As the final special session of the 88th Texas Legislative Session ended, Governor Greg Abbott had a decision to make.
He could acquiesce to the members in the Texas House who supported their communities over a farreaching plan to provide public funds for students who attend private schools.
Another option could have been to call the members back into session and force them to pass a voucher plan. Of course, that would bleed into the holidays and make the members more resistant to the Governor’s obsession with funding private schools.
The Governor decided to declare war on and work to defeat those he targeted in the primary and general elections.
By the end of the 2024 primary and general election season, Abbott had successfully defeated almost all the Texas House Members he targeted. He cannibalized his own party to pass voucher legislation even if it might not be beneficial to communities and children.
Looking ahead to the 89th Texas Legislative Session, public education is in the crosshairs of the Governor, the Lieutenant Governor, and most importantly, of the newly formed House of Representatives.
Representatives from the Chinese Embassy’s Education Office Visit TEPSA
During a visit to Austin, representatives from the Education Office of the Embassy of the People's Republic of China in the U.S. met with TEPSA Executive Director Harley Eckhart. The representatives, Minister Counselor Xuesong Shen, First Secretary Yucai Li and Second Secretary Xiaojing Liu, respectfully, are meeting with school leaders around the country to learn about PK-12 education and explore opportunities for collaboration.
“We had an insightful introductory meeting and discussion about education in our respective countries,” TEPSA Executive Director Harley Eckhart said. "We look forward to future discussions and opportunities to continue learning from one other."
TEPSA Executive Director Harley Eckhart with representatives from the Education Office of the Chinese Embassy in the U. S. (left to right), Xuesong Shen, Xiaojing Liu and Yucai Li.
i-Ready Diagnostic is approved to be used as a pretest/posttest measure to show student growth on your TIA application.
The Diagnostic’s growth model can serve as a rigorous, yet simple-to-understand approach to measuring the impact of an educator’s performance during the school year.
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
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Howdy TEPSANs, and Happy New Year!
Each new year, we typically view this time as a season of looking back to reflect while also looking forward with hope. As your TEPSA President, I proudly reflect on the work our Association has done for our members this year in continuing to serve as a beacon of leadership and child-centered service for Texas. I also look forward with hope knowing that TEPSA will continue to support and guide our up-and-coming school leaders.
Speaking as a fellow school leader, though, it can prove more challenging to maintain such an optimistic outlook and perspective. Across our state, we see the devastating impact of continued budget challenges and staffing hurdles. We see schools closing, and class sizes growing. For many of us, this past fall semester was perhaps one of our most difficult as educators.
I recently had a conversation with a parent, and we talked about the changing dynamics of public education. We commiserated around many of the ways that schools have changed… but then our chat shifted. I shared with the parent a way that my perspective as a principal has recently evolved, and I share it with you now to encourage you as we embark on the new year and find hope for our profession and our calling.
The role that we fill as school and district leaders is a role burdened with responsibility and stressors. It is also a role, however, that is gifted with influence and impact. We have very little control over many of our current challenges (budget, political hot-topics, staffing). We find ourselves bound by scheduling requirements and board/state/federal policies and mandates. The beauty of our profession, though, is the control and influence we have over how messages are received and how people are treated.
As we move into the new year and look for hope in our schools, I challenge you to claim the privilege you have of being the “chief climate officer” in your workplace. You as a school/district leader hold tremendous sway and impact over how people are valued and respected across the thousands of schools that we represent and lead. As you lead, TEPSA will continue to provide you with resources and professional learning to guide your work.
Here’s to a great spring semester, and thank you for being the “Pride of Texas!”
Texas Elementary Principals & Supervisors Association
Some of the legislation that TEPSA predicts to be filed includes:
• Providing taxpayer money to fund tuition for students to attend private schools and/or home schools.
• Banning lobbyists who represent local governments and school leaders, like those who represent TEPSA and organizations such as TASA, TASB, Texas PTA, cities and counties.
• Using outcomes-based funding based on a students’ standardized test scores.
• Creating an Office of Inspector General at the Texas Education Agency (TEA) which would give broad powers to the commissioner of education.
• Making state control of curriculum broader.
• Limiting local control of schools.
• Limiting or eliminating the State Board of Education’s veto authority on charter schools.
constitutionally protected voice as you advocate for children and your community.
