INSIGHT—Summer 2009 by Texas Association of School Administrators

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS PROFESSIONAL JOURNAL

summer 2009

INSIGHT Designed in 1911 by the New York architect Cass Gilbert, Battle Hall is the only academic building on campus listed on the National Register of Historic Places. As University Architect (1909-1922), Gilbert was given carte blanche over the design for what was originally intended to be The University Library. His design credentials included designs for the U.S. Supreme Court Building, the Minnesota State Capitol, and the Woolworth Building in Manhattan. He excluded all ornamentation indigenous or identifiable to Texas and adopted a Spanish-Mediterranean revival style, in place of Collegiate Gothic, as that which best suited the image of the fledgling university as well as the Texas climate. This style became the model for future buildings on campus, including Sutton Hall (1918), Gilbert’s only other structure at The University.

Gilbert’s building served as The University Library until the Main Building’s completion in 1937, at which time it was used for fine arts classes and administrative office space. In 1950, the building became known as the Eugene C. Barker Texas History Center to recognize the fact that it housed the University’s collection of Texana. In 1973 the Texas Collection was relocated and the building named for Dr. William James Battle (1870-1955), the sixth president of The University of Texas. From 1973 to 1980, Battle Hall contained administrative offices for the College of Fine Arts and the library was comprised of the collections for Music, Library Science, Education & Psychology, and Architecture. Today, Battle Hall is the home of the Architecture and Planning Library, the Alexander Architectural Archive, and the Center for American Architecture and Design.

In February 2007, the American Insitute of Architects announced that Battle Hall was included on its list of America’s Favorite Architecture.

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Summer 2009 Volume 24

No. 2 FEATURED Articles A Calculated Approach: Mining the Market for Math and Science Teachers

by Cindy Clegg, Katie Ford, Susan Holley, Tom Leyden, and Ken Zornes Emphasizes the importance of districts backing their hiring efforts with comprehensive induction and mentoring programs, including four components that should function collaboratively to tackle teacher turnover

H-E-B Excellence in Education: What Makes These Districts Great

by Nancy Oelklaus

Cover Pablo Eduardo’s statue of César Chávez was unveiled in October 2007 beside Battle Hall, the original library on the UT Austin campus. Architect Cass Gilbert, who also designed the U.S. Supreme Court Building, designed Battle Hall in 1911. Battle Hall is on the National Register of Historic Places and appears on the American Institute of Architects’ award-winning Web site, America’s Favorite Architecture.

Shares successful processes used by districts that have won the H-E-B Excellence in Education Awards, resulting in the development of systems for continuously improving stability and student achievement

ScOPE: A New Paradigm for University and P–12 School Partnerships

by Mona S. Wineburg, John Beck, and Robert Cox Illustrates the Schools of Professional Education (ScOPE) management framework, developed by the Center for Research, Evaluation and Advancement of Teacher Education (CREATE), for the improvement of P–12 student learning

Female Principals and Their Leadership Efforts to Advance Social Justice

by Julia Ballenger, Sandra Harris, Janet Tareilo, Sharon Ninness, and Sandra Stewart Describes a study in which eight female principals share their experiences in advancing leadership for social justice on their campuses

Visioning Institute Document Frames New Conversations

by John Horn Gives an overview of the Visioning Institute document, Creating a New Vision for Public Education in Texas, along with examples of usage and conversation venues as well as next steps and potential implications

Legal Insights Getting Credit Where Credit Is Due: Planning for Retirement within the Limits of Creditable Compensation

by Neal W. Adams, Cory S. Hartsfield, and Mike Cochran Discusses ideas for maximizing creditable compensation through proper planning for retirement, including conversion of non-creditable compensation to salary

Summer 2009

Departments President’s Message Executive Director’s View

7 9

Officers John M. Folks, President, Northside ISD H. John Fuller, President-Elect, Wylie ISD Rod Townsend, Vice-President, Hico ISD Rick Howard, Past President

Executive Committee Scott B. Owings, Sharyland ISD, 1 Henry D. Herrera, Alice ISD, 2 Robert Mark Pool, El Campo ISD, 3 Leland Williams, Dickinson ISD, 4 Philip Welch, Orangefield ISD, 5 Mike Cargill, Bryan ISD, 6 J. Glenn Hambrick, Carthage ISD, 7 Eddie Johnson, Harts Bluff ISD, 8

TASA Headquarters Staff

Executive Director

Darren Francis, Perrin-Whitt CISD, 9

Johnny L. Veselka

Jeff N. Turner, Coppell ISD, 10

Paul L. Whitton, Jr.

Darrell G. Floyd, Stephenville ISD, 11

Associate Executive Director, Administrative Services

Assistant Executive Director, Communications & Information Systems

Design/Production

Anne Harpe

Editorial Coordinator

Karen Limb

Kevin Houchin, McGregor ISD, 12 Ann M. Halstead

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. © 2009 by TASA. All rights reserved. TASA members may reprint articles in limited quantities for in-house educational use. Articles in INSIGHT are expressions of the author or interviewee and do not necessarily represent the views or policies of TASA. Advertisements do not necessarily carry the endorsement of the Texas Association of School Administrators. INSIGHT is printed by Thomas Graphics, Austin, Texas.

David Shanley, Johnson City ISD, 13 Shane Fields, Albany ISD, 14 Russ F. Perry, Nueces Canyon CISD, 15 David G. Foote, Dalhart ISD, 16 Deanna Logan, Ralls ISD, 17 Kevin Allen, Iraan-Sheffield ISD, 18 Lorenzo Garcia, El Paso ISD, 19 Richard A. Middleton, North East ISD, 20

At-Large Members Charles E. Dupre, Pflugerville ISD Gloria Gallegos, Pasadena ISD Sylvester Perez, Midland ISD Gaile B. Thompson, Abilene ISD

Editorial Advisory Committee John Folks, chair Mike Cargill, Bryan ISD Gloria Gallegos, Pasadena ISD Richard A. Middleton, North East ISD Sylvestor Perez, Midland ISD Jeff N. Turner, Coppell ISD

INSIGHT

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Step Up … Speak Out … Take Action President’s Message Recent actions of the 81st Texas Legislature and the difficult economic times we continue to endure compound the challenges of running Texas’ public schools. …There has never been a greater need for quality school leadership, and I believe TASA members are the greatest source of that leadership.

have been anticipating my term as TASA president for many reasons, but primarily because of the opportunities it will afford me over the coming year to meet as many of you as possible, talk with you about the goals you have for the children in your district, and represent you to the best of my ability in association activities. It’s a responsibility that I take very seriously, particularly in light of the challenges facing our schools and our profession. Recent actions of the 81st Texas Legislature and the difficult economic times we continue to endure compound the challenges of running Texas’ public schools. Once again we are faced with an inadequate school finance system, and TASA, its leaders, and membership must take action to address school funding and equity issues in a positive manner, while simultaneously dealing with the changes to our accountability system and other issues that evolved from the session. At Northside ISD, we believe the well-being and education of children are vital to the future of our society. It’s a concept that drives everything we do, and one that I know all of you share as well. This is a challenging time to be a school leader, but I firmly believe that it is also a time for courageous educators to step up, speak out, and take action. There has never been a greater need for quality school leadership, and I believe TASA members are the greatest source of that leadership. Our goal can be nothing short of insisting that each and every child we serve is prepared to thrive in the 21st century. To paraphrase Northside’s mission statement, if every student in Texas learns to function, contribute, and compete as a responsible individual in our ever-changing world, then we as school leaders will have reached our goal. It’s a goal well worth our every effort. Please don’t hesitate to call or e-mail me with your thoughts about the association and what we can do together to continue TASA’s tradition of excellence.

