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Ohio Association for Career and Technical Education

Career TEchnical AND Adult Education News

  • July 01, 2014 3:23 PM | Ohio ACTE (Administrator)

     MFG DAY is a nationwide career-readiness event.  Manufacturers across Ohio, and throughout the entire country, are holding open houses designed to showcase manufacturing in action and to highlight manufacturing’s vital role in regional and national economies.  You and your students are invited! Register to attend one or more open houses by visiting www.mfgday.com.  Check this list often as new open houses are added daily.  Students under age 18 must be accompanied by an adult or participate as part of a school group.

     

    Here’s what educators have said about MFG DAY . . .

    “Students and teachers see how math, science, engineering, and problem solving tie into real-world applications.”

    “I can see the relationship between STEM and manufacturing and what types of careers are available in the manufacturing field.”

    “I can go back to the classroom with teaching activities I can use with my students.”

    “This will help me build a relationship with the industry.”

     

    Make plans now to participate in national MFG Day on October 3.
  • June 02, 2014 7:29 AM | Ohio ACTE (Administrator)

    Register now for the Annual Ohio Association for Career and Technical Education Conference.  Don't miss break out sessions and opportunities to interact with colleagues from all areas of CTE at the only statewide conference for all career-technical educators.

    Register today!

  • May 30, 2014 6:39 AM | Ohio ACTE (Administrator)

    US Senator Rob Portman (R-Ohio) is one of three Senators urging President Barack Obama to establish a Presidential Career and Technical Scholars Award program to better recognize and value the efforts of American students who have chosen CTE pathways.

     

    "Career and technical education (CTE) programs are a proven method to prepare secondary and postsecondary students with the rigorous academic and technical skills needed to compete in today’s global economy and to further their education,” the Senator wrote. “It is in our national interest to not only provide all students access to rigorous CTE programs of study, but to also encourage high attainment by CTE students.” 

     

    The current U.S. Presidential Scholars program, which was created by President Lyndon B. Johnson by Executive Order in 1964, honors graduating high school seniors for academic excellence, artistic accomplishments, and civic contributions but does not recognize excellence in career and technical education programs.  Portman is a  strong supporter of expanding CTE programs and recognizing the importance of better equipping American students with the skills needed to succeed in today’s 21st century workforce.

     

    Read the text of the letter to President Obama here.

  • May 30, 2014 6:11 AM | Ohio ACTE (Administrator)

    Pioneer Pipe, Inc. in Marietta has a unique apprenticeship program, cooperating with local schools, including Mid East Career and Technical Center and Washington Career Center.  In its second year, the program has been successful due to the cooperation with the schools, great instructors and involving parents, said Dave Archer, Board Chairman of Pioneer Pipe.

     

    The program provides advanced welding training for seniors selected by the schools and provides training that leads into an apprenticeship and future employment.

     

    On May 28, Mid-East Career and Technology Center Educators hosted local legislators Sen. Troy Balderson (R-20) and Sen. Lou Gentile (D-30) to meet with Pioneer Pipe business leaders and students to learn more about the program and its impact on the local economy.

     

    Pictured here with Mid East CTC students are (from left) Pioneer Pipe COO and CFO Matthew Hilverding, Sen. Balderson and Sen. Gentile (on right) with Pioneer Pip Board Chairman Dave Archer.

     

  • May 28, 2014 11:51 AM | Ohio ACTE (Administrator)

    2014 graduates set to take on the world and it's challenges equipped with their career-technical education that will provide a foundation for their future success.

     

    Read about their success and plans for the future.

  • May 28, 2014 11:41 AM | Ohio ACTE (Administrator)

    On May 21 lawmakers announced that they reached a deal to improve the nation’s workforce development system through new legislation, the Workforce Innovation and Opportunity Act (WIOA). The bill, which will now be considered by both the House and Senate, modernizes and improves existing federal workforce development programs, helps workers attain skills for 21st century jobs, and fosters the modern workforce that evolving American businesses rely on to compete.

    WIOA represents a compromise between the SKILLS Act (H.R. 803), which passed the House of Representatives in March 2013 with bipartisan support, and the Workforce Investment Act of 2013 (S. 1356), which passed through the Senate Health, Education, Labor, and Pensions (HELP) Committee with a bipartisan vote of 18-3 in July of 2013.

    A one-page summary of the legislation can be found here.

     

    Click to read the entire Press Release

     

     

  • May 28, 2014 11:03 AM | Ohio ACTE (Administrator)

    According to  a recent article in the Wall Street Journal, CEOs and corporate recruiters say there is a large skills gap threatening productivity and growth when it comes to finding the workers they need. Apprenticeships seem to be the solution to the problem, but employers and state legislators have been unconcerned when it comes to creating them.

     

    According to the Wall Street Journal article, a main hindrance is the widely held view that young people should stay in school and then get a job.

