Leadership Might Be Like Driving on the Wrong Side of the Road
By Robert Thornell, EdD
School leadership is HARD. In my work with school and district leaders, I see that every day. They face unprecedented challenges and threats to education, many of which could not have been anticipated just a few short years ago. While there is not a single right way to lead a school, I do know it cannot be done without a mix of both courage and vision. Recently, I read an Education Week piece by Joshua Starr, “The Best Leaders Know When to Go Fast and When to Go Slow” where he discussed the idea of balancing the planning for the unknown with the ability to take immediate action. He shared his philosophy of “slowing down the inquiry to
speed up the action” and I wonder just how many of us have built a habit of doing just that. When we get busy and unexpected emergencies fall in our lap, it has been my experience that two things get pushed to the side: Planning and Reflection.
Planning
When the concept of “planning” comes to mind, I doubt the first word that would come to many peoples’ mind would be courageous. However, for a leader, I would argue that planning for change takes a great deal of courage, as well as a vision to see things differently.
TEPSA Election Results: Meet Your New State Officers for 2025-2026
Thank you for voting! Your incoming state officers are:
Jaci, Christy and Lorena will begin serving their respective terms this summer. They join the following state officers on the 2025-2026 Executive Committee: President Dana Harley Boyd, El Paso ISD; Vice President Stephanie Coronado, Boerne ISD, Member At-Large, Lori Gallegos, Northside ISD; and NAESP Zone 8 Director Annette Sanchez, Beeville ISD.
Incoming state officers Jaci Underwood, Christy Watley and Lorena Carrasco.
Meet TEPSA leaders June 10-12 at the TEPSA Summer Conference in Round Rock Kalahari (see page 9 or visit tepsa.org for more information).
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Howdy TEPSANs,
May I begin by expressing what a tremendous honor it has been to serve as your TEPSA State President this year. The duties of the President of our Association include work such as leading efforts to grow membership, helping to approve and monitor the budget, guiding the hiring and evaluation of the Executive Director, and so much more. With those responsibilities also come the opportunities to serve as a spokesperson and representative for our Texas school leaders.
That role of being a voice for elementary and middle school leaders has been the duty I have cherished the most this year. I set out last June with the mission of championing the work of our school leaders and drawing attention to the constant dedication and grit that the role requires. My presidential theme this year has been “School Leaders… the Pride of Texas,” and that theme was meant to showcase the passion and skill of our TEPSA members.
As we wrap up another school year, I encourage you to reflect proudly on the work you have done. You have served and led your school community with determination, humility, and countless high-fives and hugs. That work, however, is not finished.
I would like to wrap up my Presidency with one very practical tip for a strong conclusion to this school year and a smooth transition to the next. My advice is to begin your summer break with a solid plan to rest and disconnect. Balance is the key to longevity in this role. Or put another way, balance is burnout’s kryptonite.
When I’m feeling overwhelmed or in a particularly busy season, my wife likes to reframe my thinking with the simple phrase, “Ebb and Flow.” By this, she means that there is a natural rhythm to the school year, and we must take the busy with the slow.
Therefore, I invite you to stop what you are doing and make a commitment to disengage (even if just for a little) during this summer. You’ve persevered through the “ebb,” now embrace the “flow.” Go ahead and schedule your breaks/trips/time away. No really, I’ll wait...You have poured so much of yourself into the role this year. You and your family deserve a break.
I will see you soon at our annual TEPSA Summer Conference and can’t wait to connect. In the meantime, thank you again for trusting me to lead our Association, and thank you for being the “Pride of Texas.”
School Leadership Might Be Like Driving on the Wrong Side of the Road
One of my favorite stories of courageous and visionary planning comes from outside of education. Every September in Sweden they recognize what they call “H-Day” or Hogertrafikomlaggningen Day which means “the right-hand traffic diversion.” It happened in September of 1967. After more than a decade of planning and discussion, the country decided it was time to switch to driving on the right side of the road (as we do in America) from the traditional left side of the road. The decision was made by the government in 1963 after years of debate and overwhelming opposition from the people of the country. This is the part that catches my attention. We might chuckle at the idea of everyone suddenly driving on the opposite side of the road from what they are used to and imagine all the possible disasters. It might be both humorous and could also go incredibly wrong. I encourage you to reflect for a moment on the courage it takes as a leader to make a decision or implement a change that defies the wishes of most of the people involved. That is exactly what the government of Sweden did.
