Oklahoma Schools Struggle with

Teacher Shortage

Volume XII • No. 5 • September/October 2014

A Publication of the Oklahoma State School Boards Association

2014Officers and BOARD OF DIRECTORS

District 1 Mike Ray, Guymon Roger Edenborough, Goodwell

District 2 Terry Graham, Burlington Wesley Crain, Fargo

District 3 Willa Jo Fowler, Enid Cheryl Lane, Frontier

District 4 Mike Mullins, Sand Springs Ruth Ann Fate, Tulsa Cheryl Kelly, Broken Arrow

District 5 Don Tice, Oologah-Talala Rodney Schilt, Adair

District 6 Dr. Dan Snell, Norman Frances Percival, Millwood Ron Millican, Oklahoma City

District 7 John D. Tuttle, Kellyville Keith Sandlin, Shawnee

District 8 Brenda Barney, Wagoner Jere A. Gibson , Fort Gibson

District 9 Dr. Floyd Simon, Jr., Clinton James Smith, Leedey

District 10 Beth Schieber, Okarche Jackie McComas, Anadarko

District 11 Donna Ronio, Lawton Karol Haney, Cache

District 12 Ed Tillery, Whitebead Pat LaMascus, Wynnewood

District 13 Roy Justice, Mannsville Tony Hawkins, Madill

District 14 Dee Lockhart, Haworth Kevin Blake, Battiest

District 15 Dr. Joe Williams, Meridian Tech. Center Dustin Tackett, Caddo-Kiowa Tech. Center

Dr. Floyd Simon, Jr. - President Clinton

Mike Mullins - President-Elect Sand Springs

Roger Edenborough - First Vice President Goodwell

Don Tice - Second Vice President Oologah-Talala

Willa Jo Fowler - Immediate Past President Enid

John D. Tuttle - NSBA Board of Directors Kellyville

The Oklahoma State School Boards Association offers services that support, safeguard and

advocate for Boards of Education in order to improve public education.

OKLAHOMA SCHOOL BOARD JOURNAL

Shawn Hime Executive Director and Editor

Christy Watson Director of Communications and Marketing and Editor

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Volume XII • No. 5 • September/October 2014

Solutions Needed for Oklahoma Teacher Shortage ......... 3

Presidential Ponderings ....................................................... 5

School News From Around the Country .......................... 6

When Should a School District Notify Law Enforcement Authorities? ................................................... 7

Oklahoma Unemployment Law Update............................ 9

Haworth School Board Receives Arts Award ................. 11

Focus on: Oklahoma Teacher Shortage ........................... 12

It's Policy: Removing People from School Premises ...... 15

The Goal: An Effective Teacher in Every Classroom ..... 16

Emergency Certification of Teachers ............................... 17

OSSBA Partners .................................................................. 19

Delegate Assembly Report ................................................ 22

The Conference 2014 Awards and Honors ..................... 23

Board Member Resource Materials Order Form ........... 25

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Over much of the last decade, Oklahoma has been all in on reform. We’ve raised high school graduation requirements. We’ve required students to take more tests. We’ve told our teachers and principals they have to do more and perform

better if they want to keep their jobs. We’ve changed the academic standards, only to change them back again.

Our state and its leadership have instituted these changes in the name of helping students while largely overlooking what research tells us is the most important in-school factor in improving student achievement: teachers.

In this issue of the Journal, you learn more about what we found when we tried to understand just how bad the teacher shortage is. The main takeaway is that districts are struggling mightily to fill positions, and the shortage isn’t unique to a particular part of the state or size of school. Schools are in a desperate struggle not to just fill positions but to make sure an effective teacher is leading every classroom.

This year’s shortage is critical, but it isn’t an anomaly. In a report released in May, the Oklahoma Office of Educational Quality and Accountability pointed out the growing problem. Oklahoma lost more than 1,300 teachers between the 2009-2010 and 2011-2012 school years at the same time the student population was on the rise. The result was one of the highest student-teacher ratios in two decades, according to the agency’s annual report on schools.

Our state is asking schools to make sure every child is reading at grade level by the end of the third grade. Teachers want that, too. But how is a school supposed to achieve that goal when they can’t find a qualified teacher?

We want our students to excel in math and science so they are well prepared for the future. Can we do that when schools can’t find a chemistry or trigonometry teacher?

Policymakers want accountability for our schools. Accountability goes both ways. It is the responsibility of policymakers to make sure public schools have the resources they need to provide the education we all want for our students. The most importance resource our

schools have is teachers – there just aren’t enough of them.

Short-term relief measures might include streamlining the certification process for teachers who are certified in other states and easing the financial earning restrictions on retirees.

Oklahoma also needs a long-term strategy to produce, recruit and retain the high-quality teaching force parents want and students deserve. That likely will mean creating a better compensation package for educators and incentives to recruit students into the education field and entice them to stay in Oklahoma to teach.

In this issue, we’ve included recommendations from the local school officials who participated in For the People: A Vision for Oklahoma Public Education. For much of the last two years, groups of school board members and superintendents worked through research and best practices about how to make sure every child has a highly effective teacher. These recommendations are not the only possible solutions, but they do provide a great base of discussion for tackling this enormous problem.

This problem is not going away, and we must keep the conversation going. School board members and local school officials must talk locally about strategies to improve recruitment and retention. You must also talk to your community and legislators about how the shortage is impacting the children of your district.

State officials, higher education and common education must work together on solutions. It’s not a matter of political rhetoric but rather a matter of political will. Anything less than an outstanding teacher in every classroom is simply unacceptable. n

Shawn Hime, OSSBA Executive Director

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The reduced prices will save districts over $200 in fees associated with the placement of your school district’s policy manual online. In future years, all the district would pay is the annual hosting fee. Please contact Julie Miller at juliem@ossba.org or call 888-528-3571 for more information.

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OnlinePolicyProgram

a service of the Oklahoma State School Boards Association

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Presidential Ponderings

Dr. Floyd Simon, Jr. was elected as President of OSSBA at the Delegate Assembly, Aug. 23, 2014. He is a board member from Clinton Public Schools and serves as the District 9 Director for OSSBA.

I can’t imagine a more critical job than making sure Oklahoma children can dream big about their futures and then equipping them to achieve those dreams.

