May 27, 2025 • 14 mins
California Teacher
What does teaching look like on the progressive West Coast? After exploring education in a red state last week, we turn our microphone toward the challenges and rewards of teaching in San Francisco—one of America's most expensive blue cities.
Amy Brownstein Lum shares 25 years of wisdom as a literacy specialist who helps struggling readers navigate the complexities of language, and talks about the financial realities of teaching in an astronomical housing market as she breaks down the salary structure.
Topics
0:00 what it takes to be Literacy Specialist
3:21 What certifications do you need
4:50 Teacher Shortages and Classroom Dynamics
7:15 Teacher Salaries and Side Hustles
10:05 Have to deal with ICE?
12:12 what change would you like to see?
Resources
Learn about the Wilson Method https://www.wilsonlanguage.com/announcements/orton-gillingham-and-wilson-reading-system-what-you-need-to-know/
What is Orton–Gillingham system? https://www.understood.org/en/articles/orton-gillingham-what-you-need-to-know
Follow us for more conversation like this one.
Want us to cover a specific job? Shoot us an email!
Music credit: Kate Pierson & Monica Nation
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:05):
trying to understand why some children have a really
difficult time learning how toread and write and it's
complicated and it happens inparts of our brain hi, welcome
back to how much can I make.
Speaker 2 (00:18):
I'm a curious journalist with passion for
exploring jobs, careers and whatpeople really earn.
Last week we had a segment witha teacher from Florida and we
got a firsthand look at thechallenges and realities of
teaching in a red state.
This week I thought it would bevery interesting to explore the
(00:38):
other side of the spectrum.
What is it like to be a teacherin a blue state?
Is it different?
So I reached out to EmmyBrownstein, a longtime educator
in San Francisco, california,and let's hear her story and see
how the experience compares.
First of all, amy, thank you somuch for doing it and giving us
your time.
(00:58):
I really appreciate it.
Speaker 1 (01:00):
It's my pleasure.
I love talking about thissubject.
Speaker 2 (01:03):
Oh good, let's start by telling us what is it that
you do.
Speaker 1 (01:08):
I am the literacy specialist at an elementary
school.
Some people call it a readingteacher or an interventionist,
so it's someone that works withsmall groups of children or
one-on-one with students who arenot meeting grade level
expectations in literacy ormight be on the dyslexic
(01:29):
continuum but are not in specialed.
So they would not have yet beendiagnosed with a learning
disability, and so I wouldintervene in hopes that they
would stay out of specialeducation and give them the
tools and the skills they needfor reading and writing, even if
they have some kind of dyslexicdisability or phonological.
Speaker 2 (01:47):
Did you say it was a?
Speaker 1 (01:49):
public school.
Speaker 2 (01:50):
Was it a public?
Yes, it's a public school.
It's a public school.
Speaker 1 (01:53):
So I'm not a special ed teacher.
I would be the bridge betweengeneral education and special
education.
Speaker 2 (01:59):
What kind of education you needed to get.
Speaker 1 (02:01):
I happened to have a few different certifications
that I pursued on my own becauseI wanted more knowledge.
So I'm trained in a programcalled Orton-Gillingham sort of
an umbrella.
Speaker 2 (02:14):
Is that a national program or is it just a
California?
Speaker 1 (02:17):
It's worldwide.
It's sort of a set of rules inhow we would teach reading and
writing in a multi-sensoryapproach to students that have
dyslexia, or what we callphonological learning difficulty
, and it's been around for about100 years.
Speaker 2 (02:33):
Wow.
Speaker 1 (02:34):
And it was developed through trying to understand why
some children have a reallydifficult time learning how to
read and write, and it'scomplicated and it happens in
parts of our brain, and so adoctor and an educator created
this approach to a program andmany programs use this
philosophy, this teaching method.
Speaker 2 (02:52):
Let's go back to the certification for a second.
So you have this certificate ofthis worldwide program, right
so?
Speaker 1 (02:57):
I was sent to a different school district in
Northern California who wasoffering a training, and it was
a week-long training to learnabout what's happening in the
brain, how to teach this tostudents that need this approach
, and then you walk out with acertification.
Speaker 2 (03:14):
And is that the?
Speaker 1 (03:14):
only-, I also have a certification in a different
program that uses thatphilosophy, which is called
Wilson, and I'm a reading andrecovery teacher, which is a
certification through college toteach first graders who are
behind in learning to read andwrite.
You always wanted to be ateacher.
No, I actually wanted to be anactress on Broadway and have a
(03:36):
bachelor's in musical theater.
