Advocate - Spring '14 by MESPA

ADVOCATE SERVING ELEMENTARY AND MIDDLE LEVEL PRINCIPALS

May 2014

IN THIS ISSUE 2

President’s Message: Testing Season

Executive Director’s Report: What I Have Learned So Far

NAESP Report: Forging Connections

Legal News: The New Anti-Bullying Bill

INVESTMN: Just the Facts

9-17

MESPA Awards

Best Practices: Saving Time by Blending Meetings

Best Practices: Being More Likeable

Best Practices: Digital Leadership Challenge

Best Practices: Shifting from Cooperation to Collaboration

It’s about doing things right, and doing the right things. Collectively all of us are responsible for student achievement, from the nourishment provided by food service, to the Problem Solving Team that is monitoring student progress. MARI LU MARTENS 2013 NATIONAL DISTINGUISHED PRINCIPAL

Volume 43 Number 3

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MESPA 2013-2014 LEADERS

President’s Message

State Officers President

Joey Page, Richfield

President-Elect

Mark French, Osseo

Past-President

Kristine Stueve, retired, Cambridge-Isanti

Secretary/Treasurer NAESP State Rep.

Patrick Glynn, Prior Lake-Savage Tim Bell, Prior Lake-Savage

NAESP Zone 7 Dir. Dr. Steven Geis, Farmington Statewide Committee Chairs Communications

Mark French, Osseo

Educational Advisory Jen Olson, Howard Lake-Waverly-Winsted EPAC

Dr. Susan Risius, South Washington Co.

Legislative Resolutions Membership

Paul Anderson, Anoka- Hennepin

Michelle Krell, Kasson-Mantorville

MN School of Excellence Negotiations

Laura Pierce, Farmington

Rolf Carlsen, Anoka-Hennepin

Retirement

Mari Lu Martens, Sibley East

Division Presidents and Presidents-Elect Central

Eric Skanson, Rocori Randy Pauly, Cambridge-Isanti

East Suburban

Malinda Lansfeldt, Stillwater Heather Nelson, Stillwater

Minneapolis

Joe Rossow, Minneapolis Laura Cavender, Minneapolis

North Suburban Mark Hansen, Anoka-Henn. Ranae Case Evenson, Anoka-Hennepin Northeast Northern

Amy Galatz, Deer River Rae Villebrun, Nett Lake Jeffrey Lund, Marshall Co. Central Wendy Templin, Bemidji

Saint Paul

Jim Litwin, St. Paul Dr. Tyrone Brookins, St. Paul

South Suburban

Sam Richardson, Prior Lake-Savage Dr. Liann Hanson, Belle Plaine

Southeast

Nancy Antoine, Northfield John Huttemier, Waseca

Southwest

Pamela Kirsch, New Ulm Stephanie Flickinger, Redwood

West Suburban Curtis Carpenter, Minnetonka Brad Gustafson, Wayzata Western

Travis Nagel, Frazee-Vergas Darla Harstad, Parkers Prairie

Professional Leadership for Professional Leaders The Advocate is the official publication of the Minnesota Elementary School Principals’ Association (MESPA), which is affiliated with NAESP. It is published 3 times a year by MESPA staff (Jon Millerhagen, Executive Director). Advertising inquiries should be addressed to the MESPA office. All published articles become the property of MESPA and may not be reprinted without permission. MESPA, 1667 N Snelling Av, Suite C101, St. Paul, MN 55108 (phone) 651-999-7310 or 800-642-6807 (fax) 651-999-7311 mespa@mespa.net www.mespa.net Kelsey Gantzer, Communications Manager

Joey Page MESPA President

Testing Season

Benefits and Difficulties of Student Assessment

he budding of trees and the harbingers of spring in the sky bring a welcome return to well-earned, delightful weather. These beacons of seasons changing also signify that testing season has returned. These necessary assessments provide a massive amount of data for the schools. However, not only are the MCA’s, and for some districts NWEA, the only source of gauging student performance, they are also a source of data used by leaders to provide direction for the school community. Information generated in the classroom is important for practical improvements to the teaching of students (Brookhart, 2003). These data, found in every classroom, are an exceptional source of information for improving instruction. The use of classroom assessments is the best source for making improvements to instruction (Stiggins, Conklin, Bridgeford, 1986; Black & Wiliam, 1998a, 1998b; Wiliam, 2006; Stiggins, 2007). According to Moon, “assessment during instruction is useful to determine which students are moving satisfactorily toward identified learning goals” (2005, p. 229). But, what toll might it take on the students and staff?

Learning in the classroom is an interactive process between students and the teacher (Black & Wiliam, 1998b). It is in this environment that teachers can use student data to plan instruction. Assessment has numerous functions in education. However, assessment in the classroom, or of an entire school, presents difficulties. Black and Wiliam (1998a) believed that one reason for this challenge is the operational definition of formative and summative assessments and, at present, the sheer dominance of summative assessments (high-stakes testing). The idea of performing an assessment or of delivering an assessment foregrounds issues of the time taken to engage in the assessment, both for the students and for the teacher. Black and Wiliam (1998b) identified the difficulties of assessments as effective teaching, negative impacts, and the managerial role. The use of assessment data by educators is important in order for instructional pedagogy to improve. The architecture of the assessment should fit the learning criteria, so as to best assess

student learning. This is vital for determining and verifying the students’ progress (Black & Wiliam, 1998a). The use of a formative assessment has shown impressive gains in terms of student achievement, whereby “interpretation of the feedback can serve the purpose of making inferences about students’ cognitive mechanisms” (Black & Wiliam, 1998a, p. 39). So, as the mandatory testing seasons has already commenced for some students, it is important to keep in mind how these assessments impact the school. Assessments have an emotional impact on students’ emotional well-being (Stiggins, Conklin, & Bridgeford, 1986; Black & Wiliam, 1998a, Crooks, 1988; Linn, 1990; Henning, 2004). Stiggins (2007) articulates that students who do poorly in assessments may be affected by reduced levels of selfconfidence. This negative impact can damage the students’ motivation for learning. Professional educators want to be held accountable and testing is not going away. As leaders of schools, we provide direction and action for how this data is utilized. However, we also must help keep learning in prospective and guard its journey. Contact Joey at joey.page@richfield.k12.mn.us; 952-232-8624 (mobile); 612-798-6601 (office); Twitter: @stemprincipal

Benefits of MESPA Membership Membership in MESPA provides you the network of peers and resources you need to succeed! ! Legal representation and services ! Legislative advocacy ! Professional development, with continuing education credits ! Communications tailored to the professional needs of education leaders ! Honors, recognition and public relations ! National standards supported by our Minnesota School of Excellence Program

MAY 2014

Executive Director’s Report Jon Millerhagen MESPA Executive Director

What I Have Learned So Far

My New Perspective as Rookie Director

reetings, MESPA Principals. You can imagine my excitement to see the sunshine on dry roads these days. It’s that time of the year when you are wrapping up student assessments and making projections for 2014-15. We are here if you are wrestling with staffing models, schedules, final evaluations, deciding teacher tenure contracts, and other weighty decisions you may need to make as you prepare for the following school year. This has been an exciting and fulfilling year for me as I have taken over the reigns of our association. The transition from experienced principal to rookie director has been filled with many opportunities to learn. Some things I have learned so far… As I visit schools across the state, many, if not most are redesigning their entrance procedures for increased security. The days of a paper sign-in sheet at the desk and free access to the building are over. Many schools have constructed some sort of entrance restriction that routes all visitors through their office. Some have included a staff person to greet visitors. Electronic video systems, entrance buttons, and even a driver’s license swipe are systems I have seen as I visit schools. I have learned that “local control” impacts Minnesota education. Schools and principals like to apply their own signature on everyday school practices. It is this uniqueness of ownership that

creates pride in each school’s community. A belief that, “We have the right solution for the right situation.” “Local control” also causes challenges for common instruction, curriculum alignment, regulation, and oversight of student, teacher, and principal performance. In some instances, this can be especially frustrating for the purpose of comparing, evaluating, assessing and communicating the performance of students. Trying to effectively assure that a student graduating from school “A” is as prepared for a career as a student from school “B” is made more difficult by “local control.” These opposing viewpoints play out in the design of school improvement efforts and even get drawn out in the political process as demonstrated by our most recent legislative session. I have learned that MESPA’s investment in legislative and lobbying efforts for principals and children has positively influenced legislation for schools during the past few years. All day kindergarten, principal and teacher evaluation, and now a new anti-bullying statute, are bills that have been important to us. A huge thank you goes to Roger Aronson for his exceptional work in guiding us at the legislature. I have learned that there is a ground swell of energy and understanding around the benefits of investing in early childhood education. At the

local, state, and national levels we have strong evidence that these efforts go to great lengths in closing achievement and opportunity gaps for children in our schools. As principals, I encourage you to embrace these strategies and become confident, knowledgeable, and effective in leading early childhood programs in your schools. MESPA is convening an early learning coalition of principals experienced in this work along with MDE staff for the purpose of designing PreK-3 professional development for our principals. I encourage you to check out the March/April 2014 Principals magazine from NAESP for several great articles on closing the achievement gap. I have learned that MESPA has exceptionally strong leadership in our divisions. I am continually impressed with the work of our presidents, president-elects, committee chairs, and their representatives in each division. Our association enjoys a positive and influential reputation in the Minnesota education community. These committed volunteers make MESPA the strong association it is today and enable us to best serve principals. I have learned that principals in our state that invest in the use of proven research, data driven decisions, programs such as RtI, PBIS, Literacy, Pre-K, family academies, STEAM, anti-bullying and instructional coaches have beaten the odds Executive Director continues on page 5.

MESPA Business Partners The MESPA Board of Directors approved the following businesses as 2013-2014 MESPA business partners. They support MESPA through financial donations. To learn more about their products and services geared to the needs of the principalship, visit Business Partners on the MESPA Web. Edmentum–Premier partner First Tech/Promethean–Star partner Hazelden–Champion partner

Thanks to all outgoing Board Members MESPA is a collaborative, grassroots association – a network of peers serving peers. MESPA board members who completed their terms were recognized and thanked at the May 2, 2014 Board of Directors meeting. The following MESPA members generously gave their time and experience to our association — and we thank you again! Outgoing Statewide Committee Chair: Jim Borgschatz (Lake City), Legislative Resolutions Outgoing division presidents: Eric Skanson (Rocori), Central; Malinda Lansfelt (Stillwater), East Suburban; Joe Rossow (Minneapolis), Minneapolis; Mark Hansen (Anoka-Hennepin), North Suburban; Amy Galatz, (Deer River), Northeast; Dave Endicott (Pequot Lakes), Northern; Jim Litwin (St. Paul), St. Paul; Sam Richardson (Prior Lake-Savage), South Suburban; Pamela Kirsch (New Ulm) South Western; Curt Carpenter (Minnetonka) West Suburban

Horace Mann–Premier partner Lexia Learning–Champion partner Lifetouch–Premier partner Scholastic Classroom–Champion partner TIES–Premier partner VIRCO–Champion partner MESPA accepts three levels of business partnership, based on level of donation. ! Premier partner, $7,700 - $15,000 + ! Champion partner, $4,700 - $7,700 ! Star partner, $2,500 - $4,700

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NAESP Report Tim Bell MESPA NAESP State Representative

Forging National Connections What if you heard an idea that started a program that changed a students’ life at school? What if you discovered a best practice that would solve a nagging problem at your school? What if there was an opportunity for you to make this happen and you failed to take advantage of it? Unthinkable!