We’ve all seen and heard the news swirling around public education in Oklahoma. The uncertainty over the future of Oklahoma’s academic standards and the related revocation of the state’s No Child Left Behind Waiver has left our schools and its leaders with more questions than answers on critical policy issues. Add to that the election of a new Superintendent of Public Instruction, and it’s no wonder those of us working at the local level feel so much uncertainty.

Students like those I serve in Clinton aren’t worried about waivers and elections. We know what they need. And no matter what might be happening in the halls of the state education department or at the ballot box, they need us to focus on their classrooms.

We have to hire the right person as a superintendent to provide strong leadership. We have to ask the right questions, understand where our districts are doing well and determine where our districts need to improve. We have to prioritize resources to provide support in the areas where it’s most needed. We have to engage our communities in all of these endeavors that are absolutely critical to student success. As local leaders, we must stay focused when the education world around us seems a bit adrift.

Those of you who attended The Conference 2014 in August and the Oklahoma State School Board Association’s recent regional meetings received an introduction to an exciting project that’s two years in the making. For the People: A Vision for Oklahoma Public Education can help local

school leaders and communities maintain their focus on student success.

With its focus on seven areas that impact student learning, For the People can serve as a starting point for discussion in your school district and community about where your schools are in the context of student success, where you want your schools and students to go and ways to get there.

The project acknowledges that public education must improve to reach the goal of a high-quality education for every student. It seeks to create and protect quality learning experiences for all students; to rebuild trust and support for public education; to engage community stakeholders in the success of our public schools;

to communicate a clear and effective vision for public education in our state; and to invite everyone into the discussion while recognizing the leadership role of public school and community leaders in driving education policy. It’s no secret that an educated citizenry is key to the future success of our state and breaking the cycle of generational poverty that has a chokehold on so many of our children.

I challenge each local school leader in our state to visit www.forthepeopleok.com for resources on this project. Lead the discussion in your community about creating a new vision for public education. It’s your responsibility. n

Here is what I know for sure: It has never been more important for my fellow school board members across the state and the educators we work with to keep focused on doing what’s right for students.

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Christy Watson, OSSBA Director of Communications and Marketing

Americans Favor Local Control of Schools, Survey SaysThe 46th Annual PDK/Gallup Poll of the Public’s Attitudes Toward Public Schools shows that more than half of Americans – 56 percent – say local school boards should have the greatest influence in deciding what is taught in the public schools. “As the leading advocate for public education, public support of the school board governance model is of upmost importance to the National School Boards Association,” said Thomas J. Gentzel, NSBA Executive Director. “The findings provide us with great insight on Americans’ support for local community public schools and state school board associations. Americans’ opinions on federal oversight and the public’s opposition to federal involvement have significant implications for our system of public education.”

For more details about the 46th Annual PDK/Gallup Poll of the Public’s Attitudes Toward the Public Schools, visit www.pdkpoll.org.

California Student Privacy Protections ApprovedCalifornia lawmakers passed the nation’s toughest law

surrounding student privacy and the disclosure of online data.

The bill requires stiff security measures for education technology data, forbids advertising based on school

information and prohibits creating student profiles unless used for education purposes. While school districts face federal limits on the disclosure of student

data, the same rules don’t necessarily apply to outside firms that might manage school district and student data.

Many technology companies express concern about the bill, saying existing rules already protected student privacy. Proponents say the bill will force companies to provide more data encryption.

Arkansas Studies Teacher Salaries

Arkansas is studying possible plans to raise teacher salaries, with the price tag ranging from $2 million to nearly $7 million. The cheapest plan – at a cost of $2.35 million – would pay to raise the starting salary of new teachers from $29,200 to $31,000 and raise the base pay of all teachers with at least 15 years of experience, according to the Arkansas Democrat-Gazette. The most expensive of the three plans presented recently to lawmakers would provide districts with $15 per student earmarked for teacher salaries at a total cost of about $6.9 million.

Texas School Funding System Ruled Unconstitutional AgainA Texas judge said the state’s school finance system is unfair and rendered it unconstitutional. It’s the second time the judge has made such a declaration.

State District Judge John Dietz said lawmakers have until next summer to craft a system to “cure the constitutional deficiencies.”

The case is expected to end up at the Texas Supreme Court for a final determination.

At issue is the overall level of funding and whether Texas’ “Robin Hood” system provides a fair and efficient method for distributing funding among schools. The system is designed to help equalize funding between wealthy and poor districts.

Several hundred districts initially sued the state because they said budget cuts left schools without enough money to properly educate students. n

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It is a reality that incidents occur on school district premises that might be a violation of criminal law. School district officials often are concerned about whether to notify law enforcement authorities outside of the school district, as opposed to just notifying parents and imposing discipline, as warranted.

All school district officials and employees must fully understand their individual and absolute obligation to notify the Oklahoma Department of Human Services if they have reason to believe a student has been the subject of abuse or neglect.

Other provisions in Oklahoma law also require notification in certain circumstances, and changes in statutes in the 2014 legislative session expand these requirements.

Gang Activity: Any school employee who has reason to believe that a child under the age of eighteen (18) years is involved in gang activity must notify the person designated by the school district to receive this information. If no one has been officially designated to receive this information, the employee should report it to the principal. Upon receiving such report, the person designated by the school district may report the matter to the nearest local law enforcement agency. 70 O.S. § 5-146.1.

Truancy: In a prosecution for truancy, it is a defense of the parent to prove that the parent has made a reasonable effort to attempt to get the child to school, but the child won’t comply. If the court accepts that defense and does not convict the parent of truancy, the court must notify the school district’s attendance officer of that fact.

The school district’s attendance officer is then required to notify the District Attorney of that fact, so that the District Attorney can commence the filing of a Child in Need of Supervision Petition against the child, pursuant to the Oklahoma Juvenile Code. 70 O.S. § 10-105.

Likewise, if a child is absent without valid excuse four (4) or more days or parts of days within a four-week period or is absent without valid excuse for ten (10) or more days or parts of days within a semester, the attendance officer of the school district shall notify the parent, guardian or custodian of the child and immediately report such absences to the district attorney in the county wherein the school is located for juvenile proceedings. 70 O.S. § 10-106.

Bullying: The school district policy on bullying must contain procedures for reporting to law enforcement all documented and verified acts of bullying. 70 O.S. § 24-100.4.