Summer 2009

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R Executive director’s VIEW With nearly 85 years of service to the schoolchildren and school leaders of Texas, TASA has a proud history of support for Texas public schools. Our mission—to promote, provide, and develop leadership that champions educational excellence—drives our work as we strive to provide 21st century learning opportunities for all Texas children.

ecently, more than 70 TASA members, including executive committee members, regional study group chairs, and participants in the Public Education Visioning Institute, devoted considerable discussion to ways that TASA can best accomplish its mission as we look to the future. With nearly 85 years of service to the schoolchildren and school leaders of Texas, TASA has a proud history of support for Texas public schools. Our mission—to promote, provide, and develop leadership that champions educational excellence—drives our work as we strive to provide 21st century learning opportunities for all Texas children. Much of our discussion focused on who we are, what we stand for, and what is our core business. Among the comments that stand out from the discussion are the following: “TASA members are the people who are the protectors of our children,” “We must not only courageously defend public education but also proactively drive public education,” and “We must develop leadership that positively impacts teaching and learning.” In the coming months, the TASA Executive Committee and other TASA committees will review and build upon this work and the continuing work of the Public Education Visioning Institute to frame the discussion about change and leadership. Creating a New Vision for Public Education in Texas, the document produced by the Visioning Institute with substantial support from SHW, will be the underlying basis for our future work. As we look ahead to the coming school year, we look forward to assisting TASA members with analysis and interpretation of the significant legislation enacted by the 81st Legislature and corresponding state policies. We are also pleased to offer the TASA Accountability Forum, in cooperation with Moak, Casey & Associates, as a unique subscription service designed to assist superintendents and other school leaders in analyzing and implementing the mandates of House Bill 3 and other accountability issues. Forum subscribers benefit from a built-in network of expert advisors and an active professional community where peers share information and solutions. The forum offers detailed analyses of district and campus accountability data, special briefings, and regular updates on legislation and SBOE and TEA activity. Recognizing that district-level decision making requires reliable, objective research to ensure that your decisions are informed and accurate,TASA and the Educational Research Service have joined forces to offer Texas school administrators access to the most comprehensive array of educational research in the country. For many years, this resource has been part of the Administrator’s Resource Center (ARC). Now, the TASA Research Connection is the cost-effective vehicle through which subscribers can access ERS periodical publications, Info-files, customized searches, the school planning calendar, and other research. These services are just part of T ASA’s “new look” in 2009–10. We welcome your input and appreciate your support and involvement as we collectively and individually “engage in leadership” on behalf of our public schools and the children we serve.

Summer 2009

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A Calculated Approach Mining the Market for Math and Science Teachers by Cindy Clegg, Katie Ford, Susan Holley, Tom Leyden, and Ken Zornes There might be an upside to this down economy: Texas schools are in need of highly qualified math and science teachers, and the market is flush with out-of-work, technically skilled professionals seeking job security, health insurance, and retirement plans.

©iStockphoto.com/AtnoYdur

With access to economic stimulus funds for workforce training, now could be the best time in recent history for school districts to recruit these industry-savvy professionals to the classroom.Yet, simply attracting talent isn’t enough. Districts need to back their hiring efforts with comprehensive induction and mentoring programs to ensure the talent stays in the classroom, no matter the state of the economy.

need, followed by bilingual teachers and science teachers.The survey included 317 districts, representing 82 percent of the state’s public school population. Math and science teacher shortages are most apparent in secondary schools, according to a study conducted by Dr. Ed Fuller, a researcher at The University of Texas at Austin.1 Since 2004, there has been a 30 percent increase in new teachers who lack proper credentials but are assigned to teach high school math. That figure jumps to almost 65 percent among high school science teachers. Multiple factors contribute to these teacher shortages, including rising enrollment levels and students needing four years of math and science to graduate. But the most alarming factor is the high number of teachers who quit.

Fuller’s research reveals that Texas loses nearly a quarter of its math and science teachers within three years, and a third of these teachers by the fifth year. Most of these teacher dropouts are those who Identifying the Need come through alternative certification It’s no secret that Texas lags in recruiting programs, currently the state’s biggest and retaining math and science teach- source of new teachers. As of 2007, nearly ers. In a 2008 survey on staff shortages, 40 percent of new math teachers and 55 conducted by the Texas Association of percent of new science teachers came to School Personnel Administrators, math the profession through alternative certifiteachers proved to be the most acute cation programs.

Summer 2009

Tackling Teacher Turnover Recruiting industry talent to the classroom is only half the battle. Texas school leaders must take action to develop, implement, and provide continuing support for comprehensive induction programs for new teachers to ensure the talent remains in the classroom. Research shows that a comprehensive induction program improves teacher quality and accelerates the adoption of important skills that enhance student performance. The National Commission on Teaching and America’s Future (NCTAF) reports in its study, Induction into Learning Communities, that “approximately one of every two teachers has left the classroom by the end of five years.” 2 The NCTAF study found that the number one reason teachers leave the profession is due to the lack of support, especially from school administrators. Although salary factored into the decision for some, this was outweighed by:

improve induction programs and to make them universally available.” The AASCU study further reveals that “There is growing evidence of the positive impact of induction programs on teacher retention, costs, teacher quality, and student learning.” 3 According to the NCTAF report, developing effective teachers requires an approach different in scope and design from much of what currently passes for induction—that is, one-to-one mentoring of novice teachers. Mentoring is a useful component of induction, but it is only one element of a comprehensive induction system.4 Mentoring cannot provide the range of input, feedback, and support that new teachers need. The most persistent obstacle that stands in the way of excellence for new teachers is the practice of isolated teaching in stand-

alone classrooms with only one-on-one mentoring for support. Transforming schools into learning communities means recognizing that all teachers must become members of a growing network of shared expertise.

The Inner Workings of a Comprehensive Induction Program Through a grant from The Houston Endowment, the Texas Leadership Center of the Texas Association of School Administrators (TASA) developed a collaborative, comprehensive induction program for new teachers in Texas schools. After an extensive study of induction research, the leadership team identified four components that should function collaboratively in an induction program for novice teachers: districts, principals, mentors, and partners.

• classroom management problems • lack of instructional skills to meet the needs of diverse learners • feelings of isolation • difficult work assignments, including the number and size of their classes, non-work duties, and the challenging nature of their students.

INSIGHT

©iStockphoto.com/track5

Citing data collected from the National Center for Education Statistics’ Schools and Staffing Survey, the American Association of State Colleges and Universities (AASCU) reports that teacher attrition can be cut in half if beginning teachers are given the opportunity to participate in comprehensive teacher induction programs. The study, Teacher Induction Programs: Trends and Opportunities, asserts: “If teachers are to become the skilled professionals they need to be and if they are to stay in the field, stakeholders need to take coordinated action to expand and

Districts

The superintendent and central leadership of a district are responsible for creating systems of support for principals and campuses as they develop new teachers. The superintendent is responsible for gaining school board support for the induction program, so as to bring about policies and funding necessary to implement and sustain the program. In addition, superintendents and their teams need to develop districtwide plans for induction and provide a central coordinator and advisory committee whose responsibilities include coordinating the induction program. Training for central leadership staff members is also essential to deepen their understanding of a systemic approach to comprehensive new teacher induction.

Insight and Advice from the Front Lines

Principals

The alternative certification program, although specialized for highneeds math and science students, didn’t prepare Emily for the classroom. Prior to her first job, Emily’s field experience consisted of a two-week internship with a teacher who was neither prepared for her arrival nor welcoming of her. Once Emily accepted her first teaching assignment, her designated mentor proved equally unhelpful.The teacher was from a different content area, was rarely available, and seemed uninterested in serving as a mentor.

A principal’s involvement in an induction program cannot be overstated. The principal sets the tone for whether a campus climate is welcoming and nurturing to new teachers or isolating and unsupportive. Principals and their leadership teams need to attend training to ensure they understand their roles in broad-based support of new teachers and their mentors. Principals also need to carefully consider appropriate teaching assignments for novice teachers who lack a full range of instructional and classroom management skills. Release time for new teachers, and the people who work with them, is needed for training, planning, and observation. Novice teachers are more likely to acquire skills quickly and affect student learning positively when their first teaching experiences take place in an affirming, supportive, and developmental environment. Mentors

Mentors build relationships of trust with new teachers. They should meet regularly with novices and use the language of the Texas Professional Teaching Standards as the basis for discussing teaching and learning. No single mentor can bear

Emily and Kevin are both second-career teachers who earned alternative teaching certifications and are working in Texas public schools. Their transitions from the business world to the classroom were less than ideal, but they have stayed the course despite the obstacles and now have valuable lessons to share.

Emily’s Story Emily was an urban school district’s dream come true—a smart and talented young professional with a degree in mechanical engineering. After several years in a promising career as an engineer, she felt strongly that she was called to teach, so she left her job and enrolled in an alternative certification program to become a teacher in an urban high school. Emily’s first assignment was to teach an engineering course to high-needs students in grades 9 to 12.

