OCTOBER 2021 ■ VOLUME 23 ■ NUMBER 9
Community Building
TABLE OF CONTENTS
OCTOBER 2021 ■ VOLUME 23 ■ NUMBER 9
The Indiana Association of School Principals leads in the advocacy and support of all principals in their commitment to every child.
Community Building
President’s Letter - Prize Your People. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 IDOE - Finding Opportunity through Adversity . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 From the AP Lens: Building In and Building Out . . . . . . . . . . . . . . . . . . . . . . . . . . 6
EDITORIAL BOARD MEMBERS Tiffany Barrett Troy Albert Keith Burke Jason Cary Andrew Hawk Rick Hunt Jared Leiker Debra Misecko Nicholas Mitchaner Kevin Rockey Steve Samuel Matt Stark Kelly Storms Chrystal Street
COMMUNITY BUILDING
Bus Trips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Infinite Capacity Community Partnership Series: . . . . . . . . . . . . . . . . . . . . . . . . 10 The Importance of Leadership Cohorts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 LEADERSHIP DEVELOPMENT
Developing a Community of Readers: A book review of “Life, Literacy and the Pursuit of Happiness” by Dr. Don Vu.. . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 IPLI News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
11025 East 25th Street Indianapolis, IN 46229 1-800-285-2188 or 317-891-9900 www.iasp.org tbarrett@iasp.org
SERVICE
Riley Kids Caring & Sharing Update . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 LEGAL REVIEW
Legal Situation Brief: Student Demonstrations. . . . . . . . . . . . . . . . . . . . . . . . . . . 22
© 2020 Indiana Association of School Principals All rights reserved. Any duplication without prior written permission is strictly prohibited.
School-Community Partnerships & Overcoming Barriers to Collaboration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Connect with us Return to Table of Contents
PRESIDENT’S LETTER
Prize Your People I was recently listening to a podcast for leaders and learning about what experts are calling “The Great Resignation” in light of the exit in the workforce and high stress from Covid trauma. In this podcast, the number one way of keeping morale up and your people connected is not planning all sorts of positive activities and stuffing mailboxes with candy puns (although I like a good candy pun every once in a while). We keep our organization connected by the way we prize our people. What does it mean to prize your people? If someone asked me if I prized my teachers and staff, I would certainly give a resounding, “Yes!” Prizing our people goes way beyond the surface though and I think it is a lesson in community building that we can all benefit from in today’s stressful days of educating. It certainly takes time and intentional planning but if we want to create a culture worth staying and contributing to, this work is important! P - Personally know your people. Is home life good? Are they caring for aging parents? Are they struggling with kids at home or moving away to college? R - Recognize when they need a lift…..and then swoop in with a personal candy pun. Those purposefully planted encouragements are more meaningful than a blanket note in mailboxes. I - Include your people in decision making. What structures do you have in place to make sure voices are heard and actually considered when it comes to leading your building and making change? Z - Zest up the place by cutting loose and having fun on behalf of your kids and staff. Make up a snack cart and barge in the room to deliver, dress up and play music as students arrive at school. Don’t be afraid to be zany and crazy to show that this work is fun and you love your people. E - Educate yourself on what speaks to your people. Ever read The Five Languages of Appreciation in the Workplace or have your staff fill out an interest inventory to tell you what ways of communicating are best for them and how they like to be shown love and support? If not, now is the time! Speaking of prizing your people, do you know how much your work is noticed and appreciated? Do you know what value your presence in your building makes each day? You are seen and valued and you are making a difference in the lives of teachers and students every single day! Keep up the great work Indiana Leaders! Aimee Lunsford IASP President
www.iasp.org
“The number one way of keeping morale up and your people connected is by the way we prize our people.” Aimee Lunsford, IASP President
Return to Table of Contents
3
FROM THE EXECUTIVE DIRECTOR
IASP Executive Committee Aimee Lunsford President Matt Shockley President-Elect Our School Leader Paradigm lists “Community Building” as one of the essential competencies for a school building leader. We often also cite this as “Building Community” as both versions provide insight into the concept that the stakeholders within a community provide critical support for a learning leader. Community Building implies an almost external view of the school and community, and building these relationships and connecting partners with the internal school creates a synergy that compels the teachers and students forward. As a result, school climate improves as together, the community and the school bring about positive change, even in the face of critics and negative actions. Building Community takes an internal view of school leadership, as we all know that relationships are the key to advancing student leadership. Programs are necessary in many areas, but it is the people of the school, the relationships between students, staff, faculty and administration, that make the difference. Building community also can take on a conciliatory nature at times, as a school leader listens to the internal and external voices and weaves this input together to further bind the programs together.
