Better Schools Spring 2026

SPRING 2026

Fundamental Resources and Editorials for School Administrators

high road leadership 2026 CCOSA Summer Leadership Conference JOIN US MAY 27–29 AND SEE OUR EXCLUSIVE CONFERENCE PREVIEW INSIDE THIS ISSUE! PAGE 26

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WISL CONFERENCE RECAP

NATIONAL AND STATE ENROLLMENT TRENDS

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204,000+

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CONTENTS CCOSA Executive Committee Laura Bullock CCOSA Chairperson OMLEA Past President Director of Special Services, Idabel Public Schools

34 Unlocking

Collective Genius

Michelle Dalton CCOSA Vice Chairperson ODSS President Director Special Services, Crowder Public Schools

How school leaders can use multipliers to unlock the potential of those they work with.

Dale Spradlin OASA President Superintendent, Buffalo Public Schools Dr. Stacey Butterfield OASA President-Elect Superintendent, Jenks Public Schools Joe Ballard OASSP President Principal, Poteau HS

By Alyssa Gallagher, Global Director of BTS Spark

10 Leadership Conversations The High Road Forward CCOSA’s Summer Conference – where leadership and innovation meet.

By Dr. Pam Deering, CCOSA/OASA Executive Director

Blaine Wise OASSP President-Elect Principal, Glenpool MS

14 Stronger Together

John Potter OMLEA President Assistant Superintendent, Pryor Public Schools

By Blair Gradel, CCOSA Membership Coordinator

Skeeter Sampler OMLEA President-Elect Director Secondary Education, Lawton Public Schools Amy Estes OAESP President Principal, Hollis ES Dr. Ryan Glaze OAESP President-Elect Principal, Jenks East ES Leslie Burnett ODSS President-Elect Director Special Services, Pryor Public Schools Scott Farmer PAC Representative Superintendent, Fort Gibson Public Schools Dr. Gregg Garn Higher Education Liaison University of Oklahoma

How CCOSA supports Oklahoma school administrators.

17 Strengthening Schools Across Oklahoma: CCOSA’s District Level Services Program

CCOSA’s District Level Services program is providing high-quality support systems to a growing number of schools.

19 Powering Down

School districts taking part in the Energy Efficient Schools of Oklahoma (EESO) program are saving big on their utilities.

40 K–12 Enrollment Trends

On the heels of her presentation at OASA’s Legislative Conference in January, an expert on enrollment trends outlines what’s happening at the national and state level and how Oklahoma school leaders are responding.

By Tara Moon, FutureEd Policy Analyst

46 Ahead of the Curve

Glenpool High School is putting new graduation requirements into practice early. Learn how leaders successfully navigated the process.

By Gaylen Urie, Glenpool High School Principal

51 CoSN Update

The Consortium for School Networking (CoSN) spotlights a new roster of resources to support district leaders.

By Derald Glover, OASA Asst.

Executive Director

ASSOCIATION UPDATES 55 OASA 59 OASSP/OMLEA

62 OAESP 65 ODSS

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CONTENTS 20 Women in School Leadership Conference Recap

WISL’s annual event empowered women school leaders professionally and personally.

By Paige Kelpine, CCOSA Director of Communications

CCOSA Staff Dr. Pam Deering CCOSA/OASA Executive Director Derald Glover OASA Assistant Executive Director Chris LeGrande OASSP/OMLEA Executive Director Dr. Glen Abshere OAESP Executive Director Andrea Kunkel CCOSA General Counsel ODSS Executive Director Dr. Jeanene Barnett Director of Policy, Research, and TLE Kathy Dunn Director of Professional Learning, State and Federal Programs Paige Kelpine Director of Communications Cynda Kolar Business Manager Blair Gradel Membership Coordinator Natalie Wade OASA Executive Assistant Lynne White OAESP Executive Assistant & Assistant to the TLE Director Catherine Goree OASSP/OMLEA/ODSS Executive Assistant

26 High Road Leadership in Action

What’s ahead at the 2026 CCOSA Summer Leadership Conference, including a keynote by world-renowned leadership expert John C. Maxwell and nearly 200 conference sessions, events, and roundtable discussions.

By Paige Kelpine, CCOSA Director of Communications

Jen Knight Executive Assistant

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Leadership Conversations

The High Road Forward Dr. Pam Deering, CCOSA/OASA Executive Director deering@ccosa.org High Road Leadership, the theme for our fast-approaching Summer Leadership Conference, calls us to lead with integrity, clarity, and an unwavering focus on what is best for students. In today’s educational landscape, that commitment must be paired with a willingness to innovate – rethinking how we serve, support, and inspire our school communities.

Across Oklahoma, CCOSA members are demonstrating that innovation is not about chasing every new idea, but about thoughtfully applying practices that elevate teaching, strengthen culture, and improve outcomes for all learners. Whether through collaborative leadership models, creative uses of resources, or bold instructional approaches, you continue to show what it means to lead with both courage and purpose.

As you read this issue of Better Schools magazine, I encourage you to reflect on how High Road Leadership and innovative practices intersect in your own work. The path forward requires both – steady values and fresh thinking – working

together to build stronger schools for every student we serve.

The CCOSA Summer Conference registration information is included in the ad below this column.

We’ll see you there!

Respectfully,

Dr. Pam Deering Executive Director Cooperative Council for Oklahoma School Administration (CCOSA) ■

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Custom Classroom Libraries The Results You Need. The Books They Want.

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Stronger Together Why Professional Association Membership Matters for Oklahoma’s School Leaders

By Blair Gradel, CCOSA Membership Coordinator In today’s rapidly evolving educational landscape, school leaders are asked to do more than ever before – navigate policy changes, support staff and students, manage resources, and lead with vision in uncertain times. The question is no longer whether leaders need support but where they find it. For thousands of Oklahoma administrators, that answer is clear: at the Cooperative Council for Oklahoma School Administrators (CCOSA).

CCOSA exists to ensure that no school leader faces these challenges alone. As the umbrella organization for principals, superintendents, special education directors, and central office administrators across the state, CCOSA provides not only services but a unified voice and a powerful professional network.

Using their pooled expertise, CCOSA provides its members with immediate access to valuable resources guaranteed to ensure that educators stay relevant, practical, and aligned with today’s dynamic school environment.

Some of CCOSA’s many membership benefits include: ■ Legal Services ■ Professional liability coverage, up to

$1 million per occurrence

■ Superintendent contract review services ■ Professional liability coverage, up to $1 million

per occurrence

■ Quality school frameworks and leadership tools ■ Access to on-demand rubrics and

instructional resources

■ Career center opportunities ■ District level services and support systems ■ Curated news, briefings, and workshops for

finance, federal programs, and school law

■ Access to numerous mentoring, coaching, and

professional training opportunities

There has never been a better time to join! CCOSA is currently offering a membership discount to finish out the 2025–26 school year, giving members immediate access to benefits, including member pricing for the CCOSA Summer Leadership Conference to be held May 27–29 at the Oklahoma City Convention Center. This event is one of the state’s premier gatherings of education leaders, with more than 1,700 expected to attend.

For more information for CCOSA and membership benefits or to register for the conference, please visit www.ccosa.org. ■

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Strengthening Schools Across Oklahoma CCOSA’s District Level Services Program

As Oklahoma schools continue to navigate evolving challenges and opportunities, strong leadership and access to high-quality support systems have never been more important. The Cooperative Council for Oklahoma School Administration (CCOSA) is meeting that need through its District Level Services (DLS) program, an initiative designed to equip school systems with the tools, expertise, and professional learning necessary to build and sustain high-performing schools.

For the 2025–26 school year, 167 districts across Oklahoma partnered with CCOSA through District Level Services, demonstrating the program’s growing reach and impact across the state.

A Systems-Based Approach to HighQuality Schools At its core, CCOSA’s District Level Services program provides expanded, system-level support to school districts. The program is grounded in evidence-based practices and focuses on strengthening the systems that drive student success.

DLS emphasizes support across several critical components of a high-quality school system: ■ Leadership and governance ■ Culture and climate ■ Mentoring and coaching ■ Teaching and learning ■ Using data for learning ■ Financial resources

By focusing on these interconnected components, CCOSA helps districts move beyond isolated initiatives to develop cohesive systems that lead to sustainable improvement.

Tailored Support for District Leaders A hallmark of the DLS program is its customized, advisory-based support. District leaders gain direct access to CCOSA experts and partners who provide guidance aligned to each district’s unique needs and priorities.

■ Opportunities for collaboration

with peers across the state

■ Resources aligned to state and

federal expectations

Importantly, the program is designed to support – not replace – local decision-making, empowering district leaders to implement strategies that best serve their communities.

Professional Learning That Drives Impact Through District Level Services, CCOSA expands access to meaningful professional learning opportunities that support leaders at every level. As a statewide organization representing thousands of administrators, CCOSA is uniquely positioned to deliver training, networking, and resources that directly impact school leadership and student outcomes.

From compliance support to leadership development, the program ensures that districts are equipped with the knowledge and tools needed to navigate today’s complex educational landscape.

Accessible and Scalable for Every District

■ Ongoing consultation and

The DLS program is structured to serve districts of all sizes, with a tiered cost model based on student enrollment. This ensures that both small and large districts can access high-quality support in a costeffective way.