Emily says she was given instructional materials that were far beyond the academic level of her students, and she received conflicting messages from her colleagues and administrators about what her teaching priorities should be. Her students were more crude and disrespectful than she had anticipated, and she had to work 15 hours a day and weekends to create course plans and materials that were more appropriate. “In this environment, you cannot have an off-day,” Emily says.“There are the same expectations for producing results of a first-year teacher as there are for a 20-year teacher—no slack allowed.” Looking back on her rookie year, Emily offers this advice when it comes to supporting novice teachers: • Harness the enthusiasm of beginning teachers; don’t crush it. • Shower them with attention, and reinforce what they are doing well. • Compensate and train mentor teachers, and use only those teachers who are interested; do not assign or demand mentors. • Don’t give first-year teachers a full load. Give them a class period off to observe others.

Summer 2009

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From the Front Lines…

Kevin’s Story Kevin, a successful entrepreneur with an engineering degree from a prestigious Midwestern university, enjoyed tutoring his children so much that he decided to become a teacher after he sold his business in 2001. To put himself on the fast track, Kevin applied to and was accepted into an alternative teaching certification program in mathematics at a local community college. Kevin says the academic portion of the program proved to be everything he expected. The teachers were knowledgeable and thorough, and they presented an attitude toward public-school teaching that assured Kevin he had made a wise decision. The practical portion of the program, however, was another story. “It was almost nonexistent,” Kevin says, noting that he didn’t receive job search assistance nor student teaching experience. Nevertheless, Kevin landed a job at a big high school in a major urban area. Relying on his limited experience as a substitute teacher, teaching AP math to highly motivated students, Kevin enthusiastically faced his first assignment—five classes of ninth-grade algebra. His excitement was soon out the window, along with one of his students who left his classroom via the same route on Kevin’s first day of school. The rookie teacher had not been prepared for that kind of behavior, nor was Kevin prepared for another student who abused him with a torrent of obscenities after he asked her to put away her makeup kit—and all this happened within the first 15 minutes of his new career as a teacher. Kevin’s certification program failed to teach him how to recognize gang signs and gang colors, or what clues to look for if he suspected students were using or dealing drugs. These things he had to learn on his own. Kevin spent five years at that school and eventually received some better assignments, teaching higher-level math to motivated students. His algebra I classes were handed off to the rookie teachers. Dealing with the daily student discipline problems and the constant pressure of preparing students to pass TAKS tests took their toll on Kevin. So did the lack of administrative support. Fearful of a stroke or heart attack, Kevin’s doctor told him he needed to leave the profession or, at the very least, find a school with a less stressful environment. Today, Kevin teaches in a suburban district. He enjoys his new assignment and says he doesn’t regret his decision to become a teacher. He does, however, strongly feel that alternative certification programs need to include a student teaching component. He also says that if new teachers must be assigned to a hard-to-staff school, they should be provided with a master teacher as a mentor during their entire first year.

INSIGHT

the sole responsibility of supporting beginning teachers. Mentors should come from many sources and provide differentiated support, such as: • a neighbor/buddy, who helps with campus logistics • a content mentor, who helps with curriculum, lesson design, test preparation, and other subject-related needs • an instructional specialist, who provides technical assistance in specific areas, such as reading, math, and special education • an instructional coach, who makes classroom observations and provides feedback on teaching skills • a university or alternative certification program mentor • an electronic mentor, who is available online for “just-in-time” help • administrators, who provide continual visible and vocal support to new teachers Partners

To further enhance new teacher induction programs, school districts should seek partnerships with universities and alternative certification programs. These partners can assist in training and provide help in novice teacher observations and mentoring. These partnerships will not only enrich induction programs but also provide valuable information to inform the teacher preparation programs on their relevance and effectiveness. Community entities also can collaborate with school districts to provide support for new teachers and help advocate for quality in the teaching profession.

Where We Are and Where We Need to Be A survey of Texas school districts conducted by the TASA grant project team shows that fewer than half of the districts in Texas offer new teacher induction programs. Of those that do, the majority of the programs include no formal training

of superintendents and principals and their leadership teams. More than 70 percent of the mentors in school districts providing induction programs receive less than half a day of training, with the majority of mentors (39 percent) receiving no formal training. Few districts reported significant external partnerships with entities other than the mandated mentor support required of alternative certification programs.

tiple mentors. New teachers need time in essential training before the school year begins to equip them for the first few weeks of school. T hey also need time on campus getting to know the principal, leadership team, and mentors before they begin to teach.

cultures that promote the success of firstyear teachers. School districts should take note of the silver lining during these tough economic times. If districts take advantage of the current market, students could have access to powerfully knowledgeable teachers for math and science. Districts could enhance their numbers of highly qualified teachers. People who have lost their jobs, health coverage, and large portions of their retirement benefits could have an opportunity to redirect their careers and regain personal economic stability.

©iStockphoto.com/photomorphic

School districts are encouraged to seize the opportunity found in the economic downturn. Now is the time to solicit outof-work engineering and business profesIn a comprehensive induction program, sionals to enter public school teaching. novices are provided opportunities to re- Now is the time to tap stimulus funds to flect on their teaching practice. It is im- establish highly effective induction and portant for beginning teachers to meet mentoring programs for math and sciwith other novice teachers throughout ence teachers. Now is the time to inten- Yet, all of this hinges on the assumption the year, as well as regularly with mul- tionally and systematically create campus that once the talent is recruited, they’ll be encouraged to stay. Quality teaching is the responsibility of the entire school. Fostering a supportive community that helps new teachers become good teachers (and good teachers become great teachers) is critical to providing a rewarding career path for educators and a quality learning environment for students.

Cindy Clegg is director of HR services, Texas Association of School Boards; Katie Ford is editor, Texas School Business magazine; Susan Holley is associate executive director, Texas Association of School Administrators; Tom Leyden is associate executive director,Texas Association of Secondary School Principals; and Ken Zornes is executive director, Texas Business and Education Coalition.

Endnotes 1

“Secondary Mathematics and Science Teachers in Texas: Supply, Demand, and Quality.” Ed Fuller, Ph.D., The University of Texas at Austin. October 2008.

“Induction Into Learning Communities.” National Commission on Teaching and America’s Future (NCTAF). Washington D.C. August 2005. Page 2.

American Association of State Colleges and Universities.Volume 3. No. 10. October 2006. Pages 1-2.

NCTAF report. Page 1.

Summer 2009

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H-E-B Excellence in Education: What Makes These Districts Great by Nancy Oelklaus Some districts have met the daunting challenge of deep diversity; some have done phenomenally well at meeting the demands of rapid growth; others, through leadership, have changed the way their community thinks about schools and children. All have developed systems for continuously improving financial stability and student achievement. The best of the best have put processes in place to assure excellence into the future. I’m talking about the school districts that have won the H-E-B Excellence in Education Awards over the last five years of this program’s existence. Along with seven others, I have been privileged to serve on the judging team; read the applications from these outstanding organizations; visit

TASA is proud to partner with H-E-B in its Excellence in Education Awards program. The awards program was established by H-E-B under the leadership of Chairman and CEO Charles Butt, with TASA as founding partner. The awards were created to celebrate and recognize the contributions of public school professionals whose leadership and dedication inspire a love of learning in students of all backgrounds and abilities, and honor not only teachers and principals but school districts as well. Awards are judged in cooperation with TASA, the Texas Association of Secondary School Principals, and the Texas Elementary Principals and Supervisors Association.

campuses; and interview educators, parents, school board members, and community leaders to learn what’s good about their schools and what they wish could be better. Typically, near the end of the lunchtime roundtable discussion, one of us judges leans forward and says, “You are a finalist. All of the finalists are outstanding.Why should we choose you? What are you doing that sets you apart from the rest?” Readers of Jim Collins’ Good to Great will recognize this as a variation of his Hedgehog concept—what are you doing that is best in the world?

Summer 2009

Until now, almost every district has had the same answer: “We genuinely care about kids.” But our question wants a more rigorous answer.

they truly think—not intimidated by authority figures. Communication is truthful and respectful. Blaming is becoming rarer.

This year, some of the districts had different answers. We saw a shift, and we’re excited and energized by what we’ve seen from our site visits. Here’s what we’re celebrating:

• Rigor—sometimes provided through programs like Pre-AP, AP, and IB. But we’re most excited about the rigor we saw for the first time this year—rigor that aligns and weaves research-based instructional strategies with content and student readiness. We see this as driving the learning deeper, which is rigor.