Well, there is a conference for you this summer to make sure you don’t miss the opportunity. Mark you calendars for the 2014 NAESP National Conference in Nashville, TN, July 9 – 12. You don’t want to pass up the collegial atmosphere, the great speakers, and the opportunity to find the perfect idea for your school. The location of the conference also couldn’t be better; Time Magazine has a whole section on why Nashville is the new hot spot for families, businesses, and vacations. The conference theme, Best Practices for Better Schools promises to deliver new ideas to help all administrators move forward in today’s world. Speaker Robert Fulghum, author of All I Really Needed to Know I Learned in Kindergarten and 7 other best sellers, promise to bring a keen insight into our everyday lives. Milton Chen, director of The George Lucas Foundation, will help guide us toward the digital age and what it means for our students. Keeping with the human side of issues and our new anti-bullying law language, Peter Yarrow of Peter, Paul, and Mary fame (those of you under 50, just Google them!) will bring his message from his book, Don’t Laugh at Me. And, you will not want to miss former Supreme Court Justice Sandra Day O’Conner as she speaks on the importance of civic participation and study.

vention, you will be hooked (and on the road to experiences that will fill your bucket professionally and personally.) Zone 7 (comprised of MN, ND, SD, NE, MT, WY, CO, and AK) will be hosting a reception on Friday evening. The social will be held at Dave and Buster’s in the conference resort area and is a great place to further your conversations with principals from other states! Get your registrations in soon! You don’t want to miss the opportunity to join in the learning and the fun in Nashville. There is an exciting opportunity for our newest members, those who are in the first or second year of being a principal, to join the National New Principal network. By participating, new principals will contribute to a dynamic knowledge base about what it’s really like to be a new principal today. They’ll also gain insights into how their experience as a new principal compares to their peers, both within their state and throughout the nation. Each month, participants are invited via email to answer a few brief questions. Each time a principal participates, he or she receives a $10 gift certificate to shop in the National Principal Resource Center. Non-members also earn a free NAESP membership by responding for at least six months. Plus, we’ll send participants a monthly summary of their peers’ best thinking on the topic of the preceding month! Go to the NAESP website fill out the brief enrollment form. Enrollments are accepted year-round.

Once you experience the excitement and the energy of the convention, you will be hooked.

The most important aspect of the entire conference is the connections you will make with likeminded professionals who do what you do every day. People who are in your shoes, face the same challenges and need to hear from you as much as you need to hear from them. Once you experience the excitement and the energy of the con-

NAESP is always listening to its members. Please be sure to contact me or anyone at the MESPA office with issues or concerns that affect your daily life and the lives of your students. Also, suggestions for member benefits and professional development ideas are always welcome. Enjoy the remaining days of this school year, reflecting on the Best Practices you have seen, implemented, and helped to grow in your buildings. Minnesota is a great place to live because of the great schools we have — led by you! Contact Tim at tbell@priorlake-savage.k12.mn.us

RPM – Retired Principals of MESPA Jeanne Eisenbarth President, 2013-2014 RPM What is RPM? It is the acronym for The Retired Principals of MESPA. It reflects the name change from 25 Year Club and minor changes in the bylaws that were approved by membership at the MESPA Institute February 5, 2014. Why the changes? Increasingly, retired principals are staying active and looking for ways to contribute to the field of education. As the number of retired principals continue to grow each year, it is perceived that the purpose of the group should be more defined, focused and visible. Thus, the intent of the changes is to: !Reflect a broader, more enhanced purpose for the group. !Enhance our communication with MESPA. !Serve as an active and vital resource to MESPA, i.e. assisting and volunteering in ways such as special projects, mailings, etc. How are things the same and what is different? The 25 Year Club infrastructure remains intact and consists of four important components for operating as RPM. We will continue to have four meetings a year with social events, speakers, and opportunities for networking. We will continue to recognize principals who have 25 years of service (10 yrs. as a principal, 15 yrs. as a teacher or other education position) with a 25 Year Service Award given at Institute. We will continue to recognize outstanding contributions to education through a Distinguished Service to Education Award. There is a continual option to maintain MESPA and RPM membership. This spring you will receive a membership letter from MESPA. As a retired principal, you can maintain your MESPA membership for $42, with many benefits. Additionally, there will be a letter from RPM requesting local dues of $10, which defray the cost of supplies, printing, postage, speaker fees, and other items. We look forward to connecting with you through your active membership in both MESPA and RPM. Congratulations to the 2014-15 elected officers: President: Randy Mediger Vice President: Jean Vogel Secretary: Willie Jackson Treasurer: Bob Lundberg Membership: Michele Brouse Volunteers: Dave Abrahamson

MAY 2014

Legal News Roger Aronson MESPA Legislative and Legal Counsel

The New Anti-Bullying Bill What you need to know

n Wednesday April 9th a group gathered on the capitol steps for a bill signing ceremony. The governor’s signature on a bill represents the final step of the legislative process. A group of advocates, legislators and media gathered to watch the governor sign HF 826, the anti-bullying bill. After an hour of speeches, the governor signed the bill. This represents the end of a long journey. The bill had over 25 separate legislative actions, 15 committee hearings, a task force, hours of debate, arm twisting, compromise, analysis and finally the Governor Dayton’s signature. Now student behavior can get back to being a school issue, rather than a legislative issue. Here is a summary of the bill: 1. The bill applies to student vs. student bullying. This is a student statute. It does not cover claims of teachers or coaches behavior toward students. Interestingly, the bill doesn’t apply to private schools or home schools. It does, however, apply to home school students on public school athletic teams. 2. Traditional notions of school authority are maintained. Behavior that occurs at school, on buses or school events is covered. Electronic behavior that occurs off school premises but “substantially and materially disrupts” the school or “learning” can be disciplined as well. This is the same standard that has always been used regarding questions of “out of school” behavior. It has to have some impact on what is happening at school. Same as before. 3. The Definition of bullying has four parts. The key provision of the bill is the definition of bullying. It is easy to break it down: a. Bullying is intimidating, threatening, abusive or hurtful conduct b. It is objectively offensive and c. The conduct involves an imbalance of power and is repeated or d. The conduct materially and substantially interferes with a student’s education or ability to participate in school activities.

This definition sets an easy, workable standard for defining bullying. Bullying falls into two categories: (1) Bad behavior that involves an imbalance of power and pattern, or, (2) bad behavior that significantly affects a student’s ability to participate in school, classes, or events. The second part of the definition was an attempt to say that a single event may be so severe that it would be defined as bullying. “Material and substantial interference” is a relatively high standard. The fact that someone is simply offended is insufficient to meet this standard. There must be some substantial interference with the student’s educational opportunities or rights. Principals make judgment calls every day on the application of these standards. This bill will continue that practice. 4. Districts must adopt or amend existing policies to comply with the new law. This statute is effective immediately. MSBA is already putting a new model policy together for school boards. The policy is to be adopted in consultation with parents, students and community organizations. This requirement has a bit of an out clause saying: “to the extent practicable”. The policy must include the examples of intimidating, threatening, abusive or harmful conduct contained in 2(g) of the statute. This paragraph contains a listing of examples. In typical legislative drafting, one sentence contains 129 words. People thought our statute was short? Well it’s long now! So we’ll include the sentence as required, but we’ll have to translate it for students. The policy must emphasize “remedial” responses to bullying. Pretty much what principals do every day. 5. The policy must be distributed. You have to post a summary in the office, put it in the handbook and give it to school employees and anyone else who regularly interacts with students.

6. Training and communication are required. “Consistent with local policy” schools must discuss the policy with students and school personnel. Schools must establish a threeyear training cycle for employees. (New employees have to get the training in their first year.) Volunteers do not have to be trained and you can design the training as you see fit. Trainers will be coming out of the wood work on this. Training and programing for students is “encouraged.” 7. Requirements for schools: a. Designate a primary contact person for bullying (the principal) b. Require employees to make reasonable efforts to address bullying when they see it or know about it c. Commence investigations within 3 days of receiving of a report d. Contact parents as appropriate e. Prohibit retaliation, identify school responses, and don’t rely solely on anonymous reports f. Inform students and parents of their data practice rights (this should be done in the handbook and we will provide sample language for principals.) 8. School Safety Council is created to improve school climates and school safety. An Assistance Center will be created by the commissioner. The commissioner will develop a model policy as well. So that’s it. Contact Roger at rogeraronson@qwestoffice.net

Executive Director’s Message from page 3. for their schools. There was a day when the importance of good principal leadership was not recognized. Today, we have learned that it is paramount that principals do everything in their power to stay ahead of the curve in serving all children in their schools so that they will read by third grade, keep on track for graduation, and be successful in their careers. Although all of the expectations placed on principals may seem overwhelming at times, I have learned a helpful strategy: do a “task analysis” of where you are and where you want to go. Break it into little steps and a step at a time will give you the confidence to meet your challenges. Remember that MESPA and your principal colleagues are always just a contact away to support you in serving your learning community. Contact Jon at jhm@mespa.net.

MAY 2014

! 12 percent of African-American fifth-graders are proficient in math. ! If Minnesota graduated the same rate of students of color as white students, we could add $1.3 billion to our state’s economy by 2020.