■ Access to professional learning

Additionally, districts designate key administrators to serve as

Participation includes: advisory services

and leadership development

primary contacts, helping ensure that information, professional learning opportunities, and resources are effectively shared across leadership teams.

A Growing Network of Impact With 167 participating districts in the 2025–26 school year, CCOSA’s District Level Services program continues to expand its influence across Oklahoma. This network reflects a shared commitment among educators to strengthen systems, support leaders, and improve outcomes for students statewide.

Looking Ahead As education continues to evolve, CCOSA remains committed to providing innovative, practical, and research-based support to Oklahoma’s school leaders. District Level Services stands at the center of that mission, helping districts align systems, build leadership capacity, and create the conditions necessary for every student to succeed. ■ If you are interested in learning more about CCOSA’s District Level Services program, contact Dr. Jeanene Barnett at barnett@ccosa.org.

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Powering Down Through the Energy Efficient Schools of Oklahoma (EESO) program, Oklahoma schools are cutting energy costs and reinvesting in classrooms.

By Derald Glover, OASA Assistant Executive Director Often the cost of energy in schools is the second or thirdhighest expenditure each year. By utilizing research-based strategies, schools can realize up to 20% savings that can be better spent in the classroom. In 2019, CCOSA, OG&E, CLEAResult, and a group of schools with comprehensive energy savings plans in place built the Energy Efficiency Framework to support good stewardship of energy resources in public schools. The next step was to work with more schools to implement comprehensive energy programs and compile a statewide list of schools that are tracking their savings data. Our goal is to highlight the energy savings already being achieved in Oklahoma schools and to encourage all schools across the state to develop their own EESO program.

Schools that have already completed the EESO program or are currently in the program are Coweta, Locust Grove, Roland, Inola, Shawnee, Wagoner, and Cushing. The results show a strong impact. In four years, Coweta has realized over $400,000 in energy costs, while Locust Grove has realized over $411,966 in savings over the same period. Roland has been in the program for over two years and has saved over $100,000 in energy costs. Inola has saved over $129,000 in three years, and Shawnee has saved over $170,000 in the first 18 months of the program – $30,000 in the first three months alone!

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What constitutes an Energy Efficient Schools of Oklahoma (EESO) Program?

Since we started our energy savings program, we have been able to save close to $400,000 for the district.

– Scott Chronister, Coweta Schools

Energy Solutions for Education developed a simple, tailored system specifically for our school. With their guidance, we’ve managed to reduce our energy usage by nearly 20% through a straightforward, common-sense approach that hasn’t impacted the learning environment.

– Jonathan Harvey, Roland Schools

Over the past three years, we have used 19.6% less electricity and 37.5% less gas than our benchmark years.

Water savings have been just as dramatic.

– Ted Mayes, Locust Grove Schools

We are so grateful for this program, and it will be a consistent part of who we are as a district from here on out.

– T.J. Helling, Inola Schools

■ School has an energy efficiency

plan for electric, natural gas, and water.

■ School has a dedicated staff

person that serves as an Energy Manager.

■ School utilizes an energy usage

assessment program to track savings.

Participation requires implementation of an EESO program, which creates a return on investment through low- and no-cost energy savings measures. Districts without a comprehensive energy program or those seeking information on how to improve current energyefficiency efforts can contact Derald Glover at (918)781-9540 or glover@ccosa.org.

CCOSA Commitment CCOSA and its partners are committed to helping schools achieve our goal of making Oklahoma schools prime examples of energy-efficient practices by providing the following: ■ Recognition of participating

schools and top-performing schools through targeted social media posts and recognition at the CCOSA conference.

■ Training and guidance to schools

developing a program.

■ Assistance on finding affordable

and easy-to-use assessment tools. ■

For more information about what an EESO school may look like, check out our CCOSA EESO Rubric here.

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WOMEN IN SCHOOL LEADERSHIP CONFERENCE

RECAP

By Paige Kelpine, CCOSA Director of Communications

The 2026 Women in School Leadership conference brought together women education leaders from across Oklahoma for two days of connection, learning, and inspiration at the OKANA Resort in Oklahoma City. Centered on the theme “Wisdom, Wealth, Wellness,” the conference created space for women leaders to grow professionally and personally while building meaningful relationships with colleagues from across the state.

The conference opened with a powerful keynote from Alyssa Gallagher (Head of BTS Spark), who challenged leaders to become “multipliers” by unlocking the potential of those around them. Breakout sessions throughout the event offered practical strategies on topics ranging from navigating change and financial planning to estate planning and overcoming barriers in leadership. Attendees also heard from Dr. Kristine Gilmore (Chief Leadership and Learning Officer, AASA), who emphasized the importance of balance in leadership, and engaged in sessions designed to support both career success and personal well-being.

Dr. Ann Caine (President, OSU Alumni Association) challenged attendees to reflect on how the pursuit of perfection can hold women back, encouraging leaders to embrace authenticity, take risks, and lead with confidence.

Day two continued the momentum with a focus on innovation and resilience. Christian Jackson (Owner, Edapt) introduced attendees to practical ways to leverage artificial intelligence to work smarter and reduce decision fatigue, while additional sessions addressed burnout, professional identity, and

sustaining wellness in demanding roles. The conference concluded with an inspiring message from Dr. Kayse Shrum (Chief Health Strategy Officer, Chickasaw Nation), reinforcing themes of perseverance, leadership, and impact.

Beyond the sessions, the conference provided valuable opportunities for networking and celebration.

Attendees connected with the exhibitors and sponsors whose support made the event possible.

The hospitality event offered an exciting and adventurous atmosphere, giving attendees a chance to unwind, relieve stress, and strengthen connections through fun, high-energy activities. These moments of connection are a hallmark of WISL, strengthening the community of women leaders across Oklahoma.

The 2026 WISL Conference once again demonstrated the power of investing in leadership development for women in education. Participants left with new ideas, renewed energy, and a deeper commitment to leading well in their schools and communities. CCOSA looks forward to continuing this important work and to welcoming members back for future conferences. ■

THANK YOU TO OUR 2026 WISL CONFERENCE SPONSORS AND EXHIBITORS A&S Roofing All Copy Products Alpha Plus Educational Systems American Fidelity American Book Company

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Oklahoma Educators Credit Union Oklahoma Liquid Asset Pool OSSBA Employee Benefits Renaissance Architecture Scott Rice/NexSpaces

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Alyssa Gallagher was the keynote speaker on Day 1 of the WISL conference.

Dr. Kas Nelson, Principal at Vici Elementary, at the WISL conference.

OSU Alumni Association President Dr. Ann Caine spoke on the first day of the conference.

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Jenks Superintendent Dr. Stacey Butterfield at a breakout session.

AASA Associate Executive Director Dr. Kristine Gilmore addressed attendees during the lunch session.

Leaders from Putnam City Public Schools at the WISL conference.

Administrators from Norman Public Schools, including Holly Nevels, Ann Rosales, Tiffany Dixon, Jennifer Beer, and Dr. Stephanie Williams, at WISL.

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AASA Associate Executive Director Dr. Kristine Gilmore addressed attendees during the lunch session.

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MOMENTS OF CONNECTION ARE A HALLMARK OF WISL.

Mid-Del leaders Dr. LaShonda Broiles and Meagan Bryant at the conference.

Darla Allen and Dr. Cathy Walker of Newcastle at the WISL conference.

Dr. Beatrice "Trice" Butler, Rosalinda McClary, April Williams, and Alison Fowler enjoying the conference.

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high road leadership in Action

BY PAIGE KELPINE CCOSA DIRECTOR OF COMMUNICATIONS

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F

rom John C. Maxwell’s keynote to deep-dive sessions on AI, student success, systems leadership, and more, this year’s CCOSA Summer Leadership Conference will help Oklahoma school leaders navigate today’s challenges and equip them for what’s next.

Later this month, education leaders from across Oklahoma will gather with a shared purpose: to lead with intention, integrity, and impact. The 2026 CCOSA Summer Leadership Conference, held Wednesday, May 27, through Friday, May 29, brings together administrators, educators, and education vendors for three days of learning, connection, and inspiration centered on this year’s theme: High Road Leadership.

At a time when public education faces increasing complexity – from rapid technological change to evolving student needs – the call to take the “high road” has never been more important. This year’s conference challenges leaders to rise above the noise, focus on what matters most, and lead systems that serve every student, every day.

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DAY 1

A Packed and Purposeful Pre-Conference The conference begins on Wednesday, May 27, with a dynamic pre-conference experience designed to deliver immediate value for attendees across roles and responsibilities.

The day opens with a general session keynote focused on “Schools Our Students Deserve,” followed by leadership award recognitions that celebrate excellence across Oklahoma.

From there, participants will engage in a wide range of breakout sessions and CCOSA/ USSA Law Day offerings, creating one of the most content-rich days of the conference. Topics span new laws and critical operational, instructional, and compliance areas, including:

part sessions on building reading success through MTSS and targeted interventions ■ Federal programs and

funding, with practical guidance on reporting, grants, and maximizing resources

■ Student support systems,

including counseling, behavior frameworks, and supports for special populations

■ Community and family

engagement, emphasizing meaningful partnerships that strengthen student success

■ School law and policy, with

■ Career pathways and student

■ Literacy and instructional

Sessions also highlight key populations and priorities, including supports for multilingual learners, Native

dedicated Law Day sessions covering federal updates, legal compliance, and emerging issues impacting districts leadership, including multi-

opportunity, connecting academics to real-world readiness

American students, and students experiencing homelessness, reinforcing the conference’s commitment to serving all learners.