     

    Supporters of apprenticeships argue that merging on-the-job training, related education and benchmarks can be done in any occupation and they note programs in states such as South Carolina and Wisconsin as producing encouraging results.

     

    To read the entire article, click here.

     

    Ohio career-technical educators recognize the importance of apprenticeships and "on the job training" said Christine Gardner, Ohio ACTE Executive Director. CTE has always emphasized hands-on education and has many successful partnerships with businesses that participate in educating students, she said.  Pioneer Pipe has a successful program that provides welding training.  Recently the program was highlighted to local legislators to illustrate their importance.  Read more here.

     

     

     

  • May 23, 2014 6:42 AM | Ohio ACTE (Administrator)

    The Senate Education Committee on May 20 reported its draft of House Bill 487, or the “Education MBR,” and included several provisions that would impact career-technical education.  Of note, the bill retains language requiring all districts to provide CTE “to students enrolled in grades seven through twelve” unless they are granted a waiver by the Department of Education for grades seven and eight.  Assuming that the Governor signs the bill into law early this summer, this CTE expansion for seventh and eighth graders as currently written would be effective for the 2014-2015 school year.  The bill also extends the Common Core opt-out provision to students entering ninth grade by July 1, 2016 rather than July 1, 2014.  However, the reported bill does not include House’s language permitting secondary and postsecondary institutions to agree to college credit plus funding terms that fall below the $40 funding floor.

    The latest iteration of the bill also incorporates the Senate’s version of Senate Bill 229 (teacher evaluations).  As we have summarized previously, the Senate’s version of SB 229 (1) permits districts to evaluate “accomplished” teachers once every three years and “skilled” teachers once every two years, (2) permits boards to reduce the student academic growth measure to 35% of the total evaluation score, and (3) permits boards to elect not to evaluate teachers who were on leave for 50% or more of the school year or have submitted notices of retirement by December 1 of that school year.

    • Additionally, the reported version of the bill:
    • Requires boards to approve policies for career advising and identifying students at risk of dropping out by the beginning the 2015-2016 school year, not the 2016-2017 school year
    • Permits a board to enter into an MOU with a teachers’ union stating that the value-added progress dimension used for the 2014-2015 school year will not be used when making decisions regarding teacher dismissal, retention, tenure, or compensation.
    • Permits boards to use proceeds from the sale of district real property for the construction or acquisition of permanent improvements.
    • Changes “school safety plans” to “emergency management plans,” and makes several changes to related policy requirements.
    • Prohibits ODE from requiring districts to administer state achievement assessments in an online format for the 2014-2015 school year, and permits districts to use the online format during that year at their discretion.
    • Changes the state report card calculation for the overall value-added progress dimension score to be the higher score of either (a) up to three years of value-added data or (b) data from the most recent school year. 
    • Removes the provision that ODE only use data for students who have taken assessments at the school for at for the two most recent school years for value-added purposes.

    Creates committees to review and evaluate the common core standards and respective assessments in English, math, science, and social studies.

    The reported bill will move to the Senate floor for consideration.  Ohio ACTE will continue to follow these and other CTE-related provisions and will keep members posted with updates as they become available.

  • May 15, 2014 10:48 AM | Ohio ACTE (Administrator)

    Bill Bussey, superintendent of Mid-East Career and Technology Centers, will be the next state director of career-technical education.  He will begin August 1.

     

    "I am very excited to be the next State Director of  Career-Technical Education. I believe the timing is right for expansion of CTE  for middle school, high school, and adult students in Ohio," he said.

     

    Bussey spent 14 years as superintendent at Mid-East, was a teacher at  Bloom-Carroll schools in vocational agriculture, a supervisor at C-TEC in Licking County and an adult education director.

     

    He is a past president of Ohio ACTE and has been active in many career-technical education organizations in leadership positions.

     

    He replaces Steve Gratz who was promoted to Senior Executive Director
    Center for Student Support and Education Options at the Ohio Department of Education.

     

  • May 14, 2014 12:32 PM | Ohio ACTE (Administrator)

    The Teacher Evaluation Legislation continues through the Legislative process with more tweaks.  The House Education Committee submitted a substitute version of Senate Bill 229 the week of May 12 regarding teacher evaluations. 

     

    The Committee’s earlier substitute bill from March made sweeping changes to the Senate’s version and included many new provisions (see below for Senate version changes).  The bill’s most recent iteration contains minor changes to the provisions from the March version, but it generally retains much of the same language. These changes generally apply to all school districts and are not specific to career-technical education programs.


