TASA’s mission is to promote, provide and develop leaders who create and sustain studentcentered schools and develop future-ready students.
We envision innovative, future-focused leaders for every public school student.
TASA values the strengths, contributions, and varying perspectives of all educational leaders. Our goal is to intentionally equip and support school districts and leaders as they foster a culture in which all students and adults are valued for their unique gifts, supported academically, socially, and emotionally, and empowered to reach their full potential.
OFFICERS
Martha Salazar-Zamora, President, Tomball ISD
Chris Moran, President-Elect, San Angelo ISD
Roosevelt Nivens, Vice President, Lamar CISD
LaTonya Goffney, Past President, Aldine ISD
EXECUTIVE COMMITTEE
Rene Gutierrez, Region 1, McAllen ISD
Sharon McKinney, Region 2, Port Aransas ISD
Robert O’Connor, Region 3, Edna ISD
Walter Jackson, Region 4, La Porte ISD
Stacey Brister, Region 5, Little Cypress-Mauriceville CISD
Darol Hail, Region 6, New Waverly ISD
Carnelius Gilder, Region 7, West Sabine ISD
Jason McCullough, Region 8, Mount Vernon ISD
Sonny Cruse, Region 9, Graham ISD
John “JJ” Villarreal, Region 10, Rockwall ISD
Jeremy Thompson, Region 11, Denton ISD
Bobby Ott, Region 12, Temple ISD
Steven Snell, Region 13, Liberty Hill ISD
Jonathan Scott, Region 14, Albany ISD
Aaron Hood, Region 15, Robert Lee ISD
Sheri Blankenship, Region 16, Hereford ISD
Scott Harrell, Region 17, Sudan ISD
Jay McWilliams, Region 18, Big Spring ISD
Jeannie Meza-Chavez, Region 19, San Elizario ISD
Burnie Roper, Region 20, Lackland ISD
AT-LARGE MEMBERS
Sanée Bell, Katy ISD
Paula Patterson, Crosby ISD
Diana Sayavedra, El Paso ISD
Tiffany Spicer, Buna ISD
COMMITTEE CHAIRS
Dana Bashara, Professional Learning
Roland Hernandez, Advocacy
Donny Lee, Member Engagement
Michelle McCord, Legislative
EDITORIAL ADVISORY COMMITTEE
Roosevelt Nivens, Lamar CISD, Chair
Dana Bashara, Alamo Heights ISD
Roland Hernandez, Corpus Christi ISD
Donny Lee, Wichita Falls ISD
Michelle McCord, Frenship ISD
Michael O'Malley, Texas State University
TASA Professional Learning Calendar
For details on our professional development events, please refer to the TASA Daily e-newsletter, or call the TASA office at 512.477.6361 or 800.725.TASA (8272)
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Martha SalazarZamora
PRESIDENT’S MESSAGE
As we begin this new year, my one ask of you all is to find what fulfills you. Reflect on that and know that together, we can continue making a positive difference in the lives of children.
100 YEARS OF TASA
Serving in a leadership capacity and advocating for all public schoolchildren in the state of Texas as your 2024-25 TASA president is an absolute honor. I thank you for entrusting me as your president of this prestigious organization, and I look forward to growing together as leaders.
It was 20 years ago when I initially became involved with TASA as a young superintendent. As my educational leadership journey continued, I was grateful to be appointed to the Executive Committee. From there, I developed a lifelong friendship with outgoing President Dr. LaTonya Goffney. Over the years, we encouraged and challenged one another to run for leadership positions that would rewrite history. As we embark on TASA’s centennial year in 2025, I am immensely proud to serve not only as the 85th president but as the first Hispanic female president of TASA. Although I may be the first, I vow to not be the last.
I extend my gratitude to Dr. Kevin Brown and the entire staff at TASA for all they do to support the leaders in Texas public education. I am equally grateful for the leaders that inspire a belief in the organization and exhibit a relentless commitment to learning, leading and growing. We continue to show our love for the students we serve.
I am a lifelong learner. I believe that my leadership journey and my love for public education stem from my childhood experiences. Growing up in a rural community in South Texas since birth, I suffered from a severe, profound hearing loss. I was enrolled in both special education and gifted and talented programs as a young learner, and it wasn’t until the age of 17 that my hearing loss greatly improved after receiving a necessary ossicular chain implant. Despite my challenges, I was surrounded by adults who cared deeply about my success and who encouraged me with their whole hearts. In fact, my mother taught me to live by a mantra that I share often: Never, ever let any disability become an inability.
Because I was deeply impacted by my childhood experiences, I began my journey as a speech-language pathologist. As soon as I began working with the students in Alice ISD, I knew education was where I belonged. I went on to serve other Texas school districts in leadership roles from director of special education to assistant superintendent of curriculum and instruction. I never realized at the time that each of these diverse roles would lead me to superintendency.
I eventually found my way home and became the first female superintendent of Kingsville ISD. I spent a few years there before I followed leadership opportunities to larger districts in the Houston and Austin areas. In 2014, I became the chief academic officer in Tomball ISD. Fast-forward three years later to 2017, when I was proud to make history once again as the first woman to be named superintendent of schools and first the Hispanic person to lead Tomball ISD. Tomball is a fast-growing and high-performing district that focuses on student achievement through innovative practices.
Seven years later, I am proud to lead our Destination District with more than 23,000 students and 83 languages spoken and proud to work and live in a community that truly understands the importance of public education. As your 2023 Texas Superintendent of the Year and AASA Superintendent of the Year finalist, I believe in the power of education. I believe in all children. I believe that any child can beat the odds as long as they are afforded the opportunity and supported along the way. That is our job as educators.
