During this past year, I took on the challenge of teaching a remote section of first grade for Loveland Schools. To date, this has been the most difficult work situation that I have faced as a teacher during my twenty-three-year career. I started the school year with 38 first graders. Just that hurdle alone made this an imposing task from the start. I remember thinking to myself, “How will I ever be able to deliver meaningful instruction to that many six and seven-year-olds? How will I establish a relationship with each one of them? What if I let my students down?”
My remote teaching team and I immediately had to dig in and make this work for our students. I quickly figured out how to manage thirty-plus students on Zoom calls during the day and created a daily schedule. I did my best to find helpful answers to parent questions and concerns, even though I often didn’t have the answers because so much of what we were doing was new to us all. As the first few weeks turned into the first month of remote learning, I found my way and admitted to my parents that I may not have all the answers about all the new challenges of this unique school year, but what I do know about is the development of six and seven-year-olds. So I asked for their trust. And the rest, as they say, is history.
After many afternoons and nights of stress and reinventing my practices to meet the needs of the situation, I pulled up my bootstraps and really dug into the school year. I had a job to do and my students deserved and needed my very best. I became the technology and wifi expert at my home, I figured out routines such as bi-weekly supply pick-ups; monthly drive-ups at my home for treats, crafts, and encouragement; and I came up with a working schedule that would not overwhelm our district’s young remote learners – or their parents or caretakers, with whom I recognized the need to partner with more than ever. As the year progressed, I had many students transition back to in-person school and from late winter to the end of the school year, I had eighteen students.
I can say with confidence that my students had a wonderful and meaningful learning experience this school year. My parents, students and I worked hard to create a caring and respectful online learning environment. On any given day on any given zoom call, my students and I could be found laughing and learning and being silly. We knew the names of each other’s pets, siblings, and other family members. We even knew what everyone had for lunch. Simply put, we were a learning community and, by extension, a family.
I invited my families to drive by my home in Loveland every month of this past school year so that we could say “hi” in person. I usually had a small treat for them, and I collected a lot of notes, cards, and flowers through the windows of their cars. Those drive-thrus proved to be one of the highlights of our school year together. A few even left me in tears afterward as I realized how awesome we all had made a difficult situation. To be honest, it was a great relief and extra rewarding to find that we could still have such a strong, supportive, and caring learning community in the midst of a pandemic while doing remote school from home. We celebrated birthdays, holidays, and milestones together such as the 50th and 100th days of school. During the Spring we celebrated being reunited with family members and friends as vaccines became available. And on a daily basis, we celebrated each other’s reading, writing, and goals scored over the weekend at soccer. And of course, lost teeth and new haircuts.
As I look back on our school year, I can safely say that we all had a wonderful school experience. Somewhere in between bad wifi connections and reminding them to “unmute,” all of our wrinkles and rough spots were smoothed over. My hope for my remote students is that when they look back on being a kid many years from now, that some of our memories will be there for them and spark joy. Maybe they will remember our renditions of the Gingerbread Man through reader’s theater. Or maybe the puppet shows put on with their siblings as they retold a story via video. Or maybe it was the simple joy of buddy-reading with a friend in a Zoom breakout room. I know for me, when I look back on this school year, I will remember the faces that greeted me each day with a smile during this pandemic and the trust they had in me all along.
To My Stay at Homies: Thank you for believing in me. Thank you for believing in yourselves. Thank you for always having a smile on your face even when you didn’t want to be on a Zoom Call. Thank you for letting me into your home each day. Thank you for sharing your funny stories and jokes with me. Thank you for finding humor in something each and every day. Thank you for laughing at how silly Frog and Toad were with me. Thank you for always asking how I was doing. Thank you for being my anchor during a tough and sometimes sad time. Thank you for being you.
I love all of you and I can’t wait for more hugs and to see you at LPS in August.
Loveland teacher motivated by former student and war hero
Mihaela Manova
by Mihaela Manova
Loveland, Ohio – Students, may not know what goes on in their teacher’s lives, but the impact that they give is indisputable. Good or bad in behavior or teaching, the students not only take new knowledge from them every day but a mindset. Julie Powers, or Mrs. Powers, as her math classes call her, is not just a regular teacher who comes in, educates, and goes home to only complete the same cycle every day.
