NOVEMBER 2023 ■ VOLUME 25 ■ NUMBER 10
TABLE OF CONTENTS
NOVEMBER 2023 ■ VOLUME 25 ■ NUMBER 10
The Indiana Association of School Principals leads in the advocacy and support of all principals in their commitment to every child.
President’s Letter - Be Thankful!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 IDOE: Mid-year Check-In. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 From the AP Lens: An Additional Committee That Led to Next-Level Gratefulness. . . . . . . 8 GRATITUDE
Make Time for Gratitude. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Gratitude in Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 A Gratitude Attitude and the Happiness Advantage. . . . . . . . . . . . . . . . . . . . . . 12 Be Thankful!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 LEADERSHIP DEVELOPMENT
IPLI Updates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
EDITORIAL BOARD MEMBERS Tiffany Barrett Kert Boedicker Kelli Brotherton Keith Burke Sarah Gore April Holder Rick Hunt Wendy Ivey Nicholas Mitchaner Dan Peo Jessica Poe Kelly Storms 11025 East 25th Street Indianapolis, IN 46229 1-800-285-2188 or 317-891-9900 www.iasp.org tbarrett@iasp.org
SERVICE
© 2023 Indiana Association of School Principals
Riley Kids Caring & Sharing Update. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
All rights reserved. Any duplication without prior written permission is strictly prohibited.
LEGAL REVIEW
KGR Law Briefing: Responding to Allegations of Bullying & Harassment. . 24
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PRESIDENT’S LETTER
Be Thankful! When I became the principal of Fishers Junior High School, the previous principal, Mr. Brian Cronk, gave me sound advice that continues to resonate with me to this day. Being a principal is one of the most rewarding, yet challenging jobs you can have. It can cause many stressful, sleepless nights. But Brian shared, “There are three things that matter most in our lives that gives us balance – family, God, and work. When all three are in order, life is good. But when any one of them are not in alignment, stress, worry, and fear take over. Always hold on to at least one of those three ( family, God, and work) to help get you through the tough times, because hard times will come.” Difficult times are inevitable in the work that we do. First, I am thankful for my family. When you are a principal, you spend many long days, nights, and some weekends getting the job done. And unfortunately, that can mean missing out on your children’s practices or performances, not cooking a home-made meal, or just being absent. However, my family has been so supportive and understanding over the years because they realize the work of a principal – whether it is a ball game, committee meeting, concert, or play – it is what I have chosen to do, and I enjoy it. I’m also sure they appreciate my commitment to work/life balance. Over the years, I have learned to say, “no” especially when it comes time for me to be present for my family. I am thankful for my strong faith in God. On my X (Twitter) posts, I often use the hashtag “thankful, grateful, and blessed,” and I mean every word. When your faith is strong, you know that any, and I mean any problem that you face in your school will eventually be resolved. I remember when I was an assistant principal and would walk into my office and see the red light blinking on my phone. I could physically feel the anxiety and stress levels rising in my body. Now I just remind myself of the scripture, 2 Timothy 1:7 “For God has not given us a spirit of fear, but of power and of love and of a sound mind.” When your faith is strong, you understand that things happen for a reason; you learn to give up the things you can’t control; and you trust that things will work out in your favor. Most issues aren’t personal, and troubles pass with time. I’m also thankful for my school and my school community. I work with and serve amazing people. Sixteen years is a long time to be a principal, and I have had the same assistant principal, athletic director, receptionist, media specialist, and six out of nine department chairs for all of those for sixteen years – not much staff turnover. The climate and culture of our school has always been healthy, much of which is attributed to Brian. Brian was the very first principal of Fishers Junior High School in 1999, and I am thankful that hired the best of the best. I am committed to keeping my family, faith, and work life balanced. When one is off, I hold on tighter to the other two. Eventually, things realign themselves and all is right with the world. Brian Cronk has long since retired, and I am thankful for the strong foundation he set at FJH. I am thankful for his wisdom, encouragement, and mentorship. Brian continues to email words of encouragement every new school year, and I look forward to it. His favorite line is, “Life is good if you don’t weaken.” Thank you, Brian. I’m still standing strong, and I appreciate you more than you know. Dr. Crystal Murff Thorpe IASP President www.iasp.org
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FROM THE EXECUTIVE DIRECTOR
IASP Executive Committee Dr. Crystal Murff Thorpe President Dr. Holly Arnold President-Elect In the bustling halls of Indiana schools, a powerful force often goes unnoticed – the spirit of gratitude. While academic achievements, extracurricular activities, and personal growth are integral components of the educational experience, the importance of cultivating a thankful mindset cannot be overstated. In this issue of the Indianagram, we see first-hand how this plays out. From Principals, APs, CO and the overall school community, it is obvious that you are making a difference for all students. Some of my own thoughts on gratitude are below that I have developed over lots of years, I hope these also resonate with you from the IASP office. Building a Positive School Culture: Gratitude has the remarkable ability to shape the culture of a school. When students, teachers, and staff express gratitude towards each other, it creates a positive and supportive atmosphere. Acts of kindness and appreciation become the norm, leading to a school community that thrives on encouragement and collaboration. Enhancing Mental Well-being: The school environment is not only a space for intellectual growth but also a crucial arena for emotional development. Gratitude has been linked to improved mental well-being, reducing stress and promoting a positive outlook. When students and educators take the time to acknowledge and appreciate the positive aspects of their academic journey, it contributes to a healthier and more balanced mindset. Fostering Stronger Teacher-Student Relationships: Gratitude forms a strong foundation for building meaningful connections between teachers and students. When students express gratitude for the guidance and support they receive, and teachers acknowledge the effort and enthusiasm of their students, a bond of trust and understanding is forged. These relationships sustain us all over the year and provide renewal in our coming winter months!
