By: Paolo DeMaria
One of the things I love about my job is traveling to different schools around Ohio and seeing education policies in action. On April 4, Gov. John Kasich’s annual State of the State Address was held in Sandusky, Ohio. In events leading up to the address, I visited several northern Ohio schools and got a glimpse of just a few of the outstanding education programs offered in our schools.
One of my first stops was to Tiffin Middle School, where I spoke with students and mentors in the Seneca Mentoring Youth Links program, made possible by a Community Connectors mentoring grant. Students in the program otherwise may not have positive adult role models in their lives. It was encouraging to hear directly from students and mentors about the roles they play in one another’s lives. Particularly notable was the observation that mentors learned and grew almost as much as their student mentees.
I visited a preschool at Bellevue Elementary school. This amazing program earned five stars — the highest rating — in Ohio’s Step Up To Quality rating system. I was impressed with how these students are already developing a sophisticated academic vocabulary. During one activity, they were naming shapes like “sphere,” “cone,” “cylinder,” etc. I’m pretty sure I wasn’t doing that when I was 4 years old! The district’s investment in its youngest students — many from low-income backgrounds and who may have other special needs — will lay the foundation for future success in school, including giving them a leg up on meeting the Third Grade Reading Guarantee. My visit concluded with a discussion with the students’ families, where they shared with me the powerful impact the program has made in their children’s lives.
At Terra State Community College, President Jerome Webster hosted a great event that highlighted the power of partnerships. I heard from panelists representing businesses, colleges, high schools and education partners. The panelists talked about how the partnerships they formed are meeting the area’s workforce needs and creating hope and opportunity for adult learners. Programs like the Ohio Adult Diploma and College Credit Plus are helping Ohioans, young and old, find paths to better employment or advanced education. College Credit Plus helps students get some college credits while in high school. The program is free and can help students reduce student loan debt and begin their college freshman year ahead of their peers. Earning an Ohio Adult Diploma can be life changing for the 1 million adults in Ohio who do not have high school diplomas. It opens new doors to better jobs and, for many, it offers a pathway out of poverty.
Culinary students at EHOVE Career Center treated me to a fantastic lunch, where school leaders joined me to discuss programs at the career center. We toured the school and experienced 21st century learning as I tried out the school’s fascinating virtual reality model of a human heart. The school exemplifies project-based learning in its Fab Lab. It was phenomenal to see what students were able to create here! The lab lets students identify engineering projects and see them through from concept to design to production using a wide variety of high-tech equipment (laser cutters, 3-D printers, etc.). Students have fabricated everything from engines to a huge version of Ohio’s state seal — all while gaining STEM skills and exploring in-demand jobs. Superintendent Mastroianni is providing great leadership at one of Ohio’s great career centers.
Next, I visited Perkins High School in Sandusky. At an Ohio Business Roundtable discussion, business and community leaders talked about how to develop a skilled workforce that can grow Ohio’s economy. We learned about programs in Perkins Local School District and Sandusky City Schools that are creating partnerships with businesses, as well as opportunities for students to make connections to careers. Students made presentations about how the skills they are developing now will help them in the future. It was inspiring to see students making those career connections early on and taking full advantage of their high school experiences to get ready for the future.
My final visit was to Sandusky High School. Sandusky City Schools received Straight A Funds that they used to create internship opportunities for students. The students are interning at local companies and organizations that are connected to the global economy, such as NASA, PNC Bank and the Ohio Army National Guard. I very much enjoyed talking with students in the program. They have great insight and they tell it like it is — one student asked me about the emerging alternative graduation requirements, wondering what motivation students would have to attend classes and do their best if we make graduation easier. I also enjoyed talking with teachers about the joys and challenges of teaching in high school.
It was really neat to see so many aspects of Ohio’s education system in a single day! My colleagues on the State Board of Education, President Tess Elshoff and Board Member Linda Haycock, joined me for several events. At every event, we were able to have meaningful, engaging dialogue with educators, students, families and citizens. It was clear to me that we all want the very best for our children. Educational opportunity is critical to advancing individual students and Ohio’s economy as a whole. I genuinely appreciate all of the teachers, administrators and school personnel who work every day in the best interests of our students. I also want to thank all of the schools and districts who hosted these events. There are some truly fabulous things going on in our schools. It was an incredible experience, and I learned so much in our conversations.
