TASA’s mission is to promote, provide and develop leaders who create and sustain studentcentered schools and develop future-ready students.
We envision innovative, future-focused leaders for every public school student.
TASA values the strengths, contributions, and varying perspectives of all educational leaders. Our goal is to intentionally equip and support school districts and leaders as they foster a culture in which all students and adults are valued for their unique gifts, supported academically, socially, and emotionally, and empowered to reach their full potential.
OFFICERS
Martha Salazar-Zamora, President, Tomball ISD
Chris Moran, President-Elect, San Angelo ISD
Roosevelt Nivens, Vice President, Lamar CISD
LaTonya Goffney, Past President, Aldine ISD
EXECUTIVE COMMITTEE
Rene Gutierrez, Region 1, McAllen ISD
Sharon McKinney, Region 2, Port Aransas ISD
Robert O’Connor, Region 3, Edna ISD
Walter Jackson, Region 4, La Porte ISD
Stacey Brister, Region 5, Little Cypress-Mauriceville CISD
Darol Hail, Region 6, New Waverly ISD
Carnelius Gilder, Region 7, West Sabine ISD
Jason McCullough, Region 8, Mount Vernon ISD
Brad Owen, Region 9, Burkburnett ISD
John “JJ” Villarreal, Region 10, Rockwall ISD
Jeremy Thompson, Region 11, Denton ISD
Bobby Ott, Region 12, Temple ISD
Steven Snell, Region 13, Liberty Hill ISD
Jonathan Scott, Region 14, Albany ISD
Aaron Hood, Region 15, Robert Lee ISD
Sheri Blankenship, Region 16, Hereford ISD
Scott Harrell, Region 17, Sudan ISD
Jay McWilliams, Region 18, Big Spring ISD
Jeannie Meza-Chavez, Region 19, San Elizario ISD
Burnie Roper, Region 20, Lackland ISD
AT-LARGE MEMBERS
Sanée Bell, Katy ISD
Paula Patterson, Crosby ISD
Diana Sayavedra, El Paso ISD
Tiffany Spicer, Buna ISD
COMMITTEE CHAIRS
Dana Bashara, Professional Learning
Roland Hernandez, Advocacy
Donny Lee, Member Engagement
Michelle McCord, Legislative
EDITORIAL ADVISORY COMMITTEE
Roosevelt Nivens, Lamar CISD, Chair
Dana Bashara, Alamo Heights ISD
Roland Hernandez, Corpus Christi ISD
Donny Lee, Wichita Falls ISD
Michelle McCord, Frenship ISD
Michael O'Malley, Texas State University
TASA Professional Learning Calendar
HELP SHAPE THE FUTURE
Designi ng th e Fu ture of Ed ucati on Houston, TX November 12-14, 2024
Martha SalazarZamora
PRESIDENT’S MESSAGE
Having great teachers defines a school district, and as leaders we are so lucky to be in the company of so many great ones.
TEACHERS: THE HEARTBEAT OF OUR SCHOOLS
Iwant to take a moment to express how much I deeply value the collective work we do each day as educators. As a leader and as an educator, you are not just imparting knowledge; you are shaping lives, futures, and the very precious fabric of our society.
As a superintendent, I am often recognized as a leader, but truth is, any success I’ve had in this role is a direct result of the incredible dedication, skill and passion of the teachers who serve our students every day.
Teachers are the heartbeat of our school districts — the ones who ultimzately guide and shape the lives of countless students. For it is the impact a great teacher has on a student’s life that is immeasurable and extends far beyond the classroom walls. For me, it was Mrs. Belen Flores, my first-grade teacher in Kingsville, Texas.
As a first grader who suffered from profound hearing loss, Mrs. Flores was my educational inspiration. Her ability to make me feel comfortable in school by allowing Mannix, my dog, to attend class with me every day made such an impact on my life. Both Mannix and I were celebrated at the end of the year for perfect attendance, but it wasn’t the celebration that triggered her inspiring connection — it was her ability to care. From that moment on, she made it a point to attend every graduation I ever had, and to this day, she will forever be my favorite teacher.
Teachers like Mrs. Flores are critical to our work and go far beyond, not just in academics, but in making sure students feel valued, supported and prepared for the world ahead. As we continue the great work happening across the state, we must remain committed to excellence. And while at times this profession is challenged, our unwavering belief in every child must drive our collective success.
Great teachers like Mrs. Flores have the power to inspire curiosity, foster resilience, and ignite a passion for learning that can last a lifetime. When a student feels supported, heard and understood, it creates a foundation for confidence and success.
In addition, and critical to the society we live in, teaching requires not only knowledge, but empathy, patience and an unwavering commitment to nurturing the whole child. Teachers have a unique opportunity to serve as mentors, role models and advocates for all students.
But their job is hard and teaching is a gift. It belongs to those who tirelessly give their time, creativity and passion to making a positive impact and who believe in the work they are doing. Having great teachers defines a school district, and as leaders we are so lucky to be in the company of so many great ones.
You may often hear me quote the first teacher to go to space, Christa McAuliffe, who said: “I touch the future, I teach.” Her belief in shaping the future remains so important today, and her inspiring words will always resonate with me as an educator.
As we continue this school year, let’s make it our collective responsibility as leaders in education to support great teachers, ensuring they feel heard, valued and appreciated. I challenge you to continue investing in their professional and personal growth, celebrate their successes, advocate for their well-being, and foster a positive and collaborative school culture where innovation and creativity in teaching is encouraged. If we do this, then teachers can focus on what they do best — teaching, learning and inspiring students.
Together, let’s continue to create an environment where teachers are empowered and supported.
Martha Salazar-Zamora TASA President Superintendent, Tomball ISD
Kevin Brown EXECUTIVE DIRECTOR’S VIEW
There is no monument to public school teachers at the Texas Capitol. This lack of recognition for our teachers needs to change, don’t you think?
WHERE’S THE MONUMENT TO TEXAS TEACHERS?
Texans should take great pride in the Texas Capitol building and grounds. It is a stunning building — 11.64 feet taller than the U.S. Capitol, and it is a monument to democracy. Any citizen can enter the building, take a tour, participate in a hearing, visit a legislator, and watch our Legislature in action from the gallery. It is truly “The People’s” building, and it reflects our values as a society.
As a history nerd, I love walking around to see the many beautiful historical paintings and statues, hear about the political lore, and look at the many monuments on the Capitol grounds. We have many inspiring monuments like Heroes of the Alamo, Disabled Veterans, the Texas Cowboy, Pioneer Women, the Price of Liberty, African American History, Tejano and all kinds of military and war monuments, and many others. We even have a monument to Texas children in honor of the 70,000 who visit on field trips each year, which I love.
One monument is lacking from the grounds, though. There is no monument to public school teachers who accompany those children on those field trips and serve 5.5 million students each day.
In my opinion, as inspiring as the other monuments can be, I bet most everyone being honored had at least one inspiring teacher, probably many more, who encouraged them to the greatness we now honor. This lack of recognition for our teachers needs to change, don’t you think? Where would our state be if we didn’t have public school teachers? Where would we be without inspiring, competent teachers like those being highlighted in this very magazine?
In fact, Article 7 Section 1 of the Texas Constitution, written in 1876, says: “A general diffusion of knowledge being essential to the preservation of the liberties and rights of the people, it shall be the duty of the Legislature of the State to establish and make suitable provision for the support and maintenance of an efficient system of public free schools.”
Who is responsible for the “diffusion of knowledge that is essential to preserving our liberties and rights?” Our public school teachers.
Now, I believe the best thing our Legislature could do to honor teachers is to support them by ensuring higher pay, and good benefits and working conditions. Give them the freedom, resources and support to be their best. It would be great if all our state leaders used their power and influence to remind people how important teachers are and the schools in which they work. No monument can take the place of that. But count me as one person who thinks that we can do both. A monument is society’s public demonstration of its values.
So is the state’s budget, and we are working on that, too.
Meanwhile, I have put in a call to the Texas State Preservation Board to see how we can get this done. Let me know if you want to help.
