OSSBA Statement on Revenue Certification

Statement from OSSBA Executive Director Shawn Hime regarding the revenue certification at today’s Board of Equalization meeting:

“Today’s budget news caps what has been an extraordinarily difficult budget year for schools. The need for a long-term funding plan for public education isn’t just a wish-list item — it’s an absolute necessity that should be a top priority item when the legislature reconvenes in February.

“Just last week, Oklahoma surpassed last year’s record for emergency teacher certifications. Class sizes are growing, and educational opportunities for children are shrinking. A teacher pay raise is badly needed to keep our great teachers in the state and in the profession and to attract new teachers to the profession.

“State leaders have a tough session ahead of them, and I look forward to working with them to develop a long-term education funding plan to ensure schools have the resources needed to provide all students the high-quality education they deserve.”

Winter 2016

SQ 779 Statement


Christy Watson
Communications Director
405.821.3209 (cell)


Statement from Shawn Hime, executive director of the Oklahoma State School Boards Association, on SQ 779:

“The common message of those who opposed SQ 779 was that public education needs a long-term funding plan and resources to offer competitive teacher pay. While I’m disappointed in tonight’s election outcome, the results clearly show Oklahomans are concerned about the teacher shortage and the underinvestment in our children’s education.

A collaborative effort between legislative, education, business and community leaders needs to begin now so a bipartisan education funding and teacher pay raise plan can be the first order of business when the legislature reconvenes in February. We have no time to lose. We can’t continue putting underqualified, underprepared teachers in our classrooms and burdening our veteran teachers with exploding class sizes and fewer resources. Our teachers and children deserve better.”

SQ 779: What Our Children Need

img_8630By Christy Watson

My 9-year-old son spent the first day of his fall break getting braces. My husband and I considered whether we should wait until he’s a bit older but opted for what we agreed offers the best long-term outcome. Hopefully, this dental intervention will prevent some future issues that might be more painful – both to him and our family budget.

Our thought process was a pretty standard approach to decision-making: what must we do today to achieve a long-term goal while minimizing pain along the way. A delay was likely to cause more pain – physical and financial – in the long run.

I feel the same way about the current debate over Oklahoma’s education funding and State Question 779. Every choice involves some level of pain. But only one choice – improving education funding through the passage of SQ 779 — is guaranteed to move Oklahoma closer to its long-term goal of a better educated citizenry.

I’ve seen and heard it argued that SQ 779 is bad public policy. But I wonder, what’s so good about the alternative? Is it good public policy to:

Braces hurt no matter when they’re put on. But the pain of the teacher shortage, growing class sizes, fewer educational opportunities and four-day school weeks isn’t temporary for the children in today’s classrooms. Opportunity lost can’t be restored.

I don’t want my son or his big sister to wait for a “solution” or a “better way” that may never come. My vote isn’t a political message to state lawmakers about accountability, either. Our schools don’t have what’s necessary to provide the education we want for our children. My vote is me deciding my children and 700,000 other Oklahoma children in public schools deserve better.

Our state demands teachers do more with less. It insists our children meet higher academic standards despite the growing number of underprepared and underqualified teachers, classrooms with fewer resources and the underfunding of mandates and reforms.

The kindergarten teacher who helped my daughter and her classmates learn to read survived a cancer battle that year. A few years later while I was away from home for an extended time while my sister fought cancer, she was my son’s teacher and offered to take him to a mother-son game night at school. She’s priceless — and representative of the most important investment we make in the education of our children.

Research tells us an investment in teacher salaries, recruitment and retention is wise. The classroom teacher is the most important in-school factor when it comes to student achievement. If we don’t launch a bold battle to keep our teachers in Oklahoma and in the profession, we are setting up our children and our state for some serious if not irrevocable long-term pain.

Some problems – like dental issues – don’t get easier with time. They just grow more complicated and expensive. There’s no time to waste.

Christy Watson is OSSBA’s Communications Director and the mom of two children in public schools.

Emergency Teaching Certificate Numbers Continue Growth

On Thursday, the state Board of Education will consider approving 107 emergency teaching certificates. If approved, Oklahoma will have more than 1,000 people teaching with emergency certificates for the second straight year.

