Better Schools Summer 2026

SUMMER 2026

Fundamental Resources and

Editorials for School Administrators

STRONGER TOGETHER When school leaders have the support they need, students benefit. PAGE 36

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THE COWBOY AND CORYELL ROOFING PARTNER UP FOR STUDENTS

HOW TO TRANSFORM FAMILY ENGAGEMENT INTO MEANINGFUL CONNECTIONS

MOVING THE NEEDLE ON TEACHER RECRUITMENT

Internet Designed For

Education Ensuring your students can fully participate in the digital learning age requires internet designed to support education.

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OneNet powers more than 240 K-12 schools, 42 technology center campuses, and every public higher education institution in Oklahoma.

888-5-OneNet www.OneNet.net

Learn more about how OneNet can provide your school affordable connectivity options through Oklahoma’s research and education network.

Your Oklahoma Partner

Our team provides Oklahoma with a different opinion. When you partner with us, you get the unique value of working with a local provider. Not only are your dedicated representatives local to Oklahoma, but we also service your entire account from our Oklahoma City headquarters. From billing, customer service, claims, compliance support and technology, we deliver a local experience for you and your employees.

Benefits are confusing. Having a team in your own backyard to provide personal service, walk through a claim, or at times, hand deliver a benefits check, are not services you are likely to find anywhere else.

We’ll continue to help your staff: Create a benefits package to accomplish their goals Provide benefits education and enrollment support through one-onone benefits reviews and group meetings

Percentage of OK School Employees Served:

91%

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Offer support throughout the plan year with any benefits questions you or your employees may have

Fidelity has been a longtime partner with CCOSA. They “ American have provided important services and products to Oklahoma school leaders and staff for many years. American Fidelity offers a variety of programs to school leaders and staff with health and wellness options that can improve and protect their lives as they lead schools for student success.

Number of Policyholders in OK:

80,000+

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“

Dr. Pam Deering Executive Director at CCOSA

Number of Books donated by the Rolling Thunder Book Bus Donations:

Learn more about partnering with us.

204,000+

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americanfidelity.com/education

American Fidelity internal data as of December 2023, accessed June 2024. https://americanfidelity.com/about-us/community/, accessed June 2024.

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AF-3541-0624

American Fidelity Assurance Company

DON’T LET UNEMPLOYMENT COSTS SIPHON DOLLARS FROM YOUR DISTRICT’S CLASSROOMS.

WE WILL GUIDE YOU THROUGH THE EMPLOYMENT PROCESS FROM START TO FINISH! Let OSSBA help your district with unemployment issues, plus save money and time by letting our attorneys handle your claims, follow ups, appeals and more. We also offer additional employment services to support school districts, including an online library of information and documents, training opportunities and legal information on employment issues.

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CONTENTS CCOSA Executive Committee Michelle Dalton CCOSA Chairperson ODSS Past President Director of Special Services, Crowder Public Schools Dr. Stacey Butterfield CCOSA Vice Chairperson OASA President Superintendent, Jenks Public Schools Matt Holder OASA President-Elect Superintendent, Sulphur Public Schools Blaine Wise OASSP President Principal, Glenpool MS Jason Hayes OASSP President-Elect Principal, Edmond Santa Fe HS Skeeter Sampler OMLEA President Director of Secondary Education, Lawton Public Schools Traci Kay OMLEA President-Elect Principal, Alcott MS Norman Public Schools Dr. Ryan Glaze OAESP President Principal, Jenks East ES Charla Matthews OAESP President-Elect Principal, Grove Upper ES Leslie Burnett ODSS President Director of Special Services, Pryor Public Schools Lisa Moore ODSS President-Elect Director of Special Services, Ardmore Public Schools Scott Farmer PAC Representative Superintendent, Fort Gibson Public Schools Dr. Gregg Garn Higher Education Liaison University of Oklahoma

24 Before the First Bell

A keynote speaker from the Summer Leadership Conference with pro tips on how successful schools intentionally shape school culture and climate.

By Dr. Mario Acosta

8 Leadership Conversations Back-to-School Joy With a Commitment to VOTE

By Dr. Pam Deering, CCOSA/OASA Executive Director

12 High Road Leadership in Action

Registered attendees? 1,728.

Sessions? 178 of them.

Keynote speech from the legendary John C. Maxwell? 1 (and it was unforgettable).

Three days of professional learning and connections?

Priceless.

By Paige Kelpine, CCOSA Director of Communications

21 Building the Next Generation of Education Leaders

CCOSA and OU’s new collaborative doctoral cohort is already on the way to making its mark on the future of education in Oklahoma.

By Paige Kelpine, CCOSA Director of Communications

36 The Presidents’ Corner

Why CCOSA? We asked all five association presidents what membership in the pre-eminent leadership organization for Oklahoma school leaders means to them.

48 TeachForwardOK

2026 legislation has expanded the reach of this teacher recruitment program, with six Oklahoma universities now offering new alternative certification pathways.

By Dr. Michelle Seybolt

51 CoSN Update

A new EdTech Quality Indicators Guide, CoSN’s statement to the FCC on the E-Rate program, and more.

ON THE COVER: Dr. Ryan Glaze, second from left, and Jenks East Elementary faculty and students on 918 Day in September 2025, when Tulsa Mayor Monroe Nichols visited the campus for a student-led tour of the historic Rentie Grove community. Dr. Glaze is featured in “The President’s Corner,” page 36.

ASSOCIATION UPDATES 53 OASA 57 OASSP/OMLEA

60 OAESP 63 ODSS

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CONTENTS CCOSA Staff Dr. Pam Deering CCOSA/OASA Executive Director Derald Glover OASA Assistant Executive Director

30 How the West Was Learned

A new partnership between Coryell Roofing and the National Cowboy & Western Heritage Museum is helping more Oklahoma students experience Western history up close and personal.

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

Jenks Public Schools is intentional about finding a way to engage families in ongoing partnerships, including at their Marvelous Moms events, where mothers are invited to join their children’s classrooms for activities.

40 From Compliance to Connection

Family engagement is more than checking a box after a Title I meeting: It requires a holistic institutional commitment to forging meaningful partnerships with parents and guardians.

By Michelle Hight

Jen Knight Executive Assistant

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Leadership Conversations Back-to-School Joy With a Commitment to VOTE Dr. Pam Deering, CCOSA/OASA Executive Director deering@ccosa.org From a grade school student: “I keep being asked if I am ready to go back to school soon…the answer is YES! I love school. I love my friends, I love my teachers, I love most of my subjects!

I love shopping for school supplies and new clothes! I love my summer too, but I am ready to go to the next grade. I can’t wait!”

What if we all anticipated going back to school or work as much as this third-grader going to the fourth grade!

Education in this state falls victim to our own apathy.

Whether you believe your vote counts or not, just recall what we just experienced in the last election when just a few elected a state superintendent who targeted educators and removed their certificates without due process hearings. Education in Oklahoma encountered many disruptions, and the state office became the model for what dysfunction really looks like with the wrong leadership.

In Oklahoma, we know that for so many of us, whether teaching or leading in districts, we recall our “lightbulb” moment of why we are doing what we do – we love children, and we love our profession!

Let’s not let the negative political rhetoric dim our lights of joy and happiness as we plan for the school year. However, the negative political rhetoric could become a reality if you fail to get involved. You hold the power with your vote to elect the right people to hold the offices at the state level who impact public education the most.

Educators, we cannot sit back and hope that others will get out to vote in a primary election runoff for the Governor’s race and for the State Superintendent’s race.

YOU MUST GO VOTE for the candidates who support our beloved profession. Do your research.

Look at the candidates for these two races and read their platforms, attend debates to hear them, and learn from others who know them.

You decide, you go vote, and encourage others who may not make it a priority to go with you.

You have the opportunity with your vote to elect a person who knows public education from the perspective of a teacher and a leader; a person who has experience, credibility, and a focus on the future for public education.

Let’s go back to school this year with the same joy as the third-grader getting ready for the fourth grade. Let’s go back to school with the commitment to VOTE for candidates who support public education.

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

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UnitedSystemsOK.com

DUAL DEFENSE Protecting Our Schools Inside and Out

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high road leadership

in Action

CCOSA Summer Conference Brings Oklahoma School Leaders Together

A scene from the General Session at CCOSA’s Summer Leadership Conference, held May 27–29, 2026, at the Oklahoma City Convention Center.

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or three days in late May, Oklahoma school leaders came together with a shared purpose – to learn, connect, and lead with intention. The 2026 CCOSA Summer Leadership Conference transformed the Oklahoma City Convention Center into a gathering place for education leaders from every corner of the state, providing opportunities to exchange ideas, strengthen professional relationships, and return home equipped to better serve students and staff.

This year’s conference centered on the theme High Road Leadership, inspired by John C. Maxwell’s newest book and the belief that leadership is measured not only by the decisions we make but by the character we demonstrate in making them. Throughout the conference, attendees were challenged to lead with integrity, courage, humility, and service while navigating the opportunities and challenges facing Oklahoma public education.

From the opening day, attendees were immersed in timely learning designed specifically for Oklahoma school leaders. Conference sessions addressed instructional leadership, school finance, student achievement, school safety, special education, legislative updates, leadership development, emerging technologies, communication strategies, workforce development, and other topics directly impacting today’s schools.

CCOSA was especially pleased to welcome specialists from the Oklahoma State Department of Education, who presented multiple sessions during the pre-conference.

Their expertise provided attendees with valuable updates, practical guidance, and direct access to state resources supporting schools across Oklahoma.

The conference also introduced a new opportunity for collaboration through Roundtable Discussions held in the Exhibit Hall. These interactive conversations created additional space for members to engage with colleagues, discuss current challenges, exchange ideas, and learn from one another in a more informal setting.

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2026 OASA State Superintendent of the Year Dr. Rick Cobb, Superintendent of Mid-Del Public Schools, addresses OASA banquet attendees.

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Callie (left) and Addy (right) Deering sang the National Anthem during the opening General Session on May 28.

