Education, Worker's Rights

We need your help

It can be hugely frustrating reading the news lately. So much backwardness coming from the USA, rumblings of nuclear threats, frighteningly random terrorist attacks in European cities, the horrific situation for millions living in the Middle East, and closer to home, the dire situation for so many people living at and under the poverty line.

It is easier to turn to lighter news and frivolities to escape the unending bad news that we are exposed to every day because too much can contribute to poor mental health and anxiety, in part caused by a sense of helplessness. What can one person really do? Small actions in the face of larger systemic domination can feel inadequate. But just thinking about getting involved is never going to be enough to effect real change, and if you find yourself in the position where you are able to take some concrete actions, we ask you to please read on.

This is an opportune time for the English language teaching sector. The government is working on a bill (Summary of Bill) that will affect our working lives. So much about the industry has been out of sight of the public, the press and the government, allowing employment abuses to increase exponentially every year. It is reassuring that regulation is coming. But this regulation must be looked at carefully. Will it serve the best interests of the teachers, or will it be tailored to the business interests of the staggeringly profitable language schools and their organisation Marketing English in Ireland? In a recent press release, it has been shown that the industry “is built on poverty pay”.  Why, therefore, would any English language teacher reasonably assume that MEI have teachers’ best interests at heart in the formation of this bill? Teachers and their elected representatives must be allowed to be involved in this legislative process.

The English language teachers who are a member of the Unite ELT branch recently voted to send out the following text to members of the Education Committee who will decide the changes that need to be made to the bill. This bill is an opportunity to put some of the changes we need in the industry into protective legal terms.

So, what can you do at this watershed moment? Set aside 10 minutes of your day today towards positive activism. The submission period for these letters is not infinite, so avoid procrastinating and follow these simple steps:

  • Copy and paste this text into your email account
  • Read through it all. Add whatever information you want, take out anything you don’t want
  • Why is it important to you that legal changes are made to the ELT industry in Ireland? If you want, include your thoughts
  • Include previous experiences you have had in ELT, positive or negative. Make comparisons with other industries. Give anecdotes. These people are your elected representatives. It is their job to set policies and make laws. Laws that affect you at 4 o’clock on a Friday evening when you’re told you’ve no more work on Monday, or at 8pm when you’re at home trying to use the error correction code to correct 25 pieces of writing homework, and wondering why you aren’t paid to do this in a properly resourced staff room. Let them know what it is really like
  • Remember: the most important thing is to request the committee to hold public hearings.
  • When you’re happy with it, email it to these TDs on the Education Committee:

joan.burton@oireachtas.ie

thomas.byrne@oireachtas.ie

catherine.martin@oireachtas.ie

carol.nolan@oireachtas.ie

fiona.oloughlin@oireachtas.ie

maria.byrne@oireachtas.ie

robbie.gallagher@oireachtas.ie

trevor.oclochartaigh@oireachtas.ie

lynn.ruane@oireachtas.ie

(Joan Burton TD, Thomas Byrne TD, Catherine Martin TD, Carol Nolan TD, Fiona O’Loughlin TD, Senator Maria Byrne, Senator Robbie Gallagher, Senator Trevor O’Clochartaigh, Senator Lynn Ruane)

  • You can also CC the following with each email: educationskills@oireachtas.ie; pressoffice@oireachtas.ie; Alan.Guidon@oireachtas.ie
  • Send the email
  • Ask your friends, family and colleagues to help you: send them the link to this post
  • If you are motivated enough, use some of the text to write to your TDs about this issue. The more questions that TDs get about English language teacher’s rights, the better visibility for all of us
  • Use https://www.whoismytd.com/ if you are not sure, and send that email
  • Congratulations! You have taken a concrete activist step
  • There is one last bullet point. Click on over on the Unite the Union Join page, and become a member today. You can come to the meetings, vote, discuss issues and put forward motions. This is real, effective activism, proven over centuries. You are working to improve the employment conditions of a woefully unregulated sector. That is something to be proud of.

 TEXT OF THE LETTER TO BE SENT TO THE EDUCATION COMMITTEE

 

TD or Senator Name

Joint Committee on Education & Skills

Houses of the Oireachtas

Kildare Street

Dublin 2

 

29th August 2017

Re: Qualifications and Quality Assurance (Amendment) Bill

Dear Ms           ,

I am an English Language teacher at a private English language school in Dublin.

It is my understanding that the Qualifications and Quality Assurance (Amendment) Bill will be brought before the Joint Committee on Education & Skills in the near future.

The bill will include a section on the formation of the International Education Mark (IEM) which will establish the formal regulatory process for English language schools.

I have concerns about the content of the bill and in particular what I consider to be the inadequate regulation proposed within the bill.

The English Language sector is a hugely profitable business worth over one billion Euros to the economy annually.  Given international developments with the Brexit vote, this figure is certain to rise over the next few years as more and more international students see Ireland as the premier location in which to learn English.

Some of the issues which have affected my colleagues and I as teachers include: overuse and abuse of fixed term contracts; use of zero hour contracts; use of bogus self-employment; failure to supply teachers with proper, legal contracts; failure to pay statutory holiday pay; failure to pay sick pay; a failure to award full entitlement to all leave as guaranteed under employment legislation; discrimination in pay between native born speakers and non-native English speakers; a serious deficit in resources and facilities for teachers and students alike.

Whilst it appears that the proposed International Education Mark (IEM) will go some way towards regulating the ownership and administration of schools, it is my understanding that the bill as currently drafted does not regulate for employment conditions for teachers and other administration staff in the sector.

I feel very strongly that this bill presents the opportunity to address long standing bad employment practices in the ELT sector by provision for a Fair Employment Mark, guaranteeing that schools awarded such a mark offer decent terms and conditions to teachers and other ELT staff.  Whilst some of the issues mentioned above openly contravene employment legislation, many of the poor practices in the sector are not illegal under current legislation, and cannot be addressed using the industrial relations mechanisms of the state.

Therefore, in order to ensure best practice and maintain the international reputation of our English language schools, I feel that every opportunity should be taken through the legislation to ensure Ireland becomes a world leader in teaching English as a foreign language.  This can only be achieved by legislating for basic employment standards in schools.

The ELT sector cannot flourish in a situation where employment rights are not addressed at a macro level, and where schools can continue to regard employment rights as an optional extra.

Therefore I request that, once the bill comes before your committee, formal public hearings are held into the merits of the bill and your committee takes submissions from interested parties.  Given the importance of the ELT sector to the Irish economy it is crucial that this bill is afforded the utmost scrutiny and that all interested parties are heard.  By holding public hearings and taking submissions, your committee will uphold its role of rigorous oversight.

I would be happy to elaborate in my concerns should you require further information.  However I would reiterate our belief that public scrutiny of the bill is crucial and that it is in the best interests of all involved in the ELT sector for your committee to agree to hold public hearings and accept submissions.

I look forward to a positive response to this request.

