Indianagram_February2024

FEBRUARY 2024 ■ VOLUME 26 ■ NUMBER 2

TABLE OF CONTENTS

FEBRUARY 2024 ■ VOLUME 26 ■ NUMBER 2

The Indiana Association of School Principals leads in the advocacy and support of all principals in their commitment to every child.

President’s Letter - Kindness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 IDOE - Be Kind (to Yourself, your Colleagues, and your Students). . . . . . . . . . 6 From the AP Lens: Being Kind and the Big Red Box. . . . . . . . . . . . . . . . . . . . . . . . 8 BE KIND...

Showing Compassion and Kindness for Your Educators. . . . . . . . . . . . . . . . . . 10 Be Kind…. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Being Kind in an Unkind World. Empowering School Principals to Make a Difference.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 LEADERSHIP DEVELOPMENT

IPLI Updates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 SERVICE

EDITORIAL BOARD MEMBERS Tiffany Barrett Kert Boedicker Kelli Brotherton Keith Burke Sarah Gore April Holder Rick Hunt Wendy Ivey Nicholas Mitchaner Dan Peo Jessica Poe Kelly Storms 11025 East 25th Street Indianapolis, IN 46229 1-800-285-2188 or 317-891-9900 www.iasp.org tbarrett@iasp.org

Riley Kids Caring & Sharing Update. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

© 2023 Indiana Association of School Principals

LEGAL REVIEW

All rights reserved. Any duplication without prior written permission is strictly prohibited.

KGR Law Briefing: “Kindness” Exhaustion, Conflict Resolution, & Law. . . . 20

Return to Table of Contents

PRESIDENT’S LETTER

Kindness When welcoming new families to your school, what do they see when they arrive?

How are they treated? About a month ago, I had a parent approach me at a band concert. I could not read her facial expression, so I braced myself for the worst.

Instead, she told me that she had a foster daughter, who recently enrolled, loved our school and how she never enjoyed school - ever. She said she had found her tribe of friends, and this was the first time she wanted to speak to her teachers because they always spoke to her and supported her.

At our school, it is an expectation that everyone who walks into our building is treated with kindness and respect. My front office staff is friendly and accommodating. My counseling office meets families with big smiles while reassuring them that this is a wonderful place. I discuss with staff the importance of greeting students at the door and building relationships. So, it is always nice to hear when new students say how much they like our school. But what does it mean to be kind? Is it just being nice to someone? Is it letting people have their way? Is it being passive? According to the Merriam-Webster online dictionary, kindness means to be gentle, helpful, sympathetic, affectionate, and loving. Kindness is an intentional, voluntary action that you do not just when it is easy, but also when it is hard.

According to Shahram Heshmat, PhD, “Kindness is putting other peoples’ interests first.” This is especially true for school administrators who consider themselves servant leaders. But did you know, there are also benefits to YOU when you are kind to others?

The benefits of kindness include you feeling happier; your developing stronger connections with others; an overall improved physical wellbeing; you feel better about yourself by reversing stress and depression; an increase in workplace effectiveness, and kindness makes you more attractive – Yes, kind people are considered better looking! Who knew?

However, being kind does not come easily for some, so where do you begin? You can start by leading by example.

Greet your teachers with a warm smile and hello. Write positive check in notes. Give compliments, kudos or shoutouts in newsletters. When staff is out sick, send them a text or send them a get-well card to let them know you are thinking about them. If they want to see their children at a school event, send them. Offer free coffee and muffins in the staff lounge. When purchasing school spirit-wear, buy it for everyone – clerical, custodial, and kitchen staff. When they are going through something, be an active listener and ask how you can support them.

If they have a concern, try to problem solve before saying no. When they have an idea, discuss how to make it happen.

Kindness is contagious! As principals, it starts from the top down, and we should be leading the way. When leaders show kindness, it trickles on to staff and on to students. When it snows, staff members wipe snow off cars for every care in our parking lot. Our basketball team’s fundraiser makes money to provide gifts for our families during the holidays, but we also give gift cards to our custodians, instructional assistants, and cafeteria workers as a way of showing our appreciation. If students cannot afford Camp Tecumseh, many staff members will provide “scholarships” to make sure ALL of our 7th graders share in the camp experience.

Dr. Maya Angelou once said, “People will forget what you said. People will forget what you did. But people will never forget how you made them feel.” Our foster student has since transferred to another school. One of her teachers came to share that she was sad to see her go and was really going to miss her. My hope is that our former student has a pleasant experience at her new school, but better yet, that she always remembers how our school made her feel due to the kindness we showed. Treating people in a positive manner involves showing care, concern, and empathy. Kindness benefits everyone. Just try it and see!

Works Cited Kindness and Its Benefits | Psychology Today Why Kindness Matters: The Importance of Being Kind | Psychreg

Dr. Crystal Murff Thorpe IASP President

www.iasp.org

Return to Table of Contents

3

FROM THE EXECUTIVE DIRECTOR

IASP Executive Committee Dr. Crystal Murff Thorpe President Dr. Holly Arnold President-Elect With the month of February upon us, and with an extra day in the month this year, this issue focused on Kindness seems more than timely! A month that can drag due to weather issues, post New Years resolutions blues, it is still way to long to Spring Break, and what happened to the sun in January needs an extra dose of Kindness. So, kudos go out to the Indianagram editorial board, and Dr. Tiffany Barrett, for hitting upon this theme. Our President, Dr. Thorpe, says it so well in her article in describing all the ways we can extend kindness to others that elevate their sense of belonging and self-worth.

