Fall 2013

Vol. 9, No. 1 Fall 2013

Principal Navigator The magazine of the Ohio Association of Elementary School Administrators serving Ohio’s pre-k, elementary, middle level, and central office administrators

Educators

on the Forefront of Change

presents...

LITERACY

LIVE

57th Annual Professional Conference & Trade Show Live from Kalahari Resort in Sandusky, OH June 17–18, 2014

We are thrilled to announce the 2014 Professional Conference theme: Literacy LIVE. Thee conference is set for June 17–18, 2014, back at Kalahari Resort.

The OAESA Professional Conference Committee has some exciting new changes planned for the upcoming conference, including more clinics than ever, a new awards celebration, and a free “unconference” on Monday afternoon.

There may even be a live performance or two in the works.

Stay tuned!

We invite you to share YOUR professional experiences, observations, and research with your colleagues by writing an article for the Principal Navigator magazine.

We are currently looking for articles on the following topics: Winter 2014 Issue Higher Expectations for All Due October 31, 2013 This issue will focus on the Common Core and Rtl.

To submit an article, email navigator@oaesa.org for guidelines.

Thank you for your contributions!

We could not produce this magazine without them!

Vol. 9, No. 1 Fall 2013

Principal Navigator

The magazine of the Ohio Association of Elementary School Administrators serving Ohio’s pre-k, elementary, middle level, and central office administrators

Feature Articles 6 Framing Your School’s Culture

by Jeromey M. Sheets, EdD & Paul G. Young, PhD

24

Ten Ideas to Move Innovation Forward

by George Couros

28

Improve School Culture, Close the Achievement Gap, and Gain More Instructional Time

by Matthew Brenner

34

Professional Learning Communities: The Process for Strengthening the School Culture in Your Building

by Karen Bachman, EdD

38

A Climate of Customer Service

by Roy Swanson

Table of Contents 30

Central Office Connection Becoming a FIP School

by Virginia Ressa

32

Legal Report Sexual Harassment in the Schoolhouse

by Dennis Pergram, esq.

38

Health Issues A Growing Problem: Human Trafficking

by Ann Connelly

OAESA Board of Directors

40

Legislative Report Positive Behavioral Interventions and Supports

by D. Mark Jones

20

OAESA Chalkboard: News from the Association

42

Positive Beauty

22

Middle School Matters Staying in Sync

by Allison Goedde, EdD

44

Tips for a New Principal

by Bill Carozza

26

Elementary Essentials Ready Students and Ready Schools Needed for Success

by Mary Kay Binder

46

Sorry...We’re BOOKED

48

New Members

50

Your OAESA Honors

52

Q&A with Sarah Soboleski President of United Way Club Connect

3

Executive Director’s Exchange

by Julie Davis, EdD

5

Letter to the Editor

9

SAIL for Education Change: A Teacher’s Perspective

by Mary Crabtree

10

Highlighting a PrinciPAL Elizabeth DiDonato

12

A Cultured Conference

by Audrey Carson

16

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SILVER Members

Amplify Learning California Casualty’s A+ Auto & Home Insurance Lexia Learning Systems Rowland Reading Foundation

BRONZE Members

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State retirement plans are a moving target Horace Mann helps you help your employees. Horace Mann tracks the system for changes. Our agents also offer educator workshops to explain the plan and answer questions.

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2 w Principal Navigator

Principal Navigator

Executive Director’s Exchange

by Julie Davis, Ed.D.

OAESA Board of Directors President, Elizabeth DiDonato, Claymont City Past President, Jeromey Sheets, EdD, Lancaster City President-Elect, Kevin Gehres, Van Wert City NAESP Representative, Kenneth Bernacki, West Geauga Local Zone 1 Director, Teresa Snider, Vinton County Local Zone 2 Director, Sean McCauley, EdD, Cincinnati City Zone 3 Director, Stephanie Klingshirn, Mississinawa Valley Zone 4 Director, Heidi Kegley, Delaware City Zone 5 Director, Troy Armstrong, Wauseon Exempted Village Zone 7 Director, Gretchen Liggens, Cleveland Metropolitan Zone 8 Director, David Rogaliner, Chardon Schools Zone 9 Director, Cynthia Brown, Jackson Local Zone 10 Director, Timothy Barton, South-Western City Middle School Rep., Barbara Werstler, Twinsburg City Central Office Rep., Daniel Graves, Columbus City Urban Rep., Charita Buchanan, Cleveland Municipal

This change is just right. ~Goldilocks Some of you may remember the above title from my Spring 2008 Principal Navigator article. I wonder what Goldilocks would think of all the changes educators in Ohio are implementing right now. This graphic provided by the Ohio Department of Education clearly illustrates the number and timing of some of the many changes you are leading:

What’s Changing in Ohio Education New Learning Standards

Educator Evaluations

Next Generation Assessments

School and District Report Cards

1. JUNE 2010:

1. 2010:

1. SPRING 2013:

1. AUGUST 2013:

Ohio adopts new learning standards.

Ohio Principal Evaluation System (OPES) model pilot begins

Assessments for Grades 3-8 and High School Graduation

Grades on nine measures

2. AUTUMN 2012:

2. 2011:

2. OCTOBER 2013:

Ohio districts begin implementing redesigned curriculum for new learning standards.

Ohio Teacher Evaluation System (OTES) model pilot and statewide training for principal evaluators begin

Assessments for Grade 3 Reading and High School Graduation Tests

2. AUGUST 2014:

Editorial Committee Jeromey Sheets, EdD, Lancaster City, chair Keith Helmlinger, Sidney City Laurie Vent, Upper Sandusky Exempted Village Tammy Louise Wagner, Carey Exempted Village Dr. Charles Wilkins, retired Paul Young, PhD, retired Stephen Zinser, Cincinnati Archdiocese

3. SPRING 2014: 3. AUTUMN 2013:

3. JUNE 2012:

Fully implement new learning standards in math, English language arts, science and social studies.

Statewide training and credentialing for teacher evaluators begins

4. AUTUMN 2014: Deadline to implement new learning standards.

SAIL Staff Tyler Carson, Advisor, SAIL/Univ. Partnerships Melissa Butsko, Advisor, SAIL/Univ. Partnerships Unless otherwise noted, all articles published in the Principal Navigator become the property of OAESA and may not be reprinted without permission. The articles published in the Principal Navigator represent the ideas and/or belief of the authors and do not necessarily express the view of OAESA unless so stated. Advertising inquiries should be addressed to OAESA (Telephone: 614/794-9190, FAX: 614/794-9191, Email: info@oaesa.org).

The Principal Navigator (ISSN 1088-078X) is published three times per school year by the Ohio Association of Elementary School Administrators, 2600 Corporate Exchange Drive, Suite 168, Columbus, OH 43231. Subscriptions are available only as part of membership. Annual membership dues in the Association are $250 of which $30 is for a year’s subscription to Principal Navigator. Periodicals postage paid at Westerville, Ohio and at additional mailing offices.

POSTMASTER: Send address changes to Principal Navigator, Ohio Association of Elementary School Administrators, 2600 Corporate Exchange Drive, Suite 168, Columbus, OH 43231.

OAESA is affiliated with the National Association of Elementary School Principals (NAESP).

3. AUGUST 2015: Grades and reports on 17 measures; Grades for six categories and overall grade

4. AUGUST 2016: 4. OCTOBER 2014: Next Generation Assessments

4. AUTUMN 2012:

Grades and reports on 18 measures; Grades for six categories and overall grade

Statewide credentialing for principal evaluators begins

5. JULY 2013: Deadline to adopt evaluation policies

6. AUTUMN 2013:

OAESA Staff Julie Davis, EdD, Executive Director D. Mark Jones, Associate Executive Director Kathy Windau, Membership Coordinator Audrey Carson,Communications Specialist Nancy Abrams, Business Manager/Admin. Assistant Joanne Turner, Coordinator of Office Operations Abigail Smith, Editor, Principal Navigator Tony Piehowicz, Corporate Membership Advisor

Assessments for Grades 3-8 and High School Graduation

Grades and reports on 16 measures

With certain local exceptions, OPES and OTES launched in all districts

5

2010

2011

2012

6

2013

2014

2015

2016

It is no wonder there is a sense of exhaustion and urgency. We are attempting to retool a whole workforce in a compressed timeframe, often without the resources necessary for success. Now, more than ever, an important role of an effective principal is that of a change agent, looking for a way to implement a change that is “just right.” Element 1.3 of Standard 1 of the Ohio Standards for Principals states: “Principals lead the change process for continuous improvement.” The OAESA editorial committee and I hope that the articles in this issue will be a source of information and inspiration for your success.

When analyzing the complex change process, I suggest we look at research and key concepts from both the education and the business fields. I often turn to Dr. John Kotter’s classic Eight-Stage Process of Creating Major Change as a guiding template for principals’ work around change. Thirty years of research by Kotter have proven that 70 percent of all major change efforts in organizations fail. Why do they fail? Kotter says organizations often do not take the holistic approach required to see the change through.

He advises us to: a) establish a sense of urgency b) create a guiding coalition c) develop a vision and a strategy d) communicate the change vision e) empower broad-based action f) generate short-term wins g) consolidate gains and produce more change h) anchor the new approaches in the culture It is important for principals to delve into each of these eight steps and begin to see how each would look like or sound like in his or her environment. (continued on page 4) Fall 2013 w 3

,,

Establishing a sense of urgency is an often-skipped step as we rush to get going on the work. I know I have often gravely underestimated how hard it is to move people out of their comfort zones. I thrive on change but I’ve learned the hard way that most people don’t!

Mary Crabtree’s article on p. 9 demonstrates how we must connect to people’s core values in order to create real buy-in and a sense of urgency. She reminds us to connect the change to what it will do for the students.

Kotter reminds us to build a guiding coalition to move the change forward. You don’t want to be out on that limb alone! Take time to think through who should be on the leadership team. Be mindful of both positional and personal power and be sure to build trust. Remember, it takes time to build trust, and it can be quickly dismantled. I was most successful as a principal when teachers and I were working in concert toward a common goal. I was least successful when I tried to use my positional power to push something through. Compliance is very different than actually believing and buying into a change.

The third step is to develop a vision and strategy. Think of a trapeze artist. She’s very comfortable on that platform, yet she sees her desired future on the other platform. It’s that free-falling, in-between space that worries her. It’s the same thing for those whom you are leading through a change. Make the shared vision one that is so compelling people are willing to make that leap. Support them during the free fall. And, remember, they have a long-term interest in the organization.

“We were here before you came, and we’ll be here when you leave.”

Yep, they’re probably right. Honor that! Fourth, it is important to communicate the vision very clearly and succinctly. Actions speak louder than words. Check out George Couros’s article on p. 24, where he talks about having a clear picture of the desired future.

The next step, empowering broad-based action (empowering others to act and removing barriers), is sometimes difficult for principals to achieve. Often there are organizational structures in place that does not facilitate, or are even at odds with, the proposed change. We are middle manager who may or may not, have the positional power to remove those barriers. Communicate with your supervisor and remember that you work at the pleasure of the board of education. Bill Carozza in his article, “Tips for a New Principal,” talks about the importance of this on p. 44.

Generating short-term wins creates energy and enthusiasm for a change initiative that can seem daunting. I have found that it is helpful to schedule and plan to recognize those small wins every three to six months. Wins that are recognized and celebrated provide encouragement to those mired in the change process. The celebration of those wins can also help quiet those resistant to the change.

The next step is to consolidate gains, produce more change, and not give up on the process. Too often leaders get complacent by this step and assume that the change is rooted within the organization’s culture.

In education, we often jump from initiative to initiative without providing the sustained support and accountability for real integration into the organization. This is the time to keep that urgency high and to expand the guiding coalition throughout. You’ll know you are making progress when the change becomes “that’s the way we do it around here.” You’ll know you are reaching the final step when the change is truly part of the culture.

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References ®

Kotter, J. P. (1996). Leading change. Boston, MA: Harvard Business School Press.

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Letter to the

Editor Inspire Others to Be Leaders Dear Editor,

Dear Dr. Davis,

I enjoyed the article “Paying it Forward” [in the Spring 2013 issue] (p. 19) by Adda Porter about why it is important for retired principals to become “Principal’s Emeritus”. We have the knowledge and skills from successful past experiences to help our education colleagues and our community leaders to expand their talents.

Dr. Pamela Young, “Be the Best You Can Be” (p. 20–21) was right on target with her article to share your leadership with others and how important it is for principals to take an active role in the community and be visible. What great advice for principals to seek opportunities in their communities to be an active leader to help others succeed.

“Gaps in Learning and the Best Advice to New Principals,” (p. 26– 27) by Carol Riley was excellent advice about knowing your strengths and how to be ready for any opportunity that you may face. We must become better mentors to share with new principals our experiences for success.

OAESA and NAESP help us along the way.

I have been inspired to return to teaching and hopefully my thirtythree years in education and my many experiences will make me a better teacher than when I first began my career. I begin my new job this fall, and I am just as excited as when I began my first year as a teacher. Thanks to Steve Zinser with forty years of experience and others who love their job, I am inspired to work again because it is the best job in the world.

My compliments to you and your editorial board for an absolutely fabulous Spring 2013 Principal Navigator. I found this edition to not only being incredibly timely but also containing relevant, accurate, and immensely helpful content. Your Principal Navigator is a wonderful representation for the positive return on investment of assessment dues of our membership. Speaking from the field, the support and professional development of OAESA is well received and greatly appreciated.

I hope members of the association today do these three things: 1. Encourage colleagues to join OASEA and NAESP, so they can be the best leaders possible.

2. Inspire and mentor others along the way or pay it forward.

3. Become active leaders in your community and be positive influenced to others.

Thanks, John Giles Past President

Congratulations on a wonderful edition of the Principal Navigator!

Michael Tefs, EdD Superintendent/CEO Wooster City Schools

Let Us Know What You Think!

Would you like to share your thoughts with us about this issue? Do you have suggestions for the organization? Or would you like to celebrate a recent success you or a colleague has experienced in the field? Please send us your ideas, preferably in 300 words or less, to navigator@oaesa.org. To be considered for publication, you must include your full name, your title, and the name of your school. We look forward to hearing from you!

Fall 2013 w 5

Framing Your School’s Culture

by Jeromey M. Sheets, EdD & Paul G. Young, PhD

• Decision—With learning, evidence, and attitudes addressed, the foundation for effective decision making and systematic change is laid.

The LEAD process delivers a functional, sustainable approach to individual and organizational improvement that involves a disciplined and collaborative sequence of information, experimentation, feedback, and support. It can help new and veteran principals, district office administrators, teacher leaders, and other stakeholders determine a positive direction and achieve sustainable impact from change efforts.

Every principal strives to improve student test scores, behavior, safety, attendance, intervention plans, staff morale, parent involvement, and buy-in for change.

They regard these descriptors as emblematic of a positive school culture that is also well structured, orderly, safe, conducive to teaching and learning, nurturing, and welcoming. But if you were a beginning principal or a veteran that was newly assigned to a school that was lacking many of those descriptors, what would you do? Where does any principal start to frame a positive school culture?

When looking at making a systematic transformation in any organization, LEAD (an acronym originated in work by Doug Reeves and Elle Allison, 2010) provides an effective outline to structure a change process: • Learn—What learning needs to occur to lead the change process?

• Evidence—What evidence needs to be collected to support change?

• Attitude—How do learning and evidence indicate what attitudes must change?

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Learn: Assess Strengths and Weakness Never lose the focus that your school—every school—exists to teach and learn. There may be a fancy mission statement posted in the school (that hardly anyone can recite) that expounds a broader mission, but the reality is that your reason to go to work each day is to teach and learn.

Effective school culture is dependent upon the principal’s capacity to analyze what needs to be done and communicate that to members of the learning community by intentionally teaching expected values, safety practices, and organizational structures. Every principal learns by analyzing, assessing, planning, and then teaching expectations centered around five key components: • structure • behavioral and academic expectations for students and staff • powerful work ethic • trust • staff and parent empowerment

Good structure is attained by teaching and role-modeling expectations for students and adults in very detailed, specific ways. Positive behaviors can be attained when everyone is knowledgeable about expectations and encouraged to succeed. Structure correlates with organization, but it is also dependent upon shared goals, staff development, empowerment, cooperation, transparency, and effective decision-making policies.

Evidence: Establish Behavioral and Academic Expectations Shaping a school culture requires constant analysis, assessment, planning, and teaching of student behavioral and academic expectations.

To clarify behavioral expectations, staff must be taught how to supervise and manage students in classrooms, hallways, assemblies, lunchroom, media room, playground, and especially those areas that are inherently less structured than the classroom. Staff must know the parameters for making office referrals. The keys to successful student management are attaining staff buy-in, structuring the student day, teaching preventative management strategies, reinforcing pro-social behaviors, role-modeling of all desired behaviors, involving parents, and integrating a school-wide code of conduct into all aspects of daily instruction.

It’s become cliché to say that the principal sets the tone in framing school culture. Why is it cliché? Tone is an allusive concept. It’s your example, direction, standards, personality, organization, and program alignment. It’s a positive attitude. Visibility is essential. Don’t procrastinate.

Identify patterns and collect evidence of behavior that needs change (for both students and staff). Address problems and empower staff to be the disciplinarians. Keep the “monkeys” off your back. Gather good ideas when visiting other schools. Always present yourself by thinking, acting, and looking like a professional. Lead your school.

To establish academic expectations, data trends should be analyzed to determine positive and negative impacts on student achievement. An evaluation of data trends is beneficial in determining needs, direction, attitudes, professional development, and the evidence of sacred cows that need to be addressed. Data trends should be made transparent and shared with parents. By collecting evidence, principals become better equipped to change attitudes to support new initiatives.

Attitude: Teach Virtues of a Positive Work Ethic to Staff and Students Attaining student and staff trust and support is essential in leading change. Attitudinal change is most likely to occur when principals clearly communicate learning outcomes from evidence collected about the school. But more than just sharing what is gleaned from collected evidence, principals must address attitudes by clearly communicating expectations.

Attitudes are learned responses based on beliefs, values, and assumptions. Teaching expectations of a powerful work ethic should never be overlooked, both for students and adults. The principal must teach and model ten work ethic virtues.

• Attitude—the foundational virtue that is displayed through a smile, body language, manners, courtesy, habits, optimism, and enthusiasm.