Her drive to teach is not motivated by a sum of a paycheck, but the kids themselves that come in every day. The evidence? Ask any student that has sat in her class, any person who has talked to her about their day and of course her close bond with the local and national hero, Seth Mitchell.
Teaching at Loveland High School, Julie Powers has encountered many students in her career and has had a close relationship with the Loveland High School Senior class of ‘97. One of the students she met was hero Seth Mitchell, a student with not only a good heart but a genuine soul towards the people around him. After high school, he joined the U.S Marine Corps and fought for our country in the Iraq-Afghanistan War where he was killed in action.
Loveland High School Math Teacher Julie Powers
Since his passing in 2009, his family and friends have organized the Captain Seth Mitchell Hero 5K every Fall in memory of his life. The proceeds collected during the race are given for scholarships for 12th-grade students at Loveland High School and are helping other people out, just like Seth.
I recently sat down with Mrs. Powers and asked her about herself, the teaching profession, and Capt. David Seth Mitchell.
I know that the Seth Mitchell Race happened a couple of weeks ago, what kind of thoughts did you experience during it?
I had surgery before the race this year, so I didn’t walk, and I’m a walker. I didn’t even get on the trail. Instead, I stayed back with some of the other people that graduated with Seth, who are now adults and who have kids and families. They graduated in the 90s and seeing them 20 years into the future is really kind of cool.
If you look at Seth and how he lived his life and what he wanted to do with his life, he didn’t miss a beat. He went after his goals and he worked hard to achieve them.
It was really neat to just talk to them and at the same time it makes me a little bit sad because you can’t do that with Seth. He’s gone, and he can’t live that part of his life. But I think the hardest part of losing someone so young is feeling like they’re never going to get to this accomplished or have this experience, have a significant other, have children if they wanted to or travel the world.
If you look at Seth and how he lived his life and what he wanted to do with his life, he didn’t miss a beat. He went after his goals and he worked hard to achieve them.
Can you tell me about the class of 97’?
They were amazing people when they were in high school and are even more amazing now as adults. They are some of the most giving, selfless individuals that I met back when they were sophomores. Some of them I taught in 8th grade in Algebra 1 Honors and Algebra 2 Honors and then Calculus, so I knew the group pretty well and being their advisor for Student Council, I got to work with a core of them for almost four years.
It’s hard for me to explain to you the personality or the feeling of the class.
I have never done another student council class after them because that class just meant so much to me and I knew so many of them so well, not even just the student council kids. It’s hard for me to explain to you the personality or the feeling of the class.
Those kids had blurred boundaries, (for example) just because you were in Show Choir didn’t mean that was your only identity. It was the class that I’ve never seen before, it didn’t matter what their ‘thing’ was, many of them had many ‘things’ going on with their lives.
You don’t normally have the kids that are on the big athletic teams, doing Student Council and then going out and saying “Let’s go build floats out of chicken wire, tissue paper, and glue!” So when the last day came for them in May 1997, it wasn’t like the last few years. Oh are they going to do anything crazy!? It wasn’t like that at all.
The bell rang and they all kind of just strolled out of their classes, not running, screaming, and yelling; they were in the hallway being happy and sad at the same time, because it was their last time together as a class.
And you don’t see that type of reaction often, and it wasn’t that Seth was the only person; he was in the group that was just that special. I could name so many names in that class that could just go out of their way to be amazingly nice. There weren’t any little cliques and it just wasn’t like that.
Can you tell me about being an educator and the politics that surround this role?
I never thought about politics until I was in my 30s. I was like, “My vote won’t count.” and I didn’t think it did, as an educator, there were more things that affected me. That’s what pulled me into it. Seeing the current Secretary of Education, Betsy DeVos, we should not put somebody in this department who has never worked in a public school, ever, and who sends all their children to private schools while being a millionaire. Someone who is in charge of education needs to be a former educator, not a business person.
That’s just beyond what I can stand. I would look at the people running for office and I literally would just look at their platform on education and what they thought about it. My take on education has been pretty consistent but it has also changed a bit.
Especially after last year, I volunteered to teach a lower Algebra class and I did it on purpose. I learned a lot about the amount of poverty that is in Loveland. I had drawers full of food for these kids. I now see that as a society we need to take care of the family unit in families that are impoverished because we’re missing the boat.
What are their lives like when they go home after school?
