FEBRUARY 2024
TEXAS ASSOCIATION OF SCHOOL PERSONNEL ADMINISTRATORS
TASPAHR Connection Your HR Quarterly Newsletter
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Table of Contents TASPA Staff, Executive Board & Committees
04
President’s Message
06
TASPA President Kimberly Rich
Calendar of Events
08
2024 TASPA Events
Regional District Meetings
09
2024 Meeting Dates
Welcome New TASPA Members
12
New TASPA Members
Texas Voting Season
14
Eclection Update
Navigating the Shifting Landscape
18
Round Rock ISD’s Journey in Teacher Recruitment and Retention
Visiting International Teacher (VIT) Program
20
Austin ISD
Board Member Spotlight
22
Rodney Caddell, TASPA District V
New Member Spotlight
23
Erika Oliván Garza, Judson ISD
Religious Accommodations
25
Dr. Vicky L. Sullivan, Eichelbaum Wardell Hansen Powell & Muñoz, P.C.
The Benefits of T-TESS Calibration
28
Natalie Long, ESC Region 13
Legislative Review
29
David Holmes & Emily French, Walsh Gallegos Kyle Robinson & Roalson P.C.
TASPA 2023 Winter Conference Recap
34
TASPA pHCLE Cohort
37
4 | HR 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 Daryl Wendel, District I, Schertz-Cibolo-Universal City 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
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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, Robstown ISD, District I 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
6 | HR Connection
President’s Message educational policies. Additionally, our presence at AASPA meetings in Washington D.C. and at the capital will be instrumental in advocating for our community at both national and state levels. These actions are not just initiatives; they are essential steps towards ensuring that the voices of our members are heard and acknowledged in the broader educational discourse.
KIMBERLY RICH 2024 TASPA PRESIDENT
Our organization has always been a beacon of progress in school personnel administration, a testament to the collective efforts of our members. In the past year, we have navigated challenges with resilience, adapting to changes while maintaining our core values. This continuity amidst change has been our strength.
Embracing Change and ahead, my vision is anchored in the principles Continuity: A New Chapter for Looking we hold dear – advocacy, professional development, diversity and inclusion, collaboration, and mental TASPA health and well-being. As detailed in my acceptance Dear TASPA Community,
A
s I step into the role of TASPA President, I am filled with a profound sense of gratitude and responsibility. As the new TASPA President, I am excited to lead an organization that plays a crucial role in the advancement and support of school personnel administrators. TASPA stands as a testament to the greater good that can be achieved when dedicated professionals come together. In our journey forward, we will focus on empowering school personnel administrators, ensuring they have the tools and resources necessary for success. Our mission goes beyond administrative tasks; it is about creating positive impacts in the educational landscape. By fostering professional growth, advocating for our members’ needs, and embracing innovative approaches, we aim to elevate the standards of educational administration. In line with our commitment to advocacy, a primary focus of my presidency will be to build upon the foundation laid by my predecessor, Al Rodriguez. Recognizing the importance of having a voice in crucial policy decisions, we will intensify our efforts to ensure that TASPA has a significant seat at the table. Collaborating with HillCo Partners, we aim to amplify our influence in policy discussions that impact school personnel administrators. Our active involvement in SBEC/TEA committees will be a key strategy to ensure our members’ perspectives shape relevant
speech, these areas are not just critical elements of our mission but the foundation of a thriving educational environment.
We have seen over the last few years how our HR community comes together to share knowledge, celebrate achievements, and support each other. This spirit of collaboration will be vital as we face new challenges and seize opportunities. As we embark on this journey together, I am excited about what we can achieve. Together, we will strive to make TASPA a beacon for excellence, inclusivity, and progressive change in the educational community. Our work goes beyond administrative duties; it is about shaping the future. Let us continue to build a strong, innovative, and inclusive educational system that reflects our commitment to excellence and equity. Let us work collaboratively to enhance the impact and recognition of school personnel administrators, shaping a brighter future for our educational system. Thank you for your trust and support. Together, we will make a difference. Warm regards, Kimberly Rich Kimberly Rich is the 2024 TASPA President. She is the Executive Director for Human Resources in Dickinson ISD.
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8 | HR Connection
Calendar of Events For more information and updates, please visit our website at taspa.org or call 512-494-9353. DATE
EVENT
LOCATION
February 28, 2024
Webinar: Unfollow-Dealing with Online Attacks & Criticism
Zoom
February 29, 2024
Understanding Special Education HOUSSE
Eagle Mountain-Saginaw ISD
March 21-22, 2024
East Texas Mini-Conference
Holiday Inn-Tyler Conference Center Tyler, Texas
April 10, 2024
Webinar: Assault Leave, Workers Compensation & Responding to On-the -Job Injuries
Zoom
April 10, 2024
Understanding Special Education HOUSSE
Tuloso-Midway ISD
April 17, 2024
Fingerprinting & Do Not Hire Registry
Zoom
April 17, 2024
Understanding Special Education HOUSSE
Georgetown ISD
May 2, 2024
Maintaining Service Records
Northside ISD
May 15, 2024
Webinar: How is That Public?
Zoom
Summer Law Conference
The Worthington Renaissance Hotel Ft. Worth
Summer Conference
The Worthington Renaissance Hotel Ft. Worth
Fall Support Staff Conference
The Worthington Renaissance Hotel Ft. Worth
Personnel LAw Conference
The Worthington Renaissance Hotel Ft. Worth
Winter Conference
The Worthington Renaissance Hotel Ft. Worth
July 17, 2024
July 17-19, 2024
October 7-8, 2024
December 11, 2024
December 11-13, 2024
9 | February 2024
Regional District Meetings For more information and updates, please contact your District Representative.
