Indianagram_March2024

March Mayhem

March Mayhem

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What is March Madness?

March Madness is when the NCAA (National Collegiate Athletic Association) holds its yearly single elimination basketball tournament, where sixty-four teams from all over the country earn a spot on the bracket and play to make the Sweet Sixteen, the Final Four, and hopefully crowned as champions. In Indiana, we know this is an exciting time of year where you can feel the electricity buzzing all around our state – Hoosier Hysteria is what we call it! As a proud alum of Indiana University, I am always going to cheer for the Hoosiers. However, if they do not get a seed or when they get eliminated, I am cheering for ALL other Indiana teams! Even Purdue – GO Boilermakers!

As school leaders, we experience our own kind of madness in March. From our return in January until Spring Break, this is the longest stretch of time during the school year without any significant breaks. Yes, we have a day or two such as Martin Luther King Day holiday and President’s Day, but if you are like my district, our spring break is at the end of March or the first week of April. During this long stretch of time, students, staff, and parents get restless, and it is MADNESS!

For students, this is when apathy starts to settle in. Minor discipline issues become major ones. Students complete their schedules for the next school year, but forget they still need to finish this one. In March, winter sports are wrapping up, and many students have nothing to do. Parents become more upset too. This is when they really start checking grades only to realize that their student has not been turning in assignments and might possibly fail a class or two. Teachers get meaner this time of year too. They are worn out by disrespect and lack of engagement. They are also frustrated due to getting blamed by parents for students not turning in their work. Principals are over it. This is one of the busiest times of the year trying to complete observations and evaluations, spring testing, sorting through new laws, etc. while also focusing on more disciplinary issues and meeting with those angry parents. Am I speaking to anyone yet?

Over the years, I have seen this pattern of behavior play out many times, so much so, that I have started telling staff members to prepare for it. My speech goes something like this, “As you know, January through April is the longest stretch of time between breaks. It is going to be hard. Continue holding students accountable. Contact parents before they contact you. You can do it! We will make it through!”

A few strategies we have used to get through March Madness include - an all-school pitch-in with tail-gate food – chicken wings, nonalcoholic Jello shots, chips & dips, pinwheels, etc. This is always fun with teachers representing their favorite college team. Celebrate St. Patrick’s Day! Send cards to staff and whoever has the “luck of the Irish’’ wins a prize. One of my favorite activities was when our PTO wrapped candy bars and included several golden tickets ala Charlie and the Chocolate Factory. Teachers were trying to exchange candy bars, rewrapping them, and some tried making their own golden ticket so they could win a prize. They really enjoyed this!

When all else fails, turn the games on in the teacher’s lounge. Let your teachers enjoy the action and excitement of the NCAA tournament. It will most certainly relieve some of the stress, anxiety, and tension they might be feeling during this long stretch of time. Choose to have fun. It just might take some of the madness out of your March too.

Dr. Crystal Murff Thorpe IASP President

Education is a journey filled with peaks and valleys, successes and challenges. From the bustling hallways and classrooms to the quiet moments of a day welldone, students and educators alike face a myriad of stressors that can test their composure. However, amidst the whirlwind of deadlines, exams, mandates and expectations, mastering the art of keeping calm becomes paramount for both personal well-being and academic success.

In the fast-paced world of education, stress can easily become a constant companion. Whether it’s the pressure to excel as the school leader, or the overwhelming workload, educators often find themselves grappling with anxiety and asking, “can I actually be a successful school leader?” Educators juggle multiple responsibilities, from being the learning leader, planning targeted and mission aligned professional development to managing administrative duties, all while striving to meet the diverse needs of their students. In such an environment, maintaining a sense of calm can seem like an elusive goal. Yet, keeping calm is not merely a matter of wishful thinking; it’s a skill that can be cultivated through practice and mindfulness, and these will assist in your school feeling hopeful (not wishful). Cultivating the sense of Hope is done through a focus on staying focused on the right goals while knowing it will take multiple paths along the way. It is bolstered by having the right resources, including personal willpower, to keep the school moving to that goal. And finally, it is the ability to reflect on the successes, and once encountering a roadblock, the reflection is centered on what comes next vs what has occurred in the past.

1. Mindful Breathing: When stress levels rise, taking a moment to focus on your breath can work wonders. Deep, intentional breathing activates the body’s relaxation response, helping to reduce anxiety and promote a sense of calm. Whether you’re a student facing a challenging exam or an educator dealing with a classroom full of energetic learners, a few minutes of mindful breathing can provide a much-needed reset.

2. Prioritize Self-Care: In the sometimes nonstop pace of leading a school building, self-care often takes a backseat. However, neglecting your physical and emotional well-being only exacerbates stress levels in the long run. Make time for activities that nourish your body and soul, whether it’s exercising, meditating, or simply spending time with loved ones. Remember, self-care is not selfish; it’s essential for maintaining resilience in the face of adversity, and it fills your willpower bucket that you will need.

