Summer 2024 ATPE News

ATPE News

GEN ALPHA MEET

You’ve heard of baby boomers and millennials, but what do you know about the newest generation to enter classrooms?

PAGES 10–12

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ATPE News

The official publication of the Association of Texas Professional Educators

State Officers

Jayne Serna President, Leander (13)

Jason Forbis Vice President, Midway (12)

Jerrica Liggins Secretary, Paris (8)

Eli Rodriguez Treasurer, Cypress-Fairbanks (4)

Stacey Ward Past President, Humble (4)

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Twila Figueroa McAllen (1)

Adriane Taylor Corpus Christi (2)

Sean Douglas Cuero (3)

Jay Guerrero Cypress-Fairbanks (4)

Christy Skinner Lumberton (5)

Donna Ward Willis (6)

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Denise Sanders Vernon (9)

Wanda Bailey Mesquite (10)

Christopher Adams Crowley (11)

Christina Flores Riesel (12)

Stephanie Stoebe Round Rock (13)

Leslie Ward Merkel (14)

Betty Gail Wood-Rush Early (15)

Sherry Boyd Spearman (16)

Abigail Ramford Lamesa (17)

Gail Campos Big Spring (18)

Robert Zamora Clint (19)

Laura Herrera North East (20)

ATPE News Staff

David George Editor

John Kilpper Art Director

Michael Spurlin Associate Editor

Jack Densmore Associate Editor

Jennifer Price Digital Editor

Kate Johanns Editorial Director

ATPE News (ISSN 0279-6260) is published quarterly in fall, winter, spring, and summer

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Copyright 2024 in USA by the Association of Texas Professional Educators

ISSN ©ATPE 2024 0279-6260

305 E Huntland Dr , Ste 300 Austin, TX 78752-3792 (800) 777-ATPE (2873) atpe.org | atpe@atpe.org

Texas stands at a crossroads. Despite a growing student population and a historic budget surplus, our state is grappling with a burgeoning crisis in public education. The recruitment of new teachers has become increasingly challenging, while the retention of experienced educators remains a constant struggle.

The current climate presents multiple challenges. On one hand, the promise of teaching as a profession has diminished in the eyes of many potential educators. Factors such as low starting salaries, demanding workloads, and limited opportunities for professional growth discourage young people from pursuing careers in education.

Additionally, Texas is facing a significant exodus of seasoned educators. Many veteran teachers, disheartened by stagnant wages, overwhelming administrative burdens, and a lack of support, are opting for retirement or seeking employment in other industries with more favorable conditions. This mass exodus of experienced educators not only erodes the knowledge base of the profession but also increases the strain on our education system.

The consequences of this crisis are starting to grow. As the demand for qualified teachers continues to outpace the supply, campuses across the state are left understaffed, leading to larger class sizes and diminished learning outcomes. If we continue down this path, the results will be a full-blown teacher shortage in Texas—a scenario that would have dire consequences for generations to come. Our students deserve access to high-quality education facilitated by passionate and dedicated teachers, yet without concerted efforts to address the root causes of teacher recruitment and retention challenges, we risk failing both our educators and the students they serve.

As public education professionals, it is our duty to sound the alarm and work for positive change. We must engage with policymakers, educator preparation programs, and parents across the state to prioritize recruitment, support, and retention of educators. By investing in Texas teachers and public education, we can stem the tide of teacher attrition and ensure a bright future for education in Texas.

Shannon Holmes, Ed.D ATPE Executive Director

You have heard of the baby boomer generation and the millennials, but how much do you know about Generation Alpha? The newest generation may not have left its mark on society yet, but it’s already having a major impact on education.

As the teacher preparation landscape in Texas remains akin to the Wild West, public schools are looking for innovative and effective ways to recruit and retain quality teachers and make shortages an issue of the past.

SPECIAL SECTIONS

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District Recruitment and Retention

Tools: Read the Fine Print

BY LANCE CAIN ATPE Managing Attorney

More than ever, Texas school districts are finding creative ways of enticing prospective hires and retaining existing staff. These measures often financially benefit employees but may also come with contract or policy language that may limit participating employees’ future options. Therefore, you should make a habit of familiarizing yourself with the details of any district recruitment and retention programs before making any commitments.

There are several reasons a district might choose to incentivize qualified candidates in this way. Recent educator shortages have been fueled by historic attrition rates. In the one-year span between fall 2021 and fall 2022, 13.4% of teachers left the profession. Meanwhile, the available applicant pool contains fewer experienced teachers, and the percentage of newly hired teachers without a certificate or permit rose to a staggering 28.8% during 2022-23 school year. According to TEA, that is a full 10% higher than the previous year and 23% higher than a decade ago.

SIGNING AND RETENTION BONUSES

In the past several years, it has become more common for districts to offer monetary bonuses, but an educator’s right to earn and keep these bonuses often depends on the district’s established criteria. Signing bonuses are usually available only to newly hired employees, and they often come with stipulations that require the employee to remain employed with the district for a set time period. In those situations, employees choosing to resign before that time may be required to repay the bonus. Again, it can depend on the district’s criteria. But because locally provided bonuses are not governed by state law, a district has fairly broad discretion when interpretating its own bonus criteria. Retention bonuses may apply to both new and existing employees. The same general rules apply in that an employee’s right to earn and keep the bonus depends heavily on the district’s criteria. And because retaining employees is the intention, employees should review the policy carefully before resigning to make sure they don’t have to pay back the bonus.

DISTRICT RESIDENCY, INTERNSHIP, OR APPRENTICESHIP PROGRAMS

Other increasingly common recruiting techniques include district-run programs designed to “grow their own” educators. There are several variations, but many involve the district’s partnering with a local university and paying teachers a residency or internship stipend while they gain experience and certification. Program requirements and benefits vary greatly, so it is important to be familiar with all the details.

Other programs offer to pay for all or a portion of an educator’s college tuition in exchange for the educator’s agreeing to work for the district—sometimes for many years. Some educators may find this an extremely helpful way to progress toward a teaching career while gaining useful experience. But due to the potentially harsh penalties for breaking the agreement (some even require full repayment for any tuition costs paid for by the district), anyone considering this arrangement should be prepared to fulfill the future commitment.

DISTRICT OF INNOVATION (DOI) PLANS

Other districts have used their DOI plan to opt out of state laws in an effort to retain employees. We know of at least two examples. One district altered the 45-day summer resignation deadline, requiring its teachers to give more than 45 days’ notice before the first instructional day to resign without penalty. Another district used its DOI plan to replace the summer resignation deadline with a liquidated damages arrangement. Although the district provides a monetary recruitment incentive to sign a contract, the district also established resignation penalties that depend on the timing. Educators who resign before a set date have to pay back the initial incentive payment. Educators who resign later in the year must pay back the incentive payment plus an additional financial penalty.

TEACHER INCENTIVE ALLOTMENT (TIA)

The TIA is a state-funded program designed to award additional pay to highly effective teachers. Districts receive an annual allotment for each

continued on page 32

You Must Be Present to Win

BY MARK WIGGINS ATPE Senior Lobbyist

Iwon’t sugarcoat it: Public schools suffered a massive blow in this year’s March 5 primary elections.

It was a sobering comedown shortly after we celebrated the Texas House’s 84-63 vote to kill Gov. Greg Abbott’s voucher bill—a bill that would have shuttered public schools and raised property taxes to subsidize tuition for those already enrolled in private schools.

It was an embarrassing loss for Abbott, who had spent more than a year trying to threaten, bribe, and trick legislators into voting against public schools. When all else failed, the governor blocked critical school funding, forcing districts across the state into deficit budgets.

PRIMARY RESULTS

Of the 21 Republicans who defied the party bosses by voting to protect their local public schools, 16 ran for reelection. Abbott—backed by $6 million from Pennsylvania billionaire Jeff Yass and millions more from both Betsy DeVos’ American Federation of Children (AFC) Victory Fund and those infamous West Texas oil billionaires Wilks and Dunn—led efforts to unseat those who dared to vote their districts on the voucher issue.

Once the dust settled, six of the 16 survived unscathed. Another six were defeated by primary challengers. The remaining four are headed to May 28 runoffs in which they face an uphill battle—again, largely because their pro-voucher opponents have access to the Abbott/Yass/DeVos/Wilks and Dunn war chests. These groups are pumping out campaign literature that mischaracterizes the incumbents’ votes and stances on many issues, not just public education. Abbott was quick to tout the primaries as a massive win that put vouchers just two votes shy of passage in the Texas House. The accuracy of his count is an open question, but he is correct: The House is closer to passing vouchers than it was before the election, and the outcome could well be determined by the runoffs.

