2025 Winter Issue - CLAS School Leader

CLAS SCHOOL

EDUCATION INFinland

Lessons learned from the happiest country on earth

Alabama’s bold move to boost reading success. RAISING THE BAR

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2024-2025 CLAS Board of Directors

CLAS Officers

President Michelle Washington Lee County Schools

President-Elect Regina Thompson Fairfield City Schools

Past President Chris McCullar Walker County Center of Technology

Alabama Association of Secondary School Principals (AASSP)

Carrie Busby Mountain Brook High School

Jeff Cole Winston County High School

David Diaz Mary G. Montgomery High School

Drew Glass .............................................. Tallassee High School

Antjuan Marsh ..................................... Autauga County Schools

Willie Moore Athens High School

Bennie Shellhouse Goshen High School

Seth Taylor Oxford High School

Alabama Association of Elementary School Administrators (AAESA)

Dana Bottoms W J Carroll Intermediate School

Jenny Breazeale Fairhope West Elementary School

Veronica Coleman Chastang-Fournier K-8 School

Charles Gardner Hokes Bluff Elementary School

Eric Kirkman .......................................... Kilby Laboratory School

Karissa Lang Crestline Elementary School

Waller Martin Brookwood Elementary School

Sheneta Smith Howell-Graves Preschool

Stan Stokley Saraland Elementary School

Alabama Association of Middle School Principals (AAMSP)

Tony Bonds Hazel Green Elementary School

Tamala Maddox i3 Academy - Middle School

Caroline Obert Huntsville City Schools

Ross Reed Auburn Junior High School

Tony Sanders.................................... Greensboro Middle School

Alabama Council of Administrators of Special Education (ALA-CASE)

Charla DeLeo St. Clair County Schools

Christy Jackson .................................... Fort Payne City Schools

La’Keisha Newsome ................................ Henry County Schools

Bruce Prescott Tuscaloosa City Schools

Alabama Child Nutrition Directors (ACND)

Melinda Bonner Hoover City Schools

Alabama Leaders Advocating for English Learners (ALA-EL)

Stefanie Underwood Decatur City Schools

Alabama Association of 504 Coordinators (ALA504)

Annie Spike ......................................... Marshall County Schools

Richard Templeton.......................... Muscle Shoals City Schools

Alabama Association for Supervision and Curriculum Development (AASCD)

Lisa Adair. ................................................ Butler County Schools

Lisa Beckham ............................................... Samford University

Ashley Catrett Crenshaw County Schools

Patrick Chappell. Retired

Chris Mitten Retired

Carlos Nelson Sheffield City Schools

Evelyn Nettles-Hines Birmingham City Schools

Tiffany Yelder ............................................. Opelika City Schools

Alabama Association for Prevention, Attendance and Support Services (AAPASS)

Floyd Collins Pelham City Schools

Bobby Jackson ................................................................ Retired

Gary Noles.............................................. Blount County Schools

Alabama Association of Career/ Technical Administrators (ACTA)

Deana Goodwine Sylacauga City Schools

Chris McCullar .................. Walker County Center of Technology School Superintendents of Alabama (SSA)

Becky Birdsong Geneva County Schools

Walter Gonsoulin Jefferson County Schools

Ed Nichols Madison City Schools

Cindy Wigley Marshall County Schools

Timothy Thurman......................................... Linden City Schools

Alabama Association of School Personnel Administrators (AASPA)

Resia Brooks Shelby County Schools

Allison Mays ................................... Tuscaloosa County Schools

Alabama Alliance of Black School Educators (AL-ABSE)

Christopher Blair Retired

Affiliate Presidents

Bobby Tittle ......................................................AASSP President

Stan Stokley AAESA President

Keith York AAMSP President

Charla DeLeo ALA-CASE President

Tricia Neura ACND President

Jason Barnett ALA-EL President

Justin Hefner .................................................. AASCD President

Floyd Collins ................................................. AAPASS President

Chris Kennedy ACTA President

Wayne Vickers SSA President

Phil Hazelrig AASPA President

Kelly McCollough ALA504 President

Christopher Blair AL-ABSE President

Middle School Assistant

Principal of the Year

Jennifer Nabors

High School Assistant Principal of the Year

Beth Antoine

Director’s View

Finish Strong, Start Fresh

Celebrating Excellence In Education

In schools across Alabama, principals and assistant principals are driving change, fostering innovation, and creating environments where students and educators can thrive. We proudly recognize these exceptional leaders through our prestigious awards programs. In this issue of the CLAS School Leader, we celebrate the Middle and High School Assistant Principals of the Year, the Middle and High School Principals of the Year, and the district finalists for Alabama’s NAESP National Distinguished Principal (NDP) and Elementary District Assistant Principals of the Year.

Honoring Alabama’s Middle & High School Assistant Principals

Middle School Assistant Principal of the Year: Jennifer Nabors

Jennifer Nabors, assistant principal at Calera Middle School in Shelby County Schools, has been named the 20242025 Alabama Middle School Assistant Principal of the Year. With 26 years in education, Mrs. Nabors has made a profound impact through her implementation of programs like PBIS (Positive Behavioral Interventions and Supports) and her leadership in fostering a positive school culture. Her innovative approaches have led to increased student success and teacher retention, including a 10-point increase in Calera Middle’s school report card score.

District nominees for this award were:

District 1 Shane Corley

District 2 Anna Harrell

District 4 April Emanuel

District 5 Jennifer Nabors

Spanish Fort Middle

D.A. Smith Middle

Wetumpka Middle

Calera Middle

District 6 Derrick Wright Munford Middle

District 7S Emily Faulkner

District 8 Kasey Wood

Haleyville Middle

Boaz Middle

Baldwin County

Ozark City

Elmore County

Shelby County

Talladega County

Haleyville City

Boaz City

The Alabama Middle School Assistant Principal of the Year Award is sponsored by the Alabama Association of Secondary School Principals (AASSP) and Virco.

High School Assistant Principal of the Year: Beth Antoine

Beth Antoine, assistant principal at Auburn High School in Auburn City Schools, has been named the 2024-2025 Alabama High School Assistant Principal of the Year. With 21 years of educational experience, Mrs. Antoine has enriched the Auburn High community by implementing programs like the “Tiger Connect” advisory system and hosting the World’s Fair to celebrate cultural diversity. Her leadership in academic initiatives, including ACT preparation workshops and professional development programs, has driven notable improvements in student performance and school culture.

District nominees for this award were:

District 1 Tony Rogers, Jr. Baldwin Preparatory Academy

District 2 Drew Miller

George W. Long High Dale County

District 3 Marcus Turner Keith Middle-High Dallas County

District 4 Beth Antoine Auburn High Auburn City

District 5 Mary Johnson Hoover High Hoover City

District 6 Chris Mills Springville High St. Clair County

District 7N Clay Williams Rogers High Lauderdale County

District 7S Rusty Clark Winston County High Winston County

District 8 Bayleigh Hicks Virgil Grissom High Huntsville City

The Alabama High School Assistant Principal of the Year Award is sponsored by the Alabama Association of Secondary School Principals (AASSP) and Virco.

The Alabama Middle and High School Assistant Principals of the Year will be recognized as part of the National Association of Secondary School Principals (NASSP) Assistant Principal of the Year Program. Both Jennifer Nabors and Beth Antoine will join other state Assistant Principals of the Year in the national selection for the National Middle and High School Principal of the Year selection program which showcases the exceptional leadership and impact of school administrators on a national stage.

Finish Strong, Start Fresh

As you read this article, you will be getting ready for a well-deserved break. Actually, you are probably ready for a break right now as I write this, and hopefully, you have made it to mid-December with a strong finish!

I hope you have had a great semester, and I also hope you take time during your break to relax and recharge. You may have big plans during your break, but I also hope you plan to take care of yourself during the break too. Those under your care deserve the best version of you, and so do you. When you plan to relax and recharge, you have a better chance of being the best version of you.

I remember Christmas of 2002. Santa Claus was bringing a big swing for Dailey (6) and Emma (2). Paul would arrive in March of ’03. Unfortunately, Santa did not bring the swing pre-assembled. Dad had to help, and due to the size of the swing and slide it was not possible to assemble the swing without the children seeing it. Therefore, I drove back to Hoover from Mother and Dad’s in Arley to assemble said swing on Christmas Eve. Mistakes were made. Words were exchanged with no one in particular, and a swing was ready for the children on Christmas

DIRECTOR’S view

Dr. Vic Wilson CLAS Executive Director

morning. The swing was fixed later that week with the help of my dad. It was NOT a relaxing time. It was poor planning on my part.

Looking back on that time does bring fond memories, but at that time it was anything but a fond thought. I spent the entire week after Christmas working on the gift. I learned a valuable lesson about planning and relaxing. Future gifts from Santa were planned much better and caused far less anxiety for mom and dad.

I hope you make some great plans that lead to wonderful memories for you and your family and friends. I also hope that you return from your break recharged and ready to be the best version of you for everyone under your care and for you.

Thank you all for the job you do every day leading our schools and students. Alabama is moving in the right direction in education because of your hard work, integrity, and commitment.

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Celebrating Excellence In Education

Honoring Alabama’s Middle & High School Principals

Middle School Principal of the Year: Tony Sanders

Tony Sanders, principal of Greensboro Middle School in Hale County Schools, has been named the 2024-2025 Alabama Middle School Principal of the Year. With 28 years of experience in education, including 16 years as an administrator, Mr. Sanders has transformed Greensboro Middle School through innovative programs like a STEM after-school initiative, funded by nearly $500,000 in grants. His leadership has fostered academic excellence and a collaborative school culture, positively impacting both students and staff. District nominees for this award were (finalists are highlighted):

The Alabama Middle School Principal of the Year Award is sponsored by the Alabama Association of Secondary School Principals (AASSP) and Horace Mann.

