Onboarding for Success
Setting the Stage for a Successful School Year: Onboarding, Safety, and Support
As we approach the new school year, it is essential to focus on setting a strong foundation for success. From onboarding new employees to ensuring the safety and well-being of our students, the steps we take now will shape the entire year. I want to emphasize the importance of careful planning, clear communication, and unwavering support to ensure a positive and productive school year.
Successful Onboarding and the Role of Mentorship
The successful onboarding of new employees is crucial for a smooth transition into the school environment. This process is not just about introducing new staff to their roles, but also about integrating them into the school culture. New teachers, in particular, benefit immensely from having a dedicated mentor. Mentors provide invaluable guidance, offer support, and share their experience, helping new teachers navigate the challenges of their first year and beyond. By fostering a supportive and collaborative environment, we help ensure that new staff members are set up for success, which in turn positively impacts their students' learning experiences.
Preparing for the School Year: Safety and Logistics
Safety remains a top priority as we prepare for the school year. We must be proactive in training students and staff on safety protocols, including active shooter procedures. Safety training should be comprehensive, covering protocols in various settings such as classrooms, hallways, cafeterias, and during recess. Ensuring that everyone understands these procedures not only enhances safety but also builds a sense of security and preparedness within our school community.
In addition to safety, we must address logistical challenges, including the notorious school drop-off and pick-up lines. Clear communication with parents about drop-off and pick-up procedures helps prevent congestion and ensures a smoother experience for everyone involved. Providing detailed information in advance and setting clear expectations will help mitigate potential issues and contribute to a more organized start to the year.
Leading by Example: Setting Expectations and Building a Collaborative Team
As principals, it is our responsibility to set the stage for the year by establishing clear expectations and providing direction. We must design the path and lead by example, demonstrating the commitment and enthusiasm we expect from our staff, students, families, and community. By clearly articulating our goals and working collaboratively with all stakeholders, we create a shared vision that drives our collective efforts toward achieving success.
Coaching those who may be struggling is also an essential part of our role. By walking beside them, offering constructive feedback, and providing encouragement, we help them grow into exceptional educators. Our support not only enhances their professional development but also strengthens the overall effectiveness of our educational team.
Conclusion
The school year is an opportunity to create a positive and productive learning environment. By focusing on successful onboarding, prioritizing safety, addressing logistical concerns, and leading with clarity and purpose, we set the stage for a successful year. Let us embrace this time with enthusiasm and a commitment to excellence, knowing that the efforts we put forth now will pave the way for a rewarding and enjoyable school year for all.
Dr. Holly Arnold IASP President
Welcome to the September issue of the IASP Indianagram, where we focus on a critical element in setting the foundation for a successful school year: Onboarding for Success. As we guide our teams, students, and communities through new beginnings, we recognize the importance of thoughtful onboarding processes that not only welcome but also inspire excellence from day one. The connections between onboarding and the School Leader Paradigm are profound, as they both emphasize the growth, development, and alignment of vision and mission across all levels of our school communities.
In this issue, we delve into practical strategies and insights that align with the School Leader Paradigm, ensuring that our onboarding practices are not just a checklist but a purposeful journey toward shared success. Whether you’re onboarding new staff, students, or engaging with community partners, the tools and resources shared here are designed to empower you as a leader, equipping you with the strategies needed to foster a culture of belonging, commitment, and continuous growth.
At IASP, we are deeply committed to serving you, our members, with resources and insights that are not only timely but also transformative. We hope you find this issue of the Indianagram both inspiring and practical as you work to create environments where everyone can thrive. Your dedication to excellence in leadership is at the heart of everything we do, and it is our privilege to support you on this journey.
Thank you for being a valued member of our IASP community. We are here with you every step of the way, and we encourage you to dive into this issue, explore the resources, and connect with the insights that resonate with your leadership journey. Let’s make this school year one of growth, connection, and success— together.
Dr. Tiffany Barrett
IASP Assitant Executive Director
Future Indianagram themes
2024-2025 Themes
September: Onboarding for Success!
October: Community Collaboration and Initiatives
November/December: Principal Pages
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
Taking Time to Train, Mentor, Coach, and Celebrate Our Teams
Dr. Katie Jenner
Indiana Secretary of Education
Setting our team members up for success involves training, mentorship, and quality coaching to ensure we are maximizing opportunities for students. The start of a new school year is a time when we should talk openly with our teams about what happens when things go well, as well as what happens on the tough days that inevitably arise. Being honest with our team members and ensuring that we’re focused on the same mission (continuing to improve for all students) is paramount.
The one area that I will add to setting up our team for success is that when there are moments of excellence, a little celebration and encouragement goes a long way. This could mean anything from writing a handwritten thank you note… to walking into a classroom of students to praise a teacher’s good work…to providing a token of appreciation, whether that’s in the form of good food, free tickets to an athletic event or an evening play…to publicly celebrating them in a local news story. Our work can certainly be challenging, and often, there is no shortage of critics. This makes it even more important that we, as leaders, focus on the good and lift our school teams up any chance we get.
One way our state has linked arms to shine a spotlight on some of Indiana’s most impactful educators is through the annual Educational Excellence Awards Gala . We held the awards this year on Friday, September 6, and honored those special educators who are seizing the moment, driving the change, and setting the example for their students, fellow teachers, and schools.
The gala brought together nearly 550 guests to celebrate our schools and educators, as well as awarded nearly $5 million to help them continue to grow their impact for kids! Plus, we once again awarded BIG checks to 10 deserving teachers. Recognized at the event was our 2024 Indiana Teacher of the Year, Eric Jenkins, Indiana’s 2023 Milken Educator Award recipients, Josh Dingeldein and Kendra Randle, and schools excelling in literacy (science of reading), STEM, and rethinking high school.
Additional information regarding each of the awards is available here, and I’d like to spotlight our recipients below!