• Common Sense—the ability to navigate life’s ordinary events without getting lost in fantasies.

• Competence—the mastery of a body of knowledge and skills, so-

cial skills, and a personal code of ethics.

• Gratitude—treating others fairly and in a friendly manner in accordance with the Golden Rule.

• Initiative—moving above the status quo and adding value to the school.

• Integrity—addressing examples of dishonesty and irresponsibility, celebrating honesty and integrity by simply telling the truth.

• Perseverance—teaching how to finish work that is hard or boring and how to get back up when knocked down.

• Professionalism—thinking first class, dressing first class, and acting first class.

• Reliability—punctually doing what you say you will do when you say you will do it.

• Respect—valuing authenticity, accomplishment, competence, and tolerance of differences.

To build trust in the learning community, avoid surprise items on meeting agendas, guarded communications, speculation, or motivations that generate suspicion and ultimately hinder getting things done. Trust is both a cause and an effect of school culture. The trust we have in each other reflects how we operate, and the way we operate inspires trust.

When students, staff, and parents trust each other and feel empowered, communication improves and productivity accelerates.

Parents must be involved in the development and implementation of a school code of conduct. Encourage teachers to initiate phone calls and personal contacts with parents. Develop some form of school-parent compact (a written agreement) between teachers and parents that indicates how all members of a school community—parents, teachers, principals, students, and concerned community members—agree to share responsibility for student learning. Those principals and teachers who communicate effectively reap rewards and develop a school and classroom culture that is welcoming, transparent, and respected with positive student behaviors.

Decision: Improve Decision Making Principals make hundreds of decisions daily that impact school culture. Decision-making is the fundamental work of a leader. A leader gains knowledge from a thorough learning process, and the evidence obtained from the learning supports the development of positive attitudes. The LEAD process will assist leaders in making important decisions that will benefit systematic change.

To avoid common pitfalls in decision-making processes, authors Chip and Dan Heath, in their book Decisive (2013, Crown Publishing/ Random House) identify four “villains of decision making” and provide tips to avoid them: • Narrow Framing—the “spotlight” effect, or the mistake made when limiting options for consideration. Principals need a variety of options to make good decisions.

• Confirmation Bias—seeking information that bolsters beliefs. Reality-test your assumptions.

• Short-Term Emotions—being swayed by emotions that fade. Buy time before making emotionally-charged decisions.

• Overconfidence—placing too much faith on predictions. Even if you may be correct, prepare a Plan B for those instances when you will be wrong.

Fall 2013 w 7

The principal’s inability to make timely decisions can erode a school culture. Procrastination increases stress and leads to disruptions, crisis, severe loss of personal productivity, and social disapproval for not meeting responsibilities or commitments. Some view procrastinators to be lazy, lacking willpower, or possessing low ambition. Others associate procrastination with perfectionism. Work with your mentor to develop defense and coping mechanisms against procrastination.

Summary So how might you better shape your school’s culture? The LEAD Process will provide structure to your strategies. Conduct research about your school. Collect and analyze performance data indicators. Visit other schools. Discuss the implications and your ideas for change with other principals. Talk with your mentor. Share your vision of school culture.

Become active in your professional associations where you can expand your learning opportunities.

No matter where you are in your career and no matter what decision you are facing, you must effectively lead change processes. School culture is impacted by the decisions you make. Learn, find supportive Evidence that will assist in changing Attitudes to reach your ultimate goal of making Decisions that are best for your school.

Muhammad, A. (2009). Transforming School Culture: How to Overcome Staff Division.

Bloomington, IN: Solution Tree Press.

Reeves, D., & Allison, E. (2010). Renewal Coaching Workbook. San Francisco: Jossey-Bass.

Sheets, J., Knight, D., & Young, P. (2005). Mentoring Principals: Frameworks, Agendas, Tips, and Case Stories for Mentors and Mentees. Thousand Oaks, CA: Corwin Press.

Whitaker, T. (2003). What Great Principals Do Differently: Fifteen Things That Matter Most.

Larchmont, NY: Eye on Education.

Young, P. (2008). Promoting Positive Behaviors: An Elementary Principal’s Guide to Structuring the Learning Environment. Thousand Oaks, CA: Corwin Press.

Jeromey Sheets, EdD, is the principal of Tallmadge Elementary School in Lancaster City Schools. He is the current Past President of OAESA. Paul Young, PhD, is a retired elementary principal (Lancaster) and a past president of both OAESA and NAESP. He is most recently retired as President and CEO of the National AfterSchool Association. Drs. Sheets and Young have engaged in a mentoring relationship for more than ten years. They presented a well received workshop on this topic at the 56th Annual Professional Conference and Trade Show held at the Kalahari Resort in Sandusky. They can be reached at: j_sheets@lancaster.k12.oh.us and paulyoungohio@ gmail.com.

Suggested Readings Chester, E. (2012). Reviving Work Ethic: A Leader’s Guide to Ending Entitlement and Restoring Pride in the Workforce. Austin, TX; Greenleaf Book Group Press.

Heath, C. & D. (2013). Decisive: How to Make Better Decisions in Life and Work. New York: Crown Publishing /Random House).

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by Mary Crabtree

Change: A Teacher’s Perspective

George Bernard Shaw said, “Those who cannot change their minds can’t change anything.” That is what embracing change is really all about; it’s about learning how to change your mind. When you are a leader and big changes are needed, it’s crucial to not only lead the change but you must help others see the value that comes with changing both their minds and practices. Embracing change is easy when you see the how the change will benefit you. But when others are needed to make that change a success, how will you show them that former comfort zones and old ways of being and doing must be given up so that a full shift can happen?

As a teacher I am aware of the desire to find a comfortable “zone” in which to work. I like challenge and new ideas. In my classroom, however, I desire a sense of routine that allows both my students and me to function easily from day to day. This routine provides us all with a sense of safety—a way of being that helps us shed any worry and get down to the business of learning. We don’t have to think about routine things, consider whether rules will change, or spend time thinking about how we will be; we just do our work, teaching, and learning within that zone.

And, of course, that same sense of comfort is something I have embraced around the rules of my profession. I know what to expect when an evaluation occurs. I have a contract to explain the rules of my job. There are ethics rules through which I can monitor my professional conduct and a myriad of “things” that help me know I am on the right course. I don’t have to spend time thinking about these things; they are consistent and steady. I can feel free to be the best teacher I can be because I don’t (well, I didn’t) have to think about these things.

Enter Ohio’s many changes in the past few years. Changes in the rules came fast and furious. There were changes in testing, changes in evaluation, changes in standards, changes in our schools’ “grade cards,” and even changes in teacher licensure! All of a sudden, my comfort zone— that one thing I always knew would be the same—wasn’t! In my role as a member of our district’s Race to the Top team, I saw the changes coming and knew I’d have to embrace them in order to help others find a way to accept them. So, where to begin? Jow would I step out of my comfort zone, learn to accept the changes, change my mind, and then help my colleagues become comfortable enough to change their minds as well?

Leading change is easier when a teacher can see how those changes help his or her students. For example, as soon as I began to embrace

the Common Core Standards and guide all my teaching from those standards, I could see my students make leaps in learning. When this happened, I recognized the benefit of the change, and it was easy to share my enthusiasm for those changes with my colleagues. Practical examples of implementing change are beneficial as well. Making time for teachers to share ideas, such as a common planning time or “talk time” during professional development days, allows teachers to create a team environment that helps everyone learn and grow.

Time seems to be the biggest hurdle to overcome all of the changes.

Each change brings about a sense of urgency for teachers. We are, after all, charged with not only implementing the changes but doing so in “real time,” while teaching our students and not missing a single step along the way. So, when thinking about any change, it is very important to recognize the time factor for teachers? In any other profession, if there are changes, the work of changing happens as a part of the work itself. In teaching, the work is teaching, and changes happen outside of the work.

Whenever possible, it is important to recognize the time factor and provide time for teachers to process and plan for changes. This eases anxiety, decreases the sense of desperation, and allows for thoughtful implementation, thus improving the overall acceptance of change.

Change can feel threatening. Ohio’s new evaluation system is a good example of this. There are so many factors that come into play with the new system, and it is a huge shift for many teachers. A key to helping teachers accept this change is communication. Teachers must take responsibility for learning about the new tools and understanding the system. Teaming up with administration and piloting the tool can go a long way to easing some of the fear that comes with this change. When a teacher has been a “guinea pig” in a pilot program, he or she can share his or her experience with others, discuss the process, share ideas about making it easier, and encourage his or her colleagues to embrace both the tools and the process itself. Any time someone else has done what you are about to do and can tell you it “wasn’t so bad,” it makes the process a little less scary.

Our job as teachers is to help our students learn and grow in an everchanging world. We encourage them to think outside the box, to stretch and try new things, and to embrace new ideas. We help change minds and shape attitudes every day. Now it’s our turn to make some changes, and we also need the help of our “teachers.” We need encouragement, communication, and good leadership, so we can do that which we ask of our students. Yes, we are good at leading change for our students, and we only ask that our “teachers” help us as we change too.

Fall 2013 w 9

Highlighting a PrinciPAL Elizabeth DiDonato OAESA President

with principals outside my district as well. The information and experiences they share are invaluable to me in keeping current and preventing stagnation.

We ALL work together and learn from each other. If we were playing a game on television, emails to them would be my “phone a friend.”

Eastport Elementary where Elizabeth is principal.

1) Tell us a little bit about your background.

After twenty years as a Radiologic Technologist, I decided that I just didn’t want to be doing that the rest of my life. Right out of high school, I attended Ohio State to be a teacher. Instead, I trained to take x-rays.

As my dream to be a teacher continued to haunt me—even in my late 30s—with the help of some friends, I decided it really wasn’t too late to realize my dream. So back to college I went. I graduated from Kent State University in December of 1990 and got a teaching job three days before school started in 1991. My original master’s degree came from Ashland in curriculum and instruction. The addition of my administration license came in 1999–2000. I was hired to be principal at Eastport Elementary in the fall of 2000 and am still here today.

I joined OAESA during my administrative internship, and I have been a member ever since. I became actively involved, first as a county representative, and then as a zone director. After that I moved on to become president-elect and am currently the president of the association for the 2013–2014 school year.

2) Being a principal can be a lonely job at times. How do you stay connected to colleagues and keep current with what’s going on in the field of education today?

I feel it is safe to state that keeping in touch with colleagues helps us all keep our sanity. I am fortunate enough to work in a district where there are two other elementary principals. We all work well together and trust each other, so bouncing ideas off each other makes it nice. Through my affiliation with OAESA, I have developed friendships and relationships 10 w Principal Navigator

3) The theme for this issue is Educators on the Forefront of Change. What current issues do you perceive are the three biggest challenges to administrators? Do you have any advice about how to handle these problems?

Belonging to a district that is NOT a Race to the Top District (RttT), I believe my perceptions of the challenges could be a little different than those of many of the other members; however, I believe that assimilating all of the changes in teacher evaluations, testing, curriculum, and keeping abreast of the everyday changes from ODE are huge. Any one of those things would constitute a lot to deal with, but having to deal with all of them at once is monumental. As I have listened to colleagues who are in RttT schools, I believe they have already experienced what those of us who are not RttT Schools are experiencing now.

Overwhelming frustration over deadlines, worry about evaluation results in connection with job security, and fear that students will not demonstrate progress and will be deemed as inadequate are all realities that we must deal with AND help our teachers through. I don’t recall a time when so many things have hit educators so hard all at the same time. Learning what I need to know to meet the new requirements, attempting to gen-

Can you spot the principal?

goals of the organization and the direction we should go. As we watch legislation and keep up with the latest laws and mandates, our goals for the upcoming school year continue to focus on advocacy, networking, professional development, and membership.

7) Now more than ever, it seems administrators need OAESA. Why do you think it’s important to get involved with the organization? What can members do right now to become more active?

At this pivotal point in education, principals need OAESA more than ever. Our voice has to be heard in Columbus and Washington, D.C. With our state and country’s leaders taking education in directions we never thought we would go, OAESA is here for YOU, advocating for US. The services provided for us ensure that we are taken care of as best as possible.

Involvement guarantees us that we are not alone, and OAESA’s Dr. Julie Davis, Mark Jones, Elizabeth DiDonato, and Kevin Gehres at the NAESP the networking provides us the opportunity to learn from colleagues who have “been there” or are going conference this past July. through similar experiences. tly guide the teachers quickly, and trying To become more active, I would to help the teachers through the stresssuggest you begin by attending a zone ors have become part of the challenging, meeting (see p. 19 for this fall’s zone ever-changing daily routine. meeting schedule) where a wealth of information will be shared with you 4) OAESA has been focusing on about the critical topics in education school culture this past year. Can today as well as the chance to network you describe an ideal environment with your local colleagues. I would also for academic success? suggest attending the 57th Annual ProfesThe ideal environment for academsional Conference (held in June at the ic success is 100 percent parent participaKalahari Resort on June 16–18, 2014, tion, 100 percent student participation, in Sandusky, Ohio). You will WANT to caring teachers, and a positive school become more active when you discover climate. We all have parents that don’t all of the things the organization does. participate, and we all have students who You will realize the help that is needed would rather walk on hot coals than do to get our collective goals [as principals] schoolwork. Providing a place where the accomplished and learn the many ways Elizabeth DiDonato at OAESA’s Professional students and parents feel welcome, feel you can become truly active in YOUR orConference in June 2013. important, and feel safe sends the mesganization! sage that we are there FOR them.

5) Do you have any tips about how to achieve this environment?

We, as principals, set the tone for the culture of the school. A lot of parents have had poor school experiences, so their perceptions, right or wrong, are their realities. A smile, a kind word, and a sympathetic/ empathetic ear go a long way to help provide “comfort” and positive reinforcement for those apprehensive parents. There will be parents we cannot reach or attitudes that just don’t change, but our ability to just listen when a parent wants to complain or to offer help when needed will go a long way to help change negative perceptions into positive realities.

6) Name three goals you and the rest of OAESA board and staff have for the organization in the 2013–2014 school year.

OAESA’s goal is to always provide what the members want and need. OAESA is member-led. YOU, the members help determine the

FAVORITES in EDUCATION:

MOST INSPIRATIONAL BOOK: Right now I am reading (again) Leadership Isn’t for Cowards by Mike Staver.

MUST-ATTEND PROFESSIONAL DEVELOPMENT: Of course, it is the OAESA Professional Conference I mentioned above. There are ALWAYS great keynote speakers and workshops presented by YOU and your teams of teachers. We learn so much from each other.

BEST STRESS-BEATER: During the school day, I go to a classroom to visit with and watch the kids. It helps take my mind off of whatever is causing the stress. It also helps remind of the REAL reason I do what I do. At the end of the day, leaving work, changing clothes, and spending a quiet evening at home can’t be beat.

LATEST TREND: With all of the changes occurring right now, it is very difficult state my favorite latest trend. Ask me about this in a couple of years!

Fall 2013 w 11

A Cultured Conference OAESA’s 2013 Professional Conference and Trade Show introduced new topics and traditions while maintaining the standard of success

by Audrey Carson, OAESA Communication Specialist

For administrators looking to refresh the environment of their buildings inside and out, OAESA’s 2013 Professional Conference and Trade Show was an excellent jumping point. With the addition of a smartphone app, a running Twitter hashtag, and tech-savvy presenters, attendees were more connected than ever during their two days at the beautiful Kalahari Resort in Sandusky. The theme “Windows and Mirrors: Framing Your School’s Culture” truly shined through both days, leaving attendees with a renewed mindset and tangible resources to bring back to their buildings.

FranklinCovey’s Lonnie Moore lit the spark on day one, focusing on a leader’s role in a building’s culture. His high-energy presentation, peppered with fun videos, focused on trust, self-reflection, and the importance of relationships. This resonated with many attendees, including those who brought teams of teachers with them to the conference. “[Moore] gave my leadership team great food for strengthening our school culture,” an anonymous attendee said about the session.

Some of the most popular clinics this year were presented by current Ohio administrators–those on the front lines each day, using their experience to enrich the lives of their colleagues. These included sessions on setting academic and behavioral expectations, professional learning communities, and teacher evaluations. Visiting presenters included Matt Lutz, Director of the Office of Educator Equality and Talent at ODE who hit the hot topics of OTES and OPES; Bob Hyneman from VALIC Financial Services who reviewed new Ohio pension reform changes; and Dr. Michael Petrasek from ODE who gave an overview of Restraint and Seclusion, another topic of recent interest.

Day one also included the trade show, bustling with innovative products and services focused on the needs of Ohio’s schools and administrators. While all booths contained friendly vendors with ample infor-

mation for attendees, some took a nontraditional approach in exhibiting their products. Bursts of laughter could be heard from one side of the room where Casey and the Bully Busters presented a puppet show while a quick-handed magician with eDoctrina, one of OAESA’s newest corporate members, kept attendees guessing and smiling.

Day two’s general session, presented by Bobby Moore of Battelle for Kids, continued the focus on framing a school’s culture. Moore’s presentation offered attendees useful methods of creating high-performing schools through a balance of trust. For some, his words were an eyeopener.

“The balance between culture and trust seems like an ability you can acquire only by being open to feedback, and I am not getting enough feedback,” an attendee wrote after the session.

Over half of attendees downloaded the 2013 Professional Conference app, allowing them to instantly evaluate their clinics and access digital versions of speaker handouts and presentations. The overwhelmingly positive response means that this fun feature will be back–and even better–at next year’s conference.

Also new this year was the Scholastic Book Fair that provided a colorful, fun retreat between and after clinics. Many attendees appreciated this addition that made the waterpark-adjoined conference facility even more family-friendly.

Those who enjoyed the book fair will certainly be a fan of next year’s Professional Conference, slated to have a literacy theme. This will be in vogue with the changes to the Third Grade Reading Guarantee in Ohio, as well as the Common Core State Standards. The 2014 Professional Conference and Trade Show will be June 17—18, 2014, back at Kalahari Resort in Sandusky.

Check out the photos from the conference this past June on the following three pages.

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First General Session keynote, Lonnie Moore, opens the 57th Annual Professional Conference by talking to attendees about the administrator’s role in setting up school culture.

Bobby Moore from Battelle for Kids addresses conferees during the Second General Session Wednesday morning of the Professional Conference.

Casey & the Bully Busters added a lot of fun to the Trade Show with puppets and music.