Not only supporting them through schools, not only getting them free and reduced lunches, but if we don’t support them from preschool to kindergarten, it’s all gone. What are their lives like when they go home after school? And the kids in grade school, is there no one there to watch them? What kind of problems do they have? Do they have one parent, two parents?
If we don’t look at that part of it and spend money trying to support the people that don’t have anything, I don’t think we’re going to get anywhere with education. I think there are more critical issues that happen that can even affect the classroom.
If I can show these students by my actions that there is another adult in this building who cares about them as people, I will have succeeded. Now whether or not we get math done is a separate issue, because the first thing that had happened was, they had to learn that they could trust another adult. Some of them have very few, if any, adults that they can trust because they’ve been taught by all kinds of experiences that they can’t and so that was my goal for the class.
We teach students not subjects.
Do you think social media influences people in our society right now?
If you look at our society we are a little bit like a microcosm. Look how polarized our society is now with just politics. I’m not taking sides but I’m just saying, they can’t find a middle ground no matter which side you are on.
Like you just talked about social media, Instagram promotes stuff for fundraising and that’s good, that’s necessary. That’s what social media’s for, to use it in a good way but I also think that it pushes people into boxes more.
I’m sorry I don’t post on social media because my life is boring, I don’t want people to know everything, I’m not interesting, I don’t want people following me. I even told my husband, “You will not post my picture on Facebook!”
Books vs Video Games
Think about when you read books (depends on what kind of books you’re reading ) but the more books you read the more it makes you think. Then okay, so playing video games or reading some books? Which one is going to open your mind which one is going to have you thinking?
And even if you’re not thinking about the book when you read it, sometimes you might be driving and be like ‘Huh, that’s interesting what that one person did…’ and it makes you process stuff again and again, but when playing a video game, your game is done when your battery finishes.
What embodies Seth?
I mean he definitely was someone who would always be very “other” sensitive, like in a classroom. If he saw somebody that was down even if it wasn’t one of his best friends, he would still reach out, quietly, and not make a big deal out of it. He would be like, “How are you doing? Are you ok?” The picture of him in the main lobby with a smile on his face and the gun on his back is the same smile I saw him with everyday.
Captain David Seth Mitchell was killed on October 26th, 2009 at age 30 while on a mission he volunteered for when two helicopters collided while supporting combat operations in Afghanistan’s Helmand province. He was a 1997 Loveland High School graduate and President of his Senior Class. (Learn more: Keep Captain Seth Mitchell’s memory alive)
I know that he struggled a little bit, there were some times in high school for Seth that were a bit dark and challenging and he had to go through some stuff, but his faith was very important to him, so that made a big difference. Even with that, the time I remember during the years that he was here, he just was someone who worked so hard.
It didn’t matter if math did not come easily to him and it didn’t, in fact, the day after his parents found out (of his passing) his mom immediately said to me, “Oh Julie, Seth was never very good at math.”
I told her, “It made no difference at all because it was what kind of a worker he was. It was that work ethic that made Seth who he was, he wouldn’t give up, and that he would just keep on trying.”
By the end of our long talk, I got to know Mrs. Powers more than I could ever imagine, making me think that some teachers are not just here to educate you, but also to support you throughout the years. Educators like Mrs. Powers need to be praised not only for the work that they do but for their dedication to their students. Students will see and appreciate any teacher who stimulates, encourages and reaches out to them.
I would like to say thank you to Mrs. Powers for her support in her student’s lives.
Melissa Prenger, third grade teacher at Loveland Elementary School (LES), was honored at the 2019 Celebrate Excellence educator recognition breakfast on May 3. The event, a prestigious annual scholarship fundraising event and ceremony by the Hamilton County Education Foundation, is an opportunity to honor public school educators of excellence throughout the county.
Anthony Munoz, Master of Ceremonies, presented the 2019 Celebrate Excellence Award to Melissa Prenger, teacher at Loveland Elementary School.
“Mrs. Prenger is not only an outstanding math teacher, but also passionate about spreading kindness in our school and community,” said LES Principal Jen Forren. “She has run a long list of ‘compassion projects’ and established the LES Kindness Council, which not only have helped develop empathy and compassion among the students, but also have provided leadership opportunities for our third and fourth graders.”
Over the past four years, Prenger has led the LES Kindness Council through a number of compassion projects to benefit others, including collecting backpacks for children in Haiti, collecting more than 10,000 pairs of socks for homeless shelters during “Socktober,” and sending more than 400 holiday “caring cards” to troops overseas.
