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Ohio Teachers Chatboard

Ohio urged to reduce school districts......

by Dale

Feb 24, 2010

I finally located the article that I made reference to

in a former Post.

You may want to read the article and give an opinion.

Thanks Dale

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(1)

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CB I think it makes perfect sense. Too many school districts struggle year after year to pass operating levies, income tax renewals, and bonds. If consolidation means less of a burden on tax payers and more financial stability for struggling districts, then I am all for it.

Of course, Ohio could always change the funding formula that was foun...See More

Feb 24, 2010

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Ohio's Credit Flexibility Plan

by Concerned

Mar 1, 2010

Last week we had a teacher inservice at our high school. The first half we discussed special education laws and what we are required to do.

The second half we discussed Ohio's new credit flexibility plan. Basically...if a student wants to take a basketweaving class outside of school for Art class credit...they can (if the school approves t...See More

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(2)

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Eric It seems you have been given some information about credit flexibility that is incorrect, so I wanted to take a minute to address a few of the items in your post.

First, schools will set the criteria and methods by which students are assessed, even if learning takes place outside the traditional classroom. Therefore, there is nothing inhe...See MoreIt seems you have been given some information about credit flexibility that is incorrect, so I wanted to take a minute to address a few of the items in your post.

First, schools will set the criteria and methods by which students are assessed, even if learning takes place outside the traditional classroom. Therefore, there is nothing inherent in credit flexibility that would lead to a reduction in rigor or grade inflation. Students will be held accountable for learning by district teachers as they always have been.

Second, students' IEPs apply in any setting in which a district places a student, whether that be in a traditional class, independent study, online course, or other educational option.

Third, the information on costs is not accurate either. Districts only have to pay for experiences that have analogous traditional courses, and then only have to provide resources that would also be provided to students in a regular class. In other words, unless your district offers a basket weaving class, it won't have to pay for private basket weaving classes. Further, districts will continue to receive state funding for students who participate in credit flexibility experiences just as they do for students enrolled in traditional courses.

Finally, on a more philosophical note, I think people should look beyond the handful of students looking to slide by with minimal effort and think more about the student who would like to take Chinese but attends a school where it isn't offered, or a student who wants to earn credit through a structured "hands on" experience in a mentorship, internship, or service learning program that could also help him or her develop job skills and work experience and explore future career and education options. If a kid already knows the content of Algebra I, is it "rigorous" to make her sit through the class anyway? Other than practicing valuable waiting skills, I do not see the benefit to that student, the teacher of the class, or the student's peers. Wouldn't it be MORE rigorous to assess her mastery of Algebra I requirements and then enroll her in, say, a statistics or computer science course where she will have to grapple with new, more challenging material, and then let the Algebra I teacher focus his or her time and attention on the students who do need instruction?

The fact is, more than a third of our students don't graduate high school. Of those who do, only half go on to college. Of those who go on to college, nearly half have to take remedial coursework on campus (and a majority of those students will drop out, stop out, or flunk out before earning a baccalaureate.)

In other words, the systems we have in place to ensure rigor today, before credit flexibility, have succeeded in preparing, at best, 1 out of 5 students for post-secondary success. Given these results, I think there's room for some experimentation.

I'm not trying to be hostile. I just think you've been given some inaccurate information. I think if you read more about credit flexibility you would find that many of the concerns you raised are actually addressed. I suggest starting by reading the credit flexibility plan at the link below: [link removed]

Mar 3, 2010

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Concerned Thanks for your response. I will read the info in the link you sent. As a business/computer teacher...I see it as a way to get rid of teaching positions.

At our meeting, even my principal said that schools will use this as a way to avoid hiring teachers.

I will read the link you sent. Thanks for the reply.

On 3/03/10, Eri...See MoreThanks for your response. I will read the info in the link you sent. As a business/computer teacher...I see it as a way to get rid of teaching positions.

At our meeting, even my principal said that schools will use this as a way to avoid hiring teachers.

I will read the link you sent. Thanks for the reply.

