INSIGHT-Summer 2023

Meet TASA’s 2023-24 officers

LaTonya Goffney, President Superintendent, Aldine ISD

Chris Moran, Vice President Superintendent, Whitehouse ISD

Martha Salazar-Zamora, President-Elect Superintendent, Tomball ISD

Gonzalo Salazar, Past President Superintendent, Los Fresnos CISD

DEPARTMENTS

INSIGHT EDITORIAL STAFF

Executive Director Kevin Brown

Deputy Executive Director, Charles Dupre Member Engagement & Support

Director, Communications Amy Francisco & Marketing

Coordinator, Graphics & Multimedia Marco A. De La Cueva

Editorial Director Dacia Rivers

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. © 2023 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.

About TASA

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

LaTonya Goffney, President, Aldine ISD

Martha Salazar-Zamora, President-Elect, Tomball ISD

Chris Moran, Vice President, Whitehouse ISD

Gonzalo Salazar, Past President, Los Fresnos CISD

EXECUTIVE COMMITTEE

Rene Gutierrez, Region 1, Brownsville 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

Sonny Cruse, Region 9, Graham ISD

John “JJ” Villarreal, Region 10, Rockwall ISD

Jeremy Thompson, Region 11, Ponder ISD

Bobby Ott, Region 12, Temple ISD

Steven Snell, Region 13, Liberty Hill ISD

David Young, Region 14, Abilene ISD

Aaron Hood, Region 15, Robert Lee ISD

Sheri Blankenship, Region 16, Hereford ISD

Scott Harrell, Region 17, Sudan ISD

Samuel Wyatt, Region 18, Rankin ISD

Region 19, Vacant

Burnie Roper, Region 20, Lackland ISD

AT-LARGE MEMBERS

Sanée Bell, Katy ISD

Roland Hernandez, Corpus Christi ISD

Paula Patterson, Crosby ISD

Diana Sayavedra, El Paso ISD

COMMITTEE CHAIRS

Donny Lee, Member Engagement

Michelle McCord, Legislative

Roosevelt Nivens, Advocacy

Macy Satterwhite, Professional Learning

EDITORIAL ADVISORY COMMITTEE

Chris Moran, Whitehouse ISD, Chair

Donny Lee, Wichita Falls ISD

Michelle McCord, Frenship ISD

Roosevelt Nivens, Lamar CISD

Macy Satterwhite, Lubbock-Cooper ISD

TASA Professional Learning Calendar

For details on our professional development events, please refer to the TASA Daily e-newsletter, or call the TASA office at 512.477.6361 or 800.725.TASA (8272)

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LaTonya Goffney PRESIDENT’S MESSAGE

To live a life of public service, especially in education, is an honor.

VISIBLE LEADERSHIP

Being elected as the 2023-24 Texas Association of School Administrators president is an honor and a privilege. I am excited and looking forward to a phenomenal year.

When I became a superintendent 15 years ago, becoming TASA president was a goal of mine. I remember being at one of my first TASA meetings and being inspired as leaders led various committee discussions, and I recall how passionate they were about pushing forward the work of public schools across the state. I also distinctly remember Dr. Thomas E. Randle, the 2007-08 TASA president and superintendent of Lamar CISD, addressed members and I recall feeling a sense of kinship and pride because the number of times I had seen an African American in a leadership position was rare. In any case, the passion of all of those leaders mirrored my own and ignited my ambition to serve in a broader capacity. I aspired to be like them — to ask the hard questions, keep pushing the boundaries, and make much-needed changes … to lead. Something else also motivated me. I wanted to serve as an example for others, especially those in education who looked like me — a woman and a person of color.

Nothing about my past would have predicted I'd be where I am today. Like many students in Aldine ISD, I grew up in poverty. I knew what it was like to arrive at school hungry and not be able to think of anything but my next meal. I lived it! Thankfully, because of the love and encouragement of my grandparents and through public education — specifically, my teachers who took notice of my love of reading — the cycle of poverty was broken. I became the first person in my family to graduate from college. And now, my own daughter, Joslyn, an Aldine ISD graduate, is going to be a sophomore at Sam Houston State University. The cycle of poverty was broken with me, and the gift of education has started a new cycle … one of choices, opportunities and hope.

After graduating from Sam Houston State University, I became an 8th grade language arts teacher at Coldspring-Oakhurst CISD. I quickly realized that if I was going to make a difference — a broad, lasting difference — in the lives of students in my classroom and beyond, I would have to serve in a broader capacity. So in my ambition to multiply hope for more students, I moved up the ranks and eventually served as superintendent at three districts: Coldspring-Oakhurst CISD, Lufkin ISD, and now Aldine ISD.

To live a life of public service, especially in education, is an honor. To live the dreams of those who came before us — those who fought for freedom and equality — is an honor. Many sacrificed so much so we could teach and lead. And one thing I know for sure is that leadership matters.

Now, I stand here before you. Looking back on previous TASA presidents, I realize I am standing on the shoulders of great leaders. I look forward to continuing our work with everyone in mind, from our members, regions, committees and especially our teachers, who are the backbone of the work we do and at the forefront of every battle we fight. It’s going to take all of us working together.

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With that, I make you a promise: I will always lead with conviction, boundless energy and a tireless dedication to our mission of promoting, providing and developing leaders who create and sustain student-centered schools and develop future-ready students. I promise to work through the ongoing changes and challenges with our staff, officers, the Executive Committee, and each of you. I will help to lift the field of education, to share the benefits, the celebrations and excitement that we all have felt when we see “the twinkle” in a student’s eye — the one that says they got it! You know, that feeling of joy we all have when we shake students’ hands as they walk across the stage at the end of a school year. I will showcase the things that make education magical.

From you, I ask you to remember your very own “why” on your hardest days. I ask that you recommit to your “why” and remind yourself of your original purpose by sharing your experience and serving on one of our committees. I challenge you to share your insight with other educational leaders, and engage in meaningful dialogue with people who may not have the same experience you have. Remind us all that we will get through it together and that we’ve done hard things before.

It is only through your leadership that we expect to see the excitement and engagement in our new members’ eyes, in the next generation of leaders, when they attend our meetings and conferences. Our next TASA presidents are most likely sitting amongst you all today … listening, learning and aspiring to lead one day soon.

LaTonya Goffney TASA President Superintendent, Aldine ISD

Let’s show them how it’s done!

Kevin Brown EXECUTIVE DIRECTOR’S VIEW

The “sausage making process” is hard enough to watch, and even harder when sometimes we are the ones going through the meat grinder.

As I write this column, we are in the last days of the legislative session, and so many things still hang in the balance — vouchers, funding of schools, student safety and security, tax relief, etc. The list of unresolved issues is long. I wish I knew the outcomes right now so I could speak to it in this column, though it is quite possible that you are reading this during a special session and things remain up in the air.

The TASA Governmental Relations team has been working 24/7 for the past five months, and I am really proud of their passion, expertise and incredible support for our public schools as well as for our members. We are not alone. Other associations that represent public schools, as well as many educational leaders themselves, have been actively engaged in protecting our precious community schools in the face of long odds.

