INSIGHT—Summer 2019

INSIGHT

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS PROFESSIONAL JOURNAL

Greg Smith, President Superintendent, Clear Creek ISD

Doug Williams, Vice President Superintendent, Sunnyvale ISD

Brian T. Woods, President-Elect Superintendent, Northside ISD

Gayle Stinson, Past President Superintendent, Lake Dallas ISD

Plus - A Q&A with TASA Executive Director Kevin Brown

SUMMER 2019

TASA Proudly Announces 2019-2020 Officers

SUMMER 2019

INSIGHT

Volume 34 No. 2

FEATURE ARTICLES & COLUMNS

MEET YOUR NEW TASA PRESIDENT 18 Greg Smith to keep the focus on the TASA Strategic Framework

FOLLOWING UP ON THE FIRST YEAR 11 A Q&A with TASA Executive Director Kevin Brown TEACHER PERSPECTIVE

16

Take the fear out of algebra

Rhonda Peña TSPRA VOICE

21

Plugging into your community: building a lasting connection

Anne Marie Espinoza HIGHER EDUCATION

24

The changing landscape of Texas educator professional conduct

David P.Thompson, Ph.D.

SUMMER 2019

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INSIGHT

OFFICERS

Greg Smith, President, Clear Creek ISD Brian T. Woods, President-Elect, Northside ISD

DEPARTMENTS

Doug Williams, Vice President, Sunnyvale ISD Gayle Stinson, Past President, Lake Dallas ISD

TASA Professional Learning Calendar

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President’s Message

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Gonzalo Salazar, Region 1, Los Fresnos CISD

Executive Director’s View

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Max A. Thompson, Region 2, Banquete ISD

EXECUTIVE COMMITTEE

Jo Ann Bludau, Region 3, Hallettsville ISD Charles E. Dupre, Region 4, Fort Bend ISD Todd Lintzen, Region 5, Bridge City ISD Clark C. Ealy, Region 6, College Station ISD Stan Surratt, Region 7, Lindale ISD Judd Marshall, Region 8, Mount Pleasant ISD Curtis Eldridge, Region 9, Saint Jo ISD Kevin Worthy, Region 10, Royse City ISD

INSIGHT EDITORIAL STAFF

Executive Director

David Belding, Region 11, Aubrey ISD Kevin Brown

Assistant Executive Director, Services and Systems Administration

Ann M. Halstead

Amy Francisco

Director, Communications and Media Relations

Design/Production Marco A. De La Cueva

Editorial Director

Dacia Rivers

INSIGHT is published quarterly by the Texas Association of School Administrators, 406 East 11th Street, Austin, Texas, 78701-2617. Subscription is included in TASA membership dues. © 2019 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.

George Kazanas, Region 12, Midway ISD Jodi Duron, Region 13, Elgin ISD David Young, Region 14, Abilene ISD Joe Young, Region 15, Brownwood ISD Donna Hale, Region 16, Miami ISD Keith Bryant, Region 17, Lubbock-Cooper ISD Ariel Elliott, Region 18, Greenwood ISD Jeannie Meza-Chavez, Region 19, San Elizario ISD Michelle Carroll Smith, Region 20, Lytle ISD

AT-LARGE MEMBERS

LaTonya Goffney, Aldine ISD Walter Jackson, Brenham ISD Scott Niven, Allen ISD Jamie Wilson, Denton ISD

LEGISLATIVE CHAIR

Charles E. Dupre, Fort Bend ISD

EDITORIAL ADVISORY COMMITTEE

Doug Williams, Sunnyvale ISD, Chair Jo Ann Bludau, Hallettsville ISD Keith Bryant, Lubbock-Cooper ISD Charles Dupre, Fort Bend ISD Stacey Edmonson, Sam Houston State University Tory Hill, Sweeny ISD

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INSIGHT

TASA Professional Learning Calendar For details on our professional development events, please visit us at www.tasanet.org or call the TASA office at 512.477.6361 or 800.725.TASA (8272)

Date

Event

Presenter

Location

July-August 31- 1

First-Time Superintendents Academy Various (FTSA) – Session I

Austin Marriott North Round Rock, TX

4-5

First-Time Superintendents Academy Various (FTSA) – Session II

Austin Marriott North Round Rock, TX

10 -11

Academy for Transformational Leadership Schlechty Georgetown ISDAugust Session I

Georgetown, TX

16

Assistant Principal Leadership Academy Various Dallas Area Cohort

Allen ISD Allen, TX

16

Assistant Principal Leadership Academy Various Rio Grande Valley Cohort

Harlingen CISD Harlingen, TX

September

20-22 TASA/TASB Convention Various

Kay Bailey Hutchison Convention Center Dallas, TX

24

Assistant Principal Leadership Academy Various Houston Area Cohort

Cypress-Fairbanks ISD Cypress, TX

24

Assistant Principal Leadership Academy Various Corpus Christi/Victoria Area Cohort

Victoria ISD Victoria, TX

25

Assistant Principal Leadership Academy Various Austin/San Antonio Cohort

Georgetown ISD Georgetown, TX

30

Assistant Principal Leadership Academy Various Lubbock Area Cohort

Frenship ISD Wolfforth, TX

October October 9

Assistant Principal Leadership Academy Various Session II - Lubbock Area Cohort

Frenship ISD Wolfforth, TX

10

Assistant Principal Leadership Academy Various

Session II - Rio Grande Valley Cohort

15-17

Curriculum Management Audit Training CMSi Level I

16

Assistant Principal Leadership Academy Various Session II - Austin/San Antonio Cohort

16

Assistant Principal Leadership Academy Various Session II - Corpus Christi/Victoria Area Cohort

Victoria ISD Victoria, TX

17

Assistant Principal Leadership Academy Various Session II - Dallas Area Cohort

Allen ISD Allen, TX

22

Assistant Principal Leadership Academy Various Session II - Houston Area Cohort

Cypress-Fairbanks ISD Cypress, TX

22-24

Curriculum Management Audit Training CMSi Level II

TASA Headquarters Austin, TX

Harlingen CISD Harlingen, TX TASA Headquarters Austin, TX

Georgetown ISD Georgetown, TX

SUMMER 2019

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A NEW YEAR FOR TEXAS PUBLIC EDUCATION

T

he start of a new school year is synonymous with making that proverbial New Year’s resolution. It’s an opportunity to commit to improve the relationships with the students we serve, the families who entrust us with their children, and the staff who make education move forward.