DISTRICT
DATE
LOCATION
District I (ESCs 1, 2, 20) Daryl Wendel SAAPA
May 2, 2024
Northside ISD
District II (ESCs 4, 5, 6) Dr. Tyrone Sylvester GCASPA
February 23, 2024
Lamar CISD
District III (ESCs 3, 12, 13) Dr. Tamey Williams-Hill CTASPA
May 14, 2024
TASBO
February 23, 2024
Lewisville ISD
March 28, 2024
Crandall ISD
District V (ESC’s 9, 14, 16, 17) Rodney Caddell WTASPA
February 21, 2024
Lubbock ISD
District VI (ESC’s 15, 18, 19) Jose Barraza PAR 19
February 23, 2024 March 21, 2024 April 18, 2024
Socorro ISD ESC 19 Clint ISD
District IV (ESC’s 7, 8, 10, 11) Theresa Burkhalter NCTASPA
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Welcome New TASPA Members New TASPA Members (November 7 - January 31) Pamela Bell HR Investigator Humble ISD
Tamika Mayes Employee Relations Officer Katy ISD
Kelli Calhoun Human Resources Aledo ISD
Jamie McLaren Personnel Specialist Dayton ISD
Kathia Cam de Keller Business Partner YES Prep Public Schools
Anely Narvais Employee Relations Specialist Humble ISD
Tonya Clark Antwine HR Coordinator Cleveland ISD
Patricia Nichols Human Resource Director George Gervin Academy
Shaynah Deason HR Leave Specialist Burkburnett ISD
Charmaine Rambo Human Resources White Settlement ISD
Erika Garza HR Director Judson ISD
Nikki Rivera Executive Assistant for HR Killeen ISD
Luis M. Guevara Director of Human Resources Royal ISD
Jeffrey Roberts Executive Director of Human Resources and Operations Kaufman ISD
Blake Hays Executive Director of Human Resources Sherman ISD Christina Jagtiani Benefits & Leave Coordinator Pflgugerville ISD Shana Kau Benefits & Compensation Specialist Burkburnett ISD Joanne Keeler High School Principal Bowie ISD Mark Kettering Director HR/PEIMS Diboll ISD Joary Leija HR Business Partner Spring ISD Mirthea Martinez Leave Specialist Waller ISD
Mindy Schoen Principal Sherman ISD Laura Sosa HR Business Partner Spring ISD Lisa Thompson Executive Director of Payroll, Risk Mgmt Benefits Lubbock ISD Nicole Turner HR Business Partner Spring ISD Michelle Uriegas Gonzalez Director of Human Resources Carrizo Springs CISD
14 | HR Connection
Texas Election Season
W
elcome to election season! After a year of regular and special sessions that filled 2023, the election cycle is now the focus of Texas politics. What hasn’t changed is that education is at the forefront of policy and political discussions. The Texas primary election day is March 5th and Texans head to the polls beginning as early as February 20th for early voting. With the election just around the corner, many of you, especially those in highly contested districts are getting mailers, seeing television ads, getting phone calls, or experiencing any number of other means employed by the campaigns of local and statewide candidates. Among the resources flooding into the state to cover campaign costs are dollars from national groups that support vouchers. One group, the School Freedom Fund, is spending $1.15 million on television ads in eight primaries across Texas where incumbent Republicans voted to strip a voucher
proposal from an omnibus public education bill that included funding for schools, teacher pay, special education, and revisions to school assessments. Another national group, the AFC Victory Fund, has endorsed and funded mail pieces attacking 13 of the Republican incumbents who voted against that voucher proposal. It has also been widely reported that Governor Abbott’s campaign received a $6 million donation from a Pennsylvania billionaire and voucher proponent. After actively supporting vouchers during last year’s sessions, Governor Abbott has endorsed all House Republicans that supported a voucher proposal during the final special session and has endorsed the opponents of many House Republicans who voted to strip that voucher proposal from the larger education omnibus bill. He is campaigning with their opponents in rallies across Texas and vocalizing his position on social media.
15 | February 2024
The 88th Texas Legislative Session began with a $32 billion surplus and a focus on education after inflation costs significantly impacted schools, student services, and educators’ pocketbooks. In the end, nothing was spent to increase teacher pay and no new money was dedicated to schools because lawmakers were unable to reach a deal on a voucher program. Still, polls continue to show that Texas voters most prominently care about issues like the border, immigration, property taxes, and the economy. Education issues like improving teacher pay are still important but rank farther down the list. Make no mistake, however, even when rhetoric on other issues takes center stage, this election is still about education too. The money pouring into this election is a strong indicator of that after a year full of policy discussions centered around education and vouchers. Parents, educators, and local taxpayers that support public education may not be able to compete with the dollars supporting pro-voucher candidates, but there is power in numbers at the voting booth and local communities win elections. In Texas, most races are decided in the primary elections, so plan to vote in the upcoming primary election on March 5! Your vote matters!
Important 2024 Election Dates Tuesday, March 5: Primary Election Day • Early voting runs Tuesday, February 20 – Friday, March 1.
Saturday, May 4, 2024: Local Election Day (includes school board and district elections) • Early voting runs Monday, April 22 – Tuesday, April 30.
Tuesday, May 28: Primary Runoff Election Day • Early voting runs Tuesday, May 20 – Friday, May 24.
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Navigating the Shifting Landscape Round Rock ISD’s Journey in Teacher Recruitment and Retention organizing our response to our new reality. While every school district’s journey with recruitment and retainment is unique, the challenges we faced and the strategies we implemented offered valuable insights for others in the educational community. Five key lessons emerged from our experience and can easily be adapted to guide fellow districts in their pursuit of implementing effective teacher recruitment and retention strategies:
Lisa Marie Rosales, Assistant Director- Staffing & Recruitment Amelie Sanchez, Director of Staffing and Talent Acquisition Round Rock ISD
I
n the heart of Central Texas, where the bluebonnets bloom and the community spirit thrive, Round Rock Independent School District has long been a standing beacon of educational excellence.
a smaller pool of teachers from traditional sources. Simply put, our District was facing increased challenges in staffing, and if not navigated with intention, the implications could have led to a significant disruption.
