TASPAHR Connection
Staff & Executive Board
TASPA STAFF
Chandelle Crane, Executive Director
Jeannie Tomasek, Director of Programs & Membership
Kathy Cervantez, Director of Communications & Professional Development
TASPA EXECUTIVE BOARD
Kimberly Rich, President, Dickinson ISD
Johjania Najera, President Elect, Keller ISD
Chris Bailey, First Vice President, Abilene ISD
Craig Lahrman, Second Vice President, Ysleta ISD
Ben Muir, Secretary, Northside ISD
Al Rodriguez, Immediate Past President, Elgin ISD
TASPA DISTRICT REPRESENTATIVES
Anthony Kosub, District I, Pleasanton ISD
Dr. Tyrone Sylvester, District II, Harris County Department of Public Education
Dr. Tamey Williams-Hill, District III, Manor ISD
Theresa Burkhalter, District IV, Waxahachie ISD
Rodney Caddell, District V, Levelland ISD
Jose Barraza, District VI, Canutillo ISD
TASPA Committees
TASPA LEGISLATIVE COMMITTEE
Bonnie Herron, District I, Schertz-Cibolo-Universal City ISD
Brian Kroeger, District II, Splendora ISD
Bob Mabry, District III, Jarrell ISD
Jason Liewehr, District IV, Denton ISD
Heath Simpson, District V, Frenship ISD
Bobbi Russell-Garcia, District VI, Ysleta ISD
TASPA Committees
TASPA NOMINATIONS COMMITTEE
Dariel Ramirez, District I, United ISD
Barbara Ponder, District II, Barbers Hill ISD
Amelie Sanchez, District III, Round Rock ISD
Greg Gaston, District IV, Carrollton-Farmers Branch ISD
Paul Kimbrough, District V, Canyon ISD
Christopher Smith, District VI, El Paso ISD
TASPA SCHOLARSHIP COMMITTEE
Rita Uresti, District I, South San Antonio ISD
Marcus Higgs, District II, Texas City ISD
Lindsey Gonzalez, District III, Del Valle ISD
Asheley Brown, District IV, Little Elm ISD
Paige Anderson, District V, Amarillo ISD
Celina Stiles, District VI, Socorro ISD
TASPA CONFERENCE PLANNING COMMITTEE
**Includes President, President-Elect & District Representatives
Diana Silvas, District I, Robstown ISD
Dr. Nkrumah Dixon, District II, Huntsville ISD
Eddie Curran, District III, Round Rock ISD
TBD, District IV
David Manchee, District V, Amarillo ISD
Fernando Garnica, District VI, Anthony ISD
TASPA SBEC COMMITTEE
Lissa Frausto, District I, South Texas ISD
Shay Sicinski, District II, Bryan ISD
Ronnita Carridine, District III, Waco ISD
Danielle Copeland, District IV, Malakoff ISD
Robin Fawcett, District V, Ector County ISD
Jiovana Gutierrez, District VI, Ysleta ISD
President’s Message
KIMBERLY RICH
2024 TASPA PRESIDENT
Reflections on TASPA’s Summer Conference and Insights from the AASPA State Leaders Retreat
Dear TASPA Community,
As your 2024 TASPA Board President, I am thrilled to share highlights from our recent Summer Conference held in the vibrant city of Fort Worth. The warmth and hospitality we experienced from our new location were exceptional, with outstanding accommodations, a convenient location, and a variety of activities that truly enhanced our event. I would like to extend my heartfelt gratitude to everyone who contributed to this conference’s success.
The Summer Conference was packed with invaluable sessions led by our esteemed law partners and HR leaders across the state. Their expertise and insights were instrumental in providing us with the latest updates and best practices in the field of human resources.
If you missed the Summer Conference, fear not! Our Winter Conference promises to be just as enriching, with a lineup of sessions designed to address our profession’s current challenges and opportunities. Mark your calendars and register early to secure your spot for what promises to be another unforgettable event.
On a more serious note, I was privileged to attend the AASPA State Leaders Retreat 2024 in Lenexa, Kansas, along with Kathy Cervantez, our Director of Communications and Professional Development. The retreat was eye-opening and offered a wealth of information that we are eager to implement within TASPA to enhance our organization and elevate our involvement at the national level.
The retreat began with an introduction to the fundamentals of strategic planning, membership engagement, and organizational performance. We delved into the mission and vision activities, which were
particularly enlightening. For instance, we explored the differences between mission and vision statements, focusing on how each defines our organization’s present activities and future aspirations. This exercise underscored the importance of clear, cohesive messaging in articulating our goals and values.
One of the key takeaways from the retreat was the emphasis on strategic planning as an iterative process. We learned the importance of narrowing our focus to the “vital few” strategic priorities that would most impact our stakeholders. This approach ensures that our resources are optimally allocated and our initiatives are wellcoordinated.
We also discussed enhancing membership value through new benefits and increased engagement. Strategies included surveying members, offering more opportunities to get involved, and creating members-only forums. The goal is to ensure that TASPA remains relevant and valuable to all our members by providing tailored benefits that meet their needs.
Another significant focus was on optimizing organizational performance. This involves evaluating our professional development offerings, streamlining our internal processes, and expanding our social media presence to foster greater community and member engagement. By doing so, we aim to ensure our organization’s long-term sustainability and growth.
The retreat highlighted the importance of national involvement for state organizations like TASPA. It is crucial that we increase our participation in AASPA’s national advocacy program, form partnerships with other state organizations, and expand our communication on educational policy initiatives. By doing so, we can ensure that our members have the resources and opportunities to effectively influence and advocate for public policy.
In conclusion, the insights gained from the AASPA State Leaders Retreat will undoubtedly enhance our efforts within TASPA. I am excited about the future and the positive changes we will implement to serve our members better and contribute to the broader educational community.
Thank you for your continued support and dedication to TASPA. I look forward to seeing many of you at our Winter Conference and working together to achieve our shared goals.
Warm regards,
Kimberly Rich
Kimberly Rich is the 2024 TASPA President. She is the Executive Director for Human Resources in Dickinson ISD.
Calendar of Events
For more information and updates, please visit our website at taspa.org or call 512-494-9353.
DATE
September 9, 2024 Documentation Basics Lubbock ISD
September 10, 2024 Documentation Basics Colorado ISD
September 23, 2024 Documentation Basics Gainsesville ISD
September 27, 2024 Certification Fundamentals Austin ISD
October 7-8, 2024 Fall Support Staff Conference
The Worthington Renaissance Hotel | Fort Worth
October 15-18, 2024 AASPA Annual Conference Seattle, WA
October 30, 2024 Documentation Basics Region 7 ESC
November 4-5, 2024 2024 TASB HR Acadmy
November 11, 2024 Webinar: Walsh TBD
December 11-12, 2024 pHCLE Training
December 11, 2024 Personnel Law Conference
December 11-13, 2024 Winter Conference
DoubleTree by Hilton | Austin, TX
Virtual via Zoom
The Worthington Renaissance Hotel | Fort Worth, TX
The Worthington Renaissance Hotel | Fort Worth, TX
The Worthington Renaissance Hotel | Fort Worth, TX
January 14, 2025 Webinar: Walsh TBD Virtual via Zoom
Regional District Meetings
For more information and updates, please contact your District Representative.