3. Practice Time Management: We are faced with too many tasks and initiatives. By breaking these down into manageable chunks and setting realistic deadlines, you can avoid last-minute panic and maintain a sense of control over your workload. This also means cultivating staff who can help through their own talents, which also grows the school’s capacity. Prioritizing tasks based on their importance and urgency can also help you stay focused and organized.

4. Cultivate Resilience: setbacks are inevitable in your leadership journey, but it’s how we respond to them that matters most. Instead of dwelling on failures or setbacks, cultivate a growth mindset that views challenges as opportunities for learning and growth. Embrace the process of trial and error, and don’t be afraid to ask for help when you need it. Remember, resilience is not about avoiding difficulties but rather facing them with courage and determination.

5. Seek Support: Whether it’s seeking guidance from a mentor, confiding in a trusted friend, or accessing mental health resources, don’t hesitate to reach out for support (including IASP) when you need it. The journey of education is not meant to be traveled alone, and there is strength in asking for help when the going gets tough.

In conclusion, keeping calm in education is not about eliminating stress altogether but rather developing the resilience and coping mechanisms to navigate its inevitable challenges. By practicing mindfulness, prioritizing self-care, managing your time effectively, cultivating resilience, and seeking support when needed, you can weather the storms of education with grace and poise. Remember, in the midst of chaos, the calmest mind prevails.

Dr. Todd D. Bess

IASP Executive Director

Future Indianagram themes

April: Safety

May: End of Year Reflection, Growth, & Celebration!

June: The BEST of 2023-2024

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

Special thanks to our Platinum Corporate Sponsor

What Are Your Three Good Things?

Dr. Katie Jenner Indiana Secretary of Education

As educators, we are no stranger to controversial issues. They are just one of the many uncontrollables we face… sometimes daily…but our power lies in how we respond, and ultimately, rise above.

When I am needing some words of wisdom, I often find myself reflecting on my childhood, and in particular, conversations with my Dad. I shared this specific story a couple of weeks ago in my weekly newsletter (and have shared others in the past), but I think it’s one that particularly resonates today.

My Dad is a soft-spoken, kind man, and he and my Mom raised my brother and me with a foundation built on faith and family (including friends who are like family). He didn’t say a lot (I got my “talking genes” from my Mom’s side), so when he spoke, we listened. Nearly every day my Dad would say to my brother and me, “Tell me three good things.”

Some days, we were quick to tell Dad the lineup of our good things…however, on the rough days, the challenging days, the frustrating and disappointing days, listing “three good things” seemed like an annoying chore.

It was on those rough days that my Dad held our feet to the fire the most. When we wanted to vent our frustrations, Dad would listen, then follow with, “okay, now, what are your three good things?” He would patiently wait (I didn’t get his “patient genes’’ either, unfortunately!).

Looking back, I’m sure grateful that he had us do that…because he instilled in my brother and me that in those rough moments, your outlook and how you respond really becomes your superpower

Each of you (like me) have days when things go well…it may be that conversations with people were productive, you were able to help make someone else’s day better, a supportive

parent group brings delicious pizza to the faculty lounge for lunch…okay, you get my point. We also each have days or weeks that are rough…there’s a student who is going through a tough time and the solution to help isn’t clear, there’s a person who is making negative, personal comments about your school, or you may have something rough happening in your personal life, but you still get up everyday and go to school because you love your students and know many of them are counting on you.

Regardless of your week, good or tough, my challenge to you today is to identify, “what are your three good things?”

One of the good things that keeps me energized week after week is seeing the impactful work happening in schools across Indiana. We have over 65,000 teachers serving over 1.13 million students at over 2,200 schools…and we must celebrate the good work happening!

Throughout the year, there are opportunities to highlight schoolswhether that’s through school visits to see firsthand the difference-making work happening in Indiana classrooms... through individual teacher celebrations such as Indiana Teacher of the Year… or through our annual red carpet gala for educators…just to name a few. In February, we added another celebration to that list! For the first-time ever, we hosted a massive reading celebration at the Indiana Statehouse.

You’ll often hear me say that some of our best ideas at the state-level started locally, and this was no exception. This idea in particular came from a local community member who reached out and said, “As our schools and communities are working to improve students’ reading levels, how about celebrating the schools who have hit the state goal of 95% of students reading by the end of third grade?”

So, we put that idea into action! The Statehouse was packed and bustling with educators–from teachers to principals (including many of you!) to superintendents and board members. Quite a few Indiana General Assembly members also popped in between committee meetings for the celebration.

Educators came from all over, representing 241 schools across 54 counties in every corner of our state… from the Indiana Dunes to the Ohio River. This includes big schools and small schools…urban and rural…as well as schools that serve diverse student populations (both in terms of race and ethnicity, as well as socioeconomic status).

It was a fitting celebration for such an impressive accomplishment, and in many ways, it was symbolic of the unprecedented alignment and partnership that exists around education in Indiana today. It was pretty special to see everyone joining together for a common purpose…to celebrate the hard work of our students and educators…and we’re already looking forward to the schools we’ll be able to add to this list next year!

All of this said, while each one of us faces controversial issues (some days more than others!), our outlook and how we respond really becomes our superpower. Let’s continue to share our success stories, and on the tough days, especially, try to reframe your outlook and consider what are your three good things? I’ll certainly continue trying to do the same. Thanks for all that you do!