About 3.2 million Texans voted in the 2024 presidential primaries—roughly 18% of the state’s 17.9 million registered voters. A whopping 82% of Texans who were able to vote in this year’s primaries chose not to—leaving the future of public schools to be decided by the few who did.

But there were some bright spots.

The Republican proposition supporting vouchers performed significantly worse this year than it did two years ago and was one of the worst-performing measures on the Republican ballot. And despite being targeted over their votes against vouchers, the attack ads levied against the 16 incumbents made no mention of vouchers—a silent acknowledgement of the lack of popularity of vouchers among voters of both parties.

VOTER TURNOUT

In many of the races where pro-public education incumbents performed well, preliminary data suggests that educators turned out at higher rates compared with the general population of registered voters. In at least one case, educators alone may have turned the tide.

This is especially important in a low-turnout election. As fewer voters turn out, each individual vote becomes significantly more impactful. It’s the age-old rule: You must be present to win!

Anyone who voted in the March 5 Republican primary can vote in the May 28 Republican runoffs. Anyone who voted in the Democratic primary can vote in the Democratic runoffs. Importantly, registered voters who didn’t vote in either primary can vote in any runoff May 28. And it’s critical that you do!

Turnout in runoff elections is typically half the turnout of primary elections, which themselves are notoriously low-turnout affairs. And while many of the primaries were decided by a few hundred votes, the runoffs may be decided by a few dozen. Less than 2 million people are likely to vote in the May 28 runoffs. There are 800,000 active educators in Texas.

ONLY WE CAN SAVE TXED

Sure, you’ve heard it before. But for educators in Texas this year, the statement is a mathematical fact. The Texas Legislature is the closest it has ever come to passing a voucher that will close schools, cast out students, and cost untold numbers of educator jobs.

Yet educators are uniquely positioned to be the deciding factor on whether legislators—and more over state leaders—take concerns, such as educator continued on page 32

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Shannon Holmes

MEET GENERATION ALPHA:

WHO ARE THEY, AND HOW DO WE EDUCATE THEM?

BY MICHAEL SPURLIN

Most people are familiar with the labels baby boomers and millennials. These terms, as well as Generation X and Generation Z, describe people born in the same time frame who have shared similar experiences. What you might not be familiar with is the newest and youngest generation—Generation Alpha. Members of this generation make up the entirety of the elementary students in this country and, depending on how you define them, the majority of middle school students. While the members of Gen Alpha will soon go on to have a major impact on society, they are currently having a major impact on education.

WHO ARE THEY?

Despite how often people use terms such as baby boomer or millennial, defining who is or is not a member of a particular generation is not always easy. Sometimes those definitions can vary depending on the source. According to Jared Boucher, a market researcher who studies the different generations, this is especially true for those working to define Generation Alpha.

“The reason for this is because generation age ranges are often dictated by social events and social change and the cultural fallout that ensues,” Boucher says. “For example, soldiers coming back from World War II and settling down to have children [who] would become known as baby boomers. It is still a little early to say how exactly Generation Alpha will be distinguished from Generation Z. However, this emerging generation is getting close to becoming clearly defined, and many researchers point to them being born between 2010 and 2024.”

Using those years as markers, there are currently 60 million members of Generation Alpha, according to the 2020 U.S. Census. This would make Generation Alpha bigger than its immediate predecessor, Generation Z, but still smaller than the millennial generation.

“One of the things that’s definitely different with these kids is that they are a lot more technologically savvy than those in the past.”

— Jason Forbis, first grade teacher, Midway (12) ISD

Although there is not yet consensus on what specific events and characteristics will define Generation Alpha, those who research generations have begun putting forward theories.

“Many say that the COVID-19 pandemic will be seen as the defining event of Gen Alpha, while others think AI technology will uniquely define them,” Boucher says.

In addition to the pandemic and technological changes, other researchers have theorized that economic volatility and the globalization of culture will come to define Generation Alpha. Some of these external factors, especially the COVID-19 pandemic and ubiquity of technology, have already affected how members of Generation Alpha behave and learn in ways that have made educators take notice.

THE IPAD GENERATION

The iPad was introduced in 2010, right around the time the members of Gen Alpha were born. As a result, many people refer to this generation, sometimes derisively, as the “iPad Generation.” Being the first generation born in the 21st century has exposed Gen Alpha to a wide array of technology beyond iPads. These children have grown up in an era where technology is ubiquitous and an integral part of their lives in ways that set them apart from previous generations. Educators have seen firsthand this familiarity with technology in their classrooms.

“One of the things that’s definitely different with these kids is that they are a lot more technologically savvy than those in the past,” explains Jason Forbis, a first grade teacher in Midway (12) ISD. “I have first graders who have cell phones. They all have tablets and access to YouTube and things like that.

“All of our students have used iPads

for about seven or eight years. In the past, we would always teach them basic things, such as how to put in their passwords, how to save something, and things like that. Now they come into class knowing how to do all that. They actually teach me things. I have been teaching when sometimes I don’t know how to do something or if something goes wrong, they will say ‘Just click that button,’ and it fixes it. I am like, ‘Ok, you’re 6 years old. How do you know that?’ It’s crazy.”

Perhaps the most noticeable effect of this generation’s constant exposure to technology use are much shorter attention spans. Kristin Shelton is a pre-k teacher in Round Rock ISD and has even noticed this in her very young students.

“I definitely see a difference in their attention spans,” Shelton says. “They are much shorter. I worry about their stamina when they get to older grades. They don’t stick with one thing very long. When you ask them to do something for even a little while or pay attention and stay on task, it’s a challenge.”

Shelton says that while the students in her classroom have access to technology, such as Chromebooks and iPads, she is wary of too much student use because of their attention spans.

Forbis too has altered his approach due to the ever-shrinking attention span of his students.

“I definitely do think that I am teaching differently,” Forbis says. “I have had to make lessons shorter and shorter each year. If you don’t quickly move on to something that is active or hands-on, you will lose them. That’s when the behavior problems start.”

Educators working with the older members of Generation Alpha have also noticed this characteristic. Amber Shipman teaches sixth grade math in Brownwood ISD and has also tried

different techniques to adapt to shorter attention spans, including working less with technology.

“We try to do a lot of hands-on math activities,” Shipman explains. “We do some pencil and paper as well. I definitely see that they don’t want to be on a screen all the time. I see less behavior issues when we actually get to hands-on activities, and they are not having to work independently.”

The prevalence of technology in all aspects of their lives has affected not only the mental aspects of Generation Alpha but also their physical development. According to Forbis, he has seen some students struggle with skills children do not practice as much in this technological age.

“They don’t write or color as easily,” Forbis says. “They don’t do that anymore. They don’t want to color anymore. They have screens. I feel like their fine motor skills are not as developed when they come to school because of that. We have kids who struggle with holding a pencil when they come to school.

“When they get to first grade, they should be able to write a sentence or at least write letters. We see a lot of letters that are backwards, or they don’t hold the pencil correctly. Those are things that go back to early schooling and what they do at home. That’s the main reason why I push for kids to do activities, such as coloring. They need to develop those fine motor skills.”

THE PANDEMIC EFFECTS

The COVID-19 pandemic is already one of the more significant events of the 21st century, affecting many different parts of our society, and educators have seen students of all ages struggle academically in its wake. Forbis points

“I definitely see a difference in their attention spans. They are much shorter.”

—Kristin Shelton, pre-k teacher, Round Rock ISD

out the impact that it had on students socially as well.

“The first group of kids that I had after the pandemic—who were doing virtual school—really didn’t know how to get along with each other,” Forbis says. “We had to go back and teach social skills. When they were doing virtual school, a lot of them had no interaction with other kids outside of seeing them on a screen. So I think that really hurt them. However, I think their social skills get better each year as we move further away from that time of virtual school.”

However, Forbis says he has seen signs that the pandemic may have altered students in other ways beyond academics and social development. He is starting to see more students suffering from anxiety.

“The kids who were small when the pandemic started, they have had to deal with some of the changes that have happened since then. Unfortunately, when they come to school, they have such anxiety and worry. It just makes my heart sad that they have to deal with that. We just have to help them and let them know they are safe here at school.”

Only time will tell what the future holds and if the COVID-19 pandemic is the most or only one of the most formative experiences in the lives of Generation Alpha. Unforeseen events could leave an even greater impact. However, it seems likely the

“If you can praise them, or sometimes I may reward them, it can motivate them.”

—Amber Shipman, sixth grade math teacher, Brownwood ISD

pandemic will be at least a major part of the story.