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
Cultivating a Growth Mindset: Gratitude is closely linked to a growth mindset, the belief that abilities and intelligence can be developed through dedication and hard work. By recognizing and appreciating the progress made, both academically and personally, students are more likely to embrace challenges and view setbacks as opportunities for growth. Grateful individuals are better equipped to navigate the complexities of the learning process with resilience and optimism. Teaching Life Skills: The practice of being thankful extends beyond the school gates, imparting essential life skills. Gratitude teaches students the importance of acknowledging the contributions of others, promoting empathy, and recognizing the interconnectedness of their academic and personal lives. These skills are invaluable as students transition into adulthood, fostering positive relationships and contributing to the greater community. In the vibrant tapestry of school life, the thread of gratitude weaves a narrative of positivity, resilience, and interconnectedness. As students and educators alike embrace the power of thankfulness, the educational experience is elevated to more than the pursuit of knowledge; it becomes a journey marked by compassion, collaboration, and personal growth. In our halls of learning, let gratitude be the compass guiding the way toward a brighter, more enriching future for all. Dr. Todd D. Bess IASP Executive Director
Future Indianagram themes January: Technology in Schools February: Be Kind! March: March Mayhem 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 4
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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
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Mid-year Check-In Dr. Katie Jenner Indiana Secretary of Education While the hustle and bustle of the holiday season is almost here, I hope you had an opportunity over the Thanksgiving break to pause and reflect on the many reasons we have to be thankful. As I consider the year so far, one of the things I am most grateful for is the innovative, bold leadership we see in schools across Indiana, where educators (including many of you!) are coming alongside families, community partners, business and industry, as well as the state to transform the K-12 experience and maximize our impact for students. This includes removing barriers, trying different solutions, and not simply nibbling around the edges but truly considering what the future of K-12 education can and should look like. Much of this work during the 20232024 school year has focused on two key areas: literacy and rethinking high school. So today, I’d like to share a progress update, as well as ways you can get involved! Literacy As many of you know, under the leadership of Governor Eric Holcomb, Indiana partnered with Lilly Endowment, Inc. to invest up to $111 million to support research-based instructional practices aligned with science of reading. This investment combined with the $60 million allocated by the General Assembly during the 2023 legislative session brings our total investment to $170 million! To maximize this funding, there are a number of literacy supports available to all approximately 1,051 Indiana
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elementary schools, as well as more intensive supports available to schools that need it most. One example of this is the Indiana Literacy Cadre, where educators at participating schools can receive significant financial support for instructional coaching in science of reading. Now in its second cohort, 199 schools are currently receiving this additional support, with the goal of expanding our reach to 60% of Indiana’s elementary schools by the end of the 2025-2026 school year. Indiana’s new Literacy Center has also been working in collaboration with the Indiana Learning Lab to increase the number of literacy-focused resources available to educators and parents. One of these newly-launched resources is the science of reading modules, developed in partnership with Marian University. The modules are available to all Indiana educators to receive professional growth points (PGPs), and eligible teachers can also receive a $1,200 stipend for completing all six modules! Since launching in September, 5,200 educators have already expressed an interest in completing the course! Before the end of the semester, eligible schools (and ultimately teachers!) will receive funding through the newlyestablished Early Literacy Achievement Grant. As we urgently push towards our statewide goal of ensuring 95% of Indiana’s third grade students pass IREAD-3 by 2027, this grant provides $20 million in incentive funding specifically for schools that are improving students’ foundational reading skills, as evidenced by IREAD-3 data. Stay tuned for more information!
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Rethinking High School IDOE also continues to work with a variety of stakeholders to rethink the high school experience for Hoosier students. Together, our goals include: ■ Diploma requirements - Making high school diploma requirements more flexible and relevant to students, employers, and communities ■ High-quality work-based learning Improving access to and the number of students completing high-quality work-based learning opportunities ■ Credentials of Value - Increasing access to and the number of students completing high-value postsecondary credentials before high school graduation Increasing flexibility in diploma requirements will be a key focus during the upcoming legislative session, and in preparation, we are once again convening a number of stakeholders this fall, including principals, to best determine ways we can allow schools to be more nimble as we prepare our students for what’s ahead in life and in their careers. As principals, you play such a key role as change agents in this important work. I am thankful, both during this holiday season and year round, for your continued leadership, collaboration, and counsel, and I wish you a holiday season filled with all the things that bring joy and peace to your life. As always, thank you for all that you do for our Indiana students!
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ASSISTANT PRINCIPAL CONNECTION
From the AP Lens: An Additional Committee That Led to Next-Level Gratefulness Dr. Dan Peo Assistant Principal Avon High School IASP Assistant Principal Liaison Scott Frye Assistant Principal Tri-West High School IASP Zone 8 Board Member We celebrate thankfulness and gratitude as part of our Thanksgiving traditions as Americans. For this issue of the Indianagram, we are focusing on being thankful in our roles as Deans, Assistant Principals, and Principals! I’m thankful to once again have my colleague and friend Mr. Scott Frye as a co-author for this month’s Indianagram article, and he offers a vignette of thankfulness in his school context as an assistant principal in the North West Hendricks School Corporation at Tri-West High School. For me as an Assistant Principal, I’m grateful for the opportunity and privilege to serve and grow the teachers, staff, and students at Avon High School, and I could write pages about how this opportunity has grown me as a leader and my gratitude to those who made it possible for me to serve in this role. Additionally, getting to serve as the Assistant Principal Liaison on the Executive Committee of IASP has given me the amazing opportunity to connect with the amazing school leaders in the State of Indiana. With that, I’ll turn things over to Scott! Take care, and take time to be thankful! November is National Gratitude Month, and the beginning of the season when many people may start to think about what they are grateful for in their lives. We set aside purposeful time to spend with family and friends in “Thanksgiving”. Research has shown that consciously practicing gratitude can reduce feelings of stress, improve sleep, and even lower blood pressure. Throughout my life, I have always considered myself a positive person, thankful for my family, my health…and my career as an educator. With that being said, the lingering effects of COVID along with other challenging issues ( from teacher shortages to financial strains) facing our schools today brought on feelings of pessimism and anxiety for me. Being transparent, I had fallen into this “Woe is me” mindset as I found myself frustrated with not having enough hours of daylight and moonlighting as a substitute teacher and custodian along with my traditional administrative roles. At one of my highest points of stress, I was asked to join our district branding committee–one more role added to an already full plate. However, in an odd twist of fate, this chance assignment created an opportunity for me to shift my mindset back to living a fulfilled life at work…ironically, an additional responsibility renewed my “attitude of gratitude.” I was part of a leadership team that arrived with the new Superintendent, Dr. Scott Syverson, to Northwest Hendricks in 2019. As a guidepost for his initiatives, he developed a new district strategic plan and I was asked to join the branding committee. This team was formed to focus on becoming more intentional about how we, as an organization, were marketing our schools to the local area and to greater Indiana, retaining our best teachers 8
