Statement By Ohio Education Association Regarding State Budget Crisis
COLUMBUS — September 29, 2009 — Ohio Education Association President Patricia Frost-Brooks issued the following statement on the state budget crisis:
“The Ohio Department of Education has given us a sobering damage report on the Ohio Supreme Court’s decision on video lottery terminals. Not only do we risk losing $851 million in state aid to schools, but Ohio could lose billions more by becoming ineligible for federal stimulus dollars. Ohio schools could face immediate cutbacks that actually get worse next school year. OEA called upon legislative leaders to meet quickly in order to resolve this situation in a way that protects public education, as Governor Strickland has pledged to do. Local school districts and Ohio colleges and universities cannot live with the uncertainty of up to $2.3 billion in cuts in state funding. Nor can the state of Ohio turn the corner economically without a strong commitment to public education as a bridge to the careers and industries of the future.”
Join the conversation @OhioEA and Like Us at OhioEducationAssociation
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The Ohio Education Association (ohea.org) represents 121,000 teachers, faculty members and support professionals in Ohio’s public schools, colleges and universities.
CONTACT: Michele Prater
614-227-3071; cell 614-378-0469, praterm@ohea.org
Teacher Burnout: What Stresses You Out?
Often teachers go into the profession with visions of inspiring eager young minds in a supportive and fully funded environment. Unfortunately some of the realities of teaching are not so ideal. Who expected all the paperwork that is required and the hundreds of hours spent in meetings? There is little time to do what you entered to the profession to do: teach.
Teacher burnout refers to that point an educator reaches when s/he comes to the conclusion that s/he just can’t take any more. Sometimes it’s just one untenable situation or aspect of teaching that makes them feel they can’t continue with their teaching career. Other times, they realize that the stress of the whole teaching experience is affecting their health, sleep, marriage, and other important parts of their lives.
What do you see as the reason(s) teachers suffer from burnout? Take our poll.
[poll id=”2″]Tell us what stresses you face in school and how you deal with them.
Health Care Reform Petition
Please sign NEA’s petition to tell your elected leaders that we need health insurance reform and we need it now! The cost of inaction is too high! Too many of our fellow Americans are uninsured, delay needed care because they can’t afford it and must often file for bankruptcy due to medical bills they can no longer afford to pay.
Negotiations Misconceptions Quelled 101
Reprinted with permission from Dr. Homeslice, an education blog by a teacher who’s actively involved in his union
Having been involved in contract negotiations and the bargaining process now for a number of years with my local, I’d like to share my thoughts about negotiating a contract. We are going to be back at the bargaining table come this fall, so it’s been on my mind as of late.
Contracts are rarely imposed.
Despite the fact that the media and the public and some education “reformers” would have you believe that the teachers’ unions force contracts down the throats of the poor hapless school board administrators and elected representatives, that is just not the case.
In many cases (and at least in my state) both sides have to agree for something to go into the contract. If they don’t agree, it just doesn’t make the cut. Very rarely do the original negotiations demands (or ideas or whatever you call them) of either side make the contract in their original form. There’s give and take on both sides; there always will be if there is good faith bargaining on both sides.
Closed-door negotiations must be agreed to by both sides.
A recent post on Mike Antonucci’s EIA Intercepts blog got me thinking about this. The post, “Closed-door bargaining and the union padlock” struck me as a bit biased– go figure. The type of negotiations that you enter into must be agreed to by both parties; neither one can force it on the other side.
Union members can provide input prior to the beginning of negotiations.
On the union side, members of a local have the opportunity to provide input into what they’d like to see in the next contract. Some locals do surveys, or meetings, or face-to-face “town hall” type sessions. The bargaining committee ideally should carry those ideas/desires into the negotiations sessions. Does it always work? No, but that’s how it should work.
The taxpaying public can provide input prior to the beginning of negotiations.
On the board/administration side, the people finance the system with their taxes, and vote their board members in and out. They have the ability to contact their elected official (just like the union members within their organization) and express their concerns. The school board member may or may not be sitting at the table; perhaps they have hired an attorney to do that for them, but the option for public input is there prior to the “inking of the deal”.
The media ALWAYS provides input prior to, during and after negotiations.
Let us not forget that the local media always has the option of adding their two cents at any given time. How? Op-eds, editorials, articles, letters to the editor are all published at strategic times in negotiations that can sway public opinion one way or the other, to say nothing of blogs, TV, radio, Twitter and the like.