Being this up close and personal with the legislative process for so many years has been inspiring, appalling and deflating all at the same time. The “sausage making process” is hard enough to watch, and even harder when sometimes we are the ones going through the meat grinder. So, what is it like at the Capitol? Which TV show does it most resemble? The answer is that it is a little bit of each of those in the title of this column. It depends on the person.

“Veep” — This is, of course, a hilarious show starring Julia Louis-Dreyfus starring as a U.S. vice president who is a bit of a buffoon. She doesn’t know much, doesn’t really have any principles other than trying to eventually be president, and she has an office that is mostly chaotic. There are definitely leaders who resemble this. They rarely understand the bills they pass, they don’t care much about good policy, and they generally make lousy lawmakers. It would be hilarious, like the show, if the consequences weren’t so important to real people.

“House of Cards” — This critically acclaimed show is about the dark side of politics. The Machiavellian president is constantly trying to gain power and influence at all cost, and to punish those who threaten that power. Ethics are not important — power is. The leaders are capable enough, but they use their skills for all the wrong reasons.

“The West Wing” — Images of brilliant lawmakers walking through the hallways trying to make principled, aspirational decisions in a strategic and thoughtful manner is how I’d like to think our Texas leaders are really like. They may be flawed, but they are the best of us, just trying to represent and make life better for everyone. The leaders who fit this description listen to constituents, collaborate across the aisle, and work to make our lives better.

Regardless of your party affiliation, I would suggest that each model has examples in both parties. Clearly, the thoughtful leaders in both parties are a joy to work with; they give us a listening ear and a place at the table, and they try to pass good legislation that improves the lives of the 5.4 million children in Texas public schools. We may or may not always agree with them, but know they are in it for the right reasons. We need more like them.

“THE WEST WING,” “HOUSE OF CARDS” OR “VEEP?”

Kevin Brown

Get to know TASA’s 2023-24 officers

LaTonya Goffney, president

LaTonya Goffney is serving as TASA president for the 2023-24 year. Superintendent of Aldine ISD, Goffney has held the top office in the district since 2018. Prior to that, she served as superintendent of Lufkin ISD. In 2017, Goffney was named Texas Superintendent of the Year. She earned her bachelor’s, master’s and doctoral degrees from Sam Houston State University.

Goffney began her career in education as a language arts teacher, serving as an assistant principal and principal before stepping into her first superintendency in Coldspring-Oakhurst CISD. She holds roles in a number of organizations, including not only TASA but also the Texas School Alliance, the University Interscholastic League Legislative Committee, the Texas Association of Black School Educators and the Texas Council of Women School Executives, among others.

Through her work in Aldine, Goffney has helped kick-start several new initiatives in the district, such as a pre-K pilot program, an Accelerating Campus Excellence model and new P-TECH and Leadership Academy campuses, designed to offer opportunities for students to earn college degrees and industry certifications after graduation.

Martha Salazar-Zamora, president-elect

Tomball ISD welcomed Dr. Martha Salazar-Zamora as superintendent in 2017. She has worked in education for more than 30 years, serving in several diverse districts across the state, including as deputy superintendent for instruction and administration in Round Rock ISD. Salazar-Zamora received her master’s and doctoral degrees from Texas A&M University.

What makes Salazar-Zamora most proud of Tomball is the staff’s dedication to students and commitment to working as a team to the benefit of everyone in the district. She works to cultivate “Team Tomball,” a sense of community and teamwork and a culture of learning in the district that helps benefit individual learners day in and day out.

Salazar-Zamora has been a TASA member for more than 20 years, and in that time she has served on the Commissioner’s Cabinet, Executive Committee, Legislative Committee and Central Office Committee and worked with the Texas High Performance Schools Consortium and Future-Ready Superintendents Leadership Network.

Chris Moran, vice president

In 2016, Chris Moran became superintendent of Whitehouse ISD. With more than three decades of work in public education, Moran previously served as superintendent in Brownsboro ISD. He has worked as a teacher, coach, bus driver, assistant principal and principal, all in Whitehouse ISD, the district from which he himself graduated.

Moran received his bachelor’s degree from Evangel University, his master’s from The University of Texas at Tyler, and a doctorate from Stephen F. Austin State University. He has also received post-doctoral training through the Lamar University Center for Executive Leadership and the SMU District Leadership Fellows.

In Whitehouse, Moran leads with a focus on offering the best academic opportunities to each and every student while ensuring they feel safe and supported in their learning environment.

Gonzalo Salazar, past president

Gonzalo Salazar has served as superintendent of Los Fresnos CISD since 2006. He received a bachelor’s of arts and master’s of education from The University of Texas at Brownsville, which honored him with the Distinguished Alumnus Award. Salazar earned his doctorate in education from The University of Texas - Rio Grande Valley.

Salazar has worked in education for more than 22 years, serving as an assistant principal, principal and interim administrator. An 18-year TASA member, he has represented Region 1 on the Executive Committee.

In his time in Los Fresnos, Salazar has worked with staff, parents and the community to ensure that all students who graduate from the district are prepared for post-secondary education and the workforce.

A Look Back at txedFest

xedFest 2023 was the third annual reimagining of TASA's summer conference, and it just keeps getting bigger and better! This year, we had more than 500 txedFestians at the Kalahari Resort & Convention Center in Round Rock for three days of relaxed, retreat-style learning

Participants had the opportunity to share with school leaders from across Texas, reflect and recharge with their teams (Corpus Christi ISD won the prize for bringing the most team members!), and fit in some summer fun with family and friends.

The txedFest agenda was chock full of interesting and insightful speakers, including former principal Merlyna Valentine, who shared her story of perseverance and strength in the event's keynote presentation. For the second year in row, the conference also featured a series of txedFest Talks by TASA leaders.

This year's speakers included: TASA President and Aldine ISD Superintendent LaTonya Goffney; TASA Executive Committee Member and La Porte ISD Superintendent Walter Jackson; Duncanville ISD Chief of Schools Samuel Nix; 2022 Texas Superintendent of the Year and Temple ISD Superintendent Bobby Ott; and TASA President-Elect and Tomball ISD Superintendent Martha Salazar-Zamora.

Videos of the 2023 txedFest Talks will be added to txedfest.org and featured in TASA Daily soon. Stay tuned!

The 2023 txedFest theme was "Transform | Design | Renew" and featured speakers and panel discussions focused on both "Designing for Learning" and "Designing for Leading." TASA's own Jill Siler, Deputy Execu-

tive Director, Professional Learning, shared "Leadership Lessons from Adele," while Alamo Heights ISD Assistant Superintendent Jimmie Walker talked about "Designing for Belonging."

Panel discussions featured: Sanée Bell, Katy ISD; Susan Bohn, Aledo ISD; Carnelius Gilder, West Sabine ISD; Matthew Gutierrez, Seguin ISD; Jerry Hollingsworth, Waxahachie ISD; Matt Kimball, Blue Ridge ISD; Christi Morgan, Sunnyvale ISD; and Herbert O'Neil, Hempstead ISD.

