INSIGHT—Fall 2000

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS QUARTERLY PUBLICATION

FALL 2000

INSIGHT k n i Th er!

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FALL 2000 VOLUME 14, NO. 3 E S

A Curriculum Management Audit: Now What?

by Michael Hinojosa Focuses on the major reasons for engaging in an audit; the steps involved in initiating, commissioning, and implementing an audit; and the experience of Hays CISD through the auditing process

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Developing School/University Partnerships: Lessons Learned through the Center for Creative Leadership Facilitation

by John Horn Discusses a recent experience of Mesquite ISD and Texas A&M University–Commerce, focusing on lessons learned from a two-year partnership development effort facilitated by the Center for Creative Leadership

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Small School District Big on Technology

by Holly Lee Outlines how Ralls ISD, a rural 2A school district, has provided its students and staff with cutting-edge technology and a Technology Staff Development Plan that earned TSDC’s Outstanding Districtwide Staff Development Program Award for the 1999–2000 school year

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TASA EduPortal™—Think Power!

by Ann Halstead Provides questions and answers to help you understand how the EduPortal works and how you can harness its power for your district and administrative staff

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2000-2001 TASA Legislative Survey Executive Summary

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Professional Development Imperative and Continuum for Quality Professional Development

Shares highlights from the statewide results of the 2000–2001 TASA Legislative Survey regarding finance/funding/operations issues, teacher salary schedule, compensatory education, taxes, accountability, and personnel

Offers a statement and continuum of six indicators intended to move educators to action in implementing professional development that makes a difference for teachers and students

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Celebrate our history Envision ourfuture

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2000 Superintendent of the Year and Outstanding School Board Awards, honorary life nominations, Technology Leadership Academy, Texas Child Identification Program

Executive Director’s View Communicating is key

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President’s Message Don’t be silent

The Leader (News from the Texas Leadership Center) Board briefs, leadership in Katy ISD, review on Evaluating Professional Development

INSIGHT

Officers

At-Large Members

James E. Wilcox, President, Hooks ISD Leonard E. Merrell, President-Elect, Katy ISD Don Gibson, Vice-President, Wall ISD Virginia L. Collier, Past President, Texas A&M

Marla Guerra, UT–Pan American Willis Mackey, Navasota ISD Edith J. Peacock, Vidor ISD Lu Anna Stephens, Fabens ISD

Executive Committee

Editorial Advisory Committee

Eliseo Ruiz, Jr., Los Fresnos CISD, 1 Henry D. Herrera, Alice ISD, 2 Tom R. Jones, Jr., Tidehaven ISD, 3 James F. Smith, Alief ISD, 4 M. R. "Bob" Tilley, Kirbyville CISD, 5 Mike Roberts, Snook ISD, 6 James E. Dunlap, Hallsville ISD, 7 Harvey Hohenberger, Chisum ISD, 8 Robert H. Henderson, Henrietta ISD, 9 Tony Daugherty, Pottsboro ISD, 10 Lloyd H. Treadwell, Springtown ISD, 11 Rex Daniels, Lampasas ISD, 12 Ron Reaves, New Braunfels ISD, 13 Gayle Lomax, Snyder ISD, 14 Billy Jack Rankin, Bangs ISD, 15 Kyle Collier, Claude ISD, 16 Paul L. Whitton, Jr., Frenship ISD, 17 Bobby D. McCall, Iraan-Sheffield ISD, 18 Pam Padilla, Anthony ISD, 19 Alton Fields, Pleasanton ISD, 20 Dawson R. Orr, Pampa ISD, Legislative Chair

James E. Wilcox, Hooks ISD, Chair Michael G. Killian, Lewisville ISD Leonard E. Merrell, Katy ISD Michael W. Moehler, Abilene ISD Shirley J. Neeley, Galena Park ISD Dawson R. Orr, Pampa ISD Kay E. Waggoner, Red Oak ISD Elaine L. Wilmore, UT–Arlington

TASA Headquarters Staff Johnny L. Veselka, Executive Director Ellen V. Bell, Associate Executive Director, Professional Development Louann H. Martinez, Associate Executive Director, Governmental Relations Ann M. Halstead, Director, Communications & Technology Pat Johnston, Director, Special Services Iliana Cavazos, Design/Production Karen Limb, Editorial Coordinator Neal W. Adams, TASA General Counsel, Adams, Lynch, & Loftin—Bedford

Advertising For information on advertising in INSIGHT, contact Ann Halstead, TASA, 512-477-6361.

INSIGHT is published quarterly by the Texas Association of School Administrators, 406 East 11th Street, Austin, Texas, 78701-2617.

Subscription is included in TASA membership dues. © 2000 by TASA. All rights reserved. TASA members may reprint articles in limited quantities for in-house educational use. Articles in INSIGHT are expressions of the author or interviewee and do not necessarily represent the views or policies of TASA. Advertisements do not necessarily carry the endorsement of the Texas Association of School Administrators.

INSIGHT is printed by Thomas Graphics, Austin, Texas.

FALL 2000 5

NEWS WIRE

Technology Leadership Academy Registration Generates Positive Response More than 600 superintendents and principals participated in the first two-day session of the Technology Leadership Academy. The five-day academy is in its fourth year and, for the first time, is supported by a state challenge grant from the Bill & Melinda Gates Foundation. Dell Computer Corporation, Apple Computer, Inc., Southwestern Bell/SBC Foundation, and Gateway Business are additional sponsors.

Information about the academy can be viewed at www.tasanet.org in the "Professional Development" section, "Technology Leadership Academy for Superintendents and Principals."

Annette T. Griffin Named 2000 Superintendent of the Year Annette T. Griffin, Carrollton-Farmers Branch ISD (10), was named 2000 Superintendent of the Year by TASB at the TASA/TASB Convention in September. Griffin has been chief administrator of Carrollton-Farmers Branch ISD for three years and previously served as superintendent in Duncanville and Carroll ISDs. She also has experience as an assistant superintendent, principal, and teacher appraiser.

She earned her bachelor’s and master’s degrees from Louisiana State University and her doctorate from the University of North Texas.

Griffin was nominated by her district for leading the development of a new curriculum framework that is results driven along with a

document that aligns instruction with TAAS objectives and the Texas Essential Knowledge and Skills (TEKS). Both documents are often requested by other districts. She also was cited for the creation of a character education resource guide, communication skills, and her "servant leadership."

Other finalists for the award were Jesus H. Chavez, Harlingen CISD (1); Richard E. Berry, Cypress-Fairbanks ISD (4); Jerry Wright, Highland Park ISD (16); and Michael F. Quatrini, San Elizario ISD (19).

Flour Bluff ISD Board Recognized as 2000 Outstanding School Board The Flour Bluff ISD (2) Board of Trustees was named Outstanding School Board for 2000 at the TASA/TASB Convention. Members of the board are Diana Barnes, president; Jimmy Kaylor, vicepresident; George Canales, secretary; and Dan Thornton, Wallace Graham, Larry Simone, and Richard Pittman, members. The board was nominated by Superintendent Carol Ann Moffett.

TASA’s School Board Awards Committee, chaired by Eliseo Ruiz, Jr., superintendent, Los Fresnos CISD, selected the board for its team

approach to governance, effective communications practices, and strong commitment to improving student performance across the district. TASA Executive Director Johnny Veselka recognized the Flour Bluff ISD Board in a special ceremony at its board meeting on Thursday, October 26.

Also honored as 2000 Honor Boards were Burleson ISD (11), Harlingen CISD (1), Northside ISD (20), and Richardson ISD (10).

Honorary Life Nominations Being Solicited Honorary Life Memberships will be awarded to nominated administrators who meet the following criteria during the First General Session of the Administrators’ Midwinter Conference on Education on Monday, January 29, 2001, at the Austin Convention Center. ●

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Retirement from one of the administrative positions listed in Article III, Section 2, of the TASA Constitution At least 25 years of experience in education Ten years of membership in TASA Member of TASA upon retirement INSIGHT

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Record of outstanding service to the education profession Approval by the TASA Executive Committee

If you are interested in nominating yourself or another administrator for Honorary Life Membership in January 2001, please contact Ginny Endress, manager, Data Services, at the TASA office, gendress@tasanet.org or 800-725-TASA (8272), to request a nomination form and list of criteria. Nomination forms are due to the TASA office no later than December 1, 2000.