CCOSA is pleased to welcome specialists from the Oklahoma State Department of Education to lead several pre-conference sessions, offering timely guidance and expertise on the policies and practices shaping student success across Oklahoma.

The first day concludes with an opening reception in the Exhibit Hall, with dinner sponsored

by Coryell Roofing. This is an opportunity for attendees to connect with colleagues and exhibitors while reflecting on a full day of learning.

CELEBRATING EXCELLENCE ACROSS CCOSA A hallmark of the Summer Leadership Conference is the opportunity to recognize and celebrate excellence within the CCOSA community.

Throughout the event, attendees will honor: ■ Association award winners from each CCOSA association (OASA, OASSP/OMLEA, OAESP, ODSS) ■ Scholarship recipients who represent the future of education ■ Distinguished Lifetime Achievement Award recipients whose careers have made a lasting impact on

Oklahoma schools

These recognitions serve as a powerful reminder of the difference strong leadership makes, not only in schools, but in communities across the state.

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To be a high road leader, when your instincts tell you to fight, you need to extend a hand of friendship. When others build walls, you need to look for a gate. When others say you have nothing in common, you need to double your efforts to discover something – anything – you share in common so that you can create a way to meet and build a relationship. High road leaders are connectors!

– John C. Maxwell

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DAY 2

A Conference Built for Today’s Leaders As the conference continues on Thursday, breakout sessions dive even deeper into the challenges and opportunities facing school leaders today.

A preview of sessions reveals several major themes that define the conference experience: Leading in the Age of AI and Innovation Sessions explore both the promise and the pressure of artificial intelligence in schools, from practical applications for administrators to academic integrity and long-term implications.

Culture, Relationships, and People-First Leadership From “leading by serving” to building trust and strengthening community, these sessions emphasize that effective leadership starts with people.

Teacher Recruitment, Retention, and Support

Systems Leadership and Organizational Effectiveness

With workforce challenges continuing across the state, sessions within this theme focus on sustaining and growing the educator pipeline.

Sessions address everything from finance and HR to strategic planning and data use, equipping leaders to build strong, sustainable systems.

Student Success and Future Readiness

Student Well-Being, Safety, and Inclusive Practices

From career pathways and apprenticeship programs to literacy, numeracy, and graduation requirements, sessions highlight how schools can better prepare students for life beyond graduation.

In these sessions, leaders will engage with strategies to support the whole child, including trauma-informed practices, behavior systems, and supports for students with disabilities.

New this year on Day 2, Roundtable Discussions in the Exhibit Hall will consist of interactive, member-focused conversations on timely topics. These sessions create space for collaboration and connection, adding a dynamic complement to the conference’s traditional breakout offerings.

JOHN C. MAXWELL A TRANSFORMATIONAL VOICE Headlining this year’s conference is internationally recognized leadership expert John C. Maxwell, whose keynote on the morning of Day 2 of the conference will set the tone for the event. Known for his practical wisdom and enduring influence on leaders across industries, Maxwell will bring a powerful message about values-driven leadership, personal growth, and the responsibility leaders carry to shape culture.

In alignment with this year’s theme, registered attendees will receive a complimentary copy of Maxwell’s High Road Leadership at check-in, providing a practical companion to the ideas shared throughout the conference.

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DAY 3

Focused Learning and Leadership The conference concludes on Friday, May 29, with a final set of breakout sessions that bring the focus back to practical leadership and student-centered outcomes.

Day 3 breakout sessions emphasize: ■ Early literacy and instructional

■ Special education and

Attendees will also hear from key candidates running for the office of State Superintendent of Public Instruction.

■ MTSS and intervention

■ Leadership development and

■ Student readiness beyond

■ Communication and

The final day reinforces the conference’s central message: Strong leadership requires both vision and execution – and the ability to translate learning into action.

effectiveness, including systems that drive sustainable reading gains strategies, helping leaders better support student success at all levels high school, focusing on whole-child development and life preparation

inclusive practices, ensuring meaningful opportunities for all students support, including sessions for new and emerging superintendents

community engagement, equipping leaders with tools to effectively share their stories and build trust

MORE THAN A CONFERENCE The CCOSA Summer Leadership Conference is more than a professional development event – it is a space for leaders to reconnect with their purpose, learn from one another, and return to their districts renewed.

Each 2026 Summer Leadership Conference attendee will receive a copy of keynote speaker John C. Maxwell’s most recent book, High Road Leadership.

As attendees gather in May, the message is clear: High Road Leadership is not the easy path, but it is the one that leads to lasting impact. ■

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Unlocking Collective Genius 5 ways school leaders can bring out the best in their teams

By Alyssa Gallagher

S

chool leaders today are navigating extraordinary complexity. Between staffing challenges, student needs, system demands, and community expectations, the role can feel relentless. In the midst of this, one truth remains: The most important lever for impact is not just what leaders do, but how they lead others.

At the heart of every thriving school is a leadership approach that brings out the best thinking, energy, and commitment of the adults within it. Yet even the most experienced and well-intentioned leaders can unintentionally shut down the very capability they are trying to build. As leaders of schools and systems, our role is not just to drive results, but to create the conditions where others can think, lead, and grow.

Liz Wiseman, best-selling author of Multipliers: How the Best Leaders Make Everyone Smarter and The Multiplier Effect: Tapping the Genius Inside Our Schools, explored a powerful question: Why do some leaders amplify the intelligence of those around them, while others diminish it?

Her research identifies two distinct leadership patterns: ■ Diminishers, who tend to rely on their own expertise

and unintentionally limit others’ contributions

■ Multipliers, who assume capability in others and create

the conditions for people to contribute at their fullest

The impact is significant. Multipliers often get up to twice the capability from their teams.

Most school leaders are not intentionally diminishing. In fact, quite the opposite. The majority operate as what Wiseman calls Accidental Diminishers. They step in to help, provide clarity, and ensure quality, but in doing so may inadvertently take ownership away from others or limit independent thinking.

In education, this is particularly common. Leaders feel deeply responsible for outcomes and often carry the weight of ensuring everything works. But if we want to build leadership capacity across our schools and systems, we have to be intentional about how we lead.

Here are five practical ways school leaders can shift toward a more multiplying approach and unlock the potential of those around them.

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1

Shift from answers to questions.

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If we want to build leadership capacity across our schools and systems, we have to be intentional about how we lead.

In many schools, leaders are seen as the primary problem-solvers. Teachers and staff come to them for direction, decisions, and answers. Over time, this can create dependency. Multipliers shift this dynamic by leading with questions instead of answers.

For example, instead of immediately solving a scheduling conflict brought forward by a department head, a leader might ask: ■ “What options have you already considered?”

■ “What would be best for students?”

■ “Who else should be involved in this decision?”

■ In instructional leadership, this might look like asking a

teacher:

■ “What are you noticing about student engagement in

this lesson?”

■ “Where do you think students are getting stuck?”

■ “What might you try next?”

These kinds of questions do more than gather information.

They build ownership, strengthen professional judgment, and reinforce that thinking is a shared responsibility.

Over time, a culture of questioning shifts a school from compliance to collective problem-solving.

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Play fewer chips.

School leaders often have a wealth of experience and insight. Whether in staff meetings, leadership team discussions, or professional learning sessions, it can be tempting to share that expertise freely. However, when leaders speak first and often, they unintentionally signal that their thinking matters most.

Multipliers are intentional about how and when they contribute. They “play fewer chips.”

Consider a leadership team meeting where a principal has a clear opinion about a new grading policy. A diminishing approach might be to open by sharing that perspective in detail. A multiplying approach would be to hold back initially and invite others to weigh in first.

■ “Let’s hear a range of perspectives before we land on a

direction.”

■ “What are the implications of this for your departments?”

Similarly, during professional learning, instead of leading with a solution, a leader might facilitate discussion, allowing teachers to surface challenges and ideas before offering input.

Playing fewer chips does not mean being passive. It means being strategic. When leaders contribute at the right moment, their input carries more weight and is more likely to elevate, rather than replace, the thinking of others.

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Offer the right level of challenge.

One of the most important roles of a school leader is calibrating challenge. In many districts, leaders unintentionally under-challenge their teams in an effort to be supportive. They provide detailed guidance, step-by-step plans, or take on complex work themselves to reduce burden.

While well-intentioned, this can limit growth.

Multipliers create productive tension. They set clear expectations and stretch people just beyond their comfort zone.

For example: ■ Asking a teacher leader to facilitate a professional

learning session for the first time

■ Inviting an assistant principal to lead a complex parent

engagement initiative

■ Challenging a department to redesign assessment

practices rather than making incremental adjustments

At the system level, this might look like giving school leaders ownership of key strategic priorities rather than tightly prescribing implementation. The key is finding the right level of stretch. Too much challenge leads to overwhelm. Too little leads to disengagement.