and staff, and improving communication about who we are as a school district. In our first few meetings, we quickly agreed that the critical pieces that make our district so special were our community (its history and values), new world-class facilities, and staff/students. As we discussed these topics in detail, I began to dwell on memories and relationships that had developed over the years here at Tri-West High School, and also thoughtfully considered how far we’ve come in so many ways. The assignment forced me to reflect on people and events that have shaped me as an educational leader. As a team, we decided that our marketing efforts would be messaged around “The pride and gratefulness we have for our community and our students.” I am so thankful for the partnerships and involvement of our community leaders, businesses, and organizations. North West Hendricks is a small-to-midsize school corporation serving 1,900 students. Our high school, Tri-West, is located in Lizton, Indiana and serves the towns of Lizton, Pittsboro, and North Salem. The high school is still the centerpiece for our community’s social/ recreational activities. So much of our job as school leaders is grounded in relationship development. Throughout our school day, we are building strong bonds with students, parents, and staff on a variety of levels. However, I have found that it takes deliberate effort to build trusting relationships with business leaders, local politicians, and charitable organizations that shape so much of our community values. We began inviting these leaders to visit our schools and share their points of pride and concern. We hosted everyone from senators to local farmers. We found that these leaders, many that have been here for generations, were eager to provide community context, to support our schools, and to contribute advice to perceived obstacles as we move forward. They became friendly faces and working partners at school-related events, always willing to lend a helping hand. Many of them are now sponsors, consultants, and friends. They are men and women who have installed sound systems, sang National Anthems, and volunteered their family farms for school events. When spending time with these community members, their pride in our schools and gratefulness to others couldn’t help but become infectious. They made it easy to brand our towns as places parents would want to raise their children and send to the local school. As part of our corporation’s branding campaign, we’ve added local sponsors to our new athletic facilities, filmed social media initiatives on-site at local businesses and farms, and honored longtime community members at annual celebrations. These service leaders are truly the roots that hold our customs and traditions in place, that tell our history, and protect our values. I am so grateful to now consider so many of these community leaders my own “friends and family.” I am also thankful for our buildings, facilities, and our corporation’s fiscal responsibility. Though the community and students will always be our greatest commodity, it is nice to now provide world-class facilities to our world-class students and families. We have just completed a 40 million dollar upgrade of our outdoor extra-curricular facilities, and next year we will be starting an additional 70 million dollar project to upgrade the schools. This will all be done without raising taxes or passing a referendum, thanks in large part to strong leadership at the district level and a supportive school board. Our three goals in the recent athletic
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ASSISTANT PRINCIPAL CONNECTION
build were to (1) increase facility safety measures for athletes and spectators (2) create a first-class experience for fans that would enhance the growing “pride in our community” and (3) provide a platform for local youth and community groups to also call home. We have added a turf field and two grass fields for football and soccer, a new baseball/softball complex, tennis courts, a new indoor facility with batting cages, and so much more. We carefully considered safe entrances and exits, parking lot lighting, traffic flow, and surveillance camera locations. For the participants, we were thoughtful about the athletic trainers’ area, turf to reduce concussions, and field drainage systems. As a member of the branding committee, we knew it would be critical to capitalize on the project by adding auxiliary goals to enhance the school’s image and boost community pride. An early objective was to reduce the school logo to two images (a primary and alternate), opposed to the slew of Bruin logos that had been circulating in our school community over the past 50 years. We also developed uniform indoor/outdoor signage highlighting the accomplishments of our programs. In addition, we revived the corporation’s Hall of Fame, adding a ceremony for the inductees in the fall of this year. Another purpose of the facility upgrade was to host additional community events. The facilities are now used daily by all of our district schools, local youth organizations, and other local groups. I feel so thankful to have been a part of this renovation project and to observe, first-hand, so many life memories that these facilities have already been home to, life memories for myself and a community that I cherish. As a school leader, I am so blessed to serve the incredible staff and students we have at Tri-West. It is my responsibility as part of the branding committee to highlight our staff and student experiences on social media platforms. This aspect of my job has become a daily reminder of the extraordinary people we serve and their vast achievements. I have come to the realization that each social
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media post can be used as a “thank you note” to, or “point of pride” in our community, staff, and students. Our teachers continue to demonstrate that they are among the very best in this profession. They serve, with excellence, a student body that has a wide-range of needs. Over the past few years, our teachers have pushed themselves to learn new and innovative ways to reach students and raise achievement. They work hard to advocate for students at all levels and to provide supportive yet rigorous instruction for all learners. Feedback from our students and the community shows that their work is greatly appreciated not just by administration, but by those they serve. In addition to an outstanding staff, I am blessed to work for an amazing group of students and families. It is a pleasure to watch our students grow academically and mature socially. They each arrive with a unique life story that always adds to my appreciation of who they are and who they are becoming. Students are the heartbeat of a school, our greatest asset. The level of work, care, and devotion that these emerging adults put into our school, on so many levels, is inspiring. In a time where I often hear unpleasantries about where the world is headed, I have no concerns because I work at Tri-West, and I am comforted in knowing that these students are tomorrow’s leaders. The season of Thanksgiving is so significant because it is a designated time assigned to encourage us to pause to be mindful of the blessings we have. However, to demonstrate and celebrate gratitude, we don’t need a particular season to show thankfulness. We, as educational leaders, need to develop a daily routine, personal habits that promote time to reflect and act on the many gifts we’ve been given in our work life. For me, in an odd twist of fate, as I found myself perpetually overwhelmed, an additional task brought me to my next level of gratefulness…and I am so thankful for that! Mr. Frye can be reached via email at fryesc@hendricks.k12.in.us.
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GRATITUDE
Make Time for Gratitude Joshua Emily Principal New Washington Elementary School
In my second year here in New Washington, my 11 monthold was diagnosed with stage four neuroblastoma. For the third time in my life, I prepared myself to lose the person that I loved the most. I was broken. As painful as the previous experiences had been, this felt infinitely worse. Spencer faced an uphill battle at best. As the doctors and nurses explained his treatment plan, it was certainly in my nature to focus on my son’s agony, my wife’s emotional distress, not keeping a job I loved, and the impending financial consequences. However, I quickly learned that if I focussed on his smile despite his pain, the love and dedication of his medical team, and the unconditional support from family, friends, colleagues, and strangers, my soul was no longer locked in sorrow. Joy and depression cannot occupy the same place at the same time.