Sharing my experiences with you is critical in knowing why I stand before you today. As a daughter, as a wife of 35 years to my husband Emilio, as a mother of two beautiful girls, Milan and Matisse, as a grandmother to my sweet granddaughters, Arya Rose (4) and Aurelia Rose (1), and as a Hispanic leader in education, I am so grateful to have spent the last 38 years of my life serving in a capacity that fulfills me.
As I begin this new chapter in my leadership journey as your TASA president, I am committed to continuing our work as advocates for public education. I look forward to collaborating with our members and finding innovative ways to drive productive change and celebrate success together as we reinforce commitment to this organization’s mission of promoting, providing and developing leaders who create and sustain student-centered schools and develop future-ready students. We envision innovative, future-focused leaders for every public school student.
As we begin this new year, my one ask of you all is to find what fulfills you. Reflect on that and know that together, we can continue making a positive difference in the lives of children. Your job matters. You matter. I challenge you to engage in meaningful dialogue with your peers, don’t be afraid to celebrate the greatness happening in your districts, encourage those around you to have a voice, and lastly, believe that leadership is not just a title, but a belief that public education is a remarkable gift that we are able to collectively share each and every day.
Your voice matters more today than ever before. We know that Texas public education remains challenging without the necessary support and adequate funding. Despite that, I firmly believe that collectively we can and will make a difference.
I look forward to a great year as your TASA president. Here’s to 100 years in 2025!
Martha Salazar-Zamora TASA President
Fortaleciendo el bilingüismo
Strengthening bilingualism
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Kevin Brown EXECUTIVE DIRECTOR’S VIEW
A lot has happened in our nation since 1925, and a lot has happened at TASA, too.
(NEARLY) A CENTURY IN THE MAKING
TASA was founded in 1925, which, if my math is correct, was 99 years ago. For some perspective, in 1925 Texas Gov. Pat Neff handed over the reins to “Ma” Ferguson, the first female governor in Texas (and second in the nation) that year. Calvin Coolidge was president of the United States, and the Roaring ’20s were in full swing. “The Great Gatsby” had just been published and Babe Ruth was at the height of his baseball career. The Chrysler Corporation had just been formed, and the words “gas station,” “consumer credit,” and “motel” were used in print for the first time. The average cost of a new home was $6,296.
A lot has happened in our nation since 1925, and a lot has happened at TASA, too. As such, we will celebrate our centennial throughout 2025. This is a big deal. Really.
According to Lending Tree, only 25% of private businesses last more than 15 years; and according to Forbes, half of nonprofits fail or flail within 10 years. The reasons vary, but one thing is clear — an organization that survives and thrives for 100 years is pretty special. It doesn’t happen by accident, either. Success requires decades of strong leadership, and staff and members who can navigate the many challenges that exist every year. It requires clarity of vision and purpose. It requires engaged and sophisticated members.
TASA was born from the idea that public schools are integral to our nation and that strong public school leaders, therefore, are critical. Our mission has always been to promote, provide and develop public school leaders to best serve our students, and to advocate for our public schoolchildren.
The success of the United States is in many ways due to the success of our public schools. For nearly a century, TASA has played a role in serving Texas public school leaders. Personally, I find this to be an incredibly noble endeavor to which we all contribute, and I look forward to celebrating the countless named and unnamed successes with you next year. Stay tuned.
Kevin Brown TASA Executive Director
Get to know TASA’s 2024-25 officers
Martha Salazar-Zamora, president
Martha Salazar-Zamora is serving as TASA president for the 2024-25 year. Tomball ISD welcomed Salazar-Zamora as superintendent in 2017. In 2023, she was named Texas Superintendent of the Year and an AASA Superintendent of the Year finalist. She has also served on the AASA Executive Committee. This year, she was named the Houston Area Educator of the Year, a Top 40 Women of Distinction in Houston and was recently listed by District Administration nationally as one of the 100 Most Influential Educators.
She has worked in education for more than 37 years, serving in several diverse districts across the state, including as deputy superintendent for instruction and administration in Round Rock ISD. Salazar-Zamora received her master’s and doctoral degrees from Texas A&M University.
What makes Salazar-Zamora most proud of Tomball is the staff’s dedication to students and commitment to working as a team to the benefit of everyone in the district. She works to cultivate “Team Tomball,” a sense of community and teamwork and a culture of learning in the district that helps benefit individual learners day in and day out.
Salazar-Zamora has been a TASA member for more than 20 years, and in that time she has served on the Commissioner’s Cabinet, Executive Committee, Legislative Committee and Central Office Committee and worked with the Texas High Performance Schools Consortium and Future-Ready Superintendents Leadership Network.
Chris Moran, president-elect
Dr. Christopher Moran is in his 32nd year in public education, currently serving San Angelo ISD. Moran is in his 14th year as a school superintendent. Prior to moving to San Angelo, he served as superintendent in Whitehouse ISD for eight years and Brownsboro ISD for five years. He has worked as a teacher, coach, bus driver, assistant principal and 11 years as a high school principal at Whitehouse and Clear Lake high schools.
Moran received his bachelor’s degree from Evangel University, his master’s from The University of Texas at Tyler, and a doctorate from Stephen F. Austin State University. He has also received post-doctoral training through the Lamar University Center for Executive Leadership and the SMU District Leadership Fellows.
In San Angelo ISD, Moran leads with a focus on normalizing excellence to engage all students in a relevant and inspiring education that produces future-ready graduates. He and his wife, Christa, have been married 29 years, raising four children and blessed with two grandchildren.
