Newss Texas Elementary Principals Elementary Principals &Texas Supervisors Association and Supervisors Association
Serving Texas School Leaders Since 1917 | January/February 2024 | Vol. 81, No. 1 | www.tepsa.org
Work-Life Balance = Teacher Wellness By Hedreich Nichols With all the talk of teacher wellness, I find that in the lives of the teachers I know, and in the lives of teachers they know, there is a lot of yoga, a lot of meditation, a lot of emoji checking in, and tons of surveys about what’s working. What classroom educators are missing is time; and that means working in schools that support a healthy work-life balance. While it’s common knowledge that teacher workload and stress have increased over the last few decades, the common solutions don’t seem to address the stressors in a way that makes teachers feel supported. According to EdWeek, chart 1 (https://bit.ly/40EUvL7) clearly shows that wellness initiatives popular with district administrators are among the least popular with teachers.
What’s Missing?
What are districts missing? There are many reasons that teachers have a higher burnout rate than any other US workers, but work life balance is one of teachers’ top concerns. Yet, Google searches for teacher wellness are full of SEL strategies, yoga, meditation, and other bandaids that could be effective, if teachers had the time to practice them consistently. How can administrators give teachers the one thing they really need—time? 1. Conduct blind surveys on wellness initiatives (really blind, requiring no campus or grade level information). Combat the fear of being disparaged because of educator anonymity. Teachers need to feel comfortable sharing their thoughts without fear of retribution. ) page 4
NAESP National Distinguished Principal Award: 40 Years Celebrating PK-8 Principals Nikol Youngberg (pictured right), Texas' 2023 National Distinguished Principal (NDP), joined her fellow honorees this past fall at the annual National Association of Elementary School Principals (NAESP) NDP celebration in the nation's capital. The event also marked NAESP's 40th anniversary recognizing exemplary PK-8 principals through the NDP program. The 37 principal honorees in the Class of 2023 join 2,327 NDPs who have been recognized since the program was founded in 1984. Texas principals can submit their applications for the 2024 NAESP NDP to TEPSA by January 19, 2024. See
page 18 or visit the Awards section at tepsa.org for more information. Special thanks to TEPSA partner Curriculum Associates for sponsoring the Texas program. Source: NAESP. (2023, September 25). NAESP recognizes 37 principals from across the nation and abroad as 2023 NAESP National Distinguished Principals. https://www.naesp.org/news/ naesp-honors-top-principals-during2023-national-principals-month/
Inside Guest Column
with Sommer Reynolds page 6
Legal Ease
with Kevin Lungwitz page 10
The "S" in TEPSA
with Stephanie McConnell page 13
Lead from the Heart with Todd Nesloney and Ross Braun page 16
Close Learning Gaps and Strengthen Instruction Texas students deserve every available advantage when it comes to understanding and mastering the TEKS. By using i-Ready Standards Mastery, districts can assess the TEKS across Depth of Knowledge levels 1–3 with psychometrically valid, technologyenhanced items that match the rigor of the STAAR. “In reviewing our 2023 data, it’s clear that students who did better on i-Ready Standards Mastery did better on those standards on the STAAR. Importantly, this tells us that we have a readily available tool that is well aligned to the STAAR and ideally saves teachers time from trying to build tests or develop other resources.” —Dr. James Cureton, Tyler ISD
See what i-Ready Standards Mastery can do for your students. Learn more at CurriculumAssociates.com/TEPSA.
Texas Elementary Principals & Supervisors Association
Executive Committee Cindy Tierney President-Emeritus, Lufkin ISD Cooper Hilton President-Elect, Coppell ISD Dana Boyd Vice President, El Paso ISD Gerrie Spellmann Member At-Large, Alamo Heights ISD Jaci Underwood Member At-Large, Lubbock ISD Annette Sanchez NAESP Representative, Beeville ISD Harley Eckhart TEPSA Executive Director Standing Committee Chairs and Vice Chairs Elodia Witterstaetter Advocacy Chair, Texarkana ISD Magdalena Garcia Advocacy Vice Chair, Grand Prairie ISD Veronica Delgado Membership, Marketing & PR Chair, Crowley ISD Lorena Carrasco Membership, Marketing & PR Vice Chair, Pasadena ISD LaToya Patterson Programs & Services Chair, Spring ISD Lindsey Clayborn Programs & Services Vice Chair, San Benito CISD Yolanda Delaney Nominating Committee Chair, Canyon ISD Julie Gauthier Nominating Committee Vice Chair, Port Neches-Groves ISD Region Presidents Nora Lamas La Feria ISD (1) Lori Maldonado London ISD (2) Yasmina St. Jean Victoria ISD (3) Rachelle Ysquierdo Sheldon ISD (4) Jennifer Fisher Silsbee ISD (5) Donna Bairrington College Station ISD (6) Brittany Eldred Quitman ISD (7) Liliana Luna Texarkana ISD (8) Jared Jacobs Wichita Falls ISD (9) Erin Whisenhunt Grand Prairie ISD (10) Celina Goss Hurst-Euless-Bedford ISD (11) Carol Whitley Rogers ISD (12) SueAnna Thomas Wimberley ISD (13) Alana McClure Jim Ned CISD (14) Curt McKneely Miles ISD (15) Amy Meek Canyon ISD (16) Amy Estrada Idalou ISD (17) Maxine Barrera Gonzales Midland ISD (18) Jonathan Flores Socorro ISD (19) Amy Malone Comal ISD (20) TEPSA regions coincide with regional education service center boundaries. Staff Harley Eckhart Executive Director Joni Carlson Director of Events & Governance Cecilia Cortez Marketing & Communications Manager Kristina Jaimes Exhibits & Student Leadership Manager 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. Copyright © 2024 by the Texas Elementary Principals and Supervisors Association. Contact TEPSA 501 East 10th Street Austin, TX 78701 512-478-5268 800-252-3621 Fax: 512-478-1502 www.tepsa.org
