As this school year draws to a close, I find myself reflecting on what has truly been an outstanding and unforgettable year, one full of firsts, personal growth, and deep professional fulfillment. Serving as the President of the Indiana Association of School Principals (IASP) has been one of the greatest honors of my career, and it’s an experience I will treasure always.
From the very beginning of this journey, I have been humbled and inspired by the opportunity to connect with passionate, driven principals across the state. The chance to collaborate with Secretary of Education Dr. Katie Jenner, and the opportunity to advocate for our profession on Capitol Hill stand out as powerful reminders of how important our voices are in shaping the future of education. Whether in IASP board discussions, school visits, or district meetings, it’s clear that Indiana’s educational leaders are deeply committed to doing what’s best for kids.
One of the highlights of the year was attending the Indiana Educational Excellence Awards Gala. Witnessing so many deserving educators receive recognition for their hard work and dedication filled my heart with joy. It reminded me of the immense talent and unwavering commitment that exist within our schools. That evening reinforced a simple truth: our educators are the backbone of student success.
This year has also reignited my own passion for our profession. Learning and growing alongside some of the most visionary and courageous leaders in education has been a gift. I’ve walked away from countless conversations feeling inspired, reenergized, and hopeful about the direction we're headed.
As I transition out of this leadership role and into the past presidency, I am excited to continue pouring into the next generation of school leaders through my work as a mentor with INALI. Supporting aspiring and new administrators is one of the most important ways we can ensure a strong future for our schools and students.
To all of you, whether you’re celebrating a banner year of accomplishments or simply holding onto small but powerful glimpses of progress, I hope you take time to recognize the incredible work you've done. Every step forward, no matter how big or small, matters.
Remember this: what you do is important. You are leading for a reason. In a time when politics and outside noise can sometimes cloud our focus, don’t lose sight of your purpose. Your passion, your perseverance, and your commitment to putting kids first make all the difference.
We all face trials, but we also share triumphs. Keep your light shining. Keep your attitude positive. And above all, thank you for showing up every day with heart, vision, and a deep belief in the power of education.
Dr. Holly Arnold IASP President
Hey
there, amazing Indiana School Leaders!
As the school year winds down and the sweet scent of summer freedom fills the air (along with, let's be real, a whiff of forgotten locker lunches), I'm thrilled to introduce "The BEST of the 2024-2025 Year!" Indianagram. This issue is truly an IASP thankyou note to all of you, packed with reflections, brilliant moments, and plenty of celebratory spirit.
What a year it's been! From tackling new policies to championing every single student, your grit and creativity were nothing short of incredible. Seriously, I often wonder how you do it. Remember that one Tuesday in, say, February, when the heat went rogue, the internet vanished, and a hamster made a break for it — all before 9 AM? Yet, somehow, you had coffee, a makeshift WiFi, and a hamster retrieval plan in place, all while still inspiring everyone. Those tough, funny moments truly show the "best" of who we are.
This issue is full of stories and insights to help us look back at all the big and small wins that shaped our schools. We're celebrating your innovative programs, the connections you built, and the massive impact you've had. Get ready to laugh, nod along, and feel super proud of what we accomplish together.
Don't Miss What's Next!
As you soak up that much-deserved summer break, let's also peek ahead to an even more impactful 2025-2026! IASP is already buzzing with new opportunities, and we want you to be a part of them.
Don't let summer fly by without setting yourself up for future success! Now's the perfect time to:
■ Submit Your Conference Proposals! Share your awesome ideas and inspire your peers.
■ Renew Your IASP Membership! Stay connected to our incredible community, resources, and advocacy.
■ Register for Summer Programs! Whether it's LEADing AP's or INALI, these programs are designed to help you shine.
Thanks for an unforgettable year, your tireless work, and for being the absolute BEST. Enjoy this issue, savor your summer, and let's keep making amazing things happen in Indiana education!
Warmly,
Dr. Tiffany Barrett IASP Assitant Executive Director, IASP Editor-in-Chief, Indianagram
Future Indianagram themes
2025-2026 Themes TBD -- Stay Tuned!
Share your thoughts on the Indianagram: https://forms.gle/2LaxqTUNUc5AdviF8
IASP Executive Committee
Dr. Holly Arnold President
Andy Allen President-Elect
Bret Bailey Vice President
Dr. Crystal Murff Thorpe Past President
Raimeka Graham
NAESP State Representative
Dave Strouse
NASSP State Coordinator
Steve Baker Liaison to the DOE
Kristen Peterson
Assistant Principal Liaison
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
Lifetouch is proud to support The Indiana Association of School Principals in the mission to lead in the advocacy and support of all principals in their commitment to every child.
As one school year ends and preparations for the next begin, I want to take a moment to thank you for all that you continue to do for Indiana students. This past school year, schools in all corners of the state have opened their doors to show off the good work happening…from second graders excelling on IREAD to students graduating with a tangible credential of value. Being in schools and seeing the energy and collaboration you inspire in each of your buildings is always a bucket filler. Thank you for a great school year, and enjoy the summer ahead!
