Indianagram_June2024

Best of 2023-2024

We made it! Another school year is in the books. But why does it seem like our ‘back to school’ kickoff just happened last week? For me, August to March goes by extremely slowly, but when April rolls around, if you blink twice, we are celebrating the last day of school. Some school years are better than others, and it is always important to focus on the “best” parts of the year. This activity is critical to our mental health because there are so many challenges that can tear down school leaders. If you are like me, these negative things tend to ruminate over and over feeding into anxiety, feelings of fear, and the ‘what if’ mentality. It is important to celebrate the best of times from the school year, both professionally and personally. This is where rejuvenation and joy come from. Here are a few for me,

This school year, we started Choice Day, where all our students participated in a fun activity for two hours at the end of the day. Activities ranged from making cake pops to watching movies, to karaoke, to cookies and canvas, to bracelet making, to glass art, to basketball tournaments, to silent reading. Students were able to try things they had never done before. Another activity that turned out great was our all-school Day of Service. We had more engaging activities than ever. This year, we started our Charger Integrity Awards back up. It is one of my favorite nights of the year when we celebrate students of outstanding character. It is also a wonderful time to thank our parents for sending us the absolute best students in our district. Another “best of” was our teacher of the year winner. Greta is one of the humblest, and most deserving people you could ever meet, so when she was selected to represent our building: it was pure joy! Another teacher, Deb, won the Outdoor Learning Lab of the Year based on students planting 100 trees on our campus.

It has been such a pleasure serving as the president of IASP this past year. I have learned and grown so much over the year from the many activities I have participated in from serving on the Secretary Advisory Council to facilitating conferences and workshops to attending the NASSP Advocacy Conference in Washington DC. If you ever make it to Washington DC, make sure to go to Filomena’s, an IASP favorite. It has the absolute best Italian food ever!

Another highlight of the school year was facilitating the Aspiring Principal’s Network with NASSP. Our cohort was small but mighty, but it has been fulfilling giving back to our profession. When a participant emails you a letter of gratitude, or better yet, to tell you they got their first administrative position, that is an amazing feeling. Education Week published my article titled, “When Women Hold Each Other Back: A Call to Action for Female Principals.” Female school leaders from around the country have contacted me to share how my words have positively impacted them. Yes ladies, we must always uplift and support each other.

As I reflect over my “best of” list for the 2023-24 school year, it overshadows the negative phone calls, Facebook posts, or complaints that can cause school leaders to lose sleep, and sometimes hope. If you really think about it, those issues seem small and insignificant when you consider the good things happening in your career and life. The “best of” list keeps you going when the going gets tough. It gives you happiness. It gives you encouragement. It gives you hope. But most importantly, it reminds you that you made it another school year, and the best is yet to come.

Dr. Crystal Murff Thorpe IASP President

This issue of the Indianagram allows us to reflect on the past school year, and it is especially important that we focus on “The Best of …” as school leaders can often find themselves ruminating over what didn’t get done, vs all they accomplished. This attitude of forward thinking was also evident at the recent Leadership Retreat as over 70 IASP leaders discussed ways in which we could elevate our support for IASP members. We focused on the two key educational issues of Literacy and High School Diplomas, and in both cases, discussed and brainstormed ways in which we can lead our schools and students, while also being cognizant of the realities facing us.

The Leadership Retreat also provided our IASP District Officers and Board Members time to plan for the 2024-25 IASP District meetings and programming. These discussions certainly allowed time to set dates and locations for the fall district meetings, but also to consider how each IASP District engages with their members. We know that our in-person meetings are highly valued, yet also difficult to attend at times given the volume of other meetings and commitments. Look for a variety of communications and additional virtual meetings that extend our member engagement.

The IASP Board of Directors met on June 12th on the last day of the retreat and focused on how IASP can continue to grow in membership, service and programs. In each area the Board took time to discuss three questions, and to then share their thoughts and perspectives.

1. What have I heard on this topic that I like?

2. What have I heard that makes me want more information?

3. What have I heard that makes me ask, “I wonder if …”

The collective work of the Board provides me with strategic direction that will become focus points and additional discussion areas at each IASP Executive Committee meeting and Board meeting. By asking these questions at each meeting and then applying the answers within the IASP framework of staffing and programs, our association will continue to grow stronger and be able to serve our leaders, from Aspiring to Retiring!

In closing, let me thank once again Tim McRoberts for his nine fabulous and outstanding years as the IASP Associate Director. As Tim retires from IASP and transitions to a new opportunity (still serving schools and leaders), I want to acknowledge and elevate all his efforts for advocacy and for the INALI program. These two areas, plus lots more, have grown tremendously over Tim’s tenure and are a legacy to his service to school leaders. Don’t be surprised if we invite Tim back as a guest to an IASP podcast, where we can enjoy his insights, and so we can hear his friendly neighborhood voice that has greeted us each Friday morning!

Dr. Todd D. Bess

IASP Executive Director

Future Indianagram themes

2024-2025 Themes

August: Back to School Blast!

September: Onboarding for Success!

October: Community Collaboration and Initiatives

November/December: Principal Pages

January: AdaptED: Personalized Learning in the Digital Age

February: Leading the Way: A Principals’ Guide to Fostering Inclusive Learning Environments

March: Silver Linings

April: Safe and Sound

May: Summer Supports

June: The Best of the 2024/2025 School Year!

Share your thoughts on the Indianagram: https://forms.gle/sCmLHwnh4aYcTJdr8

IASP Executive Committee

Dr. Crystal Murff Thorpe President

Dr. Holly Arnold President-Elect

Jennifer Matasovsky Vice President

Matt Shockley Past President

Amy Niemeier

NAESP State Representative

Dave Strouse

NASSP State Coordinator

Steve Baker Liaison to the DOE

Dr. Daniel Peo

Assistant Principal Liaison

UPCOMING EVENTS

IASP hosts events throughout the year to support the growth and development of Indiana school administrators and students. Each event is intentionally designed to encourage and engage all participants in the pursuit of learning!