The 2025–26 Oklahoma Principal Leadership Institute (OPLI) cohort was facilitated by OASSP/OMLEA Executive Director Chris LeGrande and OAESP Executive Director Dr. Glen Abshere. Designed for veteran principals, OPLI includes hands-on training, team-building experiences, and professional learning.

Professional learning remained at the heart of every session, but equally important were the conversations happening between presentations, in exhibit hall aisles, over coffee, and during networking events.

Those moments of connection remind us that leadership can often feel isolating, but no Oklahoma administrator has to navigate that journey alone.

This year’s speakers challenged attendees to think differently about leadership and their influence within their organizations.

The pre-conference opened with Dr. Mario Acosta, whose message encouraged leaders to embrace authenticity, purpose, and the responsibility they carry in shaping school culture. His engaging presentation reminded participants that extraordinary leadership begins with intentional daily choices.

The numbers convey the conference’s reach and impact.

1,728

registered attendees

295

school districts represented

182

exhibitors

178

professional learning sessions

University of Central Oklahoma President Todd G. Lamb brought a statewide perspective to educational leadership, discussing the changing landscape of education and emphasizing the importance of collaboration among educational institutions, policymakers, and community partners. His remarks reinforced the vital role school leaders play in preparing Oklahoma’s future workforce and strengthening communities across the state.

The conference’s keynote speaker was internationally recognized leadership expert John C. Maxwell, who delivered a powerful message centered on the principles found in his book, High Road Leadership. Maxwell challenged attendees to choose courage over comfort, people over position, and character over convenience. His practical insights and

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Leadership expert and best-selling author John C. Maxwell, whose book High Road Leadership inspired the conference theme, delivered the keynote on May 28.

Dr. Pam Deering addressed attendees at the Welcome Reception hosted by Coryell Roofing.

New 2026-27 CCOSA Executive Committee (CEC) Chair Michelle Dalton of Crowder Public Schools presents a plaque to outgoing CEC Chair Laura Bullock of Idabel Public Schools thanking her for her service.

The 2025–26 CFO Academy participants with the academy’s facilitators, CCOSA/OASA Executive Director Dr. Pam Deering, Deer Creek CFO Dr. Cordell Ehrich, and Executive Director/Treasurer of OKASBO Amanda Burchfield.

timeless leadership principles resonated deeply with educational leaders committed to making a lasting difference in the lives of students and educators.

Following Maxwell’s keynote, many attendees had the opportunity to meet him during a book signing, which many described as a conference highlight. Every registered attendee also received a copy of High Road Leadership, allowing the learning to continue long after the conference concluded.

The conference concluded with a Candidate Spotlight featuring individuals seeking to serve as Oklahoma’s next State Superintendent of Public Instruction. Rather than a debate, the forum provided attendees with an opportunity to hear directly from each candidate about their vision for Oklahoma education, reinforcing CCOSA’s commitment to informed leadership and meaningful engagement in the issues affecting public schools.

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eyond the educational sessions, the conference celebrated excellence across Oklahoma public education through awards and recognitions honoring outstanding administrators and educational leaders.

From association awards and Administrator of the Year recognitions to scholarship presentations and special honors, these moments highlighted the remarkable work taking place in schools across our state and reminded attendees of the incredible talent leading Oklahoma’s students every day.

The Exhibit Hall once again served as a hub of conference activity. With 182 exhibitors representing organizations dedicated to supporting education, attendees explored innovative products, services, and resources designed to strengthen teaching, learning, operations, and student success. Sponsors and business partners continue to play a vital role in making the conference possible, and CCOSA is grateful for their ongoing investment in Oklahoma public education.

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OASA President Dale Spradlin, Superintendent of Buffalo Public Schools, led the OASA Breakfast on Friday, May 29.

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More than 1,700 school leaders attended the 2026 CCOSA Summer Leadership Conference at the Oklahoma City Convention Center, which featured 178 professional learning sessions.

Dr. Clarence Oliver received a Years of Service award for 55 years in OASA at the 2026 OASA Banquet at the Omni Hotel on Thursday, May 28. Left to right: Dr. Stacey Butterfield, Scott Farmer, Dr. Clarence Oliver, and Dr. Pam Deering.

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Former Poteau High School Principal Joe Ballard and OASSP/OMLEA Executive Director Chris LeGrande at the podium at the OASSP/OMLEA Breakfast on Friday, May 29.

Networking opportunities extended beyond the conference sessions through association breakfasts, the Welcome Reception, and informal gatherings where colleagues renewed friendships, welcomed new leaders, and built relationships that will continue throughout the year. These moments reinforced one of CCOSA’s greatest strengths – the professional community it creates for school leaders across Oklahoma.

As the conference concluded, one message remained clear: leadership matters.

Stacey Boyer of Mid-Del Public Schools, Courtney Scott of Norman Public Schools, and AJ Graffeo of Putnam City Public Schools led the “Strengthening School Emergency Communications With Standard Response Protocols” session.

Every superintendent, principal, assistant principal, special services director, central office administrator, and educational leader who attended returned to their district carrying new ideas, renewed energy, and strengthened professional connections. Together, they represent thousands of educators serving students in communities large and small throughout Oklahoma.

That collective commitment makes the CCOSA Summer Leadership Conference more than an annual event. It is an investment in the people who lead Oklahoma’s schools every day.

We look forward to continuing the conversation throughout the school year and welcoming everyone back for another outstanding CCOSA Summer Leadership Conference in 2027. ■

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

Create custom booklists for your district or school with Scholastic. Our experts can identify gaps in your libraries, correlate titles to your academic standards, and recommend books to enhance your core literacy program and drive results. With a massive catalog of student favorites, we can build classroom libraries that are just right for your curriculum and your students.

For more information, contact your Scholastic Education partner: TJ Mears | Account Executive, Oklahoma TMears@Scholastic.com | (918) 550-3633

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“

AP Seminar has created a broader context for reading informational texts, but more importantly, the performance tasks have pushed students to explore the world around them for a deeper understanding of how it all works.

”

JAMES WSZOLEK ENGLISH TEACHER (AP SEMINAR) AND DEPARTMENT CO-CHAIR

Build a Strong Foundation with English 10: AP Seminar AP® Seminar helps students build a strong foundation for critical and transferable research skills, including investigation, collaboration, writing, and presentation. Schools across the country are choosing AP Seminar as their English 10 course because it provides students with cross-curricular exposure through evidence-based reading, writing, and speaking. It also allows teachers flexibility to incorporate state English standards.

This course has no prerequisites and can serve a broad group of students by giving them the opportunity to pursue their own individual interests.

Taking even one AP course can improve students’ first-year college GPA and on-time college graduation rates.

Learn more at collegeboard.org/APseminarELA © 2023 College Board.

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S U MMER 2026 | better sch o o ls

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Building Oklahoma’s Next Generation of District Leaders The first-ever OU–CCOSA Collaborative doctoral cohort is translating research into practice while strengthening leadership across Oklahoma schools.

By Paige Kelpine, CCOSA Director of Communications The inaugural University of Oklahoma–CCOSA Collaborative Doctor of Education (Ed.D.) cohort is already making an impact. Designed specifically for Oklahoma’s PK–12 educational leaders, the 36-month, cohort-based program was created to combine the research expertise of the University of Oklahoma with CCOSA’s deep understanding of the real-world challenges and opportunities school leaders face every day. Just months into the program, that vision is already becoming a reality.

This summer, members of the inaugural cohort successfully completed their first course and have now begun their second, building momentum as they continue a journey focused on leadership growth, collaboration, and meaningful improvement in Oklahoma schools.

From the beginning, the program has emphasized more than academic achievement. Cohort members are learning alongside fellow administrators from across the state, engaging with experienced educational leaders, and applying new knowledge directly to the work happening in their schools and districts. The collaborative design allows participants to immediately connect theory to practice while building a statewide network of colleagues who share a commitment to strengthening public education.

After completing the program’s first courses, Peeler says the experience has exceeded her expectations.

Dandy Peeler

For Remington Rogers, Federal Programs Director for Colcord Public Schools, the program offered something many working administrators struggle to find – a doctoral experience designed with practicing school leaders in mind.

“I looked into many programs, but none seemed to fit or offer the support a busy school administrator needs,” Rogers said. “When CCOSA and OU announced the Collaborative Doctorate in Education, I knew this was the type of program I was looking for.”

Now several weeks into the program, Rogers says the coursework has been both challenging and practical.

OU and CCOSA will identify 15–20 emerging leaders to participate in the program, which includes synchronous and asynchronous coursework and one or two in-person conference days per semester held on the OU–Tulsa campus.

Dr. Pam Deering, CCOSA/OASA Executive Director, had the opportunity to teach the cohort’s first course, Visionary Leadership, and says the experience confirmed the strength of the partnership.

“What an honor it was to teach the Visionary Leadership class. This cohort has brought together OU’s higher education expertise and CCOSA’s leadership in school administration, creating the perfect blend of research and practical experience,” said Dr. Deering. “Teaching is always an opportunity to learn as well, and I have been inspired by the dedication and passion of these educational leaders. We look forward to the continued success of CCOSA members as they pursue their Ed.D.” For Dandy Peeler, Director of Secondary Education for Edmond Public Schools, the partnership between OU and CCOSA was exactly what she had been searching for.

“As an aspiring district leader, I knew right away that this program would be the perfect fit,” Peeler said. “It offers an unparalleled opportunity to build meaningful relationships not only within my cohort but also with executive leadership at CCOSA and exemplary school leaders across our state.”

“The level of collaboration among fellow aspiring leaders is inspiring, and getting to hear firsthand from outstanding superintendents who are doing phenomenal work within their districts has been invaluable,” she said. “This program perfectly bridges theory and real-world practice.”

Remington Rogers

“The courses I have taken so far have been relevant and manageable, with an emphasis on real-world application,” he said.

“One element of the program I particularly appreciate is the encouragement from the OU and CCOSA staff that we will be successful in the program and receive the support and guidance needed to complete the problem of practice dissertation.”

Those experiences reflect the goals established when OU and CCOSA launched the collaborative program – to create a doctoral pathway that is rigorous, relevant, and intentionally designed around the realities of educational leadership.