Fall 2013 w 13

Check out this colorful display presented Tuesday morning by the Timberlane Ready Schools Leadership Team at its clinic: “Ready Schools Impacting the Early Learning Community Culture.”

Here a group of clinic attendees gathered around a table to exchange ideas about education.

VALIC had a booth at the OAESA Trade Show and offered a breakout session to conference attendees. The company also sponsored the excellent Presidents’ Reception Monday evening. Thank you!

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OAESA corporate member eDoctrina demonstrated a little magic to the crowd, causing both this audience participant and Executive Director Dr. Julie Davis to nearly jump off stage just after this photo was taken.

Conference goers crowded around the prize table after playing the Envelope Exchange Game, where everyone was a winner.

Scholastic provided a book fair to attendees, their family members, and even other guests who staying at Kalahari. It was a big hit!

Fall 2013 w 15

OAESA Board of Directors 2013–2014

Elizabeth DiDonato President

Eastport Avenue Elementary 1200 Eastport Ave Uhrichsville, OH 44683

(740) 922-4641 edidonato@claymontschools.org

Kevin Gehres President-elect

Jefferson Elementary 1120 Buckeye Dr. Van Wert, OH 45891

(419) 238-6540 k_gehres@vwcs.net

Jeromey Sheets, EdD Past President

Cedar Heights Elementary 1515 Cedar Hill Road Lancaster, OH 43130

(740) 687-7334 j_sheets@lancaster.k12.oh.us

Kenneth Bernacki NAESP Respresentative

Robert C. Lindsey Elementary 11844 Caves Rd. Chesterland, OH 44023

(440) 729-5980 ken.bernacki@westg.org

Teresa Snider Zone 1 Director

Central Elementary 507 Jefferson Ave. Mc Arthur, OH 45651

(740) 596-4386 teresa.snider@vinton.k12.oh.us

Sean McCauley, EdD Zone 2 Director

Ethel M. Taylor Academy 1930 Fricke Rd. Cincinnati, OH 45225

(513) 363-3600 mccauls@cps-k12.org

Stephanie Klingshirn Zone 3 Director

Mississinawa Valley Elementary 10480 Staudt Rd. Union City, OH 45390

(937) 968-4464 stephanie_klingshirn@darke.k12.oh.us

Heidi Kegley Zone 4 Director

Frank B. Willis Intermediate 74 W. William St. Delaware, OH 43015

(740) 833-1700 kegleyhe@delawarecityschools.net

Troy Armstrong Zone 5 Director

Wauseon Primary 940 E. Leggett St. Wauseon, OH 43567

(419) 335-4000 t.armstrong@wauseon.indians.org

James A. Garfield Pre-K–8 3800 West 140th St. Cleveland, OH 44111

(216) 284-8010 gretchen.e.liggens@cmsdnet.net

TBD Zone 6 Director

Gretchen Liggens Zone 7 Director

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Dave Rogaliner Zone 8 Director

Hambdem Elementary 13871 Gar Highway Chardon, OH 44024

(440) 286-7503 dave.rogaliner@chardonschools.org

Cynthia Brown Zone 9 Director

7503 Mudbrook St. NW Massillon, OH 44646

(330) 830-8028 clbwjc@jackson.sparcc.org

Timothy Barton Zone 10 Director

Alton Hall Elementary 1000 Alton Rd. Galloway, OH 43119

(614) 801-8000 timothy.barton@swcs.us

Barbara Werstler Middle School Representative

Geo Dodge Intermediate School 10225 Ravenna Road Twinsburg, OH 44087

(330) 468-2201 bwerstler@twinsburg.k12.oh.us

Charita Buchanan Urban/Minority Representative

East Clark Elementary 885 East 146th Street Cleveland, OH 44110

(216) 588-0225 charita.buchanan@cmsdnet.net

Daniel Graves Central Office Representative

Columbus City School District 270 E. State St. Columbus, OH 43215

(614) 365-5000 dgraves@columbus.k12.oh.us

TBD Assistant Principal Representative

2013–2014 Board of Directors

Fall 2013 w 17

County Representatives

Gallia Co.

Zone 1

Hocking Co.

Zone 1

Jackson Co.

Zone 1

Lawrence Co.

Zone 1

Meigs Co.

Zone 1

Monroe Co.

Zone 1

Morgan Co.

Zone 1

Noble Co.

Zone 1

Perry Co.

Zone 1

Pickaway Co.

Zone 1

Pike Co.

Zone 1

Ross Co.

Zone 1

Scioto Co.

Zone 1

Vinton Co.

Zone 1

Washington Co.

LUCAS

FULTON WILLIAMS

5

DEFIANCE

PAULDING

Kristin Baer

PUTNAM

VAN WERT

HANCOCK

ALLEN HARDIN

MERCER

AUGLAIZE LOGAN

SHELBY DARKE

MIAMI

3

Beth Alexander

WARREN HAMILTON

Zone 2

Adams Co.

Marla Young

Zone 2

Brown Co.

Greg Barlow

Zone 2

Clermont Co.

Matthew Wagner

Zone 2

Clinton Co.

Terri Barton

Zone 2

Hamilton Co.

Robert Longworth

Zone 2

Highland Co.

Zone 2

Warren Co.

Cheryl Montag

Zone 3

Butler Co.

Carrie Corder

Zone 3

Darke Co.

Brenda Braun

Zone 3

Greene Co.

Sue Brackenhoff

Zone 3

Miami Co.

Teresa Anderson

Zone 3

Montgomery Co.

Cheryl Reichel

10

M

ADAMS

1

PIKE

SCIOTO

MAHONING

UM

COLUMBIANA CARROLL

HARRISON

GUERNSEY BELMONT

NOBLE PERRY

PICKAWAY

HIGHLAND

9

G

IN

K

8

PORTAGE

STARK

COSHOCTON

US

FAIRFIELD FAYETTE

WAYNE

LICKING

Columbus

ROSS

BROWN

KNOX

FRANKLIN

CLINTON

2

6

MEDINA

HOLMES

MORROW

UNION DELAWARE

CLARK

BUTLER

MARION

CHAMPAIGN

Y ER OM PREBLE TG GREENE ON M

Teresa Snider

4

CR

RD

FO

AW

ASHTABULA

GEAUGA

TRUMBULL

LORAIN

HURON

SENECA

WYANDOT

CUYAHOGA

ERIE

SANDUSKY

WOOD

HENRY

LAKE

7

OTTAWA

JEFFERSON

Fayette Co.

Zone 1

SUMMIT

Zone 1

TUSCARAWAS

Fairfield Co.

ASHLAND

Zone 1

RICHLAND

Athens Co.

Check it out! Is your county represented? Would you like to be involved? Please contact your zone director if you are interested in this position.

MADISON

Zone 1

County Rep.

CLERMONT

Zone County

MONROE

MORGAN WASHINGTON

HOCKING ATHENS

VINTON

MEIGS JACKSON GALLIA LAWR

ENCE

Zone 4

Wyandot Co.

Tammy Wagner

Zone 8

Lake Co.

Zone 5

Defiance Co.

Jane Myers

Zone 8

Mahoning Co.

Zone 5

Erie Co.

Zone 8

Trumbull Co.

Scott Taylor

Zone 5

Fulton Co.

Zone 9

Belmont Co.

James Rocchi

Zone 5

Hancock Co.

Zone 9

Carroll Co.

Timothy Albrecht

Zone 5

Henry Co.

Zone 9

Huron Co.

Coshocton Co.

Dave Skelton

Zone 5 Zone 5

Lucas Co.

Paul Gibbs

Zone 9

Guernsey Co.

Leslie Leppla

Zone 5

Ottawa Co.

Carrie Sanchez

Zone 9

Harrison Co.

Sandy Leggett

Zone 5

Paulding Co.

Zone 9

Holmes Co.

Zone 5

Putnam Co.

Zone 9

Jefferson Co.

Susie Nolan

Zone 5

Sandusky Co.

Zone 9

Steve Foreman

Zone 5

Seneca Co.

Muskingum Co.

Zone 5

Van Wert Co.

Zone 9

Stark Co.

Jason Orin

Zone 9

Tuscarawas Co.

Jodie Miles

Angela Belcher

Melanie Pearn

Zone 3

Preble Co.

Zone 4

Allen Co.

Zone 4

Ashland Co.

Timothy Keller

Zone 4

Auglaize Co.

Carrie Knoch

Zone 4

Champaign Co.

Linda Locke

Zone 4

Clark Co.

Jason Clark

Zone 5

Williams Co.

Zone 4

Crawford Co.

Mark Murphy

Zone 5

Wood Co.

Zone 9

Wayne Co.

Karen Arbogast

Zone 4

Delaware Co.

Josh Page

Zone 6

Lorain Co.

Cheryl Spain

Hardin Co.

Ben Thaxton

Zone 6

Medina Co.

Zone 10

Franklin Co.

Zone 4 Zone 4

Logan Co.

Zone 6

Portage Co.

Knox Co.

Karen Boylan

Zone 4

Marion Co.

Shelly Dason

Zone 6

Summit Co.

Zone 10

Sandy Stammen

Zone 7

Cuyahoga Co.

Zone 10

Licking Co.

Zone 10

Madison Co.

Kathy Verhoff

William Wisher

Zone 4

Mercer Co.

Zone 4

Morrow Co.

Amanda Albert

Zone 8

Ashtabula Co.

Ellen Winer

Zone 4

Richland Co.

Paul Walker

Zone 8

Christina Hughes

Zone 4

Shelby Co.

Sara Roseberry

Columbiana Co.

Zone 4

Union Co.

Melissa Hackett

Zone 8

Geauga Co.

Kathleen Poe

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Jeffrey Beane

Zone 1 Oct. 2

E N O GS

ZMEETIN

3 1 0 2 L L

FA

Zone 2 Oct. 3

Zone 3 Sept. 26

• • • • • •

Opportunity to network with colleagues Critical legislative and legal updates presented by OAESA staff Valuable information and open discussion about OTES and OPES Overview of new Restraint and Seclusion policy Discussion and opportunity to provide feedback about the Third Grade Reading Guarantee Prizes and refreshments

Do not miss this important opportunity to connect with your zone! To register, visit www.oaesa.org/events. Questions? Call the office at 614.794.9190.

4:00–6:00 pm

Bullwinkle’s Top Hat Bistro 19 North Main Street Miamisburg, OH 45342 (937) 859-7677

Zone 4 Sept. 19

4:30–6:30 pm

Red Lobster 1318 Mt. Vernon Ave. Marion, OH 43302

Zone 5 Oct 17

10:00–12:30 pm

Wood County ESC 1867 North Research Dr. Bowling Green, OH 43402

Oct. 16

Each zone meeting provides:

5:00–7:00 pm

Applebee’s Neighborhood Grill 4440 GlenEste-Withamsville Rd. Cincinnati, OH 45245 (intersection of Rt. 32 & I275)

Zone 6

AGENDA

5:30–7:30 pm

Lake Hope Lodge Restaurant 27331 St. Rt. 278 McArthur, OH 45651

4:30–6:30 pm

Buffalo Wild Wings 5050 Eastpointe Dr. Medina, OH 44256

Zone 7 Oct. 17

4:30–6:30 pm

Mavis Winkle’s Pub 5005 Rockside Road Independence, OH 44131

Zone 8 Oct. 10

4:00–6:00 pm

Panini’s – Concord 7580 Fredle Drive Painesville, OH 44077

Zone 9 Oct. 11

8:00–10:00 am

Jackson High Sch- Bear’s Den 7600 Fulton Drive NW Massillon, OH 44646

Zone 10 Sept. 12

4:30–6:30 pm

Mezzo Italian Restaurant 12 W. Bridge Street Dublin, OH 43017

2600 Corporate Exchange Drive, Suite 168 Columbus, OH 43231 Phone: 614.794.9190 Fax: 614.794.9191 Toll Free: 888.OH.OAESA www.oaesa.org

A S E OA

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20 w Principal Navigator

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Fall 2013 w 21

Middle School

Matters

by Allison Goedde, EdD

in Sync

STAYING Technology is in a constant state of change. In January 2013, the International Consumer Electronics Show dazzled its audience with cutting-edge innovations, such as the new BMW equipped with the mobile 4G LTE Hotspot, mind-controlled copters, and health-monitoring watches.

Imagine a middle school student wearing a watch to monitor heart rate, using Bluetooth on the watch to communicate with a smartphone in his or her pocket, and then posting the heart-rate data to an app on the Web—all in real time. And if that’s not enough, picture this student simultaneously using a personal navigation system that originates from a GPS app on his or her phone to route a trail through Daniel Boone National Forest.

Yet Monday morning when that student returns to school, he or she disconnects the smartphone and places it into his or her locker, shuts the door, and heads to class. The consumer electronics world of unlimited possibilities in a traditional classroom environment, where dynamic and engaging learning is essential, is still a dream.

Have our visions for technology-integrated classrooms come to life?

There will be varying responses to this question, depending on whom you ask, when they were educated, and what is being marketed worldwide as the most recent information on the latest technology tools for communication and learning. Twenty years ago, most computers in education were in a math lab equipped with an audiotape for writing custom programs and recording information. If you are a Baby Boomer (born between 1946–1964), who spent your free time watching The Jetsons, or if you are a GenXer (born between 1965–1980), who saw the future through the eyes of Captain Picard, then it is likely that your education experience consisted of desks in rows with a chalkboard and overhead projector. If you are a Millennial (born after 1981), in your free time you saw the world through video games and the Internet. Yet for some reason, your desk was still likely situated in a row.

22 w Principal Navigator

No matter your generation, however, all people of the world are now part of one electronically based, intercommunicating network. And young people everywhere share a kind of experience that older people have not had. Millennial students have never known life without computers and the Internet, and they regard technology as an assumed part of life. Throughout the 1980s and 90s, the nation reached consensus that American education must be transformed to meet the needs of an emerging information society.

That emerging information society is upon us, and there are adults today—for instance Mark Zuckerburg—who were children fortunate enough to be exposed to cutting-edge technology in school at a time when cutting-edge technology in school was rare. However, many educators today are teaching themselves how to integrate new technology to model learning in a 21st century world. In other words, educators themselves were never taught how to learn in this cutting-edge fashion and are functioning in a pre-figurative environment.

For instance take an educator today who was a pre-service teacher fifteen years ago. The first iteration of the ISTE standards for students and teachers was introduced and focused primarily on technology integration practices such as productivity tools. Those pre-service teachers from fifteen years ago have now had fifteen years in-service and are designing learning experiences they themselves have never experienced, using technology that was not even thought of when they were first trained to be a teacher. Teachers default to teaching the way they were taught, rather than modeling how they learn.

Learning is a constant process of measuring, action and reaction, and measuring again. Sophisticated tools available in education today can help with the measuring process. For example, interactive whiteboards and student-response systems are used to engage educators and students in the learning process. The updated educator uses this type of innovation to collect, retain, and analyze information about student learning for the purpose of accounting for their work and modeling best practices of 21st century learning.

Students’ experiences with technology include entertainment, gaming, social networking and communication and greatly contribute to their knowledge of functioning in a digital world. As a result, students of almost any age are far ahead of their teachers in computer literacy, just by virtue

of using technological advances. Ideally, if technology is integrated in the classroom, it may be used to regularly measure student knowledge and diversify instruction to meet individual student learning needs based on collection and analysis of data. Optimal gains will be made in the learning process, and students and teachers collaborate, using technology to teach each other. It becomes an exciting and engaging process.

In the classroom, the teacher’s role changes from directing through traditional instruction to empowering and facilitating in a more dynamic environment. As such, tools for engaging students include various information sources. The teacher role as facilitator becomes more about studying and analyzing student ability to meet state/national standards, using technology to help diversify and inform structure while also being able to account for progress in formative ways. Rather than electing digital tools because they are the latest and greatest, the task of technology integration should focus on best tools and practices to accomplish specific goals, e.g., using digital textbooks to acquire primary resources of information; evaluating information for accuracy, analyzing data to draw conclusions, and constructing new ideas based on fact and creativity.

Skilled and savvy educators will be able to creatively incorporate cuttingedge ideas from the consumer electronic world. Web 2.0 apps, such as Animator or Xtranormal, will be viable tools for learners to produce new ideas and construct new knowledge. The inspiration to learn more becomes real, and the seed for lifelong learning is planted.

It takes a village to raise a child.

Technology exists today to track individual student learning needs in dynamic ways that make it easy and efficient to manage student learning. Ultimately educators should put data collected through employing educational technology tools to use in formative ways to serve students.

Technologies and instruments exist to empower educators and students to define direction based on this data. An added feature of using an online environment would be to pull all stakeholders together and provide a wealth of resources that might otherwise be difficult to collect. Educational specialists, teachers, administrators, parents, scientists, architects, engineers, business associates, and student minds are among the community of learners to facilitate technology education. Such learning structures are provided virtually anytime, anywhere, for anyone.

The Internet and advanced Web tools may be used to construct paths towards individual student learning goals that are led by teams of people who have pooled their resources in curriculum-based portfolios.

For instance, Salmon Khan has used technology to pool instructional tools for access by those individuals who have inquisitive minds to learn more about math from beginning to advanced levels. Massive Online Open Courses (MOOCs) are accessible for those interested in building additional skills for advanced careers. When all educators have access to such portfolios of content, measuring student performance and matching their skills to a set direction becomes an easier task. Regardless of age, cognitive milestones in children are reached at the same rate today as they were a century ago, despite innovations with technology. All children’s brains take a similar path, but the speed of taking that path is different for individual children.

Aptitude measurements and proficiency tests should not only be used for district accountability, but may also be used to inspire and streamline student interests in specific career areas. Instruments like the ACT Quality Core compare student readiness toward college, as well as monitor student progress toward key benchmarks. Some features of such instruments are live interactive online reporting, which identifies

students’ progress toward core competency compared to others in their cohort or district. In a futuristic learning environment where grade levels are no longer defined, the vision becomes groups of students in a selfregulating learning environment led by teachers who facilitate and monitor achievement of goals based on standards. They are following a road map for accomplishing standards-based goals defined by high-quality educators who are using proven practices and instructional technique with varying applications and resources based on the individual student goals. Is there an app for this?

Self-regulating learners have a need for answers. Mobile devices, such as the iPad and Surface, provide more opportunities for inquiring minds to find solutions and to be better communicators and better learners as a result of having better access to experts and current information.