ASSISTANT

From the AP Lens: SEL Today Translates to Employability Tomorrow

Dr. Dan Peo Assistant Principal

Avon High School

IASP Assistant Principal Liaison

Kristen Peterson Associate Principal Chesterton High School

Our March theme for the Indianagram is “March Mayhem” and as the editorial board conceived of this theme, we envisioned topics that come up for debate in schools. As Kristen and I brainstormed about this column, we landed on the successful implementation of SEL at Chesterton High School. SEL, or social-emotional learning, is rooted in Indiana competencies that are needed for students to be successful as employees once they leave our K-12 settings. In addition, gaining skills in the area of SEL can have many positive impacts on the climate and culture of our buildings. Thanks to Kristen for being willing to co-author with me this month, and congratulations once again to her for being the 2023 Indiana Assistant Principal of the Year!

SEL Implementation at the Secondary Level

As schools implement intentional Multi-Tiered Systems of Support (MTSS), the academic, behavioral and socialemotional development of the whole child improves. While imperative, incorporating school-wide social-emotional programming at the secondary level can be both challenging and controversial. Common misconceptions regarding socialemotional learning (SEL) that have been somewhat challenging are that SEL is just touchy-feely elementary level activities, and that spending time on SEL takes away from important academic time. As a result, many people underestimate the importance of SEL development for high school students.

While it is easy to get caught up in the required content for graduation, we forget the positive impact that quality SEL curriculum can have on a student’s success in school. Research cited by the Indiana Department of Education has overwhelmingly found that social emotional learning interventions increase student academic performance by 11% points compared to those who do not participate in SEL programs. Furthermore, there is an average $11 return on investment for every one dollar spent on Evidence-Based Social-Emotional Learning Programming ranging from a reduction in suspension rates, juvenile crime rates, higher lifetime earnings, and overall better mental and physical health. In addition, the increase our society has seen in mental health diagnoses requires us to address whole child wellness in schools. The Indiana Department of Education reports that one in five children have a diagnosable mental health challenge, 37% of children with mental health issues drop out of school, and 70% of children in the juvenile system have a mental health concern. Fortunately, our school district has made K-12 SEL programming a priority as outlined in our Duneland School

Corporation Strategic Plan. Under Student Achievement and Growth, we commit to “Implementing a K-12 SEL system of support focusing on the whole child that entails K-12 SEL program and curriculum as Tier 1 support.” At Chesterton High School (CHS), we create and provide in-house SEL lessons to be utilized in our Advisory period that meets for 30 minutes once a week.

In the CHS Advisory Canvas Course, we have identified the following mission statement for our Advisory period, “Advisory aims to establish a more personalized learning environment within the larger school community, assist with Graduation Pathways, build relationships and enhance school culture, provide social emotional support, assist with student academic success, and assist with college and career preparation.” Our Advisory classes are composed of students who are randomly placed in grade level classes that loop together all four years. We want every student to have a mentor in the building, and we encourage the development of connection with students who may not otherwise interact with one another. At CHS, we support an Advisory Curriculum Team composed of nine teacher-leaders from multiple departments in our building. This group is one of three subcommittees that make up our School Improvement Team at the high school. Each lesson includes an objective aligned to one of the seven Indiana SocialEmotional Learning Competencies: Mindset, Collaboration, Critical-Thinking, Insight, Connection, Regulation and SensoryMotor Integration. Within each lesson, we provide for teacher choice options that are differentiated to meet a variety of both teaching and learning styles. As we implement our curriculum with fidelity, we concurrently attempt to address the challenges of seeing the value of SEL integration at the secondary level. The chart below demonstrates how we develop pertinent skills related to each SEL Competency:

While it might be easy to assume that these competencies are just fluff compared to our rigorous content curriculum, we know that the skills developed through each competency are also fulfilling the workforce demand for employability skills. As we continue to intentionally incorporate employability skills, we see a direct correlation between SEL Competencies and workplace demands:

Employers are vested in the development of SEL Competencies as they translate to employability skills. The desire to have “soft skills” integrated throughout the high school curriculum has been a request of employers for years. Some of our most impactful Advisory lessons at CHS have included email etiquette, application support (job and college), teamwork in school-wide Kahoot! Competitions, how to change a tire and the development of life-long learning, among others. As we loop our students with their Advisories, they begin to demonstrate growth in all of the above areas thanks to our SEL

programming. As a result, we have had students return to CHS and report that some of those lessons had a sustaining impact long after graduation.

Recently, we had teachers respond in one of our professional development surveys that they would like to see more PD related to Tier 1 supports in and out of the classroom, postCOVID boundaries for kids who need a lot more support, building SEL into daily classroom activities, and helping students find meaning so that they can have a purpose. As a result, our next challenge is going to be incorporating intentional connections between the already designed Advisory curriculum and everyday classroom instruction. I think that it will be important to continue to reinforce the difference between the perception of what we associate with SEL, and the reality of how that translates in the real world. Intentional time spent for 30 minutes each week allows us to provide each student with an adult mentor who will be with them the entire time they are in high school. Students engage with kids who they may not otherwise interact with, as we work to develop social awareness and community. While SEL programming can be challenging and controversial, when implemented with fidelity, the benefits of SEL will translate into life skills that are well worth it in the long run.

