How to resolve AdBlock issue? 
Education
- Details
- Written by: Editor
This collaborative event includes employers from local school districts, including Anderson Valley Unified, Fort Bragg Unified, Laytonville Unified, Leggett Unified, Potter Valley Community Unified, Round Valley Unified, Ukiah Unified and Willits Unified, as well as from Mendocino College, National University and North Coast School of Education.
Available positions vary, covering a wide range of experience and training, from maintenance positions to behavioral aides and teaching positions.
MCOE Assistant Superintendent Becky Jeffries said, “Everyone’s welcome. We encourage people to bring their current resume, any credentials or licenses required for the position they’re interested in, letters of recommendation and copies of academic transcripts.”
In education, there are two main employee classifications: classified staff and certificated staff. Classified employees fill a variety of roles that do not require a teaching credential. Certificated staff must have specific credentials and sometimes additional licenses, training, or degrees.
Teaching positions require a bachelor’s degree and a teaching credential. For those who have not yet attained a full credential, there are emergency permits available that allow people to be the teacher of record while completing the requirements of a full credential.
Psychologists and speech-language pathologists require a credentials and a master's degree in their respective fields. Some colleges offer internships, allowing an individual work on their master's and credential at the same time.
Waivers can be requested for individuals who are working toward the requirements, provided they meet minimum requirements of applicable degrees and program enrollment.
School nurses require a license and a credential. They can apply for a preliminary credential if they already have a bachelor’s degree or higher and a registered nursing license.
Like other credentialed positions, nursing positions can be filled by those who are pursuing an approved program to clear their credential.
Principals must have an administrative services credential and a teaching credential. Teachers can become principals if they have five years of teaching experience and complete an approved administrative program.
Those interested in attending the job fair can pre-register for this free event at https://www.edjoin.org/Home/Jobs?stateID=24&countyID=23&districtID=429.
- Details
- Written by: California Community Colleges
UC President Janet Napolitano and California Community Colleges Chancellor Eloy Ortiz Oakley signed the memorandum of understanding, “Enhancing Student Transfer,” that immediately initiates a comprehensive effort to guarantee admission for all qualifying California community college transfer students to the University of California’s system of nine undergraduate campuses.
“Further collaborating and coordinating with the California Community Colleges will not only make it easier for qualified students to transfer to the university, it will help ensure that they excel once they arrive,” Napolitano said. “We hope to see the tangible, positive effects of these efforts by fall of next year.”
“Community college students who transfer to the UC campuses do as well, or sometimes better academically, as students who start their studies at a UC,” said Oakley. “This agreement when fully implemented will help more Californians from all backgrounds realize the promise of higher education and move our state forward.”
Under the MOU, students who complete one of the UC pathways and achieve the requisite GPA will be guaranteed a place within the UC system. These guarantees will be in place for students beginning community college in fall 2019.
Existing transfer admission guarantees, known as TAGs, negotiated between a student and an individual campus will be retained.
Where the California Community College Associate Degree for Transfer meets or exceeds the major requirements in a UC transfer pathway for the same major — as determined by the UC Academic Senate in consultation with the California Community Colleges Academic Senate — it will be accepted in lieu of a pathway for purposes of the guarantee.
“Our focus has long been on students’ transfer success,” said UC Academic Senate Chair Shane White. “We want to ensure that good academic preparation is incentivized and rewarded and that transfer students are well prepared academically to succeed once they are at UC. I look forward to the continued work toward this goal by my UC and community college faculty colleagues.”
“Ensuring more community college students not only successfully transfer to UC but also achieve the educational milestone of an associate degree is a win for everyone,” said Julie Bruno, president of the Academic Senate for California Community Colleges. “We look forward to continuing our work with our UC faculty colleagues to create and promote academic opportunities for our students.”
Noting that increasing transfer rates has never been more important for California’s economy, the MOU outlines a series of efforts that each higher education system will undertake to further that goal. These include partnerships and programs that help community college students, especially those from disadvantaged backgrounds, to meet the rigorous academic standards required for UC admission.
“The changing face of the California populace requires a renewed commitment to higher education in ways that advantage students who wish to begin their educational journey at a community college,” the agreement says.
The MOU details several areas where UC and the community colleges will work together to ensure that the agreement meets the goals it has set forth, including efforts to expand the number of associate degrees that would also satisfy UC major preparation requirements. Key to this is the commitment of the joint leadership to work together to identify and secure the necessary resources.
The MOU may be accessed here: https://www.universityofcalifornia.edu/sites/default/files/UC-CCC-MOU.pdf.
The California Community Colleges is the largest system of higher education in the nation composed of 72 districts and 114 colleges serving 2.1 million students per year.
For more information about the community colleges, please visit http://californiacommunitycolleges.cccco.edu/ , https://www.facebook.com/CACommColleges or https://twitter.com/CalCommColleges.
- Details
- Written by: Early Lake Lions Club
LAKEPORT, Calif. – The Early Lake Lions Club of Lakeport hosted four area high school students in a speaking competition recently.
Three independent judges voted Anouk Robison-Defever the winner of the contest where she will go on to competitions at other Lions clubs throughout Lake County.
This competition is initiated by Lions International which chooses the topic and sets the rules for a fair national competition.
All students earn an award toward their school expenses and the competition encourages confidence and the ability to research and speak on a topic, a valuable life skill.
The local club’s winner earned $100 for her efforts with other speakers earning a $25 prize. From here Robison-Defever went on to compete and goes to compete at regional, district and on. The ultimate champion in the Lions’ speaking competition will earn $6500 - a nice down payment on a future career.