Speaker 2 (03:39):
How did you end up?
A teacher?
Speaker 1 (03:41):
I thought I love children.
I've always loved children andI wanted to work with kids and
make an impact.
So I thought of social work orteaching and, to be honest, I
didn't know if I had the heartto work with children in that
child protective services realmor work with children that are
struggling in whatever way.
(04:01):
And then I knew that teachingwould offer me the schedule,
like summers off and allholidays off to be with my own
family when I chose to have one.
So that's the route I went.
Speaker 2 (04:12):
So how many years have you been doing it?
25.
Speaker 1 (04:15):
Wow, always the same grade, yes, and I really didn't
know how to teach reading.
To be honest, they don't reallyprepare you very well in
credential programs because theydon't know where you're going
to be honest, they don't reallyprepare you very well in
credential programs because theydon't know where you're going
to be.
Entering these programs is sortof like loose qualifications.
In other countries it's arigorous application process.
They take only the best of thebest to be teachers.
(04:36):
In America it's quick.
It's a year.
You student teach for half ayear and you're in.
Speaker 2 (04:41):
Wow.
Speaker 1 (04:41):
So they can't, they don't have enough time to teach
you everything.
So it's up to the schooldistrict that hires you to
really give you that training,and they don't.
Speaker 2 (04:50):
So I read that there is a big shortage of teachers in
San Francisco.
Do you feel it?
Speaker 1 (04:57):
Yes, it's a double edged sword because there's a
shortage in our district.
There are classrooms that arenot filled, and the goal is
really to do that, but at thesame time, there are many
teachers that are outside of theclassroom, like me, and
teachers that don't even givedirect services to children.
They might be working incurriculum and instruction or
coaching teachers, and over thelast few years, they've been
(05:20):
trying to push people like usout of those roles and back into
the classroom.
Speaker 2 (05:25):
So when you say you're out of the classroom,
what do you mean?
The education that you give isnot considered part of the
curriculum, or?
Speaker 1 (05:34):
right, it's up, it's a supplement, so we have.
My school is very small, wehave 13 classroom teachers and
then I pull kids out of theirclassroom and work with them in
my room and then we haveone-on-oneone you work with the
kids one-on-one.
Sometimes, sometimes I workwith small groups.
It depends on what I'm teaching.
Speaker 2 (05:53):
How many students in the classroom?
Speaker 1 (05:55):
In K-3, the state mandates that you don't go above
22.
If you do, you'll lose fundingfrom the state.
So for every child above 22,they'll give you less money.
So most school districts wantto adhere to that.
But there are some schooldistricts in California that
have more and they just take thecut.
Speaker 2 (06:15):
I read that one place said that there's a big
diversity of students in SanFrancisco and another said that
there aren't really too manyblack and brown kids in San
Francisco.
What do you see?
Speaker 1 (06:28):
That's true.
They're all in a certainneighborhood, a certain part of
the city, I'll say, and manyfamilies have been pushed out of
the city and moved elsewherebecause they can't afford to be
here.
And that always falls inspecific populations, right, and
the schools have a lot ofpeople like middle class, middle
(06:51):
to upper income families havegone back to their public
schools.
So you see a lot of middleclass, middle to upper class
socioeconomic backgrounds inthese public schools.
Speaker 2 (07:01):
Now, it's known all around the world.
I think that San Francisco costof living is humongous, but the
salary is not enough.
So how much does a teacher makeat the beginning and how much
can they grow to make?
Speaker 1 (07:15):
There's a base salary if you have a bachelor's degree
, plus 30 units, which are thenumber of units it takes to get
a credential.
Speaker 2 (07:24):
What's that base?
Speaker 1 (07:25):
And $53,562.
So that's the base salary andthen there might be add-ons,
like these propositions thatwent through and the taxpayers
voted to sort of add on because,let's say, the salary schedules
they felt were low and fordifferent things.
So, you might get like an extra7,000 a year.
(07:47):
Oh, okay, if you have 60 unitsabove your bachelor's or
actually I think it goes to 45next and then 60 units above
your bachelor's, which isusually a master's or some kind
of certification you will makethe most that you can make
81,700.
Speaker 2 (08:04):
So that's the base salary and the extras is when
you get-.
Speaker 1 (08:08):
So this is a base salary for someone that has 60
plus units more of education, sosomeone like me.
When you get to year 14, youhave three years at one salary.
You mean 14 years in thebusiness, After 14 years yeah
you make $93,623 and you havethat for three years.