District I
(ESCs 1, 2, 20)
Anthony Kosub SAAPA
District II
(ESCs 4, 5, 6)
Dr. Tyrone Sylvester GCASPA
District III
(ESCs 3, 12, 13)
Dr. Tamey Williams-Hill CTASPA
District IV
(ESC’s 7, 8, 10, 11)
Theresa Burkhalter NCTASPA
District V
(ESC’s 9, 14, 16, 17)
Rodney Caddell WTASPA
District VI
(ESC’s 15, 18, 19)
Jose Barraza PAR 19
September 26, 2024
November 1, 2024
October 1, 2024
November 12, 2024
January 14, 2025
February 11, 2025
May 13, 2025
TBD
October 30, 2024
August 29, 2024
September 27, 2024
October 25, 2024
November 14, 2024
December 18, 2024
January 17, 2025
February 20, 2025
March 27, 2025
April 24, 2025
May 2025 (TBD)
June 19, 2025
Northside Activity Center
Harris County Department of Education
TBD
Lubbock ISD
Tornillo ISD
Anthony ISD
Canutillo ISD
El Paso ISD
Ysletta ISD
San Elizario ISD
Clint ISD
Socorro ISD
Region 19 ESC
TBD
Fabens ISD
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Welcome New TASPA Members
New TASPA
Members (May 1 - July 31)
Lluvia Abvue Director of Finance Rice ISD
Janel Aleman Leave Lead Specialist Austin ISD
Destiny Barrera Director of Talent Management Judson ISD
Lucia Becerra HR Assistant Alvin ISD
Kimberly Brown Regional HR IDEA Public Schools
Jamie Carr
Benefits & Leave Data Analyst Austin ISD
Alfredo Carrillo Executive Officer for Human Resources Pharr-San Juan-Alamo ISD
Ashley Diaz
HR Administrative Assistant Pampa ISD
Andrea Driver Director of Secondary Staffing Northwest ISD
Edgar Garza
Executive Director of Human Resources Roma ISD
Brandi Goudeau HR Assistant Alvin ISD
Tangela Hughes Beston
Associate Superintendent of HR and Prof. Learning Alief ISD
Adam Jacobson
Executive Director of Human Resources Wylie ISD
Jennifer Jasper Strategic Staffing Specialist Hutto ISD
Dolloress Johnson Senior Director of HR Arlington ISD
Amanda Lannan
Assistant Superintendent of Human Resources Wylie ISD
Julie Loera Benefits Specialist Austin ISD
Kortney Moore HR Specialist Academy ISD
Terre Noble
Business Manager/HR Excelsior ISD
Amie Ortiz Executive Director of Talent Engagement Austin ISD
Carol Parton Analyst Budget Benefits Austin ISD
Antoinette Patterson HR Coordinator Conroe ISD
Veronica Perez Administrative Supervisor Austin ISD
Phillip Potter
Managing Director of Human Resources Frisco ISD
Gabrielle Powell HR Specialist Prosper ISD HR
Lisa Robiinson Director of Human Resource Denver City ISD
Martha Rodriguez Reyes Benefits Lead Austin ISD
Martha Smith Chief Business Officer Beta Academy
Virginia Smith
Human Resources Coordinator
Carroll ISD
Holly Stambaugh
Senior Director of Human Resources
Arlington ISD
Melida Strode
Administrative Assistant Alief ISD
Lanette Swindle HR Director Collinsville ISD
Jose Ventura Director of Benefits & Leave Austin ISD
Valerie Wall Director of Human Resources Pilot Point iSD
Renee Warner Chief Administrative Officer Alvarado ISD
Terri White District Testing Coordinator/TIA Lead Levelland ISD
Ryan Winkelmann Certification Specialist Hutto ISD
Mary Yokubaitis Business Manager St. Cecilia Catholic School
Nancy Zarazua Director of HR Shared Services & Records IDEA Public Schools
Preparing for the 89th Legislative Session
Now that the primary election cycle has ended, the Texas Legislature is turning its attention to tackling interim charges, the charges assigned by the Lieutenant Governor and Speaker of the House for their respective chambers to study between legislative sessions. And while the start of the 89th Texas Legislature still feels months away, now is the time to be engaged on the policy making that will happen this spring.
Consider some key approaching dates. As Texas schools kick off the first day of the 2024-2025 school year, the start of the next legislative session will be just five months away. Two months prior to that, legislators and legislators-elect will begin filing bills to be considered during the session. To be prepared for these deadlines, work is already underway.
Monday, November 11, 2024
Tuesday, January 14, 2025 (1st day)
Friday, March 14, 2025 (60th day)
Monday, June 2, 2025 (140th day)
First day to file bills
89th Legislature convenes
for bill
Kate Kuhlmann HillCo Partners
Lt. Gov. Patrick and Speaker Phelan released their respective interim charges in the spring and interim hearings to study the charges are in progress in both chambers. The number of special sessions focused on education issues led to a lighter load of education charges, but issues like instructional materials, readiness in reading and math, school choice, and state assessments continue to get attention this interim.
There is one issue on the House’s interim agenda that is particularly pertinent to TASPA and the first formal interim discussion on the topic is quickly approaching. The House Public Education Committee will meet at 9 am on August 13th to consider invited and public testimony on a charge related to teacher certification.
Many bills pertaining to the educator pipeline were considered between the regular and special sessions, but no major policies ultimately passed. Speaker Phelan has asked the House Committee on Public Education to continue the discussion during the interim, this time specific to teacher certification. The charge specifically asks for recommendations from the committee on increasing opportunities for uncertified teachers to become certified while strengthening parental rights and notifications.
As the available workforce has declined, school districts have more and more had to turn to creative solutions for filling classrooms, and statewide data has shown an increase in the hiring of teachers who are not
certified by the State Board for Certification (SBEC). Previous bills have surfaced to support certification efforts for candidates, raise standards for certification in Texas, eliminate barriers to certification, and more. Simultaneously, the SBEC and TEA have successfully advanced certification reforms policies. All these moving parts set the stage for policymaking going forward.
Other charges of note to TASPA include a focus from both chambers on reading and math instruction, which could impact staffing patterns and hiring decisions in schools, and the ongoing implementation of HB 1605 pertaining to instructional materials, which will impact teacher contracts as they relate to lesson planning beginning this school year. Interim charges will also include continued discussions on school choice, assessment and accountability, and school property tax relief (in the chambers’ respective finance committees).
Between now and January, when the 89th Legislature officially begins, stands a general election during a presidential election year that will garner a lot of attention both nationally and in Texas. However, with most seats in the Texas Legislature won during the primary election cycle (because Texas House and Senate seats largely favor one party and are not competitive in November), the actors in the next legislative session are generally known and they are at work setting the stage for the 89th Legislature. Now is the time for advocates to be engaged as well.
COMMITTEE ON PUBLIC EDUCATION INTERIM CHARGES
1. Monitoring: Monitor the agencies and programs under the Committee’s jurisdiction and oversee the implementation of relevant legislation passed by the 88th Legislature. Conduct active oversight of all associated rulemaking and other governmental actions taken to ensure the intended legislative outcome of all legislation, including the following:
• HB 1605, relating to instructional material and technology, the adoption of essential knowledge and skills for certain public school foundation curriculum subjects, and the extension of additional state aid to school districts for the provision of certain instructional materials; authorizing a fee;
• HB 2209, relating to establishing the Rural Pathway Excellence Partnership (R-PEP) program and creating an allotment and outcomes bonus under the Foundation School Program to support the program; and
• SB 2124, relating to an advanced mathematics program for public school students in middle school.
2. Educational Opportunity: Consider issues and matters to increase educational opportunities in Texas to ensure that students and families have increased options to attend a high-quality school, regardless of circumstance. Evaluate the use of education savings accounts in other states and make recommendations for a Texas program, including suggestions on eligibility and prioritization of applicants.
3. Teacher Certifications: Examine the causes for and the impact to student outcomes of the increasing number of newly hired Texas teachers who are not certified by the State Board for Educator Certification. Make recommendations to enhance opportunities for uncertified teachers to become certified and strengthen parental rights and notifications.
4. Early Literacy and Numeracy Outcomes: Evaluate opportunities to improve students’ foundational early literacy and numeracy outcomes in Pre-Kindergarten through the third grade. Study best practices for identifying students requiring reading and math intervention and providing evidence-based intervention strategies. Recommend changes and evaluate investments to increase the number of students achieving reading and math proficiency by the end of third grade.
SENATE EDUCATION COMMITTEE
Interim Charges
1. Reading and Math Readiness: Study current local, state, and national policies and programs that improve student achievement in reading and mathematics, with an emphasis on “early readiness” in grades preK-5. Make recommendations to ensure every student has a strong academic foundation in reading and math.