Your voice matters! Our advocacy efforts, including the TEPSA Advocacy Committee, the TEPSA Advocacy Network, and members across Texas who heed our calls to action regarding legislative proposals can have a significant impact on outcomes. In the last legislative session, more than 812 TEPSANs made 1,400 contacts with legislators through TEPSA’s text-based advocacy system. Our members influenced and informed members in the legislature through those contacts. You made the difference on many bills either becoming law or dying in committee.
You made the difference on many bills either becoming law or dying in committee.
• Expanding Charter Schools by:
-Providing eminent domain powers to charter schools.
-Allowing charter schools to have students’ data before a weighted application process which allow selective enrollment.
-Exempting charter schools from TEA investigations.
The list of bills that could harm local school districts will most certainly increase. TEPSA will be at the forefront in providing our members with the latest information on what the Texas Legislature proposes as the Session progresses.
With a word of caution, TEPSA will be calling on all our members to make their voices heard. We predict all educators, but especially administrators, will be under the microscope on how we and our members advocate for specific legislation. Look for TEPSA to provide you with information on how to use your
In early February, TEPSA volunteer leaders will visit legislators at the State Capitol to share the Association's 2025 legislative priorities including equitable funding, safe schools, a strong educator workforce, retirement benefits and more. Read the full list of priorities at https://bit.ly/3YJ4nmB.
Please commit to being an advocate for your students, your school, and your community! Join TEPSA’s Advocacy Network at https://p2a.co/fEwJJ30 or by scanning the QR code on page 5. You'll receive alerts and notices about impending votes on bills that could impact your students and learning community.
We're in this together! If you have legislative or advocacy questions, please reach out to mark@tepsa.org.
Mark Terry is Deputy Executive Director at TEPSA. Follow @TEPSAtalk or @TEPSAmark.
New Push to Address Toddler Mental Health
To address the lack of early intervention and support for families with children facing mental health challenges, Texas lawmakers, child care leaders and other stakeholders are studying the creation of a statewide mental health system for young children. While the rates of children diagnosed with anxiety and depression prior to the pandemic were on the rise, since 2020 rates have increased further and widened the gap between current mental health needs and services available. For toddlers and young children, the lack of early intervention services post-pandemic will likely increase referrals in elementary schools in the coming years. According to the Meadows Mental Health Policy Institute (2024), in Texas, one in three children experience a mental health disorder and 350,000 children and adolescents experience severe mental health needs in a given year.
Sources: Meadows Mental Health Policy Institute. (2024). Children, Youth and Families. https://mmhpi.org/work/ children-youth/ Simpson, S. (2024, October 9). Mental health support for toddlers has lagged in Texas. That’s now changing. Texas Tribune. https://www.texastribune.org/2024/10/09/texasmental-health-toddlers-preschool/
Advocacy is Your Super Power
Wield your influence! Share your expertise with lawmakers during the 89th Texas Legislative Session. Scan QR code to receive TEPSA legislative alerts and tools that make it easy for you to contact your legislator and advocate for Texas PK-8 students and educators.
Safety Toolkit Helps Schools Address Threats
A new K-12 safety toolkit from the U.S. Cyber Defense Agency helps schools respond to anonymous threats of violence, including those received on social media. The toolkit provides:
• steps school leaders can take to assess and respond to anonymous threats.
• ways schools can work with law enforcement and community partners in addressing threats.
View the toolkit and accompanying reference guide:
• Anonymized Threat Response Guidance: A Toolkit for K-12 Schools https://bit.ly/40GUoAP
• Anonymized Threat Response Guidance: A Reference Guide for K-12 Schools https://bit.ly/3UOR7eS
Source: Cybersecurity and Infrastructure Security Agency. (2024, September 25). K-12 Anonymized Threat Response Guidance. https://www.cisa.gov/resources-tools/resources/k12-anonymized-threat-response-guidance
New TuesdayThursday schedule! Registration opens January 15.
Keynotes by Manny Scott, Allyson Apsey and Gerry Brooks.
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5 Practical Tips to Strengthen Relationships and Support Teachers Through Tough Times
In the modern-day education landscape, teachers face mounting pressures from all directions - overwhelming workloads, ever-shifting curriculum demands, increasingly difficult student behaviors, and physical and emotional burnout. Yet, studies show that one of the most powerful ways to support teachers through these struggles isn’t more resources or training, it’s relationships. Building strong connections can transform a school’s culture, reduce stress, and reignite passion for teaching. But how can administrators foster these relationships in meaningful, impactful ways?
Here are simple things you can do as a campus administrator to strengthen relationships with your staff by supporting them through the challenges of teaching.
