Matt Johnson Principal, Shawnee HS OASSP President
Joe Ballard Principal, Poteau HS OASSP President-Elect
John Potter
Asst. Supt, Pryor OMLEA President-Elect
Tara Burnett Principal, Highland Park ES OAESP President
Amy Estes Principal, Hollis ES OAESP President-Elect
Amy Swartz Director of Special Services, Ponca City ODSS President
Michelle Dalton Director of Special Services, Eufaula ODSS President-Elect
Dr. Stacey Butterfield Superintendent, Jenks PAC Representative
Dr. Gregg Garn University of Oklahoma Higher Education Liaison
6 It
Takes a TEAM
by Dr. Pam Deering, CCOSA/OASA Executive Director
8 Superintendents’ To-Do List by Derald Glover, OASA Assistant Executive Director
11 2024 Legislative Session Mandates
What's new for this school year and ahead in the next. by Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst
13 CCOSA's District Level Services Program
How the DLS program benefits members. by Dr. Jeanene Barnett
15 Energy Efficient Schools of Oklahoma
Saving on energy means investing in kids. by Derald Glover
20 The Hero Maker
This less-discussed but critical role of the school superintendent can ensure everyone is rowing the same direction. by Dr. Todd Whitaker
24 Empowering Girls Is Our Responsibility
Research shows girls are struggling, and these action steps can help improve their educational experience. by Dr. Lisa Hinkelman
35 Academics vs. Play
Play is more than recess –it's how kids learn. by Traci Newell
37 Working With Instructional Coaches
Setting them up for success. by Jim Knight
41 Let Your Voice Be Heard
Participate in CoSN's Data Privacy Survey.
54 Read to Lead
What makes The Boys in the Boat: Nine Americans and Their Epic Quest for Gold at the 1936 Olympics a great read for school leaders? Find out here.
16 Beyond ChatGPT
How to effectively embrace the challenges, and benefits, of AI. by Dr.
Shawn Bishop
29 Relationships Matter
The 2024 OASA Superintendent of the Year reminds us of what's important. by Dr. Mike Simpson
31 What Does It Mean to Be a Champion for Kids? by CCOSA award-winning school leaders
CCOSA Staff
Dr. Pam Deering
CCOSA/OASA
Executive Director
Derald Glover
OASA Assistant
Executive Director
Chris LeGrande
OASSP/OMLEA
Executive Director
Glen Abshere
OAESP Executive Director
Andrea Kunkel
CCOSA General Counsel
ODSS Executive Director
Dr. Jeanene Barnett
Education Policy & Research Analyst
Kathy Dunn
Director of Professional Learning, State and Federal Programs
Madeline Pollard
Marketing, Events & Corporate
Sponsorships Specialist
Cynda Kolar
Business Manager
Lynne White
OAESP Executive Assistant & Assistant to the TLE Coordinator
Nicole Donnelly
Membership Coordinator & CEC Executive Assistant
Jen Knight
Executive Assistant
Kasiah Mims
OASA Executive Assistant
Catherine Goree
OASSP/OMLEA/ODSS Executive Assistant
Leadership Conversations
It Takes a TEAM
Dr. Pam Deering, CCOSA/OASA Executive Director deering@ccosa.org
As we embark on a new school year, public education leaders in Oklahoma must come together as a team for our students at the state level. What does a team of school leaders look like from a state perspective?
I envision teamwork involving building relationships in person, frequent communications, sharing ideas, learning from one another, being supportive of one another, being an advocate for public education, and standing firm against the forces that seek to divide us.
At the district level, you play a vital role within your community by doing these very things. Your leadership and dedication are instrumental in fostering a collaborative and supportive environment for both our students and staff. At CCOSA, we assume broader, state-level responsibility for this critical work and can facilitate these team-building needs for every Oklahoma district.
I encourage you to continue leveraging your strengths in guiding your teams, inspiring innovation, and addressing challenges with a problem-solving mindset. Your ability to lead with empathy, clarity, and strategic vision greatly impacts our collective success. At CCOSA, we are committed to doing the same.
Please feel free to reach out if there are ways that CCOSA can better support you or if you have any insights or feedback that could enhance our collaborative efforts. Together, we can make a significant difference in the educational experience we offer to our students.
Thank you for your unwavering commitment and leadership.
In public education, the strength of our schools lies in the power of teamwork. Every member of the team –teachers, administrators, support staff, families, and students – plays a crucial role in shaping the future of our students. When we work together, combining our diverse skills, perspectives, and dedication, we create a supportive and enriching environment where students can truly thrive.
Remember, each effort, no matter how small it may seem, contributes to a larger impact. Our collective commitment to nurturing and guiding the next generation is what makes our educational system resilient and effective. Let’s continue to uplift and support one another, knowing that together, we can achieve remarkable things for our students and our communities.
Keep up the amazing work, and thank you for being a vital part of this incredible team!
You are a Champion for Kids! We are Champions for Kids!
Sincerely,
Pam Deering, Ph.D. CCOSA/OASA Executive Director ■
The first day of school in Elgin.
SUPERINTENDENTS’ TO-DO LIST
By Derald Glover, OASA Assistant Executive Director
School leadership is hard work. Part of what makes it so difficult is that so many areas must be addressed to get the school year started off smoothly. One of the best ways to be prepared is to have a schedule in mind for key events. Take some time to review and have a plan for who will address these and other items now, and you’ll have less stress as the school year progresses and deadlines roll around.
August
■ New staff onboarding
■ Beginning year PD requirements (CCOSA guidelines)
■ Bus evacuation drill reminder and emergency drills (first two weeks of school)
■ Safety Committee review of safety procedures and recommendations
■ Assignments for activity supervision schedule
■ Alternative Ed implementation plan board approved and submitted by Sept. 1. (New date!)
■ Renewal of Advanced Placement courses
■ Review of Direct Certification for Free/Reduced
■ Designation of District Test Coordinator
■ All previous year’s federal programs closed out by August 31
■ All new English learners tested with WIDA ACCESS within 30 days of enrollment
September
■ Estimate of Needs (EON) review and comparison to previous year sent to the county excise board for certification
■ Development of district budget
■ Oklahoma Cost Accounting System (OCAS) Site Code changes due to OSDE by September
■ OCAS Revenue/Expenditure submitted to OSDE by Sept. 1 and any corrections certified by Nov. 1 (New date!)
■ Review of previous year student counts and comparison (consolidated application) to current year (before certification!)
■ Oklahoma School Report Card calculation review and plan to improve
■ Postsecondary opportunities coursework
■ Statutory waiver and deregulation guidance
■ Federal Programs Consolidated Application due September 30
Below is a sample list of monthly “To-Dos” and a few key accountability items you should be aware of during the year (some schools may perform certain functions in different months). It does not include all reporting items, such as monthly claims for child nutrition. For the most recent list of the Oklahoma State Department of Education (OSDE) reporting requirements with due dates, consult their Reporting Requirements Document.
October
■ District capacity and incoming open transfer results
■ Gifted/Talented Plan update and budget due – be sure to maximize your counts!
■ Graduation part-time enrollment
■ Annual accreditation application
■ First Quarter Statistical Report (FQSR) due 10 days following the first nine weeks
■ Initial certified personnel report
■ District bullying policy review
November
■ Review of student enrollment graduation data
■ Low-income student count report
December
■ School board filing for open seat (first week of December)
■ Bus evacuation drill reminder and emergency drills (first two weeks of school)
■ District capacity and incoming open transfers
■ Mid-year personnel report
■ OASA Legislative Conference
■ Renewal of superintendent contract and submission of contract to OSDE (once completed)
■ Oklahoma Academic Scholars
February
■ Legislative advocacy
■ School board elections
■ Renewal of site administrator’s contract (date varies by school)
■ Indian Education Title VI, Part 1 Child Count
March
■ Legislative advocacy
■ Annual statistical report due
■ 3rd Quarter graduation part-time enrollment
■ Testing status for exemptions
■ Audit report due in order to make federal claims
April
■ Legislative advocacy
■ District capacity and incoming open transfers
■ Special Ed end of the year report due
■ Budget estimating for next year and School District Budgeting Act
■ Strategic planning for next year
May
■ Legislative advocacy
■ Student data report
■ District-wide student needs assessment
■ Indian Education Title VI, Part 2 application
■ Final federal claims submission for fiscal year payment
■ McRel end-of-year evaluation of administrators
■ State Vision Screening Report
June
■ CCOSA Summer Leadership Conference
■ Assessment correction window
■ End of the year personnel reports
■ Chronic absent medical exemption window
■ Statement of open transfers
■ Notification of intent not to rehire a teacher due the first Monday in June
■ Deadline for teacher notification to leave 15 days after the first Monday in June
■ Preparation of board consent agenda for the upcoming year
■ Review of temporary EON or School District Budgeting Act final budgeting review
■ Submission of Teacher and Leader Effectiveness (TLE) and McRel score report
■ Selection and approval of an auditor for the upcoming year
■ McRel administrator goal setting for the upcoming year
■ Assurances, Agreements, and Central Contact due in GMS June 30
July
■ Preparation and planning for the coming year
■ Complete hiring of personnel
■ Prepare beginning of year staff meeting
■ Set bus routes, schedule student physicals and crisis plan meetings, etc.
