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By: Steve Gratz
During the summer after my first year of teaching, I went over to my colleague, Jim Boyd’s, biology classroom and snooped around to see what I might be able to “borrow” to enhance my teaching — I was working on embedding more science principles into my agriculture curriculum. While I was rummaging around his classroom, I found a syllabus from his 10th grade biology class, and I realized it closely paralleled my sophomore class agriculture syllabus. However, it did so through principles rather than the context from which I taught. For example, Mr. Boyd taught cells: homeostasis, respiration, photosynthesis, mitosis and meiosis; and genetics: fundamentals, DNA, RNA, inheritance and expression. I taught AgriScience 200 (Animal and Plant Biology): genetics, anatomy and physiology, growth and development, reproduction, and nutrition. The parallels were uncanny.
Aside from spending a majority of that summer conducting home visits to students, I invested many hours rewriting the agriculture curriculum with my colleague Brad Moffitt. Brad and I graduated together from The Ohio State University, and we focused on embedding more science principles into our agriculture curricula throughout our teaching careers.
During the fall semester of my second year of teaching, Jim stopped down to my classroom and asked me about my curriculum. I quickly shared with him my syllabus from my sophomore agriculture class. He carefully reviewed it, paused and said, “No wonder your students know the answers to all my questions, you are teaching biology in your ag class.” This was sheer luck and not planned on my part, but it really motivated me to continue to highlight the embedded science in the agriculture curriculum.
In addition to teaching animal and plant biology, I also remember introducing gel electrophoresis to my students. Gel electrophoresis is a laboratory method used to separate DNA fragments (or other macromolecules, such as RNA and proteins) according to molecular size. In gel electrophoresis, the molecules to be separated are pushed by an electrical field through a gel that contains small pores. Of course, gel electrophoresis has evolved tenfold since the last time I was in the classroom. These are just a few examples life sciences embedded in agriculture.
The National FFA saw the importance of embedding more science principles in the agriculture curriculum. In fact, it created a recognition program for teachers of agriculture who brought science to the forefront. Brad (1985) and I (1986) were both recognized by the National FFA for outstanding work in agriscience. We both experienced increases in program enrollment because of the curricular change. However, we weren’t satisfied and set our sights on ensuring that our students could receive science credit through our agriscience courses. In Ohio, local districts control the awarding of credit, and we saw a handful of schools granting science credit for students in agriculture courses due to the embedded sciences.
When I started working at the Ohio Department of Education, I provided leadership to the agriscience initiative that was sweeping the country. At the Department, I immediately started working to ensure more students could receive science credit through agricultural education. I recall visiting with staff from the Office of Educator Licensure to determine the coursework agriculture teachers needed to become certified science teachers. After several meetings, we determined that agriculture teachers needed a physics class to receive certification to teach science. I reached out to Ohio State and arranged for a physics course to be taught on Saturdays to help agriculture teachers get science teaching certificates.
With the passage of House Bill 59, schools may now integrate academic content in a subject area into a course in a different subject area, including a career-technical education course. Upon successful completion of the integrated course, a student may receive credit for subject areas that were integrated into the course. Moreover, credits earned for subject area content delivered through integrated academic and career-technical instruction are eligible to meet the graduation requirements.
Integrated coursework benefits students by creating authentic learning experiences, deepening student understanding and creating space in students’ schedules for additional learning experiences. These experiences can include elective courses, College Credit Plus, work-based learning or other innovative educational practices. Integrated coursework mimics real-world situations and makes learning more authentic. Students are actively engaged in learning because the design of the integrated curriculum creates challenging, meaningful tasks that help students connect information.
Innovative school leaders who take advantage of the integrated coursework initiative really can change a student’s experience in and out of school. I’ve witnessed this as a teacher and by visiting schools across the state. Below are videos showing how schools have integrated different subject areas into different courses. The Department will continue to capture examples of integrated coursework as this initiative gains momentum.