“It is such a privilege to honor a teacher that empowers our Tigers to be kind and serve others,” said Loveland City School District Superintendent Dr. Amy Crouse. “Mrs. Prenger inspires all of us and has had significant impact on adults as well as children over her years at Loveland. She has a heart of gold and we are so lucky to have her.”
6) Don’t do anything that wouldn’t make your mother proud.
Published in the Loveland High School Roar Newspaper in October 2013.
The always impeccably dressed in a dress shirt, jacket, and tie, Mr. Schmidt was affectionately called, Chuck and Schmidty. He was a former administrator, coach, and teacher in the Loveland School District for 40-years. The Tiger gym at Loveland High School is named in his honor. He was an Assistant Principal, Interim Principal, and after his retirement in 1988 returned as a substitute teacher. He taught English and physical education. He once was the head varsity basketball coach at Lockland High School.
For many years he could be seen at the end of the varsity bench for Loveland basketball teaching his basketball knowledge and his famous “6 Schmidt Rules.” He was also a regular at Loveland football games helping at the admissions gate and with the parking flow, a good-will ambassador showing hospitality to regulars and visiting fans.
After his retirement, teachers and staff at Loveland High School created the Chuck Schmidt Staff Scholarship. In 2014, funds were raised through a “Tacky” Sweater Contest, Hawaiian Shirt Day, and Friday Jeans Day for Staff that awarded eight $500 textbook scholarships to graduating Seniors that year.
Memorials to Mr. Schmidt are requested to go to the Loveland High School Chuck Schmidt Staff Scholarship, 1 Tiger Trail, Loveland, OH 45140.
Mr. Schmidt was inducted into the Loveland High School Athletic Hall of Fame class of 2008.
Beloved husband of the late Jackie Schmidt (nee Wisby) for 59 years. Devoted father of Mark (Carolyn) and Michael Schmidt. Loving grandfather of Nancy (Dave) Schwandner and Steven, Susan, Matthew, Michael Jr., and Jacqueline. Great-grandfather of Robert. Dear brother of the late George C. Schmidt Jr. Departed on February 24, 2019 at the age of 87. Visitation will be held Thursday, February 28th from 10 AM until time of Funeral Service at 11:30 AM, all at Mihovk Rosenacker Funeral Home, 10211 Plainfield Rd., Evendale. Memorials requested to Loveland High School Chuck Schmidt Staff Scholarship, 1 Tiger Trail, Loveland, OH 45140.
Cassie Mattia lives in Historic Downtown Loveland, Ohio.
If we don’t protect our youth who will? In May, Ohio Paul Zeltwanger and Thomas Brinkman proposed House Bill 658, which states:
“If a government agent or entity has knowledge that a child under its care or supervision has exhibited symptoms of gender dysphoria or otherwise demonstrates a desire to be treated in a manner opposite of the child’s biological sex, the government agent or entity with knowledge of that circumstance shall immediately notify, in writing, each of the child’s parents and the child’s guardian or custodian. The notice shall describe the total circumstances with reasonable specificity.”
gen·der dys·pho·ri·a
ˈjendər disˈfôrēə/
noun
MEDICINE
The condition of feeling one’s emotional and psychological identity as male or female to be opposite to one’s biological sex. How to pronounce gender dysphoria.
In plainer language House Bill 658, also known as the “Parent’s Rights Bill,” would make any school administrator or teacher who allows or offers gender dysphoria (the condition of feeling one’s emotional and psychological identity as male or female to be opposite to one’s biological sex) treatment, including resources on sex and gender or counseling, for a minor “without the written, informed consent of each of the child’s parents and the child’s guardian or custodian” they could be charged with a felony in the fourth degree. The parents of the student according to the bill would get the ultimate decision whether their child gets access to treatment, including educational materials, counseling or medical services.
If this House Bill is implemented it could have detrimental consequences for teachers and even more importantly for those students affected. Teachers are there to lend their students a helping hand educationally and emotionally in order to prepare them for what’s to come once they are out on their own, why take this from them?
A teacher’s take on House Bill 658
I spoke to one Loveland teacher who wishes to remain anonymous, a mom of a teenager. I’ll call her Susan. She told me that for many students their home life is a wreck and out of control with issues of poverty, broken families, and domestic abuse. “For many of my students, the only adult in their life that can be trusted may be their teacher. Teachers who lend an ear and can be trusted can be an enormous help that often reflects on their academic achievement. We care for the whole child.”
