By: Julia Simmerer
Veterans working toward becoming teachers in the state of Ohio have allies in their transitions to second careers. Not only has Ohio eliminated educator license fees for veterans and active duty service members and their spouses, but the Ohio Department of Education and the Ohio Department of Veterans Services will soon work together to administer the Ohio Troops to Teachers program, providing significant support to military service members during each stage of becoming a teacher in Ohio.
Ohio’s Troops to Teachers program collaborates with the U.S. Department of Defense’s National Troops to Teachers program. The program’s mission and purpose is to assist eligible military personnel in their pursuit of teaching as a second career in public schools where their skills, knowledge and experience are most needed to relieve teacher shortages — especially in math, science, special education and other critical subject areas.
The Office of Educator Effectiveness, within the Center for the Teaching Profession at the Department of Education, recently applied for a grant to significantly increase the funding of Ohio’s Troops to Teachers program. With this grant, the departments of Education and Veterans Services seek to increase the depth and breadth of Ohio’s Troops to Teachers program services.
Ohio’s Troops to Teachers program has the capability of providing substantial assistance to current and former service members seeking employment in Ohio as teachers. These veterans often run into hurdles that can complicate the process of becoming a teacher.
Undecided on committing to becoming a teacher as your second career? Speak with one of our program staff members who will be visiting college and university veterans centers, military organizations, and transition and education seminars across the state. Overwhelmed at the thought of transitioning careers, navigating the process of applying for a license and obtaining a teaching position? Visit Ohio’s Troops to Teachers program website and reach out to program staff members who are dedicated to individually counseling members of Ohio’s Troops to Teachers. Worried about finding a job or how to make the greatest impact through your service as a teacher? Work with Ohio’s Troops to Teachers program to identify open teaching positions, especially in critical areas such as the science, technology, engineering and mathematics (STEM) fields. After fees are waived for active and veteran service members and their spouses, is it still not economically feasible to obtain an educator license or move your family in order to secure a teaching position? Apply through Troops to Teachers for a stipend or bonus to help ease these financial burdens.
I am proud our office has submitted a request for these grant funds, as I see Ohio’s Troops to Teachers program as just one of the many ways we can give back to our active duty and veteran service members who have sacrificed so much to serve and protect us. I hope that with these additional funds, we can reach out to even more veterans who are interested in becoming teachers and that our Troops to Teachers program can ease some of their burdens in continuing to serve the students of our state.
Julia Simmerer is senior executive director of the Center for the Teaching Profession at the Ohio Department of Education, where she oversees the implementation of policies and programs that support Ohio’s teacher and leader corps. You can learn more about Julia by clicking here.
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By: Guest Blogger
Editor’s Note: March is Women’s History Month. In honor of this month, we invited Stephanie Patton to reflect on her experience as an administrator of a public, all-girls school.
The day I received a call with an invitation to lead my district’s all-girl middle school, there was a hint of surprise followed by a little hesitation. An all-girl middle school, I thought to myself, what an interesting concept. Having years of experience teaching and more than a decade of experience as an administrator in dual gender settings, it should be no big deal, right? I have educated girls my whole career.
What I have learned is that there is a difference between providing an education for girls and how girls learn. In a single gender setting, the strengths and weakness of how girls thrive in an educational environment are magnified. I now understand the complexity of a woman begins in the preteen years, followed by adolescence and young adulthood. Some days, to my exhaustion, I learn. Girls want to be heard, girls want to be seen and girls want to be perfect. I want my girls to have a voice, I want my girls to break the glass ceiling while everyone is watching and I want my girls to be brave—not perfect. This is easier said than done. How do you build up a girl to be confident when society lays her foundation as beauty and image through outlets of social media and where self-worth and value are placed on how many likes you get on Instagram?
Creating a nurturing environment that empowers young girls to love the skin they’re in, recognize their own voices and lead by example is what we are striving for in our school. Having a strong advisory program where everyday challenges can be discussed, along with strategies on how to overcome them is central to how we start each day. We also partake in yoga and meditation, so we can self-reflect, focus and de-escalate all of life’s stressors.
As women, we share many key roles that require balance such as wives, mothers, professionals and entrepreneurs. We are strong contributors to the world. If we don’t instill this reality in our youth, we are not doing our job as educators. Now I know the question will be, what about academics? And I say, you should see a classroom where girls are empowered to raise their hands and express their intellect with confidence. What a sight to see where girls are leaders in science, math and technology. You ask my students what careers they are interested in and they will tell you everything from a forensic scientist or marine biologist to an attorney or philanthropist. The difference, I have learned, is that they see power in their futures as females, outside of a male-dominated world. Not as an isolated experience, as a different experience that is made up of equals. The first graduating class of our middle school will be graduating high school this year, and I can’t wait to see what awaits them. Data has shown that they have fared well among their peers in high school—single or dual gender.
As we embark on Women’s History Month, we are focusing on women who are the unsung heroes, women who have made strides and contributions to society with little fanfare. The emphasis is on average, everyday women who are brave, who have a voice and who have made a difference in society. The women they see within themselves.