INVESTMN Shari Prest Ark Associates

QUOTES AND QUOTABLES

Just the Facts Five Indispensable Communication Tools (taken from The Superintendency and Social Networking, Chris Kennedy, superintendent West Vancouver, British Columbia, AASA School Administrator, February 2014) 1) Blog – A home base for social media and a venue for sharing ideas on leadership and education practices. 2) Facebook – A more personal communication tool to help you connect with your community. 3) SlideShare – A place to post all of your PowerPoints so they are easily accessible to educators. 4) Twitter – A connecting point to your community and colleagues around the world 140 characters at a time. 5) YouTube – A place to share short videos of your school visits or speeches. “Choose a few tools and use them well.” —Chris Kennedy Signs of Success ! Successful schools empower school leaders to shape staffing, resources, and culture and hold them accountable for student and teacher success. ! An effective principal can result in two to seven months of additional academic growth per student per year. ! The length of superintendent tenure in a district positively correlates to student achievement. – J. Timothy Waters, Ed.D & Robert J. Marzano, Ph.D., McREL, 2006 ! The correlation between district leadership and student achievement was .24 ! There is a correlation between school level leadership and average student achievement in schools of .25. – J. Timothy Waters, Ed.D & Robert J. Marzano, Ph.D., McREL, 2006 Little Learners ! While the skills and drills of colorful apps may seem vital, more important skills for babies to develop follow: (Roberta Golinkoff, PhD, professor and director, Infant Language Project, University of Delaware, WebMD) •How to play with others •How to be imaginative •How to be creative

Charters (taken from Phi Delta Kappan, February 2014) ! There are 5,997 charter schools in the United States enrolling about 2.3 million children. ! 4.6% of all students attending public schools are enrolled in charter schools. ! 6.3% of all public schools are charter schools. ! The majority of all students enrolled in U.S. public schools are white (53%) followed by Hispanic (23%). ! The largest racial group of students enrolled in charter schools is black (29%) followed by Hispanic (27%). ! There is a strong link, both in the U.S. and internationally, between school choice programs and an increase in student segregation by race, ethnicity, and income. ! Beyond race, ethnicity, and income, school choice programs result in increased segregation for special education and language-minority students as well as increased segregation of students based on religion and color. Post Secondary ! Data show that 74 percent of all jobs in Minnesota will require post secondary education by 2020. ! Only half of the jobs in Minnesota will require a bachelor’s degree or more. ! The assessments that have been used for high school students don’t necessarily match up with college readiness. Red Flags ! Minnesota has the lowest high school graduation rates for Latino and Native students in the nation. ! 58 percent of all Minnesota third-graders are proficient in reading compared to 87 percent proficiency of white only third-graders. ! 36 percent of Latino third-graders are proficient in reading.

Compelling Communications ! “Replace the ordinary with the interesting, the strong, the fresh, the unusual, the bold and surprising. Use strong verbs to power your sentences.” – Stephen Wilbers effective business writing trainer. Preschool Prep ! “Read to your baby every day. It’s good for both of you—listening to your voice helps her learn language, while you spend quality bonding time with her.” – Hansa Bhargava, MD ! “An early education requires one thing – you.” – Liz Krieger, Brain Child, WebMD.com Charter Schools ! “Charter schools, on average, don’t have an academic advantage over traditional public schools, but they do have a significant risk of leading to more segregation.” – Iris C. Rotberg, research professor of education policy at George Washington University Graduate School of Education and Human Development. Best Workforce ! “They [businesses] need all the capabilities that come from a liberal arts education: creativity, innovation, and the ability to think in new ways, to do research, to make generalizations, to work across cultural and geographic boundaries. They want all that, but they also want a set of technical skills.” – MnSCU Chancellor, Stephen Rosenstone as quoted in Civic Caucus, March 8, 2014. ! “We need to do a better job of laying out the portfolio of options and a better job of aligning students’ passions and skills to the careers of the future.” – MnSCU Chancellor, Stephen Rosenstone as quoted in Civic Caucus, March 8, l 2014 Progress ! “If you set goals and go after them with all the determination you can muster, your gifts will take you places that will amaze you.” – Les Brown

INVESTMN is a MESPA communication partnership providing materials for use in your school communications. Let’s invest in Minnesota together: Implementing a New Vision to Educate Students for Tomorrow in Minnesota. Please use your influence to educate our communities about the needs and state of public education. Additional INVESTMN articles and presentations are available on the MESPA Web site; click on Resources and INVESTMN. You are free to borrow from, copy, and distribute this article and the other materials as you see fit.

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Renew Your MESPA Membership And win a MESPA prize!

is a 2013-2014 member

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MINNESOTA ELEMENTA RY SCHOOL PRINCIPALS’ ASSOCIAT ION SERVING ELEMENTARY AND MIDDLE

Joey Page, President

LEVEL PRINCIPALS

Jon Millerhagen, Execu tive Director

Time for your annual membership renewal MESPA membership renewal applications were mailed out last month. Return your Active category renewal by August 1, 2014 and be entered for the MESPA prizes listed below. When you receive your membership form or if you use the online form, please be sure to:  Update any information that has changed. Let us know if you have a new e-mail address, phone number, or are changing schools or retiring.  Return it to the MESPA office with your dues payment.  Need details? Contact Rosie Mitchell, 651.999.7314 or 800.642.6807 or rmitchel@mespa.net.  Remember to join NAESP using our Minnesota application. Check out these prizes!  Free registation for a 2014 Legal Issues Seminar with Roger Aronson, MESPA Legal and Legislative Counsel  Free registration for Institute 2015, February 4-6 at the DoubleTree by Hilton, Bloomington  Free overnight stay at the DoubleTree by Hilton in Bloomington. Use it for Institute 2015 or just for fun!

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Membership renewal online! On the MESPA Web, click on Join MESPA. Complete the online membership form and print a copy to route to your district office for payment. You will be added to the 2013-2014 MESPA roster as soon as you complete the online form. Visit mespa.net/JoinMESPA for a list of membership services.

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2014 Retirements We recognize colleagues who will retire at the end of the 2013-14 school year. Thank you for your past leadership! Christine Blauer, Lincoln Elementary, St. Cloud Bill Book,Pinewood Elementary, Mounds View Max DeRaad, Otter Lake Elementary, White Bear Lake LeeAnn Drolet, Excelsior Elementary, Minnetonka Connie Fladeland, Schumann Elementary, Orono Mary Jo Hanson, Kennedy Elementary, Lakeville Erin Herman, Nisswa Elementary, Brainerd Dean Krogstad, Norman County East Schools Diane Merritt, Hamilton Elementary, Anoka-Hennepin

MAY 2014

2014 MESPA AWARDS

Mari Lu Martens Sibley East Elementary Schools Sibley East Public Schools

Minnesota 2013 National Distinguished Principal Mari Lu Martens, principal of Sibley East Elementary Schools (Gaylord and Arlington campuses) in the Sibley East Public Schools, and a member of the Minnesota Elementary School Principals’ Association (MESPA), is Minnesota’s 2013 National Distinguished Principal (NDP). MESPA and the National Association of Elementary School Principals (NAESP) present the prestigious award, with corporate sponsorship from VALIC. The NDP program was established in 1984 to honor exemplary elementary and middle school principals who set the pace, character, and quality of education children receive during their early school years. One NDP principal is chosen annually from each of the 50 states and the District of Columbia.

“I have known Mari Lu for over 20 years and worked with her through our mutual membership in the Gaylord Rotary Club,” said Philip Keithahn, chairman and CEO, ProGrowth Bank. “Rarely satisfied with the status quo, Mari Lu and I have often discussed not only ‘how can we do better?’ but ‘how can we provide an affordable and a better educational experience for every student, regardless of income, background or other limitations?’”

Parent and public engagement involves people in dialogue, and we have found that ‘people beat paper’ every time.

“It is about doing things right, and doing the right things,” said Martens. “Collectively all of us are responsible for student achievement, from the nourishment provided by food service, to the Problem Solving Team that is monitoring student progress. At Sibley East we are teachers and learners who continue to define and redefine what we know and are able to do.” “Mari Lu Martens is a true leader,” said P. Fred Storti, MESPA’s former executive director. “She understands that trust is what holds a learning community together and she has purposefully built trust at Sibley East. She promotes respectful discussion, self-efficacy in staff, genuine listening, competency, and honesty. In her words, ‘We are not afraid to look in the mirror.’ MESPA is honored to be represented by Mari Lu.”

“Parent and public engagement involves people in dialogue, and we have found that ‘people beat paper’ every time,” said Martens. “Everyone knows that children learn best when the school and home work together. Also, in our community, a majority of our residents do not have children in school; therefore it is vital that a broader base of community involvement be enacted.”

“Mari Lu is one of the most dedicated and passionate administrators that I have encountered in my career,” said James Amsden, principal, Sibley East High School. “She is committed to her work, her staff, her students, and her ideals of quality education. She will not accept excuses like poverty, ethnicity, or faulty indicators to explain test results or the type of programming that can be offered within our schools. Having a clear vision of what quality education looks like, researching and examining data to make decisions about programming, and having committed determination to making her vision a reality, distinguish her work.”

“Mari Lu is a visionary administrator,” said Sara Utendorfer and Sheila Knacke, Sibley East Elementary teachers. “The energy, determination, and perseverance she exhibits have made our school district successful. In fact, we were awarded the 2010 Minnesota Futures award that recognized our success in raising overall student performance and closing the achievement gap in our minority and low-income students. She is the driving force behind our belief in our school that all students can learn.” “Mari Lu understands the challenges that education faces and works to solves those challenges rather than set them aside or ignore them,” said John W. Langenbrunner, superintendent, Sibley East Public Schools. “She brings with her the essential ingredients of being able to look at the needs of the entire district, while being an advocate for elementary education.” Marten’s professional activities include: Minnesota Elementary School Principals’ Association (MESPA), membership, 1995present; MESPA Retirement Committee, chair (statewide), 2013; MESPA Southwest Division, president, 2007; MESPA Southwest Division, EPAC representative, 2003-2006. Marten’s professional awards include: Minneapolis Star Tribune Top 100 Places to Work, 2012; Title I Reward School, MN Department of Education, 2011; Futures Award winner, MN Business Partnership, 2010; Leadership Achievement Award, MESPA Southwest Division, 2008; Minnesota Principal Academy, selected participant, 2007. Marten’s community service includes longstanding connection to the Rotary International, Gaylord Club: Community Service chair, 2006; Youth Exchange officer, 2004-present; Library liaison, 2007-present; President-elect, 2012; President, 2006. Martens has served 17 years in the principalship, all in Sibley East. Prior to that she was: grade five teacher (1988-1995), grade 3 teacher (1985-1988), and ECFE coordinator (1985-1988) — all at Gaylord Elementary in Sibley East Public Schools. Martens received her Sixth Year, Master of Science, and Bachelor of Science degrees from Minnesota State University, Mankato. For NDP nomination forms, selection criteria, and a history of past recipients, visit Honors on the MESPA Web; click on National Distinguished Principal.

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Kim Heil School of Engineering and Arts Robbinsdale Area Schools

2013 Science and Mathematics Elementary Principal of the Year

im Hiel, principal of the School of Engineering and Arts (SEA), Golden Valley, in Robbinsdale Area Schools, has been named 2014 Science and Mathematics Elementary and Middle Level Principal of the Year. Created through a partnership between the Science Museum of Minnesota and MESPA, the award recognizes the vital importance of fostering lifelong science literacy and honors the key role principals play in developing a culture that encourages and celebrates student interest in math and science.