Roosevelt Nivens, vice president
Since 2021, Dr. Roosevelt Nivens has been the superintendent of Lamar CISD. Before this role, he served as the superintendent of schools in Community ISD. Nivens began his educational career as a teacher in Dallas ISD and subsequently advanced to positions including assistant principal, principal, and assistant superintendent of achievement and organizational management in Lancaster ISD.
The son of educators, Nivens holds a bachelor’s degree from Liberty University in Lynchburg, Virginia. He earned his master’s and doctoral degrees in education from Texas A&M University-Commerce. Additionally, he has received training from prestigious institutions such as the Harvard Executive Leadership Institute and the Thompson Executive Leadership Institute.
In 2019, Nivens was honored as the Region 10 Superintendent of the Year and the National Superintendent of the Year by the National Alliance of Black School Educators (NABSE). In 2022, he received the Latino Serving Superintendent of the Year award from the Association of Latino Administrators and Superintendents (ALAS).
As an active TASA member, Nivens has served on the Executive Committee and chaired the Advocacy Committee. He currently holds the position of TASA vice president.
LaTonya Goffney, past president
Aldine ISD Superintendent Dr. LaTonya Goffney is a visionary whose leadership drives innovation and excellence in education. Prior to serving in Aldine ISD, Goffney began her career as a teacher in Coldspring-Oakhurst CISD in 1999 before eventually leading COCISD as superintendent from 2008 to 2013. In 2013, she was named superintendent of Lufkin ISD. Goffney was the first African American to serve as superintendent in all three districts.
Goffney was named Texas Superintendent of the Year by the Texas Association of School Boards in 2017. In 2018, TASA selected her as Texas nominee for AASA National Superintendent of the Year. In 2019, AASA named Goffney a finalist for the 2020 Women in Education Award. In the fall of 2019, Sam Houston State University presented her with the Distinguished Alumni Award.
Goffney is active in professional organizations whose partnerships are invaluable to her work as a superintendent. She is the current president of the National Alliance of Black School Educators and the first African American female to serve as TASA president. She serves her community as a proud member of The Texas Spring Cypress Chapter of The Links, Alpha Kappa Alpha, Sorority, Inc., Omicron Tau Omega Chapter, and the Greater Houston Partnership Board of Directors.
IT’S TIME TO DEBUNK
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txedFest ... A Summer Oasis for School Leaders
TASA's summer conference, txedFest 2024, keeps on getting bigger and better! This year, TASA members gathered at a beautiful new location — the Hyatt Regency Hill Country Resort & Spa — to enjoy three days of relaxed, retreat-style learning.
About 400 school leaders had the opportunity to share with colleagues from across Texas, reflect and recharge with their teams, and fit in some summer fun with family and friends. For the second year in a row, Corpus Christi ISD won the prize for bringing the most team members!
With the theme "Connecting to Self, Others + the World," the txedFest agenda was full of interesting and insightful speakers, including Justin Richardson, who spoke about "Soulful Leadership," or reconnecting with the heart of leadership through shared values and purpose.
lin (The Power of Public School); Friendswood ISD Superintendent Thad Royer (Self-Awareness through Solitude); and Buna ISD Superintendent Tiffany Spicer (How to Lead with You in Mind). Videos of the 2024 txedFest Talks are being added to txedfest.org and featured in TASA Daily.
The following day, George Couros and A.J. Juliani gave attendees a lot to think about with a tag-team keynote presentation focused on leading through this time of emerging technologies while still focusing on curiosity, developing wisdom, and embracing our humanity.
For the third year in row, the conference featured a series of inspiring txedFest Talks by TASA leaders. This year's speakers included: TASA President and Tomball ISD Superintendent Martha Salazar-Zamora (Vision Matters); San Angelo ISD Superintendent and TASA President-Elect Chris Moran (Normalizing Excellence in Leadership); Channelview ISD Superintendent Tory Hill (Love, Live & Lead with Purpose); Granger ISD Superintendent Jeni Neather-
In addition, Bellville ISD Superintendent Nicole Poenitzsch shared how to "Rise & Shine" in our leadership, and TASA's Jill Siler interviewed a panel of school leaders about how they stay connected with themselves, others, and their communities. Panelists included: New Braunfels ISD Superintendent Laurelyn Arterbury, Hurst-Euless Bedford ISD Assistant Superintendent Brandon Johnson, Snook ISD Superintendent Megan Pape, Alpine ISD Superintendent Michelle Rinehart, Montgomery ISD Superintendent Mark Ruffin, and Richardson ISD Area Superintendent Lorie Squalls. Also on the agenda were school-sized discussions to help attendees plan and design for 2024-25 as well as a breakfast on the final morning that allowed similar-sized districts to gather for collaboration/problem-solving.
While the txedFest programming made for an inspirational, and of course, educational event, participants were also given time to enjoy team-building or personal wellness activities at the Hyatt Hill Country Resort. Attendees were encouraged to bring their families to the txedFest Welcome Reception and to enjoy a few days of fun at the resort.
In 2025, as TASA celebrates its centennial year, txedFest will be held again at the Hyatt Hill Country Resort & Spa, so mark your calendars now for June 9-11, 2025. And in the meantime, enjoy the photos of the event on the following pages and at txedfest.org.
Evaluating and Improving Student Outcomes (EISO) (fulfills the 3-hour biennial requirement)
Artificial Intelligence (AI)
Board Dialogue/Transformational Change
Texas Trustee Institute
• An immersive learning experience for new school board trustees
Board Officer Institute
• Training for current or aspiring board members Mark your calendars for the premier conference that brings together the team of eight to support public education in Texas!
