What chatbots might mean for the future of education
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Happy almost-summer, school administrators. As you might have gleaned from the cover, this issue of Texas School Business is the first in a twopart series on generative artificial intelligence chatbots — something with which you’re likely already familiar.
I first heard about chatbots, or about their implication in classrooms, while talking with an English teacher at my daughter’s high school. When he told me he knew he had students turning in AI-written assignments but that he could not tell them from the student-written ones, I was dumbfounded. I am a lifelong writer, a journalist and a word snob, and my gut reaction was that this terrible technology could surely never replace a human, and that it must be removed from students’ hands, posthaste.
Researching this article cracked my mind wide open, making me feel like a dinosaur, something that typically only happens when my children say things like, “Ugh, Mom, you don’t get it, you were born in the nineteen hundreds.” So, if your brain isn’t already exhausted from another school year, I’d like to invite you to perform a little thought experiment with me. Turn to page 12 with an open mind, for a feature that might raise more questions than it answers. For the answers, you’ll have to wait for the July/August issue, where we’ll take a peek at what you’re doing in your schools and where educators and administrators see the future of AI in education.
For now, enjoy the issue, which also features your favorite regular columns, and as always, please reach out to me if you’d like to share your thoughts.
MAY/JUNE 2023
Volume LXX, Issue 3
406 East 11th Street
Austin, Texas 78701
Phone: 512-477-6361
www.texasschoolbusiness.com
EDITORIAL DIRECTOR
Dacia Rivers
DESIGN
Phaedra Strecher
COLUMNISTS
Riney Jordan
Jim Walsh
ADVERTISING SALES
Jennifer Garrido
Dacia Rivers Editorial DirectorTEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS
EXECUTIVE DIRECTOR
Kevin Brown
DIRECTOR, COMMUNICATIONS & MARKETING
Amy Francisco
Mr. Dodge brought his MAGA hat to the teacher training on cultural sensitivity and racial bias. He didn’t wear it, but left it on his desk as he sat quietly in the back of the room during two days of training. The Washington State University professor who led the training told the principal that the hat made her feel “intimidated and traumatized.” One teacher cried. Another found the hat “threatening.” Mr. Dodge was silent throughout the two days and the training was completed without incident. But that red hat sat there for all to see.
After the first day of training, the principal advised Mr. Dodge that some of his colleagues were upset about his choice of headwear. She encouraged him to “use better judgment,” but added that she could not ask him to stop wearing the hat. After the second day of training, the principal took a harder line. According to Mr. Dodge (soon to be known as “the Plaintiff”), the principal swore at him and accused him of being a “homophobe and a racist and a bigot and hateful.” The principal told the teacher that “the next time I see you with that hat, you need to have your union rep.” Mr. Dodge filed a complaint against the principal, and asked for a transfer to a different campus, which ultimately led to his lawsuit against the principal, the HR director and the district. The court dismissed the claims against the HR director and the district, but let’s talk about Principal Garrett.
The 9th Circuit held that Principal Garrett was not entitled to qualified immunity. She faces possible personal liability for an infringement of the teacher’s constitutional right to free speech. The court noted that political expression is entitled to strong First Amendment protection. And the fact that
this was a teacher-only event was a factor in the court’s decision.
The principal justified her actions in two ways: first there were teachers who were angry, offended, and even fearful due to a fellow teacher displaying this hat. Second, the hat “was an affront to the [school’s] agenda of cultural inclusivity and interest in creating a safe place for ELL students.”
The principal noted the context — that this all occurred “within weeks of the Trump administration’s loud and publicized initiative to deport as many immigrants as possible.” The court found that argument to be indicative of the principal’s viewpoint bias. Here’s an important quote:
It would be one thing if Principal Garrett was enforcing a generally applicable policy that banned all political expression. A government employer can categorically prohibit political speech as a valid administrative interest such that the prohibition does not favor or disfavor any particular view. But that is not what happened here. How did the court come to that conclusion? Well, for one thing there was the Black Lives Matter poster in the school library. It turns out a teacher who was married to a police officer complained about the BLM poster, but it stayed up. The court quoted Principal Garrett’s explanation for why the BLM poster was OK but the MAGA hat wasn’t:
While the Black Lives Matter poster is a symbol of cultural acceptance and inclusivity … Mr. Dodge’s MAGA hat is a symbol commonly associated with white supremacy and other antiimmigrant sentiments. Comparing … a racially supportive poster to the MAGA hat is troglodytic and unacquainted with the affairs of the world.
As to the upset teachers, the court applied the familiar Tinker test: Was there a material and substantial disruption of the teacher training? No. Just people who strongly disagreed with Mr. Dodge and were angry that he chose to express his view. As we all should know by now, free speech often makes people angry. It’s part of living in a country that values free expression. The court held that it should have been obvious to the principal that she was infringing on the teacher’s free speech rights. Therefore, she could not claim qualified immunity. Nor can she continue to serve as principal. After an investigation into how Principal Garrett handled this situation, the board gave her a choice: accept a demotion or face disciplinary proceedings. She resigned.
It’s Dodge v. Evergreen School District #114, decided by the 9th Circuit on Dec. 29, 2022.
As to the upset teachers, the court applied the familiar Tinker test: Was there a material and substantial disruption of the teacher training? No. Just people who strongly disagreed with Mr. Dodge and were angry that he chose to express his view.
The Principals’ Institute (PI) is a year-long professional development series that provides a unique opportunity for principals to understand why transformation of public education is necessary. PI is designed to help principals develop the knowledge and skills required to be transformational leaders and to help build the capacity it takes to sustain transformation over time. The PI experience includes exposure to influential superintendents and speakers, such as Eric Sheninger, Rob Evans, George Couros, Dwight Carter, John Tanner, Jimmy Casas, and Joe Sanfelippo.
Logistics:
• Registration Fee: $6,000.00 per participant (excluding travel expenses)
• Six, 2-day sessions alternating between Austin, Dallas, 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 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, John Tanner, Jimmy Casas, 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, Dallas, and Houston
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
Adrian ISD
Former Spearman ISD assistant superintendent
Shane Whiteley has accepted the position of superintendent of Adrian ISD. An educator for 30 years, 17 of those in Spearman, he also worked as Follett ISD’s K-12 principal and Booker ISD’s elementary principal.
Tim Buchanan, head football coach, will retire in June, ending a 40-year career, 30 of which were spent in Aledo ISD. He has been head coach for the past 25 years and will be inducted into the Texas High School Coaches Association’s Hall of Fame this summer.
Athletic director Steve Wood has announced his upcoming retirement, effective the end of the current academic year. An educator and coach for 42 years, he has spent 21 years with the district, also working as defensive coordinator and head football coach.
Superintendent
Marcelo Cavazos, who has led the district for 11 years, will retire in August. The 30-year educator, who worked for 23 years in Arlington ISD, was named the Texas Association of School Boards’ Superintendent of the Year in 2016.
Assistant superintendent
Jami Ivey has retired after 29 years in education, 22 of those with the district. She began her career in Athens ISD as a business computer science teacher.
Bastrop ISD has selected Michelle Nicholas to serve as principal of Bastrop Intermediate School. She comes to her new job from Bluebonnet Elementary School, where she was assistant principal. An employee of the
district since 2006, she earned her bachelor’s degree from Sam Houston State University and her master’s degree in education administration from Lamar University.
The district has announced that longtime media professional Jackie Siemen will now serve as its director of community and media relations. She previously worked in professional media in the private sector, beginning as a TV reporter in Lake Charles, Louisiana, and going on to work as a news anchor, public affairs director, and the founder of a public relations company.
Brownsville ISD has appointed Lupita Perez principal of Vermillion Elementary School. She most recently served as assistant principal of Lopez Early College High School and prior to that spent eight years as assistant principal of Garcia Middle School.
Veterans Memorial Early College High School has welcomed Jose Ramirez as its new athletic coordinator. He has been with the district since 2003 and was most recently defensive coordinator for the school. He is vice-president of the Rio Grande Valley Coaches Association.
Wendy Eldredge is Carrollton-Farmers Branch ISD’s new superintendent. Most recently superintendent of Crandall ISD, she previously served in Garland ISD as assistant superintendent of safety and operations. She is a graduate of Kansas State University, where she also earned her master’s degree in educational administration. Her doctorate in curriculum and instruction was awarded from Texas A&M University at Commerce.
Former Prosper ISD head football coach and athletic coordinator Brandon Schmidt now holds that position at A&M Consolidated High School. Prior to his seven seasons in Prosper, he was an assistant coach in Leander ISD and an offensive line coach in La Porte and Round Rock ISDs. He earned his bachelor’s degree from Sam Houston State University and his master’s degree in educational leadership from Lamar University.
Comal ISD has hired Nate Leonard as athletic coordinator and head football coach at Canyon High School. He has been the school’s assistant head coach and offensive coordinator for the past two years. Prior to that, he worked at Clear Lake and Seguin ISDs, as well as serving as assistant offensive line coach at Duke University.