Find A Full List Of Events at www.iasp.org/Events

Renewal Grants for Indiana K-12 Educators

The Lilly Endowment is accepting applications for its Teacher Creativity Fellowship Program. This program supports educators throughout Indiana by providing resources for them to take time for meaningful renewal. The Endowment believes that through new experiences, exploration, and reflection educators can generate renewed energy in their careers, innovative approaches to teaching and educational leadership, and thoughtful ways to encourage students’ creative thinking. The Endowment expects to award approximately 125 grants, each totaling up to $15,000, in 2025. The application deadline is 5 p.m. EDT on Monday, September 9. Four information sessions will be held in 2024 on May 16, May 30, August 8 and August 13.

To learn more or register for one of these sessions, visit the Lilly Endowment website. Contact Lilly Endowment staff at teachercreativity@lei.org with any questions.

Celebrating the BEST of 2023-2024

Dr. Katie Jenner Indiana Secretary of Education

As most schools in the state have wrapped up the 2023-2024 school year, I want to take this opportunity to thank our school administrators, teachers, and other school staff for all of their work this year and for finishing the school year strong!

Many schools are also preparing for the kickoff of summer learning opportunities to support students who need it most, including in the area of reading and math…thank you for keeping our students engaged throughout the summer!

The beginning of summer is a great time to reflect on and celebrate the important work we accomplished together over the past year and to consider how we can continue to move the needle for our students. As you’re reading this, remember the important role that you, our school principals, play in driving our ongoing, shared success.

Best of 2023-2024: Literacy, STEM Education, and Educator Support

There are a number of successes that we have achieved together this school year, so let’s take a moment to acknowledge and celebrate the good work:

■ Increased school-level science of reading instructional coaching and support for educators through the Indiana Literacy Cadre. Today, 199 schools are participating in cohorts one and two of the cadre, with the goal of expanding to 425 schools in the fall and 600 the following year.

■ Expanded the number of schools administering the state’s IREAD assessment for second grade students to 1,076 schools in spring 2024. This allows teachers, parents, and families to immediately know (and much earlier than waiting until

the end of third grade) if a child is on-track or at-risk when it comes to mastering foundational literacy skills.

■ Provided $10 million in cash stipends to teachers, instructional coaches, and other school staff at all corporations and charter schools who are responsible for the implementation and delivery of early literacy and reading instruction through the Literacy Achievement Grants

■ Increased (significantly) the implementation of evidencebased practices for over 65,000 students across Indiana through the competitive science of reading grant, which awarded nearly $15 million to 72 school corporations

■ Developed online professional development modules supporting Indiana educators with additional science of reading training (designed to be accessible 24/7, when most convenient for the educator). Over 5,100 educators have completed the modules and will receive a $1,200 stipend.

■ Provided nearly 180,000 hours of learning support and tutoring services to over 20,000 students through Indiana Learns (regardless of a family’s ability to pay!).

■ Launched an Artificial Intelligence (AI)-powered platform grant to determine how we might best leverage AI to support student high-dosage tutoring and reduce overall teacher workload. In addition to supporting over 45,000 students statewide, 2,500 educators are also receiving training to integrate AI tools into instruction.

■ Recognized and elevated Indiana teachers, including 2024 Indiana Teacher of the Year Eric Jenkins, an English teacher at Franklin Community High School. Emma Donnan Elementary and Middle School Principal Kendra Randle and Plymouth High School English/ language arts teacher Josh Dingeldein were also surprised with the prestigious Milken Education Award, which comes with a prize of $25,000 from the Milken Family Foundation. (These are just a few examples from the past year!)

■ Celebrated the incredible impact of our schools and educators in true red carpet style at the second annual Indiana Educational Excellence Awards Gala, where nearly $5 million was awarded to help schools and educators continue to grow their impact for kids.

■ Redesigned Indiana’s largest assessment (ILEARN) to include “through-year checkpoints” to better understand and improve student learning. Over 1,300 schools have already opted in to pilot the redesigned assessment in 2024-2025.

■ Recruited and are actively training over 1,100 future teachers in STEM content areas through the newly-developed I-STEM initiative. This aims to strengthen Indiana’s STEM educator pipeline by funding coursework leading to full licensure in STEM content areas… it’s also in addition to the previously launched initiatives to strategically increase talented educators with English learner (I-TELL) and special education (I-SEAL and ASSET) licensure.

All of this is possible because of educators, parents and families, and communities who are working together for Indiana students. If any of the above opportunities pique your interest, I encourage you to reach out!

Looking Ahead: Redesigning Indiana’s Diplomas

As the world around us continues to change rapidly, K-12 schools across the country are faced with the same question: how do we ensure that when students graduate, they have a clear, seamless transition to employment, enrollment, or enlistment leading to service? In March, we outlined an initial proposal for what the future of high school could look like in Indiana to ensure every student is supported in achieving their unique goals and dreams.

Over the past month, we have traveled to schools across Indiana where principals and teachers are already

leading this important work. This includes expanding opportunities for learning beyond the traditional classroom and helping more students to gain valuable work experience and earn a credential before high school graduation. Seeing the opportunities that exist for some students today has been so inspiring as we think about how this can be scaled to support more students statewide.

Between now and late fall, we will continue to travel the state to shine a spotlight on the incredible work already happening, gather input to best set up students for success, and iterate on the current proposal.

In addition to these in-person opportunities, we have also created a Jotform where anyone can share their solution-ideas, as well as suggestions for tools and resources that would be most helpful in supporting implementation. If you have not already done so, I encourage you to

share your thoughts and to encourage others in your community to do the same.

Thank you for your continued collaboration and leadership and for all that you do for Hoosier students! Let’s continue to roll up our sleeves, maintain students as our number one, and always, keep moving forward.

Best Advice I Ever Received As a Principal

By Dr. Michael Shaffer Associate Clinical Professor Ball State University

Veteran principals always seemed to feel that I needed some extra help, and tended to share what they considered their best advice with me. Over the years, some of that sage advice tended to stay with me and eventually became part of the things I now share with younger principals. These are in no particular order

■ Guard your career. No one will ever watch over it like you will. As in any profession, there are many ways to mess up in being a principal, but there are some things that are nearly impossible to come back from, so be careful. If a situation seems to you to be such that it could be career-ending if anyone found out, chances are, it really would be careerending. Act accordingly. Some things that the general public can find forgiveness for if they commit them are death to an educational leader. Like it or not, if you are the guardian of students, more is expected of you.

