fbpx

We are the OEA

Leading the Way for Children and Public Education

Public Education Matters icon

OEA applauds Governor’s vetoes of cap on Medicaid expansion and charter school measures, but is disappointed by other actions

OEA applauds Governor’s vetoes of cap on Medicaid expansion and charter school measures, but is disappointed by other actions

COLUMBUS – July 1, 2017 – “The legislature’s attempt to put a cap on Medicaid expansion would have had a profoundly negative impact on our students and their families,” said Becky Higgins, President of the Ohio Education Association (OEA). “We strongly support the Governor’s veto of this provision. We urge House and Senate lawmakers to oppose any effort to override this veto. Jeopardizing access to health care for 500,000 Ohioans is unacceptable.”

“We also thank the Governor for holding firm on charter school accountability by vetoing provisions that would have weakened standards for charter school sponsors,” said Higgins.

“At the same time, we are disappointed that the Governor and legislature missed an opportunity to improve the Resident Educator program by eliminating the Resident Educator Summative Assessment (RESA),” Higgins added, “but we appreciate the maintenance of mentoring support for new educators.”

“Lastly, it is unfortunate that the Governor chose to veto the paper testing option for local school districts,” said Higgins. “Without this option, some students will be measured not only by their command of the subject on which they are being tested, but also by their ability to master technology in which they are not always proficient.”

The Ohio Education Association (ohea.org) represents 123,000 teachers, faculty members and support professionals in Ohio’s public schools, colleges and universities

Follow OEA @OhioEA on Facebook, Twitter, YouTube, Instagram, and Pinterest.

Categories

2017 Press Releases
Education Support Professional
Higher Education Faculty
Higher Education Staff
Legislative Issues and Political Action
Local Leader
New Teacher
Non-educator
OEA Member
preK-12 Teacher
Retired Member
Student Member
Vouchers and Charters

Statement from the Ohio Education Association on the House budget

COLUMBUS – April 25, 2017 – “We appreciate the addition of $90 million in education funding in the House budget given the tight revenue situation, and we are glad the House listened to the voices of educators and removed the unnecessary and unworkable teacher ‘externship’ proposal,” said OEA President Becky Higgins.  “We look forward to continuing to work with members of the House and Senate to ensure equitable and adequate funding for all students, no matter their zip code or family income.”

“We also encourage the House and Senate to address Ohio’s looming graduation crisis by incorporating the recommendations of the Graduation Requirements Work Group and State Board of Education in the budget.”

The Ohio Education Association (ohea.org) represents 123,000 teachers, faculty members and support professionals in Ohio’s public schools, colleges and universities

Follow OEA @OhioEA on Facebook, Twitter, YouTube, Instagram, and Pinterest.

Categories

2017 Press Releases
Education Support Professional
Higher Education Faculty
Higher Education Staff
Legislative Issues and Political Action
Local Leader
New Teacher
Non-educator
OEA Member
preK-12 Teacher
Retired Member
Student Member

April 2017 Ohio Schools

  • IN THIS ISSUE
    • Lancaster educators advocate for student success by making sure kids have breakfast at school
    • Huron County locals join together to host a booth at the fair to connect with the community, each other, and to support public education
    • Legislative update, Association news, and more

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. | OhioSchoolsPast Issues

Oh Yes, We’re Social — Join the Conversation!

Categories

Communications and Community Engagement
Education Support Professional
Higher Education Faculty
Higher Education Staff
Local Leader
New Teacher
OEA Member
Ohio Schools Magazine
preK-12 Teacher
Retired Member
Student Member

February 2017 Ohio Schools

  • IN THIS ISSUE
    • Sylvania EA’s story of community collaboration
    • Coverage of the OEA 2017 Advocacy and Organizing Institute, and a look at opposition to Betsy DeVos
    • OEA President Becky Higgins’ message; Ohio’s national education rankings; Legislative update, Association news, and more.

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. | OhioSchoolsPast Issues

Oh Yes, We’re Social — Join the Conversation!