How has Kim Hiel earned this honor? Her advocacy for STEAM (science-technologyengineering-arts-math) has helped to make the School of Engineering and Arts a premiere school where every aspect of each day has a STEAM-

integrated focus engaging students through observation, inquiry, and problem solving. To quote Cara Rieckenberg, the SEA Program Coordinator who nominated Hiel for the award: “Kim Hiel was integral in opening the School of Engineering and Arts. Her constant questioning of the status quo, and challenging ‘What if?’, has created a school with a wait list of hundreds of students trying to get a seat.” “Kim leads in the most authentic of ways, through example,” Rieckenberg continued. “Often times she can be found in the classroom, the Engineering Lab or the Outdoor Learning class spaces — learning, working, and getting dirty right along with the students and teachers. This modeling helps all Engineering and Arts community members realize the importance of

STEAM and that it is not just an extra for special occasions. She is not a ‘desk jockey’ principal; rather she can be found throughout the school at any given time, sometimes even co-teaching a lesson with teachers or facilitating small groups in instruction or exploration. Every student knows her, and she knows each one of them.” Another part of Hiel’s vision is to form partnerships with the community and SEA students. “She has made it her mission to have our students involved with real-life experiences and connect their learning to the outside world,” said Kelley DeLaCruz, SEA Administrative Intern. “Kim Hiel is changing the world and she’s changing it for the better!” said Tobi Kreifels, SEA first grade teacher. “She encourages and empowers everyone in the SEA community. Kim took a group of students and staff who barely knew each other and orchestrated a community of learners. This community is based on her high ideals and the STEAM philosophy.” “She is welcoming at all times and to all people,” Kreifels continued. “Her enthusiasm is contagious. Kim Hiel creates dreams for her students and staff.” For award application materials and selection criteria, visit Honors on the MESPA Web; click on Science and Math Principal of the Year.

Congratulations 2014 NDP Finalists! Jennifer Olson, Peter Hardy, and Michelle Krell

Where educators gather to learn. Jennifer Olson Peter Hardy Howard Lake-Waverly-Winsted Nashwauk-Keewatin

Michelle Krell Kasson-Mantorville

The National Association of Elementary School Principals (NAESP), in corporate partnership with VALIC, established the prestigious National Distinguished Principal (NDP) award in 1984 to honor exemplary elementary and middle level principals who set the pace, character, and quality of education children receive during their early school years. It is bestowed annually on a principal from each of the 50 states. MESPA members nominated several of their peers for the 2014 honor. The MESPA NDP Selection Committee (composed of the presidents from the 12 MESPA divisions and Mari Lu Martins – our 2013 NDP, and chaired by MESPA NAESP State Representative Tim Bell) met in February to review the NDP applications. From a pool of extraordinary applicants, they narrowed the field to three finalists: Jennifer Olson, Peter Hardy, and Michelle Krell. The NDP Selection Committee will interview the finalists and select the 2014 MESPA NDP on May 2. For NDP selection criteria and a history of past recipients, visit the MESPA Web; click on Honors and National Distinguished Principal.

We’ve got what you’re looking for: high quality, on-demand professional development webinars and professional networking communities for educational leaders. Subscribe today at the special low rate available to MESPA members. Visit the MESPA Web, click on Professional Development and ELN.

Changing Schools? Retiring? Please contact MESPA if you will retire or change schools during the 2013-2014 school year. mespa@mespa.net 651-999-7310 800-642-6807

MAY 2014 P R O F E SS I O N A L D E V E LO P M E N T

The Breakthrough Coach

Michelle A.M. Rosen Fairmont Elementary School Fairmont Area Schools

Minnesota 2014 National Outstanding Assistant Principal

ichelle A.M. Rosen, assistant principal of Fairmont Elementary School in the Fairmont Area Schools and a member of the Minnesota Elementary School Principals’ Association (MESPA), is Minnesota’s 2014 National Outstanding Assistant Principal. MESPA and the National Association of Elementary School Principals (NAESP) present the prestigious award.

administrator of the Fairmont Area School District, I want people to know that I will do everything I can to enhance the learning of all.” In supporting Rosen’s nomination for the honor, Joseph E. Brown, Sr., Fairmont Area Schools Superintendent, said: “Michelle is one of the best school administrators I have had the pleasure to work alongside during my entire administrative career. In 2010, Michelle was chosen to serve as the principal of Wm. Budd Elementary School during its last year of existence before being replaced by a new Pre k2 grade school that was connected to our current 3-6 elementary school.”

Everyone from parents to bus drivers, custodians, students, teachers, and community members all play an integral part in ensuring the success of our students.

The National Outstanding Assistant Principal program was established in 2011 to honor assistant principals who are doing a superb job in their roles. NAESP is committed to preparing assistant principals to step into the principal role. This program promotes educational excellence for pre-kindergarten through eighth grade (PreK-8) schooling and calls attention to the fundamental importance of the assistant principal. NAESP will share their successes and best practices in a practical document for other principals to utilize.

“I know that everyone from parents to bus drivers, custodians, students, teachers, and community members all play an integral part in ensuring the success of our students,” said Rosen. “On a daily basis I look to all of these players to get feedback and network with them about how we are meeting our students’ needs.” Rosen has revamped and expanded the district's early childhood program; it now has received a Parent Aware 4-Star rating, the highest possible. “My goal is to get people to know that we are an E-6 school supporting learning for life,” said Rosen, “and to have the Fairmont community embrace the idea that lifelong learning starts at birth, never ends, and is for everyone. As an

“During the construction of our new elementary school,” Brown continued, “Michelle was a key leader in the design, construction, staffing and scheduling of our new facilities. In 2011, she was selected to serve as the assistant elementary school principal in addition to serving as the coordinator of the ECFE program.”

Rosen received her: bachelor’s degree in Elementary Education, Concordia College, Moorhead, MN; master’s degree in Education, St. Mary’s University of MN; K-12 Administration, St. Mary’s University of Minnesota. For application information, visit Honors on the MESPA Web; click on National Outstanding Assistant Principal.

At TIES Education Center, St. Paul

How to Work Less, Produce More, and Still Get the Job Done in a Sensible School Week Monday-Tuesday, June 12-13, 2014 Work beyond administrivia. Reduce your total work hours AND multiply your time in classrooms by 500%! Back by popular demand and presented by Malachi Pancoast, president of The Breakthrough Coach, the seminar radically alters a principal’s view as manager, while promoting significant increase in student achievement. Cost per team of two (administrator and secretary/assistant): $585.

Day-2 Review Seminar Re-energize the Fundamentals Tuesday, June 13, 2014 Been a year or more since you attended the two-day seminar? Attend the second day of the two-day Breakthrough Coach seminar as a review, and expand your application of time management methodology. Cost per team of two (administrator and secretary/assistant): $380. For more information and a registration form, go to www.mespa.net; click on Professional Development and The Breakthrough Coach.

Is your spam-blocker keeping the E-News from you? Do you receive the MESPA E-News in your e-mail each week? If you don’t, your spam-blocker may be stopping e-mail you’d like to receive! To ensure that you continue to receive e-mail communications from MESPA, including issues of the MESPA E-News, Legislative Update, e-mail alerts and mail from MESPA staff, please be sure your dues are in and add mespa.net to the list of allowed e-mail addresses in your (or your district’s) spam blocker.

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MESPA Minnesota School of Excellence Validations Celebrating Excellence in Minnesota Elementary and Middle Level Schools The Minnesota School of Excellence Program promotes excellence through a rigorous evaluation process that showcases dynamic schools of the 21st century. It spotlights the commitment to excellence in Minnesota schools. The program offers a comprehensive, research-based school improvement process that is aligned with national standards and is recognized by the Minnesota Department of Education and the National Association of Elementary School Principals. Since the program’s inception in 1986, 161 schools have earned this honor. For more information on each principal and validated school, Minnesota SOE application materials and a history of past recipients, visit Honors on the MESPA Web; click on Minnesota School of Excellence.

SAM RICHARDSON

Glendale Elementary Prior Lake-Savage

The staff at Glendale believes that learning is a life-long process. 12

Located in Savage, MN, Glendale Elementary is a K-5 school with a student population of 570 students. “The Minnesota School of Excellence validation speaks to the efforts of our entire school community to ‘Celebrate the Learner’s Journey’,” said Sam Richardson. “It is truly an honor. The process highlighted the many success stories for our students, teachers and parents. I am always so proud of the teamwork demonstrated at Glendale.” Parent support is outstanding with a generous and dedicated Parent, Teacher, Child (PTC) and the DOGS (Dads of Glendale Students). Glendale integrates technology into the curriculum, which is adapted to the individual learning needs of students. Students learn a comprehensive curriculum, with a focus on E-STEM school (Environmental Education – Science Technology Engineering Math). The students also learn and practice the principles of Responsive Classroom to teach the social skills of C.A.R.E.S. (Cooperation, Assertion, Responsibility, Empathy, and Self-Control). Even Glendale’s building adds to the learning environment, with an open classroom concept, and with the exception of two rooms on each floor, there are no classroom doors, creating a collaborative school community. “The staff at Glendale believes that learning is a life-long process,” Richardson said. “Our goal is to create a learning community that develops skills by fostering creativity, success, and a love of

learning for all students. This is accomplished by recognizing and celebrating the uniqueness of each learner and maximizing their potential in all aspects of their development.”

MICHELLE KRELL

Kasson-Mantorville Elementary Kasson-Mantorville

All members of the school community value a safe, welcoming environment where excellence is expected and improvement is continuous. Michelle Krell is the principal at KassonMantorville Elementary School in KassonMantorville Public Schools. It is comprised of approximately 800 students in Kindergarten through 4th grade from the communities of Kasson and Mantorville. The school is beautifully designed to allow each grade level a “pod” with 9 classrooms surrounding a common open area. This space provides a gathering place for grade level activities, work in small groups, or individual assistance from staff. “The vision of ‘creating a safe, welcoming environment where excellence is expected and improvement is continuous’ is valued by all members of the school community and interwoven into our daily practices,” said Krell. “Kasson-Mantorville Elementary School strives to create and foster a community of learners who are committed to best practice and improving teacher and student learning.” Kasson-Mantorville Elementary is committed to developing and fostering life-long learners to prepare them for the 21st Century. Students are held to high expectations as they identify and

strive to achieve “above the line” behaviors. All staff have participated in the Olweus Bullying Prevention training and program implementation. This program focuses on building a sense of community, developing strong character, and empowering students to engage in healthy social and emotional relationships. “At K-M Elementary, our goal is to constantly monitor and explore current programming to ensure rigorous, appropriate, and relevant instruction for all students,” said Krell. “The MN School of Excellence validation truly speaks to our school culture.”