The focus on Friday was advocacy and legislation, with updates on the 88th regular session by TASA staff and insights from TASA 2021-23 Legislative Committee Chair and Lubbock-Cooper ISD Superintendent Keith Bryant and TASA's new Deputy Executive Director for Advocacy, Brian Woods, who recently retired as superintendent of Northside ISD.

While the txedFest programming made for an inspirational, and of course, educational event, participants were also given time to enjoy team-building or personal wellness activities at the Kalahari Resort. Attendees were encouraged to bring their families to the txedFest Welcome Reception and so they could enjoy a few days of fun at the resort.

As we wrapped up the conference, we heard many people asking, "When is next year's txedFest?" While we don't yet have the answer to that question, we're working on it and will announce plans for the 2024 conference in TASA Daily and on txedfest.org in the coming months. For now, enjoy the photos of the event on the following pages and at txedfest.org and look for details to come on the 2024 txedFest.

We couldn't do it without them! Thank you to our 2023 TASA txedFest sponsors. See a full, clickable list at txedfest.org/sponsors.

Some of the school leaders presenting 2023 txedFest Talks include La Porte ISD's Walter Jackson, Duncanville ISD's Samuel Nix, Temple ISD's Bobby Ott, and Tomball ISD's Martha Salazar-Zamora.

Keynote speaker Merlyna Valentine shares her incredible story of perseverance and strength with txedFest attendees.

Attendees of the txedFest welcome reception enjoy the event with family and friends. What could be better than some icy, cold gelato on a hot Texas day? Only custom poems, written on the spot, on really cool typewriters by Austin's Typewriter Rodeo!

transform design renew

TASA President and Aldine ISD Superintendent LaTonya Goffney kicks off the 2023 conference with her txedFest Talk focused on reflecting and reminding.

Following a legislative update from TASA staff, TASA 2021-23 Legislative

Committee Chair Keith Bryant and TASA's new Deputy Executive Director of Advocacy Brian Woods share important insight into advocating for Texas students.

Meet TASA’s Inspiring Leaders

Now more than ever, Texas public school staff members are looking to leaders to inspire them in their day-to-day work as we all cope with an ever-changing educational landscape. TASA’s “Inspiring Leaders” tagline is not just a reminder of TASA’s commitment to leadership development — it describes our members themselves. In this and future issues of INSIGHT, you’ll meet some of those Inspiring Leaders, and it’s our hope that they will guide you and invigorate you in the work that you do. To nominate a leader for inclusion, email drivers@texasschoolbusiness.com.

Amanda Fullilove

For the last 10 years, Amanda Fullilove has worked in Gonzales ISD, serving as a teacher and coach before moving into the central office. Currently, Fullilove serves as executive director of innovation, school improvement, and strategic initiatives in the district, and says she is exceptionally proud of the sense of community in Gonzales.

“Not only do the staff in our district continue to strive toward excellent services for our students, but the community of Gonzales, the parents/guardians and community leaders, are all hands-on in district planning and initiatives,” she says. “The people of Gonzales have a heart for students, and I count myself blessed to be a part of such a proud and dedicated community.”

It’s a supportive community where Fullilove fits in well, per Amanda Reed Smith, chief financial officer in Gonzales, who nominated her colleague as an inspiring leader.

“Amanda strives every day to help propel our district forward in any way she can, even if it's not a line item on her job description,” Smith says. “She's always ready with a ‘Yes! How can I help?’ when called upon. Amanda remains humble in her pursuit of excellence. She's the first to compliment someone else on a job well done and stay out of the spotlight when success is achieved. Amanda inspires me most with her ability to think critically and remain poised in stressful and high-emotion situations.”

Fullilove says that she firmly believes in the value education has in moving society forward. In a day-to-day career that can be challenging, she says the driving force that keeps her going is her conviction that every child deserves opportunity and advocacy.

“Both on an academic and relational level, our children need school systems that support them, challenge them, and prepare them to make a positive impact on the world,” she says. “My own personal challenges with stress and underappreciation do not hold much sway when I consider the importance of the future of our students and their contribution to society.”

Smith says she admires Fullilove’s ability to listen and provide a constructive way forward while keeping her eye on the future for Gonzales’ students.

“Having recently led our district through its first strategic planning process in close to 20 years, she received many commendations from our community and consultants, as she ensured every step of the way that the focus remained on academic opportunities for our students and a well-articulated plan toward ‘Growing Greatness.’ I look forward to learning what the future holds for Amanda, because I know she is not through yet.”

For Fullilove, she recognizes that the state of public education is constantly changing, and believes that, going forward, leaders must connect with their peers to evolve.

“When we stop growing as leaders, we become stagnant and the systems in which we serve also stagnate. The ultimate benefit of learning from one another is that our systems continue to adapt to serve the needs of our students under leaders who stay informed, listen, and make adjustments based on need.”

Matthew Gutierrez

Since 2017, Matthew Gutierrez has served as superintendent in Seguin ISD, where he has led the district through the design of two new strategic plans, with an eye on improving schools to provide the best possible learning opportunities. Since he took the helm, Seguin ISD has added and expanded CTE pathways, dual-language offerings and three new bonds.

Andrea Jaramillo, deputy chief of innovation and learning in Seguin, says beyond these measurable achievements, Gutierrez has also improved communication and engagement in the district.

“Dr. Gutierrez builds authentic and genuine relationships with internal and external stakeholders,” she says. “He inspires me each day to maintain a high commitment to our diverse students, and I know I speak for many who feel the same. He leads by example and we see it through his very transparent actions each day. He is a fierce advocate for our students and public education.”

Gutierrez says the close-knit culture he feels in Seguin has helped the district achieve its successes, including passing bonds and improving campus ratings.

“I am exceptionally proud of the community pride that exists, which has enabled the district to think outside of the box to put into place innovative programming for students.”

The school culture in Seguin is inclusive and supportive, and Gutierrez has worked to make Seguin a destination district.

“Our students know him by name and oftentimes seek to be highlighted or recognized by their superintendent,” Jaramillo says. “He has built community, and I have no doubt that more families and potential employees will seek to become part of the Seguin ISD family.”

Leading a district through change can often feel like an uphill battle, but Gutierrez says he maintains focus on his mission to get him through the challenges.

“Great work is strongly correlated with hard work, no doubt. Therefore, one will encounter many challenging and difficult moments as we approach hurdles along the way. However, the rewards far outweigh the challenges. This in itself keeps me motivated each and every day because I have a unique opportunity to impact thousands in my sphere of influence by ensuring all have the resources, capacity, and mindset to move towards the vision.”

Working with a team is a crucial element of Gutierrez’s success, and through connections with others, he strives to learn as he leads.

“We are all learners from students to staff; therefore, mentorship is critical for ongoing support, on the spot coaching, and to move the work forward. What better way to learn and receive feedback than in the trenches and on the spot coaching. The partnership is powerful in order to sustain district and campus efforts throughout the school year.”