TEPSA President-Emeritus/Cindy Tierney Happy New Year, TEPSA friends! As educators, I love that we enjoy new beginnings two different times throughout the school year, once during August, and another in January! This provides us with multiple opportunities to evaluate, set goals, and move forward. In August, we set goals and made plans for an outstanding school year. Now that we have reached the midpoint of the year, take time to look back on those goals and reflect on the progress. You may be on track to finish strong, or you may need to adjust, focus your team, and realign with the targets you established at the beginning of the year. If your school year has not gone quite as planned, or if your team has not made the progress you expected so far this year, it may be time to adapt. Adaptability is an important characteristic of a strong leader. In the school business, change is inevitable, and effective leaders are able to adapt and navigate their teams through the rough seas. It takes both talent and courage to assess a situation, develop a plan, and move forward. As a district leader, I spend time reflecting on what worked well during the first semester and what needs improvement during the remainder of the year. In most situations, adjustments need to be made for us to maximize our progress during the second semester. Throughout this process, I take time to assess the progress of our teams, build plans for us to grow as leaders, and then provide professional development and one-on-one coaching to help our leaders navigate through any difficult situations they may be facing. This investment of time and reflection allows me to assess our current needs and adapt our plans to ensure a strong finish to the school year. I know you have a similar process to adapt and refine strategies on your campus and in your district. I hope everyone has a meaningful and rewarding new year and that you adjust your sails to successfully navigate the rough seas if, and when, they come your way. As we move forward with our resolutions and refine our strategies for the year, let us keep this wisdom in mind: It’s how you handle the rough seas in life which sets you apart from others. -Unknown Ride the wave, y’all!
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TEPSA News
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Work-Life Balance = Teacher Wellness continued from page 1 2. Shadow beginning and seasoned teachers to pilot every initiative before district-wide implementation. Like with most tasks, everything takes longer than you expect. By shadowing teachers in the real-world classroom, you’ll be able to evaluate (and tweak) your initiative’s implementation, not just implement an idea with no real-world testing. 3. Adjust your scope or year-at-a-glance documents to utilize 80%, rather than 100% of the instructional block. The awards ceremony, the field trip, the fire drill, the active shooter practice, the student melt down, the emergency coverage—these are all regular events that influence the number of minutes actually available for instructional purposes. If your scope is based on bellto-bell teaching, teachers will be perpetually behind. And remember, mindful moments, brain breaks, student questions, ‘wait time,’ classroom clean up and many other class community activities are also instructional, even if they are not connected to the content. Wellness initiatives often look good on paper but lack impact. Reducing teacher workload is the number
one way to retain a quality teaching staff. And retaining a quality teaching staff is at the core of equitable learning experiences for all students. Hedreich Nichols is an author, educator and consultant helping educators and districts amplify the voices of all students. Hedreich’s YouTube series and podcast, SmallBites, further helps campuses amplify student voices by focusing on equity in education. Between SmallBites and her work as a writer, Hedreich works to help educators create more culturally responsive classrooms and campuses. Her award-winning Solution Tree title, Finding Your Blind Spots, provides educators with guiding principles to help them become more culturally responsible. Learn more at https://hedreich.com/ Reprinted with permission from Hedreich Nichols. Copyright Hedreich Nichols. This article originally appeared on the Small Bites Blog November 13, 2022. View article at https://hedreich.com/work-life-balanceteacher-wellness/
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2023 Membership Survey Highlights Special thanks to everyone who submitted feedback! Results will help ensure member programs and services are timely and relevant.