• Meeting the Challenge—growth rate, culture, diversity. We’re most impressed when the clearly defined challenge is great and is being met or significant progress is being made.

• Continuous Use of Data at the Classroom Level, Balanced with Healthy, Encouraging Relationships—assessment is not just a • Authenticity/Ease of Relationships/Emone-time day of judgment. Teachers powerment—evidence of growing reare using both the head and the heart spect among administrators, teachers, to reach and teach. parents, and students. People are becoming freer to speak up and say what

INSIGHT

• Sustainable Change—not a charismatic leader bringing in a program, but thoughtful consideration of groups of people, over time; agreement on values; and THEN selection of programs that best fit these values (organic development). • Confidence of Students—how adults talk to students and how they talk when they are around students. We pay attention to how the students respond and relate to each other. In winning districts, students easily say what they are doing in the classroom and why. They seem comfortable and appropriately spontaneous around adults. They seem free to say what is really on their minds, not looking to adults for approval—not hesitating for fear they will “say something wrong.” When questioned by the strange adults that

make up our judging team, the children this year were confident and relaxed, even enthusiastic about telling us about their school and their learning.

by stories of teachers contributing to a loan fund for students; bus drivers giving gift cards to students to encourage/reward TAKS success; and custodians finding the materials and building a deck they thought students needed.

• Districts Going the Extra Mile—knocking on doors to round up dropouts, partnering with health organizations to provide on-campus low-cost health • Professional Development—The best idea we’ve heard is asking teachers care, following up with their graduates what technology they’d like to know who are now college students to find more about, providing training in how out how they’re doing and encourage to use that technology, and then givcollege completion, finding ingenious ing them $10,000 to make their own ways to meet financial needs. classroom purchases. Also, tremendous potential lies in professional learning • Clarity of Purpose—What’s non-necommunities, provided teachers are gotiable? What’s flexible? In winning truly being allowed to talk and learn districts, people know. together and not simply being inserviced under a different name. • Commitment to Excellence—permeating every level of the organization, including custodians and bus drivers. When we see a flash of brilliance, we Especially this year, we were touched wonder how sustainable it is. We’re most

comfortable when we see an organic development of the organization that is likely to outlast a superintendent because people are empowered. Having experienced the liberation and discipline of empowerment, teachers and administrators are likely to continuously improve into the future. Often these visits are exhausting. There’s lots of walking, lots to see, lots to hear. The intensity is great. But after some of the visits this year, the team was actually energized. And maybe this is the best measure of all.

Nancy Oelklaus, Ed.D., is an executive coach and author of Journey from Head to Heart and Alphabet Meditations for Teachers. She can be reached at Nancy@HeadtoHeart. com.

Summer 2009

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INSIGHT

ScOPE: A New Paradigm for University and P–12 School Partnerships

Focused on Student Learning by Mona S. Wineburg, John Beck, and Robert Cox Producing a sufficient supply of well-prepared, highly effective teachers has proven to be one of Texas’ most important and persistent human resource issues. Given the state’s enormous scale, as well as the growth and complexity of its public education enterprise, Texas is presented with unique challenges in generating the quantity and quality of teachers needed for its 1,000 + public school districts. Recognizing that deficits in either teacher supply or skills present significant risks for public schools and higher education alike, 40 teacher education institutions, most of which are associated with the state’s four largest university systems, have voluntarily joined together to establish one of the state’s most ambitious educational research and development forums—The Center for Research, Evaluation and Advancement of Teacher Education (CREATE). As a multi-system educational research consortium, CREATE’s mission is to improve the quality and effectiveness of teacher preparation programs in Texas universities by focusing on issues of teacher preparation and teacher quality. This is achieved through research and development that focuses on teacher education practices and the affects of these practices on public school improvement. The primary funding for CREATE has come from the Houston Endowment, augmented by substantial support from the Sid W. Richardson Foundation and The Meadows Foundation. To help member institutions achieve their best, CREATE has concentrated on developing and prototyping work tools and structures that can promote and sustain measured, long-term improvement. One of these is a management framework for Schools of Professional Education (ScOPE) that has positive impact on P–12 student learning as its main focus. ScOPE, grounded in research and best practice, is intended as a working model for reform and improvement of university teacher preparation programs. The ultimate goal of ScOPE is to impact P–12 student learning by reestablishing purposeful, cooperative relationships with public schools. The need to reestablish constructive alliances between university-based teacher preparation programs and their consumers, the public schools, who depend upon a continuous supply of effective teachers, has never been greater. Because the ScOPE Framework has P–12 student learning at the core of its operations, building and maintaining these new kinds of deep, organic school-university partnerships are absolutely essential prerequisites for increasing both the effectiveness of new and beginning teachers, and the student learning of the pupils they teach.

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ScOPE assumes that achievement of desired outcomes does not happen by chance ScOPE presents a model for systematical- but must be managed and effectively ly leading and operating university-based led. This occurs through a set of process teacher preparation programs through the goals that the framework calls leadership collective engagement of university fac- and management enablers. Enablers inulty and school partners.With this model, clude (1) organizing and using a teacher professional program outcomes and lev- education leadership team consisting of els of faculty engagement in schools can university-wide and P–12 school reprebe responsive to public school need. Use sentation; (2) setting and managing goals of ScOPE can guide teacher education and evaluating outcomes; (3) facilitating programs to align and continuously im- impact-centered teacher education faculprove core operations in order to achieve ty work; (4) facilitating impact-centered desired outcomes in response to public P–16 partnerships; and (5) aligning and school partners and changes in public improving the core leadership operations of public school stakeholder engagement, school policy. program-centered faculty development, The ScOPE Framework is implemented and teacher education curriculum evaluby a teacher education leadership team ation. Using the enablers as defined by consisting of university-wide and P–12 the model and determining process goals school representation. They are charged for the enablers will increase the likeliwith setting and aligning goals in order to hood of achieving the desired outcomes. achieve significant positive change in six outcome areas: (1) increased faculty en- The ScOPE Framework is depicted begagement; (2) mutually beneficial P–16 low. It shows a list of professional outPartnerships; (3) targeted teacher produc- comes to be achieved on the top and the tion; (4) increased beginning teacher ex- leadership and management enablers that pertise; (5) teacher placement, induction, will be used to achieve the professional and retention; and 6) measureable impact outcomes on the bottom. Notice that the on P–12 student learning. The ScOPE two are held together by a commitment Framework depends upon a redefini- to impact P–12 learning. tion of traditional partnerships as the foundation for success in all other outcome areas. Partnerships are developed collaboratively by the university and its P–12 partners to serve specific purposes as outlined by the model. The outcome area that sets the foundation for success in all other outcome areas is the mutually beneficial P–16 partnerships. Specific partnerships may be designed and implemented to target goals related to oncampus instruction, field-based instruction, recruitment of teacher candidates, placement of new teachers, new teacher induction, teacher retention, professional development for teachers, and responsive research on teacher quality.

The ScOPE Framework

As a management framework, ScOPE is goal-oriented and outcome-driven.

Program Implementation Implementation of the ScOPE Framework has evolved into a two-stage process. ScOPE—Stage One: Completion of a performance analysis of the current program status related to the ScOPE Framework. This phase serves to analyze the institution’s current teacher preparation program, and it provides time to study and consider the ScOPE Framework and its capacity to lead the institution to renewal of its teacher preparation program, focused on P–12 student learning. Stage Two of the process is the implementation phase of the ScOPE Framework in which careful attention is given to developing an operational teacher education leadership team that sets and implements goals to achieve the professional outcomes. Work at the university is directed by a leadership team that includes representatives from the teacher preparation program, arts and sciences faculty, and partnering school districts. Additionally, each participating university is endorsed by its chief academic officer to participate in the ScOPE project in order to facilitate administrative support for the potential future program revisions. In addition to data gathered from the participating institution, CREATE staff gathers information that is related to the teacher preparation program and activities and relationships with area public schools: firsttime certification test scores of program graduates, the placement of graduates in schools, and classroom retention record of graduates over a five-year period. Most of this additional information comes from another tool that CREATE has developed, the Performance Analysis System for Colleges of Education (PACE). PACE is a data management reporting system that tracks public school educational trends to assist universities in the professional analysis of their teacher preparation programs, centered on public schools.