Shipman says one of the most noticeable differences between Generation Alpha and Generation Z is students’ attitude toward academics. Just a few years ago, she had students who were very concerned about their grades, often asking what extra credit they could do. Her current students are very different.

“They just don’t care about academics,” Shipman explains. “They don’t care if they are failing. They want more immediate feedback that I see a lot of times when they’re on their phones playing games or watching a video. They want to be constantly entertained, and I have some students that struggle to work independently.”

Working with students with such strikingly different attitudes has forced Shipman to alter her approach, and she has found new ways to harness their motivations and better reach them.

“If you can praise them, or sometimes I may reward them, it can motivate them,” Shipman says. “I may reward a whole group. They love Mexican candy. I also use Croc charms, water bottle stickers, and things like that. They are still very much motivated by those extrinsic rewards at this point.”

DEFINING A GENERATION

Members of Generation Alpha have lived their short lives in a time radically different from the generations that came before them. Their experiences have shaped their behaviors and beliefs in ways that are noticeably different from their older peers. While these differences may present educators with unique challenges for working with Generation Alpha, Forbis believes that many teaching

continued on page 32

DISTRICTS GRAPPLING WITH TEACHER RECRUITMENT AND RETENTION TRY CREATIVE SOLUTIONS

BY DAVID GEORGE

mostly online courses. Unfortunately, that seems to be the new norm.”

Texas law only requires that teachers complete 30 hours of field-based training, and up to half of those hours can be virtual. Cave believes the growing trend of online-only teacher preparation programs that omit hands-on experience and face-to-face mentoring could be a cause for high teacher turnover rates seen in districts all over the state.

“Texas may have one of the leastregulated teacher preparation landscapes in the country,” Cave says. “I have heard it referred to as the ‘Wild West’ due to the lack of requirements and proper oversight. This is all due to the competing interests at play: On the one hand, we need to fill vacancies, and on the other, we need qualified teachers in our classrooms.”

Alternative certification programs are not the only teacher preparation avenues growing in popularity. Cultural exchange programs bring in talented international teachers to both fill vacancies and provide opportunities for foreign educators to bring their culture and expertise to Texas classrooms.

Grow Your Own (GYO) programs are another popular way for districts to fill vacancies by transitioning paraprofessionals, instructional aides, and longterm substitutes to full-time, certified teachers. This approach both promotes diversity and retention by allowing dedicated educators opportunities for advancement within their own district. These programs also target high school students, incentivizing them to pursue a career in public education.

But even with so many options for teacher certification, districts in Texas have significant flexibility for hiring uncertified teachers as well under District of Innovation (DOI) plans.

“Districts are driven to hire uncertified teachers out of desperation due to staffing needs, but that doesn’t mean they have given up on hiring certified educators,” Cave explains. “Districts want to hire the best, but it is hard to recruit in an environment that doesn’t address the concerns driving teachers out of the classroom in record numbers.”

“Yes, we want to recruit, but we also have to learn how to retain those teachers.”

—Melissa Becker, Tarleton professor and former director of its alternative certification program

preparation programs take your money and then don’t give you any support.”

Melissa Becker is Tarleton professor and former director of its alternative certification program.

PATHWAYS TO SUCCESS

Diane Pokluda was a career educator and has been an ATPE membership specialist since 2012.

“The data we are seeing tells us that the first three to five years are crucial for new educators—regardless of their age—to have support,” Pokluda says. “I have personally had several reach out to me during that timeframe and share they want to get out of their contract. I just don’t know if some of these educator programs are preparing them for the reality of the classroom.”

Pokluda was honored by Tarleton State University in spring 2023 for her work in supporting future educators. She applauds Tarleton for its approach to the realities new teachers face.

“Tarleton has started phasing in a fullyear residency program because they want teachers to be more prepared when they actually step foot in the classroom,” Pokluda says. “Some of these other

“We participate in traditional recruiting in high schools and community colleges where we go into classrooms to promote education careers,” Becker says. “We have also started putting our students into cohorts, where they start the program together and travel through the semesters together, and these groups support and encourage each other all the way through.”

Becker and her team are constantly reaching out to new teachers and staying in touch with alumni through newsletters and social media.

“We have received an increase in our social media interactions with our posts, stories, and reels,” Becker says. “We are tapping our alumni so they can help recruit people into the education profession as well.”

Tarleton’s yearlong paid residency program sends students into the field three to four days a week.

“Several of our partner districts actually pay them a salary while they are finishing that last year,” Becker says. “Yes, we want to recruit, but we also have to learn how to retain those teachers. Tarleton has a great reputation for supporting students in their program. I don’t know that the for-profits have that kind of support. Online programs may be faster, but I would be interested to see what their retention rate is for graduates at the three- to-five-year mark.”

Dr. Cara Malone serves as the Hutto ISD Assistant Superintendent of Human

“We shouldn’t just be filling vacancies with warm bodies. Our recruiting and retention strategy is not throwing a dart out there and hoping it hits a bullseye somewhere.”

—Dr. Cara Malone, Hutto ISD assistant superintendent of human resources

Resources and is also a lifelong educator. Her district’s new apprenticeship program, launching this fall, is designed to train teachers from zero college hours all the way through their degree, including providing on-the-job training while they work in the district.

“We’re incredibly proud because we are the first district in Central Texas to start an apprenticeship program,” Malone says. “We had 197 people show up just for a kickoff, and that netted 96 applications, which led to around 70 interviews. From those, we currently have 49 people that we’re about ready to place into classrooms for our program.”

Malone does not believe Texas has a shortage of people who want to become teachers. Instead, she is convinced that there are many people who have just not been able to find the means to do so.

“These are fantastic, sparkly people who want to be teachers and life just got in the way,” Malone says. “They didn’t finish their degree for some reason, and in the midst of trying to work and take care of themselves and their families, they have not found a way to do what they really want to do in life.”

This particular program is different from a GYO because applicants must be employed with Hutto ISD, attending a university, and receiving on-the-job training.

“We’re not just throwing people in a classroom because we need a teacher in there,” Malone says. “We’re giving people experiences under the direction of a teacher while they are actually receiving training every month. They could be in it for four years, depending upon how many college hours they have when they start. By the time they become a teacher resident in their last year, they will actually have had tons of experiences.”

Malone believes that this system rivals any university training teachers could receive because of all of the classroom experience.

“What we’re really finding is that a significant percentage of adults in Texas have some college, but they may not have an associate degree or a bachelor’s degree,” Malone says. “So we are tapping into a whole group of people in our community who often end up in

“We’re in a constant state of exploration. We need to find ways to support our teachers better than ever before, and we need to find out what makes one teacher successful while the teacher next door is not.”

—Gaye Rosser, Hutto ISD’s director of human capital

support positions, and we are providing a pathway for them to become a teacher but, more importantly, to feel that they are successful.”

Malone works closely on recruitment and retention issues with Gaye Rosser, Hutto ISD’s director of human capital.

“We have the answers to the teacher retention problem,” says Rosser, who is in her 24th year in education. “The question is now what can we do to take those ideas and make them a reality?”

Together, they are taking a proactive stance on recruitment in Hutto, with the ultimate goal of not only filling vacancies but also influencing retention.

“The folks in our program will be walking into a classroom with a full toolkit,” Rosser says. “They will be benefitting from layers of support, experience, and productive feedback to help them grow into successful teachers.”

CREATIVE SOLUTIONS

Malone and Rosser have had these ideas in the works for a long time, and they feel that there is a misconception about filling teacher vacancies.

“I propose that it isn’t so much teachers that we lack as it is opportunities for people to become teachers,” Malone says. “People are hungry for these jobs, and we’re just here to guide them.”

Both Malone and Rosser remember getting emotional as they looked out at their first session of candidates to see the faces of people who were ready to teach and just needed the opportunity.

“Potential teachers don’t always have the financial means to go to school, and I have always wished that I had a magic pot full of money to cover their

tuition,” Rosser says. “Suddenly, we have devised a pathway for them through Department of Labor funding, so this huge barrier to entry has been opened for so many already.”

Recruitment and retention are often seen as separate issues, but solid recruitment programs lead to greater retention amongst early educators. And Becker believes that making sure teachers have the kind of support that they need before they get their certification is the key to their success in the classroom.

“When we recruit teachers, we need to have in our mind that things are always changing in education,” Becker says. “We need to prepare them to be adaptive and resilient, and the only way to do that is with quality training.”

Although there is no single strategy to attract more quality teacher applicants, there are some innovative and practical recruitment strategies districts can use.

