INSIGHT-Winter 2021-22

INSIGHT

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS PROFESSIONAL JOURNAL

A strategic framework update

Plus - Meet TASA’s Inspiring Leaders pg.13

WINTER 2022

TASA 2025:

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WINTER 2022

INSIGHT

Volume 36 No. 4

FEATURE ARTICLES & COLUMNS

TASA 2025: A strategic framework update 10 Meet TASA’s inspiring leaders

13

Get to know TASA’s executive superintendents

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LEADERSHIP PERSPECTIVE Risk management as a governance function – a COVID case study

by Dr. Quintin Shepherd, Dr. Greg Bonewald and Sherri Hathaway

19

HIGHER EDUCATION The latest on contract abandonment: What’s with the fuss?

by David P.Thompson

23

TECH TAKE Technology integration and the case for professional development

by Dr. Karla Burkholder

29

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OFFICERS

Doug Williams, President, Sunnyvale ISD Gonzalo Salazar, President-Elect, Los Fresnos CISD

DEPARTMENTS

LaTonya Goffney, Vice President, Aldine ISD Brian T. Woods, Past President, Northside ISD

TASA Professional Learning Calendar

5

President’s Message

7

Executive Director’s View

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EXECUTIVE COMMITTEE

Rene Gutierrez, Region 1, Brownsville ISD Sharon McKinney, Region 2, Port Aransas ISD Jo Ann Bludau, Region 3, Hallettsville ISD Martha Salazar-Zamora, Region 4, Tomball ISD Donny Lee, Region 5, Buna ISD Darol Hail, Region 6, New Waverly ISD

INSIGHT EDITORIAL STAFF Executive Director Deputy Executive Director, Member Engagement & Support Associate Executive Director, Internal Operations Director, Communications and Media Relations Design/Production Editorial Director

Chris Moran, Region 7, Whitehouse ISD Kevin Brown Charles Dupre Ann M. Halstead

Judd Marshall, Region 8, Mount Pleasant ISD Michael Kuhrt, Region 9, Wichita Falls ISD Kevin Worthy, Region 10, Royse City ISD Jeremy Thompson, Region 11, Ponder ISD George Kazanas, Region 12, Midway ISD

Amy Francisco Marco A. De La Cueva 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. © 2022 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.

Steven Snell, Region 13, Liberty Hill ISD David Young, Region 14, Abilene ISD Joe Young, Region 15, Brownwood ISD Donna Hale, Region 16, Miami ISD Michelle McCord, Region 17, Frenship ISD Ariel Elliott, Region 18, Greenwood ISD Veronica Vijil, Region 19, Fabens ISD Michelle Carroll Smith, Region 20, Lytle ISD

AT-LARGE MEMBERS

Hafedh Azaiez, Round Rock ISD

About TASA

Gary Bates, Fort Sam Houston ISD

TASA’s mission is to promote, provide and develop leaders who create and sustain studentcentered schools and develop future-ready students.

Tory Hill, Channelview ISD

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.

Robert Bayard, Clear Creek ISD

COMMITTEE CHAIRS

Keith Bryant, Legislative Jodi Duron, Member Engagement Tanya Larkin, Professional Learning Roosevelt Nivens, Advocacy

EDITORIAL ADVISORY COMMITTEE

LaTonya Goffney, Aldine ISD, Chair Roosevelt Nivens, Lamar CISD Stacey Edmonson, Sam Houston State University Jodi Duron, Elgin ISD Tanya Larkin, Region 16 ESC Keith Bryant, Lubbock-Cooper ISD

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INSIGHT

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)

Date

Event

Location

February 24

TASA Breakaway Leadership Learning & Accountability Check-in

Virtual

March 1

TASA/TASB/TASBO Budget Cohort for Texas District Leaders March Event

Grapevine

2-3

TASA Future-Ready Superintendents Leadership Network Event 3

Houston Area

8

CMSi Level 1 Curriculum Management Audit Training

Virtual

22

CMSi Level 2 Curriculum Management Audit Training

Virtual

22-23

N2 Learning Principals’ Institute, Session 5

Dallas

22-23

N2 Learning Executive Leadership Institute, Session 4

Dallas

24

TASA Breakaway Leadership Learning & Accountability Check-in

Virtual

30

CMSi Curriculum Writing Workshop

Austin

13

N2 Learning Assistant Principal Leadership Academy Session 5 (Houston-area and Virtual Cohorts)

Cypress/Virtual

19

N2 Learning Assistant Principal Leadership Academy Session 5 (Dallas Cohort)

McKinney

20

TASA/TASB/TASBO Budget Cohort for Texas District Leaders April Event

Virtual

21

N2 Learning Assistant Principal Leadership Academy Session 5 (Corpus Christi Cohort)

Corpus Christi

26

N2 Learning Assistant Principal Leadership Academy Session 5 (Austin/San Antonio Cohort)

San Antonio

28

TASA Breakaway Leadership Learning & Accountability Check-in

Virtual

TASA Breakaway Leadership Learning & Accountability Check-in

Virtual

April

May 17

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New Financial Planning Benefit for TASA Active Members TASA members in the Active Membership Category may now access a variety of valuable financial planning services at reduced rates, including two free hours of financial consultation paid by TASA. These services are provided through a special arrangement with TCG, a HUB International Company — a longtime TASA Corporate Partner.

Services now available include: •Financial and Retirement Planning •Contract Compensation Analysis •Contract Implementation Support •Aspiring Superintendent Support •Investment Management •Estate Planning •Tax Planning

Learn more and request services at https://bit.ly/tasa-tcg-benefits

Note: Active Membership will be verified for member to receive two free hours of consultation

TASA 2025 IS WELL UNDERWAY

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025 is a significant date for the Texas Association of School Administrators, marking the 100-year anniversary of the association. Leadership determined that TASA would not just celebrate a milestone when 2025 arrived, but would also target that date to accomplish significant goals and aspirations.

Doug Williams

PRESIDENT’S MESSAGE I can attest that the

The journey toward TASA 2025 began in 2018, as a group of school leaders met to design a strategic framework for our future direction. I was honored to be a part of that group as we identified three strategic areas and corresponding aspirations within each area. The strategic areas identified were Professional Learning, Member Engagement and Advocacy. The aspirational statement was “By 2025, TASA aspires to cultivate a …

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Cohesive, nationally recognized professional learning system that builds leadership capacity and a culture of transferable learning.

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Deeply engaged members that self-organizes around creating the highest level of leadership performance.

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Diverse and extensive collaborative of champions equipped to advocate for an educated citizenry.”

professional learning opportunities TASA has provided has allowed my team to improve teaching and learning in Sunnyvale.

Under the leadership of Executive Director Kevin Brown, TASA began a reorganization around the Strategic Framework where major committees consisting of our members met to set priorities for each year and TASA staff expertly carried out those priorities. Clear progress toward those reaching those lofty aspirations was visible. Within the last year, reorganization among TASA staff and some key additions have put movement toward TASA 2025 into high gear. All TASA staff members were aligned within one of the three strategic areas and deputy executive directors positions were created to lead each area.

Advocacy is led by Amy Beneski, who, combined with Casey McCreary, has a great understanding of the Capitol and endlessly fights for Texas districts and our kids. Work during the legislative session always comes to mind when you think of advocacy, but the reality is that the legislative sessions only last for five months every other year (well, most years). However, advocacy efforts never stop. Non-legislative years are spent cultivating relationships with legislators and their staff members while creating talking points about key education issues.

Additionally, TASA does a phenomenal job working with school districts to share the stories of great work being done across the state, such as in the annual “Bragging Rights” issue of Texas School Business magazine, which TASA publishes. Never has there been a more vital time for public education to have groups advocating for us, and TASA advocacy continually answers that call.

The professional learning provided by TASA has always been elite, but that area has seen growth in the last year since Jill Siler, long-time superintendent at Gunter ISD, joined the TASA team on a full-time basis. Dr. Siler has brought her design gift to the association along with her insight into tenets of the visioning document. Established programs such President’s Message continues on page 8

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President’s Message continued from page 7

as the Future-Ready Superintendents Leadership Network and the First-Time Superintendents Academy have been refined to address the needs of school leaders. Other programs, such as the Aspiring Superintendents Academy, feature leadership development and are meeting the aspiration to provide capacity building for the next generation of public school leaders. I can attest that the professional learning opportunities TASA has provided has allowed my team to improve teaching and learning in Sunnyvale.