Best Regards,

____________________________________

 

 

 

Above image source

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Worker's Rights

Reflections on Teaching English in Ireland: Ben’s Story

When I finished university, I didn’t really know what I wanted to do with my life other than possessing the vague notion that I wanted ‘to help’ people. I worked in public service for a while and rose to middling rank, but I wanted more. I felt that I wasn’t directly aiding people, and in many cases, that my work added an unnecessary layer of bureaucracy which stopped people getting support. In my free time, I completed a CELTA course and while I enjoyed English and enjoyed teaching, I didn’t feel ready to leave my friends and family and move overseas. A few years later and I decided to start a PGCE, which I completed and worked as a ‘real’ – as my friends and family saw it – teacher for a year.

The summer holidays came, and with them arrived the growing realisation that I did not want to return to school in September. I knew I liked teaching, but I also knew that I hated the National Curriculum with a passion. A lightbulb moment occurred when I started speaking to an old friend who I resumed contact with thanks to a marvellous new website called Facebook. After graduating, my friend had completed a CELTA and promptly moved to Spain. My frequently mocked qualification now seemed like a beacon of shining hope.

So, after searching for a few months, I decided on moving to Poland to start my English language teaching career. The school I first worked for was, frankly speaking, a joke. The contract I was issued was worthless, the timetable was disorganised and the workings of the school were Byzantine. As I was soon to discover, this was typical of the TEFL world, but being a rookie, I rolled with the punches. I really enjoyed teaching my students, met some great people and had a ball in a fabulous city. So enamoured by life as an English language teacher, I decided to stay in Poland for another year, but thought it prudent to join another school. As my experience grew, so did my craft. I constantly received excellent feedback from students and superiors, picked up numerous awards, was rewarded financially and given a syllabus development role.

After another happy year in Poland, I moved to Spain. I moved to a small school where I was given more responsibilities and better pay. I was responsible for designing syllabi for general, academic and business English courses, given the title senior teacher, continued to receive excellent feedback and led staff training sessions. All my lessons were taught from self-made materials, which the school incorporated into their courses. Students wanting one-to-one lessons requested me by name. I was promoted to chief internal examiner and completed UCLES modules to qualify to become speaking examiner for Cambridge exams. My star was rising.

Being ambitious, I applied for a job with the British Council – the often-lauded doyen of the English language teaching world – and impressed enough at interview to be offered a full time contract for the following teaching year. I felt that I had landed. Excellent salary, guaranteed DELTA training programme and pension scheme were just some of the perks I’d receive. To fill my summer, I took up a short-term role in a British Council centre in the Middle East where I received excellent remuneration, solid feedback and the offer of a permanent role with higher pay than my agreed role in Spain. I declined, for the Middle East and I were not comfortable bedfellows. However, I was certain that teaching English and I were a match made in heaven. I loved English; I loved teaching; and I loved the freedom of being able to travel the world, explore new cultures and meet new people while getting paid to do so. This was unreal. I was so lucky.

Until tragedy struck. The death of a relative, my being named as executor and family considerations meant that I had to return to the UK. I resigned from my new job in Spain and stayed in the UK while the dust settled. After a few months of living off a modest yet ever-dwindling inheritance, I decided that I had nothing much to keep me in the UK. I applied for jobs again. My old school in Spain offered me a post, the British Council post I had needed to resign from 6 months previously was re-offered to me, I was offered roles in Saudi Arabia and China, I was shortlisted for a role at a school in Tokyo and I had also been offered jobs in British Council posts in Venezuela, Tunis and Colombo. If I sound arrogant and conceited, I apologise. I think I am trying to demonstrate that I was a damn good English teacher. I was well-qualified, driven and innovative. I was ambitious and well liked. My feedback had always been excellent. I was in demand. Then came a Facebook message that would change everything.

I had a friend who was working on the outskirts of Dublin at one of the largest English language teaching schools in Ireland. She knew about my plans, but had an offer of an interview for some summer work at her school. Since the other roles I had been offered weren’t due to commence until September, starting work in June in Ireland would give me some extra cash and something to do over the summer. I had a telephone interview with the DOS and since she liked my credentials, my experience and my references, she was happy to give me a job for, “the summer or as long as you want.” As in all good stories, a romantic liaison flipped the narrative. After being in Ireland for six weeks or so, I met a girl. Things were going well and I wanted to stick around to see what happened. August came and went, and with it, so did many summer school staff. I didn’t. September came and went and I was still there. One Friday, my classes were given to another teacher, and although my students complained that they didn’t like the situation (or their new teacher), their complaints were ignored. Worried because I had started renting a new apartment, annoyed because all of the jobs I could have taken were gone, pissed off because I had been told “you’ll be okay, we’ll make sure you have work”, upset because I really liked the girl I was seeing; my fears were somewhat allayed when I was told that my classes had been taken off me so that I could start teaching a new group. Fast forward three weeks, the course has finished and I am called in to the DOS’s office to be told that while my feedback was excellent, there would be no further work available for two to three weeks.

I sent a few emails, made a few phone calls, picked up a few classes in some other schools and managed to tide myself over. I also managed to get a full-time job offer from another school, only for that offer to be rescinded when the school went into administration after losing their ACELS accreditation over a fire escape. I continued working for the original school in a piecemeal manner until Christmas. One-week holiday covers, 8-10 hour a week courses, two weeks off, three days on etcetera, etcetera. Two things marked my cards as a trouble maker. I pointed out that I was more qualified and had greater experience than 75% of permanent staff members to the ADOS one night in the pub. The second mistake I made was querying why I hadn’t been paid public holiday pay. I was later, erroneously, told that this was due to the fact that I hadn’t been working in the week that the bank holiday fell. Apparently, this was standard practice at this school, particularly at their summer centres. According to a colleague who managed summer centres, temporary summer staff were frequently let go before a public holiday fell and told that they were not entitled to pay for the holiday. After Christmas I was summoned to a meeting with the DOS, HR Manager and Operations Manager and told that I would never work for the school again unless I improved my attitude at work. I was genuinely puzzled, for at that time, I was not aware that ‘attitude’ was actually a euphemism.

“Did I receive bad feedback? I mean, I see the forms and if anything, it’s always been better than my partner teacher’s. Have I upset another teacher?”
“No your feedback is fine.”
“So….?”
“We’ve heard that you have been unhappy that you’ve not been given constant work.”
“Well, yeah. I have bills to pay. I have rent to pay. I need to eat.”
“We’re concerned that this bad attitude is being brought into class.”
“But I have excellent feedback, you said this wasn’t about feedback and surely if I was bringing my problems into my classroom, the students would notice this?”
“We can’t have people giving out about not being paid correctly and not working enough.”
“Do you want me to be happy about having no employment security?”
“We don’t want it to affect classes.”

We continued this Kafkaesque discussion for over an hour or so. It was then agreed that if I were to not voice my dissatisfaction, I would be given work. As a further special and ‘unique’ concession, I was told that I would be given a firm four-week notice period of when classes were ending. So, in February, at the start of the teaching season I was given regular classes. As the school got busier, I picked up extra classes, exam prep courses, one to ones and film classes. Things were going really well. My feedback was excellent and remained as good as, if not better than, the feedback of my partner teachers. Then again, I made all my lessons from scratch and used authentic source material rather than photocopying a page from Taboos and Issues. November came. On a Friday, one week after finding out that my girlfriend was pregnant – something the school were aware of because I needed to take a morning off to go to a GP with my girlfriend – I was told that there would be no work available for me on the following Monday.