Lake Harriet Community School Minneapolis MERRY TILLESON, Assistant Principal MARY RYNCHEK, Principal (retired), Upper Campus JAN PARRISH, Principal, Lower Campus WALTER SCHLEISMAN, Principal, Upper Campus

Lake Harriet strives to educate the whole child and provides opportunities for each child to stretch their strengths. Lake Harriet Community School, in Minneapolis Public Schools, is a Kindergarten – 8th grade program, with two campuses. The lower campus is home to Kindergarten – 2nd graders and the upper campus is home to 3rd – 8th graders. The culture is based on years of high academic achievement, an active parent community with high numbers of volunteers, and strong parent involvement and support of the neighborhood community. The school is led by: Merry Tilleson, Assistant Principal; Mary Rynchek, Principal, Upper Campus (retired); Jan Parrish, Principal, Lower Campus. “The mission of Lake Harriet Community School is to challenge students to reach their full potential as knowledgeable, skilled, literate, compassionate, and confident global citizens by inspiring a love of learning, embracing diversity, and cultivating creativity, critical thinking and complex problem solving in science, technology, engineering, and math (STEM),” said Tilleson. “Lake Harriet strives to educate the whole child and provides opportunities for each child to stretch their strengths.” Lake Harriet Community School has established a partnership with an area of north Minneapolis called ‘Expanded Choice Program’, enabling families from socio-economic back-

MAY 2014

grounds different than that of Lake Harriet to come to the school versus their neighborhood school. The school honors social skill development of students through the monthly ‘Lake Harriet Heroes Program’ which recognizes students across the school who are Helpful, Engaged in learning, Responsible and respectful, and an Obvious role model. Another program, ‘Second Step,’ teaches specific skills that strengthen students’ ability to learn, have empathy, manage emotions, and solve problems. To ensure an environment where all children and families are respected and honored, Lake Harriet also has a strong anti-bully program and several diversity-focused initiatives. “The MN School of Excellence validation speaks to our focus on educating global citizens,” said Tilleson. “This is a testament to the commitment of our parents, teachers, and volunteers.”

ELIZABETH NESS Lake Nokomis Community School, Wenonah Campus Minneapolis

We’re a big city school with a small town heart. Beth Ness is the principal at Lake Nokomis Community School, Wenonah Campus, in Minneapolis Public Schools. Wenonah is a Kindergarten – 2nd grade school with a population of approximately 300 students. The staff and teachers strive to achieve the school’s mission every day, which is to foster “the creative minds, healthy bodies, and ethical spirits needed to contribute positively to a global society.” “One of Wenonah’s great strengths is our focus on the whole child,” said Ness. “We want students to learn math, reading, music, etc., and we also want them to learn how to relate to each other and adults in a meaningful way. Our school motto is “We’re a big city school with a small town heart.” Within the school, students have access to various enriching and high-interest opportunities. For example, the third graders have a newspaper, written by students for students and other students are able to write and record radio clips for the Minneapolis radio station KBEM, giving them access to technology and media in a unique manner. One of the areas Wenonah is enriching as part of the Minnesota School of Excellence Program is developing a shared learning culture, where staff is receiving training to best educate all students. Wenonah also seeks out community

partnerships to support real-world learning and the developmental needs of individual students. “The MN School of Excellence program really validates the fact that we are a community school,” said Ness. “We are right in the middle of the neighborhood we serve. Families walking or driving by can see students identifying plants in our school gardens. They can see our students biking to Lake Nokomis on their way to fish and kayak. We look forward to celebrating this honor with our entire community.”

KRIS HARLAN Maple Lake Elementary Maple Lake

No system of programs at a school is worthwhile if there aren’t dedicated educators to provide them. Kris Harlan is the principal at Maple Lake Elementary School in the Maple Lake School District. Maple Lake is a small community of about 2,000 people. The current enrollment in the elementary school is 437 students. The district is a member of the Meeker and Wright Special Education Cooperative, and is committed to the social and emotional needs of its students. “Maple Lake Elementary is thrilled to be recognized as a Minnesota School of Excellence. This honor is a direct reflection of the wonderful collaborative efforts between our dedicated staff and a very supportive community,” said Harlan. “No system of programs at a school is worthwhile if there aren’t dedicated educators to provide them. At MLE, we have a wonderful group of very committed staff members.” The district is very committed to keeping up with technology, with a variety of technology available in every classroom and a full-time technology teacher on staff. The staff at Maple Lake Elementary also continually models for students the importance of volunteerism and shared responsibility in a community. From community clean-up efforts to fundraising for their public library, the school truly contributes to their community. Maple Lake has a diverse socio-economic population, and over recent years more and more students are living with grandparents, extended relatives, and foster families. The school has strategized how to address these changes and come up with supportive approaches. Celebrating adult and student learning is a notion that is treated with great pride at Maple Lake Elementary. School-wide celebrations at

the end of each trimester acknowledge the academic success of the students, as well as the staff who have completed a Master’s Degree or demonstrated other accomplishments. “We work diligently to involve our families and community members to assist in the educational process,” said Harlan. “The MN School of Excellence validation acknowledges the efforts of the entire community in making Maple Lake Elementary a truly great place.”

KAREN COBLENTZ North Intermediate School St. Peter

Learning Matters. Karen Coblentz is the principal at North Intermediate School in St. Peter Public Schools. The school serves over 600 3rd-6th grade students. The school mission is to “provide an integral education in a safe, supportive environment that promotes self-discipline, motivation, and excellence in learning for every student.” “Everything we do at North Intermediate aligns with our district motto, ‘learning matters,’” said Coblentz. “We believe that collaboration between students, parents, and school staff increases student learning.” Our school emphasizes the importance of the 5 C’s: creativity, critical thinking, collaboration, connectivity, and cooperation. The STEM (Science, Technology, Engineering, and Mathematics) initiative works with the 5 C’s to provide the opportunity for students to be hands-on problem solvers and engage in the engineering process by which they imagine, ask, plan, create, and improve the world around them. We are constantly looking for ways to bring together families and community stakeholders. The school pairs with the community for a variety of events throughout the year. They also pair with colleges through the co-teaching model for teacher candidates. “At North Intermediate, we use resources such as technology, the most current practices in teaching, and positive relationships with the community to benefit the experience of our students,” said Coblentz. “The MN School of Excellence validation speaks to our commitment to learning. MN School of Excellence continues on page 14.

WWW.MESPA.NET DR. LIANN HANSON Oak Crest Elementary Belle Plaine

Expecting Excellence from Everyone, Everyday! Dr. Liann Hanson is the principal at Oak Crest Elementary School in Belle Plaine Public Schools. The school serves 480 students in grades 3-6. Staff members at Oak Crest are committed to excellence by focusing on the needs of all students, and all of their actions hold true to the district’s mission of “Expecting Excellence from Everyone, Everyday!” “Oak Crest Elementary embodies a culture of shared leadership,” said Hanson. “We use the various leadership styles, skills, and experiences of staff members to build a strong foundation.” The school is on the forefront of investing in a technology-rich culture. The school also considers itself to be a whole-child centered place, as the staff is committed to making sure that all students’ needs are met — academically, physically, and emotionally.

“In the end, it is about focusing our efforts on the right work of teachers and students,” said Hanson. “It is about having a growth mind-set about our own adult learning and students learning. And, it is about achievement…achievement of our students, our staff, and our community.” “I believe the value of the MN School of Excellence process has been an extraordinary one in that it allowed us to deeply look at our systems, processes, and foundations to see what we are doing well and to analyze what can continue to be areas of growth,” Hanson continued. “It makes the implicit, explicit.” RENEE KERZMAN Roosevelt Elementary Detroit Lakes

Roosevelt develops a learning culture that is adaptive, collaborative, innovative and supportive. Renee Kerzman is the principal at Roosevelt Elementary School in Detroit Lakes Public Schools. The school serves 630 students in Kindergarten – 4th grade. Roosevelt Elementary follows the mission of the Detroit Lakes Public Schools to nurture and develop the full potential of all learners in an environment where life-

long learning is valued, educational excellence is expected, and improvement is continuous. “Roosevelt develops a learning culture that is adaptive, collaborative, innovative and supportive,” said Kerzman. “Teachers strive to provide differentiated instruction for all students.” Roosevelt School engages parents, families, and the community. The staff at Roosevelt School serves as civic leaders through a plethora of avenues throughout the Detroit Lakes and surrounding communities. Students participate in a variety of enrichment opportunities, such as Tamarac Wildlife Refuge field trips, local Boys and Girls Club tutoring opportunities, and summer school with transportation provided. The Roosevelt Science Fair is a big attraction each spring, bringing in multiple families to see the great science minds that Roosevelt has to offer. “The MN School of Excellence validation truly shows the commitment of our entire community to making Roosevelt a great place,” said Kerzman. “It is truly an honor. As Todd Whitaker says, It’s about the people, not the programs.”

SANFORD NELSON Rossman Elementary Detroit Lakes

Our mission to provide ‘Educational Excellence for All’ is a collaborative effort on the part of the entire community. Sandy Nelson is the principal at Rossman Elementary School in Detroit Lakes Public Schools. Rossman Elementary is a Kindergarten through 5th grade school. The student population consists of 584 children, and the school is the service center for many special needs children in surrounding school districts. The entire community of students, parents and staff are committed to achieving the Rossman mission of “Providing Educational Excellence for All”. “Rossman staff encourages parents to be actively involved with their school,” said Nelson. “Ninety-five percent of our families participate in Parent/Teacher Conferences and all of our families attend one or more of our parent/ teacher/child activities held frequently throughout the year.” Members of Rossman staff serve on the District Curriculum Council. Teachers at Rossman use out-of classroom instruction during the year to provide students with hands-on experiences. The school also forms partnerships to ensure multiple learning opportunities for students, in and out of school. Students have had the oppor-

tunity to view a variety of musical and drama performances. The school’s physical education and special education departments, as well as classroom teachers frequently use the DLCCC fitness center to engage their students in healthy lifestyle activities. “Rossman is honored to be recognized as a Minnesota School of Excellence,” said Nelson. “Our mission to provide ‘Educational Excellence for All’ is a collaborative effort on the part of the entire community. The Minnesota School of Excellence honor is a testament to our volunteerism, active participation in community events and organizations, and the spirit of care present in our school family.”

DANIEL COLLINS Twin Lakes Elementary Elk River Area

This accomplishment would not have been achieved without the hard work and dedication of all our staff Dan Collins is the principal at Twin Lakes Elementary School in Elk River Area Schools. Twin Lakes Elementary School is in Elk River. The school has just over 800 Kindergarten – 5th grade students. The school district strives to educate, inspire and empower approximately 13,000 students. Twin Lake Elementary School (TLES) opened in the fall of 2007. TLES is a LEED Certified building, combining beauty with cutting edge technology. “This accomplishment would not have been achieved without the hard work and dedication of all our staff,” said Collins. “A special thank you goes to my fifth grade teacher, Becky Herbert, for her commitment and work ethic on this journey.” “It was an honor to be part of this process. It really gave me an opportunity to see all the successes we have here at Twin Lakes Elementary. I am so proud to be part of this staff,” said Herbert. “At Twin Lakes Elementary School we believe all people have value and we respect and appreciate differences,” said Collins. “We are proud to provide an environment where people feel connected, supported and affirmed. At our core, we believe everyone can learn and that through hard work we can inspire and empower lifelong learning.” “The MN School of Excellence validation is reflective of the commitment of the entire TLES community to collaboration and innovation,” said Collins. “It is truly an honor.”