Another technological revolution is on the horizon, and if students are not using technology to seek answers and manage abundant information resources, they will continue to be behind global competitors.

Often we find children spending hours in front of the computer entertained by YouTube, Facebook, or Minecraft. Their brains are exercising in creative ways void of any real content that is important for achieving academic goals. This is not a case of the tail wagging the dog by drawing students to the computer to “play” educational games, rather in using the tools that naturally engage their creative minds. The successful educator is one who models this practice in an organized structured and academically rich manner.

Now, and in the future, educators are prepared to use the cuttingedge media tools for learning in real time; thus, no matter what advancements are made in technology, a vision for improving learning and human potential becomes the basis for those advances. It’s about personalizing learning and getting the right resources to the student and the teacher at the right time.

Allison Goedde, EdD, serves as the cohort coordinator, instructor and advisor for the classroom technology master’s degree program.

Originally known for her work as Associate Director of Professional Development at the Northwest Ohio Educational Technology Foundation (NWOET), Goedde has maintained a strong philosophy in the importance of leadership in guiding best practices for integrating technology in the classroom. In her fifteen years of experience of teacher professional development with technology, she has pioneered learning in online teacher professional development and spearheaded opportunities through Ohio e-Tech (formerly SchoolNet) and Bowling Green State University for teachers and students to adopt best practices for technology integration in the classroom. A graduate of the University of Toledo, University of Findlay, and Bowling Green State University, Goedde has maintained a strong network of respected colleagues in the field of educational technology.

Fall 2013 w 23

by George Couros

Through a lot of conversations on social networks, face-to-face opportunities, and reflection, I have been thinking about some of the things that I have seen to create innovative opportunities for learning. This is not only in the context of student learning but also in opportunities for staff and their own professional development. Below, I would like to share some of my thoughts as well as some corresponding quotes from people both in and out of education.

1. Have a clear vision.

Although the term innovation implies continuously developing new ideas, it is imperative that you take risks in developing better learning opportunities for students. The other idea is that you must have some clear notion about what learning could look like in today’s classroom.

Once those ideas become clear to others, trust that those you serve will take off and make amazing things happen. Give them the autonomy to make the vision come to life.

“If you do a good job of teaching your values and mission to the people at the bottom of your organization, then once you give them control, they will do the right things with it.” Charlene Li

2. Model what you want to see.

It is easy to say, “do this,” but it is more important to say, “let’s do this together.” Many people often talk about “21st century learning” during staff meetings but do not model it when educators are present.

People rarely change because they hear something but are more likely to grow if they experience something. How are you making those learning opportunities something people experience?

“Meaningful change ain’t gonna happen for our kids if we’re not willing to invest in it for ourselves first. At the heart, it’s not about schools… it’s about us.” Will Richardson

3. Break it down into smaller steps.

When we have a giant vision of what “better” looks like, it often becomes overwhelming to people who are nowhere near an endpoint. To 24 w Principal Navigator

help people move forward, confidence and skills have to be built along the way. Every step closer to a vision is great progress.

For example, if you want people to become more connected, show them ways that they can benefit immediately. Rather than focusing on all of the amazing ways they can bring experts into the classroom, help them find one single resource. Once they see the value of that, they are more likely to make the next step, which could eventually lead to the giant leap.

“The path to success is paved with small wins. Even the grandest and most glorious victories rest on a string of modest but constructive steps forward.” Robert I. Sutton

4. Help people move from their Point A to their Point B. Everyone is at different points in their learning journey. This doesn’t apply just to students but educators as well. Too often we offer workshops and expect people to be all at the same point by the end. Is this really honoring where people are in their personal journeys? Once a teacher quits learning, he or she will become ineffective. It may not happen tomorrow, but it will happen. Remember that you can work with anyone who wants to learn and improve; he or she doesn’t have to be at the pinnacle. Start where people are instead of focusing on where you want them to be.

“Multipliers invoke each person’s unique intelligence and create an atmosphere of genius—innovation, productive effort, and collective intelligence.” Liz Wiseman

5. Work with people one on one.

One of the most useful things I accomplished this year was to offer office hours that gave teachers the opportunity to ask me about whatever they wanted to learn. Large group sessions give ample amounts of information but can also be ineffective for many. Much of the time, teachers would come to me with questions about topics they were interested in learning about, and I led them to initiatives in our division that would help them. The big “light bulb moment” for me was this: it was not about

what I wanted to teach them but about what they wanted to learn. It is much easier to work from that point when helping others move forward.

“To sell well is to convince someone else to part with resources—not to deprive that person, but to leave him better off in the end.” Daniel Pink

6. Promote champions.

In education, no matter the level, it is never about us; it is always about others. It would be simple to maintain a space where you are always seen as the expert, but it is more important to build systems and capacity if we want long-term growth. Sometimes, even when you know the answer, it is better to be a connector and show that you value the people who are already doing great things. A system should never be dependent upon one but should tap into many. “…the world changes by dint of small groups of dedicated people.”

Margaret J. Wheatley

7. Share, share, share!

“And then one day, you look up and realize that all those individual trajectories have turned into a wave.” Stephen Johnson One of the neatest things about many of the initiatives in our district is that we focus on a few things to get to that transformative level in our work. When sharing became the default with many educators, we were learning from so many others and pushing the limits of our work.

A simple analogy: Most people know that we do not use a software program like Microsoft Word past 10 percent of its capacity. What happens when everyone’s ten percent is different and then we share our knowledge with each other? Learning would grow exponentially.

“The smartest person in the room is the room.” David Weinberger

8. Model and promote risk taking.

We often talk about promoting risk taking, but do leaders model it?

People will not feel comfortable unless we openly share what we are doing to improve our schools. Every time I write a blog post, I am taking the risk of looking stupid or saying something that would offend someone.

Yet I focus on clarifying my thoughts openly because I want our community to do the same. How can I ask it if I do not model it?

Once people see that you are taking risks, they are more likely to try their own ideas and be open about what is happening in their own situations. Giving people license to take risks will most likely lead to some amazing things.

“If you want innovation, it’s critical that people are able to work on ideas that are unapproved and generally thought to be stupid. The real value of ‘twenty percent’ is not the time but rather the ‘license’ it gives to work on things that ‘aren’t important.’” Jonathan Fields

9. Find the balance of pressure and support.

It is important to create a sense of urgency in our work while also ensuring that people are supported. If it is important enough, you will find the money and make the time for people. This sense of urgency and support will help people move when combined, much more than if there is an abundance of one and lack of the other.

“I believe that managing is like holding a dove in your hand. If you hold it too tightly, you kill it, but if you hold it too loosely, you lose it.”

Tommy Lasorda

10. Always remember that we are in the people business.

No matter how urgent things are, it never helps when we make people feel incompetent. We can have great ideas, but it is important to understand that we often do not know situations that people are dealing with in their personal lives, and what is happening outside of their work.

Show you value what they already do before you start pushing where they should be. Once a person knows he or she is valued, he or she will go to much greater heights than if he or she never felt cared for in the first place.

“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”

Maya Angelou

Concluding Thoughts As we continue to work on growth and change management, working where people are and caring about them makes them not only more open to change, but it eventually makes them want to embrace it. It is a process that needs patience, but with each small victory, many get closer to the big goal.

“Rather than viewing change as a threat and something to be feared, we will find ourselves embracing change, recognizing its potential to drive us to even higher levels of performance…” John Seely Brown George Couros is currently Division Principal of Innovative Teaching and Learning with Parkland School Division located in Stony Plain, Alberta, Canada. The schools are from grades K–12, and he loves working with kids of all ages. He is passionate about distributed leadership within his division, and believes that creating a collaborative environment with all stakeholders, will help to ensure that educators meet the best needs of all children.

George created the Connected Principals site at www.connectedprincipals.com because he knew that we can learn so much from a strong team of educators with different backgrounds, as opposed to the view of only one. It is imperative that as educators, we are learners first. You can learn more about George by following him on Twitter (@ gcouros) or by reading his blog, The Principal of Change, at www.georgecouros.ca/blog.

Fall 2013 w 25

Elementary

Essentials

by Mary Kay Binder

Needed for Success

If Philomena Vincente could wish anything for her youngest learners, it would be that they come to kindergarten ready to learn. Mrs. Vincente is principal of Leggett Community Learning Center, a K–5 building that draws its students primarily from an impoverished neighborhood in Akron. Few children in the area attend preschool and, until recently, only a handful registered for kindergarten prior to the first day of school.

Mrs. Vincente mentioned her dream to a local community leader a few years ago and an ensuing conversation has blossomed into a multitude of school/community partnerships that are helping that wish come true.

With the support of her newfound partners, Mrs. Vincente first worked to improve kindergarten readiness at Leggett by making it a site for the SPARK (Supporting Partnerships to Assure Read Kids™) program.

A family-focused, intervention program that began in Canton in 2003, SPARK has been a model for preparing children for kindergarten. SPARK “parent partners” build reading, language, and social skills in preschoolaged children through monthly home visits. The children are given books, structured activities, and educational supplies—all with the goal of increasing their readiness for school. The program has been managed by the Sisters of Charity Foundation of Canton since its beginnings.

In 2008–2009 Leggett also became one of eight elementary schools to pilot the Ohio Ready Schools (ORS) Initiative. ORS came about as a results of a statewide partnership among the Ohio Department of Education’s Office of Early Learning and School Readiness, the Sisters of Charity Foundation of Canton, and the Ohio Association of Elementary 26 w Principal Navigator

School Administrators. In 2006 the partnership convened a team of Ohio elementary school principals, kindergarten and early childhood teachers, and higher education faculty to identify ways to ensure that schools are ready to meet the needs of all children entering kindergarten regardless of prior experience.

“Kindergartens were receiving a broad range of students,” explains Zana Vincent, Ready Schools Project Manager, thinking back to the impetus for ORS. “There was a lot of diversity among preschools, daycares, and home care settings. Students were coming to school with a variety of backgrounds and experiences, and schools were not prepared to meet their diverse needs.

“The question we asked was, ‘What do [the public schools] need to do to help them all succeed?”

The team of stakeholders examined this question and developed a research-based guide that identifies how a school can work toward the goal. An implementation and evaluation plan was then developed for the initiative. With the support of ORS coaches, schools that participate work to nurture all children’s learning by partnering with feeder early childcare providers and preschools, as well as local service agencies. These partnerships combine resources to improve linkages with the early care learning community; align standards, expectations, curriculum, and assessments (pre-k–3); improve services and communication with children, families, and support agencies; and enhance teacher instruction.

“Not only do we have to have ready kids, but we have to have schools that are ready for kids,” summarizes Sharon Dorsey, an ORS coach, who evaluated the initiative during its pilot years. “The idea is to help schools network and identify resources that can help.”

ORS is currently working with thirty-nine schools on the Ready School implementation plan. Coaches are providing professional development, support, and leadership to these sits as they strive to enhance teacher productivity, student learning, and family engagement. Funding form the Jennings Foundation has helped to build a strong infrastructure that supports several of these schools—primarily serving disadvantaged students in urban and rural areas—as they implement ORS goals.

Mrs. Vincente is proud to describe the many successful ways that Leggett has partnered with families and the community since becoming involved with ORS. Today she has a database of preschool-aged children in her service area, allowing her to contact future kindergartners and their parents well before the first day of school. She welcomes these soon-tobe Leggett Tigers into the fold months in advance, familiarizing them with the school, the teachers, and skills they need to work on at home. The

youngsters are invited to make-it take-it sessions and are given whiteboards, magnetic letters, books, and even yellow Leggett T-shirts, so they feel like they belong.

“Customer service is important,” says Mrs. Vincente. “I have to make this a welcoming place. Because once you build the relationships, the academics will come.”

Mrs. Vincente points also to a partnership Leggett has formed with The Chapel, a community church that has been instrumental in helping her students succeed. Among many efforts, The Chapel equips children with book bags and school supplies and even arranges for them to get haircuts to prepare them to start school.

Mrs. Vincente believes any school can be a Ready School. “There are people in the community who are there to help you,” she says. “It’s not more work; it’s working smarter using all the resources you have.”

Vicki Scott, principal of Laurelville Elementary School in Hocking County, became involved with the ORS Initiative in 2009 and says it has been helpful in many ways. “We are building connections with any and all community resources as well as building connections with our families,” she remarks. She has formed relationships with social service agencies that have resulted in the addition of two full-time social workers now working in the district; she sponsors and Early Childhood Family Fair that connects families with members of the fire and police departments, phyisicians and dentists, the school nurse, and early childhood teachers at a day-long event; and she has taken proactive steps to identify the needs of her students before they begin school.

“The Ready School concept works to address the needs of students and their families in a holistic manner, adapting the school environment to meet those needs,” comments Mrs. Scott. “It’s about creating systems that allow for every child, no matter how they come on that first day of school, to experience success.”

“Sometimes it is difficult to get your arms around the totality of the Ready School Initiative because it can take many paths, built around individual school needs,” explains Mrs. Vincente. “Yet its underlying premise is that all children can and will success if schools, families, and communities work together to strengthen the educational process.”

This article was originally published in the Martha Holden Jennings Foundation’s 2012 Report and was reprinted with permission. The original publication can be viewed at www.mhjf.org. The author, Mary Kay Binder, serves as Editor for the Foundation. The Ohio Ready Schools Initiative is thankful for the opportunity to participate in the Open Grant Program.

What Is a Ready School?

• Believes that school readiness is not only what children need to know or be able to do when they get to school but also what schools actively do to address the needs and support the growth of all entering children • Acknowledges and builds on the social, emotional, physical, and cognitive skills of all entering children • Recognizes that “readiness” is a shared responsibility among the early childhood educators, families, and district leadership • Responds to the diversity of strengths and backgrounds of entering children and provides each with the instruction and supports that he or she needs to learn the effectively and to attain proficiency across all areas of the curriculum: academic, social-emotional, and physical learning and development • Helps children succeed through collaborative efforts that reach beyond the school walls

Ohio Ready Schools Initiative (Membership Priveleges)

• Training and support services on ORS philosophy, procedures, and resources • Participation in two regional cluster meetings • Participation in the ORS State Professional Development Seminar • Access to OAESA Ready School website • Connection to expertise and resources provided

by Ohio Ready School Network schools • Online and telephone access to a Ready School coach • Assistance in seeking connections to outside funding resources

Fall 2013 w 27

Improve School Culture, Close the Achievement Gap, and Gain More Instructional Time: A Consistent Classroom Management System Can Save Instructional Time and Improve School Culture

by Matthew Brenner

A Lack of Control Impacts School Culture After graduating college and taking my first job in an inner city charter school, I was excited to start my teaching career.

I was ready and confident that I could change lives. It didn’t take me very long, however, to realize the most difficult part of my job was going to be student discipline and classroom management. I remember completing my first week and doubting whether or not I could continue. Less than a week prior, I was on cloud nine, ready to conquer the world and fix all the problems in education. Yet there I was, inching closer to tendering my resignation after a week of teaching because I couldn’t handle the discipline problems that I faced in my classroom. If I couldn’t manage my own classroom and discipline my own students, how could I make a lasting difference in education?

I soon realized that I wasn’t alone; a myriad of educators, both new and experienced, shared those same feelings. The primary source of teacher frustration in schools today is student discipline and classroom management. Nearly half of all new teachers are leaving our profession within their first five years, before obtaining the necessary skills that allow them to consistently improve student achievement (Haycock, 2006).

A 2004 study by Public Agenda revealed that three out four teachers feel that they would be more effective instructors if they spent less time dealing with discipline challenges. Research is clear! Schools and teachers need positive, effective, and research-based strategies to deal with problem behavior in the classroom.

Despite these findings, very little emphasis has been placed on allowing teachers to obtain these skills in college and through professional development. The National Council on Teaching Quality (2013) concluded that our nation’s teacher educators place little importance on actual training of classroom management. Most programs simply introduce a 28 w Principal Navigator

variety of techniques and strategies while instructing students to develop their own personal styles. Underlying these programs is the assumption that if teachers teach well, students will be engaged, and no behavior challenges will arise.

New and veteran teachers deserve better! Our students deserve better! It is imperative that all teachers are given the necessary skills that will allow them to create a calm classroom, maintain order, and reach all learners.

The Hallmarks of an Effective Disciplinarian Scores of research stress the importance of effective classroom management in developing and maintaining a school and classroom culture of high expectations. A school can have knowledgeable teachers with advanced degrees, but they may not be able to impart their knowledge and expertise without order in the classroom; because first comes the order, then comes the academics. Therefore, without the skills to control behavior, the best lessons will be left undelivered. Teachers cannot be effective instructors unless they connect with students by building relationships, teaching rules and procedures, setting clear and appropriate limits, and communicating high expectations.

Improving School Culture: One Relationship at a Time Relationships are the key to improving school culture and creating an orderly classroom. Madeline Hunter said it best, “Kids don’t care how much you know, until they know how much you care.” Teachers that hold their students with unconditional positive regard use non-contingent interaction as the key to building successful relationships. Non-contingent interaction occurs when teachers invest in their students and take an interest in their lives outside of school. Teachers who utilize this technique report that students work harder and challenge less. In turn, there is a rise in academic achievement and a decrease in behavior referrals.

Systematically Teaching Rules and Procedures Year-Round We can no longer assume that students are prepared with the necessary tools to function satisfactorily in classrooms. Students are walking through our school doors unable to learn and not knowing how to behave. Effective disciplinarians understand that teaching rules and procedures are paramount for creating a culture of high expectations. Every master teacher and high-achieving school that has created a culture of high expectations understands the vast importance of teaching rules and procedures year-round, not just once at the beginning of the year. Marzano (2007) asserts that while rules and procedures should be established early in the year, there are many times throughout the school year when students need reminders or occasions when the rules and procedures need to be changed or altered. In other words, to assume that students can learn and master appropriate behavior by learning it only once during the first weeks of school is like teaching them how to perform longdivision in one lesson and expecting them to remember it all year long, without re-teaching. Is this effective instruction? Of course not! But this is what many teachers and schools are in the habit it of doing.

In order to create a culture of high expectations, these rules and procedures must be taught all year long. Kathleen Cotton (1990) agrees and puts it this way, “Effective managers teach behavioral rules and classroom routines in much the same way they teach instructional content, and they review frequently at the beginning of the school year and periodically thereafter.”

