President's Letter - The Mentor Leader by Tony Dungy
One of my favorite books is "The Mentor Leader" by Tony Dungy, a book that redefines leadership through the lens of mentorship, service, and community building. In this book, Mr. Dungy, a former NFL coach and renowned leader, emphasizes the importance of uplifting others to create a thriving culture—principles that are particularly relevant in our role as school leaders. I think one of the greatest attributes of an effective leader is the willingness to build up your team members and allow them the trust to take on leadership roles. I recently heard someone say that there is fear in releasing control and allowing others to lead not only because they may not do things as you would, but also because they may do things better. As school leaders, we must be confident in our ability to lead, and also accept the fact that others on our staff will have greater strengths in certain areas than we do. A mentor leader will capitalize on the strength of others and work collaboratively for the greater good of the school.
Building Others Up
At the core of Dungy's philosophy is the idea that true leadership is not about exerting authority, but about empowering those around you. He argues that a mentor leader prioritizes the growth and development of others, fostering an environment where everyone feels valued. In a school setting, this means creating a culture where teachers, staff, and students are encouraged to share their ideas and take risks. By focusing on building others up, school leaders can cultivate a sense of belonging and motivation that drives success. Most schools have platforms in place to allow teacher feedback and collaboration. It is important that our teachers know that their perspective matters, and their ideas are valued. When trust is instilled in those we lead, we are opening the door and encouraging growth and leadership from our staff members.
Creating a Positive Culture
Dungy’s approach to leadership aligns perfectly with the goals of effective school leadership: to create a positive, inclusive environment. He discusses the importance of establishing a culture that values people, where relationships are at the forefront. This is crucial in schools, where a supportive atmosphere can significantly impact student engagement and achievement. When leaders model empathy and care, they inspire teachers to do the same, which ultimately enhances the educational experience for students. When teachers feel valued by their leader, they will work harder, care more, be happier, and perform better.
The Importance of Engagement
Engagement is a key theme in Dungy’s work. He states that when people feel engaged—whether they are staff members or students—they are more likely to take ownership of their roles and contribute meaningfully. For school leaders, this means actively seeking ways to involve teachers in decision-making processes, encouraging collaboration, and recognizing individual contributions. When everyone feels their voice matters, they are more likely to invest themselves in the school's mission and vision. Some opportunities to engage our staff and recognize them for their work would be allowing them to lead professional development, chair committees, sit on faculty advisory or instructional leadership teams, spotlight staff members, offer mentor opportunities, or simply take time to engage them in conversation and problem-solving opportunities.
Elevating Those Around You
One of the most powerful messages from "The Mentor Leader" is the idea that leadership is about elevation. Dungy illustrates that by fostering an environment of support and recognition, leaders can help others reach their full potential. In schools, this might look like mentorship programs, professional development opportunities, or simply taking the time to acknowledge a job well done. By investing in people, school leaders can create a ripple effect that elevates the entire culture of a building. By lifting others, we are building trust and confidence in those we lead. We are creating an environment that is safe and empowering, which has a positive influence on both students and staff.
"The Mentor Leader" serves as a guide for school leaders who aspire to create a culture of mentorship and engagement. We are reminded that leadership is not a solo endeavor; it thrives on collaboration and the commitment to uplift those around us. For me, this is imperative to my happiness as a school leader. Building a culture of trust while maintaining high expectations, leads to a strong alliance built on the principles of integrity and service. By embodying these principles, we can transform our schools into places where everyone feels empowered to grow and succeed.
Dr. Holly Arnold IASP President
As the leaves change and we celebrate another successful IASP Fall Conference, my thoughts turn to the countless school leaders who tirelessly dedicate themselves to shaping the future of education in Indiana. It is during this time of year, as we approach Thanksgiving, that I am reminded of the profound gratitude we all feel for the incredible leaders who work each day to make a difference in the lives of students, staff, and communities.
In my role as both IASP Assistant Executive Director and Editor in Chief of the Indianagram, it’s my privilege to offer a heartfelt message of appreciation for the work you do and the impact you make. I understand how overwhelming this season can be, especially following being out of the building for the conference and the continuous demands of school leadership. The challenges you face are real, yet your ability to lead with compassion remains extraordinary. Even in moments of exhaustion, your dedication shines through, and your work reaches far beyond the walls of your schools.
Reflecting on my own journey as IASP Assistant Executive Director, I am filled with gratitude for the opportunity to work alongside such inspiring leaders. This year’s IASP Fall Conference deepened my appreciation for your resilience, innovation, and care. I am thankful to support and collaborate with each of you as we strive to elevate leadership across Indiana.
As we enter the Thanksgiving season, I encourage you to take a moment to pause, reflect, and rest. The fast pace of leadership can sometimes cause us to lose sight of our accomplishments, but your work is monumental. Use this time to recharge and celebrate the incredible impact you’ve made. When you return, you’ll be ready to approach the remainder of the school year with renewed energy and focus.
In the spirit of reflection and growth, this issue of the Indianagram includes “Principal Pages,” featuring resources and books that can guide and support you in your leadership journey. I encourage you to dive into a good book during this time of rest. Some of my top leadership reads include Dare to Lead by Brené Brown, Ruthless Equity by Ken Williams, Lead Like a Pirate by Beth Houf, Culturize by Jimmy Casas, and Lead From Where You Are by Joe Sanfelippo. These books provide insights to help you lead with vulnerability and intentionality, especially in challenging times.
As you reflect this season, I encourage you to consider what you've accomplished and how IASP can continue supporting you in your journey. We are here for you, every step of the way. Thank you for your leadership, your commitment, and the countless ways you inspire growth in your schools and communities. I am grateful to be part of your journey. Wishing you a restful and reflective Thanksgiving season.
