MAY 2022 ■ VOLUME 24 ■ NUMBER 5
Operations & Management
TABLE OF CONTENTS
MAY 2022 ■ VOLUME 24 ■ NUMBER 5
The Indiana Association of School Principals leads in the advocacy and support of all principals in their commitment to every child.
Operations & Management President’s Letter - Operations & Management . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 IDOE - How Technology & Systems Empower Student Learning. . . . . . . . . . . 6 From the AP Lens: Deft Leadership Through Operations & Management. . . 8 OPERATIONS AND MANAGEMENT
EDITORIAL BOARD MEMBERS Tiffany Barrett Troy Albert Keith Burke Jason Cary Andrew Hawk Rick Hunt Jared Leiker Debra Misecko Nicholas Mitchaner Kevin Rockey Steve Samuel Matt Stark Kelly Storms Chrystal Street
Infinite Capacity Community Partnership Series: Extended Learning STEM Programs: Recommendations on Preparation and Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 What Makes Professional Development Sticky?. . . . . . . . . . . . . . . . . . . . . . . . . . 14 LEADERSHIP DEVELOPMENT
Don’t Forget to Test the Water. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 IPLI News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 SERVICE
11025 East 25th Street Indianapolis, IN 46229 1-800-285-2188 or 317-891-9900 www.iasp.org tbarrett@iasp.org
Riley Kids Caring & Sharing Update . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 LEGAL REVIEW
Legal Situation Brief: Student Discipline and Due Process. . . . . . . . . . . . . . . . 26 What Administrators Should Know About Stress in the Workplace . . . . . . . 28
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PRESIDENT’S LETTER
Operations & Management Here we are, coming in hot to the finish line! May is always such a blur and when we find ourselves fully in the mode of living a double life…..closing out one school year strong while simultaneously starting up another one with vigor. We could spend an entire year breaking down the duties of the principalship from an operations and management standpoint. There are budgeting finances, safety drills and plans, communication and handbooks, public relations, human resources including; interviewing, hiring and onboarding, facilities and instructional systems and professional development. Holy cow! It is no wonder our heads spin this time of year! One of the ways I want to be sure I have management and operations in place for smooth sailing is in the area of classroom observations and walkthroughs. It is one of the most important aspects of our job as we ensure student engagement and learning and we support teachers in their professional growth. However, I have seen all too often that in the daily grind this becomes just another operation to check off the list. Last summer I read through the book, ‘Trust Based Observations’ as our school tackled a shift from traditional observations and walkthroughs to a more transformational approach. This read afforded me the foresight to plan intentionally for the observations and walkthroughs in a way I hadn’t before. I made sure that a system was put in place operationally to ensure classroom walkthroughs or observations every two weeks in EVERY SINGLE CLASSROOM. This took coaching connections with teachers and visibility in classrooms to a different level. Each visit included feedback through a follow up sit down conversation, a personal note or questions and coaching via our digital platform for our evaluations. Nothing about this was rocket science, but it was about precision and planning in the most important aspect of student growth - classroom learning! We have spreadsheets and flowcharts for so many systems in our building. I schedule out drills and meetings and data discussions and those management pieces are important too but it is in the magic of instruction - academically, behaviorally and socially that our impact is made! I do not want to miss the importance of the operations and management that go into that work! I must be intentional and protect the time that it takes to make those visits weekly, to know best practice and to coach it up if it is missing. I don’t just want to check a box of meeting the observation requirements of the district. It is in these moments that I see the passion of teachers on display, learning in its deepest form and collaborative work carried out. It is educational beauty! So this last month of the school year, I encourage you to get your school summer to-do list inked out. I join you in the management of getting those state assurances checked off and our improvement plans updated. More importantly friends, I challenge you to make an intentional plan for your regular classroom visits and how you will schedule those into your week on a regular basis. Our kids deserve it! Enjoy these last (crazily insane) and magical weeks of memory making with your staff and students! Your role matters! Aimee Lunsford IASP President
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FROM THE EXECUTIVE DIRECTOR
IASP Executive Committee Aimee Lunsford President Matt Shockley President-Elect The month of May in Indiana, and especially the Indianapolis area, is synonymous with the Indy 500 race. With speeds of well over 200 mph, I am in awe of the drivers who can handle this intense pressure for 200 laps with often intense heat from the Indiana humidity and warm sun. I am also in awe of our school leaders who might think that handling the Indy car at that level is easy compared to leading a school building in May! Awards programs, final grades leading to graduation, keeping kids (and teachers) focused for the last 2-3 weeks, all while also making plans for the next school year are daunting tasks. The best part is that I know our school leaders are up to this challenge each year as they take on the leadership role knowing the culmination of a successful year is why they entered education and why they sought to lead a school building. This issue of the Indianagram that is focused on operations and management can seem like a ways away from the “Why” that compelled us to enter education, yet it is essential for both your own leadership and the health of the school building. When you look at the School Leader Paradigm that has been jointly developed by twelve state associations, the Learning Leader (you) must attend to the Operations and Management competency found within the Personal Intelligence. Yes, when you look at this, you do see the attributes of Responsible and Methodical, yet you also see Transformative and Responsive. Many of us think of those last two attributes as connected solely to how kids learn, yet our systems you establish within your building help create the right environment and climate for the best learning to occur. As you look to next year, or the years following, consider how you can respond to the needs of students and staff and help transform the way your school systems operate. This opportunity is one to seize as the community can physically see the way you are creating learning opportunities for kids.
