Indianagram_April2021 by IASP

APRIL 2021 ■ VOLUME 23 ■ NUMBER 4

TABLE OF CONTENTS

APRIL 2021 ■ VOLUME 23 ■ NUMBER 4

The Indiana Association of School Principals leads in the advocacy and support of all principals in their commitment to every child.

President’s Letter - Plant and Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 IDOE - Computer Science: Evaluate, Explore, Collaborate, and Problem Solve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 CULTURE AND CELEBRATIONS

EDITORIAL BOARD MEMBERS Tiffany Barrett Steve Samuel Kelly Storms Matt Stark Debra Misecko Jared Leiker Roy Hufford Keith Burke Kevin Rockey Andrew Hawk Troy Albert Rick Hunt Chrystal Street Lori Graham Nicholas Mitchaner Jason Cary

Celebrate Good Times……Come on! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Cultivating a Positive School Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Belonging, Success, & Joy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 STEM Integrations Community Partnership Series: Recognizing Cultures and Celebrating Diversity in STEM/STEAM. . . 16 LEADERSHIP DEVELOPMENT

Celebrating Diverse Cultures Every Day All Year. . . . . . . . . . . . . . . . . . . . . . . . . . 20

11025 East 25th Street Indianapolis, IN 46229 1-800-285-2188 or 317-891-9900 www.iasp.org tbarrett@iasp.org

IPLI News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 SERVICE

Riley Kids Caring & Sharing Update . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Spotlight on Service Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

LEGAL REVIEW

Do Employees Have Free Speech Rights in the Classroom? . . . . . . . . . . . . . . . 29

Return to Table of Contents

Connect with us

PRESIDENT’S LETTER

Plant and Water Frustrated! Angry! Tired! Ready to give up! You’ve shared articles. You tried to build relationships. You’ve sent positive emails and put hand written notes in their mailboxes. You’ve engaged them in personal conversations and tried to be there for them. Still no visible change! They continue to gripe. They continue to fight almost every initiative. They go behind your back and bring the union into every issue. At times they can be very disrespectful. What now!? Have you been there? Are you there? Do you want to say, “Screw it, let them go!” In my mind, I know I’ve been there. I felt like all the energy I was putting forth was not getting anything accomplished, and the teacher was zapping the climate and destroying the culture. When times like these come, I have to remind myself of planting and watering. We cannot make a plant grow. We can plant the seed and water it, but we can’t make it grow. Even with the best of conditions, we can’t make a plant grow. Interestingly, plant growth varies depending on the plant. A seed can lay dormant for as little as three days like a Zinnias, or other seeds have been known to lay dormant for as long as fifty years. The oldest documented seed was nearly 2000 years old. Conditions have to be just right for a dormant seed to germinate. Still, we can’t make it germinate. Once a seed germinates, each plant differs on when it produces its fruit or flower. Some plants grow quickly and produce quickly. Others take much longer. The Queen of the Andes takes 80 to 150 years to flower. When it blooms, it produces a seed-bearing spike with thousands of white, green, and purple flowers. When the spike drops, it drops millions of seeds. What is your point, Eric? I’m glad you ask. A positive climate and culture within a school is not easy to build. It doesn’t come overnight. Depending on where you have started, it may be more challenging than other buildings. I now try to view all that I do as planting and watering. Whenever we treat someone with kindness, we are watering and planting kindness. Whenever I show compassion, I sow seeds of compassion and am watering with compassion. Whenever I share my enthusiasm for learning, I’m watering and sowing seeds of joy for learning. It doesn’t mean that it will immediately germinate or flower. It is possible it may never take hold. People may not change because I can’t change anyone. I have a hard enough time changing myself. I can only plant and water. Who knows how long that seed may lay dormant before it germinates in their life. Who knows how long after germination that the fruit or flower of kindness, compassion, and joy for learning will bloom. I can’t make it grow. I can only plant and water hoping that I have created the right conditions that one day this seed will grow into a plant that bears fruit/flowers. As an administrator, don’t give up. Don’t quit. You may get frustrated. You may get tired. You may get stressed. However, you never know when the seed of your kindness, compassion, and professionalism will germinate and bloom. You are making a difference! You may never get a chance to see it. It may be years down the road. But you planted it! You watered it! Take heart! Don’t give up! Keep planting and watering. Who knows, maybe that challenging teacher will thrive and drop millions of seeds of kindness, respect, and love.

www.iasp.org

Return to Table of Contents

FROM THE EXECUTIVE DIRECTOR

IASP Executive Committee Eric Gilpin President Aimee Lunsford President-Elect This issue of the Indianagram gives us a great opportunity to look at School Culture knowing that this past year, school culture has seen its impact in numerous ways. Moving entirely to virtual instruction one year ago, returning in various forms in August, and daily balancing contact tracing and quarantining with instruction all take a toll on your school climate. It has been a hard 12 months and we still have 2 months to go in 2020-2021! But, if your school culture is focused on the right things, and features appropriate supports for all, each day (good or bad) could be bolstered by knowing why we are educators, and why we choose to work with our students. This foundation can absorb the negative impacts such as we have seen and will allow educators to sustain their tremendous efforts. The IASP co-developed School Leader Paradigm features Culture as its own domain of a successful Learning Organization. This is also true of the NASSP developed Building Ranks publication; both further elaborate on Culture by establishing several dimensions that help inform the school leader on priorities that will help move your school forward. We also know that a new administrator ( first time or moving to a new building) is wise to understand the school culture before embarking on significant changes to the learning and systems domains within the organization. Building trust and relationships, and establishing a focus on equity and students allows the leader to then successfully bring about necessary changes to instruction and operations. So in this spring time, take time to assess your school culture, and follow President Gilpin’s advice to plant and water each day to ensure the culture allows student learning and growth to flourish!