■ Approve activity accounts and fundraisers
■ End-of-year personnel report and revenue/ expenditure report
■ July-January TLE training and McRel training
■ Open transfer statement followed by quarterly incoming open transfer reports
August
■ Last day to file a claim without going to the State Board – August 1 ■
2024 Legislative Session Mandates
A rundown of new requirements for schools for the current and upcoming school years
By Dr. Jeanene Barnett, Education Policy & Research Analyst
The Oklahoma Legislature has passed several bills over the last few years that have new mandates for schools. Some of those bills have implementation timelines for the 2024-25 school year; others will not be fully implemented until the 2025-26 school year. Below is a list of those bills. Click on bill numbers to link to the full bill language or access CCOSA summaries of all the bills here: https://www.ccosa. org/advocacy/law-changes. The date in parenthesis after the bill number indicates the year the bill passed.
NEW MANDATES FOR THE 2024-25 SCHOOL YEAR (IMPLEMENTED JULY 1, 2024)
HB 3400 (2020) Requires a minimum of four (4) Advanced Placement courses must be available to students. (Effective November 1, 2020)
SB 252 (2021) Requires one (1) computer science course, aligned to computer science standards in middle and elementary school, be offered in high school. (Effective November 1, 2021)
HB 1029 (2023) Requires standard form for identifying homeless students. (Effective November 1, 2023)
SB 93 (2023) Requires the FAFSA federal student aid form for high school graduation. (Effective November 1, 2023)
SB 100 (2023) Requires schools to undertake a school security risk and vulnerability assessment annually, with some exemptions possible. (Effective July 1, 2023)
HB 2102 (2024) Requires no student other than the driver be in a car during Driver’s Ed. (Effective August 28, 2024)
HB 3727 (2024) Requires cursive writing be taught in grades 3-5. (Effective July 1, 2024)
HB 3958 (2024) Requires parents/ guardians to be included in any digital communication with students with the exception of academic conversations on school-approved platforms. (Effective July 1, 2024)
SB 362 (2024) Renames the Reading Sufficiency Act (RSA) the Strong Readers Act (SRA) and updates district requirements. (Effective July 1, 2024)
SB 1921 (2024) Expands the Chase Morris Sudden Cardiac Arrest Prevention Act. (Effective July 1, 2024)
HB 3386 (2024) Regulates intradistrict transfers and transfers for students with disabilities. (Effective May 31, 2024)
HB 3737 (2024) Requires the Oklahoma State Department of Education (OSDE) to create informational materials related to Type I diabetes and for schools to provide copies to parents/guardians at grade 6 enrollment. (Effective July 1, 2024)
HB 4073 (2024) Creates Alyssa’s Law, requiring schools to implement mobile panic alert systems. (Effective July 1, 2024)
SB 1307 (2024) Expands student count eligibility for state aid to ages 21-26. (Effective July 1, 2024)
NEW MANDATES FOR THE 2025-26 SCHOOL YEAR (IMPLEMENTED JULY 1, 2025)
HB 2158 (2024) Amends Personal Financial Literacy, requiring students in grades 10, 11, or 12 to take ½ unit. (Effective July 1, 2025)
HB 3278 (2024) Modernizes graduation requirements for students beginning in grade 8. (Effective May 15, 2024)
HB 1425 (2024) Requires release for off-site religious education. (Effective August 28, 2024)
SB 526 (2024) Requires school mapping data capability to align with public safety agencies. (Effective August 28, 2024) ■
Our Dual Defense expertise focuses on both physical security and cybersecurity solutions, ensuring that students and teachers can concentrate on the most important aspect of school: learning and growth.
challenges; we’re anticipating the needs of tomorrow, securing a foundation for education where every student can thrive in safety and confidence.
Physical Security: State-of-the-art access control, surveillance, and entry management.
and endpoint security.
E-rate Service Provider: Our dedicated E-rate team ensures we are meeting deadlines and compliance requirements.
Seamless Integration: A unified approach ensures complete coverage and peace of mind. Ongoing IT Support: Serving as your entire IT department or filling in specific hard-to-staff areas.
CCOSA’s District Level Services Program
By Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst
Expanded Support Training
The CCOSA District Level Services (DLS) program offers expanded support and service to our members, strengthening education leaders by offering exceptional services to support school districts in the following areas:
■ Consulting services
■ Professional learning
■ CCOSA Quality School Framework Toolkits
■ Exclusive discounts and free services from CCOSA partners
We have entered into an agreement with the Oklahoma Autism Network at the University of Oklahoma to provide the teacher-based autism training required of all new teachers and every three years after the initial training for all K-3 teachers. This will strengthen the beginning-of-the-year professional development offered to schools participating in the DLS program.
Professional Learning
Under professional learning (PL) services through the DLS program, districts have the option for all staff members to complete state and federally required professional development, including but not limited to:
■ Bloodborne Pathogens
■ Bullying Prevention
■ Child Abuse and Neglect; Child Sexual Abuse Awareness & Reporting
■ Digital Teaching & Learning
■ FERPA
■ Dyslexia Awareness
■ Hazardous Communications
■ Title IX: McKinney/Vento and Homeless Assistance
Professional Learning for DLS districts also expanded in other areas last school year. In addition to the five free registrations to the Law Conference, Legislative Conference, and popular School Budget Bootcamps (collectively valued at $3,500), DLS districts have free access to State Finance Projections, formerly from Vernon Florence, that is now offered by CCOSA. DLS members also enjoy a generous discount to successful training programs such as Winning Strategies and Federal Programs Bootcamp.
CCOSA served 151 districts through District Level Services last school year. Due to the overwhelming success and high renewal rate of the program, we are on track to meet and exceed that number as the new school year begins. This compares to:
Energy Efficient Schools of Oklahoma (EESO)
Empowering Oklahoma Schools to Lead the Nation in Strategic Energy Management
By Derald Glover, OASA Assistant Executive Director
In many cases the cost of energy in schools is the second- or thirdhighest expenditure each year. By utilizing research-based strategies, schools can realize up to 20% savings that can be better utilized in the classroom. In 2019, CCOSA, OG&E, CLEAResult, and a group of schools with comprehensive energy savings plans already in place built the Energy Efficiency Framework to support good stewardship of energy resources in public schools. The next step was to work with more schools to implement comprehensive energy programs and compile a statewide list of schools that are tracking their savings data. We hope to highlight energy savings already happening in our schools and motivate all schools in Oklahoma to develop an Energy Efficient Schools of Oklahoma (EESO) program of their own.
Currently, the following schools are participating in the CCOSA EESO training program, and all are realizing substantial savings: Coweta, Locust Grove, Inola, Roland, and Kingfisher. Schools we have identified that already have implemented energy efficiency programs are Enid, Fort Gibson, Mustang, Moore, Noble, MidDel, Broken Arrow, Owasso, and Norman. We know there are more schools who have programs, and we would like to know who you are!
What constitutes an EESO Program?
1. School has an energy efficiency plan for electric, natural gas, and water.
2. School has a dedicated staff person who serves as an energy manager.
3. School utilizes an energy usage assessment program to track savings.
What do you need to do to participate?
■ If you checked all three EESO requirements, email Jennifer Knight at CCOSA at jennifer@ ccosa.org, and we will send you a participation agreement. There is no cost to participate. Implementation of an EESO program generates a return on investment through low/no cost savings measures.
■ If you don’t have a comprehensive energy program but would like to start one, or you have questions regarding your current energy efficiency efforts, call Derald Glover at (918) 781-9540 or email glover@ccosa.org.
School Commitment
Schools participating in the EESO programs will maintain a strategic energy efficiency program that includes the following goals:
■ School will work to develop an energy efficiency plan for electric, natural gas, and water.
■ School will assign a staff person to serve as an energy manager.
■ School will utilize an energy usage assessment program.
■ School will strive to use energy savings to enhance classroom spending and/or invest in energy efficiency equipment.
■ School will submit energy cost saving data on a semi-annual basis.
CCOSA Commitment
CCOSA and its partners are committed to facilitating schools in achieving our goal of making Oklahoma schools examples of energy efficient practices by providing the following:
■ Recognition of participating schools and top-performing schools through targeted social media posts and recognition at the CCOSA conference.
■ Training and guidance to schools developing a program.
■ Assistance on finding affordable and easy-to-use assessment tools.
For more information about what an EESO school may look like, check out our CCOSA EESO Rubric here Let’s make Oklahoma schools the most energy efficient systems in the nation! ■
“AI represents a technological revolution akin to the advent of electricity, the printing press, and the internet.”
Beyond ChatGPT AI for Ed Leaders
By Dr. Shawn Bishop
In the rapidly evolving landscape of education, artificial intelligence (AI) stands out as a transformative force. AI is often referred to as a “tool,” yet this term fails to capture its true scope. AI represents a technological revolution more akin to the advent of electricity, the printing press, and the internet. Just as electricity is now an integral part of daily life, AI is set to become woven into the fabric of education and leadership. This article explores the practical steps district leaders can take to effectively implement AI in their schools.
Understanding AI in Education
AI in education is not just about automating tasks; it’s about augmenting the capabilities of educators and administrators and ultimately producing students who are world ready. From personalized learning experiences to data-driven decision-making, AI tools can help educators tailor instruction to meet individual student needs and improve overall educational outcomes, but that is just one area of impact. AI will impact everything from transportation of students to scheduling and counseling. Though the classroom remains the central focus, every layer of our organizations – whether athletics, the arts, or buildings and grounds – will be impacted by AI.