Is it hard to be kind to parents? I can hear the responses, many that start with, “it depends on the parent”, as we have or can remember a particular situation that really challenged us to bring forth feelings of kindness as we (school and self) were being blasted for an issue that might not have even been under our control. Our heart rate increases, blood pressure goes up, we start feeling flushed, and we start wondering about our career choice. Defusing this has kindness as its basis, and then we need to employ the strategies we have learned from reading and from our colleagues.

One lesson I learned from Dr. Tom Fletcher, retired Twin Lakes Superintendent, was to offer to share a Diet Coke with that parent. The act of offering, and then splitting the can of soda started the meeting out in an attitude of collaboration vs confrontation.

This was emphasized by Bluffton HS Principal Steve Baker recently at our INALI 9 Cohort seminar as he spoke on Collaborative Leadership in your Building. Parents often didn’t enjoy school, or the Principal’s office, and breaking that cycle benefits future generations of students.

Jennifer Matasovsky Vice President Matt Shockley Past President Amy Niemeier NAESP State Representative Dave Strouse NASSP State Coordinator Steve Baker Liaison to the DOE Dr. Daniel Peo Assistant Principal Liaison

Jim Condon, in speaking with our South Bend LEAD APs also put it best as we talked about getting parents on our side. Hearing them out a bit, then getting the parent to agree that the discussion going forward would be centered on what is best for the student, pulls the parent in as we partner on next steps, vs a debate over who is right (and there are no winners here.) To that end, if we begin to consider that there are positives or benefits to what the parent is saying first, before assuming we are right, it allows us to value their perspective, and add to this with our points that are focused on student well-being. A small act of kindness here begins the relationship we need as it is likely we will see that parent and child again. When a parent knows you care, even with a difference of opinion, the support we receive not only helps the student, but it also actually helps us, too.

Finally, know that each day in February does take us closer to the magical Spring Break time and the sun will shine again! On the days that it doesn’t, though, why not make a little sunshine in your building through that act of kindness. By helping that student or staff person, the day itself becomes brighter, a little shorter, and is the right step (or Leap!) for our leadership to grow.

Dr. Todd D. Bess IASP Executive Director

Future Indianagram themes March: March Mayhem April: Safety May: End of Year Reflection, Growth, & Celebration!

June: The BEST of 2023-2024 Share your thoughts on the Indianagram: https://forms.gle/sCmLHwnh4aYcTJdr8

4

Return to Table of Contents

www.iasp.org

UPCOMING EVENTS IASP hosts events throughout the year to support the growth and development of Indiana school administrators and students.

Each event is intentionally designed to encourage and engage all participants in the pursuit of learning!

Find A Full List Of Events at www.iasp.org/Events

Special thanks to our Platinum Corporate Sponsor

www.iasp.org

Return to Table of Contents

5

Be Kind (to Yourself, your Colleagues, and your Students) Dr. Katie Jenner Indiana Secretary of Education I asked my daughter the other day to rank her favorite months of the year (my twins are 14 years old…so our conversations are often super random).

She started with July…then December… then her birthday month. To that end, maybe you’ve read this before or you feel this, but January and February are commonly ranked as the least popular months of the year. I say that because often in our schools, January and February can be challenging and include some of the toughest weeks. It’s a time of year that is like a full-court press in making sure students are prepared to finish the year strong, there are often intermittent starts and stops (depending on ice and snow), and the sky is gray more often than it is sunny. For those of you who can relate to this…March is only a couple weeks away, which means we are one step closer to spring!

While we eagerly anticipate the arrival of warmer temperatures and most importantly, sunlight, I find this month’s topic of being kind to yourself particularly timely. As educators, we wear many hats and play many roles. As a school leader in particular, this means leading, mentoring, encouraging, and caring for your teachers and other team members, as well as your students. Yet, in order to be the best that we can for those around us, it is essential that we also take some time to care for ourselves along the way. You may have a self care regimen in place, but if you’re seeking additional ways to relax and restore, these are my top go-to activities!

Watching live sports. Yes, this may be a shocker to many of you, but one of the best ways for me to relax is when I can go to watch a ballgame. Whether professional sports (which I don’t get to do often), a high school ballgame, or my own kids’ travel soccer team, I think my competitive energy takes over…and the only thing I can think about are the athletes on the field/court.

all of the weekend nights, these are my favorite.

Journaling. For me, journaling is therapeutic…sometimes I write about my day, sometimes I write prayers, sometimes on rough days I even make myself “look at the bright side” and write about gratitude. It helps to clear my mind for sure.

You are in this leadership role for a reason…your path has led you to where you are today. And, while we are in positions where servant leadership defines our day to day, in order to best serve our students, we must also practice our own self-care and love.

By taking care of yourself, you set an important example, thus encouraging others around you to do the same.