2. Testing Reform: Review the state’s current development and phase-in of the STAAR test redesign and ongoing innovative assessment reforms, including the Texas Through-Year Assessment Pilot (TTAP). Recommend ways to accelerate current testing improvement efforts and the development of a real-time testing program that meets the educational needs of Texas students.
3. COVID-19 Funding Oversight: Examine and report on COVID-19 how public schools spent federal funds since the beginning of the pandemic, including funds received under the American Rescue Plan Act (ARPA), with a dual focus on demonstrated improved student outcomes and efficient use of taxpayer funds.
4. Monitoring: Monitor the implementation of legislation addressed by the Senate Committee on Education passed by the 88th Legislature, as well as relevant agencies and programs under the committee’s jurisdiction. Specifically, make recommendations for any legislation needed to improve, enhance, or complete implementation of the following:
• measures ensuring public school safety;
• oversight of public school library procurement and content policies; and
• high-quality instructional materials and open-educational resources for public schools.
Early Registration Ends September 13!
Providing More Benefits to School District Employees
Reporting in the Age of Uncertainty:
Chapter 21
Amanda Moore
Walsh Gallegos Kyle Robinson & Roalson P.C.
Under Texas law, the “mission of the public education system…is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and in the future in the social, economic, and educational opportunities of our state and nation.”1 Texas educators are expected to maintain “the dignity of the profession,” “respect and obey the law, demonstrate personal integrity, and exemplify honesty and good moral character.”2 Reporting educator misconduct may seem like a daunting task for many administrators, however, the law requires that school districts take the lead in ensuring
1 Tex. Educ. Code §4.001(a)
2 19 Tex. Admin. Code §247.1(b)
3 Tex. Educ. Code §21.006
4 Tex. Educ. Code §21.006(b)(3)
5 19 Texas Admin. Code §249.14(d)(3)(A)
that this statutory mandate is met.
REPORTING EDUCATOR MISCONDUCT
Under Texas Education Code §21.006, school districts are required to report to the State Board of Educator Certification (SBEC) if an educator is terminated and there is evidence that the educator engaged in the following conduct:3
(A) abused or otherwise committed an unlawful act with a student or minor;
(A-1) was involved in a romantic relationship with or solicited or engaged in sexual contact with a student or minor;
(B) possessed, transferred, sold, or distributed a controlled substance, as defined by Chapter 481, Health and Safety Code, or
by 21 U.S.C. Section 801 et seq.;
(C) illegally transferred, appropriated, or expended funds or other property of the school district, district of innovation, charter school, other charter entity, service center, or shared services arrangement;
(D) attempted by fraudulent or unauthorized means to obtain or alter a professional certificate or license for the purpose of promotion or additional compensation; or
(E) committed a criminal offense or any part of a criminal offense on school property or at a school-sponsored event.
When faced with a possible adverse employment action, educators may choose to resign a position instead of challenging a nonrenewal or termination. Some educators mistakenly believe that allegations of misconduct will cease to exist with the submission of a resignation. In cases that focus purely on employment performance, this belief would likely be a valid one. However, in cases where an educator resigns and there is evidence that the educator engaged in the misconduct referenced in Texas Education Code §21.006, the administration is still required to report the conduct to SBEC.4 In fact, before accepting the resignation, the school district is required to notify the certificate holder that “a report will be filed and that sanctions against his or her certificate may result as a consequence.”5 The report is not limited to misconduct with students, as it could also pertain
to alleged violations of assessment instrument security procedures.6
IMPORTANT TIMELINES & RESPONSIBILITIES
The law is specific on which administrators are required to report educator misconduct. The phrase, “superintendent or director of a school district, district of innovation, open-enrollment charter school, regional education service center, or shared services arrangement” is referenced several times under the law as one of the individuals who are ultimately responsible for the submission of required reports.7
In addition to reports of misconduct, a superintendent is required to notify SBEC if the school district receives information that an “educator employed by or seeking employment by the school district” has a criminal record and the school district obtained this information by “a means other than the criminal history clearinghouse.”8
In cases where there is evidence that the educator abused a student or was involved in a romantic relationship, the school district is required to complete an investigation even if the educator resigned before the completion of the investigation.9
The timeline for these reports is extremely short and can be easily missed if not done promptly or correctly. The principal of a school district, district of innovation, or open-enrollment charter school campus must notify the administration within seven (7) business days of the educator’s
6 Tex. Educ. Code §21.006(b)(4)
termination or resignation “following an alleged incident of misconduct” or if “the principal knew about an educator’s criminal record.”10 The superintendent or the director is then required to file a report with the State Board of Educator Certification within seven (7) business days after receiving the report from the principal.11 The report must be in writing and on a prescribed form.12
There are also certain instances where a report to SBEC is not required once an investigation is completed. School districts may need to consult with legal counsel, if necessary, to confirm this decision.13
Considering the timeframe mandated by the statute, some administrators may be inclined to report misconduct unless the school district is certain that a full investigation can take place within a short period of time. Much care should be taken in making sure that unsubstantiated allegations are promptly resolved. Comparable to other mandatory reporting requirements under the law, a superintendent or designated administrator who makes a good faith report “is immune from civil or criminal liability that might otherwise be incurred or imposed.”14
The penalty for failing to file a report under Chapter 21 is quite severe. SBEC is allowed to impose an administrative penalty of $500 to $10,000 against the responsible individual and it may limit the renewal of an educator’s certification until the penalty is paid.15 This penalty can apply to both the principal and the
superintendent.16 In addition to any other applicable penalty, a person who fails to report an educator’s criminal record or alleged incident of misconduct with the “intent to conceal” may be charged with a state jail felony.17 Attempting to conceal information about an allegation is not advisable nor is it permitted under the law. Furthermore, SBEC “may revoke the certificate of an administrator” if it determines that an administrator employed an applicant for a certified position and the administrator was aware “that the applicant had been adjudicated for or convicted of having an inappropriate relationship with a minor.”18
An administrator should consult with the school district’s legal counsel regarding any compliance issues that may arise on any specific case. Due to the time constraints of the reporting process and the possible consequences of inaction, administrators should be prepared to act quickly once they receive notice of an allegation. Efficiency and knowledge of the reporting process will help to ensure fairness to those involved in the investigation, and compliance for those individuals responsible for reporting under the law.
7 Tex. Educ. Code §21.006(b)(b-1)(c-2); See also “Superintendent Reporting Requirements,” https://tea.texas.gov/texas-educators/investigations/ superintendent-reporting-requirements
8 Tex. Educ. Code §21.006(b)(1) (See also Tex. Educ. Code §21.009 - Administrators must also require that applicants complete “a pre-employment affidavit disclosing whether the applicant has ever been charged with, adjudicated for, or convicted of having an inappropriate relationship with a minor.”)
9 Tex. Educ. Code §21.006(b-1)
10 Tex. Educ. Code §21.006(b-2)(1)(2)
11 Tex. Educ. Code §21.006(c)
12 Tex. Educ. Code §21.006(c-1)(1)(2)
13 Tex. Educ. Code §21.006(c-2)(1)(2)
14 Tex. Educ. Code §21.006(e)
15 Tex. Educ. Code §21.006(i)
16 Id
17 Tex. Educ. Code §21.006(j)
18 Tex. Educ. Code §21.009(e)
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My Mother’s Wildest Dream
Taniece Thompson-Smith Abilene ISD
THE GRIP THAT I GRAPPLE WITH
I always chuckle when colleagues ask me about my mom or tell me how much they love her or how cute she was that day. Some still share how much they cried with us. At the time, I don’t think she had any clue about the lasting impact that she would have on others. Now you must be wondering why they would remember my mom. Well, if you saw what they saw that day, you would remember her too. She was the funny, exhilarating, and enthusiastic mom in her seventies, who literally ran across the stage to surprise me when my region deemed me worthy to represent them as the 2023 Region 14 Teacher of the Year. When they surprised me on stage that day, I had no idea that my mom, husband and two girls were hiding backstage. When they got the que to walk towards me,
she bolted faster than Usain Bolt would sprint 100 meters. Her grip on me in that moment somehow diffused the strong sense of victory that you can only appreciate after hardships only few people could even understand. I knew exactly how she felt, and why this moment was so monumental. That grip reminded me that the next generation had risen from the circumstances of a one room apartment with seven siblings and parents, sharing a toilet and kitchen in a tenement yard with neighbors. Her grip reminded me that she had to abandon education to provide for her family, but it was not in vain. All the hopes and dreams she had for her children were coming to fruition. Her grip reminded me that she could actually touch those dreams. Tears streamed down our faces in full view of an audience of thousands of people from our school district who were present for our convocation. They didn’t know our story, but they
could feel it. Everyone had a front row seat to the raw emotions that surfaced, as the screens all around the room zoomed in on the vulnerable moment that will live in sacred infamy in my heart. They knew it was bigger than that hug we exchanged. Some powerful forces had collided on stage. I still grapple with this grip daily. How do I continue to elevate our family’s trajectory in my own children, and be the best that I can so my students can transcend theirs?