Rather than separating research from practice, the program encourages participants to address authentic challenges in their own schools and districts while learning from faculty, practitioners, and one another.

Although the inaugural cohort is only beginning its journey, the early results are encouraging. Strong relationships are forming, meaningful professional conversations are taking place, and participants are already applying what they learn to improve outcomes for students, educators, and communities across Oklahoma.

As the cohort continues through the remaining coursework over the next three years, CCOSA looks forward to sharing updates and celebrating the accomplishments of these educational leaders as they prepare to shape the future of Oklahoma public education.

More information on the program is available here. ■

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Before the First Bell Five Leadership Commitments That Shape Culture and Climate While Expanding What Becomes Possible for Students

By Dr. Mario I. Acosta Every August, school leaders return to buildings filled with energy and motion.

Schedules are finalized. Opening meetings are planned. Staff members eagerly prepare hallways and classrooms to welcome learners. Leaders begin making the early decisions that will shape how the year feels.

Beneath all this visible work, another process is already underway. People are learning what this year will feel like and what this school will expect from them.

The tone of the principal’s opening meeting matters. Staff members notice what receives time on the agenda. They see how a new teacher is welcomed into the school. They watch how leaders respond when struggles arise or when a long-standing practice is questioned. Before the first bell rings, the culture is already speaking, and the climate is already forming.

When I joined Oklahoma school leaders at the CCOSA conference in May, we explored a central question: Why do strong practices take hold in some schools while similar efforts lose momentum in others? The answer rarely rests on the quality of the idea or the commitment of the educators alone. Lasting improvement depends on whether the school’s culture will support the work and whether the daily climate gives people the capacity to carry it forward.

That understanding matters as building leaders begin a new year, because the opening weeks establish the conditions in which improvement efforts will either gain traction or stall.

In The Schools Our Students Deserve: A Comprehensive Framework for Shaping Exceptional School Culture, I define school culture as the beliefs cultivated over time and the resulting patterns of daily behavior. Culture reflects what a school has learned to protect. It also shapes what the organization will accept from its members.

In Reimagining School Climate: Creating the Conditions for Safety, Support, Value, and Fulfillment, Tina H. Boogren and I focus on the daily emotional experience of school, the way students and adults feel as they move through classrooms, hallways, meetings, and moments of challenge.

These two frameworks address different leadership questions.

Culture asks, “What have we learned to believe and do here?”

Climate asks, “How are people experiencing this school today?” The connection is powerful: Repeated experiences

become expectations, and those expectations eventually become culture.

Together, the books offer a connected framework for leadership. One explains the deep beliefs that shape organizational behavior. The other examines the lived conditions through which those beliefs are experienced.

For building leaders, this means the beginning of the year is much more than an operational launch. It is a leadership opportunity to shape what people will come to expect within the school.

1

Decide What Your School Will Protect

Every school has a cultural guardian. This is not one person.

It is the collective force that interprets what is right and what is normal. It also decides what must be defended.

The cultural guardian lives in the stories staff members tell new employees. It appears in the phrases people use when an initiative is introduced. It influences whether a new approach is welcomed or quietly avoided. At times, it is openly resisted.

It can preserve a school’s strongest qualities, but it can also defend patterns that no longer serve students.

Building leaders cannot lead culture well until they understand what this guardian values. Ask: ■ What does our school protect?

■ Which behaviors receive recognition?

■ What do people learn from what we permit?

■ Which long-standing beliefs still serve the students

entering our classrooms?

These questions reveal far more than a mission statement.

A school may say that collaboration matters while allowing teachers to work in isolation. Leaders may declare that every student can learn while maintaining a schedule that offers no dependable time for intervention. A faculty may describe itself as a family while new staff members are expected to figure everything out alone.

Vision does not become culture because it is announced. It becomes culture when people can see how the stated belief should affect their behavior and when leaders reinforce that connection over time.

As you prepare your opening faculty meeting, resist the urge to fill every minute with information. Give people time to reconnect with the purpose of the school. Clarify the beliefs that must guide decisions this year. Then name the actions that will make those beliefs visible.

People should leave knowing more than what the school hopes to accomplish. They should understand how adults will need to behave for that future to become possible.

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2

Shape the Climate People Experience

Culture develops over time. Climate is immediate.

In Reimagining School Climate, we describe climate as the emotional weather of the organization. It shifts through daily interactions and leadership choices. A respectful conversation can steady the environment. An unclear decision can create tension that spreads long after the meeting ends. A leader’s response to a request for help can influence whether others speak up later.

The framework centers on four essential feelings: safe, supported, valued, and fulfilled. These feelings are not decorative additions to the work of school improvement. They influence whether people take risks, persist through difficulty, contribute their expertise, and remain invested in the mission.

Meeting structures show whether collaboration is expected or merely encouraged. Recognition practices communicate whose work counts. Behavior systems reveal whether accountability is designed to teach better choices or simply remove a problem.

In high-performing schools, leaders make culture visible by translating stated beliefs into daily systems and structures.

That means examining campuswide expectations, relationship-building practices, protected intervention time, student support systems, priority content, and proficiency tracking. Each element communicates what the school truly values. Cultural values become credible when they are built into the way work is done.

This is where many improvement efforts lose strength. Leaders communicate a belief without changing the conditions that make the desired behavior possible.

Consider a school that says relationships are the priority. Teachers may agree, yet the opening weeks are packed with procedural demands that leave little time to know students. A school may emphasize mastery, but its pacing expectations reward coverage.

A principal may encourage shared leadership while continuing to make every important decision alone.

Safety provides the ground from which people can engage honestly. Support tells them they will not be left alone when the work becomes difficult. Feeling valued confirms that their presence matters.

Fulfillment connects effort to purpose and progress.

In each case, the stated value and the operating system are sending different messages. People will eventually trust the system more than the speech.

At the beginning of the year, building leaders can examine these conditions through practical questions: ■ Do all staff members know who will

help when they struggle?

■ Can students predict how adults will

respond when they struggle or do not meet expectations?

■ Do teachers have protected access to

collaboration and meaningful support?

■ Will recognition focus only on major

outcomes, or will it also honor growth and contribution?

A positive climate is not created by asking people to be positive. It develops when the organization reduces unnecessary uncertainty and follows through on its commitments.

Schools must adapt to the learners in front of them rather than design classrooms for the students adults remember.

This work begins with leadership behavior. When a principal invites honest feedback but reacts defensively, staff members learn that speaking up is unsafe. When leaders ask teachers to innovate but punish early setbacks, the climate teaches caution. When effort is continually overlooked, people begin to question whether their work matters.

The opposite is also true. Leaders can create steadiness through predictable communication. They can make support visible by responding to needs without shame. They can recognize progress in ways that connect people back to the reason they entered education.

Climate is not something leaders observe from a distance.

They create it with every interaction.

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Make Your Values Visible Through Systems

School culture is often reduced to vague or overly wordy vision and mission statements, but people experience the true culture through systems. Schedules reveal whether intervention is an intention or a protected commitment.

Before school begins, review the structures that will shape daily life. Look at the master schedule, staff meeting calendar, intervention process, newteacher support plan, behavior response guide, and recognition practices. Ask whether each one reinforces the culture you claim to want.

This review does not require a complete redesign. It may reveal one high-leverage change. Perhaps teachers need a dependable process for requesting help.

Maybe students need a protected period for intervention that does not depend on transportation or family availability.

A leadership team may need clearer authority so every issue does not return to the principal.

The goal is alignment. When systems support the stated beliefs, people spend less energy navigating contradictions and more energy serving students.

for the Students 4 Build Arriving Now

One of the most urgent responsibilities for schools is adapting to the learners entering classrooms today.

Many educators are reporting that relationships must be rebuilt with greater intention. Students may have less tolerance for delay. Sustained attention often needs to be taught rather than assumed. Transitions can produce stronger emotional reactions than adults expect. Artificial intelligence has added a new temptation to bypass the thinking that learning requires.

These conditions do not mean students are less capable.

They mean schools must adapt to the learners in front of them rather than design classrooms for the students adults remember.

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Adaptation begins by refusing to frame current student needs as moral failure. A student who struggles to sustain focus may need instruction that rebuilds attention stamina. A student who reacts strongly to correction may need greater predictability and explicit self-regulation support. A learner who turns immediately to AI may need assignments that make thinking visible before technology is used.

Teachers cannot make these adjustments through effort alone. Building leaders must create the conditions that allow better practice to develop.

That may mean protecting time for teachers to examine student work and redesign tasks. It may require professional learning focused on shorter instructional segments, analog processing, deliberate wait time, or process-based assessment. Leaders may also need to revisit curriculum expectations so teachers can prioritize essential learning rather than rushing through material that students never have time to master.

need to broaden leadership so expertise is not trapped inside formal titles.

The change will be different in every building. The leadership responsibility remains the same: Preserve what deserves protection and change what prevents progress.

The Year Is Already Beginning By the time students arrive, much of the year’s culture will already be in motion.

Staff members will have noticed whether the opening days honored their time. New teachers will have learned whether asking for help is welcomed. Leadership teams will know whether they have real responsibility.

People will have begun forming expectations about communication and support. They will also be drawing conclusions about accountability.

This is why back-to-school leadership matters so much. The first days do not determine everything, but they communicate what leaders intend to protect.

The cultural question is direct: Does our school value adaptation enough to change adult practice?

It is easy to say that students have changed. Leadership begins when a school decides it must change in response.

The work we began with Oklahoma leaders in May will continue through upcoming professional learning focused on school culture and climate. Those sessions will give building leaders space to examine the beliefs guiding their schools, study the experiences of staff and students, align systems with stated values, and plan the cultural stretch their communities may require.

5

Stretch Culture Without Discarding Its Strengths Culture offers stability, which is one reason people value it. It helps members know how to act and what to expect. That same stability can become resistance when the school needs to adapt.

In The Schools Our Students Deserve, I describe this process as stretching culture. The goal is not to discard the identity of the school. It is to expand the culture’s boundaries so needed practices can take root without erasing what the community values most.

The purpose is not to add another initiative. It is to create the conditions in which the school’s most important work can succeed.

Before asking what your school will accomplish this year, ask what people will experience while doing the work.

