Rally The Troops in Ohio! – Sticky

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24 thoughts on “Rally The Troops in Ohio! – Sticky”

  1. The survey doesn’t take long, even including scanning the actual Ohio standards doc. These standards are always so wordy, and seem to set unrealistic expectations for what students will be able to do with the language by grade 12–but then, the assumption seems to be a k-12 vertical alignment.

  2. done. totally unrealistic expectations given the #of hours available. yikes! i think i will now read my own state standards to see what they say (how embarrassing that i haven’t)

    1. update…i just read my own state standards for the first time. well, actually i cannot claim to have “read” them because my eyes glazed over immediately. totally ridiculous. just like the ohio ones, and there was this other document for teachers “how to implement the standards.” it almost made me physically ill. all output. all fake. blech :0 me really appreciate the freedom i have to work with TCI.

  3. Done. Besides the 90% I also encouraged “them” to focus on expectations that are realistic. If the reality is that most kids get WL 9-12 then the expectations/outcomes should speak to that. Our standards in Maine have NEVER been useful or “enforceable” because they define a k-12 program and VERY few school offer that. So we assume that K is grade 9 and start from there. It is very silly and most unhelpful.

    Also, I read the response of the guy that Christ interacted with again and REALLY find his answer and tone troubling. Chris, I may have missed some information, but do you know who this guy is? Teaching experience? Qualifications to make such a statement? Current position?

    Because this blog is closed I will say that our “State Specialist” here in Maine has the same pejorative attitude towards TCI as this Ohio guy. Probably worse. He actually (IMHO/Experience takes a hostile position against TCI. He is at the end of his career and one can only hope that his replacement may be more aligned with what we know to be true about language acquisition. The person in this role could have SUCH a HUGE positive affect in bringing training, guidance and credibility to CI based instruction.
    As it is, the conference for our state association (FLAME) offers little to no training on CI strategies. Year after year it is the same old rehashed content.

    Hang in there Chris and thank you for your willingness to get involved. I am glad for an opportunity to support you.


  4. Sabrina Janczak

    I am glad I was able to go on the blog today as I am still officially on vacation until Monday . This way I was able to take the survey. Hope it makes a difference!

    1. Debbie Robinson, one of the WL consultants at the Dept of Ed. is retiring and they will be hiring. I can give you all the information necessary in regards to requirements and how to apply!

  5. Their general position is one of educational elitism. Robinson has a Ph.D (in what? – certainly not in classroom teaching) and the guy that offended Chris has an M.A. They are not ground troops like we are. They stand at the back of the battle and tell us what to do. Why should they listen to us? And they probably don’t, like you point out, Laurie. Until states get real leaders who have been in the classroom, not much will happen. Compare that with Diana Noonan and her 20 years at East High School teaching all levels of French, slugging it out every day in learning her craft so that the work she does in training us in DPS has value, merit, and insight.

  6. Done. Chris, I hope having the community behind you like this is helpful, and that the “powers that be” are truly ready to address questions and comments from other professionals in the field.

    1. This community is extremely helpful, this is a battle that I would NOT be able to wage at all. I do not have the knowledge of all the research to back me up that so many here do.

  7. If anybody wants to join me here in Ohio, here is the information for the Ohio Dept of Ed. position available. The requirements are in here too.

    Dear OFLA Colleagues,

    I am retiring from my state job on January 13th after 11 years as your team leader for world languages here at the Ohio Department of Education. I leave you in the most capable hands of my colleague and friend, Ryan Wertz.

    With ongoing standards revision and adoption by the State Board of Education, the onset of model curriculum work, vibrant international teacher programs, project-based learning opportunities for students, providing guidance on teacher effectiveness based on student growth, helping districts with credit flexibility options, influencing best practices in blended learning, and a host of other interesting initiatives, ODE is seeking two candidates to work with Ryan. One will be a part-time, intermittent position (flexible hours, up to 1000 per year) and the other a full-time job. Both require working on site at ODE here in Columbus. Know that you would continue to accrue time in STRS or OPERS towards your retirement.

    The ideal candidate(s) should possess the ability to thrive in a fast-paced work environment; enjoy being part of a dynamic team; be a tireless advocate for long sequences of language instruction, including immersion programs; believe that all children can learn languages; and be committed to maintaining and strengthening commonly and less commonly taught languages across Ohio.

    Additional requirements for both positions:

    Master’s Degree and a minimum of five (5) years teaching or other educationally related work experience of which at least three (3) years are administrative or supervisory (e.g., department chair, mentor teacher for beginning colleagues, curriculum coordinator, administrator of a grant).

    While the actual postings have not occurred, I wanted to give interested parties a “heads up” as the turn-around time for applications is often two weeks or less. To view applications for similar positions, please visit http://careers.ohio.gov and search for State of Ohio Government Jobs > Agency > Education. I’ll let you know when our postings go live.

    Please share broadly with colleagues, doctoral candidates, retirees in your circles, and people you know who may not be on the OFLA listserv.

    It has been a pleasure working with and getting to know so many of you over the years!

    Most sincerely,


    1. Ben’s comment about my replacing the “old geezer” and the “job description above” leave me with a thought.

      If one is TRULY passionate about teaching young people and has had their teacher transformed by TCI – and is absolutely IN LOVE with teaching – could a person like that really take on a job as described above?

      I have recently seen some teachers leave to take on “admin” positions and, quite frankly, I really think it is best. They clearly are not “In their element” in the classroom.

      I can tell you that i am. I honestly cannot tell you how much I enjoy the energy, creativity, emotion and surprises that young people offer. I have also taken on with gusto Susie’s challenge to “love all kids BECAUSE of who they are and not “in spite” of who they I (I love you tommy but….)

      No. No thanks. I wouldn’t pass up the relationships I have with kids for anything in the world. I need to stay in the classroom

      The disgrace is that the “admin” positions are paid so much more and that lures folks as well.

  8. Thanks Chris, but I’m going to stay here in the other vowely, 4-lettered “fly over” state.

    I just took the survey after reading over the documents:

    “I could not find whether these expectations were based on the assumption that students would be taking language continuously k-12. Therefore I had a difficult time assessing the appropriateness of the output expectations provided in the document. But that being said, the k-5 levels had many inappropriate output expectations. It would be very difficult to supply the necessary amount of comprehensible input that would allow for production, in that amount limited time with kids. This would be true of upper ages also, especially for abilities like “debate”, if they did not have a solid base of at least 250 hours of comprehensible input.

    The only way to deliver that necessary amount of comprehensible input to students, in a classroom setting, is to use the target language at least 90% of the time. I did not see anything suggesting a proper amount of target language that students should be exposed to each class. I think it would be wise to give students the benefit of hearing and seeing the language as much as possible, at least 90% of the time, and that expectation be clearly stated.”

  9. I have met plenty of kids who come to me in ninth grade who have had French from kindergarten on up. Most know no more than those who come out of a FLEX experience. I am sure it’s high fives all around for the authors of the Ohio document. It looks great on paper, has all the bells and whistles, but I think it is optimistic to the max. I will take narrow and deep any day.

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