THE BUDDING OF A DREAM
How did a girl like me get here? Growing up on an island in a third world country, I was so sure that even the chance to get on a plane would remain a figment of my imagination. Yet, somehow, so many people’s faith in me, coupled with my own intrinsic motivation has propelled me on a journey that I can now mark as one of the most extraordinary times in my life.
I know, you must be wondering,
“How in the world…?”. Well let me tell you this crazy story that I sometimes still have to pinch myself as I grapple with the reality that I am now living. As a little girl, I was the annoying one in the neighborhood who always wanted to be the teacher during our play dates, as it is now sophisticatedly called. In those moments, if I ever found myself alone, I would break off the branches of trees, strip the leaves to create the arms and legs, line them up against the tree trunk and teach. I suppose there were many professions around me that I could have emulated, but there was only one that stood out in an exceptional way. My aunt was a first-grade teacher for so many years. Every summer she would visit us. She was the only one that gave us books and broadened our perspectives of the world through the vicarious experiences in those stories. She loved what she did. It exuded in the way she spoke about her students. They were worth every ounce of energy she could muster up to teach. She believed in what they could be, and she worked diligently so students understood that their dreams could one day come to fruition. That’s the role model that I had. I wanted to be just like her. I wanted to have that impact on others. With my aunt as my role model, my passion was now grounded in purpose.
PASSION TO PURPOSE
One of my most vivid memories as a new teacher was sitting on my living room floor cutting out over 180 bananas that I had drawn and laminated, to track the school days for my new kindergarten class. Despite now living in a first world country, it never dawned on me that I could have just gone to the dollar store or any other teacher store and just buy cute counters. As I reflected on that memory, what resonates is the level of tenacity that was, and still is ingrained in me. That summer, my fingers hurt, but I kept cutting. I got frustrated, but I kept cutting. My singular focus was to be the best teacher that I could be for my first class ever. All I knew for sure was that I just wanted to give my very best to those students, and in that moment, it meant drawing, laminating and cutting the best bananas that I could for my classroom. I was so passionate about teaching that everything I did was done with purpose. I understood my why and I executed accordingly. I knew exactly where I wanted to be. I understood the sacrifices made by my family so I could have this opportunity. I was intentional in working hard. I want to be known as the person who valued education and spent her life elevating the profession and facilitating transformative experiences for students. I am intent on persevering against all odds.
AGAINST ALL ODDS
Sometimes in life we make promises with the best intentions, not truly understanding if we will be able to stand by those promises when unexpected situations arise. To be brutally honest, despite promising myself as a little girl that I would be the best teacher ever, when I migrated to the United States and the Columbine shooting occurred, like a gazelle escaping its predator, I abandoned my dreams of teaching and earned a bachelor’s degree in computer science instead. After so many years of dreaming and planning, there was a cultural dissonance between what I was raised with, and the new reality that was hitting me like a ton of bricks. Against all odds though, I returned to school for my teaching certification, because when you are passionate about something, it’s hard to walk away.
I remember finally being in the classroom during those first two years and living my best life as an educator and witnessing the growth of students on a remarkable level. Then, like a sweep of black clouds over a sunny day, my husband informed me that we had military orders to relocate. I remember sobbing as we drove from the east coast to the west coast for our first move. My life was over. My career was over. My passion for teaching was just a fleeting moment that I would never regain, and you could not tell me otherwise. Despite the churning in my stomach, I went because of how wonderful my husband has consistently been to our family, and our amazing country that I now had a privilege of calling home. Little did I know that this would be the first of many moves. Little did I know that my influence as a teacher would span states and continents. Little did I know that wherever the Air Force called our family to serve over the next 23 years, would also be a place where I could serve children and build their capacity for intellect, and visceral changes in their educational mindsets.
Against all odds I went back to school everywhere we lived, just so I could get recertified to follow my passion. Against all odds, my family survived the stringent finances during the year it would take me to recertify, just to get back in the classroom. Against all odds, I found a way to maintain a career with each move, when others said the stress of starting over was too much. Against all odds, I sacrificed years of my retirement during those gap years when I couldn’t teach because of the recertification timeline. I valued the sanctity of our marriage, family, and our service to our amazing country, so we patiently endured, against all odds. Against all odds, I turned away from negative influences when I remembered my
childhood friend on her dying bed telling me, “Don’t make the same mistakes that I did.” Against all odds, I stuck with teaching because it’s not what I do, it’s who I am. Sometimes the odds have been stacked so high against me, but it is in those moments that I think of Jennifer Gonzalez’ analogy of the marigold. So many people have been my marigold, surrounding me and pouring life into me, even in those somber moments when I felt defeated. Their presence and influence have enabled me to grow, against all odds. I strive to be that marigold for students. I strive to be that marigold for my colleagues. I strive to be that marigold for my district. I strive to be that marigold for these United States of America. The bigger question that really scares me though is, “If not us then who, if not now then when?” If we don’t strive for excellence on our students’ behalf, who will?
“IF NOT US THEN WHO? IF NOT US, THEN WHEN?
Eric Thomas in his motivational speeches often asks, “How bad do you want it?” If you want it as much as the air you want to breathe, then you will stop at nothing. If you want it as bad as the air you breathe, you will do, not just your best, but your very best. Research shows that our brains are capable of so much more than we give it credit for. I want students to build that capacity, strengthen their intellect, and use those untapped folds in their brains as they expand their IQ. Naveen Cunha, our 2024 Texas Secondary Teacher of the Year, consistently says, “It’s a We thing.”
Education is plagued by so many issues right now. We don’t have to look very far to see or read about the negative. Despite all of that, I want to encourage my fellow educators, especially our new teachers by reminding them in the words of Naveen Cunha, “It’s a we thing”. When we stand in solidarity in our high expectations, prioritizing our mental health, advocating for our students and colleagues, and in building capacity in our students, the natural corollary of that is we will normalize excellence. Students who see the relevance of education will value it. When we value education, we make educated decisions. Educated decisions transform communities and the effect is cyclical. Teachers who bring more than just content to the classroom will change lives. Our students need us to see them for not just who they are, but who they will become. Our students need us to be movers and shakers. Our students need us to challenge the status quo. My fellow educators, “It’s a we thing”. “If not us, then who? If not now, then when?” There’s a student out there that only you can reach. That student deserves to have your love, your patience, your belief in their “somebodiness” as Dr.
King refers to that sense of deep self-worth. These are big mountains to move, but it all starts with faith in your passion and your students. You only need faith as small as a mustard seed.
FRUITS OF THE MUSTARD SEED
If I’m totally honest, my faith in myself has wavered over the years. When our family was reassigned to Dyess Air Force Base in Abilene, Texas I spent two weeks crying in the temporary living facility (TLF) on base. Who would hire me? I lamented. By this time, I had been living overseas for almost five years. I felt so out of touch with the American school system, and what I could actually bring to the students, who needed the best teachers. I sent out tons of applications. Like a fisherman waiting in vain, with bait in a marine desert, no one responded…that is, until the Abilene Independent School District called. The Human Resources department and I had the most intimate interview. I remember tearing up when I shared my hopes and dreams as an educator. We had an authentic conversation about education. They saw my heart, sent me immediately after to Stafford Elementary where I met with the principal and vice principal. That day, I made them a promise that I would do my absolute best. It wouldn’t always be perfect. I would make mistakes, but I would always be willing to learn and grow.
