she said. According to the Wisconsin Department of Public Instruction, substitutes, like full-time teachers, must have college degrees, have completed teacher education programs, and have teaching licenses.
Siwula's office is trying to combat the shortage by recruiting more graduates into the field through job fairs and advertising. For more short-term solutions, however, she's looking at alternative resources.
"The one thing that we will not do is compromise by using unlicensed teachers - we're not willing to negotiate on that point," Siwula said. "But we are willing to work with people who have bachelor's degrees and can apply for licensing in a reasonable amount of time. A person with a bachelor's degree in language, for example, could be hired for a speciality area, like Spanish, for example, and put on a plan to obtain a teaching license."
"In terms of that substitute shortage, we are pretty much are expecting (schools) to find certified teachers, but we have been trying to go the route many public districts have and look for some alternatives. (The Department of Public Instruction) has been trying to address that, and made an adjustment allowing people without teaching licenses but meeting certain criteria to get some permits," said Scott Weyda, associate director for student activities and services at the office for schools in the Milwaukee Archdiocese.
About two years ago, in response to the shortage, the Department of Public Instruction created a process allowing individuals who don't have a teaching license to receive a 3-year substitute permit.
Candidates must meet certain criteria, such as having at least a bachelor's degree, and go through other steps, such as a criminal background check, said Weyda, noting that his office makes principals aware of that option and provides application materials for candidates.
Besides going through the process approved by the DPI, some schools have added further training for new substitutes.
Sr. Deborah Golias, a member of the Congregation of Sisters of St. Agnes and the administrator for the Fond du Lac Area Catholic Elementary System, has advertised nearly every week to recruit willing substitutes in a newsletter delivered to 450 families of students from the primary, intermediate and middle school campuses of the system.
So far, 11 women have stepped forward. Nine of them - some with a background in business, one in biology - have completed certification courses through the Cooperative Educational Services Agency 6, in a two-day training process that covers everything from lesson plans to strategies for gaining students' attention.
Gina Frank heard about the program through an article in a local newspaper, and became certified last November. Since then, she has worked about 10 days in the schools.
"I finished the course on a Thursday, and by the following Monday I was subbing in class," she said. "One or two days I was actually attending Mass (on a school day), and was asked to stay because a teacher was sick."
Frank, 41, has a degree in social work, but was a stay-at-home mom to her 13-year-old daughter and 10-year-old son. She likes the work schedule that still allows her to be home when her children are, and she's enjoyed teaching so much, she's given some thought to pursuing an education degree.
Frank and the other 10 women have supplemented a list of about 25 substitutes that FACES relies on, and Golias is grateful for their help. Golias said that recent reports from the National Education Association and the National Catholic Education Association have predicted more than 2 million new teachers will be needed in the next three to five years, mainly due to more teachers accepting retirement at age 55.
As new families come into the area, Barbara Haase, principal of three schools in the Unified Catholic Parish school system in Beaver Dam, checks to see if any parents are able to become substitutes. Although she's needed substitutes a handful of times during the last few school years, she's gotten by with giving additional pay to teachers willing to give up a preparation period to cover someone else's class, asking the school librarian step in, or even handling a vacancy herself.
"I can't say that (the shortage) isn't a concern here. It is. But we've been lucky in that we have subs who primarily want to work just for us," she said of a list of four to six substitutes shared by school districts 6 and 7.
Greg Dehli-Young, principal at Christ King Elementary School in Wauwatosa, estimated he needed substitutes about 80 percent of time this year at the school, which has an enrollment of 450 students. Dehli-Young said the shortage in his district hasn't been drastic, but he's definitely needed substitutes. He's been diverting other teachers on the staff - including the school librarian - to fill in when needed. He's also relying on a list of five substitutes, one of which is a teacher who had worked in public schools and now prefers private ones, he said.
Treating substitutes well is important to make sure they return, he said. At Christ King, lesson plans are made out for them so they feel prepared and comfortable.
"We are protective of subs and probably don't share them as much as we could (among other schools) because they are in such demand," he said, noting that a flu outbreak at the school could use up his entire list of substitutes.
One Milwaukee-area school principal who didn't want her name used said she needed substitutes two or three times a month. She admitted to guarding her list of regular, dependable substitutes - including the recently retired sister of a current teacher at the school - so that she wouldn't be forced to hunt for new ones.
