Principal Navigator Winter 2020 by OAESA

principal

Vol. 15 No. 2 • Winter 2020 • $9.95

Navigator the magazine of the Ohio Association of Elementary School Administrators

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EDUCATORS ON THE RISE

IN THIS ISSUE: ADMIN NEW YEAR’S RESOLUTIONS / ELEVATE: WOMEN ON THE RISE EVENT PREVIEW STUDENT WELLNESS AND SUCCESS FUNDS / VAPING PREVENTION / STRATEGIES FOR 2020

CELEBRATE!

- Assistant

“

you’re “ unstoppable!

I always leave the conference feeling excited and ready to try new things!

Principal, member since 2016

JUNE 15-17, 2020 at the

Professional Conference 2020

HILTON COLUMBUS AT EASTON

Today’s school admins have a monumental task, but together we’re up to the challenge! Celebrate all that’s right with educaƟon, boost your successes, and enhance your best pracƟces with colleagues from across Ohio.

FEATURING KEYNOTE SPEAKERS

PLUS

HAMISH BREWER

PROFESSIONAL LEARNING CLINICS

The taƩooed, skateboarding principal and author of Relentless

by colleagues and community resources

SAYANTANI DASGUPTA

NETWORKING

Pediatrician and award-winning author of The Serpent’s Secret

Share, learn, play, & grow!

TRADE SHOW

Shop the latest products and services for your school

JIMMY WAYNE

Award-winning country music arƟst, foster care advocate, and author of A Walk to BeauƟful

“

Keynote speakers were outstanding! Breakouts were meaningful and diverse.

SUBMIT YOUR CLINIC PROPOSAL! Visit www.OAESA.org/unstoppable2020 to submit your clinic proposal by January 15, 2020.

- Principal, member since 2013

principal navigator

MEMBERS/STAFF of MEMBERS: $349 NONMEMBERS: $624 (includes membership) ONE-DAY RATE: $199 RETIREE RATE: $249

Use ScholasƟc Dollars earned at your school book fairs toward the cost of registraƟon!

Executive Director’s Exchange Elevate: Educators on the Rise

appy 2020! It’s the start of a new decade and in this issue, Elevate: Educators on the Rise, our contributors share how they elevate the profession, practice, and people around them. To me, three consistent themes seemed to emerge from the authors’ submissions: selfperception, intentionality, and mentoring and learning from one another. This trifecta seems to capture how our colleagues elevate themselves and others to be the best version of themselves. How do we perceive ourselves and others in our profession? Jane Myers believes that what we do as educators matters, and she shares her efforts to champion our profession in four specific ways. Julie Kenney suggests that self-perception often comes from self-reflection. She offers us concrete strategies and motivation to carve out a small piece of the day to reflect by journaling. “While journaling, your left brain is busy, which frees up your right brain to create, feel, perceive, and conclude the day’s events.” I believe this will lead to greater self-perception. Danielle Wallace writes that it took her several years to recognize that as a teacher, she was a leader. She had fallen into that trap of thinking, “I’m just a teacher,” until her principal expanded her self-view by expecting BIG things from her. After you read her story, ask yourself, “How do I inspire myself and others to be the very best we can be in our current roles? How do I imagine myself or others in different roles, and how can we aspire to go to the next step and opportunity? Who can assist me with this?”

mentors throughout my career. Luckily, they emerged at various growth points throughout my professional and personal life. Who have been yours and who have you mentored? Who could you mentor? Dr. Paul Young shares his goal of mentoring principals for success and his mantra has been to “find five and help them thrive.” It is great that he is continuing that to this day with both principals and teachers. Dr. Tammy Elchert shares that “we rise by lifting others,” and she writes about elevating those whom we serve. Dr. Julie Willoughby illustrates a leader’s role in facilitating others’ aspirations as she shares her district’s continuous improvement work. Her article helps us distinguish between research-based and evidence-based strategies, as she takes us through their journey thus far. In her article, Dr. Rachel Jones shares one of the most impactful experiences of her professional career. She and her new assistant principal had a very unique office arrangement and made the best of it. Actually, it was the office arrangement that probably made it the best experience: “He has seen me lose it. I’ve seen him lose it. That is a mentor-mentee relationship like no other.” Her story is a great example of educators working together to elevate themselves, and each other, while having a great time and learning experiences throughout!

“I make it

my business to lift as I

I would answer the above questions by saying we have to be intentional. We can’t just hope something happens. I loved this quote from Carrie Sanchez: “We (principals) live on heavily populated islands, and we find ourselves very alone amidst the throngs of countless humans. It is perplexing to feel so alone when there is never a moment of peace or solitude, and yet, here we are each and every day.” How do we survive this? Carrie, and others, suggests being intentional. She illustrates ways to intentionally grow, intentionally think, and intentionally connect. And, don’t miss her personal story about intentional gratitude.

Matt Bradley challenges you to “be a learn-it-all” not a “know-it-all” and provides concrete ways to accomplish just that. He includes both reading and podcast lists as resources for us, and he made me ask myself if I am a bus driver or a taxi driver. See which one you are!

climb!”

Dr. Mary Crabtree’s article is all about intentionally using data to elevate both teaching and student learning. She grew when she realized that data was not just for collecting but for using to facilitate a change in thinking, practice, and results. And, back to Danielle Wallace, who writes that after the conversation with her principal, she began to intentionally plan for the future and “become intentional about who would have access to my sphere of influence.” Intentionality appears to be a necessary component for elevating. I guess you can’t just “hope it happens.” A third theme that was consistent from our authors was the magic of mentoring and learning from one another. I have had many “unofficial”

In closing, I want to draw your attention to the section which highlights each of our speakers for the upcoming OAESA’s ELEVATE: Women on the Rise conference March 4-5, 2020 in Dublin, Ohio. This event is a personal mission for me, and I want to extend a special invitation to each of you to attend. This is the event for you if you want to: 1. Support, encourage, and champion women across all levels—from the girls in your classrooms to women across your school community; 2. Develop a strong network of connections, advocates, and meaningful relationships; or 3. Learn from successful women how they’ve identified and overcome barriers and biases. I’ll end with another quote from Danielle Wallace: “I make it my business to lift as I climb!”

Julie Davis, Ed.D. OAESA Executive Director winter 2020

elevate

EDUCATORS ON THE RISE In this issue

ELEVATE: Women on the Rise Event Preview

Build Your Tribe with Books

Looking at 2020 and Beyond with 20/20 Vision

Marie C. Ward, Ph.D. Paul G. Young, Ph.D.

Finding a District Strategy That Works 22 Julie Willoughby, Ph.D.

Be a Learn-It-All 24 Matt Bradley

Rise Above: Elevate Your Practice with Journaling 26 Julie Kenney

Shared Space: In a Tight Space, Elevate 28 Rachel Jones, Ed.D.

Preventing School Violence 30 The Office of Ohio Attorney General Dave Yost

Elevating the Profession 34 Jane P. Myers

Lift as You Climb 35 Danielle Wallace

Elevate with Intention 36 Carrie J. Sanchez

Elevating Teaching and Leading with Data 38 Mary L. Crabtree, Ph.D.

Education Needs an Abundance Mentality 39 Tammy Elchert, Ed.D.

A Review of Ohio Principals Month 42

principal navigator

In every issue table of contents

ABOUT THE PRINCIPAL NAVIGATOR EDITORIAL SERVICE TEAM & READERS Natalie Buchanan, Cambridge City Schools Julie Kenney, South-Western City Schools Nick Neiderhouse, Ed.D., Maumee City Schools Katie Nowak, New Albany Plain Local Schools Cathryn Rice, Xenia Community Schools Dan Sebring, Bay Village City Schools Jeromey Sheets, Ed.D., Lancaster City Schools Erin Storer, Forest Hills Schools Tammy Elchert, Ed.D., Carey Exempted Village Schools Paul Young, Ph.D., retired Stephen Zinser, retired

Executive Director’s Exchange

OAESA Board of Directors

Highlighting an OAESA Hero

SAIL for Education

From the Desk of our Associate Executive Director

OAESA’s Second Annual Reading Summit

Health Matters

ELEVATE: Educators on the Rise Dr. Julie Davis Our 2019-2020 Board

Cathryn Rice, 2019-2020 NAESP Representative, OAESA Executive Board

Going outside of the box building Mark Jones

Photos from OAESA’s 2019 annual professional conference

Awareness and prevention for tobacco and e-cigarette use by students Amy Gorenflo

Legal Report

Legislative Update

OAESA/SAIL STAFF Julie Davis, Ed.D., Executive Director Mark Jones, Associate Executive Director Nancy Abrams, Business Manager Michelle Burke, Executive Administrative Specialist Melissa Butsko, Graduate Program Specialist Rebecca Hornberger, Ph.D., Department Chair, SAIL for Education KT Hughes Crandall, Communications and Project Manager Mary Mitton-Sanchez, Editor, Principal Navigator, and Multimedia Specialist

Mentoring focuses on school improvement Dr. Robert F. Schultz

EDITORIAL POLICY Unless otherwise noted, all articles published in the Principal Navigator become the property of OAESA and may not be reprinted without permission from OAESA. The articles published in the Principal Navigator represent the ideas and/or beliefs of the authors and do not necessarily express the views of OAESA.

New Year’s resolutions for administrators Dennis Pergram Student Wellness and Success Funds: What’s the administrator’s role? Barbara Shaner

Advertising inquiries should be directed to OAESA by phone at 614.547.8087 or by emailing info@oaesa.org.

The Chalkboard News from the Association

We’re Booked

Welcome OAESA’s New Members!

The Principal Navigator (ISSN 1088-078X) is published three times per school year by OAESA, 445 Hutchinson Ave., Suite 700, Columbus, Ohio, 43235. Subscriptions are available only as part of membership. Periodical postage paid at Columbus, Ohio, and additional mailing offices.

Members’ reviews of the latest, greatest books for principals and students

OAESA is affiliated with the National Association of Elementary School Principals (NAESP).

INTENTIONALLY C

NNECT

EFFECTIVELY DEVEL PASSIONATELY

DVOCATE

Look for these symbols by each article to denote the aspect of our mission that the article reinforces.

POSTMASTER Send address changes to: Principal Navigator 445 Hutchinson Ave., Suite 700 Columbus, Ohio 43235

winter 2020

OAESA’s 2019-2020

Board of Directors PRESIDENT

PRESIDENT ELECT

Gretchen Liggens

Abbey Bolton

Walton Pre-K–8 School Cleveland Metropolitan Schools gretchen.liggens@clevelandmetroschools.org

Davey Elementary Kent City Schools abolton@kentschools.net

ZONE 1 DIRECTOR

ZONE 2 DIRECTOR

Ryan McGraw

Executive Board PAST PRESIDENT

NAESP REP

Erin Simpson

Cathryn Rice

Overlook Elementary Wadsworth City Schools esimpson@wadsworthschools.org

Zone Directors ZONE 3 DIRECTOR

Minford Elementary Minford Local Schools rmcgraw@minfordfalcons.net

Danielle Wallace

Winton Woods Primary South Winton Woods City Schools wallace.danielle@wintonwoods.org

Sue Brackenhoff, Ph.D.

ZONE 6 DIRECTOR

ZONE 7 DIRECTOR

ZONE 8 DIRECTOR

Kesh Boodheshwar

Alexandra Nannicola

Susanne Waltman

Huntington Elementary Brunswick City Schools

kboodheshwar@bcsoh.org

principal navigator

Central Elementary Champion Local Schools alexandra.nannicola@championlocal.org

Office of Curriculum & Instruction Fairborn City Schools sbrackenhoff@fairborn.k12.oh.us

Strausser Elementary Jackson Local Schools sew2jc@jackson.sparcc.org

Tecumseh Elementary Xenia Community Schools cpettic@gmail.com

FEDERAL RELATIONS

Katie Nowak

New Albany Intermediate School New Albany-Plain Local Schools nowak.3@napls.us

ZONE 4 DIRECTOR

ZONE 5 DIRECTOR

Jane Myers

Tammy Elchert, Ed.D.

ZONE 9 DIRECTOR

ZONE 10 DIRECTOR

Defiance Elementary Defiance City Schools jmyers@defcity.org

Natalie Buchanan

Garfield Administrative Center Cambridge City Schools

natalie.buchanan@cambridgecityschools.org

Carey Elementary Carey Exempted Village Schools telchert@careyevs.org

Jessica Rardon

Hilliard Tharp Sixth Grade School Hilliard City Schools jessica_rardon@hboe.org

OAESA needs county representatives and district liaisons. Is your district represented?

Zone Map

Contact your zone director or email info@oaesa.org to find out more information about this opportunity. Sign up to be a district liaison online: oaesa.org. membership/ district-liaison

Board Representatives CENTRAL OFFICE

ASST. PRINCIPAL

MINORITY

Bob Buck

Joy Oâ&#x20AC;&#x2122;Brien

Felecia Evans

Office of Teaching and Learning Forest Hills Schools bobbuck@foresthills.edu

Mercer Elementary Forest Hills Schools joyobrien@foresthills.edu

Lander Elementary Mayfield City Schools fevans@mayfieldschools.org

MIDDLE SCHOOL

CLEVELAND DIST.

COLUMBUS DIST.

Carrie Sanchez

Audrey Staton-Thompson

Andrew Smith

Port Clinton Middle School Port Clinton City Schools csanchez@pccsd-k12.net

Office of Contract Implementation Cleveland Metropolitan Schools audrey.staton-thompson@ clevelandmetroschools.org

Valley Forge Elementary Columbus City Schools ansmith@columbus.k12.oh.us

winter 2020

Elevating the Principalship a Q&A with NAESP Rep and OAESA Executive Board Member

Cathryn Rice Tell us about your background and current position. I began teaching 4th grade in 1997 as a member of a seven-person team. Over the course of the next decade, I also taught 3rd grade and spent two years as a reading specialist working in Kindergarten and first grade. I transitioned to administration as an assistant principal in the district where I taught. After several years as an assistant principal, I took my first principalship in a (then) K-6 building. I was a principal there for four years before taking a position as a Director of Student Achievement for a year. Being away from students made me realize that my passion is working closely with students, families, and teachers. So, after a year, I made the decision to return to the role

principal navigator

of principal. I was hired by Xenia Community Schools in July 2016, and I am currently the building principal at Tecumseh Elementary, a K-5 building. What is your school climate like? Our school climate is a caring and positive environment that prioritizes our students’ needs, both academically and emotionally. My staff is incredibly talented and have a tremendous work ethic. They have had a lot of leadership changes over the years, but I’m grateful to bring them some stability and continuity. I think this has also helped our families and our community. What do you view as your most important contribution to the day-to-day operations of your building?

A sense of humor is the most important contribution I bring. Each day is a new day, a fresh start and a new opportunity…but we also have to keep our sense of humor about us. If we interviewed your staff, what are three words they’d use to describe you? It would depend on who you would ask – HA! I would hope they would say knowledgeable, professional, and funny, but not necessarily in that order. Congratulations on serving on the OAESA Board as our NAESP Rep. Tell us about your experience on the board. How long have you been on it? Why did you join? I have loved serving Ohio’s principals as part

of the OAESA Board for the last five years. Service on the Board has provided me opportunities, connections, and relationships that would not have happened otherwise. I have grown professionally and been introduced to Twitter among other professional resources through my service with OAESA. By having a variety of experiences, I believe I can not only share perspectives of principals from my area of Ohio but also positively influence other principals and future principals. I joined OAESA as an opportunity to learn more about the profession when I was a beginning principal. I was “hungry” to learn more about the role and how to “do it well” beyond what I learned in my coursework. What are some of your goals in your new role as NAESP rep? My NAESP goals include ensuring that all of Ohio’s principals are aware of this resource and the many tools available to them, advocating for all of Ohio’s principals on a national level for the complex work we do daily, and growing NAESP through new membership.

I can (usually in the summer) and I read, read, read! Beyond this, I learn from the administrative team in Xenia, but also through Twitter and my colleagues on the Board and around the state. The connections and relationships I have made are invaluable resources. I provide opportunities and resources to my staff as much as possible and provide professional development conference opportunities outside of our district whenever I can. We look at data and reflect on practices on a regular basis, but the value is in challenging the “way we have always done things” mindset and having collaborative conversations.

“My advice would always be to continue to be a learner and to never take anything for granted.”

This issue focuses the concept of elevating your practice. How do you work to elevate your practice, as well as the practices of your staff ? Also, how do you work to elevate your students? I grew up in a family where being “the best you can be” was the expectation. If I gave something (school work, athletics, chores) my best effort, then I did well for the day. I would say this carried over and holds true for how I parent my own children, and how I taught the many students I had over the years. I always want children to cultivate a positive work ethic and to always try their best. Additionally, I have memberships to other professional organizations, such as ASCD. I attend conferences whenever

For students, it’s giving that high five, hug, fist bump, and knowing what the students are working on and how they are doing. Could you share any advice or words of wisdom for those who might be considering an administrative role? Why should they make this professional leap to administration?

