INSIGHT—Summer 2014

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS PROFESSIONAL JOURNAL

SUMMER 2014

INSIGHT Alton L. Frailey

Karen G. Rue

President Katy ISD

President-Elect Northwest ISD

Kevin Brown Vice-President Alamo Heights ISD

Darrell G. Floyd Past President

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SUMMER 2014 Volume 29

No. 2 Featured Articles Leadership Focus

TRS Issues Facing the 84th Texas Legislature

10

Provides an overview of TRS health care benefits system funding issues that will be faced in the 84th Legislative Session

Superintendents’ Influence on State Education Policy: A Research-Based Perspective Addendum—The Legislative Process in Texas: A Matter of Influence

By Greg Bonewald and Rubén D. Olivarez

13

Explores the emerging role of school superintendents in influencing education policy and offers strategies for interacting with legislators

TASA Professional Learning Opportunities, 2014–15

Excuse Buster: The Newest Role for the Instructional Leader

by Todd Kunders, Craig Hammonds, and Gary Schumacher

19

Presents a comprehensive description of upcoming professional learning opportunities that support the vision of transforming education

25

Describes strategies educational leaders can employ to combat the negativity that often arises during implementation of procedural and policy changes.

TSPRA Voice

Scared of Social Media? #ownit

By Kristin Zastoupil

28

Gives an overview of how districts can use and manage social media to stay involved with their communities

SUMMER 2014

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Officers

DEPARTMENTS TASA Professional Learning Calendar President’s Message Executive Director’s View

5 7 9

Alton L. Frailey, President, Katy ISD Karen G. Rue, President-Elect, Northwest ISD Kevin Brown, Vice-President, Alamo Heights ISD Darrell G. Floyd, Past President

Executive Committee Daniel Treviño, Jr., Mercedes ISD, 1 Troy Mircovich, Ingleside ISD, 2 Vicki Adams, Palacios ISD, 3 Trish Hanks, Friendswood ISD, 4 Shannon Holmes, Hardin-Jefferson ISD, 5 Morris Lyon, North Zulch ISD, 6 Fred Hayes, Nacogdoches ISD, 7 Rex Burks, Simms ISD, 8 Louis Baty, Knox City-O’Brien CISD, 9

TASA Headquarters Staff

Executive Director

Associate Executive Director, Administrative Services

Assistant Executive Director, Services and Systems Administration

Director of Communications and Media Relations

Design/Production

Johnny L. Veselka Paul L. Whitton, Jr.

Alfred Ray, Duncanville ISD, 10 G. Wayne Rotan, Glen Rose ISD, 11 John Craft, Killeen ISD, 12 Douglas Killian, Hutto ISD, 13 Jay Baccus, Anson ISD, 14

Ann M. Halstead

Leigh Ann Glaze, San Saba ISD, 15 Robert McLain, Channing ISD, 16

Suzanne Marchman

Kevin Spiller, Seagraves ISD, 17 Andrew Peters, Marfa ISD, 18

Anne Harpe

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. © 2014 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 360 Press Solutions, Cedar Park, Texas.

Jose G. Franco, Fort Hancock ISD, 19 Brian T. Woods, Northside ISD, 20 Buck Gilcrease, Hillsboro ISD, Legislative Chair

At-Large Members Jodi Duron, Elgin ISD Gena Gardiner, Highland Park ISD (ESC 10) LaTonya Goffney, Lufkin ISD Al Hambrick, Sherman ISD

Editorial Advisory Committee Karen Rue, Northwest ISD, Chair Vicki Adams, Palacios ISD John Brooks, University of North Texas John Craft, Killeen ISD Buck Gilcrease, Hillsboro ISD Doug Killian, Hutto ISD Robert McLain, Channing ISD Alfred Ray, Duncanville ISD

4

INSIGHT

TASA Professional Learning Calendar, July-October 2014 Creating, guiding, and maintaining true learning organizations that nurture and enhance the overall school transformation effort is a critical aspect of today’s school leader.TASA’s 2014-15 calendar of professional learning opportunities is designed with that responsibility in mind.

We strive to offer a variety of conferences and academies that will help superintendents and their staff meet their goal of truly transforming education. Upcoming conferences and workshops are listed below; for details on our complete 2014-15 calendar, please visit us online at www.tasanet.org or call the TASA office at 512.477.6361 or 800.725.TASA (8272).

Date Event

Presenter

Location

July 30-31

First-time Superintendents’ Academy, Session 1 of 4

Various

Austin Marriott North, Round Rock

Learning and Engagement Modules 2&3 Facilitators’ Training

Susan Holley/Denise Collier

TASA Headquarters, Austin

TASA Headquarters, Austin

August 14

September 9

Learning and Engagement Modules 2&3 Facilitators’ Training

Susan Holley/Denise Collier

10

Yong Zhao Webinar Series — Topic 1

Yong Zhao

16-17

Academy for Transformational Leadership, Region 11 (Session 1 of 4)

Schlechty Center

ESC Region 11, Fort Worth

16-17

Academy for Transformational Leadership, Klein (Session 1 of 4)

Schlechty Center

Klein ISD

26-28

TASA/TASB Convention

Various

6-7

Academy for Transformational Leadership, Austin (Session 1 of 4)

Schlechty Center

DoubleTree North by Hilton

8-0

Academy for Transformational Leadership, Region 7 (Session 1 of 4)

Schlechty Center

ESC Region 7, Kilgore

8

Yong Zhao Webinar Series — Topic 2

Yong Zhao

14-16

SMART Institute for Vision-Driven Instructional Leadership

SMART Learning Systems

TASA Headquarters, Austin

28-31

Level 1 Curriculum Management Audit Training

Jan C. Jacobs

TASA Headquarters, Austin

28-29

Academy for Transformational Leadership, Region 11 (Session 2 of 4)

Schlechty Center

ESC Region 11, Fort Worth

Kay Bailey Hutchison Convention Center

October

SUMMER 2014

5

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Who’s Raising the Village?

PRESIDENT’S MESSAGE A school system tends to go where a community has already been.

Simply put, if we want better experiences, results, and schools for our students, we must also look at the community.

he mission and purpose of TASA is leadership. It’s leadership in the context of working with our community to improve conditions and learning experiences for children.As we consider the multitude of challenges and opportunities facing public education in our state and respective communities, the leadership role has never been more critical.Yet, we cannot do this alone.

Many are familiar with the old African Proverb, “It takes a village to raise the young.” If we can appreciate and accept the premise of this sage perspective, I think this does have positive possibilities, provided we understand the prerequisite question:Who is raising the village?

The assumption within the proverb is that the “village” is more than shared geography.

There’s an implication that the village has shared values and goals for its children, as well as agreements on individual and shared responsibilities. Even with such agreements, there have to be active and healthy commitments, as well as courageous and shared-purpose leadership. In too many of our communities—both current and past—you may not necessarily enjoy such shared conditions, agreements, commitments, or leadership. In today’s politically charged environment, creating or sustaining such is not work for the faint of heart. Helping members of the shared space be important to one another and actually work together is the challenge and the hope for us now and for future generations.

In the world of economics, analysts speak in terms of leading and lagging indicators. Basically, leading indicators are causal and lagging indicators are symptoms. I’ve often stated that a school district is not a community’s leading indicator. Rather, it is a symbol and a result. A school system tends to go where a community has already been. Simply put, if we want better experiences, results, and schools for our students, we must also look at the community. If the community is not currently prepared or willing to be that healthy and supportive place, leaders have to step up and make the right things happen. As Warren Bennis said,“Precisely at the time when the credibility of our leaders is at an all-time low, and when the surviving leaders feel most inhibited … we most need individuals who can lead.” Again, this required leadership cannot be provided by school officials alone. It requires other members of our “village” who share the vision to step forward.

So, in response to the question,“Who is raising the village?” the answer has to be the leaders of the village.Who are the leaders of the village?You must be one.

It is an honor and privilege to serve our association, you, and our profession in this capacity.

I look forward to the mutual work ahead.

SUMMER 2014

7

You’re Building a Legacy.