Whatever that means for you, I hope you make the time this semester to rest, relax, and recharge. Thank you for all that you do!

Bonfires and music. Very typically during about eight to nine months of the year, if I’m home on a weekend night and the weather is decent, we light a fire outside, turn on the John Prine or Zach Bryan Pandora station and just relax. Of

There’s no doubt that I’m more kind to myself when I work hard, yet also take time to enjoy life. If you’re like me, when I’m feeling more balanced (it’s never perfect though!), it certainly helps to put things into perspective and be reminded to “not sweat the small stuff.”

Getting outdoors. I find significant rejuvenation in taking time outside, whether to walk through my neighborhood, hike in Clifty Falls State Park (Madison), or even just get fresh air and listen to the sounds (if you listen closely, you can even begin to hear more birds chirping…which I love because it means spring is around the corner).

6

Return to Table of Contents

www.iasp.org

www.iasp.org

Return to Table of Contents

7

ASSISTANT PRINCIPAL CONNECTION

From the AP Lens: Being Kind and the Big Red Box Dr. Dan Peo Assistant Principal Avon High School IASP Assistant Principal Liaison

member. Then, as a class, students walk down to the Big Red Box (painted our school colors) and drop the compliments in the box.

Carrie Wisehart Associate Principal New Tech Director DeKalb High School Happy New Year! Our Indianagram theme for February is “Be Kind!” As with any start (semester, year, or other occasion), we have a chance to reset expectations, make resolutions, and remember our best selves – hopefully after a period of rest during your winter break! If you were at the Assistant Principal Conference in November, I hope you had a chance to hear Jimmy Casas speak during one of the keynotes. One podcast Jimmy hosts is called, “The Interview Chair,” and during that podcast, he encourages leaders to remember the person they were when they were being interviewed – the best version of ourselves. Two things: check out the podcast (!), and do take some time to reflect as you start this new semester! May it be a successful and productive one!

Our guest co-author this month is Mrs. Carrie Wisehart, the Associate Principal and New Tech Director at DeKalb High School, who will be sharing some kindness practices at her school. Take it away, Carrie!

“Kindness is the golden chain by which society is bound together.”

-Johann Wolfgang von Goethe Being a teenager is hard. Compared to my own high school experience (the 1990s were a different era altogether), students of 2024 are dealing with social media, smart phones, postCOVID, and many other issues that didn’t even exist when I was in high school.

The waves of negativity connected to these issues can feel overwhelming - and the ability to shift it can often seem hopeless. So how do we combat this as leaders? How do we help our students practice positivity in the midst of social media doom scrolling and FOMO addiction? How do we even put a dent in the massive amounts of stress-inducing unkind messages teenagers experience every day?

For the last three years at DeKalb High School, we have utilized third party compliments as one way to encourage students and staff to compliment one another anonymously and encourage kindness at our school.

During our Student Success Time (bi-weekly homeroom), students are given slips of paper and asked to write a compliment to a student or staff

8

Our compliments are distributed throughout the school year. The Big Red Box makes appearances at football and basketball games, school plays and musicals, and every pep rally/convocation we have, compliments are drawn out and read from the box.

Our secretaries call students down to receive their compliments, compliments are distributed to classes, and they are even read on our school television program. Third Party Compliments have become a staple at DeKalb High School and a big part of our climate and culture. Students are encouraged to add compliments to the box at any time.

In addition to the Big Red Box, our main office is home to our “Little Red Box”. This is where teachers deposit our Positive Office Referrals. One of our goals is to change the way our students see the Principal’s Office.

Our staff is asked to “notice” anything good a student does and write it down! They turn the Positive Office Referral into the Little Red Box and these are read at our weekly office meetings.

Students are called down to the Principal’s Office for a good reason. A photo is taken, posted on social media, and a letter is sent home with the referral.

Modeling kindness as leaders and educators as well as emphasizing kindness in our classrooms is just one of the ways we can fight the negative influences our students face every day.

When we make kindness a priority, our students have more ways to engage in that kindness. Just the other day I received one of those third party compliments - and I have to say that it absolutely made my day.

“Thank you for deeply caring about how students and staff feel.

The environment you have worked hard to make this school is making it a way better place.”

We may not be able to shut down Snapchat or get rid of smart phones, but we can create daily opportunities for students to learn to practice kindness in their daily lives.

Mrs. Wisehart can be reached via email at cwisehart@dekalbcentral.net. Feel free to contact her for any of the resources above! She will send them your way!

Return to Table of Contents

www.iasp.org

Save the date.

NAESP and NASSP are once again bringing together school leaders by hosting UNITED: The National Conference on School Leadership next July 15 – 17, 2024, in Nashville, Tennessee.

We hope you’ll join us.

Photo courtesy of Lifetouch.

www.iasp.org

Return to Table of Contents

9

BE KIND...

Showing Compassion and Kindness for Your Educators Danielle N. White School Director The Excel Center, Lafayette, IN What is the impact of resilience-informed leadership for professional educators, especially during the winter months of perpetual gray days with little sunlight and vitamin D? Supporting educators and exhibiting compassion and kindness for them can create a learning environment where educators thrive and students are positively impacted as well.