Renee Martinez, director of career and technical education (CTE) has been named CTE Administrator of the Year by the Career and Technology Association of Texas.
Former Caney Creek High School principal Jeffrey Stichler now serves as the district’s assistant superintendent for middle schools. An employee of Conroe ISD since 1999, he previously worked as a coach, assistant principal and associate principal in district schools.
The district’s new assistant superintendent of technology and strategic initiatives, Stephanie Howell, most recently served as executive director of technology and innovation.
Christal Hammond has been promoted from assistant principal of Duryea Elementary School to campus principal. The 24-year educator began her career in New Orleans before joining Cypress-Fairbanks ISD in 2005. She holds a bachelor’s degree from the University of New Orleans and her master’s degree from Xavier University of Louisiana.
Bridgeland High School’s new athletic coordinator and head football coach is Lonnie Madison, who served in the same capacity at Conroe ISD’s College Park High. A coach for 20 years, he previously worked in Klein, Clear Creek and Magnolia ISDs. He is a graduate of Texas A&M University.
> Continued from page 9
Former Lea Elementary School principal Michelle Casillas has been promoted to executive director of leadership and talent development. Previously a teacher, literacy leader, instructional coordinator and assistant principal, she joined El Paso ISD in 2022. The new director of early childhood literacy is Christina Chapa, who was principal of Moreno Elementary School. She previously worked as an assistant principal, literacy coach and music teacher in the district.
Juan Chavez, former assistant director of employee benefits, is now director of benefits. Before joining El Paso ISD, he worked in the private sector.
Tyra Harrison, newly appointed executive director of whole learner support and intervention, comes to El Paso from the Richmond City Public Schools in Virginia, where she was executive director of teaching and learning.
Now serving as principal of Moreno Elementary School is Angelic Lopez, who was the school’s assistant principal. She previously worked as an assistant principal at Clardy and Bond elementary schools.
Elizabeth Sandoval has been promoted from assistant principal to principal of Lea Elementary School. Previously an assistant principal at Armendariz Middle School and White Elementary School, she also worked in Laredo ISD.
Former Karnes City ISD superintendent
Hector Madrigal has accepted the top position at Ferris ISD. The new superintendent previously served as assistant superintendent of curriculum and instruction for San Benito CISD and worked as an administrator in Bowie, Cumby, Mexia, Carrollton-Farmers Branch, Grapevine-Colleyville and La Joya ISDs. He is a graduate of Tarleton State University with a master’s degree in educational administration from the University of Texas Pan American. He is at work on his doctorate.
he worked in Killeen and Austin ISDs and Mission CISD.
Giddings High School’s new principal, Michael Mahoney, has been with the district since 2017, most recently serving as principal of Giddings Intermediate School. He is a graduate of the University of Texas with a master’s degree from Stephen F. Austin State University.
New superintendent David Maass comes to Grapeland ISD from Oglesby ISD, which he led since 2017. An educator for 20 years, he holds a master’s degree in education and a doctorate from Texas A&M University at Commerce.
Jerry Edwards is Heritage High School’s new boys’ athletics coordinator and head football coach. He joins the district from Killeen ISD, where he served in the same capacity at Harker Heights High School since 2013. Prior to that, he coached in Milano, Mansfield and Fort Bend ISDs.
Most recently the district’s interim superintendent, Brad Schnautz has been named permanently to the position. He joined GCISD in 2017 as deputy superintendent after stints in Bryan, Conroe, Magnolia, and Lexington ISDs. He holds a bachelor’s degree from Texas A&M University, where he also received his doctorate in education, and a master’s degree in education administration from Sam Houston State University.
Greenwood ISD
The district’s new athletic director and head football coach, Bryan Hill, was most recently defensive coordinator for Abilene ISD’s Wylie High School. A University of Texas graduate, he spent 12 years coaching at Wayland Baptist College, Midwestern State University and the University of South Florida.
Simmons University, Southern Illinois University, and Johns Hopkins University as well as in Dallas ISD. He is a graduate of Texas A&M University with a master’s degree from Hardin-Simmons.
The district’s former assistant superintendent, Michael Walker, has been promoted to superintendent. An educator for 23 years, he previously served in McLeod, Ore City and Hughes Springs ISDs.
Leonard Elementary School’s new principal, Jason Sowders, is a 20year educator who began his career in Alief ISD. He joined Katy ISD in 2016 as an assistant principal, most recently serving in that capacity at Winborn Elementary. He holds a bachelor’s degree from the University of Houston and a master’s degree in educational administration from the University of Houston-Clear Lake.
Brent Youngblood has been promoted from the position of associate principal of Mayde Creek High School to principal of Haskett Junior High. He began his career in 2010 in Round Rock ISD, moving to Houston ISD and then to Aldine and Fort Bend ISDs before joining Katy ISD in 2017. He earned his bachelor’s degree from the University of Texas and his Juris Doctor degree from the South Texas College of Law.
The district’s new director of child nutrition services is Jean Crudup, who brings 30 years of food service experience to her new position. Most recently, she was district nutrition manager for Chicago Public Schools and Springfield (Ill.) Public Schools.
Former Copperas Cove ISD deputy superintendent
Rick Kirkpatrick has accepted the position of superintendent of Florence ISD. Prior to his time in Copperas Cove, where he also served as a principal,
Hays CISD announces the appointment of Christopher Castillo as Lehman High School’s athletic coordinator and head football coach. Most recently serving in the same capacity at San Antonio ISD’s Highlands High School, he previously coached at Hardin-
Michael Hoffman has been welcomed as Keller ISD’s director of safety and security. He has 15 years of experience in operational security, including his most recent assignment as security director of Mecklenburg County (N. Carolina) Government. Prior to that, he was security director at the San Diego (Cal.) Jewish Academy and San Diego International Airport. He holds a degree in criminal justice from Columbia College.
Now serving as principal of North Riverside Elementary School is Angel Magruder, a seven-year employee of the district who previously held administrative positions at Parkview Elementary and Chisholm Trail Intermediate School. She received her bachelor’s degree from Texas Wesleyan University and her master’s degree in educational administration from Texas Woman’s University.
Megan Bradley has accepted the position of interim superintendent. Most recently deputy superintendent, she also spent 15 years as the district’s chief financial officer.
The new principal of Foster High School is Amy Araguz, who was the school’s associate principal. 16 of her 22 years in education have been spent in Lamar CISD, including serving as assistant principal of Terry High School. Her bachelor’s degree was awarded from Texas A&M University and her master’s degree in educational administration from the University of Houston at Victoria.
Now in her 18th year with Lamar CISD, Risa Crosby has been named principal of Gray Elementary School, set to open in August. Most recently principal of Long Elementary, she has also worked as a teacher, math facilitator and assistant principal. She is a graduate of Texas A&M University with a master’s degree from the University of Texas at Victoria.
Brian Forshee, newly appointed principal of Fulshear High School, began his career in Round Rock and Houston ISDs, joining Lamar CISD in 2006. Most recently associate principal of George Ranch High School, he is a graduate of Texas State University with a master’s degree in educational administration from Lamar University.
Long Elementary School’s new principal, Amey Frazier, has been promoted from assistant principal of Velasquez Elementary. An employee of the district for 16 years, she holds a bachelor’s degree from the University of Houston Downtown and a master’s degree
in educational leadership from Houston Baptist University.
Former Lamesa High School principal David Ritchey has received a promotion. An employee of the district for 11 years, most recently serving as principal of Lamesa High School, he is now district superintendent.
Michael Lamb, a 27-year veteran educator, has been selected to lead Little Elm ISD as superintendent. He held the top position in Sulphur Springs ISD for the past 11 years and previously served as a teacher, coach and administrator in Huntsville, McKinney, Lindale and Wills Point ISDs. He is a graduate of Texas A&M University at Commerce, where he also earned his master’s degree in education administration.
An employee of the district since 1992 and most recently assistant superintendent of student activities, health and safety, Shawn Pratt has been promoted to district superintendent. He previously served as a teacher and coach and spent 11 years as MISD’s director of athletics. He earned his bachelor’s and master’s degrees from Texas A&M University at Commerce, where he is working on a doctorate in educational administration.
New superintendent Chris Allen has returned to Midway ISD, where he previously served as principal of Midway High School and was the district’s first assistant superintendent for administrative services. He most recently led Marble Falls ISD. A graduate of the University of Texas at Arlington, where he also earned his master’s degree, he received his doctorate in educational administration from the University of Texas.
Former Navarro ISD superintendent Dee Carter has agreed to return to the district to serve as interim superintendent after retiring in 2020. She initially came to NISD in 2006.