Matt Shockley Vice President Lizz Walters Past President Kelly McPike NAESP State Representative Dave Strouse NASSP State Coordinator Steve Baker Liaison to the DOE Amy Boone Assistant Principal Liaison

Dr. Todd D. Bess IASP Executive Director

Future Indianagram themes Highlighting Community Partnerships

May 2021

Professional Development

June 2021

Share your thoughts on the Indianagram https://forms.gle/sCmLHwnh4aYcTJdr8

Return to Table of Contents

www.iasp.org

Computer Science: Evaluate, Explore, Collaborate, and Problem Solve Dr. Katie Jenner Indiana Secretary of Education Starting this fall, Indiana law requires all public K-12 schools to provide computer science instruction for students. For many, the subject may feel like a new language, but as principals and building leaders, I think you’ll find yourselves in familiar territory. While you might not be writing code or programming robots in your role, you are daily tackling your school’s challenges. You’re working to evaluate, explore, collaborate, and problem solve. And those are precisely the skills your students will learn in their computer science courses. Under the requirements passed in 2018, all Indiana high schools must offer at least one computer science course annually. For K-8 schools, the computer science requirement is standards-based, giving you flexibility on whether it’s integrated into existing classes, made its own class...or both! Five years ago, fewer than 25% of Indiana’s traditional high schools had at least one computer science course. Indiana has made great gains over five years, and as of the 2019-2020 school year, computer science had reached 70% of these schools. Excellent work from our state’s innovative educators, who have already taken steps to engage students in hands-on, team-based computer science learning! Greensburg Junior High School: Into the STEM Lab One great example comes from Greensburg Junior High School (GJHS), led by Principal Matt Clifford, which serves southeastern Indiana students in grades six through eight. Three years ago, they didn’t offer computer science instruction, so Dana Calfee, GJHS science teacher and department chair, www.iasp.org

got to work building a strategic plan focused on integrating computer science into their curriculum. Now, lessons at GJHS look a little different. They’ve integrated computer science into their regular science curriculum, and they’ve launched the STEMConnects Lab, a place where concepts that were previously just theoretical come to life. The lab includes high-tech equipment like 3D printers, laser cutters, CNC mills, and more. Once students learn how to use the equipment, they can visit the STEM lab to work on class projects -- or even explore implementing their own ideas in their free time. Class projects include everything from programming robots to using javascript to develop interactive diagrams. They’ve even created simulations on how invasive species can take over an ecosystem. Now three years later, Dana says they’ve built a “culture of computer science” in the school, with students genuinely engaged and excited about learning. Pike High School: Projects and Problem Solving Pike High School in Indianapolis, led by Principal Troy Inman, has a similar story. Six years ago, they only had about 50 students signing up for their computer science courses. Since then, that number has more than quadrupled to about 230 students being taught by three computer science teachers. Justin Smith, a computer science teacher at Pike, says his students are learning more than just coding. He credits the school’s community-based partnership with IUPUI’s Informatics Return to Table of Contents

Diversity-Enhanced Workforce (iDEW) program for making that possible. iDEW helped Pike launch its computer science program by providing free resources and teacher training -- and iDEW continues to provide ongoing support. Early in the semester, Pike’s computer science students learn computer science concepts. Then, it’s project time, with students collaborating to create something new as part of semester-long, project-based learning experiences. Students then have an opportunity to showcase their projects to local tech companies and representatives from IUPUI’s iDEW program. In class, Justin says his students are learning about teamwork and creative thinking, and they’re building the confidence needed to present their work. Sparking Student Success Ultimately, these classes, partnerships, and projects are all designed with one purpose -- helping students build the skills they need to be successful in life and in their careers, regardless of the career path they choose. Thank you to everyone who is working hard to integrate this important, futurefocused discipline into your schools. As we learned from Greensburg Junior High School and Pike High School, if you have a plan and the team around you to build momentum, your program will grow. Now, I’d love to hear your stories. Please reach out, and tell us how you’ve incorporated computer science into your schools, and how students are evaluating, exploring, collaborating, and problem solving in this exciting field.

CULTURE AND CELEBRATIONS

Celebrate Good Times……Come on! Jack Birmingham Assistant Superintendent Union Township School Corporation Now that you have that “Kool and the Gang” song stuck in your head until another 80s classic pops onto your Walkman (some leaders will actually need to Google Walkman), I can think of no better time than now to understand the value of celebrations for the culture that you are trying to build in your respective building! Your school educators have been through it all this year and we are starting to see the glorious light at the end of this dark tunnel! It indeed is time to celebrate with your students, staff and parents! I have often compared schools with a great culture to that of a theme park, and the leaders in these schools will find reasons to celebrate ANY achievement ANY time! That is truly the trick of the trade. It is easy to celebrate a wonderful school success story, such as, academic success, athletic victories, superb choir productions, etc., but what about those less noticeable ones? You know, the classroom that had perfect attendance for one straight month or the student council group that decided to clean up the landscaping out front? If you are looking to build the culture that leads to your “theme park,” it is paramount that you seek out opportunities to celebrate with your building! While there are many ways to recognize and lift the spirits of your students, staff and parents, my favorite tools to use are “last calls!” They can single-handedly begin to improve your

climate that leads to an incredible “theme park” culture! How do they work? First, include your office and teaching staff on the value of “last calls.” Explain to them that it is simply my desire to end my day on a positive note by reaching out to our families to share our appreciation and celebrate with them on a particular accomplishment their child had done. Could be ANYTHING! Tell your teachers that if they spot a student who could use a “last call”, to send them the information to my office and I will make that call! It truly is priceless! The rapport and appreciation the leader gets by this small celebration is an instrumental part of an incredible culture! Best part of the “last call’ celebrations? You, as the LEADER can use them on your staff as well! This serves to not only lift their spirits, but also, to show them how it feels to receive such a call and then they can begin using these great tools as well! It spreads like wildfire! As we move through one of the toughest school years in history, remember to celebrate both large and small victories. They are equally enjoyable! And full disclosure, yes, I HAD the larger scale “Kool and the Gang” Celebration album, but still enjoyed listening to the smaller scale 45 rpm I had as well. (Again, now the younger leaders are working overtime on Google.) These celebrations build your climate, strengthen your culture and warm your school family as much as the approaching spring sun.

Return to Table of Contents

www.iasp.org

Return to Table of Contents

Hundreds of live Virtual Field Trips for in-class or remote teachers and students streamablelearning.com $300/school/academic year IASP members receive a 20% discount with subscriptions that run through June 2021. District pricing is available. 8

Return to Table of Contents

www.iasp.org

CULTURE AND CELEBRATIONS

Cultivating a Positive School Culture Dr. Chrystal Street Principal Brownstown Elementary When you walk into Mediocre Intermediate to enroll a 5th grader, you are welcomed. The friendly secretary hands you the paperwork and tells you to bring it back when it is completed. She then starts to finish a personal conversation that she was having with a teacher before you have even turned around to leave. An assistant principal walks by you without acknowledging your presence or your child. In Pleasantville Middle School, you show up to enroll your oldest child. The secretary immediately stops talking with a staff member and entirely focuses her attention on you. She gives you the paperwork and offers to walk you through each page. Your son is being engaged in conversation from the assistant principal who is asking him if he enjoys any sports or clubs. Both schools are in the same district, but the vibe that you get in each building is a complete 180. How you are treated could be different if you had entered a few days later. This change would be the result of the climate. Unfortunately, if the treatment from staff members has always been the same, the issue could be within the culture. Steve Gruenert and Todd Whitaker describe the difference between school climate and culture in their book, School Culture Rewired: How to Define, Assess, and Transform It. Climate is the school’s attitude and could change on a daily basis depending on a situation. A school’s personality is it’s culture (p. 11). The culture is what “we do around here” and is based on values and beliefs (p. 10). Changing the personality of a school, especially if there are pockets of toxicity, will be a continual work in progress. www.iasp.org