Kevin Brown TASA Executive Director
Celebrating the 2025 Texas Teacher of the Year winners & finalists
On October 25, TASA named Kristi Leff, a fifth-grade science and English/language arts teacher at Humphrey’s Highland Elementary in Amarillo ISD, the 2025 Texas Elementary Teacher of the Year. Christine Mihealsick, an Advanced Placement environmental science teacher at Westwood High School in Round Rock ISD, was named the 2025 Texas Secondary Teacher of the Year. Mihealsick was chosen to represent the state as Texas Teacher of the Year in the National Teacher of the Year competition, making her official title Texas Teacher of the Year.
Left to right: TASA Executive Director Kevin Brown, 2025 Texas Teacher of the Year Christine Mihealsick, 2025 Texas Elementary Teacher of the Year Kristi Leff, TASA President Martha Salazar-Zamora, TASA Deputy Executive Director of Member Engagement + Support Charles Dupre
2025 Texas Teacher of the Year
Christine Mihealsick
Westwood High School, Round Rock ISD
Chris Mihealsick teaches Advanced Placement (AP) environmental science and serves as the science department chair at Westwood High School in Round Rock ISD. Going back to 2007, she has also taught environmental systems, chemistry, anatomy, and biology on that campus. From 2002 to 2007, she taught chemistry and biology at Crockett High School in Austin ISD.
“As a teacher I’m an inherent optimist in the potential of humanity,” she says. “I believe I can help everyone who walks through my door improve — in their science lab skills, in their writing skills, in their peer collaboration abilities, in their confidence in themselves to do challenging advanced science coursework.”
Mihealsick holds a BS in biology and a master’s degree in science education from The University of Texas at Austin. She is certified to teach all science subjects in grades 6-12 and holds National Board Certification for Adolescent/Young Adult Science. She has been selected for a Fulbright teacher exchange program to Japan, the Toyota International Teacher Program to Costa Rica, and the Northrop Grumman Ecoclassroom teacher for tropical research.
Kristi Leff is a fifth-grade science and English/language arts teacher at Humphrey’s Highland Elementary in Amarillo, where she has taught since 2015. She has also taught in Florida and in Calallen and Mathis ISDs in South Texas during her 21-year career. Leff has been named Campus Teacher of the Year several times, at Magee Intermediate in Calallen in 2009, at Springhead Elementary in Plant City, Florida, in 2014, and at Humphrey’s Highland in 2024.
“I walk into my classroom every day not as a teacher where my job is to fill my students with the content entrusted to me by the state of Texas, but as an educational guide that facilitates their acquisition of self-confidence, self-worth, and an independent drive to be the very best version of themselves long after they leave the education system,” she says.
Leff holds an associate degree in education from Brevard Community College, a BA in elementary education from Rollins College, and a master’s degree in special education from Lamar University. She is certified in gifted and talented instruction, English as a Second Language (ESL), and as an educational diagnostician.
Texas Elementary Teacher of the Year Finalists
Kevin Criss
Cambridge Elementary School, Alamo Heights ISD
Kevin Criss is a physical education teacher at Cambridge Elementary in Alamo Heights ISD, where he has taught PE to first through fifth graders since 2013. Prior to that, he was a teaching assistant in Comal ISD, where he earned Support Staff of the Year in 2012.
“Compassion and kindness are not often associated with physical education,” Criss says. “Instead, people tend to focus on winning and achievement. It hits home for me. When I think back to that younger version of myself, the insecure kid who had limited support and experience in all things athletic, I recognize that PE has social emotional components and implications that are often overlooked, and my heart is to help establish a more inclusive and encouraging culture. Because of my childhood PE experiences, I have intentionally created a classroom that uses PE as an opportunity to teach integrity, perseverance, gratitude, and compassion, to name a few.”
Criss holds a bachelor’s degree in kinesiology from The University of Texas at San Antonio. He is also one of only two teachers in Texas who is National Board Certified in Physical Education-Early Adolescence through Young Adulthood.
JoMeka Gray
Kennedy-Powell Elementary School, Temple ISD
JoMeka Gray has taught math, science, and social studies to kindergarten students at Kennedy-Powell Elementary in Temple ISD since 2023. A mentor teacher and an advocate for her profession at the Texas Capitol, Gray has been leading classrooms since 2010, having taught both kindergarten and first grade on several campuses in Temple ISD and in Killeen ISD.
“It is amazing to see the academic growth of a student from the first time they sat in your class until graduation,” she says. “We as teachers also get to celebrate students beyond academics such as losing their first tooth, reading their first sentence, playing their first instrument, catching their first ball, and sometimes teaching their first child. It takes a true gift to get a person to bloom to their full potential. This is the gift that allows the teacher to go beyond the classroom walls and make a stamp on society.”
Gray holds a BA in general liberal studies from Louisiana Tech University. She is certified to teach both early childhood and English as a Second Language (ESL). She also holds National Board Certification as an Early Childhood Specialist. She has been Temple ISD District Teacher of the Year twice — once in 2021 and again in 2024.
Darla Morrow
James R. Brooks Middle School, Greenwood ISD
Darla Morrow has provided dyslexia intervention services to students at James R. Brooks Middle School in Greenwood ISD in Midland, Texas, since 2017. She has also worked as a dyslexia intervention specialist and second-grade teacher at Greenwood Elementary School, as a first-grade teacher in Plains ISD, and as a kindergarten teacher in Plainview ISD.
“In school each day I am teacher. I am Mrs. Morrow, and I am one who comes to school from the farm,” she says. “Within the walls of the school I bring my experience from the farm by interlacing my teaching with agriculture in every way possible. … Cultivation in the classroom is the act of deliberately building leaders, creating life-learners and developing an environment for all students, despite their shortfalls. Like the farm holds the life requirements of food and fiber, we teachers in our classrooms hold the leaders, the innovators and the stabilizers of tomorrow.”
Morrow holds a BS in human development and family studies from Texas Tech University and an MA in Christian education from the Southwestern Baptist Theological Seminary. She holds several certifications including special education, early childhood education, and English as a Second Language (ESL). In 2014, she was named the Texas Farm Bureau Agriculture in the Classroom Teacher of the Year, and in 2015, she was an Agriculture in the Classroom Top Ten in the Nation Teacher of the Year.
Melissa Farias Zúñiga
New Braunfels High School New Braunfels ISD
Melissa Farias Zúñiga is an English as a Second Language (ESL) teacher at New Braunfels High School in New Braunfels ISD. When she was 13, she co-founded Melissa’s Mexican Folk Dance Company for children and instructed for five years. Then, after completing her BA in psychology from The University of Texas at Austin, she focused on community work, raising her four children, and volunteering in public schools and scouting organizations.
She began her career in public education in 2014 as an ESL paraprofessional and earned her alternative certification in English. She taught ESL and English at the New Braunfels Ninth Grade Center before moving to the high school in 2022.
“Walls do not contain what is in the heart and soul, nor should they be barriers for growth and success,” she says. “Connecting students with their community has developed into a pillar of my teaching. These connections enrich students’ learning experiences and help them develop a sense of self, belonging and responsibility.”
Zúñiga will complete a master’s degree in teaching ESL from The University of Texas at San Antonio in December and is certified in English/language arts and reading and ESL for grades 7-12. She was named Campus Teacher of the Year in 2018 at the New Braunfels Ninth Grade Center and again in 2024 at New Braunfels High School.educational administration) and a doctorate from TAMUCC.