What are resilience-informed leadership practices? In a nutshell, resilience informed leadership practices are based in the trauma-informed approach that moves beyond managing educators to empathetically leading educational teams. This may be done by creating a compassionate school community culture that adopts policies and practices that support educators and recognizes that educators have emotional needs including compassion fatigue from caring for students and their needs.

How can educational leaders show compassion and kindness for the school’s educators? Building a positive school culture is the foundation for educational leadership and will create an environment where educators flourish; however, this takes effort, and it starts with building trusting relationships. As stated by Simon Sinek, a “Circle of Safety” is created when leaders: lead by example, are transparent with information about the school, provide autonomy for educators, seek feedback and input, actively listen, provide grace, and recognize teammates. Some of the ways our school helps to provide a “Circle of Safety” are by sharing shout outs at the beginning of each all team meeting, and another was last February when the school’s leadership wrote authentic compliments on construction paper hearts and placed them on each educators’ door. Some educators left those words of affirmation up the rest of the school year, and students even got involved and created their own hearts to show their appreciation for the school’s educators.

winter blahs, educational leaders can help by: providing space for colleagues to talk, listening (not solving the challenges… just listening), referring colleagues to employer provided benefits such as employee assistance programs and/or therapy services, offering yoga or meditation at school, creating opportunities for socialization, hosting a book club or walking club (which would increase endorphins), providing adequate planning time to encourage work-life balance, and showing appreciation for the school’s amazing educators.

In short, the winter months can present challenging times for educational leaders due to weather and gray skies, yet building a solid school culture foundation, recognizing the multi-faceted needs of serving students’ needs, and establishing resilience based practices can significantly provide the necessary support, compassion, kindness and encouragement to ensure that your school’s educators know that they are loved. Happy educators will help create happier classrooms and students.

Despite best efforts, compassion fatigue can be a challenging part of serving as an educator today. Compassion fatigue can develop from caring for others’ needs and trying to help them feel better; not only are educators providing lessons in state standards, they also commonly have to ensure that Maslow’s hierarchy of needs are met before the students are in a position to engage in Bloom’s hierarchy of learning.

What does compassion fatigue look like for educators? In short, compassion fatigue can present as burnout, yet some common symptoms can be: lacking energy to complete typical tasks, feeling frustrated with one’s work and daily chores, sleeping poorly, experiencing headaches and/or stomach aches, becoming easily frustrated, and/or finding little joy in tasks once enjoyed. While may seem like typical 10

Return to Table of Contents

www.iasp.org

BE KIND...

Be Kind…

Brian Perry Principal Georgetown Elementary, Georgetown, IN It is easy to say. It goes well on a t-shirt, on a coffee cup, or even a VHS tape (anyone else remember “Be Kind, Rewind?”) .

However, it is a powerful statement if you have a whole group who truly believes in it. But, what is kindness? One source says, “Kindness is a type of behavior that is marked by acts of generosity, consideration, rendering assistance, or concern for others, without expecting praise or reward in return.”

(Wikipedia) As school administrators, we often push this idea of being kind to our students. We talk about it in the morning announcements, we have assemblies about being kind, and even celebrate a week for “Random Acts of Kindness.” But, do we stop there? Do we stop with the students? Do we ever leave the school building for the day, and leave kindness at the door?

Kindness cannot just stop at the school building. It is a life-long action, yes action, that we must foster in ourselves first, then others. Are we generous? Are we considerate of our staff, as well as our students? Are we willing to render assistance, even when it takes us out of our own comfort zone? This is just part of the job of an administrator, but it is the part which we need to be conscious of doing each day.

Let’s be honest, some days are easier than others. How do you show kindness to a parent who is cursing you up one side and down the other? How do you show kindness when a student is bullying another? How do you show kindness when a staff member is refusing to follow an IEP, or a district initiative?

These are the times when kindness is most important. It

is when your true colors come out, and people see what is beyond the surface. If you are able to embody kindness, then what comes out is exactly what you preach to the students and the staff.

Now, don’t misunderstand...being kind does not mean allowing others to “walk all over you” or have lower expectations for your students. Being kind is about the way we interact with one another, and is similar to Robert K. Greenleaf ’s writings about being a servant-leader. It is something that we have to actually try to do, and yes, sometimes we may fail at it. However, when we do fail at being kind, it is often because we are focused on our own thoughts, feelings, and opinions. It is much easier to be kind, when you put others first.

Do any type of internet search and you will find lots of benefits from being kind. Everything from increasing your self-esteem, to improving your own mood, to living a longer life can be connected with being a kind person. And, although being kind can be beneficial to us, in the long run it is a gift that we give to others. When stress starts to build on your shoulders, be kind. When someone is angry at a decision that was made, be kind. When students are yelling at you, be kind. When driving on the road and being cut off, be kind. When you finally make it home and your own children are driving you crazy, be kind.

Just, be kind. You never know who you may touch with a kind word or deed.

Special thanks to our Bronze Corporate Sponsors:

Special thanks to our Gold Corporate Sponsor: www.iasp.org

Return to Table of Contents

11

BE KIND...

Being Kind in an Unkind World. Empowering School Principals to Make a Difference.

Dr. Tracy Caddell Assistant Clinical Professor of Educational Leadership Ball State University / Director of Internship Program How do we change the world? One random act of kindness at a time.