Early Dallas ISD leaders sought a higher benchmark for “Woodrow,” the district’s fifth high school. Their bold investment has yielded both Heisman Trophy winners and esteemed scholars, and has served as a model through changing times.

Your guidance shapes your students’ lives for generations. Their impact and achievements are your legacy. Naturally, your ethic extends to the quality of teaching spaces and the choice of proven materials to build them.

Quiet masonry schools encourage learning. They are low-maintenance, and easily adapted, unlike less versatile ICF and tilt-up systems. For helpful contacts and resources, please visit TexasMasonryCouncil.org or call (254) 300-4544.

Woodrow Wilson High School Dallas ISD, built 1928 Architect Mark Lemmon

Grassroots Movement Taking Root ccording to a recent University of Texas/Texas Tribune Poll,Texas voters indicated that they are open to an array of proposed education reforms, including increased funding for public education, more local control, fewer standardized tests, and higher pay for teachers. But which reforms would be most effective in improving education?

EXECUTIVE DIRECTOR’S VIEW Even though House Bill 5 significantly reduced the number of high-stakes tests for high school students and added a community and student engagement component to the state’s

Of those polled, 66 percent said that reducing the number of standardized tests would be most effective in improving education, followed by increased local flexibility, and more online learning. Even though House Bill 5 significantly reduced the number of high-stakes tests for high school students and added a community and student engagement component to the state’s accountability system, more work is still needed.

As the anti-testing movement continues to grow and with the next legislative session upon us, school leaders must continue to push for the next wave of change.There is support from parents, voters, and grassroots organizations like TAMSA to address the state’s assessment program for students in grades 3-8. It is important for us as leaders to collaborate with our parents and community organizations, business leaders and chambers of commerce, and our elected representatives as we prepare for the next legislative session.

TASA is hard at work growing our own school transformation movement. With 23 districts in the Texas High Performance Schools Consortium and another 77 districts so far that have joined in this work as Consortium Associates, we now have a nucleus of 100 school districts that are committed to the work around high-priority learning standards; authentic, meaningful assessments; digital integration; and community-based accountability systems.

accountability system, more work is still needed.

The State Board of Education continues to have discussions about the mile-wide, inch-deep Texas Essential Knowledge and Skills. And in a few short weeks, schools will be releasing their HB 5 community and student engagement ratings. In our politically charged environment, it is important to continue having conversations around these critical topics.

With the work being done by transformational leaders across the state, we have significant potential to profoundly influence the future course of public education in Texas and beyond.Together, we have the momentum to bring to fruition the future we want for our schools and the learning experience our students deserve.

SUMMER 2014

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TRS Issues Facing the 84th Texas Legislature In just over six months, the Texas Legislature will convene for the 84th Legislative Session. Major changes are coming with regard to who sits in key leadership seats.There will be a new governor, lt. governor, comptroller, and attorney general, along with new chairs of the senate finance and House appropriations committees.

Additionally, the chairs of the house and senate committees that oversee legislation related to TRS pension and healthcare issues won’t be returning to the statehouse.

From a budgetary perspective, analysts are predicting a multi-billion-dollar surplus, and the state’s Rainy Day Fund is expected to exceed $8 billion. Lawmakers and various groups have begun talking about the state’s priorities for the next session.Water, transportation, immigration, school reform, and school choice, along with lowering property taxes, are among the most popular issues being discussed.

Another emerging issue gaining the attention of state legislators relates to TRS–ActiveCare and TRS–Care.

Both systems have been subject to rising health care costs, inflation, and patient utilization of services. Since the programs inception in 2001, employees participating in in TRS–ActiveCare have seen multiple premium increases for employees and dependents and experienced benefit changes.The state’s contribution of $75 per month has not increased since 2001 and due to financial pressures faced by local districts, very few have been able to directly contribute more than the state required district contribution of $150 a month.

TRS–Care members have also faced increased premiums and benefit changes over the last decade.The system is a self-funded program and not an insured plan.TRS leadership has warned legislators to expect a shortfall in the system of approximately $800 million to $1 billion during the time the legislature is in session.Any changes to the retiree health care system must include finding a remedy for the looming shortfall in TRS–Care.

Both TRS-ActiveCare and TRS–Care are important benefits that assist in attracting and retaining high-quality professionals to public education. The question facing legislators will be, who should pay for the increasing costs? Should the burden be placed on the state, local districts, employees, retirees or a combination of the groups? It’s too soon to tell and it’s important to note that TRS board and staff are looking at alternative solutions and will be releasing a sustainability study in September. Once the study is released,TASA staff will provide members with an overview of the results of the study and any accompanying recommendations.

The TRS Board met June 4–5 and set premium rates and made benefit changes effective for the 2014-15 plan year.The board made changes to rates and benefits for TRS-ActiveCare.The board made minor changes to the benefits of TRS–Care but no changes were made to TRS-Care premiums.

10

INSIGHT

TRS–ActiveCare Premium Increases for 2014–15 Plan Year ActiveCare 1–HD n n n n

Employee only – no change in premium ($325) Employee and spouse – increase from $794 to $850 Employee and children – no change in premium ($572) Employee and family coverage – increase from $1,060 to $1,145

ActiveCare 2 n n n n

Employee only – increase from $529 to $555 Employee and spouse – increase from $1,203 to $1,287 Employee and children – increase from $841 to $875 Employee and family coverage – no change in premium ($1,323)

ActiveCare 3 n n n

Board voted to eliminate ActiveCare 3 due to high costs and affordability issues related to premiums Members currently enrolled in ActiveCare 3 will be moved to ActiveCare 2 Effective September 1, 2014

FIRSTCARE–TRS ActiveCare HMO n n n n

Employee only – decrease from $391.50 to $390.14 Employee and spouse – decrease from $985.06 to $977.76 Employee and children – decrease from $622.62 to $618.94 Employee and family coverage – decrease from $994.84 to $987.44

TRS Board created a new coverage similar to a HMO, “TRS–ActiveCare Select” n n n n n n n n

EPO – Exclusive Provider Organization No coverage for out of network providers unless emergency $450 for employee only $1,044 for employee and spouse $709 for employee and children $1,238 for family coverage $1,200 individual deductible $3,600 family deductible

In addition to the premium increases, there were also benefit changes that will become effective September 1, 2014. For more detailed information on the premium rates and benefit changes to TRS–ActiveCare Plans and to FIRSTCARE, go to the TRS Active Care section on the TRS website.

TRS Board Makes Minor Adjustments to TRS–Care Benefits The TRS board made several changes to TRS–Care benefit plans to comply with the Affordable Care Act. Deductibles and co-insurance paid by TRS–Care 2 & 3 will now be counted to satisfy the out-of-pocket maximum beginning with the 2014-15 plan year. Participants will reach their out-of-pocket maximum sooner and out-of-pocket limits will increase some to achieve the same actuarial cost to the plan.TRS–Care 2 & 3 participants will have no out-of-pocket costs when necessary lab work is done at Quest Lab.The board made no changes to TRS–Care premiums for the 2014-15 plan year.

To view more information on these changes to TRS-Care benefits, visit the TRS website (http://www.trs.state.tx.us/).

SUMMER 2014

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Superintendents’ Influence on State Education Policy:

A Research-Based Perspective

By Greg Bonewald and Rubén D. Olivarez In the mid 1960’s, a state legislator was quoted as saying, “Education is a local thing; we don’t have anything to do with that; there’s a formula” (Rosenthal & Fuhrman, 1981, p. 5). State legislators’ roles in the development of education policies have changed immensely since these words were spoken.Today, the state and federal governments are driving forces behind policy changes that impact local school districts across the country. Conley (2003) stated in discussing the 2001 No Child Left Behind Act, “in one fell swoop, the American educational system became federalized to an unprecedented degree” (p. 28). As a result, the high level of local autonomy that school districts once enjoyed has been significantly diminished. Similarly, Sell (2005) noted that the last 50 years has seen a decisive loss of policy-making power for local school boards as state and federal governments have usurped their governing authority.This increased governmental influence in education continues today. For instance,Texas has recently adopted more rigorous expectations for student achievement by implementing the State of Texas Assessment of Academic Readiness (STAAR) testing system. Furthermore, the Obama administration’s development of the Race to the Top initiative provides monetary rewards to states willing to agree to the federal government’s recommended Common Core Standards for school curriculum.