Dr. Crystal Murff Thorpe Vice President Eric Gilpin Past President Amy Niemeier NAESP State Representative Dave Strouse NASSP State Coordinator Steve Baker Liaison to the DOE Dr. Daniel Peo Assistant Principal Liaison
Do you have both elements, Community Building and Building Community, in mind as you begin each day. Right now this is hard, and almost impossible at times in the face of our pandemic. Yet this overarching purpose of building the right culture, so that our people who are struggling right now know they are valued, and even “Prized” is so important. (Thanks Aimee Lunsford!) We hope we get to see you in November at our Assistant Principals or Fall Conference so we can connect with you and offer you the prize of renewal. Our school leaders deserve this and much more, come celebrate with us and let us recognize you for all you do!. Dr. Todd D. Bess IASP Executive Director
Future Indianagram themes Equity and Cultural Responsiveness Professional Learning Communities Remediation/Interventions Safety Strategic Planning/Vision & Mission Operations and Management Best of 2021-2022 School Year
November 2021 January 2022 February 2022 March 2022 April 2022 May 2022 June 2022
Share your thoughts on the Indianagram https://forms.gle/sCmLHwnh4aYcTJdr8 4
Return to Table of Contents
www.iasp.org
Finding Opportunity through Adversity Dr. Katie Jenner Indiana Secretary of Education The beginning of the school year has flown by...I can’t believe October is already here! For most, we are finishing the first academic term, fall sports season is coming to a close, and some of us are gearing up for a quick fall break before we come back and finish the second quarter. What a school year it has been thus far...one that has been laced with obstacles and uncontrollables, and yet together, we are overcoming in order to do what’s best for our students. While each day brings new challenges, I always want you to know how very grateful I am (and our Indiana team is) for your leadership. Just a few weeks ago, I enjoyed joining several IASP members to listen, learn, and think about our opportunities ahead. During our discussion, I asked the group of principals about their year thus far, specifically to share what they are most proud of...and also the biggest challenge they are facing. These raw, honest conversations are helpful and allow us to truly reflect on our work. It also allows each of us to realize that we are not alone in navigating through adversity within our own schools and communities. The adversity we are experiencing at the community-level and the state-level almost mirrors the challenges and difficulties our educator colleagues are experiencing around the country. Benjamin Franklin said, “Out of adversity, comes opportunity.” And, yet, in order to consider how to lead through adversity-ridden times and actually find the opportunity, we must, as leaders, take time to reflect on both the good and tough situations, as well as the way forward. Sometimes when we are in the thick of our daily work, we don’t have (or take) time to reflect--trust me, I’m guilty of this too. However, I strongly encourage you to take some time as key
www.iasp.org
leaders in your community to reflect and support your own personal leadership growth--we, but more importantly your students, need you strong and well to best lead our schools. One such opportunity we must seize right now in Indiana’s K-12 education space is to chart a new path forward. Together, we can move away from an accountability model heavily weighted with a single test score as the metric... and begin to think about how we might build a dashboard focused on clear information, with lead and lag indicators that show a holistic view of student learning and preparation for life after high school. I get it, this is tough to think about during a time when we are still navigating COVID implications and other adversity...and yet, again, to Benjamin Franklin’s lesson “out of adversity comes opportunity,” and this is our time. In order to prepare for a transition to a dashboard, our team has actively hosted numerous focus groups and had an online form available to gain feedback on the Indiana Graduates Prepared to Succeed (GPS) school performance dashboard (refer to last month’s newsletter for additional info, too). To be clear, this dashboard is
not, and should not, be built to simply comply with federal policy...or to have another accountability system just to check a box...we have to shift our mindsets, and the opportunity is now. In many respects, we need to shift our thinking away from “how we’ve always done it,” and toward a mindset focused on the characteristics our students must develop by graduation in order to maximize their lifelong success. Yes, academic mastery is most certainly one of the characteristics... and yet there are still others we must consider. Once we solidify our Indiana GPS characteristics, we will continue gathering feedback from multiple stakeholders to begin designing the best ways to measure student success in each. We look forward to your continued participation in this process. We have navigated daily uncertainties and various uncontrollables to start our year, and yet even in our toughest moments we have and will continue to plow through. Take care of yourself, reflect and grow as a leader, and together, let’s overcome adversity and seize the opportunity. Thank you for the work you continue to do!
“Benjamin Franklin said, “Out of adversity, comes opportunity.” And, yet, in order to consider how to lead through adversityridden times and actually find the opportunity, we must, as leaders, take time to reflect on both the good and tough situations, as well as the way forward.”
Return to Table of Contents
5
ASSISTANT PRINCIPAL CONNECTION
From the AP Lens: Building In and Building Out Dr. Dan Peo Assistant Principal Wea Ridge Middle School
stakeholders; the use of effective communication to deescalate, negotiate, and finally to achieve integration -- or “win/ win” outcomes -- is vital to our becoming conciliatory in our leadership.
Chiquita Adams Assistant Principal James Whitcomb Riley High School
In the next section, Chiquita speaks of ways that leaders can build one another up in their school communities.
This month, we have co-authored this spotlight on how Building Community and Building One Another Up applies in our roles as assistant principals. Chiquita serves as the Assistant Principal at James Whitcomb Riley High School in South Bend and as the Assistant Principal Liaison for IASP District 2. Dan serves as the Assistant Principal at Wea Ridge Middle School in Lafayette and as the Assistant Principal Liaison on the IASP Executive Committee. Dan will start off by drawing attention to the Community Building competency of Social Intelligence within the School Leader Paradigm, and Chiquita will follow with some examples of how Building One Another Up applies in her leadership practice. Building Community One of the competencies of the School Leader Paradigm’s Social Intelligence includes Community Building, which is the theme of this Indianagram issue. Over the last four years as an assistant principal, I have learned how the attributes of Community Building are valuable to me on a daily basis. By examining my growth in each of these attributes, I have uncovered areas of strength and areas I can improve as a leader. As this school year is our third one where we have had to deal with COVID challenges, I have found myself needing to help give “battery charges” to our staff, students, and parents; the relational attribute of Learning Leaders is a reminder to all building leaders about the need to provide these physical, psychological, social, and emotional “battery charges” when interacting with others.The challenges that we are facing are ones that we certainly need not face alone; indeed, trying to tackle these challenges alone can and will result in burnout for us as assistant principals and principals. By being collaborative, we are able to build the capacity of our staff while also providing greater bandwidth for problem solving or accomplishing other big goals. I know that part of my early “trial by fire” experiences as an assistant principal involved learning about the various resources we have available in our community for students and families. Being connective -- “actively meeting people, introducing them to each other, and creating bridges among disconnected people, resources, and ideas” -- has helped me serve many others whose needs exceeded what I could do as an individual. The fourth attribute of Community Building from the School Leader Paradigm is being conciliatory. In our daily practice as the leaders of our schools, we regularly encounter conflict among different 6
Building One Another Up This month’s topic is relevant and timely. The start of the 2021-22 academic year has definitely brought its challenges. Amid the pandemic, in a climate that is exhausting and often thankless, a new normal has emerged. Collectively our students have social and emotional and financial struggles that we have not seen before. Additionally, our teachers and support staff are experiencing uncommon levels of stress as a result of their students’ wellness and their own personal lives. Finally, administrators are charged to examine the building as a whole and seamlessly meet the needs of all persons in the building. The task often seems overwhelming. I have discovered that building one another up is vital to our survival. For the mental and emotional and physical health of our respective school communities, we need to set an example of strength, resilience, and strategic problem-solving. I have stumbled upon three ways to meet the challenges in our workdays. Mindfulness. Sharing. Laughter. Within the School Leader Paradigm the infinity loop encompasses becoming and doing. As we are becoming leaders it is vital to increase our personal intelligences of wellness, growth mindset, self-management, and innovation. All of the aspects of building one another up fall within these domains. We need to be keepers of our own wellness by paying attention to our physical and emotional cues. Mindfulness allows us to recognize our emotions and subsequently manage them. Also, mindfulness alerts us when we are physically drained and need a break. Sharing with others about the stressors of the day or inviting others to be our thinking partners through tough scenarios enables us to sharpen our decision making skills and feel “heard.” Finally, laughter is the best medicine! Often, our school experiences are so draining, we feel depleted at the end of the day or week. Laughing helps to alleviate those feelings of isolation, frustration, or depletion. Find a good friend to laugh with, watch a short clip of your favorite comedy, or make a point to read a funny comic strip. You will feel the tension leave your body when you do. These suggestions will help leaders navigate a challenging school day. They ensure that we are well, self-managed, and have a mindset to continue growing amidst the uncertainties and challenges in public education.