Suicide and violence: During the 2014 Session, the Oklahoma Legislature passed a law which provides that school personnel shall be immune from employment discipline and any civil liability for calling the 911 emergency telephone number, law enforcement or the Department of Human Services if they believe a student poses a threat to themselves or others or if a student has committed or been the victim of a violent act or threat of a violent act. 70 O.S. § 24-100.7.

Student alcohol and drug use or possession: Any public school administrator, teacher or counselor having reasonable cause to suspect that

continued on page 8

Stephanie Mather, OSSBA Director of Legal Information and Staff Attorney

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A p p l i c a t i o n s

A p p e a l s & A u d i t s

R F P s & T e c h P l a n s

R e a s o n a b l e R a t e s

simplifying E-rate

1101 Stadium Drive, Ada, OK 74820 Tel 580.332.1444 Fax 580.332.2532 www.kelloggllc.com

technology

a student is under the influence or has in his or her possession low-point beer, alcoholic beverages, or a controlled dangerous substance, who reports such information to the appropriate school official, court personnel, community substance abuse prevention and treatment personnel or any law enforcement agency, pursuant to the school’s policy shall have immunity from any civil liability. Further, school authorities shall immediately deliver any controlled dangerous substance, removed or otherwise seized from any minor or other person, to a law enforcement authority for appropriate disposition. 70 O.S. § 24-132.

Firearms: Every school authority must immediately report the discovery of a firearm not otherwise authorized by law to be possessed, or a firearm not authorized to be possessed on school district property, to a law enforcement authority and deliver any weapon or firearm, removed or otherwise seized from any minor or any other person not

authorized by law to possess a firearm on school district property, to a law enforcement authority for appropriate disposition. 70 O.S. § 24-132.1.

Library information concerning minors: Any public library, including school district libraries, must immediately report to law enforcement authorities ny suspicious requests for records of minors that may be indicative of criminal intent. 65 O.S. 1-105.

Crime against students: During the 2014 Legislative Session, the Oklahoma Legislature passed the Parents’ Bill of Right Act. 25 O.S. § 2002. Among other things, that Act requires that school districts honor the parents “.. right to be notified promptly if any [school] employee ... suspects that a criminal offense has been committed against the minor child by someone other than a parent, unless the incident has first been reported to law enforcement and notification of the parent would impede

a law enforcement or Department of Human Services investigation. This paragraph does not create any new obligation for school districts and charter schools to report misconduct between students at school, such as fighting or aggressive play, that is routinely addressed as a student disciplinary matter by the school.”

Naturally, school districts should notify parents of such incidents.

Whether to report an assault or school violence to law enforcement is often a judgment call. However, a few circumstances call for immediate law enforcement involvement. If the intentional assault results in a child needing medical attention, notify law enforcement. If the assault is in any way gang related, notify law enforcement. If the assault involves a weapon, call law enforcement. Anytime school personnel are assaulted during school activity, law enforcement should be contacted. n

When Should a School District Notify Law Enforcement Authorities?continued from page 7

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Last legislative session, one major house bill changed much of our unemployment laws. Some are new; some were amended. Either way, they go into effect on Nov. 1, 2014. Here is what you need to know about changes in our state's unemployment laws:

Misconduct certification online for claimants - Last year, section 2-203 was amended to require all claimants to affirmatively certify that information they give to the OESC is true, correct and complete. This section was amended again this year to require the OESC to provide this certification online and at any site.

Basically, it was recognized that most unemployment claims are filed online as compared to years' past when most claims were filed in person at local offices. This certification will be completed online (and has been set up so already). This becomes part of the claim record.

OESC Misconduct review - A new section of law was created (2-406.2) that directs the OESC to make rules to effectuate an annual review and report of five percent (5%) of its misconduct cases to be provided to legislative leadership. Lack of work and voluntary quit claims are more straight-forward than misconduct claims; this review will provide a look at a representative sample to see what's happening with these types of claims.

Major misconduct definition changes - Once

again, the definition of "misconduct" in section 2-406 was amended this year. The intent was to be more employer-friendly, although a strict reading of the statute would lead one to believe it's actually less employer-friendly. We will have to see how it actually plays out.

From now until Oct. 31, the definition of "misconduct" includes, but is not limited to, the following:

• unexplained absenteeism or tardiness;• willful or wanton indifference to or neglect

of the duties required;• willful or wanton breach of any duty

required by the employer;• the mismanagement of a position of

employment by action or inaction;• actions or omissions that place in jeopardy

the health, life, or property of self or others;• dishonesty;• wrongdoing;• violation of a law; or• a violation of a policy or rule adopted to

ensure orderly work or the safety of self or others.

Beginning Nov. 1, 2014, the definition of "misconduct shall be limited to the following:

• Any intentional act or omission by an employee which constitutes a material or substantial [breach] of the employee's job

continued on page 10

OPSUCA Dollar$ & Sen$e Jessica Sherrill, Director of OPSUCA (Unemployment) and OSSBA Staff Attorney

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duties or responsibilities or obligations pursuant to his or her employment or contract of employment;

• Unapproved or excessive absenteeism or tardiness;

• Indifference to, breach of, or neglect of the duties required which result in a material or substantial breach of the employee's job duties or responsibilities;

• Actions or omissions that place in jeopardy the health, life, or property of self or others;

• Dishonesty;• Wrongdoing;• Violation of a law; or• A violation of a policy or rule

enacted to ensure orderly and proper job performance or for the safety of self or others.

Two new subsections were added as well to section 2-406:

C. Any misconduct violation as defined in subsection B of this section shall not require a prior warning from the employer. As long as the employee knew, or should have reasonably known, that a rule or policy of the employer was violated, the employee shall not be eligible for benefits.

D. Any finding by a state or federal agency of any failure by the employee to meet the applicable civil, criminal or professional standards of the employee's profession shall create a rebuttable presumption of such misconduct, and benefits shall be denied, unless the employee can show, with clear and convincing evidence, that such misconduct did not occur, or the [OESC] determines that such failure did not constitute misconduct as defined herein.

Quitting for Compelling Family Circumstances - The definition of "immediate family member" in section

2-210 has been amended. This section allows unemployment benefits for employees who quit work for their own illness or that of an immediate family member. This definition has been expanded to include dependent children (which no longer have to be under the age of 18) in addition to claimant's spouse and parents.