John Craft has accepted the position of superintendent of Northside ISD, coming to his new job from Killeen ISD, where he also held the top position. He began his career in Carroll ISD, going on to serve as a principal in Mansfield ISD and superintendent of Hamilton ISD before taking his most recent job in Killeen. In addition, the following administrative appointments are announced by the district:
• Jocelyn Dudney, director of 504 and related services;
• Adriana Garcia, associate principal, Kallison Elementary School;
• Jason Padron, assistant principal, Ross Middle School;
• Chaisleigh Southworth, principal, Reed Elementary School.
New Roanoke Elementary School principal Erin Appling comes to Northwest ISD from Keller ISD, where she led Parkview Elementary. She began her career in Carrollton-Farmers Branch ISD, going on to work in Birdville ISD before moving to Keller. She holds a bachelor’s degree from North Texas State University and a master’s degree in leadership from Abilene Christian University.
Amanda Bomar has been named principal of Hughes Elementary School. She joins the district from Denton ISD, where she was principal of Pecan Creek Elementary. An administrator for nine years, she previously worked in Crockett, Lufkin and Mesquite ISDs. She is a graduate of Stephen F. Austin State University with a master’s degree in education from East Texas Baptist University.
The district’s newest elementary school, Daniel Elementary, will open in August with Jessica McDonald as principal. She has served as a district principal since
> See Who’s News, page 21
by Dacia Rivers
Everywhere you turn, people are talking about artificial intelligence, especially its use in schools. Teachers are chatting about it in the lounge. School boards are talking about it at meetings. News headlines on AI, largely focused on ChatGPT, just one generative AI tool of many, are as numerous as, well, apps in an app store.
In this two-part series, Texas School Business aims to help school administrators start to think about AI use and what the best response for their districts might be. In this issue, the topic
will focus on the whats and the what-ifs. In the next issue, you’ll find out what many of your peers are doing, or planning to do, about the topic.
If you haven’t already logged into ChatGPT or another AI chatbot, doing so is a good, quick first step to understand what it does. Basically, these generative AI systems respond to any prompt you give, scouring the internet for content and sources, which they then repackage however you ask. Want a three-paragraph persuasive argument on why the death penalty is inhumane? ChatGPT will get you one in less than a minute. Prefer that written in iambic pentameter? No problem, AI can do that in a jiffy. Now you need a list of resources? Ask, and you shall receive.
Much like students using web searches for research, one main concern educators have around AI use is whether or not it provides information that is accurate, ethical and documentable. In a classroom setting, all of these factors are crucial.
While fact-checking sources is a longtime issue and a skill educators have impressed upon students from the days of classroom encyclopedias, the use of generative AI chatbots introduces numerous new concerns.
School systems are used to being on the front lines of implementing cutting-edge technology use for children. Administrators and educators often have to react quickly, before being able to consider long-term studies or even input from pediatricians and other child development experts.
Consider screen time — a once huge concern that has gone out the window for many, as students across the country perform the bulk of their work on schoolprovided tablets. The challenge for school districts, as with any new technology, is to understand what this generative AI can do, and then set expectations for how it will be used. For some, this might take a change in thinking.
While some educators might consider the use of generative AP to be cheating, others see things in a different light. In a recent piece in MIT Technology Review, several educators posit that if a student can use a chatbot to cheat on an assignment, it’s the assignment that should be tossed out, not the technology. Their thinking is that if AI can mimic a student’s performance, maybe educators aren’t asking for enough deeper, next-level thinking.
> See AI in the classroom, page 14
While factchecking sources is a longtime issue and a skill educators have impressed upon students from the days of classroom encyclopedias, the use of generative AI chatbots introduces numerous new concerns.
> Continued from page 13
As an example, one educator had her students use ChatGPT to write a persuasive argument, then asked students to go through the generated text line by line to analyze and evaluate the chatbot’s output. The idea is to teach students the critical thinking and evaluation skills that are becoming increasingly necessary in a techheavy world.
It’s unlikely that AI is a flash in the pan. Quizlet, a quizzing program many teachers use, now incorporates ChatGPT into a feature that can adjust the difficulty of questions in real-time in response to how a student is performing. Could schools also find a way to embrace, rather than shun, this technology? If a district’s job is to prepare students for the jobs of tomorrow, is
it safe to assume those jobs will involve AI at some point?
Afterall, some of the most highly skilled careers already make use of artificial intelligence. If you’ve flown in a commercial plane anytime over the last couple of decades, an autopilot system was definitely in use. Surgeons use AI to guide them in some of the most delicate surgeries there are, from orthopedic to brain tumor removal and cardiothoracic procedures.
Technology has already eliminated numerous subjects previously taught in classrooms, losses that have been met with concern from some educators, but not all. In 2010, cursive writing was removed from the Common Core Standards. With widespread tablet and computer use, cursive has become a lost skill for students, and so far it seems they have moved on without it just fine.
It’s unlikely anyone reading this remembers when the calculator was invented and how educators felt about its use in the classroom, but some might remember when graphing calculators hit the scene. Dianne Borreson, executive director of Texas Education Technology Leaders (TETL) and part-time CTO in Hays CISD, does.
“We had the same conversations, if students should be able to use a graphing calculator on a test, and there was some pushback. It’s really no different from what we’re facing now.”
If there is one difference, technology came at educators much slower in the early graphing calculator days, while now it feels more like an onslaught. By the time a district figures out and implements a response to a certain technology, that tech has spawned 100 clones, most of which are adept at going around any firewalls you may have put into place.
While many school technology experts can see which way the wind is blowing, some might have some concerns about a future ripped from the pages of science fiction, where AI dominates and humans exist simply to push a button. Sure, it worked for the Jetsons, but what happens when the system fails, or falls into the wrong hands?
While most talk about generative AI focuses on chatbots, researching and writing skills aren’t the only ones being outsourced to computers. AI that solves physics problems and generates science models is coming soon to a handheld device near you. Chances are some of your more tech savvy students are already using them.
Now that you’ve gone down the AI rabbit hole, you might have more questions than before about how your district should respond. Like with anything school-related, there isn’t a one-size-fits-all response. But the first step is educating yourself.
If you have a technical team in your district, they’ll be your greatest asset. Chatbots are a hot topic, and there is no shortage of think pieces on either side of the issue for your consideration.
Turning your thinking on its head can be a mind-expanding process. In a culture where most young people get their news from
social media, and few folks under 30 know how to open and read a printed newspaper, it’s evident that the world is changing rapidly, no matter how much the old guard may try to dig in their heels.
“Maybe we’re short sighted on what skills will be necessary for students to live their lives,” Borreson says. “Are we still teaching them skills they won’t be required to use in the future?”
Perhaps the most important first reaction to generative AI, when it comes to students, is teaching them to be critical thinkers — to fact-check everything, to read with a keen eye, and to stay away from blind trust in any online sources.
“With great knowledge comes great responsibility,” Borreson says. “We need to think about that as we teach children how to navigate a world that is not the world we grew up in.”
In the next issue of Texas School Business, we’ll take a look at how school districts across the state are responding to AI usage in their schools. If you would like to share your district’s plan or your thoughts, please reach out to drivers@texasschoolbusiness. com.
Perhaps the most important first reaction to generative AI, when it comes to students, is teaching them to be critical thinkers — to fact-check everything, to read with a keen eye, and to stay away from blind trust in any online sources.
As a young man, Christopher Pichon didn’t intend to work in education. He was into technology and computers, and saw his career heading in that direction. While getting his master’s in technology, Pichon was working as a professor’s aide to support himself. His mother, an educator herself, encouraged him to become a paraprofessional so he could receive benefits that his contract work did not provide.
“My mom tricked me into education, but I grew to love it,” Pichon says.
Pichon was working as a teacher’s aide in Houston ISD when he became a go-to substitute for the district, where substitutes are often in short supply.
“I fell in love with it,” he says. “I started listening to the kids and engaging them and their learning, and I could see the light bulbs coming on and made connections with them.”
After getting his certification, Pichon taught in HISD for seven years, then moved to Alief ISD where he was an assistant principal and principal for a combined total of 16 years. From there, he went to Galena Park ISD, serving as senior director for school administration and executive director for school administration and principal development. Last year, he became the assistant superintendent of operational vitality for the archdiocese of Galveston-Houston.
Recently, Pichon became the Texas Alliance of Black School Educators’ (TABSE) 14th president. He will serve a two-year term leading the organization, which he joined back in 1999. At the time, TABSE President Althea Cartman recruited him for both the job and the organization. Pichon is one of two of Cartman’s staff members who have served as TABSE president, and he says that working with her and attending conferences showed him just how important the organization is.
“It became a part of me,” he says. “We all grew to love it.”
TABSE is built on professional development, Pichon says, and the group works to support and educate members where they are to help enhance and build their leadership capacities both in the roles they currently hold and those to which they aspire. Being a TABSE member helped craft Pichon’s own vision as a leader. Since joining, he has worked to build capacity in others, and continued to develop his own in-house aspiring leader academies, touching the lives of others while reaching his own goals as well.