Meet TASA’s Inspiring Leaders
Now more than ever, Texas public school staff members are looking to leaders to inspire them in their day-to-day work as we all cope with an ever-changing educational landscape. TASA’s “Inspiring Leaders” tagline is not just a reminder of TASA’s commitment to leadership development — it describes our members themselves. In this and future issues of INSIGHT, you’ll meet some of those Inspiring Leaders, and it’s our hope that they will guide you and invigorate you in the work that you do. To nominate a leader for inclusion, email drivers@texasschoolbusiness.com.
Felicia Adams
Dr. Felicia Adams serves as superintendent of Southwest Public Schools in Houston. Previously she served as area superintendent of Houston ISD. To her colleagues, Adams provides an outstanding leadership example through a commitment to the district’s success, supported by her strong advocacy for teachers and students.
“Superintendent Adams' exceptional leadership, visionary approach, and steadfast dedication have played a pivotal role in propelling our district forward, ensuring the success and well-being of our students and inspiring others,” says Keri Fovargue, chief of staff. “With her leadership at the helm, she has led our student growth to double digit gains, implemented the Teacher Incentive Allotment to pour more money into our teachers, and she celebrates staff and students weekly with creative awards and events that make Southwest Public Schools a great place to work and learn.”
Adams is proud of the way staff respond to the unique needs of individual students. Rather than seeing these needs as challenges, Adams leads her staff to view them as opportunities for growth and success.
“I am particularly honored to lead the work of our Southwest Public Schools College and Career Preparatory Academy, where we provide expanded opportunities and resources to ensure that all students have the tools they need to succeed beyond high school,” she says. “By offering a diverse range of programs and pathways, we empower our students to explore their interests, develop valuable skills, and pursue their aspirations with confidence. Seeing our students thrive and excel in their chosen paths fills me with immense pride and reaffirms our commitment to their future success.”
In a job that can be isolating and is always changing, Adams’ personal philosophy helps her focus on the impact she can have on the lives of her students.
“Witnessing the transformation of students who are the first in their families to attend college or who never believed they could achieve certain opportunities is incredibly rewarding. Being able to provide experiences and opportunities that students may never have imagined for themselves is what inspires me and fills my bucket. Ultimately, it is the chance to positively impact students and help them realize their potential that drives me forward in this challenging yet immensely fulfilling career.”
Mentoring is an essential component of Adam’s career, and she is always happy to share her knowledge and experience with other leaders. “By sharing my knowledge, experience, and expertise with other leaders, I can multiply the positive effects and create a ripple effect that reaches far beyond my individual sphere of influence,” she says. “Mentoring allows me to contribute to the growth and development of emerging leaders, empowering them to make a difference in their own contexts. Witnessing the growth and success of those I have mentored is immensely gratifying and reinforces the importance of giving back and supporting others on their professional trajectories.”
David Brown
Dr. David Brown has served as superintendent in Van Alstyne ISD since 2017. Brown has worked in the district for more than a decade, previously serving as assistant superintendent and high school principal. Among his peers, Brown is regarded as a hardworking, inspiring leader.
“David does an outstanding job and deserves to be acknowledged for his hard work,” says Chane Rascoe, superintendent in Lampasas ISD.
Brown is proud to call Van Alstyne ISD his home, and appreciates the collaborative culture between administrators, staff and families in the district.
“The staff, students, and parents at Van Alstyne ISD have a growth mindset,” he says. “Each works together and are willing to adapt and change to make the school and the community a great place to raise a family.”
When the work gets challenging, Brown maintains his commitment to the district by focusing on the bigger picture. “As the instructional leader of the district, I know that the decisions we make are changing lives. These decisions give kids from all demographic and social groups the opportunity to excel and grow, which makes me continue to appreciate the work and effort of the teachers in public education.”
Both giving and receiving mentorship have been a significant part of Brown’s career, helping him develop positive and beneficial relationships and expand his support team.
“Mentorship is the key to having lasting relationships which can continue the work of providing quality education for every student. School leadership is a journey where we never have all the answers. Like my mentors, I hope that the school leaders I work with will continue to grow and foster the educational experience.”
HIGHER EDUCATION
Shaping a positive campus culture and climate to address teacher attrition
by Stephany D. Brown with Wesley D. Hickey
It’s no secret that teachers are leaving the profession at an alarming rate. While factors such as low compensation, heavy workloads, and career advancement opportunities may partially contribute to this phenomenon; there is another piece of the puzzle that often gets overlooked. This is the campus culture and climate, a factor which can also have a profound impact on a teacher's desire to stay or go.
As I reflect on the moment I walked into my first teacher interview 21 years ago, I distinctly remember the “feel” of the building. I recall gazing around and taking in the sights and sounds in the common area, listening to how individuals were greeted as they walked past the office, but most importantly I remember how the space made me feel. While I was undoubtedly nervous about interviewing as a soon to be college graduate, I was unequivocally intrigued to learn more about the place where I could potentially begin my career. Was this a place I could see myself? Was this a safe space for growing a wide-eyed, new-to-the-profession teacher? Was this my new home away from home?
What exactly are campus culture and climate?
Essentially, campus culture and climate are the overall vibe and atmosphere of a school. They encompass the attitudes, beliefs and behaviors of the students, teachers, administrators and staff. They are the way people interact with one another, the level of support and resources available, and the feeling of being appreciated and respected (or the contrary). In a healthy campus climate, students and teachers feel safe, valued and heard throughout the school community. Staff genuinely display, through words and actions, that they care for each student and their colleagues. Consequently, administrators show this same level of affirmation and recognition for the teachers on a thriving campus. According to research, teacher attrition has the potential to seriously damage a campus’ culture and climate by removing seasoned teachers and upsetting the feeling of continuity and community (Hanushek et al., 2005).