The third area of the 2025 Strategic Framework was to enhance member engagement. TASA was fortunate to secure the services of Charles Dupre, past superintendent at Fort Bend and Pflugerville ISDs, to lead development in this area. Dr. Dupre brings extensive knowledge of the superintency to the job, along with a vision of how to structure programs that will be a benefit to administrators so that they may better serve their districts. Under his leadership, TASA has finalized agreements to offer financial planning services for TASA members in the Active Membership Category. Also, new programs such as Breakaway Leadership and Wondr Health provide administrators with skills development, daily stress management, and job performance improvement. Additionally, Kevin, Charles and I have made a commitment during 2021-22 to spend time in the regions with our members. Membership engagement is crucial, as we all need support and collaboration during these challenging days.

2025 will be here before we know it, and we will celebrate 100 years of TASA, looking back at the past accomplishments and the association’s amazing service to Texas schools. Not only will we celebrate the past, we will look to the future — a future where school administrators will be tasked with preparing students to become the doctors, engineers, and, yes, educators of the future. How much I value being a small part of this mission!

Doug Williams TASA President Superintendent, Sunnyvale ISD

• School Improvement/ Transformation

• Individualized/Personalized Learning

• Learning Acceleration

• Social-Emotional Learning

• Teacher Retention & Efficacy

• Culturally Relevant Pedagogy

• New Teacher Training & Mentoring

• Digital Fluency & Integration • HQIM Implementation

Start a Partnership Today! engage2learn.org

PRESSING ON IN 2022

A

lthough 2021 was another extremely challenging year for public education and our entire world, we still have much to celebrate. Through all of the challenges, you did a remarkable job of serving children. I am proud of the many accomplishments, including those that TASA President Doug Williams has outlined in his column (see page 7).

Kevin Brown

EXECUTIVE DIRECTOR’S VIEW We love our members at TASA and strongly believe in YOU and the work you do.

As tired and beleaguered as we may feel from the past two years, we must press on. The stakes are just too high. At TASA, we are trying to do our part by not only maintaining the programs, services and advocacy we have provided in the past year, but also by looking to greatly expand those in the future.

The year already started with a hugely successful Midwinter Conference, and we are working on some new endeavors as we move into 2022: Breakaway Leadership – We know that the best leaders are those who focus first on their own well-being. Think of a prize fighter who prepares for the big fight. This expansive, engaging and transformative program sets the standard for helping leaders reach their full potential. The first cohort started in January, and we hope to start other cohorts throughout the year. Learn more about it at https://bit.ly/breakaway-leadership.

Health and Wellness for Employees – The past two years have taken a toll on public servants in education. To that end, this spring, we will announce a major partnership with Wondr Health that will help districts to offer a wellness program for all employees at a very reasonable cost. This will be a “turnkey” program that is delivered digitally to all employees in the districts that participate. We hope that this provides much-needed support for your employees during the most difficult of times without adding more administrative burdens to your overstretched leadership team.

Financial Planning Services – TASA has partnered with longtime Corporate Partner TCG to provide access to extensive financial planning services to TASA members in the Active Membership Category.

This is a game changer. Each eligible member can receive two hours of free consultation for financial planning, estate planning, TRS advice, contract analysis and even tax planning. If you need more than two hours of services, you will receive a flat fee that is significantly reduced. Learn more about this new benefit at https://bit.ly/tasa-tcg-benefits.

Local Support and Advocacy – In 2021, we expanded our reach at the regional level with our Executive Superintendent program by recruiting some of the biggest names in public education leadership. These outstanding leaders are there to support you with a wide variety of needs. They can also partner with you to help ensure that locally elected leaders understand the policy needs in your local school district.

The best way to ensure local control is for our elected leaders at all levels to understand the accomplishments, challenges and needs of their local districts. We are here to assist you in this work. Learn more about the Executive Superintendent program at https://bit.ly/new-exec-supt-program.

We have many more initiatives planned for the near future, including an expansion of the Future-Ready Superintendents Leadership Network (FRSLN) by popular demand; executive coaching for leaders; development of a living library to help members share important resources; and a possible redevelopment of the TASA property in downtown Austin to more fully utilize our prime location.

We love our members at TASA and strongly believe in YOU and the work you do. We hope these initiatives, and many others, provide much-needed support, as we continue to press on.

Kevin Brown TASA Executive Director

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TASA 2025: A strategic framework update TASA members convened for the annual Midwinter Conference in late January, back in person after COVID-19 forced the meeting to move to a virtual space last year. Executive Director Kevin Brown welcomed a record crowd in the first general session and gave a progress update on the TASA Strategic Framework, created by a task force of 40 TASA members in 2018.

The goal of the framework is to guide TASA as it approaches its 100th anniversary in 2025.

The framework is built around TASA’s Creating a New Vision for Texas Public Schools (2008), which emphasizes local control, innovation and community engagement. The framework focuses on three specific areas — professional learning, member engagement and support, and advocacy — and Brown gave an update on progress in each area.

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INSIGHT

Professional learning TASA has worked hard to provide top-tier professional learning opportunities to its members throughout their administrative careers, from assistant principals to master superintendents and everyone in between.

During the height of the pandemic, TASA hosted 20 live virtual events, connecting members when they were unable to meet in person to hear what problems they were facing and share solutions. Members connected with each other to solve real-time problems and lift each other up during challenging times.

TASA also redesigned the summer conference to become txedFest and enhanced its annual Midwinter Conference, creating robust in-person engagement and learning opportunities.

Under the leadership of Jill Siler, who served as the Future-Ready Superintendents Leadership Network (FRSLN) design chair on a volunteer basis before she joined the TASA full-time staff in fall 2021, FRSLN has grown to more than 225 TASA members learning from one another about how to be innovative and how to transform the public school system to best meet the needs of children in their local communities. Participants routinely share that this networking through designed experiences is the best professional development they receive.

Other TASA professional learning programs are showing similar growth: For example, during the 2022 Midwinter Conference, 200 people participated in the Aspiring Superintendents Academy, a program that continues to attract more and more school leaders.

“One of our long-term strategies at TASA is to support you throughout your career, to help you be the best leader you can be,” Brown said to Midwinter Conference attendees. “As a superintendent, my experiences through TASA were always the best I ever had. What I learned from you is that the strength of our organization is not from people like me. It’s from people like you coming together and learning from each other and talking about challenges and successes that you have.”

Community and policy advocacy Over the past year, TASA has expanded its advocacy team from seven to nine people. Lubbock-Cooper ISD Superintendent Keith Bryant recently became the new Legislative Committee chair, replacing Elgin ISD Superintendent Jodi Duron after her hard work during the 87th legislative session. Brown said he is exceptionally

proud of the work the legislative team did over the past year, working through one regular and three special sessions, tracking more than 1,000 bills and testifying late into the night when necessary.

As a result of that hard work, TASA was able to achieve many successes. For starters, the team prevented any community censorship bills from passing, preserving legislative representation by TASA for the organization’s members. He explained that a very small percentage of member dues go toward advocacy efforts. “You can’t park in Austin for the amount that you spend in your dues to help us advocate,” he said, making the point that advocacy by TASA is much less expensive than school leaders having to travel to Austin to advocate on each and every education bill – which would have been the result of the passage of a community censorship bill.

The team also worked to help get ESSER funds to schools when it was in doubt if they would receive the federal funds. Additionally, TASA fought to defend HB 5, passed in 2013, by preventing additional graduation requirements that would water down the career pathways and the student choice at the heart of the landmark bill.

The team successfully fought to prevent outcomes funding from being passed, as well as a bill that would have put restrictions on local districts’ fund balances.

They also worked to defeat 32 bills that gave an unfair advantage to charter schools while supporting passage of another that gave charters similar rights as independent school districts related to local zoning rules.

Finally, TASA was able to work to protect individual graduation committees, removing their expiration date from law and changing the standardized testing requirements for some high school seniors.

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“It seemed like the legislative sessions were never going to end, but we tracked over a thousand bills, analyzed, advocated and communicated with you,” Brown said.

TASA did not do this alone, but rather worked collaboratively with many other groups and elected leaders to achieve success in these and many other areas during the sessions.

Member engagement and support Former TASA Vice President Charles Dupre joined the organization as deputy executive director of Member Engagement and Support in September, coming on board to help expand the opportunities TASA provides to its members. Recently, TASA revamped and expanded its Executive Superintendent Program and now has 10 successful career superintendents who are on hand to mentor and support superintendents in their dedicated regions (see page 16 for more information on the program).

“I have never in my history as an educator been prouder than I am right now to be in this room with all of you and the work that you’re doing. Everybody needs to be talking to their communities, their leaders, legislators, about what you’re doing. Tell them about the successes that you’re having. If we all do that, the narrative will completely change.”

Why Texas School Leaders Join TASA In conjunction with Brown’s update, TASA debuted a video about the organization’s progress toward the aspirations of the Strategic Framework developed by the TASA 2025 Task Force and on how being part of TASA is impacting Texas school leaders. Please watch it and share it with colleagues who you think would benefit from TASA membership.