In addition to organizational layers such as athletics, buildings and grounds, transportation, and food service, AI’s direct impact on students is multifaceted. This includes AI’s role in material and lesson designs from instructors, students working directly with AI tools, assessments of students, instructional design and changes based on AI insights, and even teacher evaluation. The potential applications and benefits of AI in education are virtually endless, promising to transform every corner of our educational institutions. AI tools such as Claude, Gemini, and ChatGPT can already serve as thought partners in summarizing and making suggestions for school and district improvement.
Even though we are in many ways in the infancy in presentation, I can already show school leaders how AI software like ChatGPT can take our K-5 Math Power Standards documents and look at them for gaps in instruction practices and unnecessary overlaps. It can give suggestions as to scope and sequence of learning and things to be aware of as schools. Current tools
like Magic School, Diffit, and others can provide teachers with curriculum resources and rubrics for scoring, aid in developing lesson plans, and much more. Khanmigo and Amira provide glimpses of the future of learning in an AI world. These tools demonstrate how AI can provide adaptive direct instruction to students in real time.
Some have said that education is in need of reform and have accused education of being slow to change, even stuck in old habits. Whether this is true or exaggerated can be debated, yet regardless of where you stand, there can be common agreement that AI may just be the inflection point in PK-12 education that forces changes.
To effectively navigate these changes, district leaders can look to strategic frameworks to guide their implementation efforts. Many of the best change processes we’ve traditionally used can easily be used to help in the implementation of AI. We already know the best practices in how to implement change and can use these. Though there are many you could look to, one such framework is Kotter’s change model, which emphasizes creating a sense of urgency, building a guiding coalition, and generating short-term wins, among other steps.
“Many of the best change processes we’ve traditionally used can easily be used to help in the implementation of AI.”
KOTTER’S CHANGE MODEL
Below is a simplified version of district implementation concepts related to AI.
STEPS FOR AI IMPLEMENTATION
Vision and Strategy
Begin by establishing a clear vision for AI integration in your district. Involve community members, educators, and students in creating a shared vision that aligns with your district’s goals and values.
Professional Development
Invest in ongoing professional development to ensure educators are equipped with the knowledge and skills to effectively use AI tools. Encourage a culture of continuous learning and innovation.
Data Privacy and Ethics
Address data privacy and ethical considerations by establishing robust policies and practices. Ensure transparency in how data is collected, used, and protected.
Pilot Programs
Start with pilot programs to test AI tools in real-world settings. Gather feedback from educators and students to refine and scale successful initiatives.
Collaboration and Support
Foster collaboration among educators, administrators, and IT staff. Provide ongoing support and resources to address challenges and ensure successful implementation.
It’s important to note that this cursory overview plays out differently in each setting. The community and culture around each building and each district provides a context that can’t be and shouldn’t be ignored. After all, context matters. If you are interested in a deeper, more specific look at how district or building AI implementation could work or if you simply would like to dialogue about AI within schools, please know that I’m here.
Ultimately, like the vast majority of my colleagues, I became an educator because I believed positively impacting a child’s life was worth dedicating my life toward. If conversation about AI can provide a means toward that end, then count me in.
Conclusion
AI has the potential to revolutionize education, but its success depends on thoughtful implementation and a commitment to continuous improvement. By recognizing AI’s ability to be a change inflection point, leaders can embrace AI technologies while fostering a culture of innovation, creating a more personalized, efficient, and impactful educational experience for all students.
As we move beyond ChatGPT, let’s harness the full potential of AI to empower educators and transform learning. ■
Dr. Shawn Bishop is the Associate Executive Director of the Michigan Association of Superintendents and Administrators (MASA). To connect with him, email sbishop@gomasa.org.
The image below is an AI-generated illustration of Bishop's professional head shot.
The Hero Maker
Superintendents have a host of roles – budget manager, strategic planner, district leader. Read on to learn about one critical role that may come as a surprise.
By Dr. Todd Whitaker
The relationship between school boards and the superintendent is incredibly fascinating and complex. The superintendent is typically chosen and hired by a school board and then answers to this same leadership body. This seems simple enough. A relationship like this is traditional in many workplaces – we get hired by someone and then also must follow his or her leadership and expectations. Most jobs fall under this type of a structure. However, there are many factors that make this dynamic much more complicated.
A board is not one person, which we can picture as a traditional “boss.” Instead, it is a group of individuals who may or may not function together in a healthy or professional fashion. Additionally, it may be a group in which the membership is comprised of changing people. A new superintendent might get selected unanimously by a five-member board, and just months later, there may be three new “supervisors” in place because there was an election that resulted in a 60% turnover of “leadership.” These new members may have a completely differing vision of what they want from a superintendent, and this vision may not just vary from the three members they replaced; it may differ dramatically from the two existing members and each of the other recently elected officials. In and of itself, this is an incredible challenge, but amazingly, this may be the easy part. What is unique is that superintendents must then have the skills and abilities to lead their “bosses.”
Diversity in the Ranks
School board members may have incredibly varying backgrounds. Some may be former teachers, principals, or even previous superintendents. Within this group there can be past successful educators who get the “big picture” and work to help advance the district to do what is best for all students and staff. Also within this group may be someone who was fired by the school board and potentially has a desire to hold the current members, and even you, as a personal target, and that is this person’s biggest incentive to become a district leader.
Some school board members have successful businesses, and others have nothing else to do. There may be individuals with five children currently enrolled in the district and others with zero. There can be board members who have a district perspective and others who have the goal of getting their niece a job as a teacher. One member may be a lover of sports, while another wants the football coach fired because his son is not the starting running back. One feels that cheerleading should have additional funding for new uniforms, while others have the view that the spirit squad should be disbanded.
There may be members of the group who have advanced degrees and others who only graduated from the school of hard knocks. Some have a wealth of common sense, and others seem to have a dearth of it. Put all these different perspectives and views together, and it can seem overwhelming. But the next challenge may be even more daunting. With no positional power over the board, the superintendent must be able to teach and influence these individuals to function together to make decisions based on what is best for the students and best for the school district. Being able to do this with no formal organizational advantage is a task that at times can seem challenging and even overwhelming. How is it possible to lead our “bosses”? Should we even attempt it? Are there ways that are more effective in doing so?
Are There Any Commonalities?
Upon first reflection it may seem an insurmountable task to lead this group of individuals down a common path when they potentially have such dramatically differing backgrounds and viewpoints. Is there anything we can do to influence those who are our employers when we are just the lowly employees who are required to answer to them?
Though it may seem that a group that can vary so much may not have a common ground, there is one thing they share. All school board members want to be a hero. That’s right, a hero. And your job is to help them accomplish this in a positive and productive fashion.
The board member who runs to cut taxes, the individual who has a goal of getting rid of the girls’ basketball coach, and the person who wants to help pass a referendum to build a new school all have one shared outcome. They want to be heroes. You may be thinking that some of these viewpoints would make them lots of enemies or is a harmful result from your perspective. You may be correct. They may be in the minority or have an aim that would lead to more harm than good. But in their mind, if they accomplish what they set out to do, the result is that they will be heroes to someone who matters to them.
They may feel like their daughter will be so proud of them if Mom can get on the board and get rid of the basketball coach who cut her baby girl from the squad their sophomore year. They may interact with a political group
Making Heroes
One task a superintendent must focus on is how to make these individual board members “heroes” by helping them do the right thing instead of their independent aims, which may not be what is best for the students and district. When we can accomplish this, we can then help our supervisors come together in a more cohesive way to realize their goals of being a hero. One of the primary purposes is to help district leaders understand the importance of making heroes. A second and potentially more challenging aim is to help teach and develop the specific skills needed to best be able to accomplish this daunting task.
If you are a district leader, you are highly aware of the incredible responsibility you have. Every day your actions and decisions influence hundreds and thousands of young people in your schools. You knew this when you chose your leadership role. You wanted to make a difference. Now we must figure out how to make an impact. Your students deserve it. The final goal is to help school leaders understand that making others into heroes accomplishes the same result for themselves. A true hero is someone who helps others accomplish things they didn’t think was possible. Thanks for what you do. Thanks for making a difference. Every day. ■
that wants to cut taxes, and if they can help make this happen, they can then be supported to run for a more significant office in the community. An individual could hope to be elected or appointed to the board so that funds can be raised to build a new high school that will positively impact future students and the community for generations to come. Though in some ways their goals may seem to be contradictory in nature, the underlying aim is to be held in a more positive regard by others.
Recognized as a leading presenter in the field of education, Dr. Todd Whitaker’s message about the importance of teaching has resonated with hundreds of thousands of educators around the world. Dr. Whitaker is a professor of educational leadership at the University of Missouri. Prior to moving into higher education, he was a math teacher and basketball coach in Missouri. Dr. Whitaker then served as a principal at the middle school, junior high, and high school levels. One of the world's leading authorities on staff motivation, teacher leadership, and principal effectiveness, Dr. Whitaker has written more than 60 books.
This article is adapted from the book The Hero Maker (2017) by Ryan Donlan and Todd Whitaker, Routledge, New York, New York.
EMPOWERING GIRLS IS OUR RESPONSIBILITY A Call to Action for Educational Leaders
By Dr. Lisa Hinkelman
As educational leaders, we bear a profound responsibility to shape the experiences and futures of the students in our care. Yet recent data from The Girls’ Index research by Ruling Our eXperiences (ROX) paints a concerning picture of how girls are faring in our schools today. With a nationally representative sample of over 17,500 girls surveyed, the findings reveal significant challenges that demand our immediate attention and action.