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(PACE was described to INSIGHT readers in the Winter 2007 edition.) PACE describes and charts a 75-mile radius around each CREATE consortium institution, called the Proximal Zone of Professional Impact (PZPI).The PZPI can be thought of as a “P–16” professional community in the vicinity of each university. The information in PACE provides an analysis of the schools and students in the university’s zone of influence, the university teacher production by area, and teacher supply and demand in the PZPI.

process of analyzing their current teacher preparation program and in search of an organizational framework to guide them in a program renewal effort. They “felt the ScOPE Framework was the ideal guide to lead them in their self-analysis efforts.” UH-D met with the CREATE staff and, as a result of the year’s activities, have committed to implement the various components of the Framework. Outcome and process goals are currently being established for this second year of effort towards program renewal.

“As a result of the change in student demographics, the economy, and technology, we must make the proper adjustments to our teacher preparation initiatives.”

“The framework will guide us through a data collection process to assist us in making important changes to our teacher preparation program that are based on future expectations for teacher excellence.”

Mona S. Wineburg is executive director of the Center for Research, Evaluation and Advancement of Teacher Education (CREATE), and John Beck and Robert Cox are higher education research liaisons. www.createtx.org.

“The project provides the opportunity to postulate and test new and innovative assessment techniques and protocols designed to objectively discern the characteristics of effective teachers as they leave the preparation stage of their development.”

All of these institutions were intrigued by the opportunity to create more meaningThe CREATE consultant team takes the In order to continue CREATE’s efforts ful relationships with their surrounding information supplied by the university, to assist teacher preparation program re- public schools and be more accountable the PACE data, and the information gath- newal focused on P–12 student learning, to them as related to their specified needs. ered in the artifacts to create a snapshot additional participants among the consor- Memorandums of understanding for of the university’s current teacher prepa- tium were sought.Three new institutions, each of the three new institutions have ration programs related to the elements Angelo State University, Texas A&M– been completed and the process of data of the ScOPE Framework. This in-depth Commerce, and The University of Texas– collection is underway. This work should be completed during the fall semester of look at the program at one point in time El Paso were selected to participate. 2009, and Stage Two operations should provides the leadership with the information they need to begin Stage Two. Applicants were asked on their applica- begin for these institutions in spring of tion “How do you think the ScOPE Per- 2010. ScOPE—Stage Two: Requires the formance Analysis will help you improve leadership team to set specific goals for your teacher preparation program?” The CREATE’s Aspirations for the Professional Outcomes section of the following are representative comments Teacher Preparation in Texas Framework and process goals that will from the responses: CREATE believes that ScOPE establead to the successful achievement of the Outcome goals. “Participation in the project will help lishes a professional framework that will us develop significant and meaningful re-establish the constructive tie between CREATE consultants continue to sup- working relationships with area schools university-based teacher preparation programs and the consumer, the pubport the efforts of the university through- focusing on student learning.” lic schools. This framework is ultimately out the year. Materials to assist the leadership team in setting goals and managing “The framework provides the opportu- focused on the impact on P–12 student responsibilities are supplied, and the team nity to enhance the engagement of uni- learning; building deep school-university meets regularly with the university and versity faculty and the academic leader- partnerships; and the consideration of the public school representatives to assist and ship in more effectively examining, and teachers produced and their success in guide where necessary. modifying, instructional practices in the the classroom, issues that are of significant interest to policymakers and the public. preparation of teachers.”

Progress to Date The University of Houston-Downtown (UH-D) worked with CREATE during the 2008–09 academic year to pilot the ScOPE Framework. They were in the

INSIGHT

Female Principals and Their Leadership Efforts to Advance Social Justice by Julia Ballenger, Sandra Harris, Janet Tareilo, Sharon Ninness, and Sandra Stewart In this article, the authors describe a study in which eight female principals share their experiences in advancing leadership for social justice on their campuses. Social justice leadership in the 21st century requires administrators to be aware of the highly complex and challenging issues facing their schools and changing student populations. Viewing social justice as a reality of public school work, Theoharis

All eight of these successful female principals integrated the concept of social justice in their visions for student success. Fairness, equity, and success for all students were common themes for all of the participants in this study. (2004) conceptualized social justice in terms of what administrators and teachers do. He noted, “Administrators and teachers advocate, lead, and keep at the center of their practice and vision issues of race, class, gender, disability, sexual orientation, and other historically marginalizing conditions in the United States” (pp. 3–4). Brown, Irby, and Lara-Alecio (as cited in Brown & Irby, 2006), identified several outcomes that occur from practicing social justice, which were (a) democracy in schooling, (b) equitable practices

in school, (c) academic excellence for all children, and (d) choices given to the marginalized or the oppressed.

Purpose of the Study Because women’s lives and roles are different from men’s, women hold a different type of knowledge (Narayan, 1989). Therefore, this study focused on women’s efforts to advance leadership for social justice. In this way, we hoped to identify their practices in creating a successful school environment for all students. As female educators, the researchers for this study were interested in how other female leaders personified and practiced social justice on their campuses. We were curious to know what women principals did to make a difference in the lives of their students by establishing belief systems and schoolwide practices that placed a meaning on how others were treated, accepted as they are, and engaged in social justice practices.

Methodology A purposeful sampling technique was used to select the participants for this qualitative study. Participants met the following criteria: (a) were female principals, (b) had three or more years as a principal on the current campus, (c) led a campus on which 25 percent or more of the population was culturally diverse,

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and (d) served a campus with a rating of at least Academically Acceptable. This qualitative study involved the use of asynchronous interviews via e-mail to allow participants to reflect on their responses without the pressure of time restraints as noted by McAuliffe (2003). With the exception of two, all of the participants responded to online interviews. Interviews consisted of open-ended questions with the same questions presented to all in the same sequence. In addition to their benefit of reflexivity, online interviews were used due to accessibility issues related to geographic location, and scheduling complications that made faceto-face interviews prohibitive.Two of the interviewees preferred to interview via telephone and face-to-face, respectively. The interview questions were e-mailed to all participants.The researchers recorded the participants’ responses and then conducted member checks.

INSIGHT

This article is part of a larger study by the authors. The original study was conducted in the fall of 2008, and was entitled Leadership for Social Justice:Voices of Female School Principals.

Participants The participants in this study were eight female principals who lead diverse public schools in four elementary campuses and four secondary campuses in East Texas. Pseudonyms were used for the participants’ names to ensure anonymity. Participants reflected ethnic diversity: three were African American, one was Hispanic, and four were White. The majority of the participants were veteran principals who had worked three years or more on the same campus. All of the administrators in this study shared these common characteristics: they operated under a state-driven accountability system that included high-stakes testing, led campuses with diverse populations, and

faced significant challenges involving social justice issues.

Findings In order to examine social justice from the framework of the eight principals, we asked two research questions: • How do you define social justice? • How do you, as a school leader, work to establish social justice on your campus? From their perspectives, we were able to determine the role they played in defining social justice. The voices of these women leaders and their commitment to the practice of social justice were evident in their responses.

Research Question One: Definition of Social Justice These principals’ definitions of social justice focused on equal opportunity and

The issue of equity rather than equality was addressed by one of the principals, who said, “Children of diverse cultural backgrounds should be graded like any other student and not judged to be inferior based on the color of their skin.” She also noted the inequities children received from teachers regarding discipline and explained, “Give these children [children of diverse cultural backgrounds] the same courtesy that you would give another child.” This principal spoke from having directly observed teachers interacting with students from diverse backgrounds in their classrooms. She spoke of While principals spoke in general about how injustice occurs when some students the concepts of fairness and equity, some are treated differently because of their were not quite sure about how to achieve race or ethnicity. this on their campuses. One of the principals stated, “Social justice is about equal In defining social justice, the concept of treatment for all. However, I don’t know fairness was a common theme. The term how that is achieved.” Another principal “equal exposure for all” was coined by noted that not all children are the same one of the principals. Another of the and should be taught based on their indi- principals mentioned, “We need a school system where the rules, rewards, and convidual needs.

equity for all students. In other words, these participants imagined a society where equitable distribution of resources, such as textbooks and other appropriate classroom resources; quality curriculum; a safe and secure school environment; and access to highly qualified teachers were evident. The principals spoke of equality in the sense that students are not discriminated against because of their race, ethnicity, gender, class, or religious affiliation. They spoke of equity as fair treatment to all children regardless of race, ethnicity, gender, class, or religious affiliation.

sequences are clearly defined and fairly handed down without regard to ethnicity or economic status.” These women discussed their understandings of social justice in congruence with Dantley and Tillman (2006) who noted, “Social justice scholarship includes concepts such as the impact of race, ethnicity, class, gender, sexual orientation, and disability on the educational outcomes of students” (p. 19).