Changing a toxic culture into one that is positive takes a great deal of time, energy, and persistence, but it can be done. As the administrator, there are a number of things that you can do to cultivate a positive culture in your building where staff members all unite to support the school’s vision. Build Relationships: Relationships are key. This takes time. From the moment that you are hired, you need to continually work on relationship building. Get to know your staff by asking them about their family, what they like to do, and how they spend their vacation time. Follow up with them if they are going through hard times. Be there to listen and offer support or encouragement. Make sure every employee knows that his or her work is important. Assess the School Culture: All of us would like to think that we have the most positive school culture on the planet, but after gathering input, we could find that our interpretations were a bit off. Consider using a survey with your staff to find out the type of culture within the building. After the survey, share the results with the staff and celebrate the positives and look for ways to improve areas. If you have a good relationship with your staff, you can trust them to give you honest feedback on areas that need the most improvement. You do not need to focus on improving every weakness at once. Pick one area and work together to improve. It is important to garner suggestions from staff, create an action plan, and re-evaluate. In the book, School Culture Rewired: How to Define, Assess, and Transform It, Return to Table of Contents

a School Culture Survey is included in chapter 6 to help you get started. Areas of the survey include collaborative leadership, teacher collaboration, professional development, unity of purpose, collegial support, and learning partnership. Details on how to score the survey are covered and this might be just what you need to get a jump start on the beliefs and attitudes that exist in your building. A sample of the survey can be found online. Model: As a building leader, it is imperative that you set the tone, not just at the beginning of every year, but each and every single day. Your behavior, actions, and feelings about everything is being watched by each person you see and meet. How you overcome difficult situations, talk to people, and show your presence will impact those that work around you. Even though the culture of a building is not set through one individual, one person can make a difference in how the culture will evolve. If your tone is sarcastic or your overall state of mind is that school is a place where problems continually exist, that attitude will spill over into the people that work for you. If you are not setting the tone with expectations, someone else will which could spiral downward very quickly. Be that person who looks for the positive even when times or situations are difficult. Be Accessible and Visible: Teachers and students want to know that you care and one way to do that is to be seen. It might be easy to get busy and stuck in the office, but make the effort to get out from behind your desk to chat with people. When going to the cafeteria for 9

CULTURE AND CELEBRATIONS

lunch duty, grab the broom, sweep the floor, and talk to students as they are putting their trash away. One small act signifies that we are all in this together. Don’t forget to visit with the cleaning crew who stays late. Collaborate: Planning time for teachers to collaborate goes a long way for teachers, especially if time can be planned during the school day. PLC time is a great opportunity for teachers to discuss instructional practices. Encourage teachers to observe each other by offering to cover their classroom. Plan opportunities for instructional aides and support staff to collaborate. Is there a time that they can get together to discuss how different recess situations are handled or other issues that may arise when working with students or teachers? Consider planning professional learning opportunities for them as well. Celebrate and Have Fun: There should always be time for celebration. Often, administrators think about the kids

and have a number of ceremonies that showcase students, but what about the teachers? Do you recognize teachers or other employees for years of service? Are there things that you are doing that highlight the work that they are doing? Handwritten, individual notes for staff members go a long way. Maybe you could even write a note to the employee’s spouse or parents. A simple, verbal ‘thank you’ or ‘great job’ might be just what the staff needs to get through a stressful day. At Brownstown Elementary, we do a number of things for the adults. Staff love the Treat Trolley which is simply a cart loaded with different goodies that is wheeled to each employee. One time the Treat Trolley might have snacks on it or a jeans pass. The Girl Scouts donated enough cookies for the entire staff which was a hit. Teachers were surprised when they were able to take the entire box! We also celebrate March Madness by having daily basketball activities for a week in which staff get to participate. The week ends with administration providing lunch that includes nothing but concession type

Return to Table of Contents

food such as nachos, hot dogs, soda, popcorn, and bubblegum. Planning time for fun and celebrations shows that you are committed to going the extra mile to acknowledge hard work and will boost morale. Don’t Forget to Reflect: Remember to take time to reflect on the culture in your building. Ask your staff how they feel about how things are going. Listen to parents and what the students have to say. Be aware of what is going on and include staff in decisions that might change the culture. A change in your school culture starts with you. You can use one or two of the strategies listed or you might have some even better strategies. Changing your culture or just making it better will not happen quickly, however, having a positive school culture will improve the academic performance of students and unite the staff in building the best possible environment for learning. What can you do to continue to promote a positive culture in your building? Gruenert, S., & Whitaker, T. (2015). School culture rewired: How to define, assess, and transform it. Alexandria, VA: ASCD.

www.iasp.org

No Kid Hungry Indiana

is a public-private coalition

working to ensure no kid will grow up hungry. Together, we are ending childhood hunger in Indiana by ensuring every child has healthy food every day.

We can't accomplish this mission without you. Our team is here to help, now more than ever, through: Grant funding

for the necessary tools to serve

meals to your students safely,

Regularly updated

resources

on navigating

USDA waivers, meal distribution models, planning for staff safety and emergency closures, and more,

brainstorming and troubleshooting through one-on-one

Collaborative

technical

assistance and peer-to-peer support

state.nokidhungry.org/indiana

www.iasp.org

Return to Table of Contents

CULTURE AND CELEBRATIONS

Belonging, Success, & Joy Leslie Draper Executive Director Inspire Academy

emulating our patterns of living? We begin to question these things and innately recognize that the truest gift in life is joy along the journey.