Creating High Expectations by Setting Clear and Appropriate Limits Dr. Robert Marzano (2007) notes that “withitness” is the foundation of effective classroom management. Teachers with “withitness” are aware of potential problems that are likely to occur before they actually happen.

These teachers know effective strategies that allow them to intervene early when emergent low-level behavior occurs before the behavior steals away instructional time. Withitness, in other words, separates effective disciplinarians from ineffective disciplinarians.

Brain research has shown that adolescents are supposed to test their limits as an age-appropriate response to their environment. Conflict is supposed to happen; it is an essential part of growing up. Teachers, on the other hand, have been conditioned to be tolerant and give lots of chances for students to correct their misbehavior.

An inherent flaw in some behavior systems is that teachers, sometimes unknowingly, give out a series of multiple warnings and repeated requests. In actuality, these interactions between teacher and student will reinforce that same behavior because there are multiple opportunities for misbehavior to occur when the student is not instructed to self-correct early in the process. Students, as a result, spend a significant amount of time practicing incorrect behavior. Brain research has also demonstrated that the most difficult thing for a brain to do is unlearn something. Yet in our schools, students are being allowed to learn inappropriate behavior when they are permitted to practice this inappropriate behavior multiple times before correct procedures are put in place.

Situations like this may lead to both student and teacher becoming frustrated and reaching the unbearable limit. When this interaction occurs, either an idle threat is given that cannot be enforced, the behavior is ignored and the integrity of the classroom erodes, or a statement is made

that leads to hurt feelings and an unsafe learning environment. A frustrated teacher, therefore, gives away his authority by sending the student away to the office for low-level behavior that escalated to more serious behavior. Conversely, when a teacher only gives one warning, with the expectation that the student will comply, multiple warnings and repeated requests can be virtually eliminated, thus saving valuable instructional time.

A Higher Standard and More Time to Teach The demands on schools and teachers have drastically increased in recent times. We have ushered in a period of educational reform with high-stakes testing, Common Core State Standards, and heightened teacher accountability. Imagine creating a school culture that holds both teachers and students to a high standard—a culture that systematically teaches students through direct instruction to follow classroom rules and procedures and saves a vast amount of instructional time by eliminating multiple warnings and repeated requests. Students learn how to self-correct their behavior by receiving instruction for appropriate ways to behave in a school setting. Teachers no longer lose valuable teaching time by giving out multiple warnings and repeated requests and hoping that students would eventually comply. Teachers and staff know that they must address low-level behavior situations and prevent them from escalating and reaching the unbearable limit to a point where administration and parents have to get involved.

Schools that have invested in “Time to Teach” classroom management training from the Center for Teacher Effectiveness have created the type of culture described above. They have seen a drastic decrease in discipline referrals and an increase in academic achievement. Schools that have adopted these strategies have found more time for instruction because student behavior was conducive to learning. The result has been more buy-in from the student for school rules and procedures. Overall school climate has improved because students feel valued and teachers are less frustrated.

References and Resources: Cotton, Kathleen. (1990). Summary of Research. Hayden Lake, ID: Time to Teach Resource Manual.

Haycock, Kati. (2006). Fact Sheet: Finding and Keeping the Teachers We Need. Alliance for Excellent Education.

Marzano, Robert. (2007). The Art and Science of Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

National Council on Teaching Quality. (2013). NCTQ Teacher Prep Review. Retrieved from www.nctq.org Public Agenda. (2004). Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good? Retrieved from www.publicagenda.org

Matt Brenner is a classroom teacher and education consultant from Indiana. He conducts professional development seminars and on-site school trainings in the area of classroom management and improving school culture. He has utilized the above techniques and strategies while teaching in a public charter school and a traditional public school. You can visit his website at www. empoweryourclassroomandschool.com or contact him by email at info@empoweryourclassroomandschool.com

Fall 2013 w 29

Central Office

Connection

by Virginia Ressa, Project Coordinator for FIP Your School® Ohio, Ohio Department of Education

BECOMING A FIP SCHOOL: Nine Tips for Successful Implementation to Build and Strengthen School Culture

Decades of research have made it clear that formative instructional practices (FIP) are the heart of effective teaching and learning. Through FIP Your School® Ohio, the Ohio Department of Education is providing educators with professional development opportunities, including free access to online learning modules and other electronic resources, to support the implementation of these practices. Hundreds of local education agencies (LEAs) across the state have made the commitment to become a FIP School—a school committed to using research-based formative instructional practices to accelerate student achievement.

But becoming a FIP School is about more than just completing a few online learning modules; it’s about adopting an intentional approach to change and building capacity, with an unwavering focus on the practices that benefit all students. The result is a school culture where learning is the visible priority for everyone from the students to the leadership; collaboration is a crucial component to success; and teachers, principals, parents, and students share the responsibility for ensuring all students are prepared for their future.

Formative instructional practices are not new, nor are they the latest trend. These practices are sometimes referred to as formative assessment or assessment for learning. No matter how you refer to them, formative instructional practices are based in research and have been shown to improve achievement for all students, especially our lowest achieving students.

Educators across Ohio have already devoted time and resources to learning about formative instructional practices. However, far fewer resources have been reserved for implementing formative instructional practices with fidelity. The gap between understanding and implementation has been the downfall of many well-intended professional development efforts.

30 w Principal Navigator

With that in mind, here are nine implementation tips to support your journey to becoming a FIP School: 1) Assemble a team.

Everyone—administrators, coaches, teachers, parents, and students—has a role in using formative instructional practices. It’s important to organize a planning team that includes members with various roles and perspectives. Cultivating a culture of shared ownership is only possible when a distributed leadership

model is used. Check out the Ohio Leadership Advisory Council (OLAC) at www.ohioleadership.org for more information about creating collaborative, effective teams. Not only can this core team help plan a successful implementation, they serve as important champions of the work.

2) Familiarize yourself with available resources.

FIP Your School provides a variety of presentations, brochures, facilitation tools, and online learning modules to support your

implementation. Your team should take the time to become familiar with these materials and think about how they might benefit all school stakeholders.

3) Set conditions to support success.

Are your teachers organized into teacher-based teams (also referred to as professional learning communities)? See OLAC for more on how effective teacher-based teams function. If you already have teams in place, make sure you have adequate time allotted for learning. Don’t be afraid to get creative with scheduling!

4) Promote awareness to create collective commitment.

To effectively support FIP implementation, start by building awareness and commitment. Don’t skip this critical step! Sharing the vision for this work and communicating clearly and thoughtfully with all stakeholders will set you up for success. Demonstrate how formative instructional practices support teachers through current improvement efforts, including changes to standards, evaluation systems, and student growth measures. Combat the reaction that “FIP is one more thing” by helping others understand that FIP is the one thing that connects to all aspects of our education reform work.

5) Learn about formative instructional practices.

Creating a common understanding of formative instructional practices across your school can ensure that these practices are

What are formative instructional practices (FIP)?

Formative instructional practices are the formal and informal ways that teachers and students gather and respond to evidence of learning. Learning is a journey, and formative instructional practices can guide teachers and students along the way—just like a GPS. These practices include four core components: Creating and using clear learning targets Collecting and documenting evidence of student learning Analyzing evidence and providing effective feedback Preparing students to take ownership of their learning

implemented with fidelity. Even educators and administrators who have been using formative instructional practices for years can benefit from the learning provided in the Foundations of Formative Instructional Practices modules, which explain the four core components of FIP: creating clear learning targets; collecting evidence of learning; providing effective feedback; and encouraging student ownership of learning.

6) Create effective feedback loops.

Don’t forget the online learning modules offered through FIP Your School are only part of the equation. An effective, professional blended learning experience also includes collaborative learning, practice, and feedback. Foster an environment where teachers feel comfortable sharing their learning, progress, and challenges within their teams—and participate in the learning and practice with them!

7) Monitor your progress.

Remember the old adage, “what gets measured, gets done.”

Determine how you’re going to monitor your implementation.

You can model formative instructional practices by collecting and documenting evidence of your school’s progress. Make it interesting—just like students, adults are motivated and engaged by evidence of their progress.

8) Have a plan for building capacity.

Be thoughtful about how to build capacity in your school. Consider asking teachers who are further along in their use of formative instructional practices to serve as mentors, and think about the skills you want new hires to have. Also, take the time to share ideas outside of your school—with more than 315 districts and community schools committed to establishing FIP Schools, there are others working on this same challenge. Check out FIP Campus at www.fipcampus.wiggiosites.com to connect with a group of educators implementing formative instructional practices.

9) Keep your focus.

Formative instructional practices are not a project or initiative; they are the heart of teaching and learning. Sustaining these practices requires a commitment. Think about how you can model the core components of FIP and embed them into the very routines, structures, and expectations that make up your school’s culture.

Education in Ohio is changing—now more than ever, schools need to embrace instructional practices that support student progress and achievement. Becoming a FIP School is about building a culture that focuses on practices that make a difference for students, while supporting teachers’ professional growth.

Learn more at www.FIPYourSchoolOhio.org and engage in the conversation on Twitter using the hashtag #ohFIP. Virginia Ressa is the project coordinator for FIP Your School Ohio at the Ohio Department of Education. In partnership with Battelle for Kids, she oversees the development of FIP professional learning and implementation resources. She leads the FIP Specialist team in supporting districts and community schools across the state as they work to understand and implement formative instructional practices in their schools and classrooms.

Fall 2013 w 31

Legal Report

by Dennis Pergram, esq. of Manos, Martin, Pergram & Dietz Co., LPA

SEXUAL HARASSMENT IN THE SCHOOLHOUSE Sexual harassment is one of the most talked about, but often one of the least understood, areas of law.

I. UNITED STATES SUPREME COURT: MERITOR SAVINGS BANK vs. VINSON, 477 U.S. 557, 106 S. Ct. 2399, 91 L. Ed. 2d 49 (1986) The United States Supreme Court unanimously declares, for the first time, that “sexual harassment” is a violation of Title VII of the 1964 Civil Rights Act. The Supreme Court found that the Court of Appeals was correct in reversing and remanding the case to the District Court for a consideration of the “hostile environment” theory of sexual harassment. The Supreme Court quoted, with approval, the holding in Henson vs. Dundee, 682 F.2d 897, 902 (1982), which was as follows: Sexual harassment, which creates a hostile or offensive environment for members of one sex is every bit the arbitrary barrier to sexual equality at the workplace that sexual harassment is to racial equality. Surely, a requirement that a man or a woman run a gauntlet of sexual abuse in return for the privilege of being allowed to work and make a living can be as demeaning and disconcerting as the harshest of racial epithets.

1503 (11th Cir. 1989), was that the conduct is not actionable unless it seriously affects the employee’s psychological well-being.

Justice O’Connor delivered the opinion of the Supreme Court and in choosing the “middle path,” she indicated that a mere utterance of an epithet which engenders offensive feelings in an employee does not sufficiently affect the conditions of employment to implicate Title VII. However, Title VII does come into play before the harassing conduct leads to a nervous breakdown.

Justice O’Connor acknowledged that the Court was not providing a mathematically precise test for determining when there is a hostile work environment case, but that the Court could say that whether an environment is “hostile” or “abusive” can be determined only by looking at all of the circumstances.

Justice O’Connor further indicated that some of the factors that need to be inquired into are: 1. the frequency of the discriminatory conduct; 2. its severity; 3. whether it is physically threatening or humiliating or merely an offensive utterance; 4. whether it unreasonably interferes with an employee’s work performance; and 5. the affect on the employee’s psychological well-being.

III. VICARIOUS LIABILITY In Burlington Industries, Inc. vs. Ellerth, 118 S. Ct. 2257 (1998)

II. UNITED STATES SUPREME COURT - HARRIS VS. FORK and Faragher vs. City of Boca Raton, 118 S. Ct. 2275 (1998), the United SYSTEMS, INC., 114 S. Ct. 367, 126 L. Ed. 2d 295 (1993) States Supreme Court rendered two decisions addressing the issue as

In a unanimous decision issued thirty days after oral argument, the Supreme Court reaffirms the principles set forth in Meritor and chooses a “middle path” to sexual harassment cases. The Supreme Court chose a middle path between two positions. One position was that conduct is actionable if it is merely offensive. The other position, which was the position adopted by the District Court and the Court of Appeals in Harris as well as the courts in Rabidue vs. Osceola Refining Co., 805 F.2d 611 (6th Cir. 1986), cert. denied, 481 U.S. 1041, 107 S. Ct. (1983), 95 L. Ed. 2d 823 (1987), and Vance vs. Southern Bell Telephone and Telegraph, 863 F.2d 32 w Principal Navigator

to whether employers are vicariously liable for sexual harassment committed by their supervisors even if the employer does not know that the sexual harassment was occurring.

The United States Supreme Court held that employers are absolutely liable where the sexual harassment results in an adverse tangible job consequence (such as a demotion or discharge) (quid pro quo sexual harassment).

On the other hand, if the supervisor created a sexually hostile work environment (but there has been no adverse tangible job consequence),

the employer is entitled to raise the affirmative defense that it exercised reasonable care to prevent and promptly correct sexual harassment and that the employee unreasonably failed to take advantage of the corrective measures provided by the employer’s policy.

IV. SAME-SEX SEXUAL HARASSMENT In Oncale vs. Sundowner Offshore Services, Inc., 523 U.S. 75 (1998), the United States Supreme Court held that same sex sexual harassment is actionable under Title VII.

V. OHIO LAW In Hampel vs. Food Ingredients Specialties, Inc., 80 Ohio St. 3d 169 (2000), the Supreme Court of Ohio held that the following elements must be established for a claim under Ohio law: 1. that the harassment was unwelcome, 2. that the harassment was based on sex, 3. that the harassing conduct was sufficiently severe or pervasive to affect the “terms, conditions, or privileges of employment, or any other matter directly or indirectly related to employment”; and 4. that either (a) the harassment was committed by a supervisor, or (b) the employer, through its agents or supervisory personnel, knew or should have known of the harassment and failed to take immediate and appropriate corrective action.

VI. MANAGER AND SUPERVISOR LIABILITY In a 4–3 decision, in Genaro vs. Central Transport (1999), 84 Ohio St. 3d 293, the Supreme Court of Ohio held that under Ohio law a supervisor or manager may also be held individually liable for engaging in sexual harassment.

VII. RETALIATION Both federal and state laws prohibit an employer from retaliating against an employee who has opposed sexual harassment or has participated in proceedings to enforce the sexual harassment clause.

VIII. SCHOOL BOARD POLICIES You should also keep in mind that the school board may have a sexual harassment policy that is stricter than state or federal law or, in other words, prohibits conduct that does not strictly constitute sexual harassment under state or federal law. If that board policy is reasonable, it must be adhered to.

Dennis Pergram, esq., who is legal counsel to OAESA, is a partner in the law firm of Manos, Martin, Pergram & Deitz Co., LPA, a former chairperson for the Ohio State Bar Association Committee, and has practiced school law for over thirty years.

Fall 2013 w 33

Professional Learning Communities:

The Process for Strengthening the School Culture in Your Building

by Karen Bachman, EdD “Working together to build shared knowledge on the best way to achieve goals and meet the needs of clients is exactly what all professionals in any field are expected to do.” (Schmoker, 2006) In the field of education, we make this practice difficult to almost impossible in some schools. Educators attempt to accomplish teaming with little to no training, and the results are the same teachers’ meetings that have existed for years. A couple of the frequent complaints I have heard regarding teachers’ meetings is that issues are not discussed and resolved or too much time is spent on something that could be handled elsewhere and the meeting is a waste of valuable time. However, this collaboration does not have to be difficult with the implementation of Professional Learning Communities (PLCs).

The implementation of PLCs provides teachers with a focus for meetings along with a standard protocol and meeting norms that the team develops and agrees upon. The practice of a team working together, in which all members have a voice and each person is equal in power, develops leadership qualities among the teachers in the building. This does not happen by accident, and it takes a building principal who believes in the PLC practice and is willing to relinquish some of the decision-making to the members of the PLC. The benefits of this practice are numerous and can occur when least expected.

The definition of the PLC can be simplified by examining each word.

A group of professional educators comes together for the purpose of improving student learning in a collaborative setting. The key to this process is to focus on student learning rather than just the teaching. I have taken some of the key aspects of the PLC and streamlined the process for this article with the focus on administrators. I have established six steps to enable the PLC process to be used in schools. As principals read each step, remember this is a truncated sample and greater details can be found by reading more from DuFour or Hord.

Step 1: Educating the Staff The staff needs to understand the advantages that can be gained by participating in the PLC. They need to know that the outcome of the PLC will be greater student learning and that collaborating with their col34 w Principal Navigator

leagues can actually lessen their work load when tasks are divided among the team. The biggest issue principals will hear is “when we are going to meet?” This leads to Step 2.

Step 2: Scheduling the PLCs There will be greater support for the PLC process when teachers know when they are meeting and the time is within the school day but does not infringe on their scheduled planning time. For administrators, this is one of the more difficult parts of the process. There is never enough staff in the building to help cover teachers’ classes so that all of one grade level or subject area can meet at the same time. This should include any intervention teachers and special education personnel who might be working with the grade level.

An idea that one of my colleagues tried was to pair a second grade teacher with a third grade teacher. Once a week from 2:30–3:30, the second grade students would go to their matching third grade classroom for a reading activity. The third grade teacher would be responsible for this group of second grade students through dismissal while all of the second grade teachers in the building met in their PLC. The next week, the third grade students would go to their matched second grade classroom while the third grade teachers met in PLC for an hour. There are no substitute teachers that have been hired, intervention specialists can attend the meeting, and the contract is still being followed.

Step 3: Specific Protocol Used During PLCs The group members have the opportunity to establish agreed-upon norms for each PLC. These norms are posted somewhere in the meeting room. I had a meeting template form where the norms were listed along with SMART goals, our stated mission, and the four driving questions (step 5). Examples of group norms that I have seen include: 1. All cell phones should be on vibrate.

2. Respect should be shown to the person speaking.

3. What happens in the PLC stays in the PLC (we called it the Vegas rule).

4. Stay on topic. If you have other issues that need to be discussed, bring them up but we will put the issue in the parking lot for later discussion.

Step 4: Establish a Common Mission, Vision, and Goals It is critical that the members of the PLC know what they are working toward. In other words, what the end product should be. There are guiding questions created by DuFour (2006) to help stimulate discussion. I have developed an activity that leads the staff through a process to create a mission statement (our fundamental purpose), clarify the vision for the school (how we describe components of the school we are trying to create), and select one or two goals to work toward (the most essential conditions and factors that need monitoring on an ongoing basis).