Greg Smith

PRESIDENT’S MESSAGE It is my resolution to expand the reach of values-driven leadership, those life-affirming standards such as trustworthiness, caring and integrity that give each of us purpose.

It is my resolution to expand the reach of values-driven leadership, those life-affirming standards such as trustworthiness, caring and integrity that give each of us purpose. Teaching and modeling those core values are now very much a part of our daily work in education. In fact, I would say that it has become our moral imperative today while in the midst of such chaos that plays out in the media and social media. This has become a focal point for us in Clear Creek ISD through authentic character development education, morning reflection time in each classroom and intentional conversations with adults and children.

With the legislative session dust still-not-settled, there will no doubt be significant policy challenges to address in the new school year from making the financial numbers work under House Bill 3 to implementing the safety provisions of Senate Bill 11. I would like to thank you, our valued TASA members, for joining us in Austin to ensure education-friendly policy moved from the calendar committee to the floors and on to the governor. This particular session certainly saw its trials but also many rewards from finally putting new money into education, raising the age to purchase tobacco including electronic cigarettes to 21, and determining if the STAAR tests are valid and reliable assessment instruments.

A hearty thank you to Dr. Gayle Stinson, superintendent of Lake Dallas ISD and past president of TASA, for her exceptional leadership during the 2018-19 school year. This fall will also bring us together for the 2019 TASA/TASB Convention in Dallas. I am appreciative of the work of TASA’s staff to ensure this conference is an exceptional learning experience for everyone. Please be sure to join us for three days of engaging sessions and fellowship.

I am honored to serve as your 2019 TASA president and I look forward to learning from and leading with you, for today’s experiences are only as valuable as tomorrow’s opportunities.

Greg Smith TASA President Superintendent, Clear Creek ISD

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GOOD THINGS HAPPEN WHEN EDUCATORS VOTE

W

hen educators speak up for public education, people listen. When they vote, good things happen for our children. But when they don’t speak up and don’t vote, history has shown us that bad things happen. It really is that simple.

Kevin Brown

Texas’ 86th legislative session is now in the history books. We are still trying to figure out its full impact on public education. While the session was far from perfect, and while I think the Legislature could have done much better than it did for public education, I do applaud lawmakers for making significant strides.

EXECUTIVE DIRECTOR’S VIEW

HB 3 was passed to provide additional funding for public schools, pay raises for employees, full day pre-K for our neediest students, expanded professional development, and a reduction in recapture and property taxes. TRS was also better funded (though the final bill puts some pressure on public schools and educators). Retirees will get a 13th paycheck, and districts impacted

by Hurricane Harvey will receive some much-needed help.

As long as this is America,

Additionally, we were able to defeat a lot of bad bills, such as those that would have allowed for outcomes-based funding (funding schools based on third-graders’ test scores), a prohibition on school districts/municipalities from advocating for local needs, and standardized testing for kindergartners, among many others.

and as long as we live in a democracy, this former government teacher encourages you to keep informed and vote your conscience.

We increased transparency requirements for charter schools and ensured that they have a common application to reduce bad practices related to “selecting” students. We raised important questions about the readability of STAAR and EOC tests, and we were able to make significant improvements to numerous other bills.

The entire tone of the legislative session changed even before it started back in November. Supporters of public education won more seats in both parties than their opponents. For the most part, legislators seemed to treat this as a wake-up call.

Perfection is the enemy of good. This session was far from perfect, but the net effect was good, because people spoke up and showed up where it matters most — at the polls.

Let’s not wait another three decades to vote in full force. Let’s create a culture where voting is a habit for 100% of educators, 100% of the time.

There are those who don’t want you to vote. They might try to intimidate you or make you feel that encouraging people to vote is wrong or improper. But as long as this is America, and as long as we live in a democracy, this former government teacher encourages you to keep informed and vote your conscience.

No matter what the naysayers tell you, voting does make a difference. And when you’re talking about educating Texas’ youngest citizens, our newest generation, the ones we will look to to keep our state headed in the right direction, it’s hard to fathom a more important cause to rally behind.

SUMMER 2019

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photo credit: Hyndman/LPA

Following up on the first year

A Q&A with TASA Executive Director

Kevin Brown In summer 2018 Kevin Brown left his 10-year post as Alamo Heights ISD superintendent to take the top position at TASA. INSIGHT recently sat down with Brown to discuss how the transition has gone and get his perspective on the association’s progress on the TASA Strategic Framework — a long-range plan that lays out TASA’s aspirations and the long-term strategies the association will use to reach them by 2025.

You’ve been in the top job at TASA for a year now. What was the move from superintendent to executive director like?

I loved being a superintendent. I loved my community and my colleagues. Leaving that behind was hard. But it has been an awesome transition, and I’ve really enjoyed getting to visit with people across the state and supporting superintendents. They have such challenging jobs, and I appreciate that because I’ve been there and I know the challenges they face.

You’ve done a lot of traveling in your first year with TASA. What was that like?

I’ve been all across Texas, speaking at service centers, conferences, districts, colleges and at many other events. My main goal has been to be visible for TASA by getting around the state and making sure our members understand that whether they’re in a rural community or small town or an urban or suburban district, everybody has a voice at TASA and an important role to play.