Now almost four years later, I still walk in that building, look at my badge, look at the caliber of people that I get to work with, and the school culture we have built, against all odds and pinch myself. MY COLLEAGUES loved and respected my work so much, despite my plethora of shortcomings, that they selected me to be their ambassador and carry the torch as their 2022-2023 Stafford Elementary Teacher of the year. This opportunity has catapulted me to the strategic level of education, and opened doors to the White House, Capitol Hill, The State Board of Education, meetings with legislators from as many as 16 states, and so much more. Never in my wildest dreams did I ever think that I would be privy to this noble platform of service.
After years of serving the country with my husband, he saw my passion I had for my new school family in Texas, and asked one day, “Is this the place?”. I knew exactly what he meant. For the first time in our marriage, I got to decide where we live. After 23 years of service, he retired so I could stay in Abilene, Texas. We bought a house. My girls are now enrolled in high school, the only school in their academic career that they will attend from start to finish! They now have friends they will get to live in the
same neighborhood with for a long time. We are happy. Our family is HOME! Our service to the country continues, but in a different way. We will always be the Air Force family.
So once again, how did a girl like me get here? Growing up on an island in a third world country, I was so sure that even the chance to get on a plane would remain a figment of my imagination. Yet, somehow, so many people’s faith in me, coupled with my own intrinsic motivation has propelled me on a journey that I can now mark as one of the most remarkable times in my life. I am my mother’s wildest dream.
These conflated events have brought to fruition this 2024 Teacher of the Year lifetime title, that I always refer to, with a sense of reverence because of how teachers have worked tirelessly in this profession, some whose names we will never know. That alone should propel us to be excellent. As educators, we stand on the shoulders of excellence. With this lifetime title, I want to live a life that honors that work. Let’s live like it. Let’s teach like it. Let’s prioritize our students like we believe it. My mustard seed heart from my humble beginning has come to fruition in a way that my brain could not have fathomed. My dreams continue. There’s so much more to be done. Don’t stop dreaming! “If you have faith as small as a mustard seed, you can move mountains!” Let your seeds germinate, grow into hearty trees and be a shelter for others around you. Join me on the journey. Together we truly can do anything.
We are legacy bearers.
See full article on Teacher of the Year: https://www.abileneisd.org/article/1525998
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The Upbeat Leadership Coaches have been practitioners, principals, and superintendents; they’ve lived the life on a campus. Our principals and administrators in our district have benefited and built relationships with the coaches and developed action plans from the data, and the success has been evident on our campuses and departments.
—Willie Watson Jr. Chief Human Resource Officer, Pflugerville ISD
How HR Leaders Can Effectively Coach and Support Other Leaders
Tiffany Duncan
The Docentus Group
In today’s complex and fast-paced work environment, effective leadership is more crucial than ever. HR leaders play a pivotal role in guiding and supporting other leaders within an organization, especially regarding the development and support of district personnel. To have a truly effective leadership model complete with meaningful coaching and support for others, we must first practice and model what we teach. This article outlines the best practices for HR leaders to coach and support other district leaders, focusing on presence, engagement, follow-through, and follow-up.
It is best to view this article with the dual purposes intended. First, the practices below serve as a reminder of how to build, develop, and support other district leaders from an HR leadership perspective. Second, these leadership support and coaching strategies transcend into all leadership positions, allowing this article to serve a secondary purpose as training for all school administrators. Modeling effective leadership skills within HR while developing and supporting other district leaders is an important HR function that is vital to student educational success.
1. Presence. Make time for coaching. Time management is essential for providing meaningful support and supervision. Shifting the mindset from “not having time” to “making time” is key. Here are a few strategies to ensure you can dedicate adequate time to coaching:
• Organize: Structure your day efficiently to maximize the use of your time.
• Prioritize: Focus on activities that align with your leadership goals.
• Calendar: Schedule specific blocks of time for coaching or support sessions.
• Avoid Multitasking: Concentrate fully on coaching or support tasks.
2. Engagement. Build relationships and foster development.
Engagement involves active efforts to connect with and develop leaders. As leaders, we must actively work toward building positive relationships with others so that coaching and support efforts are trusted and well-received by others.
Authentic and meaningful engagement is crucial in a limited applicant pool scenario, where it becomes vital to invest in the growth of aspiring, emerging, and seasoned district leaders:
• Build Relationships: Establish connections to better facilitate difficult conversations.
• Aim to Develop: When feasible, focus on improvement and remediation first.
• Focus: Concentrate on a few areas at a time to maximize the impact of your coaching.
3. Follow-Through. Ensure the personal progress of others.
Reliable follow-through is critical to achieving coaching goals. Without it, even the bestlaid plans can fail. Follow-through is the responsibility of the coach and includes the collective support actions you provide to help ensure the individual’s progress along his or her personal improvement path.
• Mean What You Say: Avoid making empty promises.
• Set Realistic Goals: Ensure the goals are attainable within given resources and time
• Document Tasks: Keep a record of coaching tasks and deadlines to track progress.
4. Follow-Up. Ensure organizational improvements. Follow-up is essential to ensure that improvements are being made and to document the effectiveness and outcome of the coaching process. At first glance, follow-through and follow-up appear synonymous, but they are very different. Follow-through is the coach acting to provide the agreed support and ensure individual improvements. Follow-up is a circling back to assess that goals were met, intended outcomes were achieved, and improvements are permanent.
• Document Efforts: Adequate documentation helps to track progress.
• Complete the Cycle: Regularly schedule observations, meetings, and check-ins.
• Praise and Needs: Start with positive feedback, then address areas for improvement.
While follow-through builds trust and supports personal improvements along the coaching journey, follow-up ensures that the coaching and improvements initiated are continuing at an appropriate pace and have begun to illustrate organizational improvement in climate, culture, or morale, with the ultimate goal of producing more effective student learning environments.
CONCLUDING REMARKS WITH ADDITIONAL STRATEGIES FOR MEANINGFUL SUPPORT
Meaningful support is rooted in the four factors above and is focused on building strong relationships as a foundation for fostering individual and organizational improvement. Here are a few departing tips and tools for how to provide meaningful support:
1. Observe. Understand the leaders you are supporting and their work environment.
• Visit their campuses and departments regularly.
• Offer to meet or check in at their space instead of yours.
• Listen to their concerns, ideas, and constraints before making coaching decisions.
2. Meet. Set clear expectations and provide feedback in regularly scheduled meetings.
• Schedule meetings and check-ins yourself and share an invite with the administrator(s).
• Be on time and reliable when you set meetings
with others; do not ever no-show.
• On rare occasions, if you cannot attend a scheduled meeting, move it to a later time or date with email notice, rather than cancel or delete the calendar entry.
3. Model. Demonstrate effective leadership practices.
• Be respectful, reliable, and relatable.
• Serve as the working field expert, not the scholarly textbook expert.
• Align your time with your professional goals and remain student centered.
4. Document. Record all supports, even in simple formats like notes, logs, or summary emails.
• Keep a log of dates, times, and meetings; you never know when you will need that data
• Appropriately scaffold the type and formality of documentation based on the situation.
• Regardless of formality level, effective documentation is timely, succinct, and clear.
As you consider and implement the tips and tools within this article, please remember these important words by former Bruins Coach John Wooden: “The most powerful leadership tool you have is your own personal example.”
We work in a profession with a noble cause and the ability to positively impact the lives of children. This important, life-altering work we do is difficult and the hours are long, so make sure the hours are worth it. In the end, it is the students who will gain or lose based on the leadership we practice and share with others.
ABOUT THE DOCENTUS GROUP
The Docentus Group specializes in providing consultancy services aimed at enhancing individual and organizational performance. They offer tools and strategies to support leadership development and organizational improvement in a variety of contexts, including the domain of Human Resources for public schools.