Brent Jaco

The latest superintendent of Pecos Barstow Toyah ISD, Brent Jaco has managed to stay on the bull long enough to write a remarkable turnaround story for this far West Texas school district.

“There were a lot of needs in the district when I arrived in the summer of 2020, from academics to financial concerns to facility issues. However, the number-one concern was rebuilding trust with all stakeholders,” Jaco says.

Current board member and former PBTISD chief financial officer Cookie Canon doesn’t mince words when describing Jaco’s influence on the district.

“I worked for numerous superintendents and interim superintendents, and I have never seen a superintendent who works so hard to make students successful. Jaco brought in a tremendous team of experienced administrators who are very familiar with the curriculum and what it takes to support teachers,” Canon says.

“Morale was low, and people were struggling prior to Mr. Jaco coming,” Bessie Haynes Elementary principal and long-time PBTISD staff member Chris Henson says. “He has given us a clear direction for what our district’s focus should be, and provided the structure we needed to help students succeed. There is no question our focus is on our students and their families.”

With an MBA in organizational leadership and strong experience in leading through change, Jaco went to work auditing the district’s curriculum, which revealed significant deficiencies. He focused his first months on building a support team of curriculum and instruction professionals who, together, developed and deployed campus-based assessment tools to measure student progress.

To support these efforts, Jaco recruited a former colleague, Dr. Karen Matt, to serve as the district’s chief academic officer. “When I arrived at PBTISD in January of 2021, we had an academic department of three attempting to manage through multiple improvement plans mandated by the state, and two schools identified for federal school improvement. There simply were not enough people to support teachers and ensure compliance with these governmental interventions,” Matt says.

In response, Jaco and Matt designed and hired an Academic Support Team to serve all academic areas. “For the past two years, this team has worked diligently to correct areas of non-compliance, improve curriculum, support teachers, and implement programs and processes to measure student growth,” Matt says.

“It’s working,” she adds. “We’ve made incredible progress in a very short period of time. We are down to just one federal improvement plan, and I anticipate this last school will be off federal school improvement status at the end of this year. It has been rewarding work, and I am proud of everyone’s efforts.”

“Pecos and PBTISD is a great place, and the success we have had has been a team sport. While there is still a great deal of work to be done, we are headed in the right direction,” Jaco says.

MAKING AN EVERYDAY IMPACT

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LEADERSHIP PERSPECTIVE

You can’t pour from an empty cup

by Todd Whitthorne

We’ve most likely not met, but I’d like to offer you two gifts … permission and encouragement. Let’s start with permission. As a career “health and wellness guy,” I’ve been fortunate to interact with thousands of Texas public educators for more than 15 years. I’ve learned that the majority of folks who work in education, whether it be in the classroom, cafeteria, field house or the central office, are there for a reason — to serve others.

My guess is you didn’t select your career path to become rich and famous. You do what you do to positively impact the lives of children and their families. For you, education is not a job, or even a career. It’s a calling. The odds are, much of your joy comes from your ability to make a difference, but here’s the catch, and it’s extremely important: You can’t pour from an empty cup.

While giving to others is your “juice,” please realize your capacity is not infinite. Again, your capacity is not infinite. If you truly value your ability to positively impact others, then it’s imperative that you take care of you. Self-care is not selfish; in fact, it’s the polar opposite. You already know that giving to others takes energy, lots of energy. If your tank is on low or empty, you simply are not going to have the capacity to effectively do what it is you’ve been called to do.

It's a cliché but appropriate: When flying with young children, in case of emergency, be sure to put the oxygen mask on yourself first before helping others. You’re a giver. To maximize your ability to impact your students and colleagues, not to mention your family and community, start by taking care of you. Not that you need it, but you have my permission.

Now, for the encouragement. You’re smart. You know many things. Remember though, knowledge does not change behavior! When it comes to being healthy, both physically and emotionally, I guarantee you already know that fitness, good nutrition and getting plenty of sleep should be prioritized. How are you doing in each of those “buckets?” Be honest. On a scale of 1-10, give yourself a score in each category. Now, add them together. Knowing what I know about those who work in public education, my guess is your total is most likely not in the 27-30 range. Guess what? That’s absolutely fine.

The good news is the human body is beautifully designed. It will do exactly what you ask it to do. That means today is a fantastic time to start moving in a healthy direction. Don’t worry about where you’ve been or even where you are. You have zero ability to change the past. No need to trip over things behind you. Focus on where you want to go, and who you want to be.

Now let’s try something fresh. Every day when the sun comes up you have a new opportunity to prioritize yourself. Rather than setting your sights on some lofty goal like losing tons of weight or running a half marathon, which might take weeks or months to achieve, focus instead on simply winning today. Here are some evidence-based behaviors you can embrace that will help you start moving in a healthy direction:

1. Hydrate … with water. Think about what took place while you were sleeping last night. You were respirating (breathing), possibly perspiring (sweating), and then, most likely as soon as you woke up, you went to the bathroom. Basically, you lost quite a bit of fluid. Ladies, you’re about 55% water. Guys, we’re closer to 60%. Unfortunately, most of us operate in a state of perpetual dehydration. You can notch a victory every day by simply drinking 6 to 8 ounces of water when you first get out of bed. Yes, you can still have your coffee, but I suggest starting with water.

2. Sunshine. Getting outside and viewing morning sunlight, without sunglasses, within 30 minutes of waking up is an outstanding way to jumpstart your day. Just 5 to 10 minutes (double that on a cloudy day) will trigger the release of specific hormones and neurotransmitters (epinephrine, norepinephrine, dopamine, cortisol, etc.), which will help you wake up, increase your focus, and improve your mood. If you don’t believe me, just try it for a week. Mix in a little forward ambulation, i.e., walking, and you’ll increase the benefit even more. If you wake up before sunrise, turn on lots of lights. This is not as beneficial as natural sunlight, but it’s a step in the right direction. Believe it or not, this will also let you set your circadian clock, which will then make it easier for you to get to sleep at night. Remember, your eyes are an exten-

uncomfortable. The Navy Seals have been using this tool for years. I honestly resisted this for months until the research, and my son, goaded me into trying it for a week. I’m now a believer.

(If you would like to take a deeper dive into strategies on how to effectively start your day, I highly recommend the work of Dr. Andrew Huberman, a neurobiologist from The Stanford School of Medicine: www.hubermanlab.com.)

So, there you go … a bit of both permission and encouragement. No one on the planet has as much impact on your health, and your future, as you. Remember, time is an extremely valuable commodity, but much like our capacity to give, it is not infinite. This is not a dress rehearsal. If you want to feel better, have more energy, improve your health, and positively impact others … invest in you. You’re worth it! n

Todd Whitthorne is a Dallas-based speaker, author, advisor, and mentor. He holds a Bachelor of Science in kinesiology and exercise physiology from UCLA and spent 14 years as a senior executive at the Cooper Aerobics Center. He’s been enthusiastically working with leaders in the education arena since 2008. Feel free to reach Todd directly at whitthornet@ gmail.com or visit www.toddwhitthorne.com.