Each superintendent and principal in the academy receives a Dell Latitude or Apple PowerBook G3 with their $845 registration fee. The academy begins with an orientation to the computer. Skill sessions in Power Point and database management are taught after-hours the first and third days of the academy. Participants develop a personal action plan for technology and report on its implementation at the final session. They also complete online assignments between academy sessions.

The academy curriculum is developed and delivered by TASA, the Texas Leadership Center, and the Texas Computer Education Association, in cooperation with Texas Tech University and the Texas Business and Education Coalition. Focus areas are the leader’s role in linking technology and student performance, and explaining "Why Technology?" to the community; systems change and Baldrige criteria; technology planning; curriculum integration; professional development best practices; staffing for technology; total cost of ownership; sustainability; and hot topics such as "Digital Divide."

The academy uses wireless technology. Dell Computer Corporation has donated 140 wireless cards to the project for use by Dell Latitude users. The Apple PowerBooks have an installed wireless card. Also, an electronic training manual is used for training. Participants install the manual from a CD after they sign in at the academy.

When choosing an engineering firm, it’s best to go by the numbers.

Texas Child Identification Program Underway In spring 1999, The Texas Child Identification Program distributed one million child identification kits to children attending kindergarten through second grade in Texas public schools. The distribution, supported by TASA, was the largest child identification drive ever conducted in the United States.

The American Football Coaches Association, TASA, and Clear Channel Communications, Inc. have joined together to distribute additional kits free of charge for each of Texas’ remaining three million schoolchildren. A form was sent to superintendents in midSeptember requesting information necessary to distribute the kits to your district. Major funding to support the distribution is being provided by Clear Channel Communications, Inc. We would like the children in every school district to benefit from this program. Please be sure that once the kits are received that they are distributed. Should you have any questions about this effort, please contact Kenny Hansmire, president, Inkless Image, 214-6302245, or Ann Halstead, TASA director of communications and technology, 800-725-TASA (8272).

• • • •

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When you need quality air-conditioning, mechanical, electrical, or technology design engineering services, just do the math. You’ll find our experience adds up. Whether you’re building a new facility or updating an existing one, initiating an energy management program or wiring your school to connect classrooms to the Internet, our expertise can benefit you. For further information, contact James McClure, P.E., in our Tyler office at the number below. When you go by the numbers, it all adds up to Estes, McClure & Associates, Inc.

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FALL 2000 7

Executive Director’s VIEW

Communicating Is Key! In a matter of weeks, the 77th Legislature will begin the arduous task of addressing a multitude of legislative proposals that will impact our public schools. The TASA Legislative and Executive Committees have completed their preliminary work for the coming session by adopting a legislative program and a series of legislative initiatives that will be pursued by the TASA staff and legislative consultants.

Knowledge Adventure (FPO) pg. 8

Legislative issues, at times, overshadow the ongoing need for effective communication between school leaders and legislators, and between the TASA office and TASA members. As we look ahead to the coming session, I believe that we will have in place the most sophisticated communications system ever for sharing information with you on critical legislative topics. This system will enable you to have access to the most up-to-date information as you visit with your own legislators, school board members, and community leaders.

The TASA EduPortal™, as described in this issue (p. 25), will offer immediate, Web-based access to bills, committee reports, and floor action on education, appropriations, and other topics affecting public schools. The EduPortal also will serve as a discussion forum throughout the session. TASA members will be provided with up-to-date information on legislative topics, and will be able to provide input as the association gathers data on the impact of pending legislative proposals. Topic-specific online discussion groups for superintendents and other district administrators can be created on a wide variety of topics, including budgeting, personnel management, instructional strategies, and technology implementation.

We encourage each district to take advantage of the Level One services provided through the EduPortal, so that we can achieve statewide connectivity among superintendents on legislative topics.

Beyond the EduPortal, TASA will continue to offer up-to-date information on our Web site, TASAnet, and through our broadcast fax, XPress News, and biweekly Capitol Watch.

Using these channels, I am confident that TASA members can stay informed on and positively impact the actions of the 77th Legislature on matters affecting local public schools. We look forward to your active participation throughout the session.

FALL 2000 9

Breathe Easier.

The future of indoor air quality in Texas schools is assured.

QIC Systems, long the state’s gold standard for indoor air quality, has partnered with an investment group to assure

President’s

MESSAGE

Don’t Be Silent The elections are over and soon we will have a legislative session in Austin. There are always a number of very interesting proposals debated, and the introduction of numerous bills will keep school administrators close to their EduPortal™, fax machine, and more. We can be sure that the pro-voucher movement will have at least one bill introduced this session, and its "running mate" will be the way "public schools are failing."

The smoke that will blow along with that ill wind will be the same as usual: vouchers will create educational competition that will improve public schools; vouchers will save money for public schools by reducing the student load; and (the biggest smoke screen of all) vouchers will give poor students and their parents the same "choice" as wealthy students and their parents.

We all know that these claims are without merit and the achievements of Texas public schools have been researched and reported on across America. In the fierce heat of a United States presidential race, criticisms of Texas public schools were seen as political rhetoric. Attacks on the dramatic increases in public school student performance on the Texas Assessment of Academic Skills (TAAS) were an insult to every Texas school teacher, teacher aide, secretary, administrator, school board member, parent, and, yes, every student who worked hard and achieved on that test.

that Texas school administrators will continue to have the best IAQ service on the planet.

Same leading-edge technology. Same team of experienced experts. Same exclusive relationship with Texas Tech University’s Health Sciences Center. Same TASA endorsement.

New financial resource to assure continued low pricing.

New research funding to assure breakthrough technology.

New name: Assured Indoor Air Quality.

Call Eli Douglas. Let him clear the air for you.

Licensed by QIC Systems. Phone 214-855-0222.

I would express my feelings about this for a long time, but let me just tell you a story.

There once was a man who suffered a severe financial setback. His business failed and he just couldn't get back on his feet. He became destitute. Finally, in utter despair, he turned to God. "Please, God," he prayed. "You've got to help me. Please let me win the lottery."

There was no answer. No response at all.

The next day was no better, and he prayed again. "Please, God, you've got to do something to help your son. Let me win the lottery and become your servant; please, let me win."

This went on for days (maybe an entire legislative session). The man knew that God was not hearing his prayer. In utter desperation he called out again, with his last breath of hope, "Please, dear God, I beg of you, let me win the lottery."

Then out of the silence a voice finally answered saying, "Give me a break, at least buy a ticket."

The message is this: Don't be silent about the good news of Texas public schools. Your voice may be the one that makes the difference. Enlist your staff, board members, community members, and parents to help tell others about great achievements in your schools.

"Buy a ticket" this legislative session. Let's be proactive in working together to address the needs of Texas public schools.

FALL 2000 11

A Curriculum Management Audit:

Masonry ad (new–film provided) p. 12

Now What?

by Michael Hinojosa The decision to have a curriculum management audit conducted in a school district is a major one.

Curriculum management audits have the potential to create major changes in a school system. It is a misnomer to a certain degree to call these reviews curriculum management audits because of their comprehensive nature. The reviews study all major facets of a district to determine the level to which they support the curriculum. The school board and superintendent of the district need to establish the intent and need for such an undertaking. Major reasons for engaging in an audit include: ● ● ● ● ● ● ● ●

When stakes are high When the status quo is not acceptable When objectivity is necessary When expertise is required When the past and the present are not understood When public confidence and trust must be reestablished or retained Prior to a major planning effort When there is a change of leadership—new superintendent

FALL 2000 13

In December 1997, the Hays CISD Board of Trustees and superintendent decided to commission an audit performed by the Texas Curriculum Management Audit Center under the auspices of the Texas Association of School Administrators. The Hays governance team chose the audit because of three major reasons: ●

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have findings and recommendations for the next steps to be taken in order to advance to a new level of service for the students in that district.