“One of my biggest accomplishments is that I’m up to 42 staff members I’ve worked with in some capacity who have gone on to receive some time of advanced promotional position, whether it’s in administration or instructional,” Pichon says. “I’ve been very proud that I’ve had a hand in helping that come to fruition.”
The past two TABSE presidents have focused on a theme of RISE
(Relevant, Impactful, Sustainable, Excellent) and RISEN (adding Now to the mix), and during Pichon’s time in the president’s seat, he plans to take the organization to the next level with his SOAR initiative (Sustaining Opportunities & Access for Results). The destination for this flight is the dignity of Black lives. Through his work in schools and with TABSE, Pichon aims to enhance the value of Black lives, including the lives of students, educators, education leaders, politicians, and beyond.
In his presidential address, Pichon said: “We see such little regard to our dignity at times … from parents, from community leaders, from law enforcement, from the Legislature, and sometimes from each other. TABSE family, we need a laser focus on establishing, restoring, or achieving the dignity of Black lives.”
With such a broad-reaching mission, Pichon is already adept at making important changes happen. His wife of 34 years is also an educator, and the couple have had four children, two of whom are now deceased. One child died early from birth complications, while their middle child, Chris Jr., collapsed
on an HISD football field during practice at age 14. Following that tragedy, Pichon was instrumental in a statewide push that resulted in schools having defibrillators on-site, and a requirement for student athletes in sixth grade and up to receive echocardiogram exams. Chris Jr.’s name is attached to the bill, and Gov. Rick Perry invited the Pichon family to come witness its signing.
“His name is forever linked to that, and we still get phone calls from parents who learn of undiagnosed illnesses from their children going through these heart exams,” Pichon says. “Our mission is that no other parents have to experience what we experienced.”
Education and advocacy are truly a family affair for Pichon. Continuing the legacy, his two living children are both educators, on track to work in administration.
“I’m very proud of the work we do as a family and how we commit ourselves to not just our profession but to TABSE and other organizations — giving ourselves to be of service to our community.”
Mission: The Texas Alliance of Black School Educators affirms the inherent worth, dignity, and educability of African-American people. The Alliance challenges forces, which obstruct the achievement, development, and educational opportunities of youth and adults. African-American children throughout the United States encounter problems that are directly related to their minority group status. It is the mission of this Alliance to enhance and facilitate their education.
Year founded: 1987
Members: More than 1,500
Website: tabse.net
The Texas Association of Community Schools (TACS) is a unique organization — one dedicated to supporting and advocating for small, midsize and rural school districts. The group recently elected Kayla Morrison to serve as its newest president.
Morrison is superintendent in Lorenzo ISD, a district of fewer than 300 students that lies just outside of Lubbock. She’s held the post since 2018, and previously worked in Klein, Lubbock-Cooper and Roosevelt ISDs. This year completes her 39th year in education. Initially, Morrison got her start in the field working as a junior and high school science teacher. She says she was drawn to education because she wanted to work as a coach, and she did, coaching basketball and track in addition to teaching.
“I had some very influential coaches and one super influential coaching teacher in my life, my science teacher, and that led me to make that career choice,” Morrison says.
After 18 years in the classroom, Morrison made the move into administration. Throughout her career, she says she’s been motivated by a strong desire to provide the best and most opportunities for her students.
“Working with students and helping them to find motivation and success is the rewarding part to me, whether academically or athletically,” she says.
When Morrison became assistant superintendent in Roosevelt ISD, her superintendent started taking her along to TACS meetings, so she became familiar with the organization. Following a brief retirement from 2016-18, Morrison rejoined TACS when she took the helm in Lorenzo.
When another TACS superintendent retired, Morrison filled the vacated local TACS vice presidency, then moved on to become president of the local chapter. In those roles, she says she learned more about the support TACS offers to smaller districts, and within short order, she was nominated for the state-level presidency, which she now holds.
Of the many benefits TACS offers its members, Morrison says the advocacy and the service as a liaison are two of the most important. During the legislative session, TACS staff have held weekly phone calls with members to keep them informed of the goings on in the House and Senate, including bills that could have the most effect on smaller and rural districts.
“It’s crucial to me, being at this small of a school, to have somebody
keeping me apprised of what’s going on in Austin,” she says.
TACS stays in communication with TEA and SBOE, and relays pertinent information to its members. It’s an especially helpful role for a professional organization when its members frequently juggle numerous tasks at their small schools, often functioning with very few staff members, leaving them limited time to seek out the constantly changing information coming from state officials.
In addition to this advocacy and information sharing, TACS provides webinars for its members, and in-person conferences that offer the opportunity for folks to come together to learn and network with others working under similar circumstances.
“The TACS programs are always very informative and provide crucial information for us,” Morrison says.
During her time as TACS president, Morrison is helping the organization transition to its new executive director, Crystal White. Morrison is also working to shift TACS’ main objective to focus on student scholarships, using a portion of membership and partners’ monies to go directly to those scholarships. It’s Morrison’s goal to help TACS member districts recognize that the organization aims to put students first.
“I’m very excited about holding this office,” Morrison says. “And I look forward to a great year and working with Dr. White and our other officers and committee members for a very successful year.”
Texas Association of Community Schools (TACS)
Membership: TACS membership is open to staff at school districts with fewer than 12,000 students in average daily attendance or that have only one high school.
Mission: TACS aims to work for the improvement of instruction in the community schools of the state, provide professional growth programs, support legislation that enhances the opportunities and abilities of community schools to provide quality education programs, and cooperate with other organizations dedicated to such purposes.
Year founded: 1951
Website: tacsnet.org
Sept. 29 – Oct. 1
APRIL 1– MAY 1
Session Selector is open for session proposals to be submitted.
MAY 8 –19
Session Selector is open for attendee feedback.
Want to write session titles and descriptions that pack rooms? Ready to submit your session proposal? Visit tasa.tasb.org for details.
Top requested topics for txEDCON23 include:
• Teacher Recruitment and Retention
• State and Local Accountability Plans
• Marketing and Messaging of Public Schools
• Practices for Engaging Students, Parents, and Other Community Members
• District Culture
• Student Academic Performance
I’m very excited about holding this office, and I look forward to a great year.
Al Rodriguez had his sights set on a career in medicine as an undergrad at Texas Tech University. But when he started working part-time as a substitute teacher in Lubbock ISD, his plans changed.
“I fell in love with the path, the career of working with kids.” He started his career in education in 1996 as a teacher in Elgin ISD, where he was quickly approached by his principal, who suggested Rodriguez get a master’s degree so he could become an administrator. Rodriguez enrolled at Texas State University, received his master’s and moved into his first administrative role in Hearne ISD. There, he worked with several special programs, including a welfare program, a GED program and a mothers-to-work program. While the work was challenging, Rodriguez says he learned a lot from his time in Hearne.
“The people and the kids were great. I really do believe that I solidified some of the philosophies and ethics I have today about public education.”
After a year in Hearne, Rodriguez returned to Elgin to serve as assistant principal of the high school, and he’s been in the district ever since. He worked as AP and principal for a few years, then moved into the central office and has been working in human
resources and human capital in the district for nearly 20 years. Currently, his title is assistant superintendent of human capital and public information.
“I’ve grown up professionally in this community,” Rodriguez says. “I really do love it.”
Rodriguez’s dedication to the Elgin community extends beyond EISD campuses, as he was recently elected to serve on the city council.
“That’s been a tremendous experience in being able to bridge the communication gap between our city and our school district in a way we haven’t done before.”
Education is a family affair for Rodriguez. His wife works as a first grade bilingual teacher in the district. One of his sons is an Elgin ISD graduate, the other a high school sophomore. Rodriguez’s father was also an educator, and Rodriguez says he’s carried his father’s influence with him throughout his life. He keeps a photograph of his dad in his office, to remind him of the importance of public education.
“He certainly helped to make me who I am today,” Rodriguez says. For Rodriguez, the appeal of working in education has a lot to do with leadership. Working in human capital, he prides himself on
being able to help and support staff in the district so they can better serve students. He aims to benefit his community by supporting the schools and empowering the people who work alongside him in the district.
“It’s not about me, it’s about them,” Rodriguez says. “We have a saying in Elgin: ‘One town, one team, one family.’ I think we really try to live by that, and it certainly fits into my philosophy of public education.”
Several years ago, Rodriguez helped to make official a local, Central Texas chapter of the Texas Association of School Personnel Administrators, alongside some of his colleagues, including Willie Watson Jr., who now works in Pflugerville ISD. The experience helped Rodrgieuz learn and grow his craft while providing ample networking opportunities with others in his field. He continued to move up through the ranks in the organization and now serves as TASPA state president. During his time as president, Rodriguez is helping TASPA to put on its first ever
Day at the Capitol. He has testified before the Legislature and is hoping to empower others in his field so that they may do the same.
“We may not be as big as some other associations, but that doesn’t mean we can’t be vocal and be advocates for the public good,” Rodriguez says.
