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Ohio Education Association elects new Secretary-Treasurer

Ohio Education Association elects new Secretary-Treasurer

Immediate Release

Portrait: OEA Secretary / Treasurer-Elect Mark Hill

(Columbus) – On Friday, May 11, Mark Hill of the Worthington Education Association, was elected Secretary-Treasurer of Ohio’s largest association of public employees, the Ohio Education Association (OEA).

Hill was elected by OEA’s Representative Assembly, the governing body of the organization. The Representative Assembly is comprised of more than 1,100 elected delegates from local education associations throughout Ohio. Hill will serve a three-year term beginning July 15, 2018. He replaces outgoing Secretary-Treasurer Tim Myers who is term-limited.

Hill is a 30-year middle school math teacher with Worthington City Schools. He has served since 2010 as President of the Worthington Education Association and has been a member of the bargaining team for four contracts. Mark has served as Chair of the Political Action and Finance Committees for Central OEA/NEA and as Chair of the OEA Resolutions Committee. Mark is currently a member of the OEA Board of Directors and is the Chair of the Strategic Priorities Oversight Committee. Mark has served on the board of the State Teachers Retirement System since 2010.

The Ohio Education Association represents 125,000 teachers, faculty members and support professionals in Ohio’s public schools, colleges and universities.

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OEA Says ECOT Students Will be Welcomed in Local Public Schools

The President of the Ohio Education Association, Becky Higgins, said today that parents who are disappointed by the closing of the state’s largest online charter school, the Electronic Classroom of Tomorrow, should consider their local public schools as a viable option for their children.

“I think parents will find a hospitable environment in local public schools,” said Higgins, “where students are taught by dedicated professionals who care deeply about serving the educational needs of the children in their classrooms.  Local public schools provide a stimulating experience for students where they are given every opportunity to reach their full potential. OEA encourages ECOT parents to take a look for themselves.”

The Ohio Education Association (ohea.org) represents 124,000 teachers, faculty members and support professionals in Ohio’s public schools, colleges and universities

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Your Career ABCs: Demystifying Acronyms and Abbreviations

Click here for a printable PDF.

Acronyms-

EMIS Educational Management Information System
eTPES Electronic Teacher Principal Evaluation System
HQT Highly Qualified Teacher
HET Highly Effective Teacher
MRM Multivariate Response Model
OAA Ohio Achievement Assessments
OPES Ohio Principal Evaluation System
OTES Ohio Teacher Evaluation System
PARCC Partnership for Assessment of Readiness for College Careers
RTTT Race to the Top
AIR American Institute of Research
SGM Student Growth Measure
TSDL Teacher Data Student Linkage
SLO Student Learning Objective
SOAR Schools On-Line Achievement Reports Project
TIF Teacher Incentive Fund
TOR Teacher of Record
URM Univariate Response Model
VA Vendor Assessment
VAM Value Added Method
IEP Individualized Education Program
EVAAS/SAS Education Value Added Assessment System-Statistical Analysis System
TGRG Third Grade Reading Guarantee

Definitions-

Educational Management Information System The Education Management Information System is a statewide data collection system for Ohio’s primary and secondary education, including demographic information, attendance, course information, financial data, and test results.
Electronic Teacher Principal Evaluation System The Ohio Teacher and Principal Evaluation Systems (eTPES) is an online educator evaluation system for statewide use by Ohio districts and schools.

Evaluators can* collect and store growth and improvement plans, evidence and documented observations to determine educator performance based upon defined rubrics. The electronic system will follow the framework* for educator evaluation as adopted by the State Board of Education.

*http://codes.ohio.gov/orc/3319.111v2 (G)

Highly Qualified Teacher The actual definition and teacher requirements of highly qualified teacher can be found in §9101 of the Elementary and Secondary Education Act (ESEA), otherwise known as NCLB.

Requires all core academic teachers and instructional paraprofessionals especially those whose positions are paid by Title I targeted assistance funds to meet requirements designated by ODE to meet federal standards.

Starting in 2016-2017, intervention specialists of students eligible for the Alternate Assessment for Students with Significant Cognitive Disabilities in Grades 7-12 will need to comply.

Shift to HET with ESSA*

Multivariate Response Model Multivariate Response Model (MRM) is used for tests given in consecutive grades, like the OAA math and reading assessments in grades three through eight.
Ohio Achievement Assessments The Ohio Achievement Assessments for grades 3-8 measure students’ achievement levels in Reading, Math, Social Studies, and Science.

Previously known as OAPs, OATs, and proficiency tests. Replaced by PARCC in Spring 2014-2015.