Let’s start by confronting some stark realities:
■ Only 39% of girls feel like they belong at school.
■ 79% of girls report feeling that they are under so much pressure they might explode.
■ 70% identify school as one of their biggest stressors.
■ 55% of girls aren’t sure if they are smart enough for their dream job.
These statistics signal that despite our best intentions, we are falling short in creating environments, including educational environments, where girls can thrive, feel supported, and develop the confidence to pursue their ambitions.
The Belonging Gap
The fact that less than 40% of girls feel a sense of belonging at school is a statistic that is deeply troubling. Of course, we all want school to be a place where all students feel welcomed, valued and connected, but when girls don’t feel that they belong, it negatively impacts their engagement, academic performance, and overall well-being.
This belonging gap likely stems from various factors. Social dynamics, navigating friendships and relationships, struggling with fitting in, and dealing with the never-ending influence of social media – girls’ lives are indeed
complicated. So complicated that more than half report that conflict and girl bullying keep them from wanting to come to school. Our ability to effectively educate is contingent upon our ability to get our students into – and connected and engaged within – our school buildings. As leaders, we must critically examine our school environments and actively work to foster inclusivity and connection for all students, with particular attention to groups that are feeling disconnected or marginalized.
The Pressure Cooker Effect
The statistic that nearly 80% of girls feel overwhelmed by pressure is alarming. Adolescence is inherently challenging, but this level of stress suggests we are creating or perpetuating systems that place excessive burdens on our students. The fact that 70% specifically cite school as a major stressor indicates that our educational environments, policies, and practices may be contributing significantly to this pressure. While we know that academic challenge is appropriate and necessary, we must question whether our current approaches to academic rigor are yielding more harm than benefit. Are we balancing rigorous expectations with adequate support? Are we emphasizing the right things? Are the social comparisons and desires to maintain pace with peers overly exhausting our kids? How can we maintain high standards while also prioritizing student well-being?
Doubting Their Potential
One of the most heartbreaking data points from The Girls’ Index is the revelation that more than half of girls surveyed doubt whether they are smart enough for their dream jobs. Even among the highest achieving girls, confidence is an issue. Forty percent of girls with a 4.0 grade point average are unsure if they are smart enough for their dream career. This crisis of confidence will limit their aspirations and future achievements if left unaddressed.
As educators, we play a crucial role in either reinforcing or challenging these self-doubts. Every interaction, assessment, and opportunity we provide has the potential to build up or erode a student’s belief in their capabilities. We must become more intentional about instilling confidence and helping girls recognize and develop their unique strengths and potential.
A Call for Transformative Action
Faced with these sobering realities, we cannot continue with business as usual. As educational leaders, we have both the power and the ethical imperative to drive meaningful change. Here are key recommendations to begin addressing these critical issues:
1
Prioritize Belonging and Inclusion
Create a task force dedicated to improving school culture and fostering a greater sense of belonging for all students, with a particular focus on groups that are currently feeling marginalized. This might involve:
■ Conducting listening sessions with groups of students to better understand their unique experiences and needs
■ Reviewing curricula and school traditions to ensure they reflect and celebrate the array of interests of your student body
■ Training staff on recognizing and addressing signs of emotional distress, exclusion, Isolation, and negative well-being
■ Establishing groups and spaces where students with shared interests and identities can find support and community – a place where they are valued and belong just as they are
Remember, a sense of belonging is fundamental to student attendance, success, and well-being. By making this a top priority, we lay the foundation for addressing many other challenges girls face in our schools.
2
Implement ConfidenceBuilding Initiatives
Develop targeted programs and practices aimed at boosting girls’ confidence and helping them envision ambitious futures. This could include:
■ Incorporating growth mindset principles throughout the curriculum and giving girls the chance to practice new skills and competencies
■ Providing opportunities for girls to develop and showcase leadership skills
■ Offering workshops on topics like self-advocacy, overcoming imposter syndrome, and navigating spaces where girls are underrepresented
■ Establishing programs that connect girls with successful women in various fields
■ Hosting career exploration events that showcase diverse role models and pathways
■ Ensuring girls have equal access to STEM courses and extracurricular activities
■ Celebrating a wide range of achievements beyond academic performance
By consistently exposing girls to inspiring role models and providing opportunities to develop their strengths, we can help counteract the self-doubt that is holding too many back from actualizing their full potential.
“Remember, a sense of belonging is fundamental to student attendance, success, and well-being.”
“Every interaction, assessment, and opportunity educators provide has the potential to build up or erode a student’s belief in their capabilities.”
3 4
Enhance Teacher Training and Support
Equip your staff with the knowledge and tools to better support girls’ academic, social, and emotional development. Focus on:
■ Professional development on creating safe and supportive learning environments for girls
■ Training on recognizing and addressing mental health concerns
■ Guidance on providing effective feedback that builds confidence
■ Strategies for encouraging girls’ participation and leadership in class
Remember that teachers have immense influence on students’ sense of belonging, stress levels, and self-confidence. By investing in your staff’s capabilities in these areas, you amplify your impact across the entire school community.
Engage Families and the Broader Community
Recognize that many of the challenges girls face extend beyond the school walls. Partner with families and community organizations to create a more comprehensive support system. Consider:
■ Hosting parent education nights on topics like supporting girls’ confidence and managing academic stress
■ Collaborating with local women’s organizations, businesses, or universities to provide mentorship and enrichment opportunities
■ Engaging alumni to share their experiences and serve as role models
■ Partnering with mental health providers to ensure access to services for students and families
By aligning school efforts with broader community support, we can create a more cohesive and impactful approach to empowering girls. We should see our unique role, contributions, and opportunity as part of a comprehensive and collective responsibility.
Conclusion: A Moral Imperative
The data from The Girls’ Index research presents us with an undeniable call to action. As educational leaders, we have a moral imperative to create school environments where all students – and in this case, specifically girls –can thrive, feel valued, and develop the confidence to pursue their full potential.
The recommendations outlined here are just a starting point. True transformation will require sustained commitment, ongoing assessment, and a willingness to challenge longstanding practices and assumptions. It will not be easy, but the stakes are too high for inaction.
Every girl who feels she doesn’t belong, who is crushed under the weight of stress, or who doubts her own capabilities represents unfulfilled opportunity and unrealized potential. We have the power to change this narrative. By prioritizing belonging, managing stress and pressure, building confidence, equipping our staff, and engaging our broader communities, we can create schools where girls feel truly empowered and limitless in their aspirations.
The future of our students – and by extension, our society – depends on our willingness to rise to this challenge. Let us commit to being the leaders our girls need and deserve, transforming our schools into launchpads where they begin to actualize their limitless dreams. ■
Dr. Lisa Hinkelman is an educator, counselor, researcher, and author who is the founder and CEO of Ruling Our eXperiences (ROX). ROX is a national nonprofit that partners with schools across the country to address the health, safety, education, and empowerment of girls. Hinkelman is the author of the Corwin Press bestseller, Girls Without Limits: Helping Girls Succeed in Relationships, Academics, Careers, and Life and is the principal investigator and author of the groundbreaking research survey, The Girls’ Index. More information is available at www.rulingourexperiences.org.
INTERNET DESIGNED FOR EDUCATION
When it comes to internet service providers, you want an ISP who can keep pace with your growing technology needs. Ensuring your students can participate in the digital learning age requires an ISP designed to support your mission.
As a division of the Oklahoma State Regents for Higher Education, OneNet is uniquely designed for education at all levels. From K-12 schools to higher education, OneNet understands your mission-critical needs and provides the connectivity required to fulfill them.
OneNet powers more than 250 K-12 schools, 50 technology center campuses and every public higher education institution in Oklahoma.
Relationships Matter
Every education career is different, but they all start in the same place.
By Dr. Mike Simpson
As I ponder the beginning of year 34 in my career as an educator, it is so humbling to think of how relevant we are in the lives of our students. I’ve always believed relationships are the key element to achieving that relevance. As a parent, I’ve watched my own children develop those special relationships with their teachers where growth in many aspects of their lives is evident. It seems to always begin with establishing the relationship.
Recently, we took a family vacation to the Charlotte, North Carolina, area. Not being NASCAR fans, it might seem an odd choice for our vacation. We visited a family that I became close to 28 years ago when I was hired as a teacher and coach in Blackwell. I coached both brothers in basketball and had the youngest as an American History student. Their father asked me to join him in leading the local chapter of the Fellowship of Christian Athletes. After graduation, one brother had a decorated Navy career as a fighter pilot during the Gulf War, while the other completed law school and became an attorney.
Their journey in life took turns, as the oldest is now a pilot for American Airlines and the youngest left the legal field and entered the ministry. He began planting churches in the Middle East. Both brothers found amazing wives and started families. As the older brother relocated to the suburban Charlotte area,
his parents made the decision to move closer to the grandkids after spending virtually their entire lives in northern Oklahoma. The youngest brother sought a more stable life for his wife and two young children. In a twist of fate, a church in the same community where the brother and parents lived was looking for a senior pastor. Long story short, the two brothers, their families, and the doting grandparents now all live within a mile of each other in Denver, NC.
During our visit, I spent quality time with both of the brothers and their father. The one-on-one time with each was spent sharing the life lessons we provided for each other. There were many occasions where I fought back tears as they shared with me the importance I played in their lives. I also made them very uncomfortable when I shared with them how proud I was about who they had become.
When our families all joined together for meals, there were a total of nine children who all seemed like they had known each other their entire lives. The wives were fast friends as well. Possibly the most gratifying part of the trip was hearing from our kids on the way home that they wanted to go back next year.
