JCTA was first established in 1968. Over thirty-five years later we are the recognized bargaining agent for over 6,000 certified personnel employed by Jefferson County Public Schools. We represent teachers, librarians, speech clinicians, physical therapists and occupational therapists in every one of the public schools in Jefferson County. 

Our mission is to serve as the active voice of our members; promote quality and equity in public schools; expand and protect the rights and interests of our members; and advocate human, civil and economic rights for all.
 


» LEAP Candidate Resumes
 
 

Local Evaluation Appeals Panel
 
LEAP Resumes

 

McKim, Jo—VanHoose Education Center—I am a high school English teacher, and I have served on the Educator Quality Oversight Committee (EQOC). Having served on EQOC, I have a strong foundational knowledge of the evaluation system and the importance of the LEAP process. I would be honored to serve as a teacher member of the Appeals Panel.

Stratton, Causandra – Maupin Elementary - I have served one term on the LEAP Committee. I have enjoyed serving on this very worthwhile committee. There were not many cases during my term, so I would love the opportunity to use the skills I have learned. I hope to be able to continue to serve on LEAP.

VanCleave, Sharon – Shelby Traditional Academy - My desire to serve on the Local Evaluation Appeal Panel (LEAP) for summative evaluation appeals comes from my experience and understanding of the rewards and challenges of being an educator. My vast experience as a SBDM Committee Member coupled with my knowledge in Instructional Leadership will serve as an asset.

Walker, Tyra – Roosevelt-Perry Elementary - I welcome the opportunity to serve on the LEAP Committee. I am very active in the JCTA, and serving on the LEAP would be another way for me to be involved in JCTA.

 




» Superintendent Screening Committee Candidates
 
 

Superintendent Screening Committee Candidates

 

Crystal G. Adams, Academy@Shawnee.

Beth Fuller, Carter Traditional Elementary.

Beverly Chester-Burton, Frost Sixth-Grade Academy: Our students today, will become future leaders of tomorrow.  I want to help our educators and other stakeholders by having a voice and addressing issues that will affect future outcomes of our district. If I am elected to the Superintendent Screening Committee, I will ensure that the process is fair.   

Brent McKim, JCTA: As your JCTA president, I advocate for teachers and engage directly with the superintendent.  I understand the leadership dispositions and capacities we need for JCPS to succeed.  I ask for your vote to serve on the superintendent screening committee so I can help select the best possible superintendent for JCPS.

Patty Wilson, Trunnell Elementary.
 




» JCPS Announces Employee Benefits/Health Fair
 
 

 

The JCPS Employee Benefits/Health Fair will be held from 8:00a.m. to 6:00p.m. on Monday, October 9th in the North Wing of the Kentucky Expo Center. Parking is free and flu shots will be available to those who bring their KEHP health insurance ID card. Employees are encouraged to stop by the Benefits Fair to learn about their benefit plans and the changes/enhancements for 2018. Computers and Benefits Counselors will be available to assist employees with their online open enrollment at the Fair.


HEALTH INSURANCE: Open Enrollment will be October 9th through October 20th. Health Insurance enrollment is mandatory for all full-time employees this year. Employees who do not complete their online enrollments on the State website in October will be assigned to the default health insurance plan effective January 1, 2018.


VOLUNTARY BENEFITS: Open Enrollment for voluntary benefits will be October 9th through October 20th There are no changes to the JCPS voluntary benefits for 2018. Any JCPS voluntary benefits will automatically roll over for 2018 unless changes are made on the Employee Self-Service website during open enrollment.




» Now Accepting 2017-2018 LEAP Nominations
 
 

Local Evaluation Appeal Panel Election

Nominations to serve on the Local Evaluation Appeal Panel (LEAP) for summative evaluation appeals are now being sought. JCTA/JCPS’s panel includes12 certified personnel (non-administrative), who must be elected to serve on the panel. This year, four teachers will be elected to serve three-year terms. Elected LEAP members will receive training. The appeals hearings will be held in the late spring and early summer. These positions are open to anyone in the JCTA bargaining unit. If you are interested in serving on the LEAP panel, please submit a brief nomination form, which can be found here: LEAP Nomination Form 2017

The deadline to submit your nomination form is Wednesday, September 6 at 5:00 p.m. The election will be open to all certified employees in our bargaining unit and will be conducted electronically through the JCTA website September 20-27. For more information, contact UniServ Director Elana Crane (elana.crane@jcta.org).




» Pension Benefits Inject $3.4 Billion into the Economies of Kentucky Counties
 
 

As the governor and General Assembly consider additional cuts to pension benefits for employees, it’s important to understand the role such benefits play in local economies. In 2016, public retirees of the Kentucky Employees’ Retirement System, State Police Retirement System, County Employees Retirement System and Kentucky Teachers’ Retirement System received pensions totaling $3.4 billion.  That’s the economic equivalent of an entire industry — for comparison, the accommodations and food services industry in Kentucky generated $4.5 billion in earnings in 2015 while the construction industry generated $7 billion, according to the Bureau of Economic Analysis.

 

Read more about how pensions benefit communities in the article below:

Pension Benefits Inject $3.4 Billion into the Economies of Kentucky Counties

 




» Louisville BATS Sponsor Teacher Appreciation Night
 
 



» Educators Oppose Trump Plan to Scrap Teacher-Support Program By Alyson Klein April 3, 2017 Article Tools PrintPrinter-Friendly EmailEmail Article ReprintReprints CommentsComments Federal funding for educator quality helped a small district outside Bosto
 
 

Educators Oppose Trump Plan to Scrap Teacher-Support Program
By Alyson Klein

 

Federal funding for educator quality helped a small district outside Boston cut down class sizes for beginning teachers. A cadre of Delaware districts used it to help teachers better personalize instruction for students. And the school district in El Paso, Texas, which is always on the lookout for teachers with expertise in working with English-language learners, has used some of the money for recruitment.