2024 Indiana Educational Excellence Awards Gala school/ district recipients include:
Excellence in STEM Award
Carlisle Middle School, Southwest School Corporation
Indian Creek Elementary, MSD Lawrence Township
Sullivan Middle School, Southwest School Corporation
Excellence in Leading and Learning Award
Heritage Elementary School, East Allen County Schools
Paramount Brookside, Paramount Schools of Excellence
Tippecanoe School Corporation
Excellence in Early Literacy Award
Grissom Elementary, Muncie Community Schools
Perry Central Elementary School, Perry Central Community School Corporation
Union Elementary School, Franklin Community Schools
Excellence in Student Pathways
Community School Corporation of Eastern Hancock County
Providence Cristo Rey High School
Whitley County Consolidated Schools
Excellence in Community Collaboration
Career Academy South Bend Options Schools
South Ripley Elementary School, South Ripley Community Schools
Excellence in Student-Centered Support
Brentwood Elementary School, Plainfield Community School Corporation
Lawrence Central High School, MSD Lawrence Township
MSD Washington Township
Excellence in Academic Gains
Cathedral High School
East Chicago Urban Enterprise Academy
Grissom Middle School, Penn-Harris-Madison School Corporation
Excellence in College Readiness
Herron Classical Schools Network
Randolph Central School Corporation
Tell City Jr.-Sr. High School, Tell City-Troy Township School Corporation
Excellence in Next Level Educational Experiences and Opportunities
Christel House Indianapolis
Promising Educator Excellence Award
Elise Anderson, Geist Montessori Academy
Dedicated Educator Excellence Award
Lindsay Speiser, Southwest Allen County Schools
Lifetime Educator Excellence Award
Deaneen Pashea, East Noble School Corporation
Ryan Rust, Plymouth Community School Corporation
Early Childhood Educator Excellence Award
Christina Parker, Hickory Center, Northwest Allen County Schools
Digital Innovator Excellence Award
Shannon Quigley, Fort Wayne Community Schools
English Learner Educator Excellence Award
Ali Fleischer, MSD Washington Township
Exceptional Learner Educator Excellence Award
Emily Weaver, Greenfield Central Community Schools
Collaborative Educator Excellence Award
Alex Axsom, Noblesville Schools
Jason Hawley, Randolph Eastern
Congratulations to our 2024 recipients, and keep up the great work!
Over the next few weeks, there will also be additional opportunities to celebrate the impactful work happening in
schools across the state. When it comes to supporting every child to reach their full potential, one of the most important things we can do is help them learn to read. Over the past three years, Indiana has made historic investments to ensure educators and families have the tools and resources they need to best support students. We are starting to see positive results from this allhands-on-deck approach–let’s keep it going!
On Thursday, September 26, we will host the second annual literacy celebration at the Indiana Statehouse, recognizing educators and students from 277 elementary schools (up from 242 last year!) that achieved a passage rate of 95% or higher on the 2023-2024 IREAD assessment.
To finish the month of September, we will also name our 2025 Indiana Teacher of the Year! I’m looking forward to surprising our newest Teacher of the Year who will spend the next year elevating the teaching profession, as well as representing Indiana on the national stage.
In addition to training, mentoring, and coaching our teams, let’s also take time to celebrate the good happening for students! Congratulations on a successful start to the year, and as always, thank you for the important work you lead daily!
From the AP Lens: Setting Up A Successful YearLeading Through Change
Mrs. Kristen Peterson Associate Principal Chesterson High School
IASP Assistant Principal Liaison
Ms. Rachel Fry
Associate
Principal
Chesterson
High School
IASP Assistant Principal Liaison
Our September theme for the Indianagram is “Onboarding for Success!” As we continue to collectively navigate our new legislative direction, Rachel Fry, Associate Principal at Penn High School, is an invaluable resource for implementing the Indiana College Core (ICC). As a potentially key component of the new diploma’s Honors Plus Seal, successfully onboarding students for dual credit opportunities will be extremely important. Penn’s work on implementing the ICC is something from which we can all benefit. Thank you, Rachel, for your willingness to share your experience in this month’s article!
From the AP Lens: Onboarding for Success and the ICC
Think back to your undergrad experience for a moment. Which did you enjoy more - the required core classes in your first year or the classes and experiences related to your field of study? Most people complete the core requirements to check a box, and gain the most enjoyment from courses related to their selected major. The Indiana College Core (ICC) provides Indiana students a route by which to complete those core classes before even setting foot on a college campus, allowing them to dive right into their field of study. While earning college credits prior to graduating high school has been beneficial for many students for over 20 years, school leaders now recognize that there is greater significance not only to complete college coursework, but to earn a college credential.
Each school differs in the way their dual credit story unfolds. This article will focus mostly on Penn High School’s story, which includes a timeline of challenges, successes, and continuous improvement. Our journey began in 2000 when we launched our first dual credit course in partnership with Indiana University. Dual credit offerings steadily increased from there. As trend data became available, it was apparent that something was missing. Our gifted students experienced noteworthy success in Advanced Placement (AP) & dual credit coursework, while learners with academic challenges simultaneously demonstrated remarkable growth due to remedial programming efforts. Yet, there was a group of students whose standardized academic achievement did not match their transcripts. This middle, or average, group of students were very capable of performing at higher levels but needed school faculty to encourage them to take on the challenge. Enter Early College.
In 2013, ten years after the Center of Excellence in Leadership of Learning (CELL, University of Indianapolis) began their efforts to innovate K-16 partnerships, Penn began working more closely with our local Ivy Tech campus to develop plans for implementing an Early College (EC) Academy. CELL’s EC core principles serve as a guide and have been especially helpful for Penn in the areas of target student populations and student support. We first became endorsed by CELL during the 2018-2019 school year, and earned Level 2 Endorsement with distinction in 2022. The EC Network and Collective meetings provide a valuable level of support to schools at all phases of EC implementation.