■ Have a window in your office door. One of the best ways to stop the spread of gossip is not to let it start. If everyone can see what’s going on when your door is closed, there is nothing to talk about. If your office door did not come with a window, get one installed.

■ Drop Everything and Listen. (DEAL). When an employee comes to your office and says, “Got a minute?” always know two things: first, it is going to take more than a minute, and second, it is important. For most employees, giving up any of their 30-minute lunch period to stop in and talk to you means that it is fairly serious. The last thing they need is for you (or me) to keep answering emails, sorting junk mail, or prepping for tomorrow while they are talking to you. Someone suggested to me that the best way to do this is the DEAL method: Drop Everything and Listen. No matter what it takes for you, people appreciate the fact that while you may not have all the answers, you are taking the time to actively engage with them and listen.

■ Oversharing. We do tend to talk about our work. Face it, this stuff consumes us. Just remember that when we share the bad about someone, and then forget to share that the person came back with an apology or started to show an improved attitude, the one with whom we shared it will not know those important details unless we tell them. Because they care about you, they will often think ill of that person and may build up feelings against them, and then be shocked when suddenly you are doing well again, because you neglected to tell them of the improved relationship.

■ Develop a personal board of directors. I like this idea so much I wish I had thought of it. Your personal board of directors are your dream team, your brain trust, your shelter in a storm. They have no connection to the present placement. They are your trusted advisors to whom you may place a call when everything is hitting the fan, and you can say, “I don’t need for you to solve this, I just need for you to listen.” And they will. They can be your first principal, a faith leader, a mentor, a former boss you trust. The position does not matter, the occupation does not matter, where they live does not matter. What matters is that they have experience and they know you well enough to be able to say to you, “Well, you really messed this one up. Have you considered...”

■ The mentor cycle. Always be mentoring and be mentored. Do you know what the #1 mission of the Marine Corps is? You might think, be the first in, last out in a conflict. You might consider being the best of the best in the military. Nope. The Marines’ official mission is to make Marines. Take the time to invest in teachers who have that spark and want to become an administrative leader. But also for your own sanity, develop a relationship with a more veteran principal who will tell you before you mess up and will help you focus when the going gets rough.

■ Be the school no employee wants to leave. Loyalty is different today than it was twenty years ago. Many teachers will leave for an extra $10k offered by a neighboring district. Be the principal no employee wants to leave. You don’t do that by offering a higher salary. You do that by creating a climate of mutual respect, appreciation, support, and genuine caring. Teachers stay in buildings where they can grow, be respected, and take risks.

■ Be a builder of people and let them go on to bigger and better things when they have grown. The best compliment any employee can give you is that you saw potential in them, helped to encourage and develop that potential, and encouraged them to stretch their wings and fly when the opportunities arise. Don’t be the leader who told a principal who had just completed their Superintendent’s license and started to look for a job, “You know I could ruin you if I wanted to!” Sure, you probably could, or you could open doors and clear the way for them to be a stunning success story!

None of this is magic, and nothing said here will make you successful without hard work and often a little bit of luck. That said, I think all of us deserve a little luck once in a while!

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An AP Reflects on the 2023-2024 School Year

Mrs. Carrie Wisehart Associate Principal New Tech Director DeKalb High School

I never wanted to be a principal.

In fact, I can’t tell you how many times I told my husband, my students, my colleagues, and myleaders that I WOULD NEVER GOINTOADMINISTRATION.

And then there was that day. The day my husband tentatively (allowing considerable space between us during a friendly neighborhood walk) told me he thought just maybe I might want to consider it.

And dare I say he was right?

Because he was.

After making my decision, I can’t tell you HOW MANY people asked me the same question.

“Won’t you miss the students?”

There it is. The biggest misinformation about our jobs as administrators. And maybe it is a statement that deserves some explanation. Because here’s the thing:

I don’t remember my high school principal.

I spoke with him once that I recall. Once in the four years I attended my high school. Maybe there were more, but if so, either age or lack of memory has erased it from my mind. And that is not a criticism of my principal. It was just that way.

So whether it is true or not that historically principals aren’t around students — or that it is a BAD THING to go to the principal’s o ce — that was the FIRST “NORM” I wanted to change.

Good thing for me that the people in my district– my building– were already doing that, working on that, living that.

You see, I got my principal’s license to be around MORE kids. To spend more TIME with kids. To influence MORE lives. To increase my territory. To love on teachers. To serve the sta . To join hands with others in creating a more positive culture. To stretch myself professionally and personally.

To keep myself from becoming comfortable, stagnant, and satisfied.

So, the question that came at me from all sides — “Won’t you miss the students?” — came as a challenge to me. Right out of the gate, I was looking for ways to stay connected, limit time behind the desk, prioritize relationships, grow.

Sticker Friday became my first vehicle for that. It started as a weird idea and became myfavorite thing to do. Every Friday, some colleagues and I hand out stickers. When else could I see and connect with ALMOST EVERY KID? One student even told me that Sticker Friday was the only reason she came to school that day.

Although we, as educators, often comment that you can’t understand our roles unless you are in them, we can’t use that as an excuse to complain about the way people perceive us. After the “miss students” comment — the next one was, “Oh, I was never in the principal’s o ce. I never got in trouble.”

Another challenge.

Discipline is just another opportunity for relationships to form. But the o ce didn’t have to be just about discipline. I watched my colleagues create friendly, safe spaces for students to come for time outs, breaks, or maybe just to cool o . I jumped on that bandwagon. We began with Positive O ce Referrals, giving teachers the opportunity to send kids down for GOOD REASONS.

One of myfavorite moments this year was during a discipline moment with a student. He wasclearly upset, and I had to give him a discipline neither of us enjoyed. But as he got up to leave, he mumbled under his breath: “I guess you’re pretty good at your job.”

That made megiggle. But it also helped me reflect. HOW we discipline is just as important as WHAT. How we treat kids in the process of discipline is WAY MORE IMPORTANTthan the discipline they are given. You see, learning about the behavior EXPLAINS it. It doesn’t EXCUSE it, but it helps us understand. We all have trauma and hurt. Our behaviors are the stories we tell about those things. I always need to listen to those stories.