Late Response by Employer for Good Cause - Section 2-503 has been amended to add in a clause that an untimely employer objection to a claim for unemployment benefits may be allowed for good cause shown. There has been no leeway in the past on a late response, so this will add a tiny bit of flexibility. From experience, common scenarios like not checking the mail during a school break or forgetting to respond are not good cause according to the OESC. However, a late response due to some unforeseen event would most likely be considered good cause. n

Oklahoma Unemployment Law Update 2014continued from page 9

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Haworth is a rural, agricultural community with a high level of poverty. We live and work in the extreme southeastern corner of our state, more than 150 miles from any metropolitan area in Oklahoma, Texas or Arkansas. A trip to the museum, ballet, or symphony is a drive of at least three hours. Finances, distance and low visibility of artists and art events combined to make the arts a low priority. That’s changing, thanks to the Haworth Board of Education.

Personnel, facilities and supplies present a significant challenge. Art and music classrooms were designed to house math and science classes, art shows shared space on cafeteria walls, and stages served as storage rooms. Structured art or music curriculum for elementary grades was non-existent. At the secondary level, arts opportunities were slim: choir (grades 7-12), three art electives (grades 9-12) and one semester each of art & music for seventh graders.

Scheduling changes mean our certified art teacher now serves grades PK-12, putting all of our elementary students in a weekly, structured art class. Grants bring guest teaching artists to our classrooms. The district converted the auditorium lobby into an art gallery, where artwork on display is protected, no longer damaged or “added to” by passersby. High school students learn not only how to create an

art project, but also how to mat, label and hang it for a professional show. Little ones tour the gallery, learning how to experience a museum exhibit without damaging it. We welcome the community into the gallery for receptions, classroom exhibits and special events. The district also is working to exhibit local artists’ works in gallery shows as well.

High school art added a photography class that’s catching on like wildfire. Secondary arts instruction has added stage (rock) band, concert band and drama as elective options. The growth continues, with a part-time band director on board in 2014-2015. With 90 percent of elementary students in a weekly, structured class and twice-a-year performances, music is bringing joy and the community onto our grounds on a large scale.

Far more than just providing arts resources and personnel, the school board’s commitment is changing the culture in our community. Arts faculty present regularly at board meetings, administrators attend theater productions, the nurse drills actors on their lines, and even the basketball coach stands in the gallery and is amazed. Finally, and most important, when we bring board members a project and say, “Can you help us do this? We have a child who needs it,” the board says, “Yes.” n

by Superintendent Ted Brewer

The Haworth School Board received the 2014 State Superintendent’s Award for Arts Excellence, School Board Award. Pictured from left to right are: Ted Brewer, Superintendent; Darrell Buzan, Board President; Charles Lewis, Board member; Clay Citty, Board Member; Shawn Hime, OSSBA. Board members not pictured are: Dee Lockhart & Vic Marsh.

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In theory, the dollars and cents of what the Reydon school district pays its teachers makes them among the most well compensated in the state. Last year, every employee received a $5,000 Christmas bonus. The district goes well beyond the minimum when it comes to benefits, too. Teachers receive free dental insurance and a $50,000 life insurance policy. Those draws alone aren’t always enough. After all, Reydon doesn't have much of a night life or an easily accessible WalMart.

Housing in this tiny, aging town that borders the Texas panhandle is hard to come by, too. The school district owns 17 modular housing units, a double-wide trailer and a house. Seven of the district’s teacher live rent-free in the housing. They are responsible for utilities.

Superintendent Paul Drouhard rents the remaining housing to families — a boost to the school district’s enrollment.

But when his high school science teacher took a job closer to her home

in a neighboring town, what Reydon could offer in the way of incentives came up short. The school’s principal has a science certification. A retired math teacher came back to help. Together, the pair are making sure students receive the science education they need.

“You would think all of these things would really help” attract teachers, Drouhard said. “These incentives might bring some people from a neighboring districts to work here. But it’s not enough to convince anyone to choose the teaching profession. As long as they have other choices, not even a $2,000 raise is going to change that.”

THE NUMBERSThe details vary, but the theme is much the same in towns and cities throughout Oklahoma. Too few teachers are applying for open vacancies.

During the first two weeks of August, the Oklahoma State School Boards Association surveyed school districts and found:

• Districts reported more than 800 teaching vacancies.

• More than half of districts with vacancies said they have sought emergency certification for teachers who aren’t fully qualified to teach the subject and/or grade level for which they were hired.

• About half of the districts also said they will use long- or short-term substitute teachers to fill vacancies.

• Even many districts that reported no vacancies said they have hired short- and long-term substitutes in place of full-time teachers.

• The shortage is hitting districts of all sizes in every area of the state.

• Special education is the most difficult teaching area to fill, followed by elementary education, high school science and high school math.

• A handful of districts offer incentives to improve teacher recruitment and retention, but most districts do not, citing financial constraints.

• Not only are local school officials deeply concerned about the scarcity of applicants, they are

Christy Watson, OSSBA Director of Communications and Marketing

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worried about the quality of educators who do apply.

OSSBA released the survey in late August to widespread media attention. The next week, the state Education Department approved 193 emergency certifications – the most ever in a single month and almost the same as all of last school year. The department also approved 71 emergency certifications in August and 78 in September.

“Local school officials have been saying for a while that finding qualified teachers is difficult,” said Shawn Hime, executive director of the OSSBA. “This survey put actual numbers to the problem — and the results should concern every parent and policymaker in the state. Having a highly qualified teacher in every classroom is the most effective strategy for academic improvement, but as a state, that’s not where we’ve chosen to invest our time, energy or resources. It’s short-sighted because it limits the effectiveness of any other plan Oklahoma puts it place.”

The goal of the survey was to put hard data to what local school officials have been saying for some time: a train wreck is upon us. Districts have cut fine arts programs when they couldn’t find teachers. They’ve turned to online training programs despite concerns about quality and whether students will miss out on influential teacher-student relationships. And officials are concerned many of the teachers they have hired are ill-prepared at a time when educators are being expected to raise the bar for students.

In the words of Choctaw-Nicoma Park Superintendent Jim McCharen: “We’re doing a little bit of everything to fill vacancies. None of them are good for kids.”