Blended Learning Cohort | December 11-12, 2024
The Blended Cohort prepares participants to become a Certified Professional Human Capital Leader in Education (pHCLE) All learning aligns to the updated pHCLE standards The professional-level standards outline the competencies that leaders in PK-12 and related organizations need to strategically manage human capital processes at the department, team, or individual level
The pHCLE certification is appropriate for anyone who has a stake in improving people practices in education systems, including:
HR department staff
Building leaders Principals, Assistant Principals, Head of Schools
Public, private, and charter school executives including Superintendents, Assistant Superintendents, Chiefs, and Department Directors
School board members
Educator preparation faculty
State departments of education and other education-related government employees
AASPA
Members
Non-members
$300
$550
To become a Certified Professional Human Capital Leader in Education, you must obtain a passing score on the certification exam The pHCLE certification exam, which is managed by AASPA, is an additional cost. Learn more and register for the exam at HCLeader.org.
Blended Learning: 2 days in-person + self-paced online learning with 12 months access
50 hours (certificate of completion provided upon finishing coursework)
None
Cost
$1,200
Includes TASPA Winter Conference participation (conference meals, receptions, after-hours events, and Friday conference sessions)
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This professional learning opportunity is brought to you in partnership with the Texas Association of School Personnel Administrators.
New Member Spotlight
AMANDA LANNAN WYLIE ISD
Amanda Lannan holds a Bachelor of Arts in History from Texas State University and a Master of Education in Educational Leadership from Texas A&MCommerce. She is currently enrolled at Texas A&M- Texarkana working towards her doctorate.
Amanda Lannan began her career in public education in 2007 at Wylie East High School, teaching world geography and economics. In 2015, she moved to the Wylie ISD Educational Service Center and served as a Social Studies learning specialist. She then joined the administration team at Wylie High School in 2017, serving as an assistant principal before her promotion to associate principal in 2019. In 2023, she was appointed the Director of Student Services, a position she held until she was named the CJHS principal mid-year. Beginning the 2024-2025 school year, she began serving in her current position as the Assistant Superintendent of Human Resources for Wylie ISD. Amanda resides in Wylie with her family.
WHAT SIZE IS YOUR DISTRICT?
Wylie ISD has a current enrollment just over 19,000.
WHAT CHALLENGES ARE YOU FACING IN YOUR DISTRICT?
Wylie is pursuing unique opportunities to ensure our staff feels valued. We are always searching for creative ways to recruit teachers for special populations
WHAT ARE YOU HOPING THAT TASPA WILL PROVIDE YOU AS A MEMBER?
I am eager to connect with other school personnel administrators to build an informative community.
Board Member Spotlight
DR. TAMEY WILLIAMS-HILL MANOR ISD
Dear TASPA Family,
I hope your 2024-2025 school year is off to a great start! Over the past few years, our busy HR hiring season has become year-round rather than during the spring and summer which makes taking care of ourselves and our role in supporting our schools and staff more crucial than ever. I am confident that together as HR professionals, we will continue to make a positive impact on our students’ and employees’ experiences.
Now more than ever, we are relying upon our alternative certification programs, university partnerships and staffing agencies to provide us with quality candidates as well as companies to provide support services that allow us to become more efficient with operational tasks so that we can focus our attention on retaining our fantastic employees.
As we take care of students and staff, I know the demands of our roles can be significant, and it’s easy to become engrossed in the work. However, it’s essential to remember that self-care isn’t just a luxury—it’s a necessity. Prioritizing your physical, emotional, and mental health will help you with balance, focus, and effectiveness in your work.
I am hopeful that within our TASPA family and with the support of TASPA staff, we will continue to provide our schools and employees with the support they need. While this year promises new challenges and opportunities, let’s continue to foster an environment of collaboration, support, and innovation as we embark on this journey to ensure our students have the very best educational experience possible.
With over 22 years of experience in school districts, I am here to support HR professionals, and should you ever need anything please do not hesitate to reach out. Best wishes for a great 2024-2025 school year!
The Do Not Hire Registry and Reporting Requirements
educators and non-certified school employees on the “Do Not Hire” Registry. The latter may further revoke the certificate of SBEC certified educators.
The next bill passed determined that reporting was not required if a public school “determines the educator did not engage in the alleged incident of misconduct.” This bill applies specifically to certificate holders for allegations of abuse and inappropriate relationships. And the bill will certainly help to alleviate some angst amongst educators who welcome some insulation against losing their certifications to mere allegations.
Wesley L. Nute, Jr.
Senior Associate
Eichelbaum Wardell Hansen
Powell & Muñoz, P.C.
Investigations of certified educators have steadily risen over the years, with 1,626 such investigations taking place during the 2023 fiscal year, according to the Texas Education Agency (“TEA”). Over half of those investigations involved allegations of sexual misconduct, violence, sexual harassment, or an inappropriate relationship with a student or minor. As many are aware, the 86th Legislative Session in 2019 resulted in three bills that
were passed to further protect the safety and welfare of Texas students.
First, new legislation mandated that public schools report certain allegations against non-certified employees. The TEA was given the authority to both investigate noncertified employees and to develop a registry of individuals who are not eligible for rehire. Subject to a non-certified employee’s inclusion on the registry, the law requires schools to terminate or refuse to hire that employee. So, authority to investigate lies with both the TEA and the State Board for Educator Certification (“SBEC”). Both entities may place certified
Finally, a separate bill was directed toward private schools and mandated that they report certain allegations against educators. These allegations include a finding of evidence that a terminated private school educator abused or otherwise committed any unlawful act with a student or minor or was involved in a romantic relationship with or solicited or engaged in sexual contact with a student or minor.
The process of reporting for public schools may be found in the Texas Education Code § 21.006 and Texas Administrative Code § 249.14. If a certified educator or non-certified employee abused or committed an unlawful act with a student or minor or was involved in a romantic relationship with or solicited or engaged in sexual contact with a student or minor, then the principal must report to the superintendent within seven
business days of learning that an individual was terminated or resigned based on such findings. The superintendent must then report the same to the TEA within seven business days. The school must complete an investigation, despite the employee’s resignation. However, for certified educators, there is no duty to report if the outcome of the school’s investigation determines that the educator did not commit the alleged misconduct. This exception is carved out in Texas Education Code § 21.006(b), (c), and (c-2). For private school educators, the same misconduct must be reported to SBEC within seven business days. While an investigation is not required, evidence must still be submitted.
Perhaps the most interesting outcome from the original legislation is the “Do Not Hire” Registry. By definition, this is simply a list of individuals who are not eligible for employment in a Texas public school based on misconduct (or criminal history, which is not included in the scope of this article). The Registry is available not only to administrators but also to members of the public. Authority for this registry may be found in the Texas Education Code § 22.092. Educators and non-certified employees who were found to have committed the misconduct described in this article may be placed on the Registry. In addition, the Registry will list non-certified individuals who are under investigation for allegations of abuse or involvement in an inappropriate relationship with a student or minor. To obtain information about the certificate status and disciplinary action against an SBEC certificate holder, one must search the Official Record of Educator Certificate. Ignoring the Registry may result in sanction by SBEC against an educator’s certificate or revocation of the school charter among other penalties, including an administrative penalty of not less than $500 and not more than $10,000. The failure to report, however, may result in not only sanction by SBEC, but also could result in a state jail felony for the principal or superintendent if there was
an intent to conceal the information. Misconduct should be reported using the TEA Misconduct Reporting Portal on the TEA website. The report should include the name, identifiers, and employment status of the person being reported; contact information for victims/witnesses; and the law enforcement or other agencies involved along with their contact information.
There are some common behavioral themes for the most investigated form of misconduct: improper communication or solicitation of a romantic relationship with a student. Misconduct may involve inappropriate comments about a student’s body or appearance, a request for photographs of the student, or asking about the student’s sexual history or preferences. Misconduct may also involve inappropriate hugging or touching or even just staring. Contacting students via social media and attempting to hide such non-school-sanctioned communications are certainly telltale signs as well. Observing, documenting, and reporting these behaviors are instrumental in ensuring the efficacy of the registry.
