Building strong relationships with teachers, students and parents, Wendy Prater, the 2024 NAESP National Distinguished Principal of the Year for Texas, has created a positive and collaborative student-centered learning environment at Fort Elementary in Royse City ISD. Under Prater’s leadership, Fort Elementary’s focus on relationship-building has contributed to higher student achievement, higher teacher retention and higher community engagement.
mentary Schools Amy Hopkins wrote in her recommendation letter. “She is attentive to staff needs, solicits feedback and continues to build a culture of high expectations…Her Fort families are very involved in campus life.”
“Fort Elementary is a campus where many veteran teachers are loyal to the Fort campus and value Wendy as a leader,” Royse City ISD Executive Director of Ele-
TEPSA Bylaws Vote September 10-12
Watch your email on September 10 for your opportunity to vote on two changes to the TEPSA Bylaws. The election runs September 10-12. At their summer meetings, the Board of Directors voted to send the following recommendations to members for a vote.
TEPSA Bylaws ARTICLE V: OFFICERS, AGENTS AND EMPLOYEES. Section 7. Term of Office, Removal, Filling of Vacancies.
The first vote is to remove temporary language from the Bylaws to reflect the final implementation of the organizational restructure from the 2016 strategic plan. This recommendation would strike the language regarding the temporary service of the President-Emeritus.
Prater and her staff are passionate about ensuring every learner on campus—from students to teachers—have the support they need to grow and meet their learning goals. Each
Royse City ISD Educator Named NAESP National Distinguished Principal of the Year for Texas ) page 8
TEPSA
Bylaws ARTICLE VI
COMMITTEES
OF THE BOARD. Section 4. Powers and Duties of the Nominating Committee.
The second recommendation approved by the Board of Directors would change the requirements for candidates who choose to run for the office of Vice President. The current Bylaws require that the Nominating Committee puts forward two candidates to run for the office of Member At-Large and for the office of Vice President. While the number of nominees for the office of Member At-Large has grown with the new governance structure, the Nominating Committee is not seeing that same trend for the office
INSIDE THIS ISSUE
President's Column with Cooper Hilton....................................3 Student Behavior: Resisting the Blame Game by Danielle Riddick, EdD....................................................................................7 2024 Awards Recipients........................................................10
New Disciplinary Laws: Students and Vaping by Kevin Lungwitz...12
Setting New Teachers Up for Success by Cheri Braden...........14
Welcome Back: Making This Year Your Best Yet by Todd Nesloney and Ross Braun.........................................................................16 ) page 4
Texas Students Know More and Grow More with i-Ready
i-Ready was developed with the core belief that all students—regardless of where they start—can reach grade level.
Our latest research shows more students— including those multiple years below their given grade level—can reach grade level if Stretch Growth® goals are met two years in a row.1
1Rome, L., & Daisher, T. (2022). i-Ready Stretch Growth as a path toward proficiency. Curriculum Associates.
Texas Elementary Principals & Supervisors Association
Anita Jiles Associate Executive Director for Marketing & Communications
Trae Kendrick Chief Operating Officer
Elizabeth Kernan Membership Services Coordinator
Heather Loomis Events Services Coordinator
Belinda Neal Associate Executive Director for Instruction
Todd Nesloney Director of Culture & Strategic Leadership
Louis Silvas Web Content Specialist
Mark Terry Deputy Executive Director
TEPSA News
Published six times a year by Texas Elementary Principals and Supervisors Association. Subscription is included in TEPSA membership dues.
Postage paid at Austin, Texas.
Articles may be reproduced by TEPSA members without written request, provided that duplication is for an educational purpose at a nonprofit institution; copies are available without charge; and each copy includes full citation of the source.
TEPSA 501 East 10th Street Austin, TX 78701 512-478-5268 800-252-3621 Fax: 512-478-1502 www.tepsa.org
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Welcome back TEPSANs!