Ohio Principal Evaluation System ODE suggests the following model-

Two components, each weighted at 50 percent:

1. Principal performance rating, determined from:

    • A professional growth plan
    • Two 30 minute observations
    • Walkthroughs

2. Student academic growth rating

3. Reported via eTPES

http://codes.ohio.gov/orc/3319.02 (D)(1)

Ohio Teacher Evaluation System Standard 50/50 Framework

Two components, each weighted at 50 percent:

  1. Teacher performance rating, from:
    • A professional growth plan*
    • Two 30 minute observations
    • Walkthroughs
  2. Student academic growth rating

New Alternative Framework– optional (effective 9/11/14)

  1. Teacher performance rating weighted at 42.5 percent, determined from:
    • A professional growth plan;*
    • Two 30 minute observations;
    • Walkthroughs;
  2. Student academic growth rating, weighted at 42.5 percent
  3. One alternative component from the list below, using an ODE approved instrument:
  • Student surveys;
  • Teacher self-evaluations;
  • Peer review evaluations; or
  • Student portfolios.

http://codes.ohio.gov/orc/3319.111v2 and http://codes.ohio.gov/orc/3319.112v2

Partnership for Assessment of Readiness for College Careers One of two consortiums which developed online K-12 assessments in English and math. Will also supply assessments for Science grades 5 and 8, Social Studies grades 4 and 6. End-of-course tests to meet Ohio high school graduation requirements. They are ELA 1 and 2, algebra I, geometry (or integrated math 1 and 2), American history and American government and physical science. All will begin administration in Spring 2015.
Race to the Top Under the American Recovery and Reinvestment Act of 2009 (ARRA), provides funding to States to

  • Develop assessments, to measure student achievement against common standards,
  • Provide administrators, educators, parents, and students with data,
  • Support teacher evaluation systems.
Student Growth Measure Measures student growth which Ohio requires within teacher evaluation, principal evaluation and district grade card reports.  Ohio law allows three types: Value Added, Approved Vendor Assessment and Local Measure (s).
Teacher Student Linkage An online process which ‘links’ teachers to the students to whom they have provided instruction.  Also known as Roster Verification (RV)
Student Learning Objective A student learning objective is a measurable, long-term academic growth target that a teacher sets at the beginning of the year for all students or for subgroups of students.
Teacher of Record The teacher to which student learning is attributed. However definitions differ based upon procedure, purpose and politics.
Univariate Response Model Univariate Response Model (URM) is used when a test is given in non-consecutive grades, such as OAA science assessments in grades five and eight or any End-of-Course tests.
Vendor Assessment A commercial product used to assess student growth.  Law requires ODE to select and approve vendor assessments. If a local uses the vendor’s product, the data must be used within student growth measures.  
Value Added Method Value-added analysis, which originated in economics, is a statistical method which purports to measure the impact schools and teachers have on students’ academic progress rates from year to year. Various models exist.
Education Value Added Assessment System (SAS) EVAAS and SAS builds on methodology developed by Dr. William L. Sanders, and  provides software, data analytics and management to a wide variety of industries including education, government and insurance.
RANDA “ RANDA acquires, manages and utilizes data providing a variety of education intelligence: Student Data (student identification, student demographics, assessments, student growth, course completion, and college readiness), Educator Data (educator identification, educator demographics, professional development/continuing education, Teacher/Student Data Link (TSDL), value added assessment alignment, and teacher effectiveness), and third-party data (community demographics, school climate, early warning data).”

http://randasolutions.com/about/

Local Measures Provided for student growth measure purposes. Currently SLOs and shared attribution have been provided via ODE and eTPES.
Shared Attribution Teachers ‘share’ student assessment results for purposes of evaluation.  
AIR Replaces PARCC for Online State Assessments in 2015
EOC End of Course Exams
ESSA Every Student Succeeds Act (law)
OSA Online State Assessments
OIP Ohio Improvement Plan
CCIP Cycle of Continuous Improvement Plan
CHPT Consistently High Performing Teacher
IPDP Individual Professional Development Plan
CTC Career Technical Courses (sometimes CTC is used for Career Technical College)
LPDC Licensed Professional Development

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Higher Education Membership

The National Education Association puts the strength of 3.2 million members and the experience of more than 150 years of educational advocacy to work for faculty and staff. No other professional organization or union can claim so long and strong a record of effective representation.

The cohesiveness of NEA higher education membership is particularly important now in light of the constant challenges and threats to our professional and economic rights. NEA strongly supports the efforts of faculty and staff to safeguard intellectual freedom, professional integrity, tenure, and the right to a voice in academic governance.

