Spring 2013 by OAESA

Vol. 8, No. 2 Spring 2013

Principal Navigator The magazine of the Ohio Association of Elementary School Administrators serving Ohioâ&#x20AC;&#x2122;s pre-k, elementary, middle level, and central office administrators

Evaluation:

Becoming the Best We Can Be

Join us at the 56th Annual Professional Conference to experience the presentation “Leaders Building School Culture” by FranklinCovey’s Lonnie Moore.

From the company modeled after Stephen Covey’s world-renowned book The Seven Habits of Highly Effective People comes Lonnie Moore to the 2013 OAESA Professional Conference—Windows & Mirrors: Framing Your School’s Culture. Moore is an energetic teacher-turnedinspirational speaker whose work includes helping professionals achieve long-term change in effectiveness. His dynamic style makes his presentations fun, challenging, and thought-provoking. Leave with a clear idea about how to frame your school’s culture and improve educational effectiveness. The conference will be held June 18th & 19th at the Kalahari Resort in Sandusky, Ohio.

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To register, please visit www.oaesa.org. Questions? Call 614.794.9190.

We Weinvite inviteyou you

to share YOUR professional experiences, observations, and research with your colleagues by writing an article for the Principal Navigator magazine. We are currently looking for articles on the following topics: Spring 2013 Issue Evaluation: Becoming the Best We Can Be Due March 15, 2013

The issue will focus on teacher and principal evaluation and will feature tips & tricks, stumbling blocks & solutions, and case studies from all parts of the state.

To submit an article, email navigator@oaesa.org for guidelines.

Thank you for your contributions! We could not produce this magazine without them!

Vol.8, No. 2 Spring 2013

Principal Navigator The magazine of the Ohio Association of Elementary School Administrators serving Ohio’s pre-k, elementary, middle level, and central office administrators

Feature Articles 9 Principal’s Role Essential in Ohio Teacher Evaluation System by Julia Simmerer

Changes to the Ohio Principal Evaluation System Mirror OTES by Matthew Lutz

Be The Best You Can Be! by Pamela Young

Four Lenses of School Data Battelle for Kids

Reflecting on the Rold of Efficacy and Principal Leadership on the Teacher Evaluation Process by Mary Rykowski and Tamu Lucero

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Nepotism in Public Schools

OAESA Executive Committee Met With Federal Policymakers on Capitol Hill

Q&A with Scholastic’s Lauren Tarshis by Audrey Carson

Table of Contents 3

Executive Director’s Exchange by Julie Davis, EdD

Letter to the Editor

Up-to-Date with ODE by Matthew Lutz

Highlighting a PrinciPAL Merlanie Pearn

SAIL for Education A Template for Leadership by Paul Kulik, PhD

OAESA Board of Directors

Retired Members Update Paying It Forward: Retired-Principal Style by Adda Porter

Middle School Matters The Leader in Me Ohio Symposium by Lonnie Moore

Elementary Essentials The Conversation Matters by Zana Vincent

Central Office Connection Gaps in Learning and Best Advice to New Principals: Prepare...Prepare...Prepare, and Be Ready for Any Opportunity! by Carol Riley

Legal Report Don’t Forget About Your Continuing Contract as a Teacher by Dennis Pergram, esq.

Dr. Ozvat’s Report Communication and Critical Conversations— Principals as Middle Managers by Lucy Ozvat, EdD

Health Issues Promoting Healthy Conversations by Ann Connelly

Sorry...We’re BOOKED Book Reviews

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Principal Navigator OAESA Board of Directors President, D. Mark Jones, Pickerington Local Past President, Jeromey Sheets, EdD, Lancaster City President-Elect, Elizabeth Johnson, Claymont City NAESP Representative, Kenneth Bernacki, West Geauga Local Zone 1 Director, Teresa Snider, Vinton County Local Zone 2 Director, Sean McCauley, EdD, Cincinnati City Zone 3 Director, Stephanie Klingshirn, Mississinawa Valley Zone 4 Director, Heidi Kegley, Delaware City Zone 5 Director, Kevin Gehres, Van Wert City Zone 6 Director, Aretha Dixon, Elyria City Zone 7 Director, Mary Anne Knapp Zone 8 Director, David Rogaliner, Chardon Schools Zone 9 Director, Donna Bishop, EdD, Perry Local Zone 10 Director, Timothy Barton, South-Western Middle School Rep., Barbara Werstler, Twinsburg City Central Office Rep., Daniel Graves, Columbus City Urban Rep., Charita Buchanan, Cleveland Municipal Assistant Principal Representative, Jonathan Muro, Madison Local

Executive Directorâ&#x20AC;&#x2122;s Exchange by Julie Davis, Ed.D. To Come Julie Davis, EdD Executive Director

Editorial Committee Jeromey Sheets, EdD, Lancaster City, chair Steven Foreman, Zanesville City Adda Porter, retired Laurie Vent, Upper Sandusky Exempted Village Tammy Louise Wagner, Carey Exempted Village William White, retired Dr. Charles Wilkins, New Lebanon Local Paul Young, PhD, retired Kathy Zachel, retired Steven Zinser, Cincinnati Archdiocese

OAESA Staff Julie Davis, EdD, Executive Director Lucy Ozvat, EdD, Member Services Director Kathy Windau, Membership Coordinator Audrey Carson,Communications Specialist Abigail Smith, Editor Tony Piehowicz, Corporate Membership Advisor Joanne Turner, Administrative Assistant Nancy Abrams, Business Manager/Admin. Assistant

SAIL Staff Debra Bockrath, EdD, Advisor, SAIL/Univ. Partnerships Melissa Butsko, Advisor, SAIL/Univ. Partnerships Unless otherwise noted, all articles published in the Principal Navigator become the property of OAESA and may not be reprinted without permission. The articles published in the Principal Navigator represent the ideas and/or belief of the authors and do not necessarily express the view of OAESA unless so stated. Advertising inquiries should be addressed to OAESA (Telephone: 614/794-9190, FAX: 614/794-9191, Email: info@oaesa.org). The Principal Navigator (ISSN 1088-078X) is published three times per school year by the Ohio Association of Elementary School Administrators, 2600 Corporate Exchange Drive, Suite 168, Columbus, OH 43231. Subscriptions are available only as part of membership. Annual membership dues in the Association are $250 of which $30 is for a yearâ&#x20AC;&#x2122;s subscription to Principal Navigator. Periodicals postage paid at Westerville, Ohio and at additional mailing offices. POSTMASTER: Send address changes to Principal Navigator, Ohio Association of Elementary School Administrators, 2600 Corporate Exchange Drive, Suite 168, Columbus, OH 43231. OAESA is affiliated with the National Association of Elementary School Principals (NAESP).

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Letter to the

Editor Dear Editor,

It was great to hear from Past-President, John Giles—retired and living in Hawaii! Yes, it is great to be a principal! I am celebrating my 40th year with kids and thank God every day I get to work within our school community! I also enjoyed John Robinson’s “Nine Principles of Courageous Leadership for 21st Century School Leaders,” (p. 12) especially “8. Keep focused on the positive.” We establish the climate, and our leadership skills should keep our schools in a positive mode. Thanks! Mr.Z.-Steve Zinser, Principal, St. Vivian Catholic School, Cincinnati, Ohio Dear Editor, The Winter 2013 edition of the Principal Navigator reminded me of the old adage that “Nothing changes except change itself.” Great job! As a retired teacher, assistant principal, principal, and teacher of graduate courses for Communicate Institute/Walsh University, I was struck by the topic of “The Administrator’s Ever-Evolving Role.” The agendas with which administrators deal today are so much more challenging than what I knew in the 1990s and the early 21st century. We need to let everyone know that we understand the areas administrators now have to contend with. Thanks for tackling this topic. I appreciated the articles on health, legal, and other issues that were not so considered in the latter part of the 20th century. I especially liked the article on “Twitter 101” (p. 32) that can be so helpful for educators in the 21st century. “Nine Principles of Courageous Leadership for 21st Century Leaders” by John Thompson (p. 12) gave some practical and motivational points for being a principal. There were many other articles that I felt spoke to administrators of today and informed us about paths that need to be taken in this day of OPES, OTES, and Core Curriculum for those still in the trenches. Sincerely, Adda Porter Retired Educator

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Let Us Know What You Think! Would you like to share your thoughts with us about this issue? Please send us your thoughts, preferably in 300 words or less, to navigator@oaesa.org. To be considered for publication, you must include your full name, your title, and the name of your school. We look forward to hearing from you!

Up-to-Date with by Matthew Lutz, Director, ODE Office of Educator Equity and Talent

Department of

Education

Student Learning Objectives – A Good Model for Local Student Growth Measures

The Ohio Teacher Evaluation System allows districts to establish local measures of student growth to help gauge educator effectiveness. These apply to almost all teachers, the exception being those who teach exclusively classes that have Value-Added data. How can districts establish high-quality local student growth measures that include long-term academic growth targets based on baseline student data and demonstrate student learning? One way the Ohio Department of Education highly recommends is student learning objectives (SLOs). SLOs reinforce best teaching practices and connect those practices to student learning. Designing an SLO requires: • Long-term planning and goal-setting led by student achievement data; • The use of formative assessments to measure students’ progress toward the goal and inform instructional adjustments; and • The use of summative assessments to measure the increase in student knowledge by the end of the course. Unlike other measures, SLOs can be used in all subjects and content areas, and they can be easily adapted when changes in curricula, standards or assessments occur. Writing SLOs also encourages collaboration. Teachers should not be writing their SLOs in isolation. Instead, they should work in teams to discuss goals, analyze baseline and trend data, review content standards, set growth targets and select appropriate assessments. SLOs provide teachers the opportunity to share in ownership of how they are evaluated by working with other teachers and their evaluators to select the standards and set the rigorous yet attainable targets against which they will be measured.

The well-designed SLO Following are the elements of a high-quality SLO: Baseline and trend data. The SLO should summarize student test scores from the prior year and the results of current-year pre-assessment. It also should identify student strengths and weaknesses and review trend data to guide the objective and establish a growth target. The student population or student subgroup included in the objective. Every student should be covered by at least one SLO to ensure that no group of students is overlooked.

The interval of instruction. The SLO should note the period of instruction used to meet the goal. It should be the length of the course. Depending on the length of the instruction period, teachers also should include timeframes for mid-year assessments so that they can adjust instruction as needed. Which standards the SLO addresses. SLOs should link in hierarchical order to specific Common Core State Standards, Ohio’s New Learning Standards, or national standards for the grade or content area. All SLOs should be broad enough to represent the most important learning or overarching skills, but narrow enough to be measured. The assessment(s) to be used. The SLO should include both formative assessments to track student progress and make mid-course corrections, and summative assessments to indicate if the objective was met. The growth target. The target for student growth should reflect high expectations that are developmentally appropriate, yet rigorous and attainable. It also should include how growth will be measured. The rationale for the growth target. High-quality SLOs include strong justifications for why the goal is important and achievable for this group of students. Rationales should draw upon assessment data, student outcomes and curriculum standards.

The SLO Process ODE recommends that districts follow these steps: 1. Gather and review baseline and trend data; 2. Determine the interval of instruction and identify the content; 3. Choose assessments and set the growth targets; 4. Obtain SLO approval through the local process; 5. Monitor progress toward attainment of SLO growth targets; 6. Review evidence and evaluate progress toward and attainment of SLO growth targets. To see sample student learning objectives, as well as an SLO development template, visit the ODE website education.ohio.gov, and search student learning objectives. ODE also has contracted with a vendor to conduct trainings on SLO development for hundreds of educators and nearly all educational service centers (ESC) that can, in turn, train at the district level. If someone from your district has not attended an SLO training, check with your local ESC about available training.