When we are in the moment as educators, it is impossible to know if we are making a difference in the lives of our students. It is so easy to get caught up in the negative rhetoric or latest mandate and forget how significant those relationships can be. Time and distance can often keep us from knowing as well. Just when I need a reminder that what we do matters, one seems to appear. Every educator has their own stories of how they have made a difference in the lives of their students. I’ve now completed my assignment of what I did over the summer, and in conclusion, RELATIONSHIPS MATTER. ■
Mike Simpson has served as Superintendent of Guthrie Public Schools since 2012. In May 2024, CCOSA named him the OASA Superintendent of the Year.
Dr.
Guthrie Superintendent Dr. Mike Simpson, second from right, with two former students and their father in North Carolina.
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.
WHAT DOES IT MEAN TO BE A CHAMPION FOR KIDS?
In keeping with our Summer Leadership Conference theme, we asked these CCOSA award-winners to share their answers to this critical question.
Melisa Kifer
As a special educator and administrator, I champion our students every day! This means that their needs are first and foremost in what I do. Our students living with disabilities have needs that are vast and unique to their circumstances. The education of students can look very different for our students. It may not always be fully focused on academics. Our special education teachers and staff take great pride in learning everything about their students necessary to ensure they have a safe and productive learning environment each and every day. This means coordinating many different team members as we create individualized plans for each student. My journey began as a special education teacher in the classroom. My kids filled a special place in my heart and will always be “my kids.” In my present role as an administrator, I can now work with our teachers and staff to problem solve and provide what they need day to day to champion their kids. This is an incredibly challenging job that fills every part of my being with joy and pride. I start my day by reflecting and praying for guidance to be the leader our staff and students need!
Melisa Kifer, the Executive
Director
of Special Services for Stillwater Public Schools, is the ODSS Special Services Director of the Year.
Ashley Mackey
“Being a champion for kids means advocating for their best interests, supporting their growth, and ensuring they have the resources and opportunities to succeed. As school leaders, we are privileged to work directly and indirectly with all students to make a significant impact. Ensuring our students have the pathway to success means that we, as leaders, are intentional with teacher support, ensuring all classrooms are safe learning environments and advocating for funding to provide various experiences.
A champion for kids listens to students’ needs, encourages a growth mindset, and is the biggest cheerleader for all students, no matter their goals. As educators, we are responsible for being positive role models and proving that we can be resilient, make an impact, and succeed. Ultimately, it’s about making a meaningful difference in their lives and helping them become confident and successful individuals.”
Ashley Mackey was an Assistant Principal at Deer Creek High School for two years before becoming Principal this past July. In fall 2023, she was named OASSP Assistant Principal of the Year.
Arlis Henegar
“Being a champion for kids means advocating tirelessly for their well-being, growth, and success. It involves creating a supportive environment where each child feels valued and empowered to reach their full potential. We must actively listen, understand their diverse needs, and ensure equitable opportunities for learning and development. It also means fostering a culture of respect, kindness, and inclusion, where every voice is heard and every achievement celebrated. Furthermore, being a champion for kids means leading by example, inspiring educators and stakeholders to prioritize the best interests of students above all else, and making decisions that positively impact their lives both in and out of the classroom.”
Arlis Henegar has been the Principal at Jay Middle School for the past eight years and was recently named OMLEA’s Principal of the Year.
Ashley Hoggatt
“As the early childhood leaders at D.D. Kirkland, not only have we have been given an opportunity to educate our students, we have been given the opportunity to serve and support the parents of our students too! We know that being a champion for students means championing the whole family.”
Lynn Cordes
“Being a champion for kids is not just a slogan or a statement. It means much more to me as an administrator, educator, and parent. My past experiences and fortitude to push through challenges and obstacles set the path to this opportunity I have as an administrator today. To be a champion for kids means fighting for the possibilities and ensuring our students believe that they are capable of achieving their goals and aspirations no matter their circumstances or situation.
To be a champion means to never settle for average, to understand that what got me here is not what will keep me here. To achieve excellence, you must expect excellence. Students who know you believe in their excellence will not let their past experiences depict their next chapter. They, too, will believe in the possible.
Ashley Hoggatt, Principal at D.D. Kirkland Elementary in Putnam City Schools, is the OAESP Principal of the Year.
I have had many champions in my life who believed in me as a student and as an educator. I want to continue to make them proud because without their support and encouragement, I would not be where I am today. As a champion for kids, I am committed to the grind of setting our students up for success and creating opportunities that never existed before. It is an honor to serve my district, our students and community members, and the state of Oklahoma.”
Lynn Cordes, Executive Director of Communications for Lawton Public Schools, was recently named one of two OASA Assistant Superintendent/ Central Office Administrators of the Year.
Joe Ballard
“Being a champion for kids goes beyond academics, activities, and athletics; it’s about creating an environment for all kids to be successful. As the principal at Poteau High School, I must ensure we provide those experiences through programs that encourage inclusivity and support. A champion listens, advocates, and ensures every child feels valued. A school that is a champion for kids addresses diverse needs, demonstrating that education is not one-size-fits-all. It’s about creating safe and supportive environments where students can excel emotionally, socially, and academically. Champions for Kids should also serve as role models, inspiring students to reach their potential and believe in their abilities, as well as educators who will always believe in them no matter the boundaries or obstacles that may stand in the way! This approach will help produce a strong culture, school, and community that will ensure a future generation of stakeholders. We must stick with our mission that every child has the opportunity to succeed, and when they graduate from Poteau they will be college or career-ready. Go, Pirates!”
Joe Ballard has served as Principal of Poteau High School for the past nine years. In April, he was named OASSP High School Principal of the Year.
Dr. LaShonda Broiles
“As an educator, being a champion for kids means embodying a relentless commitment to their growth, well-being, and success. It involves advocating for each student’s unique needs, ensuring they have the resources, support, and encouragement necessary to thrive academically and personally. A true champion for kids recognizes the potential in every child. We tirelessly nurture it through differentiated instruction, building meaningful relationships, or fostering an inclusive and safe learning environment. This role requires educators to be not just teachers but mentors, role models, and unwavering supporters who believe in the limitless possibilities within each student.
Moreover, being a champion for kids means leading by example and continuously striving to improve as an educator. It involves reflecting on one’s practices, seeking out professional development opportunities, and most importantly, staying informed about the latest educational research. This commitment to staying informed ensures that educators are providing the best possible instruction. It also means listening to students, understanding their challenges, and advocating for systemic changes that benefit all children. Ultimately, a champion for kids is an educator who goes beyond the classroom, impacting students’ lives in lasting ways and empowering them to achieve their fullest potential.”
Dr. Lashonda Broiles, a 25-year educator, is the Deputy Superintendent for Midwest City-Del City Public Schools. She was recently named one of two OASA Assistant Superintendent/Central Office Administrators of the Year. ■
Exterior Solutions Group Commercial Roofing Experts
Academics vs. Play
Striking the Right Balance in Elementary Education
By Traci Newell, Principal, Elgin Elementary School
For many years there has been a debate in elementary schools between the importance of play and academic achievement. There seems to be increasing pressure to meet high academic standards and push standardized test preparation, causing many schools to phase out not only unstructured play throughout the day but “play” as a way for children to learn together.
What many of us have figured out, however, is the need for a balanced approach where both academics and play are crucial for the development of the whole child. As administrators, it is important that we not only understand the role of play in education but that we promote play within our classrooms.
The case for strong academics is obvious. A strong foundation in reading, writing, mathematics, and science is essential for academic success. When students have a structured learning environment focused heavily on academics, they are taught discipline, focus, and how to work independently. Structured work in core subjects provides measurable outcomes for understanding students’ academic strengths and struggles.
What, then, is the case for play in the academic environment? Playbased learning reinforces academic concepts, making them more engaging while fostering creative thinking. Play allows for innovation and critical thinking, skills that are often found lacking in the skilland-drill worksheets commonly used in classrooms. One critical skill promoted through play is the development of social skills such as cooperation and communication. A skill sorely lacking in our students since play was pushed to the back burner is conflict resolution, which can occur organically during social play. Play allows students to regulate their emotions and learn positive ways to cope with stress.
Play allows students to become natural problem solvers and creative thinkers. Other benefits of play also include improved fine and
gross motor skills and an increase in focus during more structured academic times. Allowing students to play “grocery store” could help them make math skills like addition and subtraction more concrete and less abstract. Play also encourages communication skills and teamwork. Games and handson activities should be woven into the curriculum to allow for more engaged learning. Projects that encourage exploration will help reinforce academic concepts. As administrators, it is essential that we encourage and embrace both structured learning activities and unstructured play. When we choose to support and foster an environment where play is valued in our schools, we can support the development of the whole child –cognitively, socially, emotionally, and even physically. In doing so, we will be able to engage students, create critical thinkers, and equip our students with both academic and social success in and out of the classroom. ■
Traci Newell is the Principal of Elgin Lower Elementary School and Past-President of OAESP.
Working With Instructional Coaches Seven ways principals can offer support
By Jim Knight, Instructional Coaching Group
Educational leaders around the world are recognizing that real improvement in schools requires ongoing, focused, intensive, goal-directed, job-embedded professional development — that is, instructional coaching.