Throughout the COVID-19 pandemic, our resilience and adaptability has led us to create powerful new practices and, unavoidably, lose some special pieces of our school culture. While we embrace these new challenges and wonder if we can ever close the distance we had to create, we have been forced to identify what is truly at the core of our school culture, to name the values we will never compromise. As a school leader, I have landed on three keywords that define the essence of a healthy school culture: belonging, joy, and success. Many students have experienced a newfound appreciation for school. It’s not the work they missed, but the sense of community and belonging. Meanwhile, other students have taken the opportunity to disengage this year. Guess what these students don’t feel at school? Belonging, joy, and success. They likely don’t experience the adults in the building as advocates or the kids in the building as dependable friends. As educators, we must confront these difficult truths and seize this rare opportunity to create a new normal in which all students feel a deep sense of belonging and feel celebrated at school. Joy without success leads to burnout and discouragement. It is a short-lived joy, an adrenaline rush. We all want to experience success! Who shows up to work month after month, year after year with no demonstrable outcomes without questioning their career choices? The same is true for students. Adults can leave their jobs, but kids have to keep coming to school for thirteen years. Thirteen years…compare that to the average turnover rate of a teacher or principal! Schools can focus on culture all day every day, but without regular celebration of visible success, it’s an empty treadmill. Nobody can run on the treadmill for thirteen years without the thrill of competition and motivation of success. We all are drawn to the same thing – environments in which we experience success.

Joy and success define the essence of a healthy school culture in which students and educators alike feel a sense of belonging. So how do we build school communities in which all students experience belonging, success, and joy? We must wrestle with this question as we near the end of this season when so many of our routines, rituals, and celebrations have been interrupted off and on for a full year. Why do arts and athletics matter as much as academics? Belonging, success, and joy. Why do non-White voices in the curriculum need to be as loud as White voices? Belonging, success, and joy. Why do we need to listen and respond promptly to student feedback? Belonging, success, and joy. Why can the virtual environment never fully replace the school community? Belonging, success, and joy. Why have marginalized students jumped on the opportunity to opt out this year? Lack of belonging, lack of success, and lack of joy. Can our jobs as principals and school leaders truly be summed up in these three short words? As a lifelong learner, my answer may change later, but today it’s a strong “yes!” If we can build school cultures in which belonging, success, and joy are achieved and celebrated, teachers and leaders will stay in the profession longer, and kids will appreciate schools as places they want to be rather than places they have to be.

Similarly, success without joy also leads to burnout and discouragement. If we are in a place where success is defined narrowly, and rigorous benchmarks are demanded and achieved to a point where no one enjoys coming to work, we question our life choices. Our work as educators requires commitment and dedication, late nights and early mornings, sometimes to the point of losing our focus on the essence of the work. We begin to question what we’re pushing for. Are we modeling a meaningful life? Do we want our students

Return to Table of Contents

www.iasp.org

Ryan Family Scholarship New Scholarship Opportunity!

Ryan Family New Scholarship Opportunity! The Michelle A. and James T. Ryan Family Scholarship covers all costs — including tuition, fees, and room and board — for approximately 16 “Ryan Scholars” over the next seven years. It targets future educators with diverse and economically challenging backgrounds. The Ryan Family Scholars Program will first be awarded to recipients during the 2021-2022 academic year. Scholarship recipients will be selected based on criteria Michelle established Ryan in conjunction withA. and by Jimthe Ryan havefamily established the Michelle Teachers College, and must: and James T. Ryan Family Scholarship and the Ryan •Demonstrate high financial need. Family Navigators Program. The initiatives will assist •Desire to become a teacher and declare an education/secondary education major. students from diverse and economically challenged backgrounds providing financial assistance and Recipients will also express a commitment to diversity, equity,byand excellence in education.

Scholarship

New Scholarship Opportunity! comprehensive services to them.

Are you interested in becoming a Ryan Scholar for Fall 2021?

Michelle and Jim Ryan established Michelle A. T. Ryan Family Scholarship Thehave Michelle A. the and James and James T. Ryan Family Scholarship and the Ryan will coverTheallinitiatives costs—including tuition, fees, and room Family Navigators Program. will assist students from diverse economically challenged andand board—for approximately 16 Ryan Scholars over backgrounds by providing financial assistance and the next seven years. The Michelle A. and James T. Ryan comprehensive services to them.

•You must first be admitted to Ball State University. •Fill out the FAFSA. Family Scholarship recipients selected basedby on •The Applicants criteria willwill be be invited to apply Michelle A. andwho Jamesmeet T. Ryan initial Family Scholarship

criteria established the Ryan family in conjunction will cover all costs—including tuition, fees, andby room and board—for approximately 16 Ryan Scholars over with Teachers College. the next seven years. The Michelle A. and James T. Ryan Family Scholarship recipients will be selected based on The Ryan Family Navigators Program serves as a hub criteria established by the Ryan family in conjunction with Teachers College. for student support and provides comprehensive student

April 15. Scholars will be announced in early May. •Ryan Scholars are supported by the Ryan Family Navigators Program. The Navigators program serves as a hub for student support and connection to university-wide comprehensive The Ryan Family Navigators Program serves as a hub student services to allallTeachers College Scholars will services to Teachers College students. students, particularly for student support and provides comprehensive student those who are the first in their family to attend college be expected to participate in Navigator Program activities. services to all Teachers College students, particularly those who are theand/or first in their familyhave to attend college they financially

challenging backgrounds.

and/orLowery, they have financially challengingDean backgrounds. Questions? Contact Dr. Kendra Assistant for School Engagement, For more information about the Ryan Family Scholars information about the Ryan Family Scholars Teachers College,Foratmore kplowery@bsu.edu or 765-285-8618. and Ryan Family Navigators programs, andNavigators for a and Ryan Family programs, complete list of all scholarships offered to students complete list of all scholarships offered in the Departments of Educational Psychology, Educational in theStudies, Departments of Educational Elementary Education, and Special Psychology, Educational Studies, Education, visit our website.

and for a to students

Elementary Education, and Special Education, visit our website.

bsu.edu/teachers/scholarships 1065870-21 mc

www.iasp.org

Return to Table of Contents

www.iasp.org

Return to Table of Contents

CULTURE AND CELEBRATIONS

STEM Integrations Community Partnership Series: Recognizing Cultures and Celebrating Diversity in STEM/STEAM Krista M. Stith Infinite Capacity, LLC

Rachel L. Geesa Infinite Capacity, LLC Multicultural education, born during the social protests of the 1960s and 1970s, is an ideology that students of all genders, ethnicities, races, cultures, social classes, religions, and exceptionalities should experience educational equality within the school ecosystem. While multicultural education in the literature is not a new topic (Banks & Banks, 1989; Banks, 1997), the protests sparked in the killings of black men and women in 2020, the pandemic, as well as other headlining discriminatory, chauvinistic, and assimilationist ideologies, have led to educational leaders needing to think more purposefully on how each child in the school has their identities recognized, their voices heard, and their sense of belongingness nurtured. The National Association for Multicultural Education (NAME; 2021) identifies multicultural education as an ongoing process with six goals:

■ To achieve social, political, economic, and educational equity. (para 1) In reflecting on these goals within a school’s ecosystem, we recognize that a single variable of school programming is not enough for culturally-responsive schools (e.g., adding new curricula). Instead, multicultural education should be interwoven with multiple variables. The National Association of Elementary School Principals (NAESP) provides a list of recommendations for building culturally-responsive schools. With our lens of advocacy of integrative STEM education and community partnerships, we have added to the NAESP’s recommendations with actions in these areas:

■ To facilitate acquisition of the attitudes, skills, and knowledge to function in various cultures;

■ Conduct individual and building-wide self-assessments. The Intercultural Development Inventory, or a ”Who Am I?“ exercise can help to crystallize “cultural, philosophical, and social identities and begin to understand the social contexts that guide individual belief systems” (NAESP, 2018, p. 7). With these assessments, STEMrelated community partners sharing similar identities may be integrated into the programming to support student belongingness and celebrate diversity. Educational leaders can sustain a positive climate and culture of inclusivity and positive relations through innovative approaches of communication with and for community members and family members about STEM.