Susan told me that for many students their home life is a wreck and out of control with issues of poverty, broken families, and domestic abuse. “For many of my students, the only adult in their life that can be trusted may be their teacher.”
Susan told me that she just overheard a conversation between her daughter and a friend about a classmate they thought was transgender. “I wondered, do they know what that means? Are they friends with this young person? How do my kid and others treat her? Because I am a teacher, would I be required to file a report with the District? These are all questions that ran through my head as a mom and a teacher.”
Susan said she wants to protect and support all of her kids, her biological ones and the ones that are “her’s” for a school year. “I want to be able to do that freely and openly and with my heart.” She said that some of her students desperately need someone they can trust in their life and the last thing they need is another person that will let them down because politicians want school staff charged as felons if they don’t report that the student herself, or a classroom teacher, principal, gym teacher, bus driver, or classmate may be questioning her gender identity.
Susan asked, “Just what stereotypes am I going to be expected to police?
HB 658 is a harmful bill that takes aim at some of our most vulnerable — transgender youth — by forcing school officials to serve as ‘gender police’ and out them or risk getting a felony.” – Alana Jochum
LGBTQ advocacy
“HB 658 is a harmful bill that takes aim at some of our most vulnerable — transgender youth — by forcing school officials to serve as ‘gender police’ and out them or risk getting a felony,” said Alana Jochum, executive director of LGBTQ advocacy group Equality Ohio. Jochum told NBC News. “This exposes young people to discrimination, harassment, and bullying.”
Jochum couldn’t be more correct if you really take a look at the alarming statistics. One study done by the Cincinnati Enquirer showed that 64% of LGBTQ youth in Ohio heard “negative comments” about their gender identity or sexual orientation from their family and in result, according to another study done by National Transgender Discrimination, 41% attempted suicide. Though many transgender students
75% of transgender youth have felt unsafe at school after being outed and have lower GPA’s due to missing school in fear of their safety.
have experienced negative comments, violence has become the most popular form of dealing with transgender youth. Disturbingly enough 19% of transgender youth, according to the National Center for Transgender Equality, experience the majority of violent abuse in their home from their own family members. Along with dealing with all the dissension from family members 75% of transgender youth, according to a national survey done by GLSEN (pronounced “glisten”), have felt unsafe at school after being outed and in result have lower GPA’s due to missing school in fear of their safety. With all the facts at hand, The Ohio Education Association who represents 125,000 teachers and support professionals, have openly opposed the bill.
Violence has become the most popular form of dealing with transgender youth.
Kathryn Lorenz is the Loveland Board of Education Vice President
While researching House Bill 658 I managed to only get a response from two local representatives of the Loveland School Board, one being Kathryn Lorenz, the Board Vice President and the other being Loveland School Board Member, Ned Portune. Lorenz’s response was, “In the case of House bill 658, we would have to say that we do not yet have enough information, nor have we met as a board for a few weeks, so we do not yet have a Board statement to make.”
Ned Portune is a member of the Loveland School Board
Portune added that he, “…simply has not been fully informed at this point on HB 658 to have an educated opinion. There are several items in your statement that would certainly give me a gut reaction, and opinion on, if true as presented. But I need time to fully review the Bill, its implications and existing laws to have any formal statement.”
School Superintendent Amy Crouse, High School Principal Peggy Johnson, and assistant principals at the High School did not respond.
Studies show most transgender youth are fully aware of their gender identity by age 4.
After attempting several times to contact both Representatives Paul Zeltwanger and Thomas Brinkman through email and phone about House Bill 658, I, unfortunately, got no response. It wasn’t hard to find Brinkman’s opinion on the issue in several other publications though, voicing to WCPO, “Parents have the right to decide what is best for their children,” and telling WOSU Public Media, “And if somebody doesn’t like it, you’re emancipated at age 18 and you can go do whatever the heck you want.” Seems pretty harsh considering the transgender population represents about 0.3% (700,000) of Americans and studies show most transgender youth are fully aware of their gender identity by age 4. Are we encouraging parents and administrators to discard their students or child’s gender identity in fear of social rejection? Do these children not deserve to live an authentic life?