Curriculum management audits are not for all districts. From 1993 to 2000, 50 districts in Texas conducted these comprehensive reviews. Most of the 50 districts have excellent reputations and have used the audits to further enhance the programs and services provided for the good of the children they serve. Audits facilitate change, create a curricular focus, enhance planning, and create support for addressing serious and delicate issues. One such issue occurred in Hays CISD. During the qualitative interviews with staff and community, use of the Confederate flag as a de facto school symbol became a finding under the equity standard. The finding was addressed via a recommendation that suggested the district appoint a task force to study the impact of the flag on the students and the community. The action plan to address the issue agreed with the recommendation, and the timeline was established to address the issue during June 2000. The recommendation was followed precisely as developed. The task force of diverse points of view developed several options as a solution. One of the options was adopted by the board and has been supported by the students and community despite the potentially volatile nature of the issue. The recommendation of the auditors was extremely invaluable during the entire process.

Transition to a new administration (new superintendent began work on December 1, 1997) Forthcoming major planning effort (revision of the District Action Plan), and Need for objectivity

Once the audit is commissioned and approved there is a great necessity for extensive preparation.

The staff and community must be informed of the deficit nature of the audit design.

Curriculum management audits develop findings and recommendations without issuing commendations. While there may be many effective and successful programs and activities in the district, the audit focuses on areas of needed improvement.

The purpose of the audit is not to place blame or eliminate programs or personnel. The purpose is to develop a comprehensive and objective needs assessment. In order to create such a document, massive amounts of data must be collected. Someone on staff must be assigned the responsibility to lead this effort. Documents such as minutes of board meetings, district action plans, campus action plans, facilities studies, budgets, policies, and the like are collected and reviewed by the audit team prior to the district visit.

The curriculum recommendations have been the basis for a major initiative in establishing a written, taught, and tested curriculum. Other recommendations have been implemented in operational and organizational realms to support the curricular efforts. Much has been accomplished in Hays in the last three years, due in part to the efforts of the curriculum management audit executed in 1998.

A curriculum management audit is not for the weak or shallow. It takes great courage and skill to initiate, commission, and implement an audit for the benefit of the students in any district. ■

The district visit is fast paced and action filled. A team of auditors that has received the appropriate training is led by a veteran auditor who is designated as the lead auditor. The team conducts multiple interviews with numerous staff, teachers, and community members, including the board of trustees. A team visited Hays CISD in February 1998. Interviews were conducted with 187 people during a three-day period. The interviews are conducted using qualitative research methods in an effort to have issues emerge. The team also reviews documents and visits every school district site. Each classroom is visited albeit for very short segments of time.

The audit findings are based upon long-established standards. The standards have not changed significantly over time. As previously indicated, the findings are deficit in nature. The findings are brutally honest at times. They could create rifts among leadership teams if a high level of trust is not in place. The findings are very well documented and triangulated to ensure credibility.

Recommendations are aligned with the findings. The recommendations are solution based, created by professionals who have expertise in the design of school operations and curriculum; comprehensive and can serve as a blueprint for reform; and developed along governance roles and responsibilities, therefore avoiding any role confusion between the board of trustees and the administration.

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INSIGHT

Michael Hinojosa is superintendent of Hays CISD.

2000–2001 Texas Curriculum Management Audit Center January 16-19, 2001

Curriculum Management Audit Training, Level I

January 22–23, 2001 Walkthroughs as an Effective Coaching Strategy for Increasing Student Achievement

Red Lion Hotel, Austin, TX Austin North Hilton Hotel & Towers, Austin, TX

February 6–7, 2001

Aligning Assessment and Curriculum

Red Lion Hotel, Austin, TX

February 7–8, 2001

Curriculum-Driven Budgeting

Austin North Hilton Hotel & Towers, Austin, TX

After an audit, the administrative staff should focus on the recommendations and not the findings. By addressing the recommendations, all findings will be covered. This also allows the implementation efforts to be more objective and less personal. The audit team provides a verbal report during an exit conference and a formal written report months later. It is imperative to begin implementing the audit recommendations immediately in an effort not to lose focus or momentum. Some of the recommendations call for major changes that require a great deal of fortitude and courage to implement. It is equally important to involve staff and community in the development and implementation of the action plan to address the recommendations. The administration should develop final action plans complete with timelines and identification of positions responsible for ensuring that implementation occurs. Consistent reports to the board of trustees and community regarding the status of the implementation must occur.

February 20–23, 2001 Curriculum Management Audit Training, Level II

Red Lion Hotel, Austin, TX

February 27–28, 2001 Curriculum Alignment for Math & Science

Austin North Hilton Hotel & Towers, Austin, TX

One function of the lead auditor is to assist the district in communicating with the media about the purpose of the audit. The background information given to the district communications officer emphasizes the importance of the audit to help design long-range goals for the next five to seven years. Requesting an audit team to come into the district is an act of courage from a superintendent and the board of trustees. Every district audited, including "Exemplary Districts," will

March 6–7, 2001

Curriculum Alignment for Language Arts & Social Studies

Austin North Hilton Hotel & Towers, Austin, TX

March 28–29, 2001

Walkthroughs as an Effective Coaching Strategy for Increasing Student Achievement

Austin North Hilton Hotel & Towers, Austin, TX

April 2–3, 2001

Deep Alignment: The Key to Consistent Gains in Student Achievement Red Lion Hotel, Austin, TX

April 2–5, 2001

Curriculum Management Audit Report Writing

Austin North Hilton Hotel & Towers, Austin, TX

June 11–14, 2001

Curriculum Management Audit Training, Level I

Doubletree North Hotel, Austin, TX

July 12–13, 2001

Walkthroughs as an Effective Coaching Strategy for Increasing Student Achievement

Austin North Hilton Hotel & Towers, Austin, TX

July 16–19, 2001

Curriculum Management Audit Training, Level II

Doubletree North Hotel, Austin, TX

FALL 2000 15

Developing School/University Partnerships: Lessons Learned through the Center for Creative Leadership Facilitation

Service Master (new–film provided) p. 16

by John Horn

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mplied in the title is the assumption that some need exists for public schools and universities to work together in ways they have not in the past. Though this new impetus may be a response to multiple pressures on both entities for greater effectiveness and efficiency, the primary forces are the increasingly recognized need for greater numbers of teachers and school leaders who are better prepared for initial employment and the necessity for continuing professional development. The underlying assumption is that neither can prepare and develop educators separately as well as they can together because of the benefits of the proper balance between theory and practice and what we know about job-embedded learning. The questions that arise concerning the history and future of these two different worlds joining forces in more in-depth ways are numerous.

FALL 2000 17

How much do we actually know about school/university partnerships, and what makes them work? Why do such partnership endeavors rarely last beyond the tenure of those who initiated them? What are the obstacles that tend to thwart progress? How can we move from cooperation to collaboration and true partnership? How can partnerships be sustained and kept vibrant? What types of help or facilitation are beneficial? What are the elements essential to ensuring that partnerships remain mutually beneficial?

These are just a few of the many questions regarding school/university partnerships that need to be addressed.

WorldCom (new–camera ready art provided) p. 18

What follows is a brief story about the recent experience of Mesquite ISD and Texas A&M University–Commerce. Even after several decades of close cooperation and an eight-year record of a formal partnership enterprise, they have had to grapple with these questions as well as other factors that tend to continually create fractures. This article focuses on some "lessons learned" from a two-year partnership development effort facilitated by the Center for Creative Leadership.

The Sponsors The Kenan Initiative for University School Alliances and the Center for Creative Leadership (CCL) in North Carolina teamed up to establish the National Center for Universities and Schools in Partnership for Educational Reform to address the partnership issues. In addition to CCL, other important participants include the University of North Carolina-TV, the National Humanities Center, and the UNC System. The initiative was funded and underwritten by the Kenan Charitable Trust and the CCL.

The Participants The Mesquite ISD partnership with Texas A&M UniversityCommerce applied under the CCL division and was accepted as one of three school/university partnerships in the study. Individual participants included the superintendent of schools, assistant superintendent for personnel services, two principals, and mentor teachers from the school district. University participants included, among others, the vice-president for academic affairs, the dean of education, department chairs, and the dean of arts and sciences.

Lessons Learned We have identified 12 new insights that have helped us better understand the dynamics at work in partnerships of this nature.

Following the listing of these findings is a brief description of the processes and experiences CCL provided.

1.

2.