My advice would always be to continue to be a learner; never take anything for granted, and understand that time management is a critical skill to the role. I love being a principal when you’re in the right environment, you can support teachers and students. I also think it’s crucial to carve out personal time and space for yourself. I’m working on my Hen Den as a space where I can relax, read, decompress, and spend time with my pets. The principalship is such a complicated position, and we need more people in the role who have a passion for helping kids and supporting teachers. It’s also important to diversify your experiences so you are able to help kids from all different environments.

Highlighting an OAESA Hero! THE BASICS FAMILY MEMBERS? Husband Kevin, 1 son (23), 1 stepdaughter (13) PETS? We are the Brady Bunch of animals: 1 Golden Retriever, 1 English Mastiff, 1 cantankerous cat, 2 kittens. YEARS IN THE CLASSROOM? YEARS IN ADMINISTRATION? 11 in the classroom, 12 as an administrator EMERGENCY DESK FOOD? Kind Bars and water PERSONAL MANTRA? This is the day the lord has made, let us be glad and rejoice in it. Every day is a new day. FAVORITE DOWNTIME ACTIVITIES? Traveling, binge watching The Office & Law and Order SVU & Seinfeld, reading. UP NEXT ON YOUR BUCKET LIST? Travel to Alaska. WHAT WERE YOU LIKE AS A STUDENT? Very quiet and shy through middle school, but then sports brought me out of my shell. I was a super nerd who happened to be athletic. FAVORITE OAESA EVENT? Professional Conference

winter 2020

Mentoring Focuses on School Improvement BY ROBERT F. SCHULTZ, ED.D.

n the second installment of this two-part series on mentorship, we will explore the profound impact principal mentorship has on growing strong and effective future building leaders. In the fall we examined mentorship research and heard from voices in the field. In this issue, we will delve into how mentoring can elevate not only the mentee’s practice, but also that of the principal mentor. The roles and responsibilities of principals are complex, and leadership often feels like a lonely journey, especially for those new to the leadership role. In the high-stakes accountability world of principal leadership, there is a need for continuous growth in knowledge and skills to improve practice. An important avenue for leadership development is principal mentorships. Some mentorships occur naturally while others must be planned and implemented; but, to be successful, the mentorship practices must have certain characteristics. Principal Mentorship Requires Good Communication The most powerful aspect of principal mentorships is excellent communication including good listening skills and an ability to understand others. A keen knowledge of the organization is required and an ability to navigate through the various bureaucracies is necessary. Whether the mentor and protégé are in a large city district or small rural setting, the mentor must bring local knowledge into the relationship. In a larger district, understanding the various roles and responsibilities (superintendent, assistant superintendent, various directors, divisions, etc.) can prove critical for the protégé to get things done. This understanding is equally important in a smaller district where knowledge of the structures of power and decisionmaking are key to building relationships and navigating the local environment. The mentor’s ability to help the protégé navigate the district environment will set the tone for their relationship. However, once the new administrator is acclimated to the role, the mentor should quickly move beyond survivorship and focus on building capacity for growth in student and adult learning.

principal navigator

Strategies for Developing Aspiring Leaders Aspiring leaders generally need to understand the importance of building relationships with staff and students, as well as parents. Early in the mentoring process the mentor should engage the protégé in discussions about getting to know the school community. A good strategy is to engage in walk-throughs, participate in lunchroom or recess duties, and actively participate in bus duty. Walk-throughs communicate the importance of instruction to faculty and allow for a quick assessment of the learning environment. These informal devices let teachers know that you value their work. Lunchroom and recess supervisory duties provide opportunities for meeting students in an informal setting. Use these occasions to learn students’ names and interests. Bus duty allows you to be seen by parents and even to make some acquaintances. To be sure, it is about ensuring that students arrive and depart safely, but moreover it is about building relationships that can prove beneficial to your leadership practice. In addition to relationship-building practices, mentors help new school leaders demonstrate a priority on student and adult learning. To supplement walk-throughs, the protégé can be encouraged to engage faculty in a discussion about the characteristics of a professional learning community. The notion that “we are all learners” can be communicated through faculty emails, staff meeting agendas, professional development, and informal discussions. As a leader it is important to think about your communication as a way to share your values. If you talk about curriculum and instruction, you are communicating that you value those things as important. If you emphasize the use of multiple sources of data as diagnostic tools, you let teachers know that data are important for you. If your conversation is limited to student discipline, you are sharing a different value with your staff. Mentors can help protégés surface the importance of student and adult learning in the community. Perhaps the most powerful strategy that a mentor can share with a protégé is that of purposeful reflective practice. Reflective practice

is the deliberate examination and critique of one’s behaviors and experiences in order to gain new insights. In the fast-paced world of school leadership, it is easy to get caught up in the urgent tasks of the day and to miss the importance of periodically analyzing one’s own progress and setting short and long range personal/ professional improvement goals. A trusted mentor is in the perfect position to support the protégé by increasing understanding of the importance of reflection as an improvement strategy. The Positive Impact of Mentorship on a School For a new administrator, having a mentor can represent the difference between a positive entry experience and one that is unsatisfactory. As a professor who prepares emerging leaders for the role of school administrator, I see both positive and negative examples of mentoring. One positive example occurred in a small rural district where mathematics test scores for grades 3-6 remained flat or trending slightly downward over the past several years. Over the yearlong effort of providing frequent formative assessments, targeted staff development, and significant support and guidance from the mentor, student achievement improved by over ten percent. Just as important as the improvement in student achievement was a sense of accomplishment and empowerment for the staff that they could positively affect student achievement. As a result, the project continued into the 2019-2020 school year with more academic gains anticipated. Mentoring Provides Growth Opportunities for Mentor and Protégé As a mentor and lifelong learner, it is important to understand that mentoring is not a one-way street. While great benefit accrues for the protégé, the mentor also benefits. The give and take of a successful mentoring relationship requires the free flow of information. While the mentor enters the relationship with local knowledge and professional experience, the protégé comes with recent academic training and good understanding about how schools work. It is up to the mentor to encourage thinking and problem solving as a team. The most successful mentoring relationships occur when the mentor and protégé develop rapport that allows for a free exchange of ideas where both benefit. The Role of Mentoring in Leadership Development

Get Your FREE Book Today! Leader in Me helps schools build a framework that supports interventions like PBIS, and introduces new, valuable social-emotional learning content for students, staff, and administrators. For a complimentary Leader in Me book, please contact Adriana Berger at Adriana.berger@franklincovey.com or 614-580-7449.

University preparation programs (like SAIL and Concordia University Chicago) can provide the administrative candidate with a wealth of information about leadership theory and practice. Through assignments, projects, and simulations the candidate can develop a good feel for the roles and responsibilities of school leadership. However, moving that knowledge into practice is best accomplished through the guidance of a trusted experienced and successful mentor. Dr. Robert F. Schultz received his doctoral degree in organizational leadership from Nova Southeastern University in 2006. He earned his bachelor’s and master’s degrees from Bowling Green State University. He spent many years serving as an administrator in rural and suburban districts. Since retiring from public education in 2005, Dr. Schultz has continued to teach, develop courses, and direct seminars on leadership. fall 2019

FROM THE DESK OF OAESA’S

Associate Executive Director Going Outside of the Box Building As the Instructional Leader, you must model and champion the Learning Process.

BY MARK JONES

hear it all the time. I hear it from every area of the state. I hear it from novice and veteran school administrators alike.

“This job has gotten so demanding, I don’t think I can keep up.” “I spend hours and hours every day at school, solving everyone else’s problems, but I don’t feel like I ever get to do my work!” “Nobody else in the building even understands all the responsibilities of my role.” Without a doubt, the expectations for school administrators have never been higher. Whether it is academic accountability or school safety, most principals feel as though they have the weight of the world on their shoulders. And they worry something will happen at school, completely beyond their control, that will cause them to look careless or incompetent. I suppose the fact that I hear this all the time should offer you each some degree of comfort, knowing that you clearly aren’t alone in feeling the burden of such a demanding job. But let’s face it, you can’t be everywhere at all times. To expect that you should solve every problem as they arise, or proactively prevent them from occurring in the first place, is not only unfair, it is also completely unrealistic.

and students

that you value

the learning process

You have just a few more opportunities this school year to take advantage of our PD. For example, in March, we are hosting our first-ever ELEVATE: Women on the Rise conference. This event will highlight not only the unique challenges which our female leaders face, but also reveal the unique talents which they bring to the role as well. To wrap up the school year, our annual conference in June is a can’tmiss experience, packed with dozens of clinic sessions designed by your peers, along with inspirational keynote speakers who will help to recharge your motivation and passion. This year’s conference theme is “CELEBRATE: You’re Unstoppable!” It will send you into the summer with dozens of ideas for making next school year the best ever!

and that you are

making your own

professional growth a priority.”

I’ve always believed the best way to get the results you want from others is to model the behavior you expect. So, since you are in principal navigator

Just how can you demonstrate your efforts at ongoing learning? Hmmmm. If only we had an organization whose mission involved providing high-quality professional development for people like you. Well, you’re in luck! To borrow a popular tagline from the insurance industry, we’ve got you covered. Naturally, this will involve a little time and commitment from you and your district. But if developing skilled school leaders was easy work, then everyone would be doing it!

“Show your staff

Let’s be clear. I’m not advocating you go through your day with a cavalier attitude about the legitimate concerns of others, but I am suggesting that you work at keeping things in perspective. Here’s a simple truth: if your school organization would collapse without your nonstop physical presence, then you haven’t built a very resilient operation.

charge of a learning institution, it only makes sense that you should be viewed as a champion of the learning process. In other words, your staff and students should regularly see you engaged in the act of learning. And, you shouldn’t feel the need to apologize for making your own professional growth a priority.

So, the idea is simple. Show your staff and students that you value the learning process and that you are making your own professional growth a priority. Be the role model for the attitudes you hope to instill in others. We hope you will join us soon!

Lead Serious Change We invite you to join a select national network of experienced leaders through an intensive, cohort-based, 3-year doctoral program in educational leadership. The MID-CAREER

DOCTORAL PROGRAM IN EDUCATIONAL LEADERSHIP brings together diverse leaders from across the nation, and from all sectors of PreK-12 education. They meet in Philadelphia for one weekend per month and one week each summer while continuing to work in their distinctive home communities.

• Top Ivy League faculty, leading national practitioners • Practitioner and inquiry-based approach • Cohort-based program • Access to writing, research and quantitative methods coaches, plus professional mentor • All-inclusive tuition: materials, meals, accommodations • 80% alumni engagement • Lifetime access to program supports APPLICATION DEADLINE – FEBRUARY 1, 2020

midcareer.gse.upenn.edu 215-746-6573 CON TACT US MCPROG@GSE.UPENN.EDU FOL LOW US @MCDPEL

fall 2019

Women and men are invited to attend OAESA's first conference celebrating, developing, and elevating women in educational leadership. Elevate: Women on the Rise is an event for ANYONE who wants to support, encourage, and champion women across all levels; develop a strong network of connections; and work to overcome barriers and biases.

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principal navigator principal navigator

Humorist, corporate trainer, and motivational speaker

As a professional speaker for more than 20 years, there are always events that I’m over-the-top excited about and “ELEVATE: Women on the Rise” is one of them! Drop whatever you are doing and get registered for the March 4th event. Heck, men, you're invited, too! My keynote presentation is, “Carpe Chaos: How to Get Along, Get it Done, and Have More Fun!" Seize the chaos! Life is messy. Change can happen. There is never enough time. Well, it is time to take back your power and own your life! It doesn't matter what happens to you. What does matter is your response. What have you done to take care of YOU lately? It is time to Carpe Chaos! Seize your time, seize your energy, and take the reins so you can be the boss of your life. Audience Takeaways: -How to create a better day with more energy -Reframe and refocus difficult situations -Get creative problem-solving techniques -Discover how to have less stress and more fun Educators have a special place in my heart. I come from a long line of teachers and I’m honored to bring you hot tips and strategies to achieve the best in your personal and professional life. You'll leave feeling charged up, motivated and excited to get back out there and work your magic. Oh, did I mention the laughter? Yes, there’s going to be a lot of that, too!

Founder & Executive Director of Ruling Our Experiences (ROX)

Despite the high representation of women in K-12 education, we are still struggling with equity at the highest levels. As the prestige, power and pay of the position get higher, the percentage of women gets lower. Let’s talk openly about the personal, social and systemic challenges that contribute to this disparity and determine how we can make individual and collective efforts to chart the path that is right for us and that is right by the girls who are looking to us as role models. As a researcher, educator and counselor, I think it is rare that we, as women, have the chance to have these difficult, raw and authentic conversations with one another and with our male colleagues. When we have the chance to share and connect in meaningful and intentional ways, we can truly inspire change. That is why I wanted to be part of this event!

Speaker, social justice and advocacy coach, author, and attorney

Let’s start this out right. Say this out loud: I am courageous. I am resilient. I am an over-comer. I am determined. I am a powerful educator, born to make a difference in a young person’s life. Students today need educators who can stand up to the face of fear, to have bold and difficult conversations, to lead with courage and hope, and to do the uncomfortable work of demanding change from the inside out. But first, educators must Rise Up and Conquer Their Deepest Fear. In this session, attendees will learn how to: -Own their power (their gifts) by embracing their personal story, -Commit to a daily practice of self-care, emotional intelligence, and how to be aware of their biases, -Rise above every difficult circumstance by training their thoughts, and -Be an advocate for care, hope and compassion for others, to influence change. Having grown up through many adverse childhood experiences, Diana intimately understands the importance of self-care and emotional intelligence. After spending years fighting for equity and social justice as an attorney, and after publishing her memoir, Inspiration in My Shoes, Diana created the RISE program to help educators and students rise above their circumstances, push past trauma, and exemplify resilience, and create relationships. Diana spreads her message of inclusivity, emotional well-being, and cultural competency across several Ohio school districts, and she is set out to spread her program across the country. Diana’s mission is to help people care for and connect with themselves so they can effectively care for and connect with others.

Executive Director of All4Ed, Former Ohio Superintendent of Public Instruction, Former US Assistant Secretary of Education

Join Deb Delisle and our own Executive Director Dr. Julie Davis as they share their lessons of leading. The conversation and interactive activities over the course of the session are designed to bring out the best in your leadership style. Together, we'll maximize the energy and talent in the room to set forth your personal plan of action as you go forward on your leadership journey.

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Julie E. Kenney, South-Western City Schools She was a successful elementary school principal with 18 years of experience under her belt when three unexpected life changing events threatened to not only derail her career, but change her life forever. In this emotionally charged session, learn how one woman went through a devastating divorce, a life-threatening injury, and the miraculous birth of her son all while trying to hold her high-stakes, high-stress career together over the course of one school year.

Kelly Rivers and Angie Thompson, Whitehall City Schools When one school's office leadership (entirely made up of women) opened the early literacy campus 3 years ago, they faced the highest poverty levels in Franklin County with less than 10% of Kindergartners entering on track. Come learn how their students were able to progress to 71% proficiency by the end of first grade.

Danielle N. Wallace, Winton Woods City Schools In this presentation attendees will identify and celebrate the women in their tribe. Attendees will learn how to find women to add to their tribe, how to eliminate those women who are no longer serving within the tribe, and how to contribute to someone else's tribe.

Carrie J. Sanchez, Port Clinton City Schools Who takes care of the principal? School leaders so often spend their energy and resources taking care of everyone BUT themselves. Women are TWICE as guilty of this and often don't realize the extent of their sacrifices until it is too late. This session will share tips and tools to increase efficiency and effectiveness, as well as how to lead 'tough conversations' that school leaders need to hear.

Kerri Templeton, Dublin City Schools How can you authentically be yourself in a profession that continuously gives and takes? Participants will explore their own authentic self and leadership style and learn how to naturally incorporate kindness, empathy, and purpose in alignment with that goal.

Cheryl M. Jones and Tayana Patterson, Columbus City Schools Based on school-turnaround best practices employed at East Linden Elementary, this session will focus on quick-win strategies to help promote building a strong school culture and improve high scholastic achievement in all student groups.

Malinda McReynolds, Milford Exempted Village Schools Based on learnings from Cincinnati Chamber of Commerce's "Building Cultural Competence" program, this session will share strategies and skills to build bridges across the cultural, political and social divides in our region and country. With the changing workforce demanding higher levels of cultural competence, the goal of this session is to enhance understanding of one's own worldview and cultural identity, including implicit bias, to help shift cultural perspective and adapt behavior and communication style to successfully accomplish positive work-related results.

Erin Storer, Forest Hills Schools From an unexpected fire drill to a challenging parent, educators are faced with a wide range of unpredictable events throughout the year. The purpose of this session is to provide a variety of tools and resources in order to build resilience and help to weather the storms. Learn strategies, exercises, and resources from the book Onward by Elena Aguilar, and the way in which Wilson Elementary has implemented a book study during the 2019-2020 school year to help increase and cultivate emotional resilience. You will walk away with a variety of resources to build your own resilience as well.