1. Go Slow to Go Fast
We have all heard the Jeff Olson quote, “Sometimes you need to slow down to go fast.” In my first year as an administrator, I learned this valuable lesson the hard way. I came into a new school eager to make meaningful changes and improve student outcomes. I had a strong background in instruction and high standards and expectations for what I believed instruction should look like. I thought I could swoop in and share my expertise to raise the level of instruction on our campus and that teachers would listen and care about what I had to say. Oh, how wrong I was! In reality, my
team was a little scared and intimidated by me. My blunt, black-and-white approach to school improvement yielded little results and I was left feeling frustrated, deflated, and even worse, I was adding to the stress of teachers on campus. After a lot of personal reflection and coaching conversations with my mentor (shoutout to Summer Gault), I realized I had missed one crucial step in school improvement. I missed building relationships and earning the trust of those I lead. I shifted my focus from student outcomes to building relationships. I spent time having meaningful conversations with my colleagues, many of which had nothing to do with school. I listened to their frustrations and did my best to help relieve them of what I could. I noticed a shift in my relationships, teachers were now coming to me for advice, seeking my opinions on lesson design, and dropping by my office just to chat and catch up. My expectations and standards didn’t change but the way I communicated them changed drastically, and by doing so I became the instructional leader I always wanted to be.
2. Fostering Potential Over Policing Performance
Nobody likes a micro-manager. Teaching is hard enough at the best of times, and one guaranteed way to push a teacher over the edge is to nitpick about how their content and language
5 Practical Tips to Strengthen Relationships continued from page 7
objectives are written on the board, how they have structured their lesson plans, or if they have logged all their intervention minutes before the weekend. I could go on, but I think you get the idea. Rather than investing time in policing performance and compliance, invest in the growth of your people. Take time to listen to their goals, encourage them to try new things, and create a safe place for them to fail forward. By doing so, the tasks and performance will get taken care of, but more importantly, you have maintained the relationship and supported personal growth and passion.
3. Empowering Through Trust
Trust is the foundation for any successful relationship. Treat those you lead like the educated professionals they are. Trust them to make informed decisions about their students and support them in those decisions. That’s it!
4. Be Visible
Trusting relationships
is a lot of wisdom within the colorful and magical pages of children’s literature. Winnie the Pooh once said, “Sometimes, the smallest things take up the most room in your heart.” Celebrate the wins, no matter how small they are. Recognize teachers’ efforts and accomplishments in meaningful ways. This can be as small as a shout-out in the staff newsletter or faculty meeting, a handwritten note of thanks or acknowledgment, or sharing some genuine and heartfelt words of appreciation and encouragement. Recognizing the wins, no matter how small, boosts morale, builds a sense of belonging, and can help to keep a teacher’s head above water during those difficult times.
are at the heart of every successful school. Happy teachers teach happy kids, and happy kids learn.
Being visible doesn’t mean just being seen around campus. Sure, that will help some with discipline issues, however, it is not maximizing your time and visibility to its full potential. There is an expectation in the district I work for that administrators do a certain amount of classroom walkthroughs every week. The feedback form we fill out can be completed on your cell phone and is particularly lengthy. After a while, I found myself in lessons spending more time looking down at my phone laboring my way through the walkthrough form than watching the lessons or engaging with the students and teacher. Spend time meaningfully engaging with those around you in lessons, try to be of assistance to the teacher, offer encouragement, join in with the learning, and have some fun. This will help to further that trusting relationship with the teacher, which will make them more likely to be receptive to the feedback you give them. It also allows you to have those authentic coaching conversations in person rather than leaving feedback comments on the bottom of a form.
5. Celebrate the Wins
As a former early-years teacher and parent to a toddler, some of my favorite books are kids’ books. There
In a profession as demanding as teaching, small gestures of support can make a world of difference. As administrators, it’s not about having all the answers or fixing every problem, but about showing up for our teachers, building relationships rooted in trust, and creating an environment where they feel empowered to grow. When we go slow, foster potential, trust our teachers, remain visible, and celebrate every win, we not only support our teachers through the tough times, but we create valuable connections that lead to greater collaboration and student success. Trusting relationships are at the heart of every successful school. Happy teachers teach happy kids, and happy kids learn.
Michael Joannou, a dedicated educator since 2008, began his career in London, England, supporting students with behavioral and emotional challenges. After relocating to Boerne, Texas, he served in various roles, earned his principal certification, and now proudly serves as Assistant Principal at Van Raub Elementary. Michael was honored as the 2024 TEPSA Region 20 Assistant Principal of the Year and the NAESP National Outstanding Assistant Principal for Texas.