During the same years that our EC Academy continued to grow and evolve, additional dual credit opportunities outside of EC seemingly exploded as well. This growth would not have been possible without programs by which teachers were, and continue to be, able to take graduate courses at no cost in pursuit of meeting the credentialing requirements. Additionally, teachers were incentivized to take on graduate coursework due to stipends district leadership put in place for this work. However, it really seemed that a desire to continue or begin teaching higher level courses was the main motivator for teachers to engage in this work. It hurts me to admit, because the freshman experience is so critically important, but dual credit initiatives have certainly pulled staff from that grade level. Another notable challenge in offering dual credit courses is ensuring that all student prerequisites are met, the MOU with the postsecondary partner is accurate, teachers are following the deadlines for enrollment, drops, and withdrawals, and corresponding parent communication is occurring. Penn implemented a teacher leadership role, scheduling three non-teaching periods of time for a teacher to serve as our Dual Credit & Dual Enrollment Coordinator, ensuring the aforementioned responsibilities are completed. I guarantee that the success of our dual credit programs can be attributed, in large part, to this teacher leadership role in conjunction with the Ivy Tech College Connections Coach that works in our school two days per week.
Penn began offering the ICC schoolwide in 2022. Like Early College, an important piece of this process was the development and marketing of sample four-year-plans. This was helpful to guide understanding for families, as well as the work of counselors and scheduling. We anticipate to see students from that cohort graduate in 2025, resulting in an increased number of total ICCs when included with our EC graduates. Our primary postsecondary partner throughout this journey has been Ivy Tech; we are so grateful for their
continued partnership and collaboration! The original Penn four-year ICC plans included only Ivy Tech dual credit courses, because it would minimize the need for students/parents to transfer IU/ACP credits or AP scores. Essentially, it was the least confusing path forward and put the onus mostly on the school. The sample plans included options for students working toward an Academic Honors Diploma as well as those pursuing a Core 40; there were samples for students in varying levels of math, and those engaged in career center or work-based learning initiatives. We demonstrated that there was essentially a route to the ICC for most students. So, why did interest in this new opportunity not garner much attention?
The school-wide ICC was marketed to all sophomore students and families, with a Google Form included for those interested in opting in. Families were also given direct lines of communication to the Director of Counseling and Associate Principal in order to discuss the benefits, develop personalized plans, or get questions answered. We met with counselors on multiple occasions to review the purpose and logistics of the ICC. Could we have done a better job of marketing? Were counselors not promoting it? The feedback we received from a number of college-bound students choosing not to opt in for the ICC is that they wanted to take mostly ACP/IU and AP courses. But, because high schools can have only one primary postsecondary partner, our students are required to earn a minimum of 15 credits from Ivy Tech (a partnership that we have no intentions of giving up). This feedback was important, because we realized additional four-year ICC plans needed to be developed. At this point, our school continues to promote the ICC to all students. For those selecting IU/ACP and AP
courses, we are guiding them to take courses that align with ICC and typical core collegiate requirements in hopes that they will earn the ICC upon arrival to campus or at least have met a majority of the criteria.
To close, I want to share with you anecdotal data we have received from Penn alumni over the last decade or so that may address some misconceptions related to students earning college credits and credentials in high school. Our graduates overwhelmingly report that colleges and universities all over the country are accepting their transfer credits without issue. This is not to say there have been no hurdles, but aside from some of the most elite and/or private institutions, families are pleased with the level of transferability beyond what we have explained is guaranteed. Another common myth is that students will graduate college very early, which concerns some parents as they believe this could rob their child of a full college experience or that they would be launching their career at too young of an age. While that is certainly an option provided to students who complete a significant amount of college courses as high schoolers, we are finding that most use the opportunity to pursue a double-major and/or a graduate degree, take a smaller course load in order to work and earn money through college, or use the time to participate in study abroad programs. Whatever path Indiana high school graduates choose to take, completing the ICC in high school prepares them well for future success and sets them up for increased flexibility in their postsecondary endeavors.
Kristen Peterson kpeterson@duneland.k12.in.us
September 11, 2024
Repeating March 5, 2025 9am – 10:30 EST
Presenter, Jonathan Wineinger, Government Technical Assistance and Compliance Directors for the Indiana State Board of Accounts Register online at www.iasp.org (under Principal Programs) Questions, email Terilyn Hoke at thoke@iasp.org
This workshop will provide Extra Curricular Account (ECA) Treasurers occupation procedural information. When you register you will receive a few items to help you prepare for the 90-minute workshop. Included, you will receive a link to a training video as well as a link to submit questions and topics you would like to cover at the workshop.
Embracing the School Leader Paradigm: A Strategic Approach Using the School Leader Paradigm
Dr. Tiffany Barrett IASP Assistant Executive Director
by Dr. Tiffany D. Barrett, Assistant Executive Director, Indiana Association of School Principals (IASP)
with AI-generated assistance
Effective onboarding and staff retention are critical components of successful school leadership. The School Leader Paradigm provides a comprehensive framework to guide school leaders in fostering a positive and productive environment that not only attracts top talent but also retains them. By aligning onboarding and retention strategies with the Paradigm, school leaders can ensure a seamless integration of new staff and create a supportive culture that encourages long-term commitment.
1. Building Relationships Through Contextual Leadership
The School Leader Paradigm emphasizes the importance of understanding the unique context of your school. As a leader, it’s essential to recognize the diverse backgrounds, strengths, and needs of your staff. During the onboarding process, take the time to build relationships with new employees by introducing them to the school's culture, mission, and values. Provide opportunities for them to meet key stakeholders, including students, parents, and community members. This initial connection fosters a sense of belonging and helps new staff feel valued from day one.
2. Cultivating Learning Leaders
A key component of the School Leader Paradigm is the concept of the Learning Leader. Onboarding should go beyond the basics of job responsibilities and compliance. It should include opportunities for professional growth and development. Offer new staff a clear pathway for their own leadership development within the school. Encourage them to set personal and professional goals, and provide access to resources, mentoring, and professional learning communities. By investing in their growth, you not only enhance their skills but also demonstrate a commitment to their long-term success within the organization.
3. Embedding the Cycle of Inquiry
Retention is deeply tied to how valued and supported staff feel in their roles. The Cycle of Inquiry, a core element of the School Leader Paradigm, offers a reflective approach to continuous improvement. Regularly engage staff in reflective practices, encouraging them to assess their experiences, identify challenges, and collaborate on solutions. This process not only empowers staff to take ownership of their professional journey but also fosters a culture of continuous
learning and adaptability, which is crucial for retention.