Through its strategic priorities, NEA works to improve teacher quality and student achievement and to increase the capacity of institutions and associations to tackle tough educational and professional issues.

Higher Education Research Center

The Center provides data and other research products to the NEA higher education affiliates. The Research Advisory Committee, composed of higher education leaders and staff, meets twice a year to review products from the Center and to make recommendations about additional research needs.

Legal Advice and Liability Protection

NEA’s legal staff has effectively argued that academic freedom should be recognized as a constitutional right. As a result of NEA litigations, tenure is now viewed as a property right protected by the 14th Amendment.

The Association’s Legal Services Program protects members subject to dismissal or severe sanction and provides legal advice on other issues.

NEA higher education members are automatically protected by a $1 million professional liability policy at no extra cost. This liability insurance protects members in cases that arise from the performance of their professional duties.

National Conference

Each year since 1983, in March, the NEA sponsors the National Conference on Higher Education, which brings together educational and political leaders and experts along with faculty and staff to discuss issues confronting colleges and universities. The theme of the conference each year deals with an issue that is vital to the interests of higher education.

Leadership Development

The day prior to the higher education conference, faculty and staff leaders convene to discuss issues pertaining to governance and to develop leadership expertise. In addition, the NEA sponsors an Emerging Leaders Academy, open through nominations to new or emerging leaders within the NEA higher education community.

Your Professional Resources

As the largest employee association in the country, NEA’s size and resources allow it to provide its higher education members a wide range of free services and resources.

The NEA’s Office of Higher Education, based in NEA’s Constituent Relations Department, coordinates the efforts of staff assigned to higher education activities in other NEA departments. Staff ensure the development and delivery of NEA-sponsored programs for higher education members and affiliates. They assist the states with organizing membership and chapter development through the NEA regional offices, work with higher education governance, and work in coalition with other associations and unions.

For more information about OEA/NEA membership, contact Matt Ides, OEA Organizer, at idesm@ohea.org.

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Ohio Learning Standards

Ohio’s students are instructed on learning standards that were adopted through the legislative process. Students are also assessed according to these standards. To find out more about the Ohio’s Learning Standards, please visit our coalition partnership page with The Ohio Standard at: http://www.theohstandard.org/  Questions and resources regarding the Common Core Standards, Ohio Learning Standards, and developmentally appropriate standards can be found on this site.

Content areas and grade level bands which have identified and articulated standards can be found on the Ohio Department of Education page: http://education.ohio.gov/Topics/Ohios-Learning-Standards

Ohio’s Learning Standards are currently in a revision process. OEA has identified members to serve on the Ohio Learning Standards Advisory Committees for Social Studies, Science, and Financial Literacy. It is important that throughout the revision process, educators and OEA members who work most closely with the content and with students learning the content are acknowledged for their expertise in both teaching and learning.

To provide your feedback on Ohio’s Learning Standards, please select your area of interest on the Ohio Department of Education Standard Revision Overview page at http://education.ohio.gov/Topics/Ohios-Learning-Standards/Standard-Revision-Overview

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Social Media Guidelines for Educators

Dos And Don’ts For Educators

Whether you’re just considering becoming involved with social media or you’ve already established an identity on one or multiple sites, you need to use these channels wisely. OEA has developed the following guidelines on using social media to help protect yourself both personally and professionally.