Leading with Balance: Self Care Strategies for Principals
As you board a plane, flight attendants always emphasize a critical safety tip: in case of an emergency, put on your mask before helping others. You can’t help others if you haven’t taken care of yourself first—you can’t pour from an empty cup.
Being a principal is incredibly rewarding, yet undeniably demanding. Before the 8am bell even rings, you may act as counselor, instructional leader, safety officer, and more. It’s easy to feel overwhelmed. Know you’re not alone, and it’s normal to experience decision fatigue—the mental exhaustion from making too many decisions. Here are tips to help you put on your own mask, refill your cup, and avoid burnout.
Self-Care Isn’t Just a Trendy Term
Most of your day is spent in service of others but remember you matter too! Take time to recharge and re-center yourself. Engage in activities that refill your cup, whether it’s going for a walk, enjoying a hobby, reading a book, listening to music, spending time with friends, or watching a favorite show. Whatever brings you joy, make time for it—put it on your calendar if you must! When you’re at your best, you’re better equipped to support others.
Go Home!
My own children often recount the countless hours they spent growing up at school events. The expectation that principals must be the last ones out of the building and attend every event can leave us feeling drained and guilty for missing moments with our families. Set a “clock-out” time each day; those reports will be there tomorrow. What won’t be there are the irreplaceable moments with your family. Establish boundaries and communicate your availability, this will allow you to be present at home and at work.
Don’t Drown—Ask for Help
It’s okay to seek support. Whether it’s from a mentor, therapist, or trusted colleague, asking for help is a sign of strength. We’re all human, and sometimes the weight can feel heavy. Find someone to lift your spirits, brainstorm new initiatives, reflect on practices, or simply share in the laughter that comes from our unique experiences. Don’t drown in the work alone— reach out for help!
Celebrate the Wins
Your attention to detail and pursuit of excellence are likely part of what led you to the ) page 10
Leading with Balance continued from page 9
principalship. Celebrate the successes you and your team achieve. Acknowledge the teacher you’re coaching who is implementing new strategies or the student who shows growth on assessments. Celebrating these wins boosts morale and reminds you that you are indeed making a difference.
Empower Others
In my first year as a principal, I thought I had to do everything myself to ensure quality. I know good leaders make more leaders. I learned if my team couldn’t operate without me or was too afraid to take risks, I hadn’t empowered them enough. I reprogrammed my mindset and began to include my team in brainstorming and action items. This not only strengthened our leadership but also lightened my load. Choose the right team, invest in their growth, and empower them to lead.
AI Tools
Incorporating these tips into your routine can help you navigate the challenges of leadership while prioritizing your mental health and well-being. This, in turn, creates a thriving environment for everyone. So, as the flight attendant reminds us, please put on your mask before you engage in helping others!
TEPSA member Andrea Johnson, is a principal in Fort Worth ISD. She has served at every level including higher education during her 18 years in education. Andrea is passionate about her students and is committed to ensuring they have access to high-quality instruction, are safe, and are challenged academically.
Below are some helpful tech resources on AI. If you want to expand your knowledge on AI in education, Amy Mayer, friEdTech Founder/CEO, will present a Master Class, "AI in the Wonderland of Learning: Navigating New Horizons and Hidden Hazards in Education," at the TEPSA Summer Conference. Learn more at tepsa.org.
BlockTalk: Problem Solving with AI
A new free online tool developed by the Harvard Graduate School of Education’s Creative Computing Lab helps teachers solve common coding problems their students may encounter on Scratch projects. The tool, BlockTalk, uses generative AI to guide teachers through various interactive simulations based on the real-life experiences of students learning Scratch programming.
Learn more at https://blocktalk.gse.harvard.edu.
Sources: Ross, E. M. (October 2, 2024 ). How Generative AI Can Support Professional Learning for Teachers. Usable Knowledge. Harvard Graduate School of Education. https:// www.gse.harvard.edu/ideas/usable-knowledge/24/10/howgenerative-ai-can-support-professional-learning-teachers
Harvard Graduate School of Education Creative Computing Lab. (2024). BlockTalk. https://blocktalk.gse.harvard.edu.