“We need to find ways to support our teachers better than ever before, and we need to find out what makes one teacher successful while the teacher next door is not,” Rosser says. “So we’re in a constant state of exploration.”

As teacher recruitment and retention challenges continue across the state, these vacancies must be addressed. If not by the state, then districts must take matters into their own hands.

“We have research that tells us what works and what doesn’t work in the classroom,” Malone explains. “We shouldn’t just be filling vacancies with warm bodies. Our recruiting and retention strategy is not throwing a dart out there and hoping it hits a bullseye somewhere.”

There are more than a thousand school districts in Texas and each one has success stories. Regional Roundup highlights some of the achievements happening in our public schools. When something special happens in your school district, let us know! Send news to comm@atpe.org.

klahoma

From Across the State

1

UIL A+ Academics Competitions Continue Throughout the State

Arkansas

According to UIL, about 3,000 Texas schools and 300 school districts participate in A+ Academics competitions. For example, elementary students in Burleson ISD competed in several different events in the eighth annual UIL A+ Academics Competition at Kerr Middle School. There were 27 events in total, including Art, Creative Writing, Ready Writing, Social Studies, Spelling, and Storytelling, according to the district.

Although competitions have been going on in Texas since at least 1913, UIL began holding competitions under the A+ Academics name in 2008, according to UIL.

burlesonisd.net

Louisiana

2 El Paso ISD Police Department Promotes First Woman to Lieutenant

U.S. Army combat veteran Denby “Donica” Pedregon continues to make history in El Paso ISD. After becoming the district’s first female sergeant in 2021, she now is the first female lieutenant in the district’s police services. She was promoted in March.

“I hope it helps other women in law enforcement see that there is opportunity, and, despite obstacles, you can overcome it,” Pedregon said in an El Paso ISD press release. “I also hope it serves as an inspiration for our female students who wish to join law enforcement.”

Pedregon has worked in El Paso ISD for 10 years in its Police Services division, and she has 15 overall years of experience in law enforcement. episd.org

3

Midland ISD Student Wins Texas Crime Stoppers Art Contest

Legacy High School senior Mariah Iacovone’s artwork will be displayed at the Texas Crime Stoppers office at the Texas State Capitol in Austin after winning first place at the Texas Campus Crime Stoppers Conference.

Iacovone is legally blind in one eye, but she told Midland ISD that has not stopped her pursuing her dreams.

“I was thrilled and honestly surprised when I found out that my artwork had been selected,” Iacovone said in a Midland ISD press release.

“Art has always been my passion, and I’m excited about what’s next.”

midlandisd.net

4 Georgetown ISD Hosts Opportunity for Students to Receive Floral Design Certification

More than 200 students from around the state participated in the Texas State Florists’ Association Floral Design Certification Test in January hosted by Georgetown ISD. Students were given a bundle of flowers and materials to construct a floral arrangement in under one hour. By passing the test, students earn a certification that would qualify them for jobs in the floral industry.

“We’ve done a lot of preparation for the test, so I feel pretty good about what I accomplished today,” Georgetown High School junior Catelyn Crow said in a Georgetown ISD press release. “This is my first year in floral design, and I love it. I mean, who wouldn’t love playing with flowers?” georgetownisdnews.org

LEARNING AND LEADING AND FUN, OH MY!

The biggest and best educator association in the state invites all Texas educators to join us for professional learning and the chance to discover all that ATPE has to offer:

EARN UP TO SEVEN HOURS OF CPE!

We’ve arranged for a compelling lineup of professional learning sessions this year, with breakouts on a wide range of cutting-edge topics. See page 22 for more details. Plus, you can earn continuing professional education (CPE) credit during our Advocacy Update, House of Delegates meeting, and two keynote sessions.

STEP RIGHT UP FOR AMAZING GENERAL SESSIONS!

The 2024 ATPE Summit will open with a presentation by leadership expert Alyson Van Hooser, who will inspire you with her story of the teacher who changed her life. Our closing session featuring Ron Clark Academy co-founder Kim Bearden will energize you for the coming school year. Plus, don’t miss our Advocacy Update featuring ATPE’s professional lobby team.

MAKE YOUR VOICE HEARD IN THE ATPE HOUSE OF DELEGATES!

See ATPE’s member-governed philosophy come to life during the annual ATPE House of Delegates (HOD) meeting, when certified member delegates from across the state will elect our 2024-25 state officers and adopt the latest version of the ATPE Legislative Program—the member-written document that guides all of ATPE’s advocacy for public educators.

FLEX YOUR LEADERSHIP MUSCLES!

Attendees may choose from a variety of leadership training breakouts, including exclusive first looks at ATPE’s new professional learning portal and online community. See page 23 for more info.

HOW TO ATTEND

NEW THIS YEAR—INDIVIDUAL REGISTRATIONS!

If you want to attend, simply visit atpesummit.org and register for the event. Please note that if you wish to serve as a voting delegate in the ATPE House of Delegates, you must also be certified as a local unit or region delegate by your local unit or region president, as applicable. Visit atpesummit.org/faq for more information.

HOTEL RESERVATIONS:

Reserve your room at the Sheraton Dallas by June 7 through the housing link at atpesummit.org/housingreservations. The room rate is $213 plus 18.26% tax per night (for up to four people). Discounted self-parking is available for $18 per night. Valet will be charged at the prevailing rate at the time of the event.

REGISTRATION FEES

THROUGH JUNE 7:

• $225 – ATPE members

• $275 – Nonmembers

• Free – ATPE college student, student teacher, and university sponsor members

• Free – HOD-only attendees

Please note that any active ATPE member may attend the House of Delegates meeting as a guest at no cost. However, to vote in the ATPE House of Delegates, members must be certified as delegates by their local unit or region president, as applicable.

A separate $60 add-on ticket is required to attend the optional “Night at the State Fair” welcome reception.

AFTER JUNE 8:

• $235 – ATPE members

• $285 – Nonmembers

• Free – ATPE college student and student teacher members

• Free – HOD-only attendees

AGENDA Summit 2024 ATPE

Subject to change.

MONDAY, JULY 8

10 a.m. Registration opens

11 a.m.–2 p.m. Prefile Table

2–3 p.m. Opening Keynote with Alyson Van Hooser

3:15–4:15 p.m. Volunteer training breakouts

4:30–6 p.m. Membership/marketing general session and Leader of the Year Awards

Join us as we recognize blue-ribbon local units and volunteer leaders during the presentation of the Doug Rogers Campus Representative of the Year and Floyd Trimble Local Unit of the Year awards. We’ll also recognize ATPE’s 2023-24 Top Recruiter.

7:30–9 p.m A Night at the State Fair (welcome reception— optional add-on ticket required)

TUESDAY, JULY 9

8–9:30 a.m. Advocacy Update and Awards

We’ll recognize those members who demonstrated outstanding support for the ATPE Political Action Committee between Aug. 1, 2022, and July 31, 2023.

9:45–11:15 a.m. House of Delegates (Part I)

11 a.m.–2 p.m. State officer elections

11:30 a.m.–12:30 p.m. Region caucuses

2:30 p.m.–completion House of Delegates (Part II)

Evening Evening on your own

WEDNESDAY, JULY 10

8:30–10:45 a.m. Professional learning breakouts

11 a.m.–12:30 p.m. Closing Keynote with Kim Bearden and Educator of the Year Awards

We will close the ATPE Summit with a special session in which we honor the 2023-24 ATPE Charles Pickitt Educators of the Year in five categories: administrator, associate, elementary teacher, secondary teacher, and special services educator.

THE CORNY DOGS

Join us on the ATPE Midway from 7:30–9 p.m. Monday, July 8, for A Night at the State Fair: a night of carnival games, caricature artists, and camaraderie! Try your hand at classic games for the opportunity to win ATPE-themed merch and support the ATPE Political Action Committee (ATPE-PAC). Your favorite state fair treats and nonalcoholic beverages will be served, and a cash bar will be available. (This event requires the purchase of an additional $60 ticket.)

Meet Our KEYNOTE SPEAKERS

ALYSON VAN HOOSER, author of Infinite Influence and leadership expert

Opening Keynote | 2–3 p.m. Monday, July 8

In a world moving at breakneck speed, your ability to authentically connect with people from all walks of life makes the difference between success and failure. As someone born under-resourced and underestimated, Alyson Van Hooser discovered exactly how to build influence with anybody ... and now she is sharing her top seven secrets with you. Learn to build instant connections that will endure a lifetime and begin creating endless opportunities for yourself and others.

Alyson’s work reveals future-proof, practical, and immediately actionable strategies for captivating, connecting, and compelling people to move forward with you, whether they are students, colleagues, or fellow members! Her results-obsessed inspiration guides people at all stages of their careers to make practical changes that drive real-life results!