3.

4.

The shared results of personal and professional formal assessments enhance understanding of each other as individuals.

Recognizing and understanding the institutional cultures of each other are essential.

The present governance structures are not adequate and new ones must be created.

Being employed by two separate institutions working together as if they were one requires a new way of thinking about roles, responsibilities, and accountability structures.

5.

Thinking like a team is hard work, and periodic team-building activities provide opportunities to integrate new members and renew commitment to the mission.

6. Partnerships cannot be transplanted—each partnership must be individually created and continuously nurtured by all the participants.

7. Major problems must be identified, accurately described, and boldly confronted through open discussion and a willingness to tackle the barriers that impede success.

8. Developing and sustaining mutual trust is of paramount importance.

9. Understanding the dynamics of change in institutions and individuals greatly facilitates the willingness of participants to consider and transition to new ways of doing things.

10. Individual and institutional commitments from the highest levels are required for partnership viability.

11. Time together must be scheduled with mutual expectations to participate.

12. Partnership development is an evolutionary process and should be viewed as a continuum ranging from polite cooperation to an independent joint venture.

The two activities CCL provided that seemed to be the most influential in creating these insights were those involving selfassessment and team building. Each member of the team completed several assessment instruments, including the Change Style Indicator by Musselwhite and Ingram, the FIROB instrument (Fundamental Interpersonal Relations Orientation-Behavior), and the MBTI (Myers-Briggs Type Indicator). We also participated in some survey instruments, which allowed those who report to us to give direct feedback on how we are perceived. That feedback was then compared to our own assessment of how we perceive ourselves on selected items.

These personality instruments and the "360 Feedback" are standard tools CCL uses in enhancing the leadership capabilities of many corporate leaders around the world.

After the results of the personality instruments were shared with the group, it was amazing how much better we understood why others approached problems as they did or how they otherwise participated in many of the teaming activities. The group also participated in a variety of team-building activities that were strenuously debriefed, ensuring that the participants could enunciate what was learned and how the new insights applied specifically to the operation of the partnership.

In summary, the real test of the partnership endeavor’s success is the degree to which substantive changes have been implemented in daily practice in both the public school and the university. Our challenge now is to sustain those changes and ensure that the partnership is committed to continuous improvement. For a more detailed description of the nature of these changes, contacts may be made to Jerry Hutton, dean of education, Texas A&M University– Commerce (jerryhutton@TAMU-Commerce.edu); or John Horn, superintendent, Mesquite ISD (jhorn@mesquiteisd.org). Inquiries also may be made to Kathleen Holmes Ponder, group director, Education Sector, CCL (ponderk@leaders.ccl.org). ■ FALL 2000 19

laidlaw (new–film provided) p. 20 Small School District

Big on Technology

by Holly Lee

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alls ISD is a rural 2A school district located 25 miles east of Lubbock, Texas. The community of Ralls, Texas, is composed primarily of citizens whose lives are dependent on agriculture or agricultural-related industries. The schools are the heart of the community and provide the children of Ralls with an outstanding education. The student population totals 712, with 77.2 percent coming from economically disadvantaged families.

Ralls school board members, administrators, and faculty made the commitment several years ago to provide our students with cuttingedge technology, and they have held steadfast to that commitment.

With more than 350 desktop computers available to staff and students from Prekindergarten through 12th grade, access is no longer an issue. All classrooms are equipped with a teacher workstation connected to a 27-inch television monitor with a graphic translator and up-to-date operating systems, Microsoft Office Suite, and Internet access. Each of the three campuses has two open-access labs with certified staff available to help teachers and students utilize the technology available. Each campus also has laptop computers, video projectors, digital cameras, scanners, Snappy’s, and networked black and color printers. The final step to completing the network backbone has been approved and will be completed by the end of the semester. Technology staff include the assistant superintendent, one technician, two high school computer teachers, and two teachers who serve as lab managers at the elementary and middle school.

How did a small school district get all of this? Through persistent efforts with TIF and TIE grants, E-Rate discounts, and a school board willing to budget local funds to make technology a priority.

How do we use all of our technology? How do we train staff? Both of these questions can be answered with a description of the Technology Staff Development Plan that earned Ralls ISD the Texas Staff Development Council’s Outstanding Districtwide Staff Development Program Award for the 1999–2000 school year.

We began with two basic beliefs that seem so simple but so often are overlooked by administration. First: We trust our teachers and staff with our children on a daily basis; therefore, we can trust them with their individual learning.

Second: We believe that individuals often have higher standards and expectations for themselves than others have for them. With these two beliefs, we set forth to "reformat" technology staff development in our district.

Second is a copy of a principal-approved plan of action. Third is a time log, including certificates or other sources of documented hours.

beneficial training that I have ever been allowed to do," said Lou Boyles, special education teacher. "This was a very useful and creative way to make training pertinent to each staff member. This allowed us all to grow in knowledge in an area we felt would help us be better mentors for learning. I sincerely hope we get to do this again next year," said Kathylyn Sedgwick, high school English teacher.

. . . we wanted a “no-pressure and Risk-free” Environment . . .

After attending the TASA/Texas Leadership Center Technology Leadership Academy, Dag Azam, superintendent, and Holly Lee, assistant superintendent, made a proposal to the District Site-Based Decision-Making Committee on the need to provide staff "just-intime" training relating to technology. We wanted to shift the focus on LEARNING rather than on the use of technology. We had many staff members who were doing a great job of using the technologies that we have, and we wanted to provide them time to share their successes. Finally, we wanted a "no-pressure and risk-free" environment for staff to practice learning with technology. What developed from the discussion was use of the Individually Guided Model of staff development. The Individually Guided Model is one of the five models of staff development that provides staff the most freedom in assessing their own needs and making their own choices.

H

ow do we do it? We have all staff take an online assessment late during the school year. The assessment questions are divided into basic skills and integration of technology into teaching and learning. The questions are created with input from technology support staff, our technology task force, and administrators. The results are printed and kept for documentation by the employee. The cumulative results are viewed by technology support staff and used to create short courses for the summer technology training. After everyone self-assesses, they write a plan of action in which they describe how they will spend 20 hours of summer vacation learning with technology. The 20 hours are used for comp time, scheduled on the school calendar. The campus principals approve the plans and return them to staff the last week of school. From the results of the online survey and administrative input, the technology staff produces a full week of short courses of two to three hours in length. Staff is provided a listing of courses over e-mail and through the district Web site. Staff can spend half of their 20 hours teaching; therefore, many local staff and teachers teach the short courses to fulfill their comp time. For some staff, a more individualized approach is better, as long as the campus principal approves the event. Staff can form study groups, work in grade levels, attend workshops, and even work independently on technology staff development. Some staff even utilize the knowledge of our students and work one-on-one or in small groups with high school students teaching teachers how to use Power Point and search the Internet.

Finally, a written evaluation, which must include how both the teacher and students will utilize new skills and benefit from learning, completes the documentation package.

How did it work? The end result has been "awesome" student technology projects at all grade levels, increased student achievement, a climate of excitement and pride about technology, and a new commitment of staff to learn and use the vast technologies available in the district. Faculty and staff speak highly of the Ralls ISD approach.

"Thank you for giving me time to become competent in such a vital source of communication," said Janice Ingram, counselor. "Being able to go at my own pace and explore what was relevant to me has been exciting. This staff development has probably been the most

From these comments, you see evidence of the success that we have enjoyed.

There is always room for improvement, and we have already adopted some changes. One is with new staff. We now provide new staff with designated days to learn our network and develop relationships with other new staff but still offer time for them to make choices based on their needs. We also plan to utilize the ease of online assessment with the final evaluation component of the plan. Finally, we are experimenting with ways to provide continued support throughout the school year with after-school short courses and technology updates.

We will continue to modify the plan, but the success of this staff development plan has staff and administrators excited about continuing efforts to keep our small school district big on technology! ■ Holly Lee is assistant superintendent of Ralls ISD.

total program management (new–film provided) p. 23

How do we document for comp time? On the first day of staff development in the fall, everyone turns in their documentation, which consists of four parts. First is a copy of the online self-assessment.