Dr. Crystal Murff Thorpe Vice President Eric Gilpin Past President Amy Niemeier NAESP State Representative Dave Strouse NASSP State Coordinator Steve Baker Liaison to the DOE Dr. Daniel Peo Assistant Principal Liaison
Of course, the Learning Organization (your school) side of the School Leader Paradigm certainly contains essential behaviors and essential outcomes linked to operations and management. When you look at the Operations Dimension within the Systems Domain, you see titles that broadly speak to your daily management work. Diving deeper (page 28), you see details that once studied and discussed within your school leadership team, do come to life as how the entire school flourishes and focuses on the “Why” together. So as May races by, literally, put a note on your calendar for early June to revisit the Operations and Management elements within the School Leader Paradigm. As our President Aimee Lunsford writes, elevating this within your leadership helps you mover from a check the box mentality to seeing the organizational beauty of a successful system of learning. Thanks for your leadership, now go take the checkered flag for 2021-2022! Dr. Todd D. Bess IASP Executive Director
Future Indianagram themes Best of 2021-2022 School Year
June 2022
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How Technology & Systems Empower Student Learning Dr. Katie Jenner Indiana Secretary of Education While on some days, the nuts-and-bolts of school operations may feel entrenched in process and paperwork, we must always keep our eyes on developing and improving “systems” that promote efficiencies and better workflow…and in schools, sometimes it’s as easy as developing a system where the workflow has fewer desks to touch before a decision is solidified. When thinking about productivity to a determined outcome, the saying rings true that “goals are good for setting a direction, but systems are the best for making progress.” And, to maximize progress for students, let’s continue to improve both our tangible and intangible systems of work. When I saw this month’s newsletter topic, I really wanted to hone in on the value of developing improved, strategic systems that ultimately improve our shared “operations and management” -- for example, think fewer, more streamlined reporting requirements, having access to more “real-time” data regarding student learning, and even additional clarity around how the millions of federal dollars are being spent to target improvements for students. While I’m listing some key state-level initiatives that we are focused on to better support you locally, hopefully you’re thinking about some “system improvements” that can make your local operational and management processes flow better at your school too. As you know, one of our shared three key pillars of focus for Indiana education is System Alignment & Capacity (you can learn more on all three pillars here!). As we listened to your challenges and started peeling back our strategy-setting opportunities, one of the lowest hanging
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fruits to make substantial “system improvements” is to modernize our data systems. This includes retiring our outdated systems and working in partnership with you to consider what data modernization efforts can make it better! Through our ongoing data modernization efforts, we are continuously seeking to identify and address our students’ learning needs in “real-time,” ultimately improving outcomes and success. Check out a few of the data modernization efforts below: ■ ESSER Dashboard - As you know, we have seen a historic amount of federal dollars made available to schools to accelerate student learning impacted by the pandemic, which includes resources for supporting sustainable technology advancements. The federal ESSER dashboard was created to provide additional clarity and transparency on the timeliness in which schools are spending these dollars. Very soon, we will be launching the second iteration of this dashboard, which will show how schools are spending these federal dollars. ■ Data Exchange Knowledge Hub - This newly-established Hub has almost completed its first full year of implementation. Data Exchange was developed as a solution to improve the transfer and certification of student and educator data on state and local levels…modernizing how data is transferred from schools to the state and finding innovative solutions for how schools access records in our statewide systems. Just this year alone, Data Exchange has been used to: - Certify 18 different School Information Systems (SIS), - Report over 1.1 million unique students, Return to Table of Contents
- Successfully certify enrollment and ADM funding counts, and - Report real-time attendance data for pandemic EBT benefits and COVID-19 related absences. ■ Indiana Graduates Prepared to Succeed (Indiana GPS) School Performance Dashboard – And I’m sure I don’t have to remind you about the exciting work happening through the development of the Indiana GPS! This is being designed to create a holistic approach to understanding and better measuring students’ knowledge and skill development. Through the Indiana GPS, we will use headline indicators, some tangible and some aspirational at this point…working across state agencies (including CHE, FSSA, DWD, GWC just to name a few) to establish a first-of-it- kind education-workforce continuum. Launching in fall 2022, our team is working closely with the State Board of Education and stakeholders across the state (including YOU!) to finalize aspirational indicators and outline goals that apply more specifically to local communities. Here in Indiana, we are on the cusp of nationwide innovation, simply by finding intentional, innovative ways to leverage data to support our students. Data modernization is only one such example to continue improving operationally and helping streamline the managerial requirements. And, back to that initial quote…both locally and at the state-level, let’s continue to develop and make “system improvements” (one process improvement at a time), that ultimately yields the greatest opportunity for making progress towards our goals–always keeping it focused on our students!
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LEADERSHIP SERIES
The Indiana Department of Education (IDOE) will be hosting a live Leadership Series in the Indiana Learning Lab from April to August 2022. Presentations from leaders in education will cover a range of literacy and science, technology, engineering, and mathematics (STEM) subjects.
Revealing the Reading Brain - 4 p.m. ET on Monday, April 11
Presented by Michelle Elia, Literacy Lead at the Ohio Department of Education
Word Recognition: Phoneme/Grapheme Knowledge & Orthographic Mapping Part 1- 4 p.m. ET on Thursday, April 28 Word Recognition: Phoneme/Grapheme Knowledge & Orthographic Mapping Part 2 - 4 p.m. ET on Monday, May 9 Presented by Tamar Greenwell, Clinical Associate Professor at the Purdue University Department of Speech, Language, and Hearing Sciences
Integrative STEM Education - 4 p.m. ET on Thursday, May 12
Presented by Dr. Rachel Geesa, Assistant Clinical Professor of Educational Leadership at Ball State University, and Dr. Krista Stith, Director of the Center for Gifted Studies and Talent Development
Language Comprehension: Why Morphology Matters - 4 p.m. ET on Monday, May 16
Presented by Dr. Chenel Loudermill, Clinical Professor and Director of Clinical Education at Purdue University
Engaging Kids with Rigorous Problem-Based Projects - 4 p.m. ET on Thursday, May 19 Presented by SharitaGap: Ware,What 2022 Indiana Teacher Year from School CorporationMay 23 The Knowledge It Is and HowoftotheNarrow It Tippecanoe - 4 p.m. ET on Monday,
The Knowledge Gap: What It Is and How to Narrow It - 4 p.m. ET on Monday, May 23
Presented by Natalie Wexler, author of The Knowledge Gap: The Hidden Cause of America's Broken Education System - and How to Fix It and The Knowledge Gap: What It of Is andKnowledge How to Gap: Narrow It -Through 4 Cause p.m.Writing ETAmerica's oninMonday, 23 System - and How to Fix It and Presented byThe Natalie Wexler, author The The Hidden of BrokenMay Education co-author of Writing Revolution: A Guide to Advancing Thinking All Subjects and Grades co-author of Writing Revolution: A Guide to Advancing Through in All Subjects and Grades Presented byThe Natalie Wexler, author of The Knowledge Gap:Thinking The Hidden CauseWriting of America's Broken Education System - and How to Fix It and co-author of The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades Leadership in Integrative STEM Education - 4 p.m. ET on Thursday, May 26
Leadership in Integrative STEM Education - 4 p.m. ET on Thursday, May 26
Presented by Dr. Rachel Geesa, Assistant Clinical Professor of Educational Leadership at Ball State University, Dr. Annette Rose, Associate Leadership inRachel Integrative STEM Education - 4and p.m. ET on Thursday, May 26 PresentedofbyEducational Dr. Geesa, Clinical Professor ofDr. Educational Leadership State University, Annette Professor StudiesAssistant at Ball State University, Krista Stith, Director at of Ball the Center for Gifted Dr. Studies and Rose, TalentAssociate Development Professor of Educational Studies at Ball State University, and Dr. Krista Stith, Director of the Center for Gifted Studies and TalentAssociate Development Presented by Dr. Rachel Geesa, Assistant Clinical Professor of Educational Leadership at Ball State University, Dr. Annette Rose, Professor of Educational Studies at BallETState Dr. 9 Krista Stith, Director of the Center for Gifted Studies and Talent Development Makerspaces & STEM - 4 p.m. on University, Thursday,and June