TECH TAKE

Make learning personal

by Karla Burkholder and Chris McMurray

What if we could inspire learning not just in students, but also in adults?

What if learning time and spaces could be used differently to help learners develop the agency and motivation they will need to acquire to be successful in the future?

What if learning resources were active and supported rich personalized experiences?

What if teaching and learning amplified human connection and creativity?

What if not?

These questions are important because our educational system — one that was chiefly designed to prepare individuals to be successful in the industrial-age workforce using the technologies of the day — was a break from the traditional structure of school, and it came along with new ideas about how, and where, learning happened.

Because factories relied upon workers to operate machines predictably, an average set of knowledge and skills were developed and adopted across the country in what became the standardized curriculum of public schools. For the most part, we are still operating this way, still using the same set of standardized information to teach all students. What we seldom acknowledge, however, is that the new industrial way of doing school, when it was designed back then, was innovative in its time — and probably a little uncomfortable for people at first.

Let’s pause for a moment, because technology plays an important role here. Imagine if Plato had succeeded in banning letters because he believed they would destroy students’ memory. Or, if the evil eraser-adorned pencil that allowed students to correct their work (GASP!), which teachers hated, had been banned? Or, what about the handheld calculator, which teachers were certain meant the end of students learning math functions (Baron, 2017)?

Cutting-edge technology at the time our education system was created meant things like the telegraph, steam engines, typewriters, the factory assembly line and the cotton gin. Photographs were brand new. And as students worked through their education, learning basics that would serve them in their professional lives, these were the advancements they worked around — all of which served to transform and enhance what humans did, and all of which were new and innovative … and probably a little uncomfortable for people at first.

Flash forward to 2023, and now there is more technology and digital content in schools than ever before (thanks, pandemic). According to the Learning Counsel 2020 Digital Transition Survey, hardware and digital curriculum sales increased $4.5 billion and $2.1 billion respectively over 2019 (Cauthen, 2020). Today the cutting-edge technology we’re talking about includes things such as artificial intelligence, the metaverse, and machine learning. Smartphones are ubiquitous, and they are not simply single function devices.

The workplace is swiftly changing and, as before, technology is helping to transform and enhance what humans can do. Virtual reality is assisting surgeons as they treat their patients. In Fort Worth, McDonald’s has opened the first “mostly non-human run” restaurant powered largely with technology (Salem, 2022).

And now, as before, educators are tasked with creating a learning system that will prepare students for a future we may not truly understand. What we do know is that the system must evolve to meet changing needs. This is where the path to personalized and flexible learning begins.

Personalization of experiences is an expectation in daily life. Artificial intelligence and machine learning can predict search results based on prior interests (think Google). Shopping online is made easy because our preferences are already known via algorithms (think Amazon). Machines are filling in spaces to automate most of the mundane tasks that people have historically done.

This is our world, our students’ world. So, if our educational system is supposed to mirror the evolving needs of our society, then shouldn’t we be embracing a new structure for teaching and learning, focusing on personalized experiences and leveraging the new technology?

We should. And it will be a little uncomfortable for people at first.

A brief history of personalized learning

The concept of personalized learning is not new. In fact, some argue that the concept of personalized learning began with the Montessori method of teaching (Stringer, 2017). The first personalized learning technology was Pressey’s Automatic Teacher in the 1920s. Pressey believed that "education was the one major activity in this country which has thus far not systematically applied ingenuity to the solution of its problems," (University of Houston).

His iteration of personalized instruction was what became the mastery learning paradigm. Personalization meant keeping a question in front of a student until he chose the correct answer.

Next came Skinner’s teaching machine and programmed instruction. Skinner’s theory was based on the idea that students learn through behavior modification. Skinner designed his teaching machine to “teach” new content

through incremental steps allowing students to move forward only when they reached the correct response. The teaching machine offered personalization only in the sense that it was self-paced (Waters, 2021).

Today, personalized learning is defined in a very different way. The Aurora Institute (formerly iNACOL) defines personalized learning as “tailoring learning for each student’s strengths, needs, and interests — including enabling student voice and choice in what, how, when, and where they learn — to provide flexibility and support to ensure mastery of the highest standards possible,” (Slocum, 2016).

Start with a vision for personalized and flexible learning

“The future belongs to those who see possibilities before they become obvious,” (Scully as quoted in Couros, 2015, p. 118). Personalized learning begins with vision. Great leaders understand the importance of leading systems through change. Now is the time to clarify the vision for personalized learning and how technology can be used to make it happen.

The leader must paint a picture for all stakeholders of the current state of teaching and learning and make the case for personalized learning with a common vocabulary around the change and an understanding of what is and what could be. A vision should be challenging to achieve (Sheninger & Murray, 2017).

With a clear understanding and common vocabulary, all stakeholders can have a voice in creating an aspirational vision of their hopes and dreams for all students. “Vision without action is merely a dream. Action without vision just passes the time. Vision with action can change the world,” (Barker as quoted in Sheninger & Murray, 2017, p. 36).

You have a vision, now what? Change one thing.

Change how students move through school

A key to personalized learning is how, when, and where students learn—the logistics of learning. This involves flipping the structure to rethink the use of time and space. In true personalized learning, students physically move according to their learning paths. To achieve personalized learning for all students, we must rethink how they move through school. What if we eliminated bell schedules and even a master schedule? What if we assigned human capital according to

their strengths? Linda Darling-Hammond's (2010) work suggests that breaking the master schedule and moving towards more flexible, personalized learning experiences is critical for meeting the needs of today's students and preparing them for success in the future. Some examples of alternative scheduling are:

1. Block scheduling: Longer class periods, typically 80-90 minutes, allow teachers to incorporate more interactive and engaging activities in their lessons. This approach has been shown to increase student achievement, reduce discipline problems, provide more opportunities for student collaboration and reduce teacher stress (Rettig, 2003).

2. Flexible scheduling: In this model, students have more control over their schedules and can choose when and where they complete their coursework. This approach has been shown to improve student motivation, engagement and performance (Murphy & Zientek, 2017).

3. Cohort scheduling: Students with similar academic abilities are grouped together in a single cohort for multiple years. According to Haimson and Loeb (2016), "Cohort scheduling may be particularly beneficial for students who are struggling academically or who are disengaged from school, as it provides a supportive and stable learning environment."

In rethinking student movement, the role of the teacher changes. Instead of the teacher as the deliverer of all knowledge during specific times and intervals, the instructional role shifts to learning facilitator with less input. Student-centered instructional structures such as project-based learning, mastery learning and competency-based learning support this paradigm shift. Research has shown that these models improve student achievement, engagement, and graduation rates.

1. Project-based learning (PBL) is an instructional approach that emphasizes student-centered, inquirybased learning through the completion of real-world projects. High Tech High in San Diego, California, has used this approach to improve student engagement and achievement. According to a case study by the National Education Association (2014), High Tech High students have consistently outperformed their peers on standardized tests, and more than 90% of graduates go on to attend college.