The bite behind the bark of this relatively new reporting landscape for misconduct is arguably made much more substantial due to the possible outcomes available, including of the criminal variety. And thankfully so. Protecting our students should be paramount. SBEC may place a warning on the educator’s certificate, deny certification outright, or it could reprimand, suspend, or revoke the certificate. SBEC even has the authority to impose any additional restrictions or conditions as needed, in what is a more catchall provision. The law mandates what should be effective tools for limiting bad actors from our pool of educators and employees. Further questions about reporting and the function of the “Do Not Hire” Registry should be directed toward your school law attorney.
2024 TASPA Awards
Now is the time to submit your nominations for the TASPA Administrator of the Year, Distinguished Service, and Honorary Member Awards.
The deadline to submit nominations is Friday October 25, 2024! Don’t miss this opportunity to recognize your amazing HR colleagues.
• Dr. Mary Hopkins Personnel Administrator of the Year
• Distinguished Service Award
• Honorary Member
Every year during the TASPA Winter Conference, TASPA honors three members with the Distinguished Service Award, Dr. Mary Hopkins Personnel Administrator of the Year Award and Honorary Membership Award.
The Dr. Mary Hopkins Personnel Administrator of the Year Award recognizes an individual who has been a TASPA member for at least three years and who has at least five years of experience in Human Resources/ personnel. The nominee must possess leadership ability, a high degree of personal and professional integrity, the ability to recruit members to the organization, and he/she regularly volunteers to support TASPA activities. Additionally, the individual must demonstrate high involvement in the TASPA community both at the regional and state levels. In addition, the nominee should possess solid skills and understanding in matters pertaining to human resources and personnel administration.
The Distinguished Service Award is awarded to an individual who has been a TASPA member for at least five years and who has at least ten years of experience in Human Resources/personnel. This person must also demonstrate the qualities previously described for the Personnel Administrator of the Year.
Honorary membership is awarded to individuals who have distinguished themselves in school personnel/ human resources work.
BACK toschool < with your taspa board >
AL RODRIGUEZ
TASPA IMMEDIATE PAST PRESIDENT
At the end of the 2003 school year, I was serving as the Middle School Principal and my wife was pregnant with our first child. We had just finished up with a DEC visit from TEA and the Superintendent asked me to come to his office. He and the Executive Director were there, and they asked me to take over Human Resources. I was told that I had done a great job in the past few years and because I knew how to get people to resign without grievances being filed, that they wanted me to move to Human Resources; a new department that the district did not currently have. HR had been an extra duty for the Executive Director. I guess he expected me to accept immediately but I told him I’d think about it and let him know the next morning. The next morning, I accepted the position and
immediately upon acceptance, I was informed that we were over staffed in classroom aide positions for the district. My first duty as the HR Director was to conduct a Reduction in Force (RIF) for those positions. I spent the first few weeks of the summer meeting with several paraprofessionals, helping them to understand what was going on, and ultimately resolving the overstaffing issue without conflict. Some of the aides were from my previous campus, which made it more difficult because of the collegial relationship I had with them. In the end it was indeed a learning process I will never forget.
KIMBERLY RICH TASPA PRESIDENT
This was not my first year, but definitely my earlier years! The case is official AND made it to the Law Dawg.
It was an ordinary Wednesday, or so I thought. As the Executive Director of HR for Dickinson Independent School District, my days were filled with the usual assortment of paperwork, grievances, and the occasional oddball situation. But nothing could have prepared me for the “Assault Leave” saga that was about to unfold.
I received a call from one of our junior high teachers. She sounded distressed and explained that she had been knocked to the ground by a student who was walking backward in the hallway. She described how she had broken her ankle and had filed for assault leave. The twist? The incident wasn’t a clear-cut case of assault but more of a slapstick comedy moment that took an unfortunate turn.
It turned out that the student had been walking backward to avoid a larger student. Meanwhile, the teacher, who was supposed to be on duty, had her back to all the students in the halls during a passing period. She was engrossed in a conversation with another teacher and didn’t see the student coming. The student collided with her, sending her sprawling onto the floor. I couldn’t help but imagine the scene, half expecting the ghost of Michael Jackson to appear with a commentary on hallway safety.
Despite the absurdity, the incident was no laughing matter. The teacher filed for assault leave, citing the reckless behavior of the backward-walking student. As the primary investigator, I initially denied her request, leading to a grievance hearing where I had the unenviable task of reviewing her case AGAIN!
The teacher had a history of assault leave claims in other districts, which added another layer of complexity to the case. The video evidence was something straight out of a blooper reel. The student was clearly walking backward, completely oblivious to his surroundings, trying to avoid the larger student. The Commissioner later ruled that the student’s actions were indeed reckless, granting the teacher her assault leave. The ruling became a landmark case, providing much-needed clarity on what constitutes “reckless” behavior in our hallways.
This case not only highlighted the unpredictability of middle school behavior but also the importance of broad interpretations of assault leave statutes. As amusing as the situation might have seemed, it was a valuable lesson in not underestimating the potential hazards of student antics.
Now, this assault leave case is mentioned at almost every law conference event I attend. The story always gets lots of laughs and expressions of “OMG” from
the audience. To this day, whenever I walk the halls of our schools, I keep an eye out for backward-walking students, reminding myself that even the most unexpected scenarios can become part of our daily challenges in education.
RODNEY CADDELL DISTRICT V REPRESENTATIVE
A lasting memory I have of my first year in HR really had nothing to do with HR itself, but rather making the transition from being a long-time elementary principal over to central office. At an elementary school there is always noise around, whether it is from the students, the classroom, the cafeteria, hallway traffic, or the chit chat throughout the building – there was always noise because of the high number of moving parts. When I moved to central office I wasn’t prepared for the overall quietness of the building. Yes, there was noise from conversations and interactions with visitors, but it was nothing compared to the noisier workplace of a campus. Over time I have evolved and have gotten used to this level of noise, but there are still days when I must leave the office and go back to the campuses just for the good noise and conversations that comes from a school.
Mapping a Journey to Address the Educator Shortage
Kelly Coash-Johnson Executive Director, AASPA
This year, we hosted the third annual National Educator Shortage Summit in Phoenix, AZ. More than 300 attendees from PK12 school districts, Education Preparation Programs (EPPs), state departments, state legislatures, professional associations, and the US Department of Education gathered to collaborate on solutions to shortages and barriers.
Participants in this event were strategically placed at tables to ensure diverse representation across organization types for better brainstorming. Each table was given a fictional “Educator Persona” representing an individual who had entered the educator pipeline. Personas were inclusive of background, preparation path, and individual personal characteristics.
Following the work done to develop the “5 Shifts to Address the Educator Shortage,” “Mapping a Journey” again addresses the different barriers and challenges being felt by each of these potential individuals, along with opportunities and options. Navigating the path to education is complex and not always flexible or inclusive. Obtaining education licensure is expensive and an obstacle for many.
While we are happy to share the results of this event, the bigger takeaway is how districts can use personas and “Mapping a Journey” to address their own educator shortage. There are two recommended ways to use the personas–within an organization
(e.g., a team of school district leaders) or across organizations (e.g., districts, regional service centers, educator preparation providers, and state agencies).
Use these existing personas to start a conversation within your organization. Are these the type of individuals you are seeing entering the pipeline or are these the individuals you would like to see entering the pipeline. Include a variety of voices in your conversations. For example, if you choose the “Paraprofessional” persona, talk to paraprofessionals at your organization through focus groups, interviews, etc. in order to understand their experiences, pain points, and barriers to advancing their careers by becoming teachers.
If you are having conversations across organizations, first think about who has relationships across the state and can effectively bring together all the appropriate entities. The goal of these conversations should be how to work together to support individuals who are coming into the education profession or transitioning jobs. This is especially important because a common pain point for candidates is when information is siloed or when information is being handed off from one organization to the next.
We are all in this together and can work collectively to improve the situation and ensure that every student has the best educator possible.
To learn more about the 5 Shifts to Address the Educator Shortage and the Mapping a Journey to Address the National Educator Shortage go to: https://www.aaspa.org/national-educator-shortage-
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K-12 Substitute Talent & Management Solution
Experience the difference of a full-service K-12 substitute program that delivers an unmatched level of customer service, innovative resources, and a team that cares about your district, your students, and your community.