As a district we recognized we had to rewrite our recruitment playbook if we wanted to adapt and succeed during this rapid transition. No longer could we rely solely on traditional methods For years, recruitment and (posting positions and attending retention efforts were often onelocal college fairs). It was time for dimensional; teachers eager to a paradigm shift, a reimagining of contribute to an educational how we approached recruitment environment known for its and retention. Our strategic innovation, supportive community, efforts focused on our strategic and unwavering commitment to plan goal to identify, develop, student success sought out Round support, and retain a talented Rock ISD. At times insulated from team of teachers, equipped to the hiring challenges faced by meet the needs of each and every others, Round Rock ISD found itself student. in the midst of a pervasive terrain. Four overarching categories The challenges were similar to those faced by others in education, emerged as we redefined how we engaged in attracting and retaining an increase in the number of the best teachers: Pipelines, schools and students led to an Employee Experience, Outreach, increase in demand, however and Total Compensation. These lower enrollment in varying four categories helped us with education prep programs led to
• Adaptability is the Secret to Survival: Remain agile and adaptable in your approach. Recruitment is a fluid process. Recognize that what works today might need adjustment tomorrow. Staying nimble and striving for continuous improvement allows your strategies to evolve with the needs of your schools, teachers, and community. The secret is to simply come to terms with the notion that change is inevitable. Become comfortable being uncomfortable. With change comes an opportunity to reevaluate and innovate your approaches and efforts. • Advantages of Data-Driven Decision-Making: Harness the power of data to guide your decisions. Track key metrics, analyze trends, and use insights to adapt and refine your strategies. A data-driven approach provides clarity and helps in making informed decisions in a rapidly changing educational landscape. Keep a scoreboard for each area of focus that is utilized to verify, understand, and quantify your efforts and improve
19 | February 2024
your effectiveness. • Maintain a Community-Centric Approach: Place communications and community connection at the heart of your strategy. Doing so will allow you to navigate the narrative of your district and tell your story. Engage with local, regional, and statewide stakeholders. Build partnerships and solidify relationships that make your district an integral part of the community fabric. The stronger your ties with your learning communities are, the more attractive your district becomes to potential teachers. Remember, people should be at the center of all that we do. Most importantly, pick up the phone and don’t rely on email or text as your main mode of communication. • Embark on a Holistic Strategy: Craft a holistic approach that considers every facet of teacher recruitment and retention. The groupings of Pipelines, Employee Experience, Outreach, and Total Compensation should not be siloed; instead, they should work synergistically to support comprehensive and effective strategies to meet the varied needs of your potential teachers. Keeping in mind a myriad of characteristics found within your multi-generational workforce when navigating the communication, connection, and implementation of your strategic efforts. • Engagement is Essential: View engagement not just as a part of the strategy but as a fundamental element. Provide platforms for active teacher, learning, community, and stakeholder engagement. Be receptive to the engagement process, doing so will allow for connection, motivation and focus, essential elements which will strengthen the success of your recruitment and your retention efforts. As districts face the challenges of teacher shortages and shifting dynamics these lessons can serve as a guide. Round Rock ISD’s continuing journey is not just our story; it’s a testament to the resilience and innovation needed in every school district striving for educational excellence. We embrace the culture of continuous improvement, knowing that our commitment to progress is our foundation for success in ensuring positive outcomes for each and every student.
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20 | HR Connection
Austin ISD Visiting International Teacher (VIT) Program
Blanca Gálvez-Pérez, Bilingual Teacher, International Teacher Support Lead Sonaya Vázquez, Assistant Director of Recruitment & Staffing Austin ISD
our schools, including Spanish, Chinese, Japanese, and American Sign Language. It is a diverse, urban district that is making great progress in student academic achievement.
areas where there are critical shortages, such as science, math, and special education.
As bilingual teachers, most of the program participants from our Spain partnership will serve in Dual There is a great need for bilingual Language programs. The mission of ustin Independent School teachers in the U.S. to teach the the AISD Dual Language Program District (AISD) is the eighthgrowing number of linguistically is for students to develop a high largest school district in diverse students in our schools. academic and linguistic proficiency Texas and serves more than 73,000 In the United States, the Hispanic in two languages by participating students at 125 schools and population is increasing, therefore, in a rigorous academic program campuses. Our English Language a critical shortage for bilingual that enhances the development Learner population comprises 28 teachers exists. AISD experiences of bilingualism, biculturalism, and percent of our student population. challenges to find teachers for the biliteracy. As a result, students will The District’s Economically graduate ready for college, career, Disadvantaged student population predominantly Spanish-speaking students in its schools. and life in a globally competitive represents 52 percent of all economy. students. The district supports AISD has recruited teachers from families that represent more than Spain, Mexico, Puerto Rico, among Currently, Austin ISD is in 90 languages, and we teach eleven others, to fill vacancies in the partnership with two J-1 Visa languages other than English in bilingual program and in other Exchange Program Sponsors:
A
21 | February 2024
Education Service Center Region 13 Spain Program and Alliance Abroad Group.
ONGOING SUPPORT THROUGHOUT THE SCHOOL YEAR
The Region 13 & AISD partnership began in 2007 as an effort to recruit and hire Bilingual teacher candidates for the district. Since 2007, we have employed over 75 Spain Teachers. J-1 Visa Exchange Programs serve as a cultural exchange program, so our International Teachers may work up to 5 years on their J-1 Visa before returning to their home country.
• Ongoing Communication with International Teachers, District supports, Principals, MET and SPED departments
AISD began a partnership with Alliance Abroad in 2022. Alliance Abroad connects International Teachers from around the world to accredited U.S. Schools. We started this partnership as an effort to assist with Special Education Teacher vacancies as well as Bilingual. So far, Austin ISD has hired over 40 teachers from the Philippines, Colombia, Mexico, and Africa.
• Transportation assistance
WHAT WE DO! MONTHLY TIMELINE
CAMPUS FEEDBACK
In collaboration with different teams within the Office of Talent Strategy (Recruitment & Staffing, Professional Learning, etc.), we are thankful for our continued support from our International Teacher Support Lead, Ms. Blanca Gálvez-Pérez. Ms. GálvezPérez serves such a vital role with our International Teacher program for example by creating a WhatsApp group chat with the new/upcoming cohort of International Teachers for day-to-day communication, she assists with tracking teacher’s flights, airport pickup arrangements, lodging arrangements until teachers have apartments secured, scheduling appointments with the Social Security Administration Office, connecting with banking institutions/ apartment locators, etc.
Over 20+ Austin ISD Campuses are hosting an International Teacher. Our Recruitment and Staffing Partners recently visited all Austin ISD schools and gathered the following feedback from school principals hosting an International Teacher:
In recent school years, our hiring/planning timeline has consistently aligned with the timeline show below: • November-December: Review program agreements, application process starts, work with Sponsors (Region 13 and Alliance Abroad Group) to determine number of candidates and showcase the district. • February-April: Screen profiles, create interview committees, set up interviews and select candidates. Start making placements in collaboration with Talent Strategy and interested Principals. • May-June: Ongoing support with internal application process, Visa paperwork, insurance, and work with Principals to finalize placements/ offers, plan travel. • July-August: Welcome J1 and J2, personal and professional support, PD, and help with adjustment to new life. • August - ongoing: VIT certification, ongoing support, monthly PD meetings, build community, 24/7 helpline.
• Personalized support from the district designed for international teachers • VIT certification • Monthly paid PD hours • Professional and emotional support • Payroll and HR direct communication • Support for the J2’s (dependents)
• “I have an international teacher from Spain and four from Alliance. They have been great - work ethic, knowledge.” • “They’re so wonderful! They are from Columbia and very crucial to have their experience in helping with kids displaced from Venezuela.” • “Great! Spain teachers are wonderful! Teacher from Philippines is the best Life Skills Teacher campus has had. Open to support or have more! Do not mind Placements. Also, would be willing to screen more teachers from Spain.” • “Our Sped Teacher has been amazing!” • “Good! Feel very supported.” • “Things are going well, and they are very professional.” All the above principals agreed to potentially hosting additional international teachers in the years to come. Some additional feedback we have received is to continue to improve and strengthen our PD for international teachers new to the U.S. and district. Our district’s Employee Experience has also hosted a few social connection events specifically for our International Teachers to gather and discuss how everyone is doing. The Visiting International Teacher program has been a significant asset to our district. Naturally, there may be occasional challenges to navigate, but we continue to learn every day on how to improve and strengthen our program and are excited to be in the planning phase for School Year 2024-2025.