■ To eliminate racism and discrimination in society; and

■ Promote cultural competence, equity, and social justice.

■ To respect and appreciate cultural diversity; ■ To promote the understanding of unique cultural and ethnic heritage; ■ To promote the development of culturally responsible and responsive curricula;

Return to Table of Contents

Educational leaders should understand how to navigate and “influence the larger political and cultural context so that diversification and equity can flourish’’ (NAESP, 2018, p. 10). Professional learning and hiring educators who support cultural competence, equity, and social justice within the STEM fields can be explored. Community partners can be recruited as part of this transformational journey. ■ Support inclusivity in STEM. Educational leaders can provide research, resources, and opportunities of skill development for educators related to culturally responsive teaching and learning. For example, educators can have “professional conversations in developing skills related to cultural sensitivity to individual students and flexibly in adapting their content, curriculum, and teaching strategies” (NAESP, 2018, p. 12). The Community for Advancing Discovery Research in Education hosts a culturally responsive STEM Education page at http://cadrek12.org/culturallyresponsive-stem-education with areas for virtual communities to discuss inclusivity in STEM. ■ Identify and address student interests and needs. In the United States, English language learners; exceptional children; students of economically depressed families; and students of all genders, ethnicities, races, cultures, social classes, and religions should have a voice in their learning. Students should have a www.iasp.org

CULTURE AND CELEBRATIONS

voice in learning STEM. This can be accomplished through interest surveys and educator discussions on “what motivates students to learn; how a relationship has been built with each student; and what they learned about students’ interests” (NAESP, 2018, p. 10). ■ Build authentic learning opportunities. Educator observations may include indicators of cultural responsiveness. Are educators using examples and class discussions that are authentic and encourage students to problemsolve for others? If not, “incorporate recommendations from culturally educational texts and other materials into the teacher evaluation process and performance improvement plans for teachers and staff who have demonstrated deficits in cultural

www.iasp.org

responsiveness” (NAESP, 2018, p. 13). Multicultural education can be interwoven within STEM programming in PK-12 educational programs. Educators who are responsive to the needs of diverse groups of learners (i.e., students of all genders, ethnicities, races, cultures, social classes, religions, and exceptionalities) can impactfully promote a culture of tolerance and appreciation of diversity at the classroom and organization levels. We provided a series of actions in STEM and community partnership development that follows recommendations by the NAESP on building culturally-responsive programming. Our hope is that with the integrations of such strategies, students of all backgrounds may find belongingness in the STEM areas of their communities.

Return to Table of Contents

For more information, please contact us at www.stemintegrations.com or stemintegrationsllc@gmail.com. References: Banks, J. A. (1997). Educating Citizens in a Multicultural Society. Multicultural Education Series. Teachers College Press. Banks, J. A., & Banks, C. (1989). Multicultural education. Routledge. National Association for Multicultural Education. (2021). Mission, Goals, and Objectives. https://www. nameorg.org/mission_goals_objectives.php National Association for Elementary School Principals. (2018). The Principal’s Guide to Building Culturally Responsive Schools. https://www. naesp.org/sites/default/files/NAESP_Culturally_ Responsive_Schools_Guide.pdf

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

Return to Table of Contents

www.iasp.org

National Association of Elementary School Principals Serving all elementary and middle-level principals

Special thanks to our Silver Corporate Sponsors:

www.iasp.org

Return to Table of Contents

LEADERSHIP DEVELOPMENT

Celebrating Diverse Cultures Every Day All Year Dr. Tracy Caddell Assistant Professor of Educational Leadership Ball State University Classrooms today are much more diverse than ever before. Pat Mapes, superintendent of Perry Township Schools, south of Indianapolis, recently shared with me that in his district sixtytwo unique languages from eighty countries are spoken. That is not a misprint. Sixty-two languages! As a life-long Hoosier, this reality was hard for me to comprehend. In New York, of course. But, Indiana? In a day and age where the political climate, for many, has shifted into a mentality of not accepting those who are different from us, how do schools counter this negative mentality and celebrate diversity in the classroom? What type of meaningful practices can educators and schools incorporate to help all students feel valued, celebrated, and accepted? As usual in education, it is all about building relationships. Many children are coming to school whose home language or cultural norms may be different than the expectations presented in a classroom or school. In order to help students, navigate a new terrain that may feel unfamiliar, educators can make a concerted effort to build cultural appreciation in all classrooms. There are multiple ways to help children feel welcome in the classroom, but the first step is communication. Start with a SMILE. Smiles are a universal language to welcome students. Obviously, educators cannot learn 60 languages, like in Perry Township, but most staff can learn a few words to show an appreciation for a student’s language. Many children from diverse homes are multilingual and can “teach the teacher” a few words native to their language which may also help build a student’s self-esteem and confidence in the classroom. Particularly younger students. Multiple studies have shown that cultural appreciation and awareness contribute to building a positive self-image. There is also an app for that, as always. Google Translate, Say Hi, and iTranslate are all popular apps that allow educators to communicate with students to help make them feel welcome. Children like to share information. Having discussions on foods, holidays, family histories and different types of art and music are all ways of welcoming every child into class. Read books about other cultures and special traditions. Many popular children’s books have been translated into other languages. I know of one teacher who had a class calendar where every child could list their birthday along with their culture’s traditional holidays so children could begin to understand that their traditions may be different from their 20 20