925
3-5
500-799
PK-5
Responses collected from September - October 2023
Number of years the majority of respondents have been members
MOST USEFUL SERVICE:
WEBSITE VISITS:
SOCIAL MEDIA USE:
PD SOURCES:
40%
66%
70%
Summer Conference
was rated as the #1 most useful service followed by professional liability insurance, legal assistance and advocacy
of members visit tepsa.org to view TEPSA events and browse online resources
Number of students enrolled on most member campuses
of members use LinkedIn for professional purposes and 44% use X. Favorite personal platform: Instagram
37% plan on advancing career (e.g., from assistant principal to principal, principal to district position)
Behavior Management Instructional Leadership Education Law
50 40 30 20
PROFESSIONAL ROLE
Urban 6.9%
The majority of members are principals (50%) and Public School 31.9% assistant principals (35%)
Pr As in si ci st pa an l tP rin ci pa Su l pe rv As is pi or rin g Ad m in Pr of es so r Te ac he r
TEPSA News
SCHOOL SETTING Suburban 16.2%
34% of school leaders have been in their current role for 2 years or less
Most members described their schools as: Public Title 1 Rural Suburban
Rural 17.8%
10 0
of members attend TEPSA Summer Conference for PD, 48% attend training provided by consultants at their district
3 YEARS FROM NOW
TOP 3 PD AREAS
60
Grade levels served by most members
Title 1 25.8%
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Guest Column/Sommer Reynolds
Leadership by the Book: Top 10 Ways Administrators Can Build a Campus Reading Culture When I was in elementary school, I didn’t know who my principal was. He was this elusive figure whose name was on my report card, but we dared not say his name because he might show up at our classroom door. I remember my kindergarten teacher telling us that he had eyes on the back of his head and could see us if we broke the rules. Suffice it to say, I did not have a positive opinion about the principal. When I became an assistant principal, I remembered my childhood thoughts about the principal, and I knew I wanted to be different. There’s something you need to know about me. I’m a smiler and an upbeat person. My parents taught me the value of a smile and how it positively affects someone’s day. I always remember this and try to be friendly and kind to my students and teachers. When I interviewed to be an assistant principal, some questioned if I had it in me to be a tough, stern person. Is being an administrator synonymous with being a tough, stern person? Through my experiences, I’ve come to realize that it doesn’t have to be. Do you feel like you get so caught up in the hustle and bustle of everyday school life you sometimes lose sight of who you are, your vision, your passions, and your goals? Administrators can easily get caught up in the daily aspect of responding to situations that
sometimes we lose sight of where we want to take our campus. You can have a plan for the day (T-TESS, attendance calls, curriculum, etc.), and then that radio goes off for assistance and your plan laughs in your face. I had to be purposeful about not losing sight of my vision, passions, and goals. I had to reflect on what I wanted to help my school accomplish and how I could use my passion to make it happen. My passion is all things reading because I’m also a certified librarian. You can take the girl out of the library, but you can’t take the library out of the girl. I’m a principal. I’m an assistant principal. I’m also a librarian. Although that is not my title anymore, I can’t bring myself to say “former” librarian. Once a librarian, always a librarian. (That’s what the librarians say.) I feel lucky and fortunate to have experienced the journey that I had to becoming an assistant principal. I started out as a classroom reading teacher. Reading was a part of the culture of my class. We connected over books. Students were able to read to learn, read for fun, and read to connect with others. I saw my students become more empathetic and accepting. They left me as a READER. When I transitioned to the library, I couldn’t wait to spread the book love throughout the campus. It was a reader’s dream! Because the library is the heart of the school, I was also able to talk and build relationships with the
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teachers. Once someone put the idea of being an assistant principal in my head, I felt led to transition into the role. I just knew that I had the passion and purpose to make positive changes while never forgetting my roots of loving books. As a principal and assistant principal, my heart is always thinking about books and creating a reading culture on my campus. That’s a guiding light for me because so many positive effects come from investing time in building that love for reading at our campuses. As an administrator, here are some things you can do to make a difference at your campus and to build a reading culture:
1. Visit Classrooms and Read to Students
One of my favorite things to do is to visit classrooms and read to students. You will not be the elusive figure my elementary principal was! Students will know who you are, and this is where you can start building relationships. When I visit classrooms, I make sure it’s a fun book. I especially love using the Novel Effect app that uses sound effects with the books I read. We laugh! We learn! We learn to love one another through the power of a story.
2. Read to Your Students During Lunch
As a school administrator, I still feel like a reading teacher and a librarian. I use books to connect with students, teachers, and parents. My goal as a campus leader has been to promote reading any chance I can. During lunch, I read books to students while they eat. Students typically are well-behaved during that first 20 minutes of lunch, but the last 10 minutes is a different story. I decided to read to them. My heart feels like it will burst when I hear my students say with me, “It’s story time!” They can’t wait to hear the book of the day. I also use this time to connect with my students through social-emotional learning lessons using books. If I see a lot of discipline referrals for physical aggression or for being unkind to others, I find a book that will open conversations about it. They see characters going through emotions, and we learn lessons from the stories we read. They can connect with the story and with each other.
3. Recommend Books to Students
Part of our job is connecting with our students and having conversations. We utilize morning duty, cafeteria duty, hallway conversations, and basically any chance we get to build those relationships with stuTEPSA News
dents. If they have a Minecraft shirt on, I’m going to talk to them about Minecraft. If they have a football jersey on, you bet I’m going to talk to them about their game. In the process of this, I’m making a note in my head. I really try to do this with my students who are struggling with behavior, academics, or students who are having a hard time. I go to the library, check out a book, write a note to that student on a bookmark, and take the book to them. I want them to know they’re important, they matter, and I’m investing my time in them.
4. Have Lunch with Your Students and Talk about Books
Lunch talks are such a wonderful time to invest in your students. Inviting a group of students to eat lunch with you is a treat. I enjoy modeling positive conversations and getting to know students. During these lunch talks, I obviously bring up books! Students end up recommending books to me, and I recommend books to them. I love it when a student shows up to my office with a book suggestion because they know they can connect with me through books. I really try to read those books and give them feedback. It makes them feel special.