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By: Guest Blogger
Throughout my entire life, my mom always pushed me to be a leader and not a follower, so I always hold myself to that standard. I believe that helped me get to where I am today. Today, I am very proud to serve as the president of Educators Rising Ohio. Educators Rising Ohio is a career-tech student organization that includes more than 1,000 students who wish to pursue careers in the education field. On a national level, Educators Rising includes more than 30,000 members. Career-tech student organizations such as Educators Rising Ohio have helped me and students throughout the state and country. I also am currently the captain of my football and wrestling teams, and I strive to push others in a positive direction. As president of Educator Rising Ohio, I look forward to further developing my abilities as a leader.
I would not be pursuing this field if it were not for Mr. Richard Wakefield. He is our lead instructor for the Heights Career Tech Prep Consortium Teacher Academy at Maple Heights High School, as well as our Educators Rising Ohio teacher leader. I took his career search class as a freshman, and I saw something in him. He is fiery and not afraid to challenge a student to do better. Where many teachers would throw in the towel, Mr. Wakefield keeps on pushing. He never stops. Mr. Wakefield saw something in me as well. He could see that I try to lead others. He could see that I am motivated by my struggles. When he asked me to join the Teacher Academy, he told me there is no better way for a man to give back to society than to become a teacher. He also told me that I could have even more influence because I am black, and there are very few black male teachers.
I have always loved sports and helping others. Mr. Wakefield has helped me realize that teaching and coaching would be a good career to enter after my football-playing days are over. I can see myself being a great teacher in the classroom and a great coach on the sideline. I can see myself using my talents and passions to change lives.
For now, as president, one of my first goals is to bring Educators Rising Ohio to more students. We are a student-led organization that not only teaches students how to become great teachers but prepares them for life as well. Educators Rising Ohio stretches students’ opportunities in life tremendously. We expose students to colleges and a multitude of careers and help each individual develop professionalism and character. By learning and applying these things in everyday life, success in life seems more attainable. From the beginning, children are always told to set goals and then take the necessary steps to achieve those goals. Educators Rising Ohio emphasizes that state of mind and immerses one in the field to get hands-on practice. Educators Rising Ohio prepares students for teaching and life. The organization also helps students develop relationships with people they would never meet otherwise.
Anyone who would like to join Educators Rising Ohio should visit this website. It is a great way to start your journey to becoming a teacher.
Antoine Holloway II is the current president of Educators Rising Ohio. He will be a high school senior in the fall. To learn more about Educators Rising, contact Angela Dicke.
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By: Paolo DeMaria
It’s Teacher Appreciation Week and we are excited to celebrate Ohio’s awesome teachers who go above and beyond each day for students and their families.
During my travels across the state, one of my greatest honors is to meet the many remarkable educators and see the exceptional ways they inspire and support students.
Teachers are engaged in creating our future. Each one of us has been shaped by the teachers we had – and the same will be true for the next generation. Ohio Department of Education staff members shared their memories of the teachers that shaped their lives.
Later this week, the Department will share some special teacher shout-outs from students and recent graduates. We know you have a special story to share, too. We invite you to give a shout-out to a teacher – or a teacher team – who has impacted your life using #OhioLovesTeachers on Twitter and Instagram. We will share some of our favorites on the Department’s social media channels.
Happy Teacher Appreciation Week from all of us at the Ohio Department of Education!
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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By: Kimberly Monachino
As you walk down the hallway of a school and peek in and out of classrooms, you may see two teachers in a classroom instead of one. Often, the scenario is a general education teacher and special education teacher working together to teach all students in the classroom, including students with disabilities. These teachers work together, sharing their ideas and planning lessons. Both teachers support each other and work as a team. This type of teaching model is referred to as co-teaching. In a co-teaching classroom, there is a mutual respect and partnership between both teachers to present learning in diverse ways based on the needs of the students.