Why does it matter?
As educators, we know that the success of a school depends heavily on teacher quality and dedication; however, the issue of teacher attrition, where teachers leave the profession, has been a persistent challenge for decades. According to reports, about 90% of the yearly demand for teachers is met by the high rate of teacher attrition, which is the main cause of teacher shortages nationwide (Sutcher et al., 2019). To effectively address this issue and develop supportive environments that encourage teacher retention and well-being, stakeholders must have a thorough understanding of the impact that teacher attrition has on campus culture and climate.
Think about it this way: If you are working in a toxic, unsupportive environment day in and day out, it may eventually take a toll on your mental and emotional well-being. You might start to feel burnt out, unappreciated, or that your efforts are going unnoticed. On the opposite side of the coin, if you
are working in a school with a positive, supportive culture, you are more likely to feel motivated and invested in your work, and less likely to want to leave. The interdependence of school climate and culture is highlighted by the favorable impact they have on teacher retention (Cohen et al., 2009). Conversely, attrition could be exacerbated by an unfavorable culture marked by low levels of trust, excessive stress, and few possibilities for teamwork (Ingersoll, 2012).
Building a strong, positive climate that echoes down the hallways and around the corner begins with creating a structured environment that welcomes individuals to take risks as they learn and grow. When this type of environment is lacking, the harm done can range from teacher and student absenteeism, low academic performance, social emotional health issues, increased discipline issues, decreased morale, and ultimately teachers leaving the campus.
What can we do about it?
Teachers can be encouraged to remain in a nurturing school environment through the creation of a culture that values and respects them, encourages collaboration, and offers strong administrative support. To counteract the rising tide of teacher attrition, it is crucial to understand elements that encompass a flourishing campus culture and climate:
1. Teacher well-being — Ensuring the physical, mental and emotional well-being of teachers is paramount. This can involve providing access to mental health resources, fostering a work-life balance, and creating a supportive environment that recognizes and addresses the unique challenges teachers face. Furthermore, the intentional act of recognizing teachers for their efforts whether through a heartfelt note or encouraging teachers to recognize and appreciate each other, creates an air of gratitude when genuinely expressed.
2. Collaboration — Principals can facilitate collaboration by creating common planning or collaboration time for teachers in the same department. By fostering a collaborative environment, principals help new teachers feel less isolated and more connected to their colleagues. Additionally, empowering teachers to have a voice in collaborative decision-making builds a sense of community which can contribute to increased teacher engagement and job satisfaction. By giving teachers a seat at the table, principals signify that they respect teacher input and expertise.
3. Leadership support — Developing retention methods and reducing teacher attrition require effective school leadership (Johnson et al., 2018). While change is an innate part of education, turnover in campus leadership can create a revolving door to the vision and mission of the campus, inadvertently causing inconsistency with routines, procedures and instructional practices. This can be detrimental to the campus climate if not methodically approached.
The bottom line
Reducing teacher attrition comes down to creating an environment that supports and values teachers. A productive and encouraging work environment that promotes teacher retention can be established through effective leadership (Ingersoll & Strong, 2011). Clear expectations, open lines of communication, and chances for cooperation and professional development are all things school administrators can offer. Principals contribute largely to this by providing a strong presence while recognizing and supporting their teachers and fostering collaboration and inclusivity. Therefore, campus leaders require tools and resources to create schools where teachers want to stay. However, it’s not just up to principals — local, state and federal policymakers have a responsibility to recruit and train effective school leaders. The investment in principal preparation and development of a pipeline of leaders equipped to build positive school cultures will ultimately result in the recruitment and retention of talented teachers.
According to Kini and Podolsky (2016), teacher inexperience as well as turnover rates have a negative effect on student learning. As a result, students who attend schools with high teacher turnover and few experienced teachers are at a disadvantage in their education. Although some attrition is essential, since some teachers may discover their professional talents are better used elsewhere, minimizing a teacher’s desire to leave increases the possibility that students will be in the care of an accomplished, experienced teacher (Hurst & Brantlinger, 2022).
All too often we hear that data drives instruction. However, I would argue that what drives quality instruction are the investments made in building thriving relationships between students, teachers, parents and administrators. Relationships that speak to how we treat one another … how we do business! The relevance behind data comes once these relationships have been established and this foundation laid; then and only then will we mold campuses where the trust needed to grow and glow in all areas is attainable and sustainable for retaining quality teachers. n
References
Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education Teachers College Record, 111(1), 180–213.
Hanushek, E. A., Kain, J. F., O'Brien, D. M., & Rivkin, S. G. (2005). The market for teacher quality. NBER Working Paper No. 11154.
Hurst, C., & Brantlinger, A. (2022). Patterns in critical incidents: Understanding teacher retention through career decision making Teaching and Teacher Education, 109, 103557.
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233.
Ingersoll, R. M. (2012). Beginning teacher induction: What the data tell us. Phi Delta Kappan, 93(8), 47–51.
Johnson, S. M., Kraft, M. A., & Papay, J. P. (2018). How context matters in high-need schools: The effects of teachers' working conditions on their professional satisfaction and their students' achievement. Teachers College Record, 120(6), 1–45.
Kini, T., & Podolsky, A. (2016). Does teaching experience increase teacher effectiveness? A review of the research. Palo Alto: Learning Policy Institute
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2019). Understanding teacher shortages: An analysis of teacher supply and demand in the United States. Education Policy Analysis Archives, 27(35).