friends at school and that is it okay to be different. Whenever a holiday came up on the calendar the class would take a few moments to celebrate the holiday and the student(s), giving an opportunity for rich discussion and celebration. Taking the time to understand each child’s culture will give educators an opportunity to highlight differences in cultures into their lesson plans. Invite parent(s), grandparent(s), and significant others (post covid, of course) into class throughout the year, to share a tradition, book, song, or family custom. Consider writing objectives incorporating students’ cultural experiences into the lesson and make common connections. Have students journal, explaining their customs and traditions. Use references to other cultures; incorporate diverse art and music into the curriculum on purpose; and for younger children have skin-tone crayons, courtesy of Crayola, Colors of the World, so that all children can color their own identity and reflect themselves accurately in their artwork. Celebrating diversity does not have to be a month, or a day, or a special event. Have district translators translate the word “welcome” in every language spoken by children in the school, and post those with the flag of their country on the wall outside the principal’s office. All children can be celebrated daily. Finally, if we want to celebrate diversity, schools can start with their own hiring practices. According to federal data, almost eighty-two percent of teachers are white, in contrast to the forty-seven percent of white students being served in schools. Over the past year we have seen how diversity, culture, and political differences can lead to social inequities and injustice. Teaching others to respect and celebrate cultural differences in many ways is a moral mandate for educators. If not us, who? One commitment all educators can make is to become culturally responsive. According to the Indiana Department of Education, Culturally Responsive Teaching is a pedagogy that recognizes the importance of including student’s cultural references in all aspects of teaching. Rather than celebrating diversity and cultures for a day or a month, culturally responsive teaching will enable educators to be effective with students from cultures other than their own. It will allow teachers and schools to take the lead on making the world a better, and ultimately a safer place for all children to feel acknowledged, respected, and heard. For additional information please go to https://www.doe.in.gov/schoolimprovement/cultural-competency for resources for students, parents, and educators. As educators, it is our responsibility to celebrate all the students we serve.

Return to Table of Contents

www.iasp.org

Online Master’s in Educational Administration and Supervision with Principal’s License

Jonathan Harris Ball State Alumnus

Ball State’s Harris leads classical liberal arts high school. A graduate of Ball State’s online master’s in educational administration and supervision, Jonathan Harris today is vice president for academics at Herron High School, a college-prep high school in the heart of Indianapolis. Herron is ranked among the top 1 percent of high schools in the nation, so Harris needed a quality degree. “I was able to put what I learned into immediate use,” says Harris. Of Ball State professors: “I am persuaded that they are truly the best in the business.”

Points to consider: • Earn a P-12 building-level administration license (principal’s license) • Fulfill your internship while continuing to teach within your school or district • Pursue program 100 percent online—no GRE needed

U.S. News ranks Ball State’s Master’s in Educational Administration and Supervision 15th in its 2021 Best Online Master’s in Educational Administration programs. Questions? Learn more from Academic Advisor Casey Schultz: cmschultz@bsu.edu

bsu.edu/online/edadmin www.iasp.org

Return to Table of Contents

LEADERSHIP DEVELOPMENT

IPLI News Dr. Kelly Andrews Director Indiana Principal Leadership Institute Culture and Celebrations: IPLI was fortunate to celebrate the April Seminars in-person in Indianapolis. A year of virtual work to stay safe during the pandemic humbled us to learn more about our culture and what we value. This last year has been fraught with distress, anxiety, and many dilemmas we have never had to think about as educators. Navigating change has created new ways of thinking, new ways of doing, and new ways of sharing to keep each other safe and connected with a sense of belonging. It is that sense of belonging that IPLI renewed in celebrating the graduation of Cohort 7 during the April Seminar. Meeting for the first time in-person, Cohort 8 principals also celebrated unity and collaboration. Both cohorts shared their action research and will continue to grow together as we support and encourage one another through the storm. We are grateful for celebrations and for building a culture of excellence for our students. We must live our best life and model the strength to navigate change. Principals in Indiana are the heartbeat of our educational system. IPLI is here to support and encourage you along the way. Please let me know how IPLI can support you! IPLI is so excited for applications currently being received for Cohort 9 participants and mentors, scheduled to begin July 6, 2021. There are still a few spots open, and we encourage principals to join this dynamic group of learning leaders. Information about Cohort 9 is available on IPLI’s website - http://indianapli.org/. If you or you know a principal who wants to grow their leadership, please consider connecting with IPLI. Stay up to date with IPLI through Twitter and like us on Facebook. 2021 Updates: July: IPLI is excited to announce that David Simpson from Patrick Lencioni’s Table Group will be a guest speaker in July 2021 during the Summer Seminar at ISU. He will share with all cohorts “The Six Types of Working Genius” and “The Five Dysfunctions of a Team.” Joining him will be Kim Campbell, a practicing middle school teacher with a generous gift of humor and a straight-talking approach. Dr. Todd Whitaker and Dr. Nancy Dana will join the Summer Seminar once again to provide relevant insights into school leadership and action research for Cohort 9 Principals. Dr. Whitaker is known for his expertise in staff motivation, teacher leadership, technology, instructional improvement, and principal effectiveness. Dr. Dana, from the University of Florida, is an expert in practitioner inquiry and action research. Dr. Tammy Heflebower will be with us to guide Cohort 8 Principals and Teacher-Leaders into the High-Reliability Schools research. September: Cohort 9 Principals and Mentors will pilot the Process Communication Model to increase Leadership Capacity in Year 1, beginning at the Summer Seminar in July 2021. The PCM is a leadership tool that can assist with productive communication, team building, and selecting effective leadership styles. Dr. Nate Regier, a former practicing psychologist and expert in social-emotional intelligence, interpersonal communication, and leadership, will be a guest speaker in the September Seminar 2021. Assisting in unpacking the PCM will be ISU professor Dr. Ryan Donlan and Asst. Superintendent from Wabash City Schools, Ms. Emily Tracy, both certified trainers in PCM. Cohort 8 Principals and Teacher Leaders will hear from Dr. Phil Warrick on Effective Teaching from the High-Reliability Schools research. Dr. Lori Desautels from Butler University will also join us to discuss Connections Over Compliance. Dr. Desautels has been an Assistant Professor at Butler University since 2016. She founded the Educational Neuroscience Symposium, now in its eighth year. Extended Cohort 3 will dive into the topic of Advancing Equity and Inclusion with Dr. Anthony Muhammad and its relation to school culture. For nearly 20 years, Dr. Muhammad has served as a practitioner as a middle school teacher, assistant principal, principal, and high school principal. Upcoming IPLI Seminar News July 6, 2021: IPLI Cohort 9 Summer Seminar Kick-off at ISU July 7, 2021: IPLI Cohorts 8, 9, & Extended #3 Summer Seminar at ISU July 8, 2021: IPLI Cohort 8 Summer Seminar Kick-off at ISU IPLI Annual Report and Impact Report available on the IPLI website at http://www.indianapli.org/. Check out IPLI Blogs written by our mentors on the IPLI website - http://www.indianapli.org/. IPLI would be happy to present at district meetings. Contact Dr. Kelly Andrews at Kelly.Andrews@indstate.edu

Return to Table of Contents

www.iasp.org

INDIANA STATE BOARD OF ACCOUNTS ECA WORKSHOP Virtual Meeting Presented by Chase Lenon

and Jonathan Wineinger Directors of Audit Services, Indiana State Board of Accounts IASP offers Extra-Curricular Account (ECA) Workshops throughout the year on various topics. These are open to members and school treasurers.