4. Promoting a Supportive Culture
A supportive culture is the foundation of staff retention. Use the School Leader Paradigm to promote a culture that prioritizes wellness, collaboration, and recognition. Regularly check in with staff to assess their well-being and provide necessary support, whether it’s through professional development, mental health resources, or opportunities for team-building. Recognize and celebrate achievements, both big and small, to reinforce a positive work environment where staff feel appreciated and motivated to stay.
5. Aligning Leadership Practices with Staff Needs
Finally, the School Leader Paradigm encourages leaders to be adaptable and responsive to the evolving needs of their staff. Regularly solicit feedback and be willing to adjust your leadership practices to better support your team. By demonstrating flexibility and a genuine interest in the wellbeing of your staff, you build trust and loyalty, which are key to long-term retention.
In conclusion, by leveraging the principles of the School Leader Paradigm, school leaders can create an onboarding process that not only integrates new staff effectively but also lays the foundation for their long-term success. By building relationships, cultivating growth, embedding reflective practices, promoting a supportive culture, and aligning leadership with staff needs, leaders can enhance both the onboarding experience and retention rates, ultimately contributing to a thriving school community.
Canaries in the Coal Mine
Eric Jenkins 2024 Indiana Teacher of the Year
A colleague recently commented that teachers are our culture’s “canaries in the coal mine.” Canaries symbolize the act of raising awareness. The toxic gasses that posed a threat to miners were odorless and invisible – silent killers – which is why they needed the canaries to raise the alarm. And, there is a dramatic shift in our profession concerning the perception of working conditions. According to a Penn State study in 2022, 56% of teachers say being an educator isn’t worth the stress. Teachers are sounding the alarm, and it’s time to amplify their voices.
There is flight from the education profession on both ends of the spectrum. Nationally, enrollment in teacher education programs was down by a third in 2018. Furthermore, there is an increasing number of educators leaving. As of October 2023, the Indiana Department of Education reports that approximately 65,000 educators are licensed in classrooms across the state, while thousands of others have transitioned into new roles or out of the profession entirely. Indiana has many great educators, but not all of them are in the classroom.
According to a study done by McKinsey & Co., the top three reasons teachers cite for leaving the profession are related to lack of compensation, unrealistic work expectations, and
difficulty managing their well-being. I can feel you, the reader, nodding your head. But, what I find more compelling in this research are the reasons educators stay: meaningful work, colleagues, and compensation. The Venn diagram connects compensation.
Now, I must preface that I can only speak to my experience. To me, compensation means more than money. Money matters, but ask any teacher why they teach, and they will say it’s not about money; it’s about the students. And, it’s about time. According to OECD Education at a Glance 2016, “Teachers work an average of ten hours per day and 1,927 hours per school year.” I’m an English teacher so much of that time involves reading and providing feedback on students’ writing. To put that into perspective, the average high school English teacher will have around 180 students. If each of them turns in a piece of writing, and the teacher takes five minutes per assignment, that teacher will need to find 15 hours to evaluate them. While some might say it’s the price of being an English teacher, one could easily substitute that assignment for preparing a science lab, creating RTI plans, or planning an IEP conference. Every teacher has a unique paper stack. Time is everything.
While administrators can’t create more hours in the day, they can find ways to remove things from a teacher’s plate. Giving teachers that time and being realistic about how much time it takes to do the work is one form of compensation. Compensation can also come in the form of celebration and
recognition. Most teachers shy from the spotlight, but public acknowledgment of teachers’ hard work is essential. Indiana’s Teacher of the Year program is one avenue, and earlier this year the Indiana Department of Education released a list of national awards for educators. Celebrating their efforts not only honors their remarkable work but also elevates their voices and transforms the education narrative into a story of success, bringing light to where it's needed most.
Finding meaning in their work is the number one reason teachers stay. For me, meaning stems from building student connections, maintaining professionalism, and having autonomy. All of these contribute to our well-being, which was cited in 31% of responses in the McKinney & Co. study. The current focus on restorative teaching practices suggests that we are looking for new ways to revive our canaries, increasing the
amount of oxygen in the spaces we occupy. Not only was the canary used as a life-saving tool, but it also became emblematic of innovation and a source of hope. Teachers are that symbol now. Increasing their access to decision-making tables is essential for making sure their concerns about their well-being are heard. We, educators, create a legacy of impact that changes the lives of our students for the better. We help them see their potential before they do. We help them find their audiences and impact communities. Listen to teachers; our voices will help navigate the path to a brighter future.
Eric Jenkins teaches English at Franklin Community High School and was named 2024 Indiana Teacher of the Year. Outside the classroom, Jenkins enjoys getting lost in the woods with his wife and three children.
Congratulations Scholarship Winners!
These ambitious leaders have been selected as winners of an IASP/EF professional learning scholarship!
Justin Browning, Kevin Goralczk, Jana Goebel, Travis Heavin, Sholanda Irvin, Miranda Kellum, Bucky Kramer, Dr. Leondra Radford, & Joe Wilson
Congratulations and enjoy the EF Global Education Symposium in Boston!
Onboarding: The Foundation of a Great School Year for Teachers and Students
Dr. Stacey Y.S. Hunt Principal Marion High School
“I don’t feel good.” “This day is a disaster.” “ I really don’t know what I am supposed to be doing, where I should go or who I should ask.” The first day of school for new teachers and students or any teacher or student, regardless of their experiences, who is new to a school is normally filled with anxiety, questions, information overload, and mind blowing welcome back to school meetings.
As the building Principal of Marion High School, I had a plan and an empathetic approach as I planned for the onboarding process for the 12 teachers and the freshman class of students who were new to the school. One of the promises that I made to myself and to my teachers was that I would never forget what it was like to be a teacher. More importantly, for the onboarding process, I had to remember how I felt when I was a new teacher and I had to reflect upon the questions asked, and the looks in the eyes of all of those teachers and students who were new to the school.
