A Nanaimo teacher whose guilty plea to uttering threats sparked a security scare at local schools has been temporarily banned from teaching in B.C., the province’s Teachers' Regulation Branch says.
Francies Willem Van Der Voort Maarschalk was suspended from teaching in Nanaimo last September, when the allegations of uttering threats were first reported.
After Van Der Voort Maarschalk pleaded guilty to the charge of uttering threats to cause death or bodily harm last Tuesday, the school district posted security guards at three Nanaimo schools and the district office where the teacher had worked.
Van Der Voort Maarschalk was sentenced to one day in jail and 18 months probation, and was given a 5-year ban on owning any firearms.
B.C.'s Teachers Regulation Commissioner has posted a citation on line, saying Van Der Voort Maarschalk is not eligible to practise teaching in any school district in the province, pending the outcome of a future certification hearing.
Commissioner Bruce Preston says the public will have access to more information about the case on the Commission’s website in the future.
"More details of that citation will be given fairly close to the hearing so that any member of the public who wants to attend the hearing can take a look at that and decide whether they want to attend the hearing."
The hearing will be conducted by a three-member panel will decide whether to suspend or permanently cancel Van Der Voort Maarschalk's teaching certificate.
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To examine whether the ballooning rate of teacher hiring has leveled off since 2008 — when the economic downturn took effect — the authors studied more recent data on teacher employment that came from the Bureau of Labor Statistics and from NCES’ Common Core of Public School Data. The CCD data show that from 2008-11, student enrollment in public schools continued to slowly increase, and in some fields the number of teachers also increased. However, databases also indicate that the <a href="http://cpre.org/sites/default/files/other/1365_seventrendstransformationteachingforce.pdf">ballooning has slowed and the total number of employed elementary and secondary teachers declined by between 1-2 percent</a> over that three-year period. The researches note it is unclear from the data how much of this decrease can be attributed to hiring freezes or to teacher layoffs.
The teaching force has been getting older and teacher retirements have steadily increased. However, analyses indicate this trend is largely over, as the modal age of retirement for teachers has been 59, suggesting that the <a href="http://cpre.org/sites/default/files/other/1365_seventrendstransformationteachingforce.pdf">number of teachers retiring should currently be near an all-time high</a>. Despite these impending teacher retirements, the authors determined the new supply of qualified teachers has been more than sufficient to meet demand as student enrollment has soared.
Most new hires are young, recent college graduates, but a number are older but experienced beginning teachers. In 2007-08, over a third of new hires were 29 or older, and almost a fifth were over 40, indicative of mid-career switching. In keeping with the expanding teacher force, numerically there are <a href="http://cpre.org/sites/default/files/other/1365_seventrendstransformationteachingforce.pdf">far more beginner teachers than before</a>; in 1987-88, there were about 65,000 first-year teachers, and by 2007-08, there were over 200,000.
The teaching profession has become increasingly more female. The SASS data, which is consistent with other NCES data, show that since the early 1980s the <a href="http://cpre.org/sites/default/files/other/1365_seventrendstransformationteachingforce.pdf">proportion of teachers who are female has gone up from 66 percent in 1980</a> to 76 percent in 2007-08.
The gap between the percentage of minority students and the percentage of minority teachers in the U.S. school system has persisted in recent years largely due to a decrease in the number of white students, coupled with an increase in minority students. As mentioned above, with the size of the teaching force having grown dramatically, there are <a href="http://cpre.org/sites/default/files/other/1365_seventrendstransformationteachingforce.pdf">far more minority teachers than before</a>; in 1987-88, there were about 325,000 minority teachers — a number that nearly doubled to 642,000 by 2007-08. Growth in the number of minority teachers outpaced growth in minority students and was over twice the growth rate of white teachers, indicating the teaching force is rapidly becoming more diverse.
Consistent In Academic Ability
About a tenth of newly hired first-year teachers come out of the top two categories of higher education institutions as ranked by <em>Barrons</em>’, while around a <a href="http://cpre.org/sites/default/files/other/1365_seventrendstransformationteachingforce.pdf">quarter come from the bottom two categories</a>. Two thirds of first-year teachers graduated middle-level institutions, a trend that has changed little in recent decades. When accounting for gender, male teachers have been more likely to come from top-ranked institutions than their female counterparts, but this pattern has become less apparent in recent years. The data also indicate considerably more male teachers come from the bottom two <em>Barrons</em>’ categories than the top two categories.
The teaching force has gradually become less stable in recent years, particularly when it comes to people leaving the profession altogether. Not surprisingly, high-poverty, high-minority, urban and rural public schools have among the highest rates of turnover. The category of teachers with the <a href="http://cpre.org/sites/default/files/other/1365_seventrendstransformationteachingforce.pdf">highest rate of turnovers is beginners</a>; between 40-50 percent of those who enter teaching abandon the profession within five years — a statistic that has been increasing since the late 1980s. It is necessary to keep in mind that since the teaching force has grown significantly larger, numerically there are far more beginners than before, thus the actual number of teachers who leave the job after their first year has also risen. After the 1987-88 school year, about 6,000 first-year teachers left the occupation, while after the 2007-08 school year, more than four times as many — about 26,000 — did so. As the report states: “Not only are there far more beginners in the teaching force, but these beginners are less likely to stay in teaching.”