Right now, you’re likely in the middle of finalizing class lists, conducting lastminute interviews, planning meaningful back-to-school professional learning, and much more. It may often be thankless work, but it is crucial work, nonetheless. As I enter my 11th year in the principalship, I can fully appreciate all the work you’re doing at the campus and district level to prepare for a successful 24-25 school year, and it will soon pay off. On behalf of TEPSA, “Thank You!”
It is an absolute honor to serve as your State President this year, and I can’t wait to support you through the work of our amazing association. As we look ahead to this year, our TEPSA theme is “School Leaders… the Pride of Texas!” I consider myself a pretty proud Texan, and there are countless points of pride within our great state: from Buc-ee’s to bluebonnets, and Beyonce to Blue Bell. There is so much to celebrate!
I would argue, though, that some of our most precious resources are our Texas kids, our educators, and our school leaders. That’s why we will focus this year on celebrating our school leaders as the “Pride of Texas.” Every day, you go to work and take on the challenges of educating kids and supporting our teachers. You lead your schools/district while also balancing the needs of your family and personal lives. That is definitely something worth celebrating.
Before you know it, we’ll be in the “thick” of the new school year. Along with all our school and district responsibilities come equally important and critical roles that we have as educational advocates. This year will be a legislative year in Texas, and as a new legislative session begins in January, I challenge you to start NOW developing and fostering relationships with your local and state elected officials. It’s important they hear from us and have our input as they make pivotal decisions regarding educational policy and funding.
I can’t wait to connect with you over the coming year at one of our many in-person or virtual TEPSA events. Thank you for leading and taking on the daily challenges we face as administrators. You are the “Pride of Texas!”
Here’s to a great year,
TEPSA Bylaws Vote September 10-12
of Vice President. As a result, the recommendation is to add the current language to Article VI. Section 4: If a candidate for Vice President is currently serving their second year as Member At-Large, they may run unopposed if another candidate does not submit their name by the deadline.
This change would still allow any eligible member to put their name in for consideration for the Vice President position; however, the Nominating Committee
would not be required to recruit a second candidate if the current serving senior Member At-Large (in their second term) chooses to submit their name for the office of Vice President. If the Member At-Large chooses not to submit their name, then the Nominating Committee would ensure that two candidates move forward for election.
See complete overview of the Bylaws votes below.
Vote to Approve the Bylaws to reflect the status of the TEPSA governance structure upon its final implementation in 2024-2025.
Rationale: To remove temporary language from the Bylaws to reflect the final implementation of the organizational restructure.
TEPSA Bylaws ARTICLE V: OFFICERS, AGENTS AND EMPLOYEES
Section 7. Term of Office, Removal, Filling of Vacancies.
Suggested Change to Current Language:
The President track shall be a three-year total commitment and shall automatically progress based on the following terms: Vice President (1 year), President-Elect (1 year) and President (1 year), each with a one-year term limit (with the exception of the 2023-2024 year in which the 2022-2023 President will serve her Past President term as President Emeritus). The Member(s) at-Large shall serve a two-year term which will be staggered to ensure continuity. Each elected officer shall hold office for the term until it expires or until his or her death, resignation, disqualification, or removal from office as provided in these Bylaws. Any officer may be removed at any time by a majority of the number of directors fixed by these Bylaws, when, in the judgment of the Board, such removal shall be deemed in the best interest of the Association, and provided that the notice of the meeting shall state that removal of officers is to be considered. If the office of President shall become vacant, the President–Elect shall become President immediately, and shall complete that term plus the next full term of office. If any other office becomes vacant for any reason, the vacancy may be filled by an affirmative vote of a majority of the number of directors fixed by these Bylaws.
Vote to Change Nomination Requirements for TEPSA Vice President
Rationale: To honor the work of the serving Member At-Large and to make the elections process easier for members.
ARTICLE VI COMMITTEES OF THE BOARD
Section 4. Powers and Duties of the Nominating Committee.