Earlier this year, the Oklahoma Educator Workforce Shortage Task Force issued its initial recommendations. One of its chief

recommendations was the Oklahoma State Regents for Higher Education conduct an educator supply and demand study. A key area of focus was to identify whether the most critical issue is one of retention – convincing teachers to stay in the profession – or recruitment – that perhaps the state simply isn’t producing enough teachers to meet the demand. Of course, the other alternative is the possibility that both are true. The study isn’t yet complete.

Meantime, the task force made several other recommendations:

• Develop a paid internship with significant mentorship and support for teacher candidates from traditional and alternative routes while completing their program and/or certification requirements. This could include replacing the traditional student-teaching experience with a multi-semester internship emphasizing co-teaching and other supports.

• Provide flexibility to the Oklahoma State Board of Education to certify traditionally prepared teacher candidates through alternative pathways on a case-by-case basis when unusual and/or extreme circumstances arise.

• Allow districts to develop local policies that provide opportunities for retired educators to return to the education profession without loss of retirement benefits.

• Reinstate the Teacher Residency Program, or offer a modified

form of support, mentorship, and coaching for new teachers (including alternatively certified teachers) and those with professional growth needs. Consider current research on mentorship when making modifications to the Teacher Residency Program.

• Provide opportunities for teacher career advancement, such as mentor/master teachers, teacher coaches, and instructional leaders,

including additional state funds for stipends paid by districts that implement such strategies.• In order to retain effective teachers, there must be additional professional development related to implementation of current initiatives and reforms. Without limiting funds provided to districts for discretionary professional

development, target additional state funding for professional development to statewide academies and competitive grants. Provide research and best practices to districts in selecting high-quality professional development.

Though the recommendations were issued before the legislative session began, the ideas had little traction at the state policy level. The recommendations are similar to some of those proposed by local school officials as part of For the People: A Vision for Oklahoma Public Education, a project jointly coordinated by OSSBA and the Cooperative Council for Oklahoma School Administration. For now, though, relief for local school officials remains elusive.

Joe Kitchens, the longtime superintendent of Western Heights Public Schools in south Oklahoma City, has no doubt Oklahoma’s students are paying the price for a lack of bold

continued on page 14

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action to stem the shortage. Last year, one of his principals felt forced to hire an underprepared middle school math teacher because of a lack of applicants. The teacher lasted six weeks, and no replacement was available. The school put two classes of students together and hired an aide to help the math teacher.

“A good, quality teacher is absolutely essential. That is the core of what makes a difference in the classroom and in academic achievement,” Kitchens said. “When we can’t have the type of people we need, that our children need, it impairs the whole business of student learning.”

STIFF COMPETITIONReality is districts are fighting each other for the limited supply of teachers. Greg Gregory, superintendent of Gage Public Schools, lost two teachers to nearby Woodward Public Schools as school ended last school year. Then he recruited two teachers from Woodward to Gage.

“Woodward was offering a sign bonus, which was convincing for our two teachers who left. But then I hired their teachers who were looking for a smaller environment,” he said. “We’re all just robbing each other.”

Collinsville Superintendent Lance West told the Tulsa World said he couldn’t find a Spanish teacher so students must either take an online course or pursue the class at Tulsa Community College. The article prompted an applicant, who is teaching Spanish thanks to an emergency certificate.

“This year has been by far the worst,” West told the newspaper. “I’ve noticed other districts offering incentives but we just can’t afford that. I would give anything to be able to do that.” n

A Vision for a High Quality Teacher in Every ClassroomRecommendations from For the People: A Vision for Oklahoma Public Education• Recruit top high school graduates to

become education majors.o Provide monetary incentives

in order to recruit top teacher preparation graduates into the teaching profession in Oklahoma.

o Provide monetary incentives to recruit teachers from other states and other professions, to adjust policies and regulations to allow other professionals to successfully transition to education, and to invest resources and align policies to retain teachers.

• Establish one set of standards to provide more consistency in teacher preparation programs from college to college, focus more intently on methodology, and ensure adequate clinical practice.o Align teacher certification to

reflect research-based practices to improve teacher effectiveness.

• Implement a strong statewide “new teacher” mentoring program that is focused on supporting and retaining teachers in the first three years of their careers.

• Incrementally add days into the school calendar for systemic and comprehensive professional development.

• To ensure effective school leadership, bring together experts in the areas of state, university, and local school leadership development to review successful administrator preparation programs characteristics (including possible program redesign, accreditation, recruitment subsidies, internship supports, mentoring, and professional development academies) and recommend a concrete plan and provide a sustainable, sufficient funding mechanism to improve the entire system of recruitment, preparation, and development of school leaders.

• Sustain the Oklahoma Teacher Retirement System so that teachers view a career in Oklahoma as a long-term investment.

• Review state regulations and

policies regarding hiring practices for districts and, if needed, propose revision of these policies to provide more local control and flexibility in governing of districts, including hiring and district fiscal efficiency. Adjust policies to allow for sharing of teachers and resources as needed or provide mechanisms to support districts to provide fast-track certification methods.

• Provide greater flexibility to local school districts to exercise a high level of decision-making authority about the most effective strategies for the expenditure of funds to enable all students to graduate successfully, yet maintain accountability for efficiency in expenditure of public funds. o Provide monetary incentives to

recruit teachers from other states and other professions, to adjust policies and regulations to allow other professionals to successfully transition to education, and to invest resources and align policies to retain teachers.

• Revise the guidelines for teacher preparation to require substantial and adequate clinical experience during preservice teacher preparation and all teacher preparation routes as well as a focus on pedagogy using research-based practices. o Require and support a change in

requirements to include clinical experiences (for a minimum length of one semester) for all entering the profession.

o School districts and universities will jointly design and supervise strong, clinical practice collaborations and will offer incentives to schools that act as clinical settings for teacher candidates.

• Reshape Oklahoma policies and strategies related to professional development and instructional improvement to support teachers’ engagement in effective and sustained professional development.

Teacher Shortagecontinued from page 13

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It’s Policy Julie L. Miller, OSSBA Deputy Executive Director and General Counsel

A parent arrives at school, visibly upset, to discuss the alleged mistreatment of their child by school personnel. In the course of the discussion, the parent threatens several school employees and asks if you (the superintendent) would like to go out to the parking lot to discuss the matter like grown men. What should you do? Well, definitely do not go to the parking lot to try to “settle” this person’s grievance with physical force. Attempt to defuse the situation as best you can without physical force.

