42 years as civil servant; multi-agencies, primarily for Air Force. Contracting trainee, 28 years Warranted Contracting Officer, Supervisory Contracting Officer, Program management. Experience includes working directly with DC agencies on contract system creation, Office of Federal Procurement Policy, high level briefings including to the House of Representatives. To shorten it up, a long and happy career. Ended career as contracting rep to F-15 SA Program Office. Mission accomplished.
AFIT, WPAFB - General Contracting Courses, Law Courses, Pricing Courses, alternate staff for new legal officers training (how to live with your CO) for several years. Multiple agency courses on program management topics, statistics, contracting, and at senior grade levels, personnel management, supervisory management, working with foreign nationals and assigned staff.
Growth, funding, and staffing. First I would advise you that board members don't directly handle management issues, those are the purview of the Superintendent. Group discussions are the easiest way to work together. Our growth is not within our control. The community will build out and when that happens the district will know the final numbers of students. The state says prepared growth estimates are a decade old and are reliable. There is not enough space here to explain school funding problems, just will say that the methods in use have been declared unconstitutional many times, but nothing changes. We lobby regularly; I did some Saturday. I have some hope for Governor DeWine, who seems interested in changing the methodology. Staffing is a worry. Every time a levy fails, staff cuts happen. They are not replaced. Growth plus less staff equal a real problem. I am not sure when we may be able to add staff, The community wants us to be frugal. Thirty plus kids per room? Awful.
I have been on this school board a long time, this is my 16th year. I love being able to use my long range planning and negotiation skills for the good of our community and most of all, our children. I had two daughters, both are highly educated, and gifted me with 9 grandchildren, including two sets of twins almost at once. I now have 2 great grandchildren, ages 3 and 1. I am as concerned about their education, and just as much in every one of our district's children. In addition to the school board, I am a Court Appointed Special Advocate (CASA) for children who have the misfortune of being involved in the Juvenile Court System. I added this volunteer job about three years ago, and I love it. I urge anyone with some free time to volunteer with their own juvenile court. This is one job where you can make a difference, and its so nice to watch a child change their behavior for the better.
Personally, I think most of the standards and changes we get to state testing and our graduation requirements could be better done at a local or county level. I appreciate that the state people that create and author these things are highly educated and know what they are doing but frankly I am not at all convinced that we are measuring what we should be for children. The firmly dictated dates for testing don't necessarily line up with where the child is in the educational program for the year if the test date doesn't show up until October or later. Altering lesson plans is a big pain for our teachers. It could be of value if cooperation and consultation with schools was done, but right now its several weeks out of our program to drop in the test days. Extracurricular activities are planned a year ahead. We could give the state the dates, but again....maybe county or local levels could figure the dates out for themselves. Just give them a deadline.
This is a very interesting question. A lot of information flows back to us about what employers want. We have the Greene County Career Center in our county, and children can take a lot of options there. The student makes the decision to go to the Career Center. The biggest majority of our children go to college or beyond. When the majority choose college, Beavercreek takes that into consideration and provides courses to match. We have a place for those who choose not to go to college to get career related education. We work a lot with the career center, they brief us on how things are going. They have a new facility under construction. They are adding courses and careers in more diverse areas, aircraft maintenance technicians and are doing a great job.
I believe we are currently and for several years back underspending on staff. However, when our residents are not ready to pay for what we are trying to do, we have to cut staff. Eighty one percent of our total costs is staff. That isn't surprising to me at all, because we are, after all in the service of providing what children need to become educated, and that is how we do it. Give them great staff who are able to set their minds going and experts in teaching and learning. Challenge them with dreams of the future and where they can fit it in. Its very sad that every levy that is voted down takes a little bit more of the people we have so carefully hired away. I personally hate that part of the job, and I wish things were different. I have no knowledge of anything we are overspending on. We watch costs with a magnifying glass.
What is "enough?" Listen, these children, every one, mean the world to their teachers, administrators and the board of education. We would protect them from any threat as we would our own children. Many of them are attending our schools. We have police officers full time in our schools. We listen to any suggestions or ideas that seem like a good idea and imitate them. Over the past few years we have turned all of our entries to buildings to very secure places. If you go into one of our schools, you will find the perimeter doors locked, and the only way in is thru the front office. That is a great sort for knowing who is in the building, and not allowing those with no business or relations in the school. We have other safety methods, but none of us would share them in any daily paper, obviously! Beavercreek is doing a good job with safety. But I really don't want any incidents in any of our schools. We can only do what we have funding to cover and that is sad.