Kimberly Ministeri and Barry Ward, New Albany Plain Local Schools Self-care for you, your staff, and students is a priority. Help elevate your staff to be more effective by learning ways to recognize and reduce stress. In this session, educators will identify sources and signs of stress, learn recovery and prevention techniques, and most importantly, develop their own personal selfâ&#x20AC;&#x201C;care plan for managing stress and burnout. Additionally, learn strategies to teach students how to cope with stress in effective ways.

Aretha Taylor-Paydock, Taylor Leadership & Management Consulting Every woman, at some point in her career, wonders if she is good enough, if she is in the desired place and space, if she is effectively accomplishing her desired goals, and most of all, living her best life according to the plan of elevation she desires for herself. This session is designed to help women understand that inside of us is everything we need to be more than we ever thought we could be.

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Female Leadership in Action

Build Your Tribe with Books For the Fairfield County Women in Leadership book study group, the professional and personal benefits of having a tribe are infinite.

BY MARIE C. WARD, PH.D.

or approximately ten years I have had the pleasure of belonging to a “tribe” of women who are articulate, intelligent, caring, and determined in both their personal and professional lives. We all work in education, we all serve in leadership roles, and we all have struggled with the disparities that exist between the intentional and unintentional biases that exist in society between the roles, opportunities, and expectations afforded men and women. For many years my tribe has engaged in numerous activities to support and grow each other, including an annual spring trip away together.

Jodi and I agreed the book title was appropriate, especially when it was accompanied by Brown’s outstanding TED Talk, “The Power of Vulnerability.”

I am incredibly fortunate for these women. I have also been incredibly fortunate to have been raised by an incredibly strong woman, possess a strong sense of self, and had many people (mostly men, but some women) that have allowed me to rise up to various leadership positionsincluding being a school superintendent. My pathway to leadership was quite lonely despite the hurdles I have overcome.

At the start of this journey we were unsure of the interest or impact it would have with women. Throughout this journey we have learned that our group has filled minds, hearts, and souls. We are already seeing the impact and benefit of our work from some participant testimonials:

In recent years I had begun reflecting on the fact that every woman needs a tribe. In the spring of 2018 I connected with Jodi Ranegar, an administrator from a local district, regarding her love of reading, her desire to evolve herself, and her passion for creating a foundation to support the development of girls. She has since established the inspHER Girls Leadership Foundation, a nonprofit organization in Fairfield County. In addition, we discussed the need for a women in leadership network in Fairfield County. There are plenty of women in the field of education, but female leaders are scarce. At the 2018 Capital Conference, Jodi and I sat near the front of the stage to hear Academy Award-winning actress Geena Davis deliver the keynote address about her advocacy work on behalf of women and girls. She shared that regardless of the field, women tend to be represented in lead roles between 17-20% of the time. I quickly did the math for Fairfield County, Ohio, where I serve as the Educational Service Center Superintendent. In Fairfield County there are a total of 11 School Superintendents, two females and nine males. Districts are led by women 18% of the time in my community. Jodi and I left the session convinced that we needed to do our part to impact change. We decided to start by creating Women in Leadership professional/personal development opportunity focused on supporting the development of women in school leadership positions (e.g. directors, coordinators, principals), as well as those women who aspire to become leaders. Our first course focused on the book Braving the Wilderness by Brené Brown.

Our journey started with 14 women during our first book study. Our second course, focused on Brown’s Dare to Lead, included 24 women. This past fall we tackled Chip Heath and Dan Heath’s book, The Power of Moments. We’re already making plans for our fourth course to begin in January 2020.

“The book study opened my eyes to how simple positivity and doing little things can have a huge impact for others. I’m trying to plant the seeds of how powerful moments can be for students, parents, and colleagues.” -Christi Eyerman, Special Education Coordinator “Without this group, I would have never run for public office.” -Jen Sherman, Board of Education Member “Being a part of this book club has allowed me to share ideas and learn from amazing, positive colleagues. Having the opportunity to connect with other strong, caring women has helped me grow professionally and personally.” -Joey Conrad, 6th grade ELA teacher “The book study allowed me an opportunity to further my perspective on a multitude of leadership facets and provided me ideas on how to engage in an ever-changing landscape of education.” -Jennifer Blackstone, Curriculum Director “I underestimated the value this group study would bring to me when I initially enrolled. I knew I would love the book’s message and having the accountability of reading it with colleagues. What I didn’t expect is the personal impact and inspiration these women would provide while sharing their personal stories as it related to the book.” -Teresa Dempsey, Director of Learning & Leadership As you can see, our efforts through WIL are already having an impact in Fairfield County. WIL has been a great source of encouragement and inspiration for women to learn, share, and elevate one another. winter 2020

editor’s note editor’s note New decade. New year. New you. Propel upward in 2020 with focus and vision.

elevate EDUCATORS ON THE RISE

he nature of the school year is cyclical. And, after a couple of years in the classroom or administration, you might start to have the itch—the itch to grow, to try something new, to earn that advanced degree, to elevate your practice, to improve the practices of those around you, and to lift up the profession for those who aren’t lucky enough to work in schools and know what that takes. All of this is done in the name of elevating our students, schools, and communities. As schools and the practices inside of them continue to improve and evolve, it is essential that we tell that story to the public (who might be relying on perceptions from when they were in school), that we promote the profession, and lift up our colleagues. Whether you’re demonstrating an innovative teaching strategy during a staff meeting, tweeting a photo of a wonderful event your staff put on, or encouraging that young teacher with the spark in her eye to consider administration, it’s crucial that you continue to elevate education and educators. These days we keep hearing all about growth mindset, so as a leader in your school community, make sure you practice what you preach.

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Looking at 2020 and Beyond with 20/20 Reflective Vision BY PAUL G. YOUNG, PH.D.

ack in August, while meeting with a prospective member as part of my work with the OAESA Ambassador Program, I was asked why a retired principal would choose to remain a part of the professional association. My first thought was of my four grandchildren who are entering public schools in the suburbs of Chicago and Milwaukee. I explained how I intentionally choose to remain active and work to elevate the profession to support principals everywhere. If my professional efforts, even as a retiree, enhance the work of practicing principals, then perhaps indirectly my passion for serving principals will benefit Nora, Charlie, Evan, and Jack in important ways. Mentoring Principals for Success

development of highly effective mentoring partnerships in our state and national associations proved to be one of the most effective ways of recruiting, nurturing, and retaining new principals. I intentionally spoke with and encouraged capable young teachers to consider the principalship in their career paths. Today, my “five” (and more) are doing great work, and I take great pride in their success.2 They have a mentor for life — an advocate and caring friend who continuously encourages them to expand their knowledge and practice. Mentoring principals has proven to be a very effective practice and must be continued. Supporting principals requires a 20-20-year continuum of thought. Principals must understand the past to make sense of the future.

“My mentoring mantra is to ‘find five and help them thrive.’”

Twenty years ago, during my leadership tenure with OAESA and NAESP, our boards of directors realized the importance of mentoring new and aspiring principals. In 2002, NAESP identified six key leadership standards for what principals should know and be able to do.1 The following year, the Principals Advisory Leadership Services (PALS) Corps was started. That program has grown and evolved into the National Principal Mentor Program. Participants across the country rave that it continues to be one of the most influential professional development experiences, and the benefits from building strong interpersonal connections with colleagues across the country are immeasurable.

My mantra at that time was to “find five and help them thrive.” Like many principals of my generation, we were concerned about filling our positions when we retired with qualified, committed leaders. The

Recruiting, Preparing, and Retaining New Teachers

Just as I am passionate about elevating the work of principals, in the last decade I’ve worked to encourage and support young people in becoming teachers. I was fortunate to work as an adjunct professor for Ohio University-Lancaster and develop mentoring relationships with another “five” who already are or soon will be assuming instructional responsibilities in their own classrooms in southeast Ohio. I’m concerned about increasing incidents of teacher shortages in specialized areas and regions of the country. I believe that a principal’s best strategy to cope with impending shortages is to “grow your own.” If every practicing principal (and those of us who are retired) would identify five of the best and brightest individuals who would make outstanding teachers and encourage, support, nurture, guide, and advocate for them

1 See Leading Learning Communities: Standards for What Principals Should Know and Be Able To Do. Alexandria, VA: NAESP (2001). 2 See Mentoring Principals: Frameworks, Agendas, Tips, and Case Stories for Mentors and Mentees. Young, P. Sheets, J. and Knight, D., Thousand Oaks, CA: Corwin Press (2005).

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through their training processes, this collective practice would go far in reducing shortages. Improved forms of circular collaboration with colleges of education will help, as will the development of clubs and professional support groups for aspiring teachers in middle and high schools. But the development of comprehensive mentoring programs for aspiring teachers—for your school and district—will be your best return on investment of time, effort, and resources. Mentoring elevates thinking, improves professional practice, and generates positive outcomes for all participants. The Powerful Influence of Mentors My mentors helped me immensely. One of them, Jonn Simmons, an experienced principal in the district of my first principalship (Northern Local Schools, Perry County), visited me during my first day on the job. He informed me about OAESA and emphatically stated, “be sure to join both OAESA and NAESP – today! And, come this November, we will be attending the professional conference – together.” I heeded his advice, and I’ve never looked back. I’ve also tried to emulate his practice by recruiting new principals to join the association and inviting them to attend zone meetings and conferences together, as he did me. I frequently reflect on the significance of Jonn’s visit on my career path. I would likely have become an isolated and ineffective principal had I not listened to him.

how current issues would likely shape the future. Their ability to reflect and share 20 years of leadership experience helped equip me for the 20 years I would serve as a principal. They helped me develop a growth mindset long before Carol Dweck’s influential work on that topic captured educators’ attention.3 They supported me as I learned to: • embrace, rather than avoid, numerous challenges. • persist through, rather than succumb to, the obstacles and tough choices I needed to make. • put forth effort, expand my horizons, set goals, and think critically. • listen and accept, rather than ignore, their criticism. • feel inspired and benefit from the ideas, practice, and success of other principals. My mentors inspired me to aspire. Now, I want to help “my five” expand their thinking and mindset.

“The development Looking Ahead the 2020s unfold, principals will of highly effective As continue to experience change and reap many benefits of modernization mentoring and the rapid spread of information – assuming schools continue preparing partnerships in our newer generations of innovators in ways that enable them to succeed. state and national Research shows that one of the most powerful human influences is need to belong. Everyone needs associations proved the to find their family. Kids, parents, staff, and volunteers need to be one of the most teachers, That was 1986. I had bought an to experience a connection with electric typewriter so I could write school and the surrounding effective ways of your more effectively. Apple IIe computers community. Research details and the were the newest innovation. Jonn and I daily news reports the dangers of purchased some for our schools. Email recruiting, nurturing, social isolation. The new generation was emerging as a communication of principals must tackle the negative and retaining new outcomes of that issue. tool. As doctoral students, we spent hours in the Ohio University Library researching articles through ERIC Today, principals can connect, seek, principals.” (Education Resources Information Center), finding them in the archives, making copies, and writing papers without the wonderful digitized tools available today. We thought we were very accessible with our secretaries with wireless pagers. Together, mentor and mentee worked as a team to provide for our staffs and promote innovation. What unimaginable advances will current principals experience in the next 20 years? Mentors Elevate Thinking My mentors (many throughout Ohio who were connected with OAESA and NAESP) helped me make sense of job-embedded challenges by sharing their experiences. They knew what had happened before I’d become a principal, what had changed, and

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and find information anywhere and anytime using various forms of social media. There are many advantages for using digital forms of communication. OAESA will address your professional needs in that way. But human beings also need face-to-face contact. You will expand your thinking more effectively when you interact with others who do the same work. If you are reading this, you’ve already received important member benefits from your association in print and digital forms. But your best support will develop by intentionally choosing to connect, face-to-face, with your peers. Call a colleague, especially one who hasn’t joined OAESA, and attend a zone meeting, get involved with a service team, and plan to learn with hundreds of principals at the annual conference. Your intentional effort to connect will pay great personal and professional rewards. I hope to continue experiencing tremendous advances for schools

3 Dweck, C. (2006). Mindset: The New Psychology of Success. New York: Ballantine Books/Penguin Random House.

and principals in the 2020s and beyond. I want to keep up. I want to learn. More than anything, I want to share with aspiring teachers and principals how my generation learned, experienced, adapted, reacted, and led changes that have elevated the profession to the point it is today and how that experience will help prepare you for the future. My colleagues, such as those in the OAESA Ambassador Program, intentionally choose to be your advocate and connect you with the supports you need. As retirees, we have more time to do that now than ever before. Some from my generation may have already chosen to pass their baton to others. I have some juice left and a desire to influence, in any positive ways that I can, what the future holds for us all.

Dr. Paul G. Young, a past-president of OAESA, also served as President of both the National Association of Elementary School Principals (NAESP) and the National AfterSchool Association (NAA). He most recently retired as an adjunct professor of music and education classes at Ohio University-Lancaster. He has written extensively on topics of school leadership, school and afterschool alignment, teacher preparation, and more. His books and resources for principals, music teachers, and afterschool professionals can be found on Amazon. com. He has led training workshops throughout the country for school and afterschool leaders and is a frequent presenter at the OAESA and NAESP Professional Conferences. He can be contacted via email at

paulyoungohio@gmail.com or Twitter @paulyoungohio. Recommended Reading Dweck, C. (2006). Mindset: The New Psychology of Success. New York: Ballantine Books/Penguin Random House. National Association of Elementary School Principals. (2006). Leading After-School Learning Communities: What Principals Should Know and Be Able to Do. Alexandria, VA: NAESP. Young, P., J. Sheets, D. Knight. (2005). Mentoring Principals: Frameworks, Agendas, Tips, and Case Stories for Mentors and Mentees. Thousand Oaks, CA: Corwin Press (2005). Web Resource https://www.naesp.org/mentor. National Mentor Training and Certification Program. NAESP’s National Mentor Training and Certification Program offers a highly structured professional development program designed to create a cadre of mentors whose expertise is channeled to support school leaders. The training program integrates research-based best practices with participants’ knowledge and experiences.

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fall 2019

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Finding a District Strategy That Works How do you elevate your practice and the practices of those around you? BY JULIE WILLOUGHBY, PH.D.

ow do I elevate the practice of the colleagues in my district? As a new director of curriculum, I am elevating our district’s practices by finding instructional strategies that will help us in our journey to continuous improvement. The first step is to understand the new state requirements for selecting a district strategy. Until recently, districts searched for a researched based strategy that fit their needs and moved forward with that strategy. The reauthorization of the Elementary and Secondary Education Act has narrowed the selection of strategies for continuous improvement. During the 2018-2019 school year, districts and schools across the state have been notified of their state designation which is dependent on state report card results. Like many districts in the state, our district’s designation now meant that we had to select an evidencebased strategy to address our needs. There is a difference between research-based and evidence-based strategies. Research-based strategies only had to have a claim that they were based in research. Evidence-based strategies “have been intentionally evaluated to determine the degree to which it affects outcomes as anticipated” (Ohio Department of Education, 2019). We began our evidence-based strategy search using Ohio’s EvidenceBased Clearinghouse (2019). Within the Clearinghouse, strategies are organized by levels of evidence, level one through four, with level one providing the strongest evidence-based strategies. All districts receiving support from a state support team are required to select a strategy between level one and three. The second step in finding a district strategy that works is knowing your district’s critical needs. Our District Leadership Team (DLT) completed a three-year data trend review. Results led us to determine that our next critical needs to address were improving math scores across the district and closing the gap for our students with disabilities. The third step is to review what the district is already doing and what professional development the district has already completed. There are many initiatives that we have been working on in recent years

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including project-based learning, Literacy Collaborative, using MAP assessments to drive instruction, and co-teaching. It was important to select an evidence-based strategy that could address our critical needs and could support the other district initiatives that were already in place. Our State Support Team shared that if we selected one of John Hattie’s strategies that had at least an Effect Size of 4.0 it would qualify as an evidence-based strategy. This got my attention. I had followed John Hattie’s work for some time and used Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2009) and Visible Learning for Teachers: Maximizing Impact on Learning (2012) with staff to select teaching strategies in our Teacher-Based Teams. Some strategies that are identified by Hattie (2009 & 2012) were broad enough to have a positive impact on both of our critical needs, improving math scores and closing the gap for our students with disabilities. I searched Hattie’s (2019) Global Research Database for strategies that might fit our district’s needs. There were a variety of teaching strategies that could have positive impact; but before selecting one of these strategies, it was also important to think about what we had already learned. Since we had already done a great deal of work with formative assessment, feedback could be the next step because the two go hand in hand. Formative assessment methods check for understanding and feedback provides students with next steps for understanding. Feedback was also a good fit because it is considered a teacher expertise strategy because it relies on the experience and fine-tuning of current teaching practice in order to be successful. We would not be buying a program to meet our needs; we would be investing in our teachers’ instructional practices. Feedback also yields an effect size of 0.75 and has the potential to double the speed of learning in one year. Next, it’s important to find a good resource or resources that can be the anchor for your content and selected strategy. Because I know it’s important to seek experts for professional development (Guskey & Yoon, 2009), I reached out to John Hattie about my thoughts and asked him about potential resources. Hattie (personal communication, December 23, 2018) guided me to consider the book, Visible Learning

Feedback (Hattie & Clarke, 2019). Hattie shared that it is teacherfriendly and offered great examples of what feedback should be in the classroom. Hattie went to explain that Clarke has a great deal of experience in the field of teaching and a strong background in the application of formative assessment. I now had reinforcement that feedback would be a good strategy, and I had a good resource to use. The last step in selecting a district strategy that works is to consider and determine the delivery method of the content. For professional development to take root, teachers need time to adapt their practice and need job embedded assistance when trying out new strategies (Guskey & Yoon, 2009). Teachers in our district reinforced these thoughts by providing similar feedback last year to our professional development committee stating that they wanted time to learn and then practice what had been learned over the course of the school year. To this end, we have selected Instructional Strategy Trainers across the district to take on the role of providing feedback professional development in their Teacher-Based Teams. These Instructional Strategy Trainers are receiving training from an expert in the field, Tommy Thompson, from Corwin Publishing Company. Mr. Thompson is working with these trainers three times during this school year to provide professional development. Our Instructional Strategy Trainers will also receive support from me in Instructional Trainer Support Meetings to be held throughout the school year. By the start of the second semester or sooner, we anticipate that Teacher-Based Teams will be ready to try different feedback strategies within the five-step continuous improvement process. This will be an additional support to teachers as their colleagues will be able to share how the feedback strategies selected are working and will be able to make adjustments until student improvement is noted. It will be exciting to see teachers trying feedback strategies across the district. We are hearing that teachers value the feedback content that is being discussed in Teacher-Based Teams. The journey to elevating our district’s practices is just beginning. References Guskey & Yoon (2009). What works in professional development? Online.