Evaluation Central: OTES and OPES Resources for Principals • • • • •

OTES/OPES, Ohio Department of Education: www.evaluation.education.ohio.gov OTES Evaluator Credentialing Assessment: www.nietbestpractices.org/ohio/. Also find a suite of videos and resources for explaining the OTES Teacher Performance Model to your educators. Student Growth Measures: education.ohio.gov, search for student growth measures. Also on this page is a list of ODE-approved vendor assessments for 2013–2014. Sample Student Learning Objectives: education.ohio.gov, search for student learning objective examples. Value-Added, Battelle for Kids: http://portal.battelleforkids.org/ohio/home.html. Spring 2013 w 5

Highlighting a PrinciPAL Melanie Pearn 1) Tell us a little bit about your background. After graduating from Ohio University with my undergraduate degree, I worked at Beachwood High School as an aide. That summer I began coursework for my administrative degree at John Carroll University and was hired as an English and Journalism teacher at Twinsburg High School. After teaching there for five years, I was hired as an assistant principal at Riverside High School. While there, I earned my Superintendentâ&#x20AC;&#x2122;s License from Cleveland State University and moved to Madison Avenue, an elementary school in the same district. I have been principal at Madison Avenue Elementary School for three years and have witnessed the school flourish even in the face of adversity during this difficult financial time. 2) What do you consider your biggest strength? My biggest strength is communication with all shareholders to ensure shared attribution. This allows me to proactively resolve most issues and keep a pulse on what is happening in the school. 3) What do you consider your biggest challenge? How do you deal with it? Like many schools, our biggest hurdle is the current financial situation in our district. After numerous failed levies, our district has faced numerous cuts from limited busing to specials for elementary students. Because of this, teachers have lost valuable planning time and are definitely feeling the stressors that come along with limited resources. 4) Who most influenced you to go into education, and how did he or she inspire you? My fifth grade teacher Mr. Bezdek was such an inspiration to me. He pushed us to do things we did not even know we were capable of while providing the support and encouragement to succeed. Mr. B went above and beyond both inside and outside the classroom. We put together a time capsule during fifth grade and after I stored it for six years, we got together to open it and share the memories with our friends and families. He even sent us cards and notes all the way through high school acknowledging our achievements! 5) What do you like to do in your spare time (if you have any J)? I enjoy reading both educational information as well as fiction to continue as a life long learner. Recently, I have been reading young adult literature with my students as a way to stay abreast of current trends. If I am not reading, I can usually be found shopping as I have found that to be an amazing stress release! 6) Name three goals you have for your school in upcoming years. 1. Attain the highest rating of from the Ohio Department of Education. 6 w Principal Navigator

2. To continue the collaborative environment we have established in order to best meet the needs of all of our students. 3. Continue to use data to drive our instruction and constantly revisit the data to ensure accountability and effectiveness. 7) How do you motivate and encourage your staff? The staff at Madison Avenue runs on praise and food! I make it a priority to recognize and show my appreciation for a job well done through notes or Shout Outs on our staff workroom wall. I have an open door policy and the teachers feel comfortable airing their concerns and frustrations with me so we can tackle them together. 8) What do you perceive is the top priority in education today? The role of educators has definitely evolved throughout the years and todayâ&#x20AC;&#x2122;s top priority is creating lifelong learners who can persevere through tasks using critical thinking. As we embark on unknown territory of new assessments, it will be crucial that students are able to think outside the box to demonstrate their knowledge. 9) The theme for this issue is Evaluation: Becoming the Best You Can Be, and we are focusing on evaluation. We heard that your school is a pilot in the OPES program. Can you tell us a little bit about that? To better understand the evaluation system prior to rolling it out to teachers, we decided to try it out as administrators. Each of us completed the evaluation rubrics to determine where we needed to focus our attentions. Once we narrowed our focus, we wrote 2-3 SMART goals to work on for the remainder of the year. After turning them in, we met with the central office administration to work through our goal setting and refine it even further. It was very powerful to talk through it with my superiors as they were able to guide me down a path As of late, I have been working towards the goals I spelled out earlier in the year and have been keeping track of information and data to support my growth. 10) Do you have any advice or tips to share with your colleagues about your experience with OPES? The whole focus of the OPES model is to define your strengths and weaknesses while working to improve your overall effectiveness as a building level administrator. We are all working to hone our skills, so take this as a welcome opportunity to use the guidance and advice of others to help you grow as an administrator whether it is your first year or thirtieth. While sometimes difficult to hear, constructive criticism can only improve our methodology and effectiveness as an educational leader.

Accolades for

Melanie Pearn...

“Quote” --Name, Title

Spring 2013 w 7

by Paul Kulik, PhD

A Template for In a recent seminar with administrative interns, the topic of effective leadership was offered for discussion. We recognized early that successful leaders possess a diversity of strengths. The interns concluded that effective educational leaders cannot be “painted with a single brush stroke.” Yet they did identify common practices all administrators used within their environments that may have accounted for their successes. In an effort to affirm the interns’ observations and to broaden my definition of leadership, I referenced the literature of James M. Kouzes and Barry Z. Posner. In their text The Leadership Challenge (2007), these authors posit that there are five proven practices promoting exemplary leadership. Kouzes and Posner have determined that educational leaders “model the way” (p.15) with behavior that wins respect through relentless effort, steadfast determination, attention to detail, and competence in skills needed to implement initiatives. In recent discussions, interns noted that these leaders had persevered with their actions despite incredible challenges (financial, human resource, technology). At the same time, they embraced initiatives, i.e., Common Core standards, OTES, OPES, and formative assessments that promoted increased student achievement. These leaders maintained a “laser-like” focus improved student performance. In addition, Kouzes and Posner offer that effective educational leaders “inspire a shared vision” (p. 16) and are able to communicate these visions and dreams to staff with the confidence that together they can reach extraordinary goals. During this yearlong experience, the interns commented on leaders’ passion and enthusiasm evidenced by their ability to enlist others in a common vision while vocalizing an urgent need to achieve excellence. They also shared that the leaders possessed effective communication skills and served others with unselfish motives. As “pioneers and explorers” traveling educational pathways, successful leaders may, at times, “challenge the process” (p.18). Venturing into unknown territory, they search for opportunities to innovate, grow and improve. Universally observed within their internship sites was a climate for experimentation, a willingness to challenge the system and support for creative ideas. In addition, interns recognized the leader’s ability to develop a nurturing environment for new ideas and diverse teaching strategies, all directed toward instructional improvement. Crucial to the leader’s success was a willingness to “venture out” into unexplored waters. 8 w Principal Navigator

Kouzes and Posner postulate that exemplary leaders “enable others to act” (p.20). They make it possible for staff to deliver on promises and increase the capacity for excellence. While examining their experiences, the interns noted administrators’ willingness to empower others to lead while promoting an environment of caring and mutual trust. Evident throughout the buildings were teamwork and collaboration with a leader most willing to celebrate others’ successes. All staff was encouraged to adopt ambitious goals that enabled success for all students. Finally, the interns referenced leaders who demonstrated genuine acts of caring. As mentors these administrators “encourage the heart” (p.21) by lifting spirits, drawing people forward, and recognizing contributions of the staff, both individually and as a group. Comments such as, “We did it together,” “Your efforts were instrumental in our achievement,” and “Our progress has only been possible through the team’s efforts” were echoed in staff meetings. In a final reflection of their internship experience, these prospective school administrators concluded that there is no single template that guarantees successful leadership. However, they have recognized that exemplary leaders are able to understand and maximize their own strengths while utilizing others’ skill areas to compensate for their deficiencies. Perhaps future leadership studies will emphasize behaviors that promote effective leadership and focus less on absolute qualities/attributes necessary for a successful leader. Reference Kouzes, J.M. and Posner, B. (2007) The Leadership Challenge. San Francisco: Jossey-Bass.

Paul E. Kulik, Ph.D., serves as an adjunct instructor for the University of Dayton, Concordia University-Chicago, and the SAIL program. In addition he supervises principal and superintendent interns throughout the state. He retired in 2006 with 35 years as an educator, serving as a social studies teacher, principal, curriculum director, ESC Deputy Superintendent and Superintendent of Schools.

Principal’s Role Essential

in Ohio Teacher Evaluation System by Julia Simmerer

Principals are critical to the new Ohio Teacher Evaluation System (OTES) framework, holding fundamental roles in both the Teacher Performance and Student Growth Measures portions of the process, while working with their supervisors on a new evaluation system of their own. Here is information that can help you better understand your teacher evaluation roles:

Teacher Performance While half of the OTES focuses on a teacher’s impact on student growth, the Teacher Performance half of the process focuses on educator growth. Principals play the role of evaluators during classroom observations, as they traditionally have in their local systems. But now they have new tools to work with that positions them as colleagues and coaches to their teachers. The state-approved rubric that guides classroom observations promotes consistency in the process and minimizes the perception of subjectivity. At the same time, the formal pre- and post-observation conversations with teachers enable a firm, mutual understanding of what is happening in the classroom and why. Likewise, the required creation of a professional growth plan or professional improvement plan to guide each teacher’s growth promotes partnership as teachers and their principals agree on how the teacher will pursue higher professional knowledge and skills. If you have not already taken the state-required training and assessment to become a credentialed evaluator, do it soon. It will give you confidence for when your district implements its teacher evaluation plan. And there’s a bonus: the web portal for taking the exam, established by the National Institute for Excellence in Teaching, also offers a suite of videos and resources you can use to explain the process to your teachers.

Student Growth Measures Teachers in your school who receive Value-Added data will need your involvement and support to ensure that the reports that affect their evaluation ratings are fair and accurate. This happens through a Webbased process of roster verification—sometimes called “Linkage”—that allows each teacher to confirm whether he or she has had instructional time with a student as well as how much. The process allows the teacher’s influence on student growth to be shown in the proper light when teaching circumstances are complex, such as when teachers are sharing instructional responsibility or are teaching highly mobile students or multiple subjects. As the principal your role will be to review initial rosters that are derived from EMIS records and, following that, make sure that each of your teachers reviews and modify his or her own rosters as needed. Once that’s done, you will need to give final approval.

Bringing It All Together There is no denying that for most principals, OTES will take more time than they have traditionally spent on teacher evaluation. But once you are accustomed to the new process and are using the provided tools, the time it takes should decrease. Most principals should find that their relationships with teachers take on a new meaning and that the quality of instruction in their schools improves over time. No doubt you chose to pursue a career in education because you wanted to make a difference in the lives of students. Evaluation reform can support that effort in ways that impact the district, building, teachers, and students. That’s quite a difference! Julia Simmerer currently serves as the Director of the Office of Educator Effectiveness at the Ohio Department of Education. She achieved her BS in Elementary Education from Ohio University and her MS from the University of Akron. She is currently pursuing her doctorate at Ohio University and expects to graduate in 2015. You can reach her by email at julia.simmerer@ode.state.oh.us. Spring 2013 w 9

Changes to the Ohio Principal Evaluation System Mirror OTES

by Matthew Lutz If your district will be implementing the Ohio Principal Evaluation System (OPES) next year, you should be aware of changes and improvements that have been made to the OPES process since many districts first adopted it. Most of the changes were made to align OPES with the Ohio Teacher Evaluation System (OTES) design. Hereâ&#x20AC;&#x2122;s an overview of OPES changes and improvements:

Implementation of a Principal Performance Rubric based on the Ohio Standards for Principals: The rubric guides evaluators in measuring their principalsâ&#x20AC;&#x2122; daily performance against five standards: 1. Principals help create a shared vision and clear goals for their schools and also ensure continuous progress toward achieving the goals. 2. Principals support the implementation of high-quality, standardsbased instruction that results in higher levels of achievement for all students. 3. Principals allocate resources and manage school operations in order to ensure a safe and productive learning environment. 4. Principals establish and sustain collaborative learning and shared leadership to promote learning and achievement of all students. 5. Principals engage parents and community members in the educational process and create an environment where community resources support student learning, achievement, and well-being.

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Principals are evaluated on student growth: As in OTES student growth measures will account for fifty percent of the evaluation. The direct student growth component will be comprised of a combination of two or more measures of Value-Added scores, vendor-created assessments, and locally determined student growth measures. Indirect student growth measures will be those that impact student achievement, such as retention, promotion of students, and graduation rates. In the Student Growth Measures Model, principals will fall into three categories, based on local choices and the availability of Value-Added: 1. Building-level Value-Added 2. Composite of vendor assessments 3. LEA-determined measures As the principal evaluation system is implemented and matures, LEAs may consider a phased-in, stepped approach in designing percentage breakdowns within categories. The summative ratings categories now match those of OTES, which are Accomplished, Proficient, Developing, and Ineffective.

Ohio Revised Code now lists the specific requirements and expectations of a principal evaluator: To be credentialed, the evaluator must attend an ODE-sponsored, two-day training and pass an online assessment. As part of the evaluation process for each principal, the evaluator must: 1. Conduct a conference with the principal to mutually establish goals and objectives, action plans and evidence indicators for the evaluation period.

2. Provide appropriate and timely feedback, resources, and guidance to assist the principal in achieving goals and objectives. 3. Conduct formal observations of the principal as he or she performs assigned duties during the evaluation year. This could be structured as a walkthrough with the principal in his or her building. Other ideas for observations include staff meetings, professional development meetings, an evaluation conference with a teacher or staff member, or analysis of student work samples. All observations should include a pre conference and post conference. 4. Conduct post-observation conferences that should be followed with a written report to the principal describing areas of reinforcement and opportunities for refinement. 5. Issue a summative evaluation at the end of each year to be conducted prior to recommendation for contract. ORC defines this as June 1 of each year. For more extensive information on OPES, visit education.ohio.gov and search OPES. Matthew Lutz, EdD, obtained his BA in History in 1993 and MA in Education in 1998 from Duquesne University. He received an EdD in Educational Leadership from Ashland University in 2007. He currently serves as the head of the Office of Educator Equity and Talent at the Ohio Department of Education. He can be reached by email at matthew.lutz@education.oh.gov.