MAY 2014 JOHN HUTTEMIER

JEN OLSON

Waseca Central Intermediate Waseca

Winsted Elementary Howard Lake-WaverlyWinsted

As a school we exist to make a positive impact on learning for every student.

Teachers at Winsted Elementary vary in age, gender and experience, but the culture of our building is cohesive and caring.

John Huttemier is the principal at Waseca Intermediate School in Waseca Public Schools. The school consists of 420 students in grades 4 – 6, and nearly 65 employees working together toward the common goal of making this school the best educational venue possible.

Jen Olson is the principal at Winsted Elementary School in Howard Lake-WaverlyWinsted Public Schools. Winsted Elementary is home to approximately 300 students in preschool through grade 4, and one of two elementary schools in the district.

“As a school we exist to make a positive impact on learning for every student,” said Huttemier. “We feel the programs and systems we have in place are consistently working towards meeting our mission and vision.” Parents and community members are highly involved at Waseca. Also, the school receives support from a strong Community Education program that offers various classes for students and community members of all age levels. Community partnerships are fostered to include real world connections and students have a variety of field trip opportunities. Waseca Intermediate School is consistently using technology to individualize the educational experience for every student. “At Waseca Intermediate School, we advocate for high-quality education for every student,” said Huttemier. “The MN School of Excellence validation is the result of the collective effort of our entire school community and the community of Waseca as a whole.”

“Our district-wide mission is to provide a positive learning environment that recognizes diversity, instills life-long learning skills, and nurtures each individual’s unique potential, talents and self-worth,” said Olson. “Winsted holds to this mission.” Winsted offers low class sizes and a variety of experiences for its students. Community involvement is a vital aspect of Winsted Elementary. Volunteers can be seen in the building on a daily basis, assisting in small group activities and supporting student learning. Parents are also involved, and are an integral part of the learning community. “Teachers at Winsted Elementary vary in age, gender and experience, but the culture of our building is cohesive and caring. We are supportive of each other and our individual and group endeavors. Winsted Elementary is a group of dedicated teachers,” said Olson. “The MN School of Excellence validation is a direct result of our dedication to meeting all students’ needs.”

Honors Recognition Congratulations to all of our MESPA members who received awards from around the state and around the nation! Please visit www.mespa.net/ honors to view a full list of schools and leaders. Magnet School of Excellence – 5 MESPA Members Magnet School of Distinction – 5 MESPA Members National Blue Ribbon School – 6 MESPA Members Sustaining Exemplar Schools, PBIS – 12 MESPA Members Celebration Schools – 37 MESPA Members Reward Schools – 99 MESPA Members Welcoming Schools Seal of Excellence – 3 MESPA Members + other individual awards

Welcome New MESPA Members! Joined MESPA October 30, 2013 – April 14, 2014 CENTRAL DIVISION Amy Hiedeman, Dawson-Boyd Jason Riebe, Chisago Lakes Jennifer Telecky, Willmar Todd Van Erp, Elk River EAST SUBURBAN DIVISION Madeleine Israelson, student, University of Minnesota Pangjua Xiong, North St. Paul-MaplewoodOakdale MINNEAPOLIS DIVISION Aaron Arredondo, Lyndale Community School Jessica Skowronek, Pillsbury Elementary School NORTH SUBURBAN DIVISION Omar Adams, Osseo Diedre Bloemers, Anoka-Hennepin Lillian DeRung, St. Francis Gretchen Eychaner, Anoka-Hennepin Christopher Forrest, Anoka-Hennepin Kathryn Mahoney, Brooklyn Center Lisa Newberger, Anoka-Hennepin Anne Roehrich, Anoka-Hennepin Isaac Smieja, Anoka-Hennepin NORTHERN DIVISION Kurt Becker, Crosby-Ironton SOUTH SUBURBAN DIVISION Julie Meyer, Shakopee Nathan Naef, Burnsville-Eagan-Savage Jyoti Sinha, Shakopee Marilynn Smith, Lakeville Angela Turry, Shakopee SOUTHEAST DIVISION Charlene Hasz, Rochester Mary Hawkins, Owatonna SOUTHWEST DIVISION Zachary Dingmann, Worthington WEST SUBURBAN Clarence Pollock, St. Louis Park WESTERN DIVISION Lynnelle Dirksen, Moorhead Jennifer Hendrickson, Perham-Dent Trisha Mariotti, Waubun-Ogema-White Earth Kassidy Rice, National Joint Powers Alliance

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MESPA Division Leadership Achievement Awards For more information on each recipient, visit MESPA Honors; click on Division Leadership Awards.

HEIDI BERNAL

CURT CARPENTER

Adams Spanish Immersion School St. Paul St. Paul Division

Clear Springs Elementary Minnetonka West Suburban Division

Heidi’s Education philosophy: “Being bilingual is one of the most wonderful gifts that we can give our children— and it’s one that lasts a lifetime.”

Accolades from Jim Litwin (principal, Horace Mann School) on behalf of Heidi’s peers: Heidi Bernal is not only a great leader for her own building, but she lends her expertise to her colleagues as well. Specifically her leadership with the immersion schools, her willingness to help colleagues who have questions, her wealth of knowledge about pedagogy, and her passion for learning using Twitter. Heidi started a principal’s twitter group. She’s helped us to connect with authors, websites, and more ideas than we can implement all because Heidi took the time to teach her colleagues about this 21st century learning technology.

JIM BORGSCHATZ Bluff View Elementary School Lake City Southeast Division

Jim’s Education Philosophy: “It took a lot of blood, sweat and tears to get to where we are today, but we have just begun. Today we begin in earnest the work of making sure that the world we leave our children is just a little bit better than the one we inhabit today.” (U.S. President Barack Obama) Accolades from Nancy Antoine (principal, Bridgewater) on behalf of Jim’s peers: Jim is dedicated and committed to MESPA and the Southeast Division. He has been an integral part of making new members feel welcome in addition to providing support for them in the principalship. Jim is an excellent leader and builds strong relationships with his students, families and the community. He has embraced new initiatives, including 1:1 iPad initiative, PBIS and the implementation of full-day kindergarten to name a few. He also has been a great liaison to our division as the MESPA Legislative Representative.

Curt’s Education Philosophy: “I don’t know what your destiny will be, but one thing I know: the only ones among you who will be really happy are those who will have sought and found how to serve.” (Albert Schweitzer) Accolades from Carolyn Hartwigsen (principal, Bloomington) on behalf of Curt’s peers: Curt has demonstrated outstanding leadership in our division. His empathetic, calm and supportive demeanor are great qualities of a principal leader. He has helped increase our membership and meeting attendance by his positive enthusiasm and example.

LAURA L. CAVENDER Pillsbury Community School Minneapolis Minneapolis Division

Laura’s Education Philosophy: “I can sum up my educational philosophy through the newly created vision, mission and values for our school. These three documents emphasize my true thoughts about education.” Pillsbury vision: Each student ready to lead the future. Accolades from Deb Regnier (principal, Minneapolis) on behalf of Laura’s peers: Laura exhibits the highest quality of leadership in a principal. She recognizes and brings valuable resources to schools. She also establishes great relationships with her students and staff. Laura leads and demonstrates qualities of an effective leader at the district level in a variety of ways. She is the President-Elect for MESPA and has also served in other roles in our division. Laura is a lifelong learner. Her contributions have truly enhanced educational leadership at every level.

MARK DROMMERHAUSEN Lily Lake Elementary Stillwater East Suburban Division

Mark’s Education Philosophy: “A teacher affects eternity; you can never tell where their influence stops.” Each one of you has made a tremendous impact on the lives of your students. The positive influence you have on each one of your students’ academic, social, and emotional growth is immeasurable.” (H.B. Adams) Accolades from Malinda Lansfeldt (principal, Stillwater) on behalf of Mark’s peers: Mark has collaboratively worked with the staff at his school to implement a comprehensive program to support all learners utilizing student assessment data, technology and staff at the school. He is consistently one of the first to step up to make a difference in the lives of children, their families and the people he works with. Mark has been the President Elect and President of MESPA’s East Suburban Division and is currently an Educational Advisory Committee Representative. His dedication to working with others has been extraordinary.

SHEILA FLATAU Viking Elementary School Pelican Rapids, MN Western Division

Sheila’s Education Philosophy: “The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.” (Michelangelo) Accolades from Travis Nagel (principal, FrazeeVergas) on behalf of Shelia’s peers: Under Sheila Flatau’s leadership, Viking Elementary has worked their way out of Focus School status. Sheila is a strong leader in our division. Sheila has served on the Education Advisory Committee for several years, has helped to bring great speakers and programs to Winter Institute, and has been able to bring her experience and insight to her fellow principals in the Western Division.

MAY 2014 MARK HANSEN

WADE LABATTE

RAE VILLEBRUN

Mississippi Elementary Coon Rapids North Suburban Division

Oak Hills Elementary School Lakeville South Suburban Division

Cold Spring Elementary Rocori Central Division

Mark’s Education Philosophy: “We can make a transition from a traditional culture of power and create a new educational culture of influence.” (Michael Grinder) Accolades from Ranea Case Evenson (principal, Anoka-Hennepin) on behalf of Mark’s peers: Mark Hansen has consistently gone above and beyond for the members of North Suburban MESPA. He is continually thinking of ways to get members more engaged and planning collaboratively to provide professional development and collaboration opportunities that meet the needs of north suburban members. Mark continually communicates with members to be in tune with membership needs and concerns and strives to make everyone feel welcome. Through Mark’s leadership, his students are beating the odds and his staff is engaging in exceptional work for their students. He has been an inspiration to work with and exemplifies the qualities of a true leader and excellent principal and colleague.

Wade’s Education Philosophy: “When it is obvious that the goals cannot be reached, don’t adjust the goals, adjust the action steps.” (Confucius) “Believe you can and you’re halfway there.” (Theodore Roosevelt) Accolades from Sam Richardson (principal, Prior Lake-Savage) on behalf of Wade’s peers: Wade Labatte has provided leadership in a variety of roles within the South Suburban Division of MESPA. During the 2012-2013 school year, he served as the division president and organized efforts to connect division members. Wade has also served as president-elect and as division representative on the Negotiations committee. He has been an active member of MESPA and represented the South Suburban well throughout the past two years. In 2012-2013 he participated in piloting the new principal evaluation model proposed by the state.