A few things to consider:

      • Nearly half of the 926 emergency certificates approved to date are for early childhood and elementary education. The same was true last year.
      • The shortage persists despite districts reporting that they have cut more than 2,000 teaching positions in the last two years and are offering fewer courses, particularly at the high school level. (Read more results from our August survey of school districts).
      • The need for emergency certificates is widespread – urban, suburban and rural districts have asked for and received emergency certificates. (See the map below.)

Emergency Teaching Certificates *Pending board approval

Here are a few other teacher shortage facts culled from a study OSSBA helped commission last year and the Oklahoma Regents for Higher Education.

      • 11 out of every 100 Oklahoma teachers leave the state or the profession every year.
      • 17% of new teachers in Oklahoma leave the state or the profession after their first year.
      • 10% of Oklahoma teachers with a decade of experience leave the state or profession every year.
      • Oklahoma is replacing experienced teachers who leave with teachers who are far less experienced.
      • Between 2005-2006 and 2013-2014, Oklahoma had a 24 percent decline in the number of students completing teacher preparation programs. Research has projected that it will further decline 22 percent between 2013-14 and 2018-19. (Student enrollment is projected to continue increasing).
      • Oklahoma is not producing enough foreign language, math or science teachers to replace those who are leaving.
      • The projected demand for teachers in Oklahoma will continue to outpace the supply.
      • Oklahoma has significant competition from the private sector and from surrounding states.
      • A high percentage of out-of-state students (76%) who completed teacher preparation programs in Oklahoma in recent years never worked in Oklahoma’s public schools.

Each pinmark on the interactive map below represents an emergency certificate granted either for last school year (green) or this school year to date (blue).

–Christy Watson

Fall 2016

Oklahoma Library of Digital Resources Launched to Assist Oklahoma Teachers



Oklahoma Library of Digital Resources Launched to Assist Oklahoma Teachers

OKLDRThe Oklahoma State School Boards Association announced today the launch of the Oklahoma Library of Digital Resources, an innovative, collaborative and cost-saving effort to help schools improve student achievement.

The new online library contains free and low-cost, high-quality digital resources and tools teachers and families can use to cater to students’ individual academic needs and take technology use in the classroom to the next level. The resources range from audio interviews with Oklahoma historical figures to apps that contain virtual science lab experiments to online tools including a Pythagorean Theorem calculator and a variety of digital textbooks.

“Our classrooms are filled with digital natives who thrive on interactive learning experiences guided by an outstanding educator,” said Shawn Hime, OSSBA’s executive director. “We want to help our schools embrace true integration of technology in our classrooms and ensure our students are ready for a digitally-driven workplace.”

The library includes resources for algebra, algebra 2, geometry, English, English 2, biology, chemistry, personal finance, Oklahoma history and United States history. Resources for middle and elementary schools will be added early next year, and then additional high school resources will be added. Future plans include allowing students and teachers to create digital textbooks and house them in iTunes U.

Outstanding Oklahoma teachers vet and select digital resources in their respective grades and subject areas. They choose resources and tools that are high-quality and aligned to Oklahoma’s new academic standards.

Through a collaboration with Apple, the library is housed in iTunes U and can also be accessed at www.okdigitalresources.com. All of the resources are accessible on any internet-connected device, including non-Apple devices. Express Employment Professionals and American Fidelity are supporting the project as corporate partners.

“We are happy to support OSSBA and its various programs advancing education in our great state,” said Bob Funk, CEO and Chairman of Express Employment Professionals. “And we are particularly excited about the student-friendly platform and impactful outcomes associated with the Oklahoma Library of Digital Resources.”

“We want to make sure teachers have the tools and resources they need to prepare students for the jobs of tomorrow,” said Wayne Ryan, American Fidelity’s Oklahoma State Manager. “There is no better investment than Oklahoma’s teachers and students.”

Oklahoma schools are quickly moving to technology to replace textbooks. A survey from the state Education Department found only 47 districts are happy with textbooks, but many schools are uncertain about how to proceed when it comes to digital resources. The Oklahoma Library of Digital Resources helps educators easily locate other resources they can use in their classrooms.