TASPA is also working on a five-year strategic plan, a process that involves large amounts of collaboration. Rodriguez says networking and dedication to open communication are some of the greatest benefits TASPA offers its members, and with the new plan in place he hopes to help the organization grow not just in numbers, but in resources, influence, credibility and respect.
“The networking opportunities with TASPA are tremendous,” he says. “I can pick up the phone, call anybody, and they will respond as quickly as they can. Everybody shares information, data, forms and processes. Nobody that I’ve met is just beholden to themselves. It’s very much like family.”
> Continued from page 11
2009 and brings more than 20 years of experience to her new assignment. She holds a bachelor’s degree from Midwestern State University, a master’s degree in education administration from Lamar University, and a doctorate in educational leadership from Nova Southeastern University.
Hidden Lake Elementary School’s new principal is Barry Miller, who most recently led Parmer Lane Elementary, a school where he served for 18 years. Prior to that, he was a history teacher at Pflugerville Middle School.
The district’s new athletic coordinator and head football coach is Cody White, a 28year coach whose experience includes seven years with Denison, Ector County and Highland Park ISDs and a
stint in Tennessee, where he earned the title of Football Coach of the Year three times. He received his bachelor’s degree from Baylor University and his master’s degree in education administration from Southeastern Oklahoma State University.
A graduate of Robstown High School now serves as the district’s interim superintendent. Adriana Tagle has been an educator for 18 years, working as a teacher, assistant principal and assistant superintendent. She holds a bachelor’s degree from Texas A&M University at Kingsville and a master’s degree from Texas A&M University at Corpus Christi.
Longtime educator
Luz Martinez is now Round Rock ISD’s chief equity officer. She comes to Round Rock from Midland ISD, where she served as associate superintendent since 2021. She holds bachelor’s and master’s degrees
The Texas Association of School Personnel Administrators (TASPA)
Membership: TASPA membership is open to Texas public school human resources administrators and support staff.
Mission: The mission of TASPA is to engage and develop human resource professionals thereby enhancing HR services to school districts.
Year founded: 1966
Number of members: About 1,000
Website: taspa.org
from Arizona State University, a master’s degree in educational leadership, and a doctorate in adult and post-secondary education from Capella University.
The new boys’ athletics coordinator and head football coach at Highlands High School is Roger Landeros, who most recently was assistant head football coach and defensive coordinator at Stevens High School in San Antonio’s Northside ISD.
Sherman ISD
The district has created a new position, coordinator of character education, and hired Reid Kirk to fill it. A pastor with more than two decades of experience working with young people, he has volunteered in the district for six years.
> See Who’s News, page 29
It is not often one finds high school students squatting on a tiny chair or sitting in a red square on a rainbow rug in a pre-K classroom. At Rapoport Academy Public School in Waco, a cross-grade-level project brought high schoolers back to the pre-K classroom to work with young students to illustrate a book and motivate them to read. The book, “Marvelous Monsters,” moved past imagination and into the hands of students thanks to a grant from the Education Service Center Region 12 Technology Foundation. ESC Region 12, one of 20 ESCs, is a nonprofit organization that supports educators to increase student success. Executive Director Jerry Maze, Ed.D., wanted to take the service center’s support of students further; thus, the Technology Foundation was born. Since its creation in 2012, the foundation has awarded nearly $608,000 to schools and supported 27,349 students.
“This has continued to grow and to reach more students and classrooms,” said Maze. “We feel like it’s part of our mission to push financial resources into the classroom.”
The Technology Foundation aims to fund programs that enhance learning through technology and make a difference in the education of students. Grants showcase the diversity of technology — it can be fun and flashy, but it is also an essential tool to bridge barriers in education and make a positive impact on student outcomes.
An objective of the foundation is to provide hands-on technology for visual learning and to encourage creativity and collaboration. There are few opportunities for teamwork between grade levels, especially between pre-K and high school students. With a grant, Rapoport launched “Design, Animate, Read,” a project that connected students of vastly different ages to create an illustrated book.
High school students interviewed pre-K students to design and draw a monster of
One-of-a-kind technology foundation helps educators implement innovative programs beyond traditional technology
grants support STEM, social-emotional skills, career readiness, students with special needs and more
by Taryn Courvilley Students at Rapoport Academy Public School receive SEL-based lessons.
the child’s imagination. The high schoolers took the drawings and brought the designs to life using iPads, Apple Pencils and software provided by the grant. After collaborating, the older students put the illustrations together to make a book that promotes social-emotional learning and acceptance of others.
“Our high school students were able to hand over a book to our pre-K students, and they got to take it home,” said Natalie Ward, a graphic design teacher at Rapoport Academy. “The kids and the high school students loved the finale.”
With the book completed, Ward hopes to create more opportunities for different grades to connect and create things that have a meaningful impact, such as animating the characters designed for the book. “That cross-grade-level experience is incredibly valuable to all involved,” she said. Grants encourage collaboration, and they also prepare students for the future. Copperas Cove ISD is implementing “Mechatronics for Engineering Science,” which introduces students to careers in engineering through hands-on experiences with automation equipment. The grant provides automation technology systems that can be used in combination or as stand-alone stations.
“This system brings a feeling of real-world manufacturing into the classroom,” said Jeff Dennis, a CTE teacher at Copperas Cove High School. “The experience the students gain designing, programming and running the separate work platforms will help them as future engineers.”
Students use the equipment to better understand how automation machinery works. These skills will give them an edge when applying for college, but the knowledge will be valuable even if they don’t pursue careers in engineering.
“The experience and education will prepare me for a potential job in engineering in the future,” said Katherine Frazee, a Copperas Cove High School senior. “It also helps me with day-to-day life, as I’ll be able to use my engineering skills to fix problems.”
Grants prepare students for the future, but sometimes they are an avenue to bridge gaps that students face because of language barriers, disabilities, or anything else that causes learning difficulties. The Hill County Shared Services Arrangement serves students with disabilities from 11 school districts by providing materials and resources for students — helping them remain in class with their peers. A grant awarded to the Hill County SSA allowed for the organization
of an Assistive Technology Lab, a collection of resources to improve the functional capabilities of students with disabilities.
“Having access to assistive technology tools gives our special education students the opportunity to communicate, play with their peers, participate in classroom instruction and do things that would normally be nearly impossible for them to do otherwise,” said Hannah Heimbaugh, former assistive technology coordinator at Hill County SSA.
A second grant, “Assistive Technology Makerspace,” provided equipment to turn the lab into a workshop for building custom devices for students to thrive in the least restrictive environment. Every student is different and requires different support, and the additional grant has allowed them to tailor to those needs, Heimbaugh said.
“For people without disabilities, technology makes things easier, but for people with disabilities, technology makes things possible,” she said.
These projects, and many other innovative programs, were made possible by Maze’s vision to take revenue and put it back into schools. Fundraising for the Technology Foundation is careful not to compete with
school foundations. Donations come from revenue generated by the ESC Region 12 E-Rate Consulting Services, ESC staff and vendors the service center uses. A key to the foundation’s success is the center’s commitment to underwriting the operations and related expenses, allowing 100% of the donations to be awarded.
The ESC Region 12 Technology Foundation is the only program of its kind among the ESCs in Texas. Overseen by an advisory board composed of superintendents, business professionals and retired education leaders, only public schools in the Region 12 service area are eligible to apply.
Maze hopes other education entities look to the foundation as a model to push resources to more students. “I’m not saying a foundation is for everyone; it has to be something that the organization feels passionate about,” said Maze, “but to the extent that we can, we hope to inspire others.”
Learn more about the foundation at www. esc12.net/tech.
TARYN COURVILLE is a communications and digital media assistant in ESC Region 12.
by Jami Bevans
We are art teachers, hear us roar,” shouts the stalwart educator who lands in the trenches every day to come back each morning, pumped and ready to push forward. With a lively Helen Reddy tune stuck in our heads, we dodge all sorts of obstacles from mountains of paperwork to extra duties to the everyday task of setting up an art lab, yet nothing stops those of us born to teach. Why?
The why is definitely a complicated question. First and foremost, art teachers love children. As an art teacher with 35 years experience, I’m inclined to label children the number-one reason most art teachers keep coming to work each day. We love our jobs. Each day brings new and exciting interactions which provide us with purpose and the joy of inspiring young minds. Creativity can’t be taught, but it can be nurtured, enriched and motivated.
The why must also include the necessity for a well-rounded education, one rich with experiences only the fine arts can provide. We love inspiring others. Children inherently thrive on the opportunity to utilize their imaginations. Most art teachers understand it’s the thought process and experimentation that drives creativity and not necessarily the final product. Yet, as the student grows artistically, so does their ability to produce a piece worthy of more than just a place on the refrigerator door. But an art teacher is happiest when supported by their school districts and communities. Like most humans, we love feeling appreciated for our talents in educating our youth.