Dr. Tiffany Barrett
IASP Assitant Executive Director
Future Indianagram themes
2024-2025 Themes
January: AdaptED: Personalized Learning in the Digital Age
February: Leading the Way: A Principals’ Guide to Fostering Inclusive Learning Environments
March: Silver Linings
April: Safe and Sound
May: Summer Supports
June: The Best of the 2024/2025 School Year!
Share your thoughts on the Indianagram: https://forms.gle/sCmLHwnh4aYcTJdr8
IASP Executive Committee
Dr. Holly Arnold President
Andy Allen President-Elect
Bret Bailey Vice President
Dr. Crystal Murff Thorpe Past President
Raimeka Graham
NAESP State Representative
Dave Strouse
NASSP State Coordinator
Steve Baker Liaison to the DOE
Kristen Peterson
Assistant Principal Liaison
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
Lifetouch is proud to support The Indiana Association of School Principals in the mission to lead in the advocacy and support of all principals in their commitment to every child.
Steve Nurre
522 West Carmel Drive Carmel, IN. 46032
Phone: 317.829.3008
Email: steve.nurre@lifetouch.com schools.lifetouch.com
Reading for Reflection, Leadership, and Growth
Dr. Katie Jenner Indiana Secretary of Education
Some people have a bedside table that is clean…a lamp and maybe a charging cell phone. My bedside table, however, in addition to having a lamp, two charging cell phones (work and personal), also has a stack of books.
Growing up, my Dad always carried around multiple books in an old bookbag (this was pre-Kindle days… and even now, he still prefers the hardback book copies!). I never understood why or how he could read multiple books at once. As a man of few words, he would just respond with something to the effect of, “I just like to switch it up from time to time...and this way, I’m always prepared for whatever I want to read.” Now, fast-forward to me, today…and I’ve followed in his footsteps...my stack of books is a real variety that totally depends on my mood. On my bedside table, I always have on the ready, a journal, my Bible, a workrelated (usually a leadership or education-focused book), and a fun book (like a beach read, except I read it in Indiana while pretending to be on the beach!).
I’ll give you a brief glimpse of each…and am always taking suggestions to add to the pile!
I’ve shared with you about my faith before. It’s foundational for me, so my journal and Bible are gotos. While I aspire for these to be my daily go-tos, they definitely get extra usage during the peaks and valleys of life.
My work-related book right now is one that I’ve pulled out to read again. About 10 years ago when I was working for Madison Consolidated Schools, our local Calculus teacher stopped by the administration building and said, “hey, I have a book I think you should read….” If anyone has ever had that happen, you know that immediately you start introspectively evaluating yourself, wondering what is this person trying to tell me?! Mr. Lee Strassell is the teacher who brought me the book, and we knew each other well and had a good relationship. He was one of our senior and most respected teachers, and to this day, I deeply admire him for his teaching…and even more so for who he is as a person.
Mr. Strassell had noticed that I was going through a rough and stressful time (as you well know, it happens from time to time as a leader). Now 10 years later, I’m not even sure what fires were hitting my desk at the time, but what I do remember is the kindness of a colleague noticing and helping me to get back recentered as a leader. (By the way, this is an example of why it’s KEY to surround yourself with good people who
lift you up and also shoot it straight!) The book is called “Lead…for God’s Sake” by Todd Gongwer. With a cast of characters from a variety of different backgrounds, including a highly motivated high school coach, a very successful business CEO, and a wise school custodian, this book is a parable that provides significant reflection about leadership style, the importance of relationships, and being purpose-driven. Whether you’re faith-driven or not, it’s an excellent and easy read for some good reflection.
Also work-related, I have a stack of articles that I’m reading–although I do a lot of that from my phone. I’m especially pumped when I read about Indiana schools and local leaders in the spotlight! One of several recent ones I read was a national article highlighting one of our very own Indiana principals. This article from Education Week focuses on Duneland School Corporation in Chesterton and how they are leaning into our shared work to make the four years of high school as valuable as possible for students. While a relatively quick read, it also gives a window into what other states like Colorado and Delaware are doing to encourage students to explore, engage, and experience careers outside the four walls of the classroom.
Shout out to Duneland Superintendent Chip Petit and Chesterton High School Principal Brent Martinson for prioritizing these opportunities for their students. To date, they have created over 200 community partnerships allowing their students to participate in internships in areas ranging from agriculture and environmental science, to business, finance, and marketing, to childcare and education, and just about everything in between!
Finally, that fun, beach read! These are the books that I grab when I need a break…those moments you need to escape or are on vacation. My go-tos are authors like Nicholas Sparks or Elin Hilderbrand. Lighthearted, yet evoking all of the emotions! Most recently, I read “Counting Miracles” by Nicholas Sparks and would recommend that one as well, if that’s your style.
Regardless of how you choose to spend your downtime during the holiday season...whether it’s reading a book or article, or doing something else entirely…I hope you take the time to rest, relax, and recharge. Thank you for all you do for Indiana students, and let’s finish the semester strong!
From the AP Lens: Systems for FUN and Learning
Mrs. Kristen Peterson Associate Principal Chesterson High School
IASP
Assistant Principal Liaison
Mrs. Nikki Laird Assistant Principal Wilbur Wright Middle School
Our November theme is “Book Talks: Favorite Professional Books and What We Got Out of Them”. In the spirit of continuing to address school culture and community building, Nicole Laird, Assistant Principal at Wilbur Wright Middle School in Munster, came to mind after she and fellow assistant principal, Victor Torres, provided electric professional development this past summer at the South Shore Summer of Learning Conference. Nicole offers ideas about how to make school fun, and she references Carrie Rosebrock and Sarah Henry’s book Arrows as a resource for implementing effective systems that increase student learning and achievement. Thank you, Nikki, for your willingness to share your key takeaways from one of your favorite books in this month’s article!