The onboarding process has to be more than presentations and information. Successful onboarding must also be about supporting others as they get on board with the culture of the school building by building relationships with the people who they will be working with everyday.
As I planned for the school based onboarding process, I worked and collaborated with my assistant principals, instructional coach, the technology department, and department chairs. We had to think about sharing useful information, developing meaningful activities for them to do, and most importantly, we had to make sure that we set them up for success and not for failure. As the building principal it was my responsibility to see to it that they were not subjected to information overload and unreasonable instructional schedules.
As I wrote this article, I thought about the information that I would like to have if I were a principal and looking at how I would revise or revamp the onboarding process for new teachers and students to my building and I came up with the following bullet points that I thought about when I was planning:
■ What are my expectations for those who are new? And, how will I communicate those expectations to them?
■ What are the top three things that new teachers and students would need to know and be able to do within the first two weeks of school?
■ Who are the support people for new teachers and staff? I needed to make sure that I introduced them.
■ Do the new teachers and students have school email addresses and school issued electronic devices? If so, do they know how to access information for themselves and their courses?
The above mentioned bullet points were the start of an awesome onboarding process and experience for the new teachers and students.
After the new teacher meetings and freshmen orientation, I asked several teachers and students how they felt about the information that was shared, the activities that they participated in, and the connections with staff that were made, and they told me that they felt pretty good and that they were glad that they were able to participate before school started.
This week, as the school year started, I visited each teacher’s classroom and when I asked, randomly, the new teachers and students how they were doing ... .They all said that they were doing great!!!
Music to my ears.
Sincerely,
Dr. Stacey Y.S. Hunt, Principal Marion High School
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The Newbie Coffee Klatch
- Good conversations and a cup of coffee will never go out of style
Rick Hunt Principal Rockport Elementary
The year is 1995 in the month of August. I’d come into my classroom a week before school started confident and ready to change the world. This wasn’t my first rodeo as I’d taught in an English school in Taiwan the year before, but this was the first classroom that would be all mine. I was going to be a 3rd grade teacher, and I was sure I had it all together. I’d set up my library area with an old bean bag I’d grown up with, stocked the shelves with books my mom had bought me when I was in elementary school and a few I’d picked up at garage sales and Goodwill that summer. I’d crafted the perfect bulletin boards to welcome my students and display my expectations. I had my desks in groups with each kiddo’s name taped on at the top. I was ready to do this thing! Or, so I thought.
Then came the induction meeting, an eight-hour day, working lunch provided, of insurance paperwork, elections, retirement paperwork, discussions on corporation policy and all the do’s and don’ts of being an educator. Half of what was shared I didn’t really understand yet. My new adulting self was in not a little bit of shock.
The next day, the day before the first day of school, we all met at the high school for a welcome back meeting. They introduced the teacher of the year; the superintendent shared some information about his vision for the upcoming school year; there were overhead slides with lots of data, talk about big projects that were planned, and the union rep spoke about negotiations and this and that. Then it was back to the building for an all-team meeting. I met the entire staff; we worked through an awkward icebreaker, and I learned more about the goals and vision for the upcoming year. There were more policies and expectations to learn, meetings on special education students I’d have in my class, a meeting with our building union rep, and about 30 minutes to work in my classroom.
On day one of the school year, I arrived early, excited and ready to go. I was still shell-shocked from all the information from the past two days, but this is what I’d gone to school for. This was what I had dreamed of! The kids arrived; the day started; we were jamming to some tunes I’d recorded on a cassette tape
to create the perfect vibe; the kiddos were working through their “Who am I?” bell ringer… and then one of my kiddos puked. And like the scene from Stand by Me, two more kiddos let us all see their breakfast. Day one, hour one, and chaos had ensued. Calm did return, and things picked up. But later that day, I learned that I should have read one of my kiddo's behavior plan more closely as a desk was pushed over and I learned about the term “elopement.”
By day three, I’d had my small wins, but I was overwhelmed. I felt I’d messed it all up more than made a difference. That confidence I’d rolled in with was battered a bit, and I wasn’t sure if any of my professors in college had actually ever been in a real classroom, as nothing they’d taught me seemed to have prepared me for all I’d encountered in the span of five days.
Now, my recollection of my first week as a teacher nearly 30 years ago may be a touch exaggerated. I can’t remember all that well exactly what it is like being a newbie. However, as a principal I have seen some of my new teachers have those kinds of starts. I have seen them overwhelmed with all the adulting choices nobody adequately prepared them for. I have seen their eyes glaze over during the induction and start of school meetings. I have seen them withdraw a bit as a lack of confidence builds when all they thought they’d learned didn’t prepare them for the reality of being at the head of a classroom.
One thing I do remember vividly, however, is one meeting in my first few weeks of school and how much it impacted me as a young educator. A veteran teacher invited me to join her for a cup of coffee. I went into that first meeting nervous and unsure, but she kept the conversation casual and open. She asked how I was doing and shared mistakes she’d made as a teacher over the years. She was funny and honest, and helped me see that what I was experiencing was actually normal. Over the year, she invited me for a cup of coffee a few more times. She wasn’t my assigned mentor, but she became the mentor I needed. She didn’t shy away from real talk, and she let me share my frustrations and worries about my own ability as a teacher in a non- threatening and comfortable setting. Those conversations over a cup of coffee helped me through my first
ONBOARDING FOR
year of teaching in a way that nothing else did, and I believe it was because it wasn’t formal. It was simply a cup of coffee and conversation.
I believe one of the most powerful things an administrator can do for their new teachers is allow them to learn, reflect on their progress, and seek help through casual conversations. Over the past few years, I have been very intentional about this with my newbies. I have invited them to meet for a cup of coffee at a local coffee shop for some conversation about how things are going. I try to bring all of my new teachers together in one group. I always invite one or two veteran teachers to join us. And we just talk. I let myself relax a bit. I drop what my wife and daughters call my “Mr. The Principal voice”, and I work to reassure everyone that these coffee conversations are a safe space. I work to be open and candid and vulnerable about my past wins and losses as a teacher. I encourage my veteran teacher guests to do the same.