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OAESA Board of Directors 2012-2013

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D. Mark Jones President

Violet Elementary 8855 Education Dr. Pickerington, OH 43147

(614) 834-6400 mark_jones@plsd.us

Elizabeth Johnson President-elect

Eastport Avenue Elementary 1200 Eastport Ave Uhrichsville, OH 44683

(740) 922-4641 ejohnson@claymontschools.org

Jeromey Sheets, EdD Past President

Cedar Heights Elementary 1515 Cedar Hill Road Lancaster, OH 43130

(740) 687-7334 j_sheets@lancaster.k12.oh.us

Kenneth Bernacki NAESP Respresentative

Robert C. Lindsey Elementary 11844 Caves Rd. Chesterland, OH 44023

(440) 729-5980 ken.bernacki@westg.org

Teresa Snider Zone 1 Director

Central Elementary 507 Jefferson Ave. Mc Arthur, OH 45651

(740) 596-4386 teresa.snider@vinton.k12.oh.us

Sean McCauley, EdD Zone 2 Director

Ethel M. Taylor Academy 1930 Fricke Rd. Cincinnati, OH 45225

(513) 363-3600 mccauls@cps-k12.org

Stephanie Klingshirn Zone 3 Director

Mississinawa Valley Elementary 10480 Staudt Rd. Union City, OH 45390

(937) 968-4464 stephanie_klingshirn@darke.k12.oh.us

Heidi Kegley Zone 4 Director

Frank B. Willis Intermediate 74 W. William St. Delaware, OH 43015

(740) 833-1700 kegleyhe@delawarecityschools.net

Kevin Gehres Zone 5 Director

Jefferson Elementary 1120 Buckeye Dr. Van Wert, OH 45891

(419) 238-6540 k_gehres@vwcs.net

Aretha Dixon Zone 6 Director

Oakwood Elementary 925 Spruce Street Elyria, OH 44035

(440) 284-8010 dixonaretha@elyriaschools.org

Mary Anne Knapp Zone 7 Director

Orchard School of Science Elementary 7901 Halle Ave. Cleveland, OH 44102

(216) 631-1854 maryanne.knapp@cmsdnet.net

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Dave Rogaliner Zone 8 Director

Hambdem Elementary 13871 Gar Highway Chardon, OH 44024

(440) 286-7503 dave.rogaliner@chardonschools.org

Donna Bishop, EdD Zone 9 Director

Watson Elementary 515 Marion Avenue, NW Massillon, OH 44646

(330) 832-8100 donna.bishop@perrylocal.org

Timothy Barton Zone 10 Director

Alton Hall Elementary 1000 Alton Rd. Galloway, OH 43119

(614) 801-8000 timothy.barton@swcs.us

Barbara Werstler Middle School Representative

Geo Dodge Intermediate School 10225 Ravenna Road Twinsburg, OH 44087

(330) 468-2201 bwerstler@twinsburg.k12.oh.us

Charita Buchanan Urban/Minority Representative

East Clark Elementary 885 East 146th Street Cleveland, OH 44110

(216) 588-0225 charita.buchanan@cmsdnet.net

Daniel Graves Central Office Representative

Columbus City School District 270 E. State St. Columbus, OH 43215

(614) 365-5000 dgraves@columbus.k12.oh.us

Jonathan Muro Assistant Principal Representative

Madison South Elementary 700 South Illinois Ave. Mansfield, OH 44907

(419) 522-4319 jmuro@mlsd.net

Spring 2013 w 13

To Come OAESA Bulletin Board

14 w Principal Navigator

Retired Members

Update by Adda Porter

Paying It Forward:

Retired-Principal Style Yes—retirement is great! You finally have time to travel, go to the theater, and spend your days just as you please. This is the time of life that everyone anticipates. But is there more? After a hectic, busy career as a principal, maybe now is also the time to “give back” to education, schools, and the community. There are so many opportunities to give back and pay it forward once you become a “Principal Emeritus.” Here are some ideas to get you started:

Principal to Principal •

Continue your OAESA membership as a retired principal. It is inexpensive, and your first year is free.

•

Become an active member of an OAESA Committee(s).

• •

•

Visit the Ohio Department of Education website at www.ode. state.oh.us to keep up to date with current Ohio educational initiatives.

•

Keep reading periodicals, such as OAESA’s Principal Navigator, NAESP’s Principal, ASCD’s Educational Leadership, and Phi Delta’s Kappan, so you stay current with educational trends.

•

OAESA is continually developing ways for retired principals to assist new principals and the association. Watch for new projects.

Principal to Community and Schools •

If your district has a Schools Foundation, offer to serve on the board to help support projects not funded by taxpayers. (I have had good experiences with Mentor and Chardon Schools Foundations in northeastern Ohio.)

Share your expertise by writing an article for the Principal Navigator.

•

Welcome new principals into their roles through the GPS “Great Principal Support” System, sponsored by OAESA. Specifics of this program are currently being developed. Stay tuned!

Help with levy efforts. You may choose not to make phone calls or participate in door-to-door canvassing, but you can help with assembling materials, and talking to neighbors.

•

Offer your time to help principals in your former district or community. The new CCCS, STEM initiatives, OTES and OPES will require much time to implement. There may be simple tasks with which you can help.

Consider a membership in the Ohio Retired Teachers Association (ORTA) and your county’s Retired Teachers Association. These organizations have great programs and monitor legislation and retiree benefits.

•

Volunteer at your local library or history center.

•

Offer to tutor children at your local schools or rescue center.

•

Find out how you can help with a volunteer team such as an Academic Decathalon or Science Olympiad.

•

Attend the Annual Professional Conference and Trade Show, which is being held this year on June 18–19 at the Kalahari Resort in Sandusky.

•

Join your colleagues for retired member events, such as the visit to Holmes County last fall and the spring trip to the Bill and Melinda Gates Foundation Knowledge Works and historic areas in Cincinnati.

There are so many ways to Pay it Forward as a retiree. Let’s go!

Spring 2013 w 15

Middle School

Matters by Lonnie Moore

The Leader in Me Ohio Symposium On March 5–6, 2013, members of OAESA attended FranklinCovey’s The Leader in Me Symposium in Columbus, Ohio. The two-day symposium for teachers and administrators featured elementary and middle schools from across the state that have incorporated Stephen Covey’s 7 Habits of Highly Effective People into their curricula, creating student leaders. True to the program’s form, the symposium began with introductions from students who explained the program. Those in attendance unfamiliar with the 7 Habits learned them through song as a group of students sang them and their meanings to the tune of Adele’s “Rolling in the Deep.” Keynote speaker Gary McGuey, a former teacher who will also be a keynote speaker at OAESA’s 2014 Professional Conference, stressed the importance of leadership being less about control and more about release. He explained that when a leader gives responsibility to members of a group, rather than holding it all himor herself, he or she creates leaders within the group and establishes trust. As McGuey clicked through his presentation slides of infographics and inspirational quotes, audience members snapped photos to take back to their schools. The symposium also included field trips to two schools so attendees could witness the program in action and could see how schools adopted the Leader in Me model in different ways. As participants walked through the doors of each school, they were greeted by student leaders who lined the halls, shaking hands and introducing themselves. They navigated to 16 w Principal Navigator

the gymnasium or library through hallways named for the habits, such as Synergize Street and Win-Win Avenue. Students demonstrated how they incorporated the 7 Habits into their daily school routines. Some students filmed vidoes of classmates performing a habit; other schools created committees that students could join and lead, based on their interests. It was apparent that at the end of the school day, the 7 habits came went with many of the students. “Do your parents like the seven habits?” John Covey, brother of late Stephen Covey, asked students at Scioto Ridge Elementary School. Ten students on a question-and-answer panel raced to the microphone in front of their seats to explain how they used the habits at home and how younger siblings were learning them as well. The symposium also featured keynote speaker Erin Gruwell, the teacher who changed the lives of high school students in the slums of coastal California and inspired the movie Freedom Writers. Sean Covey, Stephen’s son, also addressed attendees about the Leader in Me model. For more information, visit www.theleaderinme.org.

Lonnie Mooreâ&#x20AC;&#x2122;s experience as a classroom teacher, author, and inspirational speaker prepared him to help his clients find solutions that result in long-term change. Lonnie is passionate about teaching the principles of effectiveness to individuals and organizations. His dynamic style makes his presentations fun, challenging, and thought provoking. Since he joined FranklinCovey in 2000, Lonnie has successfully contributed to sales, marketing, content development, and organizational consulting. His experience in working with groups from diverse backgrounds has given him a clear vision of what it takes to deliver impactful programs. Prior to his work with FranklinCovey, Lonnie taught math to middle and high school students. In his third year in the classroom, he was recognized as Mainstream Teacher of the Year in Pinellas County, Florida.Â While teaching full-time, Lonnie started the Power in You Company. He authored and designed a student planner for teens and facilitated a workshop to help parents improve communication with their teens.Â Lonnie is a graduate of Eckerd College in St. Petersburg, Florida, where he earned a B.A. in human resources with a specialized track in youth services. Lonnie and his wife, Margie, live in Tampa, Florida. They have two daughters. Lonnie enjoys running, biking, and swimming which led to his successful completion of more than 80 triathlons including the Clermont Ironman in Florida.

Spring 2013 w 17

Be the Best You Can Be! by Pamela Young

The Successful Principal: A Leader with Skills to Share The principal’s role can be defined by a large number of descriptors. This article will focus on several specific leadership skills of successful school administrators that lead to both student and teacher success—which ultimately enhance a community. A successful principal’s most important role is that of an instructional leader who has the skills to lead a school community through its annual challenges and struggles, resulting in essential adaptations and adjustments in order for the school to survive and thrive. The leadership skills that a principal perfects over time are often recognized and can be transferable to the greater learning community outside the walls of the school.

Servant Leadership Many principals begin their leadership journey with excitement and optimism as well as with the belief that they are called to lead a group of teacher leaders—hopefully with everyone focused on each individual student’s success. A servant leader additionally attends to their followers—teachers, students, parents, guardians and the wider community of stakeholders, by focusing on the care and nurturing of others within the school. “The servant leader has a social responsibility to be concerned with the have-nots and to recognize them as equal stakeholders in the life of the organization” (Northouse, 2007, p. 349). The effective servant leader shares responsibility with and includes those being led while 18 w Principal Navigator

also listening and empathizing in order for individuals to develop trust, strength and respect within the greater community. Leadership is hard and challenging work that is best done within a community with willing teacher leaders alongside other community stakeholders who are invested in each school community and willing to establish meaningful partnerships and relationships in order for each student to be successful. The hard work may be guided by answering key questions such as: “What are the obstacles to clear direction, effective alignment, and solid commitment?...What different approaches to accomplishing the leadership tasks are possible? How might people act in new and different ways to accomplish the leadership tasks” (Drath, 2003, p.13)? Once answers are offered, the leaders are then responsible for effectively planning and looking forward while taking into consideration both leadership and service along with commitment to give back to the community on behalf of the greater good.

Leader of Leaders Effective principals recognize the importance and facilitate the development of collaborative and inclusive school cultures alongside engaged teacher leaders rather than as an independent solo act. Learning Forward, the international nonprofit association of learning educators, has identified eight foundational principles for professional learning, three of which are directed toward teacher leadership: Leaders are responsible for building the capacity in individuals, teams, and organizations to be leaders and learners [leadership]; Communities can solve even their most complex problems by tapping internal expertise; Collaboration among educators builds shared responsibility and improves student learning. Hirsh & Killion (as cited in Killion, 2011, p. 14).

Prepared leaders recognize that there are leaders throughout their school community, regardless of titles. Therefore, principals who are committed to building the capacity of teachers and others within the community, titles notwithstanding, are likely to witness individual transformations that will, in turn, result in improvements in both teaching and student learning results. Similarly, wise principals recognize that teachers are on the front line, closer to their students and are very capable as well as likely to generate reasonable and smart solutions to student achievement issues, given their expertise. With regard to collaboration, principals who acknowledge the power of teachers as partners in leadership, are supporting the shift to a school culture that embraces and values continuous improvement of all individuals within the school through reflection, dialogue, inquiry and research (Killion, 2011, p. 14) as well as through redefined relationships if necessary.

Communication While it is quite clear that a principal must demonstrate instructional leadership, another necessary skill is effective communication, including active listening. Wolverton, Bower, and Hyle (2009) reported lessons learned from women university and college presidents that are easily transferred to P – 12 schools such as, “Effective communicators are those individuals who can encourage, motivate, and lead using information” (p. 105) gathered from a variety of sources. Effective leaders must also have a vision and goals that are developed in conjunction with and communicated to the followers in multiple ways—personally as well as indirectly through colleagues or other leaders, including electronically as well as through traditional means and sources (e.g., newsletters, face-to-face large group gatherings and personal written communications); the goal being buy-in of the followers. One useful tool for leaders during the vision and goals development processes is the consensus process. With consensus, position, power and authority are non-issues as all participants are invited and welcome to offer options for consideration that are student-best interest-focused (Ben-Avie, Steinfeld, & Comer, 2004).. The leader will be most effective if open to tough yet honest conversations that may challenge the leader’s position and perhaps even push the leader outside their comfort zone toward authentic and genuine transformation of a good school culture to one that is even better.

the need for leaders to manage change, and the need for flexibility and agility while handling obstacles and challenges. As leadership skills are honed, successful principals are administrators who are part of a larger community. Opportunities will be available to lead beyond the school. Leadership beyond schools can be a process for continued learning as long as the leader identifies specific opportunities that matter personally, are aligned to personal and professional goals and interests and remains open to personally meaningful possibilities— not accepting everyone that is offered. References Ben-Avie, M., Steinfeld, T.R. & Comer, J. P. (2004). Making decisions: Reaching consensus in team meetings. In Joyner, E.T., Ben-Avie, M., & Comer, J. P. (Eds.), Transforming school leadership and management to support student learning and development: The field guide to Comer schools in action (pp. 185-189). Thousand Oaks, CA: Corwin Press. Drath, W. H. (2008). Leading together: Complex challenges require a new approach. In Munro, J. H. (Ed.), Organizational Leadership (pp. 9-15). Dubuque, IA: McGrawHill. (Reprinted from Leadership in Action, pp. 3-7, John Wiley & Sons, March/ April 2003). Killion, J. (2011). A bold move forward. Journal of Staff Development, 32(3), 10-14. Northouse, P. G. (2007). Leadership: Theory and practice (4th ed.), Thousand Oaks, CA: Sage. Wolverton, M., Bower, B. L., & Hyle, A.E. (2009). Women at the top: What women university and college presidents say about effective leadership. Sterling, VA: Stylus.