As president & CEO of Van Hooser Associates Inc., and as a trusted authority and resource for effectively leading people, Alyson uses her management experience with Walmart, her leadership experience in the financial industry, and her work as an elected city council member—all by the age of 26—to relate authentically with the challenges leaders are facing.

Artist’s appearance arranged through Gotham Artists.

KIM BEARDEN, co-founder and executive director of the Ron Clark Academy

Closing Keynote | 11 a.m.–12:30 p.m. Wednesday, July 10

Kim Bearden is the co–founder, executive director, and language arts teacher at the highly acclaimed Ron Clark Academy, an innovative middle school and educator-training facility in Atlanta. More than 115,000 educators from around the world have visited Kim’s classroom and attended her workshops to learn better ways to engage students, promote academic excellence, build relationships, and create a climate and culture for success.

Throughout her career, Kim has received numerous accolades, including induction into the National Teachers Hall of Fame. She was chosen from over 70,000 nominations to be honored as the Disney American Teacher Awards Outstanding Humanities Teacher, and the Milken Family Foundation selected her to receive the Award for Excellence in Education. She is the winner of the InfluencHer Award, the University of Georgia Outstanding Educator Award, and the Turknett Character Award for Servant Leadership. Mercedes-Benz recognized her in its Greatness Lives Here campaign, and Women Works Media Group has named her one of Georgia’s Most Powerful and Influential Women.

Over the past 36 years, she has been a teacher, instructional lead teacher, curriculum director, school board member, staff development trainer, and middle-school principal. Kim is also a wife, mom, and the bestselling author of three books: Crash Course, Talk to Me, and Fight Song: Six Steps to Passion, Power, Peace, and Purpose

Artist’s appearance arranged through Gotham Artists.

ATPE ADVOCACY UPDATE

8–9:30 a.m. Tuesday, July 9

The public education community was able to keep private school vouchers at bay during a yearlong legislative battle in 2023, but several critical public education allies have either retired from the Legislature or were defeated in the March primaries. As we look ahead to the general election in November and the 89th Legislature, how can ATPE members fight for their students and inspire their colleagues to stay engaged? The ATPE Governmental Relations team will be on hand to share the latest.

PROFESSIONAL LEARNING PREVIEW

The 2024 ATPE Summit will offer more than 20 professional learning breakout sessions from ATPE’s strategic partners, special invited presenters, and our own members. Here’s a sneak peek at the offerings:

Curious about artificial intelligence?

Kasey Bell from Shake Up Learning will share lessons learned from her cautious approach to AI, and the experts from TCEA will be on hand for a session on practical classroom AI tools and strategies.

Do

you serve young learners?

Learn about the collaborative journey Region 10 ESC and Prosper ISD have taken to expand the continuum of services provided to support educational and developmental outcomes for all young learners.

Ready for a fresh approach to parentteacher conferences?

Our friends from Texas PTA will share ways to successfully reimagine the traditional parent-teacher conference as a true partnership between all participants—parents, teachers, and students.

New(ish) to the classroom?

Don’t miss “Strategies for a Radiant Start in Education” presented by ATPE Engagement & Learning Specialist Andrea Hutlock.

Plus, sessions presented by the Texas Association for the Gifted and Talented (TAGT), Texas Teacher of the Year Taniece Thompson-Smith, the Science Teachers Association of Texas (STAT), Stanford University’s REACH Lab, and more! Find the full lineup at atpesummit.org/professional-learning

A Closer Look at ATPE VOLUNTEER Training Sessions

How to EARN SEVEN HOURS OF CPE

at the ATPE Summit

1 2 3 4 5

Attend the Opening Keynote with Alyson Van Hooser Monday (1 hour).

Get up early for the Advocacy Update & Awards Tuesday (1 hour).

Attend the ATPE House of Delegates meeting Tuesday (2 hours).

Participate in your choice of curated professional learning breakout sessions Wednesday morning (2 hours).

End your summit with Closing Keynote Speaker Kim Bearden (1 hour).

NO MATTER WHERE YOU ARE IN YOUR ATPE LEADERSHIP JOURNEY, YOU’LL FIND A VOLUNTEER TRAINING SESSION TO INSPIRE YOU.

• Learn about ATPE’s new professional learning portal and online community.

• Participate in local unit- and region-focused listening sessions.

• Discover the wealth of resources and digital recruitment tools available in Leader Central.

• Develop strategies for maximizing your local unit’s impact through local advocacy, community involvement, and networking opportunities.

• Understand the relationship between your local unit budget and the annual treasurer’s report.

• Find out how to increase volunteer engagement through nontraditional volunteer opportunities and creative approaches to volunteer appreciation.

• For university local units, learn how your local unit’s goals and structure differ from traditional local units and how you can use your university local unit as a stepping stone to career and ATPE success.

We’ll wrap up Monday’s sessions with a general session covering the latest information for the upcoming 90-Day Fall Membership Campaign.

YOUR ATPE STATE OFFICER CANDIDATES

The 2024-25 state officer candidates will deliver speeches outlining their skills, backgrounds, qualifications, and philosophies beginning at 9:45 a.m. July 9 during the House of Delegates meeting. Delegates will cast their votes electronically between 11 a.m.–2 p.m. the same day. Only certified delegates may vote, and only local unit and region presidents may certify delegates. Please see page 19 for more information.

Get to Know the Candidates Online

All state officer candidates have the opportunity to create short videos about their qualifications and vision for service as a state officer. Any submitted candidate videos will be posted at atpesummit.org/candidates by June 1.

Vice President President

JASON FORBIS

ATPE LEADERSHIP EXPERIENCE:

State vice president, secretary, and treasurer; chair of board Finance and Membership committees; chair of state ATPE Political Action Committee, Legislative, and Professional Rights & Responsibilities committees; member of state Membership and Resolutions committees and Board of Directors Ad Hoc Committee on Fund Balances; member of Ad Hoc Committee on Association Structure; vice president of ATPE Foundation board; Region 12 director, president, vice president, secretary, treasurer, and past president; chairman of the Region 12 Scholarship Committee; Midway (12) ATPE president, membership chair, treasurer, and campus representative; Waco ATPE president, vice president, secretary, campus representative, and scholarship committee chair

ATPE RECOGNITION:

Region 12 Elementary Educator of the Year; Stephen F. Austin honoree; William B. Travis honoree; Ben Shilcutt Plus Club; ATPE-PAC Statesman; officer of Green Apple awardwinning local unit

CURRENT POSITION:

First grade teacher in Midway (12) ISD

OTHER LEADERSHIP EXPERIENCE:

Member of the MISD (12) Superintendent’s Spirit of Communication Council; Baylor University student-teacher mentor; MISD (12) campus and district UIL coordinator; UIL campus coach; MISD (12) mentormentee program leader; MISD (12) science and math committee member and professional development presenter; food drive coordinator for Hunger Free MISD Program; member of First Baptist Church Woodway; certified pharmacy technician at H-E-B Pharmacy

YEARS IN ATPE: 27

YEARS IN EDUCATION: 27

JERRICA LIGGINS

ATPE LEADERSHIP EXPERIENCE:

State secretary and treasurer; chair of board Finance Committee; chair of state Leadership and Nomination/Election committees; member of Educator of the Year, Legislative, Membership, and Political Action committees; Region 8 president, secretary, treasurer, and past president; Region 10 secretary; Paris ATPE president, secretary, past president, and campus representative; Cooper Bulldogs ATPE founder, president, and past president; ATPE at the Capitol; inaugural class of Leadership ATPE; membership campaign representative

ATPE RECOGNITION:

Stephen F. Austin honoree, William B. Travis honoree, ATPE-PAC Statesman

CURRENT POSITION:

Secondary education director in Paris ISD; doctoral student at Grand Canyon University

OTHER LEADERSHIP EXPERIENCE:

District UIL, county spelling bee, and CCMR coordinator; districtwide action and District of Innovation committee member; secondary campus needs assessment resource officer; professional learning communities mediator; HB 3 board goals and HB 4545 planning committee member; secondary academic advisor; mentor teacher; administrator mentor; CHAMPion mentor; YoungLife Lamar County mentor; Paris Downtown Food Pantry board member; Lamar County United Way campaign chair; Paris Debutante Scholarship Committee member; Teacher of the Year nominee and selection committee member; Mesquite ISD Excellence in Teaching Incentive Program; student council sponsor; cheer coach; political campaign volunteer; conference turn-around trainer: TCWSE, Texas ASCD, TABSE, and TASSP; principal and superintendent certification; member of Paris New Generation Baptist Church YEARS IN ATPE: 14