Understandably, I was furious and informed the DOS of my opinions. I felt cheated. I did have a ray of hope, however. I knew a teacher was going away for a three-month holiday at the end of November and cover would be needed for her classes. The classes were given to another teacher. I applied for any job I saw advertised. I didn’t care whether I applied for English language teaching jobs or not. I needed to work and I needed money. I sent an email to the DOS of the school I had worked at asking for my holiday pay to be paid to me as soon as possible. I received an email back saying that I would be paid for one day’s holiday when the payroll was next run. But something was amiss. I looked over my timesheets and went through old wage slips only to discover I had been vastly underpaid for my holidays. I sent an email back querying why this was the case, highlighting that I had worked X hours but had only received holiday pay amounting to Y hours. I was informed that all the extra classes I had worked did not count towards my holiday entitlement. The only hours that counted towards my holiday allowance were the basic four hours of teaching per day. Afternoon classes, exam prep classes, one-to-one classes etc. did not count towards my holiday leave entitlement.

I was unemployed, looking for jobs, poor and with a lot of time on my hands. I read my terms and conditions of employment. Then I read them again. And again. And again. I read the Citizens Information website. Finally, I read the Organisation of Working Time Act. And then the penny dropped. I had been underpaid holiday pay. Vastly. Basically, holiday pay entitlement is calculated in one of three ways, and an employee is free to choose whichever method gives them the greatest entitlement. The school had used days and defined a day as equivalent to four hours. Although in their terms and conditions of employment, this was never stated. Since they had never defined what a standard day was, all hours an employee had worked were legally classed as contributing towards holiday leave entitlements. To add a spanner into the works, the school paid different rates of pay for different class types. When paying holiday pay, they only remitted the lowest rate of pay. Again, the Organisation of Working Time Act was instructive: in such cases, an employer is obliged to calculate holiday pay based on average earnings accrued in the 13-week period preceding the holiday pay payment. The Organisation of Working Time Act also helped with the issue of payment for public holidays, stating that entitlement is based on hours worked before the holiday date.

In the end, I got my back pay. It took over two months and I had to threaten to go to a labour court, but I received the money I had been legally entitled to. The price was that I would never again work as an English language teacher. According to the school I worked for:

“We are under no obligation to re-hire teachers who have worked for us previously, nor are we under any obligation to explain our business decisions. Your contract came to a natural end in November and we do not envisage having anything for you in the near future.”

Speaking to former colleagues, I discovered that new system for calculating holiday pay was introduced into the school. It was less opaque, far more legal and fairer. I was proud of my one, small and admittedly selfish, act of advancing rights of some English language teachers in Ireland. But it wasn’t all plain sailing. It appeared that some members of staff felt emboldened enough to ask for better pay and better conditions, now being made aware of what their legal minimums were. One such member of staff was given a pay rise, which she was still allowed to keep after her working hours were halved.

I might have sounded arrogant about my abilities as a teacher earlier. I still maintain that I was a very good teacher. I’d go as far as to say I was an excellent teacher. It may sound conceited, but I still have a box in my garage where my old resource books, lesson plans and bumf are stored. Contained therein are a few formal feedback observations that back my claims up. But, I am not a teacher any more. And I never will be again. I found work in December of the year I stopped teaching. I spent five weeks unemployed and knew I could never do so again.

As for the girl who stopped me leaving Ireland, we’ve been together for five years now. We have two children. We’re married and we’re happy. I work in a job where I get paid far more than I did as an English language teacher. But I stare at an Excel sheet for most of my day. And I have a tendency to correct the English usage of those around me. I hate not being an English teacher. It might not have been the only job I have ever been good at, but it is definitely the only job I have ever loved. Yet, I cannot go back to being an English teacher in Ireland ever again. It is too unstable, too insecure, too badly paid and too badly managed to be a viable career for those with families.

That is what is wrong with the English language teaching industry in Ireland. I know many, many wonderful and talented people who work in English language teaching and are barely able to survive. People who put in hours of work, work for which they don’t get paid to make excellent lessons; mainly because they care about their students, but also because they need to get good feedback, they need to fit in and they can’t afford to rock the boat. The English language industry in Ireland suffers such self-harming short termism it beggars belief. Properly paid teachers produce better lessons, which attract more students, which generates more money.

It is too late for me to return to English language teaching, but I hope my story might demonstrate to people that if everybody joins Unite and fights for their rights, the industry might be reformed and staff may be treated more fairly. A small number of people are easy to dismiss as trouble makers (and dismiss from work), a larger movement is far harder to ignore.

Benjamin P.

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Education, Worker's Rights

It’s okay to talk about these things

I’m an English language teacher, so how would I introduce the topic of trade unionism to a class? Maybe some prompt pictures, a short video, a quote, or perhaps we could try a word association game? You know how it works. Of course, I would also ask the students what they know about unions. We actually did a similar activity at an ELT Advocacy open meeting last year. The teachers who were present got into groups and we brainstormed our vision for a better ELT sector. The ideas from that meeting went on to form our Ten Point Charter.

Unite Charter

Unite the Union Charter for English Language Teachers

So how would you complete this sentence? Trade unionists are…? militant! communist! bad! outdated! ineffective! Oh. Really? Those are not the words I would use to describe my mother, yet she was the very first chair of her branch, an organiser who was proud to be in a union. Nor words I would use to describe my father, who as a public sector worker was a member of a union for his entire working life. Nor words I would use to describe myself, a proud member of the Unite ELT Branch, or my fellow members. But yet they are words I’ve heard whispered, used behind my back to describe us or to dismiss ELT Advocacy’s efforts to encourage people to join the union. Lately, I’ve done a lot of talking about teacher’s rights and I don’t think it’s a taboo subject. So let’s talk about these things.

Three weeks ago, I was at a press briefing in Buswells Hotel in Dublin. We were there to speak to TDs and senators (members of the Irish parliament) about the scandal of bogus self-employment in our sector and to lobby for regulation of the ELT sector. We wanted the Ten Point Charter to be included in the bill that will form the International Education Mark (IEM) in Ireland (This deserves and will receive a future blog post of its own).  I was really nervous. I’d never done anything like that before. I’m a teacher, not a politician. I’m not used to having a roomful of legislators asking me questions or being interviewed by journalists. I’m better at answering questions about the difference between made of and made from, or how to pronounce comfortable.

To be honest, I didn’t want to be in that situation. It was nerve-wracking and I started wishing the drive for unionisation had happened long before I joined the sector. But we were there to represent English language teachers all over Ireland as well as my colleagues and friends who I  didn’t want to let down. Once we had all spoken about the reality of ELT in Ireland (Aileen was amazing, speaking from Japan at midnight via Skype!) it was the TDs turn to ask questions and offer advice. What immediately struck me was that everyone there was commending us for the work we had already done, for joining the union and organising. They wanted us to know how crucial it was that teachers were signing up. They wanted to know how many members we had, and when we thought we’d be able to hit critical mass. Irish politicians who care about worker’s rights are happy to talk about trade unionism because they think that’s what we should be doing and because they know that unions work.