Stephany Brown serves as an associate principal in La Porte ISD. She is a seasoned educator with 21 years of experience. Brown holds a bachelor’s of science in interdisciplinary studies from Stephen F. Austin State University and a master’s of education in administration from Lamar University. She is currently pursuing a doctorate in school improvement at the University of Texas at Tyler.
Wes Hickey is a former biology teacher, coach, principal, superintendent, university department chair and dean. He is currently professor of educational leadership at UT Tyler.
TECH TAKE
Unveiling synergy: the dynamic cooperation of curriculum and technology
by Jacque Fewin and Shay Troutman
Are your curriculum and technology departments synergetic? Are technology instruction and tools embedded into the core curriculum with profound, authentic learning experiences?
Campus and district leaders need to support the curriculum and technology partnership first by building relationships among the teams. This fosters time to build a shared vision, common vocabulary, and intentional focus on a common goal.
The partnership between the curriculum and technology departments is not a new concept; however, many school leaders still seek opportunities to design learning experiences with technology infused. There are four foundational questions related to designing integrated lessons.
1. What is the desired learning outcome?
2. What resources and tools are needed to support the learning outcome?
3. How will the desired learning outcome be measured?
4. What resources and tools are needed to support the assessment of learning?
Desired learning outcomes
Desired learning outcomes should be based upon state or national standards, such as the Texas Essential Knowledge and Skills (TEKS). These standards should be used within a scope and sequence that builds readiness and provides scaffolding to support future learning.
Resources and tools to support learning
What state-adopted instructional materials to support learning of the objective are utilized by your district? What supplemental and complementary resources, including technology, are available? Consider how these resources will enhance the learning and capture student interest.
Measuring learning outcomes
There are multiple ways that learning can be measured, especially when considering technology tools and student engagement. It is important for teachers to check for understanding in an ongoing manner (formative assessment) that fits into the broader scope of the summative assessment. If the student cannot explain to others what they have learned, then perhaps an ineffective measurement was selected.
Resources and tools to support assessment
Teachers need efficient ways to help students master the learning objectives and to assess their mastery. Carefully selected technology tools provide opportunities for students to receive feedback in a timely manner. If teachers leverage tools that help them to assess student learning quickly and meaningfully then they will be able to monitor and adjust instruction.
Curriculum, instruction, assessment and technology
When curriculum leaders consider teaching and learning, they challenge teachers to know the content and understand the effective processes and methods by which content should be taught for student mastery. There is technology content to learn, such as digital citizenship and specific technology applications skills; however, most teachers will use technology for instruction and assessment.
It is important for the team to understand the connection between curriculum, instruction, and assessment, including technology infusion. A framework that can help guide effective educational technology integration is the Technological Pedagogical Content Knowledge (TPACK). This model developed by Puny Mishra and Matthew J. Koehler, in 2006, describes how effective technology integration stems from an understanding of content knowledge and pedagogical knowledge. The core of the TPACK framework emphasizes that content, pedagogy, and technology work together dynamically and not in isolation.
“Underlying truly meaningful and deeply skilled teaching with technology, TPACK is different from knowledge of all three concepts individually. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to
build on existing knowledge to develop new epistemologies or strengthen old ones.” (Koehler & Mishra, 2009)
Providing ongoing support for teachers is key to the successful implementation of the TPACK framework and ultimately student learning growth. Since technology keeps changing, technological knowledge needs to stay current and, more importantly, the strategies of integrating technology with the content and appropriate pedagogical methods need to be adjusted.
Ways to support teachers
Curriculum and technology teams can support teachers by vetting resources, developing exemplars, and providing professional development. The teams need intentional planning time together in order to design this support.
Vetting resources and technology tools
When considering resources and other technology tools it is important for the curriculum and technology departments to work together to vet the hardware and software teachers request for learning environments. A streamlined vetting process at the district level can aid in onboarding quality resources and materials for teachers to use. Additionally, the streamlined onboarding process should maximize district funds. An example of a vetting process might include answering some of the following questions:
• Is the resource aligned with the guaranteed and viable curriculum?
• Will it help all students master learning outcomes?
• Will the tool work on all district devices?
• Is it safe for all students to use?
• Will using the tool spark the need for additional purchases?
• How does the resource support accommodations and needs of students?
• Is the vendor of the tool willing to sign the National Data Privacy Agreement (NDPA) to protect student data?
By having a guaranteed and viable curriculum with vetted resources, teachers and administrators can save time rather than having to search for tools themselves. Vetted resources can provide teachers with confidence in knowing that what they are using should lead to profound learning without causing gaps. Appropriate resources also help to focus the professional development for teachers and provide intentional opportunities that not only build teacher capacity, but also maximize time that could be spent on culture-building and other campusspecific goals.
Developing exemplars
If the team provides teachers with exemplars of model lesson plans, lesson activities, and assessments while explaining the thought process and resources used to develop the exemplar, then teachers’ ability to independently design effective learning experiences will improve.
Exemplars developed at the district level provide teachers with a springboard for their lessons and formative assessments. When the curriculum and technology team share those examples together in a co-presenting manner, teachers will see the synergy in action and — hopefully — emphasize the learning, not the tool.
continued from page 28
Professional development
It is important to offer synchronous and asynchronous professional learning opportunities for teachers. If your school district has proven strategies and/or materials that have resulted in high student learning growth, then your team can facilitate that professional learning. Having the curriculum and technology team co-facilitate professional development with teachers demonstrates the dynamic cooperation and further reinforces the optimal balance of TPACK.