Commissioner of Education Mike Morath (left) with the 2025 Regional Elementary Teachers of the Year and TASA Executive Director Kevin Brown (right)
Commissioner of Education Mike Morath (left) with the 2025 Regional Secondary Teachers of the Year and TASA Executive Director Kevin Brown (right)
Region 15 Elementary Teacher of the Year Cindy Johnson (left) and Region 1 Elementary Teacher of the Year Brianne Castillo with a young guest
2025 Texas Elementary Teacher of the Year Finalists Kristi Leff, Kevin Criss and JoMeka Gray
2025 Texas Secondary Teacher of the Year Finalists Christine Mihealsick, Melissa Farias Zuñiga and Darla Morrow
Region 4 Secondary Teacher of the Year Jessica Brink and guests
TASA Deputy Executive Director of Member Engagement + Support
Charles Dupre with 2025 Texas Teacher of the Year Christine Mihealsick and her family
Region 6 Elementary Teacher of the Year Tami Glenn (left) with guests and Region 17 Secondary Teacher of the Year Sarah Denning (in red) and Region 9 Secondary Teacher of the Year Robyn Little (in gray)
TASA Executive Director Kevin Brown with 2023 Texas Teacher of the Year Shelley Jeoffroy and her husband
Region 10 Elementary Teacher of the Year Lauren Stewart and guest
2024 Texas Teacher of the Year Taniece Thompson-Smith
Stacey Brister, TASA Executive Committee member and superintendent of Little Cypress-Mauriceville CISD
Region 19 Secondary Teacher of the Year Christopher Martin (second from right) and Region 19 Elementary Teacher of the Year Dora Esquivel (right) with guests
Region 4 Elementary Teacher of the Year Taylor Brock and guests
Region 16 Secondary Teacher of the Year Christian Hernandez-Ocasio and young guest
2025 Texas Elementary Teacher of the Year Kristi Leff (third from left) and her luncheon guests
2025 Texas Elementary Teacher of the Year Kristi Leff upon the announcement
2025 Texas Teacher of the Year Christine Mihealsick and 2025 Texas Elementary Teacher of the Year Kristi Leff
2025
Region
Texas Teacher of the Year
Christine Mihealsick upon the announcement
8 Elementary Teacher of the Year
Leesha Hartley and Region 9 Elementary Teacher of the Year Andrea Hollis
Members of the Killeen ISD Harker Heights High School Orchestra
2025 Texas Teacher of the Year Christine Mihealsick
2024 Texas Secondary Teacher of the Year Naveen Cunha
Texas Teachers of the Year: Shelley Jeoffroy (2023), Taniece Thompson-Smith (2024), Christine Mihealsick (2025), Monica Washington (2014), and Revathi Balakrishnan (2016)
TASA 2025 Legislative Priorities and Positions
During the 89th session of the Texas Legislature, TASA will support or initiate legislation that aligns with the association’s positions and priorities and work with other associations and groups to advocate for the following.
Local Control
A cornerstone priority of TASA members is local control and flexibility, as school districts must be able to respond to the differing needs of students, educators, parents, and the communities they serve.
Support local control of school finances and oppose measures that erode local discretion.
Oppose legislation or measures that seek to limit school districts’ or administrators’ ability to have representation before the Texas Legislature, state agencies, and the executive branch.
Support Districts of Innovation in their current form.
Education Funding
Advocate for an adequate and equitable school finance system that raises per-pupil funding to the national average.
Support sustainable state funding for House Bill (HB) 3 (2019).
Advocate for local discretion with spending to ensure that the needs of students, staff, and communities are met.
Support the use of enrollment vs. attendance as the standard for school funding.
Property Value Growth
Oppose any effort to divert local school property tax revenues for non-public education purposes.
Foundation School Program (FSP)
Oppose any cuts to school district FSP funding.
Advocate for adequate and equitable formula-based funding that considers student and district characteristics to meet state and local standards.
Advocate for funding full-day pre-K programs through the FSP for all students.
School Safety
Advocate for increased funding of the School Safety Allotment and local flexibility to ensure districts can adequately meet student and staff safety needs as well as newly created state requirements.
Instructional Materials and Technology Allotment (IMTA)
Advocate for increased funding for the IMTA to ensure districts can provide adequate technology and instructional materials to meet higher standards for students. Oppose any carveouts from IMTA that decrease the amount of funds to school districts.
Advocate for the purchase and use of the statedesignated open educational resource (OER) materials to remain optional to allow continued flexibility in the selection of materials based on the needs of local student populations.
Facilities Funding
Advocate for additional funding for the Instructional Facilities Allotment (IFA), Existing Debt Allotment (EDA), and the New Instructional Facilities Allotment (NIFA). Oppose additional funding for charter school facilities until adequate state funding is provided to traditional school districts.
Accelerated/Supplemental Instruction
Advocate for a permanent state funding source for all required accelerated/supplemental instruction. Support measures to reduce state-level prescriptive requirements and to increase local flexibility in meeting the instructional needs of students.
Disaster
Relief
Advocate for additional funding for resources to assist school districts impacted by events, such as hurricanes or tornadoes, which result in portions of the state being declared natural disaster areas.
Charter Schools
Oppose the further expansion of publicly funded charter schools, including increases in the number of campuses under existing charters, unless charter schools are subject to the same accountability and transparency laws and regulations as community-based public schools, including those related to: special education requirements, public notices, school discipline, financial dealings (leases, mortgages, bond debt, contracts) transportation, bilingual programs, policy notices, employment contract policies, parental rights, lobbying and political expenditure restrictions, student data privacy, efficiency audits, lunch programs, and nepotism.
Support including in all legislation related to parental rights the same rights for charter school parents that parents of students in community-based public schools are entitled to, including due process rights relating to student discipline and expulsion.
Charter Schools (continued)
Support requiring charter school board meetings to be held in person in each community they serve at least once per year.
Advocate to improve transparency, notice, input, and consideration of the state and local district impact before a charter can be approved or expanded.
Advocate for TEA to align its rules and processes to statutory requirements that mandate the agency consider a school district’s statement of impact when considering a new charter application.
Advocate for the TEA to provide public notice when it violates commissioner of education rules related to charter expansion.
Advocate for tying the charter school Small and Midsize Allotment to the same 5,000-student cap as the district Small and Midsize Allotment.
Support legislation that increases local community involvement in the charter approval and expansion process like that required of traditional public school districts in bond and tax ratification elections.
Special Education
Advocate for increased state funding for special education students, especially for those with the greatest needs.
Teacher Retirement System of Texas (TRS)
Advocate for the continuation of the current defined benefit pension program for TRS members and advocate for an annual cost-of-living adjustment for all retirees if a study of the fund determines it will not negatively impact the actuarial soundness of the fund.
Advocate for increased state funding to assist with increased healthcare costs associated with TRS-ActiveCare and TRS-Care.
Teacher Shortage
Support measures that help with recruitment and retention of the workforce.
Advocate for the removal of state barriers for teacher candidates, such as expensive exams or requirements that deter candidates from entering the profession.
Oppose any state plan that would use vouchers, tax credits, taxpayer savings grants, tuition reimbursements, or any other means to divert public tax dollars to private entities, homeschooled students, or parents, with little or no academic or financial accountability or transparency to the state, taxpayers, or local communities.
Assessment & Accountability
Advocate for the establishment of a comprehensive accountability system that looks beyond high-stakes, multiple-choice exams to meaningful assessments that have value for students, parents, and teachers, as well as flexible measures that local communities value.
Oppose A-F campus and district ratings that oversimplify the complex work of schools and incentivize teaching to the test.
Advocate for an accountability system that does not automatically lower a district’s overall or domain performance rating of A to a rating of B if the district has even one campus with an overall or domain performance rating of D or F.
Advocate that the state student assessment program be limited to only those assessments required to meet ESSA (federal) requirements.
Support the exemption from A-F accountability ratings for first-year campuses.
Advocate for local discretion in instructional planning to support struggling students and the repeal of inflexible state-level requirements.
Advocate for extensive review and stakeholder input, including potential impact on the A-F rating system, prior to any statutory changes to the state assessment system such as through-year-testing or a new version of the current STAAR system.
Advocacy Tools
TASA offers many advocacy tools for anyone looking to use their voice to help public education at the state level. Through tasanet.org, you may access the following resources:
Online advocacy toolkits
Visit tasanet.org/toolkits to find three toolkits: one focusing on elections and voting, one offering resources to aid you in reaching out to your elected officials, and a third focused on advocating for public schools and engaging with policymakers. These kits contain everything from printable fliers and PowerPoint presentations to helpful calendars and informative links.
Capitol Watch Alerts
TASA sends frequent emails during the session about the legislative committee meetings that are coming up and which bills will be discussed so school leaders can sign up to testify. Follow-up alerts are also sent to provide summaries of the hearings. Only current TASA members receive these alerts.
