Principal Navigator Fall 2021 by OAESA

principal

Vol. 17 No. 1 • Fall 2021 • $9.95

Navigator the magazine of the Ohio Association of Elementary School Administrators

ADDRESSING

INEQUI IES DIGGING IN AND DOING THE WORK TO MAKE SCHOOLS MORE EQUITABLE FOR ALL

NATIONWIDE HOTEL AND CONFERENCE CENTER • JUNE 15-17, 2022 Join forces with educators across Ohio as we continue the work to create schools that are more equitable for all. As educators navigate the path toward equity, justice, and anti-racism together, we must dig deep to acknowledge and challenge problematic issues, seek education, take risks, try to be better, and work actively on improving the world for the historically marginalized students in our schools. This work is introspective and challenging, and ultimately, best done together. Don’t miss OAESA’s 65th Annual Professional Conference, With Liberty and Justice For All, June 15-17, 2022 at the Nationwide Hotel and Conference Center in Columbus, Ohio.

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Executive Director’s Exchange Addressing Inequities

Dear Colleagues, In our call for articles for the Fall 2021 Principal Navigator, we invited you to contribute to the conversation by sharing how you and your school community are working to address inequities. The OAESA Communications Service Team wanted to build on the learnings shared in our 2020-2021 magazines which focused on identifying inequities. So now what do we do once we have become more aware of some of the inequalities and our own implicit biases? How do we move beyond admiring the problems? Several of our members have shared parts of their own journeys. Mary Crabtree utilizes the metaphor of a garden to illustrate just how impactful the educator’s (gardener’s) role is in tending, caring, fertilizing, and creating a beautiful relationship with each child. Her focus on the words “each child” aligns perfectly with Ohio’s recent strategic plan for education, Each Child, Our Future. Marian Dangerfield continues with the importance of relationships, and addresses systemic barriers that often impede a positive transition into a new school, especially mid-year. She has noticed that many of those same students have just endured some sort of trauma, so immediate attention to the child’s socialemotional needs is essential. The article provides a plethora of strategies and ideas that you can use immediately. Additionally, I love how her sentence also alludes to gardening remembering to “Maslow before students can Bloom.” I read and reread Traci Kosmach’s article, “I Knew I was White and There’s More.” I appreciate her vulnerable, honest, and authentic grappling with the issues and working to discover what we need to do to grow. She challenges us to be willing to sit in the uncomfortable place and have the uncomfortable conversations. Finally, Paul Young illustrates how administrators can grow their influence and magnify their vision of leadership by going through Jon Gordon’s 5-step process. All of these articles point to a common theme on how to address inequities in schools: We must also look inward and address personal growth issues as we dig in and do the work to make schools more equitable for all.

“So now what do we do once we have become more aware of some of the inequalities and our own implicit biases? “How do we move beyond admiring the problems?” fall 2021

ADDRESSING

INEQUI IES DIGGING IN AND DOING THE WORK TO MAKE SCHOOLS MORE EQUITABLE FOR ALL

In this issue

I Knew I Was White: And There’s More

Let It Grow

Traci Kosmach

Mary Crabtree, Ph.D.

Expanding Your Influence 20 Paul G. Young, Ph.D.

New Kids on the Block Marian Dangerfield

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In every issue table of contents 3

Executive Director’s Exchange

OAESA Board of Directors

Highlighting an OAESA Hero

SAIL for Education

Addressing Inequities Dr. Julie Davis

Our 2021-2022 Board

Susanne Waltman, Zone 8 Director

SAIL for Education graduate programs provide convenience for full-time educators Maggie Bender

Leadership Starts at the Top

Central Office Connector

Legal Report

Legislative Update

The Chalkboard

We’re Booked

Leading with courage: our members respond Mark Jones Central Services. How may we connect you? Bob Buck Employment Discrimination Dennis Pergram

Legislation passed to fund schools in a new way Barbara Shaner News from the Association

Members’ reviews of the latest, greatest books

denote article to ch a e y b inforces. mbols article re these sy that the n io s Look for is m ct of our the aspe

ABOUT THE PRINCIPAL NAVIGATOR EDITORIAL SERVICE TEAM & READERS Matt Bradley, Highland Local Schools Natalie Buchanan, Franklin Local Schools Tammy Elchert, Ed.D., Carey Ex. Village Schools Alexandra Nannicola, Champion Local Schools Nick Neiderhouse, Ed.D., Maumee City Schools Katie Nowak, New Albany Plain Local Schools Cathryn Rice, Xenia Community Schools Dan Sebring, Bay Village City Schools Paul Young, Ph.D., retired Stephen Zinser, retired OAESA/SAIL STAFF Julie Davis, Ed.D., Executive Director Mark Jones, Associate Executive Director Nancy Abrams, Business & Office Manager Patty Cooper, Executive Administrative Specialist Melissa Butsko, Graduate Program Specialist Rebecca Hornberger, Ph.D., Associate Dean, Concordia University Chicago Mary Mitton-Sanchez, Director of Communications EDITORIAL POLICY Unless otherwise noted, all articles published in the Principal Navigator become the property of OAESA and may not be reprinted without permission from OAESA. The articles published in the Principal Navigator represent the ideas and/or beliefs of the authors and do not necessarily express the views of OAESA. Advertising inquiries should be directed to OAESA by phone at 614.547.8087 or by emailing info@oaesa.org. The Principal Navigator (ISSN 1088-078X) is published three times per school year by OAESA, 445 Hutchinson Ave., Suite 700, Columbus, Ohio, 43235. Subscriptions are available only as part of membership. Periodical postage paid at Columbus, Ohio, and additional mailing offices. OAESA is affiliated with the National Association of Elementary School Principals (NAESP). POSTMASTER Send address changes to: Principal Navigator 445 Hutchinson Ave., Suite 700 Columbus, Ohio 43235

fall 2021

OAESA’s 2021-2022

Board of Directors Executive Committee

PRESIDENT

PRESIDENT ELECT

PAST PRESIDENT

NAESP REP

Kesh Boodheshwar

Carrie Sanchez

Abbey Bolton

Cathryn Rice

Berea-Midpark High Berea City Schools

boodheshwar@gmail.com

ZONE 1 DIRECTOR

Ryan McGraw

Port Clinton Middle Port Clinton City Schools csanchez@pccsd-k12.net

ZONE 2 DIRECTOR

Chad Hinton

ZONE 4 DIRECTOR

Sue Brackenhoff, Ph.D. Nick Neiderhouse, Ed.D.

ZONE 5 DIRECTOR

Colleen Mudore

Fairborn City Schools sbrackenhoff@fairborn.k12.oh.us

Knollwood Elementary Sheffield-Sheffield Lake City Schools cmudore@sheffieldschools.org

ZONE 7 DIRECTOR

ZONE 8 DIRECTOR

ZONE 9 DIRECTOR

ZONE 10 DIRECTOR

Alexandra Nannicola

Susanne Waltman

Natalie Buchanan

ZONE 6 DIRECTOR

T.J. Ebert

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ZONE 3 DIRECTOR

Katie Nowak

New Albany Intermediate School New Albany-Plain Local Schools nowak.3@napls.us

Wayne Trail Elementary Maumee City Schools nneiderhouse@maumeek12.org

Maude Marshall Elementary Talawanda Schools hintonc@talawanda.org

Zone Directors

Tecumseh Elementary Xenia Community Schools cpettic@gmail.com

Office of Curriculum & Instruction

Minford Elementary Minford Local Schools rmcgraw@minfordfalcons.net

Independence Primary School Independence Local Schools tebert@independence.k12.oh.us

Davey Elementary Kent City Schools abolton@kentschools.net

FEDERAL RELATIONS

Central Elementary Champion Local Schools

alexandra.nannicola@championlocal.org

Strausser Elementary Jackson Local Schools sew2jc@jackson.sparcc.org

Little Bolts Preschool Franklin Local Schools

natalie.buchanan@franklinlocalschools.org

Jessica Rardon

Hilliard Tharp Sixth Grade School

Hilliard City Schools jessica_rardon@hboe.org

OAESA needs county representatives and district liaisons. Is your district represented?

Zone Map

Contact your zone director or email info@oaesa.org to find out more information about this opportunity. Sign up to be a district liaison online: oaesa.org.membership/ district-liaison

Board Representatives

CENTRAL OFFICE

ASST. PRINCIPAL

MINORITY

Bob Buck

Joy O’Brien

Felecia Evans

Office of Teaching and Learning Forest Hills Schools bobbuck@foresthills.edu

Ayer Elementary Forest Hills Schools joyobrien@foresthills.edu

Lander Elementary Mayfield City Schools fevans@mayfieldschools.org

MIDDLE SCHOOL

CLEVELAND DIST.

COLUMBUS DIST.

Matt Bradley

Audrey Staton-Thompson

Andrew Smith

Highland Middle Highland Local Schools matt_b@hlsd.us

Office of Contract Implementation Cleveland Metropolitan Schools audrey.staton-thompson@ clevelandmetroschools.org

Valley Forge Elementary Columbus City Schools ansmith@columbus.k12.oh.us

fall 2021

Investing in the Future a conversation with OAESA’s Zone 8 Representative

Susanne Waltman Tell us about your background and current position. I started my teaching career in 1992 as a 5th grade teacher in the Springfield Local Schools in Summit County. In 1995, I moved to the Jackson Local Schools in Stark County where I taught 3rd grade and 4th grade at Amherst Elementary. In 2007, I was moved to a hybrid teaching/administrative position at Strausser Elementary for 2 years. I taught fourth grade for half the day and was Dean of Students for the other part of my day. In 2009, I was offered the full-time principal position at Strausser Elementary. The past 12 years have been absolutely amazing. I work side-by-side with an awesome staff and supportive community that truly cares about what is best for children. What is your school culture like? The culture at Strausser strives to be supportive, encouraging, inviting, and academically stimulating. The Strausser staff works collaboratively to think outside of the box in order to provide students with an opportunity to grow and evolve as learners and citizens.