Return to Table of Contents
www.iasp.org
Return to Table of Contents
COMMUNITY BUILDING
Bus Trips Rief Gilg Principal Huntington North High SChool Genius is the ability to make the very difficult look easy, and Nelida certainly fit that criterion. She was a Kofa High School track athlete who ran the hurdle events and made it look so easy and smooth that, as the head track coach Denise Dreschler used to say, you could put an open can of Coke on her head for a whole race and she wouldn’t have spilled a drop. When I was hired at Kofa, located in Yuma, Arizona, I was asked not if I was going to coach, but what two sports I was going to coach, which is how I became an assistant track coach along with my football duties. With average January temperatures in the low 70’s and temps in the low 60’s considered chilly, track coaches in Arizona are very spoiled. I worked with sprinters, and Kofa had incredible speed in both genders, so my task was basically to get out of the way and let those kids fly. Denise, the head coach, gave you an idea of what the offspring of Bob Knight and Martha Stewart would look and act like. She offered no quarter to any athlete who didn’t put out the required effort nor any assistant coach who didn’t put in the proper preparation. We called her DD to her face and T-Rex behind her back, because she had a habit of holding her arms very close to her body as she pounced around the track and practice area, and if you fell under her withering gaze there were times you felt like prey. She was really tough, incredibly successful, and really loved those kids. Coaching sports in Yuma was unique because of the travel. Almost all away events were in the Phoenix area, which meant a 4 hour bus trip. We would leave school at around 11 AM to make events on time, and get home anywhere between midnight and 3 AM. There were times when we got home at those hours on school nights, but Denise set a hard line. If you were an athlete who didn’t show up to school the next day, on time, you were removed from the program. I was the staff smart aleck and once asked if that rule was in effect for coaches, thinking I’d take her up on it. She looked me dead in the eye and said “Every time I start to like you, you open your mouth and ruin it.” I think she was joking. We returned from the state meet on a Saturday morning at around 3 AM. Nelida had capped off her Junior track season by finishing runner up in the 100 Hurdles and 3rd in the 300’s, and running the anchor leg of our state champion 4x400 relay team. I stepped off the bus and was yanked into DD’s office. On the bus ride home Nelida had told Denise she was pregnant. She had known for about a month, keeping it secret so she could finish the season. She was also terrified to tell her parents, who 8
rode the bus at 3:30 AM to work in the lettuce fields (if you eat lettuce between the months of October and April, chances are it comes from Yuma). She knew they would be devastated. She hadn’t slept well in weeks, and showed Denise where chunks of her hair had fallen out from stress. Watching DD sit at her desk and cry was kind of like the first time I saw my dad cry; it didn’t quite compute. I told her she had no reason to be upset with herself. In very typical DD fashion, she set me straight. “As a leader, you don’t have a chance to make any impact at all if you don’t know what your people are going through. People talk a lot about what makes a great leader, being tough, whatever. What makes people true leaders is empathy, and I didn’t give that to this girl when she needed it the most.” I’ve never forgotten our discussion, had in a surreal environment of a dingy coach’s office at 3 AM, and of hearing one of the best and toughest leaders I’ve ever been around illustrate that the key to leadership was empathy. As we reflect on the topics of October, which are community and building each other up, there is a simple, yet essential, ingredient: Empathy. Leadership is solving problems. And until you can empathize with the people with the problems, you don’t have a chance in even understanding what those problems are, much less solving or improving them. Without empathy you don’t have any community; and without empathy, you will never build up those around you. T-Rex was right; as a leader, if you don’t have as sense of community and don’t exhibit the ability to build up those whom you serve, you are not a leader. You are someone on the fringes who may have an assigned title, but will have no real impact. Nelida’s little boy is probably a senior himself, another reminder of how old the calendar says I am. When I left Yuma a couple of years later, DD took me out to lunch. I thanked her for all she had meant to me and for how she impacted my thoughts on teaching, coaching, and leadership. We also had a lot of laughs about the hours we had spent riding busses, and she told me, in her T-Rex way, “I’ve always thought you and your similes and metaphors were full of crap. But leading is really like those bus rides.” I asked her what she meant. “We may be on the same bus, but everyone’s on a different trip. And if you’re driving the bus, you best know where they’re all headed.” Thank you to all of the leaders reading this who have chosen to drive the leadership bus, and for the empathy you embody every day that allows you to build such dynamic communities in your organizations.