21 Customizable ChatGPT Prompts
If you are new to ChatGPT or need help with creating prompts, author and edtech consultant, Dr. Monica Burns, provides 21 ChatGPT prompts for principals that can be easily customized on her Class Tech Tips blog. The prompts cover the following areas:
• communication and outreach
• task and project management
• feedback and surveys
• meeting and professional development
• special initiatives and events
View the list of 21 prompts for principals at https:// bit.ly/4hss6A4.
Source: Burns, M. (2023, October 9). 21 ChatGPT Prompts for Principals. Class Tech Tips. https://classtechtips. com/2023/10/09/chatgpt-prompts-for-principals
When in Doubt, Report: A Hard Lesson in CPS Reporting
It is not the law, but “when in doubt, report” is the standard to which you will be held in public schools. If you have suspicions about child abuse or neglect; or if you become aware of someone else’s concerns about the treatment of a child; or more to the point, if you have a doubt as to whether child abuse or neglect has occurred or may occur, or a doubt as to whether to report, stop what you are doing and make a report to Child Protective Services:
In an emergency, call 911, or your campus police department, or your SRO. Then follow-up with a prompt report to CPS. The law says you must report to CPS within 48 hours when you have “reasonable cause to believe” that abuse or neglect occurred or may occur, but the standard to which you will be held is, “When in doubt, report.”
There is a drawback to reporting every doubt you have that abuse or neglect has occurred or may occur. If everyone did this, it could overwhelm the CPS reporting system. There would be so many “when in doubt” reports that it would water down the reports made in strict adherence to the law. However, if you are ever accused of failure to report, and you had a nagging doubt, and it later became known abuse was actually occurring, you will likely lose your job and maybe more. Hindsight is 20-20.
Report, Don’t Investigate: A Short Story
Too many times, TEPSA members and others have been caught in a snare. Perhaps you have been in
a similar situation: You are the principal. A staff member comes to you with a rumor of abuse or with information they are not sure about. The staffer confides they heard from another staffer the first-grade teacher put a student in the closet as punishment. Your first thought is, “This is third-hand information.” You didn’t witness the alleged event, nor did the staffer who came to you, so you decide you do not have “reasonable cause to believe.” Thus you conclude, you have no legal duty to report.
However, being a dedicated educator, you go one step farther. You concoct a plan to investigate. You talk to the original witness/staffer, and that person says there were suspicious circumstances, but they cannot prove the teacher put the student in the closet. You check the classroom video, but it is inconclusive. Four or five days later you question the accused first grade teacher and ask them if the rumor is true: Did they put the student in a closet? The teacher denies it, so you conclude it did not happen and make no report.
The plot thickens: Several months later it becomes known the first-grade teacher did, in fact, put the student in a closet, not just once, but several times over the course of the semester. Another person saw it happen, has proof and reported it to CPS. At this point, law enforcement, CPS and your school district HR will investigate. It won’t be long before everyone finds out this was reported to you several months earlier, and you made no report. Soon, the rumor will spread that you knew it was happening, and you were indifferent. ) page 12
Legal Ease continued from page 11
All eyes are now on you, questioning why you let this “obvious” case of abuse go unreported. “But I never had first-hand information, and I never had ‘reasonable cause to believe,’” you will surely protest. “I did my own investigation and concluded it likely did not happen,” you will continue. “Besides, the first staffer who witnessed suspicious circumstances months ago had a duty to report, so why am I the one in trouble?”
Your protests will fall on deaf ears. You will be judged by the actual turn of events, not by what you knew or did not know at the time. You might be proposed for termination or nonrenewal. You might be charged with “failure to report,” a Class A misdemeanor which includes up to one year in jail and up to a $4000 fine. You will likely be reported to the Texas Education Agency for a certification investigation. You will need to hire lawyers to assist you, which will cost tens of thousands of dollars. Your lawyers will argue you did not have “reasonable cause to believe,” while fighting all the agencies above who insist that, “when in doubt” is the standard. You may or may not win those cases, but you will have lost your reputation and a lot of money either way.
CPS Does Not Want You to Investigate
Don’t investigate. Report! Law enforcement and CPS jealousy guard their investigatory skills, so do not deprive them of that opportunity. Besides, what if your days-long investigation proved abuse did happen? Then, it might be argued that you missed the 48-hour window of time to report.
All of this could have been avoided with one phone call to CPS within 48 hours of when the first staffer reported this to you. Even if it is just a rumor, make the call. If CPS thinks your call is premature, they will tell you. There is no penalty for calling prematurely, and you will get credit for trying. The CPS website says:
If you have reasonable cause to believe abuse occurred, but are not sure, report it. If you have any doubts about whether or not it is abuse, call the hotline.