If you came and spent a day at Wilbur Wright Middle School, you would see that our school culture is work hard/play hard. As an administration team, we have worked to build a school culture that is fun for both staff and students as well as one that supports high student growth and achievement.
In 2022, Wilbur Wright Middle School had a completely new administration team. Mr. Jovanovic was previously an assistant principal, but was now the head principal. Mr. Torres and I were hired as the assistant principals. During our first year as an administration team, our goal was to create a positive and inviting school culture. One part of creating this culture is just doing fun things together as a school, and the other part is empowering teacher leaders to make a difference in student
learning.
When thinking about how to improve school culture or student achievement, having a strong system is important. Our “Fun” system includes a Spirit Committee, PBIS Committee, PTO, and Local Businesses. Each committee is responsible for fun in different ways.
Our Spirit Committee creates fun opportunities for staff such as a guessing game for staff in the lounge, spirit weeks, FunFridays for a Cause, and potlucks. They also plan larger events like a trip to a White Sox game or a Blackhawks game. This gives us many opportunities for staff to build relationships with each other.
Our PBIS Committee creates fun opportunities for students during the year. We have a “Gotcha” card program digitally that allows students to be recognized for following our Wright Way Principles. They also help organize a quarterly event called the Hour of Awesomeness where students compete against staff in minute-to-win-it type games as well as student vs staff dodgeball. Students with the most Gotcha cards have first dibs on participation in the games. Other students just enjoy watching and cheering. The Hour of Awesomeness also has quieter options like an art room, reading room, gamer room for students that do not enjoy the loud controlled chaos in the gym.
Our PTO is the best in the nation. They run dances, provide staff lunches, and surprise treat days for both students and staff. Even with a small core group, they find ways to support our school regularly. Local businesses donate for dinners, treats, and even spaces for events. For example, we have a PTO night at a local business as a fundraiser. That night has food, music, and raffle baskets. It’s a great night to build community between staff and parents. Some of our staff have even brought their musical talents together for a few songs. With all these systems running simultaneously, there is always something fun happening at Wilbur Wright. Knowing you are going to a fun school, makes both staff and students want to
attend each day.
As a professional, teachers want to be heard and be a part of increasing student learning and achievement. We also have systems in place for teachers to grow professionally. These systems are based largely on the book “Arrows” by Carrie Rosebrock and Sarah Henry. When we are planning for school improvement, teacher voices are the center of the process. Our school is set up with an administration team (ALT) consisting of administrators and the instructional coach, an instructional leadership team (ILT) consisting of the ALT and department heads, and PLCS consisting of teachers that have common courses.
Last school year, our focus was to improve student achievement through the PLC process. We implemented ideas from “Arrows” to strengthen our system. Our ILT did a study to learn more about the PLC process and created a PLC agenda for all groups to use. We set aside our late start mornings entirely to PLC meetings so that teachers had the dedicated time to look at data and collaborate. Administrators and our instructional coach are each responsible for one department. We rotate to meetings and provide weekly feedback on each team’s PLC agenda.
Our ILT meets weekly. Together we look at data, trends in the classroom observed during walk-throughs, and PLC agendas. Using this data, we, together, determine what our school’s need is for professional development. For example, we saw a need to improve differentiation in the classroom. As a team, we looked at differentiation resources and learned together.
With this information, we created a professional development plan. Our PD time is only 30 minutes on Wednesdays. This team brainstormed and shared ideas for how to chunk the information as well as how to increase teacher collaboration during PD. We created an 8 week series on differentiation that allowed teachers time to see and learn about different methods, try them in their classrooms, and then collaborate on what was working/not working. From this series, we were able to see an increase in differentiation over time in our classrooms. Our teachers through the process saw ILT as leaders, but also saw each other as resources for how to improve instruction. Considering the ideas in “Arrows” we have focused our professional development to be directly tied to our PLCs. Administrator feedback is related to the PLC process and professional development. We have encouraged teachers to try new things and share with each other how those strategies are impacting student learning. From this collective effort, we are continuing to see student achievement improve in each subject area.
Carrie introduced us to a quote by James Clear, “You do not rise to the level of your goals. You fall to the level of your systems.” With clear systems for work and play, we are always improving our school culture and student achievement. If you are interested in more of what we do or seeing our templates, please feel free to reach out via email at nmlaird@munster.us
Kristen Peterson kpeterson@duneland.k12.in.us
Principal Pages: Inspiring Growth Through Literature
Dr. Tiffany Barrett IASP Assistant Executive Director
As school leaders, we stand at the forefront of shaping the future for our students, educators, and communities. To navigate the complexities of leadership effectively, we must continually seek growth in our personal and professional practices. One powerful avenue for this growth is through literature. In this month’s edition of Principal Pages, I want to share five transformative books that resonate deeply with the core themes of the School Leader Paradigm and can inspire you to cultivate a culture of equity, courage, and innovative leadership in your schools.
1. Dare to Lead by Brené Brown
Brené Brown’s Dare to Lead emphasizes the importance of vulnerability in leadership. As leaders, embracing vulnerability fosters authenticity and trust within our teams. This book aligns with the School Leader Paradigm’s focus on self-awareness and reflective practices. By courageously sharing our own challenges and uncertainties, we empower others to do the same, ultimately cultivating an environment where everyone feels valued and heard.
2. Ruthless Equity by Ken Williams
In Ruthless Equity, Ken Williams challenges us to examine our systems and practices to ensure equitable access for all students. This book aligns seamlessly with the School Leader Paradigm’s emphasis on equity and inclusion. Williams provides practical strategies to address inequities in our schools, inspiring leaders to champion a culture that prioritizes fairness and justice, ensuring every student has the opportunity to thrive. We were thrilled to welcome Ken as our opening keynote speaker at the recent IASP Assistant Principals Conference, where he further explored these essential themes.