More than 100 Oklahoma school districts already have one-to-one technology initiatives to make sure every student has a device, according to the education department survey. That number is expected to double over the next two years.

Timing is critical because Oklahoma schools have larger class sizes and less money to provide classroom resources, Hime said.

“These digital resources will help teachers realize the power of technology and its positive impact on instruction,” said Heather Sparks, math and business coordinator for Midwest City-Del City Public Schools and a former Oklahoma Teacher of the Year who helped vet high school math resources.

“Curriculum will come alive when teachers access the dynamic tools and lesson resources and infuse them in their practice. Leveraging technology will not only actively engage students, it will also likely lead to teachers seeking additional digital resources for their courses.”

More information about the Oklahoma Library of Digital Resources is available at www.okdigitalresources.com.

OSSBA Member Portal

OSSBA’s new website and member portal will launch Aug. 30 and is designed to provide school board members and administrative employees of member school districts easy access to information related to board member training events, board member credits and more.

How do I access the portal?

  • Visit www.ossba.org. On the upper right hand side, click on MEMBER PORTAL. This will take you to a log-in screen, where you will enter the username (email address) and password you receive from OSSBA. (This information will be sent Tuesday, Aug. 30. If you have not received your user name and password by the end of the day, please email Terri Silver).
  • The portal is accessible on any device with an internet connection. The layout may look slightly different on mobile devices and when using an Apple computer. Instead of tabs across the top of the screen, the information is accessible via a dropdown menu.

Desktop View

Portal PC View

Mobile View

Mobile view

How can board members use the portal?

School board members can:

  • Update their contact information.*
  • View board credits earned. Please note credits earned at the 2016 annual conference are not yet available.
  • See events attended and board credits earned.
  • Register/pay for events.


Board member log-in and update contact information tutorial:

Board member event registration tutorial:


*OSSBA does not share board member contact information without outside organizations. We use your contact information to mail and email information regarding training opportunities, legislative updates and provide other information to help you become a better board member and education advocate.

How can superintendents and key administrative personnel use the portal?

School district staff and school board members have different levels of access within the member portal.

Superintendents and superintendent secretaries can:


District administration log-in:

District administration change password:

District administration contact information update:

District administration update district/board member information:

District administration event registration:

Who do I contact for help?

The OSSBA team is excited to offer easy access to important board credit information and event registration. If you need help, please call our office at 405.528.3571 or email Terri Silver at [email protected]. Your patience as we assist school board members and school administrators gain access to the members-only portal is greatly appreciated!


Oklahoma Schools Struggle with Teacher Shortage Despite Cutbacks

Oklahoma Schools Struggle with Teacher Shortage Despite Cutbacks, Survey Shows

Oklahoma Teacher Shortage 2016Oklahoma school districts are trying to fill more than 500 teaching vacancies as a new school year begins despite eliminating more than 1,500 teaching jobs since last school year, according to a new survey from the Oklahoma State School Boards Association.

The combined impact of budget cuts, too few prospective teachers and teachers opting for other careers or out-of-state teaching jobs is even worse than a year ago when schools had about 1,000 vacancies after eliminating 600 teaching jobs. This year’s vacancies do not include positions filled by teachers holding the more than 300 emergency teaching certificates state education officials approved in May, June and July.

School districts also have eliminated more than 1,300 support staff positions since last school year. That includes teaching assistants who helped schools deal with a difficult double whammy: inexperienced teachers and growing class sizes.

“People who have never trained a day as a teacher are now responsible for teaching elementary school students how to read and do math. We have high school students who can’t take Spanish because their school can’t find a teacher. We are hemorrhaging teachers to Texas, Arkansas and Kansas,” said Shawn Hime, executive director of the Oklahoma State School Boards Association. “This is what it looks like when a state fails its schools and its children.”