What outdated practices or sacred cows are we holding on to because it is too much work to push forward and make a bold change?
sionaries. Our traditional way of schooling, especially coming out of Covid-19, is being threatened with becoming obsolete or at the very least facing heavy competition from other entities. Dr. Wallace Ting discusses some of these disruptions in a recent article, “Pandemic Exodus: Where have public school students gone?” In it he chronicles some of the reasons why public school attendance has still not reached pre-pandemic levels. This is a concerning trend, and it will not course correct without courageous and visionary leadership by educators at all levels. The leaders of the H-Day movement had a vision for improvement and pushed to do something that would enhance their country, even if it meant pushing people out of their comfort zones. That is vision.
Reflection
In addition to courageous planning, intentional reflective time is essential to “big picture” success. A leader must be able to honestly assess their current reality and analyze the root cause of the decisions and actions that created the results they observed.
Why do it then? It was a change many opposed, and it wasn’t necessarily needed (although there were several safety issues) and it was going to be quite expensive. Despite the odds against them, the leaders pushed forward with the decision they were convinced was best for the country. In the end, they formulated a very calculated plan that included thousands of road signs, traffic lights, and road paint that all had to be changed on the one identified day. The entire country shut down on H-Day and all the work was completed. The chaos and accidents many predicted didn’t happen. There were very few accidents and no head-on collisions! Drivers had been training for weeks, and they were focused. The safety results dramatically improved, and Swedish consumers had access to more cars from around the world as well as alignment to the countries nearest its borders. It ultimately was a huge success.
How does H-Day compare to school leadership? For me, it has to do with leaders becoming courageous vi-
What outdated practices or sacred cows are we holding on to because it is too much work to push forward and make a bold change? What if Sweden had never had an H-Day? It wouldn’t have been the end of the world. Sweden would have remained a great place to live and visit. However, maybe people are safer now, and maybe that alone was worth all the work. As an educational leader, you have the choice to play it safe. Safe can be good and make people happy. But this story is not just about which side of the road you may drive on. No, it is about having the vision to make things better through planning, and the courage to do something different! This is a lesson to remember. When you believe in something and have the persistence to plan for it, there may still be detractors. But the change will be much likelier to meet your goals and not a head-on collision.
Things to Consider:
Instructional Leadership: Is there a big initiative or idea that has the potential to dramatically improve the
learning in your school you believe will work, but it will challenge some staff beliefs? What are the pros/cons?
Servant Leadership: Could you identify one of the “sacred cows” on your campus and its biggest advocate? Have a conversation with that person and honor their back story. The investment in time may pay dividends down the road.
What Am I Learning? Reach out to a colleague or mentor and ask them about a change initiative they implemented and what they thought went well and what they might have changed.
Tell Your Story: At least two days this week, park in a different spot and walk into your building from a different entrance. What do the “other” doors tell someone about your school? What did you see and learn?
Reflections/Celebrations: Do you have a teacher on your campus who needs to be recognized or celebrated for trying something new?
Dr. Robert Thornell has over 30 years of education experience and has made it his career passion to help educational leaders improve their work. He has served as both an elementary and secondary principal as well as central office leader, all in Texas. Dr. Thornell currently works with The Center for Model Schools as a School Leadership Coach. His book, "Inside the Principal’s Office" reached Amazon's #1 for Educational Leadership New Releases category in 2020. Throughout his career he has continued this pursuit by developing skills of effective leadership and ambitious instruction.
Learn more from Dr. Robert Thornell during his Master Class, " Juggling the Job: Effective Strategies for Principals," at the TEPSA Summer Conference, June 10-12 in Round Rock. See page 9 or visit tepsa.org.