Being new and overwhelmed can be isolating. We as humans are social creatures, and we all want to make connections. These newbie coffee klatches can help new staff members make social connections with each other and with veteran teachers in a way that is challenging to do during the school day. They also help you ensure new teachers make early connections with those on your team that promote positivity. Never forget there are those few on your staff who are in the negative Nelly club and who are always looking for new members. Be intentional about helping connect your newest team members with those that have a positive perspective about our work.
While casual in nature, these newbie coffee klatches can have an element of intentionality. They are great opportunities to share a lot of important information in a way that is informal but powerful. Laughing about your own first parent conference (the one where you called the student by the wrong
name for the first three minutes until the parent very politely asked you if you thought they were someone else) can allow you to work through how a new teacher might prepare well for their first parent conferences. You can filter in chats about lesson delivery, grading norms, and classroom management. You can be intentional about bringing into the conversation a topic that you’d like to focus on. Invite veteran teachers who are experts at their craft in an area, and then get them to share about their work in that area. Let the new teachers pick the topic that you will focus a bit on at your next coffee klatch. Then you can prepare for that conversation by inviting in the right people, gathering information to share, or preparing your own thoughts. Too often we think we need to formalize our professional development and we forget how much we can learn in a casual and safe setting.
As principals, we are often very busy, and we too often forget to carve out meaningful time for our new teachers. However, not doing so creates the perfect environment for our new teachers to drift from what we hope and expect they will be as educators. Attempting to correct that drift later through formal evaluation, observations, and professional development can add to a new teacher's feelings of being overwhelmed and isolated. Setting up a casual but intentional regular meeting over a cuppa joe can anchor your new teachers and give them a stronger foundation to flourish as an educator. Time invested in our newest educators can help them embrace best practices in culture building and pedagogy. It can ensure they don’t lose that early confidence, the confidence that helps them believe they can and will change the world. New teachers who end their first year feeling positive about their work, connected to their peers, confident in their growth, and respected as individuals are more likely to stay in the profession long term. And all of that can be achieved through the cost of a few cups of coffee and a bit of time.
Special thanks to our Sponsors:
From Onboarding to Excellence
Dr. Julie Powell Assistant Professor Ball State University
The beginning of a new school year is an exciting time, brimming with potential and fresh energy. For new staff members, this period can be both exhilarating and overwhelming. As a principal, it’s crucial to create an onboarding process that not only equips new hires with the necessary skills and knowledge but also fosters engagement, excitement, and a sense of belonging. Principals can achieve this through fun and engaging methods, effective mentoring, and strategies for long-term retention.
One thing is certain – onboarding is NOT a one-day or one-time thing. It is made up of many big and small moments over time. This is important because it allows principals to be creative and to think about “the whole year” rather than one presentation.
One helpful thing for a principal is to break down your calendar into times throughout the year when you can intentionally plan something for new staff – those who are brand new to teaching as well as those new to your building or within the first year or two of being at your school. Below are some ideas of ways you could organize this.
Before the staff member’s first day, assemble a new staff welcome package that includes a personalized note from the principal or other team members as well as some sticky notes, snack items, and some essential documents. Give away some school swag with those welcome packages – shirts, pens, coffee mugs, stickers, hats, etc. Remember, secretaries can arrange this as well so let them own this part. Personally, I always liked to set up a one-on-one meeting time with each new staff member before students begin where I could meet informally to begin to build our relationship. I come prepared with questions such as – what are you most excited about? Worried about? What helps you decompress after a long day? What hobbies do you have? Tell me about all the people in your family and/or support group. What do you engage in to maintain a work-life balance? Conversations like this are organic and personal but build a sense of caring.
On the first day with all staff, begin with a welcoming breakfast or lunch, where new staff members are introduced to their colleagues and given a warm, personal welcome to foster a sense of belonging and community from the outset. The first-day staff meeting is often filled with “required” items such as handbooks or “business items” but always make sure you build in time for fun too! Arrange for guided tours of the district buildings or the community. Scavenger hunts are fun ways to do this, especially if you have several new staff members! You could also take pictures of staff working on team-building projects.
In addition to the initial day activities, the core of any good onboarding strategy is a structured mentoring program. Each new teacher should be paired with a veteran colleague who has been carefully selected based on compatibility and expertise. This mentorship
should include regular one-on-one meetings where new teachers can discuss classroom strategies, seek advice on handling challenges, and receive feedback on their performance. Additionally, incorporating observation opportunities, where new hires can watch their mentors in action, allows them to gain practical insights and learn effective teaching techniques. This structured approach not only accelerates the learning curve but also helps new staff build confidence and competence in their roles. A well-structured mentorship program not only supports new teachers but also contributes to their long-term success and retention.
One good idea I used when I was a principal was a “Buddy System” that pairs new staff members with experienced colleagues, but with a twist: everyone was also assigned a buddy not only within their department but also from different areas of the school, such as administration, special education, or support staff. This really built new and different relationships and created respect and understanding among all staff.
Ongoing professional development is another essential component for new hires. Sessions can be designed to address the immediate needs of new staff while also helping others stay current in the field. You can find out what each staff member needs by listening when you do check-ins and by allowing them to give input.
Regular feedback is a cornerstone of any good onboarding strategy. New teachers can participate in monthly review meetings with the principal where they can discuss their progress and receive feedback on their performance. These meetings should be structured to be constructive and supportive, ensuring that new staff feels encouraged rather than criticized.
Principals can also organize social events where all staff can interact in a relaxed setting, such as a “spotlight” series where different school staff share insights about their roles. This cross-departmental integration helps new hires feel more connected to the entire school community and fosters a sense of belonging. I also think as school leaders we can never forget about the importance of fun! Line up a quarterly calendar which sets aside time for all staff to participate in fun social events (bowling, happy hour, game night, trivia night, etc.).