3. Lead Like a Pirate by Beth Houf
Beth Houf’s Lead Like a Pirate invites us to embrace a spirit of adventure in our leadership. By fostering creativity and innovation, this book connects to the School Leader
Paradigm’s domain of organizational culture. Houf encourages leaders to inspire their teams to take risks and explore new ideas, ultimately creating a vibrant learning environment where students and staff are excited to contribute. We enjoyed having Beth as our closing keynote speaker at the IASP Assistant Principals Conference, where she shared her insights on leading with a pirate’s spirit.
4. Culturize by Jimmy Casas
Jimmy Casas’ Culturize focuses on building a positive school culture through strong relationships and shared values. This aligns with the School Leader Paradigm’s emphasis on building a collaborative and supportive community. Casas provides actionable steps for leaders to develop a culture where everyone feels a sense of belonging, thus enhancing the overall effectiveness of our educational institutions. Jimmy was our opening keynote speaker at the IASP Fall Professionals Conference, bringing his expertise in creating thriving school cultures.
5. Lead From Where You Are by Joe Sanfelippo Finally, in Lead From Where You Are, Joe Sanfelippo reminds us that impactful leadership is not confined to titles or positions. This message resonates with the School Leader Paradigm’s focus on distributed leadership and empowerment. Sanfelippo encourages leaders to leverage their unique strengths and influence, regardless of their role, inspiring others to do the same and creating a ripple effect of positive change throughout the school community. We were excited to have Joe join us as our closing keynote speaker at the IASP Fall Professionals Conference, sharing his powerful message on leading from any position.
As you explore these books, I encourage you to reflect on how their insights can be applied to your leadership journey. Each book offers valuable perspectives that can help us foster a culture of equity, courage, and innovative leadership within our schools. Let’s commit to lifelong learning and apply these principles to inspire growth in ourselves and our communities. Together, we can lead with purpose and passion, paving the way for a brighter future for all students.
Happy reading!
Beyond the Data: Transforming Instructional Leadership for Lasting Impact
Dr. Nataki Pettigrew, Chief Academic & DEI Officer rpettigrew@msdwt.k12.in.us
“Everyone we work with knows a lot more and can do a lot more than we think. It's our job as coaches to find out what it is that they know, care about, can do, and are committed to, and then to use that information to help them move their practice.”
-Elena Aguilar
In 2023, 35% of Indiana 6th graders met their math growth goals based on ILEARN data; 89% of Indiana students completed their graduation requirements (Indiana GPS). If 35% of 6th-grade students met their goal, what does that mean for the remaining 65%? What about the remaining 11% of high school students? Consider the following:
■ National Assessment of Educational Progress (NAEP) data shows persistent gaps in reading proficiency between students from low-income families and their more affluent peers, as well as between white students and students of color.
■ Black male students in Indiana are more than two grade levels below their white peers in reading and math proficiency. (National Literacy Institute, 2024)
■ Annie E. Casey Foundation posits that students who are not reading proficiently by third grade are four times more likely to drop out of high school.
■ Black males remain one of the most socially and academically marginalized student groups in US schools. (Dancy, 2014)
Principals, look at your school’s academic and discipline data-- what story does it tell? In other words, which students have demonstrated proficiency, and which students have not? In what areas have you witnessed success in your school? Where are the opportunities for improvement? And answer this---As the instructional leader of your school, what does this mean for your leadership?
“While most would agree that instructional leadership is critical in the realization of effective schools, it is seldom prioritized. For example, among the many tasks performed by principals, only one-tenth of their time is devoted to instructional leadership (Stronge, 1988). What does instructional leadership look like to you? What are the critical pillars of your instructional leadership? Is it:
■ Clear Vision and Goals for teachers and students, Coaching, Mentoring and Professional Development (Brolund, 2016)
■ High Visibility, Shared Leadership, Data-Driven Communication, & High Expectations (Sanchez & Watson, 2021)
■ Resource Providers, Instructional Resources, Communicators, & Visible Presence (Jenkins, 2009)
Regardless of whether you follow Hallinger & Murphy's or Krug's instructional framework, or whether you embody servant, transformational, or democratic leadership styles, one truth remains constant: the building principal's fundamental responsibility is to serve as the instructional leader of the school. MSD of Washington Township is the proud home of 1 early learning center, 8 elementary schools, 3 middle schools, 1 high school, 1 alternative school, 1 career center, and 1 adult education school. With nearly 800 teachers across our district, it’s imperative that we define what it means to excel as an instructional leader so that our “arrows can align” and we can implement “tight instructional practices”. An optimal time to refine and discuss our commitment to instructional leadership is during our monthly administrator meetings (principals, assistant principals, and deans). This fall, our principals are studying The Art of Coaching Teams by Elena Aguilar. Our professional learning time is intentionally structured to provide relevant, practical strategies that enhance classroom instruction and directly impacts our practice. Neither of these can be achieved without intentionally establishing a system of dialogue, identifying promising practices, and challenging our perspectives as instructional leaders. Aguilar describes her book, The Art of Coaching Teams, as a playbook for creating and leading thriving, resilient, learning teams that get stuff done. Isn't this the transformative impact we are striving to achieve as leaders?
In Washington Township, our two primary district-wide goals are:
■ Planning for and implementing inclusive, high impact Tier 1 instruction with a focus on reading, writing, speaking, and listening across the curriculum, and
■ Quality learning assessments
Neither of these goals can be achieved without strong instructional leadership from the building principal. Each month, our principals are actively involved in their professional growth through the Principal PLC process. Clustered into smaller groups, our principals spend the first hour of our principal support meeting discussing The Art of Coaching Teams. Facilitated by our level Directors, each group consists of 5-6 principals, Teaching & Learning, and Student Services. This ensures agreement and alignment across our district. What do we want our teachers and students to be able to do? How do we, as principals, effectively coach and monitor our teachers and staff to achieve the best possible academic outcomes? As a district leader, I believe it is important to begin with our own professional learning. Aguilar writes, “Coaching is a form of professional development that brings out the best in people, uncovers strengths and skills, builds effective teams, cultivates compassion, and builds emotionally resilient educators. Coaching at its essence is the way that human beings, and individuals, have always learned best. It takes ten
thousand hours of deliberate practice—practice that promotes continuous improvement—to master a complex skill”.