A member of the city council arrives at school and wishes to view certain classroom activities. The councilwoman is very agitated when she is told by the administration that classrooms are not open to the public. The principal asks for your assistance as the councilwoman is very visibly upset and she has threatened to call the mayor and the chief of the local police force to come mandate that she be allowed into her “granddaughter’s” classroom to review the teacher’s performance. Again, attempt to defuse the situation as best you can by explaining that classrooms are not open to the public nor are they open to the parents/grandparents of children in that classroom to view.

Your secretary is involved in a very heated phone call. She places the caller on “speakerphone” so that you can hear the verbal abuse and inappropriate language that the caller is utilizing when requesting information from the secretary as to their child’s attendance. You are aware that this is a parent who is currently involved in a child custody dispute. However, the language and treatment of your secretary is not appropriate.

In all of these scenarios, the individuals have interfered with the peaceful, orderly conduct of school activities. The only statutory power that a superintendent in Oklahoma has is the ability to remove people from school premises who are interfering with the peaceful, orderly conduct of school activities. 21 O.S. §§ 1275, 1276. These are criminal statutes that contain sanctions if the person attempts to return to the premises or fails to leave upon being notified to do so. In a situation wherein a parent is threatening harm to staff or students, it would be very prudent to have that person removed from school premises. You may also wish to remove people from the premises when they have verbally abused staff.

Once a person has been removed from the premises, they are entitled to appeal the decision of the superintendent/principal to the board of education or an appeals committee that has been established via your school district’s policy on removal from school premises. It is mandated that your school district have a policy which outlines the appeals/grievance process for someone who has been removed from the premises. If you utilize the OSSBA policy services, your policy will be located at GJ-P in your policy manual.

In the past three years, we have seen an increase in the number of people that have been removed from school premises for misconduct. n

Following is a sample letter for administrators to utilize should the need arise to remove someone from school premises.

Mr./Mrs. _____:

On or about _____ __ 20__ your inappropriate and potentially criminal behavior has interfered with the peaceful conduct of activities at ______ Public Schools. As a result, I am hereby providing you with notice that you are no longer allowed on the premises of ______ Public Schools as per 21 O.S. §§ 1375 and 1376. This prohibition will be in existence for six months. You are entitled by law to appeal my decision to the ______ Board of Education, a copy of the policy regarding this appeal is attached for your review.

If you return to school premises prior to the expiration of the six month period, the district attorney may charge you with a misdemeanor as per 21 O.S. § 1376. If you choose to appeal this decision, you may enter ______ School property for the hearing before the board of education. The decision of the board of education at that hearing is final.

Sincerely,

Superintendent

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Michael Barlow, Barlow Education Management Services

There is a misconception among some people about the TLE rating scale. At first blush, the five-point TLE rating system may seem to resemble an A through F scheme:

Superior Highly EffectiveEffectiveNeeds ImprovementIneffective

If that were to be true, effective would be a C. No teacher wants to be a C teacher, no principal wants a building full of C teachers, and certainly, no parent wants his/her child instructed by a C teacher. But an effective teacher is not someone doing C work.

In reality, the five-point rating scale just happens to have five levels. It is a creation of the Legislature, which could have created only a four-point scale or even a six-point scale. The five-point system is simply an arbitrary ranking of a teacher in regard to a set of evaluation criteria.

The actual goal of the TLE is to have an effective teacher in each and every classroom. Think how positive it would be if a principal could say that “all the teachers in my building are effective,” and if a parent could say that “all of my children’s teachers are effective.” With that as a goal, we in the education community must do all we can to make that a reality. An effective

or better teacher is our goal, and our energies and resources should be directed toward achieving that level of excellence.

The TLE system adopted by the state and implemented by local districts through the Tulsa or Marzano models emphasizes the goal of effectiveness. The law requires assistance and guidance for teachers who are less than effective. The law requires administrators to provide opportunities for improvement and the assistance necessary to achieve that improvement. This form of assistance normally results in a personal development plan or a plan for improvement.

These plans are road maps to effective performance. In the plan, the principal first spells out the area(s) of deficiency. These are taken directly from the respective evaluation model, Tulsa or Marzano, being used by the local district. The Tulsa model has 20 indicators upon which a teacher’s performance is rated, and the Marzano model has 60 indicators to gauge the teacher’s level of effectiveness.

Once the principal has identified the areas in need of improvement, the plan explains the desired level of performance. This enables the teacher and principal to focus on the ineffective areas of performance and match them against the goals necessary to achieve effectiveness. Communication at this

point of the plan is crucial. Both the teacher and principal must view the plan as a helpful document and not one designed to ultimately terminate the teacher.

A very important segment of the plan is the area that details the assistance to be provided by the administration and the school district to help the teacher improve and reach the effective level. This assistance varies depending on the area of the evaluation model that has been rated as less than effective. It might include providing a video series to be viewed by the teacher and then discussed with the principal as to the instructional strategies that the teacher believes he/she might be able to implement in the classroom. The assistance may include assignment of a mentor, a highly effective or superior teacher, to the teacher in need of improvement with the goal of sharing ideas and providing some guidance in instruction. Possibly, assistance could be provided by assigning an instructional coach to the less than effective teacher to work on specific areas in need of strengthening.

The major point is we don’t discard less than effective teachers; we work in a variety of ways to help them improve. The job market is tight and replacing teachers is difficult. It is in school districts’ best interests to help teachers improve and become effective. To play on a goal stated earlier regarding an effective teacher in every classroom, wouldn’t it be wonderful if the governor and legislature could state that we have an effective teacher in every classroom in Oklahoma? Also, it would be great if they could point with pride to the hundreds of millions of dollars they provided to the school funding formula to help achieve excellence. n

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In light of the significant teacher shortage that is impacting Oklahoma’s public education system, one option that school administrators have to consider is the use of the emergency certification process for teachers. More than 300 emergency certifications have been approved this year by the State Board of Education.

Emergency certification can be requested when a school district has been unable to find an appropriately certified person for an open position. The process begins with a request by the Superintendent for an emergency certification application from the Oklahoma State Department of Education.