Because trust in local school districts has diminished,“governors and legislatures have emerged as the key players in education reform” (Conley, 2003, p. 126). Decisions made by lawmakers have mandated changes to many aspects of local school district policy, including the areas of student assessment, school district accountability, provision of services for students with special needs, and methods for funding school operations.While increased legislative involvement has impacted many stakeholders within local school systems, including local school board members, teachers, students, and parents, perhaps most affected by this shift in government reach has been the school district superintendent.

Emerging Role of the School Superintendent As state governments have expanded statutory requirements impacting the creation of education policies in areas previously considered under the auspices of local school districts, such as school funding, curriculum development, and assessment practices, superintendent and school board decision making authority has eroded (Netusil & Dunkin, 1974; Bennett, Heller & Weldon, 1990; Andero, 2001; Glass et al., 2000; Fuller, Campbell, Celio & Harvey, 2003). Similarly, legislation has restricted local school district leaders’ abilities to increase revenues by requiring local voter approval of tax increases, created a more prescribed curriculum in all grade levels, increased the amount and rigor of standardized testing that schools must administer to their students, and now holds schools to a higher level of accountability for the academic achievement of students with special needs and students who lack proficiency in the English language.

Kowalski and Keedy (2003) point out that the role of public school superintendent has long been political in nature, but they assert that the need for today’s superintendent to act in a political manner has dramatically increased.

They further observe that as legislative decisions that affect local school districts continue to rise, it is imperative that superintendents ensure their voices are clearly communicated to state representatives. Superintendents

SUMMER 2014

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and had sponsored legislation specifically related to public education. A diverse pool of legislators was sought, with participation from members of both the Republican and Democratic parties. Determination of which legislators met the criteria was accomplished through a review of the biographies of Texas 1. How do Texas superintendents perceive lawmakers available on the websites of the they influence state legislators in the Texas House of Representatives and Texas Senate. development of educational policies?

2. How do Texas legislators perceive Texas superintendents influence state legisla- Key Strategies Identified by tors in the development of educational Superintendents to Influence policies?

Education Policies 3. What commonalities and differences Analysis of the results of the study indicated Explaining Superintendents’ exist between the perceptions of Texas that superintendents influence education Influence on Policy superintendents and legislators in regard policy development in three key ways: by Several frameworks have been created by to how superintendents influence state interacting with legislators and their staff researchers to explain various aspects of legislators in the development of educa- members, participating as members of propolitical behaviors and tactics that can be tional policies? applied to the role of the superintendent fessional organizations, and enlisting local in influencing state education policy. For stakeholders in order to affect policy develexample, Easton’s (1965) Dynamic Response Three Texas public school superintendents opment. Superintendents reported that they model addressed legislative influence from and three state legislators were included in build rapport with legislators by getting to a broad policy perspective. Berry’s (1977) this study. Each superintendent had a mini- know legislators early, showing respect for four categories of influence provided more mum of eighteen years experience in the legislators, and being available to legislators. in-depth descriptions of actions and strate- role of superintendent. One superintendent Superintendents also establish relationships gies utilized by lobbyists to influence policy was selected from a small school district with legislative staff members to affect policy decisions. Iannaccone’s (1967) construct (less than 2,000 students K-12), one from change. Findings revealed that superintenmore specifically addressed a framework by a mid-size school district (between 2,000 dents provide legislators with information which one can view the “structural linkage” and 20,000 students K-12), and one from by serving on legislative sub-committees and between the legislature and groups of educa- a large school district (more than 20,000 by testifying before lawmakers. In addition, tors. While much has been written about students K-12). The researcher identified school leaders utilize a variety of commuthe political role of the superintendent, superintendents who had been active in the nication methods to influence legislators’ (Johnson, 2007), there is a need to study and political realm of their position at the state decisions. Further, superintendents exhibit learn about specific strategies employed by level by either serving on legislative edu- an understanding of the timing of comsuperintendents when attempting to influ- cation sub-committees or testifying before munication that is necessary to impact the legislators on issues related to public edu- development of educational policies, and ence the development of education policy. cation. Participating superintendents were they offer input throughout the process of In 2013, a study was designed to more selected through discussions with a group of creating new legislation. Finally, school leadspecifically focus on such strategies. This experts, including retired superintendents, ers facilitate interactions between legislators research employed interviews which were professors of educational administration, and to promote educational initiatives they favor. analyzed using open, axial, and selective a member of the Texas Association of School The results of this study support a previous coding methods (Patton, 2002). The intent Administrators’ (TASA) executive leadership study conducted by Chojnacki (1992) who reported that the effectiveness of superintenof the study was to uncover the views of team. dent lobbying strategies are the direct result superintendents and legislators regarding tactics utilized by superintendents, including The sample of legislators included individu- of personal relationships with legislators. strategies such as the timing and mode of als who have served a minimum of three communication used by superintendents terms as a state representative in Texas since Superintendents who impact legislator deciwhen contacting lawmakers and the super- 2004. The researcher obtained access to sions are active participants in the leadership intendent’s reliance on individuals, groups, legislators who had previously served on of professional organizations. They elect to and organizations to provide influence in the House Public Education Committee participate as members of organizations that who develop relationships with legislators increase their opportunities to have their voices heard. Pustka (2012) describes the importance of superintendents establishing rapport with legislators and their staff members in order to educate them regarding school districts’ concerns. In sharing their views with legislators, superintendents could potentially empower local school districts and regain some of their previously held autonomy by becoming more active participants in shaping the development of education policy adopted at the state level.

14

INSIGHT

support of the policy agenda favored by the superintendent. The perceptions gathered from superintendents and lawmakers were compared to determine commonalities and differences. Specifically, the research sought to address the following three questions:

best represent the needs of their particular school districts, which allow superintendents to present a unified stance on educational issues. Experienced school leaders also take on the role of mentor in their associations to assist superintendent colleagues in the growth of their advocacy skills. Furthermore, as members of professional organizations, superintendents attempt to impact education policy development by fostering relationships between their superintendent colleagues and legislators.

School leaders educate their local community on legislative candidates as well as current and proposed legislation. They also educate their school district staffs and school board members. Finally, superintendents were found to facilitate interactions between legislators and the local community.

Implications for Practice

In a time when the Texas legislature is heavily involved with the creation of policies that significantly impact the operation of local school districts, there are many implications Similarly, superintendents foster relationships associated with this research. First, future between their local stakeholders, including superintendents must receive the necessary parents, teachers, and school board members, training during enrollment in superintenwith their state representatives and senators. dent certification programs to effectively

prepare them to be active participants in the education policy development process at the state level. Further, to support the development of superintendents’ skills in advocating for the creation of educational policies, the Texas Association of School Administrators, as the preeminent association for school administrators in Texas, must enhance its role in training superintendents to be influential change agents in the policy environment that exists within the Capitol. Participants expressed the value of the current TASA mentorship program, but they also noted that the number of superintendents actively engaged with legislators remains woefully low in their estimation. Included in this training must be opportunities to prepare

A Schematic of Strategies for Superintendents to Influence Education Policy The following diagram illustrates the basic strategies that emerged from this study. It outlines the key factors cited by superintendents and legislators that enhance school leaders’ ability to influence the development of state education policies.

Interacting with Legislators and Legislative Staff

* Selecting environments where interactions occur * Establishing relationships with legislative staff members * Serving on legislative subcommittees * Being available

* Getting to know legislators early * Showing respect for legislators * Utilizing various forms of communication * Understanding timing of communication * Offering input during the development of legislation * Facilitating interactions between legislators

*

Superintendent

Participating as a Member of Professional Organizations

* Actively participating * Presenting a unified voice * Mentoring Colleagues

* Educating local community on legislative candidates and current and proposed legislation * Educating school staff * Educating School Board members * Facilitating interactions between legislators and the community

Enlisting Local Stakeholders

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superintendents to be effective members of legislative sub-committees and effective providers of testimony before the House Public Education Committee and Senate Education Committee.