If you remember back to this time last summer, we were just kicking off the first public comment period in the new high school diploma rulemaking process. Fast forward to this year, and we are once again starting rulemaking…this time on accountability.…with an opportunity to collaborate throughout the summer to further iterate and improve the current proposal.
The first draft which was presented at the June State Board of Education meeting was designed to transparently and more accurately reflect the preparedness of all students, regardless of their unique path ahead. Below is a high-level overview of our first draft, as well as our opportunity ahead to work together in preparation for the second draft…
The impactful work we do for students across Indiana cannot be summed up in one single test score. While understanding where a student is academically and how we can continue growing them is VERY important, we know that a more complete picture really includes a variety of knowledge and skill development, plus (when possible) unique experiences for our students.
In 2021, we launched the effort to develop Indiana’s Profile of a Graduate…which is now the framework for Indiana’s Graduates Prepared to Succeed dashboard (aka Indiana GPS). Extensive discussion and feedback from Hoosiers across the state, including educators, parents and families, industry leaders, etc. consistently elevated the following five characteristics as most important for our graduates:
■ Academic Mastery
■ Career & Postsecondary Readiness: Credentials & Experiences
■ Communication & Collaboration
■ Work Ethic
■ Civic, Financial, & Digital Literacy
Ultimately, we signal value through what we measure. What gets measured, gets done. Some of these characteristics are ones we measure today, and thanks to several pilot schools, we are actively working together to measure others at scale, including essential skills like communication and collaboration.
As schools across the state continue to expand opportunities for our students, it is clear that we must also evolve how we determine the measurable indicators and how we build the future school accountability model. Earlier this month, the State Board of Education initiated the rulemaking process, which per state statute must be completed by December 31, 2025. Similar to the high school diploma rulemaking process we undertook last summer, the future accountability rule will also require two drafts, each with a 30-day public comment period and public hearing. The first public comment period will officially open later this summer, and in the meantime, you can provide immediate feedback using this Jotform, which asks for additional solution-ideas, as well as tools and resources that would be most helpful in supporting implementation.
The first draft of the proposed new accountability
model considers both traditional academic outcomes, as well as skill development, providing a more complete picture of our students. In the proposed model, success is measured at key milestones in a student’s K-12 journey, and at each of these milestones, stakeholders (including many of you!) have helped to identify impactful ways that students demonstrate success. As students progress through their K-12 education, this shifts from an intense focus on reading and math fundamentals to including the prioritization of skill development through opportunities such as workbased learning and earning credentials of value in high school. This approach encourages schools to focus on improvement for all students, at all levels of proficiency, and seeks to ensure that each student’s knowledge, skills, and experiences are transparently reflected in a school’s accountability grade.
As we move through this iterative process, your collaboration and feedback will be key in shaping this new model. Below are some resources related to the first draft, including a one-pager that provides a high-level overview and another with examples of specific indicators that we could use to measure knowledge, skills, and experiences.
While the specifics will undoubtedly iterate along the way, our primary goal remains the same: we must ensure that our future model values all of the key characteristics essential to student success, as well as every student's unique pathway.
Thank you to the many principals who have helped us with the initial draft…and a big shout out to Andy Allen and Bret Bailey for joining us at the State Board meeting to share support on behalf of IASP, and most importantly, for continuing to be valued partners in this progress! And as always, thank you for all that you do for students. Have a great summer!
Indiana Students Unplug and Learn New Skills at Girl Scout Camp!
11%
Source: 2024 Indiana Girl Report of female students engage in at least one hour of physical activity per day compared to 28% of male students.
Girl Scout camp helps close the gap and gives girls a summer to remember!
• According to the 2024 Indiana Girl Report , only 11% of female students reported engaging in at least one hour of physical activity per day each week, compared to 28% of male students. With beautiful camp properties throughout Indiana, Girl Scout camp supports students’ well-being with active fun!
• From hiking, archery, swimming, biking, and more, campers develop stamina and resilience in a safe, unplugged environment! Campers will also learn about mental wellness, earning the Girl Scout Mental Wellness badge.
Let your families know there are still spots available for summer 2025, with financial assistance and bus transportation available! Visit girlscoutsindiana.org/camp to explore camp options—from day camps to overnight adventures and family camping.
Last call for Get Ready with Girl Scouts. Families of girls entering kindergarten or first grade should sign up by 6/30 for a Girl Scout experience PLUS next year’s troop experience!
From the AP Lens: The Best of the 2024-25 School Year at Wes-Del
Elementary School: Innovation, Resilience, and the Power of
Community
Mrs. Kristen Peterson Associate Principal Chesterson High School
IASP
Assistant Principal Liaison
Mr. Josh Burkett
Elementary
Assistant Principal
Wes-Del
Community Schools
As we continue to highlight the outstanding work happening across the state, we’re excited to feature Josh Burkett, Assistant Principal at Wes-Del Elementary School. Josh shares how their small but mighty school has nurtured innovation, resilience, and a strong sense of community throughout the 2024–2025 school year.
From hands-on STEM learning and a focus on literacy to the unique support of their beloved therapy dog, Winnie the Warrior, Wes-Del is making a meaningful impact. Josh’s pride in his school shines through, and we’re grateful for his willingness to showcase their incredible efforts. Thank you, Josh, for sharing Wes-Del’s story and being part of what makes this year one of the best yet!