Reprinted with permission from Robert Thornell. Copyright Robert Thornell. This article originally appeared on Dr. Thornell's blog “Intentionally Bold” October 2, 2023. https://www.intentionallybold.com/post/school-leadershipmight-be-like-driving-on-the-wrong-side-of-the-road
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Don’t Forget to Coach!
Being the principal of a campus means building capacity in your assistant principals. This can be one of the most crucial pieces of a successful campus, but sometimes we get so caught up with daily tasks we forget to coach. As the campus leader, it is our responsibility to build our assistant principals to lead. Assistant principals get tied to testing, discipline, LPAC, ARDs, and the list goes on. Instruction by fault gets put at the end of the list because of the time-consuming daily duties. Being a first-year assistant principal can be nerve wrecking because you have tons of things to learn but instruction and time management are always at the top of the list. There is no test that prepares you to manage your time and make instruction a priority. Principals must always have the mindset that our team is a reflection of us. Coaching does not have to be time-consuming. There are multiple lessons that can be taught throughout the day.
For example, if the assistant principal’s area of growth is special education and incidents occur during the week with concerns to the special education program, consistently involve the assistant
principal. Let the assistant principal make decisions and give immediate feedback and, if needed, discuss what could have been done differently. Every day is a learning moment. It can be challenging to set up meetings and discuss goals, so it is better to learn in real time and receive immediate feedback. It is our duty to make sure our assistant principals are growing and are not getting bogged down with discipline and operational duties.
Being a strong instructional leader is the goal of any administrator. If an assistant principal is not strong in instruction, it is the responsibility of the principal to coach them. It is important to have calibrated walkthroughs throughout the year to align instructional feedback on T-TESS. Immediate, bite-sized feedback to our instructional team can be pivotal. Consistent leadership meetings with a focused agenda can be beneficial to assistant principals. The agenda should list the campus goals and how each meeting is focused on how we are going to reach our goals. Reviewing lesson plans, data trackers, and walkthrough feedback can be instrumental to the team. When reviewing T-TESS walkthroughs, providing specific examples of how it
could improve could benefit assistant principals who are struggling with feedback. I have noticed that giving instructional feedback can be challenging because you are given a rubric and you decide examples of what distinguished looks like in the classroom.
Our assistant principals should feel valued and appreciated. Being a principal has many challenges, but the most rewarding is building capacity in others. In our busy days that seem to go a million miles a minute we must make time to coach every chance possible. It can be as simple as involving an assistant principal in a difficult parent meeting, a teacher’s concern, updating data trackers or reviewing lesson plans. Assistant principals must be coached to become effective principals. One day your assistant principal will be interviewing for a principal role, and they will reflect you. Remember, “Good leadership is
Stay connected to critical resources and community! To help you plan your budget, below are TEPSA membership and Summer Conference fees for 2025-2026.
2025-2026 Membership
Basic: $389
Comprehensive: $439
Aspiring: $99
Associate: $199
Retired: $299
TEPSA/NAESP: $698
Membership opens June 1.
not about advancing yourself; it’s about advancing your team” (Maxwell, John).
TEPSA member Dr. Nancy Atkinson is a principal in Irving ISD. A 16-year educator, she started her career as a paraprofessional in 2008 and fell in love with education. Prior to administration, she served in multiple roles including math teacher, resource teacher, inclusion teacher and family behavior specialist.
Set your AP up for success! If they are not a TEPSA member, enroll them by May 31 for a special rate (see spring membership details on back page) OR include their 2025-26 membership in your budget (see below).
TEPSA Summer Conference
June 9-11, 2026
Round Rock Kalahari
Member Conference Rate: $599
Member Conference + Master Class: $848
Finding the Right Fit During a Teacher Shortage
It’s the purple polka-dotted elephant in the room— teachers are leaving education. Educators who’ve spent thousands of dollars and hundreds of hours on schooling and certifications are walking away forever. Reasons range from insufficient compensation to concerns about job demands to needing physical and emotional respite. In response, administrators are scrambling to fill the teacher shortage gap.