(08:29):
It doesn't move for three years, and then there's a career
increment another three years.
So then you're stepping everythree years and still, instead
of every year.
Speaker 2 (08:38):
Is there a way to make more money?
Like I know in Florida, shetold me they tutor.
Speaker 1 (08:44):
A lot of people I know work in the summers.
They tutor after school.
They have some kind of sidehustle.
Speaker 2 (08:49):
What's the going rate for a tutor in San Francisco?
Speaker 1 (08:53):
You know it depends on your expertise.
So I have tutored and because Ihave been trained in these
specific programs for students,like I mentioned before, I could
make $100 an hour or even more,and I have, and others might
make less.
Speaker 2 (09:13):
It just.
I think it depends on yourclients and all that kind of
stuff.
Speaker 1 (09:16):
Yeah, exactly.
Speaker 2 (09:17):
I know in Florida they're limited what they can
talk about and what they canteach.
Do you have any kind oflimitation established by your
government?
Speaker 1 (09:26):
Yes, there are standards that we have to follow
and guidelines.
There are certain things youhave to teach and actually I
think in our district it's sortof it leans to the opposite
problem, where people will beteaching a history class or an
ethnic studies class and theyinsert their own politics and
their own viewpoints to a faultthat they're not supposed to do.
(09:47):
You're not supposed to giveyour opinion or your political
affiliation to your students.
You should relay facts and thenthey can investigate and learn
and be critical of you know howthey see fit.
But it's sort of like a littlebit of an ongoing debate right
now in San Francisco, unified.
Speaker 2 (10:05):
Do you have to deal with ICE coming to your school
district?
Speaker 1 (10:08):
We prepare for it.
Yes, we have training toprepare for it.
We do have undocumentedstudents every school does and
these are families I've workedwith.
Like I have the third siblingof families that I've worked
with that are undocumented andit's very scary for them to move
around the city, especially onpublic transportation, and run
(10:31):
that risk of being stopped andapproached.
So we have been told not toanswer any questions and say you
need to speak with the officeand just leave it at that.
Speaker 2 (10:42):
What did you say was the biggest challenge?
Did we talk about it I?
Speaker 1 (10:45):
said time, I said time.
I think all teachers feel likethey're expected to work beyond
their paid hours and do whateverthey need to do to finish
grading, writing report cards,prepping meetings, and we're not
getting paid for it.
It's a known Teachers workbeyond their paid hours.
Speaker 2 (11:05):
So what would you say is the biggest reward?
Speaker 1 (11:07):
For me.
I love working with kids.
I think they're the most honestand real and joyful people to
be around.
So as a classroom teacher, Iloved that and I loved the
schedule.
But now that I'm really anintervention teacher and I am
working so closely with students, I see exactly where they are
(11:29):
and I see the change and thegrowth I never really saw that
as a classroom teacher.
You're not working asintimately as you are with
students.
When you pulled them out ofletters and the sounds and
(11:50):
cannot blend sounds to read aword and then to see them leave
you and reading is huge.
It's just the most rewardingthing I've ever experienced.
I get all the best I get towork with them and see them and
then give them back to theirteacher and I don't have all of
the management and the behaviorand the organizing that they
(12:11):
have.
Speaker 2 (12:12):
If you could change something in the system in your
district, what would that be?
Speaker 1 (12:16):
Right now.
It's very mismanaged at the top.
We've had years and years ofmismanagement.
That's what has put us in thisparticular position of being in
a deficit.
The state has semi taken overour school district funding
budget, so we have a financialadvisor from the California
Department of Education managingthings now to deal with this,
(12:39):
and so we're suffering huge cutsright now.
And it's a hot topic right nowbecause budgets just came out to
the schools, the principals gottheir budget and there are a
lot of cuts happening at everyschool site.
So people are really fightingback and speaking out because
they don't want to lose staff orprograms and they feel like the
(13:01):
schools are suffering.
The students are sufferingbecause of the mismanagement at
the top.
Right.
They adopted a software forpayroll and human resources.
The school district purchasedit without the support of the
company, so like you could payfor also the tech support, and
they opted out of that, and it'sbeen a disaster to the point
where people weren't gettingpaid or they were getting
(13:24):
underpaid, and so the districtspent millions to try to fix it
and millions to try to unravelit, and then millions for a
consultant to figure it out, andmillions of dollars later we're
now buying a new one.
After three years of this mess.
There's a whole differentsoftware system coming in for
next school year.