Categories

Communications and Community Engagement
Education Support Professional
Higher Education Faculty
Higher Education Staff
Local Leader
New Teacher
OEA Member
Ohio Schools Magazine
preK-12 Teacher
Retired Member
Student Member

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

Categories

Education Policy and Governing Bodies
Education Support Professional
New Teacher
OEA Member
preK-12 Teacher
Professional Resources
Student Member

December 2016 Ohio Schools

  • IN THIS ISSUE
    • stories of Ohio educators working together to improve student health and achievement, celebrate diversity, and build professional connections
    • Know Your Charter report finds local taxpayers have subsidized charter schools at a cost of more than $1 billion since 2012
    • OEA members provide valuable input on federal Every Student Succeeds Act
    • Educators focus on ways to support GLBT youth at OEA GLBT Issues Conference

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. | OhioSchoolsPast Issues

Oh Yes, We’re Social — Join the Conversation!

Categories

Communications and Community Engagement
Education Support Professional
Higher Education Faculty
Higher Education Staff
Local Leader
New Teacher
OEA Member
Ohio Schools Magazine
preK-12 Teacher
Retired Member
Student Member

Once a Union is Formed

Negotiating a Contract

Once the company recognizes the union (via card check) or the union wins an NLRB election, the company and union must negotiate a contract which spells out terms of employment for those workers eligible for the contract. Usually, the union bargaining team is com-posed of leaders from the organizing commit-tee and union representatives familiar with contracts and bargaining.

Negotiating a contract is referred to as collective bargaining. When relations between unions and management are decent, contracts can usually be agreed to in a relatively short period of time – a few days, a few weeks or at most, a few months. Negotiations that drag on longer than a few months usually do so because a company does not want a contract. Unfortunately, 32 percent of workers in the U.S. who vote for a union for the first time never get a contract.

Enforcing the Contract

A union contract sets forth the terms of employment and a grievance mechanism for dealing with disagreements. A shop steward is the person who assists workers in filing grievances and using the grievance process. The union has a legal obligation to assist workers in the process. A shop steward is usually a worker who has special training in understanding the contract.

Renewing the Contract

Because contracts are for specific periods of time, such as one year or three years, the contract will “come up for renewal.” For most union-management relations, this is a fairly straightforward process. In other situations, it can become contentious.

The traditional way for workers to exercise pressure on a company is to go on strike. This is almost always a last resort for because it is so hard on their families.

Categories

Education Support Professional
Higher Education Faculty
Higher Education Staff
Leadership Tools and Documents
Local Leader
Membership
preK-12 Teacher

Your Right to Organize

The right to have a union, support a union, and engage in union activity is protected by State and Federal law. It is illegal for management to harass, intimidate, punish, or fire anyone for exercising your legally protected right to organize.

From Ohio Revised Code, Section 4117.03 – Rights of public employees:

  1. Public employees have the right to:
  1. Form, join, assist, or participate in, or refrain from forming, joining, assisting, or participating in, except as otherwise provided in Chapter 4117. of the Revised Code, any employee organization of their own choosing;
  2. Engage in other concerted activities for the purpose of collective bargaining or other mutual aid and protection;

From Ohio Revised Code, Section 4117.11 – Unfair Labor Practice:

  1. It is an unfair labor practice for a public employer, its agents, or representatives to:
  1. Interfere with, restrain, or coerce employees in the exercise of the rights guaranteed in Chapter 4117. of the Revised Code or an employee organization in the selection of its representative for the purposes of collective bargaining or the adjustment of grievances;
  2. Initiate, create, dominate, or interfere with the formation or administration of any employee organization, or contribute financial or other support to it; except that a public employer may permit employees to confer with it during working hours without loss of time or pay, permit the exclusive representative to use the facilities of the public employer for membership or other meetings, or permit the exclusive representative to use the internal mail system or other internal communications system;
  3. Discriminate in regard to hire or tenure of employment or any term or condition of employment on the basis of the exercise of rights guaranteed by Chapter 4117. of the Revised Code. Nothing precludes any employer from making and enforcing an agreement pursuant to division (C) of section 4117.09 of the Revised Code.
  4. Discharge or otherwise discriminate against an employee because he has filed charges or given testimony under Chapter 4117 of the Revised Code

Categories

Education Support Professional
Higher Education Faculty
Higher Education Staff
Leadership Tools and Documents
Local Leader
Membership
preK-12 Teacher

Forming a union

Step 1: Initial Contacts

Organizers and employees meet to assess the level of interest among coworkers and determine who might want to take a leadership role in the organizing drive.

Step 2: Building An Organizing Committee

Employees who strongly support OEA representation begin meeting to form an Organizing Committee, a core group of employees who will lead the campaign and be responsible for decision-making and communication leading up to recognition of the union. The committee should be at least 10% of the total workforce and be representative of the overall group.