  1. DO: Know the privacy settings of every channel you use and keep abreast of any changes to them (see Additional Resources). You have to decide for yourself what level of privacy is right for you, however OEA recommends sharing only with people you know personally. For instance, on Twitter we recommend blocking your tweets so only individuals you approve can see them. Taking just a few minutes to establish strict online settings will go a long way toward keeping what you post restricted. Additionally, try to be “anonymous” whenever possible. Don’t include information that could put your identity at risk.
  2. DO: Understand that there’s no such thing as a truly “private” post. Once you publish something through social media, you lose a degree of control over your message. Even if you set your privacy settings appropriately, to be shared only with people you know, your posts can still be captured via screenshot, printed, or copied and pasted into an email and shared beyond your intended audience.
  3. DO: Understand the limits of your First Amendment rights. Free speech rights are fairly limited for educators: their speech is protected only if they speak out as citizens on “matters of public concern” and their speech doesn’t disrupt the school. So matters of personal concern, e.g. social activities, partying, personal gripes, etc., are not protected. Tenured teachers have far greater job security than probationary teachers — they can’t be fired except for “just cause” — but it’s not the First Amendment that protects them.
  4. DO: Learn The Licensure Code of Professional Conduct for Ohio Educators.
  5. DO: Find out if your school or district has an Acceptable Use Policy for the Internet and/or social media. Make sure everything you do online is in keeping with these and other pertinent policies, as well as state and federal laws and regulations. You will be held responsible for what you post both by your school and legal entities. If your school doesn’t have an official policy, take this opportunity to help develop one.
  6. DO: Keep work and play separate. Regardless of your school or district’s policy, never use school property for personal communications. Do not log onto your email on the school’s computer. Do not bring your laptop to school and access the school’s network. Never access your personal email or send texts on your mobile device using the school’s Wi-Fi. Also keep a clear distinction between your personal and professional identities online. Don’t friend students, parents, and people you only know professionally, or otherwise connect with them through your personal account. If you want to use social media professionally, create a separate account for this and maintain appropriate boundaries and language at all times. Alternatively, you could use a social network specifically designed for connecting professionally.
  7. DO: Monitor your own internet presence, so you’re aware of content posted by others about you or content posted by an imposter posing as you. Create a Google alert to notify you when anything about you has been posted. Monitor comments that are posted to your page and your friends’ photographs. Delete inappropriate language or content. If someone “tags” you in an inappropriate photograph, remove the tag and ask the friend to take the photo down.
  8. DO: Contact OEA if you have any questions. If you’re about to publish something that makes you even the slightest bit uncomfortable, feel free to discuss it with your Labor Relations Consultant.
  9. DON’T post profanity, obscenity or anything that depicts you in an unfavorable light, including, but certainly not limited to, any images with you drinking, using drugs, in questionable settings, with disreputable companions, in inappropriate attire, or engaging in illegal activities.
  10. DON’T vent online. Under no circumstances should you ever tell stories about work that include personally identifiable details, such as full names, job titles, addresses, phone numbers, pay, or other information protected by state and federal privacy laws. Even eliminating any specific information about your situation and/or presenting it as a hypothetical puts you at risk.
  11. DON’T post anything related to a student, no matter how harmless you think it is. Never counsel a student online.
  12. DON’T accept an online relationship with anyone who you do not know offline. This is true for everyone, not just educators. Don’t assume Facebook friends of your friends are safe.
  13. DON’T join groups that may be considered unprofessional or inappropriate, and leave any such group of which you are already a member.

 

Additional Resources

Facebook Privacy Settings and Tools: https://www.facebook.com/about/basics
Twitter Support: https://support.twitter.com
YouTube Help Center: https://support.google.com/youtube
Pinterest Help Center: https://help.pinterest.com
Help for Flickr: https://help.flickr.com
How to Create Social Media Guidelines for Your School: http://bit.ly/Lx3bJV
Online Database of Social Media Policies: http://bit.ly/KPYOJA
Download these guidelines.

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Teachers and Children’s Services Investigations

Investigations by Children’s Services are NOT legal proceedings. Therefore, BEFORE talking with ANYONE from Children’s Services, please follow these important steps:

  1. If you are notified that a complaint against you has been filed with Children’s Services regarding your treatment of a student in your care, DO NOT make any statement regarding the allegations until you contact the Association President.
  2. After briefing your local president and principal on the allegations, immediately contact your OEA Labor Relations Consultant (LRC). An attorney will be assigned for any Children’s Services hearings or investigations.
  3. You are NOT entitled to have an attorney for meetings with the administration and parents if Children’s Services is NOT involved. Your local association will provide representation for meetings such as this.
  4. NEVER agree to meet with a Children’s Services representative regarding allegations against YOU as a teacher until you have followed steps 1. and 2. above. You DO NOT have to meet on their schedule and you always have the right to consult with legal counsel. Your future as an educator is at stake – don’t risk it. OEA provides assistance; please avail yourself of that assistance.

Teachers’ Duty to Report to Children Services

Ohio Revised Code Section 2151.421 (Key Provisions)

A.1. (a) — Duty to Report
Persons in certain official positions who know or suspect that abuse or neglect has occurred to a child under eighteen (18) or mentally retarded, developmentally disabled or physically impaired child under age twenty-one (21) shall immediately report that knowledge or suspicion to the county public children services agency or the municipal or county peace officer in the county in which the child lives.

A.1. (b) — People Required to Report
Total of twenty-two (22) are listed including licensed school psychologist, speech pathologist, or audiologist, school teacher, school employee, or school authority.

G.1 — Immunity for Making Report
Persons making the report or participating in the investigation IN GOOD FAITH are immune from civil or criminal liability.