Speaker 2 (13:44):
Well, I guess there's corruption and millions
disappear everywhere.
I just don't get it.
Maybe we have to get used to it, but anyway, thank you.
Speaker 1 (13:53):
Thank you so much Thanks for featuring a public
school teacher Of course.
Speaker 2 (13:58):
Okay that's a wrap for today.
If you have a comment orquestion or would like us to
cover a certain job, please letus know.
Visit our website athowmuchcanimakeinfo.
We would love to hear from you.
And, on your way out, don'tforget to subscribe and share
this episode with anyone who iscurious about their next job.
See you next time.
trying to understand why some children have a really
difficult time learning how toread and write and it's
complicated and it happens inparts of our brain hi, welcome
back to how much can I make.
Speaker 2 (00:18):
I'm a curious journalist with passion for
exploring jobs, careers and whatpeople really earn.
Last week we had a segment witha teacher from Florida and we
got a firsthand look at thechallenges and realities of
teaching in a red state.
This week I thought it would bevery interesting to explore the
(00:38):
other side of the spectrum.
What is it like to be a teacherin a blue state?
Is it different?
So I reached out to EmmyBrownstein, a longtime educator
in San Francisco, california,and let's hear her story and see
how the experience compares.
First of all, amy, thank you somuch for doing it and giving us
your time.
(00:58):
I really appreciate it.
Speaker 1 (01:00):
It's my pleasure.
I love talking about thissubject.
Speaker 2 (01:03):
Oh good, let's start by telling us what is it that
you do.
Speaker 1 (01:08):
I am the literacy specialist at an elementary
school.
Some people call it a readingteacher or an interventionist,
so it's someone that works withsmall groups of children or
one-on-one with students who arenot meeting grade level
expectations in literacy ormight be on the dyslexic
(01:29):
continuum but are not in specialed.
So they would not have yet beendiagnosed with a learning
disability, and so I wouldintervene in hopes that they
would stay out of specialeducation and give them the
tools and the skills they needfor reading and writing, even if
they have some kind of dyslexicdisability or phonological.
Speaker 2 (01:47):
Did you say it was a?
Speaker 1 (01:49):
public school.
Speaker 2 (01:50):
Was it a public?
Yes, it's a public school.
It's a public school.
Speaker 1 (01:53):
So I'm not a special ed teacher.
I would be the bridge betweengeneral education and special
education.
Speaker 2 (01:59):
What kind of education you needed to get.
Speaker 1 (02:01):
I happened to have a few different certifications
that I pursued on my own becauseI wanted more knowledge.
So I'm trained in a programcalled Orton-Gillingham sort of
an umbrella.
Speaker 2 (02:14):
Is that a national program or is it just a
California?
Speaker 1 (02:17):
It's worldwide.
It's sort of a set of rules inhow we would teach reading and
writing in a multi-sensoryapproach to students that have
dyslexia, or what we callphonological learning difficulty
, and it's been around for about100 years.
Speaker 2 (02:33):
Wow.
Speaker 1 (02:34):
And it was developed through trying to understand why
some children have a reallydifficult time learning how to
read and write, and it'scomplicated and it happens in
parts of our brain, and so adoctor and an educator created
this approach to a program andmany programs use this
philosophy, this teaching method.
Speaker 2 (02:52):
Let's go back to the certification for a second.
So you have this certificate ofthis worldwide program, right
so?
Speaker 1 (02:57):
I was sent to a different school district in
Northern California who wasoffering a training, and it was
a week-long training to learnabout what's happening in the
brain, how to teach this tostudents that need this approach
, and then you walk out with acertification.
Speaker 2 (03:14):
And is that the?
Speaker 1 (03:14):
only-, I also have a certification in a different
program that uses thatphilosophy, which is called
Wilson, and I'm a reading andrecovery teacher, which is a
certification through college toteach first graders who are
behind in learning to read andwrite.
You always wanted to be ateacher.
No, I actually wanted to be anactress on Broadway and have a
(03:36):
bachelor's in musical theater.
Speaker 2 (03:39):
How did you end up?
A teacher?
Speaker 1 (03:41):
I thought I love children.
I've always loved children andI wanted to work with kids and
make an impact.
So I thought of social work orteaching and, to be honest, I
didn't know if I had the heartto work with children in that
child protective services realmor work with children that are
struggling in whatever way.
(04:01):
And then I knew that teachingwould offer me the schedule,
like summers off and allholidays off to be with my own
family when I chose to have one.
So that's the route I went.
Speaker 2 (04:12):
So how many years have you been doing it?