TASA has also launched Breakaway Leadership, a sixmonth leadership development program focused on increasing health and wellness to improve leadership capacity. In addition, TASA recently introduced a new partnership with longtime TASA Corporate Partner TCG, and is offering two free hours of financial services, including financial and retirement planning, investment management, contract review, and even tax planning, to TASA members in the Active Membership Category.

Soon, TASA will launch a program through Wondr Health that will allow administrators to provide wellness programs to everyone in their districts at a very low cost. In the coming months, TASA will also add executive coaching to its offerings, and is in the process of creating a “living library,” an online space for idea sharing and collaboration, for its members.

All of the work in these three departments is aligned to the TASA Strategic Framework, and adjustments are made annually through a planning cycle with the guidance from the TASA Leadership Summit participants and Major Committees.

Brown wound up his talk with a moment of appreciation, an acknowledgement of the challenging times and a call to action.

“In the past two years, we’ve had a bit of a crisis on our hands. We’ve had a pandemic. We’ve had Snowmageddon. We’ve had hurricanes. Political divisions from our national and state politics have percolated into our local communities. Somehow, along the way, you’ve been able to stand firm and handle the crisis,” he said.

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INSIGHT

At the TASA Midwinter Conference, the Executive Committee approved the following TASA Statement on Equity and Excellence: “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.”

The most powerful organizations are those that ensure the success of every member, and therefore, TASA is very intentional about developing and supporting every member. In order for the 5.4 million children attending public schools to fulfill their American dream, their schools must have the strongest leaders possible who are drawn from the entire talent pool.

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.

Tim Harkrider Now in his ninth year as superintendent of Willis ISD, Dr. Tim Harkrider leads the district with a growth mindset based on trust and transparency. Jamie Fails, Willis ISD communications director, says that Harkrider’s leadership has led to improvements in facilities, staff wellness, technology access, financial stability and student growth throughout the district. “[Dr. Harkrider’s] drive to always push beyond the status quo has strengthened relationships both across the district and the community,” Fails says. She points to specific initiatives Harkrider has brought to Willis, such as improving instructional technology and innovation, a commitment to professional learning communities and strengthening teacher teams through the collaborative process.

In the last five years, Willis ISD has added a career and technology center, an agricultural center and a performing arts center, doubling the opportunities offered to its students. Harkrider says he is proud of these achievements and works hard each day to lead by example to show staff and students that no challenge is insurmountable.

“Being visible and accessible is important for me — to be in touch with my staff and provide the proper guidance and motivation to push through difficult times,” he says. “We live in a very challenging time period, and our students are watching how we handle stress and difficult times. I try to provide an example that nothing is too big for us to accomplish as a team, and we can overcome anything thrown at us.”

Fails says that Harkrider’s efforts in this area are palpable in the district, especially among staff.

“We appreciate Dr. Harkrider’s commitment to continue being the best person to lead our district,” Fails says.

“He is a visionary leader who will not only lead our district through continued growth, but who will also positively impact education throughout his career.”

Harkrider credits networking with other administrators with helping him feel connected while serving in what can be a solitary position. As an experienced administrator at many levels, he is happy to mentor others to provide that same level of support.

“I view mentoring our administrators as one of my most important responsibilities,” he says. “I have led campuses at the elementary, middle school and high school levels, so I understand the demands of each area. I can provide guidance based on my experience, or I can just provide a platform to listen so they understand their challenges are normal and part of their job. I think the mentorship provides a level of trust that is imperative to our organization being successful, because we are all working together for the benefit of our students, teachers and our community.”

Robin Ryan Dr. Robin Ryan has held the superintendency in Grapevine-Colleyville ISD since 2010, a dedicated stay in a district Ryan is proud to lead.

“Over the last decade, we have personalized education around student needs with a full-time online school, an early college high school, and schools within schools for the highly gifted, STEM, fine arts and others,” Ryan says. “This is made possible with a dedicated team of teachers and administrators who embrace a culture of innovation. Our employees have made GCISD a Dallas Morning News Top 100 Workplace for the fourth year in a row.”

Brad Hunt, superintendent in Coppell ISD, says Ryan has been an invaluable help to other Texas school administrators, especially over the last couple of years, which have been an exceptional challenge for administrators everywhere.

“Dr. Ryan has been the steady voice of reason and a constant source of inspiration during this very challenging school year. He routinely reaches out to his fellow superintendents with words of wisdom, advice and encouragement. He readily makes himself available to offer coaching, guidance and support whenever needed. I have called him on a regular basis since March of 2020, and he has always been there for me. He serves as a mentor to many of us, and when I think of inspiring leaders, he instantly comes to mind.”

Ryan agrees that the past few years have brought no shortage of adversity for school administrators. He says he is able to carry on and handle criticism by maintaining his perspective and focusing on the core factors that keep him going.

“Balance is key, through exercise, meditation, healthy food choices and quality time with family,” he says. “When difficulties happen, it seems counterintuitive to pull back and care for oneself and family, but I believe it is the key to steady, non-anxious leadership and really helps in seeing and doing the next right thing.”

Mentorship and networking are key to Ryan’s work, and he has served on various committees and as an advocate for public education at every level.

“His active involvement and strong leadership demonstrates to all of us the importance of advocacy work,” Hunt says. “He has orchestrated a roundtable of area superintendents that meets regularly to share ideas, problem-solve and support one another. I rely heavily on these collaborative meetings to glean ideas, share and gain support from my colleagues.”

Ryan says that mentorship helped him early in his career, and as a seasoned administrator, he is happy to return that support in an effort to strengthen Texas public education as a whole.

“Each person who poured into me helped me develop and grow,” he says. “They were paying it forward in their own way. These mentors are my heroes. After 36 years in education, I can see that it is up to us to advance the profession, teach the next generation, and help share the hard lessons that we have learned along the way. We are all in this together, and I’m confident the next generation will be able to conquer the complexities of the problems they will face.”

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INSIGHT

Melissa Wright As executive director of school support in Hutto ISD, Melissa “Missy” Wright’s chief task is supporting the district’s principals. She says that right now, she is exceptionally proud of these administrators and the work they do in the district, even when the going gets tough.

“Every day something out of the ordinary is thrown their way and they all respond,” Wright says. “No hesitation, no push back, and no whining. They lead with the best interest of their students at heart.”

ings h t w o My, h hanged! have c

Hutto ISD Superintendent Dr. Celina Estrada Thomas says that Wright exemplifies what everyone wants to see in their district leadership. “[Wright] is a constant, reliable, supportive presence for our campus principals,” Estrada Thomas says. “She is driven by a commitment to leadership development and to ensure all students receive a quality education in every classroom in Hutto ISD. Always the consummate professional, she makes everyone want to be like her.”

Principals in the district agree that Wright is a tireless, positive force in their work, supporting and uplifting them so that they can do their jobs to the best of their abilities.

“Missy is a good listener and understanding,” says Ray Elementary School Principal Alexis Campbell. “She is very approachable and wants all students of all levels in our district to succeed.”

Howard Norman Elementary School Principal Carrie Abrams agrees: “[Wright] is like a shot of adrenaline, and immediately after talking with her, I end up ordering a book, having a great conversation, or simply searching for new ways to achieve a higher level of success.”

Wright says that she recites the serenity prayer as a personal philosophy to keep her going, no matter the challenge.

“I strongly believe we need to embrace the unknown for what it is, and let all of these new challenges be opportunities for all of us to grow and problem solve. I commute to Hutto every day from Driftwood because I love the people I work with and value their passion and conviction to keep our schools open and do right by our students. I will go to the ends of the Earth to support our administrative team as they navigate this journey.”

Wright says supporting and guiding her fellow administrators is key to the work she does in Hutto, especially over the past few years, where every day poses a new challenge and everyone is treading uncharted waters.

“It is so important to mentor administrators so they can develop confidence in their situational awareness which results in smart, solid, in-themoment decision-making. When you build loyal and trusting relationships with your team, they can be vulnerable and are not afraid to fail forward.

All of this leads to administrators who are more coachable, willing to grow and open to feedback.”

Texas School Public Relations Association TSPRA is a professional organization whose members are dedicated to improving public education in Texas by: PROMOTING effective public relations practices PROVIDING professional development for its members IMPROVING communication between Texans and their public schools

Member benefits include: NETWORKING CRISIS MANAGEMENT PROFESSIONAL DEVELOPMENT ANNUAL CONFERENCE SUPPORT RESOURCES STAR AWARDS

TSPRA.org info@tspra.org

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Get to know TASA’s executive superintendents TASA recently unveiled its new executive superintendent program in an effort to support TASA members through networking and mentorship opportunities. The program combines the previous superintendent-in-residence and member services representative programs.