I also want to make sure everyone knows that TASA is accessible to everybody, and that we are not an organization for just a few people. I want TASA members to know me and know that I’m here to help them, but also that the whole TASA staff is, too. It’s important that our members understand how hard the staff here works for them and how much they care about our schools.

SUMMER 2019

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What are some of the highlights from your first year in the executive director’s seat?

I’ve been focused on continuing the trajectory of TASA as a very strong organization and help the association continue to grow. I stepped into the shoes of Johnny Veselka, and that is a tall task.

I’m getting to know the staff really well, building a sense of team with them, and trying to align the work that we do with our TASA Strategic Framework.

We’re starting some new programs. We will soon be partnering with TASBO on a professional learning offering on school finance. It won’t be just for superintendents and CFOs, but also for communications directors and HR directors. It’s going to be a comprehensive program that hopefully makes a difference for school leaders on all aspects of school finance, which is especially important given the passage of HB 3.

With all the professional development opportunities TASA provides, we think about designing experiences we hope will delight our members, impact them, help them be better leaders, and help them change their school systems for the better — to better meet the needs of children.

One of the best examples is TASA’s Future-Ready Superintendent Leadership Network, or FRSLN. It’s different in that it is a superintendent-led group that gathers for events of their own design. For 2019-20, we are expanding FRSLN to include 250 school leaders with four learning experiences they can participate in.

FRSLN is not us delivering information or content; it’s us facilitating a conversation with school superintendents and school leaders across the state so that they can solve real-world problems in their districts. What are we doing to engage students? What are we doing to personalize learning? What are we doing with technology, and how do we incorporate that if and when it’s appropriate? How do we engage our teachers and help them to tap into their creativity and innovation? What kind of innovative programs are out there that we may be interested in as a community?

This to me is the most compelling work that we’re doing, and the most engaging. The superintendents design the experiences themselves, and I think there’s a lot of power in that.

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INSIGHT

Another focus is our Texas Public Accountability Consortium, TPAC. This group of superintendents and central office staff are working on further developing communitybased accountability as an option for our state. We’re in year three now, and I think school leaders across Texas recognize the shortcomings of high-stakes accountability and the need for community-based accountability.

I feel that superintendents should be most accountable to the local community. Developing a community-based accountability system is basically asking, “So, community, what is it that you want us to be accountable for? And how can I report that to you in a way that makes sense — in a way that holds us accountable for all of the work we’re doing, and not just to the results of a standardized test given on a single day?” Community-based accountability is about taking into consideration how a district is doing with innovative programs, citizenship, character, extracurriculars, in core areas, in developing leaders for the 21st century. All of those pieces.

It’s going to look different in each community, but TPAC is developing strands that are common across the state.

We have a very committed cadre of about 150 participants who are heavily into the work. I think, ultimately, when A through F campus and district ratings roll out, these school districts will be able to say, “We’re not even going to talk about that. This is what we’re going to talk about.” And it’ll be a much more comprehensive accountability system that is more meaningful to local communities, to realtors, and to parents. I also think it’s something that educators can get excited about. It truly recognizes the work that kids are doing. It also recognizes the areas that need work, but it’s much more transparent about that work.

I’m really excited about the work of TPAC, and about FRSLN, and I think both are instrumental in the work that we’re doing to fulfill our aspirations set out in the TASA Strategic Framework.

This was a legislative year. How was working with the Legislature as an association leader been different than your previous advocacy work as a superintendent?

I was very involved the last 10 years as a superintendent, coming to Austin and testifying either on behalf of TASA or my own district or other organizations. But one of the real draws of the TASA executive director position was that I felt it would allow me to have a bigger impact statewide.

It’s been really rewarding and a huge opportunity to work

with our awesome governmental relations team and with so many of our members who came to Austin to advocate on behalf of public schools.

One thing that’s really clear to me is that our public schools need advocates in Austin working for them. It’s also clear to me that TASA has a big impact on the legislative process. We have the ability to be present on a daily basis and develop relationships. So much of this process is creating relationships with our elected leaders. Building trust with them, trying to make sure they know we’re giving them accurate information, that we’re a trusted source, and that they can rely on us for giving them impact on the local community, local district.

Member engagement in TASA is also important to us, so that’s one of the three areas of strategic focus outlined in the framework. Again, we’re trying to serve all members — male or female, and regardless of race, religion, or politics.

If you’re a school administrator, you have a place at the table with us. We have a growing number of outstanding female superintendents in the state as well as a growing number of Hispanic and African-American superintendents. Trying to support them is important to us. We strive to be as inclusive as possible and help our members feel welcome. To provide greater access and opportunity for member engagement, we have added numerous committees and focus groups for 2019-20 that will allow another 100 members to participate as a TASA leader.

Many of our state representatives and senators really care about their schools; they care about their local communities and want to serve them well. Many of them understand public education, but many of them do not. So we spent a lot of time during the session trying to educate folks and trying to explain the impact their decisions have back at home.

I believe very much in democracy. Although there are frustrations that come with the legislative session, and people call it the “sausage-making process,” it’s wonderful to be in a free country where anybody can walk into the Capitol, share with lawmakers what they think, try to influence the process, and have bills pass that, hopefully, do good.

Sometimes that process makes you disappointed. But I do believe most people are there trying to do good in the world. It’s a fascinating process to be a part of, and I feel very compelled to represent public education. That part is easy for me.

Switching gears to talk about the TASA Strategic Framework and the association’s aspirations for 2025. Are there someareas of the framework that are most important to you?

We have three major strategic areas. One is advocacy. Of course, there’s the legislative part of advocacy, but there’s also the part that is being a champion for public schools, sharing the stories of public education, and reminding people why it’s such as important institution in our country.