2. Mastery-based learning is an instructional approach that emphasizes mastery of a set of learning objectives before students move on to new material. This

approach allows students to work at their own pace and receive personalized instruction and support. Lindsay Unified School District in California showed significant improvements in student achievement and graduation rates since implementing a mastery-based approach (Christensen Institute, 2016).

3. Competency-based learning emphasizes the demonstration of mastery of a set of competencies or skills. This approach allows for personalized instruction and assessment and allows students to progress at their own pace. According to CompetencyWorks (2018), Adams County School District 50 in Colorado saw improvements in student achievement and graduation rates after implementing a competency-based approach.

Align curriculum and technology

The alignment of curriculum and technology toward a common goal is one of ISTE’s 14 Essential Conditions for effective use of educational technology. Too often, the curriculum and technology departments work independently of each other focusing on their own goals when, ultimately, their goals are the same: increased student achievement. Northwest ISD leaders recognize the importance of working collaboratively toward a common goal. According to NISD Chief Technology Officer Cara Carter:

The curriculum department and the IT department should not be pinned against each other, nor treated as separate entities. Curriculum directors and IT directors must work together toward achieving common goals for technology integration in learning.

Both leaders must ensure that both departments are treated as one entity working toward the organization’s shared vision for educational technology. A strong partnership with C & I is the foundation of meaningful technology integration. It is essential for leaders to facilitate a shared vision which is only possible when C & I and technology work together on a regular basis.

Additionally, Dr. Robin Stout, executive director of instructional technology in Carrollton-Farmers Branch ISD, shared, “Interdepartmental communication and collaboration are vital! A decision made in one department often impacts other areas in unexpected ways.”

Create instructional frameworks to support personalization

Teaching and learning frameworks are critical to moving teaching and learning forward system-wide, providing the foundation for practice and learning behaviors, and setting expectations for learning outcomes. Developing frameworks that support personalized and flexible experiences not only outline how learning experiences should be designed, but also sets the floor for competencies students must have to be successful in such an environment.

Critical elements such as communication, collaboration, critical thinking and creativity strengthen students’ ability to exercise agency and take ownership of their personalized pathway. A solid framework or guide should be based in research and be designed to reflect the strategic priorities of the school or district, clearly articulating what success looks like for educators and learners in the system.

Greenville County Schools in South Carolina approaches system-wide learning experiences through implementation of teaching and learning frameworks and guides that establish foundations for learning design. Greenville County Schools provides district developed curriculum maps to support the planning and delivery of standards-based instruction.

The purpose of these documents is to ensure all district teachers plan unit and lesson level instruction with essentials of practice at the center. By prompting educators to consider how students are given opportunities to problem solve and think critically, apply skills authentically, and take ownership of their learning, the guides help ensure equity of experience across the system.

Evergreen Public Schools Washington designed a teaching and learning framework to guide a system-wide structural shift to personalized and flexible environments for learning. The framework is centered on a foundation of student agency and breaks out discrete domains focused on critical instructional factors such as communication, collaboration, creativity, and critical thinking, as well as environmental factors such as flexible learning environments, community and cultural resources and personalized learning profiles.

By articulating expectations for learner behavior and teacher design, conditions for learning can be created that support voice, choice, and agency, while maintaining high rigor and relevance.

Henrico County Public Schools in Virginia launched Henrico 21 as a central component of their shift to a personalized

learning environment leveraging technology and effective practice across the system. Their Teaching Innovation Progression Chart, or TIPC, defines student and teacher practice, and identifies how learning experiences are to be designed in the system to achieve goals for personalization. In addition to the TIPC, Henrico 21 includes crowdsourced lessons, units and instructional guides that align to TIPC target domains to provide a baseline of resources for teachers.

Conclusion

The COVID-19 pandemic taught us that preparation is key to being able to respond to unexpected situations. It also taught many educators and school districts that they simply were not prepared. Our kids deserve our best efforts at ensuring they’re prepared for an unknown future. The time is now to make personalized learning a reality. When we create conditions for personalized learning through a shared vision, students and adults alike are inspired, connected, and engaged.

How will you start the personalized learning journey for your school or district? What one thing will you change next year to begin the journey? From a shared vision for personalized learning to flexible scheduling to aligned curriculum and student-centered instructional frameworks, now is the time to take the first step … and it may be a little uncomfortable for people at first. n

Resources

A hypertext history of instructional design http://faculty.coe.uh.edu/ smcneil/cuin6373/idhistory/ pressey.html

Baron, D. (2017). So long as we’re banning devices form the classroom, let’s ban clay tablets as well. The Web of Language https://blogs. illinois.edu/view/25/582679

Cauthen, L. (2020). The 2020 digital transition survey results are in: just how large is the k-12 ed-tech market? Learning Counsel, Benton, AR. https://thelearningcounsel.com/articles/for-vendors/2020-digitaltransition-survey-results-are-just-how-large-k12-ed-tech-market-0/ Christensen Institute. (2016). A blueprint for breakthroughs: Federally funded report highlights Lindsay Unified's transition to personalized learning. Retrieved from https://www.christenseninstitute.org/ publications/a-blueprint-for-breakthroughs-federally-funded-reporthighlights-lindsay-unifieds-transition-to-personalized-learning/

CompetencyWorks. (2018). Implementing competency education in K-12 systems: Insights from local leaders. Adams County School

Couros, G. (2015). The innovators mindset: empower learning, unleash talent, and lead a culture of creativity. San Diego, CA: Dave Burgess Consulting, Inc.

Darling-Hammond, L. (2010). The Flat World and education how America's commitment to equity will determine our future. Teachers @College Press.

Epstein, J. L., & Karweit, N. L. (1999): "The positive effect of small, stable groups of teachers and students working together over several years can be seen in increased student achievement and lower dropout rates."

Gittelman, M., & Gross, D. (2017): "Flexible scheduling has been shown to promote student-centered learning, engagement, and achievement."

Haimson, J., & Loeb, S. (2016): "Cohort scheduling may be particularly beneficial for students who are struggling academically or who are disengaged from school, as it provides a supportive and stable learning environment."

Murphy, K. L., & Zientek, L. R. (2017): "Teacher perceptions of flexible scheduling were generally positive, with teachers reporting that it improved student motivation, engagement, and achievement."

Murray, T. (2021). via Personal & Authentic. Twitter post. https://twitter.com/thomascmurray/status/1447165168245485573/photo/1

National Education Association. (2014). High Tech High: A school redesign success story. Retrieved from https://www.nea.org/assets/docs/ Hightechhigh2014.pdf

Neel, R. S., & Weisman, E. M. (2014): "Results showed a statistically significant, positive effect of block scheduling on both student achievement and behavior."

Rettig, M. D. (2003): "Block scheduling can promote higher levels of student achievement, greater student engagement, and more positive school culture and climate."

Salam, E. (2022). Touchscreens, conveyor belts: McDonald’s opens first largely automated location, The Guardian, December 23, 2022. https:// www.theguardian.com/business/2022/dec/23/mcdonalds-automated-workers-fort-worth-texas

Sheninger, E. & Murray, T. (2017). Learning transformed 8 keys to designing tomorrow’s schools today. Alexandria, VA: ASCD.