Rae’s Education Philosophy: “My job is to make sure that students love school and love learning. I am relentless when it comes to making sure this happens. If students love school and love learning, they will be in school. The chance of them leading successful and productive lives increases with each day of learning.” Accolades from Amy Galatz (principal, Deer River) on behalf of Rae’s peers: Rae Villebrun functions as both the superintendent and principal for Nett Lake. Rae not only leads her school but also works closely with the school board and community to advocate for a strong school system for the children of Nett Lake. Rae has been a leader within our division since she began as a principal in Greenway. Rae is a life-long learner and is always striving to learn more in an effort to be a stronger leader. She is currently working towards her PhD. Her focus is always on how to support all children. She creates a positive culture in her schools among staff and students.

PAM KIRSCH

SHARON K. SCHULTZ

JEAN WEIS-CLOUGH

Jefferson Elementary School New Ulm Southwest Division

Middle River Elementary Greenbush-Middle River School Middle River Northern Division

Avon Elementary School Albany Central Division

Pam’s Education Philosophy: Three Simple Rules in Life: 1. If you do not GO after what you want, you’ll never have it. 2. If you do not ASK, the answer will always be NO. 3. If you do not step forward, you’ll always be in the same place. Accolades from Mari Lu Martins (principal, Arlington) on behalf of Pam’s peers: I have had the opportunity to work with Pam for many years and continually witness her unwavering diligence in helping principals develop professionally. As the President of the Southwest Principal’s association she was an organized leader that continually kept our association informed through her excellent communication skills. She fostered positive relationships within our group and is an outstanding leader!

Sharon’s Education Philosophy: “I like our mission statement and enjoy working with people dedicated to carrying it out: ‘The mission of Greenbush-Middle River School is to provide a quality education which will prepare all students to meet success by developing self-directed thinkers and communicators who are productive, responsible, respectful and accountable to themselves and others.’” Accolades from Jeffery Lund (principal, Marshall County) on behalf of Sharon’s peers: Sharon has been an important mentor for me as I have grown as a young school leader. She keeps current with best practice and has built structures in her school building to ensure teachers are helping students learn and meet standards. Sharon has been a leader within our division serving as our School of Excellence Committee Chairperson. She has been a valuable resource for the leadership team, providing history, advice, and assistance with planning division events.

Jean’s Education Philosophy: “Be the change you wish to see in the world.” (Mahatma Gandhi) Accolades from Eric Skanson (principal, Ricori) on behalf of Jean’s peers: Jean Weis-Clough has been an active member of MESPA and contributed to the direction, implementation and success of the central division. Jean’s knowledge and success as an elementary principal is felt throughout the division as she continuously shares her thoughts and ideas in making our divisional meetings a success. Jean can always be counted on to help other principals succeed in their role. She has genuine care and concern for the development and continued success of the principalship. In addition she contributes to the field of education through her work with Concordia St. Paul to teach classes in education. She participates and contributes to the development of principals and their schools throughout the division.

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MAY 2014

Best Practices: Resource Leadership Laura Cavender, principal, Pillsbury Community School Minneapolis Public Schools

Saving Time by Blending Important Meetings

ime seems to be the biggest barrier for educators. In an effort to get the work done and combine many of the parts of the job, we have come up with our version of the Data Team Cycle. This cycle includes parts of a variety of Data Cycles, including Harvard’s Data Wise, Doug Reeves Data Teams and the Minnesota Federation of Teacher Learning Cycle. In our cycle there are eight types of meetings. Each year begins with a Type 1 meeting however after that, all Data Team Cycles are created according to the needs of the team. For instance a team may decide they want to do a Type 5 meeting to start with and make sure all students are discussed with the team. Interventions are put in place and documented for each student. Large teams may take a couple of meetings to complete their list especially at the beginning of the year. Teams may choose to then complete a Type 2, Type 3 and Type 4, three weeks in a row. Once they have chosen the Essential Standards, looked at the data, created and given the formative assessment and made a plan for all students, teams may choose to do a Type 7 meeting and read an article, book or online research information to find strategies and ideas for reaching each of their students. A Type 7 meeting could be done for a week, two, three, or whatever the teams need with a monitoring meeting placed in the mix. Some teams may take 6 weeks to complete a cycle, some 8 weeks, and some maybe even 10 weeks. Each team takes the time they need for each cycle, before beginning another Data Team Cycle. Using this model, there is no longer a need for a separate Response to Intervention, Professional Development Plan meeting, or large group Professional Development meeting, which is not always relevant to all of the staff members. This process includes all of these important functions within our one ninety-minute meeting a week and has proven to be very effective in providing staff the time with colleagues, to learn, assess and plan, so that each child’s needs are met and student learning remains the focus.

These meetings include: Type 1 – PLC Overview o First Data Team Meeting of the year o Occurs one time o Establish norms & explain Data Team cycles o Establish 1st Data Team Cycle o Complete Calendar of Data Team Cycle Type 2 – Essential Learning Standards o Clearly define a limited number of essential learning outcomes that students must master. Work in collaborative teams, examine all relevant documents, common core standards, state standards, focused instruction, and apply the criteria of endurance, leverage and readiness to determine which standards are essential. o Critical Questions: • What do we expect students to know? • How will we know if students learned it? • How will we respond when students don’t learn it? • How will we respond when students do learn it? Type 3 – Data Cycle Meeting o Examine data from all available data sources o Use the data to identify your most urgent needs o Create or choose a common formative assessment o Set a pre-assessment administration date prior to the next meeting o Administer and score to generate the data to discuss at the next meeting o Complete PDP Cycle according to student need o Communicate needs for ILT support Type 4 – Data Cycle Meeting o Discuss and chart pre-assessment data (may be by classroom or grade level) o Analyze data and prioritize needs o Set a SMART (specific, measurable,achievable, relevant, and timely) goal o Research and select Common Instructional strategies to be used by each group o Determine results indicators • What will we see teachers doing?

• What will we see and hear students doing? • What will student work look like? o Communicate needs for ILT support Type 5 – Response to Intervention Meeting o Use grade level data charts for reading and/or math o Review each individual student’s data o Discuss student’s achievement, behavior, and attendance o Discuss student’s participation and success/ difficulties in: • Specialists, ELL, resource, and special education o Discuss and determine interventions if necessary o Document interventions in Classroom for Success and provide a copy of documentation for RTI meeting to RTI lead o Plan for next Type 8 Response to Intervention meeting for monitoring Type 6 – Monitoring Meeting o Takes place one or two weeks into the instructional cycle o Held between the pre- and post-assessments o Share student work from the strategies selected o Discuss the effectiveness of the instructional strategies • Are they being implemented with fidelity? • What support is needed to improve the implementation? • Are some members of the team being most effective? • What can the other members learn from them? • Teachers model effective instructional strategies for their colleagues and show how to incorporate into their teaching o Use Results of indicators to drive conversation • What will we see teachers doing? • What will we see and hear students doing? • What will student work look like? o Revisit goals and make determination as to the best way to proceed Type 7 – Professional Development Meeting o Research researched-based strategies focused on instructional strategies according to deter mined need Type 8 – Evaluating Results Meeting o After post-assessment has been administered o Use student performance data o Use student work from the assessment o Identify strengths, errors, and misconceptions o Focus on whether students have improved and the degree of improvement o Form inferences about student performance o Collect and chart data o Analyze data and prioritize new needs (or continue with current need) o If time permits, continue with Type 3 meeting

WWW.MESPA.NET

Best Practices: School Culture Leadership Darla Harstad, principal, Parkers Prairie Elementary Parkers Prairie Public Schools

Being More Likeable

According to What teachers want (in a principal) n a recent local newspaper editorial the published in the Hechinger Report, (2011), author shared Pro Staff’s advice on how to teachers want a principal who is supportive but be a more likable boss. They demanding. Good school leaders recommend the seven habits ensure that resources and training 1. Be friendly. listed at right. needed to meet high expectations 2. Be available. Recent research tells us that 86 are available to teachers and a culpercent of employees believe that 3. Be flexible. ture is created that encourages if they like their boss, they are continuous improvement. 4. Be positive. more productive. These habits Creating a culture that demon5. Be dependable. certainly are welcomed by those strates high expectations and conwe work with and I believe we all 6. Be grateful. tinuous improvement requires a aspire to live these behaviors principal to begin by clarifying 7. Be compassionate. every day. Our use of them sends his/her values and beliefs. If our a message of support and builds own values and beliefs are not in positive relationships. However, alignment with this type of culture in our what else regarding effective school leadership school, it will be difficult to consistently choose might be missing from this list? actions and behaviors to support the culture. The actions we choose stem directly from what

we believe in. The norms, rituals, ceremonies, and symbols within the school all speak meaning of what is important and often reflect the values and beliefs of the school leader. Our actions go a long way in demonstrating our beliefs. If we believe that all teachers should and can demonstrate effectiveness in the classroom, will we reward incompetence by giving the least effective teachers the easiest class? If we believe in continuous improvement, will we prioritize the time needed to help teachers develop meaningful goals and follow up on their progress? If we believe in high expectations, will we invest the energy into every learner to reach proficiency, regardless of their circumstances? Good principals certainly can support staff through the seven habits noted above, but these alone are not enough to be an effective leader. We need to create a culture that fosters continuous improvement and sets high expectations, and to do so we need to assess our own beliefs to make sure we are allowing that to happen. RESOURCES “What Teachers Want (in a Principal).” Hechinger Report (2011): Teachers College, Columbia University, 3 Mar. 2011. Web. “Bosses: Follow these seven habits to success.” Echo Press [Alexandria] 2 4 2014, A4. Print.

Lexia Lexia Reading Reading Core5 Core5 e ™, the newest program program from Lexia Lexia Learning, Learning, helps students of from gradess pr e-K—5 develop all abilities in grades pre-K—5 foundational rreading eading skills. foundational Browser-based, iPad® iPad® a ready ready • Browser-based, • Explicit, systematic, systematic,, personalized le learning arning g in the six areas areas off rreading eading instruction Norm-referenced performance p data data and • Norm-referenced analysis without a test te est event su uch as similes, metap metaphors, hors, • A focus on skills such analogies and idioms idio oms with emphasis on n comprehension fluency and comprehension Denny Walsh 800-435-3942 x325 dwalsh@lexialearning.com

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MAY 2014

Best Practices: Resources Leadership Brad Gustafson, principal, Greenwood Elementary School Wayzata Public Schools

Digital Leadership Challenge Driven to Collaborate

car has one windshield and when it becomes foggy the driver's response is obvious. The windshield of today's school leader is not so unidimensional.