High School Principal of the Year: Dr. Mathew Epps

Dr. Mathew Epps, principal of Career Technical High School in the Shelby County school system, is the 2024-2025 Alabama High School Principal of the Year. Dr. Epps’ innovative leadership has transformed Career Technical High School into a model of excellence, emphasizing career readiness and community partnerships. His efforts have expanded credentialing opportunities for students and fostered a positive school culture. District nominees for this award were (finalists are highlighted):

District

District

District

The Alabama High School Principal of the Year Award is sponsored by the Alabama Association of Secondary School Principals (AASSP) and American Fidelity Assurance.

The Alabama Middle and High School Principals of the Year will represent Alabama as part of the National Association of Secondary School Principals (NASSP) Middle and High School Principal of the Year program. Both Tony Sanders and Mathew Epps will compete alongside other state representatives for the title of National Middle and High School Principal of the Year, respectively. This recognition program highlights Alabama’s legacy of educational leadership on a national platform.

Celebrating Excellence In Education

Honoring Alabama’s Elementary Principals

District Nominees for Alabama’s NAESP National Distinguished Principal

The National Distinguished Principal (NDP) Award is one of the most prestigious honors in education, recognizing elementary and middle school principals who demonstrate exceptional leadership, dedication, and innovation in their schools and communities. Sponsored by the National Association of Elementary School Principals (NAESP), this award celebrates principals whose contributions go above and beyond to ensure the success of their students and staff.

Each year, Alabama’s outstanding principals are nominated for this coveted recognition by their peers showcasing the incredible talent and commitment of school leaders across the state. The rigorous selection process involves a comprehensive review of nominees’ leadership philosophies, innovative practices, and measurable impacts on their schools. The district finalists for this recognition are:

District I Dana Rhinehart Creekside Elementary Limestone County

District II Stan Stokley

Saraland Elementary Saraland City

District III Nakelya Mullins University Place Elementary Tuscaloosa City

District IV Kara Scholl

South Shades Crest Elementary Hoover City

District V Chris Melton Gaston Elementary Etowah County

District VI Tisha Lewis Sweet Water High Marengo County

District VII David Carpenter Jeter Primary Opelika City

District VIII Shannon McCurdy Florence B. Mathis Elementary Baldwin County

District IX Joy Jones

District X Hovet Dixon

W.S. Harlan Elementary Covington County

Highlands Elementary Huntsville City

The Alabama NAESP National Distinguished Principal program is sponsored by the Alabama Association of Elementary School Administrators (AAESA) and Renaissance Learning.

Celebrating Excellence In Education

Honoring Alabama’s Elementary Assistant Principals

District Nominees for Alabama’s Elementary Assistant Principal of the Year

The Alabama Elementary Assistant Principal of the Year Award recognizes exceptional leaders who serve as the backbone of their schools, fostering student success and building positive school cultures. This prestigious honor, presented by the Alabama Association of Elementary School Administrators (AAESA), celebrates the unwavering dedication and innovative leadership of assistant principals across the state.

Elementary assistant principals play a pivotal role in the success of their schools, juggling diverse responsibilities, including supporting teachers, managing operations, and addressing the individual needs of students. They are champions for education, ensuring that every child has access to an environment which encourages growth, safety, and learning.

Each year, district nominees from across Alabama are selected for this esteemed award, representing a broad spectrum of talent and commitment. These nominees are leaders who not only meet the high expectations of their roles but also go above and beyond to create meaningful and lasting impacts in their schools and communities.

District I Rebecca Martin Cedar Hill Elementary Limestone County

District II Talia Johnson Dawes Intermediate & Hutchens Elementary Mobile County

District III Kiera Ezell University Place Elementary Tuscaloosa City

District IV Sherita Williams Greystone Elementary Hoover City

District V Matthew Loyd John S. Jones Elementary Etowah County

District VII Spencer Wade Redland Elementary Elmore County

District VIII Ginny Clayton Daphne Elementary Baldwin County

District IX Stephen Phillips Holly Hill Elementary Enterprise City

District X Quavis Brown Williams Elementary Huntsville City

The Alabama Elementary Assistant Principal of the Year will represent the state in the National Association of Elementary School Principals (NAESP) National Outstanding Assistant Principal program. This program celebrates assistant principals nationwide for exemplary contributions to education and their schools’ continued success. The Alabama honoree will join an elite group of leaders being recognized for their outstanding achievements on a national stage.

This award highlights the critical role assistant principals play in education and shines a spotlight on each individual’s ability to lead, inspire, and innovate. Whether fostering a welcoming school environment, introducing new programs to support student learning, or mentoring teachers, these leaders are integral to their schools’ success.

HERE WE GROW AGAIN...

Alabama Raises Reading Cut Scores to Meet Student Potential

Dr. Eric Mackey

Alabama State Superintendent of Education

One thing most educators can agree on is the idea that reading is the cornerstone to all other learning. This is of course why the early, foundational aspects of reading are so important. When students get to kindergarten / 1st grade as 5-6 year-olds, they are learning to read. Once the foundation is established, students shift from learning to read to reading to learn. The focus shifts from the basics of phonemic awareness to content comprehension. This is why it is so important that Alabama students have a firm grasp on the fundamentals of reading.

Alabama is taking steps to create better outcomes for our students in a variety of ways – especially in foundational areas like reading. The improvements we are already beginning to see reflect the Alabama State Board of Education’s unwavering commitment to raise academic standards and support our educators in their essential work. With the vision of the State Board and the work of education professionals across the state, we are driving initiatives that have already begun transforming the future for Alabama’s young learners – and it’s your dedication that makes these advances possible.

Initiative put into place last year are showing academic achievements already, resulting in a substantial increase in third grade reading scores. This progress is no accident – it’s the result of a focused, long-term commitment to literacy. In 2019, over 20% of Alabama’s third graders scored below grade level. Today, that number is down to 6.5%, and I believe that, together, we can continue this positive trend. This year, we made the strategic decision to raise the minimum passing score from 435 to 444 points, a measure I believe will help us achieve even greater results. Over the next two years, we will maintain this benchmark, giving our schools and educators the stability and time to implement effective teaching strategies and resources.

Understandably, some wonder if this increase might be too ambitious. Yet, I am confident that our teachers are more than prepared for the challenge. They’ve already demonstrated remarkable resilience. Our early childhood and elementary teachers are also completing advanced literacy training through programs like LETRS, which has been a game-changer in strengthening reading instruction.

For those who worry about students falling behind, of course that is a legitimate concern. However, rest assured we’ve put several safeguards in place. Families whose children score below the threshold can explore additional pathways for progression, including summer reading camps, portfolio assessments, and other exemptions for special cases. Our commitment is to support every student while maintaining rigorous standards that reflect their true potential.

We have made substantial strides in providing resources and training to meet these new challenges. Every K-3 school now has a dedicated reading coach, which is a huge leap forward. These coaches undergo specialized certification to be effective mentors, and they’re instrumental in bringing evidence-based literacy methods into classrooms. With additional resources like updated curricula, summer reading programs, and regional state-level coaches, we’re ensuring that every teacher has the tools they need to help students succeed.

I’m inspired by the tremendous progress we’re seeing across the state, especially in communities where we’ve traditionally faced more significant hurdles. We saw over a dozen districts gain more than 20 points in reading proficiency, with some of the strongest growth in high-

minority, high-poverty areas. These successes prove that, with the right support and resources, our students in every part of Alabama can reach—and even exceed—expectations.

Moving to high school, we’ve also seen a notable increase in ACT participation, with more than 12,000 students taking the test—a 15% rise from last year. This growth shows a genuine interest among our young people in pursuing higher education and bettering their futures. While the ACT is required for all juniors, many students choose to retake the test in hopes of improving their scores, especially for scholarship opportunities. Their determination to succeed speaks volumes about the drive of our students.

We’ve worked closely with local schools to make the ACT more accessible. We understand that for some students, just getting to a test site on a Saturday can be challenging. That’s why we’ve introduced solutions like weekend testing, free transportation to testing centers, and grants through our College and Career Readiness Grant Program.

I want to give a heartfelt shoutout to our high school counselors who tirelessly support students in everything from study preparation to understanding test importance. Their efforts ensure that our students are not only ready, but also motivated to pursue their best scores.

Whether we’re talking about the little students or the big ones, our goal remains clear: we want every student to succeed! I am inspired every day by the dedication of Alabama’s educators. You are the heart and soul of this movement toward excellence. Together, we’re giving every Alabama student the opportunity to rise, read, and succeed.

Every Child, Every Chance, Every Day!

Elevating School Leadership: CLAS Partners with Rhodes Branding for Enhanced Development Programs

The Council for Leaders in Alabama Schools (CLAS) is proud to announce a new partnership with Rhodes Branding, aimed at enriching the professional development opportunities for Alabama’s school leaders. This collaboration is poised to revolutionize the way school administrators approach branding, marketing, and engagement within their schools.

Rhodes Branding, a mission-led strategic branding and marketing agency that caters exclusively to K-12 education, brings a wealth of expertise and a proven track record of empowering educational leaders. Through this partnership, Rhodes will integrate its specialized knowledge into CLAS’s professional development programs, focusing specifically on building competitive school brands, refining engagement strategies, and enhancing marketing efforts.

Austin Rhodes, President and Co-Founder of Rhodes Branding, emphasizes the importance of this initiative: “Our collaboration with CLAS is about more than just branding—it’s about equipping school leaders with the necessary tools to stand out in a competitive educational environment. We aim to help administrators understand, own, and effectively communicate what sets their schools apart.”