When you hear specifics about negotiations it’s generally because they’re going badly.
Closed-door negotiations benefit the process because each side can negotiate in good faith without having to worry about the other side trying to influence the process by their actions outside of the room. When one (or both sides) feel that the other is not negotiating in good faith, that is generally when the rumbles and the rhetoric begins.
Tentative agreements are that: tentative.
A TA is simply a pause in the process, a holding pattern, if you will. It is a formal acknowledgement by both sides in bargaining that they think they have reached a middle ground on the issues that are important to them, and would like to take it back to their constituents for approval or disapproval.
Traditionally, the unions go first with a ratification vote. Depending on the size of the local, it could be in the school cafeteria, or it could be a mail-in or phone-in vote: all locals are different. Ultimately, the members have the option to accept or reject what has been brought to them in a democratic fashion.
There is a bit of “strategy” involved in unions bringing a TA to members.
A complaint that has registered before with me on the Internet is that teachers’ unions “spring” the TA on their members with no notice and then expect them to vote on it. There’s no ifs ands or buts around it– that’s how it happens. The reason is simple. My dues dollars to my local and state affiliate pay for the negotiations activities that ultimately results in some kind of a TA. I should be able to see it first without anyone else (media, public) being to see or comment on it.
If the teachers’ union meetings are face-to-face and run correctly, there can be debate, and teachers can vote it down. They cannot, however, amend or modify a TA. If teachers vote it down, that sends the message to the bargaining committee that the membership isn’t satisfied with what is in the TA and they need to go back to the table. If the members are satisfied and the TA is ratified, then it will go to the school board for their vote.
The tax-paying public has time to register their opinions and sentiments with their duly elected officials before they commit public tax dollars towards ratifying a new contract.
At this point, there is usually a pause in the process– perhaps a week, two weeks or even as much as a month, depending on when the teachers vote on a contract and the next school board meeting happens. This is the built-in time where the media reports on the contents of the TA, and analyzes what’s in there, editorializing all the way home. Members of the public can comment and have time to contact their school board members to express their opinions.
If the school board members adopt the contract, then both parties have a mutual agreement and it becomes a binding legal document.
Get it? Mutual agreement.
Thank you, drive through.
Posted by Dr. Homeslice
Dr. Homeslice: I’m a teacher and I’m involved in my union. I highlight teacher union happenings all around the United States, including grievances, contract negotiations, elections and strikes. Contact me at drhomeslice@hotmail.com
Do You Have an Idea for an Article or Discussion Topic?
Submit your idea for an article or discussion topic, to be posted here, on the OEA website, or in another OEA electronic newsletter. You can also submit an idea for an article or opinion piece that you’d like to write for inclusion in one of the above media.
OEA Reaction To Strickland Scenarios For Balancing Budget
COLLUMBUS — September 9, 2009 — Ohio Education Association President Patricia Frost-Brooks issued the following statement regarding Governor Strickland’s budget news conference:
“The Ohio Education Association commends Governor Ted Strickland for his proposal to resolve Ohio’s budget crisis. Thoughtful leaders have to make difficult decisions. OEA calls upon legislative leaders to support Governor Strickland’s recommendation to postpone the final phase of the income tax reduction.
“This option will preserve critical state and federal support of K-12 education reforms designed to move Ohio’s economy into the 21st century. Without this option, the loss of state and federal dollars will force Ohio schools to slash vital academic programs and services such as transportation, staffing, and student activities. Ohio cannot turn the corner economically without a strong commitment to public education as the bridge to the careers and industries of the future.”
Join the conversation @OhioEA and Like Us at OhioEducationAssociation
###
The Ohio Education Association (ohea.org) represents 121,000 teachers, faculty members and support professionals in Ohio’s public schools, colleges and universities.
CONTACT: Michele Prater
614-227-3071; cell 614-378-0469, praterm@ohea.org
OEA Reaction To Strickland Scenarios For Balancing Budget
COLLUMBUS — September 9, 2009 — Ohio Education Association President Patricia Frost-Brooks issued the following statement regarding Governor Strickland’s budget news conference:
“The Ohio Education Association commends Governor Ted Strickland for his proposal to resolve Ohio’s budget crisis. Thoughtful leaders have to make difficult decisions. OEA calls upon legislative leaders to support Governor Strickland’s recommendation to postpone the final phase of the income tax reduction.