As a sports fan, I am often inspired by the leadership of some of the greatest coaches and athletes in the world. Mike Krzyzewski, the winningest mens coach in NCAA history, had this to say about leadership. “Prime Time” Deion Sanders said this about leaders on his team. And Boston Celtics Forward Larry Bird and his teammates had this to say about leadership. We cannot dispute that strong instructional leadership is synonymous with strong instructional coaching
“A coach helps build the capacity of others by facilitating their learning” (Aguilar) which means that as principal, it isn’t necessary to be the expert in every area of school. However, you must possess the leadership skills to identify and share expertise within your building staff (and external experts) so that you can create the appropriate conditions for that expertise to be effectively shared and developed across your school. This is the foundation of our monthly book study discussions with principals and district leaders. As a leader, we cannot implement what we do not know. What have you done as an instructional leader to guarantee that your teachers and support staff have access to the most robust tools in their toolbox? What have you done “to interrupt any stories that are not in alignment with what you’re doing” (Aguilar).
Most recently, I shared with my buildings the timely Peacock documentary Sentenced, which explores the childhood illiteracy epidemic through a series of character driven stories. Recognizing that 1 out of every 5 third graders in Indiana is not proficient in key literacy skills (IDOE), what is your responsibility as an instructional leader in your space, whether it’s elementary, middle, or high school? How will your practices adapt to recent state and local data? Given the literacy crisis facing our schools and nation, what is your call to action and how will this be reflected in how you lead and coach those in your school? I unequivocally believe that principals are the glue in their school community, which means that your commitment to instructional leadership will impact professional development and student outcomes. Your instructional leadership is directly tied to the growth of your school. Again, strong instructional leadership is synonymous with strong instructional coaching.
“It’s not what you’re capable of, it’s what you’re willing to do!” –Mike Tomlin
The Ed.S. in School Administration is a practitioner’s degree that invests you with the skills, knowledge, and competencies needed to succeed in various educational leadership roles. The program combines interactive courses with some on-campus sessions and includes such topics as school finance, facility planning, leadership, and district administration. This degree is 60 additional credits beyond a bachelor’s degree, inclusive of the central office internship. With department approval, up to 39 graduate credits may be transferred toward completion of the program.
Program Requirements
-Seminar in Superintendency course
-Internship in your local district office
-Applied leadership project and professional portfolio
Licensure
The Ed.S. can qualify students for the Indiana Standard Superintendent’s License. To acquire licensure, you will need:
-A Professional Educators license -Two years’ teaching experience -A passing score on the state licensure examination
For a responsive transcript review and draft Program of Study, contact Program Director Dr. Ryan Donlan at ryan.donlan@indstate.edu.
Department of Educational Leadership 812-237-2895 | IndianaState.edu/schooladmin
The Power of Positive Leadership: Lessons from The Energy Bus at VFES
Dr. Tiffany Barrett IASP Assistant Executive Director
As I reflect on my journey as a school leader, one particular initiative stands out—a year-long staff study of The Energy Bus by Jon Gordon during my time as principal at ViennaFinley Elementary School (VFES). During each monthly staff meeting, we explored one chapter of the book, and that intentional focus on positive leadership and teamwork had a transformative impact on our school culture. Now, as I serve as the Assistant Executive Director of the Indiana Association of School Principals (IASP), I continue to see how the principles in The Energy Bus align with the core elements of the School Leader Paradigm, specifically the Learning Leader and the Cycle of Inquiry.
At VFES, we were facing challenges common in schools— teacher burnout, fluctuating morale, and a need for stronger team cohesion. I knew we needed to do more than just address these issues; we needed to embed positivity and purpose into our daily practices. That’s when I turned to Jon Gordon’s The Energy Bus, which centers on the power of positive energy, vision, and leadership.
We began integrating The Energy Bus into our monthly staff meetings, taking one chapter at a time. I’ll never forget the shift in our first meeting when we discussed the concept of “driving your own bus” and how every person can take control of their attitude, effort, and mindset. The energy in the room was palpable as my staff started to realize that their individual contributions were part of something larger, more intentional. We weren't just talking about boosting morale— we were committing to a shared vision of positive change, and that’s where the alignment with the School Leader Paradigm became so clear.
One of the most powerful lessons we implemented came from Chapter 4, “Fuel Your Ride with Positive Energy.” We created a new practice of beginning our staff meetings with "The Rose Award"—a time for teachers to recognize one another’s hard work, collaboration, or impact on students. This simple addition not only boosted morale but also enhanced teamwork, as we became more intentional about seeing and celebrating each other's efforts. What we were doing wasn’t just about improving staff morale; it was about cultivating a positive school culture rooted in intentionality and reflection, which is at the heart of the School Leader Paradigm's Learning Leader.
The Learning Leader is one who actively seeks growth, reflects on practices, and strives to build capacity within their team. By focusing on Jon Gordon's principles, our team at VFES embarked on this cycle of reflection and improvement
together. In many ways, it was a real-time application of the Cycle of Inquiry. We would reflect on the chapter we studied, discuss how it related to our challenges, and then experiment with new ways of fostering positivity and collaboration. Month by month, our staff meetings became more energized, and our sense of purpose deepened.