Later that week, I met a historian working at a prestigious university here in Ireland. Despite having a PhD, many years of experience lecturing and having been published in many of her field’s leading journals, she was employed on an academic year-to-year basis, despite working in the same position. As our children played together we discussed the worry of rising rents, house prices and the (in)ability to get a mortgage when you don’t have a permanent job. We compared industries. She was disgusted when I told her that most English Language teachers didn’t have sick or holiday pay and in many cases didn’t have contracts. We talked about what could be done for both our sectors. We both agreed – organise, join the union, collectively bargain. The conversation is happening in academia in Ireland, and people are angry. We now know that, as had been predicted over and over, the lack of basic workers’ rights that exists in English language teaching is spreading to other third level education sectors. People are organising, but it’s up to us ourselves to halt the spectre of precarious work and to mandate change for all teachers and lecturers. We need to stick together.

That same weekend, I was asked to go on the Marian Finucane show as part of a panel discussion on precarious work conditions. I arrived in RTE and met Deborah Reynolds and Clare (surname withheld by request). Deborah works as an early years educator and is part of a campaign to bring together professionals, providers & parents to transform the Early Years Sector, and ensure a professional wage for early years educators. Now we’re in touch and we’ll be working together in the future too. Clare was working for Deliveroo and was pressuring the company into acknowledging that their employees were employees, and not self-employed contractors. All three of us were union members, and had the support of our unions to campaign and lobby and bring about positive change in our professions. We spoke about our lives and our struggles on air with Marian. After we had finished the discussion and were leaving, Marian’s production team were all very supportive and some of them knew of our respective campaigning for our sector. They were all union members.

In some sectors, like my father’s, it’s taken for granted that workers will join a union, but that’s not the case everywhere. The sector we all now work in is becoming more and more dynamic, innovative and professional every year. Things weren’t always this way in ELT. It used to be much worse. Schools were oftentimes run by people who had no respect for anything other than making enormous amounts of money in an inordinately short time. Teachers could be (and were) let go on a whim, or because the boss didn’t like their attitude or they asked for a pay rise.  There were no professional standards in the schools and Directors of Studies were mainly expected to get the school through their inspections every two years. Every teacher knows the drill – before ACELS came in, there were more staff meetings, paperwork was inspected more thoroughly, lesson plans had to be handed in promptly, there might be some nice new posters on the walls, but once it was over, things went  back to normal. In one place I worked in the past, the Director received a bonus if the school passed its inspection. Of course, it didn’t apply to the teachers. Nowadays the standards that are set for inspections are becoming the day to day norm and that is so encouraging. But we have yet to catch up with our colleagues in public sector teaching in terms of union membership.

The regulatory system of English language teaching in Ireland, ACELS, has had a lot to do with this professionalism, as have organisations like ELT Ireland. But why don’t ACELS inspect our pay slips? Or inspect the staff room at 5.30 or 6pm, to see teachers preparing for the next day, doing unpaid work? The new regulation system has definitely improved and professionalised the industry, but it hasn’t professionalised our salaries. The Department of Education are very clear that they won’t do anything to protect us and help us cast off the shackles of bogus self-employment. However, despite their insistence that we are not the same as primary or secondary teachers, we are regulated by the Department of Education and “all teachers working in language schools must have a Level 7 degree and [have] taken a recognised EFL certificate course.” They tell us that we do not come under the remit of the Department, yet we are fully accountable under the law to ensure we accurately record students’ attendance. If we encounter problems in our working lives, they tell us we need to go to the Labour Court, and for that, guess who we need? Yep, the union. In addition, it’s the union who know that it is the department’s responsibility to insist that schools improve our conditions and they know how, who and when to lobby.

There is an elephant in the room we need to address. Some teachers went to the unions after the school closure crisis of 2014. One union in particular, unfamiliar with the insanity of the terms and conditions of being an ELT, did not serve its members well, and could not protect workers from the mass closures that occurred. It should be pointed out that by the time the teachers went to them, the situation was out of control completely. You don’t hire a safety officer after the nuclear power plant has exploded and expect everything to be sorted immediately. But of course that didn’t help the teachers who ended up losing month’s worth of wages and who had to sign on in the dole office that year. It’s natural for some teachers to still be wary of the unions, based on what happened in 2014. But the strategy applied by the unions at that time didn’t work, and all of us must acknowledge that. In response to the huge international embarrassment, the government’s response was swift, bringing in legislation regarding the school owners, safety measures protecting student fees, and eligible language programmes. That legislation brought in to regulate the industry has removed a lot of the ‘cowboy’ schools but it doesn’t make any mention of our rights as workers. When Unite the Union became involved with the ELT sector, they encouraged us to grow the movement, through meetings and workshops, partly to find out what workers wanted to change about the industry and to help us formulate plans to achieve those aims. Unite the Union and regional organiser Roy Hassey in particular, have done sterling work with teachers. It’s been a steep learning curve to understand the complexities of our (until now, mostly invisible) sector and they have been instrumental in moving our movement forward and towards legislative protection for English language teachers. This is a now a serious movement.

This is what we need unions for; to safeguard us from these kind of things ever happening again, and to advance our rights in our workplaces. We need to get together right now and have these conversations. In the staff room, at lunch, on the night out, whenever there’s a chance. How many hours of unpaid work do you do? Do you think that’s fair? Do you have a contract? Is your contract permanent or fixed term? Do you get sick pay? Holiday pay? Who can help us to get these things? Who can really empower us to make our jobs better, our working conditions better, and make us more relaxed, calmer, happier teachers? You might think that you’re not going to stay in ELT, just like I did 15 years ago. But what if you’re still in ELT in 15 years like me? I’m getting paid 50 cent less per hour than I was when I started. What am I doing about that? Well, there’s only one answer.

To those who will probably think I’m only saying this because I’m the chair of the branch and I want people to join, I say yes, you’re right – of course I want people to join the union because I know it can improve our working conditions. How do I know? Well, my mother, when she first started her job, was told that there was no union for her profession, yet others in her workplace were in a union. It took her a few years but my mother managed to get enough workers to join together to start their own branch of the union. Those of you familiar with ELT Advocacy will know that we were involved in a similar situation last year and we managed to start the very first ELT union branch in Ireland.

How’s my mum doing now? She retired last year after more than 20 years of dedicated service with a public sector pension. My father, who had to take part in industrial action in order to save his pension entitlements, is also retired on a decent pension. Our conversations on this topic are often amusing because they can’t understand why anyone would be wary of joining the union. My mum automatically thinks that everyone from my generation is more liberal than Jeremy Corbyn. A recent conversation went something like this:

Mum: “How can the people who voted for marriage equality be against unions? And ye who welcome people from all over the world. You even married one! So did a load of your mates! What’s wrong with joining a union?”

Me: “Well, I really don’t know, mum.”

Dad: “It’s very simple, remember when you started and there was no union. What happened? Nothing! When you got laid off with a week’s notice what happened? Nothing! Now at least you’re all in it together. Sure look at me and your mother. We’d have never had our entitlements, our pay grades, our pensions if we’d left it up to them (their public sector employers). I don’t know why anyone wouldn’t want to join one. Where’s the harm in it?”