The Best of the 2024-25 School Year at Wes-Del Elementary School: Innovation, Resilience, and the Power of Community
At Wes-Del Elementary School in Gaston, Indiana, the 202425 school year has been a shining example of what a small school with big aspirations can achieve. Through innovative programs, heartfelt connections, and a commitment to excellence, Wes-Del has created an environment where students thrive both academically and emotionally. This year's accomplishments highlight the school's focus on problemsolving, resilience, and community, proving that greatness knows no boundaries.
Cultivating Problem-Solvers: The STEM Program
Under the leadership of STEM teacher, David Lamb, WesDel Elementary's STEM program has transformed the way students approach challenges. Mr. Lamb explains, "STEM has helped grow a culture of problem-solving and grit within our school. We see students who aren't afraid to make mistakes as they work to find solutions. Students have learned that solutions don't always come from their first try but persevering through their failures ultimately leads to the results they want."
The program has fostered critical thinking and creativity, encouraging students to innovate and tackle real-world problems with confidence. From hands-on experiments to collaborative projects, the STEM initiative exemplifies how Wes-Del is preparing its students to think beyond the classroom and embrace a mindset of perseverance.
The Heart of the School: Winnie the Warrior
This school year, Wes-Del welcomed Winnie the Warrior, a therapy dog who has quickly become an integral part of the school community. Mrs. Jenelle Romo, a 4th-grade
teacher, shares, "Winnie has been an integral part within my classroom. She is a great comfort to my students! She comes to my class to listen to my students practice their essays and to spend time with them during silent reading."
Winnie’s calming presence has helped students feel supported and encouraged, whether they’re working on essays or simply enjoying silent reading. Adding to her legacy, retired Wes-Del Elementary teacher Mrs. Shirley Thacker is publishing a book about Winnie using testimonials from students, capturing her impact on the school and preserving her story for future generations. Winnie is not just a therapy dog—she’s a symbol of care, connection, and the power of presence.
Transforming Literacy: Science of Reading Practices
Led by literacy coach Kelly Whitinger, Wes-Del has embraced practices grounded in the Science of Reading to elevate literacy instruction across the school. "Our teachers have worked with me to align our instruction with evidence-based strategies, and the results have been very positive," says Mrs. Whitinger. "We are now more intentional and responsive in our literacy instruction, driven by the data we gather through our universal screeners, diagnostic assessments, and ongoing progress monitoring."
Mrs. Heather Leman, a 2nd-grade teacher, shares, "Our dedicated reading specialist, Kelly Whitinger, has played a vital role in building our successful literacy program at Wes-Del Elementary. She has been a critical part of the growth we have experienced by equipping us with practical, hands-on strategies, sharing tips, tricks, and real-world support in implementing fluency lessons, applying the Science of Reading, and revamping our writing instruction through countless hours of co-teaching and professional development."
These student-centered efforts have fostered a collaborative atmosphere at Wes-Del, where teachers co-teach, co-plan, and share strategies to support learners of all abilities. The positive energy in the classrooms is palpable, and the progress in literacy demonstrates how Wes-Del’s commitment to evidence-based practices is making a difference.
Making It Big: A Small School with Boundless Dreams
Wes-Del Elementary is a testament to the idea that success isn’t defined by size or location. Our small school has cultivated a culture where students are encouraged to dream big, work hard, and celebrate their unique potential. Through STEM, the comforting presence of Winnie the Warrior, and literacy initiatives, Wes-Del has proven that making it big is about creating an environment where every student can thrive and excel.
As the 2024-25 school year comes to a close, our school can look back with pride on the ways it has nurtured innovation, resilience, and community spirit. These achievements highlight the extraordinary potential within small schools to make a significant impact, not just for their students but for the broader community as well.
Kristen Peterson kpeterson@duneland.k12.in.us
A Year of Growth and Gratitude: Reflecting on Leadership in Indiana Schools
Dr. Tiffany D. Barrett IASP Assistant Executive Director
As we close the chapter on an extraordinary school year across Indiana, I find myself deeply grateful for the resilience, brilliance, and unwavering commitment of our school leaders. It’s been a year marked by progress, reflection, and a renewed sense of purpose—one that truly embodies the essence of the School Leader Paradigm.
At its core, the Paradigm challenges us to “become while doing”—a guiding principle that resonates deeply with me. It reminds us that leadership isn’t just about executing responsibilities but about growing in selfawareness, cultivating relationships, and aligning our systems to support student success. This year, our Indiana school leaders did just that. They balanced personal well-being with systemic thinking, led with culture in mind, and anchored their work in strong instructional practice—all hallmarks of the personal, social, and systems intelligences central to the Paradigm.
Throughout the year, I’ve had the honour of engaging in rich, inspiring conversations on the IASP Leadership Podcast with educators who exemplify these qualities. Each guest offered unique insights into how they’re leading learning organizations—transforming schools into vibrant, inclusive communities where both students and adults thrive. These discussions not only elevated voices from our field but also reaffirmed the belief that leadership is a shared journey of continuous inquiry and improvement.