My colleagues and I at the Instructional Coaching Group and at the Center for Research on Learning at the University of Kansas have been studying and supporting instructional coaches for more than two decades. During that time, we’ve found that administrative support is one of the two most important variables that make or break coaching success (the other is hiring the right person for the job). When coaches and principals work together successfully, there is an excellent chance the coach will have an unmistakably positive impact on students and teachers. The opposite is also true.
In this article, I identify seven actions administrators can and should take to support coaches so that positive change can occur in schools.
1 Understand Instructional Coaching
Since coaches play a central role in any change or improvement plans in a school, principals must understand what coaches do so they can provide the right support. Understanding coaching will likely involve the following: a. agreeing on a set of beliefs to guide coaching actions (we propose the partnership principles), b. outlining the skills coaches need for effective coaching conversations (in particular listening and questioning), c. following a coaching cycle that coaches can move through in partnership with teachers to organize, set, and hit goals (we suggest the impact cycle), and d. drawing upon strategic knowledge about data gathering and high-impact instruction to move through the cycle. When administrators understand the beliefs, skills,
processes, and knowledge inherent in effective coaching, they are much better prepared to support coaches in the other actions I describe in this article.
2 Theoretical Alignment
Coaches and administrators work well together when they have theoretical alignment. This is a fancy way of saying that the coach and principal agree on the principles that should guide the coach’s actions. When they don’t, that can undercut a coach’s effectiveness. For example, if a coach has learned that coaching should be a partnership between professionals, with teachers having a lot of autonomy, but the principal sees coaches as experts whose primary job is to fix teachers by telling them what to do, that difference can make it difficult for coaches to act effectively and with confidence.
The ultimate goal of coaching should be to have an unmistakably positive and lasting impact on student achievement and wellbeing. My research suggests that coaches will be more successful if they work from what I call the partnership principles. When coaches see themselves as partners with teachers, they see teachers as equals who should have a significant say in their own professional learning. Coaches who act as partners engage in back-and-forth (or dialogical) rather than directive (one-way) conversations that focus on reflective work for reallife change in the classroom. Most coaches learn quickly that telling teachers what to do is counterproductive, but involving teachers in identifying goals and strategies increases the likelihood that teachers will commit to their coaching goals.
3 Role Clarity and Time
To succeed in their job, coaches need to know the expectations for their job, and they must have sufficient time to do that job. Unfortunately, this is often not the case. And when there is no clarity around what coaches do, coaches can end up doing lowpriority tasks that keep them from partnering with teachers to move through a coaching cycle. We suggest coaches and administrators sit down together and review a list of all the tasks coaches might be asked to do. Then, they need to discuss each task and decide if the coach will –or will not – do it. Administrators and coaches need to prioritize the actions that will have the greatest impact on student achievement and well-being. If coaches are going to spend at least 60% of their time coaching, and at least 10% of their time on their own professional learning, that doesn’t leave much time for other tasks. Administrators will often need to help coaches say no to many tasks if coaches are to focus on the most important work. Potentially valuable tasks such as leading PLCs, conducting walk-throughs, overseeing state testing, designing and leading workshops, and so forth may all need to be set aside so coaches can focus on
partnering with teachers to make dramatic improvements in learning and teaching practice.
4 Principal Support
In almost all organizations, people seek the approval of the leaders to whom they report. When it comes to coaching in schools, this means teachers will be more likely to prioritize coaching if their principals prioritize coaching. At the most fundamental level, principals need to believe that effective professional development leads to important improvements in schools, that professional development isn’t just a box to be checked. If administrators don’t believe in professional development, something needs to change.
Administrators can also support coaching in many other ways. They can speak publicly about the importance of coaching, they can observe coaches when they offer model lessons, and they can encourage teachers to speak publicly about their positive coaching experiences.
One of the most powerful ways principals can support coaches is for principals to agree to be coached themselves. More and more districts are offering leadership coaching for principals, and some administrators are learning to take a coaching approach to leading by learning and using coaching skills, beliefs, and a coaching process.
One of the most powerful ways principals can support coaches is for principals to agree to be coached themselves.
Coaching expert Steve Barkley suggests that principals demonstrate the power of coaching by being coached themselves by their school’s instructional coach in front of staff during a meeting. To do this, a principal can teach a model lesson in a teacher’s classroom, record the lesson, watch it to find some interesting sections, then share those sections at a staff meeting. Then, after sharing the video, the principal can be coached by the school’s instructional coach in front of everyone. Barkley says that even in meetings where teachers are usually anxious for
the meeting to end as quickly as possible, staff will want to stick around to see their principal be coached. Most importantly, when teachers see how easy and powerful coaching can be, they’ll be more likely to embrace coaching for themselves.
5 Support Professional Development for Coaches
Coaching is a new job for most coaches, and it involves different beliefs, processes, skills, and knowledge than coaches used themselves when they were teachers. Coaches won’t acquire all that new knowledge and skill without professional development and time for learning. Principals can provide support by looking for resources and ensuring that at least 10% of a coach’s work time is spent on professional learning. Also, just as teachers need coaches to translate new ideas into better learning and well-being for students, coaches also need someone who helps them learn and improve their craft. Principals can also provide a great service to coaches by advocating for coaches of coaches.
One final and important form of professional learning for coaches is for them to create instructional playbooks: digital or analog documents that contain a. a list of the highest-impact strategies to be used by coaches and teachers in a school, b. onepagers for those strategies, and c. checklists that coaches can share with teachers to help teachers get ready to implement new strategies.
6
Confidentiality
Every coach and principal needs to confirm their policy for confidentiality. In the best learning environments, of course, confidentiality wouldn’t be an issue given widespread psychological safety. If all teachers feel 100% safe discussing the students in their classrooms and their professional practice, there would be no need for a confidentiality policy.
In most cases, however, teachers may be less than candid about their needs, especially when they are talking with someone who meets with the administrators who will evaluate them. In some
schools, the policy is that coaches share no information at all with administrators so that teachers feel more comfortable sharing their concerns and needs. The most common policy is that coaches share what they’re working on and with whom, but they do not share evaluative information.
What matters most with respect to a confidentiality policy is that it is clearly stated, agreed upon, and widely understood by everyone in a school. A lack of clarity around confidentiality may lead to coaches sharing information that teachers thought was confidential. For teachers, that can feel like a breach of trust. And trust is crucial for coaches to succeed.
7 Effective Evaluation
In too many settings, coaches are evaluated by people who don’t understand effective coaching with an evaluation tool that was designed specifically for teachers. This is a bit like asking psychiatrists to evaluate surgeons with a tool designed for dentists. Evaluation of
coaches should be conducted by people who understand coaching and who use a tool designed and field-tested for coaches. We suggest a 360° evaluation be completed by teachers who have been coached by the evaluated coach, and we suggest the coach’s administrator or direct report complete the same evaluation. Coaches themselves should complete a self-evaluation. Such triangulated data can really help coaches improve.
Coaching programs should also be evaluated. At a minimum, schools should assess the impact of coaching by looking at what goals teachers set and hit by working with coaches. Additionally, evaluation should assess the ways in which the school system supports or impedes coaching success. There are many tools for such evaluation described in a book I co-wrote Evaluating Instructional Coaching: People, Programs, and Partnership.
Conclusion
Real change, change that has an unmistakably positive impact on students, likely won’t happen without follow-up, collaboration, and goal-directed practice. Coaches play a central role in such efforts, but they can’t do it alone. Coaches will struggle to succeed without school leader support. Fortunately, administrators can take concrete and specific actions to support coaches so real change, good change, is always occurring. ■
This article first appeared in the January 2024 issue of Principal Leadership and is reprinted here with permission.
Jim Knight, Ph.D., is the co-founder and a senior partner at the Instructional Coaching Group and a research associate at the Center for Research on Learning at the University of Kansas. He is the author of several books and articles on instructional coaching and professional learning. Learn more at instructionalcoaching.com
Oklahoma School Assurance Group
Largest Provider of Workers' Compensation Services to Oklahoma Public Schools
Welcome to the OSAG 2024-2025 policy year! OSAG is the largest provider of workers' compensation services to Oklahoma public schools, proudly serving 496 members and over 75,000 employees in 2024-2025!
The OSAG motto is "to provide the most efficient & economical workers' compensation services to Oklahoma public schools", and since inception, members have accumulated a total savings of $109,705,968!
FREE Member Benefits
Insurance Consulting Services provided as an automatic built-in membership benefit. Our marketing team is the largest privately-owned Oklahoma insurance agency, with knowledge in ALL lines of insurance for district members.
Breakout Sessions/Training provided at Oklahoma ASBO spring & fall conferences.
Online Safety Training Video Program with 1,000+ videos. This video library is located on the OSAG webpage at www.okschoolassurancegroup.org. Login credentials & instructions have been provided to all members. New videos are consistently added, so check often & take advantage of this training tool.
On-Campus Safety Consultations at your convenience. OSAG contracts with the safety department of CompSource Mutual Insurance Company to provide this service to membership at NO COST. Contact the OSAG office at 800-699-5905 to schedule this service.
Potential for Performance Dividends! Since inception, approximately $27,092,033 has been awarded to qualifying members as premium refunds, performance dividends, $500,000 in Safety Equipment Grants, a $250,000 Shared Premium Credit, along with upfront premium savings.
Discounted Membership with Oklahoma Safety Council of only $99.....no matter what size district.
policy! One premium quote for one year of coverage with no additional premium owed due to payroll auditing.
NO RISK POLICY! OSAG, as well as its members, assumes ZERO risk or liability for claims made. OSAG is a fully insured program, with OSAG funds belonging to membership.