Fran Hendrick, PCC has offices at Wildflower House in the West Loveland Historic District.
House Bill 658 is expected to be presented to the Ohio General Assembly in the Fall and will be without a doubt one of the most controversial bills to date. Many have opinions on this issue one being Fran Hendrick, a respected and highly educated clinical counselor who specializes in assisting women and girls who are experiencing depression or anxiety triggered by a crisis or major life change. When I presented Fran with House Bill 658 and asked what her opinion was she had a lot to say and rightfully so considering one of her life missions, according to Fran’s website franhendrick.com, is to “gently help you find and shelter your spark (the essence of who you are at your core) and grow it so that it illuminates your person and is radiated through words, actions and decisions, big and small, that make up your daily life.”
In a culture such as ours, it is a matter of life and death for transgender youth to decide if and when to trust another person with their reality. – Fran Hendrick, PCC
“Being a parent takes great courage, even more so when your child presents you with something that you’re unfamiliar with – or even afraid of. In a perfect world, a child who feels somehow ‘different’ from their peers (‘their’ is deliberately gender-neutral), they could consult their parents, who would strive to deeply understand the child’s experience, would provide accurate empathy, and would go on a crash course to learn everything they could about the unfamiliar issue. And, so very fortunate for their children, there are many parents like these.
But in the real world, an adolescent boy saying to his father, ‘Dad, I think I’m a girl’ is very likely to encounter disgust, rejection, rage, or even violence, not empathy and understanding.
While the intent of this bill, giving benefit to grave doubt, could be a deeply uninformed and misguided attempt to protect children, that seems unlikely. My sense is that in truth it is more about attempting to hand parents the power to say no to their child’s gender identity,” Hendrick said, “But gender identity – and sexual orientation, for that matter – are not matters of choice. And in a culture where transgender people are assaulted and even murdered at a rate higher than their cisgender counterparts,where transgender youth are summarily shunned and rejected by their own parents (the rate of homelessness is, not surprisingly, very high), where the suicide rate that results from these atrocious facts is far higher than for other youth – in a culture such as ours, it is a matter of life and death for transgender youth to decide if and when to trust another person with their reality, and, most importantly, whom to trust.
To be “outed” for the choice to trust; or to be prosecuted for trying to be help – these are not protections. Actions like these support bigotry, and increase isolation and despair. – Fran Hendrick, PCC
To be “outed” for the choice to trust; or to be prosecuted for trying to be help – these are not protections. Actions like these support bigotry, and increase isolation and despair. Stopping a teacher from helping such a student, one who is likely alone with the reality of their gender identity, who stands to be emotionally and psychologically rejected, or even physically abused, by their own family is, quite simply, a cruelty. This, I strongly believe, is not what the overwhelming majority of parents want for their own or anyone else’s children. This is bad enough. However, this bill opens the door to much more far-reaching damage than this.”
Is he to be turned in to the gender police?
The talented young male artist who despises sports – is he to be turned in to the gender police? The girl who chooses overalls and a t-shirt rather than a dress and a mani-pedi –what of her? The sponsors of the bill have explicitly said that teachers should be required to inform on them, as well. We have an essential responsibility to ensure that proposed legislation protects vulnerable people from the bigotry endemic in our society.This legislation explicitly deprives them of protection.”
Ultimately what it comes down to is ensuring that our children are and feel safe when going to school. Teachers and administrators are the ones that take on the responsibility of creating that fun, loving and supportive atmosphere so that our children get the best opportunities in life. Passing a bill such as House Bill 658 only presents another obstacle that both teachers and administrators have to overcome. Don’t these professionals have enough obstacles to conquer as is?
Both Justin Haake and Tonya Schaeffer who are Professional Clinical Counselors for Hope Restored Counseling Services in Loveland couldn’t agree more.
Justin Haake is a Licensed Professional Counselor at Hope Restored Counseling Services in Loveland and works primarily with adolescents and adults, specifically during transitional periods in life.
Haake said, “For some, teachers and school administrators may be the only people in schools that feel safe for students to reach out to.Imagine the fear of asking for support, knowing that you’ll either be outed or put the teacher or administrator at risk of a felony.”
Schaeffer said, “From my perspective, this would most likely increase the level of bullying and possible harm to these students.There is already so much shame and stigma attached with Transgender people, and they need as much support as they can get,”
Tonya Schaeffer is a Licensed Professional Clinical Counselor and co-owner of Hope Restored Counseling Services in Loveland.