Me: “I know. I don’t know, dad.”

I want to say one last thing to the teachers who have just finished their CELT/A, or who haven’t been in the industry for long, but who want to stay. Please stay. Have these chats, talk to your friends and family, think about what you want, and how we can achieve it better together. Senior teachers, it’s up to you to educate the new teachers and tell them what it’s really like. Tell them you haven’t had a pay rise in 19 years, or that you have no chance of getting a mortgage, or saving for your pension. Don’t tell them it’s just a matter of getting their foot in the door in a school and they’ll be okay. I don’t know about you, but I can’t continue on wages that have been stagnant for 15 years, earning the same wage I earned in 2002. I can’t go on working in a job I genuinely love, doing hours I don’t get paid for, taking holidays I can’t afford, with a contract that makes it impossible for me to get a mortgage. Worst of all is seeing my children who can’t understand why I have to work late or on Saturdays doing exams just to get by.  Things are going to change and we’re going to change them. But we need everyone to think long and hard about collectively organising in their workplaces. If you want it, you need to join the union. There is no other plan. If we don’t do this, it’s a race to the bottom and we’ll be the ones who suffer most and longest. But if we insist on decent working conditions, we can change an entire industry. Right now, today, when you finish reading this, ask yourself these questions, have this conversation, spread the word – it’s not just okay to talk about these things, it’s imperative.

I’ll finish by remembering Mary Manning and the Dunnes Stores anti-apartheid strike, the 30th anniversary of which fell two weeks ago. The 11 mostly young people who refused to handle South African goods (on a union instruction) and who were indefinitely suspended, eventually brought about the world’s very first countrywide ban on South African goods and services. They were eventually supported by the people of Dublin, followed by the people of Ireland, followed by the world’s first official boycott of apartheid. Ordinary people, ordinary trade unionists, did a truly extraordinary thing. There is now a street in South Africa names after Mary Manning. As Liz Deasy, another of the 11, said at the time, “if you believe something is right and worth fighting for, you’ll get there in the end.”

Keith Murdiff

Chairperson of the Unite ELT Branch

 

Dunnes Workers

Eamon O’Donoghue, Mary Manning, Catherine O’Reilly and Nicky Kelly outside Dunnes on Henry Street on 24 August, 1985
Photo: Photocall Ireland

Keith and Dad

My father and I outside the building where he clocked in every day for 25 years

 

 

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To the senior English language teachers of Ireland…

This one is for you, the ‘lucky’ English language teachers. You know who you are. You’re that teacher trainer that everyone on the CELT/A course admired and wanted to be like. You’ve got your DELTA, you’re highly active on social media with other teachers, talking about conferences and the latest research insights. To look through your Twitter feed, an outsider would assume that the ELT sector in Ireland is a wonderful place to work. You’re able to do research in your non-teaching time, indeed, you actually have ‘non-teaching time’ allotted in your schedule. Should you wish to go, your school will fund you to travel to a conference to discuss the results of your research. You’ve got a family and children that you can support. You took ma/paternity leave and your job was still there when you came back. You’re treated like a professional and you’re a shining example of ELT done right.

You love your job, as do most of us. But you know not everyone is as lucky as you and it’s something you try not to think about too much. Certainly not something you’re going to tweet about. But still, you can’t help but feel uneasy about the hundreds of thousands of euro that the school earns in CELT and CELTA fees every year. You see how hopeful the new teachers are at finding a ‘full time, permanent job in a good school like this’. It’s your job to buoy them, to get them through those gruelling four weeks and out the other side where they can become the newest members of the grand old Irish ELT conveyor belt complex. To be useful in the summer, discarded in the winter, over and over until maybe a full time job opens up. Unless someone else who’s a ‘better fit’ comes along and they’re shown the door again, “but do come back to us in the summer!” Yes, maybe the system is dysfunctional, and yes, admittedly, you do get extra money for teaching on the exploitative CELT/A course, but you need money too, right?

You used to be so friendly to the ‘summer teachers,’ showing them where Murphy’s Intermediate Grammar in Use was or pointing out a great past continuous activity from the old Reward books on the shelf, but you’ve grown tired of answering the same questions every June, July and August. How does the printer work, where’s the paper, where do the lesson plans go, how do you photocopy double-sided, how does the coffee machine work, what can I do to get full-time work here. There’s always so many of them, crowding up the already jam-packed staffroom. It’s easy to be irritated with them. Nameless and faceless, eager and determined, but ultimately doomed. They’ll all be gone by September and you won’t have to answer their annoying questions for another 9 months. Some will be back briefly for the substitution period in September/October when the permanent teachers go on holiday. Like little dogs on short leashes, if the Academic Manager calls them, they’ll show up, no matter how inconvenient or measly the hours are. They’re just so grateful and hopeful that they might have a chance to be like you and to have steady teaching hours. A foot in the door. A foot in the door. But then one Friday that’s it, and they wistfully leave, glancing back forlornly, saying goodbye to nobody in particular because what’s the point in being friends with the summer teachers anyway? While you pop to Fallon and Byrne for a salad, they’re going directly to the social welfare office. And you watch this happening to these people, year in and year out.

But what can you be expected to do about it? You don’t want to risk your job, or your favour with management. Maybe it’s not your fault because maybe you’ve been in a ‘safe’ job for so many years you don’t know what the reality of being a new ELT is like nowadays. From all accounts, it seems that the industry used to be much smaller, the pay was higher and relationships between teachers and school owners were nurtured as in other small business. Bonuses were given, career longevity was valued and financially rewarded. On the negative side, facilities weren’t of a high standard, computers didn’t really exist and continuous professional development wasn’t really a ‘thing’ because the industry was nowhere near as research-driven as it has become today. So when the industry exploded in the 2000s, it brought with it some great positive developments like TeachThis.com and online vocabulary test makers. But sadly, the lucrative nature of the industry opened the door to exploitative work practices and the devaluation of the teacher.

So maybe it’s not your fault. It can be hard to empathise with experiences that aren’t happening to you. And so when you see the press coverage about English language teachers demanding better employment conditions, you think to yourself that you might just keep your head down while members of ELT Advocacy and Unite the Union are out at organizing meetings, protest rallies and briefings with TDs and senators. You stay quiet when individual teachers are giving up their anonymity so that they can give voice to the horror stories of thousands of other teachers. Wait-and-see-how-this-plays-out.

Or maybe you feel sorry for the school owners and the DOSs. It’s understandable. The majority of DOSs and ADOSs are people just trying to get through the week like you. They’re not raking in the profits, certainly. They work long hours, they’re under huge stress in the summer, organizing a frightening amount of schedules and activities, being the point of call for thousands of students and hundreds of teachers, often working from 7 in the morning until well after 7 in the evening.