LET YOUR VOICE BE HEARD!
A CCOSA partner seeks the input of district leaders on a survey of student data privacy.
By The Consortium for School Networking
The Consortium for School Networking (CoSN), in partnership with CCOSA and the CoSN Oklahoma state affiliate chapter, Oklahoma Council of Educational Technology Leaders (OCETL), is honored to support the work of current and aspiring superintendents and district leadership teams in leading all aspects of digital learning transformations.
Data Privacy Survey
Assuring that school districts are equipped to deal with the multiple, ever-changing challenges involved in protecting data privacy, while also following legal requirements and community expectations, is a high priority for CoSN. In order to ensure that CoSN resources are current when it comes to assuring data privacy, CoSN is inviting school leaders to participate in the recently released CoSN Student Data Privacy: Understanding the National Landscape Survey.
The survey is created to learn what data privacy supports are available to school districts to build and maintain their data privacy processes and what additional supports would be helpful, along with identifying the barriers school districts face in securing data privacy. The information gathered through the survey responses will be used to produce an updated report on school districts’ data privacy needs. CoSN also plans to provide new and relevant resources to assist school leaders in meeting the data privacy needs of their districts based on the information gathered through the data privacy survey.
Survey participants do not need to identify themselves or their school districts when completing the survey. You are invited to access the Data Privacy Survey and share your insights to shape future tools and resources. Take the survey here. If you, your school or district would like more information about joining CoSN or getting more involved with CoSN, please contact membership@ cosn.org ■
Trusted Learning Environment (TLE) Seal
The CoSN Trusted Learning Environment (TLE) Seal program is a proven way for school system leaders to build effective privacy policies and programs in an atmosphere of trust and transparency. There are five main categories included when earning the Trusted Learning Environment Seal:
1. Leadership Practice
2. Business Practice
3. Data Security Practice
4. Professional Development Practice
5. Classroom Practice
School districts now have two options for earning the TLE Seal. A district may elect to complete all five categories in one ongoing process to earn the full TLE Seal. CoSN also now offers school districts the opportunity to earn individual “mini” TLE Seals for each of the five separate practices listed above. To learn more about the TLE Seal options for school districts, please visit: https:// www.cosn.org/trusted-learningenvironment/
The CCOSA Summer Leadership Conference featured many OASA school leaders. The golf tournament was the best ever, with sponsor ESG winning the tournament this year. Conference presentations ranged from school finance, tornadoes and property insurance tips, instructional leadership, and many more. We were so pleased that we had record attendance, and thanks to the many leaders who shared their expertise with our CCOSA members.
OASA recognized its many talented school leaders at the OASA Banquet, along with award winners for the State Superintendent of the Year, Dr. Mike Simpson of Guthrie Public Schools, and Assistant Superintendents/Central Office Administrators of the Year, Dr. LaShonda Broiles, Mid-Del Public Schools, and Lynn Cordes, Lawton Public Schools. Lifetime Achievement Award winners, Dr. Trice Butler, former Superintendent of Wilburton Public Schools; Brenda Burkett O’Brian, recently retired CFO of Norman Public Schools; and Don Ford, recently retired as Executive Director of OROS, were recognized for their years of leadership and service in Oklahoma’s public schools. Retirees and years of service members were also recognized.
During the OASA Breakfast, Dr. Todd Whitaker delivered a special presentation for school leaders. This year, we studied his book, The HeroMakers: How Superintendents Can Get Their School Boards to Do the Right Thing. At the breakfast, OASA President Kevin Hime, Lawton, passed the gavel to Scott Farmer, Ft. Gibson, as the OASA President. Farmer’s term started July 1.
Summer OASA Zoom Touch Bases were held to keep members informed and to share what they have been doing in preparation for the new school year, to discuss OSDE Administrative Rules and new directives, to share new ideas, to discuss legislation, and to discuss other timely topics. Over 200 OASA members are joining these weekly Zoom meetings.
OASA
Dr. Pam Deering, CCOSA/OASA Executive Director Derald Glover, OASA Assistant Executive Director
OASA officers met with U.S. Rep. Markwayne Mullin at the AASA Advocacy Meeting in Washington, D.C., in July.
OASA officers were also busy at the annual AASA Advocacy Meeting in Washington, D.C., in early July. Dr. Aaron Espolt, Superintendent of Shawnee Public Schools, was sworn in as one of our AASA Governing Board members. Our school leaders visited Oklahoma’s delegation offices with our message of thanks for support of federal funds and Impact Aid.
The OASA Leadership Summit was held on August 5. The theme was TEAM OASA. The Executive Committee used this time to talk about the past legislative session, the upcoming legislative session, and OASA association business. Scott Farmer, OASA President, presented his leadership message of unity, teamwork, and the need for more advocacy at the state level. Members must get out the vote for the August 27 primary runoff election for public education-friendly candidates. Farmer’s direction for the year will be for OASA Executive Committee members to schedule meetings with their members and to bring a new superintendent and/or a superintendent who is not a member to OASA Executive Committee meetings. Executive Committee members will also be asked to bring innovative programs and practices from their OASA districts for discussion.
In closing, OASA is busy working for you, our members. ■
Dr. Pam Deering, Ponca City Superintendent Adam Leaming, U.S. Rep. Stephanie Bice, Shawnee Superintendent Dr. Aaron Espolt, and Guthrie Superintendent Dr. Mike Simpson at the AASA Advocacy Meeting in Washington, D.C.
OASSP / OMLEA
Chris LeGrande, OASSP/OMLEA Executive Director
OASSP UPDATE
For the 2023-24 membership year, OASSP concluded the school year with 898 members. We are excited to be a part of CCOSA’s goal of surpassing 3,000 active members for the second consecutive year. Thank you to both new and returning secondary leaders who have and continue to help us grow our membership! The following is OASSP membership trend data for the past five years:
On Friday, June 14, 2024, during the OASSP/OMLEA Breakfast and Business Meeting, Administrators of the Year were recognized and celebrated. The meeting, held in conjunction with the CCOSA Summer Leadership Conference, took place at the Omni Hotel adjacent to the Oklahoma City Convention Center. Those honored included Joe Ballard, Poteau High School, OASSP Principal of the Year; Ashley Mackey, Deer Creek High School, OASSP Assistant Principal of the Year; and Arlis Henegar, Jay Middle School, OMLEA Principal of the Year. In addition, special recognition was given to outgoing and incoming regional representatives as well as members who served on selection committees throughout the year. After the approval of the 2024-25 OASSP budget, executive committee members, and meeting dates for the new year, OASSP outgoing president Melissa Barlow, Yukon High School, passed the gavel of leadership to incoming president Matt Johnson, Shawnee High School.
2024-25 OASSP Officers
2020: 819 members
2021: 811 members
2022: 890 members
2023: 923 members
2024: 898 members
The Oklahoma delegation of middle-level and secondary school leaders at the NAESP/NASSP “United” National Conference on School Leadership.
During the week of July 15-17, association officers, our award-winning principals, and numerous Oklahoma administrators traveled to Nashville, Tennessee, for the combined NAESP/NASSP “United” National Conference on School Leadership (United 2024). Participants were treated to keynote presentations from Jon Gordon, Rehema Ellis, and Sal Khan. In addition, breakout sessions were led by practicing principals and other notable educational experts from across the country. Attendees were able to network, share best practices, engage in professional learning, and take in the sights and sounds of Music City, USA. The conference was a wonderful opportunity to reset, recharge, and reinvigorate for the 2024-25 school year.
President: Matt Johnson, Shawnee High School
President-Elect: Joe Ballard, Poteau High School
Past-President: Melissa Barlow, Yukon High School
NASSP State Coordinator: Dr. Eric Fox, Jenks High School Executive Director of OASSP/OMLEA: Chris LeGrande
Outgoing OASSP Region Reps .....................................................................
Region 2: Ron Sunderland, Woodward High School
Region 4: Crystal Szymanski, Stillwater Junior High
Region 6: Pam Chaney, Oklahoma Union Public Schools
Region 10: Kory Mitchell, Mannford Middle School
Region 12: Steven Goss, Keys High School ..........................................................
Region 14A: Michelle Grinsteiner, Edmond Cheyenne Middle School .........
Region 14B: David Chandler, Norman ...................................................................
Region 16: Joe Ballard, Poteau High School
Region 18: Kevin Kelly, Duncan High School
Region 20: Terry Painter, Latta Middle School
Past-President: Randy Biggs, Frederick High School
Incoming OASSP Region Reps
Ron Sunderland (Re-elected)
Cherith Aven, Cleveland Middle School
Aaron Thomasson, Quapaw Middle School
Kory Mitchell (Re-elected)
Natalie Neal-Cloud, Tahlequah
Jason Hayes, Edmond Santa Fe High School
David Chandler (Re-elected)
Eric Hackler, Poteau High School
Jenny Mason, Lawton
Terry Painter (Re-elected)
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 (OMLEA). For the 2023-24 year, we had 478 members. OMLEA shares members primarily from among our elementary and secondary associations.