Makerspaces & STEM - 4 p.m. ET on Thursday, June 9
Presented by Dr. Adam Maltese, Professor at Indiana University and Martha Lea and Bill Armstrong Chair for Teacher Education Makerspaces & STEM - 4 p.m. ET on Thursday, Juneand 9 Martha Lea and Bill Armstrong Chair for Teacher Education Presented by Dr. Adam Maltese, Professor at Indiana University
Presented Adam Maltese, at Indiana University Martha June Lea and27Bill Armstrong Chair for Teacher Education Buildingbya Dr. Culture of MaleProfessor Readers - 4 p.m. ET on and Monday, Building a Culture of Male Readers - 4 p.m. ET on Monday, June 27 Interventions for Individuals - 4 p.m. ET on Tuesday, June 28 Building a Culture of Male Readers - 4ETp.m. ET on Monday, June 27 Interventions for Individuals - 4 p.m. on Tuesday, June 28 Presented by Dr. Michael Shaffer, Assistant Clinical Professor of Educational Leadership at Ball State University, and Dr. Ruth Jefferson, Interventions for Individuals 4 p.m. ET on Tuesday, June 28 Presented by Dr. Michael Shaffer, Assistant Clinical Professor of Educational Leadership at Ball State University, and Dr. Ruth Jefferson, Associate Professor of Special Education at Ball State University, and co-authors of From Pushups to Angel's Wings Associate Professor of Special Education at Clinical Ball State University, and co-authors of FromatPushups to Angel's Wings Presented by Dr. Michael Shaffer, Assistant Professor of Educational Leadership Ball State University, and Dr. Ruth Jefferson, Associate SpecialImplementing Education at Ball State University,of andReading co-authors of From Pushups to Angel's Wings BuildingProfessor LeaderofPanel: the Science Framework4 p.m. ET on Thursday, July 21
Building Leader Panel: Implementing the Science of Reading Framework- 4 p.m. ET on Thursday, July 21 Science of Reading in Practice: A Discussion for Educators in the Classroom - 4 p.m. ET on Monday, July 25 Building Leader Panel: Implementing the Science of Reading 4 p.m. ET onETThursday, JulyJuly 21 25 Science of Reading in Practice: A Discussion for Educators in Frameworkthe Classroom - 4 p.m. on Monday, Presented by The Reading League Indiana in partnership with IDOE Science of The Reading Practice: forIDOE Educators in the Classroom - 4 p.m. ET on Monday, July 25 Presented by ReadinginLeague IndianaAinDiscussion partnership with
Presented by The Reading League Indiana in partnership with IDOE Moving Beyond the Primary Grades: The Science of Reading in Grades 3-12 - 4 p.m. ET on Tuesday, August 9
Moving Beyond the Primary Grades: The Science of Reading in Grades 3-12 - 4 p.m. ET on Tuesday, August 9
Presented by Dr. Kelly Williams, Assistant Professor in the Special Education Program and Program Coordinator for the Dyslexia Graduate Moving the Primary Grades: The Science of Reading in Grades 3-12 - 4Coordinator p.m. ET on Tuesday, PresentedBeyond by Kelly Williams, Assistant Professor in the Special Education Program and Program for the DyslexiaAugust Graduate9 Certificate at Dr. Indiana University Certificate at Indiana University Presented by Dr. Kelly Williams, Assistant Professor in the Special Education Program and Program Coordinator for the Dyslexia Graduate Certificate at Indiana University
Additional Presentations: Dates Coming Soon Additional Presentations: Dates Coming Soon Additional Presentations: Dates Coming Soon
Visit the Indiana Learning Lab or contact IDOE's Office of Teaching and Learning for more information. Visit the Indiana Learning Lab or contact IDOE's Office of Teaching and Learning for more information. www.iasp.org
Visit the Indiana Learning Lab or contact IDOE's Office of Teaching and Learning for more information.
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ASSISTANT PRINCIPAL CONNECTION
From the AP Lens: Deft Leadership Through Operations and Management Dr. Dan Peo Assistant Principal Wea Ridge Middle School IASP Assistant Principal Liaison Sara Agee Assistant Principal Mohawk Trails Elementary Carmel Clay Schools As we know, school leaders have many responsibilities throughout the school day, including everything from collaborating with teachers concerning teaching and learning to reviewing data to strategic planning. One constant that exists, though, is the need for leaders to be aware of and adept at the operations and management competency of systems intelligence from the School Leader Paradigm. These “methods, tools, and principles oriented toward enabling efficient and effective” school days can sink or elevate the success that students and adults experience during their school days (School Leader Collaborative, 2022, p. 6). While there are many dimensions to leadership, I have often reflected on a wise acronym from Dr. Donlan’s principalship course at Indiana State University: SODA: Safety, Order, Discipline, and Attendance. These four elements allow everything else to happen in a building, and having systems and procedures to make things run smoothly can help leaders to have more discretion over how they spend their time – instead of fighting fires. This month, I’ve asked Mrs. Sara Agee, Assistant Principal at Mohawk Trails Elementary in Carmel, to share her thoughts on operations and management from her perspective at the elementary level. A New Way to Look at and Leverage Tight-Loose-Tight Sara Agee Assistant Principal Mohawk Trails Elementary What comes to mind when you hear the term, “tight, loose, tight”? For most of us in education, specifically if you’re familiar with Professional Learning Communities, this term elicits thoughts of curricula, assessment, differentiation, and standards. You may envision charts with bulleted lists of expectations for instruction, data collection, and collaboration or examples of teacher autonomy and responsiveness. Authors and experts in a variety of fields have been using this term for years, including Robert Eaker (“Leading in Professional Learning Communities”, 2006), Peters and Waterman (In Search of Excellence, 1982), and Jim Collins (Good to Great, 2001). My 8
thinking in almost any other year would have been almost exclusively related to teaching and learning. This year, however, as our team navigated choppy, uncharted waters, we developed a deeper understanding of how this model also relates to the operations and management critical to maintaining course with a focus on what matters most. Like most folks working in education, the beginning of school held such hope for a better year. We looked forward to consistency in our learning model, more effective instructional opportunities, and the opportunity to revitalize relationships with students, staff, and families in the wake of the impacts of virtual learning. We were reminded through multiple large and small scale situations, however, that the increased focus on the tight elements of operations and management will remain a critical factor in our daily success. ■ When a school bus hit a car in front of all of our students leaving the bus lot during dismissal, we followed our previously created communication plan with necessary building and central office staff and families. ■ After an early morning power outage due to an equipment malfunction, we relied upon our already established e-learning plan. ■ As we prepared to welcome 250 new students due to redistricting, including an almost 15% jump in our English Language Learners population, we leaned into our rigorous hiring practices to get the right people on board and a systematic collaboration plan to ensure we had protected PD time to build craftsmanship and efficacy. ■ While we waited for critical new curricula and material to arrive due to supply chain issues, we relied on our knowledge of best practices and Essential Standards to ensure students were engaged in high levels of learning. ■ And when we made the decision to close our school 15 minutes before the morning bell and begin reunification procedures for almost 600 students off-site due to a gas leak, we were grateful for the comprehensive emergency preparedness training in which we’ve engaged for years as a district. Our expanded tight, loose, tight model includes aspects of instruction, operations, and management. It is certainly not exhaustive, but hopefully a spark for reflection into your own model.
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ASSISTANT PRINCIPAL CONNECTION
Tight
Loose
Safety - Preventative, proactive, and responsive plans and procedures that are frequently reviewed. Have a process for sharing critical information with staff and debriefing after an incident.
Trusting your instincts - when in doubt, err on the side of caution. Make the 911 call or call the school’s resource officer. Highlight issues you know are likely in your community.
Communication Plan A - Clear protocols for who to call and when. This hierarchy should include building staff, central office staff, PR liaisons, and emergency personnel.
Plan B - when your first contact isn’t available or when you aren’t able to communicate.
Best practices for teaching and learning - Explicit, intentional instruction within an inclusive, thoughtfully established classroom environment.
Responsive learning opportunities for ALL students, regardless of their specific needs, language level, or prior knowledge.
Use of research-based, school and district supported curricula - All students must have access to a guaranteed and viable curriculum.
Pacing, modifications, and supplementary learning experiences or materials that teachers use based on student needs, interests, and learning styles.
Essential standards - Teaching teams should take part in unpacking and digging into state standards.