"I've advertised in the parish bulletin and gotten teachers through referrals, but I just don't seem to hang onto them," she said.
The Kenosha school district passed a referendum to reduce class size to 15 students, beginning with the 1999-2000 school year, but Paul Cera, principal of Our Lady of Mt. Carmel Elementary School there said the substitute teacher shortage "isn't critical yet, although that's not to say it won't be if the flu really hits."
Currently faculty absenteeism is low, and though he needed to fill two long-term slots last fall because of maternity leaves, Cera found an experienced teacher and a recently graduated one as substitutes.
Cera said an ad in the local newspapers asks substitutes to sign up for a list that is shared by the six schools in the district. Sigmund Kolano, principal of St. Peter Elementary School, interviews prospective teachers and manages the list of about eight or nine people.
"Most schools have steady people upon whom they can rely," Cera said.
Like Jesus, use symbols to teach youngsters about religious heritage
By Janet Duffy DeRaleau
Special to Parenting
Ever pass a McDonald's restaurant with a car full of preschoolers? Whether they can read or not, they know those golden arches mean food and fun. In our society, symbols are a part of everyday life.
Symbols are part of church life, too, and many of the things we identify with the church, like candles, holy water or the priest's vestments, have meaning over and beyond their ordinary function. They can suggest intangible or deep spiritual interpretations, sometimes multiple interpretations.
Take a portrayal of a lamb in a church stained glass window. The lamb is more than the physical depiction in the artwork. It represents Jesus, "Lamb of God," who sacrificed his life for all of humankind. Historically lambs were often used for sacrifice in order to atone for sins. Its youth and white coat make it also a symbol of innocence, purity, gentleness, or helplessness. When portrayed with a cross or a banner, it symbolizes triumphant resurrection. Some of the first crucifixes of the early church had lambs instead of the figure of the crucified Jesus.
"Symbols are rich in meaning," said Dean Daniels, associate director of the archdiocesan Office for Prayer and Worship. "Symbolic language is non-verbal and multi-dimensional. There can be an inexhaustible sense of meaning."
Daniels used the example of bringing the U.S. flag into a room full of people. Depending on each person's experiences and tradition, the flag can mean a variety of things from a piece of cloth to a symbol of patriotism and freedom.
Jesus himself frequently used symbolic images in his teaching, like the door, the vine, the light, the number 70 times 7, bread, water, wine and oil - all meaning one thing when taken literally, but "speaking" deeper messages when understood symbolically.
At Sunday Mass, as you and your youngsters are waiting for the processional to begin, would you be able to point to and explain to them the symbolic significance of the various articles and art around them, or liturgical actions?
Perhaps this glossary can serve as a guide as you introduce a new generation to church symbols. Most of the explanations were taken from "Catholic Customs and Traditions," a popular guide by Greg Dues. The book offers simple explanations understandable to the lay person. Other sources written by church theologians offer deeper and varied meanings, as well. As your children grow and their experiences broaden, so too will their understanding.
Early church symbols
The early Christian symbols, inherited from Jewish traditions and Old Testament imagery, are still evident today.
Ritual symbols
Some symbols are more directly related to the sacraments or official church rituals. Many were borrowed from pagan or Jewish rites in the early church. They have been around since the earliest centuries.
As fashion changed, the clerics of the time continued to wear these clothes and were eventually distinguished from the lay people by the length of their tunics. Over time, the garments were blessed and special prayers were said as the priest put them on. Vestments today still serve as a means of setting the priest apart as the presider of the Mass and representation of Christ. Today, during Mass the priest wears an alb, chasuble and a stole - a sign of authority borrowed from Roman public life.
When you and your youngsters are asked to stand and the minister waves the censer toward you, you can explain that the smoke is giving honor to you and the others present. At a funeral Mass, the rite of commendation and farewell includes use of incense to honor the remains of the deceased.
By Patricia Lorenz
In 1989 I organized a women's group called Swill which stands for Southeastern Wisconsin Interesting Ladies League - women of all ages, economic backgrounds, religions, races and lifestyles. We have no dues, no officers, no rules, no agenda, no committees, and no goals.