The Nominating Committee shall conduct an annual skills and needs assessment of the Board; shall maintain a sufficient pool of qualified potential Board members to allow for normal replacement and unforeseen vacancies; shall develop Nominating Committee policies and procedures subject to the approval of the Executive Committee and the Board; shall in the event there are not at least two candidates for each of the offices of Member at-Large and Vice President, nominate two (2) qualified and eligible candidates for the office or offices for which no nomination was received.
Proposed Addition to Article VI, Section 4: If a candidate for Vice President is currently serving their second year as Member At-Large, they may run unopposed if another candidate does not submit their name by the deadline.
State and National News
Survey on Teacher-Principal Perception Gaps
Results from a survey conducted as part of Education Week’s The State of Teaching project found wide gaps in teacher and principal perceptions on teaching including:
• Forty-nine percent of teachers reported their morale declined over the past year while only 32 percent of school leaders perceived a decline in their teachers' morale.
• Forty-eight percent of teachers say they not only get too much PD, most does not meet their urgent needs. Only 15 percent of school leaders believe teachers are getting too much PD. The PD areas identified by principals as teachers' greatest needs do not align with teacher perceptions.
View more findings at https://bit.ly/3PdD3ca.
Source: Harwin, A., & Baker, L. (2024, March 6). DATA: 5 Key Insights Into America’s Teachers. Education Week. https://www. edweek.org/teaching-learning/data-5-key-insights-into-americasteachers/2024/03
Resources on Medical Conditions and 504
The Department of Education’s Office for Civil Rights released resources for parents and educators that address asthma, diabetes, food allergies, and gastroesophageal reflux disease (GERD) in regard to Section 504. View:
• Section 504 Protections for Students with Asthma at https://bit.ly/4a2gLCc
• Section 504 Protections for Students with Diabetes at https://bit.ly/48J1Xag
• Section 504 Protections for Students with Food Allergies at https://bit.ly/48DGsb6
• Section 504 Protections for Students with GER or GERD at https://bit.ly/48NvCiG
Learn more at https://bit.ly/3TorDEV.
Source: U.S. Department of Education. (2024, February 20). U.S. Department of Education’s Office for Civil Rights Releases New Resources on Students with Disabilities. https://www.ed.gov/ news/press-releases/us-department-educations-office-civil-rightsreleases-new-resources-students-disabilities
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Student Behavior: Resisting the Blame Game
No topic in education is more frequently and passionately debated than student behavior. Some think schools are too strict. Others believe schools should lay down the proverbial hammer. Don’t forget about the endless narratives depicting contention between teachers and administrators about student behavior. No matter the argument, when explosive or disruptive student behavior occurs, the blame game goes into full effect.
Let’s first consider the tale of red ants and black ants cohabitating a barrel. Life was going well until an outside force came along and shook the barrel. Suddenly, ants of black and red were heaved this way and that, causing indelible emotional and physical strain. The red ants lividly claimed, “Those black ants ruined us!” The black ants similarly begrudged their red counterparts. The truth is, outside forces were the root of everyone’s anguish.
Like the ants’ disconcerting experience, when severe behaviors occur, the learning community becomes shaken and distressed. We often witness teachers, administrators, and families blaming those doing the
work alongside them. The root of severe behaviors is compounded and multi-dimensional, often the fruition of emotional dysregulation and impulsion control due to trauma, psychological distress and societal and systemic inequities. To experience lasting, pervasive change in our schools, we must resist the blame game and instead focus our collective energies on building a cohesive mindset, identifying a shared purpose and committing to the right work.
Building a Cohesive Mindset
The learning community must adopt an accurate understanding of what causes distressing behaviors and how to properly respond. Academic and behavioral deficits should be approached in a similar manner. When students display academic gaps, we teach. We conduct diagnostic assessments, create individualized plans of support and gradually move them toward on grade level performance. However, when students show behavioral deficits, we often quickly move to consequences without instruction. We must first seek to understand the cause of severe
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Student Behavior: Resisting the Blame Game
behaviors and then work to improve emotional regulation skills through individualized, consistent and research-based instruction and support.