It is possible, and sometimes ideal, to seek outside professional support when needing to close professional learning gaps or appeal to more experienced teachers. The team can collaborate with outside presenters from education service centers and other research-based partners when necessary.
Leadership look-fors
Campus and district leaders should be able to see evidence of the curriculum and technology partnership. This evidence might include:
• intentional use of technology to enhance teaching, learning, and assessment;
• more timely feedback to students about their progress;
• individualized instruction with appropriate accommodations and accessibility features; and
• profound learning communicated by students in a variety of ways.
Other examples of evidence should be that students are engaged with the content and each other — and having fun while learning.
Conclusion
Be intentional in cultivating relationships between the curriculum and technology teams. Review the common goal and resources available to reach the goal. If the team can provide intentional and
focused ongoing support of instructional materials, supplemental resources, and assessment strategies, then teachers should be more confident in their craft. With teacher confidence comes student engagement and confidence, improved outcomes on assessments, and greater contributions to the community.
Verify how your curriculum and technology teams work together. Encourage and support their collaboration. Make time to see how teachers and students are benefitting from the synergy. n
Jacque Fewin, CETL, is executive director of technology in LubbockCooper ISD.
Shay Troutman, M.Ed., is executive director of curriculum and instruction in Lubbock-Cooper ISD.
References
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
HELP SHAPE THE FUTURE
When my students struggle, I will tell them my story. When my colleagues grapple with the state of education and whether or not it’s worth staying in the profession, I will tell them my story.
TEACHER PERSPECTIVE
Welcome to the White House
by Taniece Thompson-Smith
“… I say to you, my young friends, doors are opening to you — doors of opportunities that were not open to your mothers and your fathers — and the great challenge facing you is to be ready to face these doors as they open.”— Dr. Martin Luther King
This beautiful, complicated journey called life is often shrouded in mystery. On one hand, you want to see what happens in the end. On the other, you want to slow life down, because seeing how it ends also means that you are at the end. As a little girl, I sat on the beaches of the Caribbean Sea and frequently looked up in amazement as planes traversed the airport, just a few feet from me. All I wanted was to get on that plane once, just once, and see what was beyond the clouds.
Reality, however, had a tighter grip on me. Why would someone like me ever get that opportunity? Those experiences were reserved for the smart and rich. I was neither. I knew that from experience. I was an average student. For me, the sciences were fugitive subjects because I knew my brain the best, and there was no way that I would ever be smart enough to excel in them. I grew up reading about Ben Carson’s journey to becoming a neurosurgeon. There had to be a secret missing from his story that allowed him to spread his wings nonetheless, and soar above his circumstances. I would never be any good.
My mom often recounted the story of her and her family, about 10 people living in a one room apartment (no living room, no kitchen), sharing an outdoor toilet and kitchen with neighbors living in the tenement yard. That’s my legacy. I dwelled on the difficulties in her own journey, not the hope she tried to instill in us, despite her rough start.
So, how in the world did an immigrant girl from such humble (unspeakable) beginnings not only get the opportunity to move to America, but to walk through the doors of the White House for the first-ever 2024 National Teachers of the Year State Dinner as an ambassador for all the amazing teachers in the state of Texas, the second largest state in America? After reflecting on this thought, I have summarized my journey into three pillars that have kept me grounded. They are conscientiousness, communication and humility.
Conscientiousness
“Would you like an empty purse? An empty brain is 10 times worse. So with a will, the strife begins. Put the golden knowledge in and work, work, work.”
There’s one thing that was explicitly clear when I attended elementary school. You work hard. Period. That quote above, or something similar, was written on the blackboard. While we waited for the classroom gate to open, we had to peek through the cinder blocks, copy the “gem” in our best handwriting and then rewrite it several times. By the time the gate opened, being finished with it was an expectation, not an option. When our family migrated to the United States, my mom
reminded us daily about the importance of doing our very best every day, regardless of the circumstances. We had this once in a lifetime opportunity to move from a Third World country to a first world country, and she made sure that we never took that for granted. It’s now ingrained in me. I approach everything with a level of grit and a determination to keep working hard, even after I falter, which I often do.
The words of Dr. Martin Luther King constantly ring in my ear. “And when you discover what you will be in your life, set out to do it as if God Almighty called you at this particular moment in history to do it. Set out to do such a good job that the living, the dead or the unborn couldn’t do it any better.”
Communication
I remember starting college in New York and taking the English proficiency exam for transfer students. Despite doing extremely
well on the exam, I was exempted from remedial English, but didn’t earn any credits because I was not from a noteworthy college. In other words, my communication was enough to allow me to skip some classes but not good enough to earn credits on my transcript. I was also enrolled in speech class because of my lisp. I desperately wanted to be a clear communicator. I was already struggling with assimilation. Since then, I have learned to be present in conversations, and listen with my whole body. I have also been consistently working on being a better communicator in speech, body language and in writing. I am very passionate about civic scientific literacy. My willingness to advocate for elementary science has raised the bar, not just for my students, but for myself and other elementary science educators. I credit that to many factors, but my willingness to be vulnerable and communicate effectively is a large part of the reason for my progress.
Every encounter with someone creates a perception. According to two Princeton psychologists, Janine Willis and Alexander
Todorov, when we meet strangers, we subconsciously form impressions of them within one-tenth of a second. In fact, those impressions don’t significantly change after a prolonged interaction over a much longer time. Therefore, I have learned to make every encounter as meaningful as possible. I have learned to really listen and be engaged in quality communication. These are the moments that have organically created spaces for my voice to be heard and valued as an advocate for students. When the conversation is authentically about students and their well-being, it resonates well with others, even with those who would be traditionally partisan on how to achieve the desired outcomes.