- Morgan Freeman As a former school superintendent, I used to ask a prospective school leader, during a job interview, “Are you kind”.

Why? You can’t teach kindness. You can teach pedagogy, instructional leadership, finance, and school law. I believe kindness is inherent. You either are kind or you aren’t. Fortunately, I always received a positive answer.

Thank goodness.

In today’s cultural and legislative battles in our schools, school principals are motivated to navigate students and their schools towards success, despite the many obstacles faced by building leaders. Among the many traits that define effective school leadership, kindness is a trait capable of changing schools, students, and communities.

We all have seen a school principal, maybe it is even you, who is making a positive difference.

I even know one elementary principal who is a voluntary dentist in their school. Students make an appointment, and the baby tooth is wiggled at just the right moment and falls out, with the tooth going home for the tooth fairy.

I am not advocating principals pull teeth, but it does create trust, as well as a positive, and meaningful legacy. Those students and parents will never forget their kind principal.

Principals who embody kindness forge meaningful and authentic connections with their staff, students, and stakeholders in their communities.

Students want to be around them as they foster an environment where people feel valued, heard, and supported. These kind leaders create safe spaces for kids where diversity, equity, and inclusion thrive, regardless of the cultural chaos that is prevalent in 12

many of our communities.

A kind principal leads by example, incorporating kindness and empathy into their daily interactions with students and staff. “Please” and “thank you” are words commonly uttered by these leaders who, through their actions and words, exemplify the virtues they seek to instill in their school community, and model for “their kids” the qualities they want to see in their daily interactions with others.

Kindness in leadership also encourages personal and collective growth.

Principals who are kind are investing in the well-being and development of others. They recognize the importance of fostering an environment that nurtures, not only academic success but also recognizes each person as a unique individual. Through support services, work-life balance initiatives, and mentoring others, these principals are paving the ground for their teachers, students, and staff to thrive and excel, and see second chances as an opportunity for improvement.

A cornerstone of such improvement is found in how a principal approaches conflict resolution. Instead of punitive measures written in a student handbook, these principals use kindness to facilitate communication and understanding. They view conflicts as an opportunity for growth and learning, promoting resolutions that are rooted in empathy and mutual respect. This type of leadership style models the skills necessary for students to handle their problems in a society that primarily operates in binary thinking of “either, “or” rather than “both” in looking for compromise and collaboration in solving problems and overcoming conflict.

Kind principals are not shy about celebrating the achievements and Return to Table of Contents

efforts of their students and staff.

Principals who exhibit gratitude and acknowledgment of others create a climate and culture of appreciation and motivation in a school. Principals use recognition programs, emails, notes, morning announcements, pats on the back, or even a handshake or high five, to instill a sense of pride, motivating and encouraging students and staff, regardless of the task, to do their best each day.

Outside the school walls, the impact of a kind principal cannot be overstated.

Many people in the community may not know the school superintendent, but most know the principal of their child’s school. These principals engage with parents, community leaders, and other stakeholders, building trust in the school and making daily decisions on behalf of all children. By fostering these connections, these principals create a network that enriches the educational experience and broadens the opportunities for students in their communities.

In closing, a kind principal is not synonymous with weakness. A principal can still set clear expectations, establish boundaries, and make tough decisions.

Tough love is still sometimes necessary.

The transformative power of kindness is needed more than ever. When kindness becomes ordinary in a school, and in the hands of an effective school principal, it creates an environment where students, teachers, and staff feel valued, supported, and challenged to do their best, regardless of the task before them. Kindness can serve as a guiding principle for our educational leaders, lighting the way to a more inclusive future for all our students, and modeling the behavior missing in today’s divisive political and cultural climate. How do we shape the world?

One random act of kindness at a time. www.iasp.org

www.iasp.org

Return to Table of Contents

13

New IASP Leadership Introductions IASP Proudly Introduces New Vice-President, Bret Bailey!

The Indiana Association of School Principals (IASP) is thrilled to announce the appointment of Bret

Bailey as the new Vice-President, bringing a wealth of experience and dedication to the role. As an integral

member of the IASP Executive Committee, Bret will play a crucial role over the next four years, serving

terms as Vice-President, President-Elect, President, and Past-President.

Bret has been the Principal at Hamilton Heights Middle School since Fall 2014 and boasts a rich educational leadership background. Recognized as the 2023 IASP District 5 Middle School Principal of the Year, Bret’s leadership has benefited IASP as he has served a three-year term as a facilitator of the Fall Professionals Conferences.

During his time on the facilitation team, he was able to play a critical role in developing and driving professional development content and speakers for Indiana leaders. Additionally, Bret has served on the State Legislative Committee representing District 5 since 2017. His commitment to IASP and leaders across Indiana is evident in his high level of leadership and involvement over the years and IASP is proud to have him join us as our new Vice President.

IASP Proudly Introduces New NAESP State Representative, Raimeka Graham!

IASP would like to welcome Mrs. Raimeka Graham as our new NAESP (National Association of Elementary

School Principals) State Representative. As the NAESP State Rep, Raimeka will play a crucial role in

advocating for elementary school principals as a member of the IASP Executive Committee, while also

connecting Indiana to our national association. As a presenter at the IASP conference and an active

member of the association, Mrs. Graham brings her wealth of experience, insights, and passion for

education to the table as she engages with leaders and represents our state.