Emphasizing standards based on their importance, assessment type, rigor, and student need.
Hiring and staffing practices - Shared mission and vision that emphasizes the growth and safety of every student. If staff are not on the same page or not following through on critical commitments, leaders should have brave conversations regarding expectations, necessary steps forward, and ultimately if this is the best fit.
Staff relationships and team make-ups - One of the most complicated aspects of this model is team dynamics. Adults have different personalities and backgrounds and should be encouraged to foster friendships that support their SEL needs.
Collaborative time - Schedule protected time for staff to collaborate in their PLCs with a focus on data and all students.
Staff engage in relevant and need-driven professional development and collaborative work in order to build collective efficacy and foster the work of their PLC.
Maintaining an inclusive and respectful environment Regardless of differences in backgrounds or opinions, all staff and students must be treated with respect and feel like a safe, valued member of the school family.
Students and staff are open-minded to learning about, appreciating, and incorporating new cultures and ideas.
May is one of my favorite months, and not for the obvious reasons. Yes I’m ready for the warmer days and fewer radio calls that are just around the corner, but I also love to imagine and begin planning for the possibilities for the next school year. It’s a time to reflect and refine the tight components that will ultimately allow us to be more agile, responsive, and impactful through the loose components. This year our team has felt like a willow tree in a storm, bending and swaying and relying on deep roots to sustain us. By leveraging our tight, loose, tight model, we’ve stayed clear on our priorities, practices, and processes and have a strong foundation that will enable our staff and students to grow and thrive. Mrs. Agee can be reached via email at sagee@ccs.k12.in.us.
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References Collins, Jim (2001). Good to Great. Harper Collins. Eaker, Robert and Gonzalez, Deborah. “Leading in Professional Learning Communities.” National Forum of Educational Administration and Supervision Journal, Volume 24, Number 1. 2006-2007. Peters, T. J., & Waterman, R. H. (1982). In search of excellence: Lessons from America’s best-run companies. New York: Harper & Row. School Leader Collaborative. (2022). The school leader paradigm. https://iasp.org/about-iasp/iasp-slp
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Join us for this episode of the IASP LeaderCast. A weekly podcast production containing short, sweet nuggets of Wednesday Wisdom for our leadership growth. In this special episode from our “Leading from the Heart” series, Mrs. Aimee Lunsford shares her connections with operations and management to Leading with heart. 10
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INDIANA NEW ADMINISTRATORS LEADERSHIP INSTITUTE The Indiana New Administrator Leadership Institute (INALI) is designed to help beginning administrators become effective instructional leaders and to more quickly and comfortably assume the responsibilities of building administration. The INALI program builds upon the annual IASP New Administrator Conference and creates ongoing support through seminars, mentor meetings and communication, and the online, on-demand professional development Ed Leaders Network Participation in INALI includes:
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2-year professional development program including extensive teacher evaluation training Mentoring by trained, highly qualified mentors Monthly, regional, focus cohort meetings Summer Indiana Association of School Principals New Administrator Workshop July 18-19, 2022 and July 19, 2023. 2 day-long seminars during the 2022-2023 and the 20232024 school year: September 12, 2022 September 12, 2023 February 7, 2023 February 7, 2024 Access to resources to support the needs of new administrators and their schools Membership in the Indiana Association of School Principals Registration for either the IASP Assistant Principals Conference or Principals Conference with a special session at each conference for INALI participants. Membership in Ed Leaders Network: On-demand professional development to enhance one’s educational leadership 45 Professional Growth Plan points for each year of participation or completion of INALI fulfills IMAP requirements.
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Membership in INALI is open to New Principals, Assistant Principals, and Deans. Register Online at www.iasp.org The $1000 registration fee includes all conference fees and membership in IASP. For additional information contact: Indiana Association of School Principals 317.891.9900
INALI is a two year professional development program that includes extensive teacher evaluation training, coaching by highly qualified mentors, and monthly regional cohort meetings. We are formed by a collaboration between the Indiana Association of School Principals (IASP), the Indiana Association of Public School Superintendents (IAPSS) and the Indiana Principal Leadership Institute (IPLI).
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OPERATIONS & MANAGEMENT
Infinite Capacity Community Partnership Series: Extended Learning STEM Programs: Recommendations on Preparation and Implementation Krista M. Stith Infinite Capacity, LLC
( formerly STEM Integrations LLC)
Rachel L. Geesa Infinite Capacity, LLC
( formerly STEM Integrations LLC)
Extended learning programs that meet afterschool, on the weekends, and during the summer can be highly impactful approaches in developing student interest and talent in STEM/STEAM areas. For example, surveying extended learning STEM programs that served 1,599 elementary and secondary students, student responses suggested 65-85% of the students report significant gains in STEM attitudes (e.g., STEM engagement, career interest, career knowledge, activity participation, and identity), SEL, and 21st Century skills (Allen et al., 2019). In this month’s Infinite Capacity Community Partnership Series, we will share some of the programs that exist for STEM outside of the classroom and the logistical considerations for preparation and implementation. What programs are available? Programs stemming from student interest can be an ideal catalyst. If students are interested in recycling, car maintenance, apiculture, or entrepreneurship- these can be wonderful experiences that interweave STEM throughout. For schools that do not envision creating new programs from scratch, there are many vetted extended learning programs that have support systems in place (e.g., resources, curriculum, training). Here are a few examples from Shively (2022): ■ Code Nation (https://codenation.org/)- Offers opportunities for schools and organizations to apply for courses and/or clubs taught by volunteers who are experts in STEM fields. ■ CSTEM Challenge (https://www.cstem.org/)- Offers integrated STEM learning experiences via curriculum and instruction for educators, caregivers, and students. ■ FIRST Robotics (https://www.firstinspires.org/robotics/ frc)- Provides LEGO robotics leagues for multiple age groups with online registration.
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■ Girls, Inc.: Girls in STEM (https://girlsinc.org/ impact-categories/girls-in-stem/)- Offers out-of-school programming to supplement STEM learning beyond school hours. ■ Maker Faires (https://makerfaire.com/)- Hosts annual events with communities, schools, or other organizations featuring hands-on, integrative STEM activities and experiences. ■ National Inventors Hall of Fame (https://www.invent. org/)- Offers invention clubs, camps, and programs. ■ Olympics of the Mind (https://www.odysseyofthemind. com/start-your-odyssey/)- Hosts annual competitions engaging PK-12 students in STEM creative problem solving for schools and out-of-school programs. ■ Science Olympiad (https://www.soinc.org/)- Hosts annual STEM tournaments and professional learning workshops with emerging and innovative STEM content. ■ Technovation (https://www.technovation.org/)- Offers program models for a club, chapter, mentors and worldwide competitions. ■ Technology Student Association (https://tsaweb. org/)- Offers competitions, conferences, and resources to connect high school students to STEM career pathways. ■ Vex Robotics (https://www.vexrobotics.com/)- Provides STEM products (e.g., curriculum, kits), educator certification, resources, and lab models to implement nationwide. Once the type of extended learning program is identified, the planning and implementation can begin. We recommend a collective decision-making approach in this phase and identify teacher, family, and community leaders within the school community to assist with envisioning the trajectory and actions of the program.