I would be remiss not to give a heartfelt nod to Dr. Holly Arnold, who has served this year as the President of our Association with grace, vision, and steadfast leadership. Her work reflects the very best of what it means to be a learning leader—leading with empathy, conviction, and an unshakeable commitment to excellence.
As I reflect on all we’ve accomplished together, I’m energised by the possibilities ahead. Indiana’s schools are not just managing change—they are leading it. They are cultivating cultures of hope, shaping strategic systems, and fostering lifelong learning. And in doing so, they
are proving that leadership—when grounded in the paradigm—can create lasting impact.
To every school leader across the state: thank you. You are the heartbeat of our schools, and your leadership is what continues to inspire hope and transformation in every corner of our state.
Here’s to the road ahead—with heads held high and hearts full of purpose.
BEST WAYS TO REFRESH
Take a “No School Weekend”: Commit to no school talk, emails, or phone calls
Go out of town for a nice dinner: A short getaway can be a great mental reset
Unplug and step away: Put the phone away and check email only once a day
Go for a walk: Enjoy nature and clear your mind
Read a good (non-professional) book: Escape into a story
Spend time with family: Prioritize meaningful connections.
Enjoy music or a long car ride with the windows down: Simple pleasures can be deeply refreshing
Treat yourself to a spa day: Relax and recharge. Take a cruise without the internet package: Fully disconnect
Go to the mountains, beach, or go camping: Embrace nature and relaxation
Travel: Explore new places and experiences
Reflect and listen: Spend time in the school building connecting with others to build momentum for the next year
Unplug completely: Take true time away from work and responsibilities
Continue family time: Deepen bonds and enjoy shared experiences
R
E M I N I S C I N G T H E Y E A R
MEMORIES FROM THE FIELD
e've been doing STEM Days t year and had a Drone company come to school The faces of the students when the crop dusting drone took off was priceless
n one of our elementary autism classes the teacher organized a show-and-tell where the students could apply the communication skills they had been working on The teacher even set up a red carpet for them to walk down before presenting For an audien ce many staff members were invited including administration
s I walked in to find my seat, one of the students in the room asked me what had happened to my hair (It s important to note that I am bald ) I told him, It just fell out I leaned down so he could inspect my bald head more closely He asked again, But where did it go?
Before I could answer a different student in the room replied “Yep I could slap a slice of cheese on there!”
My reply: “Well I’m sure it would stick!”
BEST STORIES OF 24/25 LEADERS
rents of he school to when we work
One of the best moments this year is when two of our Track relay teams broke records that a current teacher had from about 20 years ago
MORE FROM THE FIELD
received a friend request from a former student It's not uncommon because I have made it a personal policy not to friend students, so they often come years later This particular student was a little difficult when he was in my class The former student sent me a message almost immediately after accepting his request His long message thanked me for being kind and thoughtful He acknowledged his own trauma and bad living situations and said that I had greatly impacted his life He is now the father of two beautiful children and is going through therapy to address his needs (YAY!) This message came in late March when it is everything we can do to drag ourselves to the finish line This was a much-needed reminder of my WHY (so cliche, I know) Icing on the cake was when I shared it with my oldest daughter and she sort of shrugged it off as not surprised because it's just what I do
Ah-Ha Moments 2024-2025
A Little Fun & Humor
Can you imagine if America switched over from pounds to kilograms overnight. It would be MASS confusion.
Submitted by Mr. Steve Baker, Principal Bluffton High School
Happiness “Attitude is a choice. Happiness is a choice. Optimism is a choice. Kindness is a choice. Giving is a choice. Respect is a choice. Whatever choice you make makes you. Choose wisely. ”
Roy T. Bennett, The Light in the Heart
-Submitted by S. Pelych
DISTRICT 11 SHOUT OUTS! 24 25
�� District Shout-Outs: Celebrating the BEST! ��
�� Instructional Coach
Why they’re the BEST: A true blessing in supporting instructional improvement in a non-evaluative, collaborative way
Tad Powless – Assistant Principal, Boonville High School
Why he’s the BEST: In his first year at BHS, he prioritized student relationships, leading to major improvements in behavior and attendance
Andrea Brown – 6th Grade ELA & Social Studies
Why she’s the BEST: Maintains high expectations and delivers exceptional academic and behavioral outcomes Called “the best teacher I’ve ever had” by a student
Gina Dupps – 6th Grade Math & Science (Retired)
Why she’s the BEST: After 37 years with EGSC, she finished strong with excellence in teaching and classroom management A role model and inspiration
Margie Weatherholt – Assistant Principal
Why she’s the BEST: Overflowing with energy, joy, and positivity. A brilliant administrator and a valued friend.
�� Matt Martin – Guidance Counselor, SSHS
Why he’s the BEST: A key leader in expanding CTE programs and dual credit opportunities for students.
�� Kent Taylor – Principal, Jasper Elementary (Retired)
Why he’s the BEST: Always puts kids first. Known for his fun spirit, growth mindset, and daily morning greetings in silly hats.
�� Preschool Staff
Why they’re the BEST: Saints with the patience of angels. Their dedication and care for the youngest learners is unmatched.