During a leadership team meeting, despair hovered as I discussed looming staffing gaps. Our school enrollment was rapidly increasing, and positions weren’t being filled as quickly as we’d hoped. At the perfect moment, a leadership team member astutely voiced, “Yes, we need teachers, but most importantly, we need the right teachers for our students.” Those words imbued the resolution to maintain the pursuit of educators who embodied those values wholly parallel with the needs of our learning community. Our team then began the journey of establishing a clear, shared vision about what characteristics would constitute the right fit; developing a process that allows those characteristics to be identified; and always seeking to establish alignment between our team and the candidates about those values.
Vision Establishment
Over time, our team established three non-negotiables we seek in candidates. We first focus on educators who display a deep love for children, teaching and learning. This non-negotiable is the foundation for all the others. Having a deep love to teach children and grow in the art and science of instruction ensures a healthy and effective classroom culture can exist. Additionally, we focused on self-awareness and the willingness to reflect because these characteristics accelerate candidates’ pathways to becoming master teachers. Finally, all our teachers must engage in communication that maintains dignity for all stakeholders. When leadership teams determine non-negotiables for hiring, this helps to ensure new members who join the team only enhance the pre-established organizational culture versus causing it to erode.
Process Development
A clear vision allows leadership teams to set up a process to ensure candidates identified for hire are in tune with those values. The process involves all steps of the hiring process—application screening, interviewing, inbox tasks, and reference checks. The interview is the most important
June 10-12, 2025
Round Rock Kalahari
Whether you're soaking up wisdom in thought-provoking sessions or exchanging ideas (and laughter) in conversation with fellow school leaders, discover the insights you need to enrich student learning at THE event of the year for Texas PK-8 school leaders. Join us for three days of dynamic learning tailored especially for YOU!
Featuring keynotes by Manny Scott, Allyson Apsey and Gerry Brooks. Plus Master Classes (separate fee) with Eddie Damian, Andrew Marotta, Amy Mayer, Onica Mayers, Nathan Maynard, Valerie Arechiga, Rob Thornell and Betsy Weirda. Learn more at tepsa.org.
CONNECT TO LEADERS & IDEAS
MORE THAN 100 EXPERTLED SESSIONS ON TRENDING TOPICS IN EDUCATION
AMPLE (AND FUN) OPPORTUNITIES TO SHARE IDEAS WITH PEERS
INTERACTIVE EXHIBIT HALL SHOWCASING THE LATEST EDUCATIONAL SERVICES
Contract Abandonment: What Is It and To Whom Does It Apply?
In the military, if you walk off your post without leave, you are absent without leave or AWOL. Contract abandonment in the Texas public schools is similar. If, after the penalty-free resignation date and before the contract expires, you resign without the district’s permission, you have abandoned your contract. There can be significant penalties for doing this. This applies to you, your teachers and all contract staff.
Why This is Particularly Important
to
Administrators Administrators are more likely to want to quit midyear to take a promotion in another district than a teacher. If a teaching position opens mid-year in District B, a teacher in District A is probably not going to trip over herself to pursue the job. There will be other teaching jobs. But if a one-of-a-kind administrator job opens mid-year in District B, this may be a rare opportunity for the District A administrator to jump ship for a promotion. How is this done without abandoning the contract in District A?
The PFRD - A Significant Loophole
The “penalty-free resignation date” (PFRD) is something every Texas educator should mark on their wall calendar with a Sharpie or in bright yellow highlighter on their computer calendar. The PFRD is 45 days before the first day of student instruction.1 Go ahead and mark it on your calendar now. I’ll wait.
Why is this so important? Because most educators sign their contracts in the spring for the following school year. (Tip: When presented with a new contract in the spring – SIGN IT! Even if you are not sure if you want to return. SIGN IT!) Now you
have roughly two or three months to find a better job outside of the district. And if you do, you can resign from the contract you signed in the spring – PENALTY FREE – if you do so in writing by the PFRD.
Why is it a loophole? Because, for two or three months the district is contractually bound to you, but you are not contractually bound to the district. Once you sign your contract in the spring, the district may not break the contract without good cause; however, you may walk away from the contract, penalty free, as long as you resign by the PFRD.