Humility
When I completed my student teaching in the islands, I was in a rural community. Some students came to school barefoot. Teachers cooked their lunches in the middle of the school yard. Blackboards on wheels separated classrooms. Teachers made the poster boards and class manipulatives. These experiences define me as an educator. When I got my first teaching job in America, I spent the summer cutting out 180 bananas to track the days of the week. I didn’t even think that I could have just ordered cute classroom counters online. My fingers hurt for days after. Now, that is a treasured memory I refuse to let go. I was taught to work hard and it manifested in how I approached my profession. I have seen both sides of the fence, and it has humbled me. For me to have this opportunity to live out the American dream has been nothing short of a blessing. So when I teach, I teach like our students’ futures depend on it. I teach like it’s the last moment I’ll ever see them. I teach like this is my last day on Earth to make an impact. I teach like my mom is standing behind me, asking me if I truly did my best. I teach like I’m standing on the shoulders of Dr. King, Rosa Parks, and my grandmother who stood for education and principles.
Welcome to the White House
On May 2, 2024, First Lady Dr. Jill Biden opened the doors of the White House for the first-ever National Teachers of the Year State Dinner. The sacred moment when my feet crossed the threshold from an every day guest peering through its gates from the streets of Pennsylvania Avenue, to an invited guest, walking in, to the harmonious symphony of the Air Force band will live on in my brain in infamy. I walked through those doors
with every student I have ever taught in my heart. I walked through those doors with every conscientious, communicative and humble educator in my heart. I walked through those doors with all my ancestors who had worked so hard, even when the outcome seemed futile in my heart. I walked through those doors as a living testament of the American dream.
When my students struggle, I will tell them my story. When my colleagues grapple with the state of education and whether or not it’s worth staying in the profession, I will tell them my story. When I am judged for my mistakes, instead of all the ways I try to do better on a daily basis, I will tell my story. When the schools wrestle between tracking data and building capacity and community among staff, I will tell them my story.
My story is simple. I am an immigrant. America gave me a chance to embrace possibilities that I didn’t know existed. Education unlocked doors that I thought were forever sealed. Teachers poured words of affirmation in me. Conscientiousness, a communicative personality and humility balanced me on their wings and glided me from the liminal space of self doubt, through the White House, a symbol of strength, power and possibilities. Dr. Biden gave me an old school bell, a poignant reminder that as educators we will keep ringing the bell for education, and as she said, “changing those who [hear] its ring.”
Five words from Dr. Biden’s opening remarks will forever ring in my ear. For me, it is a call to action, to show my students that anything is possible.
“Welcome to the White House!”n
Taniece Thompson-Smith is the 2024 Texas Teacher of the Year, a fifth-grade science teacher at Abilene ISD’s Stafford Elementary.
The Principals’ Institute (PI) is a year-long professional development series that provides a unique opportunity for principals to understand why transformation of public education is necessary. PI is designed to help principals develop the knowledge and skills required to be transformational leaders and to help build the capacity it takes to sustain transformation over time. The PI experience includes exposure to influential superintendents and speakers, such as Eric Sheninger, Rob Evans, George Couros, Dwight Carter, John Tanner, Thomas C. Murray, Jimmy Casas, and Joe Sanfelippo.
Logistics:
• Registration Fee: $6,000.00 per participant (excluding travel expenses)
• Six, 2-day sessions alternating between Austin, Dallas, and Houston
The Executive Leadership Institute (ELI) is designed to build the capacity of district executive leaders for system-wide improvements in teaching and learning. Sessions will include opportunities for leaders to cultivate strategic approaches and actions in order to support district transformational efforts. The ELI experience includes exposure to influential superintendents and speakers, such as Eric Sheninger, Rob Evans, George Couros, Dwight Carter, Jimmy Casas, Thomas C. Murray, and Joe Sanfelippo. In addition to the scheduled sessions, each participant will receive the support of an Executive Coach throughout the year.
Logistics:
• Registration Fee: $4,500.00 per participant (excluding travel expenses)
• Four, 2-day sessions alternating between Austin and Houston
The Assistant Principal Leadership Academy (APL) provides learning opportunities to develop, challenge, and inspire assistant principals to be transformative leaders. APL participants will engage in processes which support the development of skills specific to transformational leadership and building a learning organization while preparing them for the role of principal.
Logistics:
• Registration Fee: in-person sessions - $1,000 per participant (excluding travel expenses); virtual sessions - $1,000 per participant
• Six, 4-hour sessions throughout the year
The Teacher Leadership Institute (TLI) is a boundarybreaking institute for classroom teachers. Throughout the 6 sessions, committed teachers are empowered to revitalize learning cultures while leaning N2 an inspired future. Centered on teacher voice and grounded in a foundation of collaboration, the Teacher Leadership Institute challenges teachers to move beyond accountability standards and toward innovative learning that ignites student engagement.
Logistics:
• Customized for individual districts or regional consortiums of districts
• Six full day sessions
TASA Corporate Partners
TASA is grateful to our 2023–24 corporate partners for their support. Each level of the Corporate Partner Program is designed to offer our partners quality exposure to association members. Partners at the President’s Circle, Platinum, and Gold levels may customize special events and opportunities.
PRESIDENT’S CIRCLE
Carnegie Learning
Coryell Roofing
DLR Group
eM Life
Frontline Education
Gaggle.Net Inc.
Huckabee
Imagine Learning (formerly Edgenuity)
Just Right Reader
N2 Learning
NWEA
PBK
Stantec
Trusted Capital Group (TCG), a HUB International Company