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Hattie, J. (2019). Global research database. Online. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Abingdon, Oxon: Routledge. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learing. Abingdon, Oxon: Routledge. Ohio Department of Education (2019). Ohio’s Evidence-Based Clearinghouse. Dr. Julie Willoughby is the Director of Curriculum for Urbana City School District. She has twenty-four years of experience in PreK-12 education, including eleven years of experience as an elementary principal. Her current research interests include evidence-based teaching strategies, teacher teams, and educational leadership. You can contact Dr. Willoughby via email at julie.willoughby@ urbanacityschools.org and via Twitter at @JulieWilloughb1.

6 spring fall 2019

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Be a Learn-It-All D

BY MATT BRADLEY

oes experience automatically equal expertise? Our initial answer to that question is typically “yes.” However, in his fascinating book Peak: Secrets from the New Science of Expertise, psychologist Anders Ericsson writes that “generally speaking, once a person reaches that level of ‘acceptable’ performance and automaticity, the additional years of ‘practice’ don’t lead to improvement,” (2016, p. 13). So how do we get better? We must continue to learn and grow to elevate ourselves as leaders! We must be life-long learners! I strive to be a “learn-it-all,” not a “know-it-all.” In a Freakonomics Radio podcast episode titled, “How to Become Great at Just About Anything,” Ericsson said that “if you’re just doing the same thing over and over, you’re not going to prepare yourself for dealing with a complicated situation. When we analyze the outcomes of medical procedures, just the mere number of procedures that you completed is not related to the outcome. It turns out that surgery is a little bit different, because there, you often get very immediate feedback, especially about failures,” (Dubner 2016). The best way I have found to elevate my practice as a leader is to learn from others. Being a part of the OAESA Communications Service Team allows me to regularly work with and learn from fellow school leaders. Attending professional conferences is a great way to learn from others as well. Following fellow leaders on social media is still another way to learn and elevate from colleagues, especially participating in Twitter chats. Reading is another way I work to elevate my skills. I try to read as much as time allows. There are so many great books out there, but here are a few that have heightened my thinking and guided my practice as a leader: • Peak by Anders Ericsson • The Slight Edge by Jeff Olson • Above the Line by Urban Meyer • The End of Average by Todd Rose • Made to Stick, Switch, and The Power of Moments by Chip and Dan Heath • Radical Candor by Kim Scott • The Culture Code by Daniel Coyle

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Last, I have recently become an avid podcast listener. Nearly any time I am working out or riding in the car, I plug in a podcast. Again, there are so many great ones, but here are some of my favorites that directly apply to learning and leadership: • Freakonomics Radio with Steven Dubner • Focus3 with Tim Kight and Urban Meyer • Learner Lab with Trevor Ragan and Alex Belser • Choiceology with Katy Milkman • WorkLife with Adam Grant In the early 2000s, a neuroscientist at University College London named Eleanor Maguire studied a group of taxi drivers and bus drivers in London. Maguire viewed MRIs of both groups to compare the growth of their brains and found significant differences between the two. The taxi drivers have to learn and memorize all the streets of London, which takes years of practice and learning. The bus drivers, on the other hand, follow set routes and spend less time pushing their brains to master new material. Learning all of these new maps and roads was associated with a change in their brains. As I continue to grow and develop as a school leader, I am constantly pushing myself to fight status quo and to not become stagnant. May I never believe that I have learned all there is to know, and may I always remain a taxi driver! Matt Bradley is the principal of Highland Middle School in Morrow County. He has previously served as the assistant principal of Highland Elementary, as well as spending nine years in the classroom as a middle-level language arts teacher. References Ericsson, Anders & Pool, Robert. (2016). Peak: Secrets from the new science of expertise. New York: Houghton Mifflin Harcourt. Dubner, S. (Host). (2016, April 27). How to become great at just about anything [Audio Podcast]. Retrieved from http://freakonomics.com/podcast/ peak/. Maguire, E. A., Woollett, K. and Spiers, H. J. (2006), London taxi drivers and bus drivers: A structural MRI and neuropsychological analysis. Hippocampus, 16: 1091-1101. https://doi.org/10.1002/hipo.20233

We’re here to help — it’s our turn to teach

Horace Mann supports educators and school employees with our no-cost educational workshops. We have a unique understanding of the challenges educators face every day — in and out of the classroom. And we’ve created a suite of real, workable solutions to help. State Retirement System Workshops* This workshop shows educators how their state retirement benefits and supplemental retirement plans can work together and also help them better understand the Social Security program.

Get on the Road to Retirement Savings Workshops This workshop covers the provisions and availability of a 403(b) plan, which is an employer-sponsored, taxdeferred retirement plan that may be offered to employees of public schools and tax-exempt organizations.

Student Loan Solutions Workshops This workshop helps educators determine if they can remove or reduce student loan payments and redirect any savings to other life goals.

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RISE ABOVE BY JULIE KENNEY

“

e like the bird who, pausing in her flight awhile on boughs too slight, feels them give way beneath her, and yet sings, knowing she hath wings,” writes celebrated French author Victor Hugo in his six-part poem, “Songs of Dusk” from 1836. This beautifully written poem in long form alludes to two travelers ducking away from the hustle and bustle of the busy life to the inner sanctuary and calmness they find inside a local church. As administrators, we often experience the busy movement and hurried activity of our daily lives inside our schools, just like Hugo’s travelers. We are constantly going from place to place, task to task, just hoping for our chance to pause in our flight, duck inside a calm moment, and catch our breath. Then, knowing the perfect bubble of peace is about to pop, we rise off our branches like the illustrious bird, having gained that moment of reprieve and fly off to our next mission of the moment. I propose for all educators — especially administrators — to carve out a small piece of your day, shut the door of your office, and reflect upon your day in the form of a journal. Write about what happened to you during the day, stumbling blocks you came across that gave you moments of pause, things that made you angry and you need to sort out, or something that a student did that made you happy and forced a smile onto your busy face. Even if you just make a list of the things that you still need to get done for the week, this practice will stop and center you for the day. If you struggle with ideas of what to write about in order to get yourself started, ask yourself questions like, what was the

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best part of my day today? What is an area I would like to see improved for tomorrow? If I could change one thing about my day what would it be? What is something that someone said that gave me pause today? Another tactic you may choose is to look up a quote of the day or an educational hot topic and journal about that. The main point is to write down your thoughts and feelings on a regular basis. Psychologist and researcher James Pennebaker urges us to consider his findings that the practice of journaling strengthens our immune systems, helps us come to terms with stressful events, and thus fights off those stressors that impact our physical health. Other research suggests that journaling regularly can reduce the symptoms of asthma and rheumatoid arthritis (www.psychcentral.com, 10/12/19). Furthermore, the act of writing engages your left brain which is in charge of all things analytical and rational. While journaling, your left brain is busy which frees up your right brain to create, feel, perceive, and conclude the day’s events. This allows you to make sense of the happenings of your school day, the people you engaged with, and how you want to improve your school life overall. When I think about journaling, I liken it to some best practices I know teachers and principals already use in their classrooms. When teachers read aloud to their class, one idea is for them to have written small reminders on sticky notes of what they want to talk to their students about as events happen in the story. Teachers use these notes as a guide to remember the important points. Another similar practice is the idea of “stop and jots.” This is when the reader takes a note card or a sticky

note and writes notes to themselves about a vocabulary word, interesting events, or tidbits about the book they are reading, and then they leave that note in the page where they had the thought. In science lessons, I have seen students use connecting journals to compare and contrast concepts they learn in science to things in their everyday world around them. Lastly, when I see a really great lesson or learning moment in a classroom, I leave a personal note to that teacher or class for them to read later. Then I remember it, and they know I noticed magic happening. You see, writing is at the heart of what we do all across the school, so why not take a moment and extend it into our own well-being in order to elevate ourselves and our professional practices? I know what you’re thinking, who has time for one more thing? However, the truth of the matter is we all need a way to manage our stress and to find a way to live our best lives — inside and outside of our school buildings. A few minutes of journaling a day will help you find the pathway to living your best life and lowering your stress. So many times in my career I have thought, “Oh man! That one is going in the book!” I’m sure we all have those moments when something crazy happens, someone says something that is unbelievably funny, or something makes us shake our head in disbelief.

situations they may find themselves. The type of journaling in the example above is slightly like the reporting style of journaling where the writer simply tells about the events without really reflecting. An opposite style of journaling is called review and refocus, where the writer considers the situation and makes simple suggestions or a plan of action. A third type of journaling, called analyzing, is when the writer interprets the events, figures them out, and tries to make sense of the situation, perhaps even evaluating it. Lastly, there is the reconceptualizing style of journaling when the writer reworks the views and ideas of an event, then states a philosophy or vision of education (Evans & Maloney, p. 31, 1998).

“I propose for all educators, especially administrators, to carve out a small piece of your day, shut the door of your office, and reflect upon your day in the form of a journal.”

My favorite journaling moment from last year happened after two second grade boys were brought to the office for fighting in the classroom. I mean, this was full-on, punches thrown, and down-onthe-ground fighting. Unfortunately, this wasn’t a first-offense for either boy, and it resulted in an emergency removal for each student. When the second boy’s father showed up to take him home, the boy recounted his version of events, which included the fact that the other boy had started the incident by throwing donuts at him during the “Breakfast in the Classroom” time. The dad quickly asked, “Son, were you throwing donuts?” This boy’s face went from solemn to aghast in a split second. “Oh no, Dad,” the boy said. “I don’t throw donuts, I EAT donuts!” It was all I could do not to burst out laughing in the midst of this exchange, because this boy seemed more upset about the thought of wasting a good donut than the thought of his impending punishment from his dad. The moral of this story to me is that kids are still kids, and they’re resilient in spite of the

So think about it: You’ve had a long day, you’re tired, and you’re stressed from the emotional tug-of-war that comes from creating the right balance in an elementary school. The inevitable thought comes to your mind, “What more can I do?” My suggestion is to stop and think, write it down, and let yourself relax and rise above in that moment. Like two friends sitting by a warm fire and snuggling over their simmering cups of steaming coffee, writing in a personal journal to reflect upon the day’s events and emotions is the perfect way to elevate yourself, your colleagues, and your administrative practices.

Julie Kenney is the principal at Prarie Lincoln Elementary School in SouthWestern City Schools. She also serves on the OAESA Communications Service Team. You can contact Julie via email at Julie.Kenney@ swcsd.us. References Evans, G.C. & Maloney, C. (1998). An Analysis Framework for Reflective Writing. Australian Journal of Teacher Education, 23(1). p. 29-39. Hugo, V. “The Bird” as retrieved from www.diannedurantewriter.com on 10/12/19. Purcell, M. “The Health Benefits of Journaling” 10/8/2018 as retrieved from www.psychcentral.com on 10/12/19

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Shared Space

In a Tight Space, Elevate BY RACHEL JONES, ED.D.

y experience mentoring my first assistant principal has been impactful. I apologize in advance for the several clichés I use in this narrative, but they so aptly support the situation in which I found myself just over a year ago. I’m currently in my 19th year as principal of a pre-K to 3rd grade school. Our enrollment has increased from 490 to just about 700 over the years. We’ve transitioned to full-day kindergarten, increased special education programming, and added a STEM class to keep our specialty area offerings relevant. These are only a few examples of efforts that have resulted in us being desperate for space. Like so many other schools, we have small group instruction taking place in nooks and crannies. Storage spaces are now offices. We have a modular unit (fondly referred to by staff as “The RV”) attached to the building for two classrooms. I’m not ashamed to admit that there have been at least two years during which I had no office because we needed space for small group instruction. Make no mistake, it’s not as if my office is sought-after real estate — it’s about 9 feet by 15 feet, cinder block walls, and no windows. Visualize that. Now that I’ve painted that picture, I’ll tell you that it took making my space EVEN SMALLER to experience a professional “elevation,” and I wouldn’t trade it for anything. Just over a year ago I got the news that I was finally getting what I’ve needed for over a decade: an assistant principal! Being the only administrator for a school averaging over 500 students ages 9 and under has been taxing. An assistant principal was cause to celebrate! Well, it’s true that beggars can’t be choosers because I was only getting him 2-3 days a week — but I knew that any help would be beneficial for the whole school so it was still cause to celebrate. Then it hit me: Where would his office be? I’ve used a standing desk in my office for several years now. So, when the secretaries asked me what I meant when I said our assistant principal will be sharing my office, I said, “I’ll turn my standing desk and I’ll stand on this side. He can stand on that side.” There was snickering as they walked away. At the time, even my new assistant principal laughed a bit about the idea. But when he came over to the school for the first time and realized I was serious — I had turned my

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desk and cleared out some shelves for him on his side — he wasn’t laughing. Grateful to have the job, he couldn’t complain or seem too put out by the plan. And of course, as we walked the building, he could see there was really no space. So we set off to start a new school year together, my first assistant principal ever, his first job as an assistant principal, and us together in the same office! Are you looking for that silver lining? There are many articles about the isolation that occurs in the role of principal or assistant principal. Much has been written about the importance of establishing a professional learning community for yourself, securing critical friends, and the power of mentoring for administrators. Over the years I’ve been a mentor for several new principals in my district, and, through programming at our Educational Service Center, I’ve been fortunate to mentor several new principals in Northeast Ohio as well. One of the challenges in the role of mentor is that you have no means to be a “fly on the wall” and know how your mentee handled a situation, perceived or misperceived an interaction, and presented himself to a staff member, student, or parent. You have to hear about it from the mentee and respond only to the information he gives you. You may do an observation here and there, but you’re not going to get an authentic picture of how that new administrator approaches each of his roles. Likewise, as a mentor you can only relay your ideas for handling those situations differently or talk through strategies you use when approaching staff, students, and parents. You are typically not observed by your mentee. So the professional growth that takes place in mentoring a new administrator is very controlled, calculated, and sometimes even fabricated — but not when you share an office! Sharing an office with my assistant principal means that I get to see and hear most of what he does. When he brings a student in for a discipline incident, I may be working on my computer and listening to his interaction. When he makes a phone call to a parent, I may be eating my lunch and listening. When he debriefs with a grade-level chairperson after a TBT meeting, I might be right there listening and watching. When he is beyond frustrated with someone and storms into the office, I am right there to provide authentic mentorship in the moment. It’s not a conversation taking place days later in which he

tells me he was angry; I get to see it, feel it, understand his immediate reactions, and take the opportunity to ask the reflective questions for which the situation naturally begs. The payoff comes when he has success with that same person who caused him that frustration. After he uses a strategy or idea that we had discussed earlier, I am right there to celebrate in that moment, too! It’s feedback in real time. Right after a student leaves the office he asks if I think the discipline consequence was appropriate, and I can tell him. I can give him strategies for questioning students about discipline incidents right when it’s fresh in his mind. I can also see him in similar situations over time, applying the feedback I’ve given, taking risks, and committing to improvement. Of course I’m lucky — he consistently asks for feedback, and he sincerely wants it.

Frustrations from bouncing between central office and our staff. Frustrations with ourselves. The impact of knowing the challenging life experiences that staff members and students are going through at any given time (divorce, death, a house fire, miscarriage, mental illness, etc.). It can be a lot with over 60 staff members and over 500 students. Carrying the weight of everyone’s concerns — how do you mentor someone in that? In the past I would simply tell new administrators to find a way to manage it and don’t expect to always be successful. Breaking down now and then is expected. But telling someone how to manage the emotions of the job and allowing someone to see you managing the emotions of the job are very different. He has seen me lose it. I’ve seen him lose it. That is a mentor-mentee relationship like no other.