OSSBA conducted the survey during the first two weeks of August. Districts representing about 83 percent of the state’s public school enrollment participated. The key findings:

  • Districts reported 542 teaching vacancies as of Aug. 1.
  • Districts reported eliminating 1,530 teaching positions since last school year.
  • Districts reported eliminating 1,351 support positions since last school year.
  • More than half of school leaders say hiring teachers was more difficult this year compared to last year.
  • Half of districts expect to increase class sizes.
  • The vacancies are widespread, regardless of the district’s size and location and the subject area.
  • More than half of districts anticipate needing to seek emergency teaching certifications to fill vacancies.
  • Thirty-four percent of school leaders said their schools likely will offer fewer courses this school year.
  • Special education, elementary, high school science, high school math and middle school math are the most difficult teaching positions to fill.
  • School leaders are deeply worried that the overall quality of teaching applicants is having a detrimental impact on student achievement.
  • Nearly all of the state’s largest school districts are projecting class sizes of 26 or more students in middle and high school.
  • More than half of school districts are projecting elementary school class sizes of 23 or more students – above the 20-students-per-class limit in Oklahoma law that’s been waived because of the state’s budget struggles.

Budget cuts were the primary factor in districts’ decisions to eliminate teaching positions. Even if that hadn’t been the case, many district leaders expressed doubt at their ability to find certified teachers to fill the positions because not enough new teachers are seeking to fill jobs vacated by more experienced teachers who are leaving the profession or leaving for work in another state.

In addition to the more than the 300 emergency teaching certificates already approved for this school year, the state Board of Education is expected to consider as many as 350 more emergency certificate applications when it meets Thursday.

Hime said solutions for the state’s teacher shortage crisis remain unchanged from previous years. Oklahoma needs a long-term funding strategy for public education that meets three key goals:

  • Enables a meaningful increase in teacher compensation that’s regionally competitive and empowers schools to hire and keep outstanding teachers.
  • Provides resources schools require to meet the needs of today’s students and students of the future.
  • Rebuilds the teacher pipeline so it’s filled with capable, passionate educators, possibly through the launch of a bold, statewide scholarship or loan forgiveness plan for future educators.

“With every year that goes by, we make it more difficult for educators to do the job that we’ve hired them to do – provide every child with a high-quality education,” said Mike Mullins, OSSBA president and a longtime school board member for Sand Springs Public Schools. “I’m humbled and grateful that Oklahoma’s educators continue to rise to the challenge, but there’s no doubt our failure as a state to properly invest in our children and their education has consequences.”

Sand Springs has struggled to find certified teachers in core subject areas and described finding special education, high school science, middle school science and high school math teachers as very difficult. The district is projecting 23-25 students in elementary school classes and 26 or more students per class in middle school and high school.

The story is similar in Ponca City, where Executive Director of Human Resources Shelly Arrott said the district struggled to fill all its vacancies but likely was successful because the district cut 24 teaching positions at the secondary level and sought emergency teaching certificates to fill 10 teaching slots.

The district moved six paid days of teaching training from the summer to the school year to reduce costs. Arrott said the change resulted in a financial hit to support employees who now have fewer contract days. Support employees are being encouraged to take on other extra duty assignments like becoming a crossing guard to help bridge the financial gap.

School leaders offered mixed experiences with emergency teaching certificates, noting such teachers typically require more support than other new teachers and many are not returning for a second year. Amber Fitzgerald, executive director of human resources and communications for Enid Public Schools, urged the state to improve its alternative certification process by focusing more on classroom readiness.

“We are approached by a plentiful number of people with bachelor’s degrees who are interested in teaching,” she said. “Right now, the alternative certification process focuses on earning a piece of paper, not preparing for the job in an expedited way.”

Gregg Garn, dean of The Jeannine Rainbolt College of Education at the University of Oklahoma, is no stranger to Oklahoma’s teacher shortage crisis. He struggles with recruiting students into the profession. Making the problem worse is the fact that fewer students who graduate from the college are staying in Oklahoma to teach. And as enrollment in colleges of education declines and an increasing number of teachers seek alternative paths to the classroom, he said K-12 students are shortchanged.

OU has continuously raised its standards for admission to the college of education and now the average ACT for students entering the college is a 25, Garn said.