Mrs. Peterson can be reached via email at kpeterson@duneland. k12.in.us

Traditional Discipline Approaches are Causing Academic and Accountability Consequences

Kelly A. Storms Gateway Academy Director IASP Editorial Board Member

In 2006, I received my first administrative position. I was an AP at our local high school. It did not take long for my Principal to put me in charge of some tough areas: attendance and Co-AP in charge of discipline. What seemed in the beginning as cut and dry responses to student behavior with a predetermined set of consequences to be assigned, quickly became a vast array of issues and what felt like professional defeat.

I knew then and I maintain now that predetermined consequences paint an administrator in a corner and rarely do they translate to an effective approach resulting in improvement. We all learned early in our training as educators that the purpose of discipline is to minimize unwanted and inappropriate student behaviors at school. However, most of us also quickly learned that this is not always the case.

In those first years as an administrator, the expectation was that I would suspend or even expel students for tardiness, unexcused absences, and academic non-compliance. Of course, there was a process and I did not pull those triggers the first time students visited my office. However, what did we do to support, help, and encourage improvements? In fact, what are we doing now, eighteen years later? Take a moment and consider if approaches to school consequences have changed during your time as an administrator. Have you or your district administration created ways to approach this debacle of excluding students that do not want to be at school? Remember, the purpose of this article is to get us thinking and sharing as Indiana School Administrators.

Why did we ever think that we should expel for nonattendance or behaviors that are not dangerous to others or the school environment? I cannot answer that for your district. My purpose is to offer a couple of thoughts that will spark discussion:

■ What resources have you put in place to encourage a student who is behind in credits, feels like they do not belong?

■ How does your school attempt to motivate the student that simply fell out of the habit to attend school daily?

■ Can we teach the skills needed to be present and engaged that could reverse the lack of self-discipline experienced by so many of our youth?

■ What compromises, if any, do you and your team see as appropriate? In other words, where can you give the student more ownership in the conversation in order to get them engaged?

■ Which unwanted behaviors could we approach differently?

Are there alternative approaches to behaviors such as vaping, THC, fighting, dress code violations, or cell phone violations?

■ How do we help students overcome the academic consequences of being excluded not only from daily instruction, but most importantly, from content area teachers that support understanding and foster success?

I realize this can get very controversial. It does beg the question; “Is this all worth a conversation, if it were to keep students actively engaged in a structured day?”

I would like to offer a talking point. Could we begin to look at unwanted behaviors at school a bit differently? For instance, and this is just one thought, if the behavior is one that does not directly show disrespect or harm to another, could we find a way to alter our approach that keeps the student in school instead of suspending or proceeding with an expulsion request? Again, I do not have the answer. I have thoughts and ideas that I feel would be appropriate for the types of resources available in my community, but not specific to yours. Perhaps, you do not even want to entertain such a notion, I can respect that.

It is important to consider the ripple effects of excluding students from school. I cannot list all, but again, I am certain that this has to be a part of the conversation and in my opinion is a focal point now more than ever in the history of public education.

As public educators, we form working partnerships with and are held accountable by a host of stakeholders each day. Not one of these groups, which include but are not limited to: students, staff, district employees, parents, guardians and family members, local agencies, juvenile justice, law enforcement, and administrative colleagues, is immune to the ripple effects of school discipline. Unstructured time for students K-12 can be problematic for many.

Let us consider the area of proper supervision. For students too young to be at home alone there are adjustments that need to be made in the daily routine of family members, which can lead to greater issues including family dynamics, financial issues, or safety concerns for the child. For older students left alone at home, we sometimes see community problems such as criminal behavior. Adolescents left to themselves might also be very tempted to engage in behaviors that could be self-harming physically or affect mental health. Often the excluded students continue to disrupt the school environment by communicating with peers via texting, or through social media. Yes, to some of this you might say, continued on page 11

Laughing in the Face of Madness: Using Humor as a School Leader

Randy Maurer Principal Eastern Elementary School, Greentown

It’s that time of year. We are preparing for IREAD3 and ILEARN, early spring breakers, changes in athletic seasons, parents who still don’t know the drop-off and pick-up procedures, and you have to make plans for dealing with the eclipse. What? By declaring an E-Learning day now, did we just guarantee cloudy skies over Indiana for the eclipse? We have to predict the sky conditions for April 8, 2024 and pick an NCAA Bracket Challenge winner all in the same month?

March Madness has its own meaning if you work in schools. As a principal, you have it coming at you from every direction and at varying degrees of severity. Every now and then we need to find a little laughter in what we do to keep from becoming one of the casualties of March or any other month. Incorporating a little humor in your daily life can improve your health, foster a positive school culture, and help strengthen relationships with all of your stakeholders.