Return to Table of Contents
www.iasp.org
2021 IASP Conference Overviews
www.iasp.org
Return to Table of Contents
9
COMMUNITY BUILDING
Infinite Capacity Community Partnership Series: The Importance of Leadership Cohorts Krista M. Stith Infinite Capacity, LLC
( formerly STEM Integrations LLC)
Rachel L. Geesa Infinite Capacity, LLC
( formerly STEM Integrations LLC)
Brian Dinkins Center for Empowering Education, Inc. Serving as an educational leader can be a lonely, stressful, and emotionally draining position for many. Evidence suggests that educational leaders, in times of occupational stress, perceive abandonment by superiors, alienation from school staff, burnout, and challenges of managing worklife balance including poor diet and decreased exercise (Delgado, 2016; DorHaim & Oplatka, 2021). DeWitt (2017) shares that “unfortunately, too many leaders feel they should know all the answers because they are leaders and have to do many of their tasks alone” (p. 30). One can imagine that these issues have been exacerbated with the global pandemic (i.e. COVID-19). Working in the silo and carrying a burden of responsibility is a public health issue that must be addressed. A number of strategies to support leaders are suggested, such as hiring a personal coach, joining mentorships, engaging in restorative practices, finding allies within the school, and pursuing hobbies. In this article of the Community Partnership series, we also want to highlight the evidence that educational leaders who have a social network (personal relationships developed one on one over time) and/or participate in social communities (shared identity of many around a topic) with fellow educational leaders can be part of a solution toward navigating emotional health challenges. 10
Speaking to school leadership selfefficacy as collaborative leadership within a school, DeWitt (2017) shares that leaders have more confidence in their choices, are more proactive, and have greater job satisfaction, moral purpose, and motivation. Branching beyond the school, however, can lead to the phenomenon of collective principal efficacy where networks of educational leaders find trust in each other and continued engagement may lead to changes in personal, professional, and school practices (Lazenby et al., 2020). These practices may take place through working with other leaders of a district or collaborating with leaders beyond the district. Collective principal efficacy is the collective capacities of a cohort of leaders to confidently make decisions and take action. Mau (2020) adds, “It is important to note that collective principal efficacy is not the sum of selfefficacy of the individuals within the group. Rather, it is the confidence group members have in their group’s collective capabilities” (p. 6). These social networks and social communities can be an excellent source of colleagues for brainstorming solutions to challenges. During a recent leadership training led by the Center for Empowering Education, administrators expressed that they believed learning about emotional intelligence would help them manage workplace demands and stress. Dr. Brian Dinkins says, “self-awareness, self-management, social awareness, and relationship management skills also contribute to
Return to Table of Contents
the development of healthy self-efficacy for leaders.” We wanted to share some communitybuilding opportunities for educational leaders to join cohorts with other school leaders in Indiana and throughout the Midwest. Obviously known to this reader base is the Indiana Association for School Principals (IASP) and the Indiana Association for Public School Superintendents (IAPSS). What some readers may not be aware of though is that IASP is organized into 12 geographic districts and each district holds meetings ( face-to-face and virtual) with elementary, middle, and high school representatives. IASP is also an affiliate of a number of organizations such as the Ed Leaders Network (https://edleadersnetwork.org/) - a professional network of leadership organizations in 13 states. The website hosts a collaborative online community with group discussions and webinars. Another example is the Indiana Principal Leadership Institute (http://indianapli.org/) which also provides professional learning events. Additionally, another helpful resource for building a community is the Indiana Educational Service Centers (https:// www.r8esc.k12.in.us/education-servicecenters-of-indiana) which is organized into nine regions throughout Indiana. The service centers provide a variety of professional learning opportunities including webinars, forums, coaching, book clubs, trainings/workshops, and monthly gatherings.
www.iasp.org
COMMUNITY BUILDING
Though not for everyone, sociallymediated communities also can provide a community of educational leaders to collaborate with and provide personal and professional support. Twitter, LinkedIN, Facebook, Google+, are some examples that host public and private groups of educational leaders that share information and resources. However, socially-mediated communities can obviously be a risky endeavor and so cybersafety should be taken into account. Avoid situations where confidential information is leaked, reputation to the school is harmed, and there is potential victimization or discrimination. We are excited to share with you a new group that is forming on Facebook that you are welcome to join! Through iSTEM Leaders at www.facebook.com/ groups/istemleaders/, we will serve as admin/moderators in facilitating conversations, expanding networks, and sharing resources for educators and leaders. The group is for educators that support innovation, inclusiveness, and integrativeness for collective principal efficacy.
Social connections amongst leaders have evidence of serving as a powerful catalyst for personal and professional support. Through professional organizations and socially-mediated communities, educational leaders may find allies as part of a solution to the complex issues of occupational loneliness and isolation. For other ways to support one another and provide best practices to a collaborative network, please contact us at contact@ infinitecapacity.com! Infinite Capacity is dedicated to inclusively fostering personal and professional growth for educators, leaders, and community partners through innovative educational practices.
References: Delgado, C. J. (2016). The impact of occupational stress on high school assistant principals (Doctoral dissertation, Oakland University). DeWitt, P. (2017). Many hands make light work. Principal, 97(1), 29-33. https://www.naesp.org/ sites/default/files/DeWitt_SO17.pdf Dor-Haim, P., & Oplatka, I. (2021). Feelings of loneliness among school principals: experiences, causes, and coping strategies. Leadership and Policy in Schools, 20(2), 261-276. Lazenby, S., McCulla, N., & Marks, W. (2020). The further professional development of experienced principals. International Journal of Leadership in Education, 1-15. Region 8 Education Service Center (2021). Indiana Educational Service Centers https://www.r8esc.k12. in.us/education-service-centers-of-indiana Indiana Principal Leadership Institute (2021). Indiana Principal Leadership Institute. Mau, P. J. (2020). Impact of Minnesota Principals Academy on Principal Self Efficacy (Doctoral dissertation, University of Minnesota).
Special thanks to our Bronze Corporate Sponsors:
www.iasp.org
Return to Table of Contents
11
Join us for this episode of the IASP LeaderCast. A weekly podcast production containing short, sweet nuggets of Wednesday Wisdom for our leadership growth. In this special episode from our “Leading from the Heart” series, Mrs. Aimee Lunsford shares her connections with Community Building to leading with heart in our buildings.