One of the first lessons you learn as an administrator is that what you pay attention to matters greatly. We all know the cliché, “What is inspected is respected.” What you pay attention to internally has the same effect. Scarlett Lewis, who tragically lost her six-year old son in the shooting at Sandy Hook, reminds us, “You can’t have a grateful thought and an angry thought at the same time.” There is plenty to be angry about in the world. If you don’t believe me, just turn on the news. I want to remind you that there is plenty to be grateful about as well. Research tells us that anger and stress do tremendous damage to our bodies and minds, and the best way to combat them is with gratitude, joy, and relationships. Human nature, or at least my nature, is to dwell on the parent who just cursed me out or the math data that doesn’t validate all of the hard work my staff and students put in, but I force myself to take a moment and concentrate instead on the tree in the middle of our playground that shines bright gold in the early morning sunlight, on the laughter coming from the group of students giving up their lunch time to work on a service project, on the community that embraced me when I was at my lowest. Anger and gratitude can’t exist in the same space.
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I am grateful every day to work in a community that not only embraced my family as theirs, but accepted me at my worst just as much as when I am at my best. Five years later, Spencer is out of chemo and loving first grade. He doesn’t remember the surgeries that gave him those scars. He doesn’t realize that between chemo and a pandemic that he has spent over half of his life in quarantine. He doesn’t know hundreds of people he never met wore shirts bearing his name and prayed for him. He can’t understand the magnitude of love and support he has received in his short life. But I do. For that I will always be grateful. Take a few moments each day to focus on what you are grateful for. It can change your perspective. Take the time to tell someone specifically what they do to make you appreciate them. It can turn their day around. Make the time to write that thank-you note to the person in your school who goes above and beyond. It can give them the encouragement they need to change the world. Working in schools can seem more frustrating than it has ever been. Make time to be grateful. Make time to show gratitude to others. “You can’t have a grateful thought and an angry thought at the same time.”
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GRATITUDE
Gratitude in Education Diamond Robinson Assistant Superintendent of Academics South Bend Community Schools Gratitude and education are two words that don’t often coincide with one another. It actually can seem like a strange combination. At a stretch of the imagination, gratitude may have relevance to lists of values or mission statements rather than a thread that can run through our educational system. However, with the current climate in education, we must link gratitude with teaching and learning. The relationship between gratitude and education can be applied as an increased consciousness of gratitude for learning subjects traditionally immersed in the objectivist framework. If we begin to think about what we have been given rather than looking only at what we receive, learning will begin to transform, and we will be able to be more present in learning. When I think of gratitude in education, my first thought goes to the educators who invested in me as an adolescent. I am filled with appreciation that teachers so early in my educational journey helped to lay a foundation in ethics and saw something in me that I did not see in myself. Reflecting on the many educators who poured into my life and made impressions on me, gratitude could be a valuable alternative paradigm to the one of resentment and discourse that appears to dominate our educational system. In this way, we can embed gratitude as a learning strategy, no matter the subject.
investigate the part we can control and respond proactively. When educators practice gratitude amid stressful conditions, self-efficacy, collegiality, and resilience will take on dimensions of gratitude that could improve teaching and learning environments. To reach the true nature of gratitude, we must engage with it through action and discover an embodied understanding through our lived experience and connectedness to the other. There is much in today’s world that can numb our gratitude. To hear the power of gratitude, we need to listen with our hearts. If we begin to listen, we will hear the need to give back. During this Thanksgiving season, I want to encourage everyone to begin showing your gratitude for education. If we don’t show gratitude towards one another, who will?
My educational journey propelled me to embrace the place of gratitude more than others because of my firm belief that education was and is the passport to my future. However, before we can expect students to practice gratitude, teachers and school leaders need to model gratitude. Embracing gratitude is a powerful way of combating the resentment we as adults carry into classrooms, offices, and school buildings. Instead of blaming the system or the political climate of education, it is time for educators to feel empowered to
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GRATITUDE
A Gratitude Attitude and the Happiness Advantage Rick Hunt Principal Rockport Elementary School If you are a fan of The Middle, a sitcom centered on the misadventures of a middle class family from Indiana, you may remember an episode where Sue Heck, the middle child of the family, decides as the theme for a research paper to conduct an experiment to see if smiling is contagious. Sue begins smiling at others, friends, kids in the hall, a waitress at Red Lobster…. and as you can imagine the awkward smiling creates cringe worthy and hilarious moments throughout the episode. In the end, Sue writes that she was unable to prove her hypothesis that smiling is contagious. However, she expresses that she feels she has only started this work, and she will continue to try to prove her theory. Because as Sue says, “I will continue with my research one smile at a time until I prove that smiling is contagious, because I don’t want to live in a world that it isn’t.” Isn’t that something we all hope for; a world with more smiles and more positive vibes? In the Middle, Sue is a true optimist, who exudes overt enthusiasm and has a perfectly bubbly personality. Despite all this, Sue is often under-appreciated and disregarded. She even once intentionally disappeared to see if her absence would spark concern; it didn’t. And yet, she continues to show an eternal optimism, tremendous grit, and a supreme attitude of gratitude. Sue, a character that often has the worst thrown at her, makes a choice each day to be optimistic, to be thankful, to keep trying even in the face of setbacks and failure, to simply be happy. And that my friends is pretty darn powerful. Powerful? Yes, powerful! Shawn Achor, a researcher and author known for his advocacy of positive psychology shares in his book the Happiness Advantage, why positivity is so important and powerful. When we are positive, our brains become 12
more engaged, creative, motivated, energetic, resilient, and productive. This discovery has been repeatedly supported by research in psychology and neuroscience, management studies, and the bottom lines of organizations around the world. Simply put, if you want to be successful, first start by finding ways to grow your own positivity and happiness. In his book, Achor flips the typical script where we hear we have to work hard and meet our goals to be happy. Anchor shares, “We’ve been taught that if we work hard, we will be successful, and then we’ll be happy.” If we can just find that great job, get a raise, lose those five pounds, happiness will follow. But recent discoveries in the field of positive psychology have shown that this formula is actually backward: “Happiness fuels success, not the other way around.” So how do we break this paradigm, of always pushing happiness out over the horizon where we have met all the goals and earned happiness? Well, one big way is simply by practicing gratitude. Ok, you ask, how do I “practice” gratitude? Simple. Make gratitude an active part of each day. There are literally hundreds of ways to show gratitude. The key is finding the way or ways that work for you. And then making them a part of your daily routine. As a younger couple with young children, my in-laws suddenly found themselves both out of work. They had worked for the same organization, and both were let go at the same time. Suddenly all the security of well paying jobs was gone. The stress was almost paralyzing. They found it hard to even get up some days. However, they started something together that helped pull them through. Something that helped change their focus, and that gave them the emotional and physical Return to Table of Contents