Through the program, TASA members have access to 10 executive superintendents, each dedicated to serving administrators in two ESC regions.

These executive superintendents serve as an extension of TASA staff and are on hand to support TASA members in a variety of ways, with an emphasis on helping new superintendents navigate the role. As seasoned administrators, these superintendents are able to listen and provide support based on their own experiences.

In this and upcoming issues of INSIGHT, we will introduce you to the 10 executive superintendents. For a complete list of TASA’s executive superintendents and their contact information, visit tasanet.org.

We continue this series with Alton Frailey, TASA executive superintendent for regions 2 and 4, and Mary Ann Whiteker, TASA executive superintendent for regions 5 and 7.

A

lton Frailey is a TASA veteran. He previously served as a TASA superintendent-in-residence, and has not only served as TASA president, but also as president of AASA (the American Association of School Administrators). He was a founding member of TASA’s Public Education Visioning Institute and a co-author of TASA’s visioning document.

A well-known public school administrator, Frailey retired in 2016. In his 33-year career in education, Frailey served as a superintendent in Spring, Katy and DeSoto ISDs and in Cincinnati, Ohio, and as an administrator in Spring Branch ISD and Goose Creek ISD. After his retirement, he filled in as interim superintendent in Nacogdoches ISD. Besides serving as one of TASA’s executive superintendents, Frailey also sits on several boards and offers training to school board members. When looking at Frailey’s long list of achievements, of positions held and awards received, it’s clear that his main career goal boils down to one thing: supporting those who need it.

Frailey says growing up poor inspired him to go into the education field. Education opened doors for him, it changed his life, and he realized that by working in education himself, he could give that support right back to others.

With a sister who worked as a teacher, and a close friend who worked as a school principal, Frailey got firsthand insight into how teachers need administrative support to be able to do their best. That awareness led him into school administration, with an aim of supporting as many teachers as possible so they could turn around and help more students succeed.

Joining TASA was a must for Frailey, who says he believes folks should always be involved in their professional organizations.

“I think the role they plan in terms of connectivity and helping safeguard the profession makes things better, and I wanted to be involved, and not just an observer.”

Frailey served on TASA committees before being asked to consider becoming an officer. Frailey says he didn’t initially see himself serving at that level.

“I thought those guys were truly outstanding heroes,” he says. “I didn’t have that kind of confidence.”

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Nevertheless, Frailey became an officer, and now serves as an executive superintendent, offering aid and support to superintendents in regions 2 and 4. Frailey says being a superintendent can be a lonely position. He says superintendents can’t appear weak or unknowing, and they often have trouble reaching out and asking for help. That’s where he hopes he can make a difference.

“I want to be approachable, non-judgemental, confidential and very supportive,” he says. “A safe support system — that’s what I want to be.”

Frailey is proud of the superintendents he supports, especially recently. He says the COVID-19 pandemic made him better appreciate the networking and connection opportunities TASA’s in-person meetings provide.

“What [Executive Director] Kevin Brown has done, he’s assembled a top-notch cadre of experienced, successful superintendents to serve as a strong resource for the membership. It’s a lonely position to be superintendent, and Kevin respects that.”

As a TASA member, Frailey says he appreciates the support and encouragement he’s received through the organization.

As an executive superintendent, he hopes to pay it all forward, because he sees the superintendency as more than just a job. To him, it’s a leadership position of the utmost importance.

“We’re part of a village of elders, and we must help raise the village.

Folks say, ‘It takes a village to raise the young.’ Who’s raising the village? That’s where school leaders come in.”

M

ary Ann Whiteker began her professional career in 1973 as a first grade teacher in Corrigan ISD. She spent a total of 44 years working in public education before retiring as superintendent of Hudson ISD, a post she held for 23 years — an outstanding stint for an administrator.

Whiteker began her career in a classroom, but moved into administration due to an interest in curriculum. She says that when she was a teacher, curriculum was largely set by the state, and handed down to districts. In a small district such as Corrigan, there were no curriculum teams at that time who could understand and explain the curriculum or guide teachers through what was essentially a broad framework.

In the district, Whiteker worked to understand the handed-down curriculum and interpret it for other teachers at her grade level.

She was able to make the curriculum easier to understand and more usable for her colleagues, something that piqued her interest in the process. The superintendent recognized the value of the work she was doing and asked Whiteker to assume the role of elementary curriculum director, a new position at the time in Corrigan.

From there, Whiteker was hired by Hudson ISD to serve as curriculum director before moving into the assistant superintendent for curriculum and instruction position and finally the superintendency in 1995.

When she moved to Hudson ISD, Whiteker was invited to attend numerous conferences with the district superintendent, including TASA’s Midwinter Conference. At that event, she became familiar with the organization and realized how much an administrator could gain from a network of experienced colleagues, especially when that administrator came from a small district with a small staff.

Whiteker made use of TASA’s networking and training opportunities and then stepped up to serve on several committees. She also served as legislative chair for TASA, but she says the greatest impact on her career came from working on the visioning committee.

“That redirected my philosophy, the direction I wanted to go, and I knew beyond a shadow of a doubt that our education system should be revamped to move to quality education rather than playing the testing accountability game that was destructive to so many children.”

Following her retirement, Whiteker continued her work in forwarding public education in Texas by serving as a TASA superintendent-in-residence. Now, as an executive superintendent, she supports administrators in regions 5 and 7. Through that work, she attends monthly study groups or meetings in those areas, to connect with the superintendents in those areas and let them know that TASA is there to help.

Whiteker says of all of TASA’s offerings, she finds the networking and training opportunities to be the greatest benefit to members, though she also points to the governance staff and their work to keep administrators informed and encourage involvement so they can stay proactive in what’s going on at the state level.

With decades of experience at her back, Whiteker reminds superintendents that while forward momentum is a must, it’s important to learn from the past.

“I think it’s very important that you never forget where you came from,” she says. “A lot of times, historical perspectives can help you in developing the direction you want to go.”

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Scale discussions, make better decisions Hear what’s top of mind for people in your district.

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LEADERSHIP PERSPECTIVE Risk management as a governance function – a COVID case study

by Dr. Quintin Shepherd, Victoria ISD Superintendent, Dr. Greg Bonewald, Victoria ISD Deputy Superintendent, Sherri Hathaway, Victoria ISD Risk Manager

M

any of us have historically maintained a very limited view of risk management in the education space. We have focused on risk management insurance, risk management practices, and risk management as a process. The pandemic has enlightened many of us that our thought processes around risk management as it relates to infectious disease have been limited. The guiding question for this article is where is the line of demarcation between trustees and administration as it relates to risk management during a pandemic?

Risk management and the mitigation of risk ... how much time have you spent thinking about this? Risk management is the process we use to ensure a safe and secure learning environment for students, staff and the general public. Further, it represents fiscal stewardship of taxpayers’ dollars by minimizing losses and/or claims against the district. As a result, those district staff who are responsible for risk management work to identify and analyze various exposures and then take actions to avoid, reduce, prevent, or even transfer risk.

First, we must define risk. Risk is the product of the probability that an outcome will occur (the frequency) and the consequences of that outcome (severity). If the occurrence is certain and negative, this is not risk. This is a cost. It is simply unavoidable. However, if the occurrence is uncertain and negative, this is risk. Applying this working definition, risk management focuses on minimizing uncertain negative consequences. The industry-standard process involves four steps: 1) Identify new risks, 2) Develop program to manage risk, 3) Evaluate risk, 4) Revise risk management program. The process is fluid.

Effective risk management requires effective and responsive organization, formal policies, documented and practiced procedures, information management, fiscal control and communications. Smaller districts may find that risk management falls to the superintendent and administrative team. Larger districts often have risk management departments and dedicated personnel. Since there are various types of risks, there are various approaches for risk control. The typical spectrum of risk controls moves from: assume exposure, transfer exposure, mitigate exposure, prevent exposure and avoid exposure.

Applying what we have learned, a district might think about a possible hurricane as a risk. How the district plans for a hurricane depends largely on where the district is located (some are geographically more likely to experience this event). This is true for floods, tornadoes and virtually any unexpected weather event. Some districts may consider a risk management pool. Some might take out insurance.

Others might assume the risk if there is a very low probability of occurrence. The Texas freeze of ’21 is a good example of assumed risk.

The past two years have pushed many of us to think differently about risk management as it relates to COVID-19. As is usually the case, hindsight provides the clarity we didn’t have at the onset. Many districts were thrust headlong into the COVID crisis and did not have the time to step back and create a risk management plan to deploy. For Victoria ISD, there was a “lightbulb moment” when we began separating risk management as a “strategy” versus risk management as a “tactic.” Throughout COVID,

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many boards became more involved in tactics rather than strategy, and this seems to lead to even greater exposure as a result.