Stretching culture begins with specificity.

Leaders should name the belief or behavior that no longer serves students. Then they must listen. Respected staff members should be involved in planning so the change is informed by the people who understand the culture from within.

Early adopters need a protected opportunity to model the desired practice. Their success gives colleagues evidence that the change can work in the local context. Leaders can then coach others as expectations become more explicit. Leaders should monitor progress and adjust the approach as needed.

They must also address resistance without allowing it to control the direction of the school.

This process requires patience, but patience cannot become avoidance. Leaders honor people by listening to their concerns. They also honor students by maintaining movement toward what the school now needs.

A cultural stretch might involve moving from teacher isolation toward purposeful collaboration. It may require shifting from content coverage to mastery. Some schools will need to rethink how they respond to behavior so accountability produces learning rather than disconnection. Others may

The central message from both The Schools Our Students Deserve and Reimagining School Climate is that school improvement is never only about selecting the right practice. Leaders must shape an organization that can carry the practice forward.

Before asking what your school will accomplish this year, ask what people will experience while doing the work.

The answer will shape what they come to believe about the school. Over time, those beliefs will become the culture.

And that culture will influence what becomes possible for every student who walks through the door. ■ Mario I. Acosta, Ed.D., is an award-winning educator and author who works nationally as a speaker and consultant. He is the author of The Schools Our Students Deserve and coauthor of Reimagining School Climate with Tina H. Boogren and Five Big Ideas for Leading a High Reliability School with Robert J. Marzano and Phil B. Warrick. Dr. Acosta was named the 2022 Texas Principal of the Year and now supports schools across the United States through Marzano Resources and Solution Tree.

S U MMER 2026 | better sch o o ls

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Museum volunteers and Education staff welcome an eager class of elementary students to the Cowboy Museum, where they are greeted by the iconic statue, End of the Trail,

by James Earle Fraser.

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Museum docent Dona Walker shares the origins of North America’s Native American cultures with students in the First Americans tour at The Cowboy.

HOW THE WEST WAS

LEARNED New Partnership Helps Oklahoma Students Experience History Beyond the Classroom

M

By Pam Merrill

eaningful, authentic learning often occurs beyond the classroom and school corridors. For Oklahoma educators, a field trip can transform a lesson from something students read about into something they can see, touch, and experience. Yet transportation costs, admission fees, and limited district resources can put those opportunities out of reach.

A new partnership between Coryell Roofing and the National Cowboy & Western Heritage Museum in Oklahoma City is designed to remove those barriers and help more Oklahoma students experience the history, art, and culture of the American West.

The “How the West Was Learned” field trip scholarship program was announced during CCOSA’s Summer Leadership Conference in Oklahoma City in late May. Through the program, Oklahoma K–12 schools may apply for financial support that can be used for student admission.

Programming at the museum, now familiarly known as “The Cowboy,” spans multiple grade levels and connects students to the stories and heritage of the American West.

Coryell Roofing has worked with Oklahoma school districts for more than 15 years, specializing in commercial roofing systems focused on safety, loss prevention, and energy

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efficiency. Because Coryell works closely with school leaders across the state, company representatives understand the competing demands districts face – and how quickly enrichment opportunities can be affected by limited funding. The scholarship program is intended as an investment in the same Oklahoma communities the company serves.

plan that fits your students, whether that’s third grade, fourth grade, or all the way through high school,” said museum President and CEO Pat Fitzgerald. “We want to make it as simple as it can be. Coryell is allowing us to expand this in a bigger way, and the money will go a long way.”

For administrators, the program is designed to make participation manageable. Standards-aligned resources, organized tour options, and financial support can help schools plan an experience that complements classroom instruction without placing the full logistical or financial responsibility on the district.

“There’s a funding problem – kids are just not going to the museum anymore,” said Kelly Coryell, director of sales for Coryell Roofing & Construction. “We’re committing a portion of every K–12 roofing project completed in Oklahoma to go to the Cowboy Museum in the form of scholarships to get kids on buses and through the doors.”

For the National Cowboy & Western Heritage Museum, the partnership builds upon a significant expansion of its educational offerings. The museum continually revises and updates its school programming, developing new curriculum resources closely correlated to the most recent Oklahoma Academic Standards for Social Studies, the Visual Arts, and STEM/STEAM principles through hands-on learning opportunities.

“When you come, you can connect with the specific tour and lesson

Education programming at The National Cowboy & Western Heritage Museum spans multiple grade levels and connects students to the stories and heritage of the American West.

When planning for a field trip, schools are encouraged to register for one of the many complimentary tours included with general admission.

Guided tours are led by trained volunteers and former classroom educators, with content developed in collaboration with the museum’s historians and education staff.

Students might join a cattle drive to trace the origins of the American cowboy or explore authentic recreations of Native American dwellings to learn how Native engineers utilized the environment.

Perhaps students might prefer to take a stroll through the museum’s 19th-

Docent Michael Zink shares information about The Cowboy’s outdoor exhibition, Liichokoshkomo' (Chickasaw for “Let’s play!”), with students. Through the exhibition of Native dwellings, students learn how people used engineering skills and the natural resources of the West’s vast environments to meet their needs.

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century town, Prosperity Junction, to discover the relationship between geography, human settlement, and economic development or peruse the museum’s extensive collection of western art to consider how artists recorded and interpreted the history of the West.

Tour offerings serve a range of grade levels and include programs such as Animal Tales; The American Cowboy; First Peoples; Geo-Detectives; People on the Move; Go West, Young Artist; and Oklahoma’s Legends and Legacies. Elementary tours incorporate hands-on activities, while older students are encouraged to examine primary sources, artwork, and artifacts, drawing their own conclusions about the people and events that shaped the region.

Teachers may also access pre-visit curriculum created to reinforce student learning. For classes choosing a self-guided experience, the museum offers gallery guides, scavenger hunts, and “Find Your West” activities that help students engage more deeply with the stories of people and places they encounter.

The museum also hosts large-format educational programs throughout the school year, including cultural celebrations focused on agriculture,

and enrich their understanding of how the West continues to influence Oklahoma and the nation.

At the National Cowboy & Western Heritage Museum, students do not simply talk about history. They actively explore it – and, through the “How the West Was Learned” partnership, more Oklahoma students will have the opportunity to make those discoveries for themselves.

Children participating in the museum’s summer Reading Rodeo program get a close-up view of life on the cattle trail, including supper at the chuckwagon, with the guidance of veteran docent Susie Olah. weather, and Indigenous foodways.

School groups may also choose to experience The Cowboy: An Immersive Journey, a multimedia presentation that surrounds audiences with the sights, sounds, and stories of the American West.

Together, these offerings are intended to make the museum more than a destination for observing history.

They give students opportunities to ask questions, interpret evidence,

Schools interested in participating can find educator resources at nationalcowboymuseum.org/learn/ teachers-schools, and a link to the Coryell scholarship at coryellroofing. com/how-the-west-was-learned.

Scholarships for the 2026–27 school year will be granted for Grades 3, 4, and 5 only. Additional information is available by contacting Juan Aceves, the museum’s field trip coordinator, at JAceves@thecowboy.org. ■ Pam Merrill is the Learning and Curriculum Coordinator for the National Cowboy & Western Heritage Museum in Oklahoma City.

Training & Engagement Assistant and Storyteller Juan Aceves (aka “Cookie”) shares information about the significance of the horse to the diverse people of the West with a visiting class.

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“It’s good to know that someone is speaking up for our schools and the people who lead them.”

`

Working within an organization that supports and actively advocates for all areas of education is truly worthwhile.

“Being a member of CCOSA gives me access to other leaders, resources, and the latest information I need.”

“Being an active member of CCOSA has made me a better school leader.”

“Isolation is one of the most challenging byproducts of leadership, and CCOSA provides a space and professional connections that help to mitigate that.”

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The Presidents’ Corner Leadership is stronger when it’s shared.

We asked each of our new association presidents to share what CCOSA membership means to them. Together, their perspectives reveal what makes CCOSA an invaluable resource for school leaders across our state.

I view CCOSA as more than just a professional organization. It is a community of leaders committed to supporting one another and to serving public education as a whole.

CCOSA has provided me with guidance, mentorship, friendships, and access to leaders who are more experienced than me in dealing with challenges of school administration. CCOSA has also supported me with professional learning opportunities that have helped me grow and lead with greater purpose.

Leadership comes with a lot of responsibility, and it’s helpful to have others you can learn from and lean on.

Being part of a professional association like CCOSA connects us with other school leaders who understand the challenges we face. It gives us opportunities to share ideas, solve problems together, and stay informed about what’s happening in education.

CCOSA does a great job of representing Oklahoma educators and students. They work with state leaders to support public education and make sure administrators have a seat at the table when important decisions are being made. It’s good to know that someone is speaking up for our schools and the people who lead them. I encourage every school leader to get involved and take advantage of the support and opportunities that CCOSA offers.”

– OMLEA President Skeeter Sampler Director of Secondary Education, Lawton Public Schools

CCOSA has been a consistent anchor throughout my career, providing the support, guidance, and professional connections needed to navigate the many challenges of educational leadership. CCOSA has strengthened my ability to serve students, staff, and my community. Isolation is one of the most challenging byproducts of leadership, and CCOSA provides a space and professional connections that help to mitigate that. These relationships have become some of my greatest sources of encouragement and inspiration.

CCOSA’s advocacy efforts ensure that the voices of Oklahoma educators are heard and represented. In a time that has become so politicized and divisive, knowing there is an organization to help unify our voices around what’s best for our students and communities gives me hope and comfort. I encourage every school leader to become an active CCOSA member because the value extends far beyond conferences and professional development.

It is an investment in personal growth, meaningful relationships, and leadership capacity. Together, we become stronger advocates, better leaders, and more effective champions for the students and communities we serve.”

– OAESP President Dr. Ryan Glaze Principal, Jenks East Elementary School

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Educational leadership has never been more complex. CCOSA has long been dedicated to supporting school leaders through high-quality professional learning, meaningful networking opportunities, powerful legislative advocacy, and substantial resources that strengthen our abilities to lead. Being a member of CCOSA gives me access to other leaders, resources, and the latest information I need to better understand the complexities of the current issues and education landscape. From workshops and collaborative meetings to legislative and summer conferences, I am a more effective leader because of what I can learn from the people I get to connect with through our professional association activities.