Greetings IASP members!! It’s certainly been a busy school year! On behalf of the IU Bloomington School of Education, we thank you for your strategic leadership focused on community-based learning and support of all learning needs. I have appreciated your support of the Fast-Track Online IUB Transition to Teaching (Secondary and Special Education) Programs. Our cohorts excel due to superior clinical and student teaching supervision coupled with practitioner-based online instructors with highly qualified terminal degrees and successful recent careers in mid-western schools! IUB Transition programs cater to flexibility and wrap-around support for aides and Teachers of Record serving on emergency teaching licenses! Our Special Education Transition program enrollment quadrupled in 2024-25 while maintaining a strong peer and professor-student connection. Please access our website here and share widely!! The next cohort begins August 2025 with an application deadline of July 15. Fast-Track Special Education License –Transition to Teach (Online): Licensure Programs: Graduate Programs: Academics: School of Education: Indiana University Bloomington I hope you have some time to recharge and enjoy your summer.
The Best of 24/25 is often measured by those who made it through the year and can recognize and appreciate the journey.
Dr. Julie Powell Assistant Professor Ball State University
Since I am a faculty member at Ball State University, I had the privilege of attending our Spring Graduation on May 3. The event is normally held outside, but the rainy weather forced the officials to determine it would be best held inside at Worthen Arena. Honestly, making that decision was the right one even though it impacted 2,800 students and all their families who attended. By moving inside, everyone could participate in the ceremony without worrying about umbrellas, graduation caps being wet, and your hair being messed up.
As a former school administrator, the first group I thought of was all of the event “worker bees” and how much pivoting they had to do in a short period of time to move a ceremony of that magnitude inside - flowers, chairs, podiums, bathroom facilities, communication, parking, etc. I am bringing this up because despite the quick change, the ceremony went off very well and I know that because I saw the faces of happy students and proud parents throughout. I recalled how JOYOUS it is to be a student who is graduating and to feel the
pride of accomplishment that goes with seeing your hard work pay off. At one point during the ceremony, President Mearns recognized and spoke about 34 individual students who had achieved a 4.0 throughout their entire time in college. I was stunned! There are students who receive ALL A's in college? Wow! What an accomplishment. But the truth is, I knew that every student there had a story and a journey to tell that was equally compelling and deserving of recognition.
I specifically interacted with two young ladies behind me who beamed with smiles throughout the WHOLE ceremony. Afterward, I mentioned to them how happy they looked, and they both told me they graduated as teachers, and both have jobs lined up for the fall teaching in special education. Another student sitting nearby confirmed his career path and then made sure the girls knew they were “all going out later" to celebrate. The magic of education happens in daily moments of discovery, friendship, and growth for students AND for staff.
Before you head out YOUR school doors for this school year, take time to celebrate. Celebrations matter.
Emphasize the power of reflection and recognition in leadership. Briefly note the challenges of the year—but shift focus to the wins, resilience, and growth. Share how intentional celebration fosters morale, retention, and a culture of appreciation. Celebrating student achievement is also celebrating STAFF achievement. If you had first year teachers who made it through the year with a lot of learning and growth - awesome! You could tell the story of staff who showed up in big and small ways throughout the year—like staying late to comfort a grieving student, attending every game or play, or personally calling home to celebrate student wins. Highlight how their presence and personal touch created a ripple effect of trust and belonging. Talk about culture and remind staff of a fun activity or PD that made a difference. Honor EVERYONE on the staff (office staff, bus drivers, paraprofessionals, custodians, kitchen staff, etc.) with a personal note or a treat. Focus on joyful, everyday moments that made the school year feel special and allow staff to contribute their success stories to each other in small groups or at a staff meeting.
Offer a few prompts such as:
What moment this year made you pause and smile? Who in our building deserves a thank-you letter? What risk did you or your team take that paid off?
One thing I liked to do at our district end of the year staff meeting was buy two dozen roses and ask any staff who felt like coming forward to take a rose and give it to someone and share with that person WHY they were giving it to them. It was simple but sweet and made people feel good. The reason could be big or small and was often very personal and special for the giver to be able to publicly recognize someone.
As you work hard to recognize and celebrate others, don’t forget that YOU also made it through the year. Whether it was your first year as an administrator or you are a seasoned one, you faced several moments along your year that were wonderful, difficult, new learning for you, frustrating, where you made mistakes and where you made someone’s day. We are not perfect but if you showed up for yourself and for your staff and did your best, celebrate that. Leadership matters.
As you head to summer, ask yourself:
What energizes you? Find time for that. What drains your energy? Leave that at the door. What rhythms make your day feel manageable, joyful, and sustainable? KEEP DOING THAT!
IPLI Updates
Dr. Kelly Andrews Director
Indiana Principal Leadership Institute
IPLI is a premier professional development opportunity for Indiana's practicing principals. We support and encourage you and provide growth in your leadership as we learn, lead, and connect.
The Best of the Indiana Principal Leadership Institute for 2024-25
The Indiana Principal Leadership Institute (IPLI) continues to be a beacon of excellence in educational leadership, and the 2024-25 cohorts have been no exception. This year, IPLI has focused on several key areas to enhance the leadership capacities of principals across Indiana, ensuring they are well-equipped to foster positive changes in their schools.