Leaders can reflect: ■ Where might I be over-supporting?

■ Where could I increase expectations while still providing

the right scaffolding?

Growth happens when people are trusted with meaningful challenges and supported to rise to them.

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Multipliers act as talent magnets.

They see potential in others and make it visible.

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Give the pen back.

In busy school environments, efficiency often drives behavior.

When a teacher is struggling with a lesson plan or a leader is unsure how to handle a situation, it can feel faster for the principal or system leader to step in and fix it.

However, when leaders take over, they also take ownership.

Multipliers resist this instinct. They support just enough to move someone forward, and then they give the pen back.

For example: ■ Instead of rewriting a teacher’s lesson plan, a leader

might review it together and ask guiding questions.

■ Instead of resolving a team conflict directly, a leader

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might coach the individuals involved on how to navigate the conversation themselves.

Act as a talent magnet.

■ Instead of leading every initiative, a leader ensures others

are in the driver’s seat, even if the process is slower.

Every school is filled with untapped talent.

The role of a leader is to actively identify, develop, and deploy that talent. Multipliers act as talent magnets. They see potential in others and make it visible.

This approach requires patience. It can feel messy, especially in the short term. But it builds something far more valuable: agency.

In practice, this might look like:

This is the essence of what we often refer to as “messy leadership.” Real development does not happen in perfectly controlled environments. It happens when people are trusted to lead, make decisions, and learn through experience.

■ Noticing a teacher’s strength in building relationships and

inviting them to mentor new staff

■ Recognizing a staff member’s skill in data analysis and

involving them in school improvement planning

■ Highlighting a leader’s ability to navigate conflict and

asking them to support team dynamics across the school

At a system level, this includes creating pathways for leadership development, ensuring that opportunities are not limited to a small group, and intentionally broadening who gets to lead.

Importantly, this also means naming strengths explicitly.

When people understand what they do well, they are more likely to use those strengths with confidence.

A simple shift from “good job” to “I noticed how you facilitated that conversation and ensured every voice was heard” can make a meaningful difference.

Over time, this builds a culture where people feel seen, valued, and motivated to contribute at a higher level.

Multipliers create productive tension.

They set clear expectations and stretch people just beyond their comfort zone.

When educators feel ownership over their work, they are more invested, more accountable, and more likely to grow.

A final thought…

Leading like a Multiplier is not about adding more to an already full plate. It is about shifting how we see our role.

Instead of being the person with the answers, we become the person who creates the conditions for others to find them. Instead of carrying the load ourselves, we build the capacity of those around us. In doing so, we move from leading a school or district to building a system of leaders.

And when that happens, the impact extends far beyond any one classroom or initiative. It shapes the culture, strengthens the profession, and ultimately improves outcomes for students.

With intentional practice, school leaders can learn to consistently tap into and unleash the collective intelligence of their teams. The result is not just better leadership, but more resilient, adaptive, and empowered schools. ■ Alyssa Gallagher is the Global Director of BTS Spark, the not-for-profit arm of BTS focused on leadership development in education. A former teacher, principal, and superintendent, she partners with school and system leaders to build the mindsets and capabilities needed to lead through complexity and change. You can connect with Alyssa on LinkedIn or email her at Alyssa.gallagher@btsspark.org.

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K-12 Enrollment Trends in Oklahoma and Nationwide The What, Where, Who, and Why

By Tara Moon

In late January, just days after a blizzard that seemed to put half of the country on pause, I traveled to Oklahoma City to present at the OASA Legislative Conference on public school enrollment trends.

As a policy analyst at FutureEd, a nonpartisan education policy think tank at Georgetown University’s McCourt School of Public Policy, I’ve explored this issue in depth, informed in part by my personal experience in the classroom.

Where are declines happening?

The pattern is clear: Public school enrollment across the country is declining, and it has been since the pandemic. Between fall 2019 and fall 2024, the most recently available year of data, total U.S. public school enrollment fell by 2.8%, or roughly 1.4 million students. Projections suggest this trend will continue, with enrollment expected to fall to 47 million students by 2031, a further drop of about 4.5% from fall 2024.

Oklahoma reflects this broader trend, though less dramatically.

Between fall 2019 and fall 2024, enrollment dropped by 0.9% (about 6,000 students), placing the state third nationally when ranked from smallest to largest decline (excluding the ten states whose

Before entering the education policy space, I taught math and science at a Title I elementary school outside of Washington, D.C. While my classroom overflowed with nearly 30 fifth-graders, the kindergarten class down the hallway averaged just 16 students. I found myself wondering why some classrooms were full while others sat half-empty and whether this was happening nationwide.

At FutureEd, I began analyzing national enrollment data and quickly found that these patterns were widespread. Enrollment is not only declining in many places but doing so unevenly across districts, grade levels, and student groups. At OASA, I had the opportunity to share these findings and hear directly from superintendents seeing these trends take shape in real time.

enrollment increased). Still, the impact is not evenly distributed across the state. About 65% of Oklahoma school districts have experienced declining enrollment since 2019, and nearly half of those have lost 10% or more of their students.

Trends also vary by locale.

Nationally, urban districts, which had been growing pre-pandemic, experienced the steepest declines, losing some 760,000 students, or 5%. Town-based districts declined by about 3%, while rural and suburban districts saw smaller decreases. Interestingly, in Oklahoma, the pattern differs: Urban districts grew by 5%, while declines were concentrated in town-based districts.

PUBLIC SCHOOL ENROLLMENT DECLINE (2019–2024)

1.4 MILLION STUDENTS

6,000 STUDENTS

2.8%

6,000 STUDENTS

DECLINE

.9%

DECLINE

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The talented members of Sulphur High School's award-winning Art Club.

Sulphur Public Schools aligns the ACT Student Interest Inventory with every student's Individual Career Academic Plan to help students match their interests and strengths with their postsecondary plans.

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Who is driving enrollment declines?

Enrollment trends vary significantly by student group and grade level.

Both nationally and in Oklahoma, white and Black student populations experienced the steepest declines between fall 2019 and fall 2024, with decreases of 10% and 8%, respectively, in Oklahoma.

Meanwhile, Asian and Hispanic student populations in the state grew by 15% to 16%.

By grade level, the largest declines occurred in early elementary (kindergarten and first grade) and middle school (sixth and seventh grades), with national decreases of 6% to 7%. Oklahoma saw a similar pattern, with kindergarten enrollment dropping by about 10% and grades five through seven declining by about 4%. In contrast, high school enrollment increased in both Oklahoma and nationally.

What is causing enrollment declines?

No single factor explains these trends, but several key drivers stand out.

First, declining birth rates play a major role. The U.S. fertility rate has fallen steadily since 1957, reaching a historic low of 54.5 births per 1,000 women ages 15–44 in 2023. While Oklahoma’s rate remains above the national average, it too has declined, contributing to smaller incoming kindergarten cohorts.

Second, the expansion of school choice is shaping enrollment. Seventeen states, including Oklahoma, now offer universal private school choice programs that provide public funding for private tuition to any student in the state. While many of these programs are still in their early stages and have not yet led to a

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mass exodus from public schools at scale (most benefactors of the program are students who already attended private schools), they reflect a broader movement toward expanding access to options outside of the traditional public sector. As these programs mature, evidence suggests they may lead to more public school families choosing to leave.

Finally, migration patterns are influencing where students enroll. High housing costs and taxes are pushing families out of some urban and high-cost areas, while other regions gain population. Oklahoma has likely benefited from this trend, ranking among the top 10 states for net migration in 2023, particularly among millennials.

And although immigration has historically offset declining birth rates, recent projections suggest it will no longer be sufficient, particularly given recent federal action to reduce immigration. The effects of these federal crackdowns are already emerging, with districts such as Miami Dade and Los Angeles Unified experiencing enrollment declines tied to reduced immigration.

What are the consequences?

Declining enrollment has significant financial implications for school districts. Because state funding – often about 45% of district budgets – is typically tied to student counts, fewer students generally means less revenue. At the same time, many costs remain fixed. Districts must still maintain buildings, operate transportation, and provide core services regardless of enrollment levels.

This mismatch can create budget pressures that are difficult to manage. Districts may need to reduce staff, cut programs such as electives and extracurriculars, or

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Because state funding — often about 45% of district budgets — is typically tied to student counts, fewer students generally means less revenue.

scale back student supports like counseling and mental health services. And finally, with fewer students, districts also need fewer teachers, leading to layoffs.

Superintendents at OASA described the practical challenges of managing these dynamics. One noted the challenge of staffing decisions amidst fluctuating enrollment. If a school begins the year with 22 firstgrade students, should it hire one teacher or two? For smaller districts, where staffing flexibility is already limited, these decisions can be especially difficult.

In more severe cases, prolonged enrollment decline can lead to school consolidation or closure. When a school closes, the impact extends far beyond students. Teachers, janitors, bus drivers, and other staff may lose their jobs, deepening the effects on the broader community. School closures can be especially disruptive in rural areas, where schools often serve as central hubs of community, and the nearest school option might be an hour’s bus ride away. In all cases, students must be reassigned to other schools, creating additional challenges and costs for receiving schools.

What can superintendents do?