Laughing has significant benefits for your mental and physical self. Starting with a laugh as an attention-getter makes sense. When we laugh, our bodies release dopamine, causing your audience to have increased motivation and attention, enhancing their learning. Other hormones a good laugh can release are oxytocin (the “empathy hormone” and the “bonding chemical”), serotonin (makes you feel happiness), and endorphins (triggers feelings of pleasure, the runner’s high, natural pain reliever). Imagine the street value for something equal to what a good laugh can cause.

Have you ever left a comedy show and your face hurts from laughing, you feel like you’ve had a workout, or you just felt good? That’s because laughing stimulates your heart and lungs, activates and relieves your stress response, and soothes tension. Research has shown that laughing can improve your immune system, mood, self-esteem, and increase personal satisfaction.

continued from page 10

“Okay, but those are extreme examples”. I agree. However, I have seen such scenarios play out in my career, and I would bet you have as well. Secondly, consider the school accountability regarding attendance rates and graduation rates, among others that can become problematic on many levels for a district.

Perhaps this conversation is one that you have been a participant to many times in your career. Perhaps you have never engaged in these topics, maybe by choice. Whatever the case, my guess is that you would agree that the issue

Whether you are leading a staff meeting or speaking to a group of students or parents, try to incorporate some humor and get everyone laughing at the same time. This can contribute to a positive and inclusive environment that creates a sense of camaraderie among staff, breaks down barriers between students, faculty, and families, promoting a more relaxed and open atmosphere.

When you laugh with your staff, it makes you more relatable and authentic. You create a supportive and collaborative climate, making you more approachable for those difficult questions and conversations. Seeing and hearing you laugh can enhance the interpersonal relationships you have among staff and students.

Humor does not diminish authority with your staff. It enhances it. I like to start by poking fun at myself in some way. That can show humility and openness. Know your audience and the context of what you are saying. Don’t put down your professionals or the profession. When it is appropriate, you are using humor to strengthen the bond or relationship with others.

A little laughter in school never hurt anyone. Incorporate a little humor in your day with all of the crazy things kids say, experiences teachers share, or the angry parent who can’t believe their child is being suspended for throwing items out the bus window. Just promise me that when you get that phone call from the parent asking “How long is a two-hour delay?”, you hang up the phone first before you laugh out loud.

Every day is what you make it. Make it a great day!

Need a laugh or want to share something funny that happened at school? I get it. Email me at randy.maurer@ eastern.k12.in.us

of school discipline is not getting any less frequent or any less challenging. Is there a different conversation waiting to happen? Maybe.

Is your school or district using approaches that are proving to be effective in keeping students at school? Have you found that exciting conversation that led to improvements? Are those inside the school and beyond your campus walls feeling those improvements? If so, please share it with other Indiana school leaders. Even the smallest intervention could create immense results across our state.

To Be or Not To Be a Principal?? Helping Teacher Leaders in Their Pursuits and Calming the Mayhem of Uncertainty.

Dr. April Holder Principal Wilson Elementary, Jeffersonville

Research supports our active pursuit of future school administrators, but teacher leaders have questions and reservations about school leadership. How can we help?

School leadership has become more complex and requires a variety of specialized skills and abilities. The ability to develop teacher leaders is crucial for today’s administrator (Danielson, 2007). The role of school administrators has evolved into a multifaceted pursuit of excellence. Shared leadership is a necessity in order to stay current with the fast pace of educational trends.

The role of teacher leader has also evolved from a grade-level chair who planned field trips and holiday parties to a building-level expert or liaison with a voice in policy and decision making, student data analysis, job embedded professional development and instructional practice. Teacher leadership can occur within a team or department, within the school or beyond the school (Danielson, 2007). “By understanding the phenomenon of teacher leadership and helping teachers develop the skills required to act as leaders, we will improve schools and help teachers realize their full potential” (Danielson, 2007, p. 15). Teacher leaders’ roles can include professional learning communities, teacher mentorships, instructional coaches, and building leadership teams. School administrators need to be adequately prepared and purposeful in developing these talents among teacher leaders and by providing opportunities for teacher leaders to thrive and improve student achievement (Gabriel & Farmer, 2009).

When I look back at my resume and

reflect on the teachers, principals, and administrators who provided me with exemplary leadership role models and allowed me the opportunity to cultivate my leadership and knowledge, I applaud them. Early in my career, someone noticed my desire to improve student achievement and my own leadership skills. I was fortunate enough to work with three administrators who had different styles and talents. Each one allowed me to take on leadership roles and responsibilities. Each taught me the value of collaboration and the need for shared leadership. It all started with talking about their work and encouraging me to pursue an administrative degree.

Research tells us that we need to recruit, but you need to be prepared for the mayhem, worry and questions when you approach a teacher leader to talk about obtaining an advanced degree.

■ A teacher leader might say, I am not sure I have the time- multiple universities have shifted to online, hybrid or non-traditional class schedules to provide flexibility to complete classes. IASP is hosting an informational session so candidates can hear about program options from several schools around the state. I work as an adjunct professor for Indiana University Southeast who has partnered with Greater Clark County Schools to offer a principal cohort specifically designed program for teachers from our district. It is a hybrid model and has been an awarding experience.