12
Return to Table of Contents
www.iasp.org
Charla Chailland Ball State Alumna
Online Master’s in Educational Administration with Principal’s License Be mentored by a community of passionate scholars who are doctoral-level, have worked as P-12 administrators, and who have grown our program into the largest principal preparation program in Indiana, consider what it meant to alumnus Charla Chailland, director of clinical experiences and recruitment at IU-Kokomo: “All of my professors were willing to support me along my educational journey—whether I was in their course that semester or not. My professors
Register for our Webinar
bsu.edu/online/edadmin October 26 | 4 p.m. Eastern
were spectacular.” • Internships are fulfilled within your own school district. • With a master’s degree, you just need the 24-credit license to become a principal. • No GRE needed for admission—you can apply quickly and start on your degree. Questions? Contact Casey Schultz, Academic Advisor, today: cmschultz@bsu.edu.
www.iasp.org
Return to Table of Contents
13
LEADERSHIP DEVELOPMENT
Developing a Community of Readers
A book review of “Life, Literacy and the Pursuit of Happiness” by Dr. Don Vu. Dr. Michael Shaffer Assistant Clinical Professor Dept. of Educational Leadership Ball State University I will admit to becoming a little jaded over the last twenty years. If you are a principal today and have been one for some time, that time period is no surprise to you. On Jan. 8, 2002, President George W. Bush signed into law the latest iteration of the Elementary Secondary Education Act of 1965. If there were moments of great fanfare, I don’t remember them. I just know that on Jan. 9, 2002, we all went back to work as teachers, aides, principals, superintendents, and even board members with little or no understanding of the landslide of educational support that was coming our way in the form of amazing professional development, billions of extra dollars for schools, and more highly qualified teachers than we could ever use. Except that it didn’t really happen that way. What started as a bi-partisan effort to improve education became more stick than carrot and very little actual money came forth from anywhere to support the mandated improvement. But along with the massive push to improve or be punished, a cottage industry sprang up of school improvement writers and seminars and speakers and books and methods and computer programs and professional development like we had never seen prior to that time. Hence, the eventual slide into “jaded-ism”, which I don’t think is a real word but I like it anyway. Along that path, as a principal, I made a choice to focus on what I still believe is the most important gateway skill of them all for students for whom I was responsible – do whatever it takes to get them reading on grade level. Period. So, I read, as did most of you, every book, every author, every new viewpoint on how to re-imagine a school in which reading was no longer an agony to be pigeon-holed into for 90 minutes a day 14
but rather a culture where students would read because they wanted to read, not because we were trying to find the perfect way to teach them. And when 2014 (that magical year in which we were all to have achieved educational utopia, where every child would read, write and do math on grade level), when 2014 arrived and we had not, it was discouraging. Let’s be honest, it was really and truly heartbreaking. We had pulled out all the stops, and while some schools had soared, achievement gaps had been significantly decreased or erased, we had somehow missed the grandiosity of leaving NO CHILD behind. That is why I became somehow jaded. But, like you, jaded doesn’t give us a chance to quit, it just causes us to look for answers somewhere else. Wow, Mike, this is depresssssssssing. Hold on, because it is about to get much better! One of the interesting dynamics that I believe (without any actual proof, by the way) occurred during these years was that our schools became much more internationally diverse, and we had not even really noticed. I became principal of a school in Northeast Indiana, of all places, that had students who spoke 19 different languages. And here is where the fun started. With the most dedicated staff I had ever worked with, our international and refugee children started to become not just good readers, but in many cases, GREAT READERS. It’s true. So, now I jump ahead to 2021, hopefully nearing the end of a worldwide pandemic that has caused us to question everything we ever knew about teaching and learning, and by accident, or perhaps not, a friend asked me if I had read Life, Literacy, and the Pursuit of Happiness by Dr. Don Vu, who spent 24 years as a teacher and
Return to Table of Contents
principal in CA. I was intrigued by the title and ordered my own copy of the book from this truck that stops at my house every day, Amazon. I read the book during the busiest summer of my life, and I was amazed. In a good way. Okay, I am underselling it. This book lit a fire under me. Don Vu was a young boy when his family fled Vietnam after the Fall of Saigon in 1975. Assisted by Catholic Charities, Don’s family settled in CA, and to make a fascinating story short enough that you will want to read the rest of it, Don grew up to become a teacher and eventually a principal. I cannot predict what you will think when you read his book – and you NEED to read his book – but I could not put it down. Interspersed with stories of his own life and work, Don re-ignites the dream that many of us had when we started this work of teaching and being a principal. That vision of making a difference, the dream of leading a school where reading was not a forced exercise, but a culture, a way of life. Read it in Don’s own words: And you ask yourself, “Why can’t all schools be like this?” That is not only a good question, it is a critical question. Many people would say that this “dream school” is just that – a fantasy that can’t exist universally. They might argue that there’s no way to get funding. They might argue that, with all the educational mandates imposed on teachers and administrators, there isn’t enough time in the day for students to engage so deeply in reading. They might even argue that, even if we found the time, only a handful of kids would engage in books and literacy to that extent. They might argue that this type of multicultural kumbaya is not possible
www.iasp.org
LEADERSHIP DEVELOPMENT
given the reality of our racially divided country. To those people, I argue that this vision of schools is exactly what we need – and that it is achievable. If we can’t imagine the possibilities, then there’s no way of ever getting there. If literacy is freedom, let’s envision what it could look like for us and all our students. (pp. 22-23) Sooooo, here is the magic. For the next eight chapters, Dr. Don lays out for any school in any place how to create a culture of reading that unites every culture present in the place we call SCHOOL. I do not often make promises. In fact, my promises are usually reserved to only special situations and circumstances. For the most part, that is. Today, I am going to break that track record, and I am going to make a promise to you. Read closely because you may not see this happen again. Here is my promise to you. If you choose to take reading off the “have to” list at your school and instead use this information that is principal sanctioned, teacher tested, and child approved that you will find in this book, you may just find that you are not nearly as jaded as you thought you were. You might just allow yourself to believe. In what? That’s easy: in Life, Literacy, and the Pursuit of Happiness. I dare you to buy the book. Then, get it for your teachers. Then talk about it. Then, as Nike used to say in its commercials, JUST DO IT. That culture of reading you crave for your school? It is attainable. It is in reach. It doesn’t cost a ton of money. And you may find yourself thinking back to that first book that set your reading brain on fire. It works. And that… that is my promise to you. Vu, D. (2021) Life, Literacy and the Pursuit of Happiness. Scholastic.