Governance is hard work and requires great focus. When the governance role begins to take on administrative responsibility, the net effect is less focus on good governance, and this is where danger sneaks in.

Risk management as a strategy Part of the work of risk management is most assuredly strategic. Before we jump into COVID, it might be easier to look at some examples we are all familiar with and have historically managed successfully. All districts in Texas have safety and security plans, and school safety is very much a part of risk management. As you think briefly about all aspects of safety, which might be considered strategic? These are the things that should occur in the boardroom at the governance level.

Hopefully, the first thing you thought about was board policy.

If so, pat yourself on the back. The policies related to safety and security outline the governance prerogative and duty of risk management. You also may have thought about your safety/ security Board committee. This too is a governance function. This would involve the document that is your safety and security plan. Somewhere in that plan is probably a pandemic response plan, a point we will revisit later in the article. When the board of trustees approves the plan, it is a governance and strategic function. We have all heard the mental picture of board work and administrative work as “dance floor” and “balcony.” Governance takes place on the balcony. A good way to differentiate between the floor and the balcony is whether you are looking or listening. You look from the balcony and listen from the floor. Governance is looking at the policy and the plan and the risk and advising. You can look at your agenda, and you should find governance. It comes through action items or perhaps the consent agenda. Perhaps you have thought about the budget and allocation process as it relates to safety and security. When the trustees approve the budget, it is a function of strategy and governance.

Another great example is insurance. School districts maintain several insurance policies, and all have a strategic aspect. The trustees are provided a policy recommendation, review and ask questions, and approve the policy as part of their work. As mentioned above, the board approves the budget. The framework of policies related to insurance is also germane to the work of the board.

Apart from COVID, it is quite easy to think of risk management within the governance function. As we turn our attention to the pandemic, think for a moment about “the work” that has come before the board. Are you confident it has been 20

INSIGHT

governance oriented and strategic? We suspect many might be questioning themselves at this point, and this is always a good thing. Three rules for success as a governance team member are to speak your mind, question your mind, and learn from the consequences. We are learning organizations by our very definition! One of the ways we share with new trustees during orientation to know the difference between governance and administration is to demarcate between “customer complaints” and “owner concerns.” There is not always a clear line, but experience, open dialogue with the superintendent, and open dialogue at board meetings allows for greater clarity.

Risk management as a tactic Risk management is also a tactic, which falls within the realm of administration. Purchasing and installing security cameras is a tactical approach to student safety. The number of school resource officers is a tactical decision (although some may try to make this strategic, it is not). Listening and responding to threats is tactical. Running safety drills is a tactical process. In short, everything it takes to bring the Policy to life and action is tactics, which is an administrative function.

To revisit the insurance example from above, the tactics are all the work the district does leading up to the board recommendation. As the cost of health benefits continues to rise, it becomes more challenging to provide employees with good benefits at a price that is sustainable for the employee and the district. Multiple factors must be considered when deciding what employee benefits plans to offer. Are the price and coverage competitive with the market? Does the broker/agent have a solid market presence and a good reputation? What level of support is available from the broker/carrier? Would the plan really be a benefit to the employee? These are all tactical decisions that need to be made to ensure employees have access to quality care at an affordable price.

listening more than looking. Or perhaps you found yourself trying to handle customer complaints. These moments throughout the pandemic are our opportunity to grow as governance leaders or school administrators.

Moving forward

Let us now pivot back to COVID. One tactic many of us put forward was lunch table dividers. Some districts provided them, and others did not. It was a tactical decision. We chose to replace several of our water fountains with bottle filling stations, another tactical decision. Providing hand sanitizer to the classrooms, the Clorox 360 cleaning schedule, seating charts, the list goes on and on. These are the easy ones though and just to lay the groundwork for a few others.

How did your district handle spectators and seating at sporting events and fine arts events? We recall reading articles about districts that had board-level discussions on this topic. Is this related to student and community safety? Of course, it is. Is this a strategy or a tactic? One could easily argue both sides.

As a strategy, the decision would need to be universal for all and not case-by-case (football with different rules than fine arts for instance). In the instances we are aware of, the trustees took on a more tactical role. This happened largely because of the differentiation point between customer complaints and owner concerns. If several people have made comments, the savvy trustee knows to step back from the situation and ask the wonder question(!). The wonder question, of course, is whether this is something to be sent to administration to address or does it rise to board action?

Graduation is another example. If a board engaged in a decision about whether to hold graduation in person or virtually, they were likely in the tactical field. For those reading this and thinking they had no choice but to make it a board conversation because of the community pressure, we will offer something to consider near the end of this article to keep the conversation strategic moving forward. Perhaps you also found yourself

Sometimes in life, we have takeaways and sometimes in life, we have leave-behinds. We hope you have some takeaways from this article about what risk management is, how to think about it, and various approaches. We also hope that you can take away those great things happening in your district as it relates to risk management. When we look at our long history of risk management, we see a rather clear line between the governance and administrative functions related to risk management.

Perhaps you also have some leave-behinds, or things you will think differently about moving forward. How a district handled graduation, games, or other events might be an example. Of course, we have skirted one big issue, which we want to address here and offer something for consideration.

Although it is a heated topic, we need to briefly examine mask decisions. Regardless of the outcome of the decision or your personal stance, we want to focus on the process and who got to make what decision. Some districts found trustees making mask decisions. Other districts left mask decisions to the administration. For those districts that brought the decision to the board table, it appeared many chose a tactical path. As a tactical matter, it was specific to a short period of time, and specific to one event (pandemic), and was a response to safety. To be sure, the pressure coming from the community was immense, but in these moments, we must trust ourselves to rely on great governance to see us through. This should give us pause to examine how this might have been handled strategically as a case study for future decisions. The cleanest route would be to have a board conversation at the safety and security committee to re-examine the pandemic response plan and consider language that states, “any time student or staff attendance drops below XX%, the district will implement a mandatory XX day period whereupon masks shall be worn indoors at all times” or language to this effect. The owner’s concern here is safety, attendance, and the ability to keep schools open and functioning. This would find trustees looking into the horizon and asking if future pandemics might occur and if so, what policies should be in place to help mitigate risk. It would also potentially open the door to masking during a severe outbreak of flu. This route would have found the trustees taking a strategic approach to the conversation, while still allowing the administration the tactical tools to deploy.

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Again, this one incident offers great learning opportunities for all of us, regardless of our role as governance team or administration. As Maya Angelou wrote, “Do the best you can until you know better. Then when you know better, do better.” We hope one of your key takeaways is to remember when you start receiving lots of customer complaints, take a moment to reframe the conversation to determine if it rises to the level of owner concern. If so, turn to your policy and your team to find the governance path. n

Dr. Quintin Shepherd is superintendent of Victoria ISD and works as adjunct professor at University of HoustonVictoria. He has served as a superintendent for the past 18 years in three states.

Dr. Greg Bonewald is in his eighth year with Victoria ISD and serves as the deputy superintendent. He provides leadership and support for the district’s business, operational, talent, communications and athletic departments.

Bonewald has recently served as the lead facilitator for several VISD community task forces, including the Efficiency and Resource Management, School Boundary and Bond Planning task forces.

Sherri Hathaway has spent the last 30 years in Victoria ISD as an educator, campus administrator, district administrator and currently risk manager. During her first two years in this position she has been responsible for property and casualty insurance, overseeing benefits, such as health care, workers’ compensation, and unemployment, and the pandemic risk.

Ideas, Insights, and Inspiration

September 23–25 San Antonio Henry B. González Convention Center

APRIL 1–MAY 1

Session Selector is open for session proposals to be submitted.

MAY 9–20

Session Selector is open for attendee voting.

RESOURCES

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Want to write session titles and descriptions that pack rooms? Ready to submit your session proposal? Visit tasa.tasb.org for details.

HIGHER EDUCATION The latest on contract abandonment: What’s with the fuss?

by David P. Thompson, Ph.D., The University of Texas at San Antonio

Introduction

O

ne of the topics we discuss in my school law class at UTSA is Chapter 21 “teacher” resignations and contract abandonment. Until recently, this topic has been rather unexciting, with everyone knowing that a Texas school district must accept a teacher’s resignation delivered not later than 45 days prior to the first day of instruction of the upcoming school year, that a district may accept the resignation at any time, but that the State Board for Educator Certification (SBEC) may also sanction an educator’s certificate if a school district with the discretion to not accept a resignation exercises that option, and the district files a complaint with SBEC if the teacher abandons the contract. Lately, however, contract abandonment has become a little less unexciting due to changes in Texas legislation and SBEC rules.

Is contract abandonment a big issue in Texas? It depends on one’s perspective. The Texas Education Agency (TEA) classifies educator misconduct into 14 categories,1 most (e.g., drug offenses, sexual misconduct, inappropriate relationships with students and/or minors) of which are more facially “serious” than contract abandonment.