22

INSIGHT

FALL 2000

23

TASA EduPortal™

Think Power!

by Ann Halstead

browse the Web. EduPortal subscribers simply use their standard Web-browser software (Microsoft® Internet Explorer or Netscape® Communicator®) and Adobe® Acrobat® Reader. And because it is Web-based, the EduPortal is cross-platform, accessible by Macintosh and PC/Windows users alike.

Who gets to view documents that are on the EduPortal?

Any document posted to the TASA EduPortal is viewable only by individuals in subscribing districts or ESCs to whom the superintendent/executive director has given the generic username and password.

This all seems pretty high-tech. Is the system hard to use?

The TASA EduPortal is extremely easy to use. If you know how to browse the Internet, you know how to use the EduPortal.

Documents are available through simple point-and-click, while searching is a matter of typing in your search word or phrase and clicking a button to initiate the search.

Again, you don’t need any special software other than your standard Internet browser and Adobe® Acrobat® Reader, all available free-of-charge over the Internet.

I can search documents on the Web now—what makes the EduPortal system special?

A

sk any school administrator what he or she most wants in a crisis and the answer will be a fast, reliable source for useful, up-to-date information. When time is critical and accurate answers are nonnegotiable, more and more school districts across Texas are utilizing a technological tool that makes the difference between success and failure—the TASA EduPortal™.

In partnership with TransACT Communications, Inc., headquartered in Seattle, Washington, TASA has crafted the EduPortal as a powerful technology tool designed to specifically and profoundly impact the everyday tasks of school administration. TASA is convinced that the EduPortal is a product every superintendent should have and use. Subscription prices have been set specifically to make the EduPortal affordable for every school district

How does the EduPortal work?

The technology behind the EduPortal sets it apart from other Web search engines through two particularly useful features: the ability to search multiple documents at the same time and the hit-highlighting capabilities in the search results. A quick example illustrates why these two features make the EduPortal such a powerful tool for school administrators.

The EduPortal is a Web-based, documentsharing network that allows school administrators to search, create, manage, and publish documents through a private portal on the Internet or their district’s Intranet. The EduPortal combines sophisticated technologies and powerful full-text search tools with hit-highlighting, enabling precise search strategies and quick document retrieval. The beauty of the EduPortal system is that its sophisticated technology operates behind the scenes—accessing and using the EduPortal requires no special technological skills beyond the ability to

Let’s say you have had an incident in one of your classrooms—a child has brought a knife to school. Is the knife legal or not? What is your procedure for handling these matters?

The bookshelf full of legal manuals, policy notebooks, and code books is in the secretary’s office—or is it in the assistant superintendent’s office? At any rate, it will take valuable time to locate and search through all of these reference books. As a TASA EduPortal subscriber, however, you have a fast and far more reliable way to answer your question right at your fingertips.

in the state. The Q&A below will help you understand how the EduPortal works and how you can harness its power for your district and administrative staff.

FALL 2000 25

Sit down at your computer, access the EduPortal, and type your key word— knife—into the search line. Within seconds the system accesses the vast array of legal and policy documents that TASA maintains on the EduPortal, searches for your key word, pulls up all documents containing the word, and rank orders them according to likelihood of occurrence. You click on the Texas Education Code reference as the most likely source and the EduPortal instantly loads the document and jumps to the first page where the word appears. The Code refers to a legal definition in the Penal Code. No need to go out on the Web and search for the Penal Code—one click takes you back to the document list, one more click on the Penal Code and the definition of a legal vs. illegal knife is instantly available.

pus administration, and technology, as well as a sampling of Comptroller’s Performance Reviews (captured off the Web) and other resources to be added periodically in response to subscribers’ requests and TASA research.

•

• Wherever you navigate in the EduPortal, you simply click effortlessly between documents while the EduPortal instantly searches them, taking you directly to the specific locations where your search criteria appear.

Instead of trying to call up Web site after Web site and conducting time-consuming searches in each location, the EduPortal pulls it all together for you.

Another user-friendly feature is that, unlike other search engines, the EduPortal does not force you to download an entire document to your hard drive in order to view it. Instead, the EduPortal uses a system of byte-serving technology that literally goes out to the server where the documents are stored and pulls down just the portion of the document you request—an invaluable savings in time.

•

•

•

Document Resource Center. The Document Resource Center folder contains the bulk of information posted to the EduPortal.

• •

26

Administrative Resources—Documents pertaining to budget and finance, camINSIGHT

UIL Rules and Regulations—Rules, sample operating procedures, side-bysides, and related sections of the Texas Education Code.

TASA Publications—Back issues of the Texas School Administrator, INSIGHT, and XPress News.

Other folders in this section of the EduPortal (described below) are user-specific. Different folders are viewable to different users, depending on who the user is and his/her district and/or education service center region.

What’s on the EduPortal?

TASA maintains a vast array of documents and resources that are available for instant search and retrieval on the EduPortal. An important part of TASA’s commitment to the success of the EduPortal is ensuring the accuracy and timeliness of all information posted to the system, providing reliable sources for critical information. Listed below are current TASA EduPortal sections (folders) and their respective contents.

Statutes and Legal References— Administrative rules (SBEC rules and the Texas Administrative Code), decisions and opinions (attorney general opinions, commissioner’s decisions, educationrelated statutes quick search (portions of Texas code that specifically relate to education), and statutes (education code, election code, government code, other Texas codes, plus bills passed during the 76th Legislative Session).

Enhanced User Folders—Each subscribing district may select up to five “Enhanced Users” who select a personal user name and password to access the EduPortal. Their personal user name and password allow them access to whichever Enhanced User Folder they have selected: Superintendent (for active superintendents only), Budget & Finance, Curriculum & Instruction, Human Resources, Technology, and Principals. Within these folders, topic-specific documents are viewed and shared and job-alike discussions take place.

folders are private—districts can view only their own folder, not the folders of other districts.

2001 (77th) Legislative Session. The upcoming 77th Legislative Session offers an entirely new opportunity to use the TASA EduPortal, and TASA is eager to utilize this new system to its fullest advantage. Our plans for merging the session and the EduPortal include posting the text of all versions (as filed, committee substitutes, etc.) of bills and amendments (those that TASA is tracking), committee reports, related research and reference documents, and TASA testimony. In addition, this section of the EduPortal will serve as an ongoing legislative forum where subscribers can pose questions and discuss current legislation and legislative issues with each other and TASA staff.

State Policy Initiatives (Proposed Rules). This section contains proposed rules from the State Board for Educator Certification (SBEC), the State Board of Education (SBOE), Teacher Retirement System (TRS), and the Telecommunications Infrastructure Fund (TIF).

Technical Assistance Center. This folder contains a variety of helpful information on technical aspects of using the EduPortal.

What is the difference between EduPortal subscription levels?

Education Service Center Resources— Each ESC that has signed up for a Level One Subscription has a folder in this section through which the ESC shares documents with districts in its region.

The TASA EduPortal basically operates on three subscription levels. A Level-One Subscription offers district administrators access to the documents and discussion groups posted by TASA. When a district subscribes to the EduPortal, the district selects a generic user name and password.

Any administrator who is given this user name and password may access the EduPortal and view, search, and print documents. In addition, generic users may participate in general discussion groups initiated by TASA. If the user is one of the five enhanced users allocated to each Level One subscribing district, that user also has access to documents and discussions located in designated private folders. Subscription fees are based on district size (see form, page 28).

District Resources—This folder shows up only for districts that have signed up for Level Two or Three. These

Subscriptions to Levels Two and Three are where the real genius of the EduPortal comes into play. At these levels, you load your own

district documents into a private EduPortal, visible only to those in your district with whom you share the username and password. Documents you may want to load include board policies, procedures, and minutes; curriculum frameworks; personnel handbooks; school improvement plans; strategic and technology plans; and student handbooks. Volumes of documents, currently shelved all over your central office buildings or campuses, can be stored online, accessible instantly to administrative staff no matter where their offices are located. All of these documents are fully searchable, but your search becomes even more powerful because you can search them alongside statelevel documents on the TASA EduPortal.

Specific benefits of and differences between Level Two and Level Three are listed below.

has been granted by TASB for you to capture your policy online and load it into your own EduPortal, making your searchable library even more complete.