This brings us to the obvious final question: How can superintendents respond to declining enrollment in their districts? There is no one-size-fits-all solution, but there are several steps districts can take to plan for and respond to these changes. Strategies often depend on local context and the underlying causes of declines.

Across contexts, many districts are focusing on cost reduction. While staffing reductions may be unavoidable, some are pursuing more strategic approaches, such as sharing services across districts, adopting innovative staffing models, or repurposing facilities. Proactive planning grounded in enrollment projections and demographic data can help districts make these decisions more deliberately and better prepare for future disruptions, as superintendents at the conference emphasized.

At the same time, in communities where families have more schooling options or are choosing alternatives, districts may need to focus on attracting and retaining students. This can include expanding academic offerings, improving school climate and culture, and investing in early childhood programs. Some districts have paired these efforts with more intentional outreach and enrollment strategies to better compete for students. For example, Saint Paul Public Schools

launched “The Enrollment Project,” targeting underenrolled schools with strategic outreach and marketing, ultimately achieving its first enrollment growth in a decade.

Superintendents at the conference also underscored the importance of collaboration with other district leaders to share strategies on remaining competitive, attracting students, and managing costs effectively.

Regardless of the underlying cause, responding effectively to enrollment change requires both careful planning and a willingness to adapt.

It was a privilege to share this work at the OASA conference and to learn from Oklahoma’s school leaders. Their insights deepened my belief that enrollment is so much more than just numbers in a dataset; it directly shapes students, teachers, families, and communities.

To all OASA members, please feel free to reach out if you have questions or would like to discuss this work further. Thank you for your leadership and for your continued commitment to supporting students across Oklahoma. ■

Tara Moon is a Policy Analyst at FutureEd.

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AHEAD OF THE CURVE HOW GLENPOOL HIGH SCHOOL IS IMPLEMENTING THE NEW GRADUATION REQUIREMENTS FROM HOUSE BILL 3278 EARLY.

BY GAYLEN URIE Glenpool High School leaders introduced the new high school graduation pathways to students at an assembly.

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Introduction

Two years ago, House Bill 3278 passed both chambers and was approved by Governor Stitt on May 15, 2024. This bill essentially streamlines our two-path graduation system to a single plan while defining Individual Career Academic Plan (ICAP) integration with elective alignment. Eventually, I realized the immense benefits to all our students, regardless of their post-graduation plans.

Ultimately, we made the decision to implement the requirements for all students at Glenpool High School beginning with the graduating class of 2027.

Rationale Many factors influenced our decision to implement early at Glenpool High School. One major consideration was that the new guidelines would immediately result in students on the state/core plan being classified as dropouts, essentially causing us to drop 30% on our graduation rate. We initially considered rolling out the new requirements with only our state/ core plan students first; however, since many students select that plan due to math deficiencies, placing only those students under the new graduation requirements did not make sense. We knew the students better poised for a seamless transition would be those on the college plan who have stronger math foundations and who are better equipped to successfully navigate the math requirements. Therefore, we eventually opted for a total implementation.

Another important consideration was the impact early implementation would have on student testing outcomes. We realized that having students take the math courses identified through the new requirements would equal students who are better prepared and more equipped for success when taking

the Pre-ACT, ACT, and College and Career Readiness Assessment (CCRA). The Pre-ACT, specifically, directly impacts dual-credit and CareerTech placement, so we hoped the effect on those programs would be positive and immediate. Of equal importance is the reality that the new requirements better align with ICAP and our students’ individual career goals.

The Team While at times I felt like I was alone on an island making some rather monumental decisions, this early implementation plan did come from brainstorming and consultation with a strong team of experts. Immediately upon the passage of HB 3278, we quickly started discussing among our administration and counseling teams how to best prepare our students for this change, what roadblocks would inhibit success, and how quickly we could get those changes implemented. After we had a plan outlined and a timeline created, we researched resources available from the Oklahoma State Department of Education (OSDE) and CareerTech. The original matrix from OSDE was essential in building the foundation for course-topathway alignment; however, the necessary state codes were not

included. This required us to create our own matrix with our courses and the correct state codes. These correct state codes were essential for Student Information System integration and career pathway credit tracking. The resources from CareerTech were also vital for pathway selection and course alignment. They provided us with 16 potential career pathways initially, but more specific alignment for each course will be needed and is being developed as the electives become more specialized.

Finally, our Data Analyst/Systems Administrator analyzed the information from our course pathways/matrix and developed a system to track our pathway electives so they align with each student’s career pathway and ICAP.

Creation Process Thankfully, we did not need to completely reinvent the wheel while creating our pathways. CareerTech already had 16 pathways identified that encompass their courses, and those 16 align seamlessly with ICAP. It made sense for our pathways to align with them as well.

Starting with those as a foundation, I then created a Glenpool High School-specific matrix to situate the courses not

“This early implementation plan came from brainstorming and consultation with a strong team of experts.”

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Glenpool High School Principal Gaylen Urie meeting with a GHS parent and student. After presenting the new GHS career pathways, Urie held town hall meetings for parents and members of the community.

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offered through CareerTech under the umbrella of one of the 16 preexisting pathways. The matrix gives guidance for both universal courses and specialized courses.

Some courses universally fit each of the 16 pathways: foundational, leadership, and teamwork courses, including athletics, computers, foreign languages, and fine arts.

Categorizing these as universal benefits us further by providing relevance for courses that are omitted entirely from the new requirements. These are courses that are often overlooked but are essential to the development of teamwork, leadership, and civic literacy.

The specialized pathways get to the heart of the new mandate of better preparation for college and career readiness and provide tangible relevancy to the ICAP. This allows students who already know their career goals the opportunity to focus on these interests at an earlier point in their academic journey. However, some students may not yet know what they want to be – even with ICAP guidance – or may change their minds. If they are unsure or their interests change, these courses

will still count toward their six pathway, ICAP-aligned units.

Generating Buy-In We honestly have not had much pushback. When they realized this mandate would make the ICAP more relevant for the students they were advising, our teachers were almost immediately in favor of the change. Fine arts, foreign language, and computer teachers were even more invested when they realized their courses would become universal and thus more meaningful.

Once I created our individual pathways, aligning with our specific courses, I first presented them to district leadership and then to the school board. Once fully approved, I began to offer town hall meetings for interested parents and community partners.

Since we knew the changes were coming as early as 2024, we began having parent meetings with the class of 2027 during their sophomore advisement and enrollment. After building that foundation, students and parents have been advised along the way, so when enrolling,

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they are selecting courses to meet the mandate even prior to implementation.

Conclusion While we do not have a clear plan for measuring success, we are essentially working without a net because there is no going back.

These changes are coming, and ultimately, the new requirements will be better for our students. If we run into obstacles, we will meet those head-on for the success of our student population. For additional information, see the OSDE’s course alignment, our GHS catalog of parent resources, and our GHS-specific pathway matrix. ■ Gaylen Urie is the Principal of Glenpool High School.

High school principal Gaylen Urie with students. Beginning with the 2027 graduating class, Glenpool High School students will follow new career-focused graduation requirements.

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CoSN Update

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Resources for School Leaders from the Consortium for School Networking (CoSN).

“Setting Conditions for Success: Guidelines for Responsible Use of Technology for Schools” CoSN is pleased to share a wide variety of online resources to assist school leaders in the effective use of technology across the broad spectrum of school initiatives. These resources are available on the CoSN website.

One example of a CoSN resource for school leaders is the recently updated online posting, “Setting Conditions for Success: Guidelines for Responsible Use of Technology for Schools.” This publication is designed to provide guidance to educators serving in multiple roles, including technology leaders, school district leaders, and school district communities on how best to lead and support the responsible and effective uses of technology and digital resources within school settings.

COURTESY EDWEB.NET

The Consortium for School Networking (CoSN), in partnership with the Cooperative Council for Oklahoma School Administration (CCOSA) and the CoSN Oklahoma state affiliate chapter, Oklahoma Society for Technology in Education, is honored to support the work of current and aspiring superintendents and district leadership teams in leading all aspects of digital learning transformations.

CoSN/AASA EmpowerED Superintendents Initiative: Free Leadership Resources Several years ago, CoSN and AASA joined together to create the EmpowerED Superintendents Initiative to support superintendents and other school leaders in leading technology innovations within their school districts. Over the years, resources have been developed to assist superintendents and school leaders in successfully implementing educational technology initiatives.

Listed below are a few of the free resources that are available on the CoSN EmpowerED Superintendents website: https://www.cosn.org/superintendents/ ■ “Self-Assessment for Superintendents” ■ “Self-Assessment for Chief Technology Officers and

Technology Staff”

This free online resource includes information on the following topics:

■ “Self-Assessment for District Leadership Teams”

■ Connectivity Is a Critical Foundation

■ “Job Description for a Chief Technology Officer or

■ Setting Technical Conditions for Success ■ Responsible Use Agreements (RUAs)

Technology Director”

■ “Interview Questions for Hiring an Educational

Technology Leader”

■ RUAs Gone Wrong

■ “Evaluation Rubric for a Chief Technology Officer”

■ Creating Effective Responsible Use Agreements

In addition to the items listed above, another popular free resource is the collection of Critical Focus Areas: Issue One-Pagers. These documents are written to help superintendents and school leaders effectively communicate with multiple stakeholders on a wide range of critical educational technology topics.