The partnership will feature a series of targeted webinars designed to deepen school leaders’ understanding of effective communication and branding strategies.

One of the central components of the partnership is the development of a Professional Learning Unit (PLU) specifically crafted around the themes of branding and marketing. This PLU is designed to provide school leaders with a structured, in-depth learning experience that will empower them to lead their schools more effectively in these crucial areas.

Dr. Vic Wilson, Executive Director of CLAS, highlights the expected outcomes of the partnership: “By integrating Rhodes Branding’s expertise into our professional development offerings, we are enhancing our members’ ability to create impactful and engaging school environments. This partnership is about providing our leaders with the knowledge and skills to promote their schools’ success stories and foster environments that support student achievement.”

This strategic collaboration with Rhodes Branding signifies CLAS’s ongoing commitment to providing innovative and effective professional development to its members, ensuring that they remain at the forefront of educational leadership and management in Alabama.

What’s NEW for the K12 Classroom?

Copilot Academy for AI in Education Esports in Education is GROWING!

Microsoft & PowerUpEDU present Copilot Academy

This professional development program will empower educators and leaders at all levels to leverage the transformative potential of AI .

PowerUpEDU is creating Transformational Learning Environments!

Check out the Bartow County Schools, GA, Esports Arena!

This amazing facility at 7000+ square feet & seating approx. 500 make it one of the premier arenas in the country!

Learning is ACTIVE in Alabama Schools in

The Active Learning Movement is expanding rapidly in Alabama schools! The most popular Active Learning solutions are the Interactive Playground & Interactive Floor. Check out the schools & districts below who have implemented Active Learning with the Interactive Playground. Contact Shoney to learn more.

Athens City School District

Spark Academy at Cowart

Anniston City School District

Golden Springs Elementary

Attalla City School District

Attalla Elementary

Bibb County School District

West Blocton Elementary

Birmingham City School District

Hemphill Elementary

Huffman Academy

Calhoun County School District

All Elementary Schools

Conecuh County School District

Evergreen Elementary

Demopolis City School District

US Jones Elementary

Enterprise City School District

Rucker Blvd Elementary

Etowah County School District

All Elementary & Middle Schools

Franklin County School District

Phil Campbell Elementary

Tharptown Elementary

Gadsden City School District

All Elementary Schools

Gulf Shores City Schools

Gulf Shores Elementary

Hoover City Schools

Deer Valley Elementary

Huntsville City School District

Martin Luther King Jr Elementary

Sonnie Hereford Elementary

Jefferson County School District

Snow Rogers Elementary

Mobile County Public Schools

14 Elementary Schools

1 Middle School, 1 High School

Mountain Brook City Schools

Cherokee Bend Elementary

Crestline Elementary

Mountain Brook Elementary

Russellville City School District

Russellville Elementary

West Elementary

Springville Christian Academy

Talladega County School District

Lincoln Elementary

Troy City School District

Troy Elementary

Learn more. Contact PowerUpEDU Alabama Education Consultant, Shoney Brice. Shoney@PowerUpEDU.com or 888.517.3824, ext. 115

our website.

Celebrating Excellence In Education

Honoring Alabama’s School Secretaries

Alabama Secretary of the Year

The Council for Leaders in Alabama Schools (CLAS) is proud to announce June Stringer, secretary at Saraland High School in Saraland City Schools, was named the 2024-2025 CLAS Secretary of the Year. This recognition highlights the essential role school secretaries play in ensuring the success of their schools. Secretaries like Mrs. Stringer are vital to school operations, managing responsibilities such as student records, financial tasks, and daily logistics while fostering a supportive and welcoming environment for students, staff, and families.

Each year, one secretary or administrative assistant is selected as the Secretary of the Year from a group of outstanding nominees representing Alabama’s State Board of Education districts. This year’s district finalists include:

District 1

District 2

District 3

District 4

Cecilia Godwin

Emily Prescott

Lasonya Raife

Leesa Smith

District 5 June Stringer

District 6

Alabama School of Mathematics and Science

Opelika High School

Opelika City

Airport Road Intermediate School Elmore County

Big Sandy Elementary School Tuscaloosa County

Saraland High School Saraland City

Melony Griggs Vinemont Elementary School Cullman County

District 7 Paige Callahan McBride Elementary School Muscle Shoals City

District 8 Lisa Teague Huntsville City Schools Huntsville City

The CLAS Secretary of the Year award is sponsored by Simbli by eBOARDsolutions.

February 12, 2025

MORNING SESSION

February 26, 2025

A C T A - A l a b a m a C a r e e r & T e c h n i c a l A d m i n i s t r a t o r s

A L A - E L - A l a b a m a L e a d e r s A d v o c a t i n g f o r E n g l i s h L e a r n e r s

A A E S A - A l a b a m a A s s o c i a t i o n o f E l e m e n t a r y S c h o o l A d m i n i s t r a t o r s

A A S S P - A l a b

April/May TBD

ETF Advocacy Day with Principal Affiliates

Advocacy by Affiliate

Preparation

t a t t h e C L A S o f f i c e f o r a n

i s s u e b r i e f i n g b e f o r e w a l k i n g t o

t h e S t a t e H o u s e a s a g r o u p .

Meet & Greet

S i t i n o n l e g i s l a t i v e c o m m i t t e e

m e e t i n g s ( s c h e d u l e v a r i e s ) .

W a l k t h e h a l l s a n d v i s i t t h e

H o u s e a n d S e n a t e c h a m b e r

g a l l e r i e s

M e e t w i t h l e g i s l a t o r s t o s h a r e

y o u r p o s i t i o n o n k e y e d u c a t i o n

i s s u e s a n d i m p a c t s

B e s u r e t o s c h e d u l e A d v o c a c y D a y m e e t i n g s w i t h l e g

Working with Police and SROs

In a previous commentary, “Coordination with School Resource Officers,” CLAS School Leader vol. 47, no. 1, (Jan. 2019), we discussed legal problems that can occur when a school principal and a school resource officer are simultaneously involved in a disciplinary investigation about a student, without a clear understanding of who is in charge of the investigation or whether the investigation is a school disciplinary matter or a law enforcement matter. The case in that commentary was State v. Daniell, 817 S.E.2d 358, 357 Educ. L. Rep. [837] (Ga.App. 2018), in which the court held that the student being investigated was not yet in custody of the SRO or under arrest, so that a Miranda warning (“you have the right to remain silent, etc.”) was not yet required and the student’s admission of wrongdoing was evidence that did not have to be suppressed in his criminal trial. This commentary is about Taylor v. City and County of Honolulu, 666 F.Supp.3d 1098 (D.Hawai’i 2023), which was signed in March 2023 but not published until two months ago, in which the roles of the principal and the SRO were not clearly separated, thereby creating potential liability for the principal or the SRO.

The student in the more recent case was a ten-year-old Black girl with Attention Deficit/ Hyperactivity Disorder (ADHD) and identified in the record as “NB.” Hawai’i does not have local school districts like other states, but has a state department of education, which performs the functions of local school districts in other states, including the creation of a Section 504 plan for the student. (Note: The court record reflects allegations made by the parties and motions filed by the parties, culminating in a motion to dismiss by the city. For a motion to dismiss, procedural rules require the court to presume that all allegations of material fact are true and draw all reasonable inferences in favor of the nonmoving party, which in this situation is the defendants.)

The plaintiffs (N.B. and her mother) alleged that NB, with other students, made a drawing of a girl holding what the court described as a “cartoon firearm.” At the feet of the girl in the drawing was a drawing of a head, several scribbles, and the words “This is for E and K.” The drawing was left under seal by the judge, because it was unclear who besides the student was involved in creating the drawing, there were problems with the chain of custody of the drawing, and it was not known who gave the drawing to the student who was the subject of the drawing. Consequently, the description of the drawing comes from the court record, and the other students involved are unknown.

Continued on Page 27

LEGAL forum

Dr. Dave Dagley Professor Emeritus, University of Alabama and

Dr. Amy Dagley

Associate Professor, University of

Alabama at Birmingham

Drs. Brenda Mendiola, Yvette Bynum, and Emily Sims,

The University of Alabama

According to the 2024 World Happiness Report, Finland was ranked as the happiest country in the world for the seventh year (Helliwell et al., 2024). The ‘happiness’ rating is based on national average life evaluations in terms of six key variables: GDP per capita, healthy life expectancy, having someone to count on, freedom to make life choices, generosity, and freedom from corruption. When parsing out happiness for the age group below 30, Finland ranked 7 out of 96. The United States, with an overall happiness ranking of 23, ranked 62 in the age group below 30.

What is it like to attend school in the happiest country in the world? Dr. Yvette Bynum, Dr. Emily Sims, and I, representing the College of Education at The University of Alabama, recently spent seven days visiting schools in Helsinki, Finland, including Etu-Töölön lukio upper secondary school, Eira High School for Adults, Engel Albert day-care center, Engel Viiskulma Preschool, Suomenlinna Camp School, Kevätkumpu Education Center, and Helsinki University where we were learned about the structure and core principles of the Finnish educational system.

Structure of the Finnish Educational System

Finland’s national core curriculum is determined by the Finnish National Agency for Education and is revised approximately every ten years. Students are positioned for future success with an established foundation for growing and lifelong learning through graduated levels of education. Play and curiosity are intentionally developed in early childhood education and care (0-6 years old) and pre-primary education (6 years old). Primary and lower secondary education (7-16 years old), or basic education, addresses content/subject knowledge After general upper secondary education and vocational upper secondary education, students may choose one of two paths to continue their learning: higher education is broad-based learning (leads to university studies), and vocational education is competence-based learning (leads to vocational institutes). Students who pursue higher education must take matriculation examinations, while those seeking vocational education must meet vocational qualifications.