Identifying a Shared Purpose and Committing to the Right Work
Once there is alignment around understanding the root cause of severe behaviors and that an instructional approach should be taken, a comprehensive support team should create a targeted goal aligned to the student’s needs. Often, we know we want a specific behavior to stop, but haven’t identified a replacement behavior and a reasonable timeline in which that new behavior can be achieved. How often are efforts to alleviate severe behaviors ineffective because we are unfocused and school staff are all moving in different directions? Our behavioral interventions must be agreed on and actively and consistently pursued by everyone involved. Consider how significant behavior incidents of a severe and intense nature could be reduced when we take a cohesive, proactive approach that works to eliminate behavior skill deficits, effectively diffusing the impetus for those behaviors.
Let teachers, administrators, and families remember we share the same goal of ensuring school is safe and effective for all. When it comes to concerning behavior, we must first resist the urge to place blame. Instead, let’s develop an aligned mindset, create clear goals and do the work that will ultimately help students interact in ways that maintain safety and harmony for every learning environment.
TEPSA member Dr. Danielle Riddick is embarking on her 15th year in education. She served as a classroom teacher and instructional coach in Richardson ISD. Dr. Riddick is currently a principal in Garland ISD, where she also served as an assistant principal. She is a graduate of Southern Methodist University’s Ed.D. Educational Leadership Program.
year, teachers and administrators set their own professional and student growth goals and work together to track progress. After every assessment, the staff meets in their PLC groups to share data, discuss growth, and plan next steps. The staff has also created multiple ways for students to set and achieve their own goals throughout the year. When students meet their instructional goals, they visit Prater to celebrate and receive a token to use in the school’s book vending machine. During parent conferences, teachers share data reports to help parents understand their child’s academic journey.
“Wendy has intentionally fostered trust and built a strong connection between staff and parents to ensure student success,” TEPSA Executive Director Harley Eckhart said. “She has created a united and dedicated community focused on providing students a safe and engaging learning environment.”
Prater and her school will receive $2,500 each courtesy of long-time TEPSA partner Curriculum Associates. She will also be recognized throughout the year, including the NAESP awards gala this fall in Washington, D.C.
Sponsored by the National Association of Elementary School Principals (NAESP), the National Distinguished Principals program honors outstanding elementary and middle-level administrators who ensure America’s children acquire a sound foundation for lifelong learning and achievement. Visit tepsa.org to learn more. NAESP National Distinguished Principal of the Year for Texas continued from page 1
The NAESP National Distinguished Principal for Texas Award is Supported by
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2024 NAESP National Outstanding Assistant Principal of the Year for Texas
Ensuring all students have access to rigorous and engaging learning experiences, Michael Joannou, the 2024 NAESP National Outstanding Assistant Principal of the Year for Texas, has created a supportive and inclusive community at Van Raub Elementary in Boerne ISD. Joannou has been instrumental in cultivating a sense of collective efficacy on campus. Teachers believe in and share responsibility for the growth of all students. As the campus Multi-Tiered Systems of Support (MTSS) facilitator, Joannou transformed focused intervention time to grade-level shared groups across the campus. This has provided opportunities to leverage teachers’ strengths to address learning gaps and allowed multiple teachers to work with individual students to enhance learning.
“Michael is a passionate instructional leader who models the importance of lifelong learning. He empowers teachers to improve their practice, supports their continuous growth and celebrates their achievements,” TEPSA Executive Director Harley Eckhart
2024 TEPSAN At-Large
Yolanda Delaney, Canyon ISD Director of Elementary School Leadership, was named the 2024 TEPSAN AtLarge. Created to recognize TEPSA leaders who have given tremendous amounts of time, talents, and gifts to the Association and to the profession, the TEPSAN At-Large is selected by the Executive Committee.