How to Calculate the PFRD
Find the academic school calendar for your current district for the 2025-26 school year. Find the day when students return for the beginning of the 2025-26 school year. Now count backwards 46 calendar days (46 to be safe; calendar days, not workdays). That is the PFRD. This will vary district by district, but it usually falls somewhere in the vicinity of July 4. Mark it boldly.
P.S. The PFRD is calculated from when students return for instruction. It has nothing to do with when your actual contract begins for the new school year.
What is the Penalty for Contract Abandonment?
After the PFRD, you are bound to the contract. After the PFRD, if you walk off the job without permission, you abandon the contract. Your district will likely report you to the TEA, and the TEA/SBEC will ordinarily assess a penalty. According to rule changes within the last few years, the penalty guidelines from TEA/SBEC looks like this:2
Resignation Timing Penalty
Before the PFRD. No penalty. 30-44 days before the first day of instruction. Inscribed reprimand, unless the educator can show that “good cause” or “mitigating factors” exist.
Fewer than 30 days before the first day of instruction.
“Not less than” a one-year suspension, unless the educator can show that “good cause” or “mitigating factors” exist.
As the chart above shows, “good cause” and “mitigating factors” are ways to beat the rap or lessen the rap of an abandonment claim. What do these terms mean?
What is Good Cause for Resigning without Permission?
An educator can escape all penalties if good cause exists for a resignation without permission. This is the ultimate get-out-of-jail-free card. According to the TEA, good cause is: 3
1. Serious illness or health condition of the educator or close family member of the educator;
2. Relocation to a new city as a result of change in employer of the educator’s spouse or partner who resides with the educator;
3. Significant change in the educator’s family needs that requires the educator to relocate or to devote more time than allowed by current employment; or
4. The educator’s reasonable belief that the educator had written permission from the school district administration to resign.
Resigning without permission, even with good cause, is a high-risk move as there is no pre-clearance. Although the rules give guidance, no one knows if the TEA will agree with the educator’s position or proof. The educator will need to be prepared to have significant evidence to overcome a district’s complaint that the contract was illegally abandoned.
What are Mitigating Factors?
Even without good cause, “mitigating factors” could lessen the penalty. Before assessing a penalty, the TEA/ SBEC must consider whether the educator did any of these things before resigning without permission:⁴
1. Gave written notice to the school district 30 days or more [before] the 1st day of instruction;
2. Assisted the school district in finding a replacement …;
3. Continued to work until the school district hired a
replacement;
4. Assisted in training the replacement;
5. Showed good faith with the school district;
6. Provided lesson plans for classes following the educator’s resignation;
7. Changed careers within the field of education:
i. to a position that required a different class of educator certification … (i.e., teacher to assistant principal);
ii. to a position with a higher level of authority within the principal class of certificate (i.e., assistant principal to principal); or
iii. to a position in an open-enrollment charter school or a district of innovation that is equivalent to the positions described in clauses i) and ii) of this subparagraph;
8. Had a reduction in base pay, excluding stipends, as compared to the educator’s base pay for the prior year at the same school district;
9. Resigned due to working conditions that reasonably posed an immediate threat of significant physical harm to the educator; or
10. Any other relevant circumstances or facts.
As with good cause, there is no pre-clearance of mitigating factors. Therefore, resigning without permission is always a high-risk move.
Conclusion
If you must resign without permission, prepare all your evidence of good cause and mitigating factors before doing so. Please understand the TEA cannot unilaterally assess any penalty against your certificates. You will always be given notice and an opportunity to defend against any penalty. It is best to consult with an education lawyer before you resign without permission, and it is necessary to hire a lawyer should you need to defend your certificates before the TEA/SBEC.
Endnotes
Kevin Lungwitz practices law in Austin and is a former Chair of the School Law Section of the State Bar of Texas.
Learn more from Kevin at the TEPSA Summer Conference. See page 9 or visit tepsa.org.
Note: Information from Legal Ease is believed to be correct upon publication but is not warranted and should not be considered legal advice. Please contact TEPSA or your school district attorney before taking any legal action as specific facts or circumstances may cause a different legal outcome.