Another implication arising from this study is the need for superintendents to more effectively enlist their board members as advocates for the school district.The superintendents in this study noted that many of their board members were not comfortable engaging in this role, yet each legislator stressed the power of the opinions submitted to them regarding education policy by their local school board members. It is incumbent upon superintendents to educate their school board members, not only about legislative candidates and proposed policy, but also about the inferred power that board members wield with legislators as fellow elected officials. In addition to helping the board to realize their power with lawmakers, superintendents must also educate their school boards regarding the importance of the superintendent engaging as a key contributor in the state education policy development process. Board members must be given the opportunity to understand the importance of their superintendent spending valuable time outside the local school district and the potential negative implications for their district should lawmakers not hear the concerns of their district from the school leader.

local stakeholders including teachers, parents, local business, and school board members.

Opportunities for influential stakeholders in the local community to be educated on the current state of the school district and the implications of lawmaker decisions are integral to holding legislators accountable for their decisions and for creating conditions for the effective advocacy of the school district’s needs. When educating stakeholders, they must not only be taught about legislative agendas and current policy concerns. In addition, they must be informed on how to effectively navigate and operate within the legislative policy environment.

Greg Bonewald is principal, Wimberley High School, Wimberley ISD. Rubén D. Olivarez is L.D. Haskew Centennial Professor of Public School Administration, Department of Educational Administration, The University of Texas at Austin.

References

Easton, D. (1965). A framework for political analysis. New Jersey: Prentice-Hall.

Fuller, H.L., Campbell, C., Celio, M.B., Harvey, J., Immerwahr, J., & Winger, A. (2003).

An impossible job? The view from the urban superintendent’s chair. Seattle: University of Washington, Center on Reinventing Public Education.

Glass, T.E., Bjork, L. & Brunner, C. (2000).

The study of the American school superintendency, 2000. A look at the superintendent of education in the new millennium. Arlington,VA.:American Association of School Administrators.

(ERIC Document Reproduction Service No. ED440475) Iannaccone, L. (1967). Politics in education.

(Ch. III and IV). New York, NY: Center for Applied Research in Education.

Kowalski,T.J. & Keedy, J. (2003). Superintendent as communicator: Implications for professional preparation and licensing. Paper presented at the Annual Conference of the University Council for Educational Administration, Portland, OR.

Andero, A. (2000). The changing role of school superintendent with regard to curriculum policy and decision making.

Education, 121(2), 276-287.

Netusil, A. J., & Dunkin, O. (1974). The school superintendent’s political role with Bennett, C., Heller, M. & Weldon,W. (1990). state legislators representing the local disMemo to superintendents: Call your state trict. Journal Of Educational Research, 68(4), legislator. The Executive Educator, 12(2), 160-163.

22-23.

Patton, M. Q. (2002). Qualitative research & An additional implication derived from this Berry, J.M. (1977). Lobbying for the people: evaluation methods (3rd ed.).Thousand Oaks, study is the need for superintendents to The political behavior of public interest groups. CA: Sage Publications, Inc. expand the realm of their relationships with Princeton, NJ: Princeton University Press. legislators outside merely their local district Pustka, B.W. (2012). The view inside the to include, at a minimum, those legislators Chojnacki, M. J. (1992). A study of the lobbying legislator’s office. School Administrator, 69(3), serving on the House Public Education and strategies utilized by superintendents in Ohio as 18-22.

Senate Education Committees. Superin- perceived by state legislators and superintendents. tendents must find an avenue to get their (Kent State University). ProQuest Disserta- Rosenthal, A. & Fuhrman, S. (1981). Legvoices heard regarding the concerns of their tions and Theses, http://ezproxy.lib.utexas. islative education staffing in the states. school districts by the people in the best edu/login?url=http://search.proquest.com/ Educational Evaluation and Policy Analysis, 3(4), positions to actually address those concerns, docview/304004373?accountid=7118 5-16. the membership of education committees.

Conley, D.T. (2003). Who governs our schools? Sell, S. (2005). Running an Effective School A final implication relates to the need for Changing roles and responsibilities. New York, District: School Boards in the 21st Century. superintendents to create a network of active NY:Teachers College Press.

Journal Of Education, 186(3), 71-97 16

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ADDENDUM The Legislative Process in Texas:

A Matter of Influence

By Greg Bonewald and Rubén D. Olivarez

For legislation to be enacted in Texas, a bill must first be introduced.While only Texas legislators can introduce a bill, bills originate from many sources outside these state lawmakers. Other sources of proposed legislation include special interest groups, which can be well-established organizations such as Mothers Against Drunk Driving (MADD) or individual citizens, including school superintendents. Bills are often drafted in response to previously enacted legislation and previously unsuccessful bills can be reintroduced for consideration every two years when the Texas legislature convenes.

An extensive number of bills are filed for consideration during each biannual meeting of the Texas legislature. 5,796 bills were introduced during the 82nd Regular Legislative Session that concluded on May 30, 2011, of which 1,379 were passed by the legislature. Because of the immense number of bills created, it is impossible for legislators to thoroughly review all bills filed. Therefore, standing committees are created in the House of Representatives and Senate.These committees have oversight of bills pertaining to 1) the Texas public school finance system, 2) education programs for elementary and secondary public schools, 3) any changes to or creation of school districts, and 4) state agencies including the State Board of Education, the Texas Education Agency, the Office of the Commissioner of Education, and other related entities.

Public education committees decide which bills move forward for consideration by all members of the House or Senate. It is the responsibility of the Speaker of the House to appoint the chair and half of the committee members on each standing committee, including the House Public Education Committee, while the Lieutenant Governor appoints the chair and committee members of the Education Committee in the Senate.

Once a bill has been sent to the Education Committee by the Speaker of the House, a copy of the bill is provided to the Legislative Budget Board (LBB).The LBB prepares a fiscal note which describes the economic impact of the bill should it be signed into law.When bills require extensive analysis, they may be assigned to sub-committees consisting of standing committee members for additional scrutiny. When a bill makes it through the standing committee, the legislation is assessed by the entire House or Senate, where the bill can be debated, amended, or approved.When a bill is approved by the House or Senate, it then progresses to the other chamber for review.This chamber can decide to vote on the bill or amend it. If a bill is amended, the originating chamber can accept the bill as amended or request the creation of a conference committee comprised of members of both chambers. The purpose of the conference committee is to resolve disagreements between versions of House and Senate bills.

There are numerous groups and individuals who could potentially influence the decisions of legislators regarding education policy. Some of those who persuade lawmakers are situated within the legislative system and are internal, such as fellow legislators, legislative staffers, and state organizations. One critical state organization is the Texas Education Agency (TEA), which “holds the power to impose sanctions or publicly embarrass schools” (Conley, 2003, p. 134).

External factions also impact the policy choices made by legislators, including special interest groups, big business, media, and professional organizations such as teacher organizations, the Texas Association of School Boards (TASB), and the Texas Association of School Administrators (TASA).

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TASA Professional Learning Opportunities, 2014–15 Creating, guiding, and maintaining true learning organizations that nurture and enhance the overall school transformation effort is a critical aspect of today’s school leader.That responsibility is reflected in the TASA’s 2014-15 calendar of professional learning opportunities. In addition to the UT/TASA Summer Conference on Education,TASA/TASB Convention, Midwinter Conference, and Spring Leadership Conference, we have crafted a variety of conferences and academies that will help superintendents and their staff meet their goal of truly transforming education.

Academy for Transformational Leadership Four-session (two-days per session) academies offered at Region 7 (Kilgore), Region 11 (Fort Worth), Klein ISD, and TASA Headquarters in Austin TASA is proud to once again offer the TASA Academy for Transformational Leadership.This year-long, four-part academy is open to any superintendent, district, or campus leader who is passionate about the transformation of public education in Texas.