Why should a school district invest in a strong art program? Believe it or not, our art students make the schools look good. Eh? Think about it. How dull would it be for there to be no art in the hallways, no art displayed in our libraries or our boardrooms? But it’s more than that. A really good art program will advocate for their art program but in so doing, will inadvertently advocate for their school. Texas Art Education Association’s (TAEA) varied programs have helped put school districts on the map. Districts of Distinction began four years ago as a brainchild of our then supervision/ administration division chair, and since its inception, fine art directors strive to fulfill the requirements necessary so their districts can be among those considered Districts of Distinction. TAEA’s Big Art Day has generated some of the most inventive and creative ways for schools to involve the entire student body in the making of art for a day. TAEA’s Youth Art Month gives schools an opportunity to enter work for a chance to be chosen for the Governor’s Gallery, where student art is hung in the governor’s offices for a year. What school district wouldn’t want that notoriety? Again, give an art teacher the budget and encouragement, and they’ll make a school district shine.
I would not have survived all those years without a very full toolbox of tips and tricks. Most new teachers come into the classroom unprepared for the daunting challenges. Teaching any subject is difficult, but teaching art boasts a whole other layer. Not only do we have to impart a rich curriculum interlaced with the principles and elements of design, art history, medium use and style, we also have to manage the supplies necessary for
students to create and explore. In doing so we must develop eyes in the back of our heads because we all know, some of our supplies inspire more than just making art. How do we help our new art teachers keep their enthusiasm for the subject? How do we help them grow and learn so they are more than adequately equipped to teach in today’s society? Professional development specifically designed with the art teacher in mind is a must. Not only do we grow by learning new techniques, ways to manage discipline and skills for promoting student engagement, we develop connections with other art educators. We love feeling like we’re a part of a family. Organizations like TAEA provide a wealth of opportunities for professional development from localized workshops to a yearly fall conference.
So, what other reasons do we teach art? Community involvement plays a huge role for most art teachers. Generous by nature, we love guiding our students to use their talents as a way to give back to the community. Empty Bowls is a perfect example of students creating clay bowls for a purpose — to help support local food pantries. Preparing art for local art shows is also a great way for students to
engage community participation. Most of us are hardwired to enjoy attending fine arts events including art shows. Let’s face it, humans love surrounding themselves with aesthetically pleasing colors, shapes, textures and forms. We love art.
The Texas Cultural Trust just came out with their State of the Arts Report. Every year, it seems more data shows the need for fine arts in our schools. Culturally rich venues generate more than $6 billion in revenue, but without strong art, music, theater and dance programs teaching our youth, where will the talent come from to help drive the economy?
Art is important. Our art teachers are important. Our youth deserve the best education we can provide and that includes curriculum in the fine arts. “We are art teachers, hear us roar!”
JAMI BEVANS taught art at A&M Consolidated High in College Station for 34 years before retiring in 2020. She returned to teaching and is currently enjoying her first year at Allen Academy in Bryan. She is also one of TAEA’s Distinguished Fellows.
Art is important. Our art teachers are important. Our youth deserve the best education we can provide and that includes curriculum in the fine arts.y Jami Bevans teaches art at Allen Academy in Bryan.
JUNE
June 1 – July 30
ED311 Webinar: Where Are Our Students? Strategies to Decrease Chronic Absenteeism Webinars accessible through July 30
For more info, (512) 478-2113. www.ed311.com
Cost: $125.
June 4-6
TAGT Gifted + Equity Conference
Tremont House, Galveston
For more info, (512) 499-8248. www.txgifted.org
Cost: Members, $325; nonmembers, $425.
June 5
2022-23 TASA/N2 Learning
Assistant Principal Leadership Academy Virtual cohort (session 6 of 6)
Virtual event
For more info, (972) 515.2268. www.n2learning.org
Registration is open for the 202324 cohort.
2022-23 TASA/N2 Learning
Assistant Principal Leadership Academy Houston cohort (session 6 of 6)
Berry Center, Cypress
For more info, (972) 515.2268. www.n2learning.org
Registration is open for the 202324 cohort.
June 6
2022-23 TASA/N2 Learning
Assistant Principal Leadership Academy Dallas cohort (session 6 of 6)
Allen ISD
For more info, (972) 515.2268. www.n2learning.org
Registration is open for the 202324 cohort.
TASA Aspiring Superintendents
Virtual Summer Series (session 1 of 3)
Virtual event
For more info, (512) 477-6361. www.tasanet.org
Cost: Members, $150 for all three sessions; nonmembers, $175 for all three sessions.
TSPRA Regional Meeting, Houston/Beaumont area
La Porte ISD, La Porte
For more info, (512) 474-9107. www.tspra.org
June 7
2022-23 TASA/N2 Learning Assistant Principal Leadership Academy Austin/San Antonio cohort (session 6 of 6)
Northeast ISD
For more info, (972) 515.2268. www.n2learning.org
Registration is open for the 202324 cohort.
TASBO Workshop: Employee
Benefits: Creating a ‘Stay Strategy’ Webinar
For more info, (512) 462-1711. www.tasbo.org
Cost: Members, no charge; nonmembers, $60.
TCASE Ignite Academy for New and Aspiring Directors (session 9 of 9)
Virtual event
For more info, (512) 474-4492 or (888) 433-4492.
www.tcase.org
Cost: Administrator and associate members, $1,070 for full academy; nonmembers, $1,270.
June 7-8
TASB Workshop: Managing State and Federal Leave
Virtual event
For more info, (512) 467-0222 or (800) 580-8272.
www.tasb.org
Cost: $225.
June 7-9
TEPSA Summer Conference Kalahari Resort and Conference Center
For more info, (512) 478-5268 or (800) 252-3621.
www.tepsa.org
Cost: Conference only: Members, $409; nonmembers, $648. Conference and master class: Members, $558; nonmembers, $857; aspiring members, $149.
June 8
2022-23 TASA/N2 Learning Assistant Principal Leadership Academy Corpus Christi/Victoria cohort (session 6 of 6)
Corpus Christi ISD
For more info, (972) 515.2268. www.n2learning.org
Registration is open for the 202324 cohort.
TASA Breakaway Leadership Program (session 6 of 6) Virtual event
For more info, (512) 477-6361. www.tasanet.org
Registration is closed for this cohort.
TSPRA Regional Meeting, Central Texas area
Eanes ISD, Austin
For more info, (512) 474-9107. www.tspra.org
TSPRA Regional Meeting, Gulf Coast area
Laredo ISD, Laredo For more info, (512) 474-9107. www.tspra.org
June 11-14
THSADA State Conference
Kalahari Resort and Conference Center, Round Rock
For more info, (832) 240-6550. www.thsada.com
Cost: Pre-registration: $100. Onsite registration: $150.
June 12
TASBO CSRM Course: Measuring School Risks
Moody Gardens Conference Center, Galveston
For more info, (512) 462-1711. www.tasbo.org
Cost: Members and nonmembers, $250.
June 12-14
TASBO Summer Solutions Conference
Moody Gardens Conference Center, Galveston
For more info, (512) 462-1711. www.tasbo.org
June 13
TASA Aspiring Superintendents
Virtual Summer Series (session 2 of 3)
Virtual event
For more info, (512) 477-6361. www.tasanet.org
Cost: Members, $150 for all three sessions; nonmembers, $175 for all three sessions.
ED311 Conference on Education Law for Principals Convention Center, Austin and online For more info, (512) 478-2113. www.ed311.com
Cost: Individuals, $225 with access to digital workbook; $250 with printed workbook. Groups of 5 or more: $200 per person; $225 per person with printed workbook. Groups of 10 or more: $190 per person; $215 per person with printed workbook.
June 13-14
2022-23 TASA/N2 Learning
Principals’ Institute (session 6 of 6) Hilton Houston Post Oak For more info, (972) 515.2268. www.n2learning.org
Registration is open for the 2023-24 cohort.
June 14
TASA Budget Cohort for Texas District Leaders (session 8 of 8) Moody Gardens, Galveston For more info, (512) 477-6361. www.tasanet.org
Registration is closed for 2022-23.
TSPRA Regional Meeting, Gulf Coast area
Corpus Christi ISD, Corpus Christi For more info, (512) 474-9107. www.tspra.org
June 14-16
TASA txedFest Summer Conference Kalahari Resort and Convention Center, Round Rock For more info, (512) 477-6361. www.tasanet.org
Cost: Online registration, all members except students: $325. On-site registration: $400. Online registration, nonmembers, educational entity: $425; onsite registration, $500. Online registration, other nonmembers, $625; on-site registration, $700. Student members, $150.