YEARS IN EDUCATION: 14

Secretary Treasurer Treasurer

ELI RODRIGUEZ

ATPE LEADERSHIP EXPERIENCE:

Chair of board Finance Committee; board liaison to ATPE Political Action Committee; Region 4 director, president, vice president, secretary, treasurer, and past president; chair of board Membership & Volunteer and Advocacy committees; CypressFairbanks ATPE president, vice president, secretary, treasurer, and past president; Mesquite ATPE secretary, treasurer, and president-elect; chair of the Educator of the Year Committee; member of the state Bylaws, Resolutions, Advocacy, Nomination/ Election, and Executive Director Search committees; campus rep; and summit presenter

ATPE RECOGNITION:

President of a Local Unit of the Year award-winning local unit; ATPE-PAC Statesman; Ann and Bill Crockett Advocacy Award winner

CURRENT POSITION:

Seventh grade English/language arts educator in Cypress-Fairbanks ISD

OTHER LEADERSHIP EXPERIENCE:

Cypress Assistance Ministry GED teacher and CAM ESL substitute; campus representative for Professional Services Personnel committee; and Prince of Peace usher

YEARS IN ATPE: 30

YEARS IN EDUCATION: 40

LESLIE WARD

ATPE LEADERSHIP EXPERIENCE:

Region 14 director, president; member of board Finance, Policy, and Membership & Volunteer committees; member of state Legislative Committee; McMurry University

ATPE president and campus rep; at-large campus representative; Gen ATPE Focus Group participant

ATPE RECOGNITION:

President of a Local Unit of the Year awardwinning university local unit; Stephen F. Austin honoree; William B. Travis honoree

CURRENT POSITION:

Third grade math/science teacher in Merkel ISD

OTHER LEADERSHIP EXPERIENCE:

President, vice president, and secretary of JNHS Athletic Booster Club

YEARS IN ATPE: 11 (including time as a university student)

YEARS IN EDUCATION: 8

TERESA MILLARD

ATPE LEADERSHIP EXPERIENCE:

Region 7 director, president, vice president, secretary, and past president; member of board Finance, Membership & Volunteer, and Policy committees; member of state Educator of the Year and Leader of the Year committees; member of Ad Hoc Committee on Association Structure; Woden ATPE president, vice president, secretary, treasurer, and past president; ATPE at the Capitol attendee

ATPE RECOGNITION:

2021-22 Campus Representative of the Year; Stephen F. Austin honoree; William B. Travis honoree; ATPE-PAC Statesman

CURRENT POSITION: PreK3 (prekindergarten for 3-year-olds) teacher and bus driver in Woden ISD

OTHER LEADERSHIP EXPERIENCE:

Woden ISD district site-based committee; South Nacogdoches County Volunteer Fire Department (VFD) secretary and treasurer; South Nacogdoches County VFD representative on the Deep East Texas Regional Advisory Council; Nacogdoches Farmers Market Board of Directors secretary and market manager

YEARS IN ATPE: 19

YEARS IN EDUCATION: 19

ATPE invites you to join us as we visit “neighborhoods” all over Texas. Get an inside look at what ATPE volunteers across the state are doing to recruit, retain, and rejoice with their fellow ATPE members!

In Your Neighborhood: ATPE Stories from Your Communities

REGION 10

In February, Region 10 ATPE’s Legislator of the Year Committee selected House District 33 Rep. Justin Holland (R–Rockwall) as the region’s Legislator of the Year. Holland is pictured with Region 10 ATPE President Julie Fore, Region 10 ATPE Secretary Dani Boepple, Dr. Leslie Feinglas, ATPE Past State President Jerry Bonham, Joelle Garcia, and Diane Nix.

DENTON ATPE

Denton ATPE members took part in the Great American Cleanup in March, their community’s largest and longest-running cleanup, which aims to help keep the city clean from trash and litter.

PLANO ATPE

Plano ATPE members enjoyed meals, bottomless beverages, and a movie at their spring meeting in February at Moviehouse & Eatery. Included with the meeting were several meal options and a showing of the film “Ordinary Angels.”

VALLEY VIEW (1) ATPE

Valley View (1) ATPE visited Valley View South Elementary’s Library and played Lotería—a traditional Mexican board game similar to bingo. The February social event also included ATPE-themed prize baskets.

NACOGDOCHES ATPE

Nacogdoches ATPE members held a cookie social in March at Westminster Presbyterian Church. Members decorated cookies—even some ATPE-themed cookies—wearing their new ATPE aprons.

Rethinking “Professional Development”

BY ANDREA HUTLOCK ATPE ENGAGEMENT & LEARNING SPECIALIST

During the 2024 SXSW EDU conference in Austin, I found myself attending a session hosted by Education Week on the publication’s recent survey and findings on “The State of Teaching.” At the onset, the findings weren’t surprising: Teacher morale suffers, and administrators’ and teachers’ perceptions differ. But the next finding caught me off guard as the presenters touted several times where teachers indicated they want less professional development. As an educator myself, I know that most teachers strive to best meet the needs of their students, and many value themselves as lifelong learners. So why the disconnect?

As I reflected, the session came to a close, and the panel offered some time for Q&A. Curious, I asked the panel, “Did you provide a definition for professional development within the survey?” The answer became glaringly obvious as others erupted with affirming nods, snaps, or applause. The problem lies in what campuses, districts, and leaders cloak within the term “professional development.” Professional development is so often a meeting, mandate, or the newest curriculum implementation. In our state specifically, we have been inundated with new standardized testing methods, the Reading Academies for K-3 educators, new standards for learning, and initiatives changing at such a

We’re excited to introduce this ATPE News column in which the association’s new engagement and learning specialist, Andrea Hutlock, will explore the good, the bad, and the ugly of the “professional development” offered to today’s educators from the perspective of an educator herself. Hutlock joined the ATPE team in January after serving Round Rock ISD for several years as a teacher and instructional coach. Please share your ideas with her at prof_dev@atpe.org

feverish pace that we are left dizzy and exhausted.

As educators, we are tasked with incorporating all the components of effective teaching and learning: considering prior knowledge, differentiating to meet the needs of every learner, and prioritizing student voice, choice, and autonomy. Yet so often in adult education and learning, we neglect what we know in favor of a top-down, one-size-fits-all approach.

As the new engagement and learning specialist at ATPE, it is my mission to assist the educational community in rethinking professional development. Through this series, I hope to highlight the ways in which districts, campuses, leaders, and educators are putting the “professional” back in professional learning and highlight solutions to the many challenges within education.

I want to ensure that the association offers equitable access to quality professional learning and resources. This year, we are removing barriers during our annual ATPE Summit by allowing any ATPE member or nonmember to register themselves for the event. Previously, only members could attend our professional learning sessions, and they had to be registered by a local unit or region president. By splitting event registration and member delegate certification for our annual House of Delegates meeting, we are both

CONGRATULATIONS TO OUR CLASSROOM MAKEOVER CONTEST WINNER!

Congratulations to first-time professional member Mariah Rodriguez for being the lucky winner of the 2023-24 ATPE Classroom Makeover Contest! Rodriguez is a third grade teacher at Granbury ISD’s Oak Woods Elementary and a graduate of Tarleton State University.

Each year, ATPE enters all prior-year student teacher members who have renewed as first-time professional members into a drawing for $500 to “make over” their classroom. ATPE Membership Specialist Diane Pokluda worked with Oak Woods School Principal Chelsey Gibson to present the check to Rodriguez.

“In my senior year of college, I chose to sign up with ATPE because I heard they provided excellent support for teachers,” Rodriguez explains. “In December, they called a staff meeting after school, and what do you know, ATPE was there. I had no idea I was even entered in the drawing—and I’ve never really won anything before—so I was shocked and excited to win the classroom makeover contest.

“I spent the money on all sorts of things for the classroom,

including a brand-new easel and a set of flashlights for my students to read with the lights off—they really love that.

The rest of the money I spent on clipboards, books, and other supplies.

“Being a first-year teacher can be rough because you start with so little. This year, I received money from my friends and family for graduation, and I ended up spending it on my classroom.”

Ever since she was a young child, Rodriguez knew that teaching was her passion.

“Becoming a teacher is the only thing I’ve ever thought of doing in my whole life,” Rodriguez says. “I have a lot of cousins, and when they would come over, I would sit them all down to pretend-teach them lessons. I would even be jotting down fake grades in a little book. So now I’m living the dream.”