Many leadership programs choose to train leaders to be excellent spokespersons for and managers of the status quo. In a departure from the many, TASA and the Schlechty Center have designed the TASA Academy for Transformational Leadership. The academy is specifically designed for educational leaders who are passionate about: n nurturing joyous student learning, n creating inspiring workplaces for teachers and all staff, and n envisioning school districts that are less like factories and more like organizations designed for learning The academy offers a customized professional development experience specifically tailored for Texas leaders who want to learn more about transforming school districts so that students and district staff,

as well as the entire community, realize the benefits of a healthy and vital public education system. These leaders share a vision of what could be for the children of Texas—a vision in keeping with the one articulated by the Public Education Visioning Institute in Creating a New Vision for Public Education in Texas.

The underlying conceptual base and assumptions about leadership come from the Schlechty Center frameworks and will encompass the six articles developed by theVisioning Institute.The academy was first established by TASA in 2010 in response to superintendents who expressed a strong desire to ensure the continuing transformation of their school districts into learning organizations through the work of future leaders.

Academy activities, including reading, deepening thinking through structured discussions and activities, exchanging ideas with invited speakers, and applying new ideas in their workplaces, will prepare these leaders to contribute to the future of public education in their districts. In doing so, they will come to understand what is required to build district capacity for change and for joyous student learning, and to become future-oriented organizational architects who understand social systems and their critical function in shaping public education.

Transformed Systems for Making the Vision Reality The schools we need are community-owned institutions. They are designed and established as learning organizations, treating employees as knowledge workers and students as the primary customers of knowledge work. They are free of bureaucratic structures that inhibit multiple paths to reaching goals.

Reliance on compliance is minimized, and generating engagement through commitment is the primary means to achieving excellence. Leadership at all levels is honored and developed. All operating systems have well-defined processes that are constantly being improved. Attention of leaders is focused on the dominant social systems that govern behavior, beginning with those that clarify beliefs and direction, develop and transmit knowledge, and that provide for recruitment and induction of all employees and students into the values and vision. The evaluation, boundary, and authority systems are submissive to the directional system, allowing for major innovations to flourish, new capacities to emerge, missions to be accomplished, and the vision to be realized in an increasingly unpredictable world.

—Creating A New Vision for Public Education in Texas, p. 5

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By the end of the academy experience, participants will have compiled a portfolio reflecting their learning in the following areas: n n n n

Commitment to and capability for leading Texas school districts into the future Actual artifacts of their individual or collective work pursued in their roles as transformational leaders New understandings and strategies for sustaining the direction of their districts and innovative work that supports that direction Answers for themselves and others to the questions: What are the moral responsibilities of a transformational leader? What must a transformational leader know and be able to do?

Who Should Attend: Superintendents, district and campus leaders

n

n

n

n

Productivity & Quality. Sprint Nextel saw a 93 percent improvement in productivity and a 10 to 15 percent improvement in quality, time, and cost.

Teamwork. Employees at MaineGeneral Health were 167 percent more likely to speak up and resolve problems with colleagues after being trained in Crucial Conversations. n Relationships. Franklin Pierce College reduced passive-aggressive behavior by 14 percent and increased trust levels by 15 percent.

Performance. STP Nuclear Power Plant went from total shutdown to generating the most electricity in the nation among two-unit plants.

Efficiency. AT&T reduced billing costs by 30 percent and Sprint Nextel reduced customer care expenses by $20 million annually.

Crucial Conversations teaches participants how to: n Speak persuasively, not abrasively Crucial Conversations n Foster teamwork and better decision making One two-day course offered at TASA Headquarters in Austin n Build acceptance rather than resistance n Resolve individual and group disagreements Whether it’s dealing with an unhappy parent, a persistent reporter, or a disgruntled staff member, as a school district leader you face tough Who Should Attend: Superintendents, department directors, princommunication challenges every day. Whenever you’re not getting cipals, district and campus leaders the results you’re looking for, it’s likely that a crucial conversation is keeping you stuck.Whether it’s a problem with poor quality, declining customer satisfaction, or a strained relationship—whatever the Digital Learning Design—Transforming Our Schools issue—if you can’t talk honestly with nearly anybody about almost Three-session (one day per session) series offered at Region 1 (Edinburg), Region 11 (Fort Worth), Region 17 (Lubbock), anything, you can expect poor results. and the Austin Marriott North Hotel in Round Rock TASA is pleased to partner withVitalSmarts, an innovator in corporate training and organizational performance, to offer Crucial Conversa- The Texas Association of School Administrators is once again parttions, a two-day course that teaches skills for creating alignment and nering with Alan November and November Learning to present a agreement by fostering open dialogue around high-stakes, emotional, three-part professional development series titled Digital Learning or risky topics—at all levels of your organization. By learning how to Design—Transforming Our Schools.The series will feature a projectspeak and be heard (and encouraging others to do the same), you’ll based experience consistent with the visioning principles as set forth begin to surface the best ideas, make the highest-quality decisions, and in TASA’s Creating a New Vision for Public Education in Texas and a plan for what to do the first five days of school.The academy series, then act on your decisions with unity and commitment. formerly called Leadership for the Digital Learning Age*, has drawn What Is a Crucial Conversation? A crucial conversation is a more than 600 participants representing nearly 100 Texas school discussion between two or more people where the stakes are high, districts. The 2014-15 academy will convene in October 2014 and opinions vary, and emotions run strong.These conversations—when meet again in December 2014 and March 2015. handled poorly or ignored—lead to strained relationships and dismal Consistent with a practical, hands-on approach, participants will select results. at least one project in the area of school improvement, including, but Who Needs Crucial Conversations Training? Does your orga- not limited to: nization suffer from taboo topics, deference, disagreement, analysis n Aligning technologies to standards paralysis, information hoarding, department politics, or alienation? n Building staff capacity n Improving communication among the faculty Is your organization battling declining productivity, safety violations, n Supporting pioneering educators (e.g.,The Flip) low morale, reduced quality, poor customer satisfaction, or other n Globalizing the curriculum bottom-line concerns? Then you, your team, and/or your organizan Increasing participation of parents and community tion needs Crucial Conversations training. n Authentic and rigorous problem solving n TEKS-aligned instructional design and delivery Organizational Benefits of Crucial Conversations Fortune 500 organizations around the world have turned to the awardWho Should Attend: Transformation teams of three-to-nine parwinning Crucial Conversations training to improve bottom-line ticipants will work together throughout the series.Teams can include results like quality, efficiency, satisfaction, safety, etc. Results include: 20

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the superintendent, district and campus administrators, technology directors, curriculum specialists, librarians, academic coaches, and teacher leaders. Transformation teams can be district or campusspecific or may include a representation from various areas within an organization. Districts may opt to send multiple teams, and some districts have found success in sending a new team each school year.

New This Year: Student Option. Districts with five (5) or more paid registrants may register one (1) middle- or high-school student to participate as a team member. * NOTE: Leadership for the Digital Learning Age alumni should not register to attend this event.

Learn to Learn Two-session (one day per session) series offered at ESC 7 (Kilgore); open to participants throughout Texas TASA and November Learning are also presenting a customized two-part professional development series titled Learn to Learn.

This series is based on Alan’s NewYork Times best-selling book Who Owns the Learning and a powerful new six-step model of designing transformational learning experiences. This design list emerges out of the very best concepts developed during the past three years with teams of educators across Texas. The 2014-15 academy, focused on transforming learning communities and empowering students, will convene in December 2014 and meet again in March 2015.

First-time Superintendents Academy

Design Elements for Transformative Empowered Learning: 1. Critical thinking on the web 2. Teaching students to develop new lines of enquiry Studies show that superintendents who are able to establish a network 3. Opportunities to broaden the perspective of the conversation with authentic audiences from around the world of support are more likely to become successful school leaders. Now in its 23rd year, TASA’s First-time Superintendents’ Academy offers 4. Opportunities for students to publish across various media a great opportunity for beginning superintendents to build that 5. Opportunities for students to create a contribution (purposeful work) network of support as well as learn successful practices, understand 6.