Slocum, N. (2016). What is personalized learning? Aurora Institute, Arlington, VA. https://aurora-institute.org/blog/what-is-personalized-learning/

String, K. (2017). Montessori was the original personalized learning. Now, 100 years later, wildflower is reinventing the model. The 74. Cambridge, MA. https://www.the74million.org/article/montessori-was-the-original-personalized-learning-now-wildflower-is-reinventing-the-model/

TASA (2008). Creating a new vision for public education in Texas a work in progress for conversation and further development. http://www. futurereadytx.org/wp-content/uploads/2018/05/visioning-document.pdf

Waters, A. (2021). The engineered student: on B. F. Skinner’s teaching machine. The MIT Press Reader https://thereader.mitpress.mit.edu/ the-engineered-student-on-b-f-skinners-teaching-machine/

Dr. Karla Burkholder is the director of technology in Schertz-Cibolo-Universal City ISD, an adjunct professor at Baylor University, and the Board Secretary of TETL.

Chris McMurray is the chief academic officer of the Learning Counsel. He works with school leaders across the country transforming teaching and learning experiences through a culture of entrepreneurialism and personalization, leveraging technology.

HIGHER EDUCATION

Helping underrepresented students navigate STEM: lessons for K-12 from psychology

by Amy Hayes and Wesley D. Hickey

There are several factors that necessitate a hard look at how educators help students navigate their STEM (science, technology, engineering, and math) journeys in the state of Texas. Two of the most important factors to consider are the characteristics of Texas students, and the economic need for a STEM trained workforce. Speaking to the first point, the student population in the state of Texas is increasingly diverse, with vibrant cultures and groups of children from all backgrounds entering our classrooms as learners.

The demographic diversity of students includes 13% African American, 53% Hispanic, 26% white, and a significant percentage that fall into other ethnic groups (Texas Education Agency, 2022). Considering that more than 60% of our students are economically disadvantaged, there are high numbers of students who have been historically overlooked in STEM education but would benefit from this educational path.

Second, Texas is increasingly a destination for high-tech companies, and employers need workers who are trained in quantitative skills and technology. As we write this article, Samsung is building a $17 billion plant in Taylor, and Tesla has committed to growing its $10 billion “Gigafactory.” These are two of the most discussed businesses that will need STEM workers, and there are many others. Taken together, these factors create a need for an inclusive educational environment for our K-12 STEM learners. Traditionally, the higher you looked in the math and science pipeline (think undergraduate and graduate majors, professionals in industry jobs), the fewer women and racial and ethnic minorities you would see.

When we talk about representation in a given field, what do we (academic researchers) mean by that? A group is considered “represented” in a field of study or job when the proportion of individuals in that field looks roughly like the proportion of that group in the population. In Texas, for example, proportional representation of women in college engineering majors would be 50% (since women make up about 50% of the population). The reality is, for engineering and many other STEM fields, women remain underrepresented. This is similarly true for racial and ethnic groups who have been historically underrepresented.

Decades of research into the factors that influence students’ academic outcomes point to important agents at every level of the child’s ecosystem, from their own internal interests and innate abilities, to the type of encouragement and help they get from parents, to messages they receive about their abilities and aspirations in the classroom, to stereotypes they learn from watching TV and movies (Wigfield & Eccles, 2000). Each of these factors combines in unique ways to influence the hundreds of choices that students make on their educational journeys.

For example, a given student’s decision to take a dual credit math class in high school will depend on a) whether their school has a dual credit program, b) whether they are encouraged by a teacher and/or parent to enroll in the class, c) whether they think it will be “useful” for them to take

this advanced math class for their future education or career, d) whether they know someone, or have a role model who is like them, who they have seen be successful in a dual credit math class, and/or e) whether the accumulation of their experiences in math classes leading up to that decision have lead them to “like” math.

These factors often influence the decision to enroll in the class above the more obvious achievement and ability factors, like whether the student has the math grades needed to be admitted into the course. When framed in this manner, there are clearly multiple vectors of possibility branching out from each student every time they make a decision.

One teacher’s encouragement can cause an uptick in math interest for a child, which in turn increases their engagement in the classroom, which then has a positive effect on their math grades, which goes on to influence their plans to apply to college, and so on.

What school-level factors can be tweaked to make STEM pathways more friendly for students who don’t traditionally see themselves represented in these fields? One factor that the research points to as being important for all learners, but especially underrepresented STEM learners, is their mindset and approach to challenge.

This branch of psychology research (Dweck, 1998) has identified two major approaches to learning among students: a mastery or a performance orientation. Mastery-oriented students have an internally focused motivation and are driven by the learning process and hunger for knowledge. In contrast, performance-oriented students are more motivated by external factors, such as getting a good grade, praise from a teacher, and being seen as “smart.”

A performance orientation works for you well until you hit your first big failure. Students who are worried about grades alone, or appearing smart, tend to give up at the first big challenge, when the process becomes too uncomfortable. These different orientations towards challenge often grow from the messages that students get about their own intelligence, and whether they believe that they can grow their intelligence through hard work in a domain like math.

Students in general tend to tie their achievement in a STEM subject with natural abilities rather than effort, believing in the myth that there are people who are naturally good at math and science without having to work hard to excel. This belief is especially common among students who do not see their group represented in STEM careers, those students whose

groups are underrepresented (girls and racial and ethnic minority students).

Additionally, there are some common practices in STEM classrooms, especially math classes, that tend to foster a performance orientation towards achievement. Working with my math education colleague Dr. John Lamb on a study with more than 1,000 middle school students in rural East Texas public schools, we found that most of these students viewed their math classroom as a “competitive” environment, in contrast to the other descriptors we had them rate (collaborative and cooperative).

When we looked at the relationship between these classroom climate factors and levels of math anxiety, we found that a higher perceived level of classroom competition was significantly correlated with higher math anxiety; importantly, this correlation was strongest among girls and Black and Latino students (Lamb & Hayes, 2019). Students who perceived their math classrooms to be more collaborative reported significantly lower levels of anxiety about math.

Sometimes teachers implement competitions (quizzes, races, calculating problems on the board, competing in a game for points) in an effort to motivate students on a task for which their inherent motivation is low. Although this can increase students’ motivation in the moment, the research shows this is increasing their motivation to perform, not to master.

It heightens students’ stress levels in a way that gets them to accomplish things in the moment, but it creates an association for the students that learning the subject is connected to being stressed out and/or needing to show off in front of peers. These associations can do damage to the underlying enjoyment of learning for learning’s sake (the mastery orientation that we are striving for).

What is an alternative to competition? Research on discovery and inquiry-based models in STEM show that factors like project-based learning and student-led discovery lead to more collaboration in the classroom and tend to lower performance anxiety, especially for students who, for a host of reasons, come into the classroom anxious about the subject to begin with. These types of activities center the students as experts to each other.