22 | HR Connection
TASPA Board Spotlight RODNEY CADDELL TASPA DISTRICT V
Rodney Caddell is in his 35th year in education, all in Levelland ISD. He is currently an Assistant Superintendent for the district. Prior to that, he was a principal, assistant principal, teacher, and coach. He is married to Tamra and has one daughter and a son-in-law, Brittany and Braxton, and a beautiful new granddaughter, Collins. He loves college football and traveling. MY ADVICE TO THOSE WHO ARE NEW TO HR: • Develop positive people skills/relationships, which includes listening, problem solving, note-taking, compassion and empathy, clear language, patience, consistency, and a ‘pause and reflect’ mode before making decisions. • Learn district policy and the legal components of your job and responsibilities. Study policy, consult with school attorney, attend workshops/ conferences, and don’t be afraid to seek assistance as needed from others in the school HR world. • BONUS advice – learn to leave “work at work” and develop a positive and healthy hobby or outlet outside of your job. CURRENT CHALLENGES IN YOUR DISTRICT: Levelland ISD, like most other districts in the state, is struggling to find certified teachers and is having to rely more and more on Alternative Certification Programs (ACP) to fill vacancies. Many of these teachers are finding it hard to complete their program by the district’s contract recommendation date in March, which then causes the district to have to decide on whether to continue their employment for the next year or replace them, which is more than likely going to be another new ACP teacher. We take into consideration the teacher’s progress (or lack of progress) in their program, as well as their effectiveness as a teacher. HOW HAS TASPA BENEFITED YOU: TASPA has benefitted me tremendously with its strong networking system and collegiality among its members, quality conferences with relevant topic sessions that has increased and improved my knowledge of the HR and personnel world, and experienced staff that is approachable, readily available, and always willing to assist however needed.
23 | February 2024
New Member Spotlight ERIKA OLIVÁN GARZA JUDSON ISD
Erika Oliván Garza is currently in her 24th year of education. She received her Bachelor of Science degree in Applied Learning and Development from the University of Texas at Austin and earned a Master’s in Curriculum & Instruction with a specialization in Instructional Technology as well as a Master’s in Educational Administration. Her educational career began in 1999 with Northside ISD. In NISD, she served as a bilingual teacher, curriculum writer, and provided professional development to teachers across the district. She joined Judson ISD in 2007 and has served as an Instructional Technology Specialist, Assistant Principal, and Principal. She has a strong passion for bilingual education, continued professional growth, and serving/learning with colleagues across the state. She currently serves as the President Elect of the Region 20 Board of Texas Elementary Principals & Supervisors Association. She is also co-author of the T-TESS Black Book, the evaluation tool for teacher appraisals. She is looking forward to using her knowledge and experience to recruit and hire the best educators for our JISD students! WHAT SIZE IS YOUR DISTRICT/ESC? Judson ISD currently has 4,369 employees. WHAT CHALLENGES ARE YOU CURRENTLY FACING IN YOUR REGION? •
Shortage of teachers, specifically bilingual and Special Education teachers
•
Applying for TIA this year
• Recent turnover in the HR department. Two new directors of HR. Lack of processes/procedures (Excited about NEW Beginnings and the opportunity to establish/create processes/procedures to ensure consistency across this district) WHAT ARE YOU HOPING THAT TASPA WILL PROVIDE YOU AS A MEMBER AND HOW DO YOU FEEL YOUR RECENT CONFERENCE ATTENDANCE BENEFITED YOU? I am excited and eager to learn anything and everything in the HR world! I want to ensure our department works with integrity and fairness. I want to learn how to create HR processes and procedures that ensure accuracy and efficiency. I am also excited to network with other HR Directors across the state to explore different ideas to recruit and retain our teachers. As a previous campus principal, I have been a part of TEPSA (Texas Elementary Principal and Supervisors Association) for several years. The conferences were full, fun, and engaging. During the TASPA Winter Conference, I experienced a smaller, more intimate conference, which was very nice. Everyone was welcoming, helpful, and eager to share their knowledge. I was able to gain basic knowledge in several areas. One area that I gained more knowledge of was AI. I look forward to continued learning & networking!
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25 | February 2024
Religious Accommodations: U.S. Supreme Court Clarifies Formula(tion) “Undue Hardship” “Undue Hardship”
“More than … de minimis” “Far greater than … de minimis” calculus. In the employer’s “undue hardship” calculation, several variables should be evaluated. THE U.S. SUPREME COURT CLARIFIED THE “UNDUE HARDSHIP” STANDARD: GROFF V. DEJOY.
based on their religion and must make reasonable accommodations for employees’ sincerely held religious beliefs, practices, or observances. However, an undue On June 29, 2023, the hardship defense can be asserted U.S. Supreme Court by the employer if the employer changed the Title VII can show that the proposed legal landscape by clarifying the accommodation(s) causes a standard for how employers substantial burden or “undue characterize “undue hardship” hardship” in the employer’s when evaluating potential religious business. For many years, the term accommodations. In so doing, the “undue hardship” was evaluated Court set aside almost 50 years by the low threshold of whether of Title VII “de minimis” analysis an accommodation imposed more relied upon by employers since than a “de minimis” cost or burden 1977. to an employer. Going forward, that is no longer the case. Instead, Under Title VII of the Civil Rights a heightened standard now Act of 1964, employers may not governs, and our Fifth Circuit was discriminate against employees the first to apply this advanced Dr. Vicky L. Sullivan, Senior Associate1 Eichelbaum Wardell Hansen Powell & Muñoz, P.C.
W
In Groff v. Dejoy, decided on June 29, 2023, the Supreme Court unanimously rejected the “undue hardship” interpretation that occupied Title VII’s legal landscape for almost 50 years. The Supreme Court held that a showing of “undue hardship” requires something far greater than “more than … de minimis” as interpreted in the 1977 Hardison2 decision. Now, an employer must prove that the burden of the religious accommodation “is substantial in the overall context of an employer’s business.”3 But how does an employer assess what constitutes “substantial in the overall context of an employer’s business”? In Groff, Gerald Groff, an Evangelical Christian, believed that Sunday should be devoted to worship and rest based on his religious principles. As a United States Postal Service (USPS) mail delivery worker, Groff generally did not have to work on Sundays. However, this changed when USPS began facilitating deliveries for Amazon, which required Sunday
1 In summarizing the clarified “undue hardship” standard, Dr. Sullivan gravitated toward a computation or formulaic explanation, possibly due to her background as a former Mathematics & Physics High School Teacher. 2 Trans World Airlines, Inc. v. Hardison, 432 U.S. 63 (1977) (holding an “undue hardship” was “any effort or cost that is ‘more than … de minimis.’”) 3 Groff v. DeJoy, 143 S. Ct. 2279 (2023).