Pam Young, PhD, is currently an assistant professor and serves as Director of Accreditation in the School of Education and Allied Professions at the University of Dayton. Prior to her retirement from public service in 2005, she served as a building administrator, central office administrator, teacher, and graduate-level adjunct faculty. She also worked as the associate superintendent for the Ohio Department of Education. She is a past president of OAESA, and her community service includes Chair, Community Mercy Health Partners Board of Trustees and past member and Vice-Chair Catholic Central Schools Board of Trustees.

Opportunities Principals are very visible members of a community. Successful principals and administrators are often recognized by and in their communities for their commitment, effective communication, passion and their students’ academic successes along with their skills that often include competence, building trust and respect, plus balancing multiple priorities, both professional and personal. Those skills are essential in a good school, but can also be useful and valuable to community organizations in search of good leaders. By the very nature of the job, principals and other school administrators must often demonstrate flexibility, agility and a willingness to change/stretch. There is no beginning or end to the expectations of the public regarding Spring 2013 w 19

Elementary

Essentials

by Zana Vincent

The Conversation Matters Are you thinking about purchasing a new car or preparing to remodel your kitchen? Maybe you are considering a cruise on the Rhine? What process do you use to make these important decisions? Perhaps you turn to Consumer Reports or consult Angie’s List, where a level of standards has been established. Likely you will converse with many individuals who have experienced one or more of the above scenarios. The feedback conversations you seek can provide additional validation and clarification of the criteria you have established before making your final selection. Think of all the decisions you make every day and what you use to filter each one. Is it any wonder that at the end of the day we are exhausted? Using certain filters to make decisions is easily transferable to the educational setting. Teachers make critical choices when they design lessons based on established criteria. Administrators reach conclusions after observing classrooms and when preparing for follow-up conferences. There are content standards to guide curriculum choices and teaching standards to consider in teacher performance. The days are filled with decisions. How do we know when our criteria-based decisions have brought about the intended results? Enter reflective and collaborative conversations. In the life of the school, student achievement is of prime importance. We want students to receive the best instruction and have a supportive environment that helps them learn. If the process of evaluation is meant to improve instruction and student achievement, the cycle of evaluation can’t be short on feedback. Feedback and collaborative conversations are valuable opportunities for learning together. Through well designed conversations, professional performance improves and professional growth continues.

20 w Principal Navigator

When teachers were asked what helped them to improve instruction, it was not the feedback they received from a checklist or a written report. Instead it was the conversations about the observation. And it was not telling the teacher what should be happening in the classroom but rather it was asking the type of questions that encouraged self-reflection. When the observer is attentive to what is happening in the classroom, teachers feel valued and part of a collaborative learning team. Another important consideration is that the observer be well informed and understand the developmental learning characteristics of the grade span being observed. Basic skills may be similar, but the strategies an early childhood teacher uses to get results could present a totally different look in a fourth grade classroom. At all grade levels, teachers can be a valuable resource in helping create the lens for observations and reflective conversations. The dialogue created provides a platform for learning from one another. Exploring Ohio Teacher Standards together and translating them into classroom “look-fors” can help to bridge words to actions. Asking teachers to talk about what they would like the observer to see happening in their classroom also opens the door to deeper, thoughtful conversations. Making frequent five-minute observations can create an album of “snapshots” that provides a broader view of classroom information and becomes more than a single, one-time portrait for conversation. Skills necessary to encourage teacher reflection and productive conversation include: • Ability to listen; • Ability to ask open-ended, effective questions that promote reflection; • Ability to show compassion and encouragement; • Ability to summarize; • And knowledge of sound teaching practices. Throughout the feedback conversation, you need to be conscious of word choices that could send an unintended message. Asking a multitude of why questions can send the message that the decisions a teacher makes are wrong or questionable. Instead of asking, Why did you____?, a better approach for creating dialogue would be to lead with, Tell me more about _____. Rephrasing creates the opportunity for self-correction in a non-threatening way. This type of self-correction is much more likely to be continued because the teacher owns it. You are looking for ways to encourage and support what is working and to create self-reflection and discovery of productive changes. The goal of the conversation is to provoke careful examination of the teacher’s own practices and to create for the teacher the “habit of mind” that continually reflects on the results of the decisions he or she made. Creating the opportunity to

make visible the invisible and to open the mind for multiple growth opportunities for all parties in the conversation is what matters. It not about who is right, but it is about what the teacher has learned and his or her ability to adjust accordingly. And don’t forget to celebrate the progress in areas where achievement has been made. “Effective questioning brings insight, which fuels curiosity, which cultivates wisdom.” Socrates Zana Vincent serves as Project Manager of the Ohio Ready Schools Initiative. She is also a consultant and a state trainer in the Ohio Resident Educator Program. Zana is a former elementary school principal, a central office administrator, and Regional Professional Development director.

Spring 2013 w 21

Central Office

Connection by Carol Riley, NAESP Mentor Program

Gaps in Learning and Best Advice to New Principals: Prepare…Prepare…Prepare, and Be Ready for Any Opportunity!

This is a message that is well learned throughout our lives and careers. Preparation can make the difference for success in any situation. The collective ideas from over one thousand NAESP mentors have clarified some big ideas about the principalship and preparation. Being a new administrator brings challenges that are complex and multifaceted to the reality of the position. What better way to gain understanding than to listen to those who have paved the way? The future of our schools is now in your hands – take the reins and take charge! Experienced principals have discussed these issues throughout the National Mentor Program Trainings to determine what their experience and knowledge of working with new principals has taught them. The most recent training in Mesa, Arizona, in January 2013 brought principals together from around the country to further explore the developing leadership. Their seven hundred years of collective experience in education brought clarity to issues that can be the critical tipping point to success in the early years of school leaders. Two areas have emerged as critical areas to consider in preparing for the principalship. One is what are the gaps in preparation? The other is what is the best advice to give novice administrators as they tackle their new positions?

What Are the Gaps in Preparation? Time Management New administrators contend with many demands on their time, ranging from management responsibilities and instructional improvements to “on-the-spot” requests. A principal’s work is comprised of tasks that are short in duration and rapid in pace. A study indicated that eightyfive percent of a principal’s time is spent on tasks lasting less than nine minutes. Strategies to identify the issues that require attention on a daily, weekly, or monthly basis can bring sanity to an already packed schedule. Know what to drop off your plate and pay attention to the details of 22 w Principal Navigator

the important issues. Accountability begins immediately upon receiving a new position and effectively managing your time can help you accomplish your goals. Become familiar with the strategies and ideas that can help.

Creating a Vision New principals often take on too much at one time, therefore missing the overall perspective that will help them achieve success. Creating a personal vision, sharing it, and living it each moment will focus a new principal’s efforts. When new principals intentionally reflect and center themselves on what is important, then the vision becomes action. Ron Krause, an NAESP coach, refers to the tendency to take on too much at one time as the Tasmanian Devil approach to leadership, spinning uncontrollably without seeing the big picture and keeping the vision!

Managing Professional Interactions Leading adults to common ground on issues takes skill and experience. Everyone wants to be successful and contribute to the success of the school. Knowing how to involve everyone in decision making, recognizing the many ways to identify and solve problems, and bringing consensus are skills that develop over time in leaders. But new principals that come into a position well-grounded in problem-solving skills will be in a position of control and will be able to manage interactions in a positive stream. Adults have individual strengths and experiences. As a school leader, there is no greater responsibility than to harness and acknowledge the power in the teachers’ collective skills. This does not happen accidentally, and the new principals’ abilities to understand and capture the theory of team building are a significant factor.

Insecurity and Isolation of the Position Even though new principals are prepared with technical skills of management and instructional leadership, the reality is that they often do not have the advantage of delaying decisions until they can reflect or discuss them with a trusted confidant. The job is demanding and the principal who is in control of situations and stays calm in the storm demonstrates the attitudes and culture that they are trying to solidify in their

school. Many of the issues that appear require on-the-spot decisions, and many require additional information. Being able to discern the difference and acting accordingly is a well-developed skill. Confidential discussions whenever possible allow you time to clarify the action. A new principal should seek out a mentor to understand the position from a personal and reflective perspective.

Best Advice from Experienced Principals Learn the Culture Studies have confirmed that a positive culture is the number one determinant in a high achieving school. Everything works like clockwork! There are numerous surveys and assessments that can provide a new principal the tools needed to get a clear picture of the climate and culture of the school. Acknowledge the rich history, the stories and traditions, and the community connections. Listen to your staff; resist making decisions until you know the path they have already traveled. Experienced principals state that it takes three to five years of consistent leadership to create a new environment and make positive change.

Be Visible in the School and Community Building relationships is critical, and the best opportunity for a new principal is to immediately create an atmosphere where “everyone is on the same team” and an attitude that we are “in this together.” One suggestion is to develop an Engagement Inventory upon receiving your position and identify the stakeholders who contribute to the school and larger community. Make time to introduce yourself to staff members and community leaders. A priority timeline and a record of conversations are helpful with confidently expressing your belief in an open and welcoming environment. You are setting the stage for the engagement of all stakeholders with an open mind and a quest to gather information. And don’t forget the kids! One experienced principal stated that the best action to take is to plan the first ten days with purpose. His motto is “Every classroom, everyday, all day!”

Have Nonnegotiables in Your Personal Life

Keeping equilibrium between home and work is an important strategy to function effectively and efficiently. The tasks can be daunting, and work can overtake your life! Identify your personal needs. A balance of emotional, intellectual, and physical development creates a comfortable synergy that will bring out the best thinking and performance.

Clearly Recognize Your Strengths Knowing what you do well and developing those skills to their optimum will result in confidence and action. The mentor program uses information found in the book Strengthsfinder 2.0 by Tom Rath to explore a personal journey of discovery. When you know what you do well, you can empower the people around you to also use their strengths for the common good. Many leadership inventories are available to understand the theory of personal change and development which will enhance any principal’s first year on the job! As a novice principal assumes the position of school leader, recognizing the gaps in preparation and accepting the best advice by experienced professionals will certainly catapult you to the top of the learning curve in leadership!

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24 w Principal Navigator

2. 2011: Ohio Teacher Evaluation System (OTES) model pilot and statewide training for principal evaluators begin

3. JUNE 2012: Statewide training and credentialing for teacher evaluators begins

2. AUTUMN 2012:

Ohio districts begin implementing redesigned curriculum for new learning standards.

3. AUTUMN 2013:

Fully implement new learning standards in math, English language arts, science and social studies.

2010

2011

Deadline to implement new learning standards.

2012

With certain local exceptions, OPES and OTES launched in all districts

6. AUTUMN 2013:

Deadline to adopt evaluation policies

5. JULY 2013:

Statewide credentialing for principal evaluators begins

4. AUTUMN 2012:

Ohio Principal Evaluation System (OPES) model pilot begins

4. AUTUMN 2014:

1. 2010:

Ohio adopts new learning standards.

Educator Evaluations

1. JUNE 2010:

New Learning Standards

2013

2014

Next Generation Assessments

4. OCTOBER 2014:

Assessments for Grades 3-8 and High School Graduation

3. SPRING 2014:

Assessments for Grade 3 Reading and High School Graduation Tests

2. OCTOBER 2013:

Assessments for Grades 3-8 and High School Graduation

1. SPRING 2013:

Next Generation Assessments

2015

2016

Grades and reports on 18 measures; Grades for six categories and overall grade

4. AUGUST 2016:

Grades and reports on 17 measures; Grades for six categories and overall grade

3. AUGUST 2015:

Grades and reports on 16 measures

2. AUGUST 2014:

Grades on nine measures

1. AUGUST 2013:

School and District Report Cards

Whatâ&#x20AC;&#x2122;s Changing in Ohio Education

Four Lenses of School Data

Using Data to Build a Learning Community and Accelerate Educational Improvement By Bobby Moore, Ed.D.

As the old adage goes, “what gets measured gets improved.” In education, data can be a powerful tool to help teachers and principals improve their practice, measure district, school, and educator performance, and ensure all students have the resources necessary to learn and graduate college and career ready. There can be no school improvement or “true” learning community without the careful collection and analyses of multiple measures of school data.

Following are five guidelines to consider when collecting and analyzing data: 1. If you are going to ignore or not use the data—don’t collect it. 2. Always make your data teacher- and user-friendly. 3. Collect data from multiple sources. 4. Either benchmark your data or have comparison groups. 5. Never react to data—only respond thoughtfully.

It’s important to use multiple measures to gather information on student performance, educator effectiveness, district processes and initiatives, and perceptions from internal and external stakeholders. As a school leader, I viewed these measures through four lenses: Formative, Qualitative, Summative, and ValueAdded.

Fo rm a tive Da ta It has been well documented through much of the literature on learning communities and effective school research that common assessments, collaborative scoring, and frequent assessments, as well as teachers planning instruction and building assessments collaboratively are high-yield strategies for student learning. It’s important to use these strategies, along with implementing formative instructional practices (pacing guides, clear learning targets, rigorous scoring rubrics, effective feedback, etc.) and embedding routines, structures, and procedures that allow teachers an opportunity to collect, examine, and respond to data as evidence of student learning. Together, this approach can lead a school and district to quick turnarounds.