“Yolanda has been a passionate champion for education, school leadership and for TEPSA,” TEPSA Executive Director Harley Eckhart said. “Her leadership and expertise have played a critical role in supporting our members and advancing our mission. We are grateful for her service and contributions.”
said. “He often trains alongside his teachers to ensure he provides relevant instructional support and guidance.”
The NAESP National Outstanding Assistant Principal of the Year for Texas award is sponsored by TEPSA in coordination with the National Association of Elementary School Principals. The award recognizes assistant principals who have demonstrated a positive impact on students and learning. Learn more at tepsa.org.
The National Assistant Principal of the Year for Texas Award is Supported by
Delaney has served TEPSA in many capacities at the region and state levels. She served as a TEPSA region officer from 2013-2014. She was then elected to serve as a state officer from 2014-2019 including a year as TEPSA State President in 2018-2019. Delaney currently serves as Chair of the Nominating Committee.
Horace Mann offers a
Special Thanks for Supporting TEPSA's Awards Program
2024 TEPSA Award Recipients
H-E-B Excellence in Education Principal
Michelle Fine, Glenn Elementary, Northside ISD
Region Assistant Principals of the Year
• Lindsey Clayborn, South Texas ISD, Region 1
• Amanda Carriger, Skidmore-Tynan ISD, Region 2
• Leah Klemcke, Victoria ISD, Region 3
• Marilyn Cooper, Lamar CISD, Region 4
• Daisy Marino, Hardin-Jefferson ISD, Region 5
• Shawna Peterson, Sealy ISD, Region 6
• Jodie Morse, Henderson ISD, Region 7
• Patricia Nash-Walker, New Boston ISD, Region 8
• Ashley Thomas, City View ISD, Region 9
• Crystal Dunlap, Grand Prairie ISD, Region 10
• Angela Cirino, Hurst-Euless-Bedford ISD, Region 11
• Diana Guajardo, Waco ISD, Region 12
• Marlayna Zachary, Wimberley ISD, Region 13
• Hillary Hernandez, Abilene ISD, Region 14
• Amy Morris, Brownwood ISD, Region 15
• Hilleary Drake, Canyon ISD, Region 16
• Amy Estrada, Idalou ISD, Region 17
• Megan Caldwell, Monahans-Wickett-Pyote ISD, Region 18
• Angie Escobar, Socorro ISD, Region 19
• Michael Joannou, Boerne ISD, Region 20
Region TEPSANs of the Year
• Kimberly McCutcheon, Harlingen CISD, Region 1
• Patrick Garza, Alice ISD, Region 2
• Kimberly Martinez, Victoria ISD, Region 3
• Lorena Carrasco, Pasadena ISD, Region 4
• Carie Broussard, Little Cypress-Mauriceville CISD, Region 5
• Vanikin Leggett, Navasota ISD, Region 6
• Kathleen Jost, Lufkin ISD, Region 7
• Liliana Luna, Texarkana ISD, Region 8
• Jared Jacobs, Wichita Falls ISD, Region 9
• Mary Johnston, Rockwall ISD, Region 10
• Celina Goss, Hurst-Euless-Bedford ISD, Region 11
• Isabel Lozano, Waco ISD, Region 12
• Alicia Harris, Leander ISD, Region 13
• Leslye Roberts, Abilene ISD, Region 14
• Jennifer Englert, Bronte ISD, Region 15
• Katrina Garrett, Tulia ISD, Region 16
• Ashley Howard, Levelland ISD, Region 17
• Maxine Gonzales, Midland ISD, Region 18
• Jonathan Flores, Socorro ISD, Region 19
• Amy Malone, Comal ISD, Region 20
TEPSA Student Leadership Award
105 schools recognized
NAESP Honor Council Excellence Schools
12 Texas schools recognized
View the list of student leadership winners at https:// www.tepsa.org/student-council/campus-awards/.
Award recipients with students on their campuses (left to right): Patricia Nash-Walker, Region 8 AP; Patrick Garza, Region 2 TEPSAN; and Angie Escobar, Region 19 AP.