Step 5: Monitor Student Learning with Data This is the heart of the PLC, for it is about the students’ learning.

There are four driving questions that every PLC needs to address at every meeting. What is it we want our students to learn? (the curriculum standard). How will we know when they have learned it? (common formative assessment). What will we do when they don’t get it? (intervention). What will we do when they do get it? (enrichment). During this time, teachers are engaged in their Common Core State Standards, deciding when to teach the standard and what measure they will use to ensure mastery. When this is discussed and decided upon as grade-level teachers or content-area teachers, a greater understanding of the standard occurs.

An important component of a successful PLC is to clarify the criteria the teachers use when judging the quality of student work and a consistent rubric or other means of assessment. Judgments need to be made concerning who is responsible for initiating or sustaining these activities and what the members of the PLC should use to assess the effectiveness of the assessments that are developed. As teachers receive feedback, the final task is prescribing what to do for students who have met the standard for mastery and what to do for the students who are not at the mastery level. The PLC teachers need to bring their assessment data to the PLCs for discussion and to help in the selection of instructional strategies that are working as well as revise those practices that may not be as effective for student growth.

Step 6: Celebrate This step should not be skipped! It is so important that I put celebration in the PLC template for discussion at every meeting. The field of education is so difficult that teachers and administrators need to take time to celebrate what is working, what we are doing well, and which students are achieving growth due to our efforts. Teachers are sometimes slow to express who and what was going well so I would often bring up examples

of growth that I had noticed. After a time, the teachers become more comfortable with this practice and are more willing to share.

In the beginning of the PLC process, I attended as many PLCs as possible. As the teachers become more proficient and had more confidence in their leadership abilities, they need less reassurance from the administrator. I always ask that someone take notes from the PLC meeting on the template and turn in a copy for my records. They understand that it wasn’t a method of evaluating their work or discussions. Instead it was a way for me to stay engaged in their efforts, so the next meeting I attend needs less clarification of what has been discussed.

Some Final Thoughts Regarding PLCs A collaborative culture does not simply emerge in a school or district. “Developing this culture requires a leader who is able to develop the capacity of the staff to work as members of a high-performing team. The team members of the organization must remember that collaboration is a means to an end for the students….the end being higher levels of learning.” (DuFour. 2006) But for the members of the PLC, this process is only the beginning.

References DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree.

Hord, S. M. (2009). Professional learning communities. Journal of Staff Development, 30, 40–43.

Schmoker, M. (2006). Results Now. Alexandria, VA: Association for Supervision and Curriculum Development.

Karen Bachman, EdD, is a former elementary principal of sixteen years, newly retired. Dr. Bachman had the opportunity to research PLCs in her school as part of her dissertation. She used an ethnographic qualitative practice in which 10 teachers voluntarily participated in the study. It is from this research along with the extensive literature review that the article was written. Dr. Bachman welcomes comments and questions and is happy to help principals implement the practice in their school. For further information, please contact karenbachman4@yahoo.com.

Fall 2013 w 35

Health Issues

by Ann Connelly

A Growing Problem: Human Trafficking While we hope that change will be positive, we are all aware that sometimes change can be negative. For instance, human trafficking is now the second-largest and fastest-growing criminal enterprise around the world with about twenty-seven million people living in slavery today and about 800,000 men, women, and children trafficked across international borders each year. Approximately eighty percent of transnational victims are women and up to fifty percent are minors. Closer to home, the FBI has identified Toledo, Ohio, as the fourth highest US recruitment city for trafficking children into the sex industry. Not including domestic adults who are victims of sex or labor trafficking, an estimated 1,861 people are trafficked in Ohio today. Involvement in sex trafficking typically begins at twelve to fourteen years of age.

What exactly is human trafficking? Human trafficking is the exploitation of men, women, and children for commercial sex or labor purposes including the harboring, transportation, provision, or obtaining of a person for a commercial sex act or labor or services through force, fraud, or coercion. Labor trafficking often involves domestic servitude, construction, agriculture, food services, and panhandling. Sex trafficking often occurs via the Internet or may be found at residential homes or spas.

Any time a person under the age of eighteen is compelled through force, fraud or coercion to perform sex acts in exchange for cash or in-kind favors is defined as human trafficking.

Children and youth of any socioeconomic status or ethnicity may be recruited into trafficking. Examples of recruiters include parents, guardians, “friends of friends,” people met at the mall or outside the office of the probation officer or other family members. Williamson’s recent study showed the majority of minors involved in sex trafficking were recruited by a female friend who was selling herself. Once involved in trafficking, children and youth experience violence and torture; degradation; and poor personal health, including STDs and oral health problems, drug addiction, malnourishment, and other problems. These children and youth 36 w Principal Navigator

often continue to come to school.

To repeat—children and youth that are being trafficked often continue to come to school. This is where positive change can happen.

School staff, including the school nurse, may be the people in the position to identify children that are being trafficked or are at risk. Knowing this, Governor Kasich’s Human Trafficking Task Force tapped the Ohio Department of Health School Nursing and Sexual Assault and Domestic Violence Prevention Programs to educate school nurses in Ohio about this issue. The programs presented a free, day-long training on June 25, 2013, for more than one hundred school nurses from around the state; the training will be archived for nurses to access online for independent study.

As part of the process of developing the June training for school nurses, the ODH programs worked with a team of human trafficking experts and school nurses to develop a human trafficking protocol for school nurses—the first in the nation. The two-page protocol, with recommendations for use, was launched at the June training and is available online. The first page of the protocol includes the definitions of human trafficking, common indicators of trafficking among students, and an algorithm for the school nurse to review with recommended actions based on the yes/no answer chosen. The second page of the protocol provides general information about human trafficking, questions to ask the student if trafficking is suspected, and key messages for the trafficking victim.

What can you do? As you are interacting with children and families, particularly those at risk, consider the possibility that trafficking may be occurring. Learn more about the indicators of trafficking. Encourage your staff, including the school nurse, to take advantage of resources to learn more about the topic. Listen to your school nurse or other staff members when they express a concern about the possibility of trafficking. Contact the Trafficking 24-Hour National Hot Line (1-888-3737-888) if you think trafficking may be happening with your students or their families.

Remember, human trafficking is by definition child abuse; all Ohio school staff are mandated reporters of suspected child abuse. If you have a concern about a student, by Ohio law you must call law enforcement or your local Children Services agency. If your staff has such a concern

and expresses it to you, they must call too. Ohio has a new statewide hotline to report suspected child abuse: 1-855-642-4453. Remember—it is everyone’s burden to contact Children Services if there is a suspicion of child abuse or trafficking. It is Children Services’ job to investigate and determine if abuse is going on. Reporting may be done anonymously and all reports/reporters are kept strictly confidential.While the change in occurrence of human trafficking in Ohio is negative, there is room for school administrators and school nurses to create positive change in the lives of the young victims of trafficking. Working together with Children Services and law enforcement, changes can be made to enhance the safety and success of all of your students and their families. That is positive change!

• • • •

Resources:

•

• Trafficking 24 Hour National Hot Line: 1-888-3737-888 • Ohio’s Child Abuse Reporting Hotline: 1-855-642-4453 • Ohio Department of Health links: • http://www.healthyohioprogram.org/en/sadv/School_ Nurses_Human_Trafficking_Protocol.aspx • http://www.odh.ohio.gov/odhprograms/chss/schnurs/ schnurs1.aspx • Ohio Revised Code 2151.421 Reporting Child Abuse and Neglect http://codes.ohio.gov/orc/2151.421 • Building a Child Welfare Response to Child Trafficking, Center for Human Rights for Children, Loyola University of Chicago (2011). http://www.luc.edu/chrc/pdfs/BCWRHandbook2011.pdf • Ohio Attorney General Richard Cordray Trafficking in Persons Study Commission Research and Analysis Subcommittee Report (2010).

• http://www.centralohiorescueandrestore.org/uploads/Ohio_ Trafficking_in_Persons_Research_SubCommittee_Report_2010_2-8_Final.pdf • Congressional Victims Rights Caucus and Congressional Trafficking Caucus (2009).

• • •

• • •

http://vrc.poe.house.gov/ US State Department Trafficking in Persons Report (2008). http://www.state.gov/j/tip/rls/tiprpt/2008/index.htm Trafficking Victims Protection Act of 2000. http://www.state.gov/ documents/organization/10492.pdf Shared Hope International, Demand: A Comparative Examination of Sex Tourism and Trafficking in Jamaica, Japan, The Netherlands, and the United States, US Department of Justice. http://sharedhope.org/wpcontent/uploads/2012/09/DEMAND.pdf Williamson & Prior, Domestic Minor Sex Trafficking: A Network of Underground Players in the Midwest (2009). http://secondchancetoledo.org/secondchance/resources/ domestic-minor-sex-trafficking-network-underground-playersmidwest Estes, R., & Weiner, N. A. (2001) Commercial Sexual Exploitation of Children in the U.S., Canada and Mexico. http://www.sp2.upenn.edu/restes/CSEC_ Files/Exec_Sum_020220.pdf Polaris Project. http://www.acf.hhs.gov/trafficking/about/ fact_sex.html

Ann M. Connelly, MSN, RN, LSN, NCSN, is the supervisor of the School Nursing Program at the Ohio Department of Health. You can contact her by calling 614-728-0386 or by emailing her at ann.connelly@odh.ohio.gov.

Fall 2013 w 37

A Climate of Customer Service

by Roy Swanson

Years ago I worked with a pastor who repeatedly said, “Change is. Growth is optional.” The landscape in education has changed dramatically over the last two decades, and we can either resist the changes or adapt to them. Since many changes are mandated in law, resisting change does very little good. The pastor’s statement is, therefore, quite accurate. As educators, our mission is to determine how we and our organizations will grow while adapting to changes.

A significant change that has impacted Ohio and most of the country is the advent of charter schools. This change ushered in an era of school choice and competition, which is not necessarily bad. Companies that have a monopoly on a needed product or service have no incentive to improve their product or service. Moreover, as Americans, we love our freedom. We love having choices about what food to buy, what clothes to wear, the neighborhoods in which we live, and the kind of car we drive.

Having freedom to choose is a concept that is truly American.

Over the last sixteen years in Ohio, parents have come to realize that they can choose where to send their children for school. With the number of community (charter) schools in Ohio now pushing 340, along with the expansion of the voucher program, parents can select from a virtual (no pun intended) menu of school options. The options create competition among schools for students. I work in a district that does not fear competition, provided that all schools are held to the same accountability standards.

A purely objective bystander would contemplate the schools with 38 w Principal Navigator

the highest test scores would get most of the students, while others would close their doors. This, however, is not the case. Parents with choices send their children to the school they believe is doing well for their kids and the one that has high levels of communication and customer service. A school with a good local report card that treats its parents poorly will fall from favor quickly. It will open itself to harsh criticism and negative rumors in and around the school community. School staff and administration should never underestimate the power of positive communication and customer service. A school with a mediocre report card and high ratings from parents in the areas of school climate, expectations, instruction, communication, and involvement opportunities for will thrive.

In addition to knowing that their kids are making academic progress, parents tend to want the following from the school: 1. A safe, secure environment In the wake of the school shootings in December 2012, parents felt the horror of losing their loved ones. Imagine sending your children off to school on a December morning, and then learning that they will not come home that afternoon because they were killed at school. If a school is seen as unsafe, parents will yank their kids out in a flash.

2. Open communication from school staff Teachers who are uncomfortable talking with parents and working with parents on their children’s progress should reevaluate their roles. Parents need and want open communication from the teachers so they can work together for student success. When a child sees that the parent and teacher (and principal) are all on the same

page and have open lines of communication, success and a reduction in discipline problems are more likely.

3. Principal visibility Parents like seeing a principal who is involved, knows every detail of the school, and knows the students by name. The principal should work at building relationships with students and their parents. This occurs at arrival time, for example, with the principal standing in a very visible place to greet students with a smile as they enter the building, asking them about some detail of their lives. This shows that the principal wants to know the students and parents who make up his or her school and learning community.

It has a very powerful impact on families who choose the school.

4. Courteous assistance from the front desk The school secretary is generally the first point of contact when parents come to the school. A school secretary who is knowledgeable will increase parental satisfaction somewhat, but a school secretary who is knowledgeable and courteous will increase parental satisfaction substantially, thus setting the tone for future encounters with school personnel.

school. If your school secretary is rude or seems too preoccupied to help parents, the parents will have a very low opinion of the school.

For another example, consider this scenario: Student A shoves Student B in the lunch line. The teacher sees everything, including Student B poking Student A in the back of the head. She tells both students to stop horsing around. Student B goes home and tells his mother that student A shoved him, and the teacher didn’t do anything about it. Student B conveniently leaves off the part about poking student A in the back of the head. The mother, wanting a safe and secure environment for her child, calls the principal and is angry. The principal questions the teacher and then contacts the mother to explain that her child was the instigator. A disciplinary decision must be made, and the principal now has less time to build relationships and a sense of community because the teacher did not communicate the incident to the parents of Student A and Student B. Furthermore, the parent has a low opinion of the school: “Those teachers don’t watch,” the parent will complain. “And then they don’t even bother to pick up the phone and let me know what’s going on.”

This scenario is common. If the principal and staff will commit to positive communication, the families will feel much better about the school and will be more likely to support the school in its endeavors. Staff should consider the benefits of communicating incidents like this: rap-

5. Activities for kids that provide a break from the academics Parents don’t want their kids to be miserable at school, and I have discovered that some parents like to relive some of their childhood memories through their children.

Halloween, Valentine’s Day, and field days are huge. While they are not solely academic in nature, if parents see their kids having a nice break from the rigors of the academic duties, they will have higher favorability for the school.

So why are these things important?

We are in public education and provide a service, so who cares if they pull their kids out? The obvious answer is finances. Every child that comes to the school brings a per-pupil foundation payment, and when a child leaves the school, that money leaves as well. The more kids you have in your district, the more financial resources you have to educate your students. Conversely, the fewer students you have in your schools, the fewer financial resources you have, and your dollars get stretched.

Educating without tutoring services, proper technology for 21st century skills, professional development for your teachers, and current, researchbased curricular resources becomes markedly more difficult than educating with these entities.

Keeping positive customer relationships also helps as you build a sense of community in and around the school. It is much easier to accomplish your academic objectives when you have positive parental support.

This support comes from creating a school climate that is inviting. For example, if your school secretary greets parents, preferably by name, with a smile, the parents are then primed to have a positive experience at the

port will be strengthened with the parents; the parents appreciate getting feedback and information directly from school staff (not in notes home or verbal information through the student); teachers continue to improve their public relations skills; future problems can be mitigated since the students know that parental contact is likely; and the principal can be free to deal with more pressing student achievement issues.

Roy Swanson is the principal of Warder Park Wayne Elementary in Springfield, Ohio. Mr. Swanson also spent three years as Principal and Regional Director of Imagine Schools, a national charter school organization. He can be reached by phone at (937) 505-4450 or by email at swansonra@spr.k12.oh.us.

Fall 2013 w 39

Legislative Report

by D. Mark Jones

Positive Behavioral Interventions and Supports: A Guide to an Improved School Climate and Student Learning Without question, the pace of school reform efforts has accelerated dramatically in the past few years in Ohio.

Building principals have been required to lead their teachers and staff through a plethora of changes, and new expectations create a level of unease and insecurity among educators at all levels. We hear regularly from our members that the sheer number and scope of these new initiatives leaves them feeling overwhelmed and frustrated, not only by the magnitude of the task but also by the limitations of time—time to adequately analyze the impact of any one of these changes on the students and staff for whom they are responsible.

We constantly hear buzzwords like evidence-based and data-driven, but few, if any, of us actually have the time to investigate the original research underlying these new programs and initiatives. So, we are left to accept at face value the arguments and proof offered by proponents of such changes, even though many of these initiatives have a “flavor-ofthe-day” feel to them. How many of you have seen that wry, cynical grin from veteran teachers and heard them mumble under their breath, “This, too, shall pass”?

The temptation to assume that our current jet-fueled reform efforts will soon give way to a return to the old way of doing business is understandable, because that has been the history of so many of our earlier attempts at school improvement. Yet, it is also naïve. We simply need to look around at virtually any other aspect of our society, from technology to social values, to recognize that “change” is the new norm. Therefore, as school leaders, essential traits like adaptability, flexibility, and a talent for quickly sifting through the clutter of new ideas to uncover those that are truly effective will greatly improve our chances for success. By listening 40 w Principal Navigator

to other principals who have already field-tested a program or approach, we can gain valuable information and insight into those ideas or reforms that hold great promise.

One such process that has recently gained much attention for its potential to significantly improve learning outcomes for students is known as Positive Behavioral Interventions and Supports (PBIS). While certainly not new the arena of educational lexicon (see Reauthorization of IDEA, 1997), PBIS has now found its way into the mainstream of our collective discussions on school improvement in Ohio, due to the policy adoption on Restraint and Seclusion by the State Board of Education. On January 15, 2013, the State Board of Education approved a policy for both PBIS and Restraint and Seclusion, and then followed this action in April with the adoption of language governing the rules for this policy. In short, it requires every district in Ohio to develop, adopt, and publish a policy that governs the use of restraint and seclusion, discourages their use in all but extreme circumstances, and promotes, instead, the use of PBIS throughout our schools. Most importantly, the board policy takes effect for the 2013–14 school year!

The Ohio Department of Education now offers tremendous assistance to districts as they undertake compliance with the new policy. A quick keyword search for PBIS on ODE’s website will instantly take the reader to a variety of pages that provide not only the historical context for the concept but also offer both model policy language and implementation guidelines to help manage the new requirements at the district and building level. In addition, the requirement for staff training is explained so that every school will be prepared for meeting the mandate as school begins this fall.

Beyond the ODE website, we also encourage all principals to investigate the assistance available to them through another resource at www.pbis.org. Here you will find a treasure trove of valuable information, videos, and handouts from many presentations conducted over the years for schools around the country. A full explanation of the purpose, history, and standard definitions used in the PBIS framework are available.

Evidence for the effectiveness of PBIS at reducing problem disciplinary behavior and improving school climate and academic achievement are also well documented.