If you don’t call, and the facts blow up, you will be blamed.
Other Staffers had a Stronger Duty to Report. So Why Am I the One in Trouble?
All certified professional educators (e.g., teachers, administrators, teaching assistants, counselors, nurses, etc.) have a non-delegable duty to report suspected child abuse within 48 hours of having reasonable cause to believe. A staffer is not absolved from the duty to report
by delegating that task to the principal, assistant principal, nurse, counselor, etc. However, in two court cases, employees who were terminated for failure to report complained that other employees, who also had a duty to report, were not terminated. The Commissioner said that did not matter. If the terminated employees had reasonable cause, then there was a duty to report without respect to the duty of other employees1
What Can I Do to Avoid This Outcome?
1. Do More Than “Go Through the Motions” on CPS Training for Staff: Your staff needs to be fully empowered to call CPS on their own if they suspect child abuse or neglect. They need to know how to make the report. They should be encouraged to make a report. They must know they have a non-delegable duty to report, and that you are not the clearinghouse or intake portal for their observations or suspicions.
2. It’s Okay if Staff Still Comes to You, But You Should Model What to Do: Staffers, especially younger teachers, may still come to you for advice on what to do if they suspect abuse or neglect. Stop what you are doing and call CPS with the staffer. Now, both of you are protected.
3. Take This Hot Potato Off of Your Desk and Put It on CPS’s Desk: You are a busy principal or assistant principal. You don’t have time to investigate a suspicion of child abuse, so why add this messy issue to the stack of stuff on your desk? With one timely phone call to CPS, you can put this controversial and complex matter onto a CPS investigator’s desk, and you cannot be blamed for the result.
4. When in Doubt, Report.
Endnote
Kevin Lungwitz practices law in Austin and is a former Chair of the School Law Section of the State Bar of Texas.
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.
Empowering Campus Leaders: How School District Leaders Can Drive Success
In the complex ecosystem of education, the relationship between school district leaders and campus leaders plays a pivotal role in shaping the success of students, teachers, and entire communities. When district leaders provide robust support to principals, assistant principals, and other campus-level administrators, the entire educational system thrives. I have found specific ways district leadership can empower and elevate campus leaders, ultimately leading to improved student outcomes and a more positive school culture.
Clear Communication and Shared Vision
At the heart of effective leadership support is clear, consistent communication. District leaders must articulate a compelling vision for the entire school system and ensure campus leaders not only understand this vision but also feel invested in its success. Regular (and purposeful) meetings provide opportunities to share strategic goals, discuss challenges, and collaboratively develop solutions.
District leaders should establish open channels of communication that allow campus leaders to voice concerns, share successes, and seek guidance without fear of judgment. This two-way dialogue fosters a culture of trust and collaboration.
Equally crucial is the commitment to maintaining consistent district goals and limiting initiatives. Too many initiatives or frequent changes can be
counterproductive, leading to confusion and burnout. By focusing on a few key, well-defined goals, district leaders allow campus administrators to channel their energy more effectively, enabling deeper implementation and more meaningful progress.
Professional Development and Mentorship
Investing in the growth of campus leaders is crucial. District leaders should prioritize ongoing professional development opportunities tailored to the specific needs of their campus administrators. This might include leadership workshops, conferences or partnerships with local service centers for advanced educational leadership programs.
Establishing mentorship programs by pairing experienced principals with newer campus leaders can provide invaluable support, guidance, and practical insights that go beyond formal training. The cultivation of future talent through aspiring administrator programs is equally critical. These initiatives identify and nurture promising educators within the district, providing them with leadership training, shadowing opportunities, and gradually increasing responsibilities. By investing in this pipeline of future leaders, district leaders ensure a continuous supply of well-prepared administrators who understand the district’s culture and challenges.
Resource Allocation and Support
District leaders must ensure campus leaders have the resources they need to succeed, including
Empowering Campus Leaders continued from page 13
financial resources, human capital, technology and instructional materials. By understanding each school’s unique challenges, district administrators can make informed decisions about resource allocation that truly support school-level initiatives.
Data-Driven Decision Making and Accountability
District leaders can support campus administrators by providing robust data systems and training on how to effectively use data to inform decisionmaking. While emphasizing data’s importance, district leaders must balance this with trust and autonomy, establishing clear, fair accountability measures that align with district goals.