Please consider joining OASA to share your wisdom, learn with others, and strengthen our association through collaboration.”

– OASA President Dr. Stacey Butterfield Superintendent, Jenks Public Schools

CCOSA has supported me in every aspect of leadership. Our Oklahoma Directors of Special Services (ODSS) association has taught me so many valuable lessons.

Knowing you have a group of experts to count on and reach out to has helped with confidence and learning.

Advocacy is a major part of special education. Working within an organization that supports and actively advocates for all areas of education is truly worthwhile.

Supporting education and all its components requires significant effort, and our collective strategies and shared resources strengthen our voice.

As an educational leader, the professional learning and networking opportunities have been a lifesaver.

CCOSA provides a variety of learning opportunities throughout the year. Attending has helped me understand my role in a much broader sense. Developing professional relationships has helped me navigate those difficult situations that inevitably arise.

Every school leader, in any role, should definitely join CCOSA to hone their leadership skills and develop professional relationships in the field.”

– ODSS President Leslie Burnett Director of Special Services, Pryor Public Schools

CCOSA has supported me as a leader in a variety of ways. First and foremost, these are my people! I feel a strong sense of belonging when I am collaborating with other school leaders. Aside from the community, the professional development is second to none in the state. CCOSA is always looking for ways to strengthen and support educators in the state of Oklahoma.

CCOSA plays a significant role in advancing public education across our state. Whether you are a rural, suburban, or urban district, CCOSA is always fighting for what is best for ALL kids! Their advocacy efforts are highly effective, working closely with education partners to secure tangible legislative results that directly support school districts and educators statewide.

The professional learning and networking opportunities have been career shaping for me. I have been through the New Principals Academy, which provides powerful professional development sessions tailored for administrators in their early years of service, and most recently the Emerging Leaders Academy. This yearlong interactive program, offered in partnership with

Join Us!

OSSBA, helps prepare Oklahoma education leaders for the superintendency. Both are outstanding at providing participants with valuable knowledge to strengthen their leadership capacity to improve their schools or districts.

Being an active member of CCOSA has made me a better school leader. If I need anything, I am part of a community with a network of people I can reach out to for guidance.

Once you join CCOSA, I encourage you to fully engage in all the opportunities that they offer. You never know who you’ll meet or where it will take you, but it will all help you become a better school leader.”

– OASSP President Blaine Wise Principal, Glenpool Middle School

New memberships and renewals are available for the 2026–27 school year at www.ccosa.org/page/membership.

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

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A family enjoys the Family Fall Festival at Jenks West Intermediate.

S U MMER 2026 | better sch o o ls

FROM COMPLIANCE TO CONNECTION BUILDING FAMILY PARTNERSHIPS THAT IMPROVE STUDENT SUCCESS

BY MICHELLE HIGHT The annual family meeting had ended. The required agenda had been covered, attendance sheets had been signed, and feedback surveys had been collected. On paper, the evening was a success.

But as families walked out the door, I found myself wondering: Did tonight actually change the way families support their child’s learning?

That question continued to challenge me each year as I prepared for our Title I annual meeting. As educators, we devote a significant amount of time and energy to meeting compliance requirements, planning events, and documenting participation. These tasks are important, especially for schools receiving federal funds. Yet if our efforts stop with compliance, we miss the true purpose and benefit of family engagement.

The goal has never been to fill a room. The goal is to build authentic partnerships that strengthen relationships, support learning at home, and improve student outcomes.

Research consistently supports that when families and schools work together through meaningful partnerships focused on student learning, students experience greater academic achievement, increased motivation to learn, improved attendance, and better long-term educational outcomes. The challenge for school leaders is not deciding whether family engagement matters; it is determining how to create meaningful partnerships that families value and that directly support student achievement.

Compliance Is the Starting Point Federal requirements establish expectations for family engagement. Schools develop written parent and family engagement policies, maintain school-family compacts, communicate parents’ rights, provide opportunities for family input, and host annual meetings. These practices create accountability and ensure that families have access to critical information.

Those requirements matter.

But they represent the floor, not the ceiling.

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Effective school leaders recognize that compliance is only the beginning. The real work starts when we move beyond asking whether an event occurred and begin asking whether it made a difference.

Instead of asking, Did we send the invitation? ask, Did families feel personally invited?

Instead of asking, Did we hold the meeting? ask, Did families leave feeling more confident about supporting their child’s learning?

This subtle shift changes how schools design interactions with families.

Begin With Learning, Not the Event One of the simplest ways to strengthen family engagement is to begin with student learning instead of the activity itself.

Too often, schools plan events simply because they have become traditions. Family literacy night, curriculum night, transition night, or “Meet the Teacher” may appear on the calendar because they have always been there. Traditions are valuable, but our events should answer one essential question: How does this help students learn?

When learning becomes the focus, our planning shifts: ■ A literacy night becomes an

active workshop where families learn and practice the same reading strategies students use in class.

■ A math night allows families

to experience modern problemsolving routines firsthand while demonstrating current instructional practices.

■ Student-led conferences

empower students of all ages to share their goals and celebrate growth with their families, rather than just sending home a report card.

Families consistently tell us they want to help their children succeed. Often, they simply need practical strategies and a clear understanding of what learning looks like in today’s classrooms.

Students show off their creations at the Southeast Elementary Pre-K Art Show at the end of the 2025–26 school year.

Where Partnerships Begin While intentional events create opportunities for connection, meaningful engagement is built through the daily interactions families experience with their schools: A warm welcome at the front office. A positive phone call home before a concern ever arises.

A teacher who personally invites a family to attend an upcoming event. A principal who takes the time to learn parents’ names.

These interactions communicate a powerful message: You belong and are welcome here. When attendance at family events is low, scheduling is rarely the only barrier. Families face real obstacles, including transportation challenges, childcare needs, language barriers, conflicting work schedules, or even their own negative historical experiences with school.

Effective leaders look past the attendance sheet and ask: What barriers can we remove?

Offering flexible meeting times, providing interpreters, translating materials, communicating across multiple digital platforms, and partnering with community organizations all make schools more accessible. Ultimately, a personal invitation from a teacher is far more powerful than any flyer sent home in a backpack.

Make Required Components Meaningful Some of the most valuable family engagement opportunities are already built into our school calendars; we simply need to approach them differently.

Consider the school-family compact. Too often, it is treated as a document signed during enrollment and filed away until the following year. Instead, teachers can revisit the compact during conferences, using it to anchor a conversation about shared responsibility: What can we each do to ensure your child has a successful year? That simple discussion transforms paperwork into a partnership.

The same applies to annual Title I meetings. Rather than treating them as a slideshow presentation to check a box, schools can design interactive experiences that celebrate student learning, demonstrate instructional strategies, answer families’ questions, allow families to interact with one another, and provide physical resources to use at home.

The required information doesn’t change. The experience does.

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Leadership Creates the Culture

■ “One Book, One School”

initiatives create a shared literacy experience that encourages families to read together, sparks meaningful conversations at home, and builds a stronger sense of community across the school.

Meaningful family engagement is ultimately a leadership responsibility. Leaders set the tone by modeling the belief that families are not visitors to our schools; they are valued partners in student success. School leaders establish the expectations, priorities, and culture that dictate how families experience their schools.

■ Transition nights help ease

anxiety as students move to new schools or grade levels.

■ Inviting family members into

the classroom allows them to experience school with their child.

When leaders communicate that family engagement is everyone’s responsibility – not just the job of a Title I coordinator or a family liaison – relationships begin to flourish.

Across our district, we have found that some of our most successful engagement opportunities are those that intentionally connect families to learning while building community.

■ Phone calls to each family before

the start of the school year build early connections.

■ Student-led conferences help

children take ownership of their progress.

■ Literacy events provide

families with strategies they can immediately use at home.

■ Parent education sessions

equip families with tools to support both academic and social-emotional growth.

A student and parent at Jenks Elementary’s first-grade classroom holiday party.

While each event looks different, they share a common purpose: helping families become active partners in their child’s education.

While each event looks different, they share a common purpose: helping families become active partners in their child’s education.

Five Questions Schools Should Ask As school leaders reflect on their current family engagement efforts, these five questions can help move the conversation beyond compliance: 1. How does this activity support and enhance student learning?

Jenks Southeast Elementary welcomes families to its third-grade Oklahoma Celebration of Learning.

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Events like West Elementary’s fourth-grade Exhibition help the district cultivate a sense of belonging for families.

2. How do families describe the impact and usefulness of this experience?

It is reflected in families who feel confident supporting learning at home. It is seen in students whose families understand their goals and participate in celebrating their progress. It is experienced in schools where educators and families view one another as partners working toward the same objective.

3. What steps have we taken to identify and remove barriers that may prevent families from participating?

4. In what ways do we ensure all families feel welcomed, respected, and represented?

5. How will we know this experience strengthened relationships, rather than just attendance?

These questions shift our focus from completing checklists to improving outcomes.

Connection Changes Outcomes Documentation will always have its place. Policies, agendas, surveys, and attendance records remain vital components of effective school systems. However, while these forms of evidence are important for tracking compliance, they do not

At Jenks Public Schools, events like East Intermediate’s fifth-grade holiday party are a way to ensure family members know they are welcome in the classroom.

fully capture the practical impact of family engagement efforts. True success is achieved when families feel connected, confident, and equipped to support their children’s learning, as these outcomes directly and positively influence students’ academic and social development.

Compliance may open the door to family engagement, but relationships are what transform our schools. When families feel welcomed, valued, and equipped to support learning, schools move from simply meeting requirements to creating partnerships that improve outcomes for every student. ■ Michelle Hight is the Director of Student Learning and Literacy for Jenks Public Schools.

OSAG

Member Benefits of the Oklahoma School Assurance Group

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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.

•

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

•

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.

•

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.

•

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.

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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.