One of the standout features of this year's program has been the emphasis on building leadership capacity Principals have engaged in intensive seminars designed to enhance their strategic planning, decision-making, and team management skills. These sessions have provided principals with the tools they need to lead more effectively and inspire their staff and students.
Effective communication is at the heart of successful leadership, and IPLI has prioritized this by offering specialized training in improving communication Principals have learned techniques for better engaging with their school communities, including parents, teachers, and students. This communication focus has helped build stronger, more cohesive school environments.
Another highlight of the 2024-25 program has been the focus on instructional leadership. Principals have participated in action research projects aimed at improving their leadership, classroom instruction, and student outcomes. These projects have allowed principals to apply new strategies in real-time, fostering a culture of continuous improvement within their schools.
IPLI has also addressed the importance of work-life balance, recognizing the demanding nature of school leadership. Through first-year seminars, principals have explored strategies for managing stress and maintaining personal well-being. This holistic approach ensures that leaders are effective in their roles and maintain a healthy balance
between their professional and personal lives.
Engaging with the broader community has been another key focus. IPLI has emphasised building relationships with community stakeholders, stressing the importance of collaboration and partnership. These efforts have helped principals to create more inclusive and supportive school environments.
The 2024-25 Indiana Principal Leadership Institute cohorts exemplify the best educational leadership. By focusing on building leadership capacity, improving communication, enhancing instructional leadership, promoting worklife balance, and fostering community engagement, IPLI continues to empower principals to lead their schools to new heights.
IPLI 2025
IPLI welcomes the Indiana principals and mentors to Cohort 13, who will launch their two-year leadership journey on June 25-26, 2025, in Terre Haute near the Indiana State University campus. They will be joined by the mentors, principals, teacher leaders of Cohort 12, and IPLI graduates to hear keynote speakers Dr. Patrick Hardy, Dr. Steve Gruenert, Dr. Todd Whitaker, Dr. Mario Acosta, and Dr. Ryan Donlan. These elite educational leaders and authors will energize and encourage our Indiana principals for the upcoming year with skills and tools to enhance their leadership.
IPLI Graduates are invited to sign up for the Leaders Learning Together series, allowing them to join any cohort sessions throughout the year. To register, visit www. indianapli.org and select IPLI Extended. We also encourage you to bring your staff along.
These are exciting times to be an Indiana school leader!
To learn more about IPLI, please visit our website, www. indianapli.org, or connect with Dr. Kelly Andrews, Director, at kelly.andrews@indstate.edu to learn more about the IPLI program. Don't miss this opportunity to join a community of dedicated leaders committed to excellence in education.
The new Indiana Career Apprenticeship
Claire Fiddian-Green President & CEO of the Richard M. Fairbanks Foundation
Pathway creates more options for Hoosier students to access education
Indiana students face a pivotal moment. By 2031, nearly threequarters of jobs will require some form of education or training beyond high school. Yet today, only 39% of Hoosier adults hold an associate degree or higher. To close that gap, Hoosiers need more options to prepare for what comes after high school –and those options should start well before graduation.
Through my role as president & CEO of the Richard M. Fairbanks Foundation – which has three focus areas, one of which is education – I have spent nearly 10 years studying Switzerland’s world-renowned vocational and professional education and training system, also known as VPET. The system consists of vocational education and training (VET) programs for high school students that include a paid apprenticeship combined with classroom instruction, and professional education and training (PET) programs for adults that provide specialized training to support working adults as they progress up the career ladder.
Today, about 30% of Swiss high school students attend a threeyear college preparatory high school and then enroll in a fouryear university, while the other 65-70% participate in a VET program that averages three years and starts in the 10th grade. VET students, also called apprentices, spend about 1-2 days per week in school and 3-4 days per week in the workplace for the entire duration of their program. Importantly, VET programs are available in about 240 occupations that span the entire labor market, from healthcare to manufacturing to banking to construction. Students who graduate from VET programs earn a federally recognized diploma and are well-prepared to enter the workforce in good-paying jobs at about the age of 19. About one-third of VET graduates decide to enroll in university and enter at the same age as students who opted for the college preparatory high school route. With a lower unemployment rate and higher levels of post-secondary attainment, all Swiss benefit from the country’s VPET system.
Since late 2023, I’ve had the privilege of co-chairing CEMETS iLab Indiana, a coalition of more than 300 Indiana leaders from business, education, government, and the nonprofit sector, that has begun designing and building a new statewide education and training pathway similar to the Swiss VPET system.
The Indiana Career Apprenticeship Pathway – or INCAP
for short – is offered in two ways. The foundation of INCAP is a multi-year apprenticeship program that begins in high school and combines classroom learning with paid on-the-job education and training. INCAP also includes education and training programs for adults. Essential to INCAP’s design is ensuring high school apprenticeship program graduates can enroll in college if they choose. The ultimate goal is to build a system with many education and training pathways and no dead-ends.
For INCAP to be successful, it is critical for employers and educators to work together. Employers must identify the roles they need to fill and the skills those roles require, as well as commit to hiring and training students. At the same time, educators will need to partner closely with employers to ensure the classes students take align with their chosen occupation and build high school schedules that allow students to spend three to four days per week in the workplace.