Stephanie L. Patton is principal of Columbus City Preparatory School for Girls in Columbus City Schools, a school committed to cultivating a challenging and enriching educational environment that encourages every girl to reach her full potential. You can contact Stephanie by clicking here.
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By: Virginia Ressa
I feel like I really know and understand something new when I’m able to create an analogy that represents the new concept in different terms. There’s a fancy word for that — analogical thinking. This month, I’ve been thinking about how we collect accurate evidence of student learning through an analogy with the changing of seasons.
It’s March, and spring is on its way! As far as I can tell, it seems to be arriving early. How do I know that? Well, I know the vernal equinox is around March 20, because I learned that years ago. But beyond my recollection of the date, I know what spring in Ohio looks and feels like, and I see evidence all around me. I see bulbs starting to sprout up in my garden bed and the grass beginning to green. I haven’t needed my heavy winter coat in a week or so, and my gloves have been forgotten. Have you seen the trees starting to bud? Did you notice how much later the sun is setting?
These are all small pieces of evidence that we take note of as we wait for spring to start. Some of the evidence might be formal, like the meteorologist reporting changes in high and low temperatures. If we slow down and take notice, there is a great deal of informal evidence available, like the changes I see in the plants along the path where I walk my dog. There also is some dubious evidence of spring’s arrival that comes to us via Punxsutawney Phil on Groundhog Day and misleading evidence in the form of a March snowfall. If we really want to be sure that spring is coming, we can put into place a plan to document the changes we see over time, with the hope that we’ll see those changes come together by the equinox as we expect.
Watching students learn and grow is remarkably similar to watching the seasons change. We set goals of what we want them to know and be able to do and then observe their progress toward those goals. As teachers, we know that some of the most valuable evidence is gathered informally by listening to students talk through problems or noticing their use of new vocabulary. We don’t always document this growth, but we see it happening and respond accordingly. Once a new word becomes a regular part of conversation, we might introduce more challenging words as students work toward the learning goal. We also can collect formal evidence — pieces of writing, completed math problems, responses to critical questions — and document student progress using rubrics or other grading methods to record where students are in their learning. We work hard to make sure our students are on track to reach their learning goals in the time we planned, but sometimes they get there faster than we expected and other times it takes longer — just like spring arrives late some years (hopefully not this year!).
In this video from FIP Your School Ohio, Mr. Cline shares and shows
how he uses clear learning targets in his Grade 7 Math classroom.
Evidence of student learning isn’t always straightforward and accurate. Sometimes we are confounded with unclear evidence delivered by characters like Punxsutawney Phil — which is likely a sign that it’s time to reassess. Maybe a group assignment misleads us into thinking all of our students have mastered a concept. A homework assignment may come back showing evidence of a parent’s understanding rather than the student’s. Our students may become confused during a unit of study and all of a sudden it’s snowing in March. Each of these pieces of evidence are worth considering and responding to. You might want to have the student complete an individual assignment to double check his or her understanding. Rather than rely on homework, an in-class activity may give you more accurate evidence. And if it starts to snow, you may need to go back a couple of steps and reteach the content that caused the confusion.
You don’t need a weather station to know spring is coming, and you don’t need lots of formal tests to know your students are learning. Evidence comes in many forms — from informal to formal — you just need to be a careful observer. If you’ve set clear learning targets with your students, you can look for those telltale signs of growth as you work toward the goal. And, remember, if you run into a groundhog or spring snowfall, take the time to reassess to make sure you’re all headed in the right direction.
Virginia Ressa is an education program specialist at the Ohio Department of Education, where she focuses on helping schools and educators meet the needs of diverse learners through professional learning. You can learn more about Virginia by clicking here.
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By: Paolo DeMaria
On Monday, State Board of Education President Tess Elshoff and I had the privilege of visiting four districts in Putnam County. Although they are small, the districts — along with all the districts throughout Putnam County — are collaborating with one another to improve student engagement and student preparation for their future success. The Putnam County Educational Service Center plays a key role in facilitating all of this great collaboration. The students are taking exciting and relevant courses that are preparing them to go down any number of paths after high school — to college, to other postsecondary training or right into in-demand jobs. I saw 3D printing capability being used at Kalida High School and a garden gazebo designed by vocational agricultural students at Leipsic High School. I heard original music composed by a student and played by the band at Columbus Grove High School. These are fantastic examples of project-based learning and other strategies to engage the young minds of students. While at Ottawa-Glandorf High School, I recorded a conversation with a fantastic teacher, Mrs. Holly Flueckiger. We discussed how hands-on teaching and learning has benefited her and the students in her Human Body Systems, Anatomy and Bio-Medical classes. See our conversation here:
You can see more of our visit to Putnam County at twitter.com/OHEducationSupt. You can also follow State Board of Education President Tess Elshoff at twitter.com/Tess_Elshoff.
Paolo DeMaria is superintendent of public instruction of Ohio, where he works to support an education system of nearly 3,600 public schools and more than 1.6 million students.
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