This initiative didn’t just affect our staff meetings; it began to influence every part of our school. Teachers started to bring the same positive energy into their classrooms, modeling for students the importance of resilience, teamwork, and intentionality. Our school climate improved, not because we implemented any one program, but because we shifted our mindset and embraced the collective power of positivity.
As I look back on our journey at VFES, I see how closely it mirrors the School Leader Paradigm’s Cycle of Inquiry, which calls on leaders to assess their current reality, reflect deeply, act intentionally, and evaluate the results. Our Energy Bus journey was this cycle in action, and it has shaped my approach to leadership ever since. Positive leadership, as Gordon describes, isn’t just about optimism; it’s about creating a vision, empowering your team, and committing to intentional growth—principles that resonate deeply within the Learning Leader framework.
For school leaders looking to foster a positive school culture, my advice is to take a page from The Energy Bus. Start small, perhaps by introducing one of Gordon’s key principles during your next staff meeting. Use the Cycle of Inquiry to guide your reflection on how those principles can be applied in your school. Celebrate the small wins along the way, and keep pushing forward with intentionality and purpose. The change may be gradual, but the results can be transformative.
Remember, as leaders, we set the tone for our schools. When we lead with positive energy, our staff and students follow, creating a culture where everyone can thrive. Just as my staff and I experienced at VFES, when we commit to driving our own bus, fueling it with positivity, and overcoming obstacles together, we foster an environment where growth and leadership flourish.
So, as we head into the second half of the school year, let’s continue to inspire, energize, and lead with purpose. After all, we are not just educators—we are drivers of change, both in our schools and in the lives of the students and staff we serve. Let’s keep the bus moving forward!
The Power of Atomic Habits for School Leaders
Dr. Serena J. Salloum Department Chair and profesor of Educational Leadership
I am an avid reader (and listener), particularly of books in the self-help genre (I need all the help I can get these days!). I originally came to James Clear’s Atomic Habits due to my interest in exercise and nutrition, but was thrilled to consider other applications to my life, namely to my professional life.
It is no secret that school leaders face high demands in their work; from improving student outcomes, to cultivating school culture, working productively with families, community partners, school boards, and policymakers… the challenges are endless. To that end Atomic Habits offers valuable insights into habit formation that can be transformative for educational leadership. By focusing on small, incremental changes, school leaders can cultivate an environment conducive to growth, effectiveness, and resilience. In the journey of education, it is the small, consistent actions that pave the way for extraordinary results.
A quick summary. Atomic Habits emphasizes the significance of making small adjustments that lead to significant outcomes over time. Clear introduces the concept of the 1% rule, which posits that improving just 1% each day can lead to remarkable results; in other words, small consistent changes can yield significant results. He outlines a four-step framework for habit formation: cue, craving, response, and reward. To create a new habit one needs to make it obvious (cue); make it attractive (craving); make it easy (response); make it satisfying (reward). By implementing small, strategic habits, school leaders can influence their staff, students, and the broader school community. Here are a few examples where the 1% rule could apply in school leadership:
Establishing a Vision and Setting Goals. One of the first steps in implementing atomic habits in schools is establishing a clear vision and setting achievable goals. School leaders can apply the habit loop by creating cues that remind staff and students of the school's mission. For example, visual reminders of the school’s core values can be posted around the campus. By breaking down large goals into smaller, manageable tasks, principals can encourage continuous improvement. Rather than aiming for a complete overhaul of school culture, leaders might focus on fostering one new positive behavior each month. This gradual approach can lead to sustainable change.
Fostering a Positive School Culture. Creating a positive school culture is essential for student and staff engagement. Using atomic habits, school leaders can introduce small rituals that promote community and
connection. For instance, starting each staff meeting with a quick sharing of successes can cultivate a sense of belonging and motivate educators. Additionally, creating habits around recognition—such as acknowledging student achievements weekly—can enhance morale and encourage a growth mindset. By embedding these small, consistent practices into routines, principals can build a supportive environment where everyone feels valued and empowered.
Professional Development through Habit Formation
Professional development is critical for teachers, and atomic habits can play a vital role in enhancing their skills. School leaders can create a culture of continuous learning by encouraging educators to engage in small, regular training sessions. For example, instead of lengthy workshops, principals might introduce monthly “microlearning” sessions focused on specific teaching strategies (I’ve tried this in my online classes with great success!). Teachers can also be encouraged to set personal development goals that align with school objectives, fostering accountability. By emphasizing incremental improvements, educators can develop new skills without feeling overwhelmed, ultimately benefiting student learning.
Engaging Students in Habit Formation. Students, too, can benefit from the principles of atomic habits. School leaders can implement programs that teach students how to set and achieve their own academic and personal goals. For example, incorporating daily check-ins or reflection periods can serve as cues for students to assess their progress. Encouraging students to adopt small, positive habits—like reading for ten minutes each day— can lead to significant improvements in their academic performance. School leaders can support this by providing resources and creating a culture that celebrates small wins, reinforcing the value of persistence and effort.
Incorporating the principles of Atomic Habits into school leadership can lead to profound changes in both school culture and student achievement. By focusing on small, actionable habits, school principals can create a vibrant educational environment that promotes growth, positivity, and resilience. As educational leaders embrace these strategies, they not only enhance their effectiveness but also inspire their staff and students to reach their full potential.
References
Clear, J. (2018). Atomic habits: An easy & proven way to build good habits & break bad ones. Penguin.
INALI Registration OPEN!
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 leverages the School Leader Paradigm (SLP) and the Cycle of Inquiry to enhance leadership skills and build the leadership capacity of schools, providing new and newer administrators with ongoing support through seminars, mentor meetings, and professional development opportunities.
Participation in INALI includes:
• 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 14-15, 2025, and July 15, 2026.