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work. Because Groff was unwilling to work on Sundays, he received progressive discipline. His Sunday deliveries were distributed to other USPS staff. Eventually, Groff resigned and sued under Title VII asserting that USPS could have accommodated his Sunday Sabbath practice “without undue hardship on the conduct of [USPS’s] business.”
simply clarified by the Supreme Court in Groff. Regardless, there is no denying that the latest Supreme Court clarification and subsequent application places renewed importance on how employers assess or calculate “undue hardship.”
extra work to accommodate” Hebrew’s religious practice.
Tellingly, TDCJ’s proffered reasons for refusing to accommodate were neither neutral nor based on legitimate safety concerns. Notably, other workers were permitted to have shorter beards, THE FIFTH CIRCUIT IS THE although the instruction manual FIRST TO APPLY THE CLARIFIED and experts stated that facial hair “UNDUE HARDSHIP” of any length may compromise the The district court granted STANDARD: seal of a gas mask. Additionally, summary judgment in favor of HEBREW V. TEXAS DEPARTMENT female correction officers were USPS based on the prior Supreme OF CRIMINAL JUSTICE. allowed to keep their hair long, Court decision in Hardison, where undermining both the neutrality A recent case out of the 4 “undue hardship” was interpreted and legitimacy of this safety Fifth Circuit Court of Appeals as requiring an employer “to concern argument. As for the demonstrates the application of bear more than a de minimis possible hiding of contraband, the the clarified “undue hardship” cost” in providing religious court recognized that a search standard in addressing religious accommodation. Said another might take a few extra minutes; accommodations and highlights way: “any effort or cost that is however, it would not pose a key variables that employers ‘more than … de minimis’ was an substantial undue hardship in the “undue hardship.” The court held will want to quantify in their overall context of the employer’s formulation. that the de minimis cost standard $2.4 billion-dollar annual budget. was met and exempting Groff In Hebrew, Correction Officer In Groff, the Supreme Court from Sunday work was an undue Elimelech Shmi Hebrew was reformulated the analysis of hardship because it had “imposed fired by the Texas Department an “undue hardship,” requiring on his coworkers, disrupted the of Criminal Justice (TDCJ) for his employers to show that the workplace and workflow, and religious vow to keep his hair and burden of granting a religious diminished employee morale.”5 beard long and refusing to cut his accommodation would result in hair. After getting hired, Hebrew Ultimately, the Supreme Court in substantial increased costs to Groff held that the 1977 Hardison was given an ultimatum to either conduct its particular business. cut his hair and shave his beard decision could not be reduced to The Groff Court concluded that or request an accommodation the one often quoted phrase: “an “hardship” is “more severe than a and take leave without pay ‘undue hardship’ was ‘any effort mere burden.” Clarifying that an pending a decision. Hebrew or cost that is ‘more than … de employer must not only be made chose the latter option. In their minimis.’” This legendary phrase to show a “hardship” by illustrating decision, TDCJ officials denied has been viewed by courts as some additional costs, but he the accommodation citing safety the authoritative interpretation. must show “those costs would concerns including that Hebrew However, in responding to Justice rise to the level of a hardship would be unable to wear a gas Marshall’s dissent in Hardison, the and adding the modifier “undue” Court described the standard quite mask properly if chemical agents means that the requisite burden, were needed due to his long differently, stating repeatedly that privation, or adversity must rise to an accommodation is not required beard, could have his long hair an “excessive” or “unjustifiable” tugged by an inmate, and could when it entails “substantial” level.”7 hide contraband in his long hair “costs” or “expenditures.”6 Some might say that Groff’s new “undue and beard. Hebrew sued for failure This described burden is not at all to accommodate under Title VII de minimis. In fact, it is far greater hardship” standard actually alleging religious discrimination. than de minimis and more akin comports with Hardison when to “substantial additional costs or read, not with the legendary The trial court rejected Hebrew’s substantial expenditures.”8 quoted phrase above in isolation, claims, reasoning that an but instead when considered in accommodation would impose The Hebrew Court offered a totality with the comprehensive an undue hardship bearing more formulation to apply: the employer context and that the Title VII than a de minimis cost because his must show the burden would undue hardship standard was coworkers would have to “perform result in “substantial increased 4 Groff, 143 S. Ct. at 2286 (quoting Hardison, 432 U.S. at 84). 5 Id. at 175. 6 Groff, 143 S. Ct. at 2288-2292. Hebrew v. Tex. Dep’t of Criminal Justice, 80 F.4th 717 (5th Cir. 2023). 7 Hebrew v. Tex. Dep’t of Criminal Justice, 80 F.4th 717 (5th Cir. 2023). 8 Groff, 143 S. Ct. at 2295.