Schaeffer added, “Support is out there.In fact, we are offering a psycho-educational group starting in September that offers education, support and a safe environment for Transgender students to express themselves.” She said they hope to offer a similar group to parents who are trying to understand what their child is going through, explore what the parents are experiencing and provide support. “We currently serve the LGBTQ community, and we are expanding those services.I recently read a statement that it is estimated that 41% of trans men and women have attempted suicide. I don’t believe this bill would help–it seems like it could only hurt.”
Susan, the mom and teacher said, “I am thankful I live in a community where support services like those provided by Hope Restored, and Fran Hendrick at Wildflower House are nearby for my students and their families.”
Transgender youth have so many mountains to climb within their own scientific makeup and allowing a bill like House Bill 658 to go through in hindsight is taking away their basic rights as Americans and human beings.
“GLSEN (pronounced “glisten”) was founded in 1990 by a small, but dedicated group of teachers in Massachusetts who came together to improve an education system that too frequently allows its lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) students to be bullied, discriminated against, or fall through the cracks.”
Nine teacher-designed and student-inspired projects awarded to advance the goals of #TigerInnovation #TigerGrowth and #TigerCare across the district
Loveland, Ohio –From the establishment of an Innovation Lab at Loveland Primary School (LPS) to encourage educational risk taking to the creation of Virtual Reality Environments at Loveland Middle School (LMS) to help students with special needs – the Loveland City School District is excited to announce the district will help fund nine projects for the 2018-19 school year as part of the annual Innovative Classroom Grant program. The selection of winners was presented to the Loveland Board of Education during the April 17 Board Business Meeting.
“With this next iteration of the Innovative Classroom Grant, we have learned so much about what innovation truly means and looks like across our classrooms,” said Loveland Director of Technology and Innovation David Knapp. “Innovation is not about things. It’s about embracing the perspective of our students to think about teaching and learning differently.
“We could not be more excited to see the growth and development of these teacher-generated and student-inspired ideas that resulted from this year’s grant opportunity. As we plan and eventually implement these new ideas that will impact so many of our students immediately, we are also piloting experiences that could impact our students for years to come in thinking about the next phase of our Loveland classrooms and learning experiences.”
The district established Innovative Classroom Grants during the 2016-17 school year to fund innovative teacher ideas that would enhance the district’s three key goals of providing Tiger academic Growth, Innovation and Care. In the program’s debut year, the district funded 11 projects, including flexible learning spaces, MakerSpace and digital microscopes. This year, projects will continue to impact Tigers at all age levels, with continued focus on Growth, Innovation and Care.
“Loveland Middle School plans to design a space with social and emotional learning supports for our students who struggle with anxiety and anger,” said LMS Counselor Kim Shafer – who was part of a winning grant team. “We will have tools and programs to help our students take a minute away from class to reset emotionally – with the goal to rejoin the class. This will be a powerful way for the district to provide Tiger Care.”
“Our grant idea was inspired by watching our students at Loveland Primary School work with MakerSpace – which was part of the grant selection last year,” said Innovative Instructional Coach Traci Stubenrauch – who was a part of a winning grant team. “Our hope for the LPS Innovation Lab is that it will be a place for students and teachers to be able to take educational risks, try new things, collaborate, share and give each other feedback.”
“This is an important investment to continue to make as we develop a world-class student experience for our Tigers that is unlike any other,” said Loveland Superintendent Dr. Amy Crouse. “This opportunity puts our rock star educators in a position to game-change the traditional classroom for their students. We appreciate the support of our Board of Education as we take opportunities like these to enhance our core business – preparing students for tomorrow, today – in unique ways.”
The winning projects included (by building):
Loveland Primary School
LPS Innovation Lab – Cristin Kiefer and Traci Stubenrauch
Loveland Elementary School
iPods for Personalized Learning – Heidi Weber
Loveland Intermediate School
Team Model for Flexible Learning – Kelly Coldiron and John Waple
Flexible Space for Collaborative Learning – Natasha Young
Loveland Middle School
Virtual Reality Environments – Rachael Angel
Social and Emotional Learning Supports – Lauren Cripe, Kim Shafer and Anita Winning
Student Designed Flexible Learning Space – Chloe Jackson
Award-winning LHS Teaching Professions Academy students with State Superintendent of Public Instruction Paolo DeMaria at the Educators Rising Conference.