Sharing an office with my assistant principal means that he gets to see and hear most of what I do, too. When I have a student in for a discipline incident, talk to a parent on the phone, meet with a staff member, or any situation that may arise, he can be right there to listen and observe. I’m not proclaiming to be the perfect model, but for many situations it has been very helpful for him to see someone else handling it first or in a different way. He’s observant and notices how I approach situations and people, the words I choose, and the timing. He can question the way I do things — sometimes learning from me and sometimes prompting me to rethink my methods and discover new strategies from him. I’m able to share with him when I believe I’ve screwed up so that he can see perfection is not my goal. I want him to know that constant reflection and growth is how I view success. And when I try something new, like a brand new way of holding Curriculum Night, he is able to see me take a risk, how I approach it, and the steps I take to be thorough and consider all aspects. Giving him two grade level TBTs to facilitate out of the five allowed us to co-plan and debrief as part of the natural work day and week. We both benefited. He benefited from my experience, and I benefited from his fresh take on things.

Put a simple wall and door between us, and we would not share even half of what we do with each other. It seems silly. Too often we “present” ourselves to one another in this line of work. My assistant principal and I were put in a situation that forced us to do our work right in front of each other’s faces, no “presenting,” and, as a result, real mentoring was able to take place. When life gives you lemons…

In this tiny office together neither of us can hide from the emotional aspect of this job. Frustrations with staff, students, and parents.

For me, this experience has easily been one of the most impactful on my work. It has given me fresh perspectives on so many things I’ve always done and the feeling of really making a difference for a new administrator. I recommend that all new administrators share an office with their mentor, but I understand it’s probably not for everyone. You have to be very open to allowing the mentee to question your practices as much as you critique his. You have to be willing to laugh at yourself, share, listen, compromise, and exercise perspective taking. You have to be mindful to not create a clone of yourself, but instead coach him into the best version of himself. If you are, it will elevate your practice as much as his. Dr. Rachel Jones is the principal of Gurney Elementary School in the Chagrin Falls School District. She has been in education almost 29 years and in Chagrin Falls almost 19 years. During her time at Gurney Elementary, they have been named a Hall of Fame School twice and Dr. Jones represented Ohio as the NAESP National Distinguished Principal in 2014. She continues to serve on committees for OAESA and ODE. Dr. Jones can be reached via Twitter at @DrJ_cfprincipal and via email at rachel.jones@chagrinschools.org. winter 2020

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Preventing School Violence BY THE OFFICE OF OHIO ATTORNEY GENERAL DAVE YOST

ne of the questions that inevitably arises after a school shooting is: When the shooter clearly showed signs of trouble, why wasn’t the attack prevented?

“Prevention is the missing piece after every attack,” Ohio Attorney General Dave Yost said. “And the safety of children across our state depends on us plugging that gap.” To that end, Yost and his team of school-safety experts have devised an initiative that will aim to help troubled students before they ever think to plan an attack. The program will also send $20 million in funding to schools across the state. “Since a teen gunman killed three students at Chardon High School in 2012, Ohio has started a tip line and worked with schools to create plans for what to do when an emergency happens,” the attorney general said. “Those are like bookends on a shelf, and what we still need are the books, which give meaning to the space in between. “That’s why we’re asking law enforcement officers and school officials to team up to help prevent violence.” Under Yost’s plan, multidisciplinary teams would evaluate threats or any concerning behaviors by students (or other individuals) to determine whether they pose a risk. School superintendents or principals would lead the five- to eight-person teams, which would include teachers, counselors, and a law enforcement officer. “That teamwork is essential because overall safety of any school building is dependent on everyone,” said initiative consultant John Hartman, a school resource officer with the Delaware City Police and vice president of the Ohio School Resource Officers Association. “It is not just law enforcement. It’s not just principals. It’s teachers, administrators, students, parents and police officers all working together to be aware and be involved.” The program works hand-in-hand with training provided to schools and students by the Ohio Department of Education and the nonprofit Sandy Hook Promise, created after a gunman killed 20 schoolchildren and six staff members in Connecticut in 2012. “I don’t think anyone believes you’re going to prevent every bad thing in the world from happening,” said John Born, a former Ohio public safety director and former superintendent of the State Highway Patrol, who also helped to create the new initiative.

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“But you can prevent many bad things from happening,” he said. “And that’s why, when fully implemented, this will be the most significant thing we’ve done in Ohio to prevent potential violence in schools.” How the Initiative Works The initiative has two segments. In the first, every school district will be encouraged to create one or multiple Behavioral Assessment Teams, which some Ohio districts, including Dublin City Schools and South-Western City Schools, already have done. House Bill 123, introduced in 2019 and still pending, would make the teams mandatory for schools with grades 6-12. Threats at schools of all grade levels happen somewhat regularly, but few rise to the level of a potential shooting. So the teams will more often examine less serious reports of concerning behavior. The framework for how teams respond, and how they seek to resolve problems before they escalate into something dangerous, will be laid out in training provided online through the Ohio Peace Officer Training Academy (OPOTA). Mark Porter, a former U.S. intelligence official and Yost’s director of law enforcement operations, helped craft the training from systems proven to work. “The program is built on best practices developed by Dr. Dewey Cornell, a University of Virginia professor noted for his work on school violence, and the Secret Service — the experts at threat assessments, whether assassinations or school violence,” Porter said. In a case involving a student, a team would look at what is going on in the child’s life, the setting in which the threat was made, and the choice of target. “This isn’t just a criminal case,” Porter explained. “The main focus is the behavior. We want to identify this student’s issues from a 360-degree perspective and look for what triggered the behavior: Is it a death at home? Is it abuse? This is the legwork that will help you identify that.” Once the team develops a full picture of the student’s circumstances, members will use a prescribed evaluation process to assess whether the student poses a risk. In situations that do pose a risk, the team will then:

• Develop intervention strategies to help the student and mitigate any risk. • Follow up to make sure the help is working.

a law enforcement officer who has taken the OPOTA training and an emergency management official to conduct vulnerability assessments of school buildings.

“This training will get the same best practices out to all communities across Ohio so that when schools need them, they have the tools to act,” said Yost, whose initiative stems from a promise he made in 2018 when he was running for attorney general.

These assessments, guided by 185-question forms, underscore where a school has weaknesses, and they differ from emergency plans, which focus on how to respond after a crisis has already begun.

What the teams will not conduct are: • Broad surveillance. Cases are brought to the team through the reporting of threats to Ohio’s Safer School Helpline (844-7233764) or to teachers or other school officials. • Profiling. The team examines a person’s behavior and mind-set at the time that he or she made a threat, not stereotypes or race, religion or other such characteristics. Behavioral assessments identify potentially violent situations and resolve them; they’re not intended to predict violence. • Labeling students. The team’s purpose is to resolve the problem, not forever label a student as a troublemaker. Any records kept will be for follow-up purposes, to ensure the help is resolving the student’s problems. In the second segment of the initiative, a school leader will join with

“Doing risk and vulnerability assessments in a good way can be challenging,” Born said, “and it would be an expensive process for schools to handle on their own. That’s why a dedicated, funded program — taking advantage of the expertise of local law enforcement officers — makes sense.” The initiative aims to ensure that all 5,200 of the state’s school buildings that host students undergo the assessments. The results will highlight any areas in need of strengthening, for which Yost’s office is offering $10 million in school grants in each year of the two-year program. “This initiative sets forth a standardized, statewide framework to address prevention, intervention and training,” said Hartman, the school resource officer. “And it provides the much-needed funding to ensure all schools can benefit.” (continued on page 32) winter 2020

Law Enforcement and Assessment Teams The program lays out when and where police officers on the Behavioral Assessment Teams should take a more active role, but the initiative’s creators recognize some people, including officers, might be sensitive to the idea of bringing law enforcement into school decisions. That is, in part, why the teams will be led by a superintendent or principal, and why members of the school community will make up the majority of each team. The presence of an officer is beneficial, in part, because decisions about whether a matter should be referred to local law enforcement can be made more efficiently. “Every officer in Ohio has completed more than 700 hours of training to get certified,” Yost said. “And they specialize in addressing out-of-line behavior on a daily basis. For the times when a student is crossing into that area, having that expertise already on hand just makes sense.” “But, like everything in life, there has to be balance,” Yost continued. “These teams will work together on a regular basis, so they’ll find the balance that works for them. We’re laying out a framework, but flexibility and customization are essential. Every school is different; every situation is different.”

Also, not all school threats come from students. For example, the 20-year-old gunman who attacked Sandy Hook had no link to the elementary school. The law gives police officers powers that it doesn’t give to school officials, and vice versa. Having members from both groups, then, lets the team cover a wider area without needing to find outside help, which can consume valuable time in a potentially dangerous situation. The plan is to have the training available online in January; police officers would have through June 30 to complete the course. Next, the officers will be asked to engage with school leaders to initiate the formation of a Behavioral Assessment Team, as laid out in House Bill 123. Once the new fiscal year starts July 1, the school building vulnerability assessments could begin. “Schools and local law enforcement across Ohio have done the important work to get ready to save lives once a crisis begins,” Yost said. “Now, what our state needs is the work that lets us stop the active aggressor before he ever starts planning. “We need to put just as much time and effort into preventing that.”

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Elevating the Profession One Step at a Time BY JANE P. MYERS

s an educator and educational leader for almost 30 years, including 11 years as an administrator, I have always tried to focus at least part of my energy on elevating my profession in a few areas. I believe that we must champion our profession if we want to elevate its status. Once I was comfortable in my role as a public school teacher, I knew it was my responsibility to open my classroom to others, including parents, co-workers, administrators, and especially aspiring educators in order to elevate the profession. I knew I could showcase all of the good things that were happening in my room simply by allowing others to witness the day-to-day happenings. I was always hosting parties for families to showcase what we were learning. With coworkers, we planned many family fun events at night, often focusing on a curriculum topic. Each semester, for many years, I helped plan and execute a school-wide literacy night to showcase our accomplishments and arm parents with practical ways to elevate the importance of literacy in the home. The longer I am in the role of administrator, the more I feel I have a mountain to climb every single day to elevate education. We are beaten down by the media, social media, parents, legislators, and people who haven’t set foot in a school since their own graduation. It’s imperative for me to make positive connections every day to elevate not only my job, but the status of education. Being visible to staff, students, and parents even when I’d just like to hide in my office and eat Peanut M&M’s. Yes, elevating this profession is hard work, but it has tremendous benefits. At the end of the day when a father, who has spent the day volunteering, thanks us for what we do and says he doesn’t know HOW we do it, it’s worth it. I can go home, rest assured, that I have done something to elevate our profession to at least one person that day. Prior to public education, I worked as a day care/preschool administrator at a large, privately-owned, for-profit center. During those seven years, I worked to elevate the status of the center and develop positive, professional relationships with local teachers and administrators. I facilitated meetings with kindergarten teachers to talk about what skills our preschoolers needed to be successful in

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kindergarten. We worked to develop screening times that would be convenient for our parents. For-profit day care centers sometimes get a bad rap, and we worked hard to overcome the stigma that we were “just a daycare.” I strived to elevate the profession by hiring several degreed teachers for our students and adding research-based curriculum. For those parents, they knew we believed our role in their preschooler’s education was important and deserved an elevated status. If we want the community at large to elevate us as educators, we have to elevate the community in return. Building strong relationships with community agencies, forming bonds with churches, local government, and higher education institutions is critical to being able to elevate our profession to a respectable level. Living in a community, supporting local businesses, and being involved in local events as a school helps elevate both the school and the surrounding area. In recent years, thanks in part to social media, our profession has been anything but respected. Again, we must showcase the good that is happening in our classrooms, our buildings, and our districts. Invite people in to see the good that is happening in spite of what social media says. Families, legislators, and community members all have a vested interest in what we do and just need an invitation to come see what we are doing. So get out there and elevate your school, your students, and your staff. As an administrator, it is perhaps the most important thing we can do. At the end of every day, ask yourself: What did I do to elevate my profession today? When you can answer that without hesitation you know that you have done your job, and you can treat yourself to some Peanut M&Ms. Jane P. Myers is celebrating her 23rd year in public education. On any given day, she oversees a certified staff of 33 and a student population of 570 students in grades 3- 5 at Defiance Elementary in Defiance, Ohio. She joined OAESA in 2008 and has served as the Zone 4 director since 2016. Why is she passionate about elevating education? Because of her grandsons: Hans, a 2nd grader, and Hayden, a Kindergartener. Myers can be reached via email at jmyers@defianceschools.net and via Twitter at @DefianceElemen1.

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Lift as You Climb “If you want to go fast, go alone. If you want to go far, go together.” -African Proverb BY DANIELLE WALLACE

ELEVATE: WOMEN ON THE RISE CONFERENCE PRESENTER

or the last 20 years I have had the pleasure to collaborate with some amazing women leaders. Some of them chose me and some of them I chose along my leadership journey. It took several years into my teaching career to recognize that I, too, was a leader. Initially I only saw myself as “just” a teacher. As we all know there is no such thing as being “just” a teacher. This revelation came to me while working under the dynamic leadership of Mrs. Donna Fields. I vividly remember her calling me into her office after school and asking me, “What is your five year plan?” Not only did this question catch me off guard, I literally had no idea as to why she was even asking me. Why would I have a five year plan? Doesn’t she know I’m going to retire from the classroom? Why would she expect anything different from me? Not only did she expect BIG things from me, she expected me to expect BIG things from me. This was my professional turning point. That simple conversation changed the trajectory for how I saw myself not only as a teacher but, more importantly, as a leader. I quickly began to get engaged with the larger work within my school and my district. I worked diligently to secure the position of school-wide lead teacher, which then led to me having the opportunity to leave the classroom for three years and participate in a teacher on assignment program. In this role, I was able to lead as a Teacher Evaluator and as an Instructional Coach. As I began to make connections with other leaders outside of my school, I began to have more of those simple conversations. What’s next for you, Danielle? Where do you see yourself in five years? What will be your lasting impact on this work? Through dialogue and self-reflection, I became more intentional about who would have access to my sphere of influence. I developed my interpersonal skills by actively taking professional risks, stepping up as a committee leader, mentoring other future female leaders, and attending as many professional conferences as possible. We are living in a time where female leadership can’t be ignored. Women leaders are running everything from the boardroom to the courtroom. As a nation we have witnessed an onslaught of female leadership from the Mayor’s office to the halls of Congress. Education has traditionally been dominated by women, but that hasn’t always translated into the principalship. Personally, I never considered the

principalship as a teacher. The role seemed daunting to say the least. Now, as a principal, I make it my business to lift as I climb. I have successfully mentored two teachers into the principalship and am currently working on number three. I am the OAESA Zone 2 Director, which allows me to continually pour into myself and others. My professional support group is strong because I’m intentional. As you continue to elevate within your career, consider who’s living within your professional circles. Are you growing because of your connection to those individuals? If you are not, how can you cultivate a better relationship? Consider diversifying your professional circles. Take the initiative to lead a committee in an area where you want to grow or in an area where you want to maximize your talents. In the book Lean In, Sheryl Sandberg asks, “What would you do if you weren’t afraid?” Volunteer to sit on committees that “scare” you. Real growth happens outside of our comfort zones. Get involved with the work and professional development opportunities at your local Educational Service Center. This is a great place to network, to receive professional development, and to find support for this challenging work. Although my career is more than halfway over, I am still evolving. OAESA has been a catalyst for so much of my recent elevation. Because of the relationships I developed at my very first conference in 2015, I have been fortunate enough to lead a service team and now serve as Zone 2 Director. In addition to this I have had the opportunity to help select Ohio’s most recent NAESP National Distinguished Principal. My hope is that my greatest contribution will be mentoring future leaders who are currently participating in the OAESA Beginning Administrators Mentorship Academy. The more I intentionally connect to others, the more I contribute to the overall health and growth of our profession. Danielle N. Wallace has been leading Winton Woods Primary South (K-2) for the last five years. In addition to her work as principal, Ms. Wallace is also the current OAESA Zone 2 Director and an esteemed member of the Deeper Learning Leadership Forum Cohort III. She attributes her success as a leader to the amazing women (and men) from her tribe who pour into her each and every day. You can contact her via Twitter at @teachdaniteach. winter 2020

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Elevate Yourself with Intention BY CARRIE J. SANCHEZ