We women simply get together six times a year to talk, laugh and sometimes cry. We sit in a circle and take turns talking (imagine that!) so everyone can hear what everyone else has to say.
The last time Swill met there were 22 women, our largest group ever.
The evening was magical in its diversity of life-changing stories. I'm changing the names of the Swill members to protect their privacy but the rest is true.
Beth described the years of living homeless with her daughter in a car. One night on the interstate when her car broke down, a man stopped.
He took Beth and her daughter to a restaurant, fed them and assured them that their lives would change soon. He said a family would help them get on their feet. Then the man simply disappeared. Vanished. Poof. Thin air. Sure enough, a few weeks later a family took Beth and her daughter into their home. That was 10 years ago and today Beth has a good job, a nice apartment and is a remarkable mother to her teen-age daughter. Beth still believes in angels.
Annie had just gone through breast cancer surgery and was fearfully facing chemotherapy. We all shed a few tears and many hugs after Annie bravely told her story punctuated by the struggles of her messy divorce, single-parenthood, variety of jobs and many moves in recent years.
Grace was beginning an exciting new career as a parish nurse after more than 30 years as an emergency room nurse. In the past year Grace and her retired husband sold the home they had raised their five children in and moved to a new, smaller home 25 miles away. Leaving her old home and neighborhood was traumatic for Grace, but we Swill members could see courage and excitement spilling out of her soul as she talked about the college courses she was taking to learn to be a parish nurse.
Amy, a beautiful, blond, 40-something woman who has experienced far too many surgeries and health problems, shared that she had just met an interesting man, a golfer like her. She giggled and glowed with the joy of a new friendship as she described the fun she was having with her new gentleman.
Peggy, who is a strong leader in her parish church, shared that she was seeking a divorce after 30 years of marriage - a divorce, she said, that should have happened five years earlier. "These days, my life is a see-saw of loneliness and fear on one hand and excitement and anticipation on the other."
When it was Kelly's turned she said, "As I listen to the ups and downs of what's going on in your lives I realize how happy and content I am in my life right now. My job is going great, kids are all healthy, my husband and I are getting along fine. I'm working on my master's degree and I love my classes. Hearing your stories makes me want to cherish this moment because I know I'll have worse days and perhaps better days, but for now I'm happy with my life."
Trish, a single parent, shared a similar story. After dreaming for 14 years about meeting a nice man to date, she has come full circle and finally understands just how happy and full her life is, empty nest and all.
Teresa talked about the emotional breakdown she experienced a few years ago and then described her involvement in a number of volunteer activities, including visiting people dying of cancer in a hospice. Teresa demonstrated how giving to others as a volunteer can truly help cure our own ills.
Joan's love-of-her-life, the man she met many years after a painful divorce, died suddenly nine months before the Swill meeting. At the previous meeting Joan had cried soulful tears as she shared the story of her three-year romance with her soul-mate, stricken suddenly in his 50s by a deadly pneumonia. On this night, however, Joan was vibrant, happy and chattering about how she knows she must move forward, meet new people and have some new adventures.
Betty regaled the Swill gang with an account of a two-week vacation-from-hell that made National Lampoon's Family Vacation look like a picnic at the beach. Natural disasters, transportation problems, a rock slide and the fact that both she and her hubby were sick much of the trip took their toll. Betty said she fully expected cattle rustlers to hijack them before they finally arrived home totally exhausted.
I learned a lot about life that night at Swill. I learned it's jam-packed with ups and downs. It often takes a group like Swill to help us see up-close-and-personal that at any given time, somebody is worse off than we are. It takes a body of friends in one room to help us see that the good often gets better, the bad often gets worse but more often than not, the average stuff in-between is pretty doggone special.
(Lorenz has had more than 400 articles published in such magazines as Reader's Digest, Guideposts, Working Mother, Single-Parent Family, and Catholic Digest. She's also a speaker for churches, schools, conferences, organizations and conventions.)
I leave you with a few words from one of my favorite songs sung by Mary-Chapin Carpenter. It's called "The Bug."
You gotta know happy, you gotta know glad
Because you're gonna know lonely and you're gonna know sad.
Sometimes you're the windshield, sometimes you're the bug.
Sometimes it all comes together, sometimes you're a fool in love.