Not at this time. The teachers are doing a wonderful job of getting information into the heads of our kids. If we had more staff we could do it "broadly" but at this time we don't have any extra money. If someone turned me loose with selecting the courses, I would have to ask the kids and some alumni what they would like to see. I am aware of three students from a few years back who are getting close to finishing medical schools, and I know how they feel about the education they received.
New buildings that support easy technology. More physical education that included learning about the body and what will transform it, classes in weightlifting and the equipment for everyone to use, running, and recovery from injuries (rehab) on site. Groups for a variety of recovery types on campus. Our health and well being is closely connected to academic performance.
I wouldn't want to choose. Its really about time our state stood behind us and provided adequate staffing to do all the work it sends our way. I have lobbied for change directly with our state and local representatives. Everyone is happy to say they will support bills, or help in any other way. But then they are told that's not our direction right now, they have enough, and we cannot get into that. Shame on the people who say those things and are happy to leave great districts with $2500 or less per student, with the rest raised by our local community. We have to help raise that money, and I hate it. But we have to do it or just not do our jobs.
If I had to chose I guess more teachers (for sure) and therapists who could work directly with the children. We only have 4 or 5 counselors now for a whole lot of high school kids. Could I have a menu? Then I would give it to the superintendent!
Well, I am not a youngster, but when I was it was on the east coast (New Jersey), and every year I would have a few teachers who would put up with my constant questions. I refused to go to college, because I didn't want to be a teacher (I thought it was way to hard of a job) or a nurse (no blood please). I wanted a challenge. It was a challenge to make up that education on the fly and in one of the AF's most prestigious schools. I still learn every day. I ended my career purchasing fighter jets, of all things. I got my challenge. I absolutely love children, and I my deep background in business and government comes in handy on many occasions on the board. With 11 grandkids of my own I get to watch this stuff in action. Two of my grandchildren graduated from BHS. Other stuff - I am stubborn as could be when trying to get something for our schools; some people say I am good at raising money and also at explaining things. I have a whole lot of energy left to continue on this board!
I am a data analyst at Wright State University. Formerly I was a science teacher, an instructional systems specialist for the Department of Defense, and an education specialist with NASA.
Bachelor of Science in Meteorology, Master of Education in Curriculum & Instruction
The Board voted in September to build a new high school. In addition to sustainable operational funding, the district will need to secure funding for new construction, which requires a commitment from the Board to be transparent and open to community input. In addition to securing funding for new construction, the Board must ensure that the new high school is designed for the long term and to meet the needs of 21st century learners. To achieve this, the school district must ask for community members to be actively involved in the planning for the school. Finally, we must continue to focus on student achievement. Residents say they move to Beavercreek for the schools, but I have heard disappointment about our school report card grades. Progress has been made over the last couple of years, and I, as a board member, would set an expectation for continued improvement.
I am a new face; someone who would bring a fresh perspective to the Board. With my experience as a data analyst and a former teacher, I would bring an analytical mind which understands education. A school board member is given a high level view of a school district and given lots of data in order to make decisions. I naturally dig into data and ask questions about the strategies, techniques, and tactics which lead to end results. I do my research and would continue to do so in order to make data-driven decisions that are best for students.
No teacher enjoys teaching to a test, and students do not like taking them. However, schools and states must set measurable goals for student achievement, and state testing can be easily measured and monitored. If the state continues to require state testing, then testing is a necessary evil; despite its taking away from valuable, real-world, and hands-on learning. New graduation requirements are now in effect for students starting ninth grade this year. These new requirements put a heavy emphasis on passing the Algebra I and English II state exams. Previously, many pathways to graduation existed, but they are being phased out for current students who started 9th grade before 2019. Now the options have been narrowed significantly. We must focus on Algebra I (which in Beavercreek has seen nearly a 20% passing rate increase in the last two years!) and English II performance in order to ensure we retain our A grade for graduation rates.
Educating our students takes a community. Local employer input is invaluable to our schools. We as a school district should be reaching out to community businesses asking what skills they need now and in the future and develop strategies for developing those skills in our students. We also should be asking our local business leaders for constructive criticism - what are they receiving now that is hindering success in the workplace? Using that feedback would help us identify shortcomings and help our students be truly successful after high school. This feedback provides a different perspective than what we get from state testing on what our students need to be successful.
Beavercreek schools spend roughly the state average per student, yet our academic performance is well above the state average (good bang for our buck). Since teaching students is the business of Beavercreek schools, I like to see that they spend more of their operating budget directly toward the instruction of students (about 73%) than 80% of school districts of similar size. Only 24% of the school district's revenue comes from the state, which means the local community fits most of the bill. This means it is crucial for the community to give input into how money is spent in the district beyond what is mandated by the state. This also means the school district must put resources into keeping the community informed of how money is spent, what the goals of the district are, and how those goals are being met.