Another salient point about the PBIS concept is the fact that it has direct relevance to both OTES and OPES. As we shift our evaluation model for teachers and principals alike, the performance-rating rubric that will

be used to assess each principal’s effectiveness is based on the Standards for Principals adopted in 2005. Without question, careful implementation of a PBIS program will provide valuable evidence for meeting Standard 3 on this evaluation rubric.

One cautionary note is warranted: while the history of the PBIS approach traces its roots back to IDEA, the concept should not be thought of in terms of being confined to only special needs students. Instead, this is a schoolwide systemic program that provides for improving the academic and social behavior outcomes for every single child in the school.

Indeed, the language of Ohio’s model policy on Restraint and Seclusion and PBIS clearly indicates that the directive applies to 100 percent of the students 100 percent of the time.

We understand the incredibly daunting task that each school principal faces in today’s environment of hyper accountability and swirling efforts at school reform. In light of this challenge, we encourage you to ask yourself the following questions: • Do I believe that student behavior impacts school climate, and that climate in turn impacts student performance?

• Do I believe that appropriate student behavior is not necessarily a given, and therefore must be taught in school, like any other content-based concept?

• Do I trust the testimonials from thousands of other school principals who have engaged in a particular program to help me in understand the benefits possible for my own building?

• Am I capable of leading a team of my own teachers through a design and development process to create a mechanism for improving the climate of our school, and ultimately enhancing student learning?

• Is it important for me, as a school leader, to be aware of and compliant with the policies of our state and district Boards of Education?

If you answered yes to each of these, consider yourself PBIS-ready!

D. Mark Jones is the Associate Director of OAESA. Before joining the association in the summer of 2013, Mark served as an elementary principal in Pickerington City Schools for thirty-three years. You can reach Mark by email at mjones@oaesa.org.

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99. This number represents the percentage of ProKids’ children who were free from abuse last year. ProKids has maintained this outstanding outcome for more than a decade. Please read the story below to find out how people in the community—just like you—are positively impacting the lives of children every day by helping ProKids uphold its life-altering outcomes.

Positive Beauty The helium-filled balloons quickly wiggle their way through the wind and look as though they will crash into the fluffiest of clouds. Two giggling young sisters stand below in an upward gaze until the sun tickles their eyes just enough to blink. Another January birthday celebration has come to a close. This celebration, however, has a different feeling than the ones that came before it.

Jasmine came into this world sixteen years ago and quickly learned the uncomfortable feelings of having a daddy that was hurting her with his touch. She tried to tell her mommy but was told that she was wrong. With a birthday fast approaching, Jasmine looked forward to the possibility of having a little sister born just a few days before. She couldn’t wait to take care of her little sister. She would protect her from their daddy, the monsters under the bed, and the bad words on the radio.

Finally, the anticipation was over. Jada had arrived.

After my baby sister was born, Mom grew distant. She would complain about the loud voices in her head, and listened to them more than us. Some days, though, she was happy. She would show me and Jada off to the neighbors and even strangers in the grocery store. But most days, I would find Mom crying in her room, pulling the hair out of her head, and pounding her fists into the wall…it was in these moments that I didn’t even recognize her. I felt scared. Scared and alone…

Once I overheard my aunt telling my uncle that Mom had been roaming the rough city streets and sometimes sleeping in overcrowded homeless shelters. She was forgetting to take care of herself…of us. She had a home. She had us. Why weren’t we enough to make her happy…to silence the voices in her head… to make her the Mom I used to know? Her mental state was 42 w Principal Navigator

crumbled and cracked like the old cement steps leading up to our cold home.

As their lost mother grew completely encompassed in the vagabond lifestyle, her motherly role dwindled. The girls spent some of their time in their quaint, disheveled home, and though he was in and out often, their daddy found the time to rob them of their innocence. Jasmine tried her hardest to keep her daddy away from Jada, but so many times she would be left banging, crying, and kicking on the other side of a locked bedroom door.

The girls became familiar with packing up a few of their favorite purple sweaters and matching sparkly headbands, a couple of toothbrushes, and a stuffed animal—then climbing into the backseat of their aunt’s car to stay at her house for a few weeks here…a couple months there. If it wasn’t for their aunt, the little daydreamers would have been left to fend for themselves.

Their aunt better understood the problems facing Jasmine and Jada once Job and Family Services became involved. Their mother called the agency on herself and stated that she had visions of killing her girls. Sometimes she saw herself suffocating them, sometimes drowning. When she saw these vicious, movie-like images in her mind, she knew it was time to get away. This time, she recognized that this needed more than a temporary fix. She wanted her girls to grow up stable and happy…even if she might not be able to be a part of that. It was a brave and loving call.

Terry, a ProKids’ CASA (Court Appointed Special Advocate) volunteer, met Jasmine and Jada at their school. Upon introduction, the girls hugged Terry and seemed as though they would never let go. When she reflects back on their first meeting, Terry remembers how captivated she was by the girls’ beautiful, glowing smiles and big, bold eyes. As she talked to a few of their teachers, Terry watched the girls through a large, beauti-

fully craft-cluttered glass window. They were surrounded by friends, constantly laughing and seemingly having the times of their lives. For having endured a childhood where they were passed back and forth like money in a cash register, packing their lives into overused canvas totes, familiar with the shameful feelings of sexual abuse, and seeing their mother so unstable, the girls were remarkably positive.

Terry ensured that the sweet, radiant sisters were safe. Jasmine and Jada’s daddy had no visitation rights, and their mother wrote little love notes, but kept her distance. Terry regularly met with school counselors and teachers to make sure that the girls were keeping up with their homework, maintaining their exceptional grades, arriving at school on time, and making new friends. She worked with Job and Family Services to get both girls into therapy and made regular visits to their aunt’s home to make certain it was a safe and nurturing environment.

After many conversations with Jasmine and Jada, Terry was positive that their aunt’s home was the best place for them. The girls loved their aunt and couldn’t be happier knowing that Terry would work with the court and Job and Family Services to make their aunt’s house their forever home.

A few months ago, it became official. Jasmine and Jada are now living with their aunt in a safe, permanent and nurturing home. Both girls are free from abuse and excited for what the future holds. They attend therapy regularly, make excellent grades, and are quite the social butterflies.

As the balloons travel farther and farther out of sight, Jasmine and Jada walk towards the picnic table, hand in hand, to help their aunt clean up the birthday fixings.

VOLUNTEER OPPORTUNITY IN CINCINNATI ProKids Needs More CASA Volunteers Do you live in the Greater Cincinnati area? Are you looking for a volunteer opportunity? Do you have a flexible schedule and good communication and critical thinking skills? If so, ProKids has a perfect volunteer opportunity for you!

ProKids has found that its most outstanding Court Appointed Special Advocate (CASA) volunteers have a background in education - ProKids and the foster children of Greater Cincinnati need your help!

For 32 years, ProKids has been advocating for abused and neglected foster children in Greater Cincinnati. We recruit, train, and support community volunteers to speak up for these children in court, and help guide them into safe environments where they can thrive. The heart of this effort is our CASA volunteers. Each CASA volunteer is assigned to a foster child – making sure the child is safe, that his/her needs are being met, and helping each child move into a safe, permanent and nurturing home as quickly as possible.

The first step in giving these children a voice is to signup for a Snapshot. For more information about ProKids, please visit www.prokids.org or call 513.281.2000. Thank you!

Fall 2013 w 43

Tips for a New Principal

by Bill Carozza

1. Meet with all of your staff in the summer.

I’ve found the best way to discover the true flavor of your building is to simply listen to the players who make up the school. Do not offer advice but take good notes and let your new teachers, paraprofessionals, specialists, office crew, kitchen staff, and custodians all give their perspective on what is working and what is not. In one of my principalships, I tabulated the results of my interviews (kindly sanitized without criticism of individuals), and it became a component of my goals for that year and a major topic at the opening staff meeting. These actions validated the opinions of all of the staff.

2. Honor the history of your school.

As a new principal in my mid-thirties, I thought I had it all figured out and that the veteran teachers were nice people but not privy to the latest in pedagogy. That may or may not be true of your “vets,” but they do hold the history of your building and the culture that binds the school together. Sure, there will be changes that need to be made over time but earn your respect in the short term so that you will have influence in the long run.

3. Identify the major players and support them.

Find those teachers who have passion, a hunger for knowledge, and an ability to take measured risks and give them all the support they may need. Perhaps the best support is your confirming words. But while you do this, be careful to…

4….Be fair to all.

This will be difficult. It’s only natural to spend more time with those who share your philosophy, simply match your personality, or those you can trust. But it’s crucial to be seen as even handed. One former principal 44 w Principal Navigator

colleague of mine lost her job over time because she was seen as having favorites. Thus, while humanly difficult, it is important to…

5. Be kind, caring, and respectful in all of your relationships and be willing to apologize.

While cliché, relationships really do matter. Too many leaders are afraid to look weak, and thus apologies are rare. Asking for forgiveness and being forgiven is a sign of strength for both parties and usually leads to respect and healing. In your first year, don’t be afraid to admit when you’re wrong while holding your ground respectfully when you’re not.

6. Focus on school and classroom culture.

I am surprised that more pre-service teacher programs don’t highlight the enormous importance of classroom management for success.

One of the most popular and proven approaches in this area, Responsive Classrooms, has conducted research that shows the unsurprising link between the culture in one’s classroom and academic achievement. Spend time with your new teachers and help them succeed with their management. Be visible in the hallways, cafeteria, and playground.

7. Budget.

Like your facility, do not leave the responsibility and knowledge of your budget to others. This includes the student activity accounts as more principals are fired due to mismanagement of these accounts than any other reason. Have your administrative assistant regularly check the line items so that you don’t grow short in any area. Also, ensure that you legitimately spend what you have budgeted. It’s not good to have large overages toward the end of your fiscal year as this is a sign that you didn’t need this funding anyway.

8. Grow some leather.

When I was in the classroom, I had few enemies. It appeared that everyone liked me. I was cool enough and became close friends with many of my colleagues. As soon as I became a principal I found that the Teflon began to crack and that my decisions had a larger affect on my co-workers and their lives. I couldn’t make everyone happy anymore and this was difficult at first. Angry at me? I’m a nice guy! I soon realized that I had to grow a bit of leather and be content with making the right decisions, maintaining my respect for all, and understanding that I will be unpopular at times.

9. Get to know your facility.

I was not blessed with fix-it skills. Just ask my wife. Yet, I have learned the wisdom of knowing what makes your physical plant tick. Do you know where all of the electrical panels are? Where are the shut off valves? What areas of your building are most needing repair? What’s the status of your maintenance plan? I guarantee you, while the business administrator or facilities director may have responsibility for your facility, no one will care as much or advocate as well as the principal.

10. Set fewer and more succinct goals in year one.

Your vision for the school won’t be met in one year. Don’t kill your staff with initiatives in year one but set goals that can be met with an eye to three to five years for longer-term goals.

11. Model great practice.

Be sure that your staff sees you as a learner. When you communicate by written word, include a professional article. Staff meetings should be professional development sessions not informational diatribes. Lift up great practices from your passionate teachers. Reflect the power of social media and Web 2.0.

12. Keep your superintendent in the loop.

13. Communicate well with your staff and community.

Find your best methods. Utilize podcasts, vodcasts, blogs, email lists, and don’t neglect paper when necessary if digital means aren’t working as well as you’d like (especially with the community.) One of the greatest factors in leadership success is communicating one’s vision clearly and consistently.

14. Find a mentor.

The principalship can be a lonely place. If you are in a smaller elementary school you may not have an assistant principal, and in that case, you may be an “only.” In addition to tapping your PLN, be sure to find other administrators in your district or outside your area to be there when you have a critical question or simply need to vent. A former superintendent and principal of mine were life savers for me in my early years.

15. Schedule yourself to be with students.

Always be out front when the kids arrive and be there when they leave. Ride buses. Play hoop at recess. Walk around and chat with kids during lunch. Get to their competitions outside of school. Play chess with them in your office and modify the stigma of the “principal’s office.” Ask them questions during your classroom walkthroughs. Read to them and have them read to you. Let them know that they are the most important part of your school life.

My career as a principal has been exceedingly rewarding. Working together with my colleagues, we change the world every day. Learn from everyone, even when it doesn’t seem possible. Exercise, eat well, and get plenty of sleep. Forewarn those you love that you will be searching for a new balance in your life and to be patient.

It really is a great job.

Cross-posted at Principal Reflections, Bill’s personal blog. You can also find him on Twitter at @wcarozza.

Earning the trust of your superintendent is crucial in your first year.

If you make a mistake, admit it to your sup long before the public or the press finds out. As one superintendent told me, “I don’t like surprises.”

Fall 2013 w 45

Sorry

...We’re BOOKED

Instructional Coaches and the Instructional Leadership Team: A Guide for School-Building Improvement

by Dean T. Spaulding and Gail Smith

This guide provides a clear and focused blueprint for the integration of an instructional coach within a school building. The authors include research and templates that support reflective best practice in the context of building improvement. The focus on using data analysis to inform instruction is timely and relevant as we are experiencing changes in curriculum and evaluation of educators.

The positive tone of the book adds support to collegial work and fostering a sense of respect and direction as building staff work together to improve their practice. The viewpoints of a principal, a new instructional coach, and various teachers on staff provide insight into the process of deciding how best to utilize everyone’s expertise to improve student achievement. The reflections accurately portray how we may have different views on what an instructional coach should and should not be. It includes reactions from teachers reluctant to participate in this new way of doing things and suggestions on how to involve those who may be hesitant to support these changes.

Buildings with and without instructional coaches will find useful tips for building a culture of shared leadership and collaboration with the focus on using data to inform decisions. The self-reflection templates included are helpful for the instructional coach and are useful for reflection as a staff. reviewed by Joanne M. Brookover, Principal, Willyard Elementary School, Ravenna School District

Dignity for All: Safeguarding LGBT Students

by Peter DeWitt

Although the topic of lesbian, gay, bisexual, and transgender students has gained increasing attention, it still is quite difficult for educators to know how to properly address the multitude of issues that come into play for these students, especially in the school setting. Peter DeWitt provides a manual for educators to help improve the overall school culture for LGBT students including action steps and discussion questions. This easy-to-read guide provides real-world vignettes to help put the issues into perspective and better understand how educators can provide a positive impact on all students.

DeWitt stresses the importance of acceptance and not just tolerance of those who have different viewpoints, beliefs, or sexual orientations.

A strong foundation in the form of a character education program is necessary to create a generation of students who are capable of producing an inclusive climate. DeWitt also recommends that district board policies specify sexual orientation and gender expression to offer protection to students and help combat bullying that may occur.

One of the most obvious yet surprising bits of information taken from the text is the fact that schools need to educate students about other types of people and talk openly about differences and accept them. It is evident that the sensitivity of this topic requires additional professional development for most teachers, but if students can identify supportive staff, they feel safer and ultimately do better in school. By embedding discussion into the curriculum and using literature that broaches these difficult topics, educators can elicit frank discussions that will produce teachable moments.

Dignity for All: Safeguarding LGBT Students is a straight-forward resource that addresses a difficult situation educators face. DeWitt simplifies the issues to easily understand how educators have gone wrong in the past and provides ideas, suggestions, and resources for improvement so students do not feel afraid to express who they truly are in a supportive environment. reviewed by Melanie Pearn, Principal, Madison Avenue Elementary, Riverside Local Schools

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Be a Changemaster: 12 Coaching Strategies for Leading Professional and Personal Change

by Karla Reiss

How often as a school administrator are you faced with staff members who are resistant to change? This can be a truly daunting experience as we are challenged with increased mandates from the state, such as OTES, the Third Grade Reading Guarantee, revised report cards, and lack of funding just to name a few. Wouldn’t it be nice to have the skills to lead transformational change while building a winning team?

Karla Reiss’s work in Be a Changemaster: 12 Coaching Strategies for Leading Professional Change provides school administrators and other professionals with twelve strategies for overcoming this resistance. These strategies are built into an acronym for CHANGEMASTER and include: Challenge Assumptions Have a Higher Purpose Awareness of Limiting Thoughts Nix the Negatives and Naysayers Gather a Group Emotionally Connect to the Goal Maintain Momentum Ask How Can I? See Success Smiling Turn Talk to the Future Expect and Welcome Discomfort Remain Relentlessly Focused Professional coaching is a research-based strategy which has been proven to promote change. The coaching process leads individuals and small groups down a path a personal and professional change. One of the nice aspects of this book is that it primarily focuses on change within schools and gives examples which keep the educators engaged.

I thoroughly enjoyed this book because Karla Reiss renewed my awareness of effective coaching and leadership skills. This book is definitely a must read for any administrator who is struggling with staff members resistant to change. This book also provides many practical application tools that will be of great assistance in initiating any change process whether professionally or personally. I look forward to leading a book study with my Building Leadership Team as there are many skills and strategies which I believe will have a profound impact on changing the culture of my building while promoting student achievement. reviewed by Julie A. Petruna, Principal, Richardson Elementary School, Cuyahoga Falls City Schools

We extend our appreciation to Corwin Press for providing these publications to our reviewers.

You can order these books and many other educational materials at

“The function of education is to teach one to think intensively and to think critically... Intelligence plus character that is the goal of true education.”

–Dr. Martin Luther King Jr.

COLLEGE? YES YOU CAN. Save as little as $25 at a time, and by the time your child is ready for college, you’ll be ready to help. Ohio’s CollegeAdvantage 529 plan has helped over half a million children realize the dream of a college education. And no wonder. CollegeAdvantage is one of the top five 529 plans in the country.

• 100% of your earnings are 100% tax-free when used for college • You can deduct up to $2,000 of your contributions from your Ohio taxable income annually • Funds can be used at any college in Ohio or the rest of the U.S., including community colleges and all historically black colleges and universities.

• You can use the account to pay for tuition, room & board, books–just about any college expense.

Visit www.CollegeAdvantage.com and open an account in just 10 minutes.

Call 1-800-AFFORD-IT (233-6734) for more information.

www.corwinpress.com

CollegeAdvantage is a 529 plan offered and administered by the Ohio Tuition Trust Authority, a state agency. To learn more about CollegeAdvantage, its investment objectives, risks and costs, read the Offering Statement available from www.CollegeAdvantage.com. If you are not an Ohio resident, check with your home state to learn if it offers state tax or other benefits for investing in its own 529 plan.