Education in Finland

5 Cs. At the foundation of the Finnish Educational System is a strong emphasis on trust and responsibility among the school community members. The 5 Cs are valued universal skills in education: caring, collaboration, communication, creativity, and critical thinking Teachers are given autonomy in facilitating effective instruction to foster lifelong learning. Deep knowledge of their students allows teachers to create meaningful learning experiences. Students are viewed as unique individuals while respecting the diversity of others.

Equality and equity. “Everyone has the right to basic education free of charge...and for everyone an equal opportunity to receive other educational services” (Constitution of Finland). Education from pre-primary to general/vocational upper secondary education is free (including instructional materials and supplies, health and dental care, and meals). Additional support and resources are available for those in greater need. Depending on the learning needs of the students, the following levels of support are provided: general, intensified, and special. The Finnish commitment to free education aims to ensure that education is accessible to all, regardless of socioeconomic background, and to promote lifelong learning and personal development among its citizens.

Child-centered approach. Finnish schools emphasize a holistic approach to student learning and well-being, where developing social and emotional skills and mental health is as important as academic achievement. Play is a critical component in early childhood education and care, and teachers encourage students’ curiosity and creativity inside and outside the classroom. Schedules typically include a 15-minute break for every 45 minutes of instruction (Sahlberg, 2021). Breaks often take place outside, even when there is snow on the ground!

Minimal standardized testing. Finnish education does not involve annual grade-level mandated testing, as teachers are trusted to assess and measure student growth and learning. Students learn to self-assess their learning. The only standardized testing requirements are the matriculation exams students in general upper secondary education take for admission to higher education.

Teacher training and professionalism. Teachers in Finland play a crucial role in the country’s education system, which is often applauded internationally for its success. Teachers typically hold master’s degrees in education or their subject areas, ensuring they have a deep understanding of pedagogy and content. Teaching is highly esteemed and widely regarded as prestigious (Federick, 2020). In Finland, educators enjoy significant trust and autonomy in developing their lessons, assessments, and teaching approaches to meet student needs and curriculum objectives (Chung, 2023).

It is common for classrooms to have three teachers: two dedicated to delivering the material and one who accompanies students who may lag behind in the lesson. Students needing extra support can use an isolated glass classroom pod, where they can still observe and participate in class. Also, schools have several meditation rooms where students can take mental breaks as needed.

Role of leaders and leadership practices. In Finland, school leaders, often referred to as principals or head teachers, play a significant role in shaping the educational environment and supporting both students and teachers. No formal coursework is required to gain leadership knowledge; instead, passing an exam is necessary. Most leaders are “tapped” for their leadership potential and encouraged to take on leadership tasks to prepare them to lead a school. Principals in Finland operate under a seven-year contract, with a requirement to move to a different school at the end of their contract. School leaders in Finland are seen as instructional leaders and managers who guide their schools in achieving high educational standards while nurturing a supportive and inclusive learning environment.

Challenges

Decreases in national test scores. Despite its designation as the happiest country in the world, the Finnish people face many challenges – some shared by other countries and others unique to Finland. The Finnish educational system, once celebrated as one of the best in the world with scores on the Programme for International Students Assessment (PISA) at or near the top of the list in the early 2000s, has seen scores plummet in the last twenty years from 546 in Reading in 2000 to 490 in 2022, and from 563 in Math in 2000 to 484 in Math in 2022 (OECD, 2024). This is a troubling trend that leaders in the schools we visited attributed to societal changes such as the influence of social media and iPhones and a decreasing interest in leisurely reading. PISA assesses 15-year-old students’ reading, mathematics, and science literacy performance every three years. Scores are often used to compare educational systems across countries and identify trends in global student achievement.

Concerns about the country’s budget. Finnish citizens benefit from universal health care, comprehensive social security, and free education but pay high taxes. These societal benefits stress the country’s budget and require tough decisions about prioritizing spending, especially given that the country’s general government finances remain in deficit (Ministry of Finance, 2024).

Fear of invasion. Our Finnish host reminded us more than once that Finland is “our front line of defense” against Russia. When traveling by bus from Helsinki to Porvoo for a school visit, road signs pointing to Russia provided a stark reminder of the two countries’ proximity to each other.

Continued on Page 31

Legal Forum Continued

The plaintiffs alleged that NB used drawing pictures as a method to cope with her ADHD and with bullying at school. The plaintiffs also asserted that NB thought the drawing was a bad idea and did not want to give it to anyone. An amended complaint claimed that one of the other children took the drawing to another child, identified as K. The plaintiffs also asserted that the drawing was brought to school authorities by K the same day it was made, but no action was made by school authorities on that day.

According to the amended complaint, K’s mother came to school early in the morning and insisted that the school call the police about the drawing. The plaintiffs alleged that the vice principal called NB’s mother to tell her that she needed to come to school, because NB had made a drawing and it was passed to another student (K), and the police were being called at the request of K’s mother. Three city police officers came to the school, followed later by NB’s mother. According to the amended complaint, NB was kept from her mother and did not know that her mother had arrived at the school. Further, without the mother’s knowledge or consent, NB was interrogated by police officers and school authorities. The complaint also alleged that NB’s mother was not allowed to leave the room she was brought to.

According to the complaint, at some point NB was moved to the nurse’s office. NB said to the nurse that she wondered what spending one day in jail would be like. The plaintiffs alleged that the nurse repeated the comment to the police officers, upsetting them because they thought NB was treating the situation as a joke, leading them to put NB in handcuffs, arresting her for terroristic threatening, and placing her in a police car, to be driven to a police station. The amended complaint alleged that NB’s mother was not told of the arrest and learned of the arrest when she was asked to come outside by a police officer, where she then saw her daughter in the rear seat of the police car. NB’s mother followed the police car to the station, where NB was released without charges.

The situation described above touches on at least three issues which should be analyzed. The first issue is the nature of the threat. The plaintiffs alleged that the police officers arrested the ten-year-old child for “terroristic threatening” without a warrant at the insistence of a parent of another child at the school. The court noted that the crime of terroristic threatening has a specific definition under state law, which is difficult to meet. The judge described the drawing as a simplistic cartoon-style picture by elementary age students. The plaintiffs alleged that multiple students participated in the drawing, yet only one student was arrested, and no one knew who had drawn which part of the drawing.

A most troubling aspect of the threat analysis in this situation is the basic rule that speech that is a “true threat” is not protected by the First Amendment, BLACK’S LAW DICTIONARY 1480 (6th ed. 1990). Whether a threat is a “true threat” must be examined in the context in which the words are spoken. In school settings, the way a judge often decides whether a threat is a “true threat” is based upon what school authorities do in responding to the threat. If they respond immediately, it is believable that the threat is a “true threat.” If they delayed until the next day or longer to act, it is less believable that the threat is a “true threat.” The delay in dealing with the situation makes it less likely that the threat was a “true threat,” so the cartoon would be protected by the First Amendment. Then, it would have been difficult for the school officials to prove the legal standard under Tinker v. Des Moines Indep. Comm. Sch. Dist., 393 U.S. 503 (1969), that the cartoon created a “material and substantial disruption.”

The second issue which should be analyzed is who was in charge in this situation. Was it the school principal (or vice principal) or was it the police officers? As most school principals know, police officers and SROs must have probable cause to search, arrest, or restrain a student, while school principals only are required to have reasonable suspicion. In other words, school principals have greater freedom in interrogating and searching students, with a lower legal standard guiding their function. Police officers and SROs have a more vigorous legal standard in their function. Failure to meet the standard exposes them to more legal liability. Without knowing what the school board policy was in this school district in guiding or requiring the principal to cede authority to the police officers, it is not possible to judge whether the principal acted appropriately in turning the matter over to the police so quickly. It would be regrettable if the person in charge of the events that morning was neither the principal nor a police officer, but another child’s mother.

The third issue which should be analyzed is about restraints and seizures of school children. In this situation, when the police officers declared NB was under arrest, it was a seizure under the Fourth Amendment. When they put handcuffs on her, it was a restraint. In 2011, we published a commentary that was an abbreviated review of the legal consequences for restraint of students. “Restraining Difficult Students,” CLAS School Leader Vol. 38, no. 1, (date 2011). In that commentary, we noted that the use of restraints by school personnel are permissible when the practice does not depart substantially from accepted professional judgment, standard, or practice in the care of a student, and when the restraint has an educational purpose, rather than a purely disciplinary purpose.

Whitney Miller-Nichols

CLAS Director of Governmental Relations

Legislative

UPDATE

Budgets are a Policy Document

The primary state advocacy focus for CLAS is always the Education Trust Fund (ETF) budget since this budget determines the state allocation for each school system and school. As a school leader, you know that a budget is also a policy document that should reflect the priorities of the governing body. Our advocacy efforts during the legislative session are guided by the legislative priorities approved by the CLAS board at its winter meeting. The CLAS advocacy team engages in all steps of the ETF budgeting process so that the ETF reflects our members’ priorities, too. And your participation in advocacy efforts during the legislative session reinforces the groundwork laid by the CLAS advocacy team during the “off season.”

The State Budget Cycle

State budget season began when ALSDE staff reviewed the agency’s draft FY2026 ETF Budget Appropriation Requests with the State Board of Education (SBOE) at their August retreat in Anniston. ALSDE staff revised their proposed budgets based on SBOE feedback and presented the revisions at the September SBOE work

session. The board then approved the revised ETF appropriations request at their October meeting to comply with a state law requiring all agencies to submit their budgets to the state’s Executive Budget Office (EBO) by November 1 every year. You can view the full FY2026 budget request here.