The school district was responsive immediately following the Parkland shooting by holding a community forum to discuss school safety. Although the school district announced they lacked funding for safety improvements, amazing community members banded together, created Creek Safe, Inc, and raised money with the goal to provide special locks for classroom doors. With the elementary schools done, more funding is needed for the remaining schools. Grants are available to school districts specifically for safety improvements, and the district should apply to any grants available. In addition to the obvious safety issues involving guns, the school district should also focus on mental health of students, bullying, and online safety.
Recently there has been an increased national spotlight on how civics education has been taught at all grade levels. Due to many people now receiving their news from social media platforms and other web sources, a shift in how we teach our children to be informed citizens needs to occur. It has become easy to share false information; information voters use to inform their decisions at the ballot box. In today’s civics lessons, particularly in the middle and high school grades, students must be taught how to identify false information and how to verify true statements. Great civics lessons should always include current events, and with mobile devices available to every Beavercreek student, incorporating social media and web source evaluation would be an invaluable lesson.
As a teacher, I collected and analyzed data from my students daily which shaped future activities. At the beginning of every class, I had a 5 minute "bell ringer" activity that was completed by the students electronically, which allowed me to collect their performance on the activities easily and in an organized manner. The "bell ringer" recalled activities from the previous day or from weeks or months in the past. I was quickly able to see if my students were grasping and retaining the concepts before formal assessment occurred. With this approach, my students' performance on states tests soared from their performance in previous years. Without this quick and easy way to understand what my students did and did not understand, I would not have known I had left some students behind until it was too late. There are countless different strategies that result in improved student performance, but this is one that personally worked for me.
This question does not give me enough information to fully evaluate. There probably is not an answer that would fit for an entire school district. Instead, this would need to be evaluated on a school-by-school basis. Finding the root of the problem for the particular school involves seeking input from all stakeholders. The answer is clear if the issues are mostly academic or mostly non-academic, but the answer for the situations in the middle would require further evaluation.
If you want a board member who would bring a fresh perspective to Beavercreek schools, I ask you to consider me. I would serve as a conduit between the community and schools with transparency and accountability. I would work to ensure the financial viability of the district. As a data analyst, I would naturally make data-driven decisions. Finally, I would showcase and focus on student achievement. If this sounds like what you are looking for in a school board member, please remember to vote Stein for Schools!
I am currently a member of the Beavercreek City School Board of Education and a member of the Greene County Career Center Board of Education. I am CEO of Gene Taylor Builders Inc a residential and commercial builder. My past experience is being a public school educator for Beavercreek City Schools and West Carrollton City Schools for thirty five years, now retired. As well, I am currently past president of the Beavercreek Kiwanis.
I am a graduate of Garfield High School in Hamilton Ohio. After three years at The Ohio State University I transferred to Wright State University and received a BS degree in Elementary Education. I returned to Wright State University and received MS degree in Middle School Science with a National Science Foundation Grant. My continuing education resulted in an additional fifty graduate hours.
An important local issue facing Beavercreek Schools is the explosive growth in housing. Growth translates into an ever expanding student population. Our current building capacities are nearly full. Growth is not slowing. As a board member along with intense community involvement, we have initiated a building proposal to address this problem.
School funding is an ever present issue for all school systems. Of the myriad of factors, one stands out above the rest. That is the Ohio school funding formula. Unfunded and underfunded mandates drain our community of funds to be used for school operation and staffing. We must lobby our legislators to make funding fair and equitable for all systems.
Communication with stakeholders is always a challenge. Outreach and inclusion of community groups and taxpayers on critical issues helps provide information and ownership. We constantly seek new paths of communication.
I have a very unique background. My skill set makes me an effective board member due to my considerable experience in two very different worlds. I was a public school educator for thirty five years, retired in 2011. I gained a deep understanding of the educational process and the interaction between students, teachers, administration, parents, and community. Education is a contract with the future as it readies the next generation to become knowledgeable engaged citizens. This is the way we move our society forward.
My second world revolves around owning and operating a successful business. I understand the value of work to provide for our families. Work requires its own skill set. Education is the pathway to the development of that skill set. All of the intricacies of work and business, from work ethic, organization, and applying oneself are all end goals of education. As a board member of the Greene County Career Center I am proud of the education provided there.