Yet, the TEA Division of SBEC Enforcement has, since FY 2017, opened and closed more cases on contract abandonment than any other disciplinary offense category, having closed an average of just over 190 contract abandonment cases annually from FY 2017 through FY 2020 (with drug offenses coming in second at an annual average of 84 cases).2 Conversely, contract abandonment cases closed represent, over the same time period, an average of just 5.2 cases out of every 10,000 Chapter 21 Texas teachers.3 At the classroom level, however, it is significant when a certified teacher abandons a contract, particularly if that teacher’s class ends up being taught by an uncertified or inappropriately certified teacher. Tex. Educ. Code § 21.057 requires superintendents to notify parents when an “inappropriately certified or uncertified” person is assigned to a child’s classroom “for more than 30 consecutive instructional days.” This problem is exacerbated where there is a shortage of appropriately certified teachers in high-need and/or tested subject areas, which ultimately affects the academic success of students.

Pre-2021 contract abandonment statutes, legislation and case law Before 2021, Texas statutes governing resignations of Chapter 21 teachers remained unchanged since their most recent adoption in 1995. Using probationary teacher resignations as the example, the statute (Tex. Educ. Code § 21.105) essentially provided that: (1) a teacher under contract for the subsequent school year could resign and relinquish that position for that year “without penalty by filing with the board of trustees or its designee a written resignation not later than the 45th day before the first day of instruction of the following school year;” (2) a teacher could resign and relinquish that position at any time with the consent of the board or its designee; and (3) if a teacher abandoned (failed to perform) the contract and the school district affirmatively filed a complaint with SBEC, then SBEC could impose

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sanctions against the teacher’s certificate. SBEC did not exercise rulemaking authority under this statute, and school districts and teachers often resolved resignation issues at the local level.

In 2016, SBEC elected to exercise rulemaking authority for the first time in these cases, articulating “good cause” and “mitigating factors” that could be considered when determining whether an educator abandoned a contract and elaborating mandatory minimum sanctions for educators who were/are found to have done so.4 Each factors is noted below, verbatim from the current regulation:5 1. Good cause. The following factors may be considered good cause [to abandon a contract] when an educator is reported to have abandoned a contract in violation of the TEC, §§ 21.105(c), 21.160 (c), or 21.210 (c): A. Serious illness or health condition of the educator or close family member of the educator; B. Relocation to a new city as a result of change in employer of the educator’s spouse or partner who resides with the educator; or C. Significant change in the educator’s family needs that requires the educator to relocate or to devote more time than allowed by current employment.

2. Mitigating factors. The following factors may be considered in seeking, proposing, or making a decision under this chapter regarding an educator who has abandoned a contract …

A. educator gave written notice to school district two weeks or more in advance of the first day of instruction for which the educator will not be present (this time period was extended to 30 days or more later in 2016)6 ; see, August 26, 2016); B. educator assisted school district in finding a replacement educator to fill the position; C. educator continued to work until the school district hired a replacement educator; D. educator assisted in training the replacement educator; E. educator showed good faith in communications and negotiations with school district; or F. educator provided lesson plans for classes following educator’s resignation.

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3. Mandatory minimum sanction for contract abandonment.

An educator subject to sanction, who has abandoned a contract … in a case where the [good cause or mitigating factors] do not apply, may not receive a sanction of not less than: A. suspension for one year from the first day that, without district permission, the educator failed to appear for work under the contract, provided that has not worked as an educator during that year and the case is resolved during that one year through an agreed final order; or B. suspension for one year from either the effective date of the agreed final order resolving the case or an agreed future date at the beginning of the following school year, if the educator has worked as an educator after abandoning the contract; or C. suspension for one year from the date that the SBEC adopts an order that becomes final following a contested case hearing at the State Office of Administrative Hearings (SOAH).

In summary, the good cause factors are used to determine whether the educator actually abandoned the contract; the mitigating factors are used to determine whether and for how long a certificate sanction, if any, should be imposed; and the mandatory minimum sanctions govern the length of a sanction if the educator abandoned the contract and the mitigating factors do not apply.

Applying the good cause factors in the case of Tex. Educ.

Agency v. Banas 7, an administrative law judge (ALJ) from the State Office of Administrative Hearings (SOAH)

SPACES DESIGNED TO SUPPORT INTERACTIONS

stantec.com/education

recommended no sanction against an educator who abandoned a contract in Houston ISD, where he was slated to teach at a school roughly 30 miles from his residence in northwest Houston, only to resign his contract at or near the beginning of the school year to take a substitute position in his district of residence so that he could be closer to his wife who a month earlier sustained significant injuries when she fell off a ladder.

In finding that the teacher had “good cause” to abandon his contract, the ALJ applied the third good cause factor above (i.e., “significant change in the educator’s family needs that requires the educator to relocate or to devote more time than allowed by [the] current employment”). SBEC concurred in the recommendation of the ALJ and did not impose a sanction over the recommendation of the Texas Education Agency to suspend the teacher’s certificate for one year.

2021 legislative and rule changes The 87th Texas Legislature passed HB 2519 in 2021, which significantly changes contract abandonment provisions for Chapter 21 teachers. Again, using probationary teacher contracts as the template, here are the following changes:

to the first day of instruction of the upcoming school year (Tex. Educ. Code § 21.105 [f]).10 Thus, HB 2519 created a second deadline (NLT 30 days before first day of instruction) that, if met by the teacher, insulates the teacher from a certificate suspension (a typical remedy in contract abandonment cases) or revocation for abandoning a contract between 44 and 30 days prior to the first day of instruction of the pending school year.

Subsequently, SBEC proposed and adopted rules to further implement and arguably extend the HB 2519 changes passed in 2021. SBEC adopted these changes on Dec. 10, 2021, and these changes at the time of writing are pending before the State Board of Education.11 These SBEC-adopted rules include the addition of one “good cause” factor and four mitigating factors, and the rewriting of the mandatory sanctions, as noted below: •

° “the educator’s reasonable belief that the educator had written permission from the school district administration to resign.”12 This provision was one of many roundly criticized by TASA and eight other professional associations that provided public comments.13

• A Texas school district must still affirmatively notify SBEC to complain about an alleged contract abandonment; • On receipt of a complaint from a school district, SBEC must “promptly notify the teacher of the complaint. The notice must include … °

the basis of the complaint;

° information regarding how the teacher may contact SBEC; and ° a reminder that the teacher should verify that the teacher’s mailing address” is current with SBEC’8 • SBEC must consider prior to imposing certificate sanctions “any mitigating factors related to the teacher’s conduct” and “may consider alternatives to sanctions, including additional continuing education or training”9 ; and • SBEC is prohibited from suspending or revoking the certificate of a teacher who fails to meeting the 45-day deadline prior to the first day of instruction of the upcoming school year, but who properly notifies the school district of his/her resignation not later than 30 days prior

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Good cause factor.

•

Mitigating factors. “The educator: °

changed careers in the field of education:

• to a position that required a different class of educator certificates (e.g., teacher to principal); • to a position with a higher level of authority within the principal class of certificate; or • to a position in an open-enrollment charter school of a district of innovation that is equivalent to the positions (in the previous two bullets); ° had a reduction in pay, excluding stipends, as compared to the educator’s base pay for a prior year at the same school district; ° resigned due to working conditions that reasonably posed an immediate threat of significant physical harm to the educator; or ° any other relevant circumstances or facts (pending 19 Tex. Admin. Code § 249.17 [d][2] [J]).” 14

•

Mandatory sanction for contract abandonment. ° An educator will receive an inscribed reprimand to the certificate when abandoning “a contract 44-30 days prior to the first day of instruction for the following school year” and where the good cause and mitigating factors do not apply.15 ° An educator may receive not less than a oneyear suspension to the certificate when abandoning a contract “less than 30 days prior to the first day of instruction for the following school year” and where the good cause and mitigating factors do not apply (with the start date of the certificate suspension depending on factors).16 ° SBEC may choose not to not impose discipline under circumstances where the good cause and mitigating factors, as well as the “consideration” factors which govern decision-making in all educator discipline cases warrant.

Conclusion As noted above, the SBEC-adopted rule on Chapter 249 is on the agenda for the Jan. 25-28, 2022 SBOE meeting, where the board can either take no action, thereby allowing the rules to become part of the Texas Administrative Code or, by a two-thirds vote of voting members present, reject the rule in its entirely to send back to SBEC.17 If the SBOE permits the rule to become law, a Chapter 21 educator’s ability to abandon a contract will certainly be easier than in the past.