TEPSA Volunteer Leaders Champion Texas Students During Visits with State Lawmakers
In February, members of TEPSA's Board of Directors and Standing Committees (right photo) visited the State Capitol to meet with lawmakers. The group shared their schools' stories and highlighted the Association's legislative priorities including calling for increased funding and policies that ensure safe and supportive schools for all Texas children and educators.
“I’m grateful for the legislative offices that made time to listen to our team’s stories, needs, and concerns about the future of Texas public education. They can do better and should. Our future needs them to do so,” said Leander ISD Principal Amy Sharp, EdD.
TEPSA leaders will continue to engage legislators and advocate for students and educators. It's not too late to join our efforts! Use your voice and influence to make a difference during the current Legislative Session. Sign up for the Advocacy
Network at https://p2a.co/7IEGjpl or email mark@ tepsa.org to plan a visit to your representative.
TEPSA Leaders Join Principals from Across the Country to Advocate in Washington, D.C.
In March, TEPSA State Officers joined principals from across the nation in Washington, D.C., to speak with their elected officials about public education. The group advocated for maintaining current funding levels for all Title programs, including special education funding through IDEA.
TEPSA President Cooper Hilton, President-Elect Dana Harley Boyd, NAESP Zone 8 Representative Annette Sanchez, and TEPSA Deputy Executive Director Mark Terry emphasized the importance of directing federal funds straight to Texas school districts to ensure resources reach the children who need them most. Additionally, they championed increased mental health support for both students and educators.
Please don't underestimate your power to impact legislation and make a positive difference for students and educators. State and federal lawmakers need to hear from you! Email mark@tepsa.org for guidance on advocating for your learning community.
Dana Harley Boyd, Annette Sanchez and Cooper Hilton advocating for students and educators in Washington, D.C.
Learning, Listening, and Leading: Supporting Principals Through Transition
Recently I received the honor of being named the Assistant Superintendent for Elementary Instruction in my district. As anyone who has transitioned positions mid-year knows, it has been much like “drinking from a fire hose.” In any new role you find yourself wanting to learn more about the position itself, the areas of strength and opportunities, and of course, the people. But when that transition includes the responsibility of supporting our campus leaders, the number one focus is ensuring their needs are met. The “S” in TEPSA refers to supervisors. However, even without the title of supervisor, those of us who support our principals are included in this category where we, too, find ourselves working to balance state and district directives with the needs of our campuses and leaders.
As the newest member of our department, I knew the most important thing I could do to support our campus leaders was to learn our current systems. For this reason, I have spent my first few weeks on the job asking questions and listening…a lot! I find myself constantly taking notes and putting away bits and pieces of information. Over time, trends, patterns, and themes are starting to emerge. Just like at a campus, I know the work of improving schools doesn’t
come from just one person! Even at central office it takes a team. As I spend my time reflecting, I want to jump into the work and take on everything at once which of course, is unrealistic. By listening to our principals and our central office instructional team, I am beginning to take this information in and decide the best way to approach the work.
During my reflection, I have started to organize my thoughts and ideas into three categories: What needs to be an immediate focus? What is the focus between now and the end of the school year? And, what are the goals for next year? By looking at the big picture and starting to “chunk” it into bite size pieces, it helps me ensure we aren’t moving too fast and overwhelming our leaders, both at the campus and in our department.
As I think about how TEPSA can support me in my work as a supervisor, I lean into the connections I have made over the years. I have already reached out to my TEPSA network of central office leaders and curriculum directors for advice in the field of instructional programs. I’m leaning into the expertise of our Region 20 TEPSA board as they each bring their perspective of curriculum and instruction initiatives
from their own districts. I follow the legislative updates we receive from Mark Terry, our TEPSA Deputy Executive Director, as many of the decisions made during this legislative session will greatly impact my work.
And finally, I participate in the high-quality learning opportunities TEPSA provides through the articles, free monthly webinars for members, and the upcoming Master Classes and Summer Conference sessions.
Even though I am no longer a principal, as the “S” I still need TEPSA just as much as I did as a principal, if not even more! I want to ensure my priority as a central office leader continues to provide principals the support they need; TEPSA will help me do just that!