On 3/03/10, Eric wrote: > It seems you have been given some information about credit > flexibility that is incorrect, so I wanted to take a minute to > address a few of the items in your post. > > First, schools will set the criteria and methods by which > students are assessed, even if learning takes place outside > the traditional classroom. Therefore, there is nothing > inherent in credit flexibility that would lead to a reduction > in rigor or grade inflation. Students will be held accountable > for learning by district teachers as they always have been. > > Second, students' IEPs apply in any setting in which a > district places a student, whether that be in a traditional > class, independent study, online course, or other educational > option. > > Third, the information on costs is not accurate either. > Districts only have to pay for experiences that have analogous > traditional courses, and then only have to provide resources > that would also be provided to students in a regular class. > In other words, unless your district offers a basket weaving > class, it won't have to pay for private basket weaving > classes. Further, districts will continue to receive state > funding for students who participate in credit flexibility > experiences just as they do for students enrolled in > traditional courses. > > Finally, on a more philosophical note, I think people should > look beyond the handful of students looking to slide by with > minimal effort and think more about the student who would like > to take Chinese but attends a school where it isn't offered, > or a student who wants to earn credit through a structured > "hands on" experience in a mentorship, internship, or service > learning program that could also help him or her develop job > skills and work experience and explore future career and > education options. If a kid already knows the content of > Algebra I, is it "rigorous" to make her sit through the class > anyway? Other than practicing valuable waiting skills, I do > not see the benefit to that student, the teacher of the class, > or the student's peers. Wouldn't it be MORE rigorous to > assess her mastery of Algebra I requirements and then enroll > her in, say, a statistics or computer science course where she > will have to grapple with new, more challenging material, and > then let the Algebra I teacher focus his or her time and > attention on the students who do need instruction? > > The fact is, more than a third of our students don't graduate > high school. Of those who do, only half go on to college. Of > those who go on to college, nearly half have to take remedial > coursework on campus (and a majority of those students will > drop out, stop out, or flunk out before earning a > baccalaureate.) > > In other words, the systems we have in place to ensure rigor > today, before credit flexibility, have succeeded in preparing, > at best, 1 out of 5 students for post-secondary success. > Given these results, I think there's room for some > experimentation. > > I'm not trying to be hostile. I just think you've been given > some inaccurate information. I think if you read more about > credit flexibility you would find that many of the concerns > you raised are actually addressed. I suggest starting by > reading the credit flexibility plan at the link below: > [link removed]

Mar 4, 2010

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Reading Tutor

by Teri

Mar 1, 2010

I have just started a new job as a title one reading tutor for grades 4-5. Any suggestions on places to get marterial?

Ideas or resources?

Thanks

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(1)

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Jessica One website that I have used for reading is Florida Center for Reading Research. [link removed].

Apr 22, 2010

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PE Standards Lesson Plans

by Skip

Mar 2, 2010

Is there a web site out there that has PE lesson Plans that meet the Ohio PE standards?

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Are teachers in Demand??.....Please help with my prof dev.

by Already a teacher

Mar 4, 2010

Hello,

I am already a teacher. I teach elective classes, and I am low in seniority....and because there are only 2 of us in the department, and my coworker with seniority has only 5 years more than I do...I will remain low in seniority for most of my career.

In the past, student enrollment has been a concern for us....and if enrol...See More

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not a surprise I am not surprised. I am in the same boat. In NE Ohio it is all about who you know to get into these districts. Also, in this area, math is not a shortage area, there are plenty of unemployed math teachers.

On 3/08/10, Already a Teacher wrote: > I'm surprised that you are having problems finding a job in math. > Surely you will get a...See MoreI am not surprised. I am in the same boat. In NE Ohio it is all about who you know to get into these districts. Also, in this area, math is not a shortage area, there are plenty of unemployed math teachers.