Research Question Two: Practices that Promote and Support Social Justice Research question two asked the principals to respond to what they did as school leaders to promote social justice on their campuses. The following three themes emerged: (1) high expectations, (2) ongoing professional development, and (3) the provisions of equal opportunities. High expectations. Seven of the eight participants in this study voiced high

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expectation of her school district’s motto, to benefit the most marginalized stu“Preparing students for tomorrow by car- dents, to eradicate deficit thinking and ing for them today.” color prejudices, and to focus their vision on developing schools that are just. The provisions of equal opportunity. Ad- They actively sought to remove barriers dressing how educational leaders can that would disadvantage some children by promote and support social justice in providing rich educational experiences their schools, Furman and Shields (2003) for all children. These women believed discussed the importance of challenging that students should not be discriminated and transforming inequalities “in the sta- against on the basis of their race, ethnictus quo, in the distribution of power and ity, social status, economic class, gender, A majority of the principals commented other resources,” so that all children are language, disability condition, or religious on their personal actions as advocates of provided with “doors of opportunity and affiliation. To prevent this from occurring, social justice that fostered the concept of windows of understanding” (p. 14). Like- they reiterated that educators must create higher expectations for all students. These wise, the eight principals in this study ad- educational experiences at school that are principals found ways to work with their dressed various ways in which they were just and that communicate trust, support, staffs to monitor all students’ progress to working to provide equal opportunities to and hope for all students. ensure that students were academically students on their campuses. Participating principals emphasized the successful. At the same time, they used leadership tools such as effective commu- These school leaders addressed how they importance of providing equitable access nication and constant classroom monitor- continuously sought to provide equal op- to programs and educational experiences ing to educate the students on their cam- portunities for learning to all children that for all students. These principals worked puses in a fair and equitable manner. One ensured their success at school and in the to create an educational environment in commented, “We have to work every future when they entered the work force. which trust, hope, safety, and tolerance day to ensure that all children are given Two of the principals initiated programs were provided for all students, regardless the same opportunities, and when I hear that addressed social skills and how to treat of who they were. These female principals a teacher say a negative remark and give others. Other administrators established operationalized a belief in equity of acan excuse for failure, it is simply not ac- programs to help their teachers learn cess and equality of outcomes in relation cepted.” The educational leaders in this more about self-confidence, understand- to fairness and social justice. study advocated that educators must look ing different learning styles, and how to beyond students’ hardships and continue help children establish and work toward Implications for Practice the achievement of their goals. to help them be successful. Many of these women shared that the reasons they stood so strongly for social justice Ongoing professional development. Pro- Discussion was due to some personal or professional viding meaningful and ongoing professional development was another theme In defining social justice, each of the wom- experience with social injustice through that emerged. Four of the participants en participants spoke of equality of op- the hiring process, lack of equity in salary acknowledged the importance of staff portunities and equity (i.e., fair treatment) compensation, and lack of opportunity to development in working toward social for all students. “Fairness” was a common advance in their career. Equity also was justice on their campuses. Shields (2003, term espoused by all of the principals. All mentioned continually, either on a per2004) pointed out that social justice needs eight of these successful female principals sonal level or when addressing the needs to encompass a form of education that integrated the concept of social justice in of many ethnic populations on their camis not only just and democratic but also their visions for student success. Fairness, puses. Based on the findings of this study, academically excellent. A way to achieve equity, and success for all students were the following recommendations are made the expectation of academic excellence is common themes for all of the participants to principals in diverse schools who are leading with a social justice agenda: through the provision of high-quality staff in this study. development activities for teachers. One of the administrators firmly believed that These eight female principals were con- 1. School staff should participate in additional ongoing professional developstudents deserve the best of what her staff cerned with how the vision and mission ment activities that focus on multiculhas to offer. She supported opportunities of their campuses supported social justice. tural awareness and cultural proficiency, for her staff to be trained to facilitate the They worked to transform their schools expectations for their staff, students, and themselves as they described their work toward social justice. The majority of these principals intervened in school activities through the use of moral power by holding their staff and students, as well as themselves, to high expectations. They worked endlessly to remove barriers of inequity by modeling such mottos as “no excuses” and “giving up is not an option.”

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such as attending conferences and in-services as well as participating in book studies. 2. Principals should create a vision of excellence that involves equitable access and equality of outcomes for all children. As Shields (2003) noted, principals should focus on both on academic excellence and social justice principles because these are symbiotic in nature. 3. Educators should provide differentiation in the areas of content, process, product, and learning environment in order to meet all learners’ intellectual, physical, social, and emotional needs so that they are able to attain their fullest potentials in life as productive citizens and lifelong learners. 4. Additional criteria besides student performance on standardized tests should be used to determine student academic success.

Conclusion The feelings, beliefs, and perceptions of the female leaders who took part in this

study reflected not only the importance of defining social justice but also how to establish practices based on principles to ensure social justice on their campuses.All of these women were focused on student success and their influence in the lives of their students. Defining academic success went beyond state-mandated assessment, as they did not feel the success of their students was solely defined by test scores. The responses of these principals focused on creating schools that practiced fairness and equity for all of their children. Thus, their commitment to social justice leadership resonates with efforts to establish campuses where social justice principles lead to practices that are equitable for all of their children. Julia Ballenger is an associate professor and Janet Tareilo and Sandra Stewart assistant professors of Secondary Education and Educational Leadership at Stephen F. Austin State University; Sandra Harris is director of the Doctoral Program in Educational Leadership at Lamar University; and Sharon Ninness is a practitioner/educator at Nacogdoches ISD.

References Brown, G., & Irby, B. J. (2006). Expanding the knowledge base: Socially just theory in educational leadership programs. In Fred Dembowski (Ed.), Unbridled spirit (pp. 7–13). Lancaster, PA: Proactive Publications. Dantley, M. E., & Tillman, L. (2006). Social justice and moral transformative leadership. In C. Marshall & M. Oliva (Eds.), Leadership for social justice: Making revolutions in education (pp. 16–30). Boston: Allyn and Bacon. Furman, G. C., & Shields, C. M. (2003, April). How can educational leaders promote and support social justice and democratic community in schools? Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. McAuliffe, D. (2003). Challenging methodological traditions: Research by e-mail. Qualitative Report, 8(1), 57–69. Retrieved August 23, 2008, from http://www.nova. edu/ssss/QR/QR8-1/mcauliffe.pdf Narayan, U. (1989). The project feminist epistemology: Perspectives from a nonwestern feminist. In A. M. Jaggar & S. R. Bordo (Eds.), Gender/Body/Knowledge: Feminist reconstruction of being and knowing (pp. 256 –272). Rutgers, The State University.

The TASA Accountability Forum— …ongoing support for changes coming to Texas’ public school accountability system. The stakes are high — don’t go it alone. Join this community of informed, proactive school leaders today! www.tasanet.org, Services & Subscriptions.

Shields, C. M. (2003). Good intentions are not enough: Transformative leadership for communities of difference. Lantham, MD: Scarecrow. Shields, C. M. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(1), 109–132. Theoharis, G. (2004). The rough road to justice: A meta-analysis of the barriers to teaching and leading for social justice. Paper presented at the University Council for Educational Administration, Kansas City, MO. UCEA Conference Proceedings for Convention 2004.

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Visioning Institute Document Frames New Conversations by John Horn

The original print run for the Visioning Institute (VI) document, Creating a New Vision for Public Education in Texas, was 5,000 copies. Demand has required a third printing. Downloads from the TASA Web site are continuous. One might ask: What is its appeal? Why are so many school leaders using it? In a nutshell, the document’s content resonates with leaders and speaks to so many issues that they feel deeply about. Many of those who lead our schools and teach our children know “in their heart of hearts” that the present system has become a world that turns on the production of test scores and, as such, is limiting what needs to be learned.They experience every day what schools have been forced to become and realize that schools as they are presently structured are not providing the type of environment our youth most need to be good citizens, develop their full range of talents, and become self-supporting in a digitized world.The most often-heard refrain from those who read the document or have the opportunity to discuss it is “It’s about time someone spoke up!” The principles and supporting premises that are proposed in this document offer foundations for alternatives to the present form. They give hope. Answers and solutions are not necessarily obvious, but many believe that thoughtful dialogue around these concepts can lead to what is needed. Hence, the desire for opportunities to talk about them and to develop plans for taking actions is widespread.The originators of the VI document made no claim to be speaking for anyone, but they were very intent on creating these new conversations in hopes of substantive change over time.