wellbeing to push through and keep going. Each day, they challenged each other to write down three things they could be thankful for. That was it. Nothing extraordinary. Just a simple act each day. And they found that the initial darkness began to lift, that while some of the gratitude was for small things, that gratitude refocused their thinking in a positive direction. The positivity gave them the energy to push through, the mental space to find a way to the next opportunity, and the outlook that kept joy a part of everything even in the darkest of times. Gratitude is one of the most powerful and important emotions we can express. It is more than simply saying “thank you” for a gift or kindness received. It has been defined as “a felt sense of wonder, thankfulness, and appreciation for life.” Gratitude is when we express appreciation and thanks for the good things in our lives, those things big and small. We can be thankful for things we receive, the people who surround us and the fun things we get to experience and do. Gratitude goes much deeper than just saying please and thank-you. It’s a mindset, one that you can develop and cultivate. Psychological studies have shown that grateful people tend to be happier, more successful at work, more engaged with hobbies, have better relationships and report greater satisfaction in general. Studies also show that people with an attitude of gratitude are less jealous, depressed and materialistic. Gratitude doesn’t just feel good, but it’s also good for us. Brain research shows that positive emotions are good for our bodies, minds, and brains. In other words: Feeling good has a gigantic impact on our well-being and life.
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GRATITUDE
One positive emotion leads to another. When we express gratitude we feel good, we feel happy, and this makes us happier. Gratitude is proven to shift your attention away from negative emotions and reduces envy and jealousy. Positive emotions balance out negative emotions. Gratitude is like taking a U-turn on complaining and negative thinking. This type of positive thinking decreases stress and anxiety. Positive emotions open up a world of possibilities. Positive emotions boost our ability to learn and make good decisions. Gratitude improves relationships. When you say thank-you and appreciate other people and what they do for you, it will help strengthen your relationship with them. It creates loving bonds and trust and helps you feel closer and more connected to others. And the list doesn’t stop at just your family. You can feel connected and more satisfied with your friends, school, community, and even yourself. Gratitude even leads to positive actions. When we feel grateful for someone’s kindness towards us, we are more
likely to do a kindness in return. And thanking people will make it more likely they’ll do a kindness again. Pay it forward, so to speak. As you can see, having an Attitude of Gratitude can be beneficial for all of us. That is why it is so important to teach our students how to be grateful and how to actively practice gratitude. Make gratitude a priority this month! When we recognize just how much we are given, we want to give back from the wealth of generosity that has been shared with us. Students who display an attitude of gratitude stand out in their ability to be happy, they show positivity in all situations, they are humble, they are optimistic, and they seek to give as much as receive. And more, they are more successful in school too! Find ways! A quick Google search will give you many lessons and activities for the grades you work with to help your students begin to practice gratitude. Make it a part of your school routine. Talk about it in your classrooms. Have the students create gratitude journals….
The practice of gratitude can be taught, and practicing it can help make it more of a habit. Another way to practice gratitude is to make it seen. I send a morning memo each day, and every Thursday I put in Thankful Thursday thoughts. I try to share gratitude by recognizing staff, sharing things I am grateful for in my own life, and sometimes notes on why gratitude is important. I often finish by asking the team to reply all with thoughts of gratitude. There are days that the email chain gets pretty long with thank yous and thoughts. It is pretty powerful, and often changes the feel of the day. Send out notes of gratitude in a public way making gratitude a part of your school culture. When gratitude becomes a consistent part of our schools, our staff ’s lives, and our student’s lives, we will be able to harness some of the power of the happiness advantage. And as you can see, that advantage is powerful indeed.
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GRATITUDE
Be Thankful! Dr. Julie Powell Assistant Professor Ball State University As the holidays approach, I am so grateful for life’s “seasons.” I retired four months ago from a 33-year public education career in Michigan, and I look back at all that I have learned along that journey. At this point, my “season” has changed to helping find, encourage, and teach more teachers and leaders to become principals through my work at Ball State. In essence, my purpose now is to grow principals. Since the growing season encompasses all four seasons, it makes sense to be on that path. Since you as principals are in the “fall” season now, you are probably knee deep in first quarter assessments, parent conferences, and teachers feeling tired and wanting a break. In the spirit of this season, your job is to harvest positivity. You also need to place a priority on harvesting yourself by making sure you attend at least one conference for YOU as a principal. There, you can meet others who share a similar path. If you are a first-year principal, your head is swimming, and you are trying to know and do everything. I encourage you to harvest at least one professional relationship with someone who strikes you as the kind of leader you admire. This could be someone within your district or outside of your organization. Decide to make that person a mentor. Call them when you need a thought partner about a problem or an idea you have. Ask them what books they have read that impacted them as a leader. Visit their schools and see how they do things. Steal the good stuff ! And be thankful you get to do that. If you are a veteran principal, you could also expand your network and seek opportunities to be part of leadership in new ways. When I was a first-year teacher, I remember being asked if I would coach high school volleyball which I had never even played before. For some reason, I was feeling confident and wanted to contribute so I said yes
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and then began to study volleyball. I also started playing in a league which then grew to playing in tournaments and being state champions at one point. That veteran athletic director saw something in me that he thought I could do, and it filled a need for him. It is your turn to find someone on your staff who you can reach out to and encourage to be on a committee or lead a learning activity and it is YOUR tap on the shoulder that gives them the confidence to try. Be thankful you get to find those people to show them that you see traits in them that display leadership. Whether you are a newer principal or a more veteran one, it is important for you to think about how to create more leaders on your staff. How will you do that? I suggest visiting a bunch of classrooms and seeing for yourself where people are thriving and where people need help. Make a concerted effort to look hard for all stages of teachers waiting to be found. Notice, wonder and ask questions. Find ways to encourage collaboration. There is so much power when we show others we trust them and when we affirm and validate them. What we say and do MATTERS. What will be your action plan for the remainder of this year to get started on this important task of cultivating more leaders on your staff ?