Advocacy Advisories
Advocacy Advisory emails are sent as needed from our Advocacy Department to provide reminders, tools, and resources related to voting and advocating for public schools. Only current TASA members receive these emails.
Talking points documents
Each session, TASA produces talking points documents for public education advocates to use when speaking with legislators. Watch for these to be shared in Capitol Watch Alert and/ or TASA Daily emails.
Important Dates
January 14
First day of 89th Regular Session; Legislature convenes at noon
March 14
60-day deadline for bill filing
June 2
Sine die; last day of 89th Regular Session
February 18, 2025
Downright Austin, A Renaissance Hotel at the Capitol 701 East 11th Street Austin, Texas
Superintendents and school board members should take every opportunity to communicate local district needs and priorities to legislators.
To that end, the Texas Association of School Boards (TASB) and TASA partner to host the TASA/TASB Legislative Conference each legislative session to provide school leaders with an opportunity to learn about important education legislation and meet with legislators at the Texas Capitol.
During the 2025 conference, TASA and TASB Governmental Relations staff will update attendees on legislative activities and proposed bills, preparing attendees to meet with legislators and staff. In addition, key legislators and political observers have been invited to share their insights with attendees.
This is a free event for members of TASA and TASB only. Watch for registration details in TASA Daily this winter! Learn more at https://bit.ly/tasa-tasb-legeconf.
HIGHER EDUCATION
Top considerations for superintendents: fostering family, community, and business engagement in a post-COVID-19 era
by Michelle H. Abrego and Kevin Badgett
Following the COVID-19 pandemic, superintendents are faced with the critical task of restoring connections between families, communities, and educational institutions. This article offers a list of important considerations designed to strengthen family and community engagement across schools and districts. Each consideration addresses a specific facet of engagement. However, the components should be viewed collectively rather than in isolation.
Recognize the benefits of increased engagement
In today's educational landscape, superintendents and school districts are navigating uncharted territory in the wake of the COVID-19 pandemic and in the face of compromised trust from state legislatures and some elements of the communities we serve. The challenges they face are complex, ranging from academic recovery, to ensuring the health and safety of students and staff, and to rebuilding trust within our communities. It is critical that we reestablish and strengthen connections between families and communities and our educational institutions.
The importance of family and community engagement has never been more evident than in recent years. The pandemic underscored the essential role that families and communities play in supporting student success (Perea et al., 2022). Schools and districts were forced to adapt rapidly, relying on the joint efforts of all stakeholders to ensure continuity in education.
As we move forward in this post-COVID-19 era, it is essential to recognize the significance of family and community engagement in shaping the educational landscape. In fact, without recognizing our role as responsive service providers in our communities, we risk the danger of providing” irrelevant education that is out of step with … society’s needs ….” (Hands, 2023, p. 234).
Strengthening family and community engagement has numerous benefits, including enhanced collaboration, holistic community support for shared educational success, improved educational resources and resource mobilization through business engagement, better student outcomes, increased community pride and school reputation, career opportunities for students, and celebrating cultural diversity.
Embrace cultural and linguistic diversity
Recognizing the contextual demographics of student bodies within their school districts, superintendents must embrace a deep understanding of cultural, linguistic, and general diversity. Tailored engagement strategies that actively resonate with families from diverse backgrounds are necessary for encouraging a sense of inclusion and belonging.
A celebration of and inclusive posture for the diversity within the communities we serve communicates we value how the community’s wealth of experiences, perspectives, and traditions enrich the
learning environment. Superintendents should work to create a school culture that values and celebrates the cultures and values of their communities. Cultural competency among educators is essential to ensure that all students and their families feel seen, heard, and understood.
Prioritize effective communication
Effective communication is the foundation of successful family and community engagement. Superintendents must prioritize responsive and multimodal communication strategies, recognizing that a one-size-fits-all approach is ineffective in our diverse society.
Though not exhaustive, one important feature of a responsive and multimodal communication approach is the use of multilingual channels to overcome language barriers. This is essential, ensuring that all families have access to vital information. Recognizing legal obligations, such as providing information in a language comprehensible to parents regarding registration, enrollment, report cards, parent-teacher conferences, handbooks, and permissions for student activities, is a fundamental step in promoting transparency and accessibility (Abrego, 2022). It's crucial to avoid dependence on children or untrained staff for translation, underscoring the importance of clear and accessible communication for all parents.
Effective communication strategies also include capitalizing on technology to disseminate information well. Email newsletters, school websites, and mobile apps can be valuable tools in keeping families informed.
Moreover, superintendents should establish community liaison programs aimed at bridging communication gaps. These programs can serve as a link between school
districts and families, helping to build trust and enhance communication. They should be characterized by coordinated roles, resources, and responsibilities at the district and campus levels. Thoughtful attention to building a culture that reflects a top-down organizational commitment to the community interface can foster greater levels of trust and enrich community-school collaboration and partnership.
Find out what families want
Understanding the needs and desires of the families we serve is vital for effective engagement. Superintendents should employ surveys and focus groups to gather valuable insights. Context means so much when it comes to determining the correct approach to how we engage with and show we value the diverse perspectives and priorities found in our communities. Hosting listening sessions with representatives from diverse families allows for direct communication and feedback.
It is crucial that surveys consider factors such as families' home language, the relevance of topics for all families, the use of open-ended questions to encourage input, and offering various survey formats (Rubin et al., 2021). A variety of formats is needed as some families may prefer to complete paper surveys to allow time for completion or lack adequate access to the internet.
Incorporating cultural brokers within the community further enriches the understanding of diverse family needs (Eller & Eller, 2018). These individuals provide unique insights into cultural nuances and preferences that may influence engagement strategies. Their presence helps span potential communication gaps and fosters trust within the community.
Tailor social media strategies
In today's digital age, social media is a powerful tool for engagement. However, using a one-size-fits-all approach may not be the best strategy. Whereas research has “found that parents preferred school communication to be related through phone calls and text messaging while most teachers preferred the use of e-mail” (Edge Research, 2020, p. 872), it is important to take into account the diverse communication preferences within your school community, which can vary based on the age of parents and the school level they're associated with (Evans, 2022).
To enhance your social media engagement, consider the following:
• Understand age-related preferences.
• Use different social media platforms.
• Tailor content to be relevant to your audience.
• Foster two-way communication, allowing families to give feedback and ask questions.
• Personalize your messaging style.
• Promote interactive content, such as polls, surveys, and Q&A sessions.
Acknowledge the digital divide
It's necessary to acknowledge the presence of the digital divide and its potential impact on family engagement. Not all families have equal access to technology or the internet, which can create disparities in engagement opportunities (Benavides,
n.d.). School leaders at the district and campus level have a responsibility to ensure their communication efforts reach the entire community even if there are barriers in the way.
Superintendents should plan to guarantee equitable access to technology for all families. Implementing digital literacy initiatives can empower active participation in online engagement and lessen barriers related to digital access and skills. Providing access to devices and affordable internet options is a step toward bridging the digital divide and ensuring that all families can participate fully in the educational process (Vegas & Winthrop, 2020).
Value the importance of professional development
Ongoing professional development is key to improving family and community engagement in education (Patton & Wanless, 2014). It involves continuous learning and adjustment to ensure
effective communication, understanding diverse family needs, and promoting collaboration. This training should include cultural competency and building strong connections with families and communities. Educators should be ready to create inclusive and culturally responsive learning environments where every student and their family feel valued and supported.
Engage the business community
The business community is a vital stakeholder in education and business leaders want to be involved in their local schools beyond the level of sponsorship (Badgett, 2016). Superintendents must recognize their perspectives, needs, and objectives to build mutually beneficial and sustainable partnerships with business leaders. Collaborating with local businesses can bring numerous benefits to schools and districts. It can enhance educational resources, create career pathway opportunities for students, and mobilize additional resources for schools.
Superintendents should actively seek out partnerships and foster collaborative workshops and events that bring together educators, families, and the business sector. These collaborations can lead to internships, mentorship programs, and resources that enhance the educational experience for students. Engaging with local businesses also fosters a sense of community pride and highlights the importance of education in the economic development of the region.