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OPERATIONS & MANAGEMENT
Responsibility Checklist for Program Planning and Implementation We have added the You for Youth (2017) responsibility checklist for educational leaders, program directors, and other key stakeholders to plan and implement afterschool programs. We have added additional information that is particularly pertinent to STEM/STEAM programs. ■ Secure space for afterschool activities. ■ Inform classroom teachers that their classrooms will be used. (Don’t forget classified staff, particularly custodians.) ■ Provide supplies and materials for afterschool programs (e.g., paper, copier, books, computers, postage, laminator). ■ Handle discipline issues that arise in the afterschool program. ■ Communicate with families about content of the afterschool program (e.g., develop brochures, etc.). ■ Recruit students for afterschool programs. ■ Decide which activities will be provided. ■ Involve school staff in curriculum and activity development. ■ Hire and supervise afterschool program staff ■ Register/orient participants in after-school programs. ■ Communicate with classroom teachers (and families) about homework. ■ Provide professional development for afterschool staff members. ■ Manage the afterschool budget. ■ Collect fees from students and develop/raise program funds. ■ Develop an evaluation framework; collect and analyze data; share evaluation results. ■ Share information about the program with the school community, the board of education, and the general public. Additional items we would like to include: ■ Develop a plan to mitigate risks- especially if students are using equipment, working with chemicals, conducting activities outside, and other potential hazards
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■ Map community assets to support afterschool STEM programming (e.g., sponsorships, volunteers, donations) ■ Plan to engage families and community members (e.g., a showcase) ■ Celebrate any and all steps toward these accomplishments! Conclusion Extended learning STEM programs have the potential to positively impact students’ STEM engagement, career interest, career knowledge, activity participation, and identity, SEL, and 21st Century skills. Once educational leaders have met with stakeholders and identified an extended learning program (organically or through an organization), educational leaders can designate responsibilities to teacher, family, and community leaders for planning and implementation. Infinite Capacity LLC is dedicated to inclusively fostering personal and professional growth for educators, leaders, and community partners through innovative educational practices. Consulting services are available for school and district-level support. Please e-mail us at contact@ infinitecapacity.com for more information. Our book, Leadership in Integrative STEM: Strategies for Facilitating an Experiential and Student-Centered Culture, is available at Amazon, Barnes & Noble, and Rowman & Littlefield. References: Allen, P. J., Chang, R., Gorrall, B. K., Waggenspack, L., Fukuda, E., Little, T. D., & Noam, G. G. (2019). From quality to outcomes: A national study of afterschool STEM programming. International Journal of STEM Education, 6(1), 1-21. Shively, K. M. (2022). Extended Learning Opportunities in Integrative STEM. In R. L. Geesa, M. A. Rose, & K. M. Stith (Eds.), Leadership in Integrative STEM Education: Collaborative strategies for facilitating an experiential and student-centered culture (pp. 131-144). Rowman & Littlefield. You for Youth (2017). Responsibility checklist for principal and program director. https://y4y.ed.gov/tools/responsibilitychecklist-for-principal-and-program-director
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OPERATIONS & MANAGEMENT
What Makes Professional Development Sticky? Laurie Ferry-Sales, Ed. D Director Keep Indiana Learning Professional development is in the midst of a major metamorphosis. The last 18 months has rocked not only teaching in the classroom but also teaching teachers about the classroom. I have provided professional development to teachers and leaders for the last 17 years, and the transformation I have witnessed in the last 18 months is unlike any other educational shift. To understand the transformation that has occurred we must first look back. We have all, at some point in our careers, attended an all day workshop on a topic, where the presenter was entertaining, full of great ideas, engaging, and shared excellent strategies you could use in your classroom the next day. I, for one, always went back to my classroom the very next day and utilized one of those strategies. However, as time passed, it didn’t often stick. For most of my first 15 years of delivering professional learning to teachers and administrators, I was convinced I could do it better. I worked to deliver great PD! But, in the end, I’m not sure my PD was ‘sticky’ either. For my doctoral dissertation, I researched professional development and specifically what is the secret sauce needed to make the content, the pedagogy, and the paradigm shift become a part of the teachers’ embedded practice, a part of their beliefs, in other words, ‘sticky’. Turns out, the research has been out there for quite some time, although it is still evolving. Collectively, researchers identify eight key components needed in a professional development plan, and they aren’t actually all that secret. ■ Content Focused: Teachers need to connect content to pedagogy to grow their content knowledge. Increased teacher content knowledge has been shown to have a positive impact on student achievement. Professional 14
development should not take place void of content. In other words, PD on student engagement alone isn’t ‘sticky’. ■ Active Learning: This can take on a variety of forms such as observing expert teachers, being observed, feedback sessions, reviewing student work, and leading discussions. PD should not be a workshop model as the primary modality, rather it should be used sparingly. ■ Coherence: Teachers’ beliefs must be aligned with their content knowledge and pedagogical knowledge. If we ask teachers to engage in PD when they don’t know the ‘why’ behind the PD, they won’t fully engage. As teachers begin to see the ‘why’ develop through the PD plan their beliefs and buy-in will come along too. ■ Duration: This is a very important component and the one I receive the most push back from principals. When we are learning something new, we need to first learn the fundamentals, then try some things, reflect, tweak it, and try again, then keep practicing until we are ready to put it to practice. Just like skill building and footwork in soccer practice to get ready for the big game. Even after we have embedded it into our practice we are still honing our craft. This takes time, and space between the PD, and more time. I want to be very clear, four eLearning Days over the course of the year will not increase your ILEARN math scores, even with the best PD in the world. However, four eLearning Days coupled with targeted PLC sessions focused on specific content, coaching, and 1:1 feedback sessions over the full year might start turning the tide. ■ Collective Participation: Teachers
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need to collaborate with their school peers while engaged in the long term PD plan. They need to be able to go next door and brainstorm with their colleague, or commiserate when something doesn’t go well. That doesn’t happen in a one and done workshop unless it is with their peers as part of a comprehensive PD plan. ■ Equity: All teachers’ perspectives, cultures, experiences, race, gender, upbringing, and beliefs need to be an integral part of any PD action plan. Equity needs to be intentionally interwoven in every aspect of the work. ■ Research-based: Teachers Pay Teachers and Facebook are not acceptable vendors of professional development. We want to ensure the content of all professional development is research-based, peer reviewed, cited properly and available upon request from any provider we engage with for PD work. ■ Coaching and Feedback: Coaching and feedback specific to the content and pedagogical focus of the professional development must be a significant piece of the puzzle. While teachers are ‘trying it out’ they need to have specific coaching feedback from the content expert who provided the training. Now that we have the ‘not so secret’ sauce to making professional development sticky, let’s look at the transformation that has happened in professional learning in the last 18 months to help you support your teachers through this shifting education landscape. Keep Indiana Learning was created by a GEER grant from the Indiana Department of Education and provides free professional development
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OPERATIONS & MANAGEMENT
opportunities to educators. Born out of the pandemic, Keep Indiana Learning was launched as an innovative approach to professional learning and embraces the emerging trends and demands as fundamental to our creation process. These are opportunities you could leverage as pieces of your overall PD plan for the 22-23 school year. ■ We have over 180 OnDemand videos in our Engagement Center on a wide variety of topics such as: math, literacy, SEL, STEM, PBL, culturally responsive pedagogy, and many more. ■ Our Blogs are written by practitioners and professionals from all over Indiana and the country providing a wealth of information to teachers. These are great resources to use to flip a PD. ■ The DIY PD Guides give you access to PD sessions already designed for you to lead, that fit a variety of topics. ■ Our Podcasts, #VirtuallyDifferent Summer Conference, Expert Networks, and Live monthly events
provide an endless list of resources to support your PD plans. It can be overwhelming to think about building a comprehensive professional development plan, incorporating the components identified in the research, and putting that plan into action especially in this new landscape of professional learning.. However, when done right, you will find that the results are sustainable, impactful shifts in teachers’ content knowledge, instructional practices, and most importantly positive shifts in their confidence and beliefs in their ability to make an impact. That is where the real victory is in all of the ‘stickiness’ work. **The Keep Indiana Learning Team serves as a resource for schools and districts in Indiana as part of our ‘Why’, which is Investing in Educators to Transform Student Learning. We are a department of the Central Indiana Educational Service Center and our role is to serve and support all Indiana schools.
References Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. Forward, L., Killion, J., & Crow, T. L. (2011). Standards for professional learning. Learning Forward. Guskey, T. R. (2017). Where do you want to get to? Effective professional learning begins with a clear destination in mind. The Learning Professional, 38(2), 32. Guskey, T. R., & Kwang Suk, Y. (2009). What works in professional development? [Article]. Phi Delta Kappan, 90(7), 495-500. Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945-980.
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LEADERSHIP DEVELOPMENT
Don’t Forget to Test the Water Dr. Tracy Caddell Assistant Clinical Professor Ball State University Dept. of Educational Leadership As a school superintendent, I would often chuckle when community members would refer to an elementary and high school which was built in the 1960’s as their new schools. I knew their new schools were costing the school corporation a lot of money to safely maintain. However, maintaining older school facilities is, on occasion, no laughing matter. I experienced this first hand when my school corporation in 2016 identified lead in our drinking water in an elementary and high school. Surprisingly, federal law requiring testing of drinking water in schools and child care facilities is non-existent, except for those schools and child care facilities that own or operate their own public water supply and thus are regulated under the Safe Drinking Water Act. The only way to know if a school has lead in drinking water is to test the water. How does lead leach into a school’s drinking water? Generally, through corrosion from older plumbing materials that contain lead, which was the case in my school district. Corrosion occurs when older lead pipes, solder, fixtures and other plumbing materials come in contact with water. High levels of lead in drinking water may cause significant health problems. For young children, lead exposure may lower IQ levels, affect hearing, reduce attention span, and affect school performance. In order to protect public health the U.S. Environmental Protection Agency (EPA) suggests that schools and daycare facilities test their drinking water. Fortunately, while federal law is silent, Indiana does now require schools to test their water for lead contamination to protect students and staff. Indiana House Bill 1265, which was signed by Governor Holcomb in March of 2020 requires the testing of drinking water in a school building before January 1, 2023, and school officials with their maintenance staff are now required to reduce the lead levels in drinking water to EPA recommended levels of less than 15 parts per billion (ppb). With summer break commencing and 2023 requirements on the horizon, this summer would be an ideal time for school administrators to make sure the water testing requirement has been met, or if the school is exempt from further testing due to the school’s participation in the lead sampling program for public schools, which was conducted in 2017-2018 by the Indiana Finance Authority (IFA) with assistance from the Indiana Department of Environmental Management (IDEM). The good news is that for new facilities, lead in the drinking water is not typically an issue. Older facilities may have a 16
challenge. In 1986 building codes were changed to prohibit the use of lead-containing components in water systems intended for human use. However, many school corporations, particularly in rural and urban areas of our state have facilities that were constructed before 1986. For these school buildings, school administrators and their maintenance staff should implement routine and permanent solutions to address lead in water with a facilities plan that is shared, monitored and updated on a regular basis. May, June and July, are good opportunities for school administrators to identify all water resources, including all sinks and water fountains in their facility. Administrators, with the help of their maintenance staff, may consider creating a plumbing profile as many school buildings have additions or previous plumbing renovations. Once sinks, and water fountains have been identified the EPA recommends schools conduct a 2-step sampling procedure via the water outlet and/or behind the wall. These samples should be taken after a recommended 8-18 hour stagnation period. If water samplings indicate elevated lead levels, school officials should share the results with the school community. Utilize all messaging systems and social media available so the school’s message is received by parents and staff to alleviate concerns. Considering partnering with local and state health departments to provide assistance. For example, a local representative may be able to attend a school board meeting, or speak to the local PTA to discuss health effects from lead exposure, or offer technical assistance to the school. In my school’s case, the state health department, and the governor’s office provided guidance and blood level testing of students and staff. Provide another water source. This may be a costly venture and could include many pallets of bottled water (believe me). Be sure to take the offending water source offline by preferably shutting off the water or placing a bag over the fixture(s). Health departments, architects, and facilities managers are able to assist schools in providing alternatives to corrosive plumbing, such as the addition of filtration systems on drinking fountains, and assist the school corporation in finding ways to manage a tight budget as replacing antiquated water systems can be a costly venture for most schools and corporations. For more information on reducing lead in drinking water the 3T’s for Reducing Lead in Drinking Water in Schools and Child Care Facilities is a valuable resource that is found on the EPA website.
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Martin Luther King Jr. Essay Contest Results Student essays were submitted as a part of the 2022 Martin Luther King Jr. Essay Contest. Students were asked to write an essay on the following quote from Dr. King: “Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that. Hate multiples hate, violence multiplies violence, and toughness multiplies toughness in a descending spiral of destruction.” In addition, students were asked to consider the following questions when drafting their submissions: How do you feel about this quote? What does this quote mean to you? How can you use these words to honor Dr. King and the life he lived? Thank you to the dedicated Ball State University faculty who evaluated this year’s essays: Lori Boyland, Fen English, Trenda Whiteman, Thalia Mullvihill, Mandy Latz, Robin Phelps-Ward, Nick Elam, Serena Salloum, Tracy Caddell, Rachel Geesa, Kendra Lowery, Mike Shaffer, Marilynn Quick, Sam Garcia-Lopez, Kelsey Collins, Stephanie Wade, Melissa Glidden, Jeffry Neuhouser, Bridget Webster and Audrey Hunt (special thanks to Audrey for assisting in the coordination/distribution of the over 220 essay submissions with the numerous Ball State faculty!). We are excited to recognize the 2022 winners in both the Junior and Senior divisions. Congratulations to all participants! Junior Division Winners: 1st Place: Mya Reed, Clifford Pierce Middle School, Merrillville 2nd Place: Barrie Terman, Clay Middle School, Carmel 3rd Place: Aparna Prasad, Creekside Middle School, Carmel Senior Division Winners: 1st Place: Kylee Nichols, Carmel High School 2nd Place: Anderson Robb, Benton Central Jr/Sr High School, Oxford 3rd Place: Victor Cuevas, Ben Davis High School, Indianapolis
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LEADERSHIP DEVELOPMENT
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LEADERSHIP DEVELOPMENT
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LEADERSHIP DEVELOPMENT
IPLI News Dr. Kelly Andrews Director Indiana Principal Leadership Institute Operations and Management 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. As a former building and network leader, buildings and grounds management were a part of my day-to-day focus on a safe and healthy facility. A day never went by without thinking about the boilers in the winter or the HVAC systems when school began in the heat of the summer. And then, there were water fountains, restrooms, air quality, snow removal, grass cutting, sprinkler systems, and roof conditions. In Florida, I also had to manage mold, a constant suitor due to the high humidity. Many Indiana schools still being utilized are aging, and districts are continually working to keep their buildings in working order and up to speed with the growing technology and pedagogy infrastructure needs. It is a daily challenge for building and district leaders to manage beyond the instructional role they want and desperately need to focus on for the sake of their students. We know that we cannot educate and provide leadership in a bubble. It is partnerships, community, and dedicated individuals as leaders who collectively support the vision to give our children the best. IPLI is humbled by those who know the intensity of support needed to grow our best to be the best. Together in partnership, we can move mountains and expand our learning facilities to be on the cutting edge, supporting students, teachers, and stakeholders in lifting our children and future. Thank you to building and district leaders for keeping your eye on our facilities to provide a space for learning every day. Cohort 10 Applications Still Open We know that this time of year can be daunting, and thinking about what is next for your leadership may seem selfish. However, this is the time to consider that we have all been through another unprecedented year. Leadership changes are happening all over the state, and IPLI can be a support to you as you work to increase your capacity during these changing times. IPLI Cohort 10 still has a few spots open, and would be glad to include you in this next class. There are so many benefits to this type of self-care and growth. Visit www.indianapli.org and submit your application today. This two-year journey will be something you won’t want to miss! IPLI Extended IPLI Extended is a formal, year-long, intensive professional development program for IPLI graduates. Extended allows participants to dig deeper into topics covered during the IPLI experience. In addition to three-day-long seminars, graduates meet in regional focus cohorts throughout the state (August, October, and February). Topics vary from year to year so that graduates can enroll in Extended multiple times. When appropriate, IPLI Extended participants are encouraged to bring teacher-leaders to the seminars. This year’s theme will be “Leadership in Times of Change,” which will feature the following speakers: Rick Wormeli, Doug Noll, and Dr. Mike Ruyle from Marzano Research.