Conclusion
Onboarding new staff is a critical process that sets the tone for their experience and success within a school. It is so much more than figuring out how to use the copy machine and where to park. It is about the HEART and culture of belonging in your school. Onboarding is a staff retention plan. By creating an inviting and dynamic welcome, implementing a mentorship program, encouraging professional growth, fostering a positive culture, and providing ongoing feedback, principals can set the stage for new hires to thrive.
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.
ONBOARDING FOR SUCCESS!
We are in a new school year, and hopefully, all the new hires are integrating well into our schools. Onboarding is essential to assist our new faculty and staff on their journey within our organization. It helps them acclimate to their roles and fosters a sense of belonging and engagement. Creating a collaborative effort involves including team members who can begin to build positive relationships among all.
For principals leading in a new school or for first-time principals, it is an exciting time to meet students, parents, and all staff. Learning names, spending time listening, learning the culture, and creating momentum are critical elements within the first ninety days. In his book The First 90 Days, Michael Watkins says, "The more efficiently and effectively you learn, the more quickly you will close your window of vulnerability." (p 47). You must keep learning by asking questions about the past, the present, and the future. Creating an entry plan can assist you in establishing clear priorities to demonstrate your leadership vision. Building trust with staff will be a priority.
Now is also the time to engage in self-care. Taking care of yourself so you can care for others will help you stay the course. Onboarding yourself with a clear leadership entry process that includes self-care will assist you in paying attention to critical elements of trust and transparency, which will set you and your school up for success.
Then, when the dust settles, if you haven't already participated in IPLI, please consider taking that next step. Whether you are new in your role or a seasoned professional, IPLI can assist you in your professional journey. We are here for you!
Happy new school year! Wishing you all the best!
IPLI EXTENDED 2024-25
IPLI Extended will have multiple opportunities for our graduates to grow professionally next year. You will hear from great speakers like
Cohort 11, Year 2 – speakers will include:
■ Dr. Phil Warrick -HRS Framework Levels 2 & 3 for September 2024 and January 2025
Cohort 12, Year 1 speakers will consist of for September 2024 and January 2025
■ *Dr. Nate Regier and Dr. Ryan Donlan: Personality &
Leadership: Stewardship of Your Greatest Assets
■ Dr. Todd Whitaker: What Great Principals Do Differently
■ Dr. Steve Gruenert: School Culture Rewired 2.0
If you want to sign up for one or more sessions, the link to the application can be found here: IPLI Extended Application 24-25. Take time for professional development and networking with Indiana leaders who have completed IPLI like you! And meet principals currently in the 2-year journey to support them as they learn. We encourage you to bring teacher leaders ($25 each) to the session(s) to participate in solid professional development that will keep you being the learning leader you are meant to be.
You will be invoiced for all seminars when you complete the Extended application.
Don't miss out on the opportunity to grow through IPLI as a graduate and continue networking to increase your leadership capacity. One session or more sessions can give you time to regroup and share your professional thinking with others. Sign up today!
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 am excited for the future of schools in Indiana as the aligned system for principal professional development has never been more significant. INALI, IPLI, and IPLI 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.
Brookes Publishing is proud to partner with the Indiana Association of School Principals to bring you
The Science of Reading
FREE WEBINAR SERIES PLUS Q&A
This fall, join two of Brookes Publishing’s top literacy experts for can’t-miss webinars on key topics in evidence-based literacy instruction. Discover what your teachers need to know and do to put the science of reading into practice and support success for every student! Each practical, engaging webinar will also feature a Q&A, your chance to get your questions answered by true authorities on reading and literacy.
Elsa CárdenasHagan, Ed.D., CCCSLP, CDT, CALT, QI
September 25, 2024 | 1:30 PM EST
Literacy Foundations for English Learners
Presented by Elsa Cardenas-Hagan, Ed.D., CCC-SLP, CDT, CALT, QI
More than 5 million English learners attend U S public schools and yet fewer than 3% of teachers are certified to work with them. Learn how you can give teachers the essential knowledge they need to help English learners develop strong literacy skills and achieve academic success Elsa Cárdenas-Hagan will present research-based guidance on how to teach English learners, make connections across languages when teaching, and apply insights from current research in the classroom
REGISTER: bpub.fyi/IASPliteracyfoundations
November 6, 2024 | 2:00 PM EST
The Writing Rope: A Framework for Evidence-Based Writing Instruction
Presented by Joan Sedita, M.Ed.
Strong writing skills are a critically important aspect of literacy Don’t miss this chance to learn about evidence-based writing instruction directly from Joan Sedita founder and president of Keys to Literacy, Indiana's approved provider for literacy PD You’ll discover the research-based framework for writing instruction in Sedita’s instant bestseller, The Writing Rope. And you’ll learn what the teachers in your school will need to design and deliver explicit, high-quality writing instruction that meets every student’s needs
REGISTER: bpub.fyi/IASPwritingrope
For more science of reading resources, visit www.brookespublishing.com
Joan Sedita, M.Ed.
Riley: On board, or overboard?
Susan Miles Program Officer, Kids Caring & Sharing TM Riley Children’s Foundation
In keeping with this month’s Indianagram theme, when an Indiana high school passionate about raising funds for Riley Hospital chooses to grow into our year-round, leadership development opportunity that is Riley Dance Marathon, we refer to the school’s orientation as “on-boarding.” One of the hallmarks of the DM program is an online fundraising element. We have learned that a school’s fundraising efforts increase significantly when an online giving opportunity is added to a school’s more traditional fundraising activities.
Your school need not be a high school, however, to take advantage of this exciting fundraising opportunity. A designated staff member or other adult fundraising coordinator can easily create a unique team page for your school, set your fundraising goal, personalize messaging, and even add photos and videos.
To make it simple to get on board with this dynamic online opportunity we created a 2024-2025 Kids Caring & Sharing online campaign for you. Follow the prompts on this handy tips for success information sheet to set up your school’s online giving page today!