Co-teaching simply means two teachers working together to deliver instruction. However, there are different ways that two teachers work together to deliver instruction in a co-teaching classroom. One approach is called one teach, one observe. In this model, one teacher delivers instruction while the other observes student learning. The second teacher walks around the classroom checking to make sure the students understand the lesson. A second approach is called one teach, one assist. With this approach, one teacher takes the lead role and the other teacher rotates among students to provide support. This model allows one teacher to respond to individual students in a quicker manner. A third approach is parallel co-teaching. In this model, the two teachers divide the students in two groups and teach the same lesson. This allows for each teacher to have fewer students and focus on specific skills. In the fourth approach, station teaching, both teachers are actively involved in instruction as the students rotate from one station to the next, learning new materials. The fifth approach is alternative teaching, which allows one teacher to take a small group of students and provide instruction that is different than what the large group receives. The last approach is the complementary teaching model in which one teacher instructs the students while the other teacher offers an instructional strategy that supplements or complements the lesson. For example, the first teacher may model note taking on the board as the second teacher presents the lesson. If you do a Google search for co-teaching diagrams, you will find many images illustrating of the various co-teaching models.
There are many benefits for all students with using any of these models. Particularly, students with disabilities can access the general education curriculum and general education classroom setting. Students with disabilities benefit from being part of a classroom with high academic rigor with a teacher who understands the academic content and a special education teacher who can adjust the instruction. Lastly, students with disabilities may feel more connected with their classmates in the classroom and community.
Next time you walk down the hall of a school, take a peek in a classroom. You might be surprised what you see. Remember, two teachers may be better than one for all students.
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By: Guest Blogger
Sometimes people who don’t work in schools find it surprising that students begin learning the basics of subjects like algebra, physics and even economics as early as elementary school. We expect teachers to cover these topics in high school and college, but elementary school teachers begin building this knowledge in their students much earlier. As a second grade teacher, I am always looking for ways to make learning fun and engaging. For example, teaching economics to second-graders certainly is not going to look like the stereotypical dry lecture you might imagine in a college setting. In fact, when it is time to teach the economics strand of the social studies standards to my second-graders, I get so excited about the project. Every year, my students love this lesson.
When I first started teaching economics, I stumbled upon a packet of teaching materials for second-graders. The packet basically covered important vocabulary words that are involved in understanding how money works. After looking it over and collaborating with my co-workers, we decided we had to make these concepts more interesting. This is how the “market day” project was born. To make the learning more meaningful, we created a unit where students build and participate in a marketplace. In this marketplace, students have an opportunity to design a product, create a business and sell their products to their classmates.
We begin the first day of the project by having the students take notes in a packet to help them learn the key vocabulary. The next day, they start to put their learning in action. Students form groups of three. Each group is responsible for designing a product that meets certain criteria:
- It has to be something that students can make at school. If students need materials not available in the classroom, they bring them from home.
- Students are “paid” on production days with fake money.
- Students set prices for their products based on the demand (which was a vocabulary word they learned).
My fellow teachers and I also teach students about advertisements. Students create their own advertisements, which I videotape. After weeks of producing goods and advertising them to their classmates, market day arrives. Students eagerly set up their stores and begin shopping in their classmates’ stores. They spend only the money they earned on production days. By doing this, they learn how to make choices as consumers because they don’t have enough money to buy everyone’s products. Some of the items that students created were bookmarks, hair bows and — what every household needs — a box to hold straws. This year, one group even added a gimmick to make its bookmark store more appealing. The store offered customers the opportunity to lower a fishing pole into a pile of bookmarks and “fish” for bookmarks. This took real entrepreneurship and creativity because the group knew it was competing with another bookmark store.
The buying and selling happens in cycles so that only one of the business owners can go out and shop while the others stay back to sell their products and collect the money. We wrap up the unit by having the students add up their profits and reflect on their sales and what they might have done differently. For example: Was the pricing right? Did you create enough product or too much product?
Market day makes economics in elementary school so much fun. The students are always proud of their products, and they get hands-on experience with the decisions that all consumers and business owners make. It is a great way for my students to learn the concepts of economics through an authentic, highly engaging project. I can’t wait to teach this lesson again next year!