IPLI News Dr. Kelly Andrews Director Indiana Principal Leadership Institute Community Building and Building One Another IPLI is a premier professional development opportunity for the practicing principals of Indiana. We are here to support you, encourage you, and provide growth in your leadership as we learn together, lead together, and connect. A plaque in my office at ISU states, “Encourage one another and build each other up!” This was a gift given to me many years ago and has been on the wall in my leadership offices for over 20 years. As I interacted with principals, teachers, students, parents, and community members, the phrase has been a gentle reminder that the message should encourage every conversation, regardless of the topic. I am a believer that no one crosses our path by accident. And while some interactions can be complicated, somehow, we need to find ways to be encouragers even under challenging situations. Learning to understand those with which we interact takes time and effort. Taking the time to meet people where they are is not easy but does help us create a collaboration where work can be done for the greater good. Many stories support this idea, but one that stands out is the story of Teddy Stoddard by Bill Bratt. There are many Teddy’s in our world today, and noticing their needs and building them up can also hearten us as we deal with the pressures of the world. Building our communities begins by encouraging our community members, from our children and their parents to our teachers. It has been more difficult in these past couple of years. We all feel the tension and stress of our world circumstances. However, slowing down a bit and noticing that there are worries behind the curtain that most people don’t see helps us to be a bit more kind, a little more generous, and a lot more encouraging. Superintendents and Principals are leading districts and buildings in a time like no other. Teachers are dealing with pressures that are new to the profession. Children and parents are experiencing a world that is changed. We are in the same storm, yet experiencing it from different boats. Let’s build each other up as we interact with one another and be encouragers for our community. Together, we can get through the storm and be a better community! IPLI Seminars September was alive with IPLI seminars at the Lawrence Township Education and Community Center in Indianapolis. Connecting from work done this summer, each cohort of principals continued their work on action research to grow their leadership and their schools. We are grateful to each of the speakers who interacted with our principals and teachers: Cohort 8 – Dr. Phil Warrick and Dr. Lori Desautels Cohort 9 – Dr. Nate Regier, Dr. Ryan Donlan, Emily Tracy, and Dr. Steve Gruenert Extended Cohort 3 – Dr. Anthony Muhammad They all assisted IPLI in building our community of learners and encouraging the great work that principals and teachers continue to create at their schools. We are looking forward to the IASP Fall Professionals Conference in November at the JW Marriott in Indianapolis. A great place to connect and continue to build each other up! Principals continue to lead and are vital to the success of our Indiana students. We are grateful for their leadership as they are learning leaders, leading learners! Wishing everyone a continued safe and healthy school year.
www.iasp.org
Return to Table of Contents
15
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 you in the pursuit of learning! FIND A FULL LIST OF EVENTS AT IASP.ORG/EVENTS
Special thanks to our Platinum Corporate Sponsor
16
Return to Table of Contents
www.iasp.org
INDIANA WESLEYAN UNIVERSITY
COUNSELING STUDENTS PRE-K TO 12 TOWARD POSITIVE GROWTH
M.A. COUNSELING WITH A MAJOR IN
SCHOOL COUNSELING IWU’s Master of Arts with a major in School Counseling program is founded on the principles of servant-leadership. You will be prepared to serve students pre-K through high school in collaboration with parents, teachers, staff and the community.
48 CREDIT HOURS Online/On Site
For more information, call or visit us online.
765-677-2572 | INDWES.EDU/VISIT The program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and the Council of the Accreditation of Educational Preparations (CAEP), formerly known as the National Council of Accreditation of Teacher Education (NCATE).
www.iasp.org
Return to Table of Contents
17
SERVICE
Riley Kids Caring & Sharing Update Susan Miles Officer, Kids Caring & Sharing TM Riley Children’s Foundation Building community through shared philanthropic passion When school administrator O.C. Moore began a character development program within his New Castle school in 1985, he recognized that Riley Hospital for Children impacted many families in his local community and was therefore a philanthropic cause around which many could rally. Providing care for children and families in all 92 Indiana counties, it became clear that Riley Hospital was a unifying factor for families across the state and thus the Kids Caring and Sharing program, engaging school students in ”giving for giving’s sake”, grew in popularity and impact. While not the first time schools had come together to support the hospital, collecting $17,000 in change as part of the initial 1920 campaign to build the state’s first hospital dedicated specifically to caring for children, as many as 700 K-12 schools today engage in myriad fundraising and awareness building activities throughout the school year to benefit the state’s only nationally-ranked, comprehensive children’s research hospital. Schools can be proud shareholders in the nearly 100 year-old Riley Hospital as its youngest philanthropic partners have raised more than $20 million to help children and families who need Riley’s expert care. Riley will soon add Maternity care to its statewide services tending to both mother and baby. Expanding behavioral health services/resources as well as a blossoming Palliative Care program offer ever greater reasons to participate in the dynamic family of Riley partners. Philanthropy develops tomorrow leaders The Kids Caring & SharingTM and Riley Dance Marathon programs create an opportunity for students to engage in project planning and execution roles of increasing responsibility. Elementary students can vote on a selection of activities, make signs, read announcements, and get excited about moving into action on behalf of others. Middle school students can take part in persuasive letter writing campaigns, create social media interest and explore the elements of special event planning while high school students can take the lead in committee work, engage larger community partnership and assume responsibility for budgeting and goal setting. School staff responsibilities evolve to mentorship status at the highest engagement levels. Riley school philanthropy program “graduates” are very successful in securing diverse employment opportunities.