Part of the reason I travel around the state is to be a champion for public education, adding my voice to those of the many Texas school leaders who are out there trying to tell the stories of their local schools better.

The third strategic focus area is professional learning. We’re really trying to create offerings that support individuals on the career pathway to superintendent. We had our largest Aspiring Superintendent Academy ever at the 2019 TASA Midwinter Conference. I think we had 150 aspiring superintendents. That’s a wonderful program that’s grown. We’re also looking at offering professional learning for school leaders who are considering moving into central office positions.

We recently redesigned our First-time Superintendents Academy. It’s an outstanding learning opportunity. And we’re in the process of redesigning our mentoring program so that every new superintendent has mentors they can go to when they have questions.

SUMMER 2019

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Is there one area in which you’ll be putting the most work headed toward 2025 to keep the TASA vision on track?

I think the biggest challenge is to make sure that we just keep doing the work of our visioning document and the TASA Strategic Framework. Each year, we have set up a process where we meet with our officers and Executive Committee in the summer to look at the past year’s work and accomplishments and set our goals for the following year. We also have a committee structure in place to allow more TASA members to provide feedback on each of our strategic areas.

What’s your personal vision for the future of TASA, looking toward 2025?

I want to help ensure that, from the state level, schools are funded appropriately, that school leaders are given discretion to do what they need to do for their local communities, and that they are given the space to actually lead. If we can help our state be less compliance-driven and more about empowering schools, that would be wonderful.

I also hope that school leaders will see TASA as their go-to place for aspirational, inspiring professional development.

Ultimately, with the freedom to lead, appropriate resources and quality professional development, I hope that Texas school leaders can dream and think big, and change our school system to better prepare students for a future that is rapidly changing.

I also hope that we have a renewed sense of the patriotic endeavor that public education is — that people who serve in schools are serving not only individual children, but our communities and our democracy. You can’t have a free society without a strong public school system.

The two go hand in hand, and sometimes I think people forget why public schools exist. I hope we’ll see a renewed energy around that at the state level.

How will the TASA vision and Strategic Framework benefit TASA members and, in turn, benefit Texas children?

Through our professional learning offerings, we’re helping to develop stronger and better leaders who can better serve their students. We can help by engaging our members and offering them supports that help them to be stronger professionals, but also by providing them with a support network. Being a superintendent can be a lonely job. It’s really important for superintendents and all school leaders to have peers around them that create that network. The strength of our organization is in our members. The more we bring them together in meaningful ways, the stronger we become.

One thing I’m really looking forward to is providing a wellness program for our members. Because of the stresses of the job and all the things that school leaders do, they’re often in a fishbowl. They serve a community, they work with students and with parents and with staff and with board members and with TEA, and with state leaders. They get pulled in many different directions.

For them to be the best leaders they can be, they also have to take care of themselves. So we are working on providing them with a wellness program that emphasizes eating right, exercising, dealing with stress management, taking care of all aspects of their lives, and taking time for a fulfilling family life and friendships. That will help develop stronger leaders as well.

I’m excited about where TASA is, and I’m even more excited about what can happen in the future as we pull everybody together and head in the same direction.

To me, that’s what the Strategic Framework does. It’s a representation of what our members want, and we are heavily focused on getting it done. n

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INSIGHT

Photo credit: Hyndman/LPA

TEACHER PERSPECTIVE Take the fear out of algebra

By Rhonda Peña

M Our students deserve to enter into junior high with confidence and a strong foundation in the basic concepts of algebra, and all of that begins in the elementary classrooms.

erriam-Webster defines fear as “an unpleasant often strong emotion caused by anticipation or awareness of danger.” Sometimes just one word can cause fear in someone.The one word that had me shaking in my boots in junior high was …

ALGEBRA Algebra was the dreaded topic in my seventh grade math class that we all knew was coming sooner than later. How many of you had this same, terrifying experience? I would think it is safe to assume that there are many of you that felt the same way.This fear of one simple word is real, but we as educators can do something about it.The answer is quite simple, and it all starts in kindergarten.

When our students enter kindergarten, they are learning much more than just social skills, letter and number recognition, and participating in interactive playtime.They are learning about unknown numbers, which are defined as variables in algebra. One apple plus two apples equals ________.Two apples plus ______ equals five apples.They are finding the answer for the unknown number in the problem while using pictures and objects. So why can’t we, or why don’t we, tell them that this concept is algebra? That this is where algebra begins? We can teach them algebraic vocabulary at a very young age, and they can and will memorize the terms. Granted, they may not completely understand, but if we use this learning moment to boost their self esteem in math, why not? This will only give them the courage to face math with a positive attitude and with confidence as they progress through the years.

In addition, they are not learning algebra abstractly, like many of us did in junior high. Our teachers just handed us equations and taught us the steps with which to solve them on paper. I can’t remember ever using manipulatives to build an equation and “see” and “feel” how the equation is like a balance scale that should remain balanced. In the lower grades, teachers use manipulatives to help their students see the math concretely therefore building a deeper understanding of the problem rather than just memorizing steps.

The Hands-On Equations Algebra kit is helping to build that conceptual understanding for our students in grades three through five across our district here at Mission CISD.The students are able to grasp the basic concepts of algebra due to working out the story problems with their kits.You can see the confidence blooming right before your eyes in just one lesson.When we started using the Hand-On Equations kit, I asked my students before starting the first lesson if they believed that they could do algebra.

Practically every one of them said that they would not be able to, that it was too hard.