• 3 day-long seminars during the 2025-2026 and the 20262027 school year:
Ø September 9, 2025
Ø September 9, 2026
Ø February 3, 2026
Ø February 3, 2027
Ø April 9, 2026
Ø April 5, 2027
• Access to resources to support the needs of new administrators including the School Leader Calendar and. The School Leader Entry Plan.
• Membership in the Indiana Association of School Principals
• Registration for either the IASP Assistant Principals Conference or Principals Conference.
• 45 Professional Growth Plan points for each year of participation.
Membership in INALI is open to New or Newer Principals, Assistant Principals, and Deans.
Register Online at www.iasp.org
The $1200 registration fee includes all conference fees and membership in IASP for two years.
For additional information contact: Indiana Association of School Principals tbarrett@iasp.org 317-891-4933
INALI is a two-year professional development program that includes top-tier sessions relevant to school leaders, 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).
IPLI Updates
Dr. Kelly Andrews Director Indiana Principal Leadership Institute
IPLI is a premier professional development opportunity for Indiana's practicing principals. We support and encourage you and provide growth in your leadership as we learn, lead, and connect.
PRINCIPAL PAGES
IPLI continues to move forward supporting and encouraging Indiana Principals as they increase their leadership and their school capacities. We are in the season of recruiting for the upcoming class of Cohort 13 which will participate from the Summer of 2025 to the Spring of 2027.
Are you ready to elevate your leadership skills and make a lasting impact on your school community? We invite you to join Cohort 13 of IPLI where you will:
■ Engage in a transformative experience designed to enhance your leadership capabilities.
■ Connect with fellow principals across Indiana, sharing insights and strategies.
■ Benefit from the mentorship of experienced educators and leadership experts.
■ Gain access to resources and tools that will help you lead your school more effectively.
■ Participate in interactive sessions covering a wide range of leadership topics.
■ Build a strong professional network with peers and mentors.
■ Receive tailored coaching to address your unique challenges and goals.
■ Have the opportunity to take graduate four courses toward a higher degree for ½ tuition through ISU and transferrable to all Indiana universities.
How to Apply: Click on the following link to access the Cohort 13 application opening on November 1st and submit it by April 15, 2025, for consideration to participate in the next cohort of principals.
Apply to IPLI Cohort 13
To learn more about IPLI, please visit our website www. indianapli.org where you can see more about the program. Don’t miss this opportunity to join a community of dedicated leaders committed to excellence in education.
The application deadline is April 15, 2025. Take the next step in your leadership journey with IPLI. We look forward to welcoming you to Cohort 13.
IPLI UPDATES
IPLI's partnership with IASP continues strong. 647 Principals and more than 1000 teacher leaders have been served since 2013. The collaboration continues with:
■ IPLI Keynote sponsorship for the Fall Professionals Conference - $8,000
■ 2023: 24% of all principals at the fall conference were IPLI graduates or participants.
■ 2023: IPLI members doing breakout sessions: 44% of all breakout sessions
■ 2023: members honored as district principals of the year: 39%
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.
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 continue to be hopeful for the future of schools in Indiana as the aligned system for principal professional development has never been more significant. INALI, IPLI, and IPLI Graduate Programming 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.
A countdown continues…
Susan Miles Program Officer, Kids Caring & Sharing TM Riley Children’s Foundation
Now that we have celebrated the 100th anniversary of Riley Hospital opening its doors to the first patient in 1924 and Taylor Swift and her fans have left Indianapolis after three much anticipated days in 2024, you might think the next countdown would have us looking towards the holiday season. While it may only be 51 days until Christmas (as of this writing) for those who celebrate, that number in Riley terms equates to the number of Riley High School Dance Marathons that are scheduled to occur before the end of June 2025!
In 2023-2024, 48 Indiana high schools raised an amazing $1.4 million to support the children and families who need Riley Hospital. Young philanthropists gained leadership skills and grew confidence while planning and hosting an entire year’s worth of awareness building and fundraising activities that culminated in dance marathon celebration events from Evansville to Fort Wayne and all points in between. A special Riley Dance Marathon Facebook page showcases the great work happening on behalf of Riley kids and highlights some amazing Next Generation Philanthropists who are now taking their philanthropic enthusiasm further out into the world.
IASP District 9’s Seymour High School is set to kick off the high school dance marathon season with their fourth Riley dance marathon in late November. Tecumseh High School in District 11’s Warrick County will host their first Riley “DM” in early December with District 3’s Fort Wayne Homestead High School and District 8’s Terre Haute South High School also hosting a Riley dance marathon before the winter break.
Elkhart, South Spencer, Center Grove, Monrovia and LaPorte High Schools are all set to join or rejoin the family of Riley dance marathons in 2025 with another 42 high schools hard at work preparing for their annual Riley dance marathon fundraisers. Let us know if your high school is interested in starting your own Riley Dance Marathon!
Additional fundraising opportunities
Many school corporations find that enthusiasm for Riley fundraising at the high school level, through a dance marathon or other fundraising model, often inspires their middle and primary schools to consider a special Riley day or event. Sometimes the interest trajectory starts with students in the early grades who are empowered by not only thinking about others but moving into action on their behalf. In 2023-2024, an additional 324 elementary, intermediate, middle and high schools joined forces to raise another $715,000 for Riley. That’s $2.1 million raised by Indiana K-12 students last year!
Your school’s Riley fundraising efforts can be as simple as a Riley Spirit Day or a weeklong coin war, or as unique as Concord High School’s Potter’s Marathon (26th annual in 2024), Penn High School’s Turkey Legs contest, Madison Elementary’s bike-a-thon, or North Side High School’s Dancing with the Stars showcase. Perhaps your school like Indiana Academy’s e-sports team raises funds for Riley
through the national ExtraLife program or makes online fundraising look easy like Indianapolis North Central High School. Would you consider greeting school students from the roof one day or take a pie in the face to help bring hope and healing to a child who needs the extraordinary care that the state’s only nationally ranked, comprehensive children’s research hospital can provide?