Build trust and collaboration
Trust is the foundation of successful family and community engagement (Bruk & Schneider, 2002). Superintendents must take proactive steps to foster trust with families, communities, and the business sector. Organizing community forums, town halls, and collaborative decision-making processes can provide platforms for open dialogue and collaboration. These gatherings offer opportunities for parents,
community members, and business leaders to voice their concerns, provide input, and actively participate in shaping the educational direction of the district.
Summary
In the post-COVID-19 era, superintendents and educators aim to rebuild connections and trust between families, communities, and schools. The above considerations approached collectively offer a strong foundation for effective engagement strategies that enhance student success. n
Michelle H. Abrego, Ed.D is an assistant professor of educational leadership in the Department of Organization and School Leadership at The University of Texas Rio Grande Valley.
Kevin Badgett, Ed.D is a professor of educational leadership in the Department of Counseling, Bilingual Education, and Educational Leadership at The University of Texas Permian Basin.
References
Abrego, M. (2022). Texas principal standards and implications for EL and immigrant family engagement in schools. In Vornberg, J. A., Olivares-Ortiz, Y., Templeton, N.R. (Eds.) Texas Public School Organization and Administration (18th ed.) Kendall Hunt.
Badgett, K. (2016). School-business partnerships: Understanding business perspectives. School Community Journal, 26(2), 83-105.
Benavides, T. (Host) (n.d.) Bridging the digital divide: What challenges does Texas face? Part One [Audio Podcast]. Raise your Hand Texas. Retrieved on January 31, 2022. https://www.raiseyourhandtexas.org/podcast/ bridging-the-digital-divide-what-challenge-does-texas-face-part-1
Bryk, A. S., & Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. Russell Sage Foundation. http://www.jstor.org/ stable/10.7758/9781610440967
Eller, J.F. & Eller, S.A. (2018, March/April). Cultural competence for new principals. Principal, 97(4), 42-43.
Evans, J.A. (2022, September 26.) Text twitter email call: Parent preferences for communication and engagement. [Webinar]. Project Tomorrow. https://home.edweb.net/webinar/engagement20220926/
Hands, C. M. (2023). Pathways to community engagement in education: Collaboration in diverse, urban neighbourhoods. Springer Nature.
Hill, J. & Reimer, T. (2022). Fostering school-home partnerships: Transforming learning as a result of the COVID-19 Pandemic.66:868-875. TechTrends. https://doi.org/10.1007/s11528-022-00756-3
Patton, C. & Wanless, S. (2013, December 5). Professional development in family engagement: A few often overlooked strategies for success. Family Involvement Network of Educators (Fine) Newsletter. https://archive.globalfrp.org/family-involvement/ publications-resources/professional-development-in-family-engagement-a-few-often-overlooked-strategies-for-success
Perea, R.M., Hashim, A. & Weddle, H.R. (2022, December 6). Family engagement is critical for schools’ Covid 19 recovery efforts. Brookings Institution. https://www.brookings.edu/articles/family-engagement-is-critical-for-schools-covid-19-recovery-efforts/
Rubin, R., Abrego, M. & Sutteby, J. (2021). Engaging the Families of ELs and Immigrants: Ideas, Resources, and Activities. (2nd Edition) Routledge.
Vegas, E. & Winthrop (2020, September 8). Beyond reopening schools: How education can emerge stronger that before COVID-19. Brookings Institute. https://www.brookings.edu/articles/ beyond-reopening-schools-how-education-can-emerge-stronger-than-before-covid-19/
TECH TAKE
Data-informed change management
the TETL Next Digital Shift Committee
Change is hard! Yet, change is inevitable, especially when it comes to technology. When implementing any new technology and associated organizational changes district stakeholders may be resistant. Resistance can be eased through articulating a clear vision and leveraging data insights to make informed decisions about equipment purchases, software renewals, and cybersecurity investments. This article highlights Texas school districts that have successfully navigated new technology implementations through intentional leadership and data-informed decision making.
Data-informed change leadership
When preparing to roll out new technologies, leaders must articulate a clear, compelling vision aligned seamlessly with the district's overall educational goals, as well as how the change will improve — and positively impact — existing conditions and benefit students, teachers, and staff. A well-crafted vision serves as a north star, guiding decision-making and helping stakeholders understand the purpose behind potentially disruptive changes. Painting a vivid picture of future-ready classrooms and operations, leaders can inspire enthusiasm and commitment to the change process. In Austin ISD, as district leaders articulate the vision and goals for new technology initiatives, they ask critical questions such as:
• What specific problems is the technology intending to solve?
• How will it benefit students, teachers, and the broader school community?
• Sharing this "big picture" view helps their stakeholders understand the strategic rationale behind the changes.
Asset management
A current inventory needs assessment is vital for effective asset management. Modern asset management systems and robust asset tracking processes are essential tools. Adam Stone states, “School districts have a financial obligation to account for IT resources, and they must know where devices are in order to effectively deliver IT support services.” Effective inventory management helps districts save costs and avoid unnecessary expenses. Maintaining an accurate, up-to-date catalog of hardware enables data-driven equipment purchases.
District leaders should be able to generate detailed reports on equipment by age, location, curriculum area, staff, student and room. These reports can uncover issues such as duplicate devices or misallocated equipment, allowing for reallocation instead of unnecessary purchases. Regular inventory reviews also ensure that equipment matches district standards for various roles and curriculum areas.
Preventive maintenance, based on usage data, helps schedule timely repairs and extend equipment life. Tracking break/fix data helps forecast maintenance needs and budget requirements. Likewise, engaging with manufacturers and industry experts provides insights into cost-saving opportunities. For example, manufacturer data revealed that semi-rugged devices performed as well as rugged devices in Cypress Fairbanks ISD (CFISD) patrol cars, leading to significant cost savings.
Performance and usage metrics, projected needs, and total cost of ownership data play a key role in hardware replacement decisions. In CFISD, technology leaders share these metrics with other district departments to ensure that technology investments are aligned with both educational needs and budget constraints.
For example, if network printers show low usage, the district might consider consolidating the printer fleet. Usage reports can indicate the volume of color versus monochrome prints, which helps in determining where to allocate color printers. Since color prints are more expensive than monochrome, optimizing printer allocations based on usage can reduce printing costs. However, curriculum needs may still determine where color printers are allocated.
Cybersecurity and data protection
The constantly evolving threat landscape creates constant challenges for technology leaders and poses a significant risk to educational institutions. These threats often require changes in cybersecurity strategy, protocols, and tools that can impact stakeholder usage and processes.
Adherence to industry best practices is a cornerstone of any cybersecurity strategy. Participating in relevant forums and collaborating with leading organizations ensures that security policies, procedures, and technologies align with the latest standards and guidelines.This commitment to continuous improvement and knowledge-sharing empowers technology teams to stay abreast of evolving cybersecurity trends and implement robust measures to protect digital assets.
Corpus Christi ISD recognizes the importance of safeguarding sensitive data and maintaining operational resilience. Regular risk assessments conducted by the CCISD cybersecurity team in
collaboration with industry experts allow them to identify potential vulnerabilities and prioritize mitigation strategies. This proactive approach enables them to stay ahead of emerging threats and implement targeted security controls to address specific risks and minimize change impact to end-users. By leveraging cutting-edge threat intelligence analysis, the district gains valuable insights into the latest attack vectors and cyber threat actors, resulting in more informed decisions and fortified defenses.
Software renewals
In order to continually enhance the engagement and effectiveness of software usage in the classroom, digital tools and resources must be regularly evaluated. Schertz-Cibolo-Universal City ISD has developed a comprehensive evaluation process that extends beyond reviewing cost alone and takes into account data analytics that reflect resource usage by staff and students, subjective end-user feedback, subject-matter expert input, and ultimately student outcomes as measured by standardized or local assessments.
Application usage data represents a great quantitative starting point for measuring the effectiveness of software. Many tools exist to provide this data and those can be augmented or even replaced by student and staff surveys if a district does not have access to automated measurement tools. When using automated data collection options for tracking software usage, SCUC ISD district leaders review the number of times the software is accessed, as well as the length of time the software is in use. Both metrics can be useful in determining teacher adoption of provided software and student engagement, respectively.