Recently, iLab member Andy Allen, principal of Batesville High School, presented about what his school has done to enable students to pursue work-based learning. BHS follows a block schedule with four 90-minute classes each day. Depending on which week it is, the schedule allows students to spend 2-4 days/week doing on-the-job training with an employer. This is the kind of high school schedule most INCAP students will need.
One concern I’ve heard and would like to address is that the goal of the Indiana Career Apprenticeship Pathway is to replace the traditional path from high school to college, and that couldn’t be further from the truth. Instead, INCAP is designed to complement the existing high school-to-college pathway by offering new opportunities to students who could benefit from work-based learning, including those who may otherwise have opted not to attend college.
A key benefit is that INCAP creates more education and training options, and students – with the support of their parents and teachers – have the choice to decide what option is best for them.
If you’re interested in learning more or joining our work, please visit iLabIndiana.org
Fiddian-Green is president & CEO of the Richard M. Fairbanks Foundation, whose mission is to advance the vitality of Indianapolis and the well-being of its people.
Kids Caring & Sharing Update
Susan Miles Program Officer, Kids Caring & Sharing TM
Riley Children’s
Foundation
smiles@rileykids.org
Every Child Deserves Riley: The Campaign for Riley Children’s
Health
Indiana K-12 schools are already playing an influential role within the $300 million comprehensive campaign to raise funds supporting five key priority areas for Riley Children’s Health before June 30, 2027. Gifts from school fundraising supporters are included as part of more than 70,000 unique donors to Riley Children’s Foundation in 2024-2025. At the heart of it all, we share an intrinsic desire to make a difference and improve our community.
Two amazing examples of the power of philanthropic engagement were highlighted for me this past month in a wonderful summation of the 2024-2025 Kids Caring & Sharing year.
Principal Donnie Turner and his Mount Comfort Elementary School community reintroduced a beloved “Doughnuts with Mr. Davis” gathering as part of their Riley campaign to achieve Red Wagon Booster status this year ($3,000 or more). Former co-workers and students – now with their own children and grandchildren at the school - all came out to celebrate with beloved retired principal and stalwart Riley ambassador Phil Davis joining in on songs and program responses as though no time had passed. And the community rallied and carried the school over their Riley campaign goal!
Once challenging 4th grade students from Milford School found a unique way to channel their excitement into civic engagement prompted by a very special classroom reading area over eight years ago. With an original $500 goal to purchase books for the children at Riley Hospital, the students surprised themselves by raising more than $11,000 in the project’s first year 2016. At the end of that school year former Indiana Superintendent of Schools Glenda Ritz and the now retired Wawasee Community School Corporation Superintendent Tom Eddington accompanied the students, classroom teachers, and a box truck filled with books to Riley Hospital’s Block Family Library to celebrate their amazing accomplishment and gift $1,924 establishing the Kehoe Kids book cart to honor former teacher Diane Kehoe.
Today the Kehoe Kids cart is responsible for over 50% of the Riley library’s book circulation. Annual Kehoe Kids fundraisers led by two of the original 4th grade philanthropists have accumulated gifts totaling nearly $35,500 for the library. Now
college sophomores on track to becoming a nurse and a public health administrator, Jaci and Emma, their families, Wawasee HS principal Geoff Walmer, and Kehoe family members gathered at the Riley library again this May to celebrate the final Kehoe Kids gift presentation.
Walmer noted that the original 4th grade Milford School class grew into one of the most responsible and trustworthy classes of students in his career as principal and the Kehoe family expressed interest in continuing support for Riley Hospital outside of the school’s philanthropic engagement. Amazing the ripples that come from a shared philanthropic spirit!
Before you “leave” for the summer
Please don’t turn out the lights in your school treasurer’s office before you post your final Kids Caring & Sharing check for 2024-2025 to our secure lock box. All school gifts postmarked no later than June 30, 2025 will be included in the year’s KCS participation recognition. That includes consideration for the new $10,000, $20,000 and $40,000 Milestone Banners, Indiana Association of Student Council and Sunshine Society Gold Banners and Riley and Red Wagon Corporation status.
Riley Children’s Foundation P.O. Box 3356
Indianapolis, IN 46206-3356
Attn: KCS/Susan Miles
Leaping into KCS 2025-2026
School fundraising and recognition celebrations are already populating my early 2025-2026 calendar. I will also begin building online campaigns for schools and school corporation initiatives starting in July. If your school or school corporation is considering adding a personalized online fundraising opportunity to your Riley campaign for your school/school corporation, please reach out to me at smiles@rileykids.org and I can help you have that ready to go for school year 2025-2026.
Best wishes for a restful and rejuvenating summer!
KGR Law Briefing
Séamus Boyce Attorney Kroger Gardis & Regas, LLP
Keith Butler Associate Attorney Education Law & Policy
Kroger Gardis & Regas, LLP
Establishment Clause and Social Studies
As you transition into summer mode, we think it is high time for you to review how you teach about religion as we are reading the tea leaves that the Supreme Court of the United States (SCOTUS) will have increasing tolerance for incorporating religion into public school curriculum. In this article, we review a recent case, Hilsenrath v. School District of the Chathams (3rd Cir. 2025), regarding a parent’s claim that a school’s instruction on Islam in a seventh grade World Cultures and Geography class violated the Establishment Clause of the First Amendment.