27 | February 2024
costs in relation to the conduct of its particular business” taking “into account all relevant factors in the case at hand, including particular accommodations at issue and their practical impact in light of the nature, size, and operating cost of an employer.”9 Not only did the Hebrew Court provide application guidance on what variables to consider when evaluating for “undue hardship,” they also provided instruction on what does not constitute “undue hardship.” Namely, when evaluating for factors that “affect the conduct of the employer’s business, evidence of impacts on coworkers is off the table for consideration unless such impacts place a substantial strain on the employer’s business.” And the substantial strain must be quantified in actual costs. Moreover, employers must not only assess the reasonableness of a requested accommodation but must sua sponte consider “any and all” alternatives. Sua sponte is Latin for “of one’s own accord.” In this context, this translates to the employer’s obligation to act by its own accord and thoroughly consider “any and all” alternative accommodations, in addition to the employee’s preferred or requested accommodations. Ultimately, the Fifth Circuit reversed the lower court’s ruling, finding TDCJ’s counterarguments unpersuasive and cited four reasons: 1. TDCJ argues that it would face a “more than de minimis” burden; however, a de minimis burden no longer qualifies as an undue hardship, as decided by Groff in June of 2023. 2. TDCJ did not provide evidence to support that reasonable accommodation would result in “substantial increased costs” affecting its entire business, having never quantified the cost of its identified security and safety concerns. 3. It is insufficient to cite that possible additional work for coworkers equates to undue hardship without identifying actual costs to show a substantial strain on the business. 4. TDCJ simply rejected Hebrew’s requested accommodation and did not examine “any and all” possible alternative accommodations. A FORMULAIC INTERPRETATION OF THE NEW “UNDUE HARDSHIP” ANALYSIS: Employers consider yourself on notice: long gone are the days when an employer can deny a religious accommodation by claiming it would result in “more than a de minimis” cost to the business. In the clarified standard of what constitutes “undue hardship,” an employer would be well-served to evaluate the “undue hardship” analysis by examining several variables when determining if a situation meets the new, clarified threshold of “far greater than de minimis.” These variables include:
Undue Hardship Standard
Substantial in Overall Context of Employer’s Business
Undue Hardship Standard
Substantial, Quantified Additional Costs or Expenditures
Coworkers’ Impact Place Substantial, Quantified Strain on Business
Sua Sponte Consider Other (Any & All) Possible Accommodations In sum:
“Undue Hardship”
“Far greater than … de minimis”
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The Benefits of T-TESS Calibration understanding of T-TESS criteria, calibration guarantees consistency in evaluations, offering teachers a fair and standardized assessment. • Promotes Fair and Objective Assessments In a calibrated T-TESS system, appraisers approach evaluations with a shared perspective, mitigating the risk of bias. This fosters an environment where teachers feel confident their assessments are fair, objective, and reflective of their actual performance in the classroom. Once trust is established, teachers are able to shift their focus inward for self-reflection on their practices and the data presented to them. Natalie Long Administrative Specialist ESC Region 13
T
he Teacher Evaluation and Support System (T-TESS) is a comprehensive framework designed to assess and improve teaching practices in schools across Texas. T-TESS provides appraisers and teachers with a rubric to support the development of a common language of instructional practices that best support student growth. There are many steps districts, appraisers and teachers should take to ensure a fair, consistent and beneficial experience. Within the heart of those steps lies the crucial element of calibration among appraisers. Districts in the process of applying for the Teacher Incentive Allotment (TIA) funds, are likely aware of the importance of calibration in the TIA approval process. Success Factor Four in the TIA Readiness Checklist requires a strongly calibrated teacher observation system. Within this section, districts need to ensure there is reliability of appraisals across campuses, strong correlation between teacher observation levels and student growth data, and conduct a district review of teacher observation trends. THE POWER OF T-TESS CALIBRATION Calibration, in the context of T-TESS, involves aligning the understanding of the rubric with the application of evaluation criteria among different appraisers. Below are the key benefits of calibration in the T-TESS framework: • Ensures Consistency and Reliability of Evaluation By ensuring all appraisers share a common
• Facilitates Professional Development and Collaboration Calibration is a catalyst for effective professional development. When appraisers are calibrated, the feedback provided to teachers becomes more actionable. This, in turn, empowers educators to engage in purposeful development aligned with T-TESS standards. A well-calibrated T-TESS system builds confidence among stakeholders in the campus community. Calibration among T-TESS appraisers is a transformative practice that elevates the teacher evaluation process. The benefits of calibration are reliability, fairness, professional development, collaboration, and trust. As districts embrace the power of calibration within the T-TESS framework, they unlock the potential for continuous improvement, self-reflection and agency for growth. All of these work to create a culture of excellence that positively impacts teachers, students, and the broader educational community. CALIBRATION RESOURCES AND SUPPORT If you want information on how to support calibration efforts within your district, check out Calibration Resources on the T-TESS website or contact ESC Region 13 or your local service center for support. At Region 13, contact Esperanza Alderete at esperanza. alderete@esc13.txed.net or 512-919-5278.
29 | February 2024
Legislative Review
David Holmes & Emily French Walsh Gallegos Kyle Robinson & Roalson P.C.
T
exas is currently experiencing a moment right now that we haven’t had since late 2022: a multiple-week break between legislative sessions! With that in mind, now is a great time to run through your checklist of new and updated laws from 2023 and make sure your district is up to date on all the requirements – including several that will require board action. We know that your legislative do-outs list isn’t the only thing you’ll be checking twice this February. Once again, it’s also the season for contract renewal decisions and evaluating your needs for the coming year. We’ll also highlight the new laws that may merit changes to your personnel procedures. The newly enacted section 23.001 of the Education Code explicitly authorizes districts and charters to “employ or accept as a volunteer a chaplain to provide support, services, and programs for students as assigned by the board of trustees.” Importantly, the bill creating this new language, Senate Bill 763, both revises the Education Code and requires action from school districts. SB 763 mandates that every school board of trustees in the state must pass a
resolution asserting their policy around authorizing the services of chaplains under the new law by March 1, 2024—exactly six months from the date of effect. Ostensibly, this requirement is meant to compel schools to go on written record as supporting or not supporting chaplains in schools. Even if your board determines that no new policy is necessary because your district already permits hiring or accepting volunteer chaplains, the board will still have to meet to officially adopt that as its policy. The crucial date to remember is March 1, 2024, as board action must occur by this date to remain in compliance with the law. If your district has not yet taken action regarding SB 763, contact your attorney to discuss your options and all related potential legal ramifications. House Bill 3033 (effective 9/1/23) redefines “business days” under the Public Information Act. Previously, schools had the authority to treat any day the district was closed for business as a non-business day. Under this new law, the only days that qualify as nonbusiness days are weekends (Saturday or Sunday) and state and federal holidays. While this change may appear small and have minimal impact for most governmental entities, it represents a seismic shift in the response time allowed for information requests when Districts are closed for business over extended
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periods, like holidays and summer hours. If you’re (understandably) wondering why the legislature decided to make this change, look no further than a 2022 case from the 3rd Court of Appeals that established this new definition for business days.1 HB 3033 does authorize districts to designate additional “nonbusiness” days per year for use in determining deadlines, but limits them to a total of ten additional days per calendar year. Additionally, these ten days must be designated by board action. If your district has not yet designated additional nonbusiness days, it is something to look into sooner rather than later. Several new laws may impact your school dress code and attendance policies. One of those laws is the bipartisan House Bill 567— better known as the CROWN Act—outlawing race-based hair discrimination in Texas. Our state joins 22 others, including Tennessee, Arkansas, and New Mexico among others, in passing some version of the CROWN Act into law. The text of the Texas version states that “any student dress or grooming policy adopted by a school district, including… for any extracurricular activity, may not discriminate against a hair texture or protective hairstyle commonly or historically associated with race.” You should review dress codes in your district to make sure that they don’t prohibit students from wearing braids, dreadlocks, twists, knots, or any kind of natural hairstyle, including an afro. You should also be sure to secure any necessary training for staff regarding what is permissible conduct as employees under the CROWN Act. Of course, prohibited hair discrimination can be as obvious as sending a student home or excluding them from an extracurricular activity because of their hair. But courts have found that discrimination may also include less overt conduct, such
as calling a hairstyle “unpolished” and asserting that someone “could never represent” their organization with a particular hairstyle.2 Your teachers and staff should be careful to avoid commenting on a student’s appearance generally, including their hair. The CROWN Act is primarily aimed at ending a long history of hair discrimination against Black Americans, but it does not apply only to Black students! Your school policies should not prohibit any student from wearing hairstyles that are commonly or historically associated with race. The question of which hairstyles qualify as “commonly or historically associated with race” remains something of an open question, and one to consider carefully. Your policy may still prohibit hair that is a bright color (like pink or blue) if the color is not commonly associated with race. It is also acceptable to have rules that are necessary to maintain safety, like requiring students to tie back loose long hair during a science lab or high-contact sporting event, as long as those rules apply equally to all students. But even safety will generally be an insufficient justification to require a permanent change to a student’s hair. Check in regularly with staff to make sure that they are applying rules evenly to all students, regardless of their race.