TASSP Summer Workshop
Convention Center, Austin For more info, (512) 443-2100. www.tassp.org
TxETA Summerfest
Tyler Junior College, Tyler No phone number provided www.tetatx.com
June 14-17
TASB Summer Leadership Institute
Marriott RiverCenter, San Antonio
For more info, (512) 467-0222 or (800) 580-8272.
www.tasb.org
June 19-21
Learning Forward Texas Annual Summer Conference
Convention Center, Irving For more info, (512) 266-3086
www.learningforwardtexas.org
Texas ASCD Transformative Principal Leadership Academy (sessions 1-3) Robinson ISD, Robinson
For more info, (512) 477-8200 or (800) 717-2723.
www.txascd.org
June 20
TASA Aspiring Superintendents
Virtual Summer Series (session 3 of 3)
Virtual event
For more info, (512) 477-6361.
www.tasanet.org
Cost: Members, $150 for all three sessions; nonmembers, $175 for all three sessions.
June 21
TASBO Workshop: Functions and Duties of School Business Administrators
Gregory-Portland ISD, Portland
For more info, (512) 462-1711.
www.tasbo.org
Cost: Members, $195; nonmembers, $245.
June 21-22
TASB Workshop: Get a Grip on the Family and Medical Leave Act
Virtual event
For more info, (512) 467-0222 or (800) 580-8272.
www.tasb.org
Cost: $225.
TETL Summer Conference
Embassy Suites and Conference Center, San Marcos
For more info, (855) 458-9286. www.tetl.org
Cost: Members, $249; nonmembers, $299.
Texas ASCD Academy: Assessment for Learning, A Proven Strategy for Closing the Achievement Gap Little Elm ISD, Little Elm
For more info, (512) 477-8200 or (800) 717-2723.
June 21-24
TASB Summer Leadership Institute
Omni Hotel, Fort Worth
For more info, (512) 467-0222 or (800) 580-8272.
www.tasb.org
June 22
TASBO Workshop: Approaches to Leadership and Management Gregory-Portland ISD, Portland For more info, (512) 462-1711.
www.tasbo.org
Cost: Members, $195; nonmembers, $245.
June 26
TASBO Workshop: Activity Fund Accounting
ESC Region 20, San Antonio
For more info, (512) 462-1711. www.tasbo.org
Cost: Members, $195; nonmembers, $245.
TASBO Workshop: Administration and Overview of PEIMS
ESC Region 20, San Antonio For more info, (512) 462-1711.
www.tasbo.org
Cost: Members, $195; nonmembers, $245.
TASBO Workshop: Financial Coding for Texas Schools
ESC Region 20, San Antonio For more info, (512) 462-1711. www.tasbo.org
Cost: Members, $195; nonmembers, $245.
TASBO Workshop: Functions and Duties of School Business Administrators
Lorena ISD, Lorena For more info, (512) 462-1711.
www.tasbo.org
Cost: Members, $195; nonmembers, $245.
TASBO Workshop: Intro to TRS Collaboration of HR and Payroll
ESC Region 20, San Antonio For more info, (512) 462-1711.
www.tasbo.org
Cost: Members, $195; nonmembers, $245.
TASBO Workshop: State Aid Calculations, Part 1
ESC Region 7, Kilgore For more info, (512) 462-1711.
www.tasbo.org
Cost: Members, $195; nonmembers, $245.
June 27
TASBO Workshop: Approaches to Leadership and Management
Lorena ISD, Lorena For more info, (512) 462-1711.
www.tasbo.org
Cost: Members, $195; nonmembers, $245.
TASBO Workshop: State Aid Calculations, Part 2
ESC Region 7, Kilgore For more info, (512) 462-1711.
www.tasbo.org
Cost: Members, $195; nonmembers, $245.
June 29
TASBO Workshop: Approaches to Leadership and Management
Tomball ISD, Tomball For more info, (512) 462-1711. www.tasbo.org
Cost: Members, $195; nonmembers, $245.
TASBO Workshop: Functions and Duties of School Business Administrators
ESC Region 3, Victoria For more info, (512) 462-1711. www.tasbo.org
Cost: Members, $195; nonmembers, $245.
JULY
July 6-9
TASSP New Principal Academy
Sheraton Hotel, Georgetown For more info, (512) 443-2100. www.tassp.org
July 10-12
TCASE Interactive 2023
Marriott Hotel, Austin
For more info, (512) 474-4492 or (888) 433-4492. www.tcase.org
TGCA Summer Clinic
Esports Stadium, Arlington For more info, (512) 708-1333. www.austintgca.com
July 11
TASB Training: Asbestos Designated Person
TASB offices, Austin
For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org
July 12
TASB Course: Integrated Pest Management
TASB offices, Austin
For more info, (512) 467-0222 or (800) 580-8272.
July 12-14
Texas ASCD Transformative Principal Leadership Academy (sessions 4-6)
Robinson ISD, Robinson
For more info, (512) 477-8200 or (800) 717-2723.
www.txascd.org
July 12-13
TASB Workshop: Administering Pay Plans
Virtual event
For more info, (512) 467-0222 or (800) 580-8272.
www.tasb.org
Cost: $225.
July 13
TASB Workshop: Best Practices, Maintenance and Operations
TASB offices, Austin
For more info, (512) 467-0222 or (800) 580-8272.
www.tasb.org
July 14
TASB 2023 Council of Schools
Legislative Seminar
TASB offices, Austin
For more info, (512) 467-0222 or (800) 580-8272.
www.tasb.org
Cost: $225.
July 16-18
TAHPERD Summer Conference
Embassy Suites and Conference Center, San Marcos
For more info, (512) 459-1299.
www.tahperd.org
Cost: Pre-registration (until June 15): Professional member, $140; retired member, $45; student members, $35; out of state attendee, $140. Late registration (June 16-July 18): Professional member, $150; retired member, $55; student member, $45; out of state attendee, $150.
July 17
TASBO Workshop: State Aid
Sonesta Bee Cave, Austin
For more info, (512) 462-1711.
www.tasbo.org
Cost: Members, $235; nonmembers, $285.
July 18
TASBO Workshop: Business Manager Fundamentals
Sonesta Bee Cave, Austin
For more info, (512) 462-1711.
www.tasbo.org
Cost: Members, $235; nonmembers, $285.
www.txascd.org > See Calendar, page 28
www.tasb.org
July 19-21
TASPA Summer Conference
Kalahari Resort and Conference Center, Round Rock
For more info, (512) 494-9353. www.taspa.org
July 21-23
Texas PTA Launch 2023
Hilton Anatole, Dallas
For more info, (512) 320-9801. www.txpta.org
Cost: Early registration, $125; onsite registration, $165.
July 25
TASBO Workshop: State Aid
Frisco ISD, Frisco
For more info, (512) 462-1711. www.tasbo.org
Cost: Members, $235; nonmembers, $285.
July 26
TASA First-Time Superintendents Academy (session 1 of 4)
Austin Marriott North, Round Rock
For more info, (512) 477-6361. www.tasanet.org
Cost: Members, $845 for all six sessions; nonmembers, $945 for all six sessions.
TASBO Workshop: Functions and Duties of School Business Administrators
ESC 8, Pittsburg
For more info, (512) 462-1711. www.tasbo.org
Cost: Members, $195; nonmembers, $245.
AUGUST
August 1
TAGT New Coordinator Boot Camp Online
For more info, (512) 499-8248. www.txgifted.org
Cost: Members, $120; nonmembers, $220.
August 1-2
TASBO Workshop: Leadership Fundamentals
TASBO offices, Austin
For more info, (512) 462-1711. www.tasbo.org
Cost: Members, $550; nonmembers, $600.
August 2
TASB Workshop: Supervisor’s Guide to Managing Employee Performance
Virtual event
For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org
Cost: $225.
August 4
TASB/TACCA Post-Legislative Seminar for Community Colleges and Their Attorneys
TASB offices, Austin
For more info, (512) 467-0222 or (800) 580-8272.
www.tasb.org
August 29
Texas ASCD Instructional Aides Academy (session 1 of 12)
Virtual event
For more info, (512) 477-8200 or (800) 717-2723.
www.txascd.org
SEPTEMBER
September 5
Texas ASCD Instructional Aides Academy (session 2 of 12)
Virtual event
For more info, (512) 477-8200 or (800) 717-2723.
www.txascd.org
September 6
TASA First-Time Superintendents Academy (session 2 of 6)
Austin Marriott North, Round Rock
For more info, (512) 477-6361. www.tasanet.org
Cost: Members, $845 for all six sessions; nonmembers, $945 for all six sessions.
September 11-12
2023-24 TASA/N2 Learning Executive Leadership Institute (session 1 of 4)
Lakeway Resort and Spa, Austin
For more info, (972) 515.2268. www.n2learning.org
Cost: $4,500 for all four sessions.
2023-24 TASA/N2 Learning
Principals’ Institute (session 1 of 6)
Lakeway Resort and Spa, Austin For more info, (972) 515.2268.
www.n2learning.org
Cost: $6,000 for all six sessions.