Perhaps you think the union’s methods are ineffective, that you would do something differently. Perhaps you think people just need to quieten down and get on with their jobs. Maybe you’re just the type of person who will never join a union anyway, and quietly scorn those who do. Maybe you’re the type of person to watch wordlessly as a devoted teacher is told on Friday that there’s no more work Monday. The type of person who is motionless when that same teacher asks for support in challenging their dismissal. The type of person who smiles indulgently at new teachers spending hours and hours on unpaid lesson plans and admin work at home. You’ve been doing this for so long it barely takes you five minutes. A knowing chuckle. It’ll get quicker! you reassure them. But their unpaid labour costs won’t improve. The basic work materials that they bring from home like scissors, glue, tape, paper clips, folders, notebooks will never be remunerated. The ACELS-required lesson plans, the end-of-course certificates and reports, having to create weekly tests and record results, correct tests and give feedback, set and correct homework daily, correct exam writing homework, having to do extra speaking practice with exam students, provide extra online resources for students, provide emotional support for your students in class – none of this, none of it, is properly paid work.  It’s just the way it is and if you question it, you’ll be denied, ignored or red-flagged. If you’re in a ‘better’ school you might be getting an insulting token payment of 16 euro extra per week for the 10 hours of the important administrative work you do on the bus/ the train/ at home/ in a library because the staff room has 2 computers from 1997 and over 50 teachers. Insert shrugging emoji.

What I’m trying to say is that I understand your position very clearly. If the situation were reversed and I was working in a school earning a good wage and being treated relatively well, I doubt I’d be too excited to rock the boat in aid of other people who might benefit from teachers collectively organising. But you should recognise that you are in a boat. And you need to look around you and look at your social, political and economic context. Don’t pretend that it’s not happening. There’s enough room in the boat for everyone, but only a select few are kept in the boat at all times. The owners choose which ones to keep in semi-permanently and which ones they’ll haul aboard when they need to power through the summer months, before flinging them back overboard again when costs are at an optimum level. It suits them to have us grasping, it’s amusing to them. And at any moment, they can tip the boat over and take everything away from you. Your comfortable position in that school will not transfer to another school. Your individually negotiated wage and employment conditions will not transfer to another school. There is no “teacher protection scheme.” You see them doing this to the unlucky ones every year. So why do you think you’re special? It might not happen to you today or next week but eventually, you will be tossed out of the boat too. We’re all disposable to them.

But that’s the nature of the private sector, you weakly murmur, and our hourly wage is higher than other sectors. Well, let’s have a look at that claim. In a soon to be released report, Michael Taft, economist, has provided a wage analysis on the actual hours worked by an English language teacher in Ireland, using figures published by Marketing English in Ireland (MEI). Hearing that English language teachers “typically earn €18 per hour” has for a long time skewed the reality of what we really make. Taft states that the actual typical wage of an English language teacher in Ireland is €448 per week, assuming that employers are paying PRSI and these teachers are on full-time hours (Taft notes that “the numbers above are broadly reflective of workers’ wages until Marketing English in Ireland clarifies further their data”). The weekly unpaid work of an English language teacher is estimated to be 7.5 hours per week. This amounts to 46.5 hours of work per week at €9.63 per hour; totalling just under €448.00 per week. Taft contrasts this with the weekly ‘living wage’ in Ireland which is currently €448.50.

To be considered for a position at an ACELS accredited language school, you need a minimum of a Level 7 degree and the investment of a four week training course which costs a minimum of €1,000. This level of investment is not reflected in an ELTs take-home pay, nor in the respect shown to them by the industry. Perhaps the most galling thing is that we are not even considered to be teachers by the government or The Teaching Council because the CELT/A is not a recognised teaching qualification. Students are sold courses taught by ‘world class’, ‘qualified’, ‘experienced’ teachers. But in terms of working rights or pay, nobody actually believes that we are anything other than nominally qualified puppets who satisfy basic requirements. The professionalisation of English language teaching is something that needs our urgent attention and it is not in the interest of language schools to lead the way. It has to be teacher-driven.

I’m writing this to you, the senior EL teachers, the ones in relatively secure jobs. I’m not writing it to you not because I’ve got an axe to grind or because I think you’re a lost cause. I think that it would take a particularly soulless person to honestly believe that ELT in Ireland is working for its teachers right now. I’m writing because you are instrumental to the union movement going forward and you have so much to give to the fight for decent employment conditions, if you choose to join it. But it will be a long and difficult fight. Have you asked yourself why you’re afraid to speak openly about radical change? Why do you feel that it’s dangerous to retweet links or to share articles about the myriad abuses in the ELT sector? Take courage from the great educator Paulo Freire and today, name your oppression and your oppressor.

However the reality is that if a lone senior teacher starts to speak up, they might lose some of the privileges they enjoy at work and they wouldn’t be the first, the second or even the third. Countless brave teachers have lost their jobs for asking questions that the DOS and owners will not tolerate. Richard Bruton recommends that we take up our grievances with the Workplace Relations Commission, like employees in other sectors do. How do you prove to the Workplace Relations Commission that you were unfairly dismissed when you didn’t have a contract? Or that the contract you did have wasn’t renewed because the owners suddenly didn’t like your questioning attitude at the unpaid staff meetings? Does Richard Bruton believe that by taking a case to the WRC, no matter how well-founded your complaint, that your employment prospects won’t be severely damaged? How do you prove that you’ve been blacklisted by language schools? We lack basic rights such as contracts, permanent contracts, pay for non-contact hours, parental or carer’s leave and holiday pay. Coming from a position of such weakness, we cannot hope to successfully win cases at the WRC. The school owners are in positions of power, we are not. And unfortunately, the current governing parties are not in favour of worker’s rights. Why did Richard Bruton meet with MEI and then refuse to meet with our union representatives? Well, because we’re just the nominally qualified puppets who satisfy basic requirements. Who cares what puppets have to say about the upcoming IEM legislation? Don’t delude yourself into believing that we are considered to be anything more than this by those in power.

You have successfully avoided confrontation in the ELT industry for a long time. But now it’s time for you to decide if you want to continue on with the way things are, or to start questioning everything from the bottom up. It’s time for collective action. Time to stand with your colleagues, the new teachers, the summer teachers, the part-timers, the teachers who have learned English as a second language, teachers in minority groups and insist that the DOS and owners answer those questions. Why are we not paid properly for administration work? Why should we do 10 hours of administration work that we are not being paid for? Why are some teachers discriminated against because of where they were born? Why was that teacher let go? Did you follow a disciplinary procedure? Is there even a disciplinary procedure in this school? How are you distributing the extra working hours among the teachers? Is it systematic or based on personality politics? Why don’t we have proper contracts? Why don’t we have sick pay? How are you choosing which teachers are kept on in winter and which aren’t? Why aren’t our staffrooms fit for purpose? Why aren’t there enough computers or printers? Why isn’t there an adequate amount of toilet facilities? Why should we have to pay for board markers and coloured paper and scissors and staplers and paper clips? How can you conscionably earn millions every year and treat your staff so despicably?