Access the “best in the world” examples of content and skill the complex day-to-day requirements of the position, and develop leadership skills unique to the superintendent.

Additional topics will include building collaborative classrooms, The increasingly complex environment of today’s public schools teaching students to self assess, a range of quality teacher feedback requires the superintendent to wear many different hats and fill many strategies, and applying game design to learning.

Four-session academy offered at the Austin Marriott North Hotel in Round Rock

roles. TASA’s FTSA addresses those complex needs through wellrounded agendas and highly experienced presenters and facilitators.

Academy attendees explore topics related to school transformation, board relations, and strategies for effective leadership; and become oriented to the relationships, practices, and priorities that are crucial to early and continued success. Academy presenters and facilitators include experienced superintendents and other experts on education policy, school law, instructional leadership, digital learning, human resource development, budgeting and finance, and facility planning.

Participants will also discover the significant opportunities in the First 5 Days of School to set the tone for powerful, engaging and selfdirected learning. November Learning believes that by empowering students to own their learning and by helping them to develop tools and networks for support throughout the school year, we better prepare them for the global economy. Through thought-provoking conversations, participants are challenged to consider the broad opportunities that await in the first five days of school, paying special attention to the importance of information literacy, student roles, The four-part 2014-15 academy series begins July 30!! Once global collaboration, and more. Participants will learn the tools and again TASA will hold the first Academy session prior to the begin- techniques required to bring these opportunities to life. ning of the school year. Consensus from last year’s academy was clear: Who Should Attend: This series is designed for either individual the early start is highly beneficial to a successful start to the school participants or transformation teams of three-to-nine participants to year. Participants will also be able to connect with TASA members work together throughout the series. Individuals/team members can and colleagues through TASA Connect, our online community, include the superintendent, district and campus administrators, techbetween academy sessions. nology directors, curriculum specialists, librarians, academic coaches, and teacher leaders.Transformation teams can be district or campusWho Should Attend: First- and second-year superintendents specific, or may include a representation from various areas within an organization. Districts may opt to send multiple teams, and some districts have found success in sending a new team each school year.

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Level 1 Curriculum Management Audit Training— Curriculum Assessment, Design, and Delivery Two three-and-a-half-day sessions offered at TASA Headquarters in Austin

Along with an overview of audit premises, standards, internal reviews, and external auditing, the program addresses a number of topics related to policy, organizational structure, planning and change, and prioritizing goals.

This training program is designed to prepare participants to examine and evaluate deep alignment issues in order to improve student achievement.The Level 1 Curriculum Management Audit Training aims to focus on the best thinking in curriculum, assessment, and instructional design and delivery by using the five Curriculum Management Audit™ standards written by Fenwick English to maximize student achievement: Planning and Change, Curriculum Scope, Staff Development, Assessment Scope and Trend Data, and Planning and the Change Intervention Process. Along with an overview of audit premises, standards, internal reviews, and external auditing, the program addresses a number of topics related to curriculum and program design, assessment design and delivery, equality and equity issues in design and delivery, and monitoring curriculum and instructional delivery.

Participants learn to establish a rationale for quality curriculummanagement policies and use audit criteria for policy analysis. Roles and relationships within the structure of the organization are distinguished and established through designing a table of organization and determining components of job descriptions using audit criteria. Participants learn to establish a planning approach; use audit criteria for plan development; and plan major interventions for change, including the integration of staff development into the plans. Supporting topics include performance-driven budgeting through the establishment of a planning-budgeting relationship, use of audit criteria to observe facilities, development of long-range facility planning expectations, and the establishment of evaluation approaches based on service design and delivery.

Through determining the scope of written curriculum and specification of curriculum guide components, participants learn to ensure curriculum articulation, develop a curriculum management plan, and design strategies for program cohesion. Participants will determine purposes, components, and scope of assessments in an effort to interpret and use test data appropriately and establish a design for program evaluation. By distinguishing between equality and equity, participants learn to identify district equality issues and assess curriculum connectivity. To ensure appropriate quality of teaching and learning, participants learn to monitor curriculum and instruction delivery through the use of teacher appraisals and walk-throughs and by specifying district expectations.

Who Should Attend: District and campus leaders, chief academic officers, curriculum specialists, content department directors and chairs, district and campus instructional leaders, and individuals interested in becoming certified curriculum management auditors

Level 2 Curriculum Management Audit Training, Systems Factors—Governance, Leadership, and Support Services One three-day session offered at TASA Headquarters in Austin This three-day training is designed to prepare instructional leaders to examine and evaluate system-based issues in order to optimize the delivery of effective teaching and learning.The Level 2 Curriculum Management Audit Training aims to focus on the best thinking in curriculum, assessment, and instructional design and delivery, while preparing participants to examine and evaluate system-based issues in an effort to optimize the delivery of effective teaching and learning.

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Who Should Attend: District and campus leaders, chief academic officers, curriculum specialists, content department directors and chairs, district and campus instructional leaders, and individuals interested in becoming certified curriculum management auditors

MISSION: School Transformation Learning & Engagement Modules Facilitators’ Training Two one-day sessions offered at TASA Headquarters in Austin Districts across the state are engaging—at one level or another—in vision-driven school transformation. Some have taken their very first steps to build awareness among district stakeholders. Others have forged ahead with policy development and capacity building. Still others have embraced the imperative for school transformation, but have yet to begin the process.

TASA has developed a comprehensive set of five learning and engagement modules for use by districts at all levels of the process.

The modules are founded on Creating a NewVision for Public Education in Texas, the original document that created the framework for the new vision in public education.All resources used in the modules are aligned to the vision principles embedded in the document.

Although they can be used separately and/or customized by district users, the learning and engagement modules have been designed as a set of connected, sequential tools to assist districts in moving from change awareness to deep, robust levels of organizational transformation.

Modules 2 & 3 Facilitators’ Training provides participants with an overview of Module 1, and in-depth training on Modules 2 and 3.

Attendance at this one-day facilitator’s training session is required for who can compete on a global scale. Join TASA and Dr.Yong Zhao in district access to Modules 2 and 3. this series of webinars, exclusively for TASA members!

Who Should Attend: Superintendents, key district leaders, others Topic 1: The Imperative for a Paradigm Shift: The Need to providing leadership in district transformation efforts Redefine Valuable Talents Education reforms in the U.S. have been misguided by mistaken views of educational quality and hijacked by the perception that other SMART Institute for Vision-Driven Instructional countries are doing better. In this session,Yong Zhao brings evidence Leadership to suggest that instead of competing with others on test scores,AmerOne seven-day/three-session institute offered at TASA ican education must reinvent itself by shifting the paradigm in order Headquarters in Austin to create globally competent, creative, and entrepreneurial citizens.

TASA provides a growing list of products and services that support vision-driven transformation, including the SMART Institute for Topic 2: The Feasibility of a Paradigm Shift: Cultivating Vision-Driven Instructional Leadership. This professional learning Future-Ready Students opportunity was designed by TASA and SMART Learning Systems In this session,Yong Zhao discusses the raw materials available to our to provide school leaders with a framework and strategy for lead- schools that make the shift possible.The innate creativity, curiosity, and ing and managing vision-driven school-wide transformation and intellectual diversity of our children serve as the foundation.The vast cultural diversity, a long tradition of respecting individual differences, instructional change. the readily available cultural and art institutions and museums, and The SMART Institute guides participants through a systematic, step- the rich history of non-academic programs in schools are rare assets by-step methodology for instructional improvement that includes that most countries do not have. The new potentials brought about goal development, facilitation of collaborative teaching and learning by digital technology and globalization are waiting to be harnessed. processes, and use of data from multiple sources to measure individual Topic 3: The New Paradigm: Elements and Principles student progress on high-priority learning standards.