Lori Gallegos served as a principal for 16 years and the Director of Leadership Development prior to being named the Assistant Superintendent for Elementary Instruction in Northside ISD. She has been a member of TEPSA for 25 years and is currently serving as the Member At-Large on the TEPSA Executive Committee. She and her husband have a 20 year old son and a 15 year old daughter who are proud products of Texas public schools!
Are you the S in TEPSA? Join us at the Supervisor Mixer during the TEPSA Summer Conference. You'll find details in the Summer Conference app. We'll also have a Middle Level Mixer and PK-12 Mixer!
Finding the Right Fit During a Teacher Shortage continued from page 8
aspect of all. Develop questions that specifically will reveal candidates’ values and belief systems to gain a glimpse into how candidates will operate as a team member and interact with stakeholders. Listening and observing intently allows leaders to understand where candidates are aligned or misaligned with campus non-negotiables.
Ensuring Alignment
Lastly, before officially inviting a candidate to join the team, it’s important to express the team’s nonnegotiables with future teachers to make sure there is alignment, and they are committed to meeting those standards. As Brené Brown famously shares, “Clear is kind.” We always want to provide a pathway to success for our teachers. Explicitly expressing the values and characteristics that will allow teachers to thrive in the organization will accomplish that goal.
It’s vital that school leadership teams establish nonnegotiables for selecting incoming teachers. Be sure
there is a clear, shared vision about characteristics because candidates need to be a right fit for your learning community. Cultivate a process that allows you to identify those characteristics, and engage in honest dialogue with candidates about the standards for your campus. Be encouraged that you can and will find the right educators to ensure your learning community can thrive!
TEPSA member Dr. Danielle Riddick believes every child deserves an educational system in which they can truly blossom. She has dedicated her 15 years in public education to fulfilling that mission. Dr. Riddick is currently a principal in Garland ISD. She is also a graduate of Southern Methodist University’s EdD Educational Leadership Program.
Lead from the Heart/Todd Nesloney and Ross Braun
3 Ways School Leaders Can Prioritize Their Own Learning and Growth
Summer is here, and while most educators take a deep breath and embrace a well-earned break, school leaders often find their minds racing ahead to the next school year. As a principal or assistant principal, it’s easy to get caught up in planning for your staff and students—but what about your own growth? How are you investing in yourself this summer so you can lead even better next year?
The best leaders are learners first. If we want to build thriving school communities, we must model what it looks like to grow. Summer is the perfect time to reset, recharge, and engage in professional development that strengthens not just what we do, but who we are as leaders.
Here are three ways you can prioritize your own learning and growth this summer:
1. Attend a Conference that Pushes Your Thinking Conferences aren’t just about sessions and keynotes; they’re about connections, conversations, and fresh ideas that challenge your perspective. Whether it’s a national education conference, a leadership summit, or a local workshop, be intentional about choosing
this Summer
one that stretches you. Of course, the TEPSA Summer Conference is the one we highly recommend!
And don’t just go and sit in sessions—engage. Ask questions, start discussions, and build relationships with people who inspire you. If you’re feeling extra bold, consider presenting! Sharing your experiences helps solidify your own learning while encouraging others in the process.
2. Join (or start) a Leadership Book Study
Reading is one of the easiest ways to grow, but it’s even more powerful when done in community. Choose a book that challenges your leadership style, expands your vision, or helps you tackle a specific area of growth. Some great options include The Energy Bus by Jon Gordon, Dare to Lead by Brené Brown, or even Building Authenticity: A Blueprint for the Leader Inside You (we might be biased, but it’s full of practical strategies!).
If your district doesn’t already have a leadership book study, start one! Invite a few colleagues to join, set a simple schedule, and commit to discussing key takeaways. The best professional development happens when we learn together.
3. Find a Mentor and Be a Mentor
No matter how experienced you are, you need people who challenge you to grow. Seek out a mentor—someone who has walked the path ahead of you and can offer wisdom, encouragement, and honest feedback. Reach out, schedule a coffee, and ask intentional questions.
But don’t stop there. Be a mentor to someone else. There are new leaders in your district or state who need guidance and encouragement. Investing in others not only strengthens them—it sharpens you. When we teach, we learn.