While usage data tells part of the story for student progress, there are times when software usage is hindered by lack of training. In these cases, input from teachers
may show that they have not adopted the software because it is too challenging to use. Input from subject-matter experts such as curriculum specialists, however, can potentially identify necessary software renewals even when usage and subjective data does not suggest renewal.
It is crucial to contextualize these metrics within the broader instructional landscape. For example, an application may show high usage in one school or grade level, but not across the district. This disparity might point to variations in implementation fidelity or differences in curriculum alignment, which should be addressed before making a renewal decision.
Ultimately, student outcomes are the goal of each technology expense, either directly or indirectly. Reviewing each of the data points for student achievement and growth, and correlating that information to software usage analytics, or a superseding subject-matter expert’s input, leads to a conclusion about the cost-benefit of renewing each software offering. Standard outcomes might include:
• non-renewal of software at specific grade levels or district-wide where usage is low and cost per license is low but student achievement in the software content area is still high;
• renewal of software where usage is low, cost per license is low, and student achievement is low, but a specialized professional development plan will be implemented by the subject-matter expert;
• consistent renewal of software where usage is high and student achievement is growing as long as cost per licenses remains consistent or within reasonable year over year growth.
Change management: enabling
successful transformations
Effective change management is essential for the successful implementation of technology initiatives in K-12 school districts. A critical component of this change management process is communicating with and training key stakeholders to ensure they can make informed, datadriven decisions about ed tech budgets.
Communication
Technology leaders are often painted with a broad brush as making decisions in isolation. In many cases, those isolated decisions are seen as having been made without consideration of the overall district mission. Indeed, it is not uncommon for teachers to rail against decisions made by the ethereal group known as Technology — the ever-present they.
One of the primary challenges school districts face when implementing new technology is gaining buy-in from stakeholders who may have varying levels of comfort and familiarity with technology. They can be resistant to changes that disrupt established practices. Successfully implementing any change, including that required by budgetary decisions, requires multiple lines of communication. There are needs for communication in the budgeting process, in the decision-making process related to purchasing, and in the process of informing stakeholders of decisions that have been made and the implications of those decisions.
Keeping stakeholders informed builds trust in the change management process. Opportunities for feedback and two-way dialogue are also important, as they allow stakeholders to voice their concerns and provide valuable input.
Maintaining open lines of communication throughout the change process is essential for building trust and managing expectations. Providing regular updates on implementation progress, clear explanations of the "why" behind changes, and multiple channels for feedback and questions helps to allay fears, address misconceptions, and keep all stakeholders informed and engaged. Clear is kind (Brown, 2018).
More than that, providing a rationale for decisions made allows our colleagues the opportunity to understand why decisions are made — not just that they were made. Communicating decisions clearly, through established channels, and with supporting rationales respects the intelligence of stakeholders and provides them the context for what changes are made. In doing so, we provide them the opportunity to understand even if they disagree. Understanding, though, is essential for moving forward.
Austin ISD leaders recognize the importance of providing stakeholders with data and evidence supporting new technology initiatives. This might include information on student learning outcomes, teacher productivity, or operational efficiencies achieved through similar ed tech implementations in other districts. Arming stakeholders with data empowers them to make informed, objective decisions about resource allocation.
Training
According to a Deel report on employee development, workers in general believe that learning provides connection to the workplace and adds purpose to their work. Additionally, employees stay longer in companies that invest in professional learning (Trisca, 2024). In fact, retention rates increase up to 50% in companies with strong learning cultures (Lorman, 2021).
In parallel with communication efforts, districts should invest in comprehensive training programs to build stakeholders' knowledge and skills related to new technology. Teachers, for example, may require professional development on integrating a new learning management system or device into their instructional practices. IT staff may need training on system administration and support. And parents may benefit from workshops on how to help their children use the technology effectively at home
Training provides employees with the necessary knowledge and skills to adapt to changes in processes, technologies, or organizational structure. It also ensures change readiness, cultivates a positive attitude toward change and fosters team alignment through a shared understanding of impending change and their roles in it (eLearning Company). Well-planned training programs can help reduce resistance by addressing the fear of the unknown.
Developing and implementing a training program to support impending change requires a structured approach that ensures employees are well-prepared to adapt to new processes, technologies, or organizational structures. Begin with a training needs assessment. Determine the specific changes that will take place (e.g., new technology, process reengineering, organizational restructuring) and the rationale behind the change and its objectives. Identify the skills, knowledge, and behaviors that employees will need to successfully navigate the change, and assess the current skill levels of employees to identify gaps.
Once the specific needs have been determined, set clear, measurable goals. Ensure the training objectives align with the overall business goals and the specific goals of the change initiative.
Once the training program is set, it is imperative to inform all stakeholders about the program, its objectives, and the training schedule. Listen to staff concerns and highlight the benefits of the training. It is equally important to regularly evaluate and refine the training program and measure its impact based on feedback and performance data. Finally, plan for ongoing training and development to ensure employees continue to adapt and grow.
Change champions
Identifying and empowering change champions — what Kotter refers to as a “guiding coalition” — at various levels is crucial for widespread adoption. At the administrative level, engaging principals and department heads ensures top-down support and alignment with institutional goals. At the teacher level, recruiting early adopters can create a ripple effect of enthusiasm and peer-topeer learning. Even at the student level, involving student leaders can generate excitement and provide valuable feedback.
Change champions should be provided with advanced training, platforms to share their successes and best practices, and recognition for their contributions to the change effort. Finally, leaders must acknowledge progress. Celebrating successes, both big and small, helps to create a positive atmosphere around the change initiative and recognizes the efforts of those involved in making it happen. By cultivating a diverse network of advocates, technology leaders can accelerate adoption and create a more resilient change process.
Ultimately, successful technology change management is not just about the technology itself, but about the people who will use it. By focusing on communication and training, district
leaders can build a shared understanding and commitment among stakeholders, leading to more sustainable and impactful ed tech initiatives.
Conclusion
Navigating technological change in education is a complex, but crucial, endeavor. Successful implementation requires a multifaceted approach, beginning with a clear data-informed vision that is effectively communicated to all stakeholders.
Transparent communication and appropriate training are essential components of this process, helping to build understanding and competence among users. Empowering change champions at various levels of the organization can accelerate adoption and create a more resilient change process. Equally important is a commitment to continuous evaluation and improvement.
Leaders must demonstrate flexibility, being prepared to adjust strategies based on emerging challenges and opportunities. By being responsive to user feedback and willing to pivot when necessary, leaders can build confidence in the change process. n
References
Brown, B. (2018). Dare to lead: brave work. tough conversations. whole hearts. Random House.
Lorman. (September 1, 2021). “39 Statistics that prove the value of employee training.” https://www.lorman.com/ blog/post/39-statistics-that-prove-thevalue-of-employee-training
eLearning Company Blog. (May 20, 2024). “The influence of training on effective change management and organization development.” https:// elearning.company/blog/the-influence-of-training-on-effective-changemanagement-and-organizationaldevelopment/#:~:text=Training%20 improves%20individuals'%20 readiness%20for,often%20feel%20 valued%20and%20supported
Kotter, J. (1996). “Leading change.” Harvard Business School Press.
Stone, Adam. (October 16, 2023). “These K–12 Schools Are Using Asset-Tracking Technology To Save Money and Reduce Risk.” EdTech Magazine.
Co-chaired by Anne Halsey, Jarod Lambert and Kimberly Bowlin, Texas Education Technology Leaders (TETL) Next Digital Shift Committee is responsible for publishing content to support TETL initiatives. Halsey is the communications coordinator for TETL. Lambert is director of information systems for Conroe ISD, and Bowlin is assistant director Technology Support Services/Purchasing for Cypress-Fairbanks ISD..
Trisca, L. (July 11, 2024). “Employee development statistics you need to know in 2024.” Deel. https://www.deel.com/ blog/employee-development-statistics/
LEADERSHIP PERSPECTIVE
Navigating diplomacy without engaging in politics: the changing nature of the superintendency
by Quintin Shepherd
In the years following the pandemic, the role of the school district superintendent has undergone significant transformation. What was once primarily an internally focused position has now expanded into a role that demands a considerable amount of external engagement and political savvy.