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What do you view as your most important contribution to the day-today operations of your school?

The most important contribution I can make to the students, staff, and community of Strausser is to be physically and mentally present at school each day, with a positive attitude, ready to support the challenges and highlights that come with leading a student population of 780 students, 82 staff members, and supported by over 1400 parents/guardians. What are three words your staff would use to describe you? Why? I would hope that my staff would describe me as honest; hardworking; and an advocate for children, families, and staff. My mother and father taught me at an early age that being open and truthful was the best way to conduct myself as a human being. They also instilled in me the importance of working hard to achieve my goals and aspirations. Since I have become an educator, I have learned the importance of advocating for children and their families, as well as staff members that work with our children. Congratulations on serving as OAESA’s Zone 8 Director. How long have you been on the board? Why did you join? One of my colleagues encouraged me to become a member of OAESA when I became a principal. This same colleague

also encouraged me to run for the Board in 2014. I was fortunate to have been nominated in 2014 and have served as the Zone 8 Director for the past seven years. OAESA has enriched my professional life in ways I never thought possible. I have been provided with so many wonderful opportunities to connect with colleagues from across the state. I have gained valuable knowledge in best practices from some of the most dedicated school leaders in Ohio. OAESA has provided me with opportunities to stay current on educational legislation and provided me with the ability to advocate for students, families, and the adults that are working with our elementary students. I continue to be grateful for this amazing opportunity to serve Zone 8. This issue focuses on how inequities in education are being addressed as a result of COVID-19 and the racial justice movement of 2020. What inequities were revealed in your school community? How are you, your staff, and your leadership team working to address these issues? Each school community is faced with different types of inequities. In our community it is important to ensure that our families have their basic needs met. It is also important that our families have access to resources in order to meet those basic needs. We have begun to address these needs through the implementation of CARE Teams in our elementary, middle, and high schools. Each building in our district has been assigned a Family Support Specialist that can assist our families with access to community support resources. In addition, our district is passionate about ensuring that each child has access to a trusted adult in the school setting that they can connect with on a daily basis. The staff in our district understands the importance of doing what is best for our student population by working collaboratively to be a voice of encouragement and advocacy for every child. Finally, we have implemented quarterly data team meetings. Teachers submit students to the building data team using a referral process. The building data team looks at each student referral to ensure that student needs are met and inequalities are addressed.

What are some challenges and some silver linings of the societal changes that we have encountered over the last year and a half, specifically when it comes to education and students? The biggest challenge I stumbled upon over the past year was how to stay positive in an unknown situation and continue to lead during a global pandemic. There was not a set of instructions or a course that taught any educator what to do during a mandated school shutdown. So, our district did what we knew and that was to collaborate. Admiring the problem was not a solution; involving stakeholders at all levels through collaboration and problem solving helped our district grow our online coursework while maintaining a personal connection to our students and families. Was it perfect? No way. Did we learn and grow as individuals, a school building, a district, and a community? Absolutely! The silver lining I have discovered since March 2020 is that children are absolutely amazing! Children are resilient, flexible, humorous, encouraging, intelligent, and talented just to name a few characteristics. When a 5-year-old student can teach their parent, guardian, or grandparent how to log in to a virtual meeting with their teacher and classmates, anything in the world is possible. I have also learned that school staff members are the true heroes. Under the most unusual circumstances, they created a positive learning environment that met the needs of in-person and virtual learners each and every day. Could you share any advice or words of wisdom for those who might be considering an administrative role? Why should they make this professional leap? As I stated earlier, I have learned from some of the best and brightest administrators in the state of Ohio. What they have taught me is that being an administrator is not a profession but a way of life. My life has been enriched in so many ways by the students, families, and staff that I am fortunate enough to partner with on a daily basis. The professional leap into an administrative role has allowed me to look at education from a broader lens. The daily challenges and rewards are worth every minute of time spent problem solving and advocating for what is best for children. Investing in the future is definitely time well spent.

Highlighting an OAESA Hero! THE BASICS FAMILY MEMBERS? In my immediate family I have a husband and son. In my extended family I have a mother; a sister and brother-in-law; a brother and sister-in law; 1 niece and 3 nephews. I am also fortunate to have friends that I also consider family! PETS? I own an ornery 1.5 year old siberian husky that we adopted during the covid shutdown. YEARS IN THE CLASSROOM? YEARS IN ADMINISTRATION? 17 years in the classroom and 13 years as an administrator. FAVORITE MEMORY OF BEING IN THE CLASSROOM? Watching the excitement on a child’s face when they would learn something new or accomplish a goal. PERSONAL MANTRA? My mantra comes from the poem The Dash written by Linda Ellis. “What matters is how we live and love and how we spend our dash.” FAVORITE DOWNTIME ACTIVITIES? Spending time with family and friends; watching my son play sports; reading for pleasure. FAVORITE OAESA EVENT? Professional Conference and Zone Meetings. I look forward to networking with colleagues in person in the near future!

fall 2021

How OAESA and SAIL for Education in conjunction with Concordia University Chicago Made my Master’s Program Convenient for a Full-Time Teacher BY MAGGIE BENDER, OAESA/SAIL GRADUATE

Engaged, Accessible Professors

Flexible Format

Throughout my undergrad career, I had professors that weren’t engaged or seemingly committed to my growth as an educator. I remember feeling discouraged, unsupported, and alone in the process. When applying to the program at OAESA and SAIL for Education in conjunction with Concordia University Chicago, I was anxious my experience would be similar, especially because of the added layer of a digital platform; however, I couldn’t have been more wrong!

While researching graduate programs, one priority for me was not having to login at a specific time each week. Balancing a full-time career while wanting the flexibility of when I completed school work was critical in choosing which program would be best for my schedule – and my program made this attainable!

Anytime I had a question or needed to email one of my professors, they consistently replied within 24 hours. Whether I needed clarity on an assignment or asked their opinion on how they would handle a certain challenge in the school setting, they were always gracious and more than willing to help me grow as an educational leader. Additionally, I reached out to a few professors after I had completed their course when the content I had learned in their class was resurfacing in a different course. Their willingness and passion for good, strong leadership was evident and contagious. As I progress through my career in education, I will take with me the importance of accessibility when responding to faculty, staff, families, and students. This was beautifully modeled by my professors and made me feel valued, which is something all leaders should emulate to those on their teams.

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Because there are no set login times, I could look at my calendars (work, personal, and graduate school) to determine which blocks of time were most convenient for me in order to complete assignments. Even when I had a new course starting but hadn’t seen the syllabus yet, I always knew what to expect since every class is structured similarly. I found this to be a huge benefit in having the program work for me rather than me having to navigate around the program with set logins each week. Additionally, there was flexibility when I took each course. As expected, there were some courses that had prerequisites, but for many of them I was able to choose when I wanted to take each one. This helped with planning my work and personal schedules as well. For example, if I knew I would need to spend extra time learning concepts within a course, I tried to schedule that course in the summer in order to apply the time needed to learn the information. This flexibility is another reason why getting your master’s degree with the program is attainable while being a full-time educator.

Cohort Meetings

Manageable Class Schedule

Throughout the program, I had many classes with the members of my cohort where we were able to communicate through the online platform. In these conversations we felt and demonstrated empathy toward one another while also professionally challenging each other to be the best leaders we could be.

As a full-time educator, balancing work, home, and school seemed overwhelming. The program at OAESA and SAIL for Education in conjunction with Concordia University Chicago offered a flexible and manageable class schedule. During the school year, I took one course at a time to maintain focus on my students and my family without overstretching my limits. However, because I had summers off, I was able to successfully manage two courses at a time. The flexibility in course offerings allowed me to create the schedule that worked best for me. Additionally, by taking extra courses in the summer, I was able to complete the entire program in 18 months!

Although our discussions were rich and engaging, the added layer of meeting in person provided authentic growth opportunities. During the second year of the program, we met once every 6-8 weeks. Within the structure of these meetings we were able to engage in dialogue with our colleagues who understood exactly what we were going through, learn from each other’s experiences and perspectives, and, most importantly, develop relationships with educators across central Ohio. My cohort advisor structured these meetings almost like a family gathering. We sat around the table and had snacks and treats while learning from each other’s pedagogical approaches. We were able to share success stories, celebrate growth, discuss challenges, and support one another. I appreciated the opportunity to engage with my peers that I had built a relationship with online through these authentic conversations in person.

If you’re interested in starting the next chapter of your educational journey, I enourage you to contact SAIL Graduate Programs Specialist, Melissa Butsko, via email at butsko@oaesa.org. Maggie Bender is a Scholarship coordinator; M.A. in Educational Leadership from OAESA and SAIL for Education in conjunction with Concordia University Chicago.

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FROM THE DESK OF OAESA’S

Associate Executive Director Leadership Starts at the Top BY MARK JONES

hen I was interviewing for my first principalship, our Superintendent asked me a question that has always stuck with because of its simplicity and accuracy. He began with a short statement, and concluded with an even shorter question. “Every team, school, or organization will quickly take on the character and values of its leadership. What will your school be like?” I remember pausing for a few moments, carefully considering the first part of his comment. That was more than two decades ago, and over the years, I have watched organizations of all types, noticing countless examples of exactly that basic truth. Our schools, businesses, teams of all types, and even our governmental units, seem to take on the attitudes and philosophies of their leaders. If you stop for just a moment and consider any group to which you belong, you will recognize this basic reality. Leadership really does matter.