The EBO will then prepare the Governor’s two budget proposals (one for the ETF and one for the General Fund), adjusting each agency’s requests to reflect the Governor’s priorities for the coming fiscal year.

The Governor signals many of her priorities in the annual State of the State address, delivered to a joint session of the Legislature when they convene for the new legislative session. She has three days to transmit her budgets to the Legislature once they have convened. This year the Legislature comes together on Tuesday, February 4, 2025, so the budgets will be public by Friday, February 7. Look for a breakdown of her address and her proposed ETF budget from CLAS soon after.

The Legislature holds joint budget hearings to give agency heads the opportunity to explain their budget requests to legislators, since there can be variation between what the

agency has requested and what has been included in the Governor’s Recommended Budgets.

The two chambers alternate which originates each budget that year; in 2025, the Education Trust Fund budget will start in Sen. Arthur Orr’s Senate Finance and Taxation Education Committee while the General Fund will start in Rep. Rex Reynolds’s House Ways and Means General Fund Committee.

With passage of the CHOOSE Act in the 2024 session, we can expect at least $100M to be appropriated to the program from the Education Trust Fund each year. In 2024, $50M was appropriated in the FY2024 Supplemental Appropriation and $50M was appropriated in the FY2025 ETF Budget. All indications are that the budget chairs will appropriate in a similar fashion in the 2025 session.

State law requires that before both budgets have been sent to the Governor for signature, any legislative action must be accompanied by a Budget Isolation Resolution (BIR). This is an additional vote on every bill up for consideration on the floor; failure to pass a BIR means a bill fails for the session. However, once the budgets have been transmitted to the Governor, a BIR vote is no longer required, and bills can therefore move through the legislative process much more quickly.

The Governor has the power to line item veto any line in the two budgets. This is a rarely exercised power, but it is one more opportunity for advocacy. If she returns a lineitem veto, the chambers must then reconsider that item only while the rest of the budget is enacted.

ALSDE FY2026 Budget Requests

ALSDE’s FY2026 budget request includes:

• $52M for the Struggling Readers Beyond Grade 3 program

• $50M for a School Safety line item

• Funding to provide an assistant principal for every school with 250-479 students

• Funding for school administrator stipends in accordance with the Principal Act

• Funding for the Alabama Principal Leadership Development System

• Additional math coaches as required by the Numeracy Act

• Additional funding for reading coaches required by the Literacy Act

All told, ALSDE’s FY2026 request is a $471M increase over FY2025 appropriations. That is $90M more than the state Legislative Fiscal Office estimates the Legislature will make available for public K-12 funding. The SBOE was adamant that legislative funding for Struggling Readers

Beyond Grade 3 and School Security is essential in the 2025 session. The Legislature would have to reduce line item growth for other entities in order to meet the SBOE’s full $471M request.

Projected FY2025 Supplemental Appropriations

When the Legislature established the ETF Secondary Spending Limit (SSL) with Act 2023-390, it codified the percentage by which ETF appropriations can increase over the previous fiscal year’s appropriation. The SSL began at 6.5% and will decrease incrementally to 5.75% by the FY2027 budget cycle. While intended to help protect against proration, the SSL is also creating an artificial cap on funding growth that is diverting multiple hundreds of millions of dollars a year into various legislative “savings accounts” like the Educational Opportunities Reserve Fund instead of funding education. Dollars remaining in the ETF after the cascade of accounts receive their required deposits are then available for supplemental appropriation bills.

The Legislative Fiscal Office is projecting around $520M available for an FY2025 supplemental appropriation bill, and the Advancement & Technology Fund balance will be at almost $875M. School systems and higher ed have historically received the majority of funds in a supplemental appropriation bill, but other state interests have been included in more recent years, such as $25M for the new State House and a $50M deposit in the CHOOSE Act fund in 2024. In the 2023 session, almost half of the $2.78B supplemental appropriation bill went to non-education entities. The Legislature is under no obligation to make either an A&T Fund or ETF Supplemental appropriation in any year.

Next Steps for School Leaders

I encourage you to review the SBOE’s FY2026 ETF budget request and let your system’s legislators know which line items are of particular importance for your students. Use this tool to find their contact information. Introduce yourself if they don’t already know you and let them know what school and system you represent. And don’t forget to check in with them every few weeks over the next few months, sharing the successes and shortcomings of your school. You are the expert of your domain, and your legislators need to know you are a trusted resource they can call when they have education questions. And when legislators know that a real need is present in their schools, and that those budget requests aren’t just an abstract dollar amount, they can confidently stand up and fight for the funding to meet those needs.

We have scheduled Advocacy Days for each affiliate to engage with legislators here in Montgomery. Check out the flyer to see which date your affiliate is scheduled to be here

Continued on Page 39

Our Priorities:

Each year, the CLAS Board of Directors approves legislative priorities that will equip public school leaders to address the academic needs, physical safety, and health and wellbeing of every child they serve.

Our Principles:

CLAS believes public education dollars should be spent on public education. CLAS will always advocate for the support and preservation of public schooling and the appropriate proportional funding of K-12 education.

CLAS believes that local control is essential for effective school governance. School and school system leaders are hired locally and are the experts of their school, system, and community. Therefore, they are best positioned to make decisions impacting their students and those under their care.

Visit our legislative advocacy page: clasleaders.org/advocacy

2025 STATE LEGISLATIVE PRIORITIES

BUDGET PRIORITIES

Continue investment for improved student outcomes through education initiatives created since 2019.

Literacy Act

Fund the full salary and benefits of current reading instructional coaches Numeracy Act

Fund Phase 2 of math instructional coaches

Fund the full salary and benefits of current math instructional coaches

Principal Act

Equivalent funding for principal & assistant principal stipends

Level funding for Alabama New Principal Mentor Program

Allocation

POLICY PRIORITIES

A dispute resolution process for special education concerns that ensures student educational needs are centered and limits litigation that preys on special education professionals

Changes to truancy laws that set minimum criteria for dockets, timeframes, and the handling of truancy cases

Level funding and a growth factor built into any changes to the current school funding model. Student weights should prioritize special education students first, followed by high poverty students then English Language Learners.

An on-the-job injury program for public education employees should be fully funded by legislative appropriation with no cost to the local school system

CLAS priorities are aligned with the priorities of SSA, the School Superintendents of Alabama.

Education in Finland Continued

Finland has faced the threat of expansion from Russia throughout its history. Finland was captured by Russia from Sweden in 1808 and did not gain independence until 1917. Finland fought the Soviet Union twice during World War II, losing both times. In March 1992, Finland officially became part of the European Union Community (EU). The Russian invasion of Ukraine has been particularly concerning for many Finnish citizens. In April of 2023, Finland became a member of NATO, a decision of great pride for many Finnish citizens (InfoFinland, 2023).

Reflections

It was affirming to realize we were all facing similar challenges in the profession. However, it was also burdensome to realize we have many areas in education that needed immediate attention. We were able to engage with Finnish students at the pre-school, primary, secondary, and university levels. We observed them in class, ate with them during lunch, participated in classroom activities, and spoke candidly with them about their learning. Witnessing a different educational system within an unfamiliar culture and government was powerful and moving.

An overall observation we witnessed was the joy students seemed to possess at all educational levels as they navigated their school day. No one appeared rushed. Teachers strategically inquired about students’ interests and sought their involvement in designing instructional practices while fostering instructional choices. In this instance, joy is defined as students’ contentment with learning how and when it was appropriate for them and teachers embracing the diverse ways and the varied time frame in which students chose to learn.

Arts and crafts courses were part of the regular curriculum as creativity positively impacts academic achievement. Additionally, students appeared more motivated as they were given a choice in their activities. Likely, the most startling observations were student independence and value for the outdoor environment. At a preschool we visited, a class of three-year-olds was having snack time. All the children displayed good manners and ate

independently. Next, without any prompting from the teacher, the children systematically proceeded to clean up their individual spaces and dispose of any trash.

As the children prepared for a true recess (unstructured free play), they dressed themselves in jackets, hats, and boots. We were informed that the weather was rarely a deterrent for outdoor activities. The connection with nature and the outdoors is fostered at a noticeably young age and appreciated into adulthood.

All the children and adults we met spoke multiple languages. Even the youngest children spoke Finnish and were all learning English. It was not uncommon for the older children to have a degree of fluency in three or more languages.

Retrospectively, insights through observation and conversation revealed that many aspects of learning and teaching that appear to bring joy to learning and teaching can be embedded into our American educational system with no monetary cost—simply by shifting priorities.

REFERENCES

Chung, J. (2023). Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland. London Review of Education, 21(1), 13. https://doi.org/10.14324/LRE.21.1.13

Federick, A. (2020). Finland education system. International Journal of Science and Society, 2(2), 21-32

Helliwell, J.F., Layard, R., Sachs, J.D., Aknin, L.B., DeNeve, J.E., & Wang, S. (Eds). (2023). World Happiness Report (11th ed.)

InfoFinland, (2023). Finnish history, City of Helsinki. https://www.infofinland.fi/ en/information-about-finland/finnish-history

Ministry of Finance (2024). Finland’s National Reform Programme. https:// commission.europa.eu/document/download/f5f5116a-3e03-4439-9713d0df77706790_en?filename=Finland-NRP-2024_EN.pdf

OECD (2024). Programme for International Student Assessment. https://www. oecd.org/pisa/aboutpisa/

Sahlberg, P. (2021). The power of play. School Administrator. School Superintendents Association. https://my.aasa.org/AASA/Resources/ SAMag/2021/Jan21/Sahlberg.aspx

For general information about education in Finland, see the Ministry of Education and Culture website at www.minedu.fi and the Finnish National Agency for Education, www.oph.fi

Ethically Speaking

Mark Boardman Attorney

Boardman, Carr, Petelos, Watkins & Ogle & Howard, P.C.