Then I told them,“You have already been doing algebra, since kindergarten!”You should have seen the expressions on their faces! They could not believe that this was true until I showed them the “two apples plus ______ equals five apples” example. Now that we have been using the kit in our district

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INSIGHT

for several years, our students are being exposed to the word algebra and working out equations and story problems in a fun and engaging way. However, we do not need to wait until they get to the third grade. Kindergarteners, first graders and second graders need to know that they are experiencing the foundations of algebra. If we continually reinforce this fact, we will be setting them up not just academically, but psychologically for success in math.

Our students deserve to enter into junior high with confidence and a strong foundation in the basic concepts of algebra, and all of that begins in the elementary classrooms. Elementary teachers are teaching algebra, and we need to relay that to our students. Our students’ confidence will grow from year to year if they are continually hearing that they are doing algebra just like the junior high kids. Giving them this positive experience will not only increase their self-esteem and confidence, it will also help drive the apprehension of math out of them.Their junior high math class will not be a scary place; instead, it will be one that they walk into happily and ready to meet the challenges head on. Let’s all join together to wipe out the fear of algebra.n Rhonda Peùa, is a fifth grade teacher at Bryan Elementary School in Mission CISD and the 2019 Texas Elementary Teacher of the Year.

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Meet your new TASA president Greg Smith to keep the focus on the TASA Strategic Framework Each summer,TASA ushers in new officers and Executive Committee members.

For 2019-20, Greg Smith, superintendent of Clear Creek ISD, has stepped into the top position, taking the reins as TASA president.A TASA member for more than 30 years, Smith is ready to take the helm and navigate the group toward a new vision for public education in Texas.

“I have had the opportunity to work alongside JohnnyVeselka and now Kevin Brown, two tremendous visionary leaders who have kept a great pulse on public education,” Smith says.Another experience that has helped him prepare to be TASA president was working alongside fellow members of the TASA 2025 Task Force during the past few years to develop the TASA Strategic Framework. He says that document, which lays out TASA’s aspirations and outlines the long-term strategies the association will use to reach them, largely focuses on three strategic areas.

The first of those is professional learning, a chief area he’d like to focus on during his time in the president’s seat.

“I think TASA, more than anything else, provides a foundation for all aspiring leaders in the state, and not just for superintendents, but also central office folks, principals and assistant principals as well,” Smith says.“I think there are many opportunities through TASA to build your personal and professional capacity.”

In his time as a TASA member and officer, Smith says he has learned from many of his peers and has benefited greatly from partnering with other administrators from across the state through various TASA learning opportunities.

“My focus and my attention has been to embrace the diversity that Texas has to offer, and learn from each other along the way,” he says.“I think part of that is being able to take our experiences and share them with each other so that we establish a strong network of leaders throughout Texas.”

Smith says that advocacy is also a large part of the framework, something that seems to have paid off during the last election and recent legislative session. For him, it’s an important part of serving in a leadership role in any public school system.

“We have to have a voice in trying to make sure that we put our kids first and that we don’t settle for less,” Smith says.“By doing that, I believe we have an opportunity to sit at the table to make sure our legislative representatives are tuned into what makes democracy work.”

The final piece of the framework that Smith hopes to work toward is one that ties the whole vision together — member engagement.

Whether through professional learning, networking or advocacy, Smith says that partnerships and mentorships are key to working toward TASA members’ shared goals.

“I think part of our job is to make sure that all of our members are engaged as diverse learners,” he says.“Engagement is such a powerful tool to increase the capacity for future leaders.”

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INSIGHT

From TASA groups such as the Future-Ready Superintendents Leadership Network (FRSLN) to partnerships with outside groups such as RaiseYour Hand Texas, Smith says that taking advantage of learning opportunities is essential to moving toward a brighter future for Texas public education.

“If you can bring people of goodwill to the table, we can do anything we want,” he says.“We can make things happen and prepare our students for the future. I think when all is said and done, our future is indeed very bright.” n

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TSPRA VOICE Plugging into your community: building a lasting connection

by Anne Marie Espinoza Whether you’re celebrating 20 years of service or new to a district, we all face the same challenges — building relationships. The main question is, how can we connect with the community to make meaningful and lasting relationships? The opportunity for interacting with your community is limited only by your imagination. That said, here are some proven strategies employed across the years to interface with community members and resources.

Embracing the culture. Every community, no matter what size or how long it’s been around, has its influential people (elected officials, business people, religious leaders and other community members) who have a lot of pull when it comes to what decisions get made and how things happen within the community. Seek these individuals out at community events, look them up and involve them in the school district. Relationships are the lifeline of any district, and the ability to connect effectively with key individuals can open many doors for the district.

Another crucial element is personal contact. Put your phone to work. Calling someone is always more personal and creates a connection between two people that wouldn’t exist from reading words on a screen. The personal connection that comes from this type of interaction creates positive feedback between individuals with a school district and community members. If you hope to involve influential people, members of the school district need to be active in different sectors of the community, meeting as many people as possible. The best way to meet influential community leaders is by being active within the community.

Personal touch. It’s easy to get caught up in day-to-day routines and lose personal touch with people. District employees are best prepared to share district news and student success when one can disconnect from the world and be present in the moment. Join a community organization such as the Humane Society, Chamber of Commerce, or monthly community gatherings or socials, it doesn’t matter which, as long as people are sharing their stories with all who will listen. A personal story can be delivered with admiration, appreciation and true gratitude, which helps build a direct connection. A social media post can share a message; however, it should not be the only method used. Let us not forget there is no replacement for a hand shake, a hug or eye contact.

Wiring your community. Word of mouth is one of the most powerful marketing tools of all, especially in a tight-knit community. Everything from volunteering at local activities or inviting the community to a free district event to simply attending community socials can help build a connection between a community and its school district. The more involved a school district employee becomes with the community, the more opportunities that person will have for the common conversation starter, “How are things going at the district?” This is the golden opportunity to begin establishing those ground wires. A casual conversation with a radio DJ can easily lead to a live weekly radio segment focused on district updates. District administrators are the key individuals to establish vital wires of communication within a community.