Applications for IPLI Extended are Open: http//indianapli.org/ipli-extended
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IPLI graduates are invited to register for IPLI Extended Cohort 4. IPLI Extended Cohort 4 will kick off with a one-day seminar at the IPLI Summer Seminar on Wednesday, July 13, 2022, featuring keynote speaker Rick Wormeli. On Thursday, September 22, 2022, Douglas E. Noll, J.D., M.A. is a full time peacemaker and mediator, specializing in difficult, complex, and intractable conflicts. On Thursday, January 26, 2023, Mike Ruyle, EdD, has served as a classroom teacher, school principal, university professor, and professional development presenter over a 30-year career. He will share research on personal wellness and resiliency. What’s Included?
Cost
Three, 1-Day Seminars (July, September, & January) featuring nationally-recognized educational leaders Regional focus-cohort meetings (Seminars & August, October, February)
Access to resources to support the needs of principals and their schools 27 Professional Growth Plan (PGP) points for full participation
$500—IPLI Graduate IPLI Graduates are encouraged to bring their two teacher-leaders from year two of IPLI to the three seminars. Additional Team Members (up to 2)—$150 each Team members may receive 18 PGP points, only if they attend all three seminars. *IPLI Graduates may also elect to join IASP and register for the IASP Fall Conference at a reduced rate as part of IPLI Extended for an additional $500 (a savings of $94).
Deadline to apply is May 29, 2022 www.iasp.org
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Join us for this episode of the IASP LeaderCast. A weekly podcast production containing short, sweet nuggets of Wednesday Wisdom for our leadership growth. In this episode, we hear from Dr. Todd Bess on the newly updated School Leader Paradigm 3.0.
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SERVICE
Riley Kids Caring & Sharing Update Susan Miles Officer, Kids Caring & Sharing TM Riley Children’s Foundation Kids Caring & Sharing Recognition Opportunities A final refresher Indiana and neighboring state schools and students raise funds in many different ways that ultimately benefit Riley Hospital, whether that is supporting a particular clinical area, research initiative, or family support program. An individual student’s class project that manifests as a fundraiser for Riley, or a football team’s participation in the annual Tackle Cancer campaign, or a student council-led spirit week, or a high school dance marathon, all count toward a school’s collective giving total for the year, July 1- June 30. While schools are recognized as a Red Wagon School when they raise at least $1 per student, school fundraising efforts also contribute toward school corporation recognition status. If your corporation member schools all host Riley fundraisers, with each school location raising at least $1 per student, then the school corporation will be recognized as a Riley Red Wagon Corporation, We have had as many as 22 Red Wagon Corporations in a given year, including one where Fort Wayne Community Schools engaged all 52 locations as Red Wagon Schools. MSD Bluffton-Harrison has achieved Red Wagon Corporation status every year since the recognition level’s inception in 2007-2008. If a single school or just a few of a school corporation’s member schools participate in fundraising for Riley and collectively raise a gift amount that exceeds the population for the entire corporation, or if every school participates but all do not fully reach Red Wagon School status, the school corporation will be recognized as a Riley Corporation.
Red Wagon Sponsorship is a popular gift level goal where schools strive to raise at least $4,000 throughout the giving year. A personalized license plate is created with a school’s own message and art image and placed on an actual red wagon released into service at the hospital. A duplicate plate is presented to the school for display.
Brownsburg East Middle School Bulldog Proud 2021-2022 2021
The $4,000 gift total can be a bit daunting for a small school community, so a $2,500 Red Wagon Booster recognition level was added a couple years ago to acknowledge that amazing milestone. A special Red Wagon license plate is created and mailed to the Booster school for display. You can be assured that the funds raised in achieving any of these gift recognition levels will always be directed to any noted interest area. School gifts received without a specific indication of intent will be directed to the most immediate needs of the hospital – the swiftest and most comprehensive use of your hard-earned gifts. There is still time to host a Riley fundraiser this school year. If you have questions, need data or video support for the Riley mission, or assistance in planning an end-of year campaign, please don’t hesitate to reach out to me. I value your philanthropic partnership! 2021-2022 KCS Gift Recognition Deadline June 30 While our foundation office street address may be new, all gift submissions should be directed to our secure bank box. Please update your school treasurer. Riley Children’s Foundation, P.O. Box 3356, Indianapolis, IN 46206-3356.
Let’s work together to find creative ways to keep supporting Riley!
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Special thanks to our Bronze Corporate Sponsors:
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LEGAL REVIEW
Legal Situation Brief: Student Discipline and Due Process Séamus Boyce Attorney Kroger Gardis & Regas, LLP There is a different energy in school buildings as students eagerly anticipate the finish line of the 2021-22 school year. Perhaps this is to blame for the upsurge in KGR Legal Help Desk (LHD) inquiries seeking advice on proper disciplinary protocol. Despite the school’s responsibility to act in loco parentis (in the place of the parent), the school’s disciplinary authority is subject to and limited by the due process rights of the student. In this legal situation brief, we cover the due process rights of students who are subject to disciplinary action, including some of the most important cases. Constitutional Authority for Due Process. The foundation of due process protection comes from the Due Process Clause of the 14th Amendment to the United States Constitution. The clause establishes the right to due process at the state level and prohibits the state from depriving any person of life, liberty or property without the due process of law. Disciplinary actions by the school trigger due process protection through a potential deprivation of property and of liberty. In 1954, in Bolling v. Sharpe, a class action was brought on behalf of black students who challenged segregation in public school. The Supreme Court relied on the guarantee of liberty in the due process clause to encompass a child’s right to a public education. More than twenty years later, in Goss v. Lopez, the Supreme Court held that students are entitled to a public education and that access to such education is a property right protected by the Due Process Clause of the 14th Amendment. Constitutional Due Process Requirements. In the 1950 case Mullane v. Central Hanover Bank & Trust Co., the Supreme Court determined that, at a minimum, procedural due process requires: (1) 26
notice; and (2) an opportunity to be heard prior to an deprivation of life, liberty or property. In instances where the student poses a continuing danger or an ongoing threat of disruption, a school is permitted to remove the student immediately and provide a hearing as soon as practicable. Providing a student with proper notice requires the school to inform the student of the rules to which the student is held, to give notice of the consequences of violating these rules, and to give notice of the allegations that are being made against the student. Following proper notice, a student must be given the opportunity to present a defense in an impartial setting.