Rodriguez is going back to school this fall to earn her master’s degree in administration through Tarleton Online, after which she intends to pursue opportunities in curriculum development and instructional coaching. In her spare time, she loves shopping, going to the gym, doing yoga, and trying new places to eat.

Oak Woods Elementary Principal Chelsey Gibson (left) presents 2023-24 ATPE Classroom Makeover Contest winner Mariah Rodriguez (right) with a $500 check.

EARN MONEY THROUGH ATPE’S ONE NEW = $10 FOR YOU RECRUITMENT PROGRAM

Spread the word about ATPE and earn money with the One New = $10 for You recruitment program. Until Oct. 31, 2024, members can earn $10 for every new member they recruit.

For this program, the newly recruited member must join as a first-time professional, associate, or administrator. Also, they must be someone who has never been a member with ATPE—the only exception is if the member was previously a college student or student teacher.

Incentives earned from recruitment will be paid for each recruited member who is active in ATPE’s database on Feb. 1, 2025. Following that, all funds will be issued via direct deposit in March 2025.

There is no entry form necessary; just instruct any new members you recruit to print your full name in the “recruited by” box on their membership application. What are you waiting for? You’ve got until Oct. 31 to help grow your association AND earn some rewards for yourself at the same time!

SAVE BIG WITH THE NEW ATPE ONLINE MARKETPLACE

The new ATPE Online Marketplace puts the power of choice in your hands, allowing you to purchase the health, lifestyle, mental health, well-being, and pet care products and services that matter most to you. Through the digital storefront, members now have year-round access to a wide range of noninsured benefits, insurance, and discounted products.

You’re the authority on which services and products would make a difference in your life!

Log in to your member account at atpe.org and visit our Member Discounts page for more details on all the available money-saving programs and enrollment information.

CALLING ALL ATPE RETIRED MEMBERS!

Earn a $100 Visa gift card just for sharing the wisdom you’ve gained from years in the education field!

New educators could really use your help. As a retired ATPE leader and educator, your experience and enthusiasm are invaluable resources. We invite you to put those resources to use by spreading the word about ATPE at new-teacher orientations during July and August. Don’t worry; we’ll supply you with everything you need! As a thank-you, you’ll receive a $100 Visa gift card for every three orientations you attend (limit five gift cards per person). ATPE can’t cover every school district without your help! If you would like more information, please contact ATPE Membership Manager Chris Chodacki at cchodacki@atpe.org or (800) 777-2873.

FINDING THE BEST

FIT:

Which Membership Category Should You Join for 2024-25?

If your employment status is changing for the upcoming 2024-25 school year, you may need to make a change in your membership category. Log in to atpe.org/member-updates to notify ATPE of the change(s) you will need.

ARE YOU A 2023-24 COLLEGE STUDENT MEMBER?

• If you will be student teaching or doing classroom observations in 2024-25, renew in the student teacher category so you have access to legal resources.*

• If you will be employed and paid by a school district while completing your student teaching or teacher residency, please contact ATPE Membership at (800) 777-2873 or members@atpe.org for guidance regarding membership category.

• If your 2024-25 coursework will not include classroom observations, renew in the college student category (This is not an insured category.)

ARE YOU A 2023-24 STUDENT TEACHER MEMBER?

• If you will be teaching in your own classroom in 2024-25, renew as a first-time professional member so you have access to legal resources.*

• If you will be substitute teaching, renew in the associate category to have access to legal resources.*

ARE YOU MOVING INTO AN ADMINISTRATOR ROLE IN 2024-25?

• If you will be employed as a principal, area superintendent, or superintendent for 2024-25, renew in the administrator member category so that you have access to legal resources.*

• If you will be a vice principal, renew in the professional member category to have access to legal resources.*

ARE YOU RETIRING AT THE END OF 2023-24?

• If you are retiring at the end of 2023-24, continue your ATPE membership in 2024-25 by renewing in the retired category for only $30.

• The retired category is not an insured category, so if you will be substituting, you need to renew in the associate category to have access to legal resources.*

ARE YOU PLANNING NOT TO WORK IN EDUCATION IN 2024-25?

• If you will not be working in education in 2024-25, remain a part of the ATPE community by renewing in the public category for only $50. Public members receive ATPE publications and save using our services and discounts.

• The public category is not an insured category, so if you will be substituting, you need to renew in the associate category to have access to legal resources.*

 Please contact ATPE Membership at members@atpe.org or (800) 777-2873 if you have questions about which membership category you should join.

*Eligibility, terms, conditions, and limitations apply. Visit atpe.org/protection to view important disclosures and current program details. Staff attorney services are provided separate from the Educators Professional Liability Insurance Program.

continued from page 7—Your Ally

designated teacher they employ and are required to spend at least 90% of the allotment on teacher compensation at the designated teacher’s campus.

If a teacher earns the designation in one district but then resigns, the designation follows the teacher to a new district. However, the allotment funding may not, depending on the timing of the resignation and the district’s local spending plan, which can be utilized as a retention tool. If specified in its local spending plan, a district can keep a resigning teacher’s allotment, as long as the teacher leaves prior to the Aug. 31 spending deadline. The district must then give 90% of that teacher’s funds to other teachers at the campus where the designated teacher previously worked.

Because educator compensation is still not where it should be, it is only natural to seek out additional compensation opportunities. We hope this brief guide will help you navigate your job opportunities for the next school year and avoid any unwanted consequences. Just remember to familiarize yourself with the details of these types of programs before making any commitments.

The legal information provided here is accurate as of the date of publication. It is provided here for informative purposes only. Individual legal situations vary greatly, and readers needing individual legal advice should consult directly with an attorney. Please note: Rights based on the Texas Education Code may not apply to all. Many Texas Education Code provisions do not apply to public charter schools, and public school districts may have opted out of individual provisions through a District of Innovation plan. Eligible ATPE members may contact the ATPE Member Legal Services Department.

continued from page 8—Your Voice

pay and general education funding, seriously or whether they will instead listen to a handful of ultra-wealthy voucher supporters hoping to defund and resegregate the American and Texan education system. The math is in our favor. The only question is whether we will show up. Early voting runs May 20–24. Runoff Election Day is May 28. Visit TeachTheVote.org to find out if there is a runoff in your area.

continued from page 28—The Teacher Down the Hall

expanding access to professional learning and preserving the integrity of ATPE’s governance structure. In other changes, ATPE has created a member programming committee for the summit, which is working to ensure our breakout sessions are timely and relevant. I hope to meet many of you in person at the summit.

Early in my career, I had the valuable opportunity to meet with a wonderful mentor, who was conveniently located right down the hall from me. She offered not only support and mentorship but also a chance to observe teaching methods firsthand. However, I recognize that not everyone has access to such a “teacher down the hall.” This realization inspires my development of this column, the new ATPE professional learning portal, and our upcoming online community. These platforms are designed to serve as your virtual “teacher down the hall,” providing guidance, support, and insight wherever you are. It is my sincere hope that we may be able to create a safe space here in the ATPE digital realm where the educational community across Texas can reclaim our profession and personal development.

I invite you to join me in this journey; please reach out and share stories of how you are reclaiming the profession, offer feedback for professional development opportunities, or simply let me know what is on your mind.

continued from page 12—Meet Generation Alpha techniques will still work with this generation.

“You can still use some of the same practices we’ve used over the years,” Forbis says. “It’s just you may have to tweak it a little bit to meet that need. Ultimately, I just think it is so important that you have relationships with your kids and that you really know them. There’s that saying that if they know you care about them, they’re more willing to work harder for you. I really believe that.”

While Generation Alpha students are certainly different from previous generations, Shelton points out that educators have successfully adapted to teaching previous generations that may have posed their own unique challenges.

“I think back to when I first started teaching, and it makes me laugh because I was always just barely keeping my head above water,” Shelton recalls. “I remember talking to my mentor next door and I was like, ‘Oh my gosh, how do you do this?’ So when I hear people say something like, ‘Kids these days are so much harder to teach than they were before,’ I just think I am not sure if that’s true. We might be looking at the past through rose-colored glasses and forgetting those times were hard too.”

One thing that is certain, however, is that members of Generation Alpha are just beginning to affect both education and the world at large. According to Boucher and other generational researchers, we are only in the earliest stages of learning how exactly they will do that.

“This is an emerging generation, and we have many years left to determine how they will be defined, described, and distinguished from other generations,” Boucher says. “We only know a little about this group so far because our world is changing so rapidly. However, because of this, Generation Alpha is primed to be one of the most unique generations to ever exist.”