Christy Boardman Kuklinski Attorney Balch & Bingham LLP &

DON’T MAKE MONEY OFF YOUR STUDENTS

The Alabama Ethics Act was originally passed in 1973, with a major revision in 1995 and another in 2010. There have been many changes to the Act, as the Legislature has finetuned it over the years. The Legislature considered a major rehaul of the Act this past legislative session but did not enact that legislation.

Although the Ethics Act, like any detailed legislation, can be confusing, the Act has consistently throughout its history prohibited public officials and public employees from using their public position to gain any money or a thing of value through any side hustle, fundraising event, or task. Violation of this prohibition subjects the public official or public employee to criminal penalties, including imprisonment and fines.

One basic rule from the Act has generally applied to educators: as an educator, you should not make money off your students. This rule applies whether the school board pays the money (for something other than your salary as a school employee) or a parent, the student himself or herself, or an outside organization, pays the money. Reimbursing a public educator’s expenses, such as on a field trip, is acceptable, but profiting from a public educator’s students is forbidden.

Over a dozen years ago, the Alabama Ethics Commission explained in Advisory Opinion 2011-12 that the Ethics Act applies not only to politicians but also to public educators:

There is no distinction, therefore, between school teachers and legislators, or county commissioners and school bus drivers. They are all public officials or public employees. If the Commission were to say that it is permissible to give school teachers gifts that fall outside the parameters set out in the law, it would not be long before an attempt is made to open that up to

include city council members, county commissioners and then legislators. In other words, if a student can give a gift to a teacher, why can’t a farmer from Winston County give a shotgun to a county commissioner?

While it is clearly understood that nothing may be given in an attempt to corruptly influence official action, there are subtle ways to attempt to influence official action.

The suggestion that it is harmless for a school child to give a Christmas gift to their teacher ignores the potential for abuse.

Suppose for example that a Junior High School child is struggling and hopes by giving a nice gift to the teacher, the teacher will reward them with a better grade. Or that the High School Senior who is attempting to get into a quality college, does the same thing.

Finally, what of a college senior who is attempting to get into Harvard Law School?

These examples illustrate the potential for abuse. What started off as a simple gift now may be attempting to corruptly influence official action.

As previously stated, if the door is opened to allow these activities for school teachers, what is to prevent it from being extended to city council members receiving gifts, or legislators receiving free tickets to the Iron Bowl, as has been done in the past?

To allow this interpretation of the Ethics Law denies and rejects the intent of the leadership at the Special Session and the sponsors of the Ethics reform bills. It, in effect, would open the door to allow things to become as they were before the Ethics reform of 2010.1

1 Alabama Ethics Commission Advisory Opinion No. 2011-12, p. 16

Thus, as noted in a previous edition of Ethically Speaking2, a public school teacher cannot tutor a student with pay from a parent. However, the educator would not violate the Ethics Act if the school board paid the educator to tutor the student as part of his/her salary or a supplemental contract. Likewise, a public school educator would violate the Ethics Act if, in an extracurricular activity, the educator made money by his or her own students’ participation. For example, consider a high school bowling team that travels to a bowling alley for practice or tournaments. If the bowling team coach has even a five percent ownership in the bowling alley, that coach violates the Ethics Act when the board of education pays the bowling alley.

Likewise, as a public school educator, you cannot receive something of value for free when others pay for it, because of your position. College football tickets are an example many people think about, but there are less obvious violations of the Ethics Act, too. For instance, suppose your daughter, a high school senior, is having her senior portrait made. The school photographer, who will provide the photographs to the yearbook and perhaps even the newspaper, also sells those photographs to parents, grandparents, and others. Suppose further the photographer says to your daughter (or you) something akin to, “You’re the principal, no charge for you. Thanks for doing such a good job.” If you (or your daughter) receive free photographs, you would be in violation of the Ethics Act because, although no money is exchanged, you are receiving a “thing of value.” In other words, if others must pay for some service or good, you cannot receive that service or good for free because of your governmental position. In this situation with the photographer, the photographer has a reason to curry favor with the school principal because the photographer wants the school’s business next year.

Even if a public school educator would not personally profit from his or her students, that educator still may not solicit a donation, or, as the Ethics Commission defines it, a “thing of value,” from a student as Alabama Code Section 36-25-5.1 prohibits public educators from soliciting any thing of value from their students. Thus, a public school educator selling Boston butts for his or her church cannot ask students to buy those Boston butts from the church without violating Alabama law. This rule applies even if the educator’s church traditionally sold barbeque and the student’s family previously participated in donating to the church.3 Additionally, a public school educator cannot use public space or public equipment for his or her own use. Just as it is improper for an educator

2 May You Tutor, for Pay, Students of Your Own School? - CLAS School Leader, Spring 2023

3 See Alabama Ethics Commission Advisory Opinion 2017-01

Dr. Demica Sanders

CLAS

Director of Professional Learning

The Irony of Leadership Balancing Consistency with Individuality

I currently subscribe to Pete’s Points, which is a series of leadership videos that arrive in my inbox on a weekly basis. The videos focus on valuable information for those who are currently serving in leadership, whether in education or the business world.

Volume 308 of Pete’s Points dives into a fascinating duality in leadership: the importance of both consistency and inconsistency. Successful leaders understand the need to maintain core values while still recognizing and adapting to the unique qualities of each of their team members. This delicate balance fosters a productive and positive environment where every individual feels valued.

Leadership, as Pete explains, is like building a house. The foundation—your core values and guiding principles—remains solid and unchanging. These values form the framework that shapes how a leader responds to challenges, handles conflict, and makes decisions. However, just as every house has unique paint and trim, every employee has distinct strengths, perspectives, and motivations. It’s essential to address each person’s unique wants and needs, embracing this individuality without compromising the consistency of your leadership principles.

Being a leader isn’t easy. It demands the resolve to be consistent while exercising the flexibility to treat people as individuals. Leaders must remember that values like integrity, respect, and accountability are universal, but people’s approaches, needs, and expectations will vary. As Pete points out, “You can do both.” This approach not only builds trust and respect but also enhances engagement and productivity within the team.

Pete’s lesson can be tied to a quote from Frankenstein, by Mary Shelley: “Beware; for I am fearless, and therefore powerful.” In leadership, that “fearlessness” isn’t about reckless courage;

it’s about the confidence to remain consistent while adapting to the needs of those you lead. Embracing this paradox of leadership can truly be the mark of a great leader—one who empowers individuals without compromising their core.

So, leaders, remember: have consistent values, but approach each team member as the individual they are. By doing so, you build a team with strong foundations and a vibrant, diverse personality.

2024-2025 CLAS Board of Directors

Regina Thompson President-Elect

Chris McCullar Past President

Carrie Busby AASSP Director

Jeff Cole AASSP Director

David Diaz AASSP Director

Drew Glass AASSP Director

Antjuan Marsh AASSP Director

Willie Moore AASSP Director

Bennie Shellhouse AASSP Director

Seth Taylor AASSP Director

Dana Bottoms AAESA Director

Jenny Breazeale AAESA Director

Veronica Coleman AAESA Director

Charles Gardner AAESA Director

Eric Kirkman AAESA Director

Karissa Lang AAESA Director

Waller Martin AAESA Director

Sheneta Smith AAESA Director

Stan Stokley AAESA Director

Tony Bonds AAMSP Director

Tamala Maddox AAMSP Director

Caroline Obert AAMSP Director

Ross Reed AAMSP Director

Tony Sanders AAMSP Director

Charla DeLeo ALA-CASE Director

Christy Jackson ALA-CASE Director

La’Keisha Newsome ALA-CASE Director

Bruce Prescott ALA-CASE Director

Melinda Bonner ACND Director

Stefanie Underwood ALA-EL Director

Cindy Wigley SSA Director

Timothy Thurman SSA Director

Resia Brooks AASPA Director

Allison Mays AASPA Director

Christopher Blair AL-ABSE Director

Annie Spike ALA504 Director

Richard Templeton ALA504 Director

Lisa Beckham AASCD Director

Ashley Catrett AASCD Director

Patrick Chappell AASCD Director

Lisa Adair AASCD Director

Chris Mitten AASCD Director

Carlos Nelson AASCD Director

Evelyn Nettles-Hines AASCD Director

Tiffany Yelder AASCD Director

Floyd Collins AAPASS Director

Bobby Jackson AAPASS Director

Gary Noles AAPASS Director

Deana Goodwine ACTA Director

Chris McCullar ACTA Director

Becky Birdsong SSA Director

Walter Gonsoulin SSA Director

Ed Nichols SSA Director

January 2025

February 2025

Legislative Update Continued

and mark them on your calendar. As a former classroom teacher, I know how hard it can be to get out of the building, but your presence in the State House will make a powerful impression on your legislators.

As always, email me at whitney@clasleaders.org if you have questions.

Ethically Speaking Continued

to sell jewelry, books, clothing, barbeque sandwiches, or other items from his or her classroom or the school’s conference room, an educator also cannot borrow the school’s pressure washer to pressure wash the educator’s driveway. Doing so would be using public space or public equipment for personal gain, a violation of Alabama law.

Although the Ethics Act is complex, its rules are simple: Don’t do business with your students, whether for yourself or for a charity. Don’t use school equipment or space for your own personal benefit or gain. Don’t accept gifts from vendors.

ACCESS Virtual Learning

ACCESS Virtual Learning provides opportunities and options for Alabama public school students in AP, core, and elective courses in grades 6-12.