something you do not know as much about and join as a learner. You will be a more knowledgeable and thoughtful leader because of different experiences. Spring is the season of hope and for some of you, it will signal the end of a year that you did not know you would make it through. Show up with a smile and be positive all the way to the end of the year anyway. Celebrate both small and big wins. Recognize and thank everyone for their contributions to the school. Keep reminding the people you have identified as potential leaders that you want to talk more with them this summer about possibilities. They will need you to continue planting seeds as they think about their futures. For some of you, you will move into a different leadership role or retire. Regardless of what is next for you personally, the spring and summer season is a time of immense growth and beauty. Did you water new seeds of leadership within your school and within yourself ? And did you buy your secretary some flowers “just because?”
As the winter season comes up, we often hunker down, at least a little bit. Is there a committee you could join? One of the best learning opportunities I had was serving on the district bargaining team for many years. This allowed me to learn so much more about the educational “system” than I could ever learn just being in my building. I learned about unions, finances, operations, how the Board worked, how to sell a contract, and how to communicate to work groups more than I ever could have without that experience. There are always opportunities to serve and to learn. You may want to volunteer for something like that. If not that, look for
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2023 Assistant Principal of the Year Honorees 2023 Assistant Principal of the Year Kristen Peterson- District 1 Currently, Peterson is serving as the Associate Principal at Chesterton High School after transitioning from her role as an Assistant Principal from 2018-2022. She graduated from Stetson University in 1994 with a bachelor’s degree in communication studies prior to obtaining her Social Studies and Physical Education and Health teaching licensures through Valparaiso University in 1999. In 2013, she received her administrator's license from Ball State University. During her time in the classroom, she also dedicated herself to being the head coach of the varsity girls’ basketball team for ten years and the varsity girls' cross-country team for two years for the Trojans. The cornerstone of Peterson’s leadership practice is to lead by example by intentionally modeling best practices, especially during professional development meetings. As an advocate for educator wellness, she demonstrates her value of teacher input and wants educators to feel empowered to find success through fostering their individual strengths. With this in mind, she has implemented teacher-driven and teacher-choice professional development structures as a means to best connect individualized support and information to her teachers. Because of actions such as these, in 2022, Peterson was selected to participate in a roundtable discussion regarding mental health for Principal Leadership Magazine. Peterson’s impact has been felt throughout her community at large through her involvement with CHS’s Internship Program Development. This organization has increased from 5 to 183 students since 2020 and has joined forces with over 200 community partnerships. Peterson’s ability to nurture and promote the advancement of students, teachers, and the community is a testament to her outstanding leadership.
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Kristen Peterson District 1
No Candidate District 2
Meyer Rebecca District 3
Geoff Salmon District 4
Kevin Stuckwisch District 5
Kevin Joseph District 6
Michael Wingert District 7
Tonya Moody District 8
Cathy Jackson District 9
Tyler Roell District 10
Steve Sherohman District 11
Emily Hatton District 12
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2023 Elementary Principal of the Year Honorees 2023 Elementary Principal of the Year Kathaleen Smith- District 9 Kathleen Smith earned a bachelor's degree from Ball State University in 2000. She went on to teach for one year with Greensburg Community Schools. In 2001 she became a kindergarten teacher for Northwood Elementary School, also working in the reading recovery room. She became certified in reading recovery by Purdue University in 2001. In 2006 she became the school’s literacy coach. In 2010, she was honored to be named Franklin Community Schools Teacher of the Year and went on to represent Franklin Schools in the state contest, being named a semifinalist for the IDOE Teacher of the Year. In 2011 she earned her principal’s licensure and became the principal of Northwood Elementary School the same year. She held this position until 2016 and became the principal of Union Elementary School where she has since served. Her primary goal as an educator is to create a successful and personalized learning environment for all students. She thrives on being busy and stresses the importance of always demonstrating a strong work ethic. She believes it is absolutely essential to model the same behaviors she asks of her team. This includes her love for children, positivity, passion, and drive.
Kristen Hankins District 1
Lee Snider District 2
Mandy Baker District 3
Melanie Lang District 4
Tiffany Myers District 5
Ross Braun District 6
Jennifer Pearson District 7
Ashley Bennett District 8
Kathaleen Smith District 9
Adam Harpring District 10
Shannon Bauer District 11
Kathleen Gilland District 12
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2023 Middle School Principal of the Year Honorees 2023 Middle School Principal of the Year Michelle Dyer- District 12 Michelle Dyer first received an Associate of General Studies degree from Vincennes University in 1987. She continued her education at Indiana University Southeast receiving a bachelor's degree in elementary education in 1989. Her first teaching job in 1989 was at Jacob Elementary in Louisville, KY, she then became an educational technology teacher with Jefferson County Public Schools Lyndon Education Center from 19941997. In 1994 she earned a master’s degree in administration for Indiana University Southeast. From 19971999 she was the assistant principal at East Washington Elementary School. Starting in 1999, she oversaw Pleasant Ridge Elementary School for 15 years. Within five years’ time, the school improved from a “C” to an “A” school. She praises her amazing staff and the structure of collaboration as the reason for this incredible feat. In 2014 the superintendent asked that she bring her skills to River Valley Middle School. Only ever working in elementary schools, she reluctantly obliged and has been there ever since loving her students completely. After spending over three decades in education, she still looks to her father as teaching her the most valuable lesson, “No matter what job you are doing, you can learn something new every day.” She tries to live her life by these words and has made it her personal and professional philosophy.