ELEVATE: WOMEN ON THE RISE CONFERENCE PRESENTER

rincipals are a unique breed. We live on heavily populated islands, and we find ourselves very alone amidst the throngs of countless humans. It is perplexing to feel so alone when there is never a moment of peace or solitude, and yet, here we are each and every day. How do we continue to grow as leaders and as educators when mere survival is typically the indicator of success? We dig in. We persevere. We must be intentional. Intentional growth must be a priority. The growth of a school leader sets the standard for all who are involved in the organization. The leader must be a brave learner. Being a brave learner inherently means that the leader must be willing to acknowledge areas of weakness and desired growth. It is important for teachers to watch their leader learn and grow, because it inspires their teachers to learn and grow. An effective school principal would consistently encourage a teacher to try new strategies, explore new resources, and experiment with new classroom techniques. The school leader must do the same. What the principal learned in the proverbial “principal school” will not sustain an entire career. In order to take her school to the next level, the school leader must engage in meaningful growth and model it for her staff. Intentional thinking must be a priority. School leaders are always “busy.” From bus notes to student behaviors to parent concerns to teacher coaching, school leaders are never, EVER caught up. Because of that, survival becomes a way of life. Take time to think. Think deeper than mere problem solving. Think genuinely. Think creatively. Schedule time to dream, to formulate, to plan, and to craft. Never feel guilty for holding this valuable time sacred. Outstanding ideas, practices, and events rarely come from spontaneous moments. Be brave enough to make your own planning time matter. Intentional connections must be a priority. Love your people. You are in the people business. The relationships you build with your people drive EVERYTHING. Listen more than talk. Observe

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more than critique. Get to know the people in your world. Know more than their names. Learn about their WHYs and capitalize on those in order to make your school stronger. Embrace your parents. Explore your community. Support your teachers. Genuinely love your students. This crazy chaotic life is all yours, and you only get to enjoy it once. Make the most of it and the time you have with your people. Intentional gratitude must be a priority. When I was a child, my grandmother would come to visit us for several days at a time each year. When she arrived from her long drive she would always go directly to the kitchen sink, fill a glass with tap water, and drink the entire glass in one breath. She would then whisper to herself, “That’s good water.” As a child I was always curious about that. When I became a young adult, she explained to me her life during the Great Depression. How she raised her siblings. How they shared a washcloth and a sliver of soap. How food was scarce...and the water was dirty. Even though my grandmother ended up living a successful and comfortable life, she never lost sight of gratitude for simple things—like a glass of tap water. Principals must also remain steadfast in their gratitude for the good things in their schools, because it is far too easy to become overwhelmed by the challenges. School leaders must intentionally seek out the good and celebrate it publicly. School leaders should be so generous with their gratitude that others would find it to be contagious. Growth, thinking, connections, and gratitude are all key ingredients for success. Without these ingredients, leaders will find themselves surviving, rather than thriving. Elevating one’s self should consistently be a top priority; the key, however, is that each school leader is solely responsible for prioritizing it. Be brave and intentionally elevate yourself. Your school depends on it. Carrie Sanchez is in her 11th year as principal of Port Clinton Middle School. She is a passionate advocate for middle level education and teacher leadership development. Carrie is a proud member of the OAESA Board. Sanchez can be reached via email at csanchez@pccsd-k12.net and via Twitter at @carriejsanchez.

â&#x20AC;&#x153;How do we continue to grow as leaders and as educators when mere survival is typically the indicator of success? We dig in. We persevere. We must be intentional.â&#x20AC;?

winter 2020

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Elevating Teaching and Leading with Data BY MARY L. CRABTREE, PH.D.

ata, data, DATA! Yes, that word. If you are a teacher, you might be very tired of hearing it and even more tired of collecting it. If you are a principal, you are likely often saying it, asking teachers to collect it, using it to evaluate the staff, and trying to find the magic in that data for improving your value. Well, DATA has been the word of the year for this teacher! Collecting data has never been my biggest strength. I’ve always “known” what needed to be done and differentiated effectively, but keeping track of this in any meaningful way that others could understand has not been my forte. With a new data tracking program at my fingertips and requirements for using it coming from the administration, it was time to elevate my game. But, how does one do that, when she does not really see the need, when data collection appears to just be busy work, and when it hasn’t shown how it changes things for the better? The elevation begins when the teacher decides to buy into the idea that data CAN help her become a better teacher—NOT because she wants a higher OTES ranking, but because she wants her kids to learn more, be more successful, and enjoy learning because they are successful. Buying in and giving things a chance allows one’s mind to be open to possibility, and it shows that you are going to not only DO the thing required—but actually make an effort to USE this to improve. It can start with small steps. I started by recording a group of kids who have an intervention for a specific standard, then assessing their progress, and looking to see if the data showed a pattern. And guess what? It did! This data that I was required to collect showed that I would need to strengthen an area of my teaching. While I believed my students were gaining knowledge in an area, they were not doing so at the pace required. This data, even this small amount of data, helped me to elevate an area of my teaching that I didn’t even know was a weakness. Game ON! Now that I have a specific area that needs improvement, it’s time to elevate the teaching in that area. I need to look at what I have been doing, what the kids have been working on to demonstrate learning, how I missed the fact that they were not gaining knowledge at the pace required, and which teaching techniques and assessments to utilize to see if we’re all improving. It’s not NEW ideas that I’m pursuing here, because I’ve always done these things. The elevation

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in this process occurs when I gain a specific target, thus creating BETTER instruction. And already, in the first two weeks of implementation, I am seeing results through formative assessments: targeted instruction is working, kids are making improvements, and I expect to continue to see results. Principals, who are instructional leaders and push for teachers to use data to their advantage, often miss the fact that teachers do not really understand how the data benefits them. Data is also often collected in ways that create reports that don’t give teachers stories they can use and don’t paint useful pictures for the teachers. This is where the principals have to elevate their leadership. With the right questions, principals can find out what teachers need to know to use the data to their advantage, they can aid the teachers in finding reports that meet their needs, and they can help them understand what the reports say about their teaching. They can (either by themselves or through teacher leaders) coach the teachers about specific techniques that would work to improve instruction, measure that instruction, and determine if the instruction is creating desired outcomes. The teachers I know will do anything they can to improve teaching so their kids can learn and grow. They will spend the time needed to elevate their game and bring the best techniques, instructional strategies, and materials to the students so they are engaged, excited, and learning. If they have data to help them, they WILL use this data to inform their teaching. However, if the data it is not elevated to an important level through a thoughtful process that helps them understand it, this will just become another thing to do. Every principal I have known wants his teachers to succeed, and by elevating leadership around data, understanding coaching needs of staff about this important process, and encouraging a step-by-step growth approach to both the logging of data and its use, principals will see that data can elevate everyone’s game. Dr. Mary Crabtree is a 7th grade ELA teacher and a SAIL graduate with a doctoral degree in Educational Leadership. She LOVES teaching 7th grade, writing, and reading. Dr. Crabtree lives in the Wooster area with her husband, son, and granddaughter.

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Education Needs an Abundance Mentality BY TAMMY ELCHERT, ED.D.

s part of my yearly self improvement process, I have set a goal that three out of five days each week, I will engage with an inspirational or positive message at some point during the day. I have three main sources for messages: an app called the 7 Habits Daily Booster, a YouTube video called the DarrenDaily by Darren Hardy, and, more recently, a book gifted to me written by Susan O’Carroll Drake entitled, Morning Meeting with Jesus: 180 Devotions for Teachers. My goal for the year is to carry grace with me throughout the day and act with a positive, caring attitude toward our learners and colleagues. I feel blessed for so many things in my life, and I want to exercise that gratitude in service towards others and have it frame my day. Leadership is about modeling and serving others. It is about elevating those that we serve. Researchers have found that people who are more grateful tend to be happier and better at dealing with stressful situations. As a principal and leader, I want this for my teachers. I want them to appreciate the special daily opportunities that we have to interact with our students, families, and colleagues. I want them to feel blessed and to count their blessings. Part of this starts, in my mind, with an abundance mentality. What is an Abundance Mentality? Stephen Covey coined the term “abundance mentality,” or “abundance mindset,” in his 1998 best seller, The Seven Habits of Highly Effective People. Put simply, an abundance mentality believes that there is enough for all. Such a mindset focuses on what we do have. It tells you that there are always new chances and opportunities. An abundance mindset is okay with celebrating others’ successes. The idea is expressed poetically by Robert Inger: “We rise by lifting others.” Examples of Abundance Mentality in Education Across the State I believe that we in education have been slowly entering into a period where our mindsets are changing from one of scarcity and competition to one of abundance and cooperation. It is a wonderful transition. One that I am grateful to be able to witness and take part

in daily. A few examples of organizations that embody the abundance mentality include the following: Leader In Me® Schools: A few years ago our school became a Leader In Me® school. We discovered a community of leaders whose level of sharing and kindness is exemplary. We have had opportunities to visit other schools and get ideas from other educators across the world. Many of these educators share resources at no cost and freely give of their time. Much of their emphasis is working to engage learners in ownership of their learning. The Hicksville Initiative: Hicksville school leaders have traveled across the state sharing their ideas to help improve the culture and climate in their schools. They aim to have total daily engagement in lessons with students. Many of their ideas were borrowed from the Ron Clark Academies. They have posted their journey on their school website as an “open source” resource and welcome visitors to join in the journey (https://www.hicksvilleschools.org/about-thehicksville-initiative--2). Muskingum Valley Educational Service Center (MVESC): If you live in Southern Ohio, you may have worked with the MVESC consultants to apply their Lean Sigma Six methodology. This organization has expanded its clientele from educational organizations to assisting related organizations such as local health departments and county job and family services. The overall goal is one of organizational improvement and whole health, balancing service with expenses (https://www.mvesc.org/435). State Support Teams (SST): Across the state, SSTs are elevating our work. I work with SST 7, and their consultants have been facilitating the Ohio Improvement Process with school districts in our area for years. They willingly bring districts together to discuss best practices and what we can do in our school buildings at the local level to raise achievement for all of Ohio’s children. They weed through the initiatives, programs, and resources to help guide districts to the best evidenced-based practices. Their consultants are generous with their time and lend a compassionate ear to the pressures we face in education today with increasing expectations winter 2020

and shrinking resources. Check out their free webinars on Universal Design for Learning, Reading Achievement Plans, and a number of other resources (http://www.sst7.org). Ohio Dean’s Compact: The Ohio Dean’s Compact brings a wealth of knowledgeable speakers and presenters across the nation to Ohio each year. They share their ideas and work on topics encompassing culturally responsive teaching, inclusivity, and implementation science in partnership with other like-minded organizations. Their members have worked to improve teacher preparation programs and help improve the number of visual impairment intervention specialists. Their conferences are open to all (https://www.ohiodeanscompact. org/). Ohio Leadership Advisory Council (OLAC): OLAC offers free resources to help individuals become more effective leaders. It has more than 100 videos of best practices in action. It houses learning modules for educators and leaders from preschool through college. Videos, podcasts, and case studies for teaching are also available, and all of the resources are free (https://ohioleadership.org/). Lead Abundantly As a leader of an organization, it is part of our responsibility to model good practices in service to others. I encourage all of us to

embrace the abundance mindset in our daily lives. Some practices that can help you do this include: 1. Be mindful of your thoughts, your actions, your words, and your company. 2. Practice gratitude and optimism – like attracts like. 3. Concentrate on growth and try being a beginner at something. Remember, it’s okay to fail. Conclusion I’m not quite certain when education began to follow in the footsteps of software companies and “open source” best practices, but I am glad to be here now and stand beside educators who do so on a regular basis. I have to believe that celebrating the open exchange of ideas and collaboratively participating with transparency is a far better strategy to intentionally improving education than our closed-door policies of the past. Educate now, lead now, and share abundantly. Dr. Tammy Elchert is an elementary principal for the Carey Exempted Village School District. She has over twenty years of experience in PreK-12 education. She also works in grant writing, federal programming, and professional development. Her research interests include staff development and program evaluation. You can contact Dr. Elchert via email at telchert@careyevs.org and via Twitter at @CareyElementary.

A retirement plan designed just for educators. A 403(b) is like a 401(k) retirement plan tailored for educators, and with AXA Equitable by your side, you could be on your way toward reaching your retirement goals. As the #1 provider of 403(b) plans for K-12 schools,* AXA Equitable can help you retire more comfortably. Learn how you can save for the future and enjoy immediate benefits.

Even better than sliced bread AXA Equitable is proud to be a strategic partner of OAESA. Visit axa.com/teachers or contact us at (866) 401-3030, Option 3.

* LIMRA, Not-for-Profit Survey, Q4, 2017, based on 403(b) plan assets, participants and contributions. 403(b) retirement plans are funded with an annuity issued by AXA Equitable Life Insurance Company (NY, NY) and co-distributed by affiliates, AXA Advisors, LLC and AXA Distributors, LLC (members FINRA, SIPC). “AXA” is the brand name of AXA Equitable Financial Services, LLC and its family of companies, including AXA Equitable Life Insurance Company (NY, NY); AXA Advisors, LLC; and AXA Distributors, LLC. GE-134295c (6/19) (Exp. 6/21) | G505350

PREPARING TO

LEAD

Provided for aspiring school administrators by the Ohio AssociaƟon of Elementary School Administrators

March 12, 2020 Get your new career in gear OAESA’s Preparing to Lead workshop covers the in-depth topics you’ll need for a successful start on your next role, including: • • • •

PerfecƟng your interviewing techniques Maneuvering through the hiring process Understanding administraƟve contracts Real-life case studies from the eld

Make the right connections

AƩendees will also have plenty of networking opportuniƟes throughout the day with current administrators and future colleagues.

COST: $175 HELD AT

OAESA Conference Room 445 Hutchinson Ave, Suite 570 Columbus, OH 43235

HOSTED BY

4.8 ~ AGENDA ~

contact hours

8:30-9:00

RegistraƟon

9:00-9:05

Welcome and IntroducƟons

9:05-10:05

Quali�es of Eﬀec�ve Administrators: What Districts Want!

10:05-10:15

Break

10:15-11:00

11:00-11:45

OTES: The Building Principal’s Role in Teacher Evalua�on

Dr. Becky Hornberger, Department Chair, Sail for EducaƟon, Concordia University of Chicago

Case Studies: Issues from the Field

Real-life situaƟons taken directly from our members’ experiences will be explored in a group case-study format.

11:45-12:45

Lunch on your own

12:45-1:45

Ask the Experts: A Panel of Outstanding Principals

1:45-2:00

Break

2:00-3:00

Preparing for your First Interview

3:00-3:15 3:15

David Hile, Superintendent, Licking Valley Local Schools

Engaging in your Professional Associa�on & SAIL for Educa�on

Dr. Julie Davis, OAESA ExecuƟve Director

Closing Comments and Evalua�ons

fall 2019

Thanks for celebrating

OHIO PRINCIPALS MONTH!

Plus! Thanks to all of the educators who joined us for the OAESA Get on the Bus School Tour!

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winter 2020

Equity, access, & family engagement at

OAESA’S SECOND ANNUAL READING SUMMIT

ducators from across Ohio gathered October 8 at the Nationwide Conference and Events Center for OAESA’s second annual Reading Summit. The day started with an informative, motivational, practical keynote by superintendent and author Annie Ward. The morning continued with six breakout clinics over two sessions, all of which were designed to connect attendees with tips and resources that they could take back to their classrooms the next day. We held an interactive panel

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discussion with practitioners in the field and enjoyed an afternoon snack accompanied by booktalks during “Booktalks, Cookies, & Milk.” All participants were given a free book, courtesy of Scholastic! The conference was closed with a keynote address by beloved Ohio author, Sharon Draper. Our first Reading Summit was a great opportunity for practical, relevant professional learning. Stay tuned for updates on next year’s summit; we hope you can join OAESA and your colleagues for October 6, 2020!

Pre-Summit Dinner with Project LITâ&#x20AC;&#x2122;s Jarred Amato

winter 2020

H E A LT H

matters

AWARENESS AND PREVENTION FOR TOBACCO AND E-CIGARETTE USE BY STUDENTS BY AMY GORENFLO

n 2016, the Ohio Youth Tobacco Survey found the average age of initiation of nicotine products in Ohio was 12.5 years old for cigarettes and 13.8 years old for e-cigarettes. E-cigarettes have the highest rate of current use of any tobacco products among middle and high school students in Ohio. The most frequently reported reason for initiation was use by a family member or friend. Tobacco manufacturers have targeted your students through social media marketing and with bubble gum, fruit, candy, and other flavors. They have targeted your students with sleek technology that looks very much, to an adult, like a flash drive or computer accessory. New generations of e-cigarettes may emit very little vapor and could even be used undetected in a classroom. A young person may find it hard to resist these products and can become addicted before an adult is aware of their use, a factor that makes combating these influences even more of a challenge.

and 48% increase for middle school students over the same time period. In 2018, more than 3.6 million U.S. youth, including 1 in 5 high school students and 1 in 20 middle school students, used e-cigarettes. Evidence shows that vaping (e.g., JUUL, VUSE, BLU) is unsafe for kids, teens, and young adults. Most e-cigarettes contain nicotine, even though youth may not be aware. Nicotine is highly addictive and can harm adolescent brain development, which continues into the mid20s. Young people who use e-cigarettes are more likely to smoke cigarettes in the future. It’s important to keep youth from starting, because once they do, this may lead to a lifelong addiction that is known to be the number one cause of preventable death in the United States. Nearly 80% of daily tobacco users start by 18, and almost all daily tobacco users start by 21. Initiating tobacco use in adolescence increases the risk of nicotine dependence and continued smoking throughout one’s lifetime. We are optimistic that Ohio’s new law prohibiting the sale of tobacco products to those under 21 will help, but it will take time and partnerships from all sectors, including education, to begin to see our tobacco use rates going back in the right direction.