new guidelines for avoiding discrimination based on religion. The Texas Education Code already allowed excused absences for students observing “religious holy days.”3 HB 1212 clarifies that the school cannot require a note from a religious leader in order to excuse the absence. Districts should accept a note from the student’s parent or guardian as sufficient. The Education Code defines a holy day as a period “observed by a religion whose places of worship would be exempt from property taxation under” the Tax Code. To avoid having to wade into the depths of the Tax Code, we can summarize like this: generally, if an organization exists for the purpose of religious worship, is not structured for profit, and uses its assets to perform religious functions, it can legally observe a holy day. Most of these organizations will have tax-exempt status. This category can include churches, mosques, synagogues, and temples.
We are unlikely to see students observing a flood of new holy days. Instead, this law will probably mean that the students who have been out in the past for Eid, Ash Wednesday, or other holidays will continue to be out, but now a parent note can classify their absence as excused. Unless a parent demands that you excuse And don’t forget: the CROWN Act their child’s absence for the also applies to you as an employer. religious observance of Festivus or Your district may not adopt or Galentine’s Day, it’s best to accept enforce a dress or grooming policy these notes in good faith and help for teachers and staff if the policy the child make up the work they’ve discriminates against a hair texture missed. or style commonly or historically Texas had five legislative sessions associated with race. You should in 2023, and Governor Abbott has also instruct your staff not to signaled that he may call more make negative comments about special sessions in 2024. Until each other’s hairstyles. Generally, then, you can save yourself some insulting another teacher’s hair time, trouble, and legal fees by is not great for campus morale. making sure your district has taken Legally, it could open you up to a all necessary actions to stay in lawsuit under the CROWN Act. compliance with all the new laws House Bill 1212 also provides so far.
1 See TCEQ v. Sierra Club & Paxton, 2022 WL 17096693 (Tex. App.—Austin 2022). 2 If you want to see these cases, check out Gurley v. David H. Berg & Assocs., 2022 WL 309442, at *2 (S.D.N.Y. Feb. 2, 2022) and Jenkins v. Blue Cross Mut. Hosp. Ins., Inc., 538 F.2d 164, 167 (7th Cir. 1976). 3 Texas Education Code §25.087(b)(1)(A).
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34 | HR Connection
2023 Winter Conference Recap
T
he TASPA 2023 Winter Conference was held on December 5-7 at the Kalahari Hotel & Convention Center in Round Rock, TX. We had a successful turnout with 286 attendees. This year’s conference also included the first pHCLE Cohort held in tandem with a TASPA Conference. 38 individuals took part in this professional growth opportunity. The spacious event center allowed for a record 40 exhibitors! During the three-day conference, TASPA hosted three general sessions and 40 breakout sessions which included 64 speakers. Attorneys from the following law firms presented breakouts: • Eichelbaum Wardell Hansen Powell & Muñoz, P.C. • Walsh Gallegos Kyle Robinson & Roalson, P.C. • Abernathy Roeder Boyd & Hullett P.C. • Escamilla & Poneck, LLP • J Cruz & Associates, LLC • Thompson & Horton LLP • The Law Offices of Tiger Hanner • Larsen Legal Strategies PLLC Presenters from TEA, TASB HR Services, TRS, TX DPS, HillCo Partners and school districts including the following also presented breakouts: • Goose Creek CISD • Carrollton-Farmers Branch ISD • Richardson ISD • Lubbock ISD • Eagle Mountain-Saginaw ISD • Austin ISD • Leander ISD • Round Rock ISD
Thank you to speakers, facilitators, TASPA Executive Board, staff and members, and all conference attendees who helped make our final conference at the Kalahari a huge success! During the second General Session, we acknowledged our 2023 TASPA award winners and scholarship recipients.
DR. MARY HOPKINS PERSONNEL ADMINISTRATOR OF THE YEAR AWARD Brian Kroeger, Executive Director of Human Resources for Splendora ISD was named the recipient of the Dr. Mary Hopkins Personnel Administrator of the Year award. Brian is a graduate of Lytle High School and received his undergraduate degree at Southwest Texas State University. He began his career as the Theatre Arts teacher at the district’s junior high campus before moving to the high school as their Theatre Director. In 2008, he became an Assistant Principal for the District and served at both the high school and junior high. In 2011, he became Director of Student Services for the District before moving into Human Resources in 2014. In 2019 He became the Executive Director of Human Resources for his current district, Splendora ISD. from left to right: Brian Kroeger, Chande He also serves as the Chair of the
Stewart, Dr. Tyrone Sylvester
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Legislative Committee of TASPA, as well as the Treasurer of the Gulf Coast Association of School Personnel Administrators (GCASPA). Congratulations, Brian! DISTINGUISHED SERVICE AWARD Dr. Tyrone Sylvester, Human Resources Director for Secondary Schools at Goose Creek CISD (now Executive Director of Human Resources at Harris County Department of Education) was named the 2023 Distinguished Service Award recipient.
He received his Doctorate in Organizational Leadership from Grand Canyon University, his Master’s in Education from Prairie View A&M University, and his Bachelor of Music Education from Stephen F. Austin State University. Congratulations Tyrone! HONORARY MEMBERSHIP AWARD It is our pleasure to recognize Dr. Robert Stewart as an honorary member of TASPA.