Ensuring teachers collect formative data daily, weekly, monthly, and quarterly is vital to improve student learning. Formative assessments are not always paper and pencil tests. They can be check-ins, check-outs, “thumbs-up-if-you-understand questions,” and classroom response system questions, among others. However, assessments are only formative if the information acquired actually informs and refines the teacher’s practice and instruction.

While some schools and districts have experienced much success purchasing formative or short-cycle assessments, there are distinct advantages to teachers digging deep into the curriculum with their colleagues to identify learning targets, power standards, and skills for developing high-level questions. This opportunity allows teachers to improve their practice. Some districts have short-cycle assessments at nearly every grade level that teachers are expected to administer and analyze. Students should receive descriptive and specific feedback from the teacher following the assessment. Other districts are evolving to “penalty free” grading by giving A’s, B’s, C’s, and “Not Yet.” A “Not Yet” grade communicates to the student that he/she has time to correct mistakes, and the school is not giving up on his/her learning.

Moore

Other examples of formative assessments include AIMS web, Fountas, and Pinnel reading assessments, as well as other school programs that inform teaching and/or intervention/enrichment. It is important to establish benchmarks and a timeline for administrating these assessments to assist teachers and principals during the year. And, remember, always make data teacher- and user-friendly.

Qualitative Data Many schools miss out on the tremendous gift of feedback by not collecting qualitative data—either observation or survey data. While there is much emphasis on using observations for evaluation, the opportunity to provide feedback to teachers based on what is observed is important. These comments should be to lift morale, attitude and student performance and are essential to good leadership. Beyond what is “seen” is what is heard or felt. While not always perfect, great surveys have been created to get to things that are important. Survey data may not always reveal the “truth,” but teachers and leaders need to understand the perceptions of internal and external stakeholders to courageously and effectively lead school improvement. Never react to data—only respond thoughtfully.

Team Surveys: Several times per year, districts can use surveys to measure and communicate information to department teams about the efficiency of team meetings, the importance of following collaborative norms, or how well they demonstrated teamwork. Surveys should be anonymous and formative in nature, and the results should be compiled and distributed in a coaching session with teams.

Principal Surveys: Teachers appreciate the opportunity to provide input into school and district decisions. It’s important to regularly solicit feedback to help leadership and others improve practice and make the best decisions for the district.

Stakeholder Surveys: In the district where I was a principal, we surveyed graduating seniors. Every three years, we also surveyed all parents, students, and staff members. This data provided valuable insight into internal and external stakeholder perceptions of the district, while offering meaningful feedback to shape Moore

goals and improve operating systems. As a superintendent, we included tax payers (including non-parents) in our surveys. We discovered nearly 87 percent of respondents to a taxpayer survey in 2010 agreed or strongly agreed with the statement, “I am kept informed through the districts newsletters and website.”

S u m m a tive Da ta Summative assessments include state achievement tests and end-of-course exams. ACT Quality Core endof-course exams, for example, can be analyzed for an ACT score prediction and value-added growth. This information can be helpful to measure the quality of instruction and/or the effectiveness of district programs. However, it is important to either benchmark data or have comparison groups. Our district was part of SOAR—a statewide school improvement collaborative of more than 120 Ohio districts led by Battelle for Kids in which we were able to compare our end-of-course exams with those from other schools.

Va lu e -Ad d e d Da ta Value-added analyzes student achievement results and estimates the influence that districts, schools, and individual educators have on the academic growth (learning) rates of students. While value-added offers critical information about the effectiveness of current programs, it does not tell the “whole story.” Districts should collect and analyze data from multiple sources to capture the most reliable picture of district, school, and educator performance. Personally, I have often stated that I believe a teachers’ value added data is more of a classroom effectiveness rating which is not only influenced by the classroom teacher, but also by the curriculum, structures, and procedures in the school and the school’s leadership. If we operate from this paradigm, we will be much more likely to look immediately for solutions to low value added data instead of labeling teachers.

Value-added data helped foster a smooth transition to a full inclusion model as teachers discovered that students on individual education programs were growing more when they were “included” in the classroom with a content expert and not isolated to a resource room. Teacher-level value-added data allowed our district to identify teachers who had strengths working with high- or low-achieving students. We could match Moore

students with teachers’ strengths during intervention periods and classroom instruction. Value-added information also reinforced some dramatic changes made to class schedules. For example, the data led the district to a decision to block mathematics and reading every day for 80 minutes, while teaching science and social studies for half of the year for 80 minutes. Many parents and some teachers were skeptical of the decision, but our strong value-added results in raising student progress validated this decision. Collecting and analyzing school data allows teachers to conduct action research during the year and test their own hypotheses.

Rubrics for Initiatives One of the most important steps in leading change in a school or district is ensuring initiatives are implemented with fidelity. Often, new school programs do not have the positive impact that was intended, because district leaders do not take the time to build support and understanding among stakeholders before and during implementation. Rubrics can be effective tools to measure the execution of a new initiative and offering support, when needed, to grade-level teams. Rubrics should be created by focusing on the key “vital behaviors” that are necessary for the initiative to be successful.

Benchmarking Data One of my favorite movie clips is a scene from Rambo II. Rambo was asked to go into a prisoner of war camp and take photographs of the POWs. He was frustrated by the request and responded, “I should just leave them there?” Unfortunately, many schools do a great job of collecting data, but few take the appropriate actions to respond to it. If you are going to ignore or not use the data—don’t collect it. Creating a timeline and benchmarks can be effective ways to ensure data are collected and action is taken.

Our district established benchmarks for formative and summative assessments. In addition, we compared our state-level data with a group of other local schools. Comparison data is important. If a group of fourth grade students at your school are 90 percent proficient in reading, the district may get excited at first glance. However, if the fourth grade students at 25 other schools in the area are 95 percent proficient, then Moore

your students are far behind. It is important for districts to create â&#x20AC;&#x153;data dashboardsâ&#x20AC;? and benchmark their data against other schools. Districts should not only look at other area school districts, but also examine how the same class performed the prior year.

In Summary Carefully collecting and analyzing data are essential to building and maintaining a strong learning community. But, no single data source offers a magic bullet in transforming our schools. Districts need to incorporate multiple measures, including formative, qualitative, summative, and value-added data, to ensure the most reliable picture of district, school, and educator effectiveness and guide educational improvement. Many districts suffer from the DRIP Syndrome (Data Rich, Information Poor). Districts need to create relevant, teacher-friendly data to accurately inform decisions. Creating a system that embraces data will aid the evolution of a true learning community and empower staff and administrators to successfully advance student learning. _____________________________________________________________________________________ Bobby Moore is a Senior Director at Battelle for Kids, a not-for-profit organization that works with state departments of education, school districts, and education-focused organizations across the country to improve teaching and accelerate student learning. E-mail Bobby at bmoore@BattelleforKids.org.

Moore

Reflecting on the Role of Efficacy and Principal Leadership in the Teacher Evaluation Process by Mary Rykowski and Tamu Lucero

What is the actual purpose of the new teacher evaluation system? It is calling upon principals to reflect on their core belief system to determine if the teacher evaluation process is a developmental tool for growth, a judgment opportunity, or a managerial duty. What type of evaluator will you be? Efficacy is a term drilled into educators’ heads, especially teachers who work directly with students on a daily basis. Efficacy is the belief that all students can learn at high levels, regardless of their background and experience. According to Tschannen-Moran (2001), the judgment of students associated with teacher efficacy has a profound effect on student achievement. In fact, “efficacy affects the effort teachers invest in teaching, the goals they set, and their level of aspiration” (p.783). A common practice used to ensure that teachers meet the needs of all students is formative assessment or Assessment for Learning. Chappus and Chappus (2007) describe formative assessment as information delivered during the instructional process that teachers and students use to make decisions to promote further learning (p. 14). Teachers should take the time to assess where students are and to provide them with the instructional support and interventions they need. The Ohio Teacher Evaluation System’s (OTES) rubric is developed around this framework. That being said, as we enter the new evaluation system, a principal’s efficacy as an instructional leader is pivotal to the process. Is it realistic to believe that principals and district administrators

have a sense of principal efficacy as it relates to teachers’ instructional development? Is it our role as an instructional leader to believe that all teachers can teach at high levels, despite their current instructional proficiency as identified by the new OTES model? Are principals truly committed to transforming ineffective teachers’ practices? Therefore, for the model to be effective, school and district leaders must pause and reflect on their core beliefs to determine if the new evaluation system will serve as an identifier of ineffective teachers or the development of teachers’ instructional practices. If it is indeed the latter, principal and district-level leaders need to develop plans that represent their core belief about principal efficacy as it relates to teacher development and the actual purpose of the OTES model. Building and district administrators should use the OTES process as an opportunity to identify areas that need growth. Furthermore, formative feedback should serve as a pathway for teacher development. It also allows the instructional leaders the opportunity to assess the instructional landscape of individual classrooms, buildings, and district as a whole, thus creating the opportunity for a systematic plan for professional development, improved instructional practices, and ultimately increased achievement for all students. In the end fate lies in our hands, and we must decide as educational leaders if the OTES model will be yet another compliance task on a principal’s “to do” list or a commitment to our role as an instructional leader. References Tschannen-Moran, M. Woolfolk, Hoy, A. (2001) Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805 Chappuis, S., & Chappuis, J. (December 2007/January 2008). The best value in formative assessment. Educational Leadership. 65 (4), 14-18.

Did you enjoy this article? Would you like more? Authors Mary and Tamu will be presenting this topic at the upcoming 56th Annual Professional Conference & Trade Show in June. Please visit www.oaesa.org to register and be sure to sign up for this important clinic! Spring 2013 w 31

Legal Report by Dennis Pergram, esq. of Manos, Martin, Pergram & Dietz Co., LPA

DON’T FORGET ABOUT YOUR CONTINUING CONTRACT AS A TEACHER

Many principals were teachers first and may have acquired continuing contract status as a teacher prior to becoming a principal. This article will refer to principals but also pertains to others employed under Ohio Rev. Code § 3319.02. Continuing contract status as governed by Ohio Rev. Code § 3319.11 and Ohio Rev. Code § 3319.11(B) defines eligibility for continuing service status as follows: Teachers eligible for continuing service status in any city, exempted village, local, or joint vocational school district or educational service center shall be those teachers qualified as described in division (D) of section 3319.08 of the Revised Code, who within the last five years have taught for at least three years in the district or center, and those teachers who, having attained continuing contract status elsewhere, have served two years in the district or center, but the board, upon the recommendation of the superintendent, may at the time of employment or at any time within such two-year period, declare any of the latter teachers eligible. Ohio Rev. Code § 3319.11 goes on to provide how a teacher eligible for continuing service status may acquire a continuing contract. If you acquired a continuing contract of employment as a teacher and become employed as a principal under Ohio Rev. Code § 3319.02 in the same district, your continuing contract should remain on file. If, however, after obtaining your continuing contract as a teacher you move to another district to become a principal, you will want to make certain that you make your new district aware of your continuing contract as a teacher from another district. You will want to make certain that a copy of your continuing contract is placed in your personnel file. It is important to remember that if a school board voted to award you a continuing contract as a teacher, or through its inaction allows you to become automatically re-employed under a continuing contract but does not issue you a written continuing contract, it does not mean you were not re-employed under a continuing contract. As Ohio Rev. Code § 3319.11 provides, in relevant part: “A failure of the parties to execute a written contract shall not void any automatic reemployment provisions of this section.” Consequently, upon employment in a principal’s position in another district, you should inform the new district that although you were not issued a written continuing contract, you acquired one as a matter of law in your former district. If you acquire the continuing contract in the district where you be32 w Principal Navigator

come employed as a principal, you are entitled to the protection under Ohio Rev. Code § 3319.02, which provides, in relevant part, as follows: “When a teacher with continuing service status becomes an assistant superintendent, principal, assistant principal, or other administrator with the district or service center with which the teacher holds continuing service status, the teacher retains such status in the teacher’s nonadministrative position as provided in sections 3319.08 and 3319.09 of the Revised Code.” A principal who obtains a continuing contract in one district and then serves as a principal in another district for two years will attain continuing-contract status as a teacher in the new district. The current case law provides that if a principal’s contract is non-renewed and the principal has a continuing contract as a teacher, he or she is entitled to continued employment as a teacher in the district. The continuing contract for that teacher is viable if he or she is licensed to teach a subject in the district that is either vacant or is currently being taught by a teacher who has a limited contract. It would be reasonable to expect that a principal who resigns from his/her administrator’s contract to return to teaching in the district would retain his/her continuing contract as a teacher; however, there is no binding case law to that effect. Consequently, it would be prudent for the principal to try to reach an agreement with the school board that he/she is resigning his/her administrative contract and will be returned to the classroom under a continuing contract of employment. If that cannot be agreed to, the principal should at least specify in his/her letter of resignation that his/her resignation is contingent upon being returned to the classroom under his/her continuing contract and that his/her continuing contract rights are being reserved. A troublesome issue that may arise when a principal returns to the classroom under a continuing contract is where the principal is to be placed on the teacher’s salary schedule. This issue may be addressed in board policy or in a collective bargaining agreement; however, that seems to be the exception rather than the rule. Once again, there is a lack of binding case law on this issue. A school board may argue that it is up to the school board to determine how much of the principal’s “total” service it will allow for salary schedule placement purposes as long as a minimum of five years of actual teaching is afforded. Dennis Pergram, esp., who is legal counsel to OAESA, is a partner in the law firm of Manos, Martin, Pergram & Deitz Co., LPA, a former chairperson for the Ohio State Bar Association Committee, and has practiced school law for over thirty years.