“In 2018, more than 3.6 million U.S. youth, including 1 in 5 high school students and 1 in 20 middle school students, used e-cigarettes.”

Tobacco dependence has long been a concern in Ohio, but we’ve made progress in recent years. Sadly, this momentum is being slowed by the increase in use of nicotine products by young people, as well as adults. The use of vaping products among Ohio’s youth is skyrocketing, with a 78% increase in reported use between 2017 and 2018 for high school students

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Prevention is key and school systems are positioned to reach children where they spend their time. Talking to youth at a young age about the dangers of nicotine use will help them to make the responsible choice when it comes to nicotine. Encourage staff and visitors of your school to model healthy habits when it comes to the use of nicotine products. Most schools have adopted policies prohibiting smoking, but opportunities remain to strengthen many of these policies, especially considering new and emerging tobacco products use. The Ohio School Board Association and Neola (formerly known as North East Ohio Learning Associates) both have developed policy options that align with the Ohio Department of Health’s (ODH) 100% tobacco free campus model policies. What can school officials do to help young people addicted to nicotine, largely due to use of e-cigarettes? Creating awareness that help is available is an important start. To address the growing nicotine dependence of young people, Ohio and several other states recently partnered to launch an enhanced tobacco cessation program for teens who want to stop using tobacco products, including e-cigarettes and vapes. The My Life, My Quit program was developed by National Jewish Health (Ohio’s Quit Line vendor since 2003) in partnership with youth mental health and addiction expert Dr. Bonnie Halpern-Felsher of Stanford University. Throughout the program, teens work with coaches who listen and understand their unique needs, provide personalized support, and help them build a quit plan to become free from nicotine. Some quick facts about My Life, My Quit: • Free and confidential help is available from a quit coach specially trained to listen to teens, help teens navigate social situations that involve tobacco or vaping, and find healthy ways to cope with stress. • Teen-focused messages are included in promotional and educational materials, created with youth input, that encourage teens to quit vaping or using tobacco. • Five coaching sessions are included via live text messaging or by phone on a dedicated toll-free number (1-855-891-9989) or online chat. • Simplified online and mobile program registration is available to get teens to a coach quicker. • A dedicated teen website is available at mylifemyquit. com with online enrollment, live chat with a coach, information about vaping and tobacco, and activities to support quitting and stress relief. • Ongoing text messages are included for encouragement throughout the quit process. • Participants receive a certificate of program completion. There are several other resources in place to help youth end their nicotine dependence. Truth Initiative® has expanded its quit-smoking resources to include an e-cigarette quit program, This is Quitting. This innovative and free text message program was created with input from teens, college students, and young adults who have attempted to, or successfully, quit e-cigarettes. Text coaching is a proven, powerful strategy to boost success and deliver behavior change. Text program users also have the

option to connect with online communities and interactive tools for added support. Youth and young adults can access the new e-cigarette quit program by texting “DITCHJUUL” to 88709. Parents and other adults looking to help young people quit should text “QUIT” to (202) 899-7550. To teach youth about the dangers of vaping, there are opportunities to incorporate lessons into your school’s curriculum, such as the Coordinated Approach to Child Health (CATCH) program, a long-standing school health initiative, collaborated with researchers at Michael & Susan Dell Center for Healthy Living at The University of Texas Health Science Center at Houston (UTHealth) School of Public Health to create CATCH My Breath™, a youth e-cigarette, vape, JUUL, and vape prevention program specific to grades 5-12. Information can be found at www.catchinfo.org. If you have students or staff that are over 18, ODH funds the Ohio Tobacco Quit Line, a telephonic cessation service with evidence of being one of the most effective interventions for tobacco cessation. Some quick facts about the Ohio Tobacco Quit Line: • It is accessible by calling 1-800-QuitNow, 24 hours a day, seven days a week. • After several years of limited eligibility, the program is now open to ALL Ohioans regardless of insurance or employment status. • Services are offered by trained coaches that offer telephonic tobacco cessation treatment. • Up to eight weeks of nicotine replacement therapy (NRT) is available; one two-week dose is shipped after each call (up to four times). Participants have their choice of patches, gum, or lozenges. NRT is not provided to participants under 18. • Participants can opt into text messaging and chose general themes, or messages can be targeted for several different chronic diseases. • Consumers of ANY tobacco or nicotine product may enroll. ODH is currently investigating a number of confirmed cases of severe lung disease linked to vaping, all of which have been hospitalized and which, nationwide, has caused deaths. This investigation is a warning that we are in a crisis and must act now to protect our youth. For information about how your school can be involved in addressing nicotine product use among students and staff, please visit www.odh.ohio.gov and navigate to the Tobacco Use Prevention and Cessation Program page. For direct questions or to speak with a tobacco prevention or cessation specialist, send an email to tobaccoprevention@odh.ohio.gov. Amy Gorenflo is a Cessation Services Program Administrator of the Tobacco Use Prevention and Cessation Program with the Ohio Department of Health.

winter 2020

LEGAL

report

New Year’s Resolutions for Administrators BY DENNIS PERGRAM

ESOLUTION: I resolve to make certain that all student grade changes made by me are well documented.

RATIONALE: Most principals have the authority to make a change to a student’s grade when the principal feels that it is justifiable. Usually, changes based on clerical or mathematical errors do not create any controversy. It is those changes that a teacher disagrees with that can be troublesome. For example, you may feel that it is justifiable to change a special education student’s grades because the teacher has deviated from the student’s IEP. Before the grade change is made, you will want to discuss the proposed change with the teacher and hopefully the teacher will agree, but if not, you need to adequately document the disagreement and document why you feel the grade change is justifiable. If practical, you should have the superintendent weigh in on the change. The controversial grade changes can result in the teacher submitting a complaint or report to the Office of Professional Conduct at ODE, resulting in the principal having to respond with evidence as to why the grade change was made. This appears to be a very sensitive area for the Office of Professional Conduct. RESOLUTION: I resolve to make certain that I will immediately make a report when I have reasonable cause to suspect child abuse and/or neglect. RATIONALE: This is a particularly troublesome area for mandatory reporters such as principals as the natural tendency of some principals is to conduct an investigation before making any determinations or submitting any report. Unfortunately,

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the law does not call for the principal to make the report after the reasonable investigation. Specifically, the law states that the immediate reporting is to be done when the mandatory reporter “has reasonable cause to suspect based on facts that would cause a reasonable person in a similar position to suspect, that a child under eighteen years of age or a mentally retarded, developmentally disabled, or physically impaired child under twenty-one years of age has suffered or faces a threat of suffering any physical or mental wound, injury, disability or condition of a nature that reasonably indicates abuse or neglect of the child.” The mandatory reporters are provided with absolute immunity from civil or criminal liability but the risk in not reporting is potential criminal liability, civil liability, employment loss, and loss of license. RESOLUTION: I resolve to become fully knowledgeable of the district’s acceptable use policy and to use the district’s electronic devices for school business only. RATIONALE: You should make yourself fully aware of the district’s acceptable use policy, and even if the policy permits limited use of the district’s electronic devices for personal reasons, you should not do so. All information that you place on the district’s electronic devices and all information that you receive on the same is the district’s property. While you may think that no one cares, if the district is looking for grounds to terminate, emails and text messages that can be retrieved from district electronic devices are often looked at. Further, the Office of Professional Conduct may have interest in that information

and documentation if it is conducting an investigation. RESOLUTION: I resolve to make myself fully aware of the risks and potential consequences of a romantic relationship with a fellow employee of the district. RATIONALE: First of all, you will want to determine whether the district has any type of anti-fraternization policy which would affect a romantic relationship in the workplace. While many adults meet their eventual boyfriend, girlfriend, fiancé, or spouse in the workplace, you must be conscious of the risks. For example, a romantic relationship with a subordinate, even if you are both single, creates a high risk if you are the evaluator of that person. The most obvious problems are that someone may claim that you are favoring that person because you are in a romantic relationship or, if the relationship ends, the person may claim that you are retaliating against them and giving them lower ratings because they ended the relationship. Consequently, if such a relationship should develop, you need to take steps to remove yourself from being the “evaluator” and from any other situations that would create the impression of favoritism or retaliation.

Someone who you think finds your comments humorous may later testify that they were uncomfortable with your comments but because you were their superior, they were afraid to tell you so. RESOLUTION: I resolve to find out what my rights are before I resign under a threat of termination. RATIONALE: No one is perfect and you may have engaged in conduct that you think is worse than it really is or you may have a superintendent threaten you with immediate termination if you do not immediately resign. First of all, under Ohio laws, a termination cannot immediately happen. Someone may also tell you that if you immediately resign, the matter will not be reported to the Office of Professional Conduct. Misconduct reports cannot be bargained. In other words, if there is a duty on the part of your employer to report misconduct, your employer must, under the law, make that report regardless of whether you resign.

DID YOU KNOW?

Obviously, any physical displays of affection in the school house or school offices or at school activities must be avoided. RESOLUTION: I resolve to conduct myself professionally in the presence of students, subordinates, peers, and superiors.

Your OAESA professional membership entitles you to one free hour of work-related legal consultation with OAESA legal counsel, Dennis Pergram, every year.

RATIONALE: While you may feel very comfortable around certain students whom you know well, subordinates, peers, and supervisors, you must be cautious to never drop your guard. Even though a friend at school shares an off-color joke with you, you should not feel comfortable reciprocating. That friend could end up being subpoenaed at a termination hearing or an ODE hearing to relate the off-color jokes, statements, or comments made by you, and it will not suffice to argue that your friend engages in the same type of conduct as you may be the only one under investigation.

If you seek advice after you have submitted a resignation and your board of education has accepted your resignation, you most likely will be told “what you did” rather than “what you should have done.” At that point, absent some very unusual circumstances, it is too late for you to withdraw your resignation or negotiate the terms of a resignation that may have some benefits for you or to challenge the threatened termination because, at that point, the board no longer has to resort to a termination.

CONCLUSION: Following the above resolutions will certainly lessen the risks of you ever having to meet me, or any other attorney for that matter, at a termination hearing or an ODE investigation or hearing. With that, I wish you a happy new year. Dennis Pergram, legal counsel to OAESA, is a partner in the law firm of Manos, Martin & Pergram Co., LPA. He is a former chairperson of the Ohio State Bar Association School Law Committee and has practiced school law for over 30 years.

winter 2020

LEGISLATIVE

update

Student Wellness and Success Funds

What’s the Administrator’s Role? BY BARBARA SHANER

levate,” the theme for this issue of the Principal Navigator, could carry with it a number of meanings. From an advocacy perspective, we want to call legislators’ attention to the many good things happening with students every day. We also want to raise awareness about the challenges faced in school buildings across the state, particularly the mental health and behavioral issues students bring with them to school. When educators and school administrators share stories with the governor and legislators about their students’ struggles, they elevate or improve the understanding state leaders have (and need) in order to make good laws.

“

In his first budget this spring, Governor Mike DeWine advocated for new funding for schools and districts to support the whole child and target the non-academic barriers that students face each day. The result was significant — $675 million over the biennium in funding for mental health services, wraparound services, mentoring, after-school programs, and more, dubbed Student Wellness and Success Funds (SWSFs). This funding was approved by the legislature through HB 166, the biennial budget bill, and its distribution to school districts started in October. It would not be a stretch to say that the need for the SWSFs came about because administrators, teachers, and other school leaders elevated the conversation about students’ nonacademic barriers to success. During Governor DeWine’s gubernatorial campaign last year as he traveled throughout

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the state, he heard loud and clear that many students are experiencing these barriers to learning. These new funds have officially started to flow. So, what now? Districts are required to partner with another local agency or organization in developing a district plan for spending the SWSFs (the list of approved partners are listed in the budget bill). The hope expressed by the governor was for districts to build partnerships at the local level that would result in thoughtful ways to help students. The partnership could perhaps allow communities to leverage the services already available through other community organizations. The following is the list of qualifying partners: (1) A board of alcohol, drug, and mental health services; (2) An educational service center; (3) A county board of developmental disabilities; (4) A community-based mental health treatment provider; (5) A board of health of a city or general health district; (6) A county department of job and family services; (7) A nonprofit organization with experience serving children; (8) A public hospital agency. However, while local collaboration is encouraged and required for the development of the plan, districts have been given flexibility in how the funds are spent and what the

district ultimately chooses to include in its plan, as long as the programs and services fall within the categories listed in the bill.

day struggles some students face. Your involvement in determining the best ways to help students overcome them, should be a given.

The categories for the use of SWSFs are as follows:

The Ohio Department of Education has provided a good bit of guidance on its website for districts to utilize as the SWSFs are administered. You can find everything from a listing of possible programs/services for districts to consider, to an FAQ on what the new law that created the SWSFs allows and requires.

(1) mental health services, (2) services for homeless youth, (3) services for child welfare involved youth, (4) community liaisons, (5) physical health care services, (6) mentoring programs, (7) family engagement and support services, (8) City Connects programming, (9)professional development regarding the provision of trauma informed care, (10)professional development regarding cultural competence, (11) student services provided prior to or after the regularly scheduled school day or any time school is not in session.

We must acknowledge there is a lot of anxiety from district leaders across the state over whether the SWSFs will continue beyond the current two-year budget; if not, can districts sustain new programs and services established with these funds? There are concerns that foundation funding (funding for the classroom) has been frozen at school year 2018-2019 levels while the new SWSFs are aimed at specific nonacademic purposes. The expansion in the number of school buildings identified as EdChoice Scholarshipeligible statewide is also causing funding concerns because of new deductions for students attending private schools.

“Helping your district

strike the right balance between finding ways to address students’

Districts are not required to submit the SWSFs plan to the state. SWSFs can supplant services or programs already offered by the district, freeing up district funds for other things. The funds are not required to be spent in the year districts receive them. At the end of the year, districts will be required to submit a report to the Ohio Department of Education about their use of the SWSFs.

barriers to learning

while maintaining strong academic programs,

All these are legitimate concerns which create challenges for districts. However, it is hard to argue against the goals put forth by Governor DeWine when he proposed these new funds. Helping your district strike the right balance between finding ways to address students’ barriers to learning while maintaining strong academic programs, will be key. As building administrators, your perspective in this is invaluable.

will be key. As building administrators, your

perspective in this is invaluable. ”

It is early in the process for the implementation of the SWSFs, so districts may still be contemplating the details of their plan. But whether the plan has already been established in your district for this year, or discussions are ongoing, it is important that OAESA members be involved. After all, the impetus for establishing the funds in the first place (that resources are needed for addressing things like mental health, emotional support, and other barriers to learning), came about because of feedback from the field. It follows that building administrators be key players in the development of districts’ plans and in the partnerships that are formed with other community leaders. Building administrators have first-hand knowledge of the day-to-

OAESA plans to continue to provide information to members about the SWSFs. Also, we are interested in hearing from those of you who have been engaged in your district’s plan; we want to share those success stories with others. As we’ve already noted, it is important that we elevate the good things happening with students from around the state. Barbara Shaner is OAESA’s Advocacy Specialist. If you need more information, contact the author at barbaracshaner@gmail.com. winter 2020

halkboard

ARE YOU UP TO THE CHALLENGE? Use OAESA’s PAL Program to Host a Legislator in 2020 As a school administrator, much of your work is directly impacted by the actions of our state and federal legislators. There are many examples of laws that have dramatically changed the educational landscape: Ohio’s Learning Standards and State Assessments, OTES, PBIS, and HB 410. And of course, every list of ways that our lawmakers affect the work of school leaders begins with a discussion about school funding! Given the tremendous impact that legislators have on the job we do, it simply stands to reason that educators need to be very purposeful about building a positive relationship with these influential individuals. By establishing a trusting, collaborative and cohesive relationship with our lawmakers, we stand a far better chance of having our professional perspectives considered when educational issues are being debated at the statehouse. To make connecting with legislators seamless, OAESA has created a Principals Advocating with Legislators (PAL) toolkit to encourage every school administrator to spend time intentionally cultivating a positive relationship with legislators and policymakers from their area. OAESA challenges you to host a legislator at your school this year. Visit oaesa.org/pal to learn more!

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didyouknow?

news from the association

CELEBRATE!

REP. ASSEMBLY

October gave us the opportunity to celebrate YOU during Ohio’s first Principals Month. From PD to social media, you went above and beyond celebrating the principalship, and each other. Can’t wait for 2020!

General membership, district liaisons, and county representatives are invited to witness the governance of the association in action and enjoy lunch April 25 from 11-2 at Smith and Wollensky in Columbus.

CALL FOR ARTICLES

TEAM UP!

Submit your article for our spring issue themed, CELEBRATE: You’re Unstoppable! Submissions are due March 1, 2020. Email navigator@oaesa.org for more information on this opportunity!