18
Resource reminders and kudos Current and active KCS support resources are available online at www.rileykids.org/KCS. As part of the larger Community Fundraising partnership team, schools also have access to an additional resource that promotes a whole family of “Rileyness” statewide. Be sure to check out https://give.rileykids.org/ RileyResource for the latest information about how to easily support Riley beyond your in-school fundraising projects. Hobart High School’s Key Clubbers Got Talent virtual telethon and talent show is the featured Riley Resource “Spotlight” for October. Check out how the high school division of a worldwide philanthropic organization is contributing to Kiwanis International – Indiana District’s statewide Riley project goal. Dairy Queen’s Miracle Treat Day returns in all its Blizzardy goodness in late October with a portion of the day’s Blizzard sale proceeds benefiting Riley. Sea Salt Toffee Fudge Blizzard treat and helping kids – what?! Maybe this is the year to reinstitute my travel-the-state to meet KCS friends at their local DQ road trip… Please join me in thanking and congratulating Southmont High School’s new Gaming Club for their successful September call out/organizational meeting as Riley’s most recent Extra Life program participant. This year-round, nation-wide Children’s Miracle Network (CMN) program gets a boost during a special Game Day in early November and benefits Riley Hospital in Indiana. Does your school have electronic and board game playing enthusiasts who would like to come together to raise funds for Indiana’s sickest and most seriously injured kids? Check the Riley Resource for sign up details. Extra Life participation counts towards KCS recognition for the school year.
Return to Table of Contents
Let’s work together to find creative ways to keep supporting Riley!
www.iasp.org
SERVICE
Here’s what you can do now Please consider building a safe and personalized online giving page supporting Riley Hospital for your school by visiting https://give.rileykids.org/KCS21_22. Create and share a vanity URL for your school’s giving page prompting giving through parent communication vehicles and social media accounts on themed “push” days. School gifts made through this portal support the hospital’s most immediate and comprehensive needs. Showcase your personal philanthropic partnership and be the first to make a gift on your school’s giving page. Become a Riley Hero and set up a recurring gift of $10/month or more! Remind families to consider magnifying their gifts’ impact through an employee gift matching opportunity. The annual IASP Fall Professional’s Conference is just weeks away. Could you please contribute an interesting item or package of items that represents your community, your school, or a special interest for the Principal Service Corps silent auction which benefits Riley Hospital? Despite the pandemic,
last year’s online auction was our most successful conference fundraiser yet! Contact SMiles@RileyKids.org for submission information. Auction administration will be online again this year, even with items on view in-person at the conference. Be ready to register with your mobile phone number to receive auction updates throughout the conference. New KCS Gift Submission Address Please update your school treasurer’s records with the new KCS gift submission address! We can accept a collection of checks payable to Riley Children’s Foundation and will send receipts directly to the issuing party. All funds submitted will be credited to your school and directed to the most immediate needs of the hospital unless accompanied by a written request for an alternative. Riley Children’s Foundation P.O. Box 3356 Indianapolis, IN, 46206-3356
IASP Recognition of Service Award To be eligible for a 2021 Service Award: 1. The person must have served the indicated number of years as a building-level administrator (principal, assistant principal). The administrator must have served in a classroom building where students were the administrator’s primary responsibility. Central office work cannot be counted towards an IASP Service Award. 2. The administrator must be an active member of IASP at the time the award is bestowed. 3. The administrator must have completed the indicated number of years of service (i.e., the five-year award is predented during the sixth year). 4. Certification that the above requirements have been met is the responsibility of the individual seeking the award. 5. Information must be submitted by November 1, 2021. The 25-Year Service awards will be presented at the 2021 Fall Conference during the Sunday Awards Banquet. Certificates recognizing 5, 10, 15 and 20 years of service will be available at the Conference registration desk. Either mail or fax this form, or contact Terilyn Hoke by email, at thoke@iasp.org or by phone at (317) 891-9900, ext. 205. Name ________________________________________ School _______________________________________ City/State/Zip _________________________________ Number of years as a school administrator: 5 10 15 20 25 Return this form by November 1, 2021
www.iasp.org
Return to Table of Contents
19
Hoosier high school teachers can become fully credentialed —at no cost to them—to teach dual credit courses to Indiana students through the Teach Dual Credit Indiana partnership. Teach Dual Credit Indiana provides funding for high school teachers who need graduate level courses in the liberal arts disciplines to meet Higher Learning Commission requirements by 2023. What subject areas qualify? Non-STEM fields such as communications, English, social studies and world languages. How do teachers apply? Teachers need to provide contact information, teaching license number, administrator and school contact information and a letter of acknowledgment on school letterhead. Learn more at TeachDualCredit.org. Did you know? Dual credit courses allow students to earn college credit and high school credit at the same time and makes the transition to college easier and more affordable for students as they earn college credits while still enrolled in high school. •
The Indiana Commission for Higher Education estimates dual credit completion saves Hoosier students $69 million in postsecondary tuition and fees each year.
•
1/3 of students who complete dual credit in Indiana are from lowincome households.
•
Students who earn dual credit in high school are more likely to graduate college on-time and to graduate college at all.
Are you a STEM field teacher looking for similar opportunities? Check out STEM Teach Indiana at STEMTeachIndiana.org
TeachDualCredit.org 20
Return to Table of Contents
www.iasp.org
Special thanks to our Silver Corporate Sponsors:
www.iasp.org
Return to Table of Contents
21
LEGAL REVIEW
Legal Situation Brief: Student Demonstrations Séamus Boyce Attorney Kroger Gardis & Regas, LLP (KGR) Students do not “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.” However, student First Amendment rights are limited. Following the Parkland Shooting in 2018, students around the country planned demonstrations as a method to advocate for gun reform. While 2018 may feel like decades ago since it predates the pandemic, I distinctly recall reminding education leaders that the precedent set by that situation could be important for how they responded to future planned student demonstrations. We recently put the issue to the test when advising IASP members through the KGR Legal Help Desk on strategies to address planned student demonstrations related to public health measures such as masking policies. Demonstrations within the School and During School Hours: When at school or a school activity, public schools can take action to address a student’s speech where that speech creates, or you can reasonably forecast, a substantial disruption. And even if there isn’t a substantial disruption, public schools can still address student speech “on campus” in several situations including “lewd” content, school-sponsored publications like yearbooks, or harmful messages that promote, for example, drug use. If the students at your school are organizing a demonstration during school hours on school property or at a school activity, education leaders will have discretion and deference to prevent the substantial disruption that a demonstration would create to learning and carrying out an activity.