According to Dr. Lindsay Whorton in "Beyond Impossible," the superintendent's role is described as "virtually impossible as currently understood and practiced." The pandemic has only exacerbated the challenges, pushing superintendents to the brink as they manage the complexities of public school administration, shifting educational priorities, and the ever-present scrutiny of stakeholders.
In a bygone era, the superintendent’s role was already demanding, with responsibilities stretching across various domains from academic leadership to community relations. However, superintendents today are increasingly expected to serve as civic leaders, balancing the needs of their school communities with the broader socio-political landscape. This shift has redefined the superintendency, requiring leaders to be more externally focused and politically aware, even as they strive to maintain their core educational mission.
The superintendency: political without being a politician
One of the most significant shifts in the superintendent's role is the necessity of being "political" without becoming a "politician." In this context, the distinction between these two terms is crucial for effective leadership.
Being "political" involves being savvy, understanding the dynamics at play within a community, and being able to navigate complex social and political landscapes. It requires a superintendent to be aware of the different stakeholders, their interests, and how decisions impact various groups. This political acumen allows superintendents to build consensus, manage conflicts and drive initiatives that benefit the entire community.
On the other hand, becoming a "politician" in the role of superintendent can lead to negative outcomes. A politician, by nature, often seeks to build coalitions, win support, and navigate through a lens of winning and losing. This approach can force superintendents into taking sides, leading to polarization within the community.
For example, when ushering in a new initiative related to student learning, a superintendent who approaches the situation as a politician might focus on securing the support of a particular group at the expense of others, thereby creating division. In contrast, a superintendent who is politically minded would seek to understand the concerns of all stakeholders, fostering a dialogue that includes diverse perspectives and working toward a solution that serves the broader good.
The case for being political: navigating diplomacy
Being political in the context of the superintendency is not about partisan maneuvering but about navigating diplomacy. Diplomacy in leadership involves understanding the needs and concerns of various stakeholders, negotiating solutions that reflect a balance of interests, and maintaining the focus on student outcomes. It is about being situationally aware and strategic, without allowing oneself to be swayed by the shifting tides of political opinion.
For instance, when implementing a district-wide policy change, a superintendent who practices diplomacy will engage with all relevant stakeholders, listen to their input, and work to find a path forward that acknowledges different viewpoints. This approach not only builds trust but also ensures that the policy is more likely to be successfully implemented and sustained.
Navigating diplomacy requires superintendents to be clear about their values and vision for the district, while also being flexible enough to adapt to the needs of the community. This balance is critical; as Dr. Whorton notes, superintendents must operate as both CEOs and civic leaders, requiring them to be "aware of those political dynamics and respond to them skillfully.”
A call to action for superintendents
To be successful, superintendents must learn to navigate diplomacy without engaging in politics. The role of a superintendent is to unify, not divide; to build consensus, not coalitions; and to focus on long-term, sustainable outcomes rather than short-term political victories. By being politically aware and diplomatically skilled, superintendents can lead their districts through the complexities of the modern educational landscape, ensuring that all voices are heard and that every decision is made with the best interests of students at heart.
AP Seminar has created a broader context for reading informational texts, but more importantly, the performance tasks have pushed students to explore the world around them for a deeper understanding of how it all works. “ ”
JAMES WSZOLEK
ENGLISH TEACHER (AP SEMINAR) AND DEPARTMENT CO-CHAIR
Superintendents who master the art of navigating diplomacy will find that their leadership is not only more effective but also more sustainable. By avoiding the pitfalls of politicization, they can maintain their focus on what truly matters — educating and empowering the next generation. This is not an easy path, but it is a necessary one for those committed to leading with integrity and vision.
Let this serve as a call to action for education leaders across the nation: Embrace the challenges of the role with the understanding that your ability to navigate diplomacy will define your success. In doing so, you will not only lead your district but also set a standard for leadership that others will follow. n
Dr. Quintin Shepherd is the superintendent of Pflugerville ISD. He works as an adjunct professor at University of Houston-Victoria and has served as a superintendent for the past 19 years in three states.
Build a Strong Foundation with English 10: AP Seminar
AP® Seminar helps students build a strong foundation for critical and transferable research skills, including investigation, collaboration, writing, and presentation. Schools across the country are choosing AP Seminar as their English 10 course because it provides students with cross-curricular exposure through evidence-based reading, writing, and speaking. It also allows teachers flexibility to incorporate state English standards.
This course has no prerequisites and can serve a broad group of students by giving them the opportunity to pursue their own individual interests. Taking even one AP course can improve students’ first-year college GPA and on-time college graduation rates.
TSPRA VOICE
Understanding
the crucial role of school communications teams: what district leaders need to know
by Jennifer Hines
In today’s rapidly evolving educational landscape, effective communication is more critical than ever. School communications teams work tirelessly to ensure all stakeholders — students, parents, staff, and the community — stay informed and engaged. School communications professionals play a pivotal role in shaping the perception of the district, managing crises, and fostering a positive relationship with the community.
As district leaders navigate challenges and opportunities, understanding the role and needs of their communications teams is essential. To bridge this gap, I’d like to share a few key insights into what school communications teams want district leaders to understand about their role and the value they bring to the table.
Building and protecting the district’s reputation
One of the most important functions of a school communications team is to build and protect the district’s reputation. For Tyler ISD, like many other districts across the state, this involves crafting clear, positive narratives around the district’s achievements, values and vision. Our work is deeply strategic, aligning with the district’s goals and mission. Whether you have a team of 10 or a team of one, effective communication requires careful planning, audience segmentation, message crafting and timing.
However, reputation management is not just about promotion; it’s also about crisis communication. When challenges arise, such as a school safety incident or a controversial decision, the communications team manages the narrative, responds to concerns, and prevents misinformation from spreading. Crisis management is not just about reacting in the moment; it involves extensive preparation, including crafting crisis communication plans, training staff and anticipating potential issues.
What district leaders need to know: For school communications teams to be effective, they need direct access to district leadership to stay informed and communicate accurately. At Tyler ISD, having a positive relationship built on trust with my superintendent, Dr. Marty Crawford, is crucial to our department’s success.
Reputation management requires ongoing effort, not just for crises. District leaders need to support their communications teams by providing timely information and prioritizing transparency in all communications. Moreover, having a seat at the leadership table allows communications professionals to provide input on how the public may perceive decisions and to advise on the best ways to communicate those decisions.
Facilitating effective internal communication
Internal communication is just as important as external communication. Teachers, administrators and support staff need to be on the same page to ensure that district initiatives are implemented smoothly and consistently. Communications teams play a pivotal role by creating and disseminating internal newsletters, memos and updates. They also facilitate communication between different departments, help break down silos and barriers, and foster a more collaborative working environment.
What district leaders need to know: Effective internal communication is crucial for a unified district. District leaders should prioritize clear and consistent messaging and ensure the communications team is involved in all major decisions and initiatives. This allows the team to craft messages that resonate with staff and align with the district’s overall goals.
Engaging the community and building trust
School districts are at the heart of their communities, and the relationship between district and community is symbiotic. Trust is the cornerstone of any relationship, and school communications teams work tirelessly to build and maintain trust with parents, students, staff and the community through various channels.
We organize events, manage social media accounts, and create campaigns that highlight the district’s contributions to the community. This engagement is vital for building trust and ensuring that the community feels invested in the success of its schools.
What district leaders need to know: Community engagement is a long-term commitment. District leaders should empower their communications teams to build genuine relationships with community stakeholders. This might involve attending community meetings, collaborating on local initiatives, and proactively addressing community concerns.
Navigating the digital landscape
In the digital age, school communications teams must be adept at navigating a complex and ever-changing landscape. This includes managing social media platforms, maintaining the district’s website, and responding to online inquiries.
Social media is a double-edged sword; it can amplify positive messages and rapidly spread negative ones. Communications teams must be vigilant, strategic, and responsive to ensure the district’s online presence is positive and aligned with its values. This positions them uniquely to gauge public sentiment and identify potential issues before they escalate.
What district leaders need to know: Digital communication requires expertise and resources. District leaders should tap into this resource, using the communications team’s insights to make informed decisions and proactively address concerns. They should also ensure their communications teams have the tools, training and support they need to manage the district’s online presence effectively.