The following information is available on the Oklahoma State Department of Education website. Your school district can utilize the following as a checklist in determining whether a vacant teaching position could be filled via the

emergency certification process.

Procedures for Emergency Certification Requirements• Emergency application • $50 check for processing • A letter on district letterhead

explaining why the request needs to be made with the Superintendent’s signature.

• Updated resume from the applicant • Official transcripts (if not already

on file) • Documented proof of the job

posting which shall include two of the following: advertisement placed in a local newspaper, advertisement posted through a local college or university, or job posting on the district website.

• Verification that the applicant has either passed the requested subject area test or is registered for the next available test date.

• Applicants approved for an

emergency certificate who have never been certified must have a current Oklahoma State Bureau of Investigation (OSBI) AND Federal Bureau of Investigation (FBI) fingerprint-based criminal history record check processed by the Professional Standards Section before a certificate will be issued.

The application and all supporting documents must be received in Professional Standards at least two weeks before the State Board of Education meeting that month. Any completed application packet received within two weeks of the State Board of Education meeting will be held over until the next month’s meeting.

Further Pertinent InformationAll applicants must be in compliance with Oklahoma state income tax laws BEFORE a teaching credential can be issued. n

Julie L. Miller, OSSBA Deputy Executive Director and General Counsel

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the conference 2014

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Delegate Assembly Report

The Delegate Assembly of the Oklahoma State School Boards Association meets once a year during the OSSBA/CCOSA Annual Conference to vote on legislative goals and position statements, constitutional and by-laws changes, as well as to elect officers for the OSSBA board of directors and present awards to members of the Legislature.

This year we are proud to report that 126 boards of education and 140 delegates were present for Delegate Assembly. Each member school is permitted one voting delegate, and for those schools that have a member on the OSSBA board of directors, they are permitted an additional delegate- the Director and another board member. Apart from the state and federal legislative goals that were adopted at Assembly, the delegates unanimously approved to change the word “district” in the constitution to “region.”

The officers elected were as follows:

Dr. Floyd Simon Jr., Clinton Public School District and Region 9 Director, automatically ascended to the position of President.

Mike Mullins, Sand Springs Public School District and Region 4 Director, automatically ascended to the position of President-Elect.

Roger Edenborough, Goodwell Public School District and Region 1 Director, was elected to the position of First Vice President.

Don Tice, Oologah-Talala Public School District and Region 5 Director, was elected to position of Second Vice President.

Willa Jo Fowler, Enid Public School

District and Region 3 Director, automatically became Past President.

This year, OSSBA was proud to recognize two legislators for their outstanding public

service and dedication to Oklahoma public education. Representative Katie Henke (R), House District 71 in Tulsa, and Representative Todd Thomsen (R), House District 25 in Ada, were both presented with the Legislator of the Year award. Rep. Henke finished serving her first term in the House of

Representatives and among her many successes during her freshmen term was the passage and historical override of the Governor’s veto of House Bill 2625, amending the Reading Sufficiency Act. Rep. Todd Thomsen, Majority Whip, has been a champion of public education long before he became a Representative and continues to work tirelessly and diligently in collaboration with educators and parents to make Oklahoma’s public schools the best they can be. Both representatives are great friends and supporters of OSSBA, and we thank them for their service. n

The Oklahoma State School Boards Association will pursue a forward-looking legislative agenda to improve public education in Oklahoma, school board members from across the state decided at the 2014 Delegate Assembly as part of this year’s annual OSSBA-CCOSA conference.

Delegates unanimously approved the slate of goals put forward by the OSSBA Board of Directors’ government relations committee. The goals are:

State Legislation• Develop and implement a

long-term funding plan to equip schools with the tools and resources to improve student achievement and produce college- and career-ready students.

• Adopt a teacher compensation plan that allows Oklahoma schools to recruit and retain high quality teachers for every classroom.

• Develop a balanced statewide assessment system that measures individual student growth and provides real-time data that is readily available.

• Statewide accountability system for all public schools that includes

valid, research-based indicators of student growth.

• Create a new funding formula for alternative education based on current student data (currently based on 1997 data).

Federal Legislation• Reauthorize the Elementary

and Secondary Education Act (ESEA) and replace the flawed accountability system with one that appropriately utilizes a student growth model and allows for local flexibility in determining the best use of federal funds.

• Increase technology funding through E-Rate and modernize the program to reflect today’s technological realities.

• Support the Local School Board Governance and Flexibility Act to maximize decision-making authority at the local level.

The goals will drive the work of OSSBA’s legislative advocacy efforts leading up to and throughout the 2015 legislative session. They also relate to many of the recommendations in “For the People: A Vision for Oklahoma Public Education.” A PDF of the goals is available at www.ossba.org.

Christy Watson, OSSBA Director of Communications & Marketing and Rooney Virgin, OSSBA Director of Legislative Services & Staff Attorney

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Each year, the Oklahoma State School Boards Association selects five board members for the All-State School Board, and one of the honorees also is selected for the prestigious Buddy Spencer Leadership Award. A school board member also is selected to receive the Distinguished Service Award. In addition, the Barbara Lynch Community Partner award honors a community member or organization that supports and works with their local school district.

Distinguished Service AwardJim Cossairt, Commerce Public SchoolsNominator: Kenny Smith, Vice President, Commerce Board of Education

Jim Cossairt has been active on the Commerce School Board since 1994, serving in a variety of positions. During his board service, Cossairt advocated for a variety of bond issue projects

to improve the district’s infrastructure and was instrumental in the development of many district policies. Cossairt also attended OSSBA trainings and meetings and met with the state’s congressional delegation in Washington D.C. about education.

“Jim was a very dedicated to supporting students’ needs by ensuring all students were offered the best possible education in Commerce Public Schools,” said Kenny Smith, the board’s vice president.

All-State School Board and Buddy Spencer Leadership Award

Dr. Floyd Simon Jr., Clinton Public SchoolsNominator: Kevin Hime, Superintendent, Clinton Public Schools

Since 1989, Dr. Floyd Simon Jr. has worked to improve Clinton Public Schools as a member of the school board. Simon, a local dentist, is the board’s longest serving member. Superintendent Kevin Hime said Simon leads by example and also has used his contacts through the University of Oklahoma Alumni Association to help Clinton students pursue higher education. Simon also is 2014-2015 president of the Oklahoma State School Boards Association

“His presence at board meetings ensures every aspect of difficult decisions has been thoroughly considered for the best interests of our students,” Hime said. “He is genuinely concerned with not only the student’s well being, but their experiences while they are under the care of Clinton Public Schools.”