On 3/08/10, Already a Teacher wrote: > I'm surprised that you are having problems finding a job in math. > Surely you will get a job for this coming year? What region of Ohio > are you looking? > > > On 3/06/10, Math Teach wrote: >> I agree with the special ed part. Glad to see that you're not >> going to try and repeatedly take the Praxis 2 for Secondary >> Math, when you've "had trouble" with math. >> >> As a math teacher who couldn't get a contract this year. I can >> only wish that my competition was well versed in math (I majored >> in it), and didn't choose math simply because it's a shortage >> are (no longer). How I'd love to see the passing Praxis 2 score >> raised to 180 or so. >> >> >> On 3/04/10, CB wrote: >>> Special Ed? >>> >>> On 3/04/10, Already a teacher wrote: >>>> Hello, >>>> >>>> I am already a teacher. I teach elective classes, and I am >>>> low in seniority....and because there are only 2 of us in >>>> the department, and my coworker with seniority has only 5 >>>> years more than I do...I will remain low in seniority for >>>> most of my career. >>>> >>>> In the past, student enrollment has been a concern for >>>> us....and if enrollment were to get low enough...my job >>>> would be the one on the line. >>>> >>>> So...for my professional development, I am considering >>>> earning an additional teaching license. I already have a >>>> masters degree. I spoke with my administrators about this, >>>> and they encouraged it...saying that it would give me more >>>> job security, because if enrollment got low enough in our >>>> department, they could always give me a period or two >>>> teaching in the other area. >>>> >>>> My administrator recommended getting a core license (and >>>> said Math and Science are always in high demand). >>>> >>>> The problem with Math and Science is that I always had >>>> trouble with those courses when I was in school. >>>> >>>> Does anyone have any recommendations for other licenses >>>> that are in high demand?? >>>> >>>> I appreciate any input! >>>> >>>>

Mar 8, 2010

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Current Math Opening I am not a math teacher, but I am certified to teach English / Language Arts. I was able to find a teaching position in West Virginia and not in Ohio. Ohio schools are in better shape than the one where I taught in WV. However, please feel free to read the link attached where the job openings such as Middle School Math is available for outside teac...See More

Mar 11, 2010

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Burned infant from Haiti at Shriners in Cincy

by Dale

Mar 10, 2010

Shriners Hospital has a wonderful reputation for the youngsters that have suffered severe burns as well as many other Shriner Hospitals throughout the USA!!

I'm proud that for the past 50+ years as a Mason part of my contributions have gone to Shriners Hospitals!

Please take a few moments to read this story and I hope you'll under...See More

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A thought for today......

by Dale

Mar 11, 2010

The best way to respond to wrong is to do

what is right!

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school for autistic students

by info please

Mar 11, 2010

Does any know anything about Re-education Services? They offer services for autistic children in several counties on two campuses in Perry and Mentor. Is this a public school? Anyone know how the teachers are paid?

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Yesterday-- A very special day for me!

by Dale

Mar 13, 2010

I received my 50 year Masonic Pin along with the fifty year dues card paid up for life!

To me these are cherished awards.

Over these many years I've made considerable donations

to the Shriners Hospitals throughout the USA.

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(2)

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pksped I just saw your post, Dale. Congratulations -- 50 years is quite an accomplishment! We all benefit from the Shriners and their dedicated service.

On 3/13/10, Dale wrote: > > I received my 50 year Masonic Pin along with the fifty > year dues card paid up for life! > > To me these are cherished awards. > > Over these ma...See More

Mar 19, 2010

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Dale to pksped On 3/19/10, pksped wrote: > I just saw your post, Dale. > Congratulations -- 50 years is quite an accomplishment! We > all benefit from the Shriners and their dedicated service. > > On 3/13/10, Dale wrote: >> >> I received my 50 year Masonic Pin along with the fifty >> year dues card paid up for life! >> >&...See More

Mar 29, 2010

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Newsweek Article on Firing Bad Teachers

by Mr. Teachbad

Mar 13, 2010

Wow. Have you read this article? This is one of the most biased, nonsensical, more-heat-than-light things I have read about teachers and teaching in a long time. Absolute nonsense and getting the smackdown it deserves from Mr. Teachbad: [link removed]

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