The union is the place for you to organize your staffroom so that the staff are in a position of power to ask these questions. Right now, it can be very dangerous. But it shouldn’t be. The government cannot celebrate James Connolly’s memory in one breath, and with the next, demonstrate a shocking indifference for the conditions of English language teachers and other precarious workers like childcare professionals. You don’t have to continue looking in at this movement from the outside, derisively, furtively, knowingly, curiously. You can join today. Nobody in your workplace needs to know you’ve joined. But you’ll know, and you’ll have that protection, and a new confidence that when something eventually happens, you have someone to support you and to fight for you. I can guarantee that you will feel a new anger at realising that you’ve put up with abusive treatment for far, far too long. Come to the meetings, decide on the direction of the fight. The concentrated effort that has been growing in recent years is not going away. Yes, it’s been done before, and with mixed success, but not on a scale like this. We have a union branch dedicated to English language teachers. That means an elected committee of fellow English language teachers who are beholden to the votes of the membership on every issue. This is no fly-by-night, career-advancing, tokenistic, virtue-signalling movement. It’s a difficult industry to organize because we’re spread out across the city and across the country and we don’t have many opportunities to meet. The union meetings are your physical spaces in which to organise concrete actions. ELT Advocacy is your space online. These blogs are to give voice to what’s been happening silently for years, and to stand for posterity when we look back in 20 years at how terrible things used to be before teachers decided enough was enough.

When there are good teachers who are afraid to go into work because if they say the wrong thing at break-time, their hours will be cut and they won’t be able to pay their bills this month – as a fellow worker, you cannot morally stay silent. If you’re a new-ish teacher, stop pretending this isn’t your fight because you will eventually benefit from union gains that others have fought for. If you’re a senior teacher, you know that only a grassroots movement of ELTs will ever create the change we desperately need. Turn away from the cave wall – you might like what you see – join today.

Aileen Bowe

@aileentbn

 

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ELT Advocacy Ireland: Origins

ELT Advocacy Ireland started in the middle of a ‘College Closure Crisis’ in Ireland in late 2014.

Two English language schools closed in April of that year. Occasionally education businesses close, just like shops. The first closure in early April was normal a small school that probably wasn’t pulling in the numbers of students it needed to stay in the black. This second one in late April was different.

The second one was quite a large school. It was seemingly legitimate, even exemplary in terms of size and prominence in the local sector. It was approved by all the quasi-governmental bodies and owners’ associations. It was that is until a week or two before the closure. The snap closure of this flagship school revealed the weaknesses in Irish ELT school governance and gaps in inspection protocols. It showed the simple flaws of voluntary regulations. It demonstrated the wavering and optional commitment to standards and ethics in for-profit education business. The concern for ‘customers’ rarely extended beyond that of any shop owner who was selling a product which he did not produce and did not desire to understand. Perhaps it was this prominent school’s closure which helped to raise international awareness of the lack of real mandatory standards to regulate the Irish ELT sector. Other questions came forward.

Students are disappointed standing in front of their closed ELT school

A large well-known city centre school in Dublin shuts down unexpectedly. Students are disappointed. Photograph: Dave Meehan/The Irish Times

Whether it was the cause or not, two months later Venezuela, whose young people had been flocking to Dublin to learn English, stopped sending support money to its students abroad. Why? There was a strong suspicion that families opposed to the new Maduro regime were using the currency exchange to quietly transfer money out of the country to avoid record inflation. The Maduro regime stopped the flow of Cadivi funds to their citizens studying in Ireland, reducing the size of Dublin’s student market in a matter of months.

This was a significant crisis for many newer schools operating in the city. They were dependent on the Venezuelan students’ tuitions. So more schools closed. The closures also meant increased press attention and that meant the flawed voluntary inspection regimes were under pressure to demonstrate their worth if only to the press. Inspections duly followed, if only to keep up the appearance of a watchdog. The inspections were often haphazard and generally the inspections by the toothless voluntary regulator was under-resourced. Nevertheless a failed inspection meant stress for newer school managers and their employers. The employers were businesspeople who saw their ELT schools as investments which were now riskier and more troublesome than a few months earlier. Those who were already on the fence about whether and how to keep their language school business moving forward saw this as a time to exit the market.

A series of cold snap closures followed…
http://timemapper.okfnlabs.org/eltmakers/college-closure-crisis-timeline-icos-list?embed=1

Stories of defrauded students, of careless or incompetent businesspeople, of criminality and bankruptcy were in the media every month from April 2014 to May 2015.

The English Language Teachers were rarely featured except holding signs asking for their last month’s wages. There was no advice or story for them when they, like the old whiteboards, were left out on the street.

One ELT worker, a Director of Studies (DOS) or teacher manager, reacted to the news that her school was going to be closed by standing with her school’s students on the day the cowardly sign was to be pinned to the door by courier. The police were also there on the doorstep with her to keep the peace in case students were (justifiably) angry. But they were calm. SIPTU’s Louise O’Reilly was there thanks to one teacher who had a union membership. It was one teacher. It was far too late to have called.

The press was there. Changing the names of the school and owners they could have cut and pasted a fairly accurate story together from the closures that had occured in the six months since April. This was October 2014. The coming winter provided no respite from the closures which finally totalled up to 17 schools and colleges in the for-profit private education sector. That was about 1 closure in every 7 year-round private language schools in Dublin.

Students and staff stand in front of the locked door of Leinster College with Gardaí on the day of its snap closure.

Leinster College Closure. October 2014. Photo: Dave Meehan :: Source screen grab: https://www.irishtimes.com/news/education/leinster-college-announces-temporary-closure-1.1979346

Who else was on the doorstep? Not the owners. The teachers who worked with her were with her. So were, a number of the students. These were the people too numerous to put in the papers. The scene was sad, cynical and exhausted. Months of work for teachers, years of savings for students and their families: gone. The government was committed to keeping its hands off business. It continues to maintain a no-regulation environment.

Why? Was it because the negative result only hurt non-Irish students and working Irish people? Was it because this no-regulation for-profit private education business sector visa scheme brought in thousands of temporary workers for the low-wage positions which every Irish business owner loved to have on tap and desperate as cleaners, floor staff and au pairs? Was it because of the millions brought to Ireland annually through international students’ rents and expenses and tuitions? Would there really be serious damage to Brand Ireland if this invisible sector remained unregulated so all these students could continue to flow easily into the low-cost English language learning destination which Dublin’s regulation-free zone had created? Not really: the damage done has so far been repaired by the mere promise of reform.

And the out-of-work? They could find lower wage jobs or spend time on Jobseeker’s.

But that one DOS decided to find out more and see what she could do to change the mess that she saw herself, her students and her co-workers in. Pro-actively she timetabled a meeting at the Irish Council for International Students. She wanted advice for the teachers in this so-called College Closure Crisis. After her meeting she decided to set up a self-organised campaign to pool the mutual experiences of the staff in English language teaching organizations, closed and operating. She set up a Facebook group and, a month or so later, she called an initial meeting at The Central Hotel on Exchequer Street. Many were her personal contacts and most had got the time and date from the Facebook group and ELT friends who were curious. It was 5 March 2015. There were teachers and staff from schools around Dublin city, all of whom wanted to discuss the ongoing crisis and find ways to help each other through it.

The Central Hotel on Exchequer Street. Site of the first ELT Advocacy Open Meeting 5 March 2015

The Central Hotel on Exchequer Street. Site of the first ELT Advocacy Open Meeting 5 March 2015.