Want to be more involved in your association? OAESA is always seeking members to fill vacancies on our service teams. Email info@oaesa.org for more information.

PD AT THE CLICK OF A BUTTON

360 DEGREE VIEW

OAESA presents monthly webinars that are accessible to you with your membership. OAESA.org/events lists all of our upcoming topics and presentations!

If you want to gain more perspective on yourself as a leader, consider adding OAESA’s 360 Feedback Tool to your membership. You selfevaluate, and we’ll help you do the rest!

out&about withOAESA

T W E E T Y O U R HEART OUT Log in to Twitter and follow our hashtag, #ohprinchat during our spring Twitter chats. Itâ&#x20AC;&#x2122;s a great way to get new ideas and inspiration on the fly from the comfort of your own couch.

February

Date: Tuesday, February 4 Time: 8PM-9PM Topic: How Do You Tell the Story of Your School?

March

Date: Tuesday, March 3 Time: 8PM-9PM Topic: Hiring, Interviews, and All Things Staffing

April

Date: Tuesday, April 7 Time: 8PM-9PM Topic: Professional Conference Preview Chat GET IN THE ZONE: For OAESA, it was a packed fall, full of opportunities to intentionally connect. One great, no-cost opportunity is your regional zone meeting. Join OAESA every fall and spring, at a location convenient to you, for association updates, networking, and food. Give yourself a chance to get off administrator island and see what others in your area are up to. The photos above are from our fall meetings. Pictured Above: Top, Zone 10; Bottom left, Zone 6; Bottom right, Zone 7. Check out the spring meeting schedule on page 57, and plan to join OAESA and your colleagues!

May

Date: Tuesday, May 5 Time: 8PM-9PM Topic: Finish Strong!

join the conversation

#ohprinchat winter 2020

e’re booked

RECLAIMING OUR CALLING: Hold on to the Heart, Mind and Hope of Education BY Brad Gustafson REVIEW BY Halle Schoener Randles, Ph.D., Principal, Caldwell Elementary Caldwell Exempted Village Schools

hy did you decide to become an educator? Did a special teacher or coach inspire you? Was it the sense of wanting to make a difference in the lives of children? Does the focus on high-stakes test scores fulfill this purpose? Probably not. R eclaiming Our Calling: Hold on to the Heart, Mind and Hope of Education (2018) by Brad Gustafson reaffirms and challenges us to retain our idealism as we address the needs of the whole child. Dr. Brad Gustafson defines himself by his “faith, family, and desire to help kids- and the educators who serve them--succeed.” He has been a teacher and is a practicing

principal navigator

principal. Brad Gustafson also is a speaker and bestselling author. He was recognized as Minnesota’s Principal of the Year. Dr. Gustafson explains that there is a lot of important data that should be gathered about each of your students, not just the numbers from high-stakes tests. He describes “learning that lasts” as the goal of educators. This is accomplished by being child-centered with an emphasis on the whole child. The author challenges us to learn about each child— their strengths and interests—by connecting with them. This requires intentionality. It requires purposeful conversations, listening, being present, and by creating a space for each to be curious. With this knowledge you can connect children to their passions. In the end, relevant learning lasts. Reclaiming Your Calling is very different from most books for educators. Divided into three sections—heart, mind, and hope—it helps us purposefully reconnect to our profession for the reason we became educators initially: to inspire and make a difference. The content primarily emphasizes wisdom gained by the author by practice through relatable personal childhood recollections and professional anecdotes from his career as a teacher and principal. Also, Dr. Gustafson provides many practical strategies for teachers and administrators in each chapter in “Try This!” Each is easy to implement with students or colleagues to encourage that deep connection with others. Also included throughout the book are brief paragraphs referred to as “Voices from the Field.” These are inspirational beliefs and understandings provided by those serving children in schools at various levels. This book, while a good read for anyone in education, lends itself to a book study within a school or district.

FROM TEACHER TO LEADER: Finding Your Way as a First-Time Leader without Losing Your Mind BY Starr Sackstein REVIEW BY Tammy Elchert, Ed.D. Principal, Carey Elementary Carey Exempted Village Schools

n From Teacher to Leader, Finding Your Way as a First-Time Leader without Losing Your Mind, Starr Sackstein shares the story of her transition from the classroom to an administrative role. Written with raw wit and humor, it is an engaging story that includes practical tips and resources that are pertinent to any leader whether veteran, beginning, or aspiring. This book is all about the good, the bad, and ultimately, the learning that comes from our daily work in educational administration.

BOOK REVIEWS FOR THE PRINCIPAL LIBRARY

Chapters in the book are set up in the same four-part order: quote, information, excerpt, and questions. Each chapter opens with a famous quote that ties into the theme of its content. For example, “The Ache of the Shift” begins with Mary Tyler Moore’s quote “Take chances, make mistakes. That’s how you grow. Pain nourishes your courage. You have to fail in order to practice being brave.” Sackstein then introduces information and opinions on the theme. Next, she includes excerpts from her Education Week teacher blog, Work in Progress. These provide authentic moments of uncensored feelings and events and are a reflective look at how different experiences impacted her decision making. She has also included questions at the end of each chapter entitled, “Daily Reflections for Change.” The great thing about From Teacher to Leader is the emphasis on learning and continued professional growth throughout the book. In Chapter Two, Sackstein encourages the reader to analyze their own leadership style. She emphasizes that teachers are leaders and that those same leadership skills used in the classroom must be altered to address adult learners in the school. Later chapters such as “Building Relationships for Early Success,” “The Slow Moving Treadmill of Change,” “Be the Leader You Wish You’d Had,” or “Planting Seeds for Sustainability,” include various tips for building trust, empowering students, coaching creativity, and giving feedback. Leadership isn’t easy, and being a first-time leader carries its own set of challenges. Sackstein’s book offers an honest and practical guide designed to support new leaders moving from the classroom to an administrative role.

our values, braving trust, and learning to rise. Brown explains that when all of these skills are combined together, they equal a courageous leader. She identifies the heart of courageous leadership as the ability to “rumble with vulnerability.” This means discuss the tough stuff, stick with the messy problem solving, be fearless, and listen with intensity. She further emphasizes the need for us to be self-aware, identify our fears, and “how we behave and show up in difficult situations.”

DARE TO LEAD:

Brave Work. Tough Conversations. Full Hearts. BY Brené Brown REVIEW BY Julie Gulley Principal, Richfield Elementary Revere Local Schools

re you looking for a book that is both inspiring and a “playbook” that you can use as a leader in your district? Dare to Lead, by Brené Brown, is exactly that and more. Based on her two decades of research, Brown lays out the tools needed to be a daring and courageous leader. On her website, brenebrown.com, Brown includes a read-along workbook that offers a Glossary of Key Language, Skills, Tools and Practices, a schedule for reading, and exercises that you can do with a team if you choose to make this a book study. Brown’s book is divided into four skill sets: rumbling with vulnerability, living into

Brown also identifies the importance of elevating our staff and building a culture of courageous leaders. She discusses how we need to encourage “brave work, tough conversations, and whole hearts” and we should be connected leaders to those that we lead. She also discusses the need to allow our students to have a place where they can “rumble with vulnerability and their hearts can exhale,” as it creates an opportunity to make a life-changing impact on them. Brown’s website contains more information and tools for creating #daringclassrooms. One of the rumble tools that I found valuable as a building principal and have already used and implemented right away from this book was the “square squad.” Brown defines this as the people who fit on a one inch by one inch square who “respect you enough to rumble with you” and love you “because of your vulnerability and imperfections.” We all should define our “square squad” in order to elevate us as educators on the rise. This rumble tool is just one of many practical and useful tools in this “playbook” for courageous leaders. Dare to Lead is filled with useful and practical research, tips, and ways you can elevate your leadership and learn how to be more courageous in your building and district.

winter 2020

e’re booked BOOK REVIEWS FOR THE SCHOOL LIBRARY

DEAR GIRL

A Celebration of Wonderful, Smart, Beautiful You!

BOOK BY Amy Krouse Rosenthal and Paris Rosenthal ILLUSTRATIONS BY Holly Hatam REVIEW BY Traci Kosmach, Principal, Riverview Elementary, Stow-Munroe Falls City Schools

ecause I believe in the power and magic of picture books, when a good one comes along, I share it with my friends and family, regardless of their ages. Shortly after its publication, I purchased Dear Girl for most of the girls I love. The message is what all of us need to hear: we are valued, encouraged, supported, and loved. It is a collaboration written by a mother and daughter and, best of all, that archetypal relationship comes through in this book. Dear, Girl is written in a series of short letters that address a remarkable number of situations girls find themselves experiencing, with clarity that exceeds the brevity of the writing. The illustrations are perfectly simple and allow the beautiful message to come through in the sweetest manner. I am grateful for the literary hug this book offers and for being able to share it with many girls of all ages.

STAND TALL, MOLLY LOU MELON

BOOK BY Patty Lovell ILLUSTRATIONS BY David Catrow REVIEW BY Traci Kosmach, Principal, Riverview Elementary, Stow-Munroe Falls City Schools

y relationship with my grandma is one that endures, especially now that I have a granddaughter of my own. Molly Lou Melon’s grandma fills her with a love that grows confidence and bravery in the face of all that this little girl’s life might throw her way. Especially when, that little girl is small for her age, has teeth that stick straight out of her mouth, and other characteristics that are easy for her friends to joke about. Molly Lou’s grandma makes sure that she knows how to be herself with self-assurance by telling her to walk proud, smile big, sing clear and strong, and believe in herself. Each time Molly Lou takes her grandma’s advice, she finds herself on the right side of what might otherwise have been a hurtful situation. Molly Lou makes friends, rather than enemies. She navigates a new school and moving away from her beloved grandma with more grace and panache than one might expect from a little girl. This story is encouraging, and the illustrations are endearing!

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INTENTIONALLY CONNECT

at SPRING 2020

REGIONAL MEETINGS Meet other administrators in your area for food, networking, and discussions about the issues you face on the job. It’s a great way to recharge and learn about the successes and initiatives at other schools, and best of all, it’s completely free! You are welcome at any zone meeting, regardless of where you live or work, and nonmembers are welcome, so bring a friend.

ZONE ONE

March 18, 9:00 am-Noon OSU Endeavor Center 1862 Shyville Rd. Piketon, OH 45661

ZONE SIX

March 11, 4:30-6:30 pm Market Garden Brewery 1947 West 25th St. Cleveland, OH 44113

ZONE TWO

April 21, 4:30-6:30 pm Scholastic Warehouse 5459 West Chester Road West Chester, OH 45069

ZONE SEVEN

April 7, 4:30-6:30 pm West and Main 187 West Market Street Warren, OH 44481

ZONE THREE

ZONE FOUR

March 10, 4:30-6:30 pm April 14, 4:30-6:30 pm Black Rock Bar & Grill SamB’s 2745 Fairfield Commons Blvd. 163 S. Main St. Beavercreek, OH 45431 Bowling Green, OH 43402

ZONE SIX/EIGHT March 19, 4:30-6:30 pm Samantha’s Restaurant 4954 Portage St. NW North Canton, OH 44720

ZONE NINE

February 6, 9:30-10:30 AM Connect with us online in our Virtual Meeting

RSVP for these free events at OAESA.org/events Regional meetings are FREE thanks to the generosity of OAESA’s corporate partners AXA, Curriculum Associates, Franklin Covey, Horace Mann, Lexia Learning, and Renaissance.

ZONE FIVE Stay tuned for details!

ZONE TEN April 2, 4:30-6:30 pm Eddie George Grille 775 Yard St., #100 Columbus, OH 43212 -ANDApril 14, 4:30-6:30 pm Roosters 1500 Stonecreek Dr. Pickerington, OH 43147

Call for articles for OAESA’s Spring 2020 Principal Navigator A

s we gear up for the OAESA Professional Conference, we want to give you a sampling of what you can expect at our annual event. Our next issue is dedicated to our conference theme, CELEBRATE: You’re Unstoppable! Here’s your chance to share your story with your colleagues in OAESA’s Principal Navigator magazine. We’re looking for articles on the following topics: -Tell our readers about a challenge that you, your staff, or your students have overcome -Share how you and your staff have broken down barriers for students -Shine a positive light on the great things happening in your school -Declare your goals for your school community in 2020 and beyond The submission deadline is March 1, 2020. Email submissions to navigator@oaesa.org.

elcome

ZONE 1

Jessica Brust Amanda Conkel Katrena Corbett Ashley Gillum Debra Lehman Cynthia Oxender Yancey Roberts-Schein Joe Rowe Kelly Smith-Vernon Ian Snyder Michael Thompson Joshua Tripp Dustin Tyler Jenelle Vargas Sarah Ward Sarah West

ZONE 2

Stephanie Aerni Joanne Aghotte Ann Brinkley Erin Bucheit Meg Burrows Ronda Campbell Wiley Collett Gary Croley Leighanne Davis Maryann Duffy Daneine Fields Bret Gordon Lindsey Gregg Matthew Heredia Brianne Lee Emily Marshall Matthew Patterson Kareem Sanders Matthew Willian Jeff Winslow

ZONE 3

Rachael Blankenship Kyle Cutnaw Carmella Friz Twila Heine Brooke Hoblit

Rebecca Huber Leigh Johnson Stephanie Kindell Kyle Phelps Allyson Seifert Emily Smith Doug Zimmer

ZONE 4

Theresa Brown Becky Buchman Jennifer Croy Mariah Downing Debora Dulle Ashley Ensign Ann Glowacki Brett Grieser David Haberman Steven Hastings Brittany Kahle Jamie Knueven Allison Postl Jane Spurgeon Michelle Steffes Steve Swaggerty Mark Swavel Andrea Williamson Kelly Wohlgamuth

ZONE 5

Brittany Brookbank Laura Bryant Amanda Buchs Julie Colaizzi Ashley Dale Jessica Darby Jen Fitch Jill Griebe Courtney Handshoe Charlene Hartley Janeen Heilman Sheila Hicks Lindsey Holeman Anna Horner Jonathan Kelley Bridget Kocon

OAESA’s New Members Kristina Smith Jocelyn Stout Dale Strickler Ryan Taylor

ZONE 6

Rachel Alaimo Jamie Bailey Michelle Barnes-Riley Kimberly Bouch Jalen Brown Steffani Cicerchi George Clark James Davis Steven Diedrick Ben Effinger Amanda Fowler Kris Gaijer Stacy Gainous Latosha Glass James Greene Caitlin Hall Katie Hawk Laura Heckman-Spear Kelsy Hoy Jessica Humphrey Amanda Irwin Natalie James Heather Kama-Starr Kira Karabanous Paige Krol Tracy Krueger Laura Marabito Joseph Marginian Adedoyln Martin Jenna Middleton Kevin Payton Benjamin Pretzloff Nicole Pruente Julie Schmidt Christy Sinko Stancy Sykes Grace Tome Kathleen Typpo

ZONE 7

Meagan Bellan Katie Bibri Aaron Bouie III Julie Clark Anne Deitrick Heidi Elmore Deborah Grim Austin Handrych Elizabeth Kelly Keri Leindecker Lisa Mistovich Katy Nagaj Karen Pasquale Michelle Payich Dorothy Reppy Meaghan Rooney Dan Scarmack Mason Seachrist Vincent Suber Stephanie Sullivan Thomas Sullivan Jr Adam Tomco Kelly Weeks Kayla Weingart Holly Welch

ZONE 8

Tyler Cook Katie Elliott Jennifer Hiles Darlene Howald Heather Kuhns Jamie Salvino Nikolaus Schweikert Annie Silverthorn Jessica Winters

ZONE 9

Michele Grant April Massey Krista Ross

ZONE 10

Julie Alloway Marcy Aquino

member reminder

Damicka Bates Riley Belcastro Charlotte Bell Nicholas Bertrams Daniel Boland Anne Brewer Stephanie Brickner Anastasia Brown Jodi Clemens Jessica Corkins Virginia Crawford Michelle D’Amico Sonja Dill Jill Dorman Sarah Dziak-Swanton Julie Eirich Alexander Gerhard Nicole Hayes Michael Heitzman Natalie Henderson Shonte Ivey Craig Jackson Jocelyn Jungers Kevin Landon Chasity Laufman Heidi Leeds Justin Maccombs Roxanne Martin Michelle Martin Casandra Nigl Amanda Palmer Scott Philabaum Julia Pierpont Katherine Plecki Angela Raquepaw John Rathburn Kylie Ringhiser Cory Roush Chad Schulte Jon Spires Amanda Stemm Caroline Walker Keona Walker Suzanne Williams Elizabeth Wills India Wilson

Need to renew your membership? Full registration non-member rate for OAESA’S Annual Professional Conference in June includes a 1-year professional membership. 58

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ohio association of elementary school administrators serving all administrators pre-k through 8

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Dues paid to OAESA are NOT deductible as charitable contributions. Make check payable to OAESA for both OAESA and NAESP membership dues. Annual membership dues are nonrefundable. How did you hear about us? ___Email __ Website ___Brochure ___Monthly e-newsletter ___Colleague __ Social media ___Mailing/Flyer ___Magazine

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