From a school principal’s perspective, we could not have had a better champion at the top for the role we perform. It was under Superintendent DeMaria’s leadership that the Department conducted a thorough examination of how the principalship has evolved over the past few decades, leading to a comprehensive revision to our Standards for Principals in 2018. He launched this effort because he truly understands the significant influence that school leaders have on the academic outcomes of the students in their care. And his approach to leading this work always came from a perspective of respect for the difficulty of our challenge, and appreciation for our accomplishments. It was never undertaken with a punitive sense of failure or an accusatory mindset of deficit thinking. He has genuinely advocated for educators to have the resources, training, and respect we deserve so our students can be successful in life. And he has consistently supported our professional growth through ODE-sponsored grants that continue to fund programs like the Ohio Instructional Leadership Academy (OILA) and the Administrator Mentorship Program (AMP).

“Every team, school, or organization will quickly take on the character and values of its leadership. What will your school be like?”

So why do I bring this obvious notion up to you now? That’s easy. I’m making the point to underscore a genuine appreciation for the leadership that our profession has enjoyed here in Ohio for the past several years from our own Department of Education. Specifically, I’m calling attention to the wisdom, guidance, and attitude that State Superintendent of Public Instruction Paolo DeMaria has brought to his work for us.

Superintendent DeMaria has consistently demonstrated to the educators of Ohio that he truly understands, appreciates, and values the jobs each of us perform on behalf of our students. His personal style has infused the Department with a genuine “service to the field” mentality, and I know it has been easily recognized and deeply appreciated by all.

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Under Superintendent DeMaria’s careful leadership, he created an atmosphere of calm and reflective support to the field, evident in how he structured his leadership team. From his Deputy Superintendent, Dr. John Richard, who will also be missed, right on down the line, Superintendent DeMaria oversaw the hiring and placement of many outstanding educators and policymakers, moving ODE in a tremendously positive direction. As our State Board of Education moves into the hiring process to find our next leader for ODE, I know I don’t envy them in this task. Replacing such a genuine, insightful, and skillful leader is never easy, and Superintendent DeMaria will truly be missed. On behalf of Ohio’s principals, thank you, Paolo, for your dedication and service to the children of Ohio!

SECOND IN C O MMA N D THE DEANS AND ASSISTANTS INSTITUTE

SPONSORED

NOVEMBER Virtual

Conference

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9AM

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Whether you are a Dean of Students, Assistant Principal, or any type of administrative intern, the "Second-in-Command" position is a diverse role with unique challenges. Join OAESA via Zoom

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Relevant sessions for participants on -Social-emotional learning; -PBIS and restorative practices; -leveraging technology for productivity;

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Welcome and Keynote Dr. Tachelle Banks, Cleveland State University

10:15-10:20 10:20-11:05

Transition Overcoming Poverty and Trauma

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-collaborating with supervisors; -disrupting systemic barriers;

Lynne Stark & Jen Fazio, Clearview Local Schools

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Ken Pease, Groveport Madison Schools

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editor’s note

ADDRESSING

INEQUI IES DIGGING IN AND DOING THE WORK TO MAKE SCHOOL MORE EQUITABLE FOR ALL To be honest, things feel a bit bleak right now. When we reflect on the systemic racial injustice that pervades our nation, the persistent pandemic variants, the polarization of politics, and the chaotic ending to the War in Afghanistan, it’s easy to get discouraged. Even so, it feels like things are shifting, and people have their eyes and ears open to what is going on. Those changes have been both big and small. Corporations, media organizations, athletes, professional sports leagues, and hospitals are standing up to racial injustice not only by police, but in all segments of our society. Politicians are working to allocate funds to help those who struggle economically, particularly during the pandemic. Language is shifting, along with our tolerance for behavior that was once considered passable. The educational social justice organization Teaching Tolerance changed their name to Learning For Justice. Even on House Hunters they’ve started saying “primary bedroom,” rather than “master bedroom.” While this isn’t going to make everything better, it is progress in the right direction. None of this work is particularly new to educators, but we still must carry on with our efforts. Instead of working to reduce prejudice, our focus is to tackle issues of injustice head on and fight them with knowledge and education. We are working to build classrooms, schools, and communities that are not only inclusive, but embrace those who are different. We are not just trying to help see over the equity fence, but we are working to rip it down so the barrier is no longer in existence. Here at OAESA, we thank you for taking on this important, challenging work, and we encourage you to persist in your efforts—no matter the obstacles you encounter. As the title of this states, this work is not a one and done. It is continual and evolving. As part of that, we invite you to attend our 2022 Professional Conference and Trade Show, With Liberty and Justice For All, June 15-17, 2022 for more on navigating the path to more equitable, just, and antiracist schools for all.

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feature story

I Knew I was White And there’s more...

BY TRACI KOSMACH

knew I was white when I was a little girl because my grandma, Avilla McCrocklin, was active in the rights of Black, Indiginous, People of Color (BIPOC). She is googleable because of her work with Head Start for Migrant workers and teaching on the Big Cypress Reservation near her home in Okeechobee, Florida...where my Grandpa, Clyde McCrocklin (and some others) built a country club. Talk about having your feet in two very different worlds. My Grandpa, smoking or whistling while pacing, was often on the periphery of my Grandma’s activities. When my grandma lined my brother, my two cousins and me up to drink from the colored water fountains around Georgia and Florida he was not smiling as he smoked or whistled while pacing the perimeter around his wife and grandchildren. My grandma was a force and she was going to do what she thought was right to make a difference in our world. She was, in her time and space, living out her faith, living into her calling as an educator and trying to make a difference in the lives of marginalized people - and she taught me to be color blind. I know better now. Knowing better, I have to do better. Which means I will tell my story in the hope that someone might hear something that causes them to pause and to be willing to consider race in a more productive and equinamimous way.

While I was growing up, the people around me were aware of race in that they spoke about race, occasionally marched for and some decisions were made with racial equality in mind. We talked about race and the civil rights movements of the 1960s. We talked about what my Grandma was doing in Florida on the “Indian Reservation” and for the children of migrant workers. We did not talk about being white. I grew up in a time that white meant normal. Not because we said so, but because no one suggested otherwise. No one talked about being White or what that meant. Black was a race, and White was normal. Too often, this is still true.

“I acknowledge that while I may have had obstacles to overcome in my life, the color of my skin was never one of them.”

No one talked about White as a race during any part of my K-12 education in varying suburban schools. I have an undergraduate degree in education and I did not learn the true history of our country during any part of college education. When I began some post graduate work to update my teaching license, I learned that acknowledging race was appropriate. Obviously, we all acknowledge race - the color of a person’s skin is evident whether we say it out loud or not. Acknowledgement of race, mine and yours, may require discomfort and certainly does require intention. It is the right thing to do for all of us. Maya Angelou stated, there is strength and beauty to be found in diversity. I believe that.

fall 2021

Unfortunately, most public education operates with a white centered mindset. Accurate and complete history is not taught. The cultures, perspectives and experiences of nonwhite students are not always considered. In fact, even when that perspective is shared, it is not always accepted or believed. Public schools are beginning to discuss the social/political construct of race. We need to acknowledge and to understand that White is a race in the same way that Black is a race. Beginning to learn about whiteness is uncomfortable, unsettling, life affirming and life expanding. Over the past 5 years, I began processing that White is a race with implications that I was unaware of for most of my life. I spent most of my life being a nice, liberal, white woman who loves Jesus, coffee, learning, ALL words (spoken, written and read), and ALL people, especially children. My understanding of whiteness grew out of a group of people who were seeking racial unity at The Church in Silver Lake. I was gifted a crazy amount of grace, nudging, direction and learning by the people in that group who were and are exemplars in the area of providing information and allowing others to engage and come to their own informed conclusions. In what now seems like a slow motion film - painfully slow in retrospect - I realize that racism still exists and is embedded in our institutions, policies and daily lives. I realize that the paths to finding a true community for everyone are twisted and rough, but they exist. It causes me some angst to admit that I struggled to accept that whiteness is a thing, it matters, and requires acknowledgment. Racism is like pollution in the atmosphere; we are all breathing it in whether we choose to acknowledge it or not - and we are all negatively impacted by that fact.

the Stow-Munroe Falls City School District. I am so grateful for the leadership and clear vision of my colleague, friend and the Chairperson of the committee, Mrs. Iisha Collier. I am grateful that our district uses a reading curriculum which includes rich and diverse texts for our children to read. Because of that curricular choice, I was able to overhear a student who is black comment that he really liked seeing people who look like him in the books that were being read. He is a 4th grader who has attended our school for the past 5 years. He noticed when he started to see people who look like him represented in school texts. If you are white, take a moment to consider what that would be like. What if you had spent most or all of your education reading books that depicted only people of color? What if you never saw anyone who looked like you in the content you were required to read or learn at school? It would matter to you. You have to admit that it would matter. And this is often true for all children of color.

“If you are white, take a moment to consider what that would be like. What if you had spent most or all of your education reading books that depicted only people of color? What if you never saw anyone who looked like you in the content you were required to read or learn at school?”

Being White in Stow, Ohio, like most midwest, suburban towns in America, means that I can choose whether or not I want to engage in learning about race. I have the option of ignoring the state of our country and race as a whole. This choice is a privilege: BIPOC do not have a choice because their skin is more melanated than mine. In America, people with darker skin have not been afforded the same things that those with lighter skin have been afforded. Understanding this means that I acknowledge that while I may have had obstacles to overcome in my life, the color of my skin was never one of them. I have chosen to step into the fray and work for diversity, equity and inclusion (DEI). I am a Co-chair of the DEI committee in

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There is much work to do in order to make our communities places where everyone is equal and free. The color of one’s skin should never be a success determining factor in life - and it has been. What I have begun and continued to learn about race in our country, our state, and our communities requires that in this time and space, I follow my grandma’s example (for my own grandchildren and yours). I am living into my faith, and my calling as an educator so that I can make a positive difference for all people. “Until we are all free, none of us are free” says a line from the sonnet by Emma Lazarus that appears on a bronze plaque at the base of the Statue of Liberty. I want all of us to be free. I am willing to work towards that goal, and I encourage all educators to join me in building a color brave society. Even though my personal racial reckoning happened with an abundance of grace and love, I need frequent reminders that grace and love are the best foundation for the work of learning and teaching about race. We need to recognize and honor the humanity in all of us. It is that simple and that complicated. Traci Kosmach is beginning her ninth year as the principal of Riverview Elementary School, SMFCSD, in Summit County. Prior to that she spent ten years as an Intervention Specialist. She can be contacted via Twitter @ Traci_Kosmach or via email at st_tkosmach@smfcsd.org.