22
Public Forum v. Non-Public Forum: In a student demonstration analysis, education leaders may need to do a “forum analysis” as a part of the strategy. Forum refers to where the “speaker” is attempting to express themselves. There are three types under First Amendment law: traditional public forums, limited forums, and nonpublic forums. During school hours at school, a public school is, by default, a nonpublic forum because it is dedicated to teaching and learning, not to be a platform for expression. Nonpublic forums have very limited protection for the speaker. Outside of school hours, however, a school may be considered a limited public forum and it would be more difficult for a school leader to limit a student’s speech. Hence why it important to avoid treating similarly situated groups differently based on their viewpoint. For example, if you permit a pro-masking student group to use school facilities for a meeting you likely cannot deny another student group the same access simply because they oppose masking. Examples of public forum include a public park or a public sidewalk. Public school property is very unlikely to be considered a public forum. “Off-Campus” Demonstrations: Students have significantly more opportunity to demonstrate without interference by their school when off school property and not at a school activity. Following the Mahanoy v. B.L. Supreme Court decision, education leaders must consider three factors before taking action in response to off-campus student speech: (1) in loco parentis status of the public school; (2) the opportunity for the student to express themselves; and (3) whether regulation would chill unpopular expression. Given these Return to Table of Contents
factors, it would be an extraordinary circumstance for a school to be able to discipline a student in any way for participating in an “off campus” demonstration. The Importance of Precedent: While education leaders have wide discretion in responding to student plans to demonstrate at school during the school day and at school activities, utilizing that discretion has important precedential implications. Schools must be consistent in addressing the disruptive act and not the message. A school disagreeing with a position or thinking the speech is too controversial is not sufficient. For this reason, it is important that education leaders consistently apply policy when they learn of planned demonstrations. For example, if you handled planned demonstrations in response to the Parkland in one way you should be prepared to treat very similarly a demonstration promoting Second Amendment rights. Also, if you permit a group of students to promote a message against certain public health strategies you should permit another group of students to promote supporting those same public health strategies. But you can prohibit school-day demonstrations of both groups. And you can always change your practices and set a new precedent (perhaps based on concerns over pandemic spread). “Students have significantly more opportunity to demonstrate without interference by their school when off school property and not at a school activity.”
www.iasp.org
LEGAL REVIEW
What is the legal lesson from this brief ? You should review your policy and past practices for student demonstrations. If you agree with the policy and past application of the policy, continue to apply it consistently regardless of the student viewpoint behind the planned demonstration. If you’d like to change course, ensure you take the proper approach to changing and applying the policy. Of course, you as education leaders may be able to mitigate or even prevent controversies by using your relationships with student leaders to channel energy into something that does not disrupt learning. We at the KGR Legal Help Desk are here to address legal issues for IASP members. Until the next Situation Brief, stay legal!
www.iasp.org
Return to Table of Contents
23
LEGAL REVIEW
School-Community Partnerships & Overcoming Barriers to Collaboration Taylor Hunter Attorney Kroger Gardis & Regas, LLP (KGR) As the old proverb goes . . .
“it takes a village to raise a child.” The school is one (but a large) part of the community fabric that fosters a safe and healthy environment for children. Collaboration between schools and community partners such as local law enforcement, the Department of Child Services (DCS), mental health providers, the juvenile justice system, public health personnel, and other community groups across disciplines is essential. Especially given that one agency may have information not known to another agency but essential in ensuring the health and safety of the student or others. Education leaders are encouraged to establish working relationships where community partners understand when information should be exchanged and take the lead in sharing information when appropriate. Both education leaders and community partners benefit from effective collaboration. For example, when an allegation of child abuse and neglect is reported, education leaders can benefit from the insights and expertise of local law enforcement to avoid duplicative witness interviews, share pertinent information, and ensure measures are in place to protect the children involved. Also, for a child in need of services (CHINS), Indiana law requires DCS to invite the child’s school principal or other school representative to provide information and participate in the child’s case plan process including the family team meeting. Yet, barriers to collaboration, such as differences in functions and bureaucracies, can hinder bringing education leaders and community partners together when they function in relative isolation from each other. This can result in the withholding or duplication of information and resources. To that end, there should be considerable interest in developing strong relationships between schools and community partners. Confidentiality as a barrier. Schools and community partners have different legal requirements when it comes to protecting privacy. For schools, the Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the privacy of student education
24
records. Appropriate information should be disclosed to enable both education leaders and community partners, such as law enforcement, to work together effectively. There are exceptions to various state and federal laws that permit disclosure. For example, FERPA permits a school to disclose education records under the “health or safety emergency” exception without obtaining prior written consent. In situations where a health or safety emergency does not exist, schools can also efficiently disclose student records to comply with a subpoena issued for a law enforcement purpose when the court or other issuing agency has ordered that the existence or the contents of the subpoena or the information furnished in response to the subpoena not be disclosed, per 34 CFR § 99.31(a)(9)(ii)(B). By including this language in an order or subpoena, a school can furnish the information efficiently without notifying the families of all student depicted in the record. Understanding these exceptions can help empower community partners to share information more readily and consistently. Parental consent as a barrier. A more recent development in State law has provided clarity for schools and their role in DCS-requested investigations conducted on school premises. House Enrolled Act 1531 (2021) became effective on July 1, 2021 and provides that if the DCS requests to interview a child at the child’s school, the school must grant access to interview the child alone in certain circumstances. These circumstances include when the DCS employee: (1) presents their credentials as a department case worker or other proof of employment with the department for inspection upon arrival at the school; and (2) provides a written statement that the department “has parental consent or a court order, or exigent circumstances exist as defined by IC 31-9-2-44.1 to interview [insert child’s name].” The written statement must not disclose any of the facts of the allegations or evidence. The school is not permitted to maintain the written statement in the child’s education file. Bottom line, effective collaboration between schools and community partners requires intentional communication, training, and an understanding of the law regarding privacy and parental consent. We at KGR routinely provide day-to-day legal counseling on these important topics. We along with IASP stand ready to support you.
Return to Table of Contents
www.iasp.org
11025 East 25th Street Indianapolis, IN 46229 1-800-285-2188 or 317-891-9900 www.iasp.org | iasp-info@iasp.org
OCTOBER 2021
Community Building
Connect with us
Get the latest news on
federal student loans Click here or scan the QR code to read more
horacemann.com AM-C04603 (Aug. 21)