April 22, 2021 9am-10:30am EST Virtual Meeting

We are pleased to announce that our State Board of Accounts Workshop is set for a Virtual Meeting, 9 a.m. on Thursday April 22. 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. This allows Chase Lenon and Jonathan Wineinger of the SBOA to provide you with guidance on your specific topics. We look forward to seeing you virtually and appreciate your support for schools, especially during this time. If others wish to register for the SBOA ECA Workshop, please share this registration with them.

Online Registration: www.iasp.org under Principal Programs. Or fax this information to 317-454-0749 Name ___________________________________________________________________________ School Corporation ________________________________________________________________ School __________________________________________________________________________ School Address ___________________________________________________________________ City ____________________________________________ State ________

Zip ____________

Email ___________________________________________________________________________ ______ April 22, 2021 $50 Registration Payment: Check __________ PO # __________ Credit Cards are accepted with Online Registration.

Questions? Contact Beth Moore, emoore@iasp.org or 317.947.4110

Cancellation/ Refund/Opt out Policy Refunds or credits will be given only for cancellations made in writing (mail, fax, or email) to Beth Moore Kissel emoore@iasp.org no later than one business day prior to the conference date. No refunds will be given for “no shows” or cancellations received on the day of the conference. Our apologies if you have received this and do not want it. If you would like to be removed from this list please call 800-537-1166 an automated removal or fax above information noting to please remove from fax contact to 317-454-0749

INDIANA ASSOCIATION OF SCHOOL PRINCIPALS

11025 E. 25th Street, Indianapolis, IN 46229 | 317-8919900 |emoore@iasp.org | www.iasp.org

www.iasp.org

Return to Table of Contents

SERVICE

Riley Kids Caring & Sharing Update Susan Miles Officer, Kids Caring & Sharing TM Riley Children’s Foundation When the Green Gits Back in the Trees In Spring, when the green gits back in the trees, And the sun comes out and STAYS, And yer boots pulls on with a good tight squeeze, And you think of yer bare-foot days; When you ORT to work and you want to NOT, And you and yer wife agrees, It’s time to spade up the garden-lot, When the green gits back in the trees Well! Work is the least o’ MY ideas When the green you know, gits back in the trees!

me know you have created such a gift and I’ll get your cape right out to you! ■ Check to see if your corporation’s high school or a neighboring high school is hosting a Riley dance marathon and make a gift to support the students’ efforts (remember 45 HS DMs before the end of May!!) ■ Offer to take a pie in the face, greet students from your school roof or serve as a top fundraiser’s personal valet for a day. Dream up a wacky and memorable fundraising incentive. ■ Challenge your school staff to raise $4,000 to sponsor a red wagon at the hospital and create a personalized license plate for it. You will receive a duplicate plate to display at school.

An excerpt from When the Green Gits Back in the Trees By James Whitcomb Riley As the days get longer and the green literally does “git back in the trees”, the green starts flowing from schools to benefit Riley Hospital for Children! More than 70% of the money raised for Riley by Indiana K-12 schools each year comes from fundraising campaigns hosted just before the end of the school year. There are 45 high school dance marathons on the Riley calendar between March 1 and May 27 with another twelve high schools still securing dates before school year’s end. There are countless other spirit days, jeans days and you-name-it-a-thons that will engage and unite students and school staff all to benefit the kids and families who look to Riley for hope and healing. Is your school family one of those? Keep it Safe A variety of virtual options are available to assist your school family in sharing their concern for others by raising awareness about and funds for the most immediate needs of the hospital. Have your school’s Riley campaign coordinator visit our statewide school giving site https://give.rileykids.org/KCSFundraising to become a fundraiser and create a team for your school. Contact me smiles@rileykids.org to help transform an in-person silent auction to a virtual auction or create an online vote-bydonation opportunity. I will be happy to brainstorm ideas that are both meaningful and fun for your school community. Lead by Example Most importantly, make a gift yourself to show your personal support! Here are some thoughts to get you started: ■ Set up your own individual fundraising page as part of your school’s online team and email your vanity URL to your family and friends, and share it on your social media sites. Call me, I’ll talk you through it!

■ Name Riley Hospital or the Riley Children’s Foundation as a partial beneficiary on an insurance policy. ■ Add Riley to your estate plans.

■ Participate in any of the many Riley philanthropy partner campaigns. April Campaigns - Participating Ace Hardware locations will Round Up for Riley at the check-out register throughout the month. - Rock for Riley Virtual 5Kand Scavenger Hunt - Rock for Riley is a student-run organization at IU School of Medicine. This year they are hosting a virtual 5K and Scavenger Hunt April 23 – 25th. Learn more and signup at Give.rileykids.org/rockforriley5K2021. - Speedway and Panda Express locations are Rounding Up for Riley at their registers all year. Be sure to ask your cashier to round up your purchase if they don’t ask you first!

Regular KCS Giving Deadline Returns As things ever so cautiously and slowly return to normal – or a new normal – so too do we return to our regular giving year gift submission deadline. Please be sure to submit your school check and any campaign supportive personal and business checks received and made payable to the Riley Children’s Foundation before June 30. School principals will receive 2020-2021 KCS participation decals in an August 2021 mailing. We will present Red Wagon and Riley Corporation recognition and Indiana Association of Student Council Banner Awards in the fall. Gift submission form.

■ Become a Riley Hero with a monthly recurring gift and proudly wear a red Riley Hero cape throughout the school day. Just let

Return to Table of Contents

Let’s work together to find creative ways to keep supporting Riley!

www.iasp.org

Need help finding health insurance?

Our LICENSED NAVIGATORS are ready to help connect you and your family to healthcare coverage.