■ What to Include

Templates for creating Responsible Use Agreements for elementary and secondary schools are also provided.

The “Setting Conditions for Success” document is available to be downloaded at: https://www.cosn.org/tools-andresources/resource/setting-conditions-for-successguidelines-for-responsible-use-of-technology-forschools/.

Three examples of the thirteen one-pager titles accessible on the CoSN EmpowerED Superintendents webpage include: ■ “Screen Time and EdTech” ■ “Artificial Intelligence & Generative AI” ■ “Strategic Technology Planning and Investment”

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EmpowerED Superintendent edLeader Panel Series CoSN, AASA, and edWeb.net co-host an online EmpowerED Superintendent edLeader Panel Series, sponsored by ClassLink, to help superintendents, school leaders, and educators connect and collaborate.

Season 8 of the series concluded with the March 9, 2026, broadcast on the topic of “Cybersecurity Priorities, Policies, and Practices for K–12 Leaders.”

The broadcast featured superintendents Krestin Bahr from Peninsula School District (WA), Tom Livezey from Oakridge Public Schools (MI), and Dr. Mary Templeton from Lake Stevens School District (WA). The three superintendents were joined on the panel by Amy McLaughlin, CoSN’s Cybersecurity Project Director.

Free access to the recording, podcast version, and article for the March 9, 2026, broadcast as well as for multiple other broadcasts in this series are available at https://home.edweb.net/supers/. ■

Join Us!

COSN MEMBERSHIP: If you, your school, or your district would like more information about joining CoSN or getting more involved with CoSN, please contact membership@cosn.org.

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Member Benefits of the Oklahoma School Assurance Group

The Oklahoma School Assurance Group (O.S.A.G.) is the largest provider of workers’ compensation services to Oklahoma public schools, proudly serving 98% of Oklahoma schools!

The OSAG motto is “to provide the most efficient and economical workers’ compensation services to Oklahoma public schools.”

Since 1994, member school districts have accumulated a total savings of $116,364,539!

ALL OSAG member benefits are FREE to include the following: •

Insurance consulting services covering MOST lines of district insurance needs, i.e. workers’ compensation, property, liability, etc.

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OSAG Training Seminars provided four times annually, in addition to presentations at Oklahoma ASBO spring & fall conferences, & various conferences throughout Oklahoma.

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Online safety training video program with 1,000+ videos provided. Accessible with assigned school-specific username and password. All videos are accessible through the OSAG webpage at www.okschoolassurancegroup.org, 24 hrs/day, 7 days/week.

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NEW Learning Management System as part of the OSAG – Amtrust Financial Services partnership.

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Onsite Risk Control Management visitations as designated or upon request.

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Monthly newsletter providing claims processing assistance, OSAG board correspondence, & notifications of upcoming OSAG events.

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Guaranteed annual premium! One premium quote for one year of coverage with no additional premium owed due to payroll auditing.

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Premiums based on individual school district’s workers’ compensation claim performance and not based on group.

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No risk policy! OSAG, as well as its members, assume ZERO risk or liability for claims made. OSAG is a fully insured program. All OSAG funds belong to OSAG membership.

Potential dividend earnings!

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Individual district performance dividend used to reduce future premium costs! Since inception, approximately $33,750,604 has been awarded to qualifying members as premium refunds, performance dividends, $500,000 in Safety Equipment Grants, a $250,000 Shared Premium Credit, & upfront premium savings.

ABOUT THE PROGRAM • Serving Oklahoma’s school districts since 1996 • Fiduciary management with guiding principles of safety, liquidity and yield • Rated AAAm by Standard & Poor’s • Daily liquidity and fixed rate investment alternatives • Compliant with Oklahoma Statutes §70-5-115-H • Excellent complement to existing bank relationships

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ASSOCIATION UPDATES

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OASA

Dr. Pam Deering, CCOSA/OASA Executive Director Derald Glover, OASA Assistant Executive Director The AASA State Leadership Meeting was held in late May in Atlanta, the location for the National Conference on Education (NCE) in 2027. The meeting provides advocacy and AASA programming updates for state superintendent leaders. A preview of hotels and meeting spaces is offered during this conference. Dr. Deering attended the meeting on behalf of OASA this year.

OASA districts have selected their Superintendents of the Year and their Assistant Superintendent/Central Office Administrators of the Year. They are as follows:

OASA District Superintendents of the Year District #1:

Joshua Bell, Tyrone

District #2: Tyson Bullard, Shattuck District #3: Dr. Dudley Darrow, Enid District #4: Derrick Meador, Jennings District #5: Chuck McCauley, Bartlesville District #6: Bryan Frazier, Claremore District #7: Dr. Rick Cobb, Midwest City – Del City District #8: Curtis Shelton, Bristow District #9: Dr. Matt Posey, Bethel District #10: Monty Guthrie, Eufaula District #11: Dr. Larry Ben, Grand View District #12: Robert Friesen, Thomas–Fay-Custer District #13: Nate Meraz, Elgin District #14: Kevin Sims, Minco District #15: Dr. Channa Byerly, Duncan District #16: Matt Holder, Sulphur District #17: Matt Simpson, Tushka District #18: Edward Wilson, Heavener District #19: Brandon Frazier, Valliant District #20: Jennie Nunn, Caddo Kiowa Tech Center

OASA District Asst. Superintendent/Central Office Administrators of the Year District #1:

Julie Edenborough, Assistant Superintendent, Guymon

District #2: No eligible candidates District #3: Marcy Roof, Director of Federal Programs, Watonga District #4: Dr. Sherri Pankhurst, Assistant Superintendent, Cleveland District #5: LaDonna Chancellor, Executive Director, Bartlesville District #6: Remington Rogers, Director of Federal Programs, Colcord District #7: Holly Nevels, Associate Superintendent, Norman District #8: Amy Duncan, Director of Federal Programs, Okemah District #9: Brandi Burks, Assistant Superintendent, Tecumseh District #10: Doug Flanary, Assistant Superintendent, Coweta District #11: Skye McGlothlin, Director of Federal Programs, Woodall District #12: Lou Buckmaster, Assistant Superintendent, Elk City District #13: Doug Brown, Assistant Superintendent, Lawton District #14: Daniel Pittman, Assistant Superintendent, Anadarko District #15: Terry Davidson, Finance Director, Comanche District #16: Josh Newby, Athletic Director, Ardmore District #17: Staci Capps, Assistant Superintendent, Byng District #18: Anthony Gilmore, Assistant Superintendent, Stigler District #19: Linda Coffman, Director of Special Services, Valliant District #20: Doug Hall, Deputy Superintendent, Kiamichi Tech Center

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ASSOCIATION UPDATES

OASA members have continued to support the OASA Touch Base meetings that occur every Wednesday throughout the school year. With an average of 256 each week, our members are engaging in timely topic discussions and legislation updates. We appreciate the value that these meetings bring for members. We are learning from each other!

Dr. Rick Cobb

Julie Edenborough

OASA State Award Winners Following a competitive application process led by last year’s award recipients, we are proud to announce the 2026 OASA award honorees. Dr. Rick Cobb, Superintendent of Mid-Del Public Schools, has been named the 2026 OASA Superintendent of the Year, while Julie Edenborough, Assistant Superintendent of Guymon Public Schools, has been selected as the 2026 OASA Assistant Superintendent/Central Office Administrator of the Year. Please join us in congratulating all these outstanding school leaders for their well-deserved recognition.

Legislative briefings have been in person throughout this session. We appreciate the participation of many of our members as they listened to updates and went to the Capitol to meet with their legislators. The budget is finished, and lots of legislation has not made it through the opposite chambers. We look forward to learning more about legislation at the CCOSA Summer Leadership Conference on the CCOSA/USSA Law Day along with many excellent presentations on literacy and other important education topics.

It’s not too late to make a contribution to the CCOSA Political Action Committee (PAC)! With primary elections occurring in June, we look forward to learning more about our State Superintendent Candidates and their education platforms at the CCOSA Summer Leadership Conference on May 27–29, 2026. ■

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OASSP/ OMLEA Chris LeGrande, OASSP/OMLEA Executive Director

OASSP UPDATE For the 2025–26 membership year, we currently have 926 individuals who have joined our association. This represents an increase of 41 members since the last update given to the CCOSA Executive Committee in February. We have worked diligently to increase membership, and CCOSA has met its goal of over 3,100 active members!

On April 1, 2026, more than 130 students representing ten school districts gathered at Tulsa Union High School for the annual Oklahoma Association of National Honor Society (OANHS) State Convention.

The event opened with a welcome from Union High School NHS President Jackelinne Escobedo Arana, followed by cultural dance performances by several of Union’s student groups. Former Oklahoma and National Teacher of the Year Rebecka Peterson delivered the keynote address, connecting the conference theme, “Threads of Leadership: Weaving Cultures Together,” to the ways culture shapes individual perspectives and practices.

Throughout the day, students engaged in a variety of activities, including a food bank service project, a collaborative quilt square project, and team-building sessions. Special thanks to Tulsa Union High School for its outstanding hospitality and for hosting a well-organized and impactful conference.