A Level-Two Subscription, available to any district that purchases a Level One Subscription, enhances the features of Level One by adding •

•

•

Ability to create and manage the district’s own documents through password-based access One site manager license and one author license, which include authoring and productivity tools to facilitate internal communications Archiving and management of up to 5,000 pages, including board policies, procedures, and minutes; curriculum frameworks; personnel handbooks; school improvement plans; strategic and technology plans; and student handbooks

The creation and maintenance of a districtlevel EduPortal offers a truly creative and efficient way to share common documents, saving countless dollars in time and materials. These documents, just like those posted to the EduPortal by TASA, are instantly available for viewing, searching, and printing by members of your administrative team. You can search for a particular district policy along with relevant state-level laws and policies for comparison purposes. You can even capture noncopyrighted documents straight off the Web and load them to your EduPortal, making them instantly searchable. A feature especially attractive to Texas superintendents is that if your district is a subscriber to the Texas Association of School Board’s Policy Online, permission

A Level Three Subscription includes all LevelTwo services with the following additions: •

Four additional author licenses

•

Archiving and management of up to 20,000 pages

•

Ability to initiate discussion groups for information sharing and document review

•

Author-initiated e-mail and desktop alerts for document review

•

District-designated private folders and discussion groups for local “Enhanced Users”

As these features illustrate, at Level Three the EduPortal becomes a powerful collaboration tool. Imagine the savings in time and materials when you have the ability to circulate documents for review and comment across your district network as opposed to creating and distributing paper copies then scheduling a meeting to gather input from your leadership team.

That’s starting to sound like extra work. How hard is it to get my documents on our district’s EduPortal?

Documents are easily loaded into the EduPortal. The EduPortal uses Portable Document Format (PDF).

Documents created in common software programs (e.g., Microsoft Word or Excel, Adobe® PageMaker, etc.) that you currently have on your district server can be converted effortlessly to PDF for upload.

Documents in their original format also can be uploaded directly to

the EduPortal which will convert the documents to PDF format for you. In addition, noncopyrighted documents can be captured from the Web using Adobe Acrobat, converted to PDF format, and easily posted to your EduPortal.

I’m convinced! How do I sign up for and start using the EduPortal?

Simply complete the application form (page 28) and fax it to the TASA office. A Level One Subscription agreement (and a Level Two or Three agreement, if selected) will be mailed to you along with a questionnaire seeking specific, technology-oriented information designed to assist TASA and TransACT in getting your district on the EduPortal as quickly as possible. Keeping a few simple things in mind will ensure quick and successful access to the EduPortal: 1.

Complete the questionnaire as soon as you receive it and return it promptly to TASA.

2.

Enter information clearly and legibly on the questionnaire, particularly user names and passwords. continued on page 29

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TASA EduPortal™ Order Form

3.

Yes! Sign my district up for the TASA EduPortal™. (The superintendent must be a current member of TASA in order for a district to subscribe. Subscription period is for 12 months and will begin September 1, December 1, March 1, or June 1. Keep a copy of this form for your records.)

District Name: ________________________________________________________________________________________________ Superintendent: ________________________________________________________________________________________________ Address: ____________________________________________________________________________________________________ City: ____________________________________ State: __________________Zip: __________________________________________ Phone: ____________________________Fax: __________________________E-Mail Address: __________________________________

Level-One Subscription. Select a Level-One subscription amount based on the number of students in your district. ❍

$350 (1–499 students)

❍

$550 (1,000–2,499 students)

❍

$450 (500–999 students) ❍

$650 (2,500–9,999 students)

❍ $750 (10,000–24,999 students) ❍ $1,000 (25,000+ students) Level-One Subscription Amount: $ ____________

Designate a contact person who will act as the EduPortal liaison between TASA and your district. Select the contact person carefully—the superintendent may not be the best selection!

The contact person should be someone who is knowledgeable about your computers and computer network (or have direct access to that knowledge).

Be sure to notify the individual that he/she is the contact person for the EduPortal, provide him/her with a copy of the completed questionnaire, and tell him/her to expect calls from either TASA or TransACT Communications regarding your district’s EduPortal subscription.

Once the paperwork has been completed and verified by TASA, the information is sent to TransACT for activation.

A TransACT representative will then call your contact person for a short, initial walkthrough. This is an important step in the

procedure, ensuring that your district computers are configured correctly and that you are ready to access the EduPortal.

TASA EduPortal yearlong subscriptions begin September 1, December 1, March 1, or June 1—no matter when you sign up you get a full 12 months of EduPortal services.

To take full advantage of the TASA EduPortal throughout the coming legislative session, please sign up today!

Questions.

If you have questions about any aspect of the EduPortal, please don’t hesitate to contact any of the following TASA staff members: Johnny L. Veselka, executive director (JVeselka@TASAnet.org), Ann Halstead, director, Communications and Technology (AHalstead@TASAnet.org), or Mark Pyeatt, communications specialist (MPyeatt@TASAnet.org), 512-477-6361 or 800-725-TASA (8272). ■

Enhanced EduPortal™ Services. A Level-One subscription must be purchased in conjunction with or prior to the purchase of enhanced EduPortal™ services. Refer to the TASA EduPortal™ brochure for enhanced features of each level. If an enhanced level is selected, a Subscription Agreement for either Level Two or Level Three will be mailed to the district upon TASA's receipt of this order form and payment.

Solve the Multi-Language Maze!

Level-Two Subscription. Select a Level-Two subscription amount based on the maximum number of EduPortal pages available to the district. ™

❍ $1,000 (2,000 pages)

❍ $1,750 (3,500 pages)

❍

$2,500 (5,000 pages) Level-Two Subscription Amount: $ ____________ Plus initial fee for customized programming and support: $ 1,000.00

———— OR ————

Level-Three Subscription. Select a Level-Three subscription amount based on the maximum number of EduPortal™ pages available to the district. ❍

$5,000 (10,000 pages)

❍ $7,500 (20,000 pages) Level-Three Subscription Amount: $ ____________ Plus initial fee for customized programming and support: $ 2,400.00

Check in the amount of $______________, made payable to TASA ________________________________________________________________________ (P.O. # is required for TASA to bill your district)

Credit Card

❏ American Express

❏ MasterCard

❏ Visa

Name on Card __________________________________________________________________________________________________ Card #__________________________________________________________________

Expiration Date: ________________________

Signature: ______________________________________________________________

Date: ______________________________

Please return this completed form along with your payment to: TASA, 406 East 11th Street, Austin TX 78701-2617; fax 512-482-8658 28

INSIGHT

Software templates, customized with the school district’s information, are delivered via the EduPortal for easy “point-and-click” navigation. Subscribing school districts gain the tools to deal with a variety of daily communication needs with a click of the mouse. In addition to a comprehensive set of forms that are fairly standard throughout the country (health and medical, school lunch, permission), Texas-specific forms will be added to the Library as need arises. All translations are guaranteed 100 percent error-free.

All forms and languages are available on the EduPortal using a standard Web-based browser and Adobe® Acrobat® Reader. It’s simple, easy, and creates a powerful translation repository for use within the entire school system. The Translation Library not only helps you keep your district in compliance with state and federal communication requirements, it also enhances your public-relations efforts.

Payment Information

P.O. #

An additional component of the TASA EduPortal™ is the Translation Library™ of Educational and Compliance Forms. The Library is a comprehensive collection of legal and policy documents commonly used in school districts across the country. The Library contains 60+ documents translated into more than 20 languages for effective communication with limited- or non-English-speaking families.

The Translation Library Module can be added to any EduPortal Level (One, Two, or Three) or purchased separately. Texas school districts have the added choice of purchasing an English/Spanish only version of the Translation Library at a reduced cost.

Subscription amounts are based on ADA. For specific subscription amounts and additional information on the Translation Library, please contact Mark Pyeatt (MPyeatt@TASAnet.org) at the TASA office, 512477-6361 or 800-725-TASA (8272).

The Translation Library One-time Fee for New Account Programming ($2,400) will be waived for customers who subscribe to the TASA EduPortal at Level One and the Translation Library by December 31, 2000.