Examples of Usage and Conversation Venues The focus has been in two arenas—within the educational community and with external audiences. The first is application of the principles in districts, schools, and classrooms and making the changes that do not require changes in state or federal law. Professional associations, education service centers, and school districts have created many opportunities for discussion and reflection.The second is use of the document to frame discussions around legislation—that which needs to be defeated, others that need to be abandoned or revised, and new ones that need to be developed— knocking down barriers and creating new capacities. The original intent of the Visioning Institute participants was not necessarily to have a significant impact in the current legislative session, but to lay the groundwork for future sessions. Superintendents have used the concepts in the document to guide discussions in their cabinets, with principals, and in retreats, as well as in the content for professional learning community activities. One superintendent used it as the theme for the opening convocation for the 2008–09 school year and in districtwide sessions, as well as in campus and department meetings. Community

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presentations also have been made. Some districts are planning, with VI participant assistance, to create small community or neighborhood discussion groups.

have used it in conjunction with their TASA study groups, and at least one with its superintendent leadership development network.

Several districts have displayed the VI document on their Web sites and provided downloading options. One district has incorporated much of the language in its planning and training, and is using the document as a means of creating a sense of need for change and giving some indication of the nature of the changes needed.

Several university education leadership departments have utilized the document as a resource in graduate classes. Graduate students are using it in reports and other projects.

School board members are attracted to the concepts and are using them in multiple ways. Many school boards have adopted resolutions affirming their support of the basic assumptions on which the document is based and encouraging all to examine present practices and begin to move in the direction these concepts portend. A group of school board members (Trustees for Texas) has formed to promote changes in practice and law based on the content in the document.

Postings on the Internet and blog exchanges are occurring. One Associated Press article has circulated widely. Leaders in several other states have requested information on how they might engage in such a process. TASA and VI participants have met with several political advisors and other groups interested in education policy. The initiative has caused a little concern among some advisors and elected officials who have vested interests in maintaining the present system. Some have asked good questions about it as well and appear supportive of the overall intent.

Several school leaders have met with TASB executive committee members to form common understandings. TASB will be providing some opportunities for discussion at their conferences.

TASA President Thomas Randle (2007–08) offered the document as a resource for consideration to the Interim Select Committee on Public School Accountability on which he served. Many TASA provided keynote speakers and believe that the thinking behind the VI breakout sessions at the 2008 Summer document influenced the nature of the Conference on Education, the 2009 conversation and is gaining some moMidwinter Conference, and the spring mentum among a few politicians and the Legislative Conference, as well as at other general public—perhaps not necessarily meetings. The upcoming summer con- because of it (hard to know), but at least ference will host venues for discussion, in concert with the effort to transform including two keynote addresses and as- schools and educational opportunity as sociated breakout sessions. outlined in the VI document. The TASA Legislative Committee has used the document in reviewing and proposing legislation. Education service centers have hosted sessions with a focus on the VI report. Many

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Noted Distinctive Differences First, this effort is different from any past educational policy initiatives in Texas. To our knowledge, the underlying assumptions have not been carefully thought through and defined prior to proposing major

changes in practice and in state and federal policy. In fact, where are the assumptions, beliefs, or principles on which the present system is based expressed in explicit terms? They are not to be found in a coherent form. Perhaps one could find some of them by listening or reviewing testimony in the legislative process. Even the Perot effort of 1984, the origin of much of the present structure, and the more recent Koret report were more about problems and proposed solutions than about any underlying assumptions. As Deming said, “Most of the problems of today are a result of yesterday’s solutions.” Unintended negative consequences proliferate when policies and practices are implemented without much thought to the underlying assumptions. For example, the 100-year-old concept of merit pay for teachers sounds logical until one examines what it says about the underlying assumption of what most motivates teachers to excel. Second, this effort is about transformation—not reform or further tinkering with the present system to make it more efficient. The six principles developed in the document can serve as aspirational standards and guides to the kinds of public educational opportunities that will meet the needs of the youth of today and help them create the future. These principles are futuristic and predictive, yet incomplete and unfinished. They can give birth to what is needed for public education and democracy to survive—and to be parochial—for Texas to become the real leader of this century. Phil Schlechty’s 2009 book, Leading for Learning, How to Transform Schools into Learning Organizations, can further the dialogue and debate that is needed around the issue of transformation.

Next Steps and Potential Implications This is just the beginning. In the book Made to Stick, the authors give detailed suggestions about why some ideas survive

and others die. Those suggestions could be very useful as thought is given to next steps. The principles and supporting premises embodied in the VI document must not be allowed to die. In some ways, it is heavy reading and its content is so pervasive that it needs to be “unpacked.” The language needs to be crafted to make it more actionable. Such efforts to do this are underway by TASA, some original VI participants, and many others who have embraced the goal of enhancing these conversations. Consultations with professional firms will be ongoing. The commitment of an expanding group of leaders is emerging and must be nurtured. The “parallel tracks” as defined in some of the other VI material can serve as the blueprint for keeping the conversations alive and for revising and adding to the present direction. The recommendations of Matthew Dowd and Ron Fortier in Applebee’s America are great standards for engaging the various publics, which will be essential to success. The guiding principle for the VI work is that multiple tracks must be pursued at the same time but committed to a focus in the following order: Track One: Involving Other Educational Leaders. Continued discussions and dialogue among the educational leadership must be maintained and done in ways that tap into the insights, experience, and commitments of a broad range of people. Structured and intentional opportunities must be provided. This track includes school board members and other professional associations and interested groups. It also includes establishment of an interactive Web site for exchange of ideas and posting of information.

opportunities for parents, civic leaders, and local business leaders. Discussions at the neighborhood level must be the norm. If enough citizens have the opportunity to be involved in meaningful discussions around these six principles, a grassroots movement can emerge. Local school leaders will have to lead the effort to ensure these conversations occur. Track Three: Involving Policy Advisors. These are the folks—including formal and informal lobbyists—who influence the detail of policy changes. Involving them extensively prior to the other two will be less effective. Providing a continuous flow of communication and intentional face-to-face conversations is critical.

The challenge is daunting in that transforming the system of schooling must be pursued while operating the current model effectively. All are compelled to provide extraordinary leadership. Otherwise, the alternative for superintendents is to continue their roles as chief compliance officers implementing external demands—many of which will be in violation of their values. The Texas Association of School Administrators has a crucial role to play at this critical juncture. It needs to give voice to and support these transformational leaders, for they will need special encouragement to muster the courage to rise to the call to this special duty during their watch. But if these leaders can endure

Parallel Tracks 1st 2nd

Enlisting other educational leaders to engage their staﬀs and boards

Engaging citizens in local community contexts (Grassroots)

3rd Engaging policy advisors 4th Engaging policy makers

Track Four: Involving Policy Makers. The assumption is that elected officials will not pay much attention to the educational establishment unless citizens back home are “singing the same song.” Relationships will be paramount, and helping to reflect the preferences of the “people back home” can be a critical role for eduTrack Two: Involving Citizens. This is a cational leaders to enhance the leadership huge endeavor. The assumption is that capabilities among their local citizens and elected officials will reflect the citizenry. provide venues in which their voices can Citizens means all adults with particular be heard.

and persist with fidelity, they will leave a legacy that generations to come will look back on with pride and gratitude.

John Horn is a retired superintendent, TASA past president (1987–88), TASA Honorary Life Member, and senior associate with the Schlechty Center.

Summer 2009

Legal Insights Getting Credit Where Credit Is Due: Planning for Retirement within the Limits of Creditable Compensation

Remember that credit is money. Benjamin Franklin Ben is correct. Although Ben probably had something else in mind, when it comes to the Teacher Retirement System (“TRS”), maximizing creditable compensation through proper planning can notably increase TRS benefits. There are some limitations, however. Both state and federal laws limit the type and amount of compensation considered creditable by TRS. But with a little planning, you can maximize creditable compensation and in return maximize TRS benefits upon retirement.