In this session,Yong Zhao proposes his view of the new education Participants in the SMART Institute will: paradigm: entrepreneurship-oriented education. Education in this n deepen their understanding of the vision principles and examine paradigm helps individual students develop their strengths and follow their school’s transformation strategy their passion, instead of fixing the deficits defined and measured by n develop a process for using multiple sources of data, including external entities. The new paradigm has three basic elements: per“authentic” learning evidence, to determine a school’s greatest sonalized educational experiences (what), product-oriented learning area of need relative to desired vision principles (how), and globalized campus (where). n learn and use the SMART School Transformation methodology as a framework for leading the school’s transformation-related Topic 4: Realizing the New Paradigm: Tools, Strategies, and initiative Examples n help build a network of schools that are engaged in visionThe final session is devoted to practical ideas about implementing the driven school transformation and instructional change to new paradigm.Yong Zhao will bring examples of schools from around support ongoing collaboration the world that have been implementing the new paradigm. He will Who Should Attend: School leaders who are responsible for Superintendents, principals, district and campus leaders. transforming adult and student learning in their schools, including NOTE: Individuals from districts that subscribe to TASA’s School Transforprincipals, assistant principals, school leadership teams, instructional mation Network receive a discounted registration fee. coaches, and others committed to the work of school transformation and instructional change.

Visit Us Online to Learn More Full details—including dates, locations, and registration fees—for these and other professional learning opportunities may be found on One series consisting of four 90-minute webinars the association’s website, TASAnet, under the Major Conferences To help our students succeed in a globalized world, we need to shift and Professional Learning tabs. our thinking about what it means to be an “educated” person in the 21st century.Traditional competencies such as the three Rs—reading, writing, and arithmetic—are no longer enough. We need a new educational paradigm if we want to cultivate future-ready students

Yong Zhao Webinar Series

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2/25/14 5:18 PM

Excuse Buster: The Newest Role for the Instructional Leader

By Todd Kunders, Ed.D., Craig Hammonds, Ed.D. and Gary Schumacher, Ph.D. Excuses are abundant.About the time we think we have heard them all, a new excuse comes along. Educators have spent a considerable amount of time developing many convincing excuses. Perhaps you have heard, or even used, one of the following: poor facilities, underpaid staff, changing demographics, inadequate resources, or unfunded mandates. It could easily be argued that many excuses are well-justified, and there is a substantial amount of evidence supporting these excuses and many more. Educational leaders, however, must not allow excuses—no matter how justified they are—to stifle the completion of work that needs to be accomplished.

Leading a school is no easy job.As educational leaders, we must ask ourselves an important question:Are we going to spend our time crafting another excuse, or are we going to work to be part of the solution? Being part of the solution requires being an excuse buster.With a focus on five core areas (Motivation, Effective Communication, Providing Appropriate and Timely Resources, Protecting the Herd, and Sharing and Celebrating Success), educational leaders can stifle the culture of excuse making and lead the charge for excuse busting.

Motivation There is an ongoing charge by many for education reform.The reality is, education reform is school reform and school reform is people reform. For those resistant to change, a commonly used excuse is,“but we have always done it this way.”

Kurt Lewin (1947) described change as a three-stage process: unfreezing, changing, and freezing. The first stage, “unfreezing,” involves overcoming inertia and dismantling the existing state of an organization. This “unfreezing” is often driven by motivation—a need to change to improve organizational performance. In schools, this motivation is often driven by a decline in student performance indicators.The motivation can be intrinsic (individual efficacy or group efficacy); that is, a belief that change is necessary and can be accomplished. Or, the motivation can be extrinsic and sometimes even punitive in nature. For example,Texas is one of several states that can reconstitute poorly performing schools.

Motivating teachers to change and do more than they initially thought they could is key to excuse busting.

Hammonds, Kunders, and Galow (2013) shared, “Improvement requires change, and change is dependent

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upon motivation. If positive change is going to take place in our schools today, teachers must be motivated to work collaboratively.”

Change is often difficult and stressful to those it impacts. In times of stress, it is natural for people to seek out the support and comfort of others. It is imperative that instructional leaders ensure motivation is not lost during times of change by encouraging teachers and maintaining the expectation of collaboration rather than isolation. This allows educators to maintain focus, energy, and motivation as the new expectations are learned and mastered.

Maintaining our teachers’ motivation through times of change can be a large task, but one that is extremely critical to maintaining positive momentum in an organization. Kouzes and Posner (2007) stated,“Leaders encourage the heart of their constituents to carry on.” Simply saying

thank you and recognizing personal and systematic accomplishments of all stakeholders is an effective way to ensure that motivation remains positive and efforts are maximized for student achievement.

Effective Communication The second key to busting excuses is effective communication. A common concern educators have during times of change is the lack of communication or, in some cases, ineffective and inconsistent communication. This in itself will be an instant excuse by some not to move forward and progress towards the new goal. A common mantra heard during times of ineffective communication is, “if the boss doesn’t know what is needed, then how are we supposed to know?” In his book, Start with the Why: How Great Leaders Inspire Everyone to Take Action, Simon Sinek (2011) discussed the importance of being extremely clear and consistent

with the message being sent, “Everything you say and everything you do has to prove what you believe.” As leader of the system, you must deliver a consistent message and not waver depending on the audience. Sinek (2011) stated,“With consistency people will see and hear, without a shadow of a doubt, what you believe.”

Providing Appropriate and Timely Resources Another common reason that educators choose not to change with the times and push their students to higher levels is the excuse of limited resources. Implementing change can be a very difficult task to accomplish, especially if there are inadequate resources in place to implement the intended change. There is no easier excuse to use than the complaint of lacking the appropriate materials or time needed to properly move forward with a new initiative.

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To ensure that the excuse of lack of time cannot be used, school leaders can schedule collaborative planning time into the school day for teachers to meet and work together on the new tasks. Often “out-of-the-box” thinking is needed to create planning time.

Some schools extend school 30 minutes every day to create a two-hour early release for planning each week. Other schools use funds to supply substitute teachers for an entire grade level one day each grading period. DuFour and Fullan (2013) suggested the time allotted in the collaborative process “will allow educators to learn from others on their team, in their building, in their district.” Allowing teachers to work collaboratively provides them a safe environment in which to learn, where mistakes and misconceptions can be worked through collaboratively.

In addition to ensuring that teachers receive the resource of time, school leaders can make sure teachers and other staff members have the appropriate supplies and educational resources needed to properly facilitate student learning. Being cognizant of the educational resources needed to fully implement any new initiative and ensuring that these resources are provided in a timely manner is key for the school leader to remove this as a potential barrier. We are quite certain there are no school leaders in the field who intentionally neglect to buy the appropriate resources for their students and teachers. This point is intended to be a reminder of the importance of providing resources prior to initiating change, thereby removing an excuse for non-compliance.

School leaders must work to ensure that the pioneers—those in the trenches leading the change process—are protected from negativity and saboteurs. Ensuring pioneers have adequate support is essential to continuing any initiative, as these individuals are often highly respected within the organization they serve.The trail blazed by pioneers paves the way for others in the organization to reach the desired destination.

Dr. Todd Kunders currently serves as principal for the students of Oveta Culp Hobby Elementary located on Fort Hood within Killeen ISD. He also serves as an Adjunct Professor for University of Mary HardinBaylor’s Educational Administration program.

Dr. Craig Hammonds worked for 13 years in public education as a teacher and administrator.

He currently serves as Assistant Professor of Education and Director of Educational Sharing and Celebrating Success Finally, we have perhaps the most important Administration (M.Ed.) programs at the step in busting the excuses of excuses-mak- University of Mary Hardin-Baylor. ers—sharing and celebrating successes.

Often, naysayers will spread a message of Dr. Gary Schumacher earned a Ph.D. degree doom and gloom. “This won’t work” and from the University of Wisconsin–Madison. “this is a waste of time.” One way to bust He is currently an associate professor at these excuses and negative criticism is to the University of Houston–Clear Lake. He celebrate the success of others who have previously was the superintendent for the improved through the new initiatives Monona Grove School District (Madison, or changes; for example, celebrating the Wisconsin). increase in student achievement as a result of new initiatives. These celebrations send a positive message of progress to the negative few and at the same time it debunks their assumptions of failure. Kouzes and Posner (2007) advise leaders to ensure core values are the focus of celebrations and warn leaders to ensure their message during the celebration is focused on the desired behaviors.What is said during celebrations is what is going to be repeated and reflected on by the participants.