The privilege we, as administrators, have to work with and help grow alongside people is mammoth. And I don’t take it for granted– not one minute.

It’s super cool to be in a position to lend support not only to students, but to teachers and coaches who need to be SEEN– to be RECOGNIZED for the crazy hard work that they do. That’s our job as administrators: SEE PEOPLE.

There is so much more I could say– and I’m sure much more will be written in the days and years to come. All I know is that I have asked countless teachers to hold me accountable for this: I never want to forget the 22 years I

spent as a teacher. I want to remember what it was like to walk in those shoes when I make decisions and love on people.

Next year, I will shift from an AP to a middle school principal. I have more to learn, more to see, and more to do. But the reflection above holds true– I must continue to SEE PEOPLE.

The adventure has ONLY JUST BEGUN.

Special thanks to our Silver Corporate Sponsors:

The BEST of 2023-2024

Chad Franks Former Principal Porter County Career Center Educational Consultant, LabWise Leadership, LLC

As the 2023-2024 school year comes to a close, I find myself reflecting on the year. Like many others, my year has been quite the roller coaster, containing ups and downs, bumps and bruises, and many, many opportunities.

In October, I had the opportunity to present at and attend a wonderful workshop. The biggest takeaway was the following four tenants. I have found these concepts to be very beneficial when working with students, teachers, and administrators.

What is your Why? When supporting someone in finding their motivation, it is crucial to understand the significance of "Why." According to Simon Sinek's book "Start with Why," the Why represents your purpose, cause, or belief. This concept clarifies the reason behind your business's existence and why it matters to your customers. Your Why should be the compass guiding all your decisions. When your actions coordinate with your Why, trust is fostered with customers who resonate with it. Sinek suggests leading with your Why connects with the emotional part of the brain, attracting customers and followers on a deeper level.

James Comer emphasizes the vital role of relationships in learning, stating no significant learning can happen without meaningful relationships. George Washington Carver highlights the essence of understanding relationships in all forms of learning.

Drawing inspiration from Rita Pierson's TED talk "Every Kid Needs a Champion," I encourage individuals to reflect on their Why and to always keep it in mind. Your Why is the cornerstone for all your decisions and actions, defining your identity and productivity. It is the driving force behind your life's purpose. If you ever feel overwhelmed or lacking fulfillment, it may signal a disconnect from your Why. By staying aligned with your values, you can remain focused on what truly matters. Harness this guiding vision to navigate through life's choices.

Your Why is a powerful motivator, especially during challenging times, enabling you to set and achieve short and long-term goals. It instills a sense of making a meaningful impact in the world. Remember, having a clear sense of purpose often leads to increased optimism, resilience, and hope in one's life.

Who are you? Your character is how others perceive and interact with you in various roles such as being a parent, spouse, son, daughter, or educator. Your interactions with people are influenced by how well you understand yourself. Many invest significant time into trying to conform their personalities, beliefs, and lifestyles to blend in and alleviate concerns about their opinions of us. An interpersonal relationship refers to the social ties and connections between two or more individuals who constitute a crucial part of your social circle.

In their publication "Emotional Intelligence 2.0," Travis Bradberry and Jean Greaves explore emotional intelligence (EQ) as the capacity to identify and understand your emotions, recognize the emotions of others, and leverage this awareness to shape your actions and relationships. It is also a key trait for achieving success in the professional realm. "Emotional Intelligence 2.0" guides you in enhancing your EQ through the cultivation of four fundamental pillars: self-awareness, self-management, social awareness, and relationship management. These pillars enable you to navigate your emotions, handle triggers effectively, cultivate positive habits, and excel in your chosen career.

Self-awareness refers to your ability to pinpoint your emotions as they arise and acknowledge your inclinations in different situations. Individuals with heightened self-awareness can identify triggers and patterns of behavior leading to emotional responses. They may realize, for instance, that they become angry when their time is wasted, or become anxious when a specific person enters a room. Moreover, selfawareness empowers you to view emotional outbursts as opportunities for growth and to delve into the underlying reasons behind your emotional reactions.

Where are you going? Goal setting is essential for individual development and achievement. It is more than just a task; it is a powerful tool which can shape your future. Having and setting goals provides direction and motivation, and helps prioritize tasks effectively. By setting specific, realistic goals and creating a plan of action, you can stay focused and motivated toward achieving your objectives.

Setting goals triggers new behaviors, guides your focus, and helps maintain momentum. Goals align your focus, promote self-mastery, and allow measured

progress. Remember, you cannot manage what you do not measure, and improvement relies on proper management.

For students, goal setting is essential to academic success and future readiness. It is about defining specific, measurable, achievable, realistic, and timebound objectives to strive for. By cultivating the skill of setting goals, students can enhance productivity, decision-making, and overall success.

While setting goals is a process requiring dedication and flexibility, it leads to positive outcomes. It is important to adjust goals as needed and keep moving forward with commitment. Encouraging students to set goals, stay focused, and persevere through challenges is key to achieving their dreams.

Thusly, goal setting is a vital skill which can transform students' academic and personal lives. Students can conquer challenges by adopting the right mindset, seeking support, and staying determined. Let us embark on the journey of setting and achieving goals together!

How are you going to get there? After reflecting on your aspirations, it is time to turn them into reality. Once you have established your goals and targets, the next essential step is to act on them. Breaking down your goals into smaller steps or targets can significantly enhance your chances of long-term success. Crafting a detailed action plan is crucial. Every goal requires time and dedication to accomplish it. Creating an action plan outlining the necessary steps is one of the most effective strategies to ensure success.

Many goals necessitate external resources for achievement, such as information, tools, transportation, or the guidance of a financial coach or counselor. Incorporating these resources into your action plan is paramount. Research has demonstrated individuals who articulate clear goals are far more likely to achieve them compared to those who do not. Sharing your goals with others and regularly updating them on your progress can further increase the likelihood of success.

Setting goals can help you stay focused, remain motivated, and improve your chances of attaining your desires. Goals can be established in various aspects of life, including career, lifestyle, friendships, attitudes, interests, and health. To reach your goals, you must clearly define what you want, establish subgoals, or milestones, and diligently follow through with a step-bystep plan of action.