Emotional Support and Work-Life Balance
District leaders have a responsibility to support the emotional well-being and work-life balance of their campus administrators. This can involve creating support networks, offering counseling services, and actively promoting self-care practices. Recognizing and celebrating the achievements of campus leaders can also boost morale and reinforce a positive district culture.
Fostering Innovation and Risk-Taking
To truly empower campus leaders, district administrators must create an environment that encourages innovation and calculated risk-taking.
This means providing flexibility for principals to experiment with new approaches to teaching, learning, and school management. When district leaders demonstrate trust in their campus administrators’ judgment and provide a safety net for well-intentioned initiatives, they foster a culture of continuous improvement and innovation.
The support provided by school district leaders to campus administrators is truly foundational to the success of any educational system. By focusing on these key areas, district leaders can create an environment where campus leaders thrive, which positively impacts teachers, students, and the broader community.
Shauna Hittle serves Hallsville ISD as the Assistant Superintendent of Academic Leadership. She currently oversees K-12 schools as well as curriculum, instruction and assessment. She offers over 30 years of experience as a teacher, learning facilitator, assistant principal, principal, director of elementary and secondary education and executive director of K-12 teaching and learning.
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Lead from the Heart/Todd Nesloney and Ross Braun
Water the Seeds
We’ve been incredibly fortunate to travel across the country, speaking at conferences, working with schools, and presenting to districts. Without a doubt, the most rewarding part of our work is the people we meet along the way. At every stop, we take time to connect with educators, truly listen to their stories, and understand their “why”—their passions, frustrations, and triumphs. Along this journey, we’ve met so many remarkable individuals, many of whom we’re proud to call friends today. (In fact, it’s how the two of us met!)
One thing I (Ross) always make a point to share with every educator I meet is this: “I’m in your corner.” From that moment forward, I want them to know they have an unwavering supporter, friend, champion, and coach. I (Todd) work hard connecting with educators on a deep level, leaving them not only inspired but assured that I genuinely care about their well-being.
What we’ve noticed is that educators, no matter where they’re from or the challenges they face, share some key traits. They are passionate about helping others, driven by a heart for kids, and fueled by a desire to make a difference. But too often, they’re weighed down by the frustrations, roadblocks, and
overwhelming moments. When we meet leaders who are burned out, discouraged, or feel defeated, it lights a fire in us. It pushes us to do everything we can to support them, encourage them, and help reignite their passion for this incredible calling.
One thing we’ve observed is how universal these challenges are. Regardless of geographic location, student demographics, or school structure, many of the frustrations are the same. While some obstacles are bigger than others, there’s one thing we can all agree on: we can’t let these challenges define us.
We believe it starts with a shift in mindset. Moving from “I have to” to “I get to.” From “Why me?” to “Why not?” From “Here we go again” to “Let’s make it happen again.” From “No way” to “Yes way.” It’s time we stop focusing so much on the red lights holding us back and start creating more green lights that propel us forward.
One way to do this is by redirecting our energy. Instead of fixating on the “weeds” in our work, we need to place a little more focus on “watering the seeds.” Weeds are necessary to deal with but can quickly
become a time and energy drain—the obstacles that threaten to consume us. For teachers, weeds might look like endless grading, unmotivated students, or state testing. For administrators, they could be extreme student behaviors, challenging parents, or difficult staff members. While these are very real issues that need addressing, we cannot let them consume us. When we do, the seeds—the opportunities for growth and positivity—go unnoticed and undernourished.
So, what are these seeds? They’re the dedicated colleagues who would run through a brick wall with you. They’re the students whose lives you’re changing for the better. They’re the supportive parents who advocate for you in every room. They’re the communities who take pride in having you educate their children.
Today is your reminder to give those seeds the time, attention, and energy they deserve. Nurture them. Celebrate every one of them. Grow them so tall and strong that the weeds don’t stand a chance. When you do, you’ll find your days are brighter, your passion re-
newed, and your impact greater than ever. These seeds deserve the best of you—not what’s left of you.
Let’s start watering the seeds and creating a garden that flourishes. Together, we can bring new life and hope to the greatest profession on earth.
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.
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Prioritizing Instructional Leadership
Despite your best intentions to prioritize instructional leadership on your campus, do you find yourself spending more time in your office than in classrooms? As a campus administrator, you face competing demands on your time and attention daily which can impact your ability to effectively provide your teachers with quality instructional feedback.