References Dufour, R., & Fullan, M. (2013). Cultures built to last: Systemic PLCs at work. Bloomington, IN: Solution Tree: Press.

Gorton, R. A., & Alson, J. A. (2009). School leadership and administration. New York, NY: McGraw Hill.

Hammonds, R. C., Kunders,T. M., & Galow, T. (2013). Motivating teachers and meeting Education is a demanding profession, and expectations. Instructional Leader, 26(6). the demands on educational leaders increase every year. Rising expectations have led Kouzes, J. M., & Posner, B. Z. (2007). The some in search of an excuse when a solution leadership challenge (4th ed.). San Francisco, is needed.The pressures are high because the CA: Jossey-Bass. stakes are high. Simply stated, student success Protecting the Pioneers Gorton and Alston (2009) propose that is dependent upon leadership success. Focus- Lewin, K. (1947). Frontiers in group dynamthe faculty is the most important group to ing on motivation, effective communication, ics: Concept, method and reality in social involve and support in any change effort. providing appropriate and timely resources, science; social equilibria and social change.

They need to be involved in each step of the protecting the herd, and sharing and cel- Human Relations, 1(1), 5-41. change process and provided an opportunity ebrating success, educational leaders can bust Sinek, S. (2011). Start with the why: How great to acquire the skills that will be needed to excuses and meet expectations. leaders inspire everyone to take action. NewYork, successfully implement the change.

NY: Penguin.

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TSPRA VOICE TASA joins TSPRA in supporting the critical role of public information and communications professionals in Texas public schools.

Scared of Social Media?

#ownit

By Kristin Zastoupil Before falling in love with educational and nonprofit PR, I studied to be a newspaper reporter. I’ll never forget what my professors used to say,“If you write a truly fair and balanced story, it’s 50 percent one side and 50 percent the other.”

As a PR practitioner that reminds me that if I’m lucky, only about half of my key message will make it to my audience through traditional outlets. But with the advent of social media, school districts and education foundations (EFs) can now control the messages they want to communicate in real time.

Districts hesitant to dive into the social media universe liken it to putting a target on their back, that an active social media presence will open them up to complaints that will go viral.The reality for Corsicana ISD since we dove into Facebook and Twitter in July 2012 is that we’ve had very few complaints or negative comments posted.

When we do, it opens dialogue between the district and the community, allowing us to address those issues in a transparent way, building trust and understanding and turning the complainers into fans.

2014: The Year of Content Marketing By creating relevant and valuable content on an ongoing basis on social media, your district can attract and retain its target audience.Thinking of content as a long-term and strategic component of your district’s branding and communications plan turns it into a digital asset that will grow over time, providing huge payouts. Instead of renting your social media, content marketing allows you to own it.

The “scary” part for most districts/foundations venturing into social media is the thought that they are opening themselves up to scrutiny. However, giving up a little control to your “super fans” can actually give you more control over your brand, as they have the ability to do your content marketing for you.

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Creating content geared toward your fan base, parents, and students the last two years, we’ve had about five negative public posts, most of gives them the power to promote your district the way you’d like. which were mild: a complaint about a bus driving too fast or a school They can carry those key messages for you, giving you even more closing or not closing for that day. credibility.

In each case, we responded on the public post, thanking them for their Another great way to generate content is by following others with concern, and asked if we could call them or vice versa so we could similar interests. School districts aren’t the only ones generating better address their concern. If it was something we could answer positive content about K-12 education; professional associations, right away on the same post, we did, usually to receive a “thank you” nonprofits and even in some cases traditional media outlets can be response. valuable sources for you.

The private messages are usually more critical, and we’ve had maybe I follow TSPRA on Facebook and Twitter and share content that eight of those in two years across our district and campus Facebook pertains to our ISD/EF. Another great resource, the Friends of Texas pages. With all of these, we’ve addressed them openly, providing answers and a person on our staff who can talk over the phone or Public Schools, constantly shares the good news about our districts. in-person about the issue at hand.

Turning Naysayers into “Super Fans” Most complainants on social media sites just want to feel as if they are being listened to. For Corsicana ISD, the few complaints or negative comments we’ve had over the years come primarily through Facebook, either as a public post on our page or in a private message.

We’re more likely to get a private message from an angry parent; they don’t want to air their negative comments on the public feed. During

Usually, once the person is heard, it becomes a non-issue.We answer their question, explain the reasoning behind the district’s policy/ decision or correct the problem if it is an issue we need to address.

The situation is diffused, and the next time we receive a question or comment from the parent, it’s a question and not an accusation.They return with the attitude that we are willing to listen and take action.

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When I worked at Midlothian ISD, our superintendent started a blog as a forum to answer questions and go into more detail about how decisions were made for the district. It was during a time they were attempting to pass a bond for a second high school, after it had previously failed. Needless to say, the bond passed that time around, as the public felt they had more insight into the big decision being made by the board of trustees. Using social media to create that atmosphere opened a new line of communication.

seem slow going, but track your statistics every month, and you’ll see it grow in the long run.Ask others to share your page – local media outlets, popular businesses, involved parents, board members, etc. n

Give It a Voice: Everyone knows there is a person sitting behind a computer posting to your district’s social sites. It’s okay to give it a human voice with a sense of humor.

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Manage Your Time Wisely: Don’t get sucked into the vacuum of social media. Set a posting schedule that takes up 10 minutes of your day, and move on. Currently, our Facebook pages are linked to post to Twitter, meaning I only have to log on once. As you increase your brand by adding social media platforms, consider using a social media management tool, such as Hootsuite, which allows you to manage multiple platforms from one dashboard.

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Don’t Reinvent the Wheel: Follow what others are doing. It’s okay to borrow great ideas and make them your own.

Our education foundation has never received a complaint or negative comment through social media.After all, who doesn’t love the group that gives away money to kids and classrooms? EF social media can be a source of content marketing for your ISD, and vice versa.

How Can Your District or Foundation “Own It” When it comes to owning your social media, it’s important to look at the following for the most success in branding your ISD/EF.

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Social Media Policies: Research social media policies for the outlets you plan to use. Colleges and universities are a great place to look. Have your district communications professional contact their fellow TSPRA members, who are always willing to share.They can also share experiences with you to help better craft your policy. For example, on Facebook will you have an open or closed posting policy (can others post to your page or not)?

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Know Your Audience: Data are more important than ever.

Demographics are key in crafting any message, so it’s important to know who your followers are.

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Time to Build Your Brand: Give it time.When we switched our Corsicana ISD Facebook presence to a page, it took two years to rebuild to the 2,000 likes our old profile had. It may

Bottom line: Don’t be afraid to dive in. Social media could open up lines of communication with your community. It’s time to #ownit and see how it increases your district or education foundation’s brand.

Kristin “Z” Zastoupil is the Corsicana ISD Webmaster and Graphic Designer and the Corsicana Education Foundation Executive Director.

She has spent the last 10 years in non-profit, educational PR and fundraising, also working for Midlothian ISD, Center for Occupational Research and Development (CORD), the National Career Pathways Network and Texas Christian Academy. She holds her bachelor’s in Mass Communication/PR from the University of Mary Hardin Baylor and her master’s in Journalism from Baylor University. She is the At-Large Vice President Place 1 for TSPRA.

about TSPRA The Texas School Public Relations Association (TSPRA) is a nonprofit, professional organization dedicated to promoting public schools through effective communications.TSPRA, an award winning chapter of the National School Public Relations Association (NSPRA), was chartered in 1962 and incorporated in 1977.With more than 800 members, TSPRA is comprised primarily of public information and communications professionals who serve the public school districts and education organizations of Texas. In 2004,TSPRA opened its membership to education foundation staff and boards that support our public schools. The membership also includes superintendents, school administrators, principals, executive directors, web/technology/electronic media and graphic professionals, school consultants, vendors, and others who support public education in the state.

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PRESIDENT’S CIRCLE

Corporate Partners

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TASA is grateful to our 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.

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