Share your team page URL or create a special QR code to make it easy for family and friends to support your passion for helping Riley kids. If you feel you have gone overboard and have questions on what to do next, I’m here to throw you a line www.smiles@rileykids.org
Once a Riley kid, always a Riley kid … With a national focus each September on pediatric cancer awareness, here is an update on an important Adolescent and Young Adult (AYA) Program at Riley Children’s Health.
After a child is diagnosed with cancer, many parents turn to Riley Children’s Health for the best possible treatment course. Similarly, when an adult is diagnosed with cancer, people count on the Simon Comprehensive Cancer Center. But where do teenagers and young adults look for care to address their specific needs?
The AYA Program at Riley focuses on the unique issues facing patients ages 18-39, providing a range of services and support for this age group, regardless of which facility door they walk through. Oftentimes this patient group is in the “in-between” part of their life. Significant life events such as graduations, college life, getting married, and starting a family are challenging – a cancer diagnosis can make them even more difficult. The AYA Program is unique because of how patients are treated, addressing the special needs of this population that may fall outside the scope of traditional clinical treatment.
The AYA Program through Riley, led by Program Manager, Jessica Loving, is built on six pillars:
■ Age-appropriate clinical care – ensures that patients are receiving the best treatment protocols, either pediatric or adult
■ Fertility risks and preservation – host fertility consultations with patients to determine risks of treatment and incorporate fertility preservation options into treatment plan
■ Psychosocial assessment – determine and provide support for non-clinical patient needs, including financial questions, medical insurance guidance, and childcare concerns
■ Clinical trials and research – partner with other institutions to increase representation of patients in this age group in clinical trials to improve outcomes
■ Palliative care and end of life – provide comfort and support throughout entire course of treatment, as well as assistance with end-of-life decisions, if needed
■ Survivorship clinic – provide support after treatment is concluded and they are cancer-free
These pillars come together to build and nurture personal connections between patients in this age group who are having a similar experience. Loving said: “They can talk about how many ports, or the types of treatments they’ve had, and they don’t have to explain it all. They just know.”
Your support helps make such critical patient support programs possible, thank you!
There is also still time for your school to join the annual Tackle Cancer campaign supporting cancer research initiatives at Riley!
Update your 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: “Advanced” Employee Onboarding (Religious Accommodations)
Séamus Boyce Attorney Kroger Gardis & Regas, LLP
Keith Butler Associate Attorney Education Law & Policy
Kroger Gardis & Regas, LLP
Now that the dust has settled on back-toschool season (right?), you may be moving to more advanced employee onboarding. Of course, the top priority for employee training is to maintain a safe environment. But professional development geared at preventing the violation of federal rights is often very exciting for at least the lawyers! In this KGR Law Briefing, we take on a topic that has had some recent activity in the courts: religious accommodations for employees.
The current makeup of the Supreme Court of the United States has not been bashful about taking on cases involving religion. An example is Groff v. DeJoy (2023). In Groff, a United States Postal Services worker held a religious belief to not work on Sunday. Title VII of the Civil Rights Act of 1964 requires that employers accommodate the religious practices of employees unless doing so would create an undue hardship. Don’t we all just love it when the law references such phrases without definition? (Sarcasm added.) In a much earlier Supreme Court case, Trans World Airlines, Inc. v. Hardison (1977), the Court explained that an “undue burden” would require an employer to absorb more than de minimis additional cost by granting the accommodation.
The Court in Groff explained that many lower courts misinterpreted the language in Hardison to mean that more than de minimis costs are an undue hardship. Instead, the Court replaces clarifies what the undue hardship standard is now that we know it’s not just de minimis costs. A court must examine the accommodation’s effect on the conduct of the employer’s business. Other employees’ dislike of allowing the religious practice does not suffice. The employer must consider how to reasonably accommodate an
employee’s practice of religion, not just assess the reasonableness of one possible accommodation. The employer is required to consider if there are other options available.
We did not have to wait long to learn how a federal court in Indiana would interpret the Groff undue burden standard. You may recall the attention to a case involving a teacher who sought a religious accommodation to refer to transgender students only by last name. The teacher asserted his religious belief that he should not have to “promote transgenderism” by referring to transgender students by their preferred names and pronouns. After the case was decided by our 7th Circuit Court of Appeals, the Supreme Court decided Groff and the Indiana case was sent back to the trial court in Indiana to decide the case applying the Groff standard.
The Indiana court found in favor of the school corporation in the decision of KLUGE v. BROWNSBURG COMMUNITY SCHOOL CORPORATION (2024). The court described the school’s business as providing a supportive environment for students and respecting the legitimate expectations of their parents and medical providers. This mission can include fostering a safe, inclusive learning environment for all students and evaluating whether the mission is threatened by substantial student harm and the potential for liability. The court found there was a threat of substantial student harm to students by granting the employee’s requested accommodation. The court also pointed to the potential for Title IX liability if the school granted the accommodation request. For these reasons the court decided that there was an undue burden, and the school did not violate Title VII by denying the accommodation request.
What is the legal lesson from this brief?
When responding to a request from an employee for a religious accommodation, identify what religious practice the employee is attempting to observe and use the interactive process to attempt to accommodate the practice without
creating an undue burden on the “business” of the school. You could allow the employee to observe that practice by granting an accommodation. You could also suggest alternatives that the employee may mutually agree upon.
If the employee is adamant about the specific request, you must then determine whether you are legally permitted to deny the request because it is an undue burden as described by Groff and Kluge. You should not rely solely on having some additional monetary cost as a reason for denial of the accommodation. While added monetary cost can be factored into the analysis, courts will examine that added cost on a case-by-case basis. Therefore, a court will be looking for your evidence that granting the request would be an undue hardship in the school conducting its business.
Do not rely solely on other employees being upset by granting the accommodation. This also can be a factor (particularly if granting the accommodation makes it harder to staff other positions), but employees’ mere disapproval of the accommodation will not be sufficient. Finally, focus on how granting the accommodation will impact how the school educates its students. It does appear that courts will be deferential to a school leader’s determination of how the accommodation affects its educational purpose, but make sure to “show your work” as you decide whether to grant the request or not.
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 IM-003934 (8-24)
Life insurance is for anyone who lives
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