Nepotism in Public Schools –

Just Say No

noun: favouritism shown to relatives or close friends by those with power or influence [from Italian nepotismo, from nepote nephew, from the former papal practice of granting special favours to nephews or other relatives] Many families have a strong tradition of serving in the public education system: sons who follow Dad’s footsteps into school administration, daughters inspired by Mom’s election onto the school board, or siblings who see their brother’s or sister’s pride in making a difference as a teacher. There is nothing in the Ethics Law that prohibits members of the same family from pursuing and securing jobs within the same public school district. In fact, many people reading this article probably know at least one situation where family members work for the same school district. Our familial bonds also instill in us a natural tendency to help a family member in need, particularly when our loved one is seeking employment. However, while serving the same public school district isn’t illegal, nepotism—hiring or authorizing the hire of a family member—is. When someone in public service uses his or her position to secure the hire of a family member, it helps neither of them. The Ohio Ethics Law makes nepotism a crime. The law prohibits a public official or employee from hiring, or using a public position to secure the hire of, a family member. In fact, in the state of Ohio, nepotism is a fourth degree felony. This restriction applies to all public servants: elected officials, appointed officials, and public employees, regardless of whether or not they are compensated for their public service. This includes school board members, school administration, faculty and all school staff. Public agencies, including school districts, are required to conduct all hiring activity in a fair, open, and impartial manner because it’s the law and also because it truly is the right thing to do. Giving precedence or advantages to a family member in public hiring is unfair to other applicants who may be equally or even more qualified. Current public officials or employees are required by law to completely remove themselves from participating in any way in the hiring process if any of these family members is competing for a public job: parents, grandparents, children of any age, grandchildren, spouse, or siblings. They cannot participate in these hires, even if their family members

live in other households. A public servant also cannot hire anyone to whom he or she is related by blood or marriage (aunts, uncles, nieces, nephews, cousins, and in-laws) and who is also residing in the same household with the official or employee. The law also prohibits a public official or employee from using his or her position to influence another person to hire a family member. In other words, a public servant can’t recommend or otherwise use his or her connection to the hiring authority to get a job for a family member. The official or employee is also prohibited from calling other public officials or employees and asking them to hire a relative. If the family member of a school district employee or board member is lawfully hired by the district, without the public servant’s participation in the hire, the Ethics Law continues to limit the actions of the public official or employee. The public servant cannot get or attempt to get contract-related benefits for the family member. For example, when the board discusses her mother’s employment, the board member must refrain from participating in the discussions or decisions in any way. Similarly, if someone were elected to a school board, and her mother was already employed by the district, the new board member is prohibited from making any decisions on matters that affect her mother’s employment, such as raises, promotions, and performance evaluations. However, a school board member can usually participate in a matter that affects her family member indirectly or that affects a group of employees, including the family member, equally (such as voting on a union contract). For more information on nepotism and public contract prohibitions outlined in the Ohio Ethics Law, please visit our Web site www.ethics. ohio.gov or contact the Ohio Ethics Commission at (614) 466-7090. The Ohio Ethics Commission is here to assist you and the public by encouraging ethical actions and decision-making. A brief investment of time, before you act, may help to preserve resources, money, and goodwill for your municipality. The vast majority of public servants act ethically; the Ethics Commission welcomes the opportunity to work with them to support the highest ethical standards for Ohio’s citizens.

Spring 2013 w 33

Q&A

with Scholastic’s Lauren Tarshis Awards Luncheon Speaker at the 2013 Professional Conference by Audrey Carson

What is your background? How did you become involved with educational resources and Scholastic? It’s very ironic because I was the least likely person in my elementary, middle, or high schools to be doing what I’m doing. I had terrible problems in reading. It really wasn’t until high school that I started to read at all. I always had the dream of becoming a writer — my dad was a freelance writer growing up. After college I stumbled into a job in the magazine division at Scholastic. I’ve been there twenty-three years now. My first job was writing for a high school magazine about current events. Serendipitously, my boss offered me the job at Storyworks which seemed absurd because I knew nothing about education or elementary school, and I had zero interest in children’s’ books. But he pushed. I plunged in and fell madly in love with middle grades fiction which was the focus of Storyworks at the time. To create Storyworks I ended up going to as many classrooms as I could. I knew I couldn’t create a classroom product unless I was in the classroom. I was fortunate to have generous teachers as my partners. One of the innovations of Storyworks was creating reading support materials for teachers. I’d been through many different waves in education trends. Very early on was the test prep trend. So how do you make a story like the San Francisco earthquake relevant? You give the teachers a high-interest piece and ten activity sheets on the website. That really became our formula. It helped Storyworks grow, and now I oversee language arts in our division. I just love being in classrooms and being in touch with teachers every day.

What’s in Storyworks for teachers? Why would principals encourage these for the school? Many, many districts now use Storyworks as the framework for their reading programs. That’s not an ad pitch – it’s just very interesting to note. What principals see is the big piece of engagement for even reluc34 w Principal Navigator

tant readers. The other huge thing is it’s unbelievably cheap. That’s really what they see in it. It’s very satisfying because we didn’t really need to have so many subscribers; it’s a labor of love for us.

Why did you agree to speak at OAESA’s 2013 Professional Conference? I love the chance to be with educators. It is really the joy of my job. If I wasn’t doing what I’m doing, I would be a teacher. If you heard us in our offices [at Scholastic], it is really sad. We are so inspired by what teachers do, truly. It sounds put-on, but I get choked up talking to teachers. What is more important than preparing kids for the world? To be a part of that is very exciting for me.

Can we get a sneak peek of your presentation? I’m going to talk a lot about Common Core; I feel that there’s a tremendous amount of anxiety about it. [At Scholastic], we don’t claim to be gurus of Common Core, but we are really working hand-in-hand with teachers who are trying to grasp what the implications are. It’s been such a stressful time with budget cuts and new standards. Having seen all these other trends come and go, I think teachers are going to really enjoy this. Common Core feels authentic. It seems that it is asking teachers to help students be the kind of readers that will truly be successful moving on in life — to high school, to college, to a job. A lot of it is synthesizing information so you can use it. That’s a very simplistic view, but that’s what Common Core is working toward. It pulls things together as a quilt instead of “I read that novel, I read this novel.” The challenging piece for teachers is that it’s going to demand more rigorous texts, and I think that will require more differentiation in finding ways to help lower-level readers access these books. It will help build skills to make them very effective and strong readers.

I think it’s exciting and it’s meaningful. And, unlike a lot of the other test-prep stuff, like just teaching to a test, I think students are going to walk away owning the material with tools to attack new content areas.

The conference theme is “Windows and Mirrors: Framing Your School’s Culture.” Do you feel a school’s culture must change to adopt the Common Core State Standards? How? I’d love to be a part of those discussions at the conference. It’s a really interesting question. Kentucky, for instance, was the first state to adopt CCSS and take the tests. High-performing schools took the Common Core test, and they tanked. You have to allow yourself to go from being at a high level and accept being at a lower level. That’s very challenging. We have to support the teachers as they make this transition because there’s going to be a period when the test scores are not what they could be. However, it creates a resilient culture. You have to take a deep breath, prioritize, and know that you can’t do it all at once. As the editor of a magazine centered on child literacy, what are the changes you’ve seen in educational culture recently? How do you change your editorial structure based on this? There are two trends that are interesting. I’ve been struck by how, over the past five years, there’s been so much emphasis in building a tolerant community in a school. That is one of them. The other is encourag-

ing students to become responsible members of a community. I see that a lot. I was in Texas last May and spent a week at a district in Houston. Every morning the principal gave a beautiful message over the loudspeaker. She read something and told students what they’d be focusing on that day. They had that feeling of building cohesion and community. I’m also starting to see more resilience and grit. More and more studies are showing that what successful people have, in addition to knowledge, is the ability to deal with failure. Schools are fostering an environment where they encourage our children to take risks and fail and also know that they can pick themselves up again. They find opportunities for kids to be sincere, optimistic, and have control. It’s a wonderful thing for schools to embrace. I certainly believe that very strongly. It’s such an American value. Even a kid who is very successful but has not learned to bounce back from failure will still have problems.

You just released a new book! It came out in March. The Battle of Gettysburg, 1863. I’m currently working on The Tsunami of Japan.

Spring 2013 w 35

OAESA Executive Committee Met With Federal Policymakers on Capitol Hill

This past February OAESA members recently joined elementary and middle-level educators and leaders from across the country in the nation’s capital during the National Association of Elementary School Principals’ National Leaders Conference. There they advocated for new policies that will give principals the tools they need to function as effective school leaders. The group took the critical needs of Ohio schools directly to lawmakers on Capitol Hill during meetings with legislators to send a strong message to Congress as they consider the reauthorization of the Elementary and Secondary Education Act, the Higher Education Act, and other pieces of federal education legislation: current accountability systems place too much emphasis on student test scores to gauge school, teacher, and student performance. NAESP recommends that legislators support stronger principal recruitment, preparation, and evaluation systems by: • Acknowledging the core competencies of effective principals; • Developing comprehensive, fair, and objective principal evaluation systems; 36 w Principal Navigator

• Developing accountability systems that include growth models and multiple measures; • Holding principal preparation programs to common high standards; • Insisting on standards-based certification, induction and mentoring; • Investing in identifying and retaining effective principals; • Dedicating ongoing professional development that strengthens core competencies; and • Strengthening elementary principals’ knowledge of early childhood education. One key area of concern that our team discussed with Ohio’s legislators involved the importance of supporting meaningful professional development for school administrators. Currently, less than five percent of Title II funds earmarked for professional development are spent on PD for principals, with the vast majority going toward programs for classroom teachers. According to OAESA President Mark Jones, “While we certainly understand the need for PD for teachers, our position is that, as the in-

structional leaders within the school, it is crucial for our school principals to have adequate resources for their own professional development as well.” Jones noted that there appears to be a growing negative attitude about funding for PD, as some in Washington appear to question whether it is an effective use of resources in terms of impacting school reform. “We want our legislators to recognize that the changes we are experiencing in education can accurately be described as a complete retooling of our profession. This massive reform effort simply cannot be accomplished successfully without providing the opportunity for much needed, effective professional development, especially for those who will be responsible for leading this change.” NAESP Representative and OAESA Past-President, Ken Bernacki believes that we must do better as a nation to address the mental health and wellbeing of our citizens, support safe and secure schools through bullying and harassment prevention programs, and support partnerships between local law enforcements and schools. He asked lawmakers to focus on setting policies to help principals build those partnerships. Bernacki explained that as a nation, we do not do enough to give schools the resources to maintain evidence-based programs designed to address school violence, student conflict, and common mental health issues. He asked congress to strongly look at the community-school partnership that would be a unique and vital feature of the American education system, and one that must be strengthened to create effective gun violence intervention and prevention. He explained that in many cases, principals are simply unable to get students and families access to services that are needed even when the appropriate programs exist in the community. Executive Committee member, OAESA PastPresident Jeromey Sheets spoke on the effectiveness of principal mentoring programs. His message was clear and supported by positive school data from systematic changes that have occurred in his school building. He encouraged congress to provide funding for school principal mentoring programs. Sheets explained specific scenarios and provided research that clearly supports the importance of matching experts in our field with both new and veteran principals trying to make systemic changes in their school buildings. Zone Six Director Aretha Dixon said, “It is vital to our under-privileged students that they get the support they need to be successful in schools. As we experience the ever growing need to intervene with an increasing number of students due to the economy, we have to have the human resources and the material resources to support these students. Once the resources for teachers are in place, it is imperative that principals be able to not only support the fidelity of a program but also to evaluate its implementation and success or lack of success. These students, due to no fault of their own, are in situations where education is the only avenue to create a better life for them. As principals of high poverty, urban and rural schools, we have to lead the charge of seeing that these

students have the best teachers, using the best research-based initiatives, with principals that can oversee and support students and staff in this ever changing world of education.” With support from NAESP staff, the group called on federal lawmakers to strengthen policies that will improve our nation’s education systems by providing principals with greater access to professional development and mentoring programs, building knowledge of early childhood education and pre-k–3 alignment; and encouraging models of school improvement reform that judge principals based on training, expertise, and time afforded in the school building. OAESA Executive Director Julie Davis and Member Services Director Lucy Ozvat also joined OAESA members at the conference. Would you like additional information? Please visit www.naesp.org/advocacy for more about NAESP’s advocacy program. Spring 2013 w 37