■ A teacher leader might say, there is not a guaranteed monetary incentive and it can be expensiveIn several districts across the state,

teachers are not guaranteed an increase in pay when they obtain a new degree. Most corporations and districts do still offer compensation but it varies. Looking at grants and dual enrolling in Special education, STEM, ELL and others programs could open doors to grants and funding. Talking to the university could also provide funding sources or financial assistance.

■ A teacher leader might say, I see what you do and I am not sure it is for me- degrees in school leadership can open doors to lots of opportunities. The programs are designed to have teachers look through data, curriculum, safety, personal, communication and other areas to build perspective and new knowledge. Degrees in administrative leadership give you tools to lead as a supervisor, coach, assistant and principal. Having the knowledge and degree helps you as a teacher on a leadership team or in career advancement.

This Spring, I challenge you to“spring” into action. Take a minute to talk with a great teacher about pursuing a school leadership program. You never know when your seed of encouragement will take root and grow the next generation of school leaders.

References

Danielson, C. (2007). The many faces of leadership. Educational Leadership, 65(1), 14-19. Retrieved from http://www.ascd.org

Gabriel, J., & Farmer, P. (2009). How to help your school thrive without breaking the bank Alexandria, VA: Association for Supervision and Curriculum Development.

Dealing with March Madness Throughout the Year

Dr. Marilynn Quick Associate Professor of Educational Leadership Ball State University

Those of us in the business of educating P-12 students know that madness exists well beyond the month of March. While attending a leadership workshop, which was presented by the Oregon State University Office of Institutional Diversity (Kenney, 2023), I discovered how much their presentation aligned with effective, practical strategies that principals can use to deal with such madness.

The Oregon State University DEI leadership office promotes five critical reflection practices to tackle difficult leadership situations. As I reflected on a specific situation from my principalship experiences, each of these principles played into the solution. The situation: A mother came into my office very angry and agitated. She told me that while she appreciated the school’s efforts to teach “hygiene” to our elementary students, she would sue the district unless we removed the secret camera that we had installed in her bathroom. Apparently, I was accused of streaming footage of her taking a bath as part of our health curriculum.

Principle #1 Look Inward. Our initial reaction is often better to suppress. We need to be mindful, manage our emotions, and (as one of my mentors taught me) “take the high road.” So, I refrained from laughing and did not ask, “Are you certifiably crazy?” Instead, I used two of my key phrases when I don’t know what else to say: “Hmmm…that’s interesting” and “help me understand why you think this is occurring.”

Principle #2 Look Outward. In today’s climate, it is especially useful to inform our decisions by locating them within larger outside contexts. In this case, I was a new principal to the district and needed to understand the history with this parent. In today’s context, it’s important to consider if the issue stems from, e.g., our post-Covid society or an organization with a political agenda like Moms for Liberty.

Principle #3 Reflect on Your Strategy.

As new information emerges, it is wise to negotiate the short and long-term goals of your school. In other words, this “bathroom camera” problem was situated at an extreme end on the parental continuum. No amount of energy or logic would likely change the parent’s viewpoint. Our efforts in dealing with the extremes tend to result in very little organizational change. The Oregon State University DEI group suggests that most of our time should be focused on the center, building support with those stakeholders in the middle. Therefore, most of my daily “to do” list then was focused on building staff, parent, and community support for a math initiative to improve student achievement. These efforts included professional development, a trainthe-trainer model to build expertise within the school, partnerships with the PTO and community groups, securing foundation and external grant monies, conducting daily classroom walkthroughs, providing useful feedback about math curriculum and instruction, and creating parent workshops on best practices for supporting math instruction at home.

Principle #4 Assess Your Competence. It was obvious that I lacked the skill set or competence to effectively deal with this parent. Our veteran school nurse knew everyone in the community and quickly informed me that the mother had been diagnosed as schizophrenic. When the mother displayed symptoms of paranoia, typically this was an alert that she had stopped taking her medication. The nurse contacted the woman’s husband and the county health department, and they supported the woman in getting back on her meds.

Principle #5 Practice Care. Follow up included sincere thank you messages to the nurse, husband, and county health personnel. When I next saw the mother, I greeted her warmly, which flowed easily from a position of insight

and empathy for her situation. She and I developed a positive relationship in the following years that benefited her children. Case closed…

As we tackle the madness in our schools, a few overarching themes can strengthen the implementation of the above five principles. First, we need to push past the polarization that often confronts us and recognize shades of gray. Using binary language like right and wrong (or crazy/sane) often causes complainants to further entrench in their positions. Second, successful change agents understand the value of conflict and disagreement as an opportunity to solve critical problems in their organizations. To better build advocacy for their decisions, a savvy leader triangulates the types of data and arguments provided. For example, we can not only support decisions with numerical data but also share the student voices and stories that illuminate the benefits and barriers surrounding the decision. Finally, we should consider how to balance advocacy with empowerment. We build capacity by listening, integrating input, and ultimately empowering others to lead alongside and after our tenure as principals. There certainly isn’t a one-size-fits-all cure for March (and year-round) madness; however, the strategies above have proven successful to reduce the instances of madness and allow principals to focus more energy on continuous improvement for all students in their schools.