During the week of April 15–18, 2026, Ben Pemberton, Principal at Fort Gibson High School and 2025–26 OASSP Principal of the Year, traveled to Washington, D.C., for a leadership event sponsored by the National Association of Secondary School Principals. NASSP’s National Education Leadership Awards saluted and celebrated all 2026 State High School Principals of the Year, the National Honor Society’s Student Scholarship Finalists, the National Association of Student Councils Scholarship winners, and the NASSP Advocacy Champion of the Year Finalists. Activities included professional learning sessions, networking opportunities with peers from across the country, and a recognition dinner gala.

Pemberton has served as principal of Fort Gibson High School for the past seven years, during which he has led significant academic and schoolwide improvement efforts.

Under his leadership, the school implemented a comprehensive ACT readiness strategy that has produced a junior class composite average of 19.7, 2.5 points higher than the most recently reported state average. Key components of this initiative include the integration of ACT bell work across all core subjects and grade levels, a required ACT Accelerator course for all juniors, a spring ACT Prep Week, a district-funded fall ACT administration for every 11th-grade student, and a dedicated one-day ACT workshop each fall. Pemberton will be recognized as the OASSP Principal of the Year at the CCOSA Summer Leadership Conference at the end of May.

Dr. Genevieve Craig, Assistant Principal at Newcastle High School and 2025-26 OASSP Assistant Principal of the Year, also traveled to Washington, D.C., for the NASSP leadership event. The National Education Leadership Awards saluted and celebrated all 2026 State Assistant High School Principals of the Year, the National Honor Society’s Student Scholarship Finalists, the National Association of Student Councils Scholarship winners, and the NASSP Advocacy Champion of the Year Finalists. Activities included professional learning sessions, networking opportunities with peers from across the country, and a recognition dinner gala.

During her four years as assistant principal at Newcastle High School, Dr. Craig has been instrumental in establishing consistent expectations, integrating restorative practices.

Chris LeGrande with award-winners Dr. Genevieve Craig, Dr. Bobbi Gillham, Amy Sanders, and Ben Pemberton at the NASSP National Education Leadership Awards in Washington, D.C.

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and providing visible, accessible leadership throughout the building.

Through collaborative work with staff to develop a schoolwide behavior matrix, out-of-school suspension rates have significantly declined, from 101 students to 47. Even more notably, the number of students with multiple suspensions has dropped from 20 to just 7. By cultivating a positive school culture grounded in restorative

ASSOCIATION UPDATES practices, Dr. Craig has modeled and trained students and staff in reflection, repair, and reintegration, emphasizing personal growth over punitive consequences. Dr. Craig will be recognized as the OASSP Assistant Principal of the Year at the CCOSA Summer Leadership Conference at the end of May.

Elections for OASSP PresidentElect recently concluded with Jason Hayes, Principal of Edmond Santa Fe High School, being declared the winner. Hayes will be introduced as President-Elect at the OASSP Business Meeting Breakfast on May 29 during the CCOSA Summer Leadership Conference. He will assume his new duties on July 1, 2026.

OMLEA UPDATE OMLEA membership is based on members of CCOSA’s umbrella associations who also elect to join the Oklahoma Middle Level Education Association. For 2025–26, we currently have 828 members, an increase of 38 over the last CCOSA Executive Committee report in February 2026.

Wednesday, March 26, 2026, was Principals & Special Education Directors Day at the Capitol. That morning, directors of special services and elementary and secondary principals convened at the CCOSA office for the weekly legislative briefing. Following a short presentation

by CCOSA Director of Policy, Research, and TLE Dr. Jeanene Barnett on the do’s and don’ts of advocacy, participants traveled to the State Capitol to meet with their elected officials. The day concluded with lunch at the Faculty House, where administrators shared summaries and key takeaways from their meetings with local senators and representatives. Thank you to all who participated in this special day!

During the week of April 15–18, 2026, Dr. Bobbi Gillham, Principal at Poteau’s Pansy Kidd Middle School and the 2025–26 OMLEA Principal of the Year, traveled to Washington, D.C., to participate in the National Education Leadership Awards, a prestigious event hosted by the National Association of Secondary School Principals (NASSP). This national gathering honored each state’s Middle Level Principal of the Year, National Honor Society Student Scholarship Finalists, the National Association of Student Councils Scholarship winners, and the NASSP Advocacy Champion of the Year Finalists. The week was filled with professional learning sessions, valuable networking opportunities, and inspiring recognition ceremonies.

Dr. Gillham has served as principal of Pansy Kidd Middle School (PKMS) for the past six years, where she has worked diligently to establish a comprehensive multi-tiered system of support (MTSS) grounded in trauma-responsive practices. Her leadership has resulted in systems that support students’ socialemotional and behavioral needs, enhance the school’s physical environment, and strengthen the overall sense of safety and belonging among students, staff, and families. Through intentional storytelling, strong family engagement, and partnerships with community organizations, PKMS has become recognized as a welcoming, student-centered school exemplifying the district’s vision: “Every Pirate, Every Day.” She will be formally honored as the OMLEA Principal of the Year at the CCOSA Summer Leadership Conference in late May. Amy Sanders, Assistant Principal at Sapulpa Middle School and the 2025–2026 OMLEA Assistant Principal of the Year, also traveled to Washington, D.C., for the NASSP leadership event. This national gathering honored each state’s Middle Level Assistant Principal of the Year,

National Honor Society Student Scholarship Finalists, the National Association of Student Councils Scholarship winners, and the NASSP Advocacy Champion of the Year Finalists. The week was filled with professional learning sessions, valuable networking opportunities, and inspiring recognition ceremonies.

For the past three years as assistant principal at Sapulpa Middle School, Sanders has played a pivotal role in creating an environment where every student is known, valued, and supported. Recognizing the importance of connecting students with a caring adult, she developed PASS (Prepare and See Success), a program designed for

Jenks High School Assistant Principal Dr. Eric Fox, Sallisaw High School Assistant Principal Shawn Winton, Sallisaw High School Principal Russell Tillery, and Chris LeGrande at Principal Day at the Capitol in April. students experiencing long-term or recurring in-school suspensions. Grounded in Sean Covey’s The 7 Habits of Highly Effective Teens, PASS engages students in goal setting, accountability practices, time-management strategies, and guided reflection. Through monthly face-to-face meetings with Sanders, the school’s most vulnerable learners build meaningful connections and receive targeted support focused on their academic and personal growth. She will be formally honored as the OMLEA Assistant Principal of the Year at the CCOSA Summer Leadership Conference at the end of the month.

Elections for 2026–27 OMLEA President-Elect were held in April. Traci Kay, Principal at Norman Alcott Middle School, won the election and will begin her duties July 1, 2026.

Kay will be introduced as President-Elect at the OMLEA Executive Committee Meeting on May 28 during the CCOSA Summer Leadership Conference. ■

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ASSOCIATION UPDATES

OAESP Dr. Glen Abshere, OAESP Executive Director

OAESP membership continues to remain strong, with 904 members currently. We need a few more members this year to exceed last year’s numbers. Of those members, 165 are new to OAESP this year. Thank you for being a member of OAESP! The Annual NAESP National Leaders Conference was held February 8–11, 2026, in Washington, D.C. Attending this year were OAESP President Amy Estes, OAESP President-Elect Dr. Ryan Glaze, State Representative and Federal Relations Officer Andrea Sifers, and OAESP Executive Director Dr. Glen Abshere. We had great visits with the Oklahoma senators and congressional representatives to promote public education.

The OAESP Presidential election took place in March.

Charla Matthews, Principal of Grove Upper Elementary School, was elected as the next OAESP PresidentElect. She will begin her new role as President-Elect in July.

The fourth cohort of the Oklahoma Principal Leadership Institute just wrapped up its year.

OPLI meets seven days through the school year and takes a deep dive into how to effectively lead schools.

It is designed for those who are beyond their first year of principalship, or assistant principals beyond the first year. We dive into topics such as school culture, professional learning communities, leader self-care, leading difficult conversations, using student data to drive instruction, advocacy, and retaining and recruiting top talent, to name just a few. The 2026–27 cohort has been selected through an application process. We look forward to working with this cohort next year.

Charla Matthews

Traci Newell

Camille Holt

The OAESP Principal of the Year program honors outstanding elementary and middle level principals who ensure that America’s children acquire a solid foundation for lifelong learning and achievement. As always, the OAESP Administrator of the Year/National Distinguished Principal (NDP) application packet was sent to seven nominees. The NDP selection committee reviewed and scored the application packets and narrowed the list to the top three candidates, then conducted school visits in early April. The committee interviewed the principal, a committee of teachers, and a committee of parents and community members. The site visit also included a tour of the school. The results are: 2026 OAESP Principal of the Year/2026 NAESP National Distinguished Principal Charla Matthews, Principal of Grove Upper Elementary School, Grove Public Schools

The CCOSA New Principals Academy is open to all principals and assistant principals in their first five years of service and meets four times in the fall semester. The dates of the Oklahoma City Academy are Sept. 15, Oct. 20, Nov. 10, and Dec. 8. The dates of the Tulsa Academy are Sept. 17, Oct. 22, Nov. 12, and Dec. 10. Registration is now open.