Carolyn Harvey (256) 774-4609

cdharvey@madisoncity.k12.al.us https://www.madisoncity.k12.al.us/Domain/21

Addiction Prevention Coalition

The Addiction Prevention Coalition (APC) is a non-profit community resource that aims to eliminate addiction in Central Alabama.

Carie Wimberly (205) 972-8264 info@apcbham.com https://apcbham.org/

Alabama Best Practices Center

The ABPC brings together teachers, principals, and other leaders, to provide evidence-based professional learning networks, which are proven to improve student achievement.

Stoney Beavers Ph.D. (334) 279-1886 bpc@aplusala.org https://aplusala.org/best-practices-center/

Alabama Department of Early Childhood Education

The Alabama Pre-K–3rd Grade Integrated Approach to Early Learning builds upon student success by expanding access to Alabama’s high-quality pre-k model.

Ami Brooks (334) 531-5972

ami.brooks@ece.alabama.gov https://children.alabama.gov

Alabama State University - Division of Continuing Education

Alabama State University’s Division of Continuing Education offers non-credit credentials for classes, workshops, professional and career training courses/ programs to meet community and organizational needs. Mia Williams (334) 229-4686 miawilliams@alasu.edu https://www.alasu.edu/_qa/division-of-continuingeducation.php

All South Flooring

Flooring Distributor specializing in no-wax solid vinyl tile flooring to minimize maintenance and maximize flooring budget savings.

Damon Lockhart (205) 873-1444

damon.lockhart@allsouthflooring.com www.allsouthflooring.com

America’s Thrift Stores

The Bags-4-Bucks program with America’s Thrift Stores is an easy way for schools to fundraise by having students donate gently used clothing and household items!

Mark Godwin (205) 317-0134

mgodwin@americasthrift.com https://www.americasthrift.com/

American Book Company

ABC’s all-inclusive Alabama solutions meet 100% of the Alabama Course of Study Standards with content that prepares students for the ACAP assessments.

Lindsey Cohn (888) 264-5877

alabama@abck12.com https://americanbookcompany.com/

American Fidelity

abck12.com

American Fidelity offers benefits strategies to help empower you to make benefits decisions that help both your organization and your employees.

John Cole (205) 987-0950

john.cole@americanfidelity.com www.americanfidelity.com

American Village

American Village is a partner with the Alabama Semiquincentennial Commission celebrating America’s 250th anniversary in 2026 through the Alabama Semiquincentennial School Initiative.

Natalie Steed (205) 665-3535

nsteed@americanvillage.org https://www.americanvillage.org/

Arkansas State University

GO BIG AT A-STATE 100% ONLINE! YOUR PROGRAM, YOUR FUTURE, ON YOUR TIME with supportive faculty, flexible schedules, multiple start dates. BEGIN SOONER, FINISH FASTER!

Mary Werneth (251) 330-5384

mary.werneth@risepoint.com https://bit.ly/AStateRequestInfo_MW

Auburn University

Auburn University Educational Leadership Preparation Programs- Advanced degrees in CLASS A, CLASS AA certification, M.Ed., Ed.S. and Ph.D. degrees in Instructional Leadership.

Ellen Hahn (706) 573-7563

reamseh@auburn.edu https://education.auburn.edu/eflt/academic-programs/ educational-leadership/

Audio Enhancement

Audio Enhancement innovates to provide an array of classroom audio, whole-school communications, and school safety solutions for schools and school districts.

Andy Carpenter (205) 585-7539 andy.carpenter@audioenhancements.com https://audioenhancement.com/

Bailey Education Group

Bailey Education Group is committed to partnering with all schools and districts to improve the lives of all children through customized PD and teacher coaching.

Terry Roller (205) 613-2913 troller@baileyarch.com http://baileyeducationgroup.com/

Bchex, a BIB Company

For over 25 years, Bchex has led the background check industry. Using AI, we boost screening accuracy and efficiency.

Michael Kinard (704) 439-3900 sales@bib.com https://www.bib.com/

Beanstack

Instead of a quiz-based approach, Beanstack uses competition, recognition, and proven gamification principles to motivate students to read and grow a school district’s reading culture.

Mary Perrin (317) 460-0708 sales@beanstack.com https://www.beanstack.com

Bill Miller Photographers

Bill Miller Photographers provides all school photography needs including Fall and Spring Portraits, Senior Portraits, Cap and Gown Portraits, Sports, Pageants and more.

Abby Miller Mattox (256) 892-3185 hello@billmillerphotographers.com www.billmillerphotographers.com

Clayful

Clayful enhances mental health support for students with on-demand & weekly performance coaching. Students connect to a human coach on their personal/ school device within 60 seconds.

Joselyn Whiteside (502) 303-4533

joselyn.whiteside@clayfulhealth.com https://www.clayfulhealth.com/

Cognia

Bishop State Community College

Two year community college that offers many programs for the area.

Lachan Rodgers (251) 665-4095 lrodgers@bishop.edu www.bishop.edu

Black & White Photography Inc.

We offer grade level pictures, from pre-K to 12-Grade. We provide power school data file for your safety. Yearbooks, composite ,banners, student planners, school fundraiser.

Ricky White (205) 714-3000 blackandwhitephoto.inc@gmail.com mybwpdc.com

Brandon P. Fleming

Brandon P. Fleming is a renowned speaker, nationally acclaimed educator, and author of MISEDUCATED: A Memoir.

Brandon Fleming (404) 539-1004 amanda@aeispeakers.com https://bpfleming.com/

Camcor, Inc.

Camcor provides audio visual and technology instructional solutions.

Charlotte Daves (228) 224-7926 cdaves@camcor.com www.camcor.com

Classworks

Classworks is an evidence-based solution for intervention and Special Education with assessments to identify academic and social-emotional needs, reading and math interventions, and progress monitoring.

Justin Shelton (770) 325-5555 hello@classworks.com www.classworks.com

Cognia is a global non-profit organization offering services in accreditation and certification, assessment, improvement solutions, leadership development, and professional learning.

Jeff Langham (334) 312-2432

jeff.langham@cognia.org www.cognia.org

College Admissions Made Possible (CAMP)

CAMP is an industry leader in test prep, professional development for teachers, coaching cycles, math and reading intervention, and online and in person instruction.

Michelle Hayes (205) 305-4666

mhayes@campcollege.org www.campcollege.org

Curriculum Associates

Leader in research-based, classroom-proven K12 assessment and instruction programs that give every student the chance to succeed.

Kelly-Ann Parson M.Ed. (205) 949-7744

KParson@cainc.com

https://www.curriculumassociates.com/

Drone Launch Academy

Standards-aligned turnkey drone curriculum to help students get their commercial drone license (“Part 107”), which is now an Alabama CRI.

David Young (863) 640-4483

david@dronelaunchacademy.com dronelaunchacademy.com

Ellevation Education

Ellevation is a mission-driven company dedicated to helping English Learners (ELs) achieve their highest aspirations.

Adam Howard (617) 307-5755

sales@ellevationeducation.com EllevationEducation.com

FranklinCovey

For nearly three decades, FranklinCovey Education has been a trusted providers of educational leadership development, school systems change management, and career and life readiness solutions.

Kristi Sayers (205) 835-3930

kristi.sayers@franklincovey.com https://www.leaderinme.org/

Hammill Recreation

We offer a range of outdoor amenities to enhance your school, including playground equipment, shades, surfacing, swings, site furnishings, and musical instruments.

Angela Collins (205) 706-3993 playgrounds@hammill.net www.hammill.net

Horace Mann Companies

Horace Mann offers auto, home, life insurance as well as retirement strategies and financial wellness education for educators and their families.

Dean Suris (217) 993-9916 association.relations@horacemann.com https://www.horacemann.com

®

Imagine Learning LLC

Imagine Learning provides K–12 education products and services designed to better empower educators and improve student achievement.

Anissha Officer, Steve Santora, & Joe Reever (334) 223-3432 anissha.officer@imaginelearning.com imaginelearning.com

Instructure

Take teaching and learning to the next level with Canvas, the #1 educational software, and the foundation of the Instructure Learning Platform. Christopher Downs (781) 831-4816 cdowns@instructure.com instructure.com

iteach

iteach is a competency-based alternative educator preparation program that combines the convenience of online learning with face-to-face mentorship from Classroom Supervisors during a teaching residency. Nichole Cooley (952) 697-9408 nichole.cooley@k12coalition.com https://iteach.net/

IXL Learning

An end-to-end teaching and learning solution, IXL gives educators all the tools and insights they need to maximize learning for every student.

Membership Services (855) 255-8800 conferences@ixl.com https://www.ixl.com/

Just Right Reader

Just Right Reader’s Science of Reading decodables engage students in phonics practice with over 700+ titles aligned to all curriculums that accelerate reading achievement.

Tracy Ball (813) 928-4083 tracy.ball@justrightreader.com https://justrightreader.com/

Karen Maury Jewelry

We do onsite engraving on sterling silver, wood, shell and crystal jewelry.

Karen Maury (205) 790-8349 kayrena16@gmail.com

Kid Account, LLC

KIDaccount, a leading provider in daily school safety and dismissal security, to help schools and districts improve student outcomes, enhance accountability, and streamline school operations.

Keith Petty (833) 552-1855 kpetty@kidaccount.com https://kidaccount.com/

Kids First Education

Kids First Education commits to placing Kids First and provide the highest quality teaching and learning solutions. Our name is our mission of Kids First!

Shannon Uptain (256) 577-4341 info@kidsfirst.llc www.kidsfirst.llc

Marzano Resources

Our professional development is provided by experts who have successfully led our work in their school/ district. They are trained and certified by Dr. Robert Marzano.