They promote deep learning by scaffolding support (from both more-skilled peers and expert instructors) while students are engaging in a challenging task. Taking the performance of a skill element out of the learning process can lower the psychological arousal that leads to anxiety about the subject.

To close, there are several small changes that educators can implement to help all students feel more engaged in STEM learning.

In addition to implementing more collaborative opportunities in the classroom, it is important to explicitly discuss the impact of practice and work on innate ability in an area. Teachers can be the first line of defense in dispelling the myth that individuals who are good at math and science are naturally talented.

One thing that K-12 science and math teachers are uniquely positioned to do is talk to students about their own career pathways, including any challenges and struggles they faced along the way. These kinds of personal examples give students a role model for how productive struggle is normal when pursuing a STEM career.

Finally, it is important for schools to include role models from all backgrounds when they show examples of people succeeding in STEM. When students who are historically underrepresented in these fields can see someone like themselves in a STEM job, it helps them envision that as a possible career for themselves. n

References

Dweck, C. S. (1998). The development of early self-conceptions: Their relevance for motivational processes. In J. Heckhausen & C. S. Dweck (Eds.), Motivation and self-regulation across the life span (pp. 257-280). Cambridge University Press.

Lamb, J. H., & Hayes, A. R. (2019, October). Rural universities, rural schools, and rural problem solving. Research presentation given at the National Forum to Advance Rural Education in Louisville, KY.

Texas Education Agency. (2022). 2022 Texas Academic Performance Report. https://rptsvr1.tea.texas.gov/perfreport/tapr/tapr_srch.html?srch=S

Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.

Amy Hayes is chair of the Department of Psychology and Counseling at the University of Texas at Tyler. She received her PhD in Developmental Psychology from the University of Texas at Austin and studies the educational and occupational trajectories for underrepresented groups in STEM fields. Hayes has experience researching student achievement in school settings, as well as working in the public K-12 sector as an elected member of a public school board in East Texas.

Wes Hickey is a former biology teacher, coach, principal, superintendent, university department chair and dean. He is currently professor of educational leadership at UT Tyler.

ACADEMIC SUCCESS OF EVERY STUDENT

Strengthen your school’s capacity to provide life-changing support to students with our RTI at Work™ Coaching Academy. This comprehensive series of on-site or virtual professional development engagements is designed to prepare leaders from across your school community to champion the work of response to intervention (multitiered system of supports) and prioritize the academic success of every learner.

The Principals’ Institute (PI) is a year-long professional development series that provides a unique opportunity for principals to understand why transformation of public education is necessary. PI is designed to help principals develop the knowledge and skills required to be transformational leaders and to help build the capacity it takes to sustain transformation over time. The PI experience includes exposure to influential superintendents and speakers, such as Eric Sheninger, Rob Evans, George Couros, Dwight Carter, John Tanner, Jimmy Casas, and Joe Sanfelippo.

Logistics:

• Registration Fee: $6,000.00 per participant (excluding travel expenses)

• Six, 2-day sessions alternating between Austin, Dallas, and Houston

The Assistant Principal Leadership Academy (APL) provides learning opportunities to develop, challenge, and inspire assistant principals to be transformative leaders. APL participants will engage in processes which support the development of skills specific to transformational leadership and building a learning organization while preparing them for the role of principal.

Logistics:

• Registration Fee: in-person sessions - $1,000 per participant (excluding travel expenses); virtual sessions - $1,000 per participant

• Six, 4-hour sessions throughout the year

The Executive Leadership Institute (ELI) is designed to build the capacity of district executive leaders for system-wide improvements in teaching and learning. Sessions will include opportunities for leaders to cultivate strategic approaches and actions in order to support district transformational efforts. The ELI experience includes exposure to influential superintendents and speakers, such as Eric Sheninger, Rob Evans, George Couros, John Tanner, Jimmy Casas, and Joe Sanfelippo. In addition to the scheduled sessions, each participant will receive the support of an Executive Coach throughout the year.

Logistics:

• Registration Fee: $4,500.00 per participant (excluding travel expenses)

• Four, 2-day sessions alternating between Austin, Dallas, and Houston

The Teacher Leadership Institute (TLI) is a boundarybreaking institute for classroom teachers. Throughout the 6 sessions, committed teachers are empowered to revitalize learning cultures while leaning N2 an inspired future. Centered on teacher voice and grounded in a foundation of collaboration, the Teacher Leadership Institute challenges teachers to move beyond accountability standards and toward innovative learning that ignites student engagement.

Logistics:

•Customized for individual districts or regional consortiums of districts

•Six full day sessions

TASA Corporate Partners

TASA is grateful to our 2022–23 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.

PRESIDENT’S CIRCLE

Apple

Edmentum

eM Life™

Frontline Education

Huckabee

Imagine Learning

K12 Insight

LPA, Inc.

N2 Learning

NWEA

Paper

PBK

Raise Your Hand Texas

Scholastic

Stantec

Trusted Capital Group (TCG), a HUB International Company

ThoughtExchange

VLK Architects

Wondr Health

PLATINUM

Age of Learning

Capturing Kids’ Hearts

Carnegie Learning

Cenergistic

CENTEGIX

ClassLink

College Board

Dell Technologies

Digi Security Systems

DLR Group

EF Educational Tours

engage2learn

EveryDay Labs

Gaggle.net Inc.

GermBlast

Google for Education

Grand Canyon University

Hazel Health

Houghton Mifflin Harcourt

The Justice Claims Group

Lone Star Furnishings, LLC

Milliken & Company

SAFARI Montage

Learn more about TASA’s Corporate Partner Program

GOLD

Amplify

Centric Learning

Corwin Press, Inc.

Education Advanced, Inc.

Gulf Coast Educators Federal Credit Union

Meteor Education

The Princeton Review

Renaissance

Savvas Learning Company

WRA Architects

SILVER Corgan

Curriculum Associates

FranklinCovey Education

Harris County Department of Education

H-E-B

McGraw Hill-Achieve 3000

Newsela

Pfluger Architects

Schneider Electric

Stephens Inc.

Subject

Walsh Gallegos Trevino Russo & Kyle P.C.

BRONZE

ABM

BookNook

BTC

Care Solace

The Commencement Group

Discovery Education

GPD Group

GreenWatt Lighting Solutions

Hilltop Securities

HKS Inc.

INDECO Sales, Inc.

Istation

Linebarger Goggan Blair & Sampson, LLP

M&R Roofing and Construction Company, LLC.

MIND Research Institute, Creators of ST Math

MSB School Services

Panorama Education

Performance Services

Pogue Construction

Reliance Architecture

R-Zero Systems

School Innovations & Achievement (SI&A)

Teachers Now

Uncharted Learning Entrepreneurship

Vanir Construction Management

Zearn https://tasanet.org/partnerships/corporate-partners/

It’s a great time to review rising rates.

With investment rates on the rise, now is a great time to review your investment options. Contact our team for a one-on-one chat about your investment options and how Lone Star can help your district achieve its financial goals.

Large amounts or small, Lone Star invests it all.