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Discovering the new and the old. Does the district have a superintendent’s student advisory group? If so, take this group on the road. The leader of the district and the students will learn about community resources, discover how to become more involved and embrace the opportunity to meet community members. These interactions easily become discovery missions. So many times, people might take for granted the possibility that students are familiar with the great resources offered in the local community and that community members know about the wide variety of extracurricular activities and the career and technology education pathways offered in a district. Taking students on a visit to the local health clinic, county courthouse, after-school learning center or city government offices allows community members to become acquainted with students. With a simple introduction of one another and allowing the students to share favorite upcoming events, courses, extracurricular activities, clubs and sports they are involved in at school, the community will quickly learn about the great opportunities offered within the school district.

company. The event, which began years ago as something rather small, is cherished by the entire community as it shines of our culture and heritage for many to enjoy.

Other district events such as open house, meet the teacher, science nights, literacy nights and PTO meetings happen regularly year-round, and although some of these events may only bring parents who have a vested interest, they’re still important to building trust and lasting relationships with our district employees. By hosting a cultural event in the community, stakeholders are invited to join in the festivities while building partnerships with the district. Opening the doors and inviting everyone to share in the celebrations, big and small, creates an instant community with an atmosphere that reverberates with good vibes and bonding long after the event is over.

Open your doors. Create opportunities for your community to visit your district.

Host “meet and greets” for new staff members to participate in nothing more than a social hour. Individuals would enjoy a simple agenda to just mingle.

Create a partnership with a local business to host a community dinner with student entertainment. The key to success is to make these get-togethers casual with no pressure. It’s all about building relationships.

Open and effective communication. In an effort to embrace the community and build a strong relationship, community members need an outlet, whether online or in person. At the basic level of community building, a district’s website should provide an avenue to submit suggestions, concerns or opinions. Provide an opportunity for a two-way dialogue between district administration and the local community. This can be accomplished by accepting phone calls or meetings from community members who stop by the district’s main office, thus opening an avenue for the community to voice their opinions on issues that matter most. This alleviates frustration and allows district personnel the opportunity to explain and consider the issues at hand. This open and effective communication will strengthen community relationships while building community liaisons.

Uvalde CISD has a wonderful partnership with First State Bank of Uvalde, and together we put on an annual tamale dinner, a “tamalada,” for the local community. This event is attended by hundreds of community members coming together to socialize and enjoy each other’s

We encourage everyone to respect the law and opinion of their audience and to also take the time to check facts and sources before posting. Following the Code of Ethics and Standard Practices should be top of mind as well as being honest and truthful when posting. Finally, we ask that everyone

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give the proper person’s contact information to anyone who posts a complaint or requests work-related information on social media.

All individuals have the power to connect the school district with the local community. A district needs a champion, an inspiration from within to plug into the community. Therefore, take a look at district staff and select your community champions, they’re all around us. This can be transformational. As we say in our district, “Uvalde CISD, the power to transform!” n

Anne Marie Espinoza serves as executive director for communications and marketing for Uvalde CISD. She has nine years of experience in the communications field as a school PR practitioner. Prior to working at Uvalde CISD, she was the director of communications at Southwest ISD. She currently serves as vice president of TSPRA’s San Antonio region.

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HIGHER EDUCATION The changing landscape of Texas educator professional conduct

by David P. Thompson, Ph.D.

I

n 2017, the 85th Texas Legislature passed and Gov. Abbott signed into law Senate Bill 7 (SB 7), which was comprehensive legislation to address what at the time was a nine consecutive year increase (from 123 in 2008-09 to 302 in 2016-17) in the number of investigations opened by the Texas Education Agency (TEA) into educator inappropriate relationships with students and/or minors (IRWSM).To recall, SB 7 in relevant part:

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INSIGHT

•

Expands the criminal offense of “improper relationship between educator and student” in Tex. Penal Code § 21.12 to include the educator or employee who is or is required to be certified or licensed who engages with a student in sexual contact, sexual intercourse, deviate sexual intercourse or conduct meeting the definition of online solicitation of a minor where the educator/employee knows that the student is enrolled at another public or private primary or secondary school where the educator is not employed;

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Revises reporting requirements (see Tex. Educ. Code § 21.006) for superintendents when an educator solicits or engages in an inappropriate relationship with a student or minor, adds reporting requirements for principals for similar relationships, and imposes the possibility of administrative (civil) and criminal penalties for superintendents and/or

•

principals who fail to make these required reports (Tex. Educ. Code § 21.006 [j]);

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Requires school districts to adopt a policy whereby school officials must notify parents/ guardians “as soon as feasible” when an educator is alleged to have engaged in an inappropriate relationship with a student (Tex. Educ. Code § 21.0061);

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Requires applicants for positions requiring certification or licensure to submit a “preemployment affidavit” disclosing whether they have ever been “charged with, adjudicated for, or convicted of having an inappropriate relationship with a minor” (Tex. Educ. Code § 21.009);

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Permits the State Board for Educator Certification (SBEC) to sanction an educator’s certificate or refuse to issue a certificate to a person if “the person assists another person in obtaining employment” and the person so assisting “knew that the person (seeking employment) has previously engaged in sexual misconduct with a minor or student in violation of the law” (Tex. Educ. Code § 21.0581);

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Expands the Texas Education Commissioner’s subpoena power to compel the attendance of a person in an SBEC investigative proceeding (adding to the Commissioner’s previous power to subpoena documents) (Tex. Educ. Code § 21.062);

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•

•

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Requires school districts to adopt a policy addressing electronic communications between school employees and currently-enrolled students (Tex. Educ. Code § 38.027); Permits the Commissioner to authorize special accreditation investigations “when a school district for any reason fails to produce, at the request of the agency, evidence or an investigation report relating to an educator who is under investigation by” SBEC (Tex. Educ.