Indiana Due Process. State and local laws elucidate due process requirements where federal law is silent. Indiana Code 20-33-8 sets forth state regulations on student discipline consistent with the Supreme Court’s general due process framework that a student’s right to due process and the degree of formality required in the due process hearing varies depending on the seriousness of the possible outcome. If a student’s behavior may result in a suspension lasting less than 10 days, IC 20-33-8-18 requires due process to include: (1) a written or oral statement of the violation; (2) if the student denies the violation, a summary of the evidence; (3) an opportunity for the student to explain the conduct; and (4) if suspended, a written statement to the parent describing the violation and the disciplinary action taken. In comparison, the expulsion procedure found in IC 20-33-8-19 requires a superintendent or a superintendent’s appointee to conduct a more formal hearing in which the student and/or their parent have a right to appear in the hearing and the hearing must allow for tools such as issuing subpoenas, compelling the attendance of witnesses, and administering oaths to persons giving testimony. Additionally, the scope of due process for expulsion hearings includes the right to appeal and receive judicial review of the decision.
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Actions Triggering Due Process. Due process rights in the school setting are most commonly triggered by a disciplinary action of either a suspension or expulsion, but the right to due process is not limited by the definition of “suspension” nor the definition of “expulsion.” Due process rights are triggered by any action by the school that deprives a student’s right to life, liberty or property. Indiana gives broad discretion to principals, superintendents, and certain staff to take any action that is reasonably necessary to prevent interferences with an educational function or school purpose. This discretion comes with a responsibility for school corporations to be informed of the boundaries of state and local laws and to explore the universe of acts that can trigger a student’s due process rights. Courts have held that a student’s liberty interest includes action by the school that seriously damages the student’s standing with fellow pupils and teachers and actions by the school that interferes with future opportunities such as higher education or employment. This interpretation expands the potential protection of due process beyond suspension or expulsion. What is the legal lesson from this brief ? Due process protections are not intended to hamstring a school with administrative requirements; but rather, serve as a protection to the student against arbitrary disciplinary decisions. As the Supreme Court aspirationally stated in the landmark case of Goss v. Lopez, “We have imposed requirements which are, if anything, less than a fairminded school principal would impose upon himself in order to avoid unfair suspensions.” If you or your staff is in a situation where deprivation of life, liberty or property could conceivably result from a disciplinary action, err on the side of providing that student with notice and an opportunity to be heard. As always, contemporaneously document the due process provided. We at the KGR Legal Help Desk are here to address legal issues for IASP members. Until the next Situation Brief, stay legal! www.iasp.org
LEGAL REVIEW
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LEGAL REVIEW
What Administrators Should Know About Stress in the Workplace Taylor Hunter Attorney Kroger Gardis & Regas, LLP Much of the discussion around mental health has focused on students and the critical issues compounded by the COVID-19 pandemic. Less talked about, but equally as important, has been the impact on staff and the pandemic’s effect on workplace mental health and wellness. According to an American Psychological Association (APA) survey conducted in July and August 2021, nearly 3 in 5 employees (59%) had experienced negative impacts of workrelated stress. Administrators will likely agree that employee stress directly impacts the education environment, regardless of the source. Stress-related claims can manifest themselves in different forms such as situational stress (“my boss stresses me out”) to claims that stress aggravates other medical conditions (“my anxiety is worse because of stress”). Despite the number of employees reportedly affected by work-related stress, most employees can work successfully, and especially when supported by their employer. Listen to an employee who claims to be “stressed out.” When an employee’s mental health status “substantially limits one or more major life activities,” it may rise to the level of a disability under the Americans with Disabilities Act (ADA), which is a legal term rather than a medical term. This becomes important in the workplace because the employer may be legally obligated to provide workplace accommodations when the disability is known or obvious.
(4) Be considerate of possible accommodations options in the workplace. If you aren’t sure, seek advice from counsel! (5) Be diligent about documenting those discussions. Communication around workplace mental health and wellness can also make a meaningful difference in how the district is viewed as supporting employees experiencing stress. Outside agencies are also focusing on mental health in the workplace. This year, the Office of Disability Employment Policy / U.S. Department of Labor (DOL) revealed its new public education campaign, “Mental Health at Work: What Can I Do?” spotlighting its focus on mental-health-friendly workplaces. The stated purpose of the campaign is to help employers understand the benefits of good mental health among employees as well as their role in making that happen. As part of the campaign, the DOL will provide materials such as posters, behind-the-scenes video interviews, workplace mental health resources, and toolkits for creating healthier workplaces. Bottom line, mental health continues to emerge as one of the critical issues that administrators must address in the workplace, and proactively responding to signs of stress can increase retention and productivity and lower absenteeism. We at KGR routinely provide day-to-day legal counseling on these important topics. We, along with IASP, stand ready to support you.
Be attentive but don’t assume. Employers should rarely, if ever, say “It seems you are struggling with a lot of stress.” That kind of assumption could raise unnecessary ADA issues. The more effective way to confront an employee who has noticeable performance or personality changes is to schedule one-on-one check-ins to see how the employee is doing. There are five basic principles that will help administrators engage more effectively with “stressed” employees and such an approach not only supports ADA compliance, but also helps employees feel cared for and supported: (1) Be familiar with district policies and procedures for handling accommodations. (2) Be perceptive of changes in performance or personality and “check-in” with the employee when there are noticeable changes. (3) Be communicative when an employee raises a health or other medical issue, by engaging in a dialogue to understand any limitations caused by the condition. 28
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Connect with us MAY 2022
EDUCATORS STRUGGLE WITH
STUDENT LOAN DEBT More than of educators have student loan debt, and that debt weighs heavily on their decision to stay in the profession.
would stay in education longer if they could have their loans forgiven would stay longer if they could lower their monthly payment
Horace Mann’s Student Loan Solutions program can help educators manage their student loans and find ways to reduce, or even eliminate, their student loan debt – which can help you better attract and retain employees. Check out this video for a sneak peek at what the program has to offer. For more information on how to bring this program to your school(s) click here. Horace Mann Educators Student Loan Debt Study, June 2020 The information provided here is for general informational purposes only and should not be considered a recommendation. Horace Mann’s Student Loan Solutions program includes services provided by an independent third party, Tuition.io. Horace Mann Service Corporation and certain of its affiliates (Horace Mann) enter into agreements with educational associations where Horace Mann pays the association to provide services aimed at familiarizing association members with the Horace Mann brand, products or services. For more information, email your inquiry to association.relations@ horacemann.com. AM-C04647 (Apr. 22)
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