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TeachForwardOK

A New Path to Standard Certification for Oklahoma’s Teachers

By Dr. Michelle Seybolt

As of October 1, 2025, 87.8% of Oklahoma teachers held a standard teaching certificate. Another 7.6% held a provisional certificate, and 4.6% held a true emergency certificate (a figure that does not include standard certified teachers working outside their certification area).

TeachForwardOK is designed to move that needle. Six Oklahoma universities are launching new certification pathways, and enrollment is open now for support staff, paraprofessionals, and career changers ready to move toward the classroom.

How We Got Here Oklahoma legislators created the TeachForwardOK pilot in 2025 through Senate Bill 212, a two-year program with a one-time state grant of $500,000 for a single university educator preparation provider. The grant was meant to help one university start or expand an innovative pathway to standard certification: an accelerated route for bachelor’s degree holders, a paraprofessional-to-teacher pathway, or a pathway that carries high school students through paraprofessional work into certification. Any university receiving the grant also had to work with a technical assistance provider to fully build out its pathway.

Senate Bill 710 expanded the program in 2026, allowing the Office of Educational Quality and Accountability (OEQA) to fund more than one university if additional dollars became available. OEQA secured those additional funds, allowing three additional universities to receive an award.

At the July 2026 Commission for Educational Quality and Accountability meeting, four universities received TeachForwardOK awards: ■ Oklahoma State University

(OSU) – Accelerated Alternative to Standard Certification Pathway and an Apprenticeship to Standard Certification Pathway

■ University of Central Oklahoma

(UCO) – Accelerated Alternative to Standard Certification Pathway

■ Southwestern Oklahoma

State University (SWOSU) – Paraprofessional to Standard Certification Pathway

■ Cameron University (CU)

– Paraprofessional to Standard Certification Pathway

Two more universities are building similar pathways with support from the Oklahoma State Department of Education (OSDE)’s agency funds: ■ Northeastern State University

(NSU) – Accelerated Alternative to Standard Certification Pathway

■ University of Oklahoma (OU)

– Accelerated Alternative to Standard Certification Pathway

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What Each Pathway Offers Southwestern Oklahoma State University’s Teacher Apprenticeship Program lets school employees earn while they learn. Staff with 60 or more college credit hours who already work in a school can complete their final year toward certification through a paid, one-year internship that takes the place of traditional student teaching. Coursework is online and built around the school calendar, and every apprentice has both a district mentor and a SWOSU faculty mentor. For more information, please contact Robyn Randol at robyn.randol@swosu.edu.

At Northeastern State University, teachers can meet OSDE’s minimum certification requirements in as little as four to eight weeks through the ACE Institute. Courses run entirely online with no entrance exam required, are taught by experienced classroom teachers, and are offered in four, eight, and sixteen-week formats with new sections starting throughout the year in January, March, May, June, July, August, and October. Contact aceinstitute@ nsuok.edu for more information.

Cameron University built its pathway for support staff who already hold an associate’s degree and want a bachelor’s in Elementary Education or Early Childhood Education.

Participants join a cohort, take coursework entirely online, and complete their field experience right in their own school. The program includes embedded micro-credential workshops and structured study sessions for certification exams and runs full time for about two years. Learn more about this program by contacting Dr. Stacie Garrett at sgarrett@cameron.edu.

The University of Oklahoma designed PROPEL, the Professional Readiness for Oklahoma’s Practicing Educators through Learning program. The program began this summer through OU’s Jeannine Rainbolt College of Education. PROPEL is built for current PreK-12 teachers already working on emergency certification, giving them fully funded coursework and travel support while they keep teaching. Participants are split into two cohorts. PreK-5 educators can earn 15 graduate credit hours, including a course in early literacy, while educators of grades 6-12 can earn 12 hours. The format mixes online instruction during the school year with one in-person Saturday session each month on OU’s Norman campus, and every credit earned can later count toward a Master of Education.

The first cohort started online in June, with about 40 teachers from across the state coming to Norman for a three-day workshop later that month. OU already has a second cohort planned for May 2027. For more information, contact propel.teachers@ou.edu.

Oklahoma State University’s CowboysTeach program is for anyone who already holds a non-education bachelor’s degree and needs alternative certification coursework.

Starting in June 2026, participants take two classes at a time across summer, fall, and spring, finishing by spring 2027. Coursework is online and asynchronous. Participants also get OK-Thrive induction support and can earn a graduate certificate in Effective Teaching in either elementary or secondary education with coursework that applies toward a Master of Science in Teaching, Learning, and Leadership. For more information, please reach out to Brandi Davis at brandi.davis10@okstate.edu.

The University of Central Oklahoma’s Secondary Teacher Path covers 100% of tuition and fees for secondary educators moving off emergency or alternative certification. Participants take two synchronous virtual courses, Classroom Management and Designing Instruction for Secondary Students, finishing both in one semester on an eight-week schedule. A summer workshop opened the program in July 2026, with classes beginning this fall and participants earning stipends along the way. The first two courses also count toward a Master of Education in Secondary Education for anyone who wants to keep going. Please reach out to MSED@uco.edu for more information.

What This Means for Your District Paraprofessionals, support staff, emergency certified, and alternatively certified teachers are already part of your school community. TeachForwardOK gives them a funded, structured way to become the standard certified teacher in front of your students without asking them to leave the district to do it. The pilot is projected to bring roughly 400 new standard certified teachers into Oklahoma classrooms, and universities are enrolling participants right now.

If you have staff members who have talked about finishing a degree, moving into the classroom, or working toward standard certification, please share this information with them. ■ Dr. Michelle Seybolt is the Executive Director of Oklahoma’s Office of Educational Quality and Accountability (OEQA).

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

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 Association for Technology in Education (OKATE), is honored to support the work of current and aspiring superintendents and district leadership teams in leading all aspects of digital learning transformations.

CoSN Statement on FCC Review of the E-Rate Program

EdTech Quality Indicators Guide CoSN, as a member of the EdTech Quality Collaborative, along with Digital Promise, 1EdTech, CAST, ISTE, and SETDA, is pleased to share guidance through a free resource created by the collaborative to assist school leaders when it comes to leading multiple aspects of technology innovation within school district communities.

The EdTech Quality Indicators Guide is a free resource designed to help school leaders when dealing with technology selection, pilot programs, and the procurement processes. The EdTech Quality Indicators Guide bases its recommendations on five core indicators: 1. Safety 2. Evidence 3. Inclusivity 4. Usability 5. Interoperability

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Additionally, the guide includes suggestions on how to maximize third-party validations to make product vetting more efficient. Readers of the EdTech Quality Indicators Guide will learn a six-step framework to guide their education technology procurement processes, which includes how to analyze district needs, run pilots, efficiently plan technology rollouts, and evaluate the return on their investments. Also included are templates and rubrics for optimization, risk reduction, and improvement of student outcomes. You are invited to learn more about the EdTech Quality Indicators Guide and download a free copy on the CoSN website at EdTech Quality Indicators Guide.

Join Us!

In early June 2026, CoSN published an official statement regarding the Federal Communications Commission’s plans to review the E-Rate program. In the published statement, CoSN acknowledges the critical support E-Rate provides to school districts when it comes to educational connectivity. You are invited to read CoSN’s statement to the FCC at https://www.cosn.org/cosn-news/cosnstatement-on-fcc-review-of-the-e-rate-program/. We encourage you to send a message to your members of Congress to express your support of the E-Rate program.

You are welcome to use the submission form found on this CoSN Quorum page: https://cosn.quorum.us/ campaign/165080/.

CoSN and AASA co-host The EmpowerED Superintendent edLeader Panel Series on edWeb.net. The series is sponsored by ClassLink. The focus of each broadcast looks at educational technology innovation through the lens of superintendent leadership with a goal to help superintendents, school leaders, and educators connect and collaborate. The series has now completed eight seasons. Season nine is scheduled to launch in September 2026. Free access to previously recorded broadcasts, podcast versions, and articles is available on the edWeb. net website at https://home.edweb.net/supers/.

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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OASA

Dr. Pam Deering, CCOSA/OASA Executive Director Derald Glover, OASA Assistant Executive Director The OASA Executive Committee welcomed new leadership in July with Dr. Stacey Butterfield, Jenks Schools, serving as the OASA President for this year.

Matt Holder, Sulphur Schools, will serve as PresidentElect; Lee Northcutt, Caddo Schools, will serve as Vice President; and Dale Spradlin, Buffalo Schools, will serve as Past President.

Thanks to Scott Farmer, Pat Dodson, Shawn Haskins, Dr. Jeff Taylor, Ginger Knight, Russell Noland, and Tony Hancock, who served on the Executive Committee last year. New to the OASA Executive Committee as OASA Directors are Adam Leaming, Ponca City Schools; Bryan Frazier, Claremore Schools; Matt Sweet, AllenBowden Schools; Terry Heustis, Sequoyah Schools; Dr. Alan Bryant, Idabel Schools; Dr. Kenny Rodriguez, Putnam City Schools, and Jennie Nunn, Caddo Kiowa Technology Center. We look forward to serving with all of our outstanding school leaders in OASA this year.

OASA members traveled to Washington, D.C., for the annual July AASA Legislative Advocacy Conference to meet with Oklahoma’s U.S. Senators and Congressional Representatives. Thanks to OASA Policy & Advocacy Chair Dr. Mike Simpson; AASA Governing Board Members Sherry Durkee and Dr. Nick Migliorino; Lawton school leaders Dr. Neal Weaver, Lance Gibbs, and Barry Beauchamp; Keith Sinor, Yukon, and Allison Lovett, Duncan, for meeting with our Oklahoma representatives regarding several issues.

The issues discussed were: ■ Potential loss of E-Rate monies and the impact on

Oklahoma schools

■ Full funding for IDEA, Special Education ■ Scholarship Granting Organizations (SGOs) and the

implementation of the federal tax credit program

■ Funding and support for the Impact Aid program ■ Proposed Office of Management and Budget (OMB)

regulations that will limit spending on key federal program line items that support Professional Development, Subscriptions, and more supervision over expenditures after application approval. CCOSA sent comments during the comment period. You can find our comments here.