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Let it Grow BY MARY CRABTREE, PH.D.

recently sat across the table from a young man who came to discuss the construction of my bathroom remodel, and the conversation veered to his education. He talked about his behavior, his lack of love of the education system, his true love for reading, his lack of a sense of worth that education had given him, and then he said, “But there was this one teacher, she just cared, she made sure I was okay, every day, she was there, she was just there.” And in that sentence, he confirmed for me, once again, that relationships are the key to reaching and teaching kids. As I look back at the year that has been, and ahead to the many years to be, I think about the relationships that I’ve had with kids. I’d like to say they’ve all been beautiful, spectacular, amazing, and perfect, but that wouldn’t be true. There have been some rocky times, some relationships that were tough to manage, some that didn’t click well, and some that required so much work, I wondered if we’d ever find our way through the weeds to the garden I was sure was just beyond. And that’s where this reflection led me, to that garden, you know the one with the flowers that bloom really big, the ones that are tall and outshine the others, or those tiny little blooms that you have to look closely to see, but they are there, and still require water and care, and maybe even quiet conversations! I think kids and classrooms full of them are like a garden in many ways. Some of them appear to be weeds, but as you spend time with them you realize they are just flowers that are planted in the wrong places, and need a little help to move to a better place. There are some that are already well rooted, they’re the perennials, they know who they are, they’ve had good soil for a long time, and they understand their direction, they

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thrive on a little bit of fertilizer and enjoy some rain, but they don’t need as much attention because they have such a good start. There are the tiny groundcovers, they are necessary, they provide support, but they are so quiet and you could miss them if you aren’t careful. Sometimes they are overshadowed by the weeds and the perennials, so you must carefully tend them, to be sure they get enough light to bloom to their full potential. But what about those wildflowers? The ones that blow in of their own accord, you didn’t plan them, they don’t fit in, and they seem to be different every year? What do you do with those? Do you pull them up and cast them away, or do you just ignore them, knowing they’ll be gone in a year and you won’t have to deal with them? Maybe these are the flowers that need to most care, they are the ones that are looking for a home, they are trying to find a place to belong. If you welcome them, encourage them to make roots, to leave their beautiful seeds behind, and welcome the legacy they’ve made, perhaps the whole garden will benefit? So, you see, no matter the type of child, the color of their skin, the home from which they came, the difficulty of their circumstances, or the personality that they come to your classroom with, they are all a part of your beautiful garden, and it’s up to you, the Master Gardener, to tend, care, fertilize, and create a beautiful relationship with each child, to create the kind of environment where all kids are valued. Dr. Mary Crabtree teaches 7th grade ELA at Buckeye Junior High School in Medina County. She received her Ph.D. from Concordia University of Chicago in 2017, and provides mentorship to future leaders while serving on multiple dissertation committees. Her love of teaching keeps her in the classroom, and her love of learning pushes her to continually create new opportunities for her students.

“I think kids and classrooms full of them are like a garden in many ways. Some of them appear to be weeds, but as you spend time with them you realize they are just flowers that are planted in the wrong places, and need a little help to move to a better place.”

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Expanding Your Influence How principals can increase their level of accceptance and magnify their vision of leadership

BY PAUL G. YOUNG, PH.D.

ou’ve probably heard veteran principals, when describing their accomplishments, say this many times: “It’s all about relationships!”

But it is much more than that! They are not acknowledging all the skills they had to learn and tasks they needed to master to gain acceptance of those within their professional learning community— the soft-skill essentials that solidify the first step (and those that follow) on the pathway toward becoming a successful leader. The 5 Steps To a Prominent Career John Maxwell is an author and speaker with Ohio ties who has written dozens of books of which millions of copies have been sold. In Leadership 101: What Every Leader Needs to Know, he discusses a progressive, 5-step career outline with skills and competencies that teachers and administrators should demonstrate as they work to increase their professional influence. Relationships are an important part of that 5-step process, but not the first focal point. As society moves through the pandemic, many principals are reflecting on the trials and triumphs of the past couple years. If you were a principal during those difficult months, as you study Maxwell’s process, you might identify issues at a particular step that caused you some distress, or you will be reassured that your efforts aligned with Maxwell’s model. For many reading this article, you will be embracing the role of principal, assistant principal, or some other form of school leadership for the first time. Whatever your new role is, there should be a job description that outlines what you are supposed to know and be able to do. That is where you must

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start! Your success is as much about fulfilling the requirements and competencies of the job description as it is building relationships. And if your administrative positional skills (Step 1) have weaknesses, your relationships will always have flaws. Step 1: The Position Step When you were a teacher, you likely wanted to work for a principal who possessed a prescribed set of knowledge, skills, and competencies. Teachers have a variety of ways in which they assess a new principal’s capacity to fulfill the expectations they want in their leader. For some, it might be decisiveness; for others it could be attributes like attitude, empathy, integrity, responsibility, or reliability. Still others might value a depth of knowledge in curriculum and instruction. Regardless, people follow you at this first level because of your title. Nothing more. Respect is attained at the higher levels. The position level, or entry level into the principalship, is all about self-discipline. You must consciously challenge and eliminate all your tendencies to make excuses. A good mantra to follow is “Do what you say you are going to do when you say you are going to do it.” If you aspire to this, and become reliable and trustworthy in accomplishing it, the other requisite positional skills should fall in line. A positional leader will never experience an increase in potential and progress to higher steps of influence without continuously developing skills of communication, competency, and compassion. You must be accountable. You must make timely, rational, effective decisions. You must be able to speak and write with exemplary style. You can be the most friendly and likeable person ever to sit in the

principal’s chair, but in time, if you are not responsible for what is outlined in your job description, your influence will be stalled. Staff morale will suffer, the culture of the school will become toxic, and those who are able will find ways to transfer to other schools. Your appointment to the principalship means more than being in control. People want a principal they can gladly and confidently follow. People evaluate and test their new principal to see if that individual is trustworthy and accepts responsibility. If they discover biases, unjust behaviors, or a lack of confidence, they will resist. They are assessing whether you are a boss or a leader. Step 2: The Permission Step You are ready to begin the climb to the second level of influence when there is consensus within your learning community that you possess and demonstrate the requisite skills expected of a leader. At the second level, people will follow you because they choose to. You will gain acceptance as the leader not because of how friendly and outgoing you might be, but more because of your staff ’s perception of the effectiveness of your decisions, level of caring and compassion, and trustworthiness. Just as you work to build a strong school culture, you develop effective relationships by communicating your core beliefs and values, clarifying performance expectations, identifying behavioral norms, and developing trust. Gaining permission to lead is a constant negotiation process. It happens with people in different ways and varying rates of speed. You cannot lead people if they do not recognize that you love them. You must deal wisely with difficult

people. You will not experience effective relationships that survive the tests of time if you only develop a surface culture in your school. A surface culture revolves around food, attire, music, parties, and attention-getting stunts. People may express their excitement for these events at first, but they will quickly tire of them and rescind their permission for you to lead if a deep culture of values, beliefs, and common behaviors does not develop or if weaknesses in your positional leadership competencies emerge. So, do not be surprised if it takes years to get to the point where you sense you have acceptance among your staff to be their leader and have deep-rooted, secure, lasting relationships. Then, maybe, it is all about relationships that propels you to the third step! Step 3: The Production Step Good things begin to happen when you progress to the third level of influence. Staff morale will be high. Turnover low. The school climate will reflect your work in establishing deep-rooted values, beliefs, attitudes, and traditions. There will be a strong sense of purpose. People will want to work at your school–and parents will want their children to attend because it is evident that your team can get results. Performance and achievement levels will be on an upward trajectory. You will have proven that your vision for the school works and that you are a change-agent. But what happens if you become complacent, or you are tested as everyone has been by the unknown ramifications of a pandemic or other crisis?

fall 2021

Getting to the production level, or what could also be called the results level–and staying there–requires constant attention to sustaining what you have developed at the lower steps. Everything around you will come crumbling down if you neglect to nurture and expand the positional competencies needed to maintain what people expect of their leader. You may think you have built relationships with your stakeholders, but they will wither away if you fail to constantly cultivate them. Take nothing for granted. The little things make a big difference. Be mindful that every new person who enters your learning community (staff member, parent, or student) begins the process of working with you at the lowest level of influence: Step 1. You will constantly have individuals viewing and assessing your leadership skills at the different steps of influence. Everything will disintegrate if people at any of the steps are neglected.

Summary

In time, when you can successfully sustain the constant juggling of your leadership responsibilities, do not be surprised if you are sought out to lead another school. When that happens, you will start the process of step-climbing and establishing influence all over from the bottom up.