by Lucy Ozvat, EdD

Communication and Critical Conversations—

Principals as Middle Mangers

As I prepare my final Navigator article as the Member Services Director of OAESA, I am reflecting on the many members whom I have had the pleasure of serving and the wide variety of issues I have been presented for some type of resolution. Throughout the years as I worked with members, several themes emerged, such as the lack of communication either by a member or an evaluator, an absence of awareness of the Ohio Revised Code in terms of the rights of the principal, and a lack of understanding and acceptance that the role of a principal is best defined as “middle manager.” I have learned that principals in Ohio bring many leadership skills to their jobs. Many of you work endlessly on behalf of the students in Ohio; however, I would like to discuss, the political aspect of your position—the softer skills needed to survive in today’s educational environment. Patterson, Grenny, McMillan, and Switzler (2002) believe crucial conversations have three ingredients: “opposing viewpoints, strong emotion, and high stakes.” As you can imagine, issues involving principals and their evaluators or other educational stakeholders meet those criteria. This is the time when those softer skills of understanding, perception, and reading the climate are very important. It is essential to not allow your own assumptions, inferences, or biases dominate your thinking. This is the time when you need to maneuver around the obstacles with the political insights of a seasoned politician. When stakes are high, principals sometimes fail to heed Stephen Covey’s suggestion to “seek first to understand before being understood.” Building leaders tend to focus on students, staff, parents, and community. The criteria found in OPES will require school administrators to keep focus on the Ohio Principal Standards and student achievement scores. Principals become so caught up in their daily responsibilities that they may become unaware of the district’s political climate and the realities of a principal’s role as a middle manager. This is understandable 38 w Principal Navigator

because the many decisions made on a daily basis, to safely and effectively educate children, tend to cause one to be seen as the leader or one in charge. However this vision is very shortsighted. The board of education has the governing authority to make the rules for the management of the schools, staff, and education of the students. This board hires the superintendent and the treasurer. The principal, therefore, must recognize his/ her role in this organizational structure and be aware of the complexity of personalities involved in the decision making process. As I have stated so often to our colleagues, OAESA cannot take legal action in opposition to a leadership style that is causing anxiety to our members. The leaders of the district may be utilizing an authoritarian management style; however, nothing in statue will offer any protection under the law for “failure to collaborate.” Faced with such leadership styles, principals must become very flexible and learn to “read” the climate of their district. I have seen experienced principals try to influence or impress a new superintendent by sharing viewpoints, opinions, and gently (or not) creating a to-do list. Although done with the purest intent, these behaviors have generally produced a contract non-renewal notice to the surprise of the principal, staff, and community. I have also worked with many principals who felt it was their duty to strongly influence their superintendents’ agendas and timelines. In many cases, this strong focus on what the superintendent should be doing has not resulted in job security for principals. Although their motives were honorable, their behaviors were not politically astute. These veteran school principals did everything right and had excellent evaluations but they broke the first rule of being a middle managers—they did not take the time to understand their new superintendent or learn to step back and understand the new realities and expectations. It wasn’t the hard skills as outlined in OPES that resulted in negative job action; it was the inability to read and react—the softer skills of leadership. Jacqui Love Marshall has identified 10 Tips for managing office politics in her article, “Power and Office Politics: Rumor and Reality.” With her permission and some changes to reflect a school context, I urge all school leaders to reflect on these ideas as they try to survive the tenuous role as building principal:

1. Be essential. Become a go-to person and become an expert in at least one area. 2. Have a personal plan. Design a career plan and always be planning and preparing for that next position. 3. Know your board members and superintendent. What are the goals, priorities, and ambitions of the superintendent, treasurer, and board members? Your performance should bring Value-Added to your district and the district leadership team. Remember, you work for them! 4. Be trustworthy. Value confidential information and avoid gossip and negative conversations with employees or community members. Avoid pitting one board member against another. 5. Stand up for the right things. Be honest, trustworthy, reliable, and fair. 6. Build a strong network. Cultivate mentors and confidantes who will offer good counsel. Seek advice from a diverse group of people and get their honest appraisals of your work and your attitudes. Expand your network of OAESA colleagues. 7. Help others get ahead. Share your expertise and insights with others. 8. Think like you own the company, but remember, you don’t. Seek to understand the leadership style of your superintendent. If you dislike that style, it may be time to look for a new position. 9. Act like a strategist. Pick your battles—choose what hill to conquer as you cannot win them all. Look for win-win outcomes. It is vital to seek advance support and build consensus among the decision makers of your district. 10. Know when to fold ’em. Be willing to admit mistakes and failures and understand the lessons learned. Be astute to changing politics or culture and leave before the end of your contract. Don’t burn your bridges— no one wants to hear about the poor leadership of your former district superintendent. Remember good evaluations will not ensure job longevity. According to Kimball Carey of Bricker and Eckler LLP, “Although the statute requires the board of education to ‘consider’ the administrator’s evaluations, it is not required to base its decisions on such evaluations.” It appears by those words that success as a building leader is dependent on more than test scores. Job security may have a political connotation that requires a totally different skill set than what was found in your principal preparation program. Leadership roles vary, depending on the context and the culture of the district. However one thing is certain, sometimes it is not about how hard you work, rather it is how you are able to adapt to the ever changing political landscape of your district. It is indeed the softer skills of leadership that may or may not determine your longevity as a building principal. I have learned there are indeed instances when a contract non-renewal

has more to do with organizational changes or the goals of the superintendent. Although a common practice in many organizations, removal of the principal for reasons not associated with effectiveness is a relatively new phenomenon for educators. In those cases protecting the rights of the individual and maintaining his or her dignity was my first priority. I have truly enjoyed my years in this role. I have walked next to members as they faced great challenges, and I hope I was able to provide the support and comfort they needed as they moved forward in their lives and careers. I have had the opportunity to view the principalship from a very unique perspective and will forever be impacted by the dedication of the men and women in our profession. References Kimball H. Carey, Ohio School Law Guide, §3.49, Page 298 (Matthew Bender & Co. 2012) Patterson, J., Grenny, J., McMillan, R., Switzler, A., & Covery, R. (2002). Crucial Conversations: Tools for talking when stakes are high. New York: McGraw Hill. “Power and Office Politics: Rumor and Reality” by Jacqui Love Marshall, former vice president/staff development & diversity for Knight Ridder Newspapers, June 2004; originally published in Marshall›s «Career Advisor» column, July 2004 Fusion magazine, Newspaper Association of America, Reston, Virginia.

Lucy Ozvat, EdD, is the Member Services Director for the Ohio Association of Elementary School Administrators. You may reach Lucy by emailing her at lozvat@oaesa.org.

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Health Issues by Ann Connelly

Promoting Healthy Conversations The national spotlight on improving health and safety for Americans of all ages continues. It seems as though individuals and institutions are constantly bombarded from all sides with recommendations or requirements on incorporating healthy eating, healthy activity, and healthy relationships in their systems. While this is very important, sometimes people, families, institutions, and communities are not sure what tools to use to accomplish these goals. One resource from the Ohio Department of Health (ODH) that could be helpful to you is the Promoting Healthy Conversations project. The emphasis of the Promoting Healthy Conversations project is to get people to start talking to family and friends about these three topics: • Get Active • Eat Healthfully • Nurture Positive Relationships While the Promoting Healthy Conversations project was developed specifically for women’s health, the questions on the wheel are applicable to both males and females. This tool could be used in the classroom and with staff members or promoted for use between parents and children. Parents, children, and others could have conversations based on this tool on the way to school, over meals, in the classroom, or as part of an extracurricular activity. The project also has a Facebook presence. To participate in this project, the ODH provides posters promoting health conversations, conversation starters, “wheels,” and goal cards. You may view and order these items at the ODH website link: http:// www.healthyohioprogram.org/w/convo.aspx. The main program product is a wheel—a circle with a spinning layer with questions and topic areas on the wheel rim, with follow-up tips to move the conversation forward on the interior. The wheel also refers people to the ODH Healthy Ohio website where there is information about each topic and links to other national resources. The Promoting 40 w Principal Navigator

Healthy Conversations project also provides printed goal cards that users can fill out and keep. The cards provide key words for users to set goals in each of the areas listed above.

Nurture Positive Relationships Relationship violence can take many forms in the life of your students. Bullying is always a concern in the school setting, as is the possibility of child abuse or neglect in the home. Upper elementary and middle/ junior high school students are also beginning to date, which could lead to dating violence, even at a young age. It is never too early to equip your students with knowledge about healthy relationships. The Promoting Healthy Conversations project wheel has questions about healthy relationships and helps young people to define them as relationships with honest communications, flexibility, kindness, respect and shared decision-making. It also helps youngsters identify why healthy relationships are important and steps they can take to make their relationships better. These simple questions can lead to powerful conversations that can lay the groundwork for healthy relationships throughout their lives.

Eat Healthfully As you know, eating patterns established in childhood lay the foundation for appropriate growth, development, and lifelong health and success. Well-nourished students will pay better attention in class, be ill and absent less often, and have better academic performance. The Promoting Healthy Conversations project wheel contains questions about why healthy eating is important, how students can eat more healthfully, and offers suggestions for better nutrition goals for the year. In succinct bullets, the wheel teaches the users that healthful eating makes skin and hair look healthy, helps you maintain an appropriate weight, and other ideas. It recommends that youth try new fruits and vegetables, drink water instead of sugary drinks, and eat with family. The wheel also displays four other recommendations. Suggested goals for healthy eating include eating all colors of fruits and vegetables and eating with the TV off. Thinking through these questions and having conversations with others about them will stimulate student interest in improving their eating habits.

Get Active You have all seen the data, as well as the children themselves, so you know that obesity rates among Ohioans, including your students, are higher than desired. In addition to the healthful eating described above, the Promoting Healthy Conversations project also has questions about activity. Combining good nutrition with activity will help reduce obesity rates for students, their families and staff members. It will also improve the health and attendance of everyone at your school. The questions on the wheel related to activity are in three categories: Why is being physically active important? How do you get started being active? How can you become more active?

Ann M. Connelly, MSN, RN, LSN, NCSN, is the Supervisor of the School Nursing Program at the Ohio Department of Health. You can contact her by calling 614-728-0386 or by email at ann.connelly@odh. ohio.gov.

Being physically active is important, according to the wheel, because it helps you sleep well at night, enjoy time with your friends, and feel better about yourself. The wheel recommends you become active by starting simple, doing an activity you enjoy, and finding a buddy to join you. To be more active, the wheel recommends that students take a nature walk, walk to the store and get the whole family involved. While your students may not be driving to work, they can encourage their parents to park farther away from the school or store. These easy activities can help everyone get active.

Become a Partner Schools can partner with the Promoting Healthy Conversations project. The project was started as a pilot in 2012, and the ODH is looking for partners to implement and provide feedback about the products and project. You can become a project partner by: • Using and disseminating the “Talk About It” messages and materials in your school and community. • Actively engage with your students, staff, and families about having these healthful conversations. • Promote participation of your students, staff, and families by asking them to set personal yearlong goals (or shorter for your younger students) to get active, eat healthfully, and nurture positive relationships. • Encourage your students, staff, and families to provide feedback about the project through ODH’s Facebook page. • Designate a school representative to provide feedback and evaluation on the project materials and resources. If your school is interested in partnering with the ODH Promoting Healthy Conversations project, please send an e-mail to Angela.mckinley@odh.ohio.gov or call 614-466-0320. We think you will find this project valuable as you encourage your students, staff, and families to embrace healthy lifestyles with these important conversations.

Spring 2013 w 41

Sorry

...We’re Booked You Don’t Have to Be Bad to Get Better: A Leader’s Guide to Improving Teacher Quality by Candi B. McKay

Are you looking for ways to help each teacher in your school improve no matter if the teacher is brand new, tenured, or somewhere in between? Candi McKay’s book offers many practical ideas to help every teacher realize you don’t have to be bad to get better. With the push for high quality education for every student, this book’s purpose “is to describe the attributes of school leaders that enable them to improve the quality of teaching and learning.” This six-chapter book was filled with tips, tools, ideas, checklists, and rubrics to facilitate change in educators. The chapters discussed how to lead change, how to create a culture of learning, what leaders need to know and do, what teachers need to know, how to have powerful conversations with teachers, and the role of the district office. The sections about key points and putting words into action sections at the end of each chapter are beneficial to understand how to put the ideas into practice. This quick, easy-to-read book challenged me to rethink my ideas about being an instructional leader and what student engagement means. After reading the first few chapters, I realized all too often my day becomes consumed with managerial tasks. If I believe teachers are the most important factor in student achievement, then my most important role must be to improve teacher quality. With the teacher evaluation changes soon to be implemented in all school districts, this book is a great read for any school leader. It will guide professional conversations that could enable change across a district. reviewed by Laura Porter, Principal, Holgate Elementary School, Holgate Local Schools

Supervision That Improves Teaching and Learning by Susan Sullivan and Jeffrey Glanz

In the fourth edition of Supervision That Improves Teaching and Learning, Susan Sullivan and Jeffrey Glanz stress the important role of supervisors in creating instructional change through collaboration. The authors particularly support the Reflective Clinical Supervision Cycle as the most powerful approach to supporting classroom teaching through focused improvement, collaboration, and individual analysis and reflection. The instructor and supervisor must have a constructive and supportive dialogue that creates positive learning environments for students. The authors clearly recommend that supervisors use principals for the reflective clinical supervision cycle even in a standards-based environment. Focused observations are key for teacher development. 42 w Principal Navigator

Sullivan and Glanz use a variety of charts, graphs, and organizers to support the reader in understanding the topics covered. They use case studies, review charts, suggestions for site practice, reflection questions, and sample scenarios to develop real world application. In the closing chapter, Sullivan and Glanz encourage readers to develop a personal plan that supports instructional improvement. The book is a great resource option for university instructors as well as aspiring and early career principals. The concrete examples and thoughtful reflections are powerful tools for readers who do not have significant experiences in the field of supervision. For veteran administrators the most useful tools include the observation resources available in the back of the book. Supervision That Improves Teaching and Learning, provides logical and practical strategies presented in an easy-to-read format. The text is well structured for practical application especially for future and early career educational administrators. reviewed by Angela M. Schaal, EdS, Principal, Fort Miami Elementary, Maumee City Schools