Sometimes you're the Louisville Slugger, sometimes you're the ball.
Sometimes it all comes together, sometimes you're gonna lose it all.
Everything can change in the blink of an eye
So let the good times roll before we say goodbye.
(Lorenz has had more than 400 articles published in such magazines as Reader's Digest, Guideposts, Working Mother, Single-Parent Family, and Catholic Digest. She's also a speaker for churches, schools, conferences, organizations and conventions.)
By James Pankratz
For months leading to the year 2000 we saw a wide variety of "greatest hits" lists. One of the most ambitious "timelines" I saw was a music club. It listed a chronology of historical events along with the "Top Forty Hits" of each century including your favorite Welsh harp medleys and music from the court of Eleanor of Aquitaine. Wait until your teen-ager pops these into her boombox.
Reviewing these timelines prompted me to wonder if there could be a timeline for the history of child raising. Specifically, have our ideas about children and our treatment of children changed throughout the millennium? I decided to consult the library to find out.
I quickly concluded that a survey of worldwide child raising practices during the last millennium was a little too ambitious for a half-page column. My second conclusion was that over most of the past 2,000 years in the West there has been very little difference between child raising and child abuse.
This was the sad and inevitable conclusion after reviewing the opening chapter of a book titled "The History of Childhood: the Untold Story of Child Abuse," edited by Lloyd de Mause. He includes a timeline of his own in which he shows the "evolution of child-rearing modes" from the first century A.D. to the present. The line on the graph, showing the evolution of more enlightened thinking about children, remains almost flat until approximately the 15th century and only begins a steady rise in the 18th century. It took a long time for adult humans to recognize that children are human, too.
That the history of those centuries was violent comes as no surprise when you consider that violence of all kinds has been an accepted child raising practice. For most of documented history in the West, abandonment was common. Unwanted children were sent to monasteries, convents, foster families and to servitude in the homes of nobles.
The innocent phrase "swaddling clothes" had a more sinister application. "Tying the child up in various restraint devices was a near-universal practice," de Mause writes. The tight wrapping ended up "entirely depriving the child of the use of its limbs...." The advantage to parents was convenience. "They rarely had to pay any attention to infants once they were tied up." Physical restraints, such as being tied to a chair, continued after infancy.
Sexual abuse and beatings were rampant. Instruments used included whips, cat-o-nine tails, shovels, canes, iron and wooden rods, and "special school instruments." The author concludes that "century after century of battered children grew up and in turn battered their own children."
Was there any enlightened individual who questioned the endless assault on children?
An unexpected champion of children emerged early in the last millennium in the 11th century. Let's call him the "Dr. Spock" of the early middle ages: St. Anselm. Due to a happy accident, Anselm's mother decided to adopt a relatively permissive attitude toward her son. She ordered the servants to cooperate in most instances with whatever the boy wished to do. This was revolutionary; all the practices outlined above had as their goal the restraint of normal childhood impulses, largely for the convenience of the parents.
Anselm became a powerful and influential abbot, who was an original and independent thinker. He became well-known for his patience, gentleness and teaching skill. He developed his abbey into a teaching school, which emphasized "firm but gentle ... rearing of the young." In 1093 he became the archbishop of Canterbury.
Once another abbot complained to Anselm that despite his beating his charges "day and night, the boys only get worse and worse." Anselm replied that since "you feel no love or pity, goodwill or tenderness in your attitude toward them, they have ... no faith in your goodness.... They regard everyone with suspicion and jealousy." Anselm attempted to instill in the abbot the quality of empathy. "Would you like to have been treated as you treat them...?" Anselm suggested that the abbot use "encouragement and fatherly sympathy and gentleness" instead.
The attitude of empathy is the ultimate solution to child abuse in any century. It is the ability to "suffer with" a child, to put ourselves in his or her shoes. It means caring more about children's fears and trials than about our own comfort and convenience. It means going out of our comfortable way for their welfare. Although almost a thousand years old, we can still hear St. Anselm's voice crying out in the wilderness of every age, including our own. He challenges us to begin a new millennium of caring for children.
(Pankratz is a marriage and family therapist in Catholic Charities' Milwaukee regional office.)
Copyright, 1997 by Catholic Herald, Milwaukee, WI
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