2026 OAESP Principal of Excellence

The NAESP National Conference will be held this summer in Orlando, Florida on July 13–15, 2026.

Keynote speakers include Merlyna Valentine and Dr. Miguel Cardona. Registration is now open.

Congratulations to these outstanding elementary leaders! ■

Traci Newell, Principal of Elgin Lower Elementary School, Elgin Public Schools 2026 James Burnett Principal of Distinction Camille Holt, Principal of Shattuck Elementary School, Shattuck Public Schools

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ODSS

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Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director ODSS has lots of good news to share this spring! First, our outstanding 2026 award recipients are:

The transition into a public school district special education director role requires the firstyear director to take on complex responsibilities, including legal compliance, program oversight, ■ Saylor Burch, working to complete her staffing (for some), budgeting (for some), master’s in speech language pathology at and collaboration with families, school the University of Oklahoma Health Sciences administrators, and even community partners.

Center, is the Jimmie Prickett $2,500 To support first-year directors in the new scholarship recipient. program with OSDE, ODSS will also provide Lisa Moore ■ Lisa Moore, Director of Special Services a structured mentoring opportunity to for Ardmore City Schools, has been named build directors’ knowledge, confidence, and Director of the Year. professional connections. Rather than assigning each first-year director to a single mentor, ODSS will use a CCOSA will recognize Lisa and other association cohort mentoring model that connects mentees with Administrators of the Year in a general session at the a group of experienced special education directors.

CCOSA Summer Leadership Conference, and ODSS This will allow first-year directors to benefit from the members will honor Lisa and Saylor at the ODSS collective expertise of multiple mentors who bring a Breakfast on the final day of the Conference, May 29. variety of experiences and specialized knowledge in At the ODSS Best Practices Conference in February, different aspects of special education leadership. members also elected Lisa Moore, our 2026 Director of ODSS will announce the 2026–27 dates for the new the Year, to succeed Leslie Burnett, Special Education First-Year Directors meetings and the dates for ODSS’ Director for Pryor Public Schools, as President-Elect.

New & Early Career Directors group virtual meetings Lisa’s supportive, approachable, and solutions-oriented in May. ■ leadership style make her a wonderful addition to ODSS’ group of officers.

ODSS is also happy to announce that the Office of Management and Enterprise Services (OMES) and the Oklahoma State Department of Education (OSDE) approved its proposal to develop and provide a program of information and training for first-year public school special education directors, beginning with the 2026-2027 school year. ODSS will collaborate with OSDE to schedule a total of four half-day sessions focused on special education leadership topics with the goal of improving outcomes for students with disabilities at a district level. The first session will be held on July 30 as a post-conference morning session following the Second Annual OSDE Special Education Leadership Conference in Oklahoma City.

In collaboration with OSDE, ODSS will schedule three additional sessions to be held in September, October or November, and December. At least three of the four sessions will take place in person.

In addition to the new first-year special education program with OSDE, ODSS will continue to operate its own New & Early Career Special Education Directors virtual group sessions. The purpose of the New & Early Career group sessions is to support and assist special education directors in completing the day-today activities required of most directors, such as how to determine if a special education teacher has the appropriate certification to assign grades for a specific course and how to find and correct information errors in preparation for the October 1 Child Count. ODSS will develop different agendas and materials for the new first-year director sessions.

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READ TO LEAD

High Road Leadership By the CCOSA Leadership Team As CCOSA prepares to welcome renowned leadership expert John C. Maxwell as the keynote speaker for this year’s Summer Leadership Conference, our leadership team has spent the year studying his book High Road Leadership. This article is the final in a four-part series highlighting key takeaways from Maxwell’s work and offering a preview of the principles he will bring to the stage.

Bring People Together (Chapter 1) Maxwell opens with a defining question: Are people better or worse because of our leadership? In a culture marked by division, leaders must choose their path.

The low road is self-focused, the middle road seeks fairness, but the high road values people, gives first, and brings others together. Though it requires patience and intentionality, it creates stronger relationships, unified teams, and lasting impact. Maxwell encourages leaders to be mindful of the path they are on, and to make a change if needed, because choosing the high road is what sets great leaders apart.

Value All People (Chapter 2) High road leadership begins with valuing others.

Maxwell calls leaders to intentionally recognize people’s inherent worth, communicate that value, and help them believe in it. Valuing others is not passive; it is a deliberate act that shapes how leaders think, speak, and act. When leaders adopt the mindset of “putting a 10 on everyone’s head,” they create environments where people feel seen, supported, and empowered.

In a culture quick to devalue those we disagree with, leaders must choose respect and empathy. As leaders grow in their own character and self-worth, they become better equipped to uplift others.

Acknowledge Your Humanness (Chapter 3) Leadership requires humility. Maxwell reminds us that our gifts are not who we are – they are tools to serve others. When leaders begin to tie their identity too closely to their abilities, they risk overestimating themselves and losing perspective. High road leaders practice “confident humility,” balancing self-awareness with confidence. By giving grace to themselves and others and fostering a culture of learning over perfection, leaders build trust and authenticity.

Leaders who model this mindset encourage openness, innovation, and continuous improvement within their teams. Ultimately, acknowledging our humanness creates common ground with others and opens the door to stronger, more meaningful relationships.

Do the Right Things for the Right Reasons (Chapter 4) Motives matter. High road leaders not only do the right thing – they do it for the right reasons. High road leadership requires alignment between actions and values, ensuring that decisions are rooted in service to others rather than personal gain. Though the high road is an uphill climb, it leads to credibility, confidence, and lasting influence. When leaders commit to doing the

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right things for the right reasons, they gain confidence, earn credibility, and create a lasting positive influence on those they serve.

Give More Than You Take (Chapter 5) Maxwell challenges leaders to ask: Are you giving more than you take? High road leadership is marked by generosity – open-hearted (adding value), openminded (believing the best), and open-handed (giving freely). This principle reframes leadership as a daily commitment to serve, invest in others, and contribute meaningfully to those around us. Leaders must also create inclusive environments where all voices are heard. The goal is to be a river, not a reservoir, letting growth and success flow outward to others.

Develop Emotional Capacity (Chapter 6) Leadership demands resilience. Emotional capacity – the ability to respond positively to pressure and adversity – enables leaders to guide others through uncertainty.

Maxwell challenges leaders to reject a victim mindset and instead embrace the reality that leadership is, at its core, problemsolving. Difficulties are not obstacles to leadership – they are the very conditions that make leadership necessary. By managing emotions, embracing growth, growing comfortable with discomfort, and prioritizing self-care, leaders build the strength needed to guide others through uncertainty with steadiness and hope.

Place People Above Your Own Agenda (Chapter 7) Maxwell reminds leaders that while agendas and goals matter, people must always come first. High road leaders intentionally choose empathy, connection, and service over personal ambition. When leaders prioritize people, they build trust, strengthen relationships, and create win-win outcomes that lead to lasting success.

Ultimately, the best way to accomplish any vision is by investing in the people who make it possible.

Embrace Authenticity (Chapter 8) Authenticity is rooted in living out values. Maxwell emphasizes choosing character over reputation and resisting comparison. Authentic leaders acknowledge both strengths and weaknesses, learning from each while remaining grounded in their identity and purpose.

This authenticity builds trust and inspires growth in others. Authenticity requires vulnerability. Leaders who are willing to admit mistakes, learn from them, and move forward with grace build trust and credibility with their teams. This kind of leadership not only strengthens relationships but also inspires others to grow and take the high road alongside them.

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Take Accountability for Your Actions (Chapter 9) High road leaders take ownership because leadership and responsibility are inseparable. Accountability is not a one-time act, but a daily commitment to responsibility. Leaders build credibility by aligning actions with words and taking initiative to improve outcomes. True leadership is not about status – it’s about stewardship.

Live by the Bigger Picture (Chapter 10) Great leaders see beyond the moment. Big-picture thinking allows leaders to stay agile, navigate change, and foster creativity. By asking questions, learning from experience, and remaining open to change, leaders develop a broader, more informed view of their work.

Ultimately, Maxwell challenges leaders to be intentional about adding value to others and creating environments where people can thrive.

Don’t Keep Score (Chapter 11) Scorekeeping damages relationships.

Maxwell encourages leaders to shift from tracking what they receive to focusing on what they give. This shift moves leadership from competition to service. Letting go of past grievances fosters gratitude, trust, and stronger connections. High road leaders lead with grace, not comparison.

Desire the Best for Others (Chapter 12) At its core, leadership is about people. High road leaders genuinely want the best for others and act to help them succeed. By valuing, believing in, and supporting others, leaders create environments where individuals can reach their full potential. Maxwell reminds us that people’s successes and failures are deeply connected to the relationships in their lives, making leadership a powerful opportunity to influence outcomes for the better.

Bringing It All Together High road leadership is a daily choice that prioritizes people, integrity, and service. These principles challenge leaders to grow internally and lead intentionally, creating cultures where individuals and teams thrive.

We are so excited to welcome John C. Maxwell as this year’s Summer Leadership Conference keynote speaker. His message will inspire and equip leaders to lead with greater clarity, courage, and compassion.

We invite you to join us this summer as we continue the journey of high road leadership, growing together and making a lasting difference for the students, educators, and communities we serve. ■