About the Author

And in a new position, you will likely discover new and more effective ways to expand your vision and increase your influence. Step 4: The People Development Step You will become a great principal when you can groom a successor and empower others to lead. When people can see you helping and influencing the career development of others, they will recognize the value of their relationship and outcomes of their association with you. People will love you at Step 2, they will admire you at Step 3 when they experience positive results, and they will express their loyalty at Step 4 when they experience growth through a mentoring partnership with you. At Step 4, you are a model for others. You create opportunities for others to succeed. You surround yourself with people who complement your leadership. You focus on the development of the superstars on your staff. Step 5: The Pinnacle Career Step Most of you who are reading this have not arrived at this level. You may be an experienced principal with a respected track record who has been in a cycle of climbing Steps 1-3 only to be called to lead elsewhere in bigger or more challenging situations. Or you may just be embarking on your leadership journey, about to experience and learn from what you are reading in this article. I hope that one day, you all experience the pinnacle level of your career. It is achievable. It will take you years. Nothing will make you happier than watching others you have mentored succeed. And it might just happen that when you retire, they will name your school after you.

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A few final points and suggestions. First, never neglect what it takes to solidify the base levels of your leadership capacity. Second, recognize that you must work with different people at the different levels at different times. Third, the higher you climb up the steps, the easier and more enjoyable leading becomes. The higher you go, the more you grow, and the more you know! If you are reading this and you are not a principal, the principles outlined should still be applicable to you in your life’s work. Everyone is a leader in some form. Leadership is about influence. Follow the steps to unleash your potential. Enjoy the climb!

Dr. Paul G. Young is retired from professional service as a teacher, Lancaster elementary school principal, afterschool program director, and an adjunct professor at Ohio University-Lancaster. He served as president of the Ohio Association of Elementary School Administrators (OAESA), the National Association of Elementary School Principals (NAESP), and as President & CEO of the National AfterSchool Association (NAA). He is the author of numerous books and articles for principals, teachers, aspiring teachers, and afterschool professionals. He is a frequent presenter at OAESA, NAESP, Ohio Music Education Association and Ohio Afterschool Network conferences. He can be reached at paulyoungohio@gmail.com and on Twitter at @paulyoungohio. Recommended Reading: Heath, Chip & Heath, Dan (2017). The Power of Moments: Why Certain Experiences Have Extraordinary Impact. New York: Simon & Shuster. Maxwell, John (2002). Leadership 101: What All Leaders Must Know and Do. Nashville: Thomas Nelson Inc. National Association of Elementary School Principals (2001). Leading Learning Communities: Standards for What Principals Should Know and Be Able To Do. Alexandria, VA: NAESP Sinek, Simon (2009). Start with Why: How Great Leaders Inspire Everyone to Take Action. New York: Penguin Group. Young, Paul., Sheets, Jeromey. & Knight, Dustin (2005). Mentoring Principals: Frameworks, Agendas, Tips, and Case Stories for Mentors and Mentees. Thousand Oaks, CA: Corwin Press. Young, Paul (2008). Promoting Positive Behaviors: An Elementary Principal’s Guide to Structuring the Learning Environment. Thousand Oaks, CA: Corwin Press. Young, Paul (2004). You Have to Go to School - You′re the Principal! - 101 Tips to Make It Better for Your Students, Your Staff, and Yourself. Thousand Oaks, CA: Corwin Press.

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New Kids on the Block How schools can better support new students and families BY MARIAN DANGERFIELD

t’s the beginning of the school year at Idyllic Elementary. You’ve been a teacher there for 10 years, and you know your way around. After all, you’ve made it through teaching during a pandemic, so you can handle just about anything. A shiny, beautiful new student joyously skips into your classroom on the first day of school, ready to learn and fit right in. This new student is eager to please and so excited because Dad was recently promoted and the family has relocated and purchased a big, spacious house in your district. You’ve had new students before, so you know what to do. It’s no big deal to get a new student at the beginning of the year -- they are all new, in a sense, transitioning from last year to this year, getting used to new teachers and new procedures. You’re already doing those beginning of the school year orientation exercises, establishing expectations, going over procedures and showing students around. You do some relationship building, gettingto-know-you icebreakers and the new student fits right in with ease. By the end of the first week, the new student is above benchmark academically, has made friends and all is well. Mom is even going to volunteer at school once a week, to help in the library. Unfortunately, not all students enroll in a new school under those ideal circumstances. Sometimes, new students come to our classroom in the middle of the school year. Although new students can enroll at any time, they often enter at the beginning of a month, or after a school break, like winter break. At a city school where I taught, many students were transient, changing residences and schools frequently. There was government housing and many rentals in the community, and it wasn’t uncommon for students to move frequently. Some years, I added more students to my class roster throughout the year than I had on my roster originally. One year, I had 12 students in my reading recovery classroom at the beginning of the school year, only to have 13 more added throughout the year. We lost a few and gained a few. It felt like a revolving door. Actually, data from state report cards indicate that there is a high correlation between high mobility and economic disadvantage. Truthfully, like some teachers, I dreaded having a new student appear in my classroom, with little or no knowledge about them or their situation. I would have to find them a desk, textbooks, and get them up to speed academically. I had to find time to assess them and felt like I was playing “catch up.” There was never a good time to acclimate

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a new student into the mix of my classroom—we were getting ready for a test, or a culminating activity of some kind. It was never at the beginning of a unit. Sometimes they came to school with behaviors that needed to be addressed. They may have been easily distracted or disruptive, or engaged in other acting out behaviors. There is no doubt that a new student can change the dynamics of an entire class. Then I became a school principal and I noticed that other teachers felt the same way. When I told them a new student was going to be placed in their classroom, they often questioned why the student would be placed in their classroom and sometimes even suggested that I choose another classroom placement. Granted, it isn’t easy to get a new student, but that is part of our job as educators, right? Anyway, I knew how educators were feeling about getting those new students, but then I got to thinking...what about that new student? How are they feeling? What are they thinking? And where are they coming from? To begin with, they are nervous, anxious, worried whether they will make friends, get bullied or be ostracized, and even whether they will understand the content. I noticed a pattern with these new students. Many were apt to come to school with fewer resources than typical students. They looked insecure and anxious. As I helped to enroll these new students and met their parents or caregivers, I soon learned that many had recently experienced a life change: a move, an eviction, a divorce or separation, death of a loved one, a natural disaster, scarcity of resources, like food, school supplies, etc. Some had recently been placed in foster care, others didn’t speak English, some had recently fled from a violent situation, some were living with a different caregiver, like a grandparent or other relative. Others were “couch surfing” or “doubling up,” moving into a relative or friend’s home temporarily. When I saw these new students in the hallway or cafeteria, they often looked lonely or confused. I noticed that many were having trouble “fitting in.” Sometimes, teachers would alert me that these students were behind academically compared with other typical students in their classroom. Often, these new students are our most vulnerable ones. They may be facing significant challenges related to their health or safety at this time. The fact is, many of these new students have recently experienced a major trauma or major life change. Many can be considered vulnerable youth. So what can we do to help them succeed and have

better academic success? As we work to educate the whole child and establish a partnership with the family, there are some practices that schools can adopt to help new students thrive. Below are some ideas for school personnel to consider to help make the new student and family feel welcome: Schools need work to build relationships and partnerships with new families on Day 1, when we meet the caregiver who is enrolling the child. 1. Have a welcoming, family friendly space available for enrolling new families. Often, caregivers will have younger children in tow. Be prepared with some toys or games that will quietly occupy the new student and/or younger siblings during the enrollment process. Have a snack available too, even if it is a fruit snack or a pack of crackers. 2. Work to minimize the “institutional” quality of the school so that the climate is more positive and caring. School secretaries can often help to improve the school climate, simply by smiling and being helpful to the new family. 3. Identify key individuals who will take ownership of the enrollment process and will be available to take the time and walk with the family through the process. This could be a principal, assistant principal, school secretary, guidance counselor, school-family liaison, special education coordinator, parent representative/advocate, etc. 4. Be ready and willing to accept the student with or without documentation needed, like birth certificate, immunization record, etc. The McKinney-Vento law prohibits schools from denying enrollment due to lack of documentation. It is the school’s responsibility to obtain documents and records from the previous school. 5. Design an intake process to get to know the student and the family. Have intake procedures that include a non-judgmental, nonthreatening questionnaire to identify families’ specific needs. 6. Be ready to connect families to resources that they may need like housing, food assistance, mental health assistance, childcare, etc. 7. Pay some attention to the siblings or other children there, too. Point the family in the right direction to get them enrolled in pre-K, Head Start or another age-appropriate school building in your district. 8. Schools should have inclusive wording on enrollment forms - add words like “caregiver” and inclusive family friendly wording. 9. Develop a welcome packet prepared with helpful information about the school to give to each family. It should include school start and end times, cafeteria and transportation coordinator information, contact information for the teacher and school, etc.

“The fact is, many of these new students have recently experienced a major trauma or major life change. Many can be considered vulnerable youth. “So what can we do to help them succeed and have better academic success?”

10. Consider having the welcome packet available in multiple languages for caregivers who do not speak English. Have individuals available who can act as interpreters that you can enlist for help to overcome language barriers. spring fall 2020 2021

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11. Explicitly welcome families and invite them to become partners in education for the good of their child. Have an invitation ready with dates of upcoming events and activities, along with a school calendar. 12. Ask parents/caregivers about their preferred method of communication so that they can communicate regularly.

10. Once the new student’s school records are obtained from their former school, have a process in place for administration and teacher to examine its contents to note any significant concerns. Sometimes, a new student has been retained, has a RIMP (Reading Improvement and Monitoring Plan), a health plan or an IEP that was not disclosed by the family at the time of enrollment.

13. Let caregivers know of the expectation that regular attendance for students is required. Mention the proper procedure for calling a student off from school.

11. A good practice would be to notify the family once academic and health records are obtained and to check in with the family once the student has been at school for a little while.