All-State School BoardW. Scott Abbott, Fort Gibson Public SchoolsNominator: Derald Glover, Superintendent, Fort Gibson Public Schools

W. Scott Abbott has served on the Fort Gibson

A highlight of The Conference 2014 was honoring Oklahoma school board members for their outstanding service and recognizing a group of community partners that went above and beyond serving their local school district.

the conference 2014

Christy Watson, OSSBA Director of Communications and Marketing

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School Board since 2001. He is active in the local Rotary Club, band booster club, soccer booster club and

serves on a variety of local and state boards. Fort Gibson superintendent Derald Glover describes Abbott as “the consummate public school board member who understands the role and purpose of the school board.” He said Abbott’s expertise in business and insurance and attention to legislative issues regarding information make him invaluable.

“I have told many people that the true strength of our school has come from the great leadership our board of education has provided,” Glover said. “Scott Abbott is at the core of that sound leadership.”

All-State School BoardRuth Ann Fate, Tulsa Public SchoolsNominator: Keith Ballard, Superintendent, Tulsa Public Schools

Ruth Ann Fate joined the Tulsa Public Schools Board of Education in 1996 and has served on the board of directors for the Oklahoma State School Boards Association since 2010. Fate’s children attended Tulsa Memorial High School, and she now has grandchildren in the district. Superintendent Keith Ballard describes Fate as “an advocate for providing a quality education to all students in the district” and said she has worked to make that happen. Board Vice President Leigh Goodson describes Fate as “the mother of our school board.”

“Her focus is always the students, and she will be the first in every conversation to make sure we are

focused on students first. It is always about the kids,” Goodson said.

All-State School BoardBobby D. Smith, Fairview Public SchoolsNominator: Eva Martens, school board member, Fairview Public Schools

Bobby D. Smith was just 22 years old when he was appointed to serve the remainder of his late father’s

term on the Fairview school board. After three years on the board, he turned his attention to other endeavors but joined the board again in 1995 and has served continuously since. Smith has served as the board’s vice president for 13 years. Smith is a 1969 graduate of Fairview schools and owns the Fairview Sale Barn, where he has been known to hire local high school students. School board member Eva Martens said Smith often contributes to school projects through his business and encourages others to do the same.

“Bobby is not just a board member but a patriot and advocate for our school system,” said Fairview schools Superintendent Rocky Burchfield. “He leads by example and always has the school’s best interest at heart.”

All-State School BoardGlen Cosper, Moore-Norman Career Technology CenterNominator: Jane Bowen, President, Moore-Norman Technology Center

Glen Cosper has served on the board for the Moore-Norman Technology Center since 2005 following two terms on the school board for Moore Public Schools. Cosper was born and raised in south Oklahoma City, where he graduated from U.S. Grant High School. He remains active on the school’s alumni board in addition to other service with civic organizations, including the south Oklahoma City

Chamber of Commerce and Moore Public Schools Foundation. Cosper served as the 2009-2010 president of the Oklahoma Association of Technology Centers and on the governor’s task force on school violence. Jane Bowen, superintendent of the technology center, said Cosper always goes “the extra mile.”

“He uses every opportunity to become a better, more informed board member,” she said. “His unwavering commitment to MNTC has garnered Mr. Cosper the respect and admiration of his fellow board members, MNTC administrators and staff.”

Barbara Lynch Community Partner Award

Police and Fire Departments in Del City, Forest Park and Midwest CityNominator: Pam Deering, Superintendent, Mid-Del Schools

When Mid-Del Schools went about explaining to the community their plans for a safety and security bond issue, their public safety partners stepped up. Police and fire officials in Del City, Forest Park and Midwest City helped school officials assess needs, created opportunities for district personnel to meet with community groups and spoke in support of the bond issue plans.

Department officials also supported a variety of programs, including a school resource officer at Midwest City High School, active shooter training for district staff and consulted on the district’s tornado plan.

“We know we have wonderful partnerships, but their efforts this year were above and beyond -- knowing that we would all benefit from safe and secure schools,” Superintendent Pam Deering said. n

Order Form

Board Member Resource MaterialsIf you would like to order the Board Member Resource Materials, please complete the form below. Material packets sell for $75.00 each for OSSBA members; $150 each for non-members. Postage will be added if two or more packets are mailed. Packets will be mailed to the office of the school district superintendent unless other procedures are requested. School funds may be used to purchase these packets.

Name ______________________________________________________________________________________________

School _____________________________________________________________________________________________

Address of School ____________________________________________________________________________________

City ___________________________________________________State ________________ Zip ____________________

County _________________________________________________School Phone _________________________________

Number of Board Member Resource Packets ordered ________________________________________________________

To order individual materials, see below:

Publications sell for $15.00 each for OSSBA Members and $30.00 for non-members (postage will be charged for two or more books).

NOTE: These publications are all included in the Board Member Resource Materials.

Quantity Publication

_______ The School Board Member Handbook

_______ Opening (Slightly) the Door to the District’s Accounting System

_______ Employee Interviews: Avoiding Legal Challenges During the Pre-Employment Process

_______ The Oklahoma School Board Meeting Guidebook

_______ Sample Forms and Contracts for Oklahoma Public School Districts

The NSBA/OSSBA publication, Key Works of School Boards Guidebook, is also available for a cost of $25.00 for members and $50.00 for non-members. This publication is not included in the Board Member Resource Materials.

Total Payment Due: ________________________________

Purchase Order Number (if applicable) _________________

For more information, call (405) 528-3571 or (888) 528-3571

FAX this form to: Mail to: OSSBA OSSBA Attn: David Crane Attn: David Crane (405) 528-5695 OR 2801 North Lincoln Boulevard, Suite 125 Oklahoma City, OK 73105

Oklahoma State School Boards Association

NONPROFITORGANIZATION

U.S. POSTAGE PAIDOKLA. CITY, OK

PERMIT NO. 1049

Oklahoma State School Boards Association2801 North Lincoln Blvd., Ste. 125Oklahoma City, OK 73105405.528.3571 • 888.528.3571405.528.5695 fax • www.ossba.org

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