Our Oklahoma school leaders came prepared with their districts’ data and discussed the impact to their districts with the loss of E-Rate monies.

During the AASA Advocacy Conference, Dr. Deering was recognized as a member of the AASA Governing Board serving the second of a two-year term representing the Association of State Executives (ASE) in the role of Past President this year.

The OASA delegation on the U.S. Capitol steps at the AASA Legislative Advocacy Conference in July.

At the end of July, Dr. Deering and Derald Glover attended the AASA Summer Conference in Maine to discuss topics relevant to association leadership and management.

Dale Spradlin led the OASA Executive Committee for its Officer’s Planning meeting in July, and Dr. Stacey Butterfield led the 4th Annual OASA Leadership Retreat in August as we discussed policy and advocacy, membership, member engagement, and services to our members. Dr. Butterfield will lead a book study on High Road Leadership this year with the Executive Committee. John Maxwell set the stage for the book study as our keynote speaker at the CCOSA Summer Leadership Conference in May. The OSSBA/CCOSA Education Leadership Conference was held much earlier this year, August 13–16. Several of our CCOSA/OASA members presented at this conference as they did at the May CCOSA conference.

We are excited that school board members had the opportunity to hear from school leaders in the state as they do each year. We hosted our CCOSA Past Presidents for a dinner and fellowship at the conference this year.

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At the AASA Legislative Advocacy Conference, Barry Beauchamp, Dr. Pam Deering, Lance Gibbs, Keith Sinor, Dr. Mike Simpson, Sherry Durkee, Dr. Nick Migliorino, Dr. Neal Weaver, Dr. Kenny Rodriguez, and Allison Lovett in U.S. Senator James Lankford’s offices in Washington, D.C.

Lots of great things are happening for OASA members. We launched the CFO Academy with 11 participants from 5A and 6A districts in the 2025–26 school year. This year, we will continue to partner with Oklahoma ASBO and offer the CFO Academy to all interested K–12 Principals and Central Office leaders who might be interested in becoming chief financial officers. CFOs in the state will lead a series of meetings with topics that will provide training in the areas of school finance and financial operations. Look for details and application information in your email and on the facing page.

Dr. Pam Deering with Eileen King at the ASE Summer Conference in Maine in July.

In closing, we urge our members to study the State Questions that impact school funding and other services in our communities and to learn more about the gubernatorial and state superintendent candidates whose policies will directly impact public education.

Looking forward to a great year serving you. Have the best start of school ever! ■

Attention, K-12 Principals and Central Office leaders, the CFO Academy is coming COURSE SCHEDULE AND TOPICS: your way! At the request of school finance leaders, CCOSA is excited to partner 1. Introduction to School Finance and again with the Oklahoma Association of School Business Officials (OKASBO) to the Role of a CFO bring this exciting program to Oklahoma school leaders who may have an interest 2. State and Federal Funding Sources in learning the role of the Chief Financial Officer (CFO) in a public school district.

3. Budget Development and Management Apply for the CFO Academy HERE on or Program overview: This year-long 4. Bond Funds and Capital Projects before September 16, 2026. program is designed to equip targeted 5. Payroll, Compensation, and Benefits school leaders with skills to help them 6.

Revenue Generation and Alternative What is the cost? The cost for the learn the business side of public school Funding program is $1,000 to cover presenter finance. During the year, participants 7. School Finance Law and Compliance costs, food, supplies, and other will meet in person and at the OKASBO 8.

Purchasing, Procurement, and miscellaneous expenses. Twenty-five and CCOSA Conferences.

Vendor Contracts dollars ($25) will go toward an OKASBO 9. Data-Driven Financial DecisionWho is the target audience? Principals, membership for the current year. making Assistant Principals, and Central Office 2026-2027 MEETING DATES: 10. Preparing for Financial Audits and leaders. Applicants will need the Accountability approval of their Superintendent or October 1, 2026: CCOSA Office 11. Crisis Management and Financial supervisor to participate.

October 28, 2026: Mid-Del Public Schools Leadership November 12, 2026: Edmond Public Who will lead the sessions?

12. Capstone Project and Panel Schools Participants will learn from current Discussion With CFOs December 17, 2026: Edmond Public practicing CFOs, CCOSA, OKASBO, and Schools other school finance experts in the We hope you will consider this program January 6, 2027: CCOSA Office state. as we work to build a cadre of wellJanuary 27, 2027: Guthrie Public Schools trained school financial officers in the How to participate? Based on an February 11, 2027: Yukon Public Schools state. If you have questions regarding application process, the program is March 3, 2027: OSSBA Office this program, please contact Dr. Pam designed to create a small group of Deering, CCOSA/OASA Executive emerging CFOs who will be prepared to March 31, 2027: Norman Public Schools April 22, 2027: Putnam City Schools Director, at deering@ccosa.org, step into the CFO role with the Amanda Burchfield, OKASBO Executive assistance of career CFOs, their fellow April 29, 2027: OKASBO Conference (Norman Embassy Suites and Conference Director, at info@okasbo.org, or Dr. cohort participants, CCOSA, and Center) Cordell Ehrich, CFO, Deer Creek OKASBO. June 4, 2027: CCOSA Conference Schools, at cordellehrich@dcsok.org.

(Oklahoma City Convention Center) You may also call the CCOSA office at (405) 524-1191 or the OKASBO office at “With over fifteen CFOs leaving in the past six years, it is difficult to find qualified people who know and (405) 237-8306. understand schools and their budget processes, financial planning, compliance, revenue management, and strategic financial leadership,” said Dr. Cordell Ehrich, CFO for Deer Creek Schools.

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OASSP/ OMLEA Chris LeGrande, OASSP/OMLEA Executive Director

OASSP UPDATE For the 2025–26 membership year, OASSP proudly concluded the school year with a record 925 members, exceeding our goal of 920. This accomplishment contributes to CCOSA’s broader objective of maintaining more than 3,100 active members statewide.

We extend our sincere appreciation to new and returning secondary school leaders whose continued support and commitment make this growth possible. Below is a six-year overview of OASSP membership trends: 2021 2022 2023 2024 2025 2026

811 members 890 members 923 members 907 members 909 members 926 members

On Friday, May 29, 2026, the OASSP/OMLEA Breakfast and Business Meeting honored outstanding school leaders during a special recognition and yearend celebration ceremony. Held in conjunction with the CCOSA Summer Leadership Conference at the Oklahoma City Convention Center, this year’s meeting focused on High Road Leadership and the extraordinary accomplishments of our valued members.

Administrators of the Year were proudly recognized for their exceptional leadership: ■ OASSP Principal of the Year:

Ben Pemberton, Fort Gibson High School ■ OASSP Assistant Principal of the Year: Dr. Genevieve Craig, Newcastle High School ■ OMLEA Principal of the Year: Dr. Bobbi Gillham, Pansy Kidd Middle School, Poteau Public Schools ■ OMLEA Assistant Principal of the Year: Amy Sanders, Sapulpa Middle School

OASSP President Blaine Wise with outgoing President Joe Ballard at the OASSP/ OMLEA Breakfast and Business Meeting in late May.

Additional recognition was given to outgoing and incoming regional representatives, along with members who hosted regional meetings throughout the year.

The business portion of the meeting included the approval of the 2026–27 OASSP budget and meeting dates for the upcoming year. Concluding the session, OASSP outgoing President Joe Ballard, Poteau High School, ceremoniously passed the gavel to incoming President Blaine Wise, Glenpool Middle School, marking the beginning of the next chapter in OASSP leadership. A Year-inReview slideshow chronologically summarized the plethora of activities and events attended

by OASSP officers, executive committee representatives, and members.

More than 150 association leaders and principals representing 35 states gathered in Indianapolis, Indiana, July 6–8, 2026, for the National Principals Association (NPA) Summit 2.0. The event celebrated the 110th anniversary of the National Association of Secondary School Principals (NASSP) while marking the official launch of the newly established National Principals Association.

In December 2025, NASSP members voted to create a unified K–12 professional association, resulting in the formation of the National Principals Association.

While this national transition expands support for school leaders across all grade levels, the Oklahoma Association of Secondary School Principals (OASSP) will continue its longstanding

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partnership with the organization as a secondary-level affiliate.

OASSP President Blaine Wise, State Coordinator Dr. Eric Fox, and OASSP/OMLEA Executive Director Chris LeGrande represented Oklahoma at the historic summit.

Throughout the conference, attendees explored researchbased findings that are guiding NPA’s strategic priorities and

ASSOCIATION UPDATES shaping how the organization will support principals in the evolving landscape of educational leadership. Participants also heard from Indiana Secretary of Education Dr. Katie Jenner and enjoyed networking opportunities, including an evening at an Indianapolis Indians minor league baseball game.

The summit provided an outstanding opportunity for Oklahoma’s delegation to learn, collaborate, and strengthen relationships with education leaders from across the nation as they help shape the future of principal leadership.

2026–2027 OASSP Officers President: Blaine Wise, Glenpool Middle School President-Elect: Jason Hayes, Edmond Santa Fe High School Past-President: Joe Ballard, Woodall Public Schools NASSP State Coordinator: Dr. Eric Fox, Jenks High School Executive Director: OASSP/OMLEA, Chris LeGrande

OASSP President Blaine Wise, OASSP/OMLEA Executive Director Chris LeGrande, and NASSP State Coordinator Dr. Eric Fox in Indianapolis at the NASSP 110th Anniversary Gala.

Outgoing OASSP Region Reps Region 2: Ron Sunderland, Woodward HS Region 8: Amanda Friesen, Elk City HS Region 10: Kory Mitchell, Mannford MS Region 14A: Jason Hayes, Edmond SF HS Region 14B: David Chandler, Norman PS Region 16: Dr. Bobbi Gillham, Pansy Kidd MS Region 18: Jenny Mason, Lawton PS Region 20: Terry Painter, Latta MS Region 21: Kevin Robinson, Calera HS Region 22: Rachael Smith, Haworth HS OASSP Asst. POY: Jaime Griggs, Tecumseh HS OASSP POY: Jason Hayes, Edmond Santa Fe HS

Incoming OASSP Region Reps Ron Sunderland (Re-elected) Danny Clifton, Cordell HS Kyle Genzer, Mannford HS Ashley Mackey, Deer Creek HS EJ Tillinger, Choctaw MS Eric Hackler, Poteau HS Charlotte Oates, Lawton PS Angela Hughes, Coalgate HS Kevin Robinson (Re-elected) Rachael Smith (Re-elected) Dr. Genevieve Craig, Newcastle HS Ben Pemberton, Fort Gibson HS

Thank you to each of these individuals for their leadership and unfailing support of OASSP and for representing the interests of each region’s membership throughout the state!