Kelly Miller is a second grade teacher at Monterey Elementary School in South-Western City Schools. You can contact Kelly by clicking here.
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By: Julia Simmerer
“The most important attitude that can be found is the desire to go on learning.” – John Dewey.
Everyone is born with a natural desire to learn about the world around us and an eagerness to thrive in the world. The motivation to learn never ends — it continues throughout our lives and our careers. A recent Gallup poll revealed that 87 percent of millennials say job development is important in a job. Essentially, we crave opportunities to learn and grow throughout our lives.
Today’s technology also has made us crave media that is available at our fingertips. With streaming video services like Netflix, we can watch movies anytime and almost anywhere. Internet-connected smart phones put the answer to almost any question right in our pockets. While an internet search can provide quick responses to basic questions, it isn’t the best method for developing our professional skills.
The Ohio Department of Education recently introduced a new tool that both helps educators meet their learning goals and is readily accessible anywhere there is internet. The Department’s Learning Management System for Ohio Education, or LMS as it is commonly called, is a free, online learning system for actively credentialed educators. By logging in to their OH|ID accounts, educators can participate in high-quality learning anytime — available 24 hours a day, seven days a week.
The Department designed the current courses based on input from Ohio’s educators. The LMS allows districts to collaborate with each other through interactive discussion boards and activities. Each course covers specific skills that match an educator's job assignment. Traditional professional development courses in school settings offer “one size fits all” learning opportunities. This system allows users to select courses that are specifically relevant to their teaching assignments. The courses within the LMS also offer strategies that teachers can use immediately in the classroom.
Having spent several years as a classroom teacher, I recognize the benefits that free, online training brings to Ohio’s educators. Some of these benefits include not missing a day from class to participate, not needing a substitute teacher to cover your class and the flexibility to work from home at a time that is convenient for you. Now that I work for the Department, I appreciate that the system allows us to make sure everyone taking the course receives a consistent message and instruction — no matter where they are in Ohio.
To take a course in the system, educators sign in to their SAFE accounts and select Learning Management System. From there, educators can search the Course Catalog. Some of the topics covered by courses in the system include:
- Instructional practices;
- Evaluating digital content for instruction;
- Transition services for students with disabilities;
- Educator evaluation systems;
- Instructional coaching;
- The Resident Educator program; and
- The OhioMeansJobs resource.
Participants can complete reflections and time logs throughout the courses. This allows them to potentially earn credit for working on their Individual Professional Development Plans. (Educators should review each course’s syllabus for the recommended procedure for submitting their work to the Local Professional Development Committee.)
Currently, the Department’s Office of Educator Effectiveness is offering the following courses:
- Ohio Teacher Evaluation System (OTES) for Teachers;
- Learning About the Ohio School Counselor Evaluation System;
- Ohio Principal Evaluation System (OPES): Essentials for Educators;
- Resident Educator courses;
- Formative Instructional Practices, (FIP) Series (seven courses available);
- Coaching for Self-reflection and Instructional Change; and
- Using the Ohio Standards for Professional Development.
If you have any questions about the LMS, feel free to contact Alison Sberna at Alison.Sberna@education.ohio.gov or (614) 369-4071. In the meantime, log in to your SAFE account now and take a tour of the Course Catalog. Instead of “binge watching” TV shows, let’s do some “binge learning” on the LMS.
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: Kimberly Monachino
Today’s classrooms are very busy places. They are filled with students who have diverse needs and learning challenges. To meet their needs, teachers may be equipped with a variety of instructional strategies and have many other tools in their tool boxes. However, even with multiple tools, trying to meet the unique needs of each individual child sometimes can feel daunting.
One approach that can help teachers customize the curriculum to meet the needs of all learners is Universal Design for Learning (UDL). Universal Design for Learning originated with the term universal design. Originally, universal design meant creating products and environments that are accessible to individuals with disabilities. Automatic doors, closed captions, ramps and curb cuts are all universal designs. These modifications assist people with disabilities, but individuals without disabilities also benefit from these adaptations. For example, automatic doors make entering a building easier if you use a wheelchair or if you can walk but are carrying several bags of groceries.