Culture Re-Boot: Reinvigorating School Culture to Improve Student Outcomes by Leslie S. Kaplan and William A. Owings

As we face the many changes in educational reform, school culture can be affected. School culture is what one experiences as they walk through the halls of our buildings. School culture is shown in how staff members work together and how educators relate to their students and parents. It also influences how much students learn and what teachers teach. Culture re-boot is about starting over to improve student and teacher performance. Are you considering a need to change the culture in your school? Then Culture Re-Boot: Reinvigorating School Culture to Improve Student Outcomes is a great book for you. This book is easy to read, with lots of information and resources to help revamp your school culture. Kaplan and Owings have written the book for both principals and teachers, to help them understand their school culture and also implement ways to promote student learning. In each chapter of the book the authors include content that emphasizes key aspects of school culture,

provides re-boot activities, and gives questions and surveys that are ready to use. The final chapter of the book is a road map and planning guide that pulls all the chapters together. The planning guide focuses on implementation for Years One through Five. In addition to these resources, the authors include additional activities to improve school culture by working with all stakeholders. I would strongly recommend this book, as it is an excellent resource on improving student outcomes by improving school culture. reviewed by Dolores Swineford, School Administrator, Lake Local Schools

Teaching Matters Most: A School Leader’s Guide to Improving Classroom Instruction by Thomas M McCann, Alan C. Jones, and Gail A. Aronoff

The authors present some very interesting ways of looking at the problems with our education system as really starting with the lack of quality of our instruction. This well-written book delves into identifying common instructional practices in schools, defining quality teaching, determining the quality of our teaching, exploring induction and mentoring practices, building appropriate professional development, making teacher evaluations meaningful, sustaining a culture of exceptional instruction, and facing leadership challenges. It introduces new ways of looking at old ideas and encourages a paradigm shift which puts student instruction at the center of improvement plans. But isn’t that what we’ve been saying all along? The authors find that “data mining” is dangerous to the success of our students because it is a distraction to our instruction. They call for administrators and teachers to move away from “accountability” and toward “responsibility.” (p.6) The authors also urge us to develop a coherent curriculum and scoff at research-based programs as being a “curriculum for dummies.” This certainly defies the common practices in schools and may be difficult for some districts to embrace. There are reflective questions and suggested action steps at the end of each chapter. I enjoyed reading this book and would recommend it for book studies. I would highly recommend it for districts that are struggling with the status quo and willing to make radical changes in their visions to provide exceptional instruction to their students. reviewed by Christi Eyerman, Principal, New Lexington Elementary, New Lexington City Schools

High Impact Instruction by Jim Knight

Have you ever wanted a handbook that pulled every expert, every idea, and every practical example in teacher instruction together into one place? In the book, High Impact Instruction, Jim Knight has done just that. He has taken the key elements of best practices for teaching and has compiled them into a format that should be on every educator’s desk for quick and easy reference. Knight operates off the notion that everyone wants to become better at what they love to do and should look for ways to improve their performance. As educators we hopefully fall into this category as well. ( I hope you have noticed I did not name teachers as the only educators that strive to be better!) This book really helps to recognize that administrators also are looking for ways to be better at evaluating what “great instruction” looks like in the classroom.

The book is strategically organized in three sections. The first section addresses Planning. These chapters offer strategies to guide teachers in creating lessons for successful learning in their classrooms. It is not just a cookie-cutter format. The chapters are written in such a way to help readers personalize the material. The section is entitled Instruction. After you have a guiding game plan, you put it into practice and adjust as you go. This section gives you five instructional practices that have been proven as research-based, high-impact practices. The author has compiled a great explanation along with examples that shares how the practice can be utilized in your classroom. Finally the last section deals with six strategies that create a great place to learn. This section is rightfully called Community Building. After you have all the great tools and planning in place, success does not happen until it is put into an action that reaps great results. Knight gives you the tools in this book to do that. Now before you say this is just another self-help book for teachers, let me tell you he has gone beyond just giving us a game plan. This book encompasses several user-friendly features. First, to help illustrate concepts, Knight includes QR codes throughout the book that link you to video shorts from the Teaching Channel or videos the author created using real teachers in the classroom. Every chapter finishes with a “Turning Ideas into Action” section. This area is divided into how it will look when implemented in the classroom for students, teachers, instructional coaches, and principals. In a time when educators seem to have so little free time, this is a wonderful reference guide. reviewed by Cindy VanScyoc, Shenandoah Elementary, Noble Local Schools

Failure Is not an Option by Alan M. Blankstein

Because this book is a third edition, I have to be honest in writing that I was skeptical this review would only benefit educators who already read the first or second edition of Failure Is Not an Option. After reading this most recent edition, I was pleased to know my skepticism was for naught. This book will help you build high-performing leadership teams across schools and districts by: • Sharing engagement strategies and capacity-building questions to help staff and students target meaningful goals. • Offering school leaders the Failure Is Not an Option (FNO) framework for action, which consists of six principles for building and sustaining a professional learning community that will result in a high-performing school. • Highlighting brief case examples and in-depth case stories, all drawn from the author/HOPE Foundation’s work with school leaders, schools, and districts to vividly illustrate concepts with which the reader will connect and show how to implement the six principles. • Giving numerous tools in the Resources section provide school leaders with concrete assistance in applying the six principles of the FNO framework for action. This book offers a framework for organizing successful initiatives already taking place in our schools. Discover why more than 350,000 educators have used this book to create schools that sustain success for every student. reviewed by Paul Gibbs, Principal, Glenwood Elementary, Rossford Exempted Village Schools

Spring 2013 w 43

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2 10 9 10 9 Principal Principal Teacher

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Medill Elementary

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Beechwood Elementary

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Administrator Be Heard!

Special thanks to the following individuals who served OAESA on a committee during 2012â&#x20AC;&#x201C;2013. Their interest and contributions to our committees were greatly appreciated by the association, the board of directors, and the staff. Interested in serving on a committee with your colleagues for 2013-2014? Go to www.oaesa.org and print off the available form from the homepage, complete it and fax/mail it to OAESA. Email notifications will be sent to those who sign up to serve on an OAESA committee for 2013-14. If you do not receive an email by June 1st please call Joanne Turner at (614) 794-9190. (If you served during 2012-13, you will need to sign up again in order to participate on a 2013-14 Committee.) Advocacy Committee Aretha Dixon Kenneth Bernacki Brian Burkett Gretchen Liggens Vicky Pease Stephen Seagrave Diana Smith Denny Thompson

Oakwood Elementary Robert C Lindsey Elementary Liberty-Benton Elementary Garfield Elementary Bloom-Carroll Primary Liberty Center Elementary Bombeck Family Learning Center Ohio Dominican University

Assistant Principal Committee Timothy Barton Alton Hall Elementary Jonathan Muro Madison South Elementary Amanda Albert Northmor Elementary Katherine Brecheisen Ohio Connections Academy Robert Buck III Wilson Elementary Douglas Higham Geo G Dodge Intermed School Mary Muckleroy Lakeview Intermediate Assistant Principal Award Interviewers D. Mark Jones Violet Elementary Tim Barton Alton Hall Elementary Katherine Brecheisen Ohio Connections Academy Assistant Principal Award Visitors Heidi Kegley Frank B Willis Intermed School Donna Ball Retired Central Office Concerns Committee Daniel Graves Columbus City SD Timberstone Junior High School Michael Bader M. Ellen Cahill, EdD ESC of Central Ohio Patrick Callaghan South-Western City Schools Joanele Hoce Tri-County North Local SD Paul Sallada Retired Communications Committee Donna Bishop, EdD Robyn Fette Jeannette Henson Deb Serdar Erin Simpson

Retired Hubbard Elementary Tussing Elementary Highland Elementary Overlook Elementary

Distinguished Principal Award Committee Barbara Werstler Geo G Dodge Intermed School Teresa Anderson High Street Primary Mary Hay Wright State U- Lake Campus Wilder Intermediate School Curtis Montgomery Laurie Parrish-Storm Retired

Elyria City SD West Geauga Local SD Liberty-Benton Local SD Cleveland Municipal SD Bloom-Carroll Local SD Liberty Center Local University of Dayton

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Columbus City SD Sylvania Schools Franklin Co ESC South-Western CSD Tri-County North Local SD

Hubbard Exempted Vill SD Pickerington Local SD Sylvania City SD Wadsworth City SD Twinsburg City SD Piqua City SD Piqua City SD (continued on page 50) Spring 2013 w 49

Distinguished Principal Award Interviewers Jeromey Sheets, EdD Cedar Heights Elementary Erin Simpson Overlook Elementary Roben Frentzel Jefferson Elementary Distinguished Principal Award Visitors Edison Middle School Perry Local SD Early Childhood Education Committee Teresa Snider Central Elementary Jana Alig Slate Ridge Elementary Carmen Chung Boulevard Elementary Melanie Conaway Western Reserve ES Lisa Garofalo Retired Heather Koehl Timberlane Learning Center Kathy McCorkle Vinton County Local SD Patricia Minrovic Miller Elementary Frances Rasmussen Early Learning Center David Rogers Lexington Elementary Diana Smith Bombeck Family Learning Center Hall of Fame Committee Kevin Gehres Dave Rogaliner Sue Brackenhoff Lisa Frasure Melissa Hackett Roger Havens Cheryl Montag Jay Parks Cynthia White

Van Wert Elementary Hambden Elementary Fairborn Intermediate Fairfield Co ESC Northwood Elementary Franklin Elementary J F Burns Elementary Retired Retired

Hall of Fame Visitation Committee Sue Brackenhoff Fairborn Intermediate Cynthia Brown Sauder Elementary Mark Mabry Walter Kidder Elementary Jason Orin North Nimishillen Elementary Kathleen Poe Timmons Elementary Paul Sallada Retired Overlook Elementary Erin Simpson Dolores Swineford Lake Middle School Denny Thompson Ohio Dominican University Carey Elementary Tammy Wagner Tamara Webb Mid-Ohio ESC William Wotring Matamoras Elementary Middle Level Committee Heidi Kegley Paula Englert Jodie Miles Carrie Sanchez Jon Way Barbara Werstler William White

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Willis Intermed School Etna Elementary Claymont Intermed School Port Clinton Middle School James Conger Elementary Geo G Dodge Intermed School Mt Vernon Nazarene

Lancaster City SD Wadsworth City SD Gahanna-Jefferson City SD Holmes County MRDD Vinton County Local SD Reynoldsburg City SD Shaker Heights City SD Western Reserve LSD (Huron Co) Northridge Local SD Vinton County Local SD Aurora City SD Butler County ESC Marlington Local SD University of Dayton Van Wert City SD Chardon Local SD Fairborn City SD Fairfield Co ESC Marysville Exempted Village SD Wadsworth City SD Kings Local SD

Fairborn City SD Jackson Local SD Brunswick City SD Louisville City SD Kenston Local SD Wadsworth City SD Lake Local SD Carey Ex Vill SD Mid-Ohio ESC Frontier Local SD Delaware City Schools Southwest Licking Local SD Claymont City SD Port Clinton City SD Delaware City SD Twinsburg City SD

Professional Conference Committee Elizabeth Johnson Eastport Avenue Elementary Howard Baum Retired Cynthia Brown Sauder Elementary Robyn Fette Hubbard Elementary Donald Guss Retired Heather Koehl Timberlane Learning Center Dan Major Retired Frank McCaw Retired Tony Piehowicz Retired Neil Ritchie Skyvue Elementary Jacqueline Schuenaman Retired Thomas Wallace Jefferson Primary Tricia Winkler Unity Elementary Stanley Zurowski Retired Retired Committee Donna Ball Michael Jolley Robert Kelly Laurie Parrish-Storm Tony Piehowicz Adda Porter James Roe III Carol Saunders Jacqueline Schuenaman Jane Sweeney Barbara Ward-Bovee William White Katherine Zachel

Jackson Local SD Hubbard Exempted Vill SD Northridge Local SD

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Retired Retired Retired Retired Retired Retired Retired Retired Retired Retired Retired Mt Vernon Nazarene Retired

Rural Small District Concerns Committee Stephanie Klingshirn Mississinawa Valley Elementary Janice Gearhart Westfall Elementary Kerri Gearhart Northwest Ohio ESC Neil Ritchie Skyvue Elementary Stephen Seagrave Liberty Center Elementary Barbara Ward-Bovee Retired Urban Concerns Committee Charita Buchanan Sean McCauley, Ed.D. M. Ellen Cahill, Ed.D. Angela Cook Frazier April Knight Brynn Morgan Stephen Perry Miranda Roscoe Lynn Saxton Cheryl Spain Tricia Winkler

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Jen Denny Jonathon Muro Barbara Werstler Tim Barton Robin Schmidt

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Interested in joining your national association? NAESP provides the resources you need to make an impact in your school, in your profession and in your life. Please visit http://www.joinnaesp.org to learn more about how you can play an important role in shaping your future and that of the schoolchildren in your community. Spring 2013 w 53

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