New Disciplinary Laws Regarding Students and Vaping
Over the past 50 years we convinced an entire nation that smoking is bad. So, the companies told us to just put a pinch between our cheek and gum. Then we convinced a nation that tobacco is bad. Now vaping has entered the chat, where the tobacco is never handled or seen, and where it is not really smoked, but rather, electrically vaped. So, what could go wrong?
What is Vaping?
According to the U.S. Department of Health and Human Services:
A vape is sometimes called an e-cigarette, vape pen, e-hookah, or mod. All of these names refer to an electronic tobacco product. Vapes typically have a liquid that is heated to create an aerosol, which the user inhales. Vapes can contain high amounts of nicotine, which is harmful to your brain and can cause addiction.1
Under Texas law, “E-cigarette” means:
• an electronic cigarette or any other device;
• that simulates smoking by using a mechanical heating element, battery, or electronic circuit;
• to deliver nicotine or other substances to the individual inhaling from the device; or a consumable liquid solution or other material aerosolized or vaporized during the use of an electronic cigarette …2
It does not mean a prescription medical device unrelated to the cessation of smoking. You can also find these definitions in your school district’s policy FNCD (legal).
In addition to tobacco and highly addictive nicotine, the U.S. Department of Health and Human Services says that vapes contain poisons such as formaldehyde, acrolein, and toxic metals like chromium, nickel, and lead, all of which can cause permanent lung damage and cancer.3 Vapes are designed to look like ordinary devices, such as pens, lipstick, and USB drives, in order to fool parents, you, and your staff.
Vaping and Young People
Okay, we get it, vapes are really bad, but we have a lot of work to do to convince young people. In 2023, the C.D.C. reported that 2.1 million students (7.7%) currently vaped. Of those, 550,000 (4.6%) were middle schoolers, and 1.56 million (10%) were high schoolers.4 Texas law already bans the use of e-cigarettes at school or at school functions. “A [school] board shall prohibit students from … possessing e-cigarettes or tobacco at school…” (See policy FNCD)
New Student Discipline Laws
The 88th Texas Legislature (2023) made changes to Chapter 37 of the Texas Education Code (the student discipline chapter) that address vaping and schools.
• DAEP REQUIRED: Now, any student who is
caught possessing an e-cigarette must be placed in a disciplinary alternative education program, if space is available.
• WHAT IF NO ROOM IN THE DAEP? If space is not available in the DAEP, the student must be placed in in-school suspension, then transferred to a DAEP should space become available during the disciplinary period.
These new laws can be found in Texas Education Code Chapter 37, specifically in sections 37.006, 37.007, and 37.009. You can more readily find this in your school district’s policy FOC (legal). Look under the section that lists the types of school-related conduct that requires placement in a DAEP. Consult a special education expert if a special education student’s violation of this law would result in a DAEP placement of more than 10 days.
New Vape Marketing Laws
In hopes of reducing the number of students (and persons under the age of 30) tempted to use e-cigarettes, the 88th Legislature (2023) also made it illegal
to promote a product to minors. Also, anyone under 30 must present a proper ID to buy vaping products.5
Endnotes
Kevin Lungwitz practices law in Austin and is a former Chair of the School Law Section of the State Bar of Texas.
1The U.S. Dept. of Health and Human Services, “The Real Cost - What is a Vape?” 2024, https://therealcost. betobaccofree.hhs.gov/vapes/faq. Texas law defines e-cigarettes similarly.
2Tex. Health and Safety Code Sec. 161.081 (1-a)
3Id.