What Is Creditable Compensation Creditable compensation is a key component in the calculation of retirement benefits under TRS. It is based on the member’s annual compensation and, for TRS retirement plan purposes, is defined as salary or wages paid or payable to a member for employment which is eligible for membership in the retirement system during that school year. 34 Tex. 36

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Admin. Code § 25.21 (2009). Non-creditable compensation, however, cannot be used for the purpose of determining TRS benefits. So what counts as creditable? Contrary to what you might think, anything of value will not do. Some payments made by employers to members are not salary or wages under TRS rules, even though they may be considered salary and/or wages under an employment agreement or income tax laws. Generally, monetary payments for services that are paid proportionately as the service is rendered and paid in normal periodic payments or fixed intervals qualify. The following types of monetary compensation, among others, are included within the definition of creditable compensation: 1. amounts deducted from regular pay for the state-deferred compensation program, for a tax-sheltered annuity, or for a deferred compensation

arrangement qualifying under the United States Internal Revenue Code (“IRS Code”) § 401(k); 2. additional compensation paid for additional duties or for longevity; 3. amounts withheld from regular pay under a cafeteria plan. Id. The following types of monetary compensation, among others, are excluded from the definition of creditable compensation: 1. allowances; 2. reimbursement of expenses; 3. payments for accrued compensatory time for accrued sick leave or vacation; 4. bonus and incentive payments, unless state law provides otherwise; 5. employer payments for fringe benefits; 6. payments for work as a consultant or independent contractor; 7. all non-monetary compensation; 8. payments for terminating employment or as an incentive to terminate employment; increased compensation paid in the final year of employment

prior to retirement that exceeds increases approved by the employer for all employees or classes of employees is presumed to be for termination of employment. Id. In addition to the above limitations, for plan years commencing on or after January 1, 2002, the maximum amount of compensation of any member that may be taken into account under TRS shall not exceed the limit contained in IRS Code § 401(a)(17)(A) (currently $230,000.00). However, the dollar limitation prescribed above does not apply to limit the compensation of any person who first became a member before September 1, 1996. Id. For those who became members between September 1, 1996, and January 1, 2002, the maximum amount of compensation that may be taken into account under the retirement system shall not exceed $150,000. Id. With proper and timely planning, you can maximize the compensation considered creditable by TRS. In addition to the types of compensation considered creditable, as stated above, here are some ideas for maximizing creditable compensation. 1. At four or five years prior to retirement (refer to 3-year conversion rule) or when changing employers within the three years prior to retirement, convert non-creditable compensation to creditable compensation; 2. Structure agreements to take full advantage of the maximum salary increases in the last three years prior to retirement, and consider other types of creditable compensation in excess of such maximums; 3. Structure agreements to include creditable longevity incentives.

The amount of compensation credited by TRS in each of the last three school years prior to retirement may not exceed A relatively simple way to increase credit- the amount of compensation allowed for able compensation is to convert non-cred- the preceding school year by more than itable compensation, such as allowances ten percent (10%) or ten thousand doland other fringe benefits, to creditable lars ($10,000.00), whichever is greater. 34 compensation such as salary. However, Tex. Admin. Code § 25.31 (2009). Thus, when it comes to converting non-credit- salary increases in the last three (3) years able compensation to creditable compen- prior to retirement should be limited to sation, we must borrow a line from Act one hundred ten percent (110%) of the V, Scene II, of William Shakespeare’s King previous year’s salary or ten thousand dolLear: “Ripeness is all.” lars ($10,000), whichever is greater. Anything in excess of such amount should be Timing is everything when seeking to structured into other types of creditable convert non-creditable compensation such compensation. Increases in compensation as fringe benefits, allowances, and non- due to a change in employers, change in monetary compensation to salary. Com- duties, additional duties or work, howpensation that is converted from non- ever, are not subject to the limits stated creditable compensation in the last three above. Id. Thus, as with conversion rules, (3) years before retirement is excluded a change in employers may be the perby TRS and not counted in benefit cal- fect time to restructure your non-creditable culations. 34 Tex. Admin. Code § 25.30 compensation into salary and other credit(2009). Additionally, compensation in the able compensation provisions. form of accrued paid leave cannot be converted to eligible compensation and Longevity Incentives is expressly excluded from creditable compensation. Id. Conversion occurs when A board that is happy with its superinan employer agrees to pay a member tendent or one that has recently worked with creditable compensation for services hard to select a new superintendent often performed in the future that in the past wishes to provide incentives to retain the were paid by that employer with non- individual. Many retention incentives take creditable compensation. Id. Accordingly, if the form of “golden handcuffs.” Although you change employers within three years such arrangements may be desirable for of retirement, it would be a great time to both parties, they often are not structured consider converting those car, cell phone in a manner that will be eligible for treatand other allowances/benefits into salary. ment as creditable compensation.

Conversion of Non-Creditable Compensation to Salary

Such arrangements often involve deferred compensation or an “annuity” with incentives for the superintendent to remain Another way to increase creditable com- with the district. For example, a board pensation is to take full advantage of the may place $10,000 each year in some maximum salary increases allowed by type of tax-deferred plan and provide TRS, but structure agreements to pro- that the superintendent will “vest” in the vide for any increase in excess of such funds (contributions and earnings) after maximums in other creditable type pro- a certain number of years. TRS usually visions. Generally, salary increases in treats such arrangements as “bonus and the three years prior to retirement are incentive payments” and/or “employer counted only to the extent such increases payments for fringe benefits,” both of are within the range allowed by TRS. which are on the list of items excluded

Percentage Limits on Compensation Increases

Summer 2009

from the definition of creditable compensation listed previously. The only tax-deferred payments that are included in the definition of creditable compensation are voluntary deferrals made from the employee’s pay. If the board makes the contribution directly to the plan, then it is usually not treated as creditable compensation.

the compensation is paid in normal periodic payments or fixed intervals. In the case of a longevity incentive, this would mean that the incentive would be added to the individual’s compensation each pay period following the date the longevity goal is reached.

It is also important to use caution with such payments due to federal deferred compensation laws. Sections 409A and In addition, boards often wish to tie other 457(f) of the IRS Code can apply to any incentives to these payments. This makes promise to make a future payment to an good business sense, but will usually lead individual. In general, it is important that to the exclusion of the payments from the promised payment be (a) subject to a creditable compensation. For example, if substantial risk of forfeiture (e.g., the inthe board states that the payment will be dividual must be employed on the date made in years that the superintendent that the longevity incentive is promised receives a satisfactory evaluation, this is in order to receive the funds) and (b) paid more than a longevity incentive. It has to the individual no later than the later of become a performance incentive, which two and one-half months from the end is not creditable if it only applies to the of the first calendar year in which the amount is no longer subject to a substansuperintendent. tial risk of forfeiture or two and one-half To be creditable, a longevity incentive months from the end of the district’s fisneeds to be simple and tied only to the cal year in which the amount is no longer length of service of the employee. Thus, subject to a substantial risk of forfeiture. a contract that provides that at the beginning of the fifth year of employment For federal tax purposes it is often advisthe individual will receive a payment of able to set up such a longevity incentive $1,000 added to compensation would under a plan established under Sections 403(b), 401(a), 457(b) or 457(f) of the likely be treated as creditable. IRS Code. However, such arrangements Any type of compensation that is not on can create problems with TRS in that the list of items excluded from the defi- they usually do not treat board payments nition of creditable compensation is more from such plans as creditable compensalikely to survive examination by TRS if tion. To deal with this issue, a longevity

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incentive can be set up that meets the requirements of Section 409A of the Code without being established under one of these plans. If the longevity incentive will be paid prior to the employee’s last three (3) or five (5) years of employment (depending on the TRS rule applicable to the employee for determining the highest average compensation), using a tax-deferred plan can be advantageous and will not affect the individual’s creditable compensation. It is advisable to seek the advice of a tax professional in structuring the longevity incentive.

Conclusion These are just a few ideas for maximizing creditable compensation in planning for retirement. Individual circumstances may necessitate other options, and TRS rules frequently change. Thus, specific circumstances should be individually discussed with legal counsel and a qualified tax professional. This article is for informational purposes only and is not intended to be a substitute for legal or tax advice. Specific questions and circumstances regarding the issues addressed in this article should be individually discussed with legal counsel and a qualified tax professional. Neal W. Adams Cory S. Hartsfield Adams, Lynch & Loftin, P.C. General Counsel TASA Mike Cochran TCG Consulting, LP Austin, Texas

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