Although teachers in Boston pay high relative to salaries in similar districts, Boston teachers work fewer hours than their counterparts across the country in a year. Baltimore teachers are contractually required to work 1,346 hours; Seattle teachers work 1,358 hours; and teachers in Washington, D.C., work 1,470 hours a year compared to only 1,220 hours for Boston teachers. In addition, additional tasks, such as coaching a sport, tracking the creation of a school year book or running an acting club, can increase a teacher`s base salary. In addition, health insurance is available to all teachers. The preliminary agreement provides for 23 additional licensed mental illness providers, which would ensure that more than half of the system`s 125 schools would have these positions. The agreement also includes the requirement for the city to support funding for programs for homeless students and to create a city-wide coordinator that identifies external partners to help students living in poverty. This could include the introduction of mobile optometry and dental services in a school. Contract 2018-2021: Our current union contract covers a wide range of topics, including wages, benefits, working conditions and professional development. Download a PDF of the full contract. (It`s a big file.) Your site manager can provide you with a printed copy of the contract book. Boston has the highest base salaries for teachers with bachelor`s and master`s degrees, compared to eight surrounding cities and municipalities. Boston teachers also have the highest salaries and can reach their maximum wages faster than teachers in one of the surrounding communities.

For example, a Boston teacher starts with about $2,300 more than a teacher`s start in Newton Department. Newton`s teachers as a group have the second highest base salary in the region. By comparison, somerville teachers start with about $7,500 less base salary than Boston teachers who start. And she said she was pleased that the interim agreement would create a working group to identify best practices for schools that integrate students with disabilities into general education programs, but stressed that any collective agreement should not restrict the rights acquired by students under federal and regional laws.