FALL 2000 29

2000–2001 TASA Legislative Survey Executive Summary

mbia (new–film provided) p. 30

Note: In an effort to keep the survey as brief as possible, many questions were not asked either because we have a historical perspective about the position (example: opposing vouchers), or the association has developed a position on an issue prior to the session. The 2001 TASA Legislative Program will contain our positions on all legislative issues, including those represented here.

The following are highlights of the statewide results of the 2000-01 TASA Legislative Survey. Of the 1,802 surveys mailed, 526 were returned—a 29 percent response.

●

Approximately 86 percent of respondents support flexibility in determining the use of current or prior year property values from year to year.

Taxes ●

Approximately 72 percent of all respondents support raising the current tax cap.

●

By the 2001–02 school year, 86 percent of all districts responding will have reached the $1.50 M&O cap.

Finance/Funding/Operations Issues ●

The number-one priority of TASA members is to support a health insurance program for public school employees that is at least partially state funded.

●

The number-two funding priority of TASA members is to increase the basic allotment.

●

The number-three priority of TASA members is to increase Tier 2.

Accountability ●

Eighty-one percent of all respondents support the current minimum size criteria used to determine which student groups are evaluated for rating purposes; i.e., the use of 30 students within a student group for any subject area and the student group must be comprised of at least 10 percent of all test takers in each subject; or testing of at least 200 students within the student group, even if that group represents less than 10 percent of all test takers.

●

Approximately 68 percent of TASA members responding indicate there would be significant difficulties in substituting the Recommended High School Program for the "minimum graduation requirement" due to staffing, facilities, etc.

Teacher Salary Schedule ●

When asked about possible structural changes to the teacher salary schedule, respondents indicated retaining the current multistep system with support for increases to the minimum schedule.

Personnel ●

Sixty percent of all respondents support restructuring the authority of the State Board for Educator Certification.

●

Eighty-one percent of all respondents support having the ability to hire a noncertified individual for classroom instruction for up to two years, with the individual receiving a standard certificate as long as the district provides support and the individual passes the relevant ExCET(s).

●

Overall, TASA respondents indicated that filling vacancies for high school principals was the most difficult, with hiring high school assistant principals being second.

●

TASA members indicated that mathematics teaching positions were the most difficult to fill, with special education teachers being second.

Compensatory Education ●

●

Although 71 percent of survey respondents support maintaining the current funding formula for compensatory education, another 59 percent answered in support of eliminating the formula and placing the funds in the basic allotment.

Eighty-one percent of all respondents support increased flexibility with more accountability if the state maintains the current compensatory education funding mechanism.

Miscellaneous ●

Approximately 73 percent of all respondents do not plan to change their fiscal year to July 1 this year.

FALL 2000 31

Professional Development Imperative and Continuum for Quality Professional Development TASA is one of 20 statewide professional associations, in partnership with TEA and the State Board for Educator Certification, that has joined an effort to address the gap between professional development practices and quality professional development that impacts student results. Over several months, the group wrote the Professional Development Imperative (PDI), which is a statement of six indicators intended to move educators to action in implementing professional development that makes a difference for teachers and students. The six indicators of quality professional development are results-driven learning, student-centered learning, commitment, flexible groups, follow-up, and collaboration.

The group now has completed the Continuum for Quality Professional Development to more fully assist districts in understanding what each of the six indicators of the PDI means. The far-left column of the continuum lists the six indicators of the PDI, with an explanatory statement for each indicator.

The middle column provides the Effectiveness Continuum with a "from" (minimum) section and a "to" section that indicates the goal to which districts should be striving. The final column, on the far right, solicits Evidence of Results, written as a list of questions district staff should ask about professional development practices and the results generated. It is anticipated that groups will use the PDI and the Continuum to assess their professional practices and examine the results they are getting.

Indicators

Effectiveness Continuum From

Results-Driven Learning Schools improve the learning of all students through well-designed professional development, using best practice research, disaggregated data, campus/district goals, and parent/community input.

Student-Centered Learning Educators pursue and select learning opportunities that meet the identified needs of students.

Commitment Educators take responsibility for their own learning, and organizations provide resources that support learning.

32

INSIGHT

Evidence of Results To

Educators analyze and use at least one form of data to identify student needs and plan for professional development.

Educators continuously analyze and use multiple and varied data that are comprehensive and integrated in an effort to effect learning for all students.

To what extent . . .

1. are data sources used to plan, design, and implement professional development?

2. is student learning examined to determine the effectiveness of professional development?

3. are educators analyzing student results to make decisions about teaching and learning?

Educators participate in professional learning opportunities that meet at least one learning need of students.

Educators actively plan and participate in professional learning opportunities that meet both the long-term and short-term learning needs of all students.

To what extent . . .

1. does the organization align professional development with student learning needs?

2. does the educator analyze the needs of diverse learners to determine appropriate professional development?

3. can educators and students apply learning to real-world experiences, both present and future?

Educators and organizations comply with federal, state, and district requirements for professional development, including maintaining professional development records.

Educators continuously take responsibility for their own learning and the learning of those around them.

Organizations build capacity by allocating resources commensurate with professional development needs.

To what extent . . .

1. do behaviors and actions provide evidence of educators' commitment to their own learning and the learning of others?

2. does the organization budget resources for educator learning?

3. does the organization continuously assess and improve the effectiveness of professional development?

Indicators

Effectiveness Continuum From

Flexible Groups Optimum learning and implementation occur in small, interactive groups, with group size determined by content and purpose.

Follow-Up Professional development requires follow-up to sustain and evaluate learning over time.

Collaboration Educators, working collaboratively and with parents and community, make decisions about the objectives, content, and processes that meet their professional development needs.

Evidence of Results To

Educators receive information with some attention given to group size.

Teams of educators design their own learning experiences based upon: ● district/campus goals ● student needs ● best practices integrating purpose, content, and process ● educator need/expertise

To what extent . . .

1. are flexible groups formed to solve real problems?

2. does the group configuration match the professional development content and purpose?

3. do professional development opportunities allow educators to choose to learn in large groups, small groups, or individually depending on learning styles, delivery models, and goals?

Educators share ideas, refine practices, and clarify issues with some organizational support.

Educators engage in ongoing experiences that focus on evaluation of student learning over time and appropriate adjustment of practices through reflection and peer feedback.

To what extent . . .

1. are time and resources provided for inquiry, reflection, and sharing?

2. is educator dialogue focused on connecting professional growth and student learning?

3. has educator practice changed as a result of professional development?

Educators discuss with parents and community members the instructional program with some attention given to individual and organizational needs.

Educators, in concert with community members, learn about, design, and implement professional development practices that support the instructional program and meet individual and organizational needs.

To what extent . . .

1. do group processes ensure that all voices are heard?

2. does the organization survey group members to determine effectiveness of the group decision-making process?

3. are sustained efforts documented? (i.e., agenda, budget, results . . .)

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spectrum (fpo) p. 33 FALL 2000 33

T ASA would like to congratulate the 2000 Outstanding Board and Honor Boards

Simplexis ad (new–film provided) p. 34

Outstanding Board—Flour Bluff ISD

Honor Board–Burleson ISD

Honor Board–Harlingen ISD

Honor Board–Northside ISD (E SC 20)

Honor Board–Richardson ISD

These boards represent the highest standards in teamwork and educational leadership, and are true models of what can be done when an entire district strives to champion its children. If you would like to nominate your board of trustees for TASA’s 2001 School Board Awards Program, please contact Karen Limb at TASA, 800-725-TASA (8272) or 512-477-6361, or visit our Web site at www.TASAnet.org.

FALL 2000 35

Creating and Supporting Leadership in Katy ISD

by Elizabeth A. Clark More is being written now than ever before about leadership and the impact that real leadership has on the overall effectiveness and productivity of organizations. Katy ISD, a fast-growth district located in the suburbs of the greater Houston area, has identified as a major priority the need for grooming future leaders, as well as providing quality professional development for current leaders. In the words of Leonard Merrell, superintendent of schools, "The leaders we need now and for the future are those rare individuals who have the ability to build strong and enduring relationships with their followers, while motivating and inspiring them to meet challenging goals. Such leaders not only help to create a shared mission that has a moral imperative, they also bring together a shared commitment among their followers to be accountable for living out the mission." These leaders are the hope of

tomorrow and the stewards of the public trust, ensuring that in all decisions, the interests of children are served well. Thus, real leaders are those who inspire, who elevate followers to a higher purpose, and who understand how to use the normative process to alter the basic culture of the school so that needed changes are embraced and sustained over time.