September 12
Texas ASCD Instructional Aides Academy (session 3 of 12)
Virtual event
For more info, (512) 477-8200 or (800) 717-2723.
www.txascd
September 19
2023-24 TASA/N2 Learning
Assistant Principal Leadership Academy, San Antonio area cohort (session 1 of 6)
North East ISD Sports Park, San Antonio
For more info, (972) 515.2268.
www.n2learning.org
Cost: $1,000 for all six sessions.
2023-24 TASA/N2 Learning
Assistant Principal Leadership Academy, Wichita Falls area cohort (session 1 of 6)
Carrigan Career Center, Wichita Falls
For more info, (972) 515.2268.
www.n2learning.org
Cost: $1,000 for all six sessions.
Texas ASCD Instructional Aides Academy (session 4 of 12)
Virtual event
For more info, (512) 477-8200 or (800) 717-2723. www.txascd.org
September 19-20
Texas ASCD Curriculum Leadership Academy (session 3 of 3)
Northside ISD, San Antonio
For more info, (512) 477-8200 or (800) 717-2723.
www.txascd.org
September 20
2023-24 TASA/N2 Learning
Assistant Principal Leadership Academy, Dallas area cohort (session 1 of 6)
McKinney ISD, McKinney
For more info, (972) 515.2268. www.n2learning.org
Cost: $1,000 for all six sessions.
2023-24 TASA/N2 Learning
Assistant Principal Leadership Academy, North Houston area cohort (session 1 of 6)
Berry Center, Cypress For more info, (972) 515.2268. www.n2learning.org
Cost: $1,000 for all six sessions.
TASPA Workshop: Certification
Fundamentals
Northside ISD, San Antonio For more info, (512) 494-9353. www.taspa.org
September 21
2023-24 TASA/N2 Learning
Assistant Principal Leadership Academy, East Texas area cohort (session 1 of 6) Tyler ISD CTE Center, Tyler For more info, (972) 515.2268. www.n2learning.org
Cost: $1,000 for all six sessions.
2023-24 TASA/N2 Learning
Assistant Principal Leadership Academy, South Houston area cohort (session 1 of 6)
Challenger Columbia Stadium Community Rooms, Webster For more info, (972) 515.2268. www.n2learning.org
Cost: $1,000 for all six sessions.
September 25
2023-24 TASA/N2 Learning
Assistant Principal Leadership Academy, virtual cohort (session 1 of 6)
Virtual event
For more info, (972) 515.2268. www.n2learning.org
Cost: $1,000 for all six sessions.
September 26
2023-24 TASA/N2 Learning
Assistant Principal Leadership Academy, Corpus Christi area cohort (session 1 of 6)
Corpus Christi ISD, Corpus Christi For more info, (972) 515.2268. www.n2learning.org
Cost: $1,000 for all six sessions.
Texas ASCD Instructional Aides Academy (session 5 of 12)
Virtual event
For more info, (512) 477-8200 or (800) 717-2723. www.txascd.org
September 27
2023-24 TASA/N2 Learning
Assistant Principal Leadership Academy, Austin area cohort (session 1 of 6)
Round Rock ISD, Round Rock
For more info, (972) 515.2268. www.n2learning.org
Cost: $1,000 for all six sessions.
September 27-28
TASBO Internal Audit Academy
Embassy Suites Convention Center, Denton
For more info, (512) 462-1711. www.tasbo.org
Cost: Members, $335; nonmembers, $385.
September 28
TASBO CSRM Workshop: Fundamentals of Risk Management
TASBO offices, Austin
For more info, (512) 462-1711. www.tasbo.org
Cost: Members and nonmembers, $250.
September 29-October 1
TASA/TASB Convention
Hutchison Convention Center, Dallas For more info, (512) 467.0222. https://www.tasa.tasb.org
Cost: Early registration (July 25-Sept. 1): TASA/TASB members, $485; full board-superintendent team, $385; nonmembers, $585; students, $210. Sept. 1-27: TASA/ TASB members, $535; full boardsuperintendent team, $435; nonmembers, $635; students, $260. Onsite registration: TASA/ TASB members, $585; full boardsuperintendent team, $485; nonmembers, $685; students, $310. ◄
> Continued from page 21
José Moreno has accepted the position of superintendent of Somerset ISD. He has spent eight of his 28 years in education as a superintendent, leading Robstown ISD since 2018.
Jeanette Ball has been named district superintendent. She previously led Judson ISD in San Antonio and Uvalde CISD. During her time with Southwest ISD, she has served as a teacher, principal, assistant superintendent of administration and human resources, executive director of employee and student services, and director of staff development.
Jalen Hemphill, a longtime middle school and high school administrator, is the new principal of Spring High School. He is a graduate of Southern Methodist University, where he also earned his master’s degree in education administration, and where he is working on a doctorate in educational leadership.
Bobby LaFleur has been named information technology officer for Spring ISD. He has been with the district for seven years, serving as director of application support services and deputy technology officer, and brings 34 years of experience to his new position.
The district’s new athletic director and head coach is Jay Seibert, who most recently held the same positions at Rockport-Fulton High School in Aransas County ISD. Now serving as the district’s chief of police is Ulysses Velez, a 20-year veteran of the Brazoria County sheriff’s department.
Former chief innovation officer Sherri Penix is now Texarkana ISD’s deputy superintendent. She previously was assistant superintendent of human resources and campus support at Fort Smith Public Schools (Arkansas). She earned her bachelor’s degree from Southern Arkansas University and her master’s degree in guidance and counseling from Henderson State University.
Beau Trahan is the new head football coach for Tyler ISD’s Legacy High School. He
comes to Tyler from the University of Tulsa, where he spent the past seven years as a coach. Prior to that, he was on the coaching staff of Baylor University for eight years. Now serving as head football coach at Tyler High School is Rashaun Woods, who joins the district from Oklahoma, where he held the same position at Enid High School. Prior to that, he was head football coach at Marshall High School in Oklahoma City.
A new superintendent is in place for White Oak ISD. William Paul most recently led Windthorst ISD.
A new athletic director and head football coach has been hired for the district. James Boxley, a graduate of Wills Point ISD schools, holds a degree in kinesiology.
Claudia Canava-Flores is now principal of Valle Verde Early College High School, coming to her new position from Riverside High School, where she was assistant principal. She is a graduate of the University of Texas at El Paso with a master’s degree in educational leadership and policy studies from the University of Texas at Arlington.
The older I get, the more complaining I seem to hear. Oh, it doesn’t seem to matter if it’s at a school board meeting, in the checkout lane at the grocery store, or a church business session, or at a child’s soccer game. It’s not long before someone is ranting, complaining or griping about something.
My heart aches when I read of school districts where board meetings have turned into such ugly and unfortunate fiascos! My mind immediately goes to the children who are watching and witnessing such childlike behavior from the very adults who should be modeling a good, decent, mature approach to a difference of opinion.
You may not like to hear this, but there is nearly always room for improvement on both sides of such confrontations.
I recently heard of a young lady who had stopped in a local diner and sat in a booth by herself to enjoy a quiet lunch. As she was looking over the menu, she couldn’t help but hear a man a couple of booths in front of her complain to the waiter that it was too hot in the restaurant.
“It’s too hot in here,” he complained. “Turn on the air conditioner!”
The waiter politely answered him. “Of course, sir, it will be my pleasure.”
A few minutes later, the man again signaled the waiter to his table.
“Now it’s too cold! Turn that air conditioner off!”
Once again, the waiter politely responded, “Of course, sir, whatever you say.”
Throughout the meal, the lady watched this scene repeat itself again and again. And, each time, the waiter would smile and respond politely to this man who seemed to delight in complaining.
As the young lady was paying her ticket, she
motioned to the waiter who had been so patient and polite.
“You did such an admirable job of dealing with that man who was constantly complaining about the air conditioning,” she said sympathetically. “He must have been driving you crazy with that!”
“Him drive me crazy? No chance!” the young waiter said with a huge smile on his face. “I’m driving him crazy! We don’t even have an air conditioner!”
Interesting, isn’t it? The man chose to complain. The young lady chose to compliment.
Our commitment to complimenting others for a job well done is terribly essential in our world today. It is our human duty to encourage others. But I caution you to choose your words carefully.
A first grade teacher asked her students to complete this sentence: “My mother cooks the best …”
One little boy raised his hand and proudly stated, “My mother cooks the best ... that she can.”
So today, think about all of those individuals with whom you come in contact — teachers, parents, maintenance workers, students and scores of other professions. If we only knew everything that was going on in their lives, I strongly suspect that most of us would rush to encourage them, to compliment them on the work they do, and to make a difference in their lives.
Perhaps it’s time to look at both sides of an issue. Perhaps it’s time to let people speak who have never had the opportunity. Perhaps it’s time for us to realize that a change might benefit everyone.
Perhaps it’s time for us to stop complaining ... and start complimenting.
TASA is the professional association for Texas school leaders. In addition to advocacy and professional learning, we provide networks and services that offer mentorship and inspiration to our members. TASA is working hard to provide the support that Texas school leaders need. We invite you to be part of TASA!