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Matthew Beahm District 1
Justin Holmquest District 2
Andrew Arndt District 3
Jodi Day District 4
Bret Bailey District 5
Kelly Plank District 6
William Pitcock District 7
Rebecca McPherson District 8
No Candidate District 9
Patrick Murphy District 10
Marc Hostetter District 11
Michelle Dyer District 12
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2023 High School Principal of the Year Honorees 2023 High School Principal of the Year Angela Blessing- District 5 After graduating from Anderson University in 1998 with a bachelor’s in elementary education, Angela Blessing accepted her first teaching position with Anderson Community Schools teaching 4th and 5th grade until 2001. She moved to Carmel Clay Schools in 2001 to continue her elementary teaching career, while simultaneously attending Butler University and eventually earning her administrator's license by 2004. She served Carmel Clay Community as the Vice Principal of Towne Meadow Elementary School from 2003-2006. She later found an opportunity to become the building principal of Bon Air Middle School in Kokomo where she served from 2014-2016. Known for her passion and ability to empower other educators, her talents were required elsewhere as she was appointed as the very first female principal of Kokomo High School in 2015. With an expansive background in all levels of education K-12, she has found her home at Kokomo High School and truly feels she has the best job in the world. During her tenure as principal, Kokomo High School’s graduation rate has never dropped below 92%. Her passion and support are contagious, making school a place students want to be. Under her leadership, Kokomo High School has increased Advanced Placement courses; International Baccalaureate Diploma Program courses; and dual credit courses, while creating a Fine Arts Graduation Pathway and started a partnership with Ivy Tech Community College Kokomo while also expanding a partnership with Indiana University Kokomo. These opportunities allotted to students have shifted the focus to individual student success. “Legacy matters,” is stated to be the main theme that fuels Kokomo High School, Angela Blessing is proof of this, as her work and dedication to the advancement of the students at Kokomo High School will always be her legacy.
Tom Stoner District 1
Sean Galiher District 2
No Candidate District 3
Melissa Whitehead District 4
Angela Blessing District 5
Timothy Hollendonner District 6
Thomas Wachnicki District 7
Bret Daghe District 8
No Candidate District 9
Jason Cary District 10
Jody French District 11
Rob Willman District 12
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LEADERSHIP DEVELOPMENT
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. COHORT 11, YEAR 1 Year 1’s work focuses on growing each principal’s leadership capacity. IPLI has implemented the Process Communication Model through Kahler Communications, Inc. and Next Element. Our Keynote speaker, Dr. Nate Regier, is one of only five Process Communication Model® (PCM) Certifying Master Trainers worldwide. As our keynote speaker, he shared his vision, specializing in leadership communication and helping each principal leverage their greatest assets. He believes compassion and accountability should work in tandem to transform relationships, teams, and work cultures. He and his organization serve leaders across the globe to help them discover the right path to drive positive change. Now, in our third year together, IPLI’s partnership with Dr. Regier has enhanced our work in building leadership capacity in our principals. Superintendent Emily Tracy is a certified trainer, and ISU Professor Dr. Ryan Donlan is a certified Master trainer in PCM. I have completed two trainings toward certification, which gives me more insight into being a better resource for our principals. Emily works with principals and mentors directly in small group and individual meetings as a Leadership Development Specialist to guide the principals and mentors in understanding their Leadership Profile and support their action research for the first year. Dr. Donlan is critical in guiding programming development through his knowledge as a Master Trainer of PCM and sharing big-picture thinking regarding building leadership capacity. As we prepared for the November Seminar Day at the IASP’s Fall Professional Conference, our principals refined their work topics and scope by completing an Inquiry Brief. They began implementing their projects and gathering data supported by their mentor and small networking group. COHORT 10, YEAR 2 In Year 2 of IPLI, principals bring two teacher-leaders from their schools to learn from nationally renowned speakers, Dr. Mario Acosta, Dr. Phil Warrick, and Annette Breaux, on their journey to increase their school’s learning capacity. Steeped in the HighReliability Schools model focused mainly on culture, effective teaching, and curriculum, school teams utilize the inquiry cycle (action research) to increase their school’s capacity. Dr. Warrick guided principals and teachers in HRS Level 2, Effective Teaching, in September. Using their data from school surveys, school teams examined their data to find areas they could focus on to improve their schools. As we prepare for the November Seminar, principals lead their teams guided by their mentors in determining their work focus and refining their projects by completing a Team Inquiry Brief. They will begin implementing their work and gathering project data in early December. According to the School Leader Paradigm, “for principals to be learning leaders leading learning organizations, they must recognize and understand that the interplay between becoming and doing is critical.” Leaders and schools should continually improve, and IPLI is committed to supporting Indiana learning leaders to grow their schools’ cultures, systems, and learning domains. Applications for IPLI Cohort 12’s 2-year professional development experience will be available on the IPLI website beginning November 1, 2023. Participants will begin their journey from July 2024 through April 2026. Principals with a few years of experience who have not yet attended IPLI may be nominated by Superintendents or direct supervisors within your district. IPLI will also open nominations for Cohort 12 Mentors at the same time. Please encourage an IPLI graduate to pursue this great opportunity. Mentors provide a great service to a new generation of leaders and often receive many benefits of ongoing professional development for themselves. We appreciate your consideration of excellent leaders to join us as IPLI Mentors. Please feel free to contact Director Dr. Kelly Andrews with any questions. We look forward to serving your principals and your district.
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LEADERSHIP DEVELOPMENT
IPLI Extended Learning Opportunity #5 IPLI Extended Learning Opportunity is an intensive professional development program for IPLI graduates in its 5th year. ELO allows IPLI Elite Graduates to dig deeper into topics covered during the IPLI experience. Three-day-long seminars are available to let you dig deeper into leadership topics that will support you throughout the year. Choose one or attend all three seminars….whatever works in your busy schedule. However, you deserve a day of learning and connecting. Themes vary yearly so that graduates can enroll in ELO multiple times. IPLI ELO participants are encouraged to bring teacher-leaders to the seminars when appropriate. This year’s theme will be “Leaders in Action,” featuring the following speakers: Dr. Rhonda Roos and Dave Weber. The Winter Seminar is scheduled for Thursday, February 1, 2024, at the IASP Office, 11025 E. 25th Street, Indianapolis, IN. Dr. Rhonda Roos will lead the day, “Capturing Time and Leaning Positive.” The afternoon will feature a fireside chat with legislators sharing news of the session with information that involves principals in Indiana schools. If you are an IPLI graduate, please be encouraged to take this day of professional development to recharge yourself for your outstanding work in y our community. Your work during your 2-year journey was the beginning of increasing your leadership and school capacity. We hope you will take advantage to continue your professional learning journey with IPLI. Registration for IPLI Extended Learning Opportunity #5 is Open http//indianapli.org/ipli-extended
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 Fall 2023, 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.