Oftentimes, obstacles hinder goal achievement. Obstacles can be psychological, such as boredom or a lack of motivation, or they can be practical, such as time constraints, financial limitations, or inadequate support. When setting goals, it is crucial to anticipate potential obstacles and devise strategies to surmount them.

Dreams become goals when written down with a date. Goals become a plan when given achievable steps. Finally, a plan becomes reality when action is taken.

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IPLI Updates

Dr. Kelly Andrews Director

Indiana Principal Leadership Institute

IPLI is a premier professional development opportunity for the practicing principals of Indiana. We support you, encourage you, and provide growth in your leadership as we learn together, lead together, and connect.

SUMMER LEADERSHIP MOVEMENT

The summer is here, and with it comes change. While it is uncommon for school principals to change positions every summer, there are some trends related to principal turnover and career changes. Common reasons for principal turnover include career changes, moving to another district as a lateral move or moving to district-level positions, retirement, or exploring other educational leadership roles.

According to the Learning Policy Institute (https://learningpolicyinstitute.org/product/nassp-principalturnover-insights-brief), effective principals leaving their school impact school functioning and student achievement. From USNews (https://www.usnews.com/news/educationnews/articles/2022-08-17/half-of-principals-eyeing-careerchange-survey) a survey found that 73% of school leaders consider making a shift every summer creating more than 20,000 openings for school principals annually. This is mainly due to replacements from retirements and transfers, which leaves schools vulnerable to the impact of the change.

IPLI continues to support principals as they seek or experience change with significant professional development that assists them to optimize their leadership capacities to support their schools. Whether they are a seasoned leader or new in the seat, IPLI offers opportunities to gain skills and behaviors that positively impact themselves and their schools. The networking and connections provide invaluable support to every school leader. IPLI partners with IASP to provide two years of membership in this premier organization and registration to the annual Fall Professionals Conference. IPLI empowers principals to lead effectively, equipping them with the knowledge, skills, and connections needed for success.

IPLI COHORT 12

The Indiana Principal Leadership Institute Cohort 12 has formed a class for the 2024-2026 two-year journey of learning and networking. Expert mentors have been selected, and IPLI is putting things together to launch during the Summer Seminar 2024 on the ISU campus July 16-18. Headlining the event this summer will be Dr. Joe Sanfelippo, who will be joined by Dr. Rhonda Roos, Dr. Mario Acosta, Annette Breaux, and Kim Campbell.

IPLI EXTENDED 2024-25

IPLI Extended will have multiple opportunities for our graduates to grow professionally next year. You will hear from great speakers like

Summer Seminar 2024

■ Dr. Joe Sanfileppo: Lead From Where You Are Cohort 11, Year 2 - Marzano Institute.

■ Dr. Mario Acosta and Dr. Phil Warrick -HRS Framework Levels 1, 2, & 3 Cohort 12, Year 1 speakers will include

■ Dr. Rhonda Roos: The Deliberate and Courageous Principal

■ *Dr. Nate Regier and Dr. Ryan Donlan: Personality & Leadership: Stewardship of Your Greatest Assets

■ Dr. Todd Whitaker: What Great Principals Do Differently

■ Dr. Steve Gruenert: School Culture Rewired 2.0

If you want to sign up for one or more sessions, the link to the application is on the IPLI website, www.indianapli.org, under the IPLI Extended tab at the top. Take time for your professional development and networking with Indiana leaders who have completed IPLI like you! And meet principals currently in the 2-year journey to support them as they learn. We encourage you to bring teacher leaders ($25 each) with you to the session(s) to participate in solid professional development that will keep you being the learning leader you are meant to be.

*September 25, 2024 - Cohort 12, Year 1: This seminar will be led by Dr. Nate Regier, a clinical psychologist, and Dr. Ryan Donlan, an ISU Professor, who are both Master Certified Trainers in the Process Communication Model. If you are interested in attending this seminar and want to receive a PCM Leadership Profile to be more fully engaged, please indicate that on the extended application; the inventory will be sent to you prior to the seminar. An additional charge of $100 will be required.

When you complete the Extended application, you will be invoiced for all seminars and the PCM inventory if indicated.

Don't miss out on the opportunity to grow through IPLI as a graduate and continue networking to increase your leadership capacity. One session or more sessions can give you time to regroup and share your professional thinking with others. Sign up today!

District or School Leadership Team Seminar

Unlock Your Leadership Potential with IPLI Extended! Are you ready to take your leadership skills to the next level? Look no further! Join our exclusive District or School Leadership Team Seminar hosted by IPLI Extended What’s in Store for You?

■ Personal Leadership Capacity Enhancement: Dive deep into strategies and techniques that will empower you to lead with confidence, empathy, and vision. Whether you’re a seasoned district leader, principal, or an emerging teacher leader, this seminar is tailored to elevate your leadership game.

■ Process Communication Model (R): Discover your unique communication style and learn how to leverage it

effectively. Each team member will receive a personalized PCM Leadership Profile, unlocking insights into your communication preferences, motivators, and stressors.

■ Problem-Solving Excellence: Tackling real-world challenges requires innovative solutions. During our oneday seminar, you’ll collaborate with like-minded educators on your team to address a problem of practice specific to your school or district. Together, we’ll find actionable steps to drive positive change.

■ Expert Guidance: Your seminar will be facilitated by a certified PCM trainer with years of leadership development experience. Additionally, expert IPLI leaders will share their wisdom, ensuring you gain practical tools to implement immediately.

Who Should Attend?

■ District Leaders: Superintendents, curriculum directors, and central office administrators.

■ School Leadership Teams: Principals, assistant principals, and teacher leaders.

■ Educators Passionate About Growth: If you’re committed to continuous improvement, this seminar is for you!

How to Apply?

■ Ensure at least one team member is a principal graduate or a teacher leader who has participated in IPLI.

■ Visit our website at IPLI Extended and submit your application.

■ Secure your spot early—limited dates are available!

■ The cost and date of the seminar will be determined based

on your team. Don’t miss this opportunity to ignite your leadership journey. Register today and be part of a transformative experience!