5. Use a Book to Start a Hard Conversation
When I make connections with students, it’s easier to have hard conversations. There’s a level of respect where they know I care enough to be real. If the time comes and we must have a serious talk about their actions, they know I’m holding them accountable because I care. Normally, during those hard conversations, we’re reading some sort of short book together about what happened. These books start conversations to help students understand how they can handle situations differently in the future.
6. Encourage Student Choice
The library should be a place where we encourage student choice. Yes, we guide students into finding books they can read. That’s when you and your librarian get together and discuss how you want students to check out and choose books.
7. Model That You Love to Read
Talk about books during morning announcements. If you feel comfortable, share what you’re reading on your email signature. Decorate your door with the books you’re reading! My middle school has students participating in a 20 Book Challenge, and I’m participating, too. During Covid lockdown, I needed to connect with people and my ) page 8 7
Guest Column continued from page 7 community, so I started a book club. Through my book club, I’ve built good relationships with my staff, parents, and other people in the community. It’s not uncommon for us to talk about books in the break room, and we also have a place where we share books at work. I have had parents drop off books for me when I commented that I hadn’t read a book. It’s okay to have a reputation as the book-loving principal!
8. Make Reading a Positive Experience at Your School
Anything we do for fun, I try to bring it back to reading. Have you heard of Flashlight Fridays? Make it fun where students get to read with a flashlight. Our librarian and teachers host book tastings where they “sample” different books and genres. Go outside, enjoy the beautiful weather, and read! Use Library Assistant as a PBIS prize. When students read and share what they’re reading, they can earn a free book. Host a Storybook Character Parade where students dress up as book characters that they love and invite your parents. I hosted a summer camp where students came once a week DURING THE SUMMER to have fun with a themed book day. Reading can be fun!
fied librarian in Texas must have a master’s degree and receives specialized training in their field —just like administrators? Librarians are a wealth of knowledge. Research shows that schools where children have access to a certified librarian have increases in achievement. Librarians do more than just check books in and out. Librarians support their teachers and students. Librarians know their students and their interests. Librarians cultivate a library collection that is representative of their students. Your biggest ally in building a reading culture in your school is your librarian. They have a vision and want to collaborate with you! They want to feel valued. Trust them, and they will be your biggest supporter! Also, don’t forget that when you’re building your budget. You want your students to have access to a school librarian, a school library, and to books. As administrators, we want to make connections. One of the ways we can do that is through the positive power of books. Remember this as an administrator and make time for books and reading. Not only will it help you grow as a reader, but it will positively impact your connection with your students, staff, and community.
9. Increase Parental Involvement with Books
Connect your parent involvement nights with book fairs. Have a literacy night where students can attend the book fair and where they can also earn free books.
10. LOVE YOUR LIBRARIAN
Now more than ever, we need to advocate for our libraries and our librarians. Did you know that a certi-
Sommer Reynolds is the 2023 NAESP National Outstanding Assistant Principal of the Year for Texas. She is now a middle school principal in Little Cypress-Mauriceville CISD.
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“I love to network and get new ideas to grow my leadership. I look forward to TEPSA Summer Conference every year.” -Vanikin Leggett Navasota ISD
Darryl Bellamy Jr., Fearless Inside Founder
EXPLORE CREATIVE STRATEGIES IMPROVE STUDENT OUTCOMES REACH YOUR GOALS Whether you’re an early career or seasoned administrator, get the boost you need to advance your practice and enrich student learning. Explore creative strategies and trends in PK-8 education while making meaningful connections to help you reach your professional and personal goals. Featuring keynotes by Darryl Bellamy, Jr., Anne Grady and Drum Cafe.
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Anne Grady Resilience Expert and Author
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Early rate ends March 15 Conference: Member $439/Nonmember $678 Conference + Master Class: Member $638/ Nonmember $927
TEPSA Summer Conference
June 12-14, 2024 Round Rock Kalahari Scan QR code or visit tepsa.org to learn more about our Keynoters (pictured above), explore Master Classes and more!
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Legal Ease/Kevin Lungwitz
Teacher Nonrenewal Basics There are different ways to dismiss an employee. If the professional educator, such as a teacher, assistant principal, or principal, has a term contract, a nonrenewal is a tactic that has been around since the early 1980s. It is astonishing, however, that many seasoned education professionals do not grasp the basics of nonrenewals. Unless you regularly deal with nonrenewals—and no one in Texas education really does—you might not experience one often, if at all. Therefore, nonrenewals remain a mystery for teachers, administrators, and even human resources professionals.
How is a Nonrenewal Different from a Termination?
Termination: Used when the employee has allegedly done something so wrong that dismissal cannot wait until the end of the contract. It can happen at any time, to any school employee who holds any of the three Texas Education Code Chapter 21 contracts— probationary, term or continuing.1 Nonrenewal: Only occurs at the end of a term contract. Read that again. Termination: Full due process applies. An employee is entitled to a hearing, to pre-trial discovery of evidence, to subpoena documents and witnesses, to put on evidence and cross-examine witnesses, and— importantly—to be heard by an impartial hearing examiner. 10
Nonrenewal: Quasi due process applies. The employee is entitled to some pre-trial evidence and a school board hearing at which the employee may cross-examine witnesses and put on evidence. There is no subpoena power. In most nonrenewal cases, the school board is the judge and jury. Termination: More of a legal process. A hearing examiner applies the Texas rules of court and evidence. Nonrenewal: More of a political process. The formal rules of court and evidence do not apply, and school board members make the decisions. Termination: Can take anywhere from three to four months to complete and is expensive. After about Thanksgiving, a nonrenewal is a less expensive alternative for the district. Nonrenewal: Can take anywhere from one to three months to complete and is not as expensive.