Managing crises with poise and precision
Crisis communications is a critical component of the school communications team’s role. Whether it’s a natural disaster, a public health issue or a scandal, the team must act quickly to communicate clearly and effectively with all stakeholders. This involves managing the immediate situation, planning for long-term recovery, and maintaining public trust.
What district leaders need to know: Crisis communication is not just about reacting; it’s about preparing. District leaders should work with their communications teams to develop comprehensive crisis communication plans, conduct regular drills, and ensure all staff are aware of
their roles during a crisis. Additionally, leaders should be transparent and supportive during crises, trusting their communications teams to guide the district’s response.
Supporting strategic initiatives and change management
When districts roll out new initiatives or undergo significant changes, communications teams are essential in ensuring that these transitions are smooth and successful. They develop messaging strategies, create materials and organize events to explain changes to stakeholders and garner support. Whether it’s a new curriculum, a change in school boundaries, or the implementation of new technology, the communications team is there to ensure that everyone is informed and on board.
What district leaders need to know: Change is challenging, and effective communication is vital to overcoming resistance and ensuring a successful transition. District leaders should involve
their communications teams early in planning any new initiative. This allows the team to develop a comprehensive communication strategy that addresses potential concerns and highlights the benefits of the change.
Fostering a positive culture
District and school culture plays a significant role in student success and staff satisfaction. Communications teams contribute to this by promoting the district’s values, celebrating achievements, and creating a sense of pride and belonging among students, staff and the community. Through storytelling, events and recognition programs, they help shape and reinforce a positive culture throughout the district and on each campus.
What district leaders need to know: A positive school culture is a collective effort, and communication is at its heart. District leaders should work closely with their communications teams to identify and celebrate the values and achievements that make their district unique.
School communications teams are the cornerstones of successful district operations, playing a crucial role in reputation management, internal and external communication, community engagement, crisis management and more.
For district leaders, understanding and supporting the work of these teams is not just beneficial — it’s essential. By recognizing their contributions, providing necessary resources, and involving them in strategic decisions, district leaders can ensure that their communications teams are equipped to help the district thrive in an increasingly complex educational environment.
Jennifer Hines is the chief communications office for Tyler ISD. She serves on the executive committee of the Texas School Public Relations Association (TSPRA) as the vice president for East Texas.
For 50 years, the TASB Risk Management Fund has helped Texas public schools navigate uncertainties and mitigate risks. As we move forward, that commitment to our members remains.
When my students struggle, I will tell them my story. When my colleagues grapple with the state of education and whether or not it’s worth staying in the profession, I will tell them my story.
TEACHER PERSPECTIVE
Eat Your Lunch
by Taniece Thompson-Smith
It was the end of the week. I rushed out of my classroom then stopped in my tracks when I remembered that I had left my lunch containers, untouched, in my mini fridge in the classroom.
I guess I knew what I was going to find in there, but there was something daunting about seeing my entire week’s lunches all stacked up, untouched, just the way I had organized them in the fridge that Monday morning: four containers of salads, two containers of Silk yogurt, one green apple, 3 oz. of nuts, six slices of cheese, and a bottle of water.
I grabbed a grocery bag and loaded them up. As I lifted the bag, ready to walk out of my classroom, it immediately felt as if the load from the week, now in my shopping bag, had somehow teleported to my shoulders. I felt defeated and frustrated with myself. Once again, I skipped lunch, not just one or two days but the entire week. How can work consume me so much?
A colleague happened to pop her head in my classroom as I was about to head home. I said to her: “I didn’t eat my lunch this week.” The look in her eyes said it all. “I know,” she said. In that moment, I confronted my own fears and asked myself, “Is it worth it?” At what point do I prioritize my own well-being?
How much is enough?
As teachers, give so much of ourselves in the classroom. We function somewhat on autopilot. We are in professional development cohorts, we collaborate with our colleagues, and we work hard at building a strong school community. The danger, however, is that we have normalized the constant sacrifices we have made over the years to the detriment of our own well-being.
We want our students to succeed so badly that it hurts. We spend our weekends planning, grading, analyzing test data, thinking about our students’ struggles and what else we need to do to help them improve.
We have normalized the struggle. Our passion has slowly become our pain. Our happiness has slowly become the main source of our demise. Medical issues plague our teachers, and like firemen running into a burning building, we are so focused on saving all students through our concerted efforts that mental health goes unchecked, ergonomic issues go unchecked, hypertension goes unchecked, urinary tract infections go unchecked, and the list goes on.
Like the story of the Giving Tree, we are sitting on the stumps of our altruistic efforts, and we still ask daily what more we can do so that our students may truly live.
No one warned us
As an educator that has been in the classroom for about 16 years, I often find myself in conversations with other educators who reflect on their classroom experience and echo the sentiment, “No one warned us.” No one warned us about the uphill climb that it would be to uplift our students, advocate for their educational well-being, celebrate the beauty of public education, and our willingness to strive for excellence despite the obstacles.
The teacher struggle has been normalized to the point where those lived experiences seem like a chapter in a book that we are just working hard to read past. We are facing a crisis in education. As teachers, we have mastered the intricate art of working through:
• learning loss
• lack of affordable housing
• lack of proper child nutrition
• lack of high-quality tutoring programs
• lack of family support
• inadequate support for mental health
• inadequate accountability systems
• teacher shortages
• lack of mentorship programs
Too often teachers slam into the weekend feeling exhausted and overspent. To give students the best of ourselves, we give until we have nothing left. Then slowly we become increasingly exhausted and even begin to lose interest in our own passion or purpose. Our very existence is narrowed down to multitasking as much as is humanly possible in a combined effort to avoid being buried by the loads of paperwork that accompanies the profession.
For some, this may seem like too high of a price to pay for an educated society. However, for those of us who are on the forefront of education, there is nothing else we would rather do. We are the profession on which all other professions stand. If we don’t answer the call, who will?
Why do we do it?
Teachers get up every day and give of ourselves sacrificially to the students in our classroom because we have hope in our future, and how our students will somehow swing the pendulum
of excellence and be adequately prepared to leave an indelible mark on society.
Teachers, I am grateful for not only what you do, but who you are and how you have served this noble call to service. I am also humbled to walk alongside you, to call you my brother and my sister. We have a bond that only those who are truly in the work can understand. You are my miracle in the classroom.
As teachers, we are privileged to witness everyday heroes in our classrooms put on their capes and inspire the next generation. Sometimes our cape is an apron to store pens, stickers, markers, pencils or other incentives. Sometimes our cape is a school shirt to demonstrate pride in our school community. Sometimes our cape is a science lab coat that students see us wear in the hall, inspiring them to pursue science goals. Sometimes our cape is a fun costume to celebrate the 100th day of school. Sometimes it's just the smile we put on, even when we are having a rough day, because we know our students are depending on us.
Finding balance
My dear teachers and colleagues, as Gen. Colin Powell said: “A dream doesn't become reality through magic; it takes sweat, determination and hard work.” You have modeled excellence. We have seen your sweat, your determination and your hard work.
But the truth is, if you don’t take care of yourself, there is no way that you will be able to take care of your students whom you love so much! My hope for you is that you will find a way to live a more balanced life.
Give of yourself but find time to rejuvenate. Give of yourself but find time to pursue your passion. Give of yourself but find time to recenter and regroup. Give of yourself but find ways to get your nights and weekends back. Give of yourself but find time to eat your lunch.
By nourishing your own body physically, emotionally, socially, intellectually and holistically, you simultaneously nourish your students’ souls.“Self-care is giving the world what’s best of you, not what’s left of you!”
Teachers, we need you. Please, eat your lunch. n
Taniece Thompson-Smith is the 2024 Texas Teacher of the Year, a fifth-grade science teacher at Abilene ISD’s Stafford Elementary.
TASA Corporate Partners
TASA is grateful to our 2024–25 corporate partners for their support. Each level of the Corporate Partner Program is designed to offer our partners quality exposure to association members. Partners at the President’s Circle, Platinum, and Gold levels may customize special events and opportunities.