4The Center for Disease Control, “E-Cigarette Use Among Youth” May 15, 2024, https://www.cdc.gov/ tobacco/e-cigarettes/youth.html
5Tex. Health and Safety Code Sec. 161.083
Note: Information from Legal Ease is believed to be correct
Setting New Teachers Up for Success: Strategies to Foster Retention and Professional Growth
New teachers often face overwhelming demands, such as long hours, limited resources, and challenging student behaviors. Without sufficient support and mentorship, they may feel isolated and ill-prepared to meet the diverse needs of their students. Here are strategies to help leaders foster the retention and professional growth of new teachers:
Supportive Campus Systems
School principals are crucial in creating a supportive environment for new teachers. They can provide the necessary support by implementing systems that prioritize coaching, mentorship, PLCs, professional development, and work-life balance. Principals must be sure to allocate resources for instructional coaching, classroom supplies, and technology tools to enhance the teaching and learning of new teachers.
Mentorship
Assigning each novice educator a mentor teacher is critical. A mentor can offer guidance, constructive feedback, and support throughout the first year. Ideally, the mentor should teach the same grade and content area. If the new teacher is the only one for their grade and subject, consider arranging collaborative time with teachers from another campus for support and lesson planning. The new teacher
could also benefit from practical guidance, model lessons, and opportunities to observe this experienced educator in action. The principal should help schedule mentor meetings, initially weekly and then transitioning to bi-monthly or monthly, to allow for ongoing feedback and reflection to refine the teaching practice and build the new teacher’s confidence. Consistency is key.
Coaching
Coaching is one of the best ways to support new teachers. This can start with a preconference to set goals with clear steps to reach them. This support can be an observation, a reflective conversation around instruction, modeling, co-teaching, or co-planning focused on the teacher’s growth and improvement. In each meeting, take time to celebrate and affirm teachers as they meet goals and provide strategies to support areas for growth with new goals.
Collaborative Planning and Professional Learning Communities
Establish regular opportunities for shared planning sessions and professional learning communities (PLCs) to encourage collaboration among teachers. These forums enable new educators to exchange ideas, address challenges, and benefit from collective expertise.
Ongoing Professional Development through a New Teacher Academy
Provide targeted professional development tailored to the needs of new teachers. Monthly training sessions during the first four months of school can cover topics like school policies, curriculum standards, classroom management, differentiated instruction, student engagement, and effective assessment practices. Break the training into manageable segments and challenge teachers to implement ideas from the training. Find ways to celebrate and reward them when you see the implementation of new learning.
Building a Positive Culture and Climate
Organize team-building activities (like Minuteto-Win It Games), social events, and mentorship programs to foster camaraderie among staff members. Encourage mentor teachers to arrange regular check-ins and informal gatherings, creating a supportive network where new educators feel valued and connected.
Recognizing and Celebrating Accomplishments
Celebrate the achievements and milestones of new teachers to boost morale and reinforce their sense
of belonging. Recognize outstanding contributions through awards, shout-outs during staff meetings, and personalized notes of appreciation for educators who go above and beyond in their roles.
Aspiring educators enter the teaching profession with passion and a desire to inspire and shape young minds. Educational leader Rita Pierson once said, “Every child deserves a champion – an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can be.” By investing in the support and development of new teachers, schools can cultivate a thriving community of educators dedicated to championing the success of every student.
Cheri Braden is the Director of Campus Academic Support in San Angelo ISD. A TEPSA member, Cheri has previously served on the Board of Directors.
Lead from the Heart/Todd Nesloney and Ross Braun
Welcome Back: Making This Year Your Best Yet
Ah, the first days of the school year! They’re some of the most thrilling times for both new and seasoned educators alike. Let’s take a moment to revisit those early days of your teaching career. Remember the excitement, the pressure, and the realization of just how critical those first days were? If you’re like us— and millions of other educators—you likely turned to the educational genius Harry Wong and his book, The First Days of School. Dr. Wong emphasized the importance of strong classroom management, teaching for mastery, and maintaining high expectations. Although he passed away this past February, Dr. Wong's legacy continues to shape and inspire our profession. We are immensely grateful for his contributions.
Now, let’s turn our attention to the present—your first few days or weeks of this school year. Regardless of your current leadership role, you’re an educator at heart, and these initial days are as crucial now as they were when you first started.