Volunteering their time to judge the competition were Brian Martin, County of Lake Sheriff; Karin McKinney, Eye Care Optometrics, Lakeport and Tammy Serpa, Lake County Office of Education.
These judges are part of a long history with this competition which goes back 81 years for the Lions Clubs.
The Early Lake Lions of Lakeport has participated in the competition for 41 of those years.
Lakeport’s Early Lake Lions club is one of 46,000 Lions Clubs around the globe with over 1.4 million members in 200 countries.
The club meets on the first and third Thursdays at 6:45 a.m. at the Lakeport Senior Activity Center.
Being a member is a great way to be a part of the making this community a better place for all – there is a place for any civic-minded individual in the club and anyone interested in being a member can just join us for a meeting to learn more.
The club participates in events throughout the year to benefit the community including providing eyeglasses for children, providing scholarships for high school students and so much more.
More details are available at https://www.e-clubhouse.org/sites/lakeportel/index.php.
- Details
- Written by: Kathleen Maclay
UC Berkeley economist Christopher Walters says in his paper, “The Demand for Effective Charter Schools,” forthcoming in the Journal of Political Economy, that examination of charter middle school enrollment in Boston suggests a need to adjust the schools’ selection processes by expanding parental outreach and education, and targeting neediest students to better realize charter schools’ educational potential while reducing achievement gaps between racial and socioeconomic groups.
He says he was surprised that students with larger achievement benefits are less likely to apply to Boston’s charter schools in the Boston Public Schools, Massachusetts’ largest school district, which boasts an unusually large share of charter students.
Instead, BPS charter applicants tend to have higher socioeconomic status and fewer academic problems than students who do not apply to charters, are less likely to qualify for subsidized lunches, to have special education status, or to be classified as limited English proficient.
“In the literature on school choice programs, it is often assumed that higher-benefit kids will be more likely to opt in to these programs, either because they may be less satisfied with the effectiveness of their other schooling options or because they have some information about whether the program is a good match,” Walters said.
But in Boston, New York and most other cities,” writes Walters, decentralized charter school application systems require parents to take steps beyond the usual school choice process, possibly erecting logistical barriers for some high-benefit families.
Time for a change?
Enrollment in Massachusetts charter schools is open to all students living in the local school districts. Students interested in more than one charter school have to submit an application to each school.
Charter school admissions are determined by a random lottery when applications exceed the number of available classroom seats.
However, in Boston’s traditional schools, lists are maintained of student preferences for schools and a streamlined, single offer is generated for each student.
It turns out, Walters says, that while most charter applicants submit just one application, an offer to enter into a charter lottery increases the probability of charter attendance by 64 points, and a one-mile increase in the distance of an applicant’s residence from a charter school decreases the probability of charter attendance by 2.6 percentage points.
But Walters says his findings “suggest that this is not the right way of thinking about who decides to participate in school choice programs, at least for Boston charter schools.”
The school choice process differs in important ways across American cities, and Walters says that the institutional details could make a difference in terms of who chooses charter schools and other alternative schooling options.
Some cities, such as Denver, for example, are set up where charters and traditional public schools are combined into a single application process, while in Boston the charter application process operates outside the traditional public school choice system.
Walters says that Boston has tried to expand outreach to students who might otherwise be less likely to apply to charter schools. In 2010, Massachusetts passed a law allowing some Boston charter operators to expand to new campuses.
As part of this law, schools were also required to increase recruitment efforts for high-need students, as measured by special education, subsidized lunch status and other factors.
New, as-yet-not-peer-reviewed research by Walters, Sarah Cohodes and Elizabeth Setren looks at the new expansion charter schools, or those allowed to expand existing campuses or to open new schools in the district after being deemed by the state as “proven providers” with track records of success.
The latest study suggests that expansion charters enroll a more representative mix of students and remain as effective as their “parent” campuses.
Charter lessons uncertain
One original motivation for charters was to allow more experimentation with new school models, which seems to have uncovered some very effective approaches and others that are less so, Walters says.
“At the same time, most students still attend traditional public schools and that is likely to remain the case,” he says. “It is an open question how the lessons that have been learned from effective charters in Boston and elsewhere can be generalized to serve more students.”
Most Boston charter schools follow a model that features extended instruction time, strict behavior codes, an emphasis on traditional reading and math skills, selective teacher hiring, and teacher monitoring – a combination that other research indicates boost student achievement. In 2010-2011, some 12 percent of Boston middle-schoolers attended charters, which then numbered 14.
Walters based his “Demand for Effective Charter Schools” research on demographic data including race, sex, subsidized school lunch status, English proficiency and special education status; school attendance; as well as math and reading achievement test score data from the Massachusetts Department of Elementary and Secondary Education.
He also tapped into statistics about charter applications and lottery offers collected by individual charter schools from the 2001-2013 school years.
His research was supported by a National Science Foundation Graduate Research Fellowship, a National Academy of Education/Spencer Dissertation Fellowship, and an Institute for Education Sciences award. Walters’ research focuses on school choice, school effectiveness and early childhood interventions.
Charters and economic equality
Walters says his research into the economics of education was spurred by an interest in economic inequality.
“There is convincing evidence that conditions in early life can affect kids’ long-term economic outcomes,” he said, “so the education system is an area where changes in public policy may have particularly important impacts on inequality. There are also a variety of interesting recent policy experiments in this area and good data sets that can be used to study their effects.”
Kathleen Maclay writes for the UC Berkeley News Center.