All K-12 schools are recognized
While the Kids Caring & Sharing program does not promote rewards for philanthropic efforts, we do like to recognize the wonderful family of supporters we hope to grow each year. Participant schools – regardless of fundraising model – receive a multi-year recognition plaque on which to collect annual participation decals. A simple $1 per student is our Red Wagon School goal. Other milestone recognition includes Red Wagon Booster for school gifts exceeding $3,000, Red Wagon Sponsorship for school gifts of more than $5,000 and debuting with gifts raised in 2024-2025 - collectible banners for schools raising $10K, $20K and $40K!
Riley kids come from every community in the state, I’m sure you won’t have to look far to discover a very personal reason to support Riley within your own school family. Please let me know how I can help your school make your Riley philanthropy efforts as unique and meaningful as possible.
Maximize your school’s philanthropic impact for the kids at Riley and visit 2024-2025 Kids Caring & Sharing to create an online giving team page for your school. Follow the prompts in a handy tips for success resource to get started today! Want a separate campaign established for your entire school corporation so each school can see their collective fundraising efforts at work? Contact smiles@ rileykids.org
KCS gift submission information
Please make checks payable to the Riley Children’s Foundation by June 1, 2025, to:
Riley Children’s Foundation P.O. Box 3356
Indianapolis, IN 46206-3356
Attn: KCS/Susan Miles
KGR Law Briefing: Opting Out
Séamus Boyce Attorney Kroger Gardis & Regas, LLP
Keith Butler
Associate Attorney Education Law & Policy
Kroger
Gardis & Regas, LLP
In this article we bring to your attention an interesting factual scenario and accompany caselaw to help describe when parents have the legal right to opt their children out of the curriculum. In a recent case from the Fourth Circuit Court of Appeals called Mahmoud v. McKnight a Maryland school district introduced an English Language Arts Curriculum involving LQBT-inclusive themes. The curriculum included a book on learning the alphabet called Pride Puppy! for use in pre-Kindergarten classrooms. In the story, the puppy gets lost amidst a pride parade. The book focuses on a different letter of the alphabet for each page. In various pages, the preschoolers were asked to look for items such as drag queens and kings, leather, lip rings, and underwear.
As a part of the curriculum roll out, teachers were provided materials to support them in responding to questions from students. One suggested response to a student asking about what it means to be transgender was: “When we’re born, people make a guess about our gender and label us ‘boy’ or ‘girl’ based on our body parts. Sometimes they’re right and sometimes they’re wrong…Our body parts do not decide our gender. Our gender comes from our inside.”
The district initially communicated they would let parents opt their children out of the curriculum, but ultimately decided against doing so. Several parents sued claiming the lack of an opt out provision violated the First Amendment’s right to exercise religious beliefs. The parents asked the court to prevent the curriculum from being used while the litigation process played out. The court denied the request because the parents were unable to show that the district compelled or coerced beliefs counter to their religion, and mere exposure to beliefs different than theirs was not enough to violate the First
Amendment. The court reasoned that the claims must be based on what the government cannot do to the individual and not what the individual can extract from the government. In other words, the government cannot be compelled to communicate in a way to further an individual’s spiritual development or that of his or her family.
The court found no record of students having to affirm the beliefs of the curriculum or disavowing their previously held beliefs. Parents remained free to provide their own education to their children on religious matters according to their personal beliefs. To show a First Amendment violation, there must have been an element of compulsion or pressure to follow the objectional material. Exposure alone does not violate the Constitution.
The parents brought up concerns regarding how a teacher could use the curriculum and supporting materials to create compulsion or pressure on students. In support of this claim, they pointed to the young age of many of the target students and the position of influence of the teachers. But the court found that the parents had not provided evidence (let alone examples) of any actual attempts from teachers to compel or pressure students.
We also must be mindful of state law that could come into play related to comparable situations. In Indiana, there are multiple statutes that provide parents the right to opt out of curriculum and even prohibit the instruction altogether. IC 20-30-17-2 precludes public schools from providing instruction on human sexuality through third grade. Additionally, for human sexuality curriculum at any grade, IC 20-30-5-17 requires public schools seek written consent from parents after providing information on the instruction. It also gives the parent the right to opt the student out at any point.
Also take note that our General Assembly passed HEA 1447 (2023). It includes the right for parents of public school students to opt their children out of a personal analysis, evaluation, or survey that collects information on a student’s attitudes,
habits, traits, opinions, beliefs, or feelings.
What is the legal lesson from this brief? Schools are generally permitted by federal and state law to have curriculum containing controversial issues and unpopular perspectives. School leaders would be wise to ensure their colleagues are aware of what could be objectionable and be transparent with families. Public schools must be particularly cautious when covering curriculum to ensure no appearance that the school is compelling beliefs contrary to family religious beliefs. Any curriculum related to human sexuality is off limits to public school students prior to the fourth grade. Human sexuality curriculum may be included in public schools after third grade, but school leaders must ensure compliance with the law on transparency, consent and opt out. Finally, proceed carefully when including doing any type of analysis, evaluation, or survey with students.
We at the KGR Legal Help Desk are here to address these education and any nonpersonal employment legal issues for IASP members. Until the next KGR Law Brief, stay legal!
11025 East 25th Street
Indianapolis, IN 46229
1-800-285-2188 or 317-891-9900 www.iasp.org | iasp-info@iasp.org
The holiday season is here, and for many of us, that means visiting family and friends. As you get ready for your travels, it’s a good idea to double check that your “sleigh” has coverage that meets your needs, just in case something unexpected happens on the road. Safe travels!
Horace Mann is a long-time IASP corporate supporter, offering unique auto insurance coverages and discounts for educators
Horace Mann