We know that every learner is unique, and one size doesn’t fit all. The Universal Design for Learning structure is research based and aims to change the design of classrooms, school practices and coursework rather than change each unique learner. It minimizes barriers and maximizes learning no matter what a student’s ability, disability, age, gender or cultural background might be. It reduces obstacles to learning and provides appropriate accommodations and supports. It does all of this while keeping expectations high for all students. Universal Design for Learning makes it possible for all learners to engage in meaningful learning by making sure everyone understands what is being taught. Coursework developed following Universal Design for Learning is flexible — the goals, methods, materials and assessments consider the full range of each learner’s needs.
In a Universal Design for Learning classroom, students have goals and are aware of what they are working to achieve. To accomplish this, the teacher might post goals for specific lessons in the classroom. Students also might write down lesson goals in their notebooks. The teacher refers to lesson goals during the lesson itself. In a traditional classroom, there only may be one way for a student to complete an assignment. This might be an essay or a worksheet. With Universal Design for Learning, there are multiple options. For instance, students can create a podcast or a video to show what they know. They may be allowed to draw a comic strip. There are a wide range of possibilities for completing assignments, as long as students meet the lesson goals. With Universal Design for Learning, teachers give students feedback about how they are doing with lesson goals. Students reflect on their learning and think about their progress toward the goals. If they did not meet the goals, the teachers encourage students to think about what they could do differently next time.
The three major ideas in the Universal Design for Learning structure are:
- Multiple means of representation is showing or presenting the information in different ways to the learners. For example, students with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and others may need information presented in different ways. So, instead of the teacher having all the students read from a textbook or only using printed text, there are options for students based on how they best learn. Some students prefer to listen to a recording of the textbook, use pictures to understand the print or use a computer.
- Multiple means of action and expression means providing opportunities for learners to demonstrate their knowledge in alternative ways. For example, when the teacher gives students options to “show what they know” beyond paper and pencil tests. The students show their understanding by creating something such as a poster, making a PowerPoint presentation, writing a poem or making a TV or radio commercial.
- Multiple means of engagement is discovering learners’ interests and motivating them to learn. When teachers take the extra time to learn about their students’ personal interests and make learning relevant to their experiences, students often become more engaged. For example, the teacher who knows her students are excited about sports and incorporates those interests into reading and math activities.
You can find detailed information about these three principles here.
The National Center on Universal Design for Learning is a great resource for people who want to learn more about this topic. Additionally, you can explore the Universal Design for Learning guidelines here. These guidelines offer a set of practical suggestions that can ensure all learners can access and participate in meaningful, challenging learning opportunities.
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By: Virginia Ressa
I get really excited when it is time to visit a school. I know I’m going to get to talk to students and teachers, see displays of student work and listen in on lessons and classroom discussions. When you enter a school for the first time, it takes a minute to orient yourself, to get a feel for the atmosphere and culture. You might hear the sounds of students in the gym or see a line of kindergarteners headed for the art room. Some lobbies are full of trophy cases and pictures of graduating classes from 50 years ago. Others are modern and sleek, with announcements on bright monitors. Each school is different because it is the community of students, teachers, administrators and families that create the school. School buildings come in all shapes and sizes, and even those that may look similar on the outside are wholly unique on the inside. Then, as you walk through the hallways and peek into classrooms, you see that each classroom is as unique as the students and teachers working within.
When I worked for a district, I often had the opportunity to visit schools and observe classes. I frequently found myself thinking, “I wish other teachers could see what this class is doing!” I have seen great examples of instructional practice and wished I could capture the scene to share with other educators. Before smartphones, tablets and social media, this was difficult to do. However, in today’s world, it’s easily done. Smartphones allow us to take great pictures and videos, and social media allows us to share those images instantly. We have the tools to celebrate and share the outstanding work happening in our classrooms every day.