We’d like to share some strategies and tips that have been invaluable to us as administrators, setting the tone for some of our most successful years. Our goal is to help make this your BEST YEAR YET by imple-
menting these key practices in the first few days and weeks of the school year:
1. Be Visible: Make it a point to greet everyone at the door, visit classrooms regularly, embrace the cafeteria chaos, and spend minimal time in your office.
2. Overly Communicate: Think you’re communicating enough? Ramp it up! The adults in your building thrive with clear detailed instructions.
3. Put People First: While paperwork and tasks are important, they’re secondary to the people in your building. Ensure your staff knows their value to the organization and to you.
4. Build Genuine Relationships: Relationships are the bedrock of our work. Without them, everything else becomes significantly harder. Foster genuine connections to ease difficult conversations and improve student and parent interactions.
5. Listen: Truly listening to those you serve can work wonders. It demonstrates respect and can provide valuable insights.
6. Lead with Love: Serving is an act of love. Show an abundance of love, energy, support, and empathy from the start. This sets a positive tone and fosters a culture that everyone wants to be part of.
While these strategies are especially important during the first month of school, they should remain a priority throughout the year. Here are a few additional tips to ensure ongoing success:
Follow Through: If you commit to something, make sure you follow through. Your staff, students, and community are watching. Don’t just talk the talk; walk the walk.
Balance Big Deals and Little Deals: Celebrate the big successes in a big way but keep minor issues in perspective.
Self-Care: Remember, you can’t serve from an empty cup. Take care of your mental health. Your family, students, and staff deserve the best version of you.
We’re sure you have your own go-to strategies that have proven successful. We’d love to hear and share
FUN
FUN
them. Post your tips on social media and tag us @tepsatalk, @techninjatodd and @themrbraun. Let’s make this your best year yet and always remember, we’re in your corner!
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.
SeptemberNovember 2024
Special thanks to our TEPSA partners for supporting PK-8 Texas school leaders and students!
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: Representatives from our partners at the TEPSA Summer Conference (left to right): ClassDojo, Curriculum Associates and Lowman Education.
Resource Partners
Horace Mann Service Corporation and certain of its affiliates (Horace Mann) eements with educational associations where Horace Mann pays association to provide services aimed at familiarizing association members 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
Visit tepsa.org for cost-effective and convenient learning opportunities for you, your staff and your students!
TEPSA Highlights
Learn more at tepsa.org.
Calendar/Deadlines
• Have you renewed your membership for 2024-2025? Log in to your member profile at tepsa.org to renew now! Access resources and protect your career with professional liability insurance.
• Register for the TEPSA School Leadership Academy powered by Responsive Learning for access to a year of continous support from master-level administrators and a collaborative community of peers. Creative and customizable packaging is available to fit your specific budget needs. See page 5 for more information.
• Learn at your own pace with short PD modules available ondemand. Visit tepsa.org for details on the Leadership Edge Series.
• Grow your student leaders! Visit tepsa.org for fall Student Leadership workshop dates and locations.
U.S. Postage PAID
Austin, TX
Permit No. 127
Foster Belonging to Ensure Student and Teacher Well-Being
When learners—students and teachers—feel they belong in their schools, they are more engaged and report higher levels of well-being. In their exploration of student and staff perspectives on belonging, Fisher & Frey (2024) note that the many "dimensions of belonging," including feeling welcomed, heard and involved, can have a profound impact on students and teachers. To capitalize on the benefits of belonging, schools must be intentional about creating the conditions where students and teachers feel valued, respected, and cared for by the school community (Fisher & Frey, 2024). What does belonging look like for students and teachers? View "Dimensions of Belonging in Schools" (PDF) at https://bit.ly/3wrPlaL for ideas including indicators for students and teachers.
Source: Fisher, D., & Frey, N. (2024, February 1). What Does It Mean to Belong? ASCD. https://www.ascd.org/el/articles/what-does-it-mean-to-belong