Mrs. Graham has served as the proud principal of Deer Run Elementary School in Pike Township since 2018 and was formerly the Assistant Principal of College Park Elementary School, also in Pike Township. Her visionary approach and innovative strategies have not only contributed to the academic success of the school but have also created a culture of inclusivity and collaboration that she will carry with her as she serves in this new role. Raimeka is also the current President of the MSD of Wayne Township School Board and instructs for Martin University in their early childhood education courses.

IASP Proudly Announces New Assistant Executive Directors, Dr. Tiffany Barrett and Mrs. Cindy Long!

Dr. Tiffany Barrett was elevated to an Assistant Executive Director by the IASP Board of Directors at the

November, 2023 meeting in anticipation of the retirement of Associate Executive Director Tim McRoberts

in June. Dr. Barrett joined IASP in 2019 as the Director of Member Services having previously served as the

Vienna Finley Elementary Principal in Scottsburg. Tiffany was also an IASP Board Member, a member of

INALI Cohort 2 and IPLI Cohort 5, and was recognized for her outstanding leadership when she was

named the State Assistant Principal of the Year in 2015.

Dr. Barrett has elevated the IASP Leadership Development program and has been instrumental in the progression of digital media to support school leaders. The AP and FC session recordings are now available post conference, her Leadership Podcast showcases national and state leaders, and the LEADing APs program delivers support to all Assistant Principals and Deans. The LEAD program in South Bend and Warren Township also has blossomed under Tiffany’s leadership as early career APs build their skills so they can successfully launch as Principals. As she led all of this work, Tiffany earned her Ph.D. at Indiana State University in 2023 and is the author of six Micro-Credential, three focusing on school traditions and celebrations and three focusing on wellness. Please help congratulate Dr. Barrett and thank her for elevating IASP to better service of Indiana school leaders.

Mrs. Cindy Long was approved by the IASP Board of Directors as an Assistant Executive Director at

their February meeting. Cindy’s leadership includes serving as the Frankfort High School Principal since

2019 and was previously an Assistant Principal at Frankfort High School and Western High School. Cindy

was a member of the IASP INALI Cohort 3, has served on the Principal of the Year Blue Ribbon Committee,

and has served District 4 as the High School representative to the IASP Board of Directors. Mrs. Long’s

transition to this pivotal role reflects her unwavering commitment to advocating for our students and school leaders, with a special passion for providing a voice for our many underserved populations. Cindy will transition to IASP in July where she will help lead the AP and Fall Conference, represent IASP in the General Assembly, and be in direct contact and service to our IASP Districts and Officers. We welcome Cindy to the IASP team and look forward to her leadership for our state!

14

Return to Table of Contents

www.iasp.org

www.iasp.org

Return to Table of Contents

15

16

Return to Table of Contents

www.iasp.org

LEADERSHIP DEVELOPMENT

IPLI Updates Dr. Kelly Andrews Director Indiana Principal Leadership Institute IPLI is a premier professional development opportunity for the practicing principals of Indiana. We support you, encourage you, and provide growth in your leadership as we learn together, lead together, and connect.

IPLI is well underway with a great year of learning leaders in Cohorts 10 and 11. After the Winter Seminar in January, principals are launching action research as they analyze their data for their projects to improve leadership and schools throughout Indiana.

The energy is palpable as principals and mentors grow their support networks and assist each other from north to south and east to west. Leadership can be lonely, but not in IPLI! We are there for each other!

THE POWER OF KINDNESS The power of kindness in schools is crucial because it can make a big difference in the lives of our students and staff. It goes beyond being nice; it can create a positive environment that benefits everyone. A study conducted by Lee, C. K. J., & Huang, J. (2021) noted one of the main findings of their research was that students’ sense of school belonging was positively correlated with their perceptions of school kindness at the school and student levels. Furthermore, the study found that the positive relationships between student’s perceptions of school kindness and the character strength of kindness were significant. Kindness is more than just a pleasant attribute; it is a fundamental building block for a positive learning environment and will affect the climate and culture of a school when it is a priority embedded in its culture.

Kindness impacts everyone’s mental and emotional well-being and teaches important social skills like empathy and cooperation.

When everyone values kindness, negative behaviors are less likely to happen, and students and staff are more likely to support one another.

As a former school leader, I believe kindness can improve students’ academic performance. A positive and supportive environment encourages students to be more motivated and engaged in learning. It can set the stage for students to succeed academically and personally, which can foster a positive and inclusive learning experience. The power of kindness can change the world!

IPLI REGISTRATION FOR COHORT 12 IPLI is thrilled to announce that the Indiana Principal Leadership Institute Cohort 12 applications are officially open! This is your opportunity to embark on a transformative two-year professional development and leadership growth journey. IPLI empowers principals across Indiana with the knowledge, skills, and network necessary to excel in their roles.

Go to www.indianapli.org and click on the Cohort 12 Application tab. You will find the link at the bottom of the page.