21st century school leaders are charged with leading complex change and in doing so they must serve with multiple windshields, or lenses. Traditional lenses have included instructional leadership, culture, and community partnership. We must embrace an additional lens; our students are counting on us to provide digital leadership! A digital leadership lens requires each of us to see the road with a new set of eyes. Nearly every situation we encounter should be considered with this new perspective. The reality is that our students find themselves in a connected world with limitless potential. And still, we have barely scratched the surface of how this translates to 21st century pedagogy. “If we lead today as we led yesterday, we rob our schools of tomorrow.” ~Adapted from John Dewey It is a moral imperative that we model the vision and skills necessary to help students prepare for their future. By embracing tools and technologies that are ubiquitous to students outside of school we add relevancy to the educational experience. This is precisely where the Digital Leadership Challenge can help!

CHALLENGE I: A SCHOOL COMMUNICATION VEHICLE Created by Brad Gustafson, Elementary Principal, MN @GustafsonBrad on Twitter

“Badge” Point: Create a professional Twitter account and follow each of the eleven challenge submitters from the online version of this article. Observe how they collaborate with their personal learning network (PLN).

There are three initial challenges listed below for you to try, and eight additional challenges within the online version of this article. Each challenge was designed by a connected-educator in the United States. Submitters do not espouse to be experts in any area, and instead embrace their roles as learners. Challenges are based upon the pillars from Eric Sheninger’s impactful book, Digital Leadership. Educators who participate in the Digital Leadership Challenge will be eligible for an electronic badge based upon the points accrued in the next year. This badge could be displayed on a school website, Twitter account, blog, or referenced on a professional vitae. Most importantly, your efforts will directly enhance our students' learning experience. The journey of 1,000 miles starts today and you are in the driver’s seat. Best of all…you’ve got a myriad of collaborative colleagues sitting “shotgun” and we’re eager to help. Don’t forget to view all eleven of the Digital Leadership Challenges by visiting the MESPA website’s online version of this article. From there, you can also join others by adding your name to a shared document to track your progress. Go to www.MESPA.net to access the complete list of challenges and shared document.

“Badge” Points: Create a separate school Twitter account strictly for school Tweets. Post one Tweet about your school each week for an entire year. Share pictures and insights about the amazing work being done in your classroom or school.

“Badge” Points: Participate in MESPA’s real-time Twitter chat on May 16, 2014 from 2:00 – 3:00 p.m. The chat will be co-moderated by Commissioner of Education, Dr. Brenda Cassellius. Please use the #MESPAmn hashtag to join the conversation. We’ll be following a Q & A format, and all educators are welcome. CHALLENGE 4: PUBLIC RELATIONS IN OVERDRIVE Jessica Johnson, Elementary Principal, WI @PrincipalJ on Twitter

“Badge” Point: Start a UStream account at www.ustream.tv and explore how the site works.

“Badge” Points: Use your new UStream account to broadcast a school event. Set up the channel ahead of time and add a description. Advertise that you’ll be broadcasting the event and provide your channel’s URL so parents know how to tune in. Digital Leadership Challenge continues on p. 23.

HOW TO EARN BADGES

15-29 points earn the Gearing Up Badge: Awarded to Digital Leaders for their collaborative efforts.

30-49 points earn the Road to Relevancy Badge: Awarded to Digital Leaders for outstanding efforts in collaboration and connectivity.

50-66 points earn the Spark Plug Badge: Awarded to Digital Leaders demonstrating innovation and exemplary 21st century practice while serving as agents of change.

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Professional development Professional development ccan an lleave eave sstaff taff ffeeling eeling rreduced, educed, rreused, eused, and rrecycled. ecycled. W ew orrk with We work yyou ou to to create create cus custom tom pr professional ofessional de development vel e opment opportunitiess unique tto o yyour our school an nd dis trict’s and district’s needs and ccontext. o ext. ont Cont act us tto o llearn earn mor e about ho ww e Contact more how we ccan an partner with w yyou. ou ou.

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MAY 2014

Digital Leadership Challenge from page 21.

Best Practices: School Culture Leadership Ranae Case Evenson, principal, Wilson Elementary School Anoka-Hennepin Public Schools

Shifting from Cooperation to Collaboration

s a principal, there are many areas of focus that are priorities. However, one critical priority emerging in our leadership is supporting students and staff as the needs of our buildings shift. As poverty rates rise, more students face homelessness, problematic behaviors increase and more students enter school without the readiness skills we had typically seen, we are finding that our previous practices regarding instruction and student management are not as effective in reaching students with extraordinary needs. Methods and strategies that have worked for years do not meet our current needs as students face challenges on a broad scale that we have not previously encountered. My building is fortunate to have on-going professional development through Solution Tree to better prepare us to face these challenges. Through these opportunities we are shifting from a culture of cooperation to collaboration. We examine our practice, explore best practice, and learn from each other. Recently, our school was asked to consider the effectiveness of our teams by analyzing how we spend our time. Professional Learning Communities have been a constant structure within our building, yet this conversation was eye opening. We know that a culture of collaboration supports organizational growth, increases effectiveness of teachers, and supports a greater range of needs for students. At my school, we are very good at focusing on curriculum and assessment (What do you want students to know? How will we know they have learned?). Our teams have unpacked the standards and plan together routinely. This focus on teaching is important. However, we are finding that a shift in focus from teaching to learning is providing greater benefit to students and staff. We are finding a need for a greater focus on learning and instruction (What do we do if they haven’t learned? What do we do if they know it already?) The best way to accomplish this is through collaboration.

Not only are we finding benefits of collaboration in our focus on instruction, we are finding a strong need to collaborate in relation to supporting students with extraordinary needs. In some grade levels, one quarter of the students qualify for special education services. We must be careful to look at each student’s individual needs. Working collaboratively, we are better able to dig deeper to find areas of concern and support each area accordingly. Students have increased opportunities through flexible instruction groups that are based on their individual needs. Additionally, as we move to standards based report cards and grading, working collaboratively has become significantly important. Interpreting state standards, making grading decisions and discussing student work is an essential part of this process. We must move beyond spending our collaboration time discussing upcoming events, planning field trips or deliberating other issues that shift the focus away from instruction. We are finding that collaboration around instruction needs to drive our work. As a building principal, I find that supporting students and staff in collaboration efforts is a priority as the needs of our buildings shift. It is clear that shifting from a culture of cooperation to collaboration has exponential advantages, including gains in student growth and a wealth of ideas and experiences to draw from to benefit students and staff. As building principals, we strive to support our collaborative teams. Providing teams clearly defined expectations, goals that they are accountable to meet as a team and leadership that can help navigate through tough situations, while building the strengths of the teachers is critical in supporting and developing highly effective collaborative teams. RESOURCES Dufour, R., DuFour R., Eaker, R., & Many, T. (2006) Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree (formerly National Education Service). Solution Tree is a leading provider of educational strategies and tools that improve staff and student performance. www.solution-tree.com

“Badge” Points: Make broadcasting a regular school routine. For example, if you want to increase engagement at PTO meetings, create a school PTO channel that will always broadcast the meetings. Then advertise this. Share this as a tool for teachers to try with their classrooms to engage parents for special events like Readers Theater or other classroom activities. CHALLENGE 8: FUELING THE ENGINE OF REFLECTION Rafranz Davis, Instructional Technology Specialist, TX @RafranzDavis on Twitter

“Badge” Point: Create a professional blog site using a blogging tool like Blogger, Wordpress or Weebly. Write your first post about what you hope to gain through blogging. Share your first post using a social media tool like Twitter.

“Badge” Points: Publish one (1) blog post per week for a month. Share reflections about the process, success and failures in your classroom or school. Share each of these posts using a social media tool like Twitter.

“Badge” Points: Connect with blogs written by other educators. Write six (6) blog postings reflecting on other educators’ posts. Be sure to leave a comment in the original authors’ comment sections listing the URL to your related blog reflection/response. Share each of these posts using a social media tool like Twitter.

In Memoriam We honor our colleagues who died this year. Quinton Larson, former principal at North Park Elementary in Columbia Heights, passed away March 24, 2013 at the age of 81. Bill Grandjean, formerly of Columbia Heights, passed away August 26, 2013 at the age of 91. Robert W. Strand, former principal at Wilson Elementary in the Anoka-Hennepin School District, passed away November 12, 2013. Paul Reifenberger, former Principal in AnokaHennepin School District, passed away March 10 at the age of 80.

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Minnesota Elementary School Principals’ Association 1667 N Snelling Avenue, Suite C101 St. Paul, Minnesota 55108 MESPA MISSION The Minnesota Elementary School Principals’ Association is dedicated to promoting and improving education for children and youth, strengthening the role as educational leader for elementary and middle level principals, and collaborating with partners in education to assist in achieving these goals.

Moving? Changing schools? Retiring? Let MESPA Know! mespa@mespa.net • 651-999-7310 • 800-642-6807

MESPA CALENDAR HIGHLIGHTS Fo r co m p l e te i n f o r m a t i o n v i s i t t h e M E S PA We b s i te a t w w w. m e s p a . n e t Cl i ck o n P ro f e s s i o n a l D e v e l o p m e n t 2 0 1 4 Thursday-Friday, June 12-13 The Breakthrough Coach TIES Education Center, St. Paul Thursday, June 12 Response to Intervention Principal mentorship with Amy Galatz and Allie Storti Radisson Hotel, Roseville Monday, June 16 Minnesota School of Excellence Application Reading TIES Education Center, St. Paul Thursday-Saturday, July 10-12 NAESP Convention ‘Best Practices for Better Schools’ Nashville, TN Thursday-Friday, July 31-August 1 Educational Secretaries Workshop

Monday, October 13 New Principals’ Seminar: Surviving and Thriving in the Principalship TIES Education Center, St. Paul Thursday-Friday, October 16-17 National Distinguished Principal Recognition Washington, D.C. Friday, December 5 Board of Directors Meeting TIES Education Center, St. Paul

2014 Legal Issues Seminars Presented by Roger Aronson Dates to be announced

Sunday-Monday, September 21-22 Leadership Conference and Board of Directors Meeting Ruttger’s Bay Lake Lodge, Deerwood, MN

Tuesday, February 3, 2015 NDP Finalist Selection DoubleTree by Hilton Bloomington Wednesday, February 4 Board of Directors Meeting DoubleTree by Hilton Bloomington Wednesday-Friday, February 4-6 60th Annual MESPA Institute Statewide Convention DoubleTree by Hilton Bloomington Friday, February 6 Annual Meeting DoubleTree by Hilton Bloomington

Twin Cities

Friday, May 1 Board of Directors Meeting and NDP Interviews

St. Peter

TIES Education Center, St. Paul

Proctor

Mahnomen Friday, August 1 Creating Community: Unlocking the Potential of Proactive Behavior Interventions and Support TIES Education Center, St. Paul

2 0 1 5

Stewartville St. Cloud