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SERVICE
Riley Kids Caring & Sharing Update Susan Miles Officer, Kids Caring & Sharing TM Riley Children’s Foundation My 6th grade teacher certainly started something for me when he had our class memorize and recite works from several poets, including quite prophetically James Whitcomb Riley. That stylized Hoosier dialect is not always the easiest to read and capture meaning from, but every now and again – and given my organization’s affiliation, that’s quite often – I find myself turning to his works for a jump start in thinking through things. Riley Children’s Health’s recent Racing to Respond mental health documentary screenings I referenced in the October Indianagram have me considering what it must have been like nearly 100 years ago before there was a Riley Hospital. What foresight, compassion and philanthropic spirit must have moved individuals, organizations and businesses to extend “the loyal hand that love held out in welcome to our own, when love and only love could understand.” Imagine the vision, empathy and blind faith in creating something that would support children’s well-being long into the future. And here we are still and again with an opportunity to engage in a call to support the “need of touches we had never known.” I am thankful to each of you for your dedication and generosity in working with children to support their present and evolving physical, emotional and social needs. It is an honor to partner with you in this important work.
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Thanksgiving Let us be thankful—not only because Since last our universal thanks were told We have grown greater in the world’s applause, And fortune’s newer smiles surpass the old— But thankful for all things that come as alms From out the open hand of Providence:— The winter clouds and storms—the summer calms— The sleepless dread—the drowse of indolence. Let us be thankful—thankful for the prayers Whose gracious answers were long, long delayed, That they might fall upon us unawares, And bless us, as in greater need we prayed. Let us be thankful for the loyal hand That love held out in welcome to our own, When love and only love could understand The need of touches we had never known. Let us be thankful for the longing eyes That gave their secret to us as they wept, Yet in return found, with a sweet surprise, Love’s touch upon their lids, and, smiling, slept. And let us, too, be thankful that the tears Of sorrow have not all been drained away, That through them still, for all the coming years, We may look on the dead face of To-day. —James Whitcomb Riley
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LEGAL REVIEW
KGR Law Briefing: Responding to Allegations of Bullying & Harassment Séamus Boyce Attorney Kroger Gardis & Regas, LLP Keith Butler Summer Intern Education Law & Policy Kroger Gardis & Regas, LLP As we anecdotally observe violent and aggressive child behavior on the rise, prioritize awareness of policy and procedures related to the school’s response to the behavior. If a school leader fails to appropriately respond to allegations of bullying and harassment, they could be subjecting themselves and the school to legal exposure. In a recent case, a school in Massachusetts faced several legal claims over its response to allegations of bullying. Grace v. Bd. of Trustees, Brooke E. Bos. (1st Cir. Oct. 19, 2023). The student was alleged the target of bullying and sex-based harassment from fourth grade to sixth grade. One alleged perpetrator student was involved in several of the incidents. Many of the incidents involved physical altercations. However, several other students called the targeted student “gay” and “transgender”, which he said was inaccurate. Additionally, there were alleged incidents with school staff. One incident involved a bus monitor asking a girl if she liked the targeted student and the girl responded that she did not because the targeted student was gay. The bus monitor told the targeted student about the conversation. The bus monitor allegedly referred to the targeted student having flamboyant hands. Another incident involved the targeted student allegedly confiding in a teacher that many of the students had called him gay and transgender, both of which were untrue. The teacher in response left a book about a fictional transgender child with a post-it note on his desk suggesting that the book may be of interest. Another incident involved a teacher allegedly throwing post-it notes at the targeted student. 24
The school had a bullying and harassment prevention policy. However, to the extent students were disciplined they were not disciplined pursuant to the policy. Instead, the incidents were processed as peer-to-peer conflict. It is unclear to what extent the incidents involving school staff were formally investigated but the school did not make any finding of wrongdoing by any of the school staff. The targeted student’s mother was successful claiming that the Title IX claim should not be dismissed. Her claim was under the “hostile environment harassment” theory of Title IX. The “test” for this type of claim is that the student was “(1) ‘subjected to harassment’ (2) on the basis of sex; (3) ‘that the harassment was sufficiently severe and pervasive to create an abusive educational environment;’ and (4) ‘that a school official authorized to take corrective action ... exhibited deliberate indifference to’ the harassment.” (internal citations removed). The court found that the school had knowledge of the incidents including name-calling, inappropriately processing the claims as “peer-topeer” conflict rather than harassment, and that several of the school staff responses exacerbated the hostile education environment. In addition to Title IX concerns demonstrated through Grace case, Indiana law requires schools have rules that prohibit bullying and include provisions concerning education, parental involvement, intervention, and expedited school investigation. See IC 20-33-8-13.5. Subject to conflicting law like the First Amendment, discipline can occur regardless of the physical location of the bullying and a policy Return to Table of Contents
must include the prohibition of cyberbullying. The legislature added additional anti-bullying mandates this year via HEA 1483 including notifying the parents of both the target and alleged perpetrator of the bullying within five business days after the incident is reported. HEA 1483 also mandates schools to allow parents to review materials used in any bullying prevention or suicide prevention program. Discipline rules must include a determination of the severity of the bullying and whether an incident of bullying may warrant the transfer of the victim to a new school or school corporation. Schools are required to document bullying incidents. The Indiana Department of Education has guidance on creating training and policies appropriate for different age groups. What is the legal lesson from this brief ? Most importantly, don’t ignore allegations of bullying and harassment. Make reasonable efforts to follow policy. If misconduct is found, do something about it. The “something” does not have to be what the students or families want, but it should be designed to address any damage caused to the target and prevent reoccurrence. Make sure staff is regularly trained on the school’s bullying policy. Be particularly mindful of contemporaneous documentation if the misconduct is alleged to have occurred based on a protected class such as sex, race, national origin, and religion. 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, don’t get sued! www.iasp.org
LEGAL REVIEW
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