A major tenet of the Katy ISD Leadership Academy is that leaders of the 21st Century will need to be transformational. They must understand the complexity of change and know how to effectively lead people to be adept at the change process. Changing the culture of school becomes the real issue, as leaders will be expected to successfully implement new innovations that ensure learning for all. In keeping with that thought, the mission and beliefs of the Katy ISD Leadership Academy are dedicated to developing leadership capacity in innovative ways that create

and nurture transformational leaders. The Academy design is multidimensional in that it supports, through a variety of venues, the development and enhancement of leadership at all levels of the organization. Initially, the Leadership Academy limited its endeavors to supporting teachers who were interested in pursuing a career in educational administration. This proved to be so successful that in the 1999–2000 school year the academy was expanded to not only respond to the needs of aspiring school administrators, but also to provide challenging professional development experiences designed to enhance the skills of practicing administrators.

The newly designed academy provides four distinct leadership models, each specifically tailored to address the unique learning needs of aspiring administrators (Phase I), practicing administrators (Phase II), advanced administrators (Phase III), and administrators as mentors (Phase IV). continued on page 38

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theLeader

From the Director

News from the Texas Leadership Center

Book Review Evaluating Professional Development

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by Thomas R. Guskey

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What is professional development?

What is evaluation?

What are practical guidelines for evaluating professional development?

level provides documentation for conditions within the system that accompany success or describe those that might explain the lack of significant improvement.

With this background information in place, Guskey devotes a full chapter to each of the five levels of evaluation. He develops understanding of each level by defining the level and using the critical questions to elaborate on the essential components required for assessment at that level. These five levels include:

Level 4: Participants’ Use of New Knowledge and Skills The key question addressed at this level is "Did what participants learn through their professional development experience affect their professional practice?" This information cannot be gathered at the end of a session or series of experiences. It requires that participants have sufficient time to reflect on what they learned and to adapt the new ideas to their setting. Because implementation of new strategies is usually an ongoing process, it also suggests that measures may need to be conducted at various intervals.

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Published by Corwin Press, Inc. ISBN 0-7619-7560-8 Reviewed by Karen A. Anderson, administrative officer, Staff Development, Mesquite ISD, and executive director, Texas Staff Development Council "How do we determine the effects and effectiveness of activities designed to enhance the professional knowledge and skills of educators so that they might, in turn, improve the learning of students?" This is the central question addressed by Thomas Guskey in his latest book, Evaluating Professional Development. The purpose of the book is to support educators in the development of good questions concerning evaluation and, then, to offer guidance about gathering valid information to document both the effects of professional development and exactly what contributes to its effectiveness.

Guskey organizes the book by using the first three chapters to set the context for the five levels of evaluation described in detail in the remaining chapters. He discusses the presentation of evaluation results in the final chapter. Each chapter is organized around a series of critical questions related to evaluating professional development. Concluding each chapter is a section called Questions for Reflection, which provides readers the opportunity to reflect on the topics presented and to discuss the issues most pertinent to their work and experience.

Important context-setting questions addressed in chapters one through three are:

Level 1: Participants’ Reactions This is the first and simplest level of evaluation primarily designed to tap into how participants regarded their professional development experience. Level 1 is the most common form of evaluation used and the one with which we have the most experience.

Level 2: Participants’ Learning At this level of evaluation, we want to find out if the professional development experience led to any change in participants’ knowledge, skills, attitudes, or beliefs.

This level springs from the definition of professional development—a purposeful and intentional process designed to enhance the professional knowledge and skills of educators so they can improve the learning of all students.

Level 3: Organization Support and Change Organizational factors can hinder or prevent the success of improvement efforts even when the aspects of professional development are done right. This level considers those organizational factors and their importance in evaluating professional development programs and activities. Information at this

Level 5: Student Learning Outcomes It is at this level that our attention is turned away from participants and organizations toward the ultimate goal of professional development—its impact on student learning. This is where we want to know if the professional development benefited students in any way. Did it result in improvements in students’ achievement; did it lead to changes in their attitudes or perceptions; did it alter students’ behaviors?

Once again, Guskey has provided a valuable resource to assist us in our work. It is his hope that the ideas presented in the book will be used by us to better document the effects of our professional development efforts. Asking important questions, gathering relevant information, and analyzing that information in meaningful ways is the basis of long-term improvement, especially for professional development.

FALL 2000 37

Board Briefs The following are highlights of the Texas Leadership Center board of directors meeting held June 26, 2000.

Updates

come from registration fees, discounts on computers, and corporate and foundation donations. Sessions are scheduled at regional service centers from October 2000 through June 2001.

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Technology Leadership Academy TASA and the Texas Leadership Center, in partnership with Texas Tech University and the Texas Business and Education Coalition (TBEC), have received a $6.3 million, threeyear state challenge grant from the Bill & Melinda Gates Foundation to expand the current academy. Over the life of the grant, academy participation will include approximately 50 percent of Texas superintendents and principals.

A laptop computer, at a discounted price, is provided as an incentive to attend the five-day academy. Matching funds for the academy

The board made suggestions regarding the registration procedure for the academy, including a limit on the number of administrators allowed to enroll from each district.

Private and charter schools also are included in the invitation to enroll in the academy.

and two regional service centers to pilot the Leadership Development Program. ●

Motorola University Leadership Development Institute The first institute for Texas superintendents was held February 22–25, 2000, at the new Motorola facility in Austin. The superintendents provided feedback to staff. At this time, TASA/TLC staff will monitor the Motorola Executive Leadership Institute for principals and participate on the ESC Region 11 Advisory Council.

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Center for Creative Leadership (CCL) Leadership Development Initiative The board discussed a possible project with the Texas Principals Leadership Initiative

In official business, the board of directors approved the minutes of the January 26, 2000, meeting and approved the financial statement of the center.

Creating and Supporting Leadership in Katy ISD continued from page 36 Phases I and II of the academy were successfully implemented this past school year.

During the 2000–2001 school year, academy curriculum has been designed so specifically that participants will know what the district considers to be essential, expected, or extended learning opportunities for Katy ISD leaders. Each year, a major focus is identified for the purpose of providing renowned speakers as well as book studies that purposefully enhance and enrich the development opportunities. Currently, the plan includes adding Phases III and IV to the academy during the 2001–2002 school year. While the curriculum design includes a specific core of training unique to the various phases, the design also contains opportunities for all groups to come together to collaborate and learn from each other. One of the truly beneficial components for aspiring leaders is the development of a resume and portfolio, as well as participation in mock interviews that include videotaping with individual feedback. This component is one that

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consistently ranks as a remarkable learning experience for the aspiring administrator.

In conclusion, there is an old adage that states, "so goes the principal, so goes the school." Every educational reform report since the 1980s has concluded that schools are only as effective as their principals. Yet, the principal’s role continues to get more challenging each year, with threats of violence spawned by the many social ills, increased accountability requirements, public scrutiny that often results in voiced criticism, and increased spending cuts necessitated by decreased financial support from the public.

It should not be surprising that the time spent in the preparation, selection, orientation, and development of school leaders is one of the most economical options for significantly improving schools. Like most school districts, Katy ISD must prepare the next generation of school leaders, while providing continuing development to practicing leaders. Current practitioners must be provided the training

and time to become mentors and coaches for a new wave of school leaders. Thomas Sergiovanni (Leadership for the Schoolhouse, How Is It Different? Why Is It Important?

Jossey-Bass Publisher: San Francisco, 1996) says that, "leadership for meaning is important because it provides the connections that enable parents, teachers, and students to know better who they are, and how they fit into a larger web of meaning and significance." He further concludes, "leadership for problem solving is important because it provides the help school members need to understand the problems and issues they face. Meaning is needed to create community in schools. Problem solving is needed to make community work." The Katy ISD Leadership Academy is about building learning communities of professionals by creating the context for authentic dialogue, connections, and inquiry to develop, flourish, and transform.

Elizabeth A. Clark is deputy superintendent of curriculum and instruction at Katy ISD.

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