A Fluke with Probationary Contracts
A probationary contract is as good as any other contract, except when it comes to the end of the contract term. And that’s pretty important. A term contract employee is entitled to written notice of a proposed nonrenewal at least 10 days before the last day of instruction, after which the employee may request a nonrenewal hearing. January/February 2024
If the district does not want the probationary contract employee to return next school year, the employee is entitled to written notice of final termination at least 10 days before the last day of instruction. The employee is not entitled to a formal hearing. Wait a minute. Didn’t we establish earlier that contract terminations occur when the district can’t wait until the end of the contract? And that all Chapter 21 contract employees are entitled to a due process hearing? Yes, we did, and we stand by that. What is described here is really a probationary contract nonrenewal at the end of the contract, but the law incorrectly calls it a termination. The nomenclature is skewed, but we must accept it and move on. Bottom line: Probationary contracts have far less protection than term contracts at the end of the contract term.
Campus Administrators are Responsible for Nonrenewals
Another difference between terminations and nonrenewals is that campus administrators are often the district’s star witnesses in a nonrenewal. Why? Because nonrenewals are usually used to dismiss marginally performing employees, and the burden to prove that rests squarely on the shoulders of campus administration. If you are going to recommend contract nonrenewal of a teacher, is your documentation in order?
How Much Documentation is Needed to Nonrenew?
The law doesn’t say. No one will ever weigh or measure a stack of memos to determine whether it is sufficient. There is not a required minimum number of reprimands, emails, growth plans or bad evaluations. But it certainly requires some documentation. It is the quality of documentation that matters most. Good documentation speaks for itself. It need not exaggerate, sound angry or threaten dismissal, and if it does, the documentation could backfire. If improvement does not occur, appropriate conclusions may be drawn from sound documentation. Said another way, documentation that shows you attempted to foster employee improvement is more valuable than a heavy stack of angry-sounding memos. In most nonrenewal hearings, the school board sits as judge and jury. You need enough documentation to demonstrate the administration’s efforts to help the employee, and that you were not merely TEPSA News
on the warpath of nonrenewal. You will need to convincingly testify to the board that you gave the employee fair opportunities to grow, but improvement was not noted. If you can do that, and if you have four votes on the board, you have enough documentation.
A Nonrenewal is Never a Surprise
Since the number one goal of employee evaluations is to encourage employee growth, there can be no secrets. It is incumbent upon you to give your employees feedback in almost real time. In T-TESS districts, you must share any documentation that will affect the evaluation within 10 days of your receipt. Staff evaluations are a poker game that you play with your cards facing up. Think of your documentation as breadcrumbs on a path that forks into improvement in one direction or nonrenewal in the other. This is why a nonrenewal is never a surprise. When given a fair opportunity to do so, and when the breadcrumbs have been fairly revealed, most employees will resign instead of risking a nonrenewal. Which probably explains why so many educators have never encountered the underbelly of the nonrenewal process, but in case you must, now you know.
Kevin Lungwitz practices law in Austin and is a former Chair of the School Law Section of the State Bar of Texas.
Endnote 1This article is limited to professional contract employees. The termination rules for at-will employees are different and less burdensome on the employer.
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. 11
National News Most States Lack School Guidance on AI
Federal E-Rate Funds Can Cover Bus WiFi
A recent survey of the 51 State Departments of Education by the Arizona State University's Center on Reinventing Public Education found that California and Oregon are the only states that have issued official guidance on using AI in schools. Eleven other states are in the process of developing guidance on AI. President Biden recently signed an Executive Order on AI which includes developing guidance for educators within the year. For more resources visit:
The Federal Communications Commission has approved changes allowing schools to use E-rate funds to pay for WiFi on school buses. For students in rural school districts or with long commutes, access to WiFi on school buses can be critical in addressing the digital gap (Klein, 2023).
• Office of Educational Technology https://tech.ed.gov/ai/. • AI Guidance For Schools Toolkit (Teach AI) https://www.teachai.org/toolkit.
The Consortium for School Networking's (CoSN) Digital Equity Dashboard helps school leaders leverage data to address digital equity gaps in their communities. View data by zip code, county profiles, bandwidth performance and more at https://bit. ly/3MqeWFU.