Step 3: Building Support

When ready, the committee will reach out to coworkers through one-on-one conversations to assess interest. If it is determined that enough support exists, the committee will begin collecting authorization and membership cards. This is how the committee proves that there is enough “interest” to hold an election. Though state law requires only that 30% of the total unit signs cards, we will need at least 65% on cards to file for and win an election.

Step 4: Filing For An Election

Once the committee has collected cards from at least 65% of the unit, they will be submitted to the appropriate agency, either the State Employment Relations Board (SERB), or the National Labor Relations Board (NLRB). The agency will work with the union and management to determine and define the appropriate bargaining unit. They will also verify that there are enough signatures to hold an election.

Step 5: The Election

Once SERB or the NLRB has scheduled an election, employees will receive a ballot in the mail. The ballot will have 2 choices: The Association or No Representative. When the votes are received and counted, a simple majority will win.

Step 6: Bargaining

After OEA wins the election, employees will elect a bargaining team of coworkers to negotiate a first union contract. Along with an experienced negotiator from OEA, the bargaining team is responsible for bringing your priorities to the bargaining table. Once an agreement with management has been reached, all employees will vote on ratification of the contract.

Categories

Education Support Professional
Higher Education Faculty
Higher Education Staff
Local Leader
Membership
preK-12 Teacher

ESP Issues

Privatization

Privatization threatens quality public education by severing the school-community link. Learn more about why it’s a bad idea and learn what we can do to combat it.

ESEA and Paraprofessionals

The most recent reauthorization of the Elementary and Secondary Education Act (ESEA), officially called “The No Child Left Behind Act of 2001,” is far more specific than past versions of the law.  The law’s provisions about testing, accountability and teacher and paraprofessional quality will have a great impact on NEA members. Learn more about how the law affects ESPs.

ESPS Deserve a Living Wage

Attracting and retaining qualified school staff — K-12 teachers, higher education faculty, and education support professionals (ESPs) — requires salaries that are competitive with those in comparable professions. NEA supports a minimum salary of at least $40,000 for all teachers in our nation’s public schools and at least a living wage for every education support professional. NEA also supports higher compensation for higher education faculty and staff. Learn more about living wage campaigns.

Custodial Issues

Budget pressures, aging buildings, school violence, privatization, safety and health concerns – there are a lot of forces having an impact on school custodians. Learn more about what custodians face on the job, and find resources to help do the job better.

Seat Belts, School Buses and Safety

At first blush, the question of whether seat belts should be required on school buses seems obvious. Seat belts save lives in cars, so it seems logical that they would make school buses safer. But it turns out that the question isn’t so simple. Read more about this hot issue.

Results-Oriented Job Descriptions

Currently, job descriptions for too many Educational Support Personnel are inaccurate, dictated without employee involvement, or nonexistent. A new approach, results-oriented job descriptions (ROJDs), can help ESPs achieve recognition of the vital roles they pay, respect for their professionalism, job security, and equitable pay. Learn more about ROJDs in these two NEA publications:

Results-Oriented Job Descriptions describes this new approach to ESP job descriptions.
Results-Oriented Job Descriptions: How Paraeducators Help Students Achieve outlines the process by which new ROJDs can be written to accurately portray paraeducators’ jobs.

Sick Buildings

School buildings have unique features which make them especially prone to indoor air quality (IAQ) problems and “sick building syndrome”:

  • Age of buildings: In the U.S., nearly 90% of schools were built before 1980, and 50% prior to 1960. Although indoor air quality problems can occur in any old or new building, increased risks in older buildings may be due to outdated ventilation systems and older roofs that may leak.
  • Lack of money for renovation and maintenance: Many school districts cannot afford to complete regular maintenance procedures and renovations on older equipment. Failure to do so may provide a catalyst for increased problems with ventilation systems, roofs, and other areas of school buildings.
  • Overcrowding: Almost one-fifth of Americans spend their days in schools. A typical school has four times as many occupants per square foot as an office building. With increased student populations, many schools are overcrowded, with ventilation systems that were not designed to accommodate the high numbers of people occupying the building.

ESPs are the principal people responsible for maintaining buildings to avoid these problems, and for dealing with them when they arise. NEA’s Health Information Network has assembled an extensive set of resources for understanding and addressing IAQ problems in HIN’s Indoor Air Quality pages.

Categories

Education Support Professional
Employment
Higher Education Staff
Membership
OEA Member
Professional Resources