If you follow the Ohio Department of Education on Facebook, Twitter or Instagram, you’ll see that State Superintendent Paolo DeMaria has had the opportunity to visit many Ohio schools and classrooms. I love to see the pictures, and especially the videos, he posts. It’s inspiring to see our teachers and students in action, to see the colorful classrooms full of literacy materials and art projects, to hear students learning together. By sharing his pictures and videos, Superintendent DeMaria has taken us with him on his tour of Ohio schools, sharing with us the hard work educators and students put into the learning process and celebrating their accomplishments.
The superintendent isn’t the only one sharing the happenings in our classrooms. When you search Twitter and Instagram for #MyOhioClassroom, you’ll find pictures and videos of elementary, middle and high schools from small districts and large districts, urban and rural schools — using #MyOhioClassroom, we can connect to students and teachers anywhere in the state and share in the unique learning happening in their classrooms.
Inviting others in to our classrooms using social media provides us all an opportunity to celebrate teaching and learning. As Ohio works to improve our schools, we need to look to each other to share ideas, motivate us to try new things and provide our leaders with examples of the high-quality teaching and learning happening in so many of our schools. I encourage you to search for #MyOhioClassroom to see what teachers are posting. I just found pictures of Butler Tech students starting clinical rotations at a local nursing home. I see that Ms. Krohn’s students at Moreland Hills Elementary are writing in their math journals. First-graders in Westlake City Schools are wearing surgical masks as they become “word surgeons” creating contractions. Third-graders in Crestwood Local Schools are having lunch with Principal Gerbrick as a reward through their Positive Behavioral Interventions and Supports (PBIS) system. If you regularly follow the hashtag, you will see that teachers are posting new items every couple of hours. What will you find when you search for #MyOhioClassroom? What’s happening in your school today that you could share?
If you aren’t familiar with Twitter, do not be intimidated. It’s much easier and more fun than it looks at first glance. Here’s a blog post from the International Society for Technology in Education — “Twitter is dumb! Or is it?” — that will help you get started. Once you get your account set up, you will want to follow @OHEducation to get news and updates about public education in the Buckeye State and @OHEducationSupt to follow along with Superintendent DeMaria as he visits schools and posts pictures and videos. (Fun Fact: If you follow his feed, you may get to see him singing!) I also welcome you to follow my account @VirginiaRessa, as I do my best to share evidence-based practices to help all students be successful.
Have a question? Post it in the comments below or write to me directly at Virginia.Ressa@education.ohio.gov.
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: Wendy Grove
How well we get along with others can open or close doors for kids and adults alike. When we talk about human development, we know how well a child can get along with others matters for childhood, school and life. Social and emotional learning is the extent to which a child learns how to get along with peers and adults, can appropriately express emotions and develops empathy and skills like self-concept, self-regulation and self-competence. But what do these skills really mean? And, what do they look like?
- When people can appropriately express emotions, they can share feelings of anger, happiness and sadness in socially acceptable ways. Most children learn early on that pinching to express frustration won’t work in life. People do not like to be pinched. A child might think, “I can get in trouble if I pinch. I might get pinched back!” As they grow, kids replace these behaviors with more appropriate ways to express frustration, like telling an adult or moving on to another situation.
- When a person has developed empathy, he can envision or feel what it might be like for someone in a circumstance, even if he hasn’t been in that situation before.
- As someone develops her self-concept, she can see herself as part of a family, a neighborhood, a community, a racial or ethnic group and a nation. She sees how she is different from and like others. These are all skills that come with learning, practice and opportunities to compare oneself to others around them.
- When it comes to developing self-regulation, we often think about bad behavior. Simply put, being able to self-regulate means that a person can delay gratification, demonstrate self-control, identify consequences and take responsibility for his actions. Very young children develop this over time, which is why it is common to see a 2-year-old child crying in a grocery store because the parent denied him a toy. It is much less common to see a 13-year-old child acting out emotionally for being denied something he wants.