If you have any difficulty, please reach out to Dr. Kelly Andrews at Kelly.Andrews@indstate.edu, and she will send the link directly.

Ensure you submit all required materials by May 1, 2024. Cohort 12 begins in July 2024.

Don’t miss the chance to be part of a dynamic community of educational leaders committed to excellence. Join IPLI Cohort 12 and take the next step in your professional journey.

For inquiries, please contact Dr. Kelly Andrews @ kelly.andrews@indstate.edu.

ISU COURSEWORK THROUGH IPLI Did you know that ISU offers four courses to principals during their 2-year cohort with IPLI that connect directly to their work in IPLI? Tuition is half the cost for these courses if they sign up during their cohort years. In addition, these courses may lead to entering the ISU Ed.S. program or transferring the credits to another Indiana institution.

In Fall 2023, over 26 principals are enrolled in coursework through IPLI at ISU toward their next degree!

The goal is to support our principals who may seek higher education while participating in research-based inquiry work. This is just another perk of participating in IPLI. As Director of IPLI, I am excited for the future of schools in Indiana as the aligned system for principal professional development has never been more significant. INALI, IPLI, and IPLI Extended Learning Opportunity meet the need. IPLI is grateful for your ongoing support, trust, and dedication to education and educators during these challenging times, showing Indiana’s commitment to growing our schools and students.

www.iasp.org

Return to Table of Contents

17

SERVICE

Riley Kids Caring & Sharing Update Susan Miles Officer, Kids Caring & Sharing TM Riley Children’s Foundation Behavioral Health Update: Riley researchers awarded $5 million for overdose death prevention Indiana has one of the highest rates of adolescent overdose deaths in the United States. Fortunately, there is growing hope for improving this statistic. Last November, IU School of Medicine researchers were awarded a $5 million grant from the National Institute of Health’s Helping to End Addiction Long-Term (HEAL) Initiative.

The grant will benefit a new project, led by faculty from the Department of Psychiatry and Department of Pediatrics, created to improve accessibility and quality of care for adolescents experiencing opioid use disorder and other substance use disorders. Making pediatric integrated behavioral care more accessible means looking at strategies to provide mental health and substance use screenings, assessments and treatment through Indiana University Health primary care clinics, in partnership with behavioral health specialists.

Unrestricted gifts from your school family are part of this and other life-changing research efforts at Riley providing important bridge funding required to secure such national grants.

Mid-winter KCS fundraising (as of 1/30/2024) On a lighter note and in deference to the “Be Kind” editorial theme for February, Indiana K-12 students are exercising all manner of kindness in their generous efforts to support Riley kids and families in this, Riley Hospital’s 100th year!

Twenty-two schools have established online KCS fundraising campaigns supported by 415 individual fundraiser pages and

41 high schools have confirmed Riley dance marathon dates February 2 - June 1.

Two schools have already secured Riley Centennial Red Wagon sponsorships with their $5,000+ gifts in 2024. We would love to create a commemorative plate for your school!

Can we secure 100 Red Wagons to celebrate 100 years?!

Look for me in your area as I’ll be traveling to recognize Riley Champions throughout the state, present Red Wagon plates secured in last year’s giving, and celebrate the culmination of current Riley giving campaigns. I’d love to stop in to say hello, lead your staff or students in creating their own online giving pages, or simply thank you in person for your generous gifts that mean SO much for so many. If you have a special Riley celebration planned, please let me know!

And, if Red is your color Please consider attending our special “Red for our Kids” event for guests 21 years or older at JPS Events in downtown Indianapolis on March 9, 7 p.m. Your $250 individual ticket includes gourmet food stations, cocktails, dancing and an immersive look at Riley clinical care and research. A live auction will feature an opportunity to secure Taylor Swift tickets for her Indianapolis show or a classic red Corvette! Purchase your “Red for Our Kids” tickets now at RileyRedEvent.org Please note that your ticket purchase and any contributions made that evening are not eligible for KCS recognition for your school.

Celebrating the Smith Family and their commitment to Riley!

1 0 0 WAG O N S F O R 1 0 0 Y E A R S 18

Return to Table of Contents

2024

www.iasp.org

File

View only Copy of 2024 Empowering Flye… by Ti any Barrett

EMPOWERING DIVERSE LEADERS CON ERENCE Presented by the Indiana Association of School Principals in partnership with Indiana State University

A conference series for all women and individuals from historically marginalized or underrepresented groups in educational leadership.

DATES: VIRTUAL SESSIONS THURSDAY, APRIL 11, 2024 @ 4:15 P.M. EST MONDAY, APRIL 15, 2024 @ 4:15 P.M. EST LIVE SESSIONS SATURDAY, APRIL 20, 2024 9:30A.M.-3:30P.M. EST LOCATION: MSD LAWRENCE TWSP 6501 SUNNYSIDE RD INDIANAPOLIS, IN 46236

REGISTER NOW For more information and to register, visit https://iasp.org/principals/empowe ringdiverseleaders/

Join us for this free conference series including amazing content and collaborative networking with other educational leaders.

www.iasp.org

Return to Table of Contents

19

LEGAL REVIEW

KGR Law Briefing: “Kindness” Exhaustion, Conflict Resolution, & Law Séamus Boyce Attorney Kroger Gardis & Regas, LLP Keith Butler Summer Intern Education Law & Policy Kroger Gardis & Regas, LLP As any good Kindergarten teacher can explain, being kind is often half the battle. And it can often prevent you from getting sued or at least soften the blow. While there are probably a lot of other reasons to be kind, it is part of a well-rounded legal risk mitigation strategy. Part of the good “kindness” strategy is to have lower levels of conflict resolution. Early conflict resolution can be both successful and cost efficient. This article covers some of our pragmatic advice on conflict resolution and a recent example when kindness (and/or the lack thereof ) was seen in caselaw.