Ohio Supreme Court Decision: Campbell v. Burton (imposing individual liability for failure to perform duty to report known or suspected child abuse)

In Campbell v. Burton, decided on July 25, 2001, the Ohio Supreme Court ruled that a school teacher and her school district could be sued for the teacher’s negligent failure to report her knowledge or suspicion of child abuse to the public children services agency of the jurisdiction.1 In so holding, the Supreme Court reversed the decisions of lower courts that had relied on Ohio’s sovereign immunity law to dismiss lawsuits against teachers and school boards alleging negligent failure to report child abuse.2 The Court held that the abuse reporting statute expressly imposes liability on the individuals designated as mandatory reporters, and thereby creates an exception to sovereign immunity for the teacher and school district. The decision therefore opens the door to lawsuits against school teachers should they have knowledge of possible child abuse and fail to report such knowledge to the appropriate children services agency.

The decision does not expand the mandatory duty of school teachers to report knowledge or suspicion of child abuse; these laws have existed for many years. In this regard, teachers already face the possibility of criminal liability for failure to report suspected child abuse.3The Ohio Supreme Court also noted that individuals who report suspicions of child abuse in good faith are granted immunity from civil and criminal liability pursuant to R.C. §2151.421(G). By granting broad immunity to individuals who report suspicions of child abuse in good faith, the law encourages reporters to err on the side of disclosure in all instances of suspected child abuse.

The decision increases the likelihood of teachers becoming defendants in lawsuits where a third party is the actual child abuser, and the teacher has failed to report her suspicion of abuse. OEA members should be aware that boards of education have a duty to defend and indemnify teachers and other employees from such lawsuits under R.C. §2744.07. Even though school districts have a duty to defend and indemnify employees from such lawsuits, teachers and support staff will still face the burden of litigation, including time and inconvenience required to participate in litigation. The best advice to give teachers and support staff is to always err on the side of disclosure of suspected child abuse to the appropriate children services agency.

1School teachers have a mandatory duty to report knowledge or suspicion of child abuse pursuant to §2151.421(A) of the Ohio Revised Code.
2Ohio’s sovereign immunity statute provides: “In a civil action brought against a political subdivision or an employee of a political subdivision to recover damages for injury, death, or loss to property allegedly caused by any act or omission in connection with a governmental or proprietary function . . . the employee is immune from liability unless one of the following applies: (a) His acts or omissions were manifestly outside the scope of his employment or official responsibilities; (b) His acts or omissions were with malicious purpose, in bad faith, or in a wanton or reckless manner; or (c) Liability is expressly imposed by a section of the Revised Code.”
3A violation of R.C. §2151.421(A), i.e. the failure of a mandated reporter such as a school teacher to report known or suspected child abuse, is a fourth-degree misdemeanor.

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Employee Use of the Internet

In the past several years, OEA has had a rash of contractual and legal issues regarding alleged misuse of the Internet – school and personal. Therefore, we wanted to remind you of the following common sense applications of Internet usage.

  1. You have Internet access at your school, you probably have signed a copy of the District’s “Acceptable Use Policy.” PLEASE READ IT!
  2. Do NOT visit Internet sites from your school computer that would be objectionable if a student saw the information posted there.
  3. Be VERY CAREFUL in your e-mail correspondence to students. Do not send even marginally questionable jokes, notes, etc. to students EITHER from your school computer or from your home computer. Your e-mail correspondence to students should ONLY be classroom-related. In fact, it would be better to e-mail to the PARENT, rather than the student.
  4. Do your best to monitor what students are viewing over the Internet sites in your workplace. Be sure that you have a classroom policy on use of the computers and Internet sites.
  5. Always remember that SOMEONE can read any e-mail you send or receive from the school’s computer.
  6. Illegal use of the Internet and e-mail ARE grounds for termination.
  7. When in doubt, DON’T! YOUR career is at stake!

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Educator Standards Board

The Educator Standards Board is responsible for:

  • Creating teacher and principal standards, and professional development standards
  • Creating standards for license renewal
  • Collaborating with colleges and universities to align teacher prep programs with standards
  • Defining master teachers
  • Monitoring compliance with teacher and principal standards;
  • Researching policies on the profession of teaching and school administration
  • Working with the Department of Education to develop a proposal for a career ladder program
  • Recommending policies to lose achievement gaps among groups of students
  • Creating standards for treasurers and business managers
  • Creating standards for superintendents
  • Developing model teacher and principal evaluation systems
  • Determining a method for measuring student growth

The State Board is required to appoint ten teachers from public schools, one teacher from a chartered nonpublic school, five school administrators, one school board member, one parent representative and three representatives from higher education to the new board.

The nominations for the Educator Standards Board came from teachers’ unions, higher education, and educational associations that represent teachers, administrators, parents and school board members. Membership on this board is voluntary.

The Educator Standards Board can be found online at http://esb.ode.state.oh.us/

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