“This option will preserve critical state and federal support of K-12 education reforms designed to move Ohio’s economy into the 21st century. Without this option, the loss of state and federal dollars will force Ohio schools to slash vital academic programs and services such as transportation, staffing, and student activities. Ohio cannot turn the corner economically without a strong commitment to public education as the bridge to the careers and industries of the future.”
Join the conversation @OhioEA and Like Us at OhioEducationAssociation
###
The Ohio Education Association (ohea.org) represents 121,000 teachers, faculty members and support professionals in Ohio’s public schools, colleges and universities.
CONTACT: Michele Prater
614-227-3071; cell 614-378-0469, praterm@ohea.org
OEA Applauds State Of Ohio In Joining The Partnership For 21st Century Skills
COLUMBUS — October 23, 2009 — The Ohio Education Association (OEA) applauds Ohio’s membership in the Partnership for 21st Century Skills (P21), the leading national advocacy organization focused on integrating 21st century skills, such as critical thinking, problem solving and communication skills, into core subjects.
For teachers, incorporating 21st century skills into curriculum supports best pedagogical practices and allows teachers to redesign where and how students will be learning. It also offers welcome opportunities for meaningful professional learning and innovative leadership. “To compete for the jobs of the future, Ohio’s students must develop skills like critical thinking, problem solving, global awareness and understanding today’s communication and media environment,” said OEA President Patricia Frost-Brooks.
In a statement, Governor Ted Strickland noted that Ohio is committed to providing every student with the skills and knowledge that will help them succeed after graduation in a fast-moving world where jobs are constantly advancing. “It’s no secret that companies look for new employees who are innovative, think critically, and know how to solve complex problems,” Strickland said. “We’re preparing our students for the cutting-edge jobs of the modern economy.”
OEA agrees and will support this effort as educators work to update Ohio curriculum and teaching strategies through House Bill 1 reform initiatives, Frost-Brooks said.
Along with Governor Strickland and State Superintendent of Public Instruction Deborah Delisle, the initiative is supported by ranking members of Ohio’s House and Senate Education Committees, the state Board of Education of Ohio, the Ohio Board of Regents, the Ohio Education Association, the Ohio Federation of Teachers, the Buckeye Association of School Administrators, the Ohio Associations of Elementary and Secondary School Administrators, the Ohio STEM Learning Network, netTrekker, the KnowledgeWorks Foundation and others.
Join the conversation @OhioEA and Like Us at OhioEducationAssociation
###
The Ohio Education Association (ohea.org) represents 121,000 teachers, faculty members and support professionals in Ohio’s public schools, colleges and universities.
CONTACT: Michele Prater
614-227-3071; cell 614-378-0469, praterm@ohea.org
H1N1 Lesson Plan
PBS has crafted some lesson plans on H1N1, designed for grades 10-12 in Secondary Life Science, Biology, Health, and Current Events – https://www.pbs.org/education/. Students will:
- Utilize prior knowledge to answer questions about viruses and form a definition of the term virus.
- Participate in a class simulation to learn about how viruses spread, often without the knowledge of those who are infected.
- Discuss what they know about H1N1 flu, sometimes called swine flu and check the accuracy of their facts using primary sources related to the topics and classroom discussion activities.
- Examine the process used for developing disease fighting vaccines using primary sources and classroom discussion activities.
- Create projects that illustrate what they have learned about viruses, H1N1 flu, and the threat of a worldwide pandemic.
- Share their projects with classmates to demonstrate their learning.
Are you planning any lessons on flu? Teaching students how to properly wash their hands? Or perhaps a lesson on pandemics? Share your ideas and resources with colleagues.
Member Resource Guide 2009
Use this guide as an overview to help you make the most of your OEA Membership. Within, you’ll learn more about:
- Ways to Become Involved
- Fighting for Public Education
- OEA Staff, Leadership, and Board of Directors
- OEA Higher Education Benefit
- Awards and Scholarships
- Valuable NEA Member Benefits and Services
Throughout our more than 150-year history, OEA members have been involved in every struggle and effort to advance the finest of America’s dreams: a quality public education for every child.
If you have additional questions, contact us at 1-844-OEA-Info (1-844-632-4636) or send us an email to: membership@ohea.org.
Moved recently? Contact the OEA Member Hotline to update the address on file at 1-844-OEA-Info (1-844-632-4636) or email, membership@ohea.org. Representatives are available Monday-Friday, from 8:30 a.m. to 6 p.m. | OhioSchools — Past Issues
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