For inquiries, please contact Dr. Kelly Andrews @ kelly. andrews@indstate.edu or visit us at www.indianapli.org

ISU COURSEWORK THROUGH IPLI

Did you know that ISU offers four courses to principals during their 2-year cohort with IPLI that connect directly to their work in IPLI? Tuition is half the cost for these courses if they sign up during their cohort years. In addition, these courses may lead to entering the ISU Ed.S. program or transferring the credits to another Indiana institution.

During 2023- 2024, over 30 principals completed coursework through IPLI at ISU toward their next degree!

The goal is to support our principals who may seek higher education while participating in research-based inquiry work. This is just another perk of participating in IPLI.

As Director of IPLI, I am excited for the future of schools in Indiana as the aligned system for principal professional development has never been more significant. INALI, IPLI, and IPLI Extended Learning Opportunity meet the need. IPLI is grateful for your ongoing support, trust, and dedication to education and educators during these challenging times, showing Indiana’s commitment to growing our schools and students.

September 12, 2024 Repeating March 5, 2025 9am – 10:30 EST Presenter, Jonathan Wineinger, Government Technical Assistance and Compliance Directors for the Indiana State Board of Accounts

This workshop will provide Extra Curricular Account (ECA) Treasurers occupation procedural information. When you register you will receive a few items to help you prepare for the 90-minute workshop. Included, you will receive a link to a training video as well as a link to submit questions and topics you would like to cover at the workshop.

online at www.iasp.org (under Principal Programs) Questions, email Elizabeth Moore Kissel at emoore@iasp.org

Next Generation Philanthropists gain insight and lifelong skills while supporting Riley kids

Susan Miles Officer, Kids Caring & Sharing TM Riley Children’s Foundation

From their earliest forays into helping others through wacky spirit days and walk-a-thons, coin wars and all manor of “a-thons”, Indiana K-12 students develop leadership skills and citizenship traits that will carry them far beyond their school years.

Riley Children’s Foundation is proud to announce the 2024 Class of Next Generation Philanthropists. These high school juniors and seniors displayed exceptional leadership and character through their contributions to their school’s Riley Dance Marathon or Kids Caring & Sharing™ program.

These students serve as shining representatives of the hundreds of high school students who fundraised for Riley Dance Marathon and Kids Caring & Sharing™ during the 2023-24 school year. They have been a part of established Riley fundraising programs and started new fundraising efforts. They are Riley kids and Riley siblings. They have spent hundreds of hours raising thousands of dollars—all for the children and families who depend on Riley Children’s Health.

Introducing the 2024 Class of Next Generation Philanthropists:

Teagen Bullock, Senior, Bloomington South High School (Bloomington, IN) – As President, Teagen discovered Dance Marathon to be a transformative shift in his personal development as he learned not only the importance of raising funds but creating meaningful connections. “I realized I didn’t have to bear the weight of challenges alone and that accepting help is not a sign of weakness but a testament to the strength of community,” he said.

Jack Butwin, Senior, Terre Haute North Vigo High School (Terre Haute, IN) – Jack took pride in being his school’s highest fundraiser last year, which contributed to the Dance Marathon raising double their goal. “My involvement in Dance Marathon has helped to evolve me into a more confident and focused individual, and with those skills I can only hope to support and serve Riley in a bigger and better way each and every day,” he said.

Addison Crosby, Senior, Westfield High School (Westfield, IN)

– As Vice President of Fundraising, Addison worked with her peers to secure double the number of corporate sponsorships from the previous year. “Philanthropy is about setting our comfort, time, talents, and even finances aside to step into others’ lives and make a great impact,” she said.

Lindsey Dykes, Senior, Carmel High School (Carmel, IN) –Lindsey describes going to her first Dance Marathon in middle school as the best decision she’s ever made. Since then, she has found different ways to raise money, including selling her artwork and organizing a new event opening a thrift shop. “I will continue fundraising because you cannot put a price on a child’s life,” she said.

Zoey Hornback, Senior, Carmel High School (Carmel, IN)As Dance Marathon Chair, Zoey led more than 600 student participants through the fundraising process. “Looking around during the total reveal to see faces of pride and joy made it all worth it,” she said.

Ella Lowery, Senior, Westfield High School (Westfield, IN) – As President, Ella focused on investing in future student leaders by expanding opportunities for her Dance Marathon’s intern program. “Dance Marathon is the perfect place to learn what service is and to help build a character that will better your life and the world,” she said.

Jordis Mason, Junior, White River Valley High School (Switz City, IN) – Jordis hosted her parents’ friends for a backyard golf fundraiser, resulting in a new group of committed Dance Marathon supporters. “I have learned that my voice can be used to make such a difference in other’s lives,” she said.

Raegan McMullan, Senior, Fishers High School (Fishers, IN) –As President this past year, Raegan found herself breaking out of her comfort zone and leading, which included organizing the school’s second annual Run4Riley. “Seeing Riley families attend the event and participate in our one-mile Wagon Walk made the entire experience worthwhile,” she said.

Katie Merryman, Senior, Carmel High School (Carmel, IN) –As Director of Stewardship, Katie led initiatives to handwrite thank you letters to event donors, which improved connections

with recurring donors. “If costume changes from tinsel skirts, alien glasses, and ‘80s tracksuits during Dance Marathon have taught me anything, it’s this: fun experiences will attach noble causes to people,” she said.

Katy Morcos, Junior, University High School (Carmel, IN) - Katy helped usher in a trivia night fundraiser to add to her school’s annual calendar. “The trivia night exceeded all our expectations while raising awareness for our organization and the critical need to fund pediatric cancer research,” she said. Emmerson Oskay, Senior, Brebeuf Jesuit Preparatory School (Indianapolis, IN) –As a high school sophomore, Emmersyn was one of four students who created the Riley Dance Marathon program at Brebeuf. “I viewed every fundraising event we held as a way to advocate and create awareness around Riley and the amazing health care resource it is for our community,” she said.

Kayla Reis, Senior, Westfield High School (Westfield, IN) – Kayla reached new possibilities for herself and her school as the Chair of Corporate Sponsorship. “I am now effective at communication, spearheading tasks among a group, and I can easily talk to anyone I meet, which I attribute all to Dance Marathon,” she said.