Reference

Kenney, J., (Summer, 2023). Diversity, equity, & inclusive education [Leadership workshop at Ball State University, Muncie, IN]. Materials from Oregon State University, Office of Institutional Diversity portfolio.

Save the date.

NAESP and NASSP are once again bringing together school leaders by hosting UNITED: The National Conference on School Leadership next July 15 – 17, 2024, in Nashville, Tennessee.

We hope you’ll join us.

Photo courtesy of Lifetouch.

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.

MARCH BUZZ AT IPLI

The Indiana Principal Leadership Institute is abuzz with activity this March! Aspiring to elevate educational leadership, we are preparing for the April Showcases for both Cohorts 10 and 11. These showcases will feature work from principals completing Year 1 working to increase their leadership capacities. Already, we see their work impacting their leadership as they have spent many months looking deeply at who they are as leaders and how to strengthen their work through personal reflection. Our Year 2 principal and teacher teams have been working through Marzano’s High-Reliability Framework to focus on increasing their schools’ learning capacities. Focusing particularly on Levels 1 and 2, our school teams are leveraging areas to strengthen to meet their students’ needs. The work of these dedicated educators will no doubt impact the culture and climate of these schools.

IPLI’S IMPACT

IPLI operates under the auspices of Indiana State University and the Bayh College of Education. Its impact reverberates through the halls of schools, where principals emerge as visionary leaders. IPLI includes mentorship by seasoned administrators, conferences, and regional cohort meetings.

DATA-DRIVEN LEADERSHIP

IPLI baseline data and building-level insights fuel IPLI’s strategic planning. Principals analyze, strategize, and chart their course toward transformative leadership. It’s not just about numbers; it’s about nurturing thriving educational ecosystems.

IPLI REGISTRATION FOR COHORT 12

IPLI is thrilled to announce that the Indiana Principal Leadership Institute Cohort 12 applications are officially open! This is your opportunity to embark on a transformative two-year professional development and leadership growth journey. IPLI empowers principals across Indiana with the knowledge, skills, and network necessary to excel in their roles.

Visit the IPLI website www.indianapli.org/ipli-cohort-12-applicaitons/ to access the application portal. Ensure you submit all required materials by May 1, 2024. Cohort 12 begins in July 2024. Don’t miss the chance to be part of a dynamic community of educational leaders committed to excellence. Join IPLI Cohort 12 and take the next step in your professional journey.

SUMMER SEMINAR 2024

IPLI Graduates: Mark your calendars! This summer, we will host the esteemed Dr. Joe Sanfileppo, sharing pearls of wisdom with all IPLI participants. His insights promise to ignite passion and drive among educational leaders. Look for registration information soon at www.indianapli.org

MARCH IS AKIN TO A SYMPHONY

…each note resonating with purpose, harmony, and the promise of brighter tomorrows. Principals, take your baton and lead the way! 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.

In Spring 2024, over 26 principals are enrolled in 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.

Riley Kids Caring & Sharing Update

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

A camping we will go …

As families prepare for the end of school with summer hours to fill, camp fairs are popping up all over the state. Did you know that Camp Riley and the James Whitcomb Riley Museum Home both have great summer programming available?

Camp Riley – is a “home away from home” for hundreds of campers with physical and cognitive diagnoses. Since 1955 Camp Riley has welcomed campers from Indiana and beyond to Bradford Woods, Indiana University’s Outdoor Center, where they can experience life without limits, and adventures that help them build confidence and friendships.

No campers are turned away due to financial need. Medical and nursing directors, resident physicians, nurses, and a pharmacy team provide 24-hour medical coverage for eight different camp sessions each summer, making Camp Riley one of the most comprehensive medical camps in the world. Although similar camps are becoming more prevalent, Camp Riley stands out by serving youth with a wide range of physical conditions and diagnoses, chronic illnesses, craniofacial anomalies, and severe and profound disabilities.

Camp Riley provides a safe, accessible, and caring environment and is uniquely positioned to offer kids both a great summer camp experience and a high level of care. This is one place where campers, who might not be able to participate in other camp programs, can truly just be a kid at camp with no restrictions and endless possibilities. Campers create arts and crafts, ride horses, experience rock climbing and waterskiing, swim, learn archery and make new friends.

Growing and expanding to meet the needs of Riley kids as they grow older, Beyond the Woods is a mentor program for teens ages 14-18 with a physical disability who are part of a Camp Riley session. Campers are matched with adult mentors who have been through similar life experiences. Mentors can act as a source of empowerment and a resource for campers on a variety of topics including personal challenges, next steps in education and career, and more.

Please share the Bradford Woods website with a family whose child may benefit from such an amazing summer opportunity. Priority deadline for applications is March 31, 2024.

“Oh my Lockerbie Street! You are fair to be seen -” JW Riley

Calling upon the creative spirit of beloved Hoosier poet James Whitcomb Riley, summer day-camps hosted at the Riley Museum Home in the historic Lockerbie neighborhood in downtown Indianapolis, offers a glimpse into the past while honing the creative writing skills of future authors and illustrators in four sessions.