Code § 39.057 [a][15]); and Provides for the ineligibility or forfeiture of retirement benefits of members or annuitants of the retirement system who are convicted of a “qualifying felony” where the victim is a student (Tex. Gov. Code § 824.009).

As is often the case after the passage of major legislation, SBEC has made numerous revisions to the Texas Educators’ Code of Ethics and Standard Practices for Texas Educators (ECE) (19 Texas Admin. Code Chapter 247) and educator discipline rules (19 Texas Admin. Code Chapter 249). The purpose of this article is to summarize relevant changes to the ECE and these rules, many of which relate to SB 7. This article will first address changes to the ECE. Second, it will highlight revisions to relevant educator discipline rules. Finally, the article will advance conclusions and recommendations.

Educators’ code of ethics As one of the hallmarks of the education profession in Texas, the Texas Educators’ Code of Ethics lays out the conduct expectations for all school district employees in Texas, certified and non-certified (please see your school district policy DH [local], which generally makes the ECE applicable to all district employees). For purposes of state enforcement, the ECE is enforced by SBEC with regard to the certificates of educators.The ECE has three categories of enforceable standards (19 Tex. Admin.

Code § 247.2): (1) Professional Ethical Conduct, Practices and Performance; (2) Ethical Conduct Toward Professional Colleagues, and (3) Ethical Conduct Toward Students. Changes to each category of standards are addressed in turn below (strikethrough notes deleted text, underline notes inserted text).

Standard 1 revisions

Standard 1.2. The educator shall not intentionally, knowingly, or recklessly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage.

When it comes to enforcing the ECE standards, it is much easier for SBEC to demonstrate that an educator acted recklessly than it is to demonstrate that the educator acted intentionally (i.e., acting in such a way that the educator intended or meant to cause a harmful result). In revising Standard 1.2, SBEC noted as much: This [change] would allow SBEC to discipline educators for misappropriation when the educator was reckless in bookkeeping or in how the educator kept the money or property, as well as when the educator acted intentionally

or knowingly to divert the money or property. (43 Tex. Reg. 6839)

Standard 1.11. The educator

shall not intentionally, or knowingly, or recklessly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment.

Much as with Standard 1.2, Standard 1.11 brings into the reach of SBEC a greater amount of conduct of the educator who misrepresents his/her employment history, even when the educator is careless about a misrepresentation. Responding to criticism of adopting this lesser standard of culpability, SBEC noted that this change: … is intended to inspire educators to take extra care in the information they provide school districts and to allow SBEC to discipline educators who make such representations even when there is insufficient evidence that the educator acted knowingly or intentionally. (43 Tex. Reg. 6839) Standard 1.10. The educator shall be of good moral character and worthy to instruct or supervise the youth of this state.

Please note that this standard has not changed, but in 2018 SBEC added to the definition of the term “unworthy to instruct of supervise the youth of this state” when it provided that “It is a rebuttable presumption that an educator who violates written directives from school administrators regarding the educator’s behavior toward a student is unworthy to instruct or to supervise the youth of this state” (19 Tex. Admin.

Code § 249.3 [60]). Clearly designed to head off inappropriate educatorstudent sexual relationships before they occur, SBEC again rejected criticism of this definition by observing that:

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An educator’s violation of a [written] directive regarding his behavior towards students shows that the educator received a warning and still could not stop the behavior … that there was no accident, misrepresentation, or simple misinterpretation: an administrator told the educator that his or her behavior was wrong, and the educator still chose to persist in the same inappropriate behavior toward a student. An educator who cannot stop himself or herself from misbehavior with students is an educator who should not be allowed in a classroom. Moreover, an educator who has violated a directive regarding behavior toward a student [may rebut this presumption in a due process hearing before the State Office of Administrative Hearings] (43 Tex. Reg. 6841).

Standard 1.13.The educator

shall not be under the influence of alcohol or consume alcoholic beverages on school property or during school activities when students are present.

Again, this standard has not changed, but SBEC in 2018 added a definition of under the influence of alcohol: “A blood alcohol content of .04% or greater and/or lacking the normal use of mental of physical faculties by reason of the introduction of alcohol” (19 Tex. Admin. Code § 247.1 [e][22]). SBEC’s justification for adopting this definition coincides with the legal blood alcohol limit at which a school bus driver or commercial driver is considered intoxicated under “state and federal law,” while also allowing SBEC to consider the presence of “any physical or mental symptoms to allow evidence of such symptoms to suffice to prove a violation of the Educators’ Code of Ethics if evidence of the educator’s blood-alcohol content is not available or admissible” (43 Tex. Reg. 6839).

Standard 1.14. The educa-

tor shall not assist another educator, school employee, contractor, or agent in obtaining a new job as an educator or in a school, apart from the routine transmission of administrative and personnel records, if the educator knows or has probable cause to believe that such person engaged in sexual misconduct regarding a student or minor in violation of the law.

As seen from the strikethrough text, SBEC removed this standard based on stakeholder feedback (43 Tex. Reg. 3988). However, this standard was moved to educator discipline rules and is now found in 19 Tex. Admin. Code § 249.15 (b)(13) and remains in full effect.

Standard 2 revisions Standard 2.8. The educator shall not intentionally or knowingly subject a colleague to sexual harassment.

Added in 2018, this standard codifies into the ECE what has been prohibited for years by both Title VII and Title IX. In addition, SBEC has defined sexual harassment as “Unwelcome sexual advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature” (19 Tex. Admin. Code § 247.1 [e][17]). Noticeably absent from this definition is any mention of “quid pro quo” or “hostile environment” sexual harassment; SBEC observed that “This provision is intended to address educator-on-educator sexual misconduct and is tailored to exclude concepts such as hostile work environment that can be better addressed by employment law actions … ” (43 Tex. Reg. 3988).