Whether HB 2519 and the expanded rules for contract abandonment are good public policy, a “solution looking for a problem,”18 a means to more appropriately balance the interests of educators against the interests of a school district to have certified teachers teaching its students, and/or will result in an even larger number of contract abandonment cases on the workload of the TEA Division of SBEC Enforcement, remains to be seen. What is certain, however, is that contract abandonment has become more “interesting” than it was in the past. n

References 1See, e.g., STATE BOARD FOR EDUCATOR CERTIFICATION, AGENDA ITEM

5, UPDATE ON DIVISIONS OF EDUCATOR LEADERSHIP AND QUALITY DEPARTMENT (December 11, 2020). https://tinyurl com/20201211sbecagendaitem5

2See note 1, supra, and STATE BOARD FOR EDUCATOR CERTIFICATION,

AGENDA ITEM 5, UPDATE ON DIVISIONS OF EDUCATOR LEADERSHIP & QUALITY DEPARTMENT (February 22, 2019). https://tinyurl. com/20190222SBECAgendaItem5; STATE BOARD FOR EDUCATOR CERTIFICATION, AGENDA ITEM 5, UPDATE ON DIVISIONS OF EDUCATOR LEADERSHIP & QUALITY DEPARTMENT (March 2, 2018). https://tinyurl. com/20180302SBECAgendaItem5; & State Board for Educator Certification, Agenda Item 5, Update on Update on Divisions of Educator Leadership and Quality Department (December 6, 2019). https://tinyurl.com/20191206SBECAgendaItem5.

3See notes 1 and 2, supra, for the numerators used to arrive at the number of cases

per 10,000 Texas teachers. SEE TEXAS EDUCATION AGENCY, EMPLOYED TEACHER DEMOGRAPHICS 2014-2015 THROUGH 2020-2021 (May 2021). https://tea.texas.gov/sites/defaultfiles/employed-teacher-demographics-tgs210603. pdf, for the demonminators used for school years 2017-2018 through 2020-2021, inclusive.

441 TexReg 93.

519 Tex. Admin. Code § 249.17 (d) (emphases added).

641 TexReg 6388.

7Dkt. No. 701-20-3734 (SOAH 2020) 8TEX. EDUC. CODE § 21.105 (d).

9TEX. EDUC. CODE § 21.105 (e).

10 TEX. EDUC. CODE § 21.105 (f).

11TEXAS STATE BOARD OF EDUCATION, COMMITTEE ON SCHOOL

INITIATIVES ITEM 8 (January 28, 2022). https://tinyurl.com/sboecsiagendaitem8.

12The pending rules sent by SBEC to SBOE are attached to this agenda item and found

at https://tea.texas.gov/sites/default/files/csi8-chap249-subchapb-e-attach.pdf.Id.

13PUBLIC COMMENTS ON PROPOSED AMENDMENTS TO 19 TAC 249.17,

DECISION-MAKING GUIDELINES FOR CONTRACT ABANDONMENT (November 1, 2021). https://tinyurl.com/TASAetalpubliccomments.

14Note 12, supra.

15Id. 16Id. 17TEX. EDUC. CODE § 21.042.

18Note 13, supra at 1.

David Thompson is professor of educational leadership & policy studies and assistant dean for school & community partnerships at The University of Texas at San Antonio. A longtime TASA member, David currently serves as a member of TASA’s higher education committee. An expert in the Texas Educators’ Code of Ethics, David is a highly sought-after provider of professional learning on educator ethics to school districts across Texas.

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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.

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 - $800 per participant • Six, 4-hour sessions throughout the year

• Registration Fee: $6,000.00 per participant (excluding travel expenses) • Six, 2-day sessions alternating between Austin, Dallas, and Houston

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. In addition to the scheduled sessions, each participant will receive the support of an Executive Coach throughout the year.

Logistics: • Registration Fee: $4,000.00 per participant (excluding travel expenses) • Four, 2-day sessions alternating between Austin, Dallas, and Houston

Logistics:

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

Find out more about our partner initiatives with TASA at www.N2learning.org

TECH TAKE Technology integration and the case for professional development

by Dr. Karla Burkholder, CETL

M

any districts made significant investments in technology, specifically student devices and online tools, over the past two years. Through Operation Connectivity (Texas bulk purchasing program) alone, Texas districts purchased more than 4.5 million devices including laptops, Chromebooks and iPads (State Success in K-12 Procurement Of Connectivity And Devices: The Case of Texas, 2021). Teachers quickly adapted to digital teaching for remote learning. However, adapting to teaching with technology and effectively teaching with technology are not the same. The teaching and learning landscape since 2020 has amplified the need for effective professional development that includes the use of technology (Webb, Kohler and Piper, 2021).

Technology is a literacy that is required, whether formally or informally, of all students for future success, and the pandemic shined a light on digital inequity (Cooper, Timmons and MacGregor, 2021).

As early as 2003, Barron, Kemker & Harmes stated that the digital divide is no longer about access to technology, but is now defined by the ability to use technology for innovation. As the divide widens, there will be two groups of people: those who interact with technology and those upon whom technology interacts (Barron et al., 2003). There is limited evidence that schools are making the dramatic changes in curriculum and teaching practices that will foster the development of applied skills as well as the knowledge base that employers require. Vockley (2007) stated that “… education is the least technology-intensive enterprise in America” (p. 2). Teachers need effective professional development to be able to model and guide students in developing technology knowledge and skills.

Technology is not new to education. The evolution of instructional technology has occurred in parallel with the evolution of education theory since post World War II (Ely, 2008). As education theory evolved from programmed instruction to cognitive psychology to constructivism, instructional technology evolved and supported each philosophical wave. Programmed instruction paralleled audiovisual technologies; behavioral psychology connected with teaching machines and educational television; cognitive science linked with personal computers and educational software; and constructivism connected with distance learning and the Internet (Ely, 2008). As education theory progressed and new technologies were placed in classrooms, the teacher determined success and depth of technology integration. Technologies “… come and (mostly) go; what happens in classrooms looks pretty much the same (Callister & Dunne, p. 324).”

Technology integration Twenty years ago, the No Child Left Behind Act (2001) called for teacher training in effective technology integration. Yet, in spite of this requirement, teachers have been slow to integrate technology.

Teachers still use technology mostly for productivity and teacher-centered instruction, even though there is evidence that student-centered, authentic learning improves performance (Kopcha, 2010).

Technology integration is much more than putting equipment in classrooms. Earle (2002) argued that technology integration is less about technology and more about teaching and learning. He described technology integration as the “how and why it is used” (Earle, p. 8). Effective technology 29 WINTER 2022

integration is directly linked to curriculum and student learning needs rather than specific technologies (Harris, Mishra, & Koehler, 2009) and is grounded first on content-based learning activities then appropriate technology (Harris & Hofer, 2011).

Professional development In the post-Depression era, professional development was based on a teacher deficit model. As technology began to be used in classrooms, professional development focused on how to use the technology and software skill development with no connection to pedagogy or content (Graham, Burgoyne, & Cantrell, 2009; Harris & Hofer, 2011; Plair, 2008). Such technology-centered professional development was often a one-shot offering, did not significantly impact instructional practice or student achievement (Harris & Hofer, 2011; Plair, 2008), and had little impact on teachers’ knowledge and skills (Sparks, 2002). Research from the late 1970s through early 1990s showed that the deficit-training model was ineffective.

Those findings provided an impetus to design more effective professional development programs (Clark & Hollingsworth, 2002). Eventually, professional development shifted to focus on integrating the technology into teaching and learning activities (Graham et al., 2009).

Mehlinger and Powers (2002) boldly stated, “not to know what technology is available to assist children educationally, and not to use it thoughtfully, is evidence of instructional malpractice” (p. 26). Mishra and Koehler (2008) termed teachers’ use of technology a new literacy. To develop technology literacy, teachers need training and support to integrate technology effectively into teaching and learning (Adcock, 2008, p. 38).

The U.S. Department of Education (2000) stressed urgency for school districts to elevate the importance of professional development to “increase the quantity, quality, and coherence of technology-focused activities aimed at the professional development of teachers” (p. 38). The Texas Education Agency (2022) acknowledged the value of technology in the Texas Teacher Evaluation and Support System (T-TESS) (2021).

Student use of technology is required for the teachers to move through the T-TESS continuum to the “Distinguished” rating. A variety of studies support the importance of technology integration professional development for teachers (Culp, Honey, & Mandinach, 2003; Gray, Thompson, & Lewis, 2009). In their study of the use of technology in schools, O’Dwyer, Russell and Bebell (2004) found that professional development was critical in determining the depth of technology integration in the classroom, and positively impacted teachers’ and students’ use of technology in the classroom.