TeachAI. (2023). AI Guidance for Schools Toolkit. https://www.teachai.org/toolkit
Sources: Klein, A. (2023, October 19). FCC: Schools Can Use ERate Funds to Cover WiFi on Buses. Education Week. https://www. edweek.org/technology/fcc-schools-can-use-e-rate-funds-to-coverwifi-on-buses/2023/10
The White House. (2023, October 30). Fact Sheet: President Biden Issues Executive Order on Safe, Secure, and Trustworthy Artificial Intelligence. https://www. whitehouse.gov/briefing-room/statements-releases/2023/10/30/fact-sheet-presidentbiden-issues-executive-order-on-safe-secure-and-trustworthy-artificial-intelligence/
CoSN. (2023, July 11). CoSN Launches Digital Equity Dashboard to Drive Progress and Close the Digital Divide. https://www.cosn.org/ cosn-news/cosn-launches-digital-equity-dashboard/
Sources: Dusseault, B., & Lee, J. (2023, October). AI is already disrupting education, but only 13 states are offering guidance for schools. Center on Reinventing Public Education. https://crpe.org/ai-disrupt-ed-13-states/
Exclusively For Public Schools
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The "S" in TEPSA/Stephanie McConnell
Embracing Community-Based Accountability: A Superintendent’s Perspective As an assistant superintendent, my role is not merely to oversee the operations of our school district but to foster a sense of community that is deeply invested in the success of our students. One approach that has proven to be both effective and rewarding in this endeavor is the concept of community-based accountability. We have embraced this idea in our district and each spring we highlight our commitment to it through the Hawkins Academic Showcase Night and a parent publication called "This Is Our School."
Academic Showcase Event
Traditionally, our school has relied on open houses to connect with parents and highlight our educational programs. However, we observed this format often confined parents to their children’s classrooms and offered a limited perspective. To bridge this gap, we introduced the Hawkins Academic Showcase Night in our cafeteria and gym. Unlike the traditional open house, where parents primarily focus on their child’s classroom, this showcase night offers a more expansive experience. Here, parents have the unique opportunity to gain a comprehensive view of the entire school district, providing them with a broader understanding of what their child’s educational journey will encompass in the coming years.
relaxed and collaborative atmosphere. It’s a chance for our community to see the lively and ever-changing way we teach and learn. At the Academic Showcase Night, we feature student work, performances, and projects that represent the diversity of talents and achievements across our district. It’s a chance for parents to see their child’s progress and contributions alongside those of their peers. This event strengthens the sense of pride and connection that parents feel toward our schools and the accomplishments of our students.
This Is Our School
In addition to the Academic Showcase Night, we also engage the community through our “This is Our School” brochure (below). This brochure ) page 14
One of the primary advantages of hosting the Academic Showcase Night in these larger spaces is that it allows parents to see the full scope of the great things happening in our district. Instead of the traditional open house style in classrooms, we provide a comprehensive view of our students’ achievements in a more TEPSA News
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The "S" in TEPSA continued from page 13
Samples of displays at Hawkins Academic Showcase Night serves as a comprehensive snapshot of the great things happening in both academics and extracurricular events within our district. It is a testament to our commitment to transparency and accountability, as we share our successes and challenges with the community. The “This is Our School” brochure is an essential part of our community-based accountability strategy. It provides an accessible and visually appealing overview of our district’s achievements and goals. In the brochure, we highlight academic achievements, extracurricular activities, student accomplishments, and the dedication of our educators. It serves as a testament to our commitment to fostering well-rounded individuals who excel not only in academics but also in personal growth and community involvement. Community-based accountability means that we are responsible not just to ourselves but to the broader community that entrusts us with their children’s education. It’s about transparency, engagement, and active collaboration. Both the Academic Showcase Night and the “This is Our School” brochure demonstrate our commitment to involving our community in our educational journey. In conclusion, community-based accountability is not a mere slogan but a foundational principle that guides
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our district. The Hawkins Academic Showcase Night and the “This is Our School” brochure are just two examples of how we manifest this commitment. By bringing parents and the community into our schools, we foster a sense of shared responsibility for the success of our students. It’s a true partnership that goes beyond the confines of the classroom, making our district a vibrant and engaged community of learners.
Longtime TEPSAN Stephanie McConnell is an 18-year school principal and Assistant Superintendent in East Texas. She is an educational consultant and the face behind the website "Principal Principles." She co-authored "Morale Magic" which is a book filled with ideas to boost your school’s morale. "WIN Time: Fearlessly Transforming Your School" was released in 2020 and immediately earned #1 on the Best Seller for Educational Administration list. Stephanie was named 2019 Principal of the Year by the Texas Rural Education Association. Learn more from Stephanie during her Master Class at the TEPSA Summer Conference, June 12-14 in Round Rock. Visit tepsa.org for details. January/February 2024
Resources Creating Safe and Supportive Schools The U.S. Department of Education's (USDE) "Guiding Principles for Creating Safe, Inclusive, Supportive, and Fair School Climates" identifies five principles and strategies to help schools and school districts ensure safe learning environments for all students. To enhance the implementation of the guiding principles, the T4PA Center, in collaboration with the USDE and other organizations, released four fact sheets to help schools support students’ needs and reduce the use of exclusionary discipline. The fact sheets, tailored to four specific audiences at the school or district level, are available in English and Spanish. View: • Guiding Principles at https://bit.ly/3SimyOk • Four Fact Sheets at https://bit.ly/47e2Szn Sources: U.S. Department of Education. (2023, March). Guiding Principles for Creating Safe, Inclusive, Supportive, and Fair School Climates. https://www2.ed.gov/policy/gen/guid/school-discipline/ guiding-principles.pdf T4PA Center. (2023). Guiding Principles and Best Practices in School Discipline to Support Students’ Social, Emotional, Behavioral, and Academic Needs. https://t4pacenter.ed.gov/SupportiveSchools
Exploring the Connection Between SEL and Mental Health A three-part blog series from the National Center on Safe Supportive Learning Environments explores the connection between social and emotional learning (SEL) and mental health in schools. The three articles written by experts in the field include: • Are Social and Emotional Learning and School Mental Health the Same or Different? • Are Social and Emotional Learning and Mental Health the Business of Schools? • Are Social and Emotional Learning and Mental Health Supports in Schools Just for Students? Read the series and access related resources at https:// bit.ly/3QGtBPA. Source: National Center on Safe Supportive Learning Environments. (2023). SEL Series, Post 1: Are Social and Emotional Learning and School Mental Health the Same or Different? Voices from the Field. https://safesupportivelearning.ed.gov/voices-field/ sel-series-post-1-are-social-and-emotional-learning-and-schoolmental-health-same-or
THE LEADERSHIP EDGE Inspiring Excellence & Action
Learn strategies to gain the competitive edge needed to make a lasting difference in your campus or district.