The class covered many regions of the world so students could “gain a greater sense of the world around them” and “become active and informed global citizens.” The part of the course covering Islam was from a section on the Middle East and North Africa. Students were instructed on “Making Generalizations with Content” and that at least some generalizations are invalid or faulty.
The curriculum included a five-minute video about Islam in Q&A format:
■ “What is Islam?” “Faith of divine guidance for Humanity, based on peace, spirituality and the oneness of God.”
■ “Who is Allah?” “Allah is the one God who created the heavens and the earth, who has no equal and is all powerful.”
■ “Who is Muhammad (S)?” “Muhammad (Peace be upon him) is the last & final Messenger of God. God gave him the Noble Quran.”
■ “What is the Noble Quran?” “Divine revelation sent to Muhammad (S) last Prophet of Allah. A Perfect guide for Humanity.”
■ “What does history say about Islam?” “Muslims created a tradition of unsurpassable splendor, scientific thought and timeless art.”
A second video entitled “The Five Pillars of Islam” is a cartoon featuring Alex (who is not muslim) and Yusuf (who is). Alex asks Yusuf questions about Islam and Yusuf responds, “Muslims believe that there is only one God, whose name is Allah and who is the creator of everything.” The video concludes with Yusuf inviting Alex to join him in prayer and the video provides an email address and website where viewers can “organize a mosque tour, or order an information pack.”
Judicial interpretation of the Establishment Clause is in a state of flux. Despite being part of the First Amendment, the Establishment Clause only began to apply to state and local governments, including public schools, in 1947 when it was incorporated as part of the Fourteenth Amendment right to Due Process. The Court established a test in Lemon v. Kurtzman (1971) which became known as the Lemon test that examines whether the government practice has: (1) a secular purpose; (2) principal or primary effect advanced or inhibited religion; and (3) an excessive entanglement of the government with religion. However, SCOTUS muddied the water, including by assessing whether a reasonable observer would conclude that the government was endorsing religion or the “endorsement test” from Lynch v. Donnelly (1984) and Allegheny County v. ACLU (1989).
In a relatively recent SCOTUS case that received a lot of attention, Kennedy v. Bremerton School Dist. (2022), a public school football coach brought a claim based on the Free Exercise (from the First Amendment as well) involving his right to pray on the football field after a game. However, one of the issues was whether allowing him to pray put the public school out of compliance with the Establishment Clause. In the Court’s opinion, it explicitly overruled the Lemon test. The Court “instructed that the Establishment Clause must be interpreted by reference to historical practices and understandings.” The Court then described telling traits or “hallmarks” of violations of the Establishment Clause:
First, the government exerted control over the doctrine and personnel of the established church. Second, the government mandated attendance in the established church and punished people for failing to participate. Third, the government punished dissenting churches and individuals for their religious exercise. Fourth, the government restricted political participation by dissenters. Fifth, the government provided financial support for the established church, often in a way that preferred the established denomination over other churches. And sixth, the government used the established church to carry out certain civil functions, often by giving the established church a monopoly over a specific function.
(Emphasis added.)
The Third Circuit in Hilsenrath applied the Kennedy case on whether the instruction on Islam in the
World Cultures and Geography class violated the Establishment Clause. They looked at the “hallmarks” listed in Kennedy. The Plaintiff alledged that the school engaged in coercion by direct proselytizing and engaging in non-neutrality.
Regarding coercion, the court found that it must examine “the whole record to discern the ‘proper context’ in which an ostensibly religious activity took place.” In this case, the section covering Islam was part of a secular education program that covered many topics including other religions such as Christianity, Judaism, Buddhism, and Hinduism. The section on the Middle East and North Africa was integrated into the curriculum. The court also noted that the materials were presented in an academic rather than devotional context.
Examining the non-neutrality claim, the court points out that there is no specific rule that mandates equal treatment of religions in curricula. However, even if such a rule existed there was not sufficient evidence to show favoritism. The class itself introduced students to Christianity, Judaism, Buddhism, and Hinduism. Additionally, students in the school district learn about various religious holidays such as Hanukkah and
Christmas.
Finally, the court notes that generally the proper venue for curriculum decisions is the local school board and that federal courts only get involved if there is an allegation of constitutional violations. Since they did not find any constitutional violations, the school won the case.
What is the legal lesson from this brief?
After Kennedy there is some uncertainty in how the Supreme Court will interpret future Establishment Clause cases. However, this Third Circuit decision provides insight into current Establishment Clause analysis. As with other potential controversial topics, schools are on the safest ground when the curriculum sticks to the facts. A court will likely look at the full context of how religion was discussed including whether it was part of a larger secular education program.
We at the KGR Legal Help Desk are here to address these and any non-personal employment legal issues for IASP members. Until the next KGR Law Brief, enjoy the summer!
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After surviving a long school year, reward yourself by doing something that’s good for you and your financial well-being such as making sure your insurance and retirement plans are still on track.
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