Or call 800-233-9936 Or fax to 800-417-2466 Or mail to 2455 Teller Road, Thousand Oaks, CA 91320

Those with purchase orders for large quantities or who need assistance matching our books to their district’s initiatives or school needs can speak with a sales manager by calling 800-831-6640.

OAESA 7.2013.indd 1

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7/11/13 12:27 PM

New Members Zone 1 Andrea Baldwin Matthew Ballentine Melissa Boggs Jacob Campbell Dustin Cook Becky Dalton

Wendy Halley Rochelle Halley Kirsten Herrick Keri Higgins Kristin Hoffman Rebecca Hornberger

Kara Jackson Jeremy Litteral Tricia McNickle Dawn Rice Travis Ruckman Andrew Schob

Christen Sevcik Andrew Smeltzer Corinna Smith Megan Wise

Todd Bandow David Bergan Bret Bohannon Gena Bosley Victoria Burnham Whitney Crabtree

Andrea Daniels Holly Endres Elizabeth Fessel Tanya Hendrix Patricia Hiler Christopher Johnson

Blake Kibler Lorin Kibler William Kovach Theresa McCall Alisa McCallum Meredith Miller

Kendra Murphy Amy Schaljo Matthew Shelton Karrie Strickland Theresa Yoder

Melanie Barnes Marcella Barrett Mary Castle Stacy Gibbs

Kathy Jonas Rhonda Keller Dawn Lavey Sommer Mastronardi

William Petrello Crystal Phillips Leah Schiavone Dan Schwieterman

Deborah Scully Jordan Simmons Elizabeth Sizemore

Rachel Borchers Anthony Cleveland Scott Cunningham Carol Dunlap Jeffrey Eichorn

Bradford Faust Jacob Grove Adam Hennessy David Hensinger Julie McCue

Amy Oswalt Kara Place Sam Staton Dan Swick Andrew Ward

Nick Wilker Jennifer Williams

Jenny Albright Ellen Bernal Dean Brinkman Sheryl Brown

Guy Camera Jaaci Carr Jennifer Cornelison Katherine Diekman

Connie Graham Cynthia Jablonski Wendy Johnson

Joshua Klear Timothy Manz Josh Martin

Zone 2 Zone 3 Zone 4 Zone 5

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(continued on page 49)

Lisa Matula Nita McKinney Mary Munger

Brian Murphy Anita Price Joshua Schlotterer

Laura Springer Theresa Vietmeier Kyle Weisenburger

Karen Witt Melissa Yeo

Mark Black John Callaway Kristen Campbell Andrew Cardinal Mary Crabtree Scott Graham Marybeth Harter

Gjergj Haxhiu Eliza Holcomb Traci Kosmach Melissa Martinsen Patrick McNutt Christopher Meadows Kyle Moyer

Judith Myers Annemarie Nosse Bryan Rector Kelly Riley-Zana Adam Slabodnick Raymond Southard Lori Villanova

John Wadas Terese Weaver Jason Windon Jeffrey Zvara

Juanita Bermudez-Rogers Tornetta Brooks-Clark Desiree Caliguire-Maier Jill Cammenga Ronald Holland

Emily Hope Linda Knight Joseph Nunney Eva O’Mara Christopher Papouras

Michael Sauner Jeffery Schiller Sjou-Chun Seday Tiffany Trapp Merritt Waters

Milena Wick Lisa Williams Marc Zustin

Adrienne Achenbach Michael Andrews Jennifer Backes Ellen D’Amore James Franceschelli

Nicholas Haught Shawn Louk Cynthia Matranga Jason McConnell Charles Mead

Mark Melnek Dennis Mitchell Scott Niedzwiecki Kimberly Saculla Christine Schreffler

Jessica Shaffer Cassandre Smolen Michael Tricomi

Jared Angelica John Belt Jamie Cicconetti

Carmen Feldner Jim Funk Elizabeth Heben

Peter Husted Jessica Kiper Glenn Regan

Nate Schindewolf Steve Watkins

Carlita Bell Deborah Bellinder Joseph Bernowski Dean Bulmer Amanda Douglass Ken Ehrman Gregory Flecher Tyson Hilkert

Erin Johnson Katie Keller William Kennon Jr. Amie Ladd Jason Loughman Salvatrice Maldonado Susan Martin Kristine Michael

Tanya Moore Randy Nielsen Katherine Nowak Renee Pappas Brittaini Pulver Stephen Rozeski Adam Sandhoff Natosha Schafer

Kurt Scheiderer Andrea Tose Craig Travis Audra Wheeler Lea Yoakum

Zone 6

Zone 7

Zone 8 Zone 9 Zone 10

Fall 2013 w 49

Your

Honors

2013 Ohio Distinguished Principal and Hall of Fame Schools Award Winners Congratulations to our 2012–2013 award winners! The awards were presented during the OAESA Professional Conference Annual Awards Luncheon, held on June 20, 2013 at the Kalahari Resort in Sandusky, Ohio.

Enjoy viewing the photos from the awards luncheon on the pages of this article.

Ohio’s National Distinguished Principal Award Cheryl Montag

J.F. Burns Elementary Kings Local School District Cheryl Montag, principal of J.F. Burns Elementary School, is a principal who demonstrates exceptional leadership qualities and has a passion for helping her students and staff excel. Anyone who spends time with her leaves feeling inspired and refreshed because of her enthusiasm and compassion. She has helped create a positive learning environment at J.F. Burns Elementary by having high expectations, basing decisions on what is best for children, and building strong parent/community partnerships. The students at J.F. Burns continue to achieve at high levels. This is a direct reflection of the leadership Mrs. Montag has provided for staff, students and parents. She values the input of others and continually looks for ways to improve teaching and learning at her school. The message from staff, parents, grandparents, colleagues and community members of J.F. Burns is consistent: Mrs. Montag is truly a special person who has touched the lives of many. She is a gifted leader and her positive impact on the school community is beyond measure.

Outstanding Assistant Principal Award Doug Higham

Dodge Intermediate School Twinsburg City Schools Douglas Higham serves as the assistant principal at the Dodge Intermediate School in Twinsburg. Several positive descriptors were used to describe Mr. Higham, but the one that stood above all was “studentcentered.” Parents, students, teachers and colleagues shared personal stories of how Mr. Higham has impacted students in his charge. He was described as compassionate, empathetic, caring, enthusiastic and fun! Students, staff and parents shared about his commitment to the implementation of the Olweus Bullying Program and the success of reducing bullying behaviors in the building. The Superintendent, Kathryn Powers, spoke of Mr. Higham’s work with district teachers in creating Student Learning Objectives and with district leaders about using student data for school and district improvement initiatives. We heard from teachers about the support they felt in critical meetings as well the comfort they experienced in knowing that Doug’s office door was always open for discussions.

In her letter of reference, his principal, Mrs. Barb Werstler stated, “During this short time, he has impressed me as an instructional leader, collaborator, and visionary member of the staff.” Staff, students and parents confirmed this statement as we spoke to them during our visit. We are pleased to add our recommendation for Mr. Doug Higham for the Outstanding Assistant Principal Award.

Ohio 2013 Hall of Fame Elementary School Honors The OAESA Hall of Fame Award annually recognizes schools throughout the state that offer exemplary educational programs that meet the needs of students. OAESA requests nominations in the fall, and applications are mailed to the nominees shortly after. The staff of the nominated schools fill out the 12-page application form, and the Hall of Fame Committee, with identities hidden, scores the schools. In order to be eligible for the next round of judging, schools must score a minimum of 75 points and be one of the top two schools in each zone. Visitors consisting of OAESA members who did not read the applications are then sent to the top schools for the final decision that these schools are, indeed, Hall of Fame Schools.

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Zone 1

South Elementary

Lancaster City Schools

Robin Cathers, Principal

South Elementary is an older building, full of charm and success. Bright, cheery rooms covered in student work reflect the students and teachers in them. The fifth grade students that gave a tour were very proud of how familiar they were with their school. It was a pleasure meeting the staff, parents, board members, superintendent, and community members of South Elementary School. It is very clear how invested the surrounding community is in this school. While limited in space and resources, this school showed a lot of heart and caring toward all students. South Elementary truly represents what a Hall of Fame School should be about—doing what’s right for children.

Zone 5

Kalida Elementary Kalida Local Schools

Carl Lammers, Principal

Kalida Elementary is a school community which nurtures the leaders of tomorrow! Stakeholders describe their school with many powerful words: kind, caring, safe and as a school where excellence is in action every day. Upon entering the building, one immediately senses the family feel and welcoming environment. The building has a strong tradition and presence in the community and provides opportunities for students to flourish! The principal leads through example with strong community connections and by being a positive, visible, involved leader who makes all decisions in the best interest of the students! As a united team the Kalida staff works together for the success of all students. Kalida Elementary is truly a Hall of Fame School.

Zone 6

Isham Elementary

Wadsworth City Schools Nancy Watts, Principal

The community relationship with Isham Elementary runs deep, not only in a historical context, but in the current setting as well.

There is a strong connection between and among teachers, students, the principal, support staff, and community. Their focus on the whole child is evident. As we visited the before school activities, we noted a pride in the way the building is being utilized. The climate is warm, the outdoor and indoor play areas are well designed, and there are numerous activities available to students before, during and after the school day. Everyone contributes. The staff seems to appreciate and support one another and the parents are active, supportive, and encouraged to participate in the teaching and learning process. The students are very well behaved and on task. The people we met understand that a Hall of Fame School has the potential to be a model for other schools and welcome the responsibility that opportunity carries.

Zone 8

Lake Elementary

Mentor Exempted Village Schools Mike Lynch, Principal

From the moment you step foot into Lake Elementary, you can feel the difference a close-knit community of staff members can make on a school. The open concept K–5 elementary building functions with precision, attention to detail,

a Hall of Fame school!

and most importantly, love. Whether it is pairing up a staff member with an at-risk student for emotional support through their Cardinal Companions Program, or the daily thirty minute reading and math interventions, all staff members are actively involved in the lives of their students.

When you enter Lake Elementary School it is evident that the adults and the children are engaged, focused and succeeding. There is no doubt in my mind that Lake Elementary School is

Zone 10

Evening Street Elementary Worthington City Schools Mary Rykowski, Principal

Located on a quiet side street in the heart of Worthington’s business district sits Evening Street Elementary. Students begin their day at Evening Street in a myriad of ways. Younger students enjoy breakfast, hockey in the gym, and morning recess while older students can participate in strings and band. In addition to the solar panels gracing its rooftops and the classroom garden plots on the patio, the school boasts a population of more than 50 percent of its students in grades three through six identified as gifted. Its talented and gifted program is targeted at challenging these students in order to achieve value-added growth, giving a new meaning to the phrase “going green.” At the same time, the school supports its at-risk readers with a robust reading program coordinated by community volunteers. A grandparent volunteer program has also been implemented that targets good behavior and decision-making. At the heart of this family friendly school is its principal, Mary Rykowski. She is a leader and innovator who, despite the challenges facing education today, remains steadfastly focused on her relationships with students and their families.

The D. Richard Murray Award

Lucy Ozvat, EdD

OAESA Member Services Director

Dr. Lucy Ozvat served OAESA as the Member Services Director and retired June 30, 2013. During her time in this position, Dr. Ozvat has helped members with legal issues, lobbied for the organization, and managed the professional development program.

Dr. Ozvat began her teaching career in the South-Western City School District and spent twelve years teaching elementary grade students prior to becoming an elementary principal. During her tenure as a principal, her building was awarded a Venture Capital Grant from the state of Ohio to implement a teacher-led initiative for school improvement. In 1998, Dr. Ozvat was promoted to the district office and spent the next six years as the Personnel Supervisor.

Dr. Ozvat moved to the Ohio Department of Education in 2004 as the Associate Director of Educator Quality. In that capacity, she oversaw the development of the teacher and principal standards for the State of Ohio, worked on alternative licensure initiatives, and collaborated with OAESA and the OASSA to revise the entry year principal induction program. She developed evaluation guidelines for principals, and fostered greater understanding with districts in meeting compliance mandates found in the No Child Left Behind highly qualified teacher regulations. Dr. Ozvat’s tireless dedication and service to the school children of Ohio make her an obvious candidate for the D. Richard Murray Service Award.

Fall 2013 w 51

Q&A with Sarah Soboleski

President of United Way Club Connect

1) Can you give us a brief overview of the program in 100 words or less?

United Way Club Connect is a $15 annual membership program that generates income for your school, United Way’s education initiatives in your community, and the NAESP Foundation. This innovative program provides students an amazing online destination to encourage literacy and philanthropy, while also providing hundreds of dollars in coupons to each student’s family.

2) OK, we like this already. Can you tell us a little more about the benefits for schools?

Proceeds from each United Way Club Connect membership card stay in your school, 32 percent to be exact. Students and other school members can sell membership cards to friends, family, and community members. Memberships can also be purchased for parents, grandparents and family friends to receive the coupons. They make great gifts for anyone who wants to help make a difference in the education of our children.

3) What you’re saying is $4.75 of each membership card goes to the school to be used at the school’s discretion? That’s excellent. Now how would we get buy-in from parents?

We’ll provide each school with a Welcome Kit to help you promote the program in your school. Beyond being simple and easy to implement, United Way Club Connect is the only program that raises much-needed funds that will directly benefit both your school and United Way’s education programs in your community.

• Logistically it is also better than other fundraisers: • A “feel good” product which promotes reading and philanthropy.

• Provides additional benefits all year-round (e.g. coupons, sweepstakes, etc.).

• No parents baking 300 brownies the night before a bake sale.

• No large or bulky inventory to manage.

4) You mentioned coupons. Would parents be able to use these coupons, even if they live in a remote part of the state? Could you share with us some of the participating vendors?

Members receive promotional discounts and valuable coupons 52 w Principal Navigator

worth hundreds of dollars from national brands like Scholastic, Mattel, General Mills, Johnson & Johnson , Kelloggs, Clorox and many many more!

4) This program is great for schools and parents.

What about students? What are some major selling points for kids? (Give specific examples of celebrities, authors, games, etc.)

Once on UnitedWayClubConnect.org students will find celebrity readings of popular books, author interviews of favorite books, excerpts from new books, literacy-based games, videos showcasing inspirational stories of children giving back to their communities, entertainment including original programming and music videos, and national sweepstakes and contests.

5) So, Club Connect is a win for schools, parents, and kids. We have one more question—how can we get started?

• Go to www.unitedwayclubconnect.org/schools and complete a Welcome Kit request form.

• Each Welcome Kit contains 1,000 membership cards, and a school can request more membership cards at any time free of charge.

• Membership cards can be sold to students, families, friends and community supporters.

• Unsold cards can be returned at no cost at the end of the campaign.

• Using the provided forms, schools keep $4.75 for every membership sold and remit the remaining $10.25 back to United Way Club Connect.

6) Is there anything else you’d like to add?

Please go to www.unitedwayclubconnect.org/schools to request your Welcome Kit. Support your school.

Make a difference in your community Change the future of our country.

Questions: call (703) 828-7647 or email at info@unitedwayclubconnect.org

serving ohio’s preK, elementary, middle level, and central office administrators

Membership Form Tell Us About Yourself!

Professional ............................. $250.00 Associate/Aspiring .......................$60.00 Retired .....................................$60.00 Institutional ...............................$60.00

Name E-mail address School Position Title Years in this Position: _ 2 years or fewer _ 11-20 years

_ 3-10 years _ 20+ years

(Total number of years in this position, not necessarily at your current school)

Active..................................... $235.00 Institutional Active ..................... $280.00 Emeritus ................................. $118.00 Retired .................................... $60.00 Associate ................................. $135.00 Aspiring Principal ........................ $80.00

Total School Address City, State, Zip Code

Method of Payment Full Payment (Check or credit card) Purchase Order #______________

School District

(Payment due within 30 days—See Expiration Policy)

School Phone

Payroll Deduction: $275, includes professional membership ($250) and processing fee($25). Maximum of 10 equal installments.

School Fax

Make check payable to OAESA for your OAESA membership. If also joining NAESP, include NAESP membership fee in check total.

School Information (check all that apply) _ PreK _ Elementary _ Middle _ Public _ Private _ Parochial _ Charter _ Title I _ Urban _ Suburban _ Rural

Home Address

City, State, Zip Code

OAESA 2600 Corporate Exchange, Suite 168 Columbus, OH 43231 Fax: 614-794-9191 · Phone: 614-794-9190

Card Type: _ Master Card _ Visa _ Discover Card Number Expiration Date Cardholder name Security Code (last 3 digits on back of the card)

Cell/Home Phone Preferred Address: _ Home _ School Referred By (if applicable) Membership Renewal Date:

City, State, Zip Signature Any account with an outstanding balance more than 30 days delinquent will be suspended and must be brought current before membership can be reinstated.

Fall 2013 w 53

Periodical Postage Paid Westerville, OH

IF BY 3RD GRADE, I AM STRUGGLING TO READ I PROBABLY WON’T GRADUATE HIGH SCHOOL

YOU CAN HELP US CHANGE EDUCATION IN THE U.S. AND HELP YOUR SCHOOL Club Connect is a membership-based community led by the United Way to raise money to make a collective impact on the state of education in our country, starting with elementary and middle schools.

CLUB CONNECT MEMBERSHIP •

Annual memberships cost $15.00

•

Proceeds from each membership benefit United Way, NAESP, and your school

•

Membership includes coupons worth hundreds of dollars from our partners and provides

$15.00 MEMBERSHIP CARD

access to the Club Connect website, created to inspire children to read and give back to their community

$7.50 – United Way’s Read Learn Succeed (A 10-year campaign to improve elementary and

HOW IT WORKS

middle school reading scores, and to increase the

•

high school graduation rate in the U.S.)

and community supporters •

$5.00 – YOUR SCHOOL! (Funds to be used at your school’s discretion)

$2.50 – NAESP Foundation (Provides principals in your state with continued education and enrichment courses )

Encourage your school to join Club Connect and sell memberships to families, friends, Your school keeps $5.00 of each membership sold

GET STARTED! •

There is no financial obligation or risk to your school and implementation is easy

•

Start a Club Connect program in your school by signing up for a welcome kit at

UnitedWayClubConnect.org/schools •

Receive shipment of membership cards and materials to implement the program

ENDOWING LEADERSHIP AND LEARNING

TO RECEIVE YOUR WELCOME KIT visit UnitedWayClubConnect.org/schools

QUESTIONS? Call us at (703) 828-7647 or email at info@UnitedWayClubConnect.org