You can follow State Board of Education President Tess Elshoff at twitter.com/Tess_Elshoff and Board Member Linda Haycock at twitter.com/linda_haycock.
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: Guest Blogger
Editor’s Note: An industry-recognized credential is verification of an individual’s competence in a specific trade or skill. They are issued by authorized third parties such as business or trade associations. To learn more about Ohio's Industry Credential Program, click here.
High school students earning industry credentials is not a new concept. Career-technical high schools and comprehensive high schools have been doing it, and doing it well, for years. What is new is the attention these industry credentials are receiving by becoming part of the graduation pathways for the classes of 2018 and beyond. With industry credentials being clearly identified as an option toward graduation, it has many parents and educators asking questions about what they are, who can earn them and why they may be the best options for some students.
The first two questions are easily answered. Industry credentials are the certifications needed to hold particular positions in virtually every trade in business and industry. As educators, we have had to earn specific licensures and certifications in order to perform our given roles; our licenses are our “industry credentials.” Parallel to this are cosmetologists who earn their state board licenses or auto body technicians who earn their iCAR certifications. When students leave high school with these credentials, they are ready to enter the workforce, working meaningful jobs that have higher income levels and great ability for upward mobility.
All high school students have access to vocational training that leads to industry credentials. The vast majority of career-tech programs are designed for 11th and 12th grade students. Through career exploration activities starting as early as elementary school, students are exposed to career options that can begin with earning industry credentials while in high school. Students can choose, usually during their 10th grade years, to begin direct, relevant education that will lead to industry credentials and employment in locally identified, in-demand careers.
The question as to why the industry credential route may be the best option for the student is much more difficult to answer. This is due to the fact that there are so many reasons that this may be the best option for a particular student. There is an often-used quote in education that states, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life thinking it is stupid.” The career-tech industry credential route speaks directly to this idea. Students are able to get out from behind their desks and engage in real, relevant skills training. Many students who find it difficult to thrive in traditional classroom settings blossom when they are given the opportunities to showcase their own specific strengths and intelligences.
For many of our students, the traditional college and university track is something they do not desire. Media’s depiction of the soaring costs of attendance at traditional universities, anecdotal tales of college grads taking all of the minimum wage jobs in an area, cultural backgrounds that emphasize skilled trades, and individual career interests in career-tech fields all contribute to students looking to get jumpstarts on their careers. Ohio’s inclusion of these career paths as a means to graduation has further legitimized these students’ and families’ choices.
For me, the validation of these choices is evidenced by the growth I witness in my students. People like to be useful. It is a widely accepted idea. Our students are no different. I have the opportunity to witness these students thrive as they strive to meet attainable, meaningful goals. Instead of the anxiety and frustration they may have faced when their days consisted of being measured strictly on academic prowess, students are encouraged and excited to be able to showcase their unique skills. In the end, these students get to experience pride and achievement where, previously, they may have fallen short. This sense of efficacy is priceless moving forward into adulthood. These students know they CAN achieve and they CAN succeed; they have worth.
This is not to say that students can’t have the best of both worlds. Most programs leading to industry credentials also include articulated and/or transcripted college credit. The articulations these programs offer can vastly decrease the amount of time students must spend on their postsecondary training — sometimes earning as much as a year’s worth of college credits. We have one motivated student who is currently on track to finish her high school career with an industry credential in the transportation field and an associate degree in business from our local community college. For this student, earning an industry credential is a critical piece to a comprehensive career plan.
The world of industry credentials in the high school setting is ever-changing. The Ohio Department of Education encourages local stakeholders from education, business and industry, and economic development to advocate for the credentials that are vital to their regions. More and more certifications and licenses are being acknowledged every day. If you haven’t taken the time to explore the options your local career-tech schools or comprehensive high schools have to offer, do so. If not for your own education and knowledge, do it for all of those fish in our schools (no pun intended) still trying to climb that tree.
Christopher Wilde was a high school English language arts teacher for three years. After referring countless students to the school counselor, he decided he wanted to be that support and has now been a school counselor at Lorain County Joint Vocational School for eight years. You can contact Christopher by clicking here.
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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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