Standard 3 revisions Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with

a student or minor (19 Tex. Admin.

Code 247.2 [3][F]).

Please note that this standard also has not changed, but an addition to the lengthy definition of “solicitation of a romantic relationship” has made this concept all-important. Now included in the 12-part definition is the phrase “violating written directives from school administrators regarding the educator’s behavior toward a student” (19 Tex. Admin. Code § 249.3 [60][J]).

In other words, just as such a violation presumably renders the educator unworthy to instruct or supervise, so it also presumes (subject to rebuttal) that the educator is soliciting a romantic relationship with a student or minor.

Similarly, this addition to the definition of solicitation is designed to head off inappropriate educator-student relationships, particularly before they become sexual in nature.

Educator discipline provisions As noted in the introduction, one of the most important provisions in SB 7 relates to superintendent and principal reporting of, in pertinent part, evidence or allegations of educator inappropriate relationships with students. For superintendents, SBEC has codified the reporting provisions for superintendents and principals of Tex. Educ. Code 21.006 into rule in 19 Tex. Admin.

Code § 249.14 (d) and (e), respectively.

The superintendent must notify SBEC in writing within seven business days after a certificate holder is terminated or resigned and “there is (or exists) evidence” that or otherwise learns that the educator, in pertinent part, either “sexually abused a student or minor or engaged in any illegal conduct with a student or minor,” or “solicited or engaged in sexual conduct or a romantic relationship with a student or

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minor” (19 Tex. Admin. Code § 249.14 [d] [2]). In addition, the superintendent must make this report if he/she receives from a district principal notification that an educator was terminated or resigned “following an alleged incident of misconduct” noted in the previous sentence.Thus, principals have a statutory and regulatory duty to report to the superintendent this same misconduct within seven business days of the educator’s termination or resignation (19 Tex. Admin.

Code § 249.14 [e][1]).

SB 7 made the failure of the superintendent or principal to timely make these required reports punishable in two new ways: (1) the prospect of the imposition of an administrative penalty by SBEC of not less than $500 and not more than $10,000, and (2) the prospect of prosecution as a state jail felony if the failure of the superintendent or principal to make the report is done “with intent to conceal an educator’s…alleged incident of misconduct.” (Tex. Educ. Code § 21.006 [j]).These punishments are in addition to the possibility of a certificate sanction for failing to make these required reports. In 2018, SBEC enacted 19 Tex. Admin. Code § 249.17, which set mandatory minimum sanctions for principals and superintendents who fail to make the required reports noted above. For principals, the mandatory minimum sanction is an inscribed reprimand to the certificate plus a $500 administrative penalty; for superintendents, it is an inscribed reprimand plus a $5,000 administrative penalty. For both categories of school leaders, SBEC may not renew the educator’s certificate until the penalty is paid (if the school leader manages to retain his/ her certification).

Conclusions and recommendations At least three conclusions can be drawn from the foregoing analysis. First, SB 7 resulted in an immediate increase in the number of IRWSM investigations opened by TEA in 2017-18, jumping to 429 from the 302

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opened in 2016-17, and the new reporting requirements undoubtedly contributed to this increase. Examining data reported by SBEC at its February 2019 meeting (please see http://bit.ly/IRWSMQ12019),TEA opened 85 IRWSM investigations during the first quarter of FY 2019 (9/1/2018 – 11/30/2019), up 25% from the 68 it opened during the first quarter of FY 2018 (please see http://bit.ly/IRWSMQ12018).

Thus, it appears that there will be an 11th consecutive year of an increase in the number of investigations opened.

Second, SBEC has taken the important position that an educator’s violation of a written administrative directive regarding an educator’s behavior toward a student creates the rebuttable presumption that the educator is both unworthy to instruct or supervise and that the educator is soliciting a romantic relationship with a student.This position needs to be communicated to every educator in the state of Texas.

Third, administrative reporting of inappropriate relationships between educators and students has taken center stage as a means to stem the increase in the number of relationships reported and sanctioned, and to make sure that where there is an allegation or evidence that an educator has engaged in such a relationship, the educator is during the pendency of an investigation removed from contact with students.

Finally, as a recommendation, it is crucial that Texas educators receive ongoing and current professional development on educator ethics, professional standards of conduct, the use of electronic communication with students, and the reporting of inappropriate conduct toward students.

Based on data publicly available from the Texas Education Agency, even with the 10 consecutive year increase in the number of IRWSM investigations opened, this number still represents .000827, or 8.27 investigations opened per 10,000

certified educators (professional and paraprofessional). Even if one student is subjected to abuse by a Texas educator, that is one student too many. At the same time, the overwhelming majority of Texas educators are “doing it right” every day, and the actions of a few should not be permitted to detract from the integrity of education profession in Texas.Thus, ongoing professional development, along with sound public policy, can reverse the increase in IRWSM and ensure the safety of all Texas students. n

David Thompson is professor of educational leadership and policy studies at the University of Texas at San Antonio. He is a member of the TASA Higher Education Committee and chaired the TASA Texas Leadership Center Board from 2017-19.

Help Texas School Business brag on your schools!

Does your school or district have a program that's wildly successful? Tell us about it! Submit your nomination today for possible inclusion in the 13th Annual Bragging Rights special issue, which honors 12 deserving school districts and their innovative programs.

To apply, visit texasschoolbusiness.com and fill out the Bragging Rights online nomination form. The nomination deadline is 5 p.m., Sept. 6, 2019. Winners will be announced with the debut of the special issue, out on Dec. 1, 2019.

Nominated programs must have been in operation for at least one semester. There is no limit on nominations submitted per school or district.

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