Growth Doesn’t Happen by Accident
Your personal and professional growth isn’t something that will happen just because summer rolls around. It takes intentionality. Prioritize your learning now so that when the new school year begins, you’re stepping in as a stronger, wiser, and more inspired leader.
Because here’s the truth—when you grow, your school grows. When you get better, everyone around you benefits. So, make the time, take the steps, and invest in YOU this summer. Your staff and students will thank you for it.
Todd Nesloney is TEPSA’s Director of Culture and Strategic Leadership. He is an award-winning educator, author and international speaker.
Ross Braun is a former elementary principal who is passionate about supporting schools and leaders to ensure every child has a safe, loving and engaging learning environment. Ross is now the VP of Positive Education at Spring, Texas-based, School Life.
MEMBER BOOK RECOMMENDATIONS
If you're in search of new titles to add to your TBR list, members of TEPSA’s Membership, Marketing & PR Committee recently shared some of their favorite professional reads.
All Other Duties as Assigned: The Assistant Principal’s Critical Role in Supporting Schools Inside and Out by Ryan Donlan
Likeable Badass: How Women Get the Success They Deserve by Alison Fragale
The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness by Jonathan Haidt
Secret
Transformational
The
to
Leadership by Quintin Shepherd and Sarah Williamson
Grateful for Our TEPSA Partners for Supporting Texas PK-8 Educators and Students
You have until Oct. 31, 2022 to find out how you and your employees can take advantage of the limited-time changes to Public Service Loan Forgiveness.
Photos: Meet our amazing partners, including Hand2Mind and Responsive Learning (pictured above), at the TEPSA Summer Conference, June 10-12 at the Round Rock Kalahari.
Resource Partners
Horace Mann Service Corporation and certain of its affiliates (Horace Mann) enter into agreements with educational associations where Horace Mann pays the association to provide services aimed at familiarizing association members with the Horace Mann brand, products or services. For more information, email your inquiry to association.relations@horacemann.com.
AM-C04626 (Jan. 22)
horacemann.com
501 East 10th St
Austin, TX 78701
800-252-3621
www.tepsa.org
U.S. Postage PAID
Austin, TX
Permit No. 127
The 2025-2026 membership year opens June 1! Join/renew at tepsa.org.
TEPSA Highlights
Learn more at tepsa.org.
Calendar/Deadlines
• Don't miss THE event of the year for Texas PK-8 school leaders! There's still time to register and join us at TEPSA Summer Conference, June 10-12 at the Round Rock Kalahari. Learn more at tepsa.org.
• The more the merrier! If you know a PK-8 campus administrator who is not currently a TEPSA member, please share our spring membership promotion! If they join by May 31, 2025, they’ll be a member through June 30, 2026. Visit the membership section at tepsa.org for more information.
• Make this the year you get published! Write for TEPSA! View submission guidelines at https:// bit.ly/3QTLZF1.
• Explore volunteer opportunities with TEPSA and grow your leadership! Learn more at https://bit.ly/ tepsavol.
Three Factors that Increase Your Ability to Cope with Stress
Stress is inevitable in your role, but being flexible, tolerant and optimistic can increase your ability to cope with stress (Saenz, 2024). For improved physical and mental health, psychologist Dr. Adam Saenz provides the following tips to help you reflect on and develop these three important psychological factors.
1. Flexibility: How willing are you to change or compromise?
Develop your flexibility by:
• Being willing to surrender control.
• Trying something new.
• Physically stretching.
2. Tolerance: How well do you endure difference (political, religious, gender, age, race, etc.)?
Develop your tolerance by:
• Being curious about people who are nothing like you.
• Observing (but not acting on) emotion.
3. Optimism: Do you believe it is possible that the future holds a favorable outcome?
Develop your optimism by:
• Asking, “Why is this happening for me?” instead of “Why is this happening to me?”
• Readily acknowledging problems and moving quickly and mindfully to solutions.
Source: Saenz, A. (2024, February 24). TEPSA: Stress Management Playbook for Spring Testing [Video]. YouTube. https://www.youtube.com/watch?v=fk3z2ZFlpWc