The idea was to form an organization that would address the obvious problems the industry forced on its teachers. But we also wanted to discuss the different influences and interests common to English language teachers. These included cultural experiences, professional development, linguistics and Second Language Acquisition and of course career paths and ideas. Perhaps unsurprisingly the bulk of the topics people wanted to discuss with urgency were the ones their managers had to constantly push into the corners in low-pay for-profit education environments. The hot topics were the terms and conditions of contracts, work, and pay. The bedrock of professionalism is being able to spend your working life doing what you claim to be: in our case professional committed English Language Teachers. As the dictionary might define it… Professional: engaged in a specified activity as one’s main paid occupation. If we were not able not rely on ELT paying us a fair wage or holding up its end of the contract, as many of us had experienced, then how could we responsibly commit our working lives to it? Even another year? If we were professionals we had to somehow hold the business side to account.

But strategies for doing this are stymied when the practicalities of standing up for oneself or one’s peers includes employer retaliation. The risks were obvious and demonstrated frequently. There are a variety of techniques snuff out critical thinking in precarious for-profit private education businesses: reduction of teaching hours, non-renewal of contract, blocking advancement, even blacklisting. Owners have associations where they can share stories about teachers, advice on employment methods and HR agency and solicitor contacts. Individual career-committed teachers, just as much as the new entrants, are overwhelmed by the imbalance of power. Having seen many of our co-workers (and friends) taken off the timetable at the end of a week, many feel justified in our fears to speak (even privately) about union membership. This persists despite the fact that union membership is a constitutional right in the Republic.

That night, each attempt to talk about ways to improve the profession led us back to the fundamental need for safety and stability in the profession and the workplace. But any ‘advancement’ in the school system was revealed to be equally fruitless: no DOS had ever been kept on until retirement in Dublin. And the DOS is the top academic position in an ELT school. In ELT in Ireland you can not ‘rise above’ precarity.

Doing nothing and even speaking up for yourself alone wouldn’t work either. Teachers had been let go for being too old to be the right fit for the young student demographic. They had lost hours for getting pregnant and ‘spreading poison’. That meant in one ‘notorious’ case a pregnant teacher speaking about her fear that a cut in ‘extra-contractual’ hours would make work after the pregnancy a net loss. (She was sternly talked to after this and had her over-the-contract hours cut within the month.) Standing up as an individual meant a loss of favour, and then a loss in your allotment of hours. What could be done?

Could you move schools and find a better one? Perhaps, but The Perfect School generally doesn’t have a lot of free teaching places. And it still has to compete in the unregulated Irish ELT market. That means competing with schools which pay hourly ‘contact-hour’ wages that possibly ten euro less per hour. In this way our government’s lack of regulation creates burnout employment for teachers, while allowing atrocious experiences to the ‘customers’. Complaints about weekly or daily teacher changes and lesson continuity are parried off by managers and owners. Is it really that the teachers aren’t reliable? Many of these teachers never had a written contract offered by the very school which scapegoats them as being unprofessional.

The snap closure of DSE, Dublin’s oldest private ELT school, in October 2016 illustrated two important points to teachers who have worked in ELT in Dublin, as we come up to 2017. Firstly that the ‘end’ of the College Closure Crisis in May 2015 did not mean any real change for the sector’s teachers or the implementation of any real sector-wide mandatory regulation. Schools stopped closing for a year but conditions did not improve for teachers. Secondly, being in a ‘good’ school with owners who smile at you and know your name is demonstrably not guarantee of healthy, long-term fair employment. Even with a permanent contract.

Front door of closed college DSE, revealing a map directing students to their office on the other side of Stephen's Green.

The last home of DSE on Harcourt Street. Their friendly memorable bird-branded door front door is still open in this photo.

DSE was fully approved and a member of the school owners’ marketing association for years. Many teachers had decade old links to the school and its staff. When they closed last autumn, the teachers were given less than a day’s notice and some took a 40% pay cut to start working at a different ELT school the next week. Why would they accept that? Because teachers have parents and children to support and the unregulated sector has no pay agreements. As a result wages vary tremendously with no agreement on what your qualifications or experience are worth. Offers are take-it-or-leave-it. There are as many skilled experienced teachers as ‘newbies’. Hiring managers often prefer teachers with less experience. They keep labour costs down and look better in the marketing materials.

The competitive sector means that quality can and does come second, despite the sales brochure boasts about quality, excellence, and success. Ask how a school’s newest teachers are hired, paid and contracted and you will find a language school’s real level of respect for basic principles of education. (Review Maslow’s Hierarchy) The resistance to, and continuing lack of, real regulation for teachers by owners and government means that quality and safety for students and teachers is still optional in 2017. It has been three years since the close those schools back in the spring of 2014. In Irish ELT it is still caveat emptor. Buyer, beware.

We are the buyers too: not just the student customer. Teachers ‘buy into’ the idea that their employer will take care of them if they keep their heads down and follow company culture and work the extra unpaid hours. We know now the facts just don’t bear that out in the Irish ELT sector. And the regulations aren’t there for teachers.

How do we get them there? How do teachers get a real elected voice at the table writing the regulations for our sector?

We grow. We talk together. We organize together.

We are ELT. This is our profession. We are a world-class ELT destination because of the teachers, writers and managers, and despite the abusive employment practices which have seen actual wages decline noticeably since the 1990s. The International Education Mark legislation which is currently being discussed in the Dáil has not yet become law.

The future of ELT in Ireland is not a foregone conclusion and you can help shape it. The government says that employment standards are a matter for the language school and the teacher. Yet these proposed regulations will dictate the minimum standards for the physical spaces in which we work. Why can it not dictate minimum standards of employment terms and conditions for which we work? This legislation will affect your working life, yet the education minister refuses to meet our union representatives. Why have MEI or the Department of Education not sought to work closely with teachers in relation to this legislation? This is part of the task of ELT Advocacy Ireland: making teachers’ voices heard in places where it counts.

Since that meeting in 2015, some of those teachers have left the ELT sector, some with joy, some with frustration. That founding ex-DOS has left too. But most have remained. And now we who do remain have an organization which we continue to shape through talk and action. It represents teachers and says that English language teaching is work. We have learned that it is worthwhile to organize ourselves around that simple idea. We believe we should hold our own discussions, work out our own views and solutions to issues which affect us in our workplaces across the Irish ELT sector and in our professional lives. For us, a lot depends on our work as English language teachers. But in turn, we depend on how ELT is perceived across Ireland, in the government, in our workplaces, and most importantly in teachers’ own attitudes. Is it a career worth taking seriously? Can you see yourself doing this long term, if conditions were better? Are you willing to join the conversation? Will you help to improve our sector for ourselves, our students and future generations of teachers?

Join us on our Facebook page and let’s talk about the issues that are important to you. Send us a private message and we can publish anonymously. Whether you work in ELT or have experienced work in ELT, your views matter and your support counts. Follow us on Twitter and help us make ELT in Ireland work for its teachers. And join the union to be active in making things change.

There’s lots more to discuss:

You have a story, too. And we need to hear it. You have a view and we need to see it. The Lives of Teachers are major impact factors on education quality.

So this is our space online. Use it and write. Your story matters.

ELT Advocacy Ireland has been ‘a thing’ for all English Language Teachers since that meeting in March 2015. We’ve only just started this blog. Comments on the FB page please. Submissions to eltadvocacy@gmail.com

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