State high stakes testing is used as a means of comparing one school system with another. My issue with it is that it tests students' skills and understanding without a means or process defined as to how those individual students will be remediated. The state testing is a test of education, not for education. Simply, student improvement is not the focus of the test. As a former educator, I know the best use of testing is to evaluate student progress and then use that information to improve the students understanding. State testing, as it as it is used, takes the focus off teaching and learning and squarely places the focus on test preparation. The endless hours of test practice through purchased practice programs seems a waste of resources and teaching time. Testing has its place in the educational process though I am concerned that the stress of high stakes state testing on students and school districts is misplaced effort.
As the owner of a construction company, I am keenly aware of the need for skilled workers in the workforce. Beavercreek Schools does a great job preparing students for academic excellence. The emphasis on a college bound skill set is what the community demands. It is what we excel at. Society needs students prepared for college and higher education. That being said, there are many other vocations that need workers to fill these needs.
My work with the Greene County Career Center offers an alternative to college prep. There are many students that can develop job skills in a career center setting. There are many rewarding and fulfilling jobs that do not require a college education. However, they do require the development of specific skill sets. Career centers can provide that pathway
I think our society has in many cases oversold the need for a college education. This thinking has led to an unnecessary stigmatization of career path education. College is simply not for everyone,
In my four years on the Beavercreek Board of Education, I have witnessed the unsettling complexity of school spending and school funding. Our spending always prioritizes what is good for the students. With the failure of the November operating we made drastic cuts that in many cases effected student course choices, transportation, and scheduling. As a board, we place great trust in our treasurer and superintendent and they have proven over and over again to be incredible stewards of our taxpayers dollars.
The small percentage of state funding we receive requires us to lean heavily on our homeowners to fill in the gap. With that in mind, we are always cognizant of offering the best educational value for our students. I believe we run a tight ship with taxpayer money.
Student safety is our highest priority. Parents must trust that their children are safe from the minute they leave home to the moment of their safe return. Students must feel safe in the learning environment in order to function in the classroom and all other areas of the school. Staff must also operate under a safe environment. Beavercreek schools in conjunction with the Beavercreek Police, and Beavercreek Fire Department have developed many layers of school safety both inside and outside the buildings. Other outside organization such as Kiwanis providing some funding and Creek Safe providing funding for classroom door locking systems help fill in with additional needs.
Physical safety must be supplemented with a strong anti-bulling, counselling. and social service network. Safety is truly a multi-faceted issue. No system is perfect, however, Beavercreek has made great effort and progress on an issue that is ever changing and presenting new challenges.
A goal of any school system should be to provide as many educational opportunities as possible to students. We all come to our educational experience as students with various interest and needs. Beavercreek has been able to maintain a wide range of curriculum choices that students can explore and often excel.
Of course there are outside groups that would like to see certain subjects emphasized. These could be any subject though the ones most often mentioned are civics and life skills with practical money skills. Those subjects are addressed in the curriculum. There are also options for students to take specific courses covering those subjects in more depth. I would agree that both of these areas need emphasis.
Academic improvement is what teaching and learning are all about. As mentioned before, Beavercreek is known for its academic excellence. Beavercreek offers a full array of coursework so all students to excel. We offer advance placement classes and, as well, we have a vibrant College Credit Plus program that allows our students to earn college credit for their classes. These are available for top performing students.
Beavercreek also has a reputation for providing great educational possibilities for our students who struggle both physically and academically. The changes we make are always focused on our most needy in terms of staffing and programs
Improving academic performance is again always a work in progress. The focus and need for change come from the individual needs of each student, their teachers, support staff, and parents.
This question sets up a false choice. Teachers and support staff represent a symbiotic relationship. They are mutually beneficial to students. Schools work with young human beings. They all come to school with different individual needs. Generally speaking, teachers are first line of interaction in a student's educational life. They build the relationship necessary to build trust and motivate learning. Since teachers are in a position to be the eyes and ears into the students lives, they come to know and understand each student. It's simple logic to understand that smaller class sizes allow the teacher more time to know their students.
If schools exist to develop the whole student, then you must realize there are a myriad of issues that effect student performance. Counselors, social workers, mental help therapist and resource officers provide the safety nets to help students address the roadblocks to their learning We are all complicated creatures and bring many issues to learning.
I have spent most of my life with one foot in the world of education and the other in the very project oriented world of the construction business. It turns out that construction with all its project demands was easier to manage than a classroom of students. In construction, I have control of my raw material. In the world of teaching, one has to start with the raw material (students) sent to you and take them to the next level. Construction requires a complete finished product. Teaching requires the improvement of a human being along the pathway to an educated and hopefully engaged citizen. Though each of my jobs seem to be polar opposites, they are in many ways similar in that the end goal is to improve the lives of others.