Jeff Vega Panhandle West jvega@atpe.org

Eduardo Sierra West Texas esierra@atpe.org

Mary Jane Waits Central Texas mjwaits@atpe.org

Yvette Milner Hill Country ymilner@atpe.org

MEET ATPE’S MEMBERSHIP SPECIALISTS

ATPE’s 10 dedicated membership specialists support ATPE’s members and volunteers in their local communities across the state.

Diane Pokluda DFW Metro West dpokluda@atpe.org

Joseph Cruz DFW Metro East jcruz@atpe.org

Ginger Franks Piney Woods gfranks@atpe.org

Roger Gutierrez South Texas rgutierrez@atpe.org

Amber Tomas Gulf Coast atomas@atpe.org

NOT SURE WHOM TO CONTACT? Visit atpe.org/find-atpe to find out.

Cynthia Villalovos Bayou cvillalovos@atpe.org

Round of Applause

Let’s give a round of applause to our ATPE members all around the state who go above and beyond.

2024 H-E-B Excellence in Education Award Finalists

• Christi Byerly, Mary Branch Elementary, Bryan ISD (Lifetime Achievement Elementary)

• Michelle Cavazos, Blanca E. Sanchez Elementary, McAllen ISD (Rising Star Elementary)

• Gloria Cortez, Samuel L. Martin Middle School, Austin ISD (Lifetime Achievement Secondary)

• Melanie Gohn, Fabra Elementary, Boerne ISD (Lifetime Achievement—Elementary) 

• Catherine Jackson, Carthage High School, Carthage ISD (Lifetime Achievement—Secondary) 

• Veronica Stapper, Glenmore Elementary, San Angelo ISD (Lifetime Achievement—Elementary)

• Stephanie Stoebe, Teravista Elementary, Round Rock ISD (Leadership—Elementary)

Finalists received a $1,000 check for themselves and a $1,000 check for their schools. Winners will be announced in early May.

Amarillo

Heidi Parsons, a teacher at Bonham Middle School, was named one of three Mrs. Baird’s Teachers on the Rise for February.

Arlington



Regan Bullock, STEM lab manager at Moore Elementary, was one of four educators recognized for her outstanding work in integrating STEM components into everyday learning. She earned the top honor and a $300 check to go toward improving her lab.

Beaumont

The Beaumont Foundation of America awarded 15 educators—including three ATPE members—the 2024 Wayne A. Reaud Excellence in Education Award. The educators will receive $10,000.

• Cheryl Spangler, Dishman Elementary School, Beaumont ISD

• Staci Glach, Vidor Middle School, Vidor ISD

• Christy Campbell-Haymon, Newton Middle School, Newton ISD

Corpus Christi

Autumn Caro led a team of 16 Alliance for Headache Disorders Advocacy (AHDA) members in speaking to representatives in Washington D.C. on behalf of Texans who experience headache disorders and migraine disease.

Fort Bend

Lindsey Leiker, a fourth grade teacher at Carolyn and Vernon Madden Elementary School, is one of three science finalists for the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) award.

Killeen

The following ATPE members were named 2024 Teacher of the Year for their respective campuses:

• Andrea Jackson, Pathways Academic Campus

• Angela Morales, Nolan Middle School

• Alma Zavala, Peebles Elementary

Midway 

Seven ATPE members were recently named National Board Certified Teachers, joining 3% of teachers nationwide and less than 1% of Texas teachers who hold the certification:

• Vanessa Dulock

• Annie Jones

• Susan Jones

• Kristin Kegley

• Ben Kosarek

• Molly Sanders

• Valerie Taylor

Nacogdoches

Roya Dinbali, a forensic science-CTE teacher, was named Nacogdoches High School’s 2024 Teacher of the Year.

Navasota 

Vanikin Leggett, principal of Brule Elementary School in Navasota ISD, was named the 2024 Region 6 TEPSAN of the Year by the Texas Elementary Principals and Supervisors Association (TEPSA).

Newcastle 

Krystle Moos, a chemistry teacher at Midway High School, was named the Texas Academy of Science’s 2024 Outstanding Texas Educator. 

Ryan Dollar, head coach of the Newcastle Ladycats, led his team to the school’s first basketball state title in the school’s history.

Tyler

The following ATPE members were named 2023-24 Tyler ISD Teachers of the Year for their respective campuses:

• Peggy Vollmer, Griffin Elementary School

• Shirley Chandler, Career and Technology Center

 Do you want to recognize a fellow ATPE member in the next issue of ATPE News? Contact us at comm@atpe.org!

administrator category and lists your name in the “recruited by” box on their membership application! A new member is someone who has never been a member of ATPE (unless they have previously only been a college student or student teacher member).

You will receive the $10 incentive for each recruited member who is an active member in ATPE’s database on Feb. 1, 2025. The funds will be sent to you via direct deposit.

What’s more: The top recruiter in Texas will receive an additional $1,000 and be recognized at the 2025 ATPE Summit!

All you have to do is encourage your colleagues to join ATPE—just like you!

The thousands of ATPE volunteers across Texas are the backbone of this association. Their hard work and dedication allow ATPE to serve the state’s largest community of educators. In this ongoing ATPE News series, we spotlight volunteers who set a great example of service for their fellow educators. NEXT UP:

JENNIFER LEWINTER, who works as a first grade teacher and team leader at Hedgcoxe Elementary School in Plano ISD. She serves as the Plano ATPE treasurer and was a finalist for ATPE’s 2022-23 Campus Rep of the Year for local units with 1,001+ members, as well as the Region 10 Elementary Educator of the Year.

VOLUNTEERING CAME NATURALLY

Like many ATPE members, LeWinter was initially drawn to ATPE’s membership benefits and protection when she first joined as a new teacher. However, she was also seeking something more. She wanted to be a part of a community and an opportunity to contribute in other ways than just teaching.

“I was looking for something that was enjoyable for me that wasn’t schoolrelated,” LeWinter recalls. “But I was also ready to take on leadership. I am very sociable, but I am also very committed to education and our students. Volunteering for ATPE was a way for me to help use my gifts of motivation and empathy to lift up other educators.”

Plano ATPE leadership has provided LeWinter a chance to use these attributes and help grow ATPE at the same time.

“They asked me if would come in and help with membership,” LeWinter recalls. “I knew I would be very good at that. I love people and sharing exciting tools and resources.”

She then worked as the Plano ATPE membership chair to recruit and train campus representatives.

“I let them know ways they could become involved on their campus,” LeWinter says. “I made sure we had a campus rep at every campus. I made sure they all received communication from the officers.”

MAKE PEOPLE FEEL APPRECIATED

LeWinter wants ATPE to feel like a community, which helps with retaining members. Whether you are a volunteer or a member, she wants you to feel like part of this community.

“I try to get to know every single campus representative,” LeWinter says. “I try to

truly get to know them, their families, and their job. Sometimes I will just email to ask them how they are doing. I think the more you connect as people, the stronger the connection. I send cards in the mail all the time to members and other reps— just little notes of encouragement. Or if something happens to someone’s family, I send out something that says, ‘Hey, we’re thinking of you.’”

LeWinter says the events she helps organize as a local unit officer contribute to this feeling of community.

“Every year, we do a big kickoff brunch for our campus representatives to make them feel appreciated,” LeWinter explains. “When people are appreciated, they tend to work and feel better. Then during the year, we do member appreciation celebrations, such as little social events. We want everybody to come to our events. We put them on for a reason.”

LeWinter says local leaders have recently found a new way to make Plano ATPE members feel appreciated.

“Starting last year, we announce a member of the month celebration for each campus. We try to highlight members doing a great job on their campus. Their campus rep fills out a form and sends it to us. Then, we make them a certificate and send them a little gift card just to thank them. They can, for example, have some Starbucks on us. It is just to thank them for being an awesome educator. This could be anyone from a substitute to a paraprofessional or a professional because anyone who’s a member is included.”

All these efforts lead to happier members, which leads to members staying in the ATPE community.

VOLUNTEERING FOR ATPE WAS A WAY FOR ME TO HELP USE MY GIFTS OF MOTIVATION AND EMPATHY TO LIFT UP OTHER EDUCATORS.”

—Jennifer LeWinter, Plano ATPE

 INTERESTED IN BECOMING AN ATPE VOLUNTEER? Reach out to us at volunteer@atpe.org.

Even

Don’t Miss Your Chance to Vote in May

You may think that the Texas primary elections are now in our rearview mirror, but multiple legislative and State Board of Education races are headed to runoffs. If you cast a ballot in the March Republican or Democratic primary, you must vote in that same party’s runoff—but registered voters who did not participate in the March primary can vote in either party’s runoff.

Primary runoff elections in races where no candidate received the majority of votes in March.