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Darling-Hammond, Hyler and Gardner (2017) advocated that professional development that supports student-centered learning and technology integration sustained over time is more likely to be practiced in the classroom. Culp et al. (2003) stated that providing sustained professional development was important for supporting technology investments. In other studies, teachers cited professional development as an important component of preparing them to use technology effectively in instruction (Gray et al., 2009; Harris et al., 2009).

Technological pedagogical content knowledge The Technological Pedagogical Content Knowledge (TPACK) framework serves as a model to help teachers understand that technology must be considered in the design of lessons along with content knowledge and pedagogy. The framework illustrates the importance of technology being considered part of instruction, not a separate add-on to instruction, and focuses on teaching rather than technology (Mishra & Koehler, 2006).

The framework helps teachers determine which technologies they should learn to positively impact their teaching practice and student learning. Harris et al. (2009) argued that to successfully integrate technology, teachers must first have deep knowledge of their content area then knowledge of technology and how it can be used in the classroom. Teachers with technological pedagogical knowledge “understand the impact that technology has on general pedagogical practices that are not content-specific” (Graham et al., 2009, p. 71). Similarly, teachers who have technological Content Knowledge (TCK) understand the impact of technology on students’ understanding of concepts (Graham et al., 2009).

The TPACK process begins with the establishment of the learning objectives then determination of instructional strategies and learning activities, culminating in the selection of appropriate technologies and where to integrate them into the learning process (Spires, Oliver, & Corn, 2011). Mishra et al. (2009) emphasized that one of the reasons technology has failed to transform education is because “most innovations have focused inordinately on the technology rather than more fundamental issues of how to approach teaching subject matter with these technologies” (Spires et al., 2011, p. 78). They suggested that ultimately an empowered teacher with deep content knowledge who can imagine how students will best learn use technology when appropriate to allow students to accomplish the learning goal.

With all of the time and money that districts have invested in technology for students and teachers, the question remains as to whether or not teachers are adequately prepared to plan student-centered learning experiences that include technology. It’s the way that teachers use, or allow students to use,

technology that powers innovation (Law, 2008). Fullan (2013) emphasized the importance of innovation and learning equity for all students when he stated, “we need to make it all about learning (the pedagogy part), let technology permeate (the technology part), and engage the whole system (the change part)” (p. 74). “It is teachers with technology who will make the difference” (Fullan, 2013, p. 72). n

Karla Burkholder is director of technology in Schertz-Cibolo-Universal City ISD and secretary of Texas Education Technology Leaders (TETL).

References Alsbury, T. L., & Gore, P. (2015). Improving school board effectiveness: A balanced governance approach. Cambridge, Mass. Harvard Education Press.

Adcock, P. K. (2008). Evolution of teaching and learning through technology. Delta Kappa Gamma Bulletin, 74(4), 37-41.

Barron, A. E., Kemker, K., & Harmes, C. (2003). Large-scale research study on technology in K-12 schools: Technology integration as it relates to the national technology standards. Journal of Research on Technology in Education, 35(4), 489-507.

Callister, T. A., & Dunne, F. (1992). The computer as doorstop: Technology as disempowerment. Phi Delta Kappan, 74(4), 324.

Clarke, D., & Hollingsworth, H. (2001). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947-967.

Cooper, A., Timmons, K. & MacGregor, S. (2021). Exploring how Ontario teachers adapted to learn-at-home initiatives during covid-19: Blending technological pedagogical expertise in a time of growing inequities. Journal of Teaching and Learning, 15, pp. 81-101. https://doi.org/10.22329/jtl.v15i2.6726 Culp, K. M., Honey, M., & Mandinach, E. (2003). A retrospective on twenty years of education technology policy.

Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/product/ teacher-prof-dev.

Protecting lives & assets through preparation, training and knowledge

Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. Educational Technology, 42(1), 5-13.

Ely, D. (2008). Frameworks of educational technology. British Journal of Educational Technology, 39(2), 244-250. doi: 10.1111/j.1467-8535.2008.00810.x Fullan, M. (2013). Stratosphere integrating technology, pedagogy, and change knowledge. Toronto: Pearson Canada, Inc. Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). TPACK development in science teaching: Measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 70-79.

Gray, L., Thompson, N., & Lewis, L. (2009). Teachers’ use of educational technology in U.S. public schools: 2009. First look. (NCES 2010-040).

Washington, D. C.: National Center for Education Statistics Institute for Education Sciences.

Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning.

Journal of Research on Technology in Education, 43(3), 211-229.

Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: curriculumbased technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.

Kopcha, T. J., & Sullivan, H. (2007). Self-presentation bias in surveys of teachers’ educational technology practices. Educational Technology Research & Development, 55(6), 627-646. doi: 10.1007/ s11423-006-9011-8

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Law, N. (2008). IT, pedagogical innovations, and teacher learning. In J. K. Voogt, G. (Ed.), International Handbook of Information Technology in Primary and Secondary Education (pp. 421-432): Spring Science Business Media, LLC. Mehlinger, H., & Powers, S. (2002). Technology and teacher education: A guide for educators and policymakers. Boston: Houghton Mifflin.

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Mishra, P., & Koehler, M. (2008). Introducing technological pedagogical content knowledge. Paper presented at the Annual Meeting of the American Educational Research Association, New York City.

Mishra, P., Koehler, M. J., & Kereluik, K. (2009). The song remains the same: Looking back to the future of educational technology. TechTrends, 53(5), 48-53.

No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § Part D, section 2402, 115 Stat.1425 (2002). Retrieved from http://www2.ed.gov/ policy/elsec/leg/ esea02/pg34.html O’Dwyer, L. M., Russell, M., & Bebell, D. J. (2004). Identifying teacher, school and district characteristics associated with elementary teachers’ use of technology: A multilevel perspective. Education Policy Analysis, 12(48).

Plair, S. K. (2008). Revamping professional development for technology integration and fluency. The Clearing House, 70-74.

Sparks, D. (2002). Designing powerful professional development. Oxford: National Staff Development Council.

Spires, H. A., Oliver, K., & Corn, J. (2011). The new learning ecology of one-to-one computing environments: Preparing teachers for shifting dynamics and relationships.

Journal of Digital Learning in Teacher Education, 28(2), 63-72.

State success in K-12 procurement of connectivity and devices: The case of Texas. (2021).

Retrieved from https://excelined.org/wp-content/uploads/2021/04/c3_Brief_DigitalEquity_TXStatewideProcurement_April2021.pdf Texas Education Agency. (2022). Teacher evaluation and support system. Austin. Retrieved from www.teachfortexas.org United States Department of Education. (2000). E-learning: Putting a world-class education at the fingertips of all children. Washington, D. C. Vockley, M. (2007). Maximizing the impact: The pivotal role of technology in a 21st century education system: Partnership for 21st Century Skills.

Webb, C.L., Kohler, K.L., & Piper, R.E. (2021). Teachers’ preparedness and professional learning about using educational technologies during the COVID-19 pandemic.

Journal of Online Learning Research, 7(2), 113-132.

Save the dates!

June 21-23, 2022 Kalahari Resort & Convention Center Round Rock, TX Details coming soon to txedfest.org

TASA Corporate Partners

TASA is grateful to our 2021–22 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, Inc. Edmentum Forecast5 Analytics (A Frontline Education Company) Google for Education Huckabee Imagine Learning K12 Insight LPA, Inc. NWEA Paper PBK Raise Your Hand Texas Scholastic Stantec TCG-HUB International ThoughtExchange VLK Architects Wondr Health PLATINUM Carnegie Learning Centegix ClassLink College Board DLR Group Digi Security Systems Discovery Education Dr. Ruby K. Payne dba aha! Process, Inc. Education Advanced, Inc. GermBlast Houghton Mifflin Harcourt IBM Innive Inc. The Justice Claims Group Lone Star Furnishings, LLC Milliken Navigate360 Newsela Renaissance Savvas Learning Company

Learn more about TASA’s Corporate Partner Program https://tasanet.org/partnerships/corporate-partners/

GOLD Achieve3000 Amplify engage2learn EveryDay Labs Gulf Coast Educators Federal Credit Union N2 Learning Schneider Electric Uncharted Learning WRA Architects SILVER Corgan Curriculum Associates Harris Co. Dept. of Education H-E-B Pearson Legal, P.C. Walsh Gallegos Trevino Russo & Kyle P.C. BRONZE Bloomboard BTC Care Solace Centric Coryell Roofing and Construction Digital Student ECS Learning Systems FranklinCovey Education Gexa Energy GPD Group Hilltop Securities HKS Inc. INDECO Sales, Inc. Istation iteachTEXAS Lexia Learning Linebarger, Goggan, Blair & Sampson, LLP MeTEOR Education MSB School Services Panorama Education Pogue Construction R-Zero Stephens Texas State Alliance of YMCAs Vanir Construction Management WB Manufacturing as of 02-21-22