Congratulations to these amazing young philanthropists and thank you to their school principals for creating an atmosphere of learning and community building that supports your students’ and staff’s philanthropic passion for helping Riley kids and families!

KCS 2023-2024 Recognition deadline is June 30

Be sure your school treasurer has the information necessary to send your 2023-2024 KCS gift to the Riley Children’s Foundation before June 30. Only gifts

postmarked by that date will be included in school corporation recognition determination.

School corporations with every school submitting a gift of at least $1 per student will be acknowledged as a Red Wagon School Corporation. School corporations that submit a gift from all schools in any amount less than $1 per student, or whose participating schools together raise more than the entire corporation population, will be acknowledged as a Riley Corporation.

Riley Children’s Foundation P.O. Box 3356

Indianapolis, IN 46206-3356

Attn: KCS/Susan Miles

Please send all other correspondence to our foundation office:

Riley Children’s Foundation

500 North Meridian Street, Suite 100 Indianapolis, IN 46204

Attn: KCS/SusanMiles

The benefits of an Annual Household Review

KGR Law Brief: 2023-2024 Greatest Hits

Séamus Boyce Attorney Kroger Gardis & Regas, LLP

Keith Butler

Associate Attorney

Education Law & Policy

Kroger Gardis & Regas, LLP

As we reflect on the 2023-24 school year, I guess we’ll oblige the overwhelming requests for a “best of” of “greatest hits” of topics from the KGR Law Brief over the past year. Without further ado:

1: In September, we reviewed new legislation including the need to hold a career fair and have thirty-minute meetings. Statehouse leaders have held firm to the requirement to have no more than five (5) students participate in each group meeting.

2: In October, we discussed strategies regarding addressing child behavior when students have disabilities and are eligible for services pursuant to either IDEA (via an IEP) or Section 504 (via a 504 plan). In both of those situations, schools must follow rules related to manifestation determination reviews. The policy (or rationale) for the manifestation law is to limit schools from disciplining, segregating or isolating students in response to disabilities “manifesting” themselves through the behaviors at issue. That sounds equitable in theory, but it can put school leaders in precarious positions when balancing the rights of individual students versus the safety and fairness to the rest of the students. We encouraged to remember that a change of placement does not occur until the student has been removed for ten school days. These days are normally cumulative. One of the questions that must be answered during the manifestation determination review is: does the behavior have a direct and substantial relationship to the student’s disability? Our advice is to make sure everyone, including parents, at the case conference is focused on answering that question. This is not the meeting

to contest whether the student committed the offense in question or whether the length of removal if it is not a manifestation is the correct amount. Also, if the case is a close call, we strongly recommend involving the school psychologist and other school personnel with expertise.

3: In November we took a deeper dive into issues regarding bullying Specifically, we examined Grace v. Bd. of Trustees, Brooke E. Bos. (1st Cir. 2023) - a case in which a school did not have an adequate response to bullying and was found to have violated Title IX for allowing a hostile environment. We also discussed Indiana laws regarding bullying, including cyberbullying and parental notification requirements. See IC 20-33-8-13.5 and HEA 1483 (2003). As we advised in that article, don’t ignore allegations of bullying and harassment. Make reasonable efforts to follow policy. If misconduct is found, do something about it. The “something” does not have to be what the students or families want, but it should be designed to address any damage caused to the target and prevent reoccurrence. Make sure staff is regularly trained on the school’s bullying policy. Be particularly mindful of contemporaneous documentation if the misconduct is alleged to have occurred based on a protected class such as sex, race, national origin, and religion.

4: In January, we explored law regarding school searches of electronic devices. The seminal case regarding searches in schools is New Jersey v. T.L.O., 469 U.S. 325 (1985). In T.L.O. the Court created a two-part test based on reasonable suspicion. “[F]irst, one must consider whether the action was justified at its inception, second, one

must determine whether the search as actually conducted was reasonably related in scope to the circumstances which justified the interference in the first place[.]” Id. at 341-342 (Internal Citations Omitted). We also explored more recent precedent that specifically addressed searches of electronic devices, including G.C. v. Owensboro Pub. Sch., 711 F.3d 623 (6th Cir. 2013) and Simpson, Next Friend of J.S. v. Tri-Valley Cmty. Unit Sch. Dist. No. 3, 470 F. Supp. 3d 863 (C.D. Ill. 2020) . Our advice on electronic searches includes that investigation of violating a rule on possession of a device is rarely if ever going to require searching the contents of the device. Even if you have reasonable suspicion to search the contents of the phone, that search needs to be targeted to finding evidence of the violation of law or rule. Once that evidence is obtained then the school should stop searching the device. Plan out the search and familiarize yourself with the software. Bonus observation: The implementation of the new law (SEA 185) on “wireless communication devices” should present new or at least more situations where search of a phone would be necessary to find evidence of rule violation.

5: In February, we explored kindness and conflict resolution. As we stated in the article, it is almost always advisable to engage in informal conflict resolution. However, even if the conflict escalates to litigation, it will also go a long way to be able to show the school exhausted other means of dispute resolution with kindness. We looked at S.B. v. Seymour Community School (Ind. Ct. App. 2018) involving a father who was extremely upset at the school after a now former teacher allegedly molested

his daughter. On the first day of school, the father stood on the public sidewalk with a handmade sign that said, “WE PROTECT PEDOPHILES”. The father, who had a license to carry a firearm, had a handgun holstered to his hip in a way that was visible to parents dropping their children off at school. The superintendent spoke with and asked the father to put his weapon in his car. Rather than comply, the father suggested that he would return in the afternoon with his AK 47. The superintendent successfully obtained a protective order for the father to “stay away from” various school related locations. The superintendent’s efforts at informal conflict resolution were helpful in getting the protective order upheld as it showed that he went to great lengths to try to resolve the conflict.

6: In March, we took a closer look at affirmative action after the Supreme Court decided not to review a case that many analysts thought they would. The case involves a high school magnet school in Virginia. We know from the decision in this case that if you have a selective admission process to a school or school program, ensure the process is neutral as applied to any protected class such as race. A goal of the selection process can be diversity, not but not limited to racial. It should consider economic, geographic, etc. Be mindful of the context of your situation and how contemptuous communications (such as meeting notes and memorializing emails) could serve as evidence of an intent of the policy that would not be permitted under the Equal Protection Clause.