OMLEA UPDATE OMLEA membership is based on members of CCOSA’s umbrella associations who serve middle-level students and elect to join the Oklahoma Middle Level Education Association. For the 2025–26 year, we had 832 active members. OMLEA shares members primarily from among our elementary and secondary associations.

Congratulations to the following individuals for being elected regional representatives for a two-year term beginning the fall of 2026 in their respective areas of the state: NW Region: Eric Stout, Hilldale High School Tulsa Area: Crystal Barber, Broken Arrow Public Schools SW Region: Mark Whalen, Weatherford Middle School

OMLEA President Skeeter Sampler with outgoing President John Potter at the OASSP/OMLEA Breakfast and Business Meeting held during the CCOSA Summer Leadership Conference in May.

The OMLEA Executive Committee held its final business meeting of the year on Thursday, May 28, 2026, during the annual CCOSA Summer Leadership Conference at the Oklahoma City Convention Center.

Committee members approved the 2026–27 OMLEA budget and finalized committee meeting dates for the upcoming year. The group also recognized both

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President: Skeeter Sampler, Lawton Public Schools President-Elect: Traci Kay, Norman Alcott Middle School Past President: John Potter, Pryor Public Schools The Oklahoma Principal Leadership Institute (OPLI) recently launched its fifth cohort with an intensive two-and-a-half-day session focused on key leadership priorities. Participants engaged in activities designed to enhance leadership assessment, develop a clear and compelling vision, strengthen team-building skills, foster a positive school culture, and leverage the power of professional learning communities (PLCs) to drive school improvement.

A highlight of the opening session was an experiential learning day at Riversport OKC, where cohort members participated in dragon boat racing, sky sliding, kayaking, and paddleboarding. These physically and mentally challenging activities pushed participants outside their comfort zones, promoting camaraderie, trust, and a sense of unity among school leaders.

The cohort will reconvene September 29-30 for the second session, which will focus on analyzing assessment data and mastering strategies for navigating difficult conversations — critical skills for leading schools effectively. ■

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We are grateful to those who led OMLEA throughout the 2025–26 school year: President: John Potter, Pryor Public Schools President-Elect: Skeeter Sampler, Lawton Public Schools NE Region: Shawn Matheson, Pryor Middle School OKC Area: Glen Adamson, Choctaw Middle School Tulsa Area: Crystal Barber, Broken Arrow Public Schools SE Region: Laura Bullock, Idabel Public Schools NW Region: Jera Kiespert, Roosevelt Elementary School, Ponca City Public Schools SW Region: Skeeter Sampler, Lawton Public Schools Past-President: Laura Bullock, Idabel Public Schools MS POY: Dedee Emory, Chouteau-Mazie Public School Please join us in giving a warm welcome to our new 2026–27 officers:

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OAESP Dr. Glen Abshere, OAESP Executive Director

OAESP membership had tremendous growth last year, ending the year with 909 members! This is a new all-time record membership for OAESP and the third year in a row to break membership records. It is time to renew your membership for the 2026–27 school year. Join online today at www.ccosa.org/ membership. Thank you for being a member of CCOSA and OAESP. Please encourage others to join.

Our goal this year is to have 920 members or more.

Don’t forget to join your national association, NAESP, when joining OAESP. The OAESP Leadership Conference will be held February 24–25, 2027, at the Embassy Suites OKC Downtown/Medical Center. Information about the conference, including registration and hotel reservations, will be released in October. Keynote speakers include LaVonna Roth and Joe Beckman.

The conference will be a one-and-a-half-day format with breakout sessions. RFPs for breakout sessions will be released in September with new strands.

Please consider submitting a proposal to present and mark your calendars now to join us for the OAESP Leadership Conference.

The 2026 National School Leaders Conference Powered by NAESP was held in Orlando, Florida, last month. The conference provided valuable learning opportunities with great breakout sessions. Keynote speakers included Merlyna Valentine, Thomas Murray,

Lincoln Elementary School in Pryor Public Schools received a Gold Star School award at the 2026 NAESP National Conference in Orlando. Photographed left to right are Assistant Principal Melinda Thornton, Principal Dr. Amber Wilkins, and Assistant Principal Dr. Morgan Wood.

and Miguel Cardona. Margaret Ploof, Assistant Principal of Freedom Elementary School with Lawton Public Schools, was recognized as a National Outstanding Assistant Principal from Oklahoma at the conference, one of 29 assistant principals across the country recognized for this honor. The 2027 National School Leaders Conference Powered by NAESP will be held July 22–24, 2027, at Denver Convention Center in Denver, Colorado.

Two elementary schools from Oklahoma were recognized at the 2026 National School Leaders Conference Powered by NAESP in Orlando, Florida. The NAESP National Gold Star School program recognizes outstanding elementary and middle-level schools where learning communities work collaboratively to grow and demonstrate a commitment of continuous improvement of performance. The schools from Oklahoma recognized for the National Gold Star School Award were Lincoln Elementary School in Pryor Public Schools, led by Dr. Amber Wilkins, and Sangre Ridge Elementary School in Stillwater Public Schools led by Cami Patzkowski. Congratulations to these schools for their outstanding commitment to excellence.

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Sangre Ridge Elementary in Stillwater also received a Gold Star School award at the NAESP Conference.

Photographed left to right are Instructional Coach Tisha DeWitt, Principal Cami Patzkowski, and Assistant Principal Mason Oller.

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is to provide guidance to steer an early-career principal or assistant principal through the initial period of adjustment as a beginning administrator and set the foundation for a long and rewarding career as a school administrator. The academy meets four times in the fall semester and once in the spring for an advocacy experience. We are offering two cohorts, one in Oklahoma City and one in Tulsa. Registration is now open on our website.

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The Oklahoma Principal Leadership Institute is entering its fifth year. This year-long, seven-day training is designed for principals and assistant principals who are beyond the first year of service. This 22-member cohort takes a deep dive into essential skills to be effective school leaders. The application period for the institute is closed for this year. The application period for the next cohort will open in March 2027. ■

Update on National Associations For many years, the National Association of Elementary School Principals (NAESP) and the National Association of Secondary School Principals (NASSP) partnered on select programs and national initiatives. Over the past year, however, NASSP has made the strategic decision to transition from a secondary school principals association with more than 110 years of history to a K–12 principals association. As part of that transition, the organization has changed its name to The National Principals Association (NPA).

NAESP remains firmly committed to its mission of

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serving elementary and middlelevel principals and assistant principals. As each organization moves forward with its own distinct mission and priorities, NAESP and NPA have mutually decided to discontinue efforts to combine or jointly operate future initiatives.

NAESP also recently experienced a leadership transition. After nine years of dedicated service as Executive Director, Dr. Earl Franks retired at the end of July.

We are grateful for his leadership and the many contributions he made to the association during his tenure.

We are excited to welcome Stephanie Morris as the new Executive Director of NAESP. OAESP members will have the opportunity to meet Stephanie at the 2027 OAESP Leadership Conference, where she will share her vision for the future of NAESP. We look forward to continuing our strong partnership with NAESP and the exciting opportunities ahead. ■ Stephanie Morris

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ODSS

S U MMER 2026 | better sch o o ls

Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director On July 1, the following officers and members began or continued their terms on the ODSS Executive Committee: President: Leslie Burnett, Pryor Public Schools President-Elect: Lisa Moore, Ardmore Public Schools Past President: Michelle Dalton, Crowder Public Schools Legislative & Policy Liaison: Dr. Melissa Jarvis, Weatherford Public Schools Southwest Representative: Melissa Channel, Rush Springs Public Schools Northwest Representative: Melissa Graddick, Enid Public Schools At-Large Representative: Austin Hula, Stillwater Public Schools Tulsa Area (TADSS) Leader: Jackie Johns, Collinsville Public Schools At-Large Representative: Shawna Keene, Harrah Public Schools Northeast Representative: Kim Landrum, Vinita Public Schools Metro OKC Area Leader: Dr. Scott McCall, Piedmont Public Schools Southeast Representative: Jeanie Neal, Ada Public Schools At-Large Representative: Colin Raley, Deer Creek Public Schools At-Large Representative: Sarah Reed, Poteau Public Schools Southeast Leader: Brook Vernon, Plainview Public Schools On July 14, ODSS welcomed over 100 new, early career, and experienced special education directors and assistant directors to its first New & Early Career Special Education Directors virtual group meeting of the school year. Experienced directors led discussions to help their colleagues identify and prepare for important July and August activities. The New & Early Career group will meet monthly through May 2027. For a complete list of virtual meeting dates and information about joining the New & Early Career group, click here.

ODSS is excited to announce that Angela Balsley, Ed.D., a Senior Consultant for CADRE, the Center for Appropriate Dispute Resolution in Special Education, will present a keynote address and conduct a follow-up breakout session on Day 1 of its next Best Practices Conference. Dr. Balsley, a nationally recognized special education leader, researcher, and former executive director of 20+ years’ experience strengthening systems, guiding complex decisions, and advancing outcomes for students with disabilities,

ODSS President Leslie Burnett, Past President Michelle Dalton, Legislative & Policy Liaison Dr. Melissa Jarvis, and President-Elect Lisa Moore at the CEC/CASE Special Education Legislative Summit in Washington, D.C., in July.

will lead participants in exploring how special education directors and other district leaders can build organizations prepared to engage conflict without losing collaboration. For more information about Dr. Balsley, visit her LinkedIn page. The Best Practices Conference takes place on February 10–11, 2027, at the Edmond Conference Center. Please save the dates!

Registration opens in late fall. ■

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