“We want to ensure students will have the best and brightest leading classrooms,” he said. “When the emergency certification pipeline is so wide, it has consequences for student learning. So many of those who come to the classroom through alternative paths are in and out in the blink of an eye. We want people who are going to be great and make a positive impact on thousands of students over their career – not just people who are going to be there for a semester or a year.”

School districts bordering other states face a particular challenge with recruiting and retaining teachers. Seventeen teachers have left Miami Public Schools in northeastern Oklahoma over the last year, leaving first-year Superintendent Jeremy Hogan scrambling to fill vacancies. The district eliminated 11 positions, has increased class sizes and is offering fewer courses.

Dozens of students typically take a third-year Spanish class, but Hogan eliminated the class because he couldn’t find a teacher. The inability to offer a competitive salary and to provide teachers with adequate classroom resources are major recruiting challenges, he said.

“We’re having to put a puzzle together with pieces that don’t match. We have missing pieces,” Hogan said. “We love kids, and when you can’t give what you feel is your best, it hurts. We’re doing a disservice to students.”


Download the Summary Report


How Much is Enough?

By Christy Watson

School finance is complicated. Many outside the public education sector have only a general notion of how schools are funded. The mechanism is fuzzy even for many of those working in schools.

So when educators and public education advocates start talking about the need for more money, the question almost always comes back: How much is enough?

Let me start with just a few reasons that illustrate why I’m sure the current level isn’t enough.

  • Oklahoma started the school year about 1,000 teachers short — even after eliminating 600 positions compared to the year before.
  • To compensate, Oklahoma has issued more than 1,000 emergency teaching certificates, leaving tens of thousands of Oklahoma children in classrooms without a fully qualified teacher.
  • In 2005, the Legislature passed Oklahoma’s Achieving Classroom Excellence law aimed at improving student achievement. It addressed graduation requirements, academic standards, testing and remediation for struggling students. The state Education Department estimates full funding at almost $39 million; actual funding is about $8 million. That’s only 20 percent of what’s needed, yet the expectations on schools and students to meet the law’s requirements are unchanged.
  • A few years ago, Oklahoma’s legislators enacted the Reading Sufficiency Act to ensure Oklahoma third graders could read at grade level before moving on to fourth grade. State education officials estimate the full cost of successfully implementing the law at $12.6 million; actual funding is around half of that.
  • Oklahoma’s per-student funding is terrible relative to other states. We’re last in our region and among the worst in the country at investing in the education of our children. And it’s not because our children need less. Oklahoma’s percentage of students needing special education services is higher than any state in our region, and only five states have a higher percentage of children who qualify for free- or reduced-price lunches.

I also know on a very personal level why it’s not enough. In February, my son’s third-grade teacher sent out a text with a lengthy list of supplies she needed for her classroom: pencils, spiral notebooks, folders, paper, etc. Off I went to Target to fill the classroom closets because it’s what I can do.

At my daughter’s middle school, parents are talking about a fundraising strategy to pay for supplies and equipment for excellent teachers who want to incorporate more hands-on learning in their classrooms — items the school could buy if it had the money.

How much is enough?

Oklahoma would have to spend nearly $1.3 billion more a year just to reach the average per-student investment of other states in our region. That would raise the per-student spending from its current level of $8,851 to the regional average of $10,744. Even if we wanted to just bump up one spot on the regional list and displace Texas, it would cost more than $750 million annually.

These are big dollars to talk about in a year of a $1.3 billion shortfall. That doesn’t mean we should ignore this huge gap in education investment and talk about it another day. I’m not OK with the idea that students in surrounding states have $30,000 or more invested in their education throughout the course of their school years. I don’t think most parents or business leaders think that’s OK, either.

How much is enough?

Isn’t the answer clear?

  • When the best possible teacher is leading every classroom.
  • When teachers have the resources they need to create engaging learning experiences for every child.
  • When schools have the resources to support children who have special needs and those who have fallen (and even started) behind.
  • When teachers aren’t begging for basic classroom supplies.
  • When Oklahoma parents like me can stop wondering why state leaders have decided my children are worth less than those in other states.

I’d really like an answer to this question: Why aren’t my children — and yours — worth more?

Watson is OSSBA’s communications director and the mom of two public school students.