Schools and school leaders often have discretion to informally resolve several issues that frequently lead to escalating conflict, including behavior / discipline, beefs with an educator, tardiness, incidents on school buses, sports, and concerns over bullying.1 Basic conflict resolution techniques like conversations regarding the issue, active listening, and clearly communicated expectations may be ways to stop a conflict from evolving into litigation. A common example of conflict escalating to litigation is when parents allege that their children are being targeted by the by a peer or even an educator. An initial desired outcome is an acknowledgement and/ or apology from the parties involved.

A swift acknowledgement and/or apology may not prevent all conflicts from escalating, but there is rarely a downside. Subjective beliefs cannot always be channeled, but open lines of communication and conveying kindness and understanding is the best place to start.

We sometimes hear from school leaders timid about acknowledging the opportunity for improvement and then implementing steps to improvement. They often don’t think they did anything wrong and doing so would be some type of admission of 20

responsibility. Just know that, at least from a litigation viewpoint, action taken in response to a situation will likely be considered what’s called a “subsequent remedial measure” (SRM) under rules of litigation evidence. If a court identifies something as a SRM, that action cannot be used as evidence of liability.

With special education conflicts, conflict resolution processes are built into the law. The case conference committee itself is an example. The concept of the case conference is designed to be collaborative and seek input from all parties in a relatively informal setting. While the word “kindness” cannot be found in the code, it can be the secret sauce for consensus and minimizing conflict in case conference. If the case conference itself is not successful other options are possible like a Facilitated IEP meeting and Mediation, both of which are paid for by IDOE. Finally, if a family decides to pursue special education litigation, there is the requirement to convene for a “resolution session” to try to settle the litigation before the next steps can proceed. Our experience, however, is that mandated dispute resolution rarely settles a dispute. We see the parties often just going through the motions.

Only if we could mandate “kindness” as a part of the process. :) Sometimes, we know that even the purest forms of kindness will not solve anger and need. In a recent case, S.B. v. Seymour Community School (Ind. Ct. App. 2018) a father was extremely upset at the school corporation after a now former teacher allegedly molested his daughter. On the first day of school, the father stood on the public sidewalk with a handmade sign that said, “WE PROTECT PEDOPHILES”. The father, who had a license to carry a firearm, also had a handgun holstered to his hip in a way that was visible to parents dropping their children off at school.

The superintendent talked to the parent and asked the father to put his weapon in his car. Rather than comply, the parent suggested that he would return in the afternoon with his AK 47. The superintendent successfully obtained a protective order for the parent to “stay away from” various school related locations.

Return to Table of Contents

The parent sued challenging the protective order on multiple grounds.

First, the parent asserted that a school corporation could not file for a protective order because they are not a “person” as defined by the law.

The court rejected this argument finding that the school corporation can stand in the place of a parent, in loco parentis. Additionally, the court found that the term “person” was defined broadly enough to include certain organizations, including school corporations. Next, the court rejected an argument that the protective order was invalid because the parent was not engaged in stalking which was the basis for the order. The court found that he was engaged in conduct that could be considered continuing harassment while carrying a visible firearm and that met the definition of stalking. Finally, the parent argued that he was engaged in constitutionally protected activity, specifically his actions were protected by the First and Second Amendments.

The court rejected this finding that harassment is not constitutionally protected speech.

In this case, we see how a school leader exercising conflict resolution involving kindness can paint the picture to the court of how unreasonable someone is when there needs to be litigation to resolve the conflict. On the flip side, we also see how the antithesis of kindness can lead to school leaders having to seek more formal steps, like seeking a protective order from the court.

What is the legal lesson from this brief ?

In addition to following the advice of Mister Rogers, kindness is often helpful in the legal context. We highly encourage how kindness can be maximized in conflict resolution.

If, however, the conflict escalates to litigation it will also go a long way to be able to show the school exhausted other means of dispute resolution with kindness.

We at the KGR Legal Help Desk are here to address these education and any non-personal employment legal issues for IASP members. Until the next KGR Law Brief, be kind!

1 An example of a situation when a school does not have the discretion to use dispute resolution is when there is an allegation of sex-based harassment between an employee and student.

www.iasp.org

LEGAL REVIEW

www.iasp.org

Return to Table of Contents

21

22

Return to Table of Contents

www.iasp.org

11025 East 25th Street Indianapolis, IN 46229 1-800-285-2188 or 317-891-9900 www.iasp.org | iasp-info@iasp.org

Every product. Every solution.

Every program.

Learn more!

All designed around the unique needs of educators.

AM-C04753 (Jan. 24)