- A person with self-competence knows that she has skills and abilities to accomplish things. She understands that trying hard can result in learning new things.
The other part of social and emotional learning is relationships with others. Children learn about interactions with other children and adults, what to expect, who to trust, how to get along with others, how to cooperate, and how to both get what they need and give what they can to help others. Does your preschool-age child share well? Probably not. Not many do. But over time, and with opportunities to practice the skills needed to get along with others, children become able to build relationships with others. The first relationships we build are with our caregivers. The adults that take care of us have an important role in attending to our needs as small people because we cannot do things for ourselves. As children grow and develop independence, they also come to build relationships outside of their families. When children attend school, they must learn how to trust, communicate and interact with other non-family adults, as well as other children.
Social and emotional development and learning are the building blocks for life. These skills are built over time as we age. They are practiced and honed. These are as important as our academic skills for school success because very few of us will attend school alone or live without the need to interact with others. The state currently has standards in this area from for children from birth-grade 3 but does not yet have standards for grades 4-12. Stay tuned for updates from the Department about upcoming work to create standards for social and emotional learning in grades 4-12.
Dr. Wendy Grove is the director of the Office for Early Learning and School Readiness at the Ohio Department of Education, where she helps develop and implement policies for preschool special education and early childhood education. You can learn more about Wendy by clicking here.
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By: Steve Gratz
Nearly a year ago, Ohio’s efforts to strengthen and expand career pathways got a boost thanks to a $2 million grant from the Council of Chief State School Officers and JPMorgan Chase & Co. Ohio is one of 10 states to receive a New Skills for Youth grant, which directly aligns with many of Gov. John R. Kasich’s Executive Workforce Board’s initiatives. It also aligns with many Ohio Department of Education activities geared toward making sure Ohio’s students are ready for the workforce of the future. To help schools and families better understand the needs of future employers, Ohio launched the SuccessBound initiative. The SuccessBound webpage includes resources to help make students aware of the different career-focused opportunities available to them.
Students who are SuccessBound take active roles in planning their futures by exploring career interests early and considering how to align their interests to careers. They consider what education and training are needed to reach their goals. They respond to financial concerns by earning free college credits in high school. And, they follow pathways that allow them to work in related fields while continuing their education. These students dedicate themselves to long-term goals and commit to continuous lifelong learning.
Aligned to the SuccessBound initiative is the OhioMeansJobs-Readiness Seal. The seal was established as part of the sweeping workforce initiatives passed in House Bill 49 and outlined in Building Ohio’s Future Workforce. The OhioMeansJobs-Readiness Seal will be printed on students’ diplomas and transcripts once they meet certain requirements. The requirements include demonstration of work-readiness and work-ethic competencies. Students submit a form that records evidence of meeting the requirements. The form is validated by at least three individuals. These individuals are mentors to the students and can include employers, teachers, business mentors, community leaders, faith-based leaders, school leaders or coaches.
We know Ohio’s students must be ready to engage in a rapidly changing workplace. We also know that businesses are seeking talented workers who demonstrate professional skills, such as being reliable, drug free, personable and able to solve problems and handle conflict. To meet the needs of business, our current education system must identify and teach the professional knowledge and skills all Ohioans need to be job ready. The OhioMeansJobs-Readiness Seal will signify to employers that students have the professional skills valued by business and industry. These skills are essential in the 21st century workplace.
When this language was introduced in HB 49, I immediately thought about how I would approach helping my students earn this valuable credential if I was still in the classroom. The OhioMeansJobs-Readiness Seal requires students to demonstrate proficiency in the following professional skills to be deemed ready for work.
- Drug Free - The student commits to being drug free.
- Reliability - The student has integrity and responsibility in professional settings.
- Work Ethic - The student has effective work habits, personal accountability and a determination to succeed.
- Punctuality - The student arrives to commitments on time and ready to contribute.
- Discipline - The student abides by guidelines, demonstrates self-control and stays on task.
- Teamwork/Collaboration - The student builds collaborative relationships with others and can work as part of a team.