Ignite a Culture of Excellence & Drive Impactful Action Earn CPE credits at your own pace with short PD modules available on-demand until April 30, 2024.
8 video modules with supporting documents
Live coaching opportunities
Guiding questions to create your action plan
End of year celebration and collaboration
Monthly leadership resources and motivational materials
TEPSA News
Scan QR code or visit tepsa.org to learn more.
From crafting compelling visions to fostering a sense of urgency, discover the power of actionoriented leadership with leading educational practitioners Danieli Parker and Cristi Parsons.
Visit tepsa.org. Member – $299 Nonmember – $499
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Lead from the Heart/Todd Nesloney and Ross Braun
Proactive Discipline We all know these months can be the most difficult months of the year. January and February can leave us frustrated, exhausted, and questioning decisions. It is usually this time of year when we see staff morale struggling, overall motivation slumping and student discipline at its peak. All those challenges come on top of the daily, weekly and 24/7 duties, decisions and debates you always face as an administrator in your building. Before we dive into proactive discipline, take a big deep breath in, hold it for three solid seconds and exhale slowly. Then, do it again, but this time think of two things you are thankful for during that three second hold. One more time and this time, make a personal commitment to stay positive for the remainder of the day during your three second hold. Don’t you already feel so much better?! Now, take the time to stop what you’re doing and complete that task at least twice a day. If you’re having a rough day or can feel your tension building up, take three seconds and complete that task! Now that we are feeling positive and refreshed, let’s talk about something that can be pretty negative, overwhelming and downright discouraging. That’s 16
right! Student discipline. The good thing is that everyone deals with it! We work with a lot of different schools, leaders and teachers around the country and student behaviors are everywhere! Even in the most perfect of schools, you can’t find perfect students. You want to know why? Because those students are KIDS! Children will make mistakes, children need guidance, and you will always have a need for your discipline handbook. That will never go away, but what you can prevent is the amount of time and headaches student behaviors can cause. We believe a major factor in this is what we call “proactive discipline.” Proactive discipline really is not rocket science, does not cost a lot of money, nor does it require any curriculum. Let us give you some insight to this by showing you four core strategies of proactive discipline.
1. Build Relationships
We believe relationships are the absolute foundation of any meaningful work. We can have great ideas, systems, strategies and spend a whole lot of money on programs, but if we don’t take the time to build intentional, genuine, and positive relationships then none of them will truly flourish to their potential. These relationships start before the first day of school, but January/February 2024
if you’re thinking you missed the boat this year, it’s okay and not too late to start today! Start with three positive phone calls home to parents this week, an encouraging handwritten note to a staff member, and 50 student high-fives or fist bumps each day. Get to know your students, staff, parents, and the community you serve! This will make the tough conversations easier, build respect and foster collaboration.
2. Be Active and Be Visible
We believe this is the easiest one for you! While it’s no secret that your to-do list is never-ending and you could live behind your desk for the next 78 hours straight and still not complete it, you really will never get caught up if the students with an office referral in their hand must “take a number” outside of your office. So why not avoid that by getting out of your office, being active, and being visible. Take time each day to be in the hallways during passing periods, grab a tray and eat in the cafeteria, go play at recess, and be present in classrooms without any agenda or observation. This takes intentionality and the right mindset. One thing that has helped us is setting alarms on our phone to make sure we didn’t miss a passing period and were on time to lunch.
their student does the right thing, when they mess up, and when you are proud of them. Proactive communication is a vital piece of proactive discipline.
4. Model Behaviors
Modeling the right behavior in your building is just as important as being active and visible. One pet peeve we have with schools is when teachers and principals get frustrated with students for not being nice to each other or refusing to work together, yet they can’t have a nice conversation with a colleague or collaborate on a committee. This is essential! Treat people right and do the right thing. Others are always watching, and if you’re doing it right, it will be contagious! None of our four strategies will cost you a dime. Yet, we guarantee they will make a positive impact in your school and improve student behaviors. For us, these practices even improved our work, made our own days more positive, and brought the joys out of each day. Give them a try and let us know what you think!