    Of note, the House Education Committee’s latest substitute bill:

    • Does not exempt from collective bargaining the requirements for receiving/renewing a Department-issued credential to serve as an evaluator.
    • Expressly permits collective bargaining on a district’s decision to use student surveys.  This provision only applies to the board’s decision of whether or not to use surveys, however, and the alternative evaluation framework and the specific instruments remain outside of the scope of bargaining.  
    • Delays the use of student surveys as an evaluation component until the 2016–2017 school year.
    • Permits student surveys to count for “up to” 20% of the total evaluation score as opposed to the previous all-or-nothing approach. 
    • Provides that teacher performance and student academic growth measures must account for the rest of the evaluation score at equal percentages (e.g., 10%  student surveys + 45% teacher performance (observations) + and 45% student academic growth = Evaluation Score).
    • Reinstates the Senate’s language giving boards authority to evaluate teachers who receive a rating of “accomplished” or “skilled” on their most recent evaluation once every three years (current law provides option for once every two years). 
    • Requires all teachers not subject to formal evaluation to receive academic growth measure scores, and provides that boards must evaluate any teacher in the year following his/her receipt of a “below average” or “least effective” academic growth score. 
    • Allows boards to choose not to evaluate a teacher when he/she has been on leave for 50% or more of the school year (previous version set the bar at 70%). 
    • Removes the requirement that teachers receiving an “effective” rating on their most recent evaluations must prepare and implement an improvement plan.
    • Requires the Department of Education to develop student academic growth standards by July 1, 2016 that include (1) a method to calculate student growth using data from a single school year and (2) a method to calculate student growth from multiple school years that is “consistent and standardized statewide” if existing data is insufficient to produce an accurate score.
    • Removes language prohibiting a district from assigning students to teachers who have been rated “ineffective” for two consecutive years.
       
      Ohio ACTE Legislative Counsel will continue to follow the progress of this bill and provide  updates as they become available.

    Prior House Committee Changes:

     Late last year, the Senate unanimously passed its version of Senate Bill 229 with two goals in mind: (1) increasing board flexibility with regard to teacher evaluations and (2) enabling boards to decrease the weight of value-added funding to 35% at their discretion.  A broad group of education-related entities - including OEA, OFT, OSBA, OASBO, BASA, Ohio ACTE, and OACTS - supported the bill’s limited approach to amending aspects of the Ohio Teacher Evaluation System (OTES).  The Senate passed this version of the bill within one month of its introduction.


    The House Committee introduced a substitute bill that makes significant changes to the Senate’s version.  Specifically, the Committee’s bill alters each of the Senate’s changes to the evaluation system while adding many new provisions.
     
    With regard to the Senate’s proposed changes to the evaluation system, the substitute bill:

    • Removes the reduced 35% value-added weighting option from the Senate’s bill.  Instead, the bill creates an alternative framework that includes student surveys that would allow student growth to account for 40% of the total evaluation score.  In short, the new framework will be comprised of 40% student growth, 40% teacher performance, and 20% student surveys. 
    • Delays the use of student surveys as a separate evaluation component until 2015, and requires Department of Education approval for all student surveys. 
    • Removes the Senate’s language permitting a district to evaluate an “accomplished” teacher once every three years (rather than once every two years), and instead creates a new condition that the teacher’s academic growth measure must exceed “average” in order for a district to bypass its annual evaluation requirements.  (Note: This language is technically not necessary, as the bill’s new evaluation rating chart already establishes that an accomplished teacher cannot attain such a score without an average score on student growth.)  This same condition applies to districts that elect to exempt “skilled” teachers from a formal evaluation. 
    • Requires boards to provide an observation and conference to “accomplished” or “skilled” teachers if they opt not to evaluate them during a school year, but removes the Senate’s language permitting student surveys or self-evaluation tools in addition to the observation and conference. 

    New Provisions:

    • Creates five ranges of scores for student academic growth (formerly 3). 
    • Creates the new evaluation rating of “effective” (i.e., between “skilled” and “developing”).
    • Requires at least one formal observation of a teacher to be unannounced. (Note: Accomplished and Skilled teachers who are exempt from formal evaluation would likely only have one unannounced observation during the year.)
    • Prohibits districts from assigning students to teachers who have been rated ineffective for two consecutive years.
    • Prohibits districts from assigning students to student teachers who have been rated as developing or ineffective for the prior school year.
    • Establishes that teachers with ten or more years of experience may only be rated developing once if they are designated as having least effective or below average growth.  After receiving a developing rating, the district must rate teachers as ineffective if they attain these designated scores on the evaluation components.  Teacher transfers between districts will not impact this requirement.
    • Requires K–12 assessments to determine student growth in English, math, social studies, and science.  Such assessments will be used for the student growth portion of a teacher evaluation.
    • Expands evaluator credential training requirements and requires all individuals seeking licensure as superintendents, assistant superintendents, principals, vocational directors, administrative specialists, or supervisors in specified areas receive training on teacher evaluations.
    • Requires the State Board to develop a comparable framework for principal evaluations that must be incorporated into district principal and assistant principal evaluation policies.
    • Exempts new bill provisions from terms of collective bargaining agreements as of the bill’s effective date.

Ohio Association for Career and Technical Education

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(614) 890-ACTE (2283)
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