SERVICES AVAILABLE STATEWIDE WE FOCUS ON THE FOLLOWING PROGRAMS: HOOSIER HEALTHWISE HEALTHY INDIANA PLAN MARKETPLACE To schedule an appointment for enrollment assistance or an educational session visit www.indianaruralhealth.org/CKC-IN Call 812.478.3919, ext 248 or Email: navigator@indianarha.org This project is supported by the Centers for Medicare and Medicaid Services (CMS) of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award totaling $469,408.00 with 100 percent funded by CMS/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CMS/HHS, or the U.S. Government.

www.iasp.org

Return to Table of Contents

SERVICE

Spotlight on Service Learning INvolve, INvest, INSPIRE3 INSPIRE3 provides resources to Educate, Engage, and Empower students, classrooms, schools, and communities as they seek opportunities for service-learning and philanthropy. There have been many classroom activities highlighted over the years and you can view those under the INSPIRE3 Snapshots of Service Learning page. It’s Your Turn! We will continue to highlight these and share them with our members in a multitude of ways, so now it’s your turn to be featured in the Indianagram! It’s time to highlight the service learning that is happening in your neck of the woods. Simply fill in this quick form to submit your project to be shared with other Indiana educators. It’s that easy! You can also find many examples and resources on our INSPIRE3 page to help introduce, implement, and continue service learning in your school community. You can find the resources below, as well as many more. Share them with your colleagues and teachers today. Snapshot of the Month Title: STUDENT AMBASSADORS Zachary Netzley, teacher at Edgewood Middle School In Warsaw, IN, shared Learning to Give unit titled “We’re All in This Together” with his Student Ambassador group during the 2017-2018 school year to prepare them for their leadership role.The Student Ambassadors strive to lessen the anxiety over the transition to middle school, to a new building, toa new group of students, and toa lunch room full of strangers.During the kickoff, the importance of creating a welcoming environment of kindness was discussed. Students worked in pairs to create posters that were hung throughout the building to encourage the student body. Once the school year began, students wore shirts to identify them as ambassadors as they assisted and supported students in finding classrooms, opening their lockers, and acclimating to the middle school. They served as tech assistants when dozens of new transfer students needed help getting their iPads set up. Throughout the course of the year, these same students have met new students at the beginning of their first day to show them the building and take them from class to class. They also ran a highly successful coat drive and stood outside the front doors to greet all parent dropoff students with a smile and open the doors for them. This service learning Student Ambassadorsproject was so successful that over 100 7thgraders applied to be ambassadors the following year due to the positive impact it had on their lives.

Return to Table of Contents

www.iasp.org

Get the most value from your membership.

Download the app. Complete the registration. Stay connected. Find more information at iasp.org/mobile

Return to Table of Contents

www.iasp.org

LEGAL REVIEW

Do Employees Have Free Speech Rights in the Classroom? Séamus Boyce Attorney Kroger Gardis & Regas, LLP (KGR) Taylor Hunter Attorney Kroger Gardis & Regas, LLP (KGR) Public education leaders grapple with how and when employee speech can be regulated in the educational setting. This is especially true with the heightened political, social and cultural climates that foster passionate and divisive perspectives. Although public employees do not surrender all their First Amendment rights by reason of their employment, education leaders do have flexibility to what is expressed in the classroom. What is the current legal landscape on employee speech in the classroom? Courts generally have agreed that the Supreme Court’s decision in Garcetti v. Ceballos sharply limited the First Amendment rights of public employees. In Garcetti, the Court held that statements made by public employees pursuant to their official duties are not protected by the First Amendment. The Seventh Circuit Court of Appeals (which applies to Indiana, Illinois and Wisconsin) in Mayer v. Monroe County Community School Corporation, further clarified that a teacher’s in-classroom speech does not constitute the speech of a citizen for First Amendment purposes. These decisions essentially mean that the First Amendment does not entitle public school employees to cover topics or advocate expression that depart from the approved curriculum or policies when employees are educating students as captive audiences. Have there been recent court decisions on related to speech in the classroom? A couple recent court decisions help shed light on the regulation of speech in a classroom. First, in Brown v. Chicago Board of Education (2016), the Seventh Circuit Court applied the Garcetti scope-of-employment standard in a case involving a sixth-grade teacher who was suspended for using the N word in a class discussion about the sensitivity behind the word. In this case the teacher had www.iasp.org

overheard students using the word in conversation. Attempting to seize a teachable moment, the teacher used the word as opportunity to conduct an apparent well-intentioned discussion about the word. The school principal, who happened to be observing the class at the time, objected to the teacher’s use of the N word and proceeded to suspend the teacher. The teacher sued claiming that his First Amendment rights were violated. The school board, however, had a written policy that forbid teachers from using racial epithets in front of students. The policy was no tolerance, and intent behind the speech did not matter. The Seventh Circuit applied Garcetti in a straightforward manner, not recognizing any teacher exception, and upheld the suspension. The court reasoned that the teacher was clearly speaking in his role as a teacher. More recently in Kluge v. Brownsburg Community School Corporation (2020), a federal court in Indiana applied Garcetti in a case involving a high school music teacher who resigned after he was disciplined for violating a policy. The school had a policy that requiring staff members to use a student’s preferred name as listed in the school’s database. The teacher refused to address a transgender student by a preferred name and quit after he was given the option to comply with the policy or resign. The court ruled that the way in which a public-school teacher addressed students was pursuant to the teacher’s official duties as a public employee. At the time of this article, the case is still pending for several reasons including to allow for arguments that the school did not accommodate the teacher’s religious objection and retaliated against the teacher. What are the takeaways for education leaders from the caselaw? Bottom line, education leaders have broad discretion in determining curriculum and teaching methodologies and may regulate employee speech in the classroom for legitimate pedagogical purposes. While education leaders are provided deference under the law, they are also encouraged to have legal counsel review board policies and individual situations to help safeguard against unwarranted legal claims. We at KGR routinely provide day-to-day legal counseling and training on these important topics. We along with IASP are important resources to support you.

Return to Table of Contents

11025 East 25th Street Indianapolis, IN 46229 1-800-285-2188 or 317-891-9900 www.iasp.org | iasp-info@iasp.org

Connect with us APRIL 2021

Are your educators struggling with student loan debt? It doesn’t have to be this way. Horace Mann Student Loan Solutions will help your staff manage their student loan debt, apply for federal loan forgiveness and get on a path toward a brighter financial future — helping you better attract, support and retain the quality, full-time educators you need. To le earn more register to attend the no-cost Student Loan Solutions webinar on Apr. 15 at 10:00 a.m. (EDT).

The information provided here is for general informational purposes only and should not be considered a recommendation. Horace Mann’s Student Loan Solutions program includes services provided by a third party. Horace Mann is a private, independent company not affiliated with the Department of Education or the federal government. Horace Mann does not negotiate, adjust or settle debts. No assistance provided by Horace Mann constitutes official action for purposes of student loan forgiveness programs or guaranteed results. Horace Mann’s Student Loan Solutions program terms are subject to change. AM-C04509IASP (4-21)