3. Communicate
When teachers, staff, and parents want to complain during these months, they typically like to bash your communication. That is why we say you can’t communicate enough to those you serve. This is particularly important when it comes to practice disciplining. Communicate to your students how you expect them to behave. Communicate with your staff on areas where more supervision is needed, the red flags you are seeing with students, ways you are addressing issues, and most of all, how you can work together to improve behaviors. Communicate with parents when
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.
ICYMI: Recent Episodes
TEPSA PRESENTS Navigating Through Change with Marianne Renner Top 5 Tips for the Front Office with Brian Stephens PLCs 101 with Danieli Parker and Cristi Parsons
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TEPSA News
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Association News Recognize Texas PK-8 School Leaders
Summer Conference Registration Opens
Visit the Awards section at tepsa.org to learn more about TEPSA Awards including:
It's time to get ready for your favorite PD of the year! Join your peers for joyful learning and inspiration at the TEPSA Summer Conference, June 12-14 at the Round Rock Kalahari. Keynotes by Darryl Bellamy Jr., Fearless Inside Founder; Anne Grady, Resilience Expert and Author; and Drum Cafe.
NAESP National Distinguished Principal for Texas
In partnership with the National Association of Elementary School Principals (NAESP), the prestigious National Distinguished Principal (NDP) award recognizes exemplary school leadership. The award recipient represents Texas at the NAESP NDP program in Washington, D.C. and receives a monetary gift from Curriculum Associates. Nominees must meet all criteria for selection. Applications due January 19.
NAESP National Outstanding Assistant Principal of the Year for Texas One TEPSA Region Assistant Principal of the Year will be selected as the 2024 NAESP National Outstanding Assistant Principal of the Year for Texas.
TEPSA Region Assistant Principals of the Year
Selected by their peers at the region level, this award recognizes assistant principals for their efforts to improve student learning. Recipients may apply for the national award. Contact your TEPSA region officers.
Region TEPSANs of the Year
Selected by their regional peers, this award recognizes school leaders for outstanding service to the association. Contact your TEPSA region officers.
Early rates until March 15: • Conference: Member $439/Nonmember $678 • Conference + Master Class: Member $638/ Nonmember $927 To ensure hotel rooms are available for conference participants, proof of conference registration and payment/purchase order will be required before reserving a hotel room. Members love to learn with and from current practitioners. Share your game changing strategies with Texas PK-8 school leaders. Submit a topic session proposal by January 16. Visit the Summer Conference page at tepsa.org for information. Stay tuned for updates at tepsa.org and on social media. Follow TEPSA on social media @TEPSATalk and #WeLeadTX.
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We educators We may be new to you, but educators are not new to us. Horace Mann is a long-time TEPSA corporate supporter, and we’re dedicated to supporting you and your educators with: • auto and home insurance that comes with special benefits and discounts for educators; • life insurance with preferred rates for educators; and • retirement solutions to help you plan for what life looks like outside of the classroom one day. And if your employees struggle with things like student loan debt, finding classroom funding or becoming more financially secure, we have programs and workshops to help with that, too. Sound like something worth exploring? Our knowledgeable, friendly representatives are standing by ready to answer your questions. To learn more or get a quote, visit horacemann.com.
Click or scan the QR code to find your local Horace Mann representative today! Horace Mann Insurance Company and its affiliates underwrite Horace Mann auto and home insurance. Not all discounts and benefits available in all states. Horace Mann Life Insurance Company underwrites Horace Mann life insurance products. Horace Mann Service Corporation and certain of its affiliates (Horace Mann) enter into agreements with educational associations where Horace Mann pays the association to familiarize association members with the Horace Mann brand, products or services. Contact association.relations@horacemann.com for more information. AM-C04767 (Oct. 23)
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Calendar/Deadlines • Help us recognize outstanding Texas school leaders. Applications for the 2024 NAESP National Distinguished Principal for Texas are due January 19. • Start making plans to join us at the TEPSA Summer Conference June 12-14 at the Round Rock Kalahari. Share your expertise! Submit a topic session proposal by January 16. The early conference rate ends March 15. • Connect locally to leaders, ideas and inspiration! Join us for a TEPSA region meeting in your area this spring. Visit https://bit.ly/ regionmeetings. • Ignite a culture of excellence and drive impactful action with the Leadership Edge series. Earn CPE credits at your own pace with short PD modules available ondemand until April 30.
Infusing Play into Your Teacher Professional Development The research on the benefits of play for children's healthy development is well documented, but did you know play is a powerful learning tool for adults, too? In a recent edutopia article, educator Natalie Catlett writes that infusing play and experimentation into your teacher PD is key to creating dynamic learning environments for students and adults. Catlett is intentional about using matching games, manipulatives and drawing to help teachers reconnect with their curiosity, sense of wonder and joy of learning. Most importantly, play can provide teachers opportunities to deepen their mastery, explore new thinking and increase student engagement (Catlett, 2023). Read the article for more insight at https://edut.to/3sfoPiu. Source: Catlett, N. (2023, September 15). Weaving Play Into Professional Development: When teachers find ways to embrace their inner child, they can more easily empathize with their students’ learning experiences. edutopia. https://www.edutopia. org/article/playful-professional-development