Professor Watermelon and Mister Smart will lead campers in using their imaginations to create their own stories, characters, or comics through engaging play. The historic home is a real-life story book setting that adds a touch of magic to these memorable and popular summer camps.

Visit Summer Camps to learn more about each camp session and reserve space in these sell- out summer opportunities.

Contact Riley Museum Home Director Chris Mize to incorporate and personalize Riley-centric curriculum in your school throughout the year. It’s a great way to deepen the connection to your dedicated Riley philanthropy!

KGR Law Briefing: “March Mayhem”, Affirmative Action & the Law

Séamus Boyce Attorney

Kroger Gardis & Regas, LLP

Keith Butler Summer Intern Education Law & Policy

Kroger Gardis & Regas, LLP

What better way to prepare for the unpredictability and excitement of March than explore federal court jurisprudence on affirmative action. Partaking in Irish-American culture and watching copious amounts of hoops may be what you’re used to, but what you’re going to get is analysis of an “upset” of a court case. The Supreme Court, in somewhat of a surprise, declined to grant certiorari, meaning a request for appeal, regarding a lower court decision this February involving the admissions policies of a magnet high school, Thomas Jefferson High School for Science and Technology (“TJ”). In this case, Fairfax County Public Schools (FCPS) in Virginia operates TJ and created a series of rigorous admissions standards for the high school.

TJ prior to 2020, was made up of a majority of Asian American students. In 2019, the student body was 71.5% Asian American, and 19.5% white, with other races making up the remainder. In 2020, coinciding with the nationwide unrest involving race, TJ’s principal and the school board began to receive pressure to change their policy to admit more underrepresented students including African American and Hispanic students. Board members made public comments such as they “needed to be explicit in how we are going to address the underrepresentation” and “in looking at what has happened to George Floyd, we know that our shortcomings are far too great ... so we must recognize the ... unacceptable numbers of African Americans that have been accepted to TJ.”1 Asian American parents with children who had either applied or planned to apply to T.J. organized a coalition. They were concerned that the admissions policies would be changed with the intension of lowering the number of Asian

American students admitted, based at least on part by the public comments of school officials.

The Board adopted an admission policy that would take a certain number of students from each of the district’s middle schools. The criteria would be a combination of GPA, standardized testing, and other factors such as special education, English learner, and recipients of free and reduced lunch. There would be 100 remaining spots for other students regardless of school, using the same criteria. Under the new criteria the percentage of Asian students in the subsequent incoming class dropped to about 50%. Both African American and Hispanic admissions increased to 8% and 11%, and white student admissions slightly increased to about 22%.

The coalition of parents brought a claim under the Equal Protection Clause of the Fourteenth Amendment arguing that the policies were specifically intended to reduce the number of Asian American students. In a situation like this where the policies are determined to be facially neutral regarding race “the plaintiff pursuing an Equal Protection challenge must show (1) that the policy exacts a disproportionate impact on a certain racial group, and (2) that such impact is traceable to an ‘invidious’ discriminatory intent.” The court found that the coalition did not meet this test. The court based this on no record of showing that the school intended to reduce the number of Asian American students even if the board did intend to increase other racial groups like African Americans. In other words, they could not use a zero-sum game analysis but had to show actual intent to discriminate against Asian Americans. The court also found under the new policy Asian Americans were still overrepresented as compared to the applicant pool.

Many legal analysts thought the Supreme Court would accept the appeal because the facially racially neutral rules were arguably created to reduce the number of Asian American students. This view is expressed in the opening paragraph of the dissent.

Our Constitution guarantees every person equal treatment under the law regardless of race. That guarantee would be hollow if governments could intentionally achieve discriminatory ends under cover of neutral means. Therefore, even facially neutral laws are subject to the highest level of judicial scrutiny if they are passed with discriminatory intent and disproportionately impact a particular racial group. The Fairfax County School Board did just that when it passed the new admissions policy (Policy) for Thomas Jefferson High School (TJ). The Policy reduced offers of enrollment to Asian students at TJ by 26% while increasing enrollment of every other racial group. This was no accident. The Board intended to alter the racial composition of the school in exactly this way—as demonstrated by a resolution it adopted saying as much, the racial data it requested and considered in the process, the means it selected, and the candor of individual Board members’ internal discussions.

What is the legal lesson from this brief?

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 just racial, but economic, geographic, etc. Even though the school prevailed in this example, be mindful of the context of your situation and how contemptuous communications could serve as evidence of an intent of the policy that would not be permitted under the Equal Protection Clause. Proceeding otherwise may get you involved with some expensive litigation leading to a budget diet of cabbage. Therefore, make sure your selection committee considers all the right factors whether that be on a Sunday or any day of the week.

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!

11025 East 25th Street

Indianapolis, IN 46229

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

www.iasp.org | iasp-info@iasp.org

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Check out Horace Mann’s page on My Education Discount, and don’t forget to contact your local Horace Mann representative or visit horacemann.com for a no-obligation quote! F Feel free to share this with your employees.

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