Christina Hankins (850) 501-7744

christina.hankins@marzanoresources.com https://www.marzanoresources.com/

NoRedInk

NoRedInk helps students in Grades 3–12 become better writers by providing teachers with diagnostics, instructional resources, adaptive exercises, scaffolded writing activities, and actionable performance data.

Brian Owen (816) 808-7422

Lathan Associates Architects, P.C.

Lathan Architects is a full‐service design firm based in Hoover, Alabama with 33+ years of experience in projects of varying size, style, complexity, and scope.

Barry Davis (205) 988-9112

bdavis@lathanassociates.com www.lathanassociates.com

Learning Blade

Learning Blade offers online interactive supplemental lessons/activities that are proven to increase career interests in various high-demand areas including computer science, STEM, and CTE careers.

Scott Mains (205) 937-2841

scott@learningblade.com www.LearningBlade.com/AL

Lexia

Lexia’s curriculum and professional learning solutions are designed to equitably meet the needs of all Alabama students and the educators who support them.

Camila Sakai (571) 315-2596

camila.sakai@lexialearning.com https://www.lexialearning.com/lexia-by-state/alabama

Make-A-Wish Alabama

The mission of Make-A-Wish Alabama is to create lifechanging wishes for children with critical illnesses.

Tracy Smith (205) 209-6875

tsmith@alabama.wish.org https://wish.org/alabama

brian.owen@noredink.com https://www.noredink.com/

PlayVS

Competitive esports platform to increase student engagement, foster teamwork, and cultivate strategic thinking and a sense of belonging for the digital generation.

Bill Heuer (732) 600-3863

bill.heuer@playvs.com https://playvs.com/

Playworld Preferred,

Inc.

We have a range of solutions to meet your needs - from site furnishings to shade structures and everything in between.

Jeff Wingo (800) 459-7241 info@playworldpreferred.com www.playworldpreferred.com

PowerSchool

PowerSchool (NYSE: PWSC) is the leading provider of cloud-based software for K-12 education in North America.

TBD TBD (877) 873-1550

sales@powerschool.com https://www.powerschool.com/

PowerUpEDU

PowerUpEDU is an Education Solutions provider for classrooms in the southeast, creating transformational learning environments engaging students, empowering teachers, bridging the gap between teaching & technology.

Shoney Brice (888) 517-3824

shoney@powerupedu.com https://powerupedu.com/

Presentation Solutions, Inc.

The ColorPro poster makers allow you to create your own full-color posters and banners. Also, create you own custom award plaques, cutouts, decals and more!

Steven Sanders (800) 280-7809

steven@presentationsolutions.com www.presentationsolutions.com

Publishers’ Warehouse

Publishers’ Warehouse is Alabama’s one-stop shop for instructional materials. Our partnership with schools & the ALSDE allows us to provide textbooks with ZERO shipping charges!

Patrick Chappell (205) 980-2820 pchappell@ebsco.com publisherswarehouse.com

QuantHub LLC

QuantHub uses a hyper-tailored micro-learning approach that delivers differentiated instruction in a wide range of data literacy topics.

Veronique Brown (205) 671-2280 vbrown@quanthub.com www.quanthub.com

Renaissance

Our interconnected solutions help you to clearly see every learner’s strengths and needs—so you can provide the right instruction at the right time for success.

Lori Boyd (800) 338-4204

lori.boyd@renaissance.com https://www.renaissance.com/

Rhodes Branding

A mission-led strategic branding and marketing agency exclusively serving K-12 education, Rhodes Branding empowers schools with innovative strategies to flourish in a dynamic, competitive environment.

Molly McGowan Gorsuch (888) 659-9333 hello@rhodesbranding.com www.rhodesbranding.com

Ripple Effects

A digital suite of programs to personalize social emotional skills and promote positive behavioral and mental health.

Kate Wise (888) 259-6618 kwise@rippleeffects.com https://rippleeffects.com/about-us/

Samford University

Orlean Beeson School of Education at Samford University offers a variety of educational leadership degrees and alternative master’s programs.

Dana Mungenast (205) 602-0631

dgmungen@samford.edu https://www.samford.edu/ad/graduate-admission/

Sibme

We can help you give every teacher access to a coach with Sibme Virtual Coaching Services and our Instructional Intelligence Platform.

Brian McGill (412) 584-8436 brianm@sibme.com www.sibme.com

Smart Solutions Group

Smart Solutions Group creates engaging and effective learning experiences that cater to the modern learner through Next Generation Instructional Design (NGID).

Wes Pouncey (251) 517-9055 wesp@smartsolgrp.com www.smartsolgp.com

Strawbridge Studios, Inc.

Industry leading provider of school portraits & yearbooks. Strawbridge Studios has been family owned and operated since 1923. Our motto is “Honest Value Never Fails”.

Todd Diefenderfer (334) 301-3562 todd.diefenderfer@strawbridge.net www.strawbridge.net

Studies Weekly

Studies Weekly provides standards-based core curriculum for K-8, founded on strategies that increase student knowledge and skills in Social Studies, Science, and Health & Wellness.

Kirby Weaver (866) 311-8734 marketing@studiesweekly.com StudiesWeekly.com

Terrell Enterprises, Inc.

Cafeteria tables and seating, Classroom desks and chairs, Office desks and chairs, Markerboards, Window treatments, Library furnishings, Lockers, Bleachers, etc.

Al Brannon (334) 382-7415 al@terrellenterprises.com https://www.terrellenterprises.com/

The Hope Institute

The Hope Leadership Academy is designed to inspire transformational change by introducing administrator and educator teams to the process of building a character-focused school culture.

Liz Huntley (205) 901-6323 info@hopeinstitute.org https://www.hopeinstitute.org/

The University of Alabama Online

UA Online offers 30+ top-ranked graduate education degrees in online and hybrid formats with affordable tuition so you can earn a degree around your schedule.

Hannah Homan (800) 467-0227 online@ua.edu online.ua.edu/clas

ThriveWay

StreamVu Ed

StreamVu Ed unites schools, students, teachers, parents, and communities, fostering comprehensive education through technology, transforming school operations.

Brian Arrowood (888) 630-1493 barrowood@streamvu.com www.streamvued.com

Stride Learning Solutions

Stride Learning Solutions provides flexible online and blended learning programs to empower all learners. We offer a cutting-edge platform, comprehensive digital courseware, and extensive support.

Joseph Sveum (405) 659-9830 jsveum@k12.com stridelearning.com

Peer Helpers PLUS is an evidence-based K-12th grade prevention and support program equipping students to navigate a wide range of emotional, societal, and behavioral challenges.

Ruby McCullough (844) 705-1981 ruby@thriveway.com www.thriveway.com

Twin States Recreation, LLC

We are creating innovative, fun, safe, sustainable, and challenging play environments for children of all abilities. We are suppliers of only the best playground equipment.

Max Maxwell (205) 453-4321 max@twinstatesrec.com https://www.twinstatesrec.com/

UA Early College

UA Early College allows students to earn college credit while in high school. Apply now and reach your goals with a nationally recognized university.

Kaylee Knight (205) 348-7083 earlycollege@ua.edu https://uaearlycollege.ua.edu

University of Louisiana Monroe Online

ULMonroe offers 100% Online Master’s & Doctoral Programs within the College of Education. We offer a No GRE option on all programs.

Brandi Paine (225) 219-7390

brandi.tryon@risepoint.com https://online.ulm.edu/request-info.aspx

University of Montevallo Graduate Studies

UM Grad Programs are flexible & affordable to help attain professional skills & credentials. Come to learn more and come to earn more!

Jennifer Elliott (205) 665-6380

grad@montevallo.edu www.montevallo.edu

UWA Online

Achieve your career goals with an online education degree designed for your budget and your schedule at the University of West Alabama.

Jessica Hughes (205) 533-0131 jhughes@uwa.edu https://online.uwa.edu/

Varsity Brands/BSN Sports&Varsity Spirit

Solution Provider in Sport and Spirit to elevate student experience and grow school spirit to ensure a positive culture of excellence!

Andrew Bush (601) 540-3926

abush@varsity.com Www.varsitybrands.com

Virco Manufacturing

American manf. of classroom, cafeteria and library furniture that can help with a few desks to entire school.

Please contact John for an appt 205-721-0514

John Havicus (205) 721-0514

johnhavicus@virco.com www.virco.com

Ward Scott Morris Architecture

Ward Scott Morris Architecture is a full service firm providing 40 years of experience in the K-12 market. Experience the difference in Excellence.

Carol Coleman (205) 577-7027

carol@wardscottmorris.com www.wardscottmorris.com

Wayfinder

Leading provider of social-emotional and purpose learning tools to schools across the US and in 15 countries around the world.

Casey Pettit (785) 608-6739

casey.pettit@withwayfinder.com www.withwayfinder.com

Verkada

Verkada offers six product lines — security cameras, access control, vape sensors, alarms, visitor management and intercoms — all integrated onto one cloud-based software platform.

Austin Baker (704) 962-7524

austin.baker@verkada.com verkada.com

You have some amazing benefits with your CLAS membership. Don’t lose them. Renew today!

Benefits for all memBers:

• Discounts on professional learning activities sponsored by CLAS

• Access to CLAS communications and updates

• The quarterly magazine, CLASSchoolLeader

• Complimentary subscription to The Main Idea, a monthly email newsletter with book summaries on the latest education-related books.

• Access to membership directory online

• Access to CLAS job bank

• Access to networking opportunties

• Discounts on insurance through Horace Mann Companies

additional Benefits for Individual and Institutional memBers

• Legal defense fund

• Legal counsel, information, and support

• Contract review service visit us online at www.clasleaders.org/membership