7: In April, we examined rules regarding when a social media account of a government official is considered state action subject to the First Amendment. The Supreme Court recently decided Lindke v. Freed (March 2024) which created the following rule: “speech is attributable to the State only if the official (1) possessed actual authority to speak on the State's behalf, and (2) purported to exercise that authority when he spoke on social media.” If, however, a public employee wants to take measures to keep his or her social media content private, it is critical to use separate professional and personal social media accounts. And on personal pages, clearly disclaim that it is personal and does not represent the views of the employer. “[T]he views expressed are strictly my own” is the language specifically suggested by the Supreme Court.

8: Finally, in May we looked at a case regarding employment discrimination, Muldrow v. City of St. Louis, Missouri, 144 S. Ct. 967 (2024). The Supreme Court looked at how much damage or disadvantage a plaintiff must prove. The Court found the standard should be that the action only had to cause “some” and not “significant” disadvantage. Therefore, a lateral move could be considered discrimination because it could indicate a loss of prestige that came with the other position. This case makes much harder for employers, including schools, to win at an earlier stage of the litigation process. Therefore, for cases to survive deeper into litigation, giving plaintiffs more leverage in settlement with

schools and their insurance carriers. The most straightforward way to avoid potential litigation regarding transfers is to transfer employees who want to be transferred. But if unilateral transfer is essential, employers must be clear on and document the nondiscriminatory rationale.

What is the legal lesson from this [greatest hits] brief?

Coal. for TJ v. Fairfax Cnty. Sch. Bd., 68 F.4th 864, 873 (4th Cir. 2023), cert. denied, No. 23-170, 2024 WL 674659 (U.S. Feb. 20, 2024).

In addition to this article serving as a potential checklist for professional development, one common theme in reviewing the articles subjects is the importance of contemporaneous documentation. Good and timely documentation, or lack thereof, often has major implications on the outcome of litigation. Hopefully, you have minimal situations that will lead to the need to use the documentation.

We at the KGR Legal Help Desk are here to address these education and any non-personal employment legal issues for IASP members. Until the next KGR Law Brief, stay legal! And have a great summer!

Photo courtesy of Lifetouch.

DISTRICT 1: Kelly Boersma

Frank H. Hammond Elementary School, Munster

DISTRICT 2: Melinda Higginson

Walt Disney Elementary School, Mishawaka

DISTRICT 3: Caleb Miner

Perry Hill Elementary School, Ft. Wayne

DISTRICT 4: Jillian Layton

Frontier Elementary School, Brookston

DISTRICT 5: Jennifer Greene

Mohawk Trails Elementary School, Carmel

DISTRICT 6: Tierney Stevenson

Northeastern Elementary School, Fountain City

DISTRICT 7: Susan Strube

West Newton Elementary School, Indianapolis

DISTRICT 8: Michelle Nutter

Adelaide DeVaney Elementary School, Terre Haute

DISTRICT 9: Abbigail Oliver

Pleasant Crossing Elementary School, Whiteland

DISTRICT 10: Dana Cassidy

Batesville Intermediate School, Batesville

DISTRICT 11: Richard Hunt

Rockport Elementary School, Rockport

DISTRICT 12: Jeremy Shireman

Parkwood Elementary School, Clarksville

DISTRICT 1: Bojan Jovanovic

Wilbur Wright Middle School, Munster

DISTRICT 2: Gregg Goewert

Harold C. Urey Middle School, Walkerton

DISTRICT 3: Elias Rojas

Westview Jr-Sr High School, Topeka

DISTRICT 5: Steven Pelych

Creekside Middle School, Carmel

DISTRICT 6: Crystal Cooper

David W. Dennis Middle School, Richmond

DISTRICT 8: Kale Blickenstaff

Cascade Middle School, Clayton

DISTRICT 9: Jason Wiesmann

Center Grove Middle School Central, Greenwood

DISTRICT 10: Jessica Neill

New Palestine Jr. High School, New Palestine

DISTRICT 11: Kaycie Soderling

Perry Heights Middle School, Evansville

DISTRICT 12: Wendy Ivey

Highland Hills Middle School, Georgetown

DISTRICT 1: Gaelyn Mlynarcik

River Forest High School, Hobart

DISTRICT 2: Brandon Kresca

Tippecanoe Valley High School, Akron

DISTRICT 3: Cory Runkle

South Adams High School, Berne

DISTRICT 4: Cynthia Long

Frankfort High School, Frankfort

DISTRICT 5: James McNeany

Guerin Catholic High School, Noblesville

DISTRICT 6: Gregory Allen

Shenandoah High School, Middletown

DISTRICT 7: Kert Boedicker

Perry Meridian High School, Indianapolis

DISTRICT 8: Tamera Rowshandel

Terre Haute South Vigo High School, Terre Haute

DISTRICT 9: Wes Upton

Mooresville High School, Mooresville

DISTRICT 10: Tom Black

East Central High School, St. Leon

DISTRICT 11: Sean Fisher

North Posey High School, Poseyville

DISTRICT 12: Michelle Ginkins

New Albany High School, New Albany

DISTRICT 1: Nicole Laird

Wilbur Wright Middle School, Munster

DISTRICT 2: Rachel Fry

Penn High School, Mishawaka

DISTRICT 3: Jeremy Yates

Carroll High School, Ft. Wayne

DISTRICT 4: Desiree Swaim

Twin Lakes High School, Monticello

DISTRICT 5: Jamie Andrews

Riverside Jr. High School, Fishers

DISTRICT 6: Matt Nuckols

Wes-Del Elementary School, Gaston

DISTRICT 7: Bryan Ramirez

Northview Middle School, Indianapolis

DISTRICT 8: John Skomp

South Putnam Middle & High School, Greencastle

DISTRICT 9: Tracy McMahen

Center Grove High School, Greenwood

DISTRICT 10: Justin Tucker

Batesville Middle School, Batesville

DISTRICT 11: Nick Kerner

Chandler Elementary School, Chandler

DISTRICT 12: Jamie McKain-Crick

New Albany High School, New Albany

11025 East 25th Street Indianapolis, IN 46229

1-800-285-2188 or 317-891-9900

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