Congratulations to John Potter, Assistant Superintendent of Human Resources & Operations, Pryor Public Schools, for being voted by OMLEA members as the 202425 OMLEA President-Elect. Moreover, accolades to the following individuals for being elected regional representatives in their respective areas of the state:
NE Region: Shawn Matheson, Pryor Middle School
SW Region: Skeeter Sampler, Lawton Central Middle School
Tulsa Area: Crystal Barber, Broken Arrow High School
The OMLEA Executive Committee gathered for their final business meeting of the year on Thursday, June 13, 2024, as part of the annual CCOSA Summer Leadership Conference at the Oklahoma City Convention Center. During the meeting, the 2024-25 OMLEA budget, incoming officers, and committee meeting dates were all approved. In addition, outgoing and incoming regional representatives were recognized. The meeting concluded with OMLEA President Jennifer Patterson, Assistant Principal, Enid DeWitt Waller Middle School, passing the gavel to President-Elect Laura Bullock, Principal, Idabel Middle School.
We are grateful for those who led OMLEA throughout the 2023-24 school year, including:
President: Jennifer Patterson, Enid DeWitt Waller Middle School
President-Elect: Laura Bullock, Idabel Middle School
NE Region: John Potter, Pryor Public Schools
OKC Area: Traci Kay, Norman Alcott Middle School
Tulsa Area: Blaine Wise, Glenpool Middle School
SE Region: Laura Bullock, Idabel Middle School
NW Region: Kurt Myers, El Reno Etta Dale Junior High School
SW Region: Christy Glasscock, Duncan Middle School
Past-President: Kate Creekmore, Bixby Public Schools
MS POY Representative: Crystal Szymanski, Stillwater Junior High School
We recently kicked off the third cohort of the Oklahoma Principal Leadership Institute (OPLI) with two-anda-half days devoted to assessing leadership, creating vision, team building, fostering school culture, and leveraging professional learning communities. The highlight of session one was a trip to Riversport OKC for dragon boat racing, sky sliding, and whitewater rafting. The activities challenged participants to expand their levels of comfort while initiating camaraderie, trust, and unity. Cohort members will reconvene in early November to take a deep dive into assessment data and to learn how to navigate difficult conversations. ■
Members of the third OLPI cohort participated in teambuilding exercises at Riversport in Oklahoma City in July.
OAESP
Glen Abshere, OAESP Executive Director
OAESP membership had tremendous growth last year! We ended the year with 867 members. It is time to renew your membership for the 2024-25 school year. Join online today at www.ccosa.org/membership.
Thank you for being a member of CCOSA and OAESP! Encourage others to join. Our goal this year is to have 900 members or more.
The 2024 NAESP/NASSP Summer Conference was held in Nashville, Tennessee, last month. This was the first joint conference with NAESP and NASSP since 2017. The conference provided great learning opportunities with great breakout sessions. Keynote speakers included Jon Gordon, NBC News’ Chief Education Correspondent Rehema Ellis, and Khan Academy founder Sal Khan. The 2025 NAESP/NASSP Conference will be held July 11-13, 2025, in Seattle, Washington. TeleLEAD is preparing for the beginning of our fifth year on September 4. TeleLEAD meets on the first and third Wednesday of the month. Join us virtually for this free open discussion on real-life scenarios that schools face. We meet from 10 a.m. to 11 a.m.
The New Principals Academy is designed to promote an interactive discussion on topics essential for
participants to develop understanding and knowledge of the leadership role at the school level. The purpose 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. Registration is now open on our website.
Principal Coaching and Mentoring: Supporting and Sustaining School Leaders training is designed for individuals who supervise principals or individuals who mentor other principals. This training will give
participants tools to use when mentoring other leaders to provide thoughtful guidance. This cohort meets three times in the fall semester. Registration is now open on our website.
The Oklahoma Principal Leadership Institute is entering its third year. This year-long seven-day training is designed for principals and assistant principals who are beyond the first year of service. This cohort takes a deep dive into essential skills school leaders need to be effective leaders. The application period for this Institute is now closed for this year with 20 participants. The application period for the next cohort will open in April 2025.
The OAESP Leadership Conference will be held February 26-27, 2025, at the Embassy Suites by Hilton Oklahoma City Downtown Medical Center. Information about the conference, including registration and hotel reservations, will be released in October or November. The opening keynote speaker will be Allyson Apsey, author of Leading the Whole Teacher, Lead With Collaboration, The Path to Serendipity, and Through the Lens of Serendipity. Her latest book is a collaboration with George Cuoros titled What Makes a Great Principal.
The conference will be a day-and-a-half format with breakout sessions and roundtable discussions. RFPs for breakout sessions will be released in November. Please mark your calendars now to join us for the OAESP Leadership Conference. ■
Oklahoma school leaders at the NAESP Summer Conference in Nashville.
Allyson Apsey
Learn more about how we can help your district.
Josh Waddle Account Executive
630.955.7850 | jwaddle@forecast5analytics.com
ODSS
Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director
For the 2024-25 school year, ODSS announces the following members of its Executive Committee.
Officers:
■ President: Amy Swartz, Executive Director of Special Services, Ponca City
■ Past-President: Michelle Dalton, Director of Special Services, Krebs
■ Past-President: Kim Baxter, Director of Special Services, McAlester
■ Legislative & Policy Liaison: Christi Frederick, Compliance Administrator, Office of Exceptional Student Services, Oklahoma City
Regional Group Leaders:
■ Southeast: Mindy Carroll, Director of Special Education, Atoka
■ Metro: Scott McCall, Executive Director of Special Services, Piedmont
■ Tulsa Area: Shannon Schwarz, Director of Special Education, Glenpool
Regional Representatives:
■ Northeast: Leslie Burnett, Director of Special Services, Pryor
■ Southwest: Diane Keene, Director of Special Services, Lawton
■ Southeast: Lisa Moore, Director of Special Services, Ardmore
■ Northwest: Kody Strader, Director of Special Education, Fairview
At-Large Members:
■ Karen Cooksey, Director of Special Services, Blanchard
■ Charlene Duncan, Director of Special Services, Owasso
■ Melissa Jarvis, Director of Special Education, Weatherford
The following ODSS members transitioned off the committee at the end of the 2023-24 school year:
■ Mandi Berry, Director of Special Education, Texhoma
■ Rachelle English, Director of Special Education, Maryetta (Past-President)
■ Julie Geiger, Director of Special Services, Claremore
■ Kendra Mitchell, Director of Special Education, Waynoka
■ Nikki Ricks, Director of Special Education, Elgin
■ Angie Young, Director of Special Education, Guthrie
We appreciate the generosity of all these intrepid leaders in sharing their time to support and represent the ODSS organization, their profession, and their colleagues across Oklahoma. ■
U.S. Sen. Markwayne Mullin, Michelle Dalton, Amy Swartz, Andrea Kunkel, Kim Baxter, and Christi Frederick in the Senator’s Washington, D.C., office on July 31, 2024.
A review of The Boys in the Boat: Nine Americans and Their Epic Quest for Gold at the 1936 Berlin Olympics READ TO LEAD
Recently, OASA Executive Committee members attended their annual leadership summit meeting. The sports theme, “Team OASA,” focused on teamwork as an association and in our schools. The book The Boys in the Boat: Nine Americans and Their Epic Quest for Gold at the 1936 Berlin Olympics had the right tone for emphasizing the value of teamwork (everyone rowing in the same direction), the spirit of teamwork as we all watched the 2024 Paris Olympics, and the feel of patriotism as we saw the U.S. flag prominently raised when our athletes won gold. While this was not a book study, we thought it might be a great read for the summer. You might want to see the movie too, which is fantastic. Enjoy the messages in the book and the value of teamwork that led to success for the Boys in the Boat at the 1936 Berlin Olympics.
Background
Lessons in leadership were strongly portrayed in the 1936 Berlin Olympics as a group of resilient young men faced dual challenges of rowing and carving out their futures amid the adversities of the Great Depression and the world stage of Berlin, Germany, in 1936. What was the difference-maker for the USA rowing team – their recipe for the gold?
One team: Unity in trust and accountability
“Every man in the boat had absolute confidence in every one of his mates.... Why they won cannot be attributed to individuals.”
—Daniel
James Brown, author of The Boys in the Boat
Teams that foster trust, reliability, and accountability are far more efficient and likely to win than those that don’t.
Alignment: Synchronized goals and strategies
“When all eight are rowing in such perfect unison that no single action is out of sync with the rest of the boat, then you aren’t fighting each other. You’re moving with less effort. Most crews never find it. But when they do, rowing is more poetry than sport.”
—Coach Al Ulbrickson in the film The Boys in the Boat
Leaders have the opportunity to ensure teams are perfectly aligned and rowing in the same direction through synchronized goals, strategies, and implementation. The result is a healthy organization in
which people feel confident taking calculated risks and execute with a commitment to excellence.
The deep, inner desire to win
“Rowing is perhaps the toughest of sports. Once the race starts, there are no time-outs, no substitutions. It calls upon the limits of human endurance. The coach must therefore impart the secrets of the special kind of endurance that comes from mind, heart, and body.”
—Boat-builder George Yeoman Pocock in the book The Boys in the Boat
Difference makers are individuals who take real risks to advocate for necessary changes. They embody grit, tenacity, and a high work ethic and challenge the status quo with courage and conviction. Difference makers are not comfortable with being conventional. They don’t clock-punch, but measure their contributions based on outcomes.
As leaders, we must cultivate an environment in which difference makers can thrive. These are the individuals who, regardless of their role, can lead us to breakthroughs and shape our future.
The Boys in the Boat provides practical lessons in team unity, perseverance, and strategic alignment that are directly applicable to our roles in education. We have the potential to revolutionize our schools, just as a determined group of rowers reshaped the face of their sport and sparked a patriotism that carries the USA to this day. USA! USA!