- Professionalism - The student demonstrates honesty. He or she dresses and acts appropriately and responsibly. He or she learns from mistakes.
- Learning Agility - The student desires to continuously learn new information and skills.
- Critical Thinking/Problem-Solving - The student exercises strong decision-making skills, analyzes issues effectively and thinks creatively to overcome problems.
- Leadership - The student leverages the strengths of others to achieve common goals. He or she coaches and motivates peers and can prioritize and delegate work.
- Creativity/Innovation - The student is original and inventive. He or she communicates new ideas to others, drawing on knowledge from different fields to find solutions.
- Oral and Written Communications - The student articulates thoughts and ideas clearly and effectively in written and oral forms.
- Digital Technology - The student has an understanding of emerging technology and leverages technology to solve problems, complete tasks and accomplish goals.
- Global/Intercultural Fluency - The student values, respects and learns from diverse groups of people.
- Career Management - The student is a self-advocate. He or she articulates strengths, knowledge and experiences relevant to success in a job or postsecondary education.
As a teacher of agriculture, I had the fortune of teaching students throughout their high school careers. I reviewed the list of professional skills, I reflected on how I, as their teacher, could integrate these skills into the classroom experience for students.
For example, to be in the program, all students were required to have supervised agricultural experiences. During these experiences, students apply what they learn in the classroom in real-world settings. Today, supervised agricultural experience programs include entrepreneurship, placement, research, exploratory, school-based enterprise and service learning. Successful supervised agricultural experiences require students to demonstrate reliability, work ethic, punctuality, discipline, learning agility, critical thinking and problem-solving, professionalism and more.
During my time as a teacher, I made sure all my students were members of the Future Farmers of America (FFA). For those of you not familiar, FFA is the youth development organization for agricultural education students. It provides life-changing experiences for its members. FFA programs and activities allow students to further demonstrate the professional skills listed above. This is evident in the FFA’s Code of Ethics.
FFA members conduct themselves at all times to be a credit to their organization, chapter, school, community and family. FFA members pledge to:
- Develop my potential for premier leadership, personal growth and career success.
- Make a positive difference in the lives of others.
- Dress neatly and appropriately for the occasion.
- Respect the rights of others and their property.
- Be courteous, honest and fair with others.
- Communicate in an appropriate, purposeful and positive manner.
- Demonstrate good sportsmanship by being modest in winning and generous in defeat.
- Make myself aware of FFA programs and activities and be an active participant.
- Conduct and value a supervised agricultural experience program.
- Strive to establish and enhance my skills through agricultural education in order to enter a successful career.
- Appreciate and promote diversity in our organization.
This blog is not intended to focus on the FFA — it’s merely my point of reference based on my personal experience as a teacher. There are numerous other programs and activities in schools and communities (band, choir, drama club, faith-based clubs and activities, 4-H, Invention Convention, science fair, robotics competitions, etc.) that can help students learn and demonstrate these professional skills. The key takeaway is to realize that many, if not all, of the professional skills required to earn the OhioMeansJobs-Readiness Seal can be learned and demonstrated as part of a student’s total school experience and should not be considered additional work.
Supporting this initiative is the Business Advisory Council Operating Standards that the Department will be posting guidance on later this week. Strong relationships between education and industry are essential. The Business Advisory Council Operating Standards guidance document includes examples of how education and industry can partner together. The Department plans on sharing examples from districts that have successfully implemented business advisory councils.
Finally, here’s a great article I read on LinkedIn that speaks on Industry’s Role in a New Education System. The article addresses what is needed from the next generation of employees, including the following:
- Innovation and the ability think for oneself;
- Passion to design and create;
- Collaborative team members;
- Good communication and presentation skills
- Individuals who successfully can transition from school to the workplace.
Of course, these should sound familiar as they align with the OhioMeansJobs-Readiness Seal, which should help all Ohio’s students be SuccessBound.
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Last Modified: 5/17/2019 3:20:37 PM