Those activities—and thousands of educators’ jobs—could be in jeopardy if Congress takes President Donald Trump up on his proposal to get rid of the Supporting Effective Instruction State Grant program, better known to school districts as Title II, after the portion of the Elementary and Secondary Education Act that governs it.


Eliminating the $2.3 billion program could hamper implementation of the law’s newest version, the Every Student Succeeds Act. It also could lead to teacher layoffs and make it tougher for educators to reach English-learners and other special populations and to make the most of technology in their classrooms, educators and advocates say.

Title II Funding


The Trump administration proposes scrapping the third-largest federal K-12 program, the $2.3 billion Supporting Effective Instruction State Grants, or Title II. Here’s how those grants were distributed in the 2015-16 school year.


The proposed cut is the largest—and arguably, the most consequential—the new president pitched for the U.S. Department of Education in his fiscal 2018 budget request, unveiled earlier this month. Overall, the administration wants to slash spending at the department by $9 billion, or 13 percent of its current, nearly $70 billion budget. The plan would cover the budget year that begins Oct. 1 and generally affects the 2018-19 school year.

The administration has also proposed cutting Title II in half for the current federal fiscal year, according to reports. If that cut goes through, districts would feel the squeeze when classes begin this fall.

The Trump administration doesn’t see Title II as effective. The funds are “poorly targeted and spread thinly across thousands of districts with scant evidence of impact,” according to White House budget documents.

But educators feel differently. Title II, some agree, may need some tweaking. But it pays for programs that help teachers hone their practice.

“If you’re cutting Title II, you’re telling me one of two things,” said Kevin Cormier, who teaches 7th and 8th grade math at Nissitissit Middle School in central Massachusetts. “One, we’re perfect and we can’t develop anymore, or two, we suck and we can’t be helped.”

There may be room for improving Title II, Cormier said, but it also finances valuable work, including an initiative in his district aimed at getting teachers more comfortable with collecting data and analyzing it to improve their practice.

For the Frisco Independent school district near Dallas, which is constantly hiring to keep pace with its ballooning enrollment,

Title II funds are a lifeline for providing professional development to teachers, principals, and other administrative staff members.

The district, whose enrollment shot up from 7,234 students in 2000 to a projected 58,253 this year thanks to a business boom, is planning eight new schools over the next few years, said Manuel Gonzales, the federal programs coordinator.

“We are hiring new principals, new assistant principals, and a large number of new teachers every year because we are growing so rapidly and opening up new schools,” Gonzales said. “With that, there is a significant need to provide professional development for administrators and teachers on best practices in the field—everything from how do they collaborate, how to use data effectively, how to create common formative assessments, how to analyze student work and refine their instruction to improve student learning.”

And the federal cuts would come on top of reductions to state funding, he added.

“If we lose this from the federal government, that’s going to impact us doubly,” Gonzales said.

Effectiveness Questioned

The Trump administration isn’t the first to question Title II, which represents the third-largest pot of money for K-12 in the department.
U.S. Secretary of Education Arne Duncan told Education Week back in 2009 that the program—then funded at $3 billion—didn’t seem to be getting much mileage for the dollar. “Anyone who’d argue you’re getting great value for that $3 billion, I’d love to see that analysis,” he said.
The Obama administration sought tweaks to the program, including making a small portion of it competitive, rather than having the money flow through a formula, but didn’t seek to scrap Title II.

Research on the two main activities districts use their Title II dollars on—class-size reduction, which uses a quarter of the funds, and professional development, which accounts for another half—offer a mixed picture.

Numerous studies have questioned the impact of professional development on student achievement, said Chad Aldeman, a principal at Bellwether Education Partners who served in the Education Department during the Obama administration.
Professional development can help boost teacher confidence and improve their content knowledge, but there isn’t a ton of evidence that those benefits translate into student achievement gains, he said.

But Deborah S. Delisle, the executive director of ASCD, an educational leadership organization, said that gains in student outcomes are only one piece of the puzzle. Professional development helps teachers stay on top of their craft, she said.

“Attempting to define the success of professional development through the single measure of student achievement is flawed logic,” Delisle said in an email. “I wouldn’t trust a doctor who was not continually reading the latest in medical research, and likewise, we can’t pretend that educators don’t need continuous learning opportunities that will help them become more effective in their schools.”

Impact on ESSA Plans


Meanwhile, some studies of class-size reduction, another use of Title II funds, have shown some positive results, while others are inconclusive or don’t show much impact. Class-size reduction seems to have the biggest bang for the buck when it’s done on a large scale, slashing class size by seven or 10 students, and in the earliest grades.
Getting rid of Title II could make the teacher quality portion of states’ ESSA plans more difficult to implement. Those plans are due to be sent to the department beginning in early April.

Pedro Rivera, the state chief in Pennsylvania, said his state considered both teacher preparation and educator effectiveness in writing its plan, which proposes moving to a full-year internship for beginning teachers and bolstering the state’s superintendent and principal academies, he said.


“Now some of the funding we were going [to use] is ... in jeopardy of going away,” Rivera said. In fact, just days before releasing a budget that would get rid of Title II, the Trump administration put out a template for states to use in crafting their ESSA plans that asks, specifically, how states are planning to use Title II dollars to implement the law.
It’s unclear if Congress will take Trump up on the cut.

Aldeman, for one, noted that the money goes out to almost every congressional district. “There’s lots of people affected,” he said. “Almost every congressman has people who would be laid off because of this proposed budget cut.”

Staff Writer Denisa R. Superville contributed to this report.
 

 

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