Fred Bentsen, Vice President of Business Development FBentsen@ESS.com | 832.244.5015 | ESS.com
K-12 Live Online Instruction
Gain access to the best livestreamed certified teachers to fill vacancies quickly and open doors for increased course offerings without needing a full-time instructor. Give your students the gift of a highly-qualified educator.
Annette Rodriguez, Senior Director of Sales ARodriguez01@ProxLearn.com | 512.773.5030 | ProxLearn.com
Smart Changes, Big Results
3 Clever, High-Impact Ways to Boost Classroom Support by Placing More Substitutes and Certified Teachers in Your Schools
The struggle to place more substitutes – let alone more certified teachers – in your classrooms has been one of the most enduring and difficult problems for school administrators to solve. There are strategic changes you can make that not only answer these shortfalls but also do so in a way that significantly adds to the quality of classroom support. See a few suggestions of what ESS and Proximity Learning, experts in K-12 personnel solutions, recommend:
Leverage Absence Data to Plan Ahead and Answer Absences Before They Occur.
Taking a comprehensive view of absence data can offer insight into reducing their frequency and ensuring a teacher in every classroom, which in turn will drastically improve classroom continuity. To use this data to make improvements, try:
• Looking at Absences Per Year, Per Employee. The national average for teacher absences is ten days per school year. If your staff exceeds this average, consider adjusting PTO or substitute policies to ease your above-average need for substitute coverage, e.g., changing requirements for “no substitute needed” absences or adding notice time to PTO requests.
• Finding Clustered Absence Dates. If you notice that many employee absences are concentrated around the same specific annual events, you can proactively increase the number of available substitutes to meet expected absence needs for those dates in the future.
• Checking Callout Times. Addressing patterns in the types of absences can significantly improve substitute coverage. For instance, a high number of last-minute callouts could be mitigated by creating a pool of “permanent” substitutes whose responsibility is to be available to fill any last-minute absences as needed.
Improve Substitute Coverage by Focusing on Retention.
Specialized firms such as ESS that run significant retention initiatives for their substitutes transform them from temporary employees into permanent education resources that elevate student education. These firms achieve this retention by:
• Providing Career Training. Giving in-depth training to substitutes builds their confidence and success with the job, encouraging them to keep coming back for new assignments. Look for firms that provide practical classroom management skills in their training.
• Creating a Substitute Mentoring Program. ESS offers its best substitutes the opportunity to act as substitute mentors. These mentors give new substitutes vital training and help connect them to your teaching community, getting to know students, classrooms, and faculty and building confidence and comfort toward their position.
• Giving Performance Rewards and Incentives. Whether it’s regular “Substitute of the Month” awards or cash performance incentives for working a set number of assignments, rewards programs such as those commonly implemented by ESS are efficient and effective ways to improve retention.
Fill Teaching Vacancies With Exceptional
Educators by Partnering with a Solution Provider.
Partnering with teaching and learning solution providers such as Proximity Learning, is one of the most impactful decisions you can make in solving personnel levels. These quality-focused companies will help you make sustainable, long-term solutions by:
• Providing Certified, Highly Qualified Teachers. To place the best teachers in classrooms, Proximity Learning only provides teachers who are certified, subject-matter experts, and have a wealth of teaching skills. These qualifications help solve the real issue of a teaching vacancy, which is students receiving substandard instruction.
• Fully Customizing to Match Your School Systems. Through synchronous virtual instruction, Proximity Learning’s instruction is customized for each partner by using their curriculum, their LMS & other systems - and our teachers become part of the school community by participating in an all aspects of a schools’ instructional program including PLCs.
• Leveraging Virtual Efficiencies To Expand Course Offerings. Besides filling teaching vacancies, live instruction solutions such as those offered by Proximity Learning offer incredible variety in subject matter, allowing you to expand your course offerings efficiently and effectively.
Whether it’s looking closer at absence data, focusing on retaining substitute employees, or embracing high-quality virtual education, there are many smart changes you can make to improve educator coverage that significantly add to classroom support. If you’re serious about making such improvements in your District, consider contacting ESS and Proximity Learning today.
K-12 Substitute Teacher & Management Solution
Fred Bentsen, Vice President of Business Development FBentsen@ESS.com | 832.244.5015 ESS.com
K-12 Live Online Instruction
Annette Rodriguez, Senior Director of Sales ARodriguez01@ProxLearn.com 512.773.5030 ProxLearn.com
2024 Summer Conference Recap
This year’s Summer Law Conference, presented by Eichelbaum Wardell Hansen Powell & Muñoz, P.C. was again a full-day conference, and included four General Sessions and two breakout sessions. Legal Updates, Commissioner’s Decisions and Title IX Updates were covered during General Sessions, and breakout session topics included Contracts, Reassignments and Terminations, DOI and Wage and Hour Issues. TASPA values its continued partnership with Eichelbaum, and we are appreciative of the professional development and continuing education they provide our members.
The TASPA Summer Conference included three general sessions and 28 breakout sessions which included over 40 speakers. Presenters included speakers from law firms Eichelbaum Wardell Hansen Powell & Muñoz, P.C.; Walsh Gallegos Treviño, Russo & Kyle, P.C., Thompson & Horton LLP, Escamilla & Poneck LLP, The Law Office of Tiger Hanner. We also had speakers from TEA, TRS, TASB HR Services and many other experts who provided excellent sessions covering a range of topics. We also appreciate the school districts that shared their best practices by participating in breakouts sessions: Arlington ISD, Richardson ISD and Tyler ISD.
The Summer Conference provided opportunities for all six TASPA districts to hold meetings. These district meetings are critical in providing structure to our association and allow for district members to elect their TASPA district representatives and committee members. During this summer’s meetings, District I selected Anthony Kosub, Assistant Superintendent of Personnel & Student Services from Pleasanton ISD to serve as District 1 Representative on the TASPA Executive Board. Thank you, Anthony, for your willingness to serve! TASPA’s SBEC, Legislative and Scholarship Committees also met during the conference to discuss committee business.
And finally, the Closing General Session featured another great HR Panel discussion which included a variety of topics including Budget Crisis Management, District of Innovation Plans, Recruitment Strategies, Compensation Plans, Preparing the Future Workforce and others. The discussion was moderated by TASPA President Kim Rich. Panel members included HR administrators and consultants from across the state with many years of experience. Thank you to our panel members for a thought-provoking session that was beneficial to all: Judith Aguilar, Executive Director of Human Resources, Cedar Hill ISD, Woodrow Bailey, Chief Talent Officer, Fort Worth ISD, Tiffany Duncan, Senior Consultant, The Docentus Group, Sharon Fuery, HR Consultant, Brian Kroeger, Executive Director of Human Resources, Splendora ISD, Doug Loomis, Superintendent, Amarillo ISD, Dr. Cara Malone, Assistant Superintendent for Human Resources & Acting Superintendent, Hutto ISD, and Benjamin Muir, Assistant Superintendent for Human Resources, Northside ISD.
TASPA greatly appreciates the support of our sponsors: Black Diamond Sponsors – ESS/Proximity Learning, Frontline, iteachTEXAS and Red Rover; Diamond Sponsors – EduStaff, Gulf Coast Educators FCU, Kelly Education and Teachers of Tomorrow; Gold Sponsors – The Baldwin Group, PowerSchool and Teachworthy; Silver Sponsors – 240 Certification and 240 Tutoring, and Bronze Sponsors - Paradigm K12 Staffing Software, Public Impact, Skyward and Upbeat.
Thank you to the presenters, facilitators, sponsors, TASPA board members, TASPA staff and TASPA members that helped to make this conference a huge success!
We hope you will join us again at The Worthington Renaissance Hotel in Fort Worth for the Fall Support Staff Conference October 7-8 and the Winter Conference December 11-13!
HOST A TASPA
*Georgetown ISD
*Gonzales ISD
*Tuloso-Midway ISD
*Ysleta ISD