Dr. Stewart has served as an HR administrator for 21 years and has completed 36 years in education. Prior to his years as a human resources administrator, he was a high school and middle school administrator and has been a classroom teacher at both the secondary and elementary levels. Dr. Stewart has been active at the national, state, and regional levels. He has supported the work of AASPA, TASPA, and the North Central Texas Association of School Personnel Administrators (NCTASPA) for many years. He has been an active member of AASPA for over 20 years, most recently serving as a member of the AASPA Executive Board as the Region 5 Representative. In addition, he has served as the Chair of the AASPA Diversity, Equity, and Inclusion Committee (DEI) and has served on the Constitution and By- Laws, Membership, Nominations, Scholarship, and Professional He has fulfilled the Development Committees. As experience, education, a long-time member of TASPA, and human resource he has served on the Legislative competencies and and the Conference Planning knowledge requirements Committees. In 2014, he was to earn SHRM-SCP, SPHR, named the recipient of TASPA’s and pHCLE designations. Dr. Mary Hopkins Personnel Prior to serving at Administrator of the Year Award GCCISD, he served as and in 2015, he was recognized a human resources as the AASPA Special Merit Award director in Spring ISD and Winner at the AASPA Conference campus principal in Alief in Baltimore, MD. ISD. He is currently a Dr. Stewart holds a Doctor member of the Adjunct of Education in Educational
Tyrone has been an HR leader in Texas public schools for 15 years, and a member of TASPA since 2008. He has served on the TASPA Executive Board as the District II Representative since 2019, during which time, he has actively prioritized ensuring that HR colleagues in District II are well-informed and engaged with TASPA’s initiatives and activities. He has been proactive in reaching out to newly appointed HR leaders within District II school organizations by welcoming them to the field of Human Resources and informing them about the benefits of TASPA membership. He is a Past President of the Gulf Coast Association of School Personnel Administrators (GCASPA), a role he held during the trying times of the pandemic.
elle Crane, Dr. Robert
Faculty for the Lamar University Principal Certification Program.
Leadership from the University of North Texas. He also has a Master of Science from Slippery Rock University, Pennsylvania, and a Bachelor of Science from Fort Hays State University, Kansas. Dr. Stewart retired in January 2024 from Denton ISD as their Assistant Superintendent of Human Resources. Best wishes on your retirement, Dr. Stewart! NORTH CENTRAL TASPA SCHOLARSHIP The recipient of the NCTASPA Scholarship, Rebecca Ramirez is a senior at Southwestern University and will graduate in May 2024. She has maintained a 4.00 GPA. Dr. Alicia Moore, Associate Professor and Chair at Southwestern University praises Rebecca as a campus leader, “Rebecca possesses the characteristics of an extremely effective teacher and is one of our brightest shining stars as a preservice teacher and leader, not only in the Education Department, but in the university community at large. From day one it was evident that she embodied many of the qualities that we consider to be hallmarks of great teaching…including true and deep compassion for students.”
from left to right: Aminadab Arras and Rebecca Ramirez
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DR. ANN BERG SCHOLARSHIP The Dr. Ann Berg scholarship recipient, Shynna Clement, is a senior at Texas A&M University - Kingsville and will graduate in May 2024 with certification to teach English (Grades 7-12). She has maintained a GPA of 3.94. Dr. Linda Villarreal, Interim Dean of the College of Education at Texas A&M Kingsville indicates, “Shynna exhibits a deep passion for helping her future students reach new and higher goals through inspiration in reading and writing. We are honored to be charged with …preparing excellent future educators like Shynna.” BARRY NETTLES SCHOLARSHIP This recipient of the Barry Nettles Scholarship, Catherine Porfirio is a senior at the University of Mary-Hardin Baylor and will graduate in May 2024 with certification in Core Subjects with Science of Teaching Reading (Grades EC6) and Special Education. She has maintained a GPA of 3.915. Dr Joan Berry, Dean of the College of Education at the University of Mary-Hardin Baylor said the following in her recommendation letter, “Catherine has the exact qualities valued among those working with children with disabilities – the ability to see Catherine Porfirio beyond challenge to what might be, high knowledge level in her field, and a heart for every child.” PETE CHERNICK MEMORIAL SCHOLARSHIP The recipient of the Pete Chernick Memorial Scholarship, Aminadab Arras is a senior at Southwestern University and will graduate in May 2024 with certification in Music (Grades EC-12). He has maintained a GPA of 3.784. “Ami is a selfless and innovative visionary who will do everything in his power to teach music, foster and nurture the love of music for his peers, and to provide opportunities for children to have the access to music that supports his dream of…being a music teacher.” says Dr. Alicia Moore, Associate Professor and Chair at Southwestern University. KIM ALVAREZ MEMORIAL SCHOLARSHIP This year GCASPA chose to honor former colleague, Kim Alvarez, by naming their scholarship in her memory. The recipient of the Kim Alvarez Memorial Scholarship this year is Wendy Salazar, who is a senior at Texas A&M University - Kingsville and will graduate in May 2024 with certification in Core Subjects with Science of Teaching Reading (Grades EC-6) and Bilingual Education. She has maintained a 4.0 GPA. Dr. Linda Villarreal states “Having been a bilingual student herself, Wendy is both moved and determined to be an example for her future bilingual students so that they know that they deserve a high-quality educational experience, and that they too can achieve their goals.” The Winter Conference also included TASPA’s annual business meeting where the 2024 budget was presented and approved, and the 2024 Executive Board was elected. The President’s gavel was passed virtually from Al Rodriguez, outgoing president, to the new president, Kimberly Rich, who was unable to Al Rodriguez looking on as Kimberly Rich gives her incoming President’s address attend the conference due to family Al Rodriguez, 2023 TASPA President obligations. In concluding three years of TASPA conferences at the Kalahari Resort & Conference Center, we reflect on our experiences in being the first organization to contract with Kalahari at its Round Rock location. Our conferences held at the largest indoor waterpark in the United States, made for some memorable experiences that we are not likely to forget. We especially appreciate our 2023 Diamond Sponsors: ESS, Frontline, Gulf Coast FCU, iteachTEXAS, Kelly Education, Red Rover and Teachers of Tomorrow. With their support, TASPA can provide continued services and professional development to our members through conferences and workshops.
37 | February 2024
2023 Winter pHCLE Cohort
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uring the 2023 Winter Conference, TASPA partnered with Experience Management Institute (EXMI) to offer a blended learning cohort leading toward certification as a Professional Human Capital Leader in Education (pHCLE). Participation in the cohort included two days of in-person learning on December 6 & 7, 2023 at the Kalahari Resort & Conference Center, followed by self-paced online learning. Registration also included participation in TASPA Winter Conference events (conference meals, receptions, after-hours events, breakout and general session on Friday, December 8). Thirty-eight individuals took part in this professional growth opportunity. The cohort was led by Dr. Kate Heynoski and Teresa Daulong of Experience Management Institute. The Human Capital Leaders in Education (HCLE) standards outline the competencies that leaders in PK12 education and related organizations need to strategically manage human capital (HC) processes at the organization, department, team, or individual level. The standards define the core HC knowledge domains along with the skills needed to improve talent practices in education. Feedback from the cohort was positive. If you would like to participate in a similar cohort in the future, please make your interest known to Jeannie Tomasek at jtomasek@taspa.org so that TASPA staff can plan for future cohorts. There are currently 75 holders of active pHCLE certification in Texas, according to the American Association of School Personnel Administrators (AASPA).