25.
Speaker 1 (04:15):
Wow, always the same grade, yes, and I really didn't
know how to teach reading.
To be honest, they don't reallyprepare you very well in
credential programs because theydon't know where you're going
to be honest, they don't reallyprepare you very well in
credential programs because theydon't know where you're going
to be.
Entering these programs is sortof like loose qualifications.
In other countries it's arigorous application process.
They take only the best of thebest to be teachers.
(04:36):
In America it's quick.
It's a year.
You student teach for half ayear and you're in.
Speaker 2 (04:41):
Wow.
Speaker 1 (04:41):
So they can't, they don't have enough time to teach
you everything.
So it's up to the schooldistrict that hires you to
really give you that training,and they don't.
Speaker 2 (04:50):
So I read that there is a big shortage of teachers in
San Francisco.
Do you feel it?
Speaker 1 (04:57):
Yes, it's a double edged sword because there's a
shortage in our district.
There are classrooms that arenot filled, and the goal is
really to do that, but at thesame time, there are many
teachers that are outside of theclassroom, like me, and
teachers that don't even givedirect services to children.
They might be working incurriculum and instruction or
coaching teachers, and over thelast few years, they've been
(05:20):
trying to push people like usout of those roles and back into
the classroom.
Speaker 2 (05:25):
So when you say you're out of the classroom,
what do you mean?
The education that you give isnot considered part of the
curriculum, or?
Speaker 1 (05:34):
right, it's up, it's a supplement, so we have.
My school is very small, wehave 13 classroom teachers and
then I pull kids out of theirclassroom and work with them in
my room and then we haveone-on-oneone you work with the
kids one-on-one.
Sometimes, sometimes I workwith small groups.
It depends on what I'm teaching.
Speaker 2 (05:53):
How many students in the classroom?
Speaker 1 (05:55):
In K-3, the state mandates that you don't go above
22.
If you do, you'll lose fundingfrom the state.
So for every child above 22,they'll give you less money.
So most school districts wantto adhere to that.
But there are some schooldistricts in California that
have more and they just take thecut.
Speaker 2 (06:15):
I read that one place said that there's a big
diversity of students in SanFrancisco and another said that
there aren't really too manyblack and brown kids in San
Francisco.
What do you see?
Speaker 1 (06:28):
That's true.
They're all in a certainneighborhood, a certain part of
the city, I'll say, and manyfamilies have been pushed out of
the city and moved elsewherebecause they can't afford to be
here.
And that always falls inspecific populations, right, and
the schools have a lot ofpeople like middle class, middle
(06:51):
to upper income families havegone back to their public
schools.
So you see a lot of middleclass, middle to upper class
socioeconomic backgrounds inthese public schools.
Speaker 2 (07:01):
Now, it's known all around the world.
I think that San Francisco costof living is humongous, but the
salary is not enough.
So how much does a teacher makeat the beginning and how much
can they grow to make?
Speaker 1 (07:15):
There's a base salary if you have a bachelor's degree
, plus 30 units, which are thenumber of units it takes to get
a credential.
Speaker 2 (07:24):
What's that base?
Speaker 1 (07:25):
And $53,562.
So that's the base salary andthen there might be add-ons,
like these propositions thatwent through and the taxpayers
voted to sort of add on because,let's say, the salary schedules
they felt were low and fordifferent things.
So, you might get like an extra7,000 a year.
(07:47):
Oh, okay, if you have 60 unitsabove your bachelor's or
actually I think it goes to 45next and then 60 units above
your bachelor's, which isusually a master's or some kind
of certification you will makethe most that you can make
81,700.
Speaker 2 (08:04):
So that's the base salary and the extras is when
you get-.
Speaker 1 (08:08):
So this is a base salary for someone that has 60
plus units more of education, sosomeone like me.
When you get to year 14, youhave three years at one salary.
You mean 14 years in thebusiness, After 14 years yeah
you make $93,623 and you havethat for three years.
(08:29):
It doesn't move for three years, and then there's a career
increment another three years.
So then you're stepping everythree years and still, instead
of every year.
Speaker 2 (08:38):
Is there a way to make more money?
Like I know in Florida, shetold me they tutor.
Speaker 1 (08:44):
A lot of people I know work in the summers.
They tutor after school.
They have some kind of sidehustle.
Speaker 2 (08:49):
What's the going rate for a tutor in San Francisco?
Speaker 1 (08:53):
You know it depends on your expertise.