One of the top barriers campus administrators report keeping them from spending more time in classrooms is dealing with student behavior. In the members-only webinar, "Put Me In Coach: How to Prioritize Instructional Leadership On Your Campus," Canyon ISD educators Yolanda Delaney, Nicole Johnston and Kandi Kempf share actionable ideas to help you manage your time and decrease discipline issues. Learn how Canyon ISD's systems for handling behavior help keep admin teams in classrooms and how their increased presence in classrooms has not only improved instruction but classroom management as well.
To view the webinar, log in with your TEPSA credentials at https:// bit.ly/4e5UeGP.
Empowering Others to Lead
What does it mean to empower others? Before leaders can empower others, it is important to understand what it mean to empower someone. In a recent episode of TEPSATalk, principal and leadership coach Tyler Cook, EdD, shared his philosophy for empowering others to lead on campus. Dr. Cook defines empowerment as "releasing authority to people" and shares how this idea helps guide how he helps every staff member on his campus believe in their own influence and impact.
Listen to "Empowering Others to Lead with Tyler Cook" on TEPSATalk on Spotify, Apple Podcasts and YouTube. Visit https://bit.ly/3MyAX4T.
Horace Mann is your partner in financial wellness
Financial wellness, one of the biggest challenges for employees, is defined as, “being confident in your financial situation, able to withstand unexpected expenses and enjoy a financially secure future.”1
Employees have many financial needs — meeting everyday expenses, paying off debt, saving for emergencies, paying for healthcare and saving for retirement — but there’s only so much money to go around.
A well-crafted financial wellness program may be the answer. No matter where your employees are in their journey, Horace Mann will be with them every step of the way
General Financial Wellness
• Student Loan Solutions
• Managing Debt
• Financial Success
• DonorsChoose
Women’s Financial Wellness
• Women and Retirement
• Why Women need Life Insurance
• Financial Success for Women
Retirement
• On the road to retirement
• Millennials and nancial wellness
• State Teachers’ Retirement System
• Retirement Income
Horace Mann has been helping employees with financial wellness since 1945. To learn more,scan the QR code or contact Lori Gray at 512-557-7375.
1LIMRA, “A Measure of Financial Wellness” 2020
The information provided here is for general informational purposes only, and should not be considered a recommendation or investment, tax or legal advice. DonorsChoose is not an affiliate of Horace Mann. Horace Mann Life Insurance Company underwrites Horace Mann life insurance products.
Horace Mann’s Student Loan Solutions program includes services provided by an independent third party, Tuition.io. Horace Mann is an independent company not affiliated with the Department of Education or the federal government. No assistance provided by Horace Mann constitutes official action for purposes of student loan forgiveness programs or guaranteed results.
Horace Mann is not affiliated with state teachers’ retirement systems, and the content of its workshops has not been endorsed or approved by state teachers’ retirement systems. AM-C04711 (Dec. 22)
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TEPSA Summer Conference Registration opens January 15!
TEPSA Highlights
Learn more at tepsa.org. Calendar/Deadlines
• Applications for the NAESP National Distinguished Principal for Texas award are due January 24.
• Develop an action plan to ignite a culture of excellence in your school. Register for the Leadership Edge Series and learn ondemand and at your own pace until April 30.
• Connect locally to leaders, ideas and inspiration! Join us for a TEPSA region meetup in your area this spring. Visit https://bit.ly/40RIbcA.
• New schedule: The 2025 TEPSA Summer Conference will be Tuesday-Thursday. Make plans to join us at the event of the year for Texas PK-8 school leaders, June 10-12 at the Round Rock Kalahari.
Texas Principals Increasingly Female and Racially Diverse
Over the last 10 years, the Texas principalship has grown increasingly diverse, surpassing national trends in race and gender according to a study by the Texas Education Leadership Lab at the University of Texas at Austin. Findings from the study show:
• The proportion of female principals and assistant principals in the state increased from 60% to 67% compared to 4% nationally over the same period.
• Nationwide, female principals of color comprise 27% of the principal workforce compared to 45% in Texas.
• The majority of assistant principals in the state are now persons of color.
With the increasing racial diversity in the principalship, "Texas has moved closer to proportional representation for Black, Hispanic, White, and all other racial student populations since 2011" (Texas Education Leadership Lab, 2024).
Read the full report at https://bit.ly/47QrOP3.
Source: Texas Education Leadership Lab. (2024, August). The Texas Principal Workforce Report: A 12-year Analysis of Principal Leadership. University of Texas at Austin College of Education. https://education.utexas.edu/texas-education-leadership-lab/