Andrea Conner is Director of Secondary Programs Loveland City School District
By Andrea Conner
Take 40 Loveland High School (LHS) students with a passion for education and a teacher with a vision to not only provide rich course offerings for students but also help develop future educators, and you have Loveland’s new Teaching Professions Academy (TPA). That’s right – in Loveland, we are teaching Tiger students how to become Tiger teachers for their future careers.
This program, designed and instructed by Bre Sambuchino, gives our high school students the unique opportunity to make real-world connections between the curriculum and instructional strategies they study in this new class when they apply them to field-placement experiences within our district. From Loveland Elementary School to Loveland Intermediate School, TPA students get hands-on experience learning the different skills teachers must possess to be successful at the various levels of student development. TPA students work together to prepare real, vibrant lessons for our young Tigers – taking care and pride in representing their program with professionalism.
A table-top sized tree quickly grew with various versions of what might be the best technique to use to create a tree that both captured the passion of the group while still making certain it was versatile enough to be transported.
The pinnacle of the program’s successful first year was evident on March 15 when the TPA students and Ms. Sambuchino traveled to the EdRising Ohio conference at Ohio Dominican. TPA students participated in various speaking and lesson-planning competitions and worked as a group to create their chapter display with the theme “Where do we grow from here?” A table-top sized tree quickly grew with various versions of what might be the best technique to use to create a tree that both captured the passion of the group while still making certain it was versatile enough to be transported. “Their ideas continued to grow with the tree!” commented Sambuchino.
The conference and the tree certainly delivered in true LHS TPA fashion! The tree won first place (chapter display), and LHS Senior Maddy Butts won second place in the STEM lesson planning and delivery competition teaching a robust “states of matter” lesson to her field placement class. She is now a National Qualifier, and she will be competing in Orlando, Fla., in June. In addition to these accolades, Loveland High School’s program was awarded as an Honors Chapter, one of 12 out of 64 total state chapters. The students, along with their award-winning tree, even made State Superintendent of Public Instruction Paolo DeMaria’s Twitter feed!
Success like this isn’t based on luck. It is the result of focused, strategic effort; the LHS TPA is the first of a series of Academic Pathways the Loveland City School District is developing to prepare our students for tomorrow, today. It is our mission, in action – and – it is award-winning.
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Kindergarten teacher Shannon Jones one of 13 in state of Ohio honored with distinction
Loveland, Ohio – Loveland Early Childhood Center (LECC) Kindergarten Teacher Shannon Jones has been named a 2017 Jennings Fellow by the Martha Holden Jennings Foundation. Of the thousands of public school teachers in Ohio, Jones was one of 13 teachers selected for the honor, which was presented at The University of Cincinnati.
Loveland Interim Superintendent Dr. Amy Crouse presented Loveland Early Childhood Center Teacher Shannon Jones with her Jennings Fellow award surrounded by students from her class.
This highly regarded distinction honors master teachers in select areas of Ohio each year. Candidates, who have been nominated by their superintendents, participate in the Jennings Educators Institute during the fall. Participants earn the designation “Jennings Fellow” by showing application of what they have learned.
“Shannon Jones has never passed on a single opportunity to attend any sort of workshop, class, or professional development opportunity that is offered; that is a direct consequence of how driven she is to provide her students and their families with the best kindergarten experience possible,” said LECC Principal Kyle Bush. “She is a natural leader among her peers and in our school – always looking for ways to make our school, and by extension her own classroom, a better place to learn, grow, and be challenged.”
“Since 1959, the Jennings Foundation has recognized teachers who set an example by pursuing and implementing excellent teaching practices,” said Dr. Daniel Keenan, executive director, Martha Holden Jennings Foundation. “We honor the Jennings Fellows because they demonstrate a commitment to further develop their own skills, to take action, and to reflect on those practices with their peers. This is what excellence is all about.”
The Martha Holden Jennings Foundation was founded in 1959 to provide a means for greater accomplishment on the part of Ohio’s teachers and students. The Foundation awards grants to teachers, public school districts, and tax-exempt organizations that assist public elementary and secondary schools in Ohio and focuses its efforts on two themes: excellent teaching and deep learning.
For more information, please visiting the Martha Holden Jennings Foundation website: www.mhif.org.
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