So I have tutored and because Ihave been trained in these
specific programs for students,like I mentioned before, I could
make $100 an hour or even more,and I have, and others might
make less.
Speaker 2 (09:13):
It just.
I think it depends on yourclients and all that kind of
stuff.
Speaker 1 (09:16):
Yeah, exactly.
Speaker 2 (09:17):
I know in Florida they're limited what they can
talk about and what they canteach.
Do you have any kind oflimitation established by your
government?
Speaker 1 (09:26):
Yes, there are standards that we have to follow
and guidelines.
There are certain things youhave to teach and actually I
think in our district it's sortof it leans to the opposite
problem, where people will beteaching a history class or an
ethnic studies class and theyinsert their own politics and
their own viewpoints to a faultthat they're not supposed to do.
(09:47):
You're not supposed to giveyour opinion or your political
affiliation to your students.
You should relay facts and thenthey can investigate and learn
and be critical of you know howthey see fit.
But it's sort of like a littlebit of an ongoing debate right
now in San Francisco, unified.
Speaker 2 (10:05):
Do you have to deal with ICE coming to your school
district?
Speaker 1 (10:08):
We prepare for it.
Yes, we have training toprepare for it.
We do have undocumentedstudents every school does and
these are families I've workedwith.
Like I have the third siblingof families that I've worked
with that are undocumented andit's very scary for them to move
around the city, especially onpublic transportation, and run
(10:31):
that risk of being stopped andapproached.
So we have been told not toanswer any questions and say you
need to speak with the officeand just leave it at that.
Speaker 2 (10:42):
What did you say was the biggest challenge?
Did we talk about it I?
Speaker 1 (10:45):
said time, I said time.
I think all teachers feel likethey're expected to work beyond
their paid hours and do whateverthey need to do to finish
grading, writing report cards,prepping meetings, and we're not
getting paid for it.
It's a known Teachers workbeyond their paid hours.
Speaker 2 (11:05):
So what would you say is the biggest reward?
Speaker 1 (11:07):
For me.
I love working with kids.
I think they're the most honestand real and joyful people to
be around.
So as a classroom teacher, Iloved that and I loved the
schedule.
But now that I'm really anintervention teacher and I am
working so closely with students, I see exactly where they are
(11:29):
and I see the change and thegrowth I never really saw that
as a classroom teacher.
You're not working asintimately as you are with
students.
When you pulled them out ofletters and the sounds and
(11:50):
cannot blend sounds to read aword and then to see them leave
you and reading is huge.
It's just the most rewardingthing I've ever experienced.
I get all the best I get towork with them and see them and
then give them back to theirteacher and I don't have all of
the management and the behaviorand the organizing that they
(12:11):
have.
Speaker 2 (12:12):
If you could change something in the system in your
district, what would that be?
Speaker 1 (12:16):
Right now.
It's very mismanaged at the top.
We've had years and years ofmismanagement.
That's what has put us in thisparticular position of being in
a deficit.
The state has semi taken overour school district funding
budget, so we have a financialadvisor from the California
Department of Education managingthings now to deal with this,
(12:39):
and so we're suffering huge cutsright now.
And it's a hot topic right nowbecause budgets just came out to
the schools, the principals gottheir budget and there are a
lot of cuts happening at everyschool site.
So people are really fightingback and speaking out because
they don't want to lose staff orprograms and they feel like the
(13:01):
schools are suffering.
The students are sufferingbecause of the mismanagement at
the top.
Right.
They adopted a software forpayroll and human resources.
The school district purchasedit without the support of the
company, so like you could payfor also the tech support, and
they opted out of that, and it'sbeen a disaster to the point
where people weren't gettingpaid or they were getting
(13:24):
underpaid, and so the districtspent millions to try to fix it
and millions to try to unravelit, and then millions for a
consultant to figure it out, andmillions of dollars later we're
now buying a new one.
After three years of this mess.
There's a whole differentsoftware system coming in for
next school year.
Speaker 2 (13:44):
Well, I guess there's corruption and millions
disappear everywhere.
I just don't get it.
Maybe we have to get used to it, but anyway, thank you.
Speaker 1 (13:53):
Thank you so much Thanks for featuring a public
school teacher Of course.
Speaker 2 (13:58):
Okay that's a wrap for today.
If you have a comment orquestion or would like us to
cover a certain job, please letus know.
Visit our website athowmuchcanimakeinfo.
We would love to hear from you.
And, on your way out, don'tforget to subscribe and share
this episode with anyone who iscurious about their next job.
See you next time.
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