14. Show them how to connect with other parents at the school, such as PTO, an Instagram/Facebook group, etc.

DON’Ts with new students:

We need to make sure that the needs of the whole child are being met. 1. A “buddy” or “student ambassador” should be assigned to the new student to help them feel a sense of belonging. No child should eat lunch alone. 2. New students should be welcomed and should be scheduled to meet with a school counselor or social worker within the first few days of attendance. 3. Counselors should complete a brief intake interview with the student to get to know the student. They can identify specific social emotional strengths and needs. 4. Trauma-informed practices can help new students gain a sense of trust and belonging. Utilizing them school wide and in the classroom can help the new student to feel safe and supported. 5. Teachers should work to build a positive relationship with the new student. They should set aside a few minutes each day to speak individually to the student. They should look for student strengths as well as areas in need of support. Additionally, they should look for “red flags” that could indicate whether additional services are needed. 6. Teachers should provide new students with consistency. For all students, especially families in transition, school should be a safe, nurturing environment. 7. Teachers should contact the family of the new student within the first few days of enrollment to establish a partnership. 8. If the student has an IEP, alert the Special Education director, who should obtain a copy of the IEP and make contact with the caregiver to discuss the student’s individual needs. 9. If the student has specific health needs, alert the school nurse to make contact with the caregiver to discuss any health needs.

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1. Administrators: DON’T dump them into a classroom with no orientation process or introductions. 2. Administrators: DON’T forget to make all teachers and school personnel aware of the new student and any strengths or specific needs they may have. 3. Administrators: DON’T forget to keep HIPAA privacy laws in mind. Divulge any confidential information only to those who need to know. 4. Administrators and teachers: DON’T speak negatively or judgmentally about the new student/family. 5. Administrators and teachers: DON’T neglect to take the time to build the relationship with the student. 6. Teachers: DON’T sit the new student in the back of the room and ignore them until a new unit begins. 7. Teachers: DON’T exclude or ignore the new student during present activities. This year, more than ever before, we need to be ready to engage with these new students and their families, since we know that many families have been negatively impacted by the pandemic, making it potentially more difficult for them to come to a new school. By adopting some of the above practices, avoiding the DON’Ts listed above, and remembering to “Maslow before students can Bloom,” we will better be able to create a culture of caring, build and improve family partnerships, and educate our new students to their fullest potential. About the author: Marian Dangerfield is an ESC Community & Family Partnership Liaison in Columbiana County, Ohio. She was previously a high school teacher, middle school guidance counselor, and an elementary principal. She believes that building relationships and providing essential support can make a positive difference in the lives of students and families. The author can be contacted via email at mdangerfield@ccesc.k12.oh.us.

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connector

CENTRAL SERVICES. HOW MAY WE CONNECT YOU? BY BOB BUCK

hope your school year is off to a great start! My name is Bob Buck, and I’m the representative for central office on the OAESA Board of Directors. I’m currently the Director of Elementary Teaching and Learning in the Forest Hills School District in Cincinnati. I was an elementary assistant principal for seven years and an elementary principal for seven years before moving to central office. My belief is that while working in a central office role, my main job is to fully support the elementary administrators. This in turn, will support all elementary students in Forest Hills. In our current OAESA membership, we have many who are not building principals or assistant principals. I represent those members on the board for OAESA. My role is to represent all those not in a building administration role. This includes curriculum directors, student services directors, special education directors, associate directors, learning coaches, assistant superintendents, deputy superintendents, SST coordinators, ESC staff members, or any district leader or those serving in the state as a district or regional leader not physically in a middle or elementary school principal role. However, our role is to support any and all building administrators. With that said, my feeling is that central office is more than just a building of offices. We should begin to shift our thinking from central office to central services. The role of those working out of a central office should be to serve those in the buildings!

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How can we serve those in the buildings without our own professional development? How can we learn from each other? How can OAESA advocate for our needs at the local, state and national level? Our mission is simple: Intentionally Connect, Effectively Develop, Passionately Advocate! So how do we embed this in our membership? We ask that any member who serves in a central services type of role (see the examples mentioned in paragraph 3) is not in a building principal or assistant principal role take this short survey to help us drive our work of the mission forward. Visit http://bit.ly/OAESACO or use the camera on your phone to scan the QR Code pictured at left to take the survey. Our hope is from the survey we will know better how to serve our subgroup of the “central office” OAESA members, provide professional development, engage with each other, better engage with building administrators, and advocate for our needs. At anytime, please contact me directly if you have any questions or I can help you in any way. It’s a pleasure to serve and represent you! Bob Buck bobbuck@foresthills.edu Twitter: @RWBedu 513-231-3600 ext. 2956

THE SEARCH IS OVER! how to get more involved in OAESA how to become a district liaison or county representative how to maintain a connection between my district and OAESA how to get info and updates first how to build involvement on my resume how to get involved with minimal time commitment how to build relationships across the state

OAESA needs county reps and district liaisons. Is your district represented? Email info@oaesa.org to find out more information about this opportunity. Sign up to be a district liaison or county rep online: oaesa.org.membership/ district-liaison

how to be an advocate for administrators how to be a servant leader how to impress my superintendent how to develop my capacity

Know What They Know and Give Them What They Need This year, balance unfinished learning with grade-level content. With i-Ready Assessment, get a clear picture of every student’s performance and an individualized pathway to grade-level proficiency.

For more information, contact your local educational sales consultant: Melissa Martinsen, North Ohio MMartinsen@cainc.com

Jennifer Denhard, South/East Ohio JDenhard@cainc.com

spring 2021 41 Morgan Bennett King, Central Ohio MBennett@cainc.com

LEGAL

report

EMPLOYMENT DISCRIMINATION BY DENNIS PERGRAM

here are many federal and state laws protecting employees from employment discrimination and a discussion of all of those laws cannot be covered in this article, but I will be discussing some of the more frequently cited ones. I. TITLE VII AND THE OHIO CIVIL RIGHTS ACT Boards of education are covered by Title VII of the Civil Rights Act of 1964, as amended. In its original form, Title VII prohibited employment discrimination based on race, color, religion, sex or national origin. Another way of putting it is that a board of education may not fail or refuse to hire an applicant or discriminate against an employee regarding the employee’s compensation, terms, conditions or privileges of employment because of race, color, religion, sex or national origin. Ohio has a comparable law frequently called the Ohio Civil Rights Act and it covers employers employing four or more individuals within Ohio. Thus, a board of education falls under both Title VII and the Ohio Civil Rights Act. Although the terms sexual orientation and gender identity are not specifically mentioned in Title VII, the United States Supreme Court has recently determined that Title VII also covers those being discriminated against on the basis of sexual orientation or gender identity. Bostock v. Clayton County, Georgia, 140 S. Ct. 1731 (2020). A. EEOC and OCRC: The Equal Employment Opportunity Commission (EEOC) is charged with enforcing Title VII and the Ohio Civil Rights Commission (OCRC) is charged with enforcing the Ohio Civil Rights Act. An employee who feels that they have been discriminated against may file a charge with the EEOC or OCRC or both. Most employees who are going to file an administrative charge file with both the EEOC and OCRC and because the EEOC and OCRC have a work-sharing agreement, the EEOC may investigate the charge or OCRC may do so. Due to the differing time periods within which to file such a charge, the time period for the particular charge

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should be inquired into as soon as possible. B. Sexual Harassment: Perhaps one of the more misunderstood areas in the law is sexual harassment in the workplace. Sexual harassment is not specifically defined in Title VII or in the Ohio Civil Rights Act but the courts have declared that sexual harassment is a form of discrimination based on sex and is therefore actionable. The United States Supreme Court used to categorize sexual harassment cases into two types. One type was referred to as “quid pro quo” harassment whereby the elements were that (1) the employee was subjected to unwelcome sexual harassment in the form of sexual advances or requests for sexual favors; (2) the harassment was based on sex; and (3) the employee’s submission to the unwelcome advances was an express or implied condition of receiving job benefits or the employee’s refusal to sexual demands resulted in a tangible job detriment. The second type was “hostile work environment” harassment. The elements of the hostile work environment harassment were that (1) the harassment was unwelcome; (2) the harassment was based on a protected class; (3) the harassing conduct was sufficiently severe or pervasive to affect the terms, conditions or privileges of employment or any matter directly or indirectly related to employment; and (4) the harassment was either committed by a supervisor or 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. In more recent cases, the United States Supreme Court has articulated a standard that an employer will be found strictly liable for the harassing behaviors of a supervisor which result in a tangible employment action by the employer against the employee.

With respect to cases where there has not been a tangible employment action, the employer may assert a defense that it exercised reasonable care to prevent and promptly correct any harassing behavior and that the employee failed to take advantage of any preventative or corrective opportunities or to avoid harm in other ways. Furthermore, the sexually hostile work environment must be such that a reasonable person would find the harassing behavior to be offensive and the complaining employee must also feel the same. The United States Supreme Court has indicated that where there has not been tangible employment action, a court should look at the totality of the circumstances, whether the harassing behavior was severe and/ or pervasive and whether it unreasonably interfered with the employee’s work environment. The courts still find that isolated incidents such as an off-color joke or a simple teasing do not constitute sexual harassment unless the conduct is severe and pervasive (frequent). It is not uncommon for boards of education to have a sexual harassment policy that may, in fact, be stricter than federal or state law but nonetheless is a board of education policy and must be followed.

the ADAAA, an employer is required to make a reasonable accommodation to the needs of the disabled employee unless the employer can demonstrate that the accommodation would impose an “undue hardship.” Understandably, the concepts of “reasonable accommodation” and “undue hardship” must be decided on a case-by-case basis depending on all of the facts and circumstances. III. AGE DISCRIMINATION The federal law prohibiting age discrimination is the Age Discrimination Act of 1967, as amended in 1975 (ADEA). The Ohio Civil Rights Act models the federal law. The ADEA protects job applicants and employees who are 40 years of age or older from employment discrimination based on age. IV. OHIO’S WHISTLEBLOWER PROTECTION ACT Perhaps one of the more misunderstood laws is Ohio’s Whistleblower Protection Act (R.C. § 4113.52) which an employee must strictly comply with in order to receive the protection of that law. The circumstances giving rise to a whistleblower complaint are a reasonable belief that the suspected violation is a federal, state or local law which the employer has the authority to correct and which the employee believes to be (1) a criminal offense likely to result in physical harm to a person or a hazard to public health and safety, (2) a felony, or (3) an improper solicitation for a campaign contribution. The employee may orally or verbally notify the employer of the violation and the employee must then submit a written report to the employer describing the violation in adequate detail. The employer then is obligated to make a good-faith effort to correct the violation within 24 hours. The statute provides that no employer shall take any disciplinary or retaliatory action against an employee for making any report authorized by the statute if the employee made a reasonable and good-faith effort to determine the accuracy of the information reported.

DID YOU KNOW? Your OAESA professional

membership entitles you to

one free hour of work-related legal consultation with

It is also important to recognize that it is an unlawful employment practice for an employer to retaliate against an employee who has opposed an unlawful discrimination practice or because they have made a charge, testified, assisted or participated in any manner in an investigation, proceeding or hearing under the discrimination law.

OAESA legal counsel,

Dennis Pergram, every year.

II. DISABILITY DISCRIMINATION Both federal and state law prohibit disability discrimination in employment which covers applicants and employees. The federal law is the Americans with Disabilities Act (ADA) which became federal law on July 26, 1990 and amended in 2008 and is referred to as the ADAAA. Under the ADAAA, an individual employee is protected if they have a disability, which is defined by the ADAAA as a physical or mental impairment that substantially limits one or more major life activity or who has a history or record of such an impairment, or who is perceived by others as having such an impairment. Under

The above discrimination laws are just some of the discrimination laws protecting employees. The rights, remedies and defenses under each law may differ and are always subject to judicial interpretations. fall 2021

LEGISLATIVE

update

LEGISLATION PASSED TO FUND SCHOOLS IN A NEW WAY BY BARBARA SHANER

hen I set out to draft an article for an issue of the Navigator, I like to consider how the information I am sharing connects with the current publication’s theme. Since I’m usually reporting on legislative activity of some sort, that isn’t always possible. With the current theme, “Addressing Inequities,” the update I’m about to share seems a perfect fit. The Ohio General Assembly recently completed its work on the next two-year state operating budget; House Bill (HB) 110 became effective on July 1st. HB 110 included a new school funding formula that will apply to the 2021-2022 and the 20222023 school years. This long-awaited formula was developed by a workgroup made up of school superintendents and treasurers appointed by State Representative (now House Speaker) Bob Cupp (R-Lima) and State Representative (now term-limited) John Patterson (D-Ashtabula). The Cupp/Patterson workgroup met for the first time in November 2017. Over the past three + years, workgroup members developed and proposed the school funding formula (known as the Fair School Funding Plan (FSFP)) now adopted through HB 110. It is very likely that as a building administrator and OAESA member, you have heard something about the FSFP; either the general concepts of the plan, or you may have even gotten into the weeds with the many details. Whether you’re interested in the various components of the formula or not, at the end of the day, the important thing is whether the funding formula will provide sufficient resources for educators to meet the needs of students. That is where the connection lies between HB 110 and the

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Navigator theme, “Addressing Inequities.” Some of you may have been around in 1997 when the Ohio Supreme Court declared Ohio’s school funding system unconstitutional in a case known as the DeRolph school funding case. The gist of that case was that students who lived in school districts with a low capacity to help pay for education at the local level were being shortchanged. Those students didn’t have access to the high quality education opportunities that students in wealthier districts had. In other words, the system was inequitable. While the legislature has increased funding levels for public education since the DeRolph decision and a lot of state money has been invested in new school buildings, there remains a general consensus that disparities among districts (and students) still exist and that the state’s school funding system hasn’t done enough to bridge the gap. One of the goals of the Cupp/ Patterson workgroup was to provide education opportunities in a fair manner, thus solving “DeRolph” and reducing inequities. Interestingly, every school funding formula attempts to address inequities between schools and differences in students’ needs; even Ohio’s previous formulas. Otherwise, the state could simply send the same per-pupil dollar amount to every school district. A formula is needed to account for the differences among districts and the demographics of the students they educate. Lower wealth/low capacity districts always receive more state funding than their wealthier counterparts. Students with special needs also receive “weighted” funding to account for their additional educational challenges. Yet the question has always been whether the funding formula accounts for these things sufficiently to close the equity gaps.

The FSFP attempts to do just that and experts agree that if it were fully funded, it would meet the constitutionality test using the DeRolph case as the standard. However, for the next two school years, the legislature’s adoption of HB 110 includes partial implementation of the FSFP. The following is a brief summary of a few key factors from the bill: Increases in Education Funding According to the school district funding projections provided by the Legislative Service Commission, the increase compared to Fiscal Year (FY) 2021 (school year 2020-2021) in school district foundation funding (also including preschool special education and special education transportation) is projected to be $203.4 million in FY 2022 and $157.3 million in FY 2023. The bill limits the implementation of the FSFP to FY 22 – 23 (the next two school years). The formula and funding levels in future years will have to be determined by the legislature. However, funding for these next two years will follow a phase-in percentage as if the formula were being phased in over six years. The funding increases produced by the plan for school districts and ESCs will be funded at 16.67% the first year and 33.33% in the second year (note: these are not overall percent increases; these are the percentages of any new money from the formula that districts would realize if fully funded). Student Wellness and Success Funds

Choice Options Funded Directly Charter schools and vouchers will be funded directly by the state (no longer deducted from school district payments). Voucher amounts will increase ($5500 for K-8 and $7500 for high school) and eligibility for vouchers will be expanded. The requirement that in most cases students have to have been enrolled in a public school first will be phased out over time. Also, the restrictions for where a charter school can locate will be lifted. Some Non-Funding Education Provisions (non-exhaustive) • The bill changes the window districts will have for administering the Kindergarten Readiness Assessment. The new window will begin on July 1st and run through the first 20 days of instruction once the school year begins. The new window is meant to ensure the assessment is a more accurate measure of kindergarten readiness. According to staff at ODE, this change will be implemented beginning July 1, 2022.

“Whether you’re interested in the various components of the formula or not, at the end of the day, the important thing is whether the funding formula will provide sufficient resources for educators to meet the needs of students.”

• With the incorporation of the SWSF allowable uses into the provisions for DPIA, districts will need to develop a plan for spending their DPIA funds. As with the previous requirements for SWSFs, districts must coordinate with at least one community partner in developing the plan (ESCs are still included as one of the options). Items Not included in the Final Version of HB 110

Funding for Student Wellness and Success (SWSF) has been folded into the FSFP as part of the Disadvantaged Pupil Impact Aid (DPIA) (formerly Economically Disadvantaged Pupil funding). There is also a portion of the per-pupil base cost component attributed to the SWSFs. The former allowable uses for the SWSFs have been added to the list of allowable uses for DPIA funds; some but not all the former allowable uses for economically disadvantaged students remain on the DPIA list. Increases to DPIA will phase in at 0% in FY 2022 and 14% in FY 2023.

• HB 110 contains provisions around computer science aimed at increasing the availability of computer science courses to students. Previous versions of the bill required that every student be offered the opportunity to take a computer science course beginning with grades eleven and twelve in the coming school year and extending and integrating into lower grades over time. The final version of the bill does not include this mandate. However, a committee will be formed to study the barriers to available computer science courses and make recommendations for expanding their availability through a statewide plan.

Districts will need to report expenditures from DPIA funds and also for the SWSFs embedded in the base cost component. We can expect ODE to provide those details as they work through the implementation of the bill.

• All three previous versions of HB 110 would have required ODE to provide diagnostic assessment options for grades K-3 that would allow districts to utilize them for purposes of dyslexia screening as required by HB 436 from the last General Assembly. This provision was removed before the final version of the bill was adopted. fall 2021

INTENTIONALLY

CONNECT

FALL 2021 STATEWIDE

MEETINGS Meet other administrators in your area for networking and discussions about the issues you face on the job. It’s a great way to recharge and learn about the successes and initiatives at other schools, and best of all, it’s completely free! You are welcome at any zone meeting, regardless of where you live or work, and nonmembers are welcome, so invite a friend. To provide flexibility and accommodate the preferences of admins across the state, fall meetings will be offered in face-to-face and virtual formats (A Zoom link will be provided upon registration).

FACE-TO-FACE MEETINGS SOUTHERN OHIO

OSU Endeavor Center 1862 Shyville Road Piketon, Ohio 45661 October 26, 9am - 12pm

NORTHWEST OHIO

Beckett’s Burger Bar 163 S Main Street Bowling Green, Ohio 43402 October 14, 4:30pm - 6:30pm

CENTRAL OHIO

Roosters 1500 Stonecreek Drive Pickerington, Ohio 43147 October 19, 4:30pm - 6:30pm

SOUTHWEST OHIO

Old Spaghetti Factory 6320 S Gilmore Road Fairfield, Ohio 45014 September 30, 5pm - 7pm

NORTHEAST OHIO

Market Garden Brewery 1947 W 25th Street Cleveland, Ohio 44113 November 3, 4:30pm - 6:30pm

CENTRAL OHIO

Bravo Italian Kitchen 1803 Olentangy River Road Columbus, Ohio 43212 October 27, 4:30pm - 6:30pm

VIRTUAL MEETINGS September 28, 9:30am - 11am October 13, 1pm - 2:30pm November 4, 9:30am - 11am

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Regional meetings are FREE thanks to the generosity of OAESA's corporate partners: Curriculum Associates, Equitable, FranklinCovey, Horace Mann, Lexia Learning, and Renaissance.

halkboard news from the association

did you know?

CALL FOR ARTICLES Submit your article for our winter magazine, which will focus on the topic, Maintaining the Momentum Articles are due Nov. 1. Please contact navigator@oaesa.org for more information on this opportunity!

TEAM UP!

OAESA is now accepting teams for the 21-22 Ohio Instructional Leadership Academy. Get your principal/teacher leader team together and email info@oaesa.org by Oct. 1 about this evidence-based, grant-funded opportunity.

LEADERS

ADVANTEDGE ADVANT TUNE IN TO OAESA’S PODCAST

OAESA works to create professional learning opportunities for members that are relevant, engaging, and flexible. This has led us toward the world of podcasting! OAESA’S Leaders AdvantEDGE podcast has dropped five full-length episodes on a range of topics from Dyslexia to equity to our “new normal.” Hosted by the OAESA Executive Director, the podcast will feature speakers, experts, and OAESA members who have compelling stories to share. Tune in at your leisure, wherever you listen to podcasts!

SHE’S THE MANN!

Congratulations to OAESA’s 2020 Ohio NAESP National Distinguished Principal, Kati Mann, of Brunswick City Schools. OAESA Executive Board Members, Executive Staff, and NAESP Leadership had a chance to recognize Mann at the 100th NAESP Conference July 8-10 in Chicago.

HIT US WITH YOUR BEST SHOT!

Awards nominations for the 2022 Recogniton Program will be accepted Oct. 4 - Dec. 1. Clinic proposals for the 2022 Professional Conference will be accepted Oct. 15 - Jan. 15. To learn more visit oaesa.org.

M O R A L E BOOSTER Trying to think of ways to boost morale during this unique year? Mark your calendar and celebrate wherever and whenever possible!

October

1 - Nat’l & Ohio Principals Month 2 - Nat’l Custodial Workers Day 31 - Halloween

November

2 - Election Day 7 - Daylight Saving Time 11 - Veterans Day 25 - Thanksgiving 28 - Hanukkah Begins

December 6 - Hanukkah Ends 25 - Christmas 26-1 Kwanzaa 31 - New Year’s Eve

fall 2021

e’re booked begin the necessary work of ensuring that it does not impact student achievement or well being, we are creating inclusive school environments which lead to enhanced learning for all students. Throughout this book, evidence is presented which verifies the authors’ concern “that the US school system does not serve all students equally well.” Addressing this disparity requires adaptive change, which is significantly more challenging than technical change in that we must change mindsets rather than skill sets. Unconscious Bias in Schools clearly takes an approach of inquiry and supporting school leaders for which I am grateful.

and thinking for facilitating the work of uncovering unconscious bias and ensuring that we address such bias in proactive ways for the benefit of our students, and all school adults. “The goal is to create a school culture where we continually seek to uncover how bias is interfering with our aspirations and then come up with systems and structures to eradicate or reduce the impact of our bias.” The suggested areas for investigation are: representation, expectation, and selection. Root cause analysis is suggested to ensure that the investigative data is well founded and used appropriately. Intentional use of language is suggested in a table containing examples of moving language from complaint to commitment and from blame to responsibility. There are many other strategies and suggestions for continuous improvement in our work.

“In diversity

When discussing race it is noted that “defensiveness reigns” and is nourished with binary thinking. It becomes clear that racist or not racist frameworks and thought patterns do not lead to productive outcomes. Mistakes and missteps will be made and progress will occur because those things allow for learning. As educators, “We know that learning comes from grappling with challenge, not eliminating it.” The authors are clear that we must start with ourselves and we must be able to hold paradoxes such as knowing that unconscious bias is an urgent matter and one that requires a patient approach.

there is beauty

UNCONSCIOUS BIAS IN SCHOOLS: A Developmental Approach to Exploring Race and Racism

BY Tracey A. Benson and Sarah E. Fiarman REVIEW BY Traci Kosmach, Principal, Riverview Elementary, Stow Munroe Falls City Schools

his book provides significant thought, pedagogical information, and support for doing the work of improving our schools for all children. When we become aware of unconscious bias in our schools and

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and there is strength.”

In conclusion, the authors are clear that this work is emotional and labor intensive. As such, Benson and Fiarman have provided comprehensive and encouraging learning for school leaders to ensure that we have specific tools to create schools where unconscious bias becomes consciously corrected and we are clear as we work toward equitable learning for all students.

Maya Angelou

The authors generously provide relevant examples from their own work as school leaders and share productive strategies

BOOK REVIEWS FOR THE ADMINISTRATOR & SCHOOL LIBRARY

Caldecott Honor-winning illustrator, Christian Robinson, brings the words to life with charming illustrations that draw the reader into Milo’s world. Embedded in this story are many opportunities for parents and teachers to pause and discuss the meaning behind the text and illustrations.

MILO IMAGINES THE WORLD

The reason behind Milo’s monthly subway ride, which leaves him and his sister feeling like a “shook-up soda,” is a visit to his mother who is incarcerated. Full of emotion, this touching story will have you rethinking how you form your first impressions.

WORDS BY Matt de la Peña PICTURES BY Christian Robinson REVIEW BY Sarah Marsden, Reading Specialist, Redwood Elementary, Avon Lake City Schools

ewbury Medal-winning author, Matt de la Peña, brings us a timely story that both adults and children will find thoughtprovoking. Milo, a young elementary-age boy, and his teenage sister find themselves taking a long subway ride, once a month, to make a very important visit. The visit has Milo feeling anxious, so to pass the time, he observes the people on the train and creates drawings of what he imagines their lives to be like. Various characters come to life through his drawings which are his personal perceptions of his first impressions. Milo begins to rethink his approach when one of the children on the train whom he imagines having a very affluent lifestyle, ends up having the same circumstances Milo does. He decides that he cannot judge someone just by their outward appearance. This reminds us that judging people by first appearances may not be the correct perception at all.

KEEP THE CITY GOING WORDS AND PICTURES BY Brian Floca

REVIEW BY Colleen Mudore Principal, Knollwood Elementary, Sheffield-Sheffield Lake City Schools

his book is a great reminder for children as well as adults that the world still had to keep moving forward even during the time of uncertainty and change brought about with COVID-19. The book serves as a sort of time capsule reminding us of the details

we experienced early on in the pandemic. When normally busy city streets were quiet and we were watching from inside our homes, essential workers were out keeping the city going. Brian Floca uses the book Keep The City Going to pay homage to all the essential workers who keep the essentials operating so the rest of us could do our part by sheltering in place during the COVID-19 pandemic. Workers were out delivering food and needed supplies, along with supplies we didn’t need, but made us feel a little better. Utility workers were keeping the electricity, water, and internet running, so we could feel safe, connected, and even learn from home. First responders were taking care of emergencies, health care workers were taking care of the sick, sanitation workers were keeping the city clean, the list goes on and on. The pandemic was certainly something none of us have experienced before (and hope to never experience again), but Keep The City Going is a great picture book to help our children understand their experiences over the last year and half. This book is a great addition for our classrooms, school libraries, and home collections to serve as a great teaching tool for years to come to help explain this strange and unprecedented time in our lives. My favorite part of this book was at the end when all of the city opened their windows and celebrated all of the essential workers with the clanging of their pots and pans giving cheers of thanks. This book helps us remember to celebrate all things in life and everything can have a positive impact. This pandemic has certainly brought change within our lives, but hopefully some of that change will make us appreciate what we have and those around us. Floca’s book is a gentle reminder that every day, people risked their lives and health to keep the city going!

fall 2021

elcome

ZONE 1 Jennifer Bloomfield Larry Carter Eric Combs Joshua King Morganne Newsom Rebekah Potter Jason Salmons

ZONE 2 Gretchen Braitsch Brett Burton Julie Carter Amy Cox Steffani Diesel-Slone Jeremy Evans Chris Huelsman Tina Kidd Cheryl Lowe Matt Melnec Andrew Ovington Alexis Sanders Tyler Sanders Jocelyn Vanell Heather Wagner ZONE 3 Nick Hager Kreg Hollenbacher Kim Kramer Tyler Lotspaih Michael Maurer Laura Meek Ashley Miller Heather Mills Kathryn Quist Ryan Rigel Pam Scarpella Joshua Spencer Andrew Woods

OAESA’s New Members ZONE 4 Jada Boatright Amber Caraballo Angela Chung-Kirby Marjoe Cooper Megan Hayes Lisa Henline Cory Hilty Jay Laubenthal Kyleigh Meeker-Blad Denielle Myers Mimi Myers Olivia Selgo Cindy Snyder Amy St. Marie Eric Tipton Beth Utz Blake Walker ZONE 5 Michael Brennan Sara Core Nathan Dendinger Caleb Duncan Bruce Gibson Elizabeth Hake Tammy Kissell Jessica Litzenberg Jordan Nelson Breanna Rebman Morgan Sherman Angela Siwik Clint Sneary Cara Will Julia Wilmer ZONE 6 JeVone Allen Yvette Brown Patrick Carpenter

Natalie Celeste Stephanie Chiariello Shawn Cramer LaKeysha Davis Courine Elias Raffoul Heidi Feskanin Amanda Fowler Sanya Henley Kevin Hogan Jessica Holler Angela Jordan Alissa Levy Todd Lombardozzi Shelby Morgan John Murray Jr Lynnette Stevens Jennifer Sullivan Chelsea Truax Nilsa Walker Kyrstn Was Jennifer Woody ZONE 7 Carrie Brockway Jenna Cope Kristen Foster Nathan Kish April Lillash David McMahon Dena O’Neill Kelly Porcello ZONE 8 Kayley Andrews Brittany Grimshaw Jennifer Hall Karie McCrate Stephanie McKinney Nicole McQuate Gabrielle Montgomery

member reminder

Holly Power Vince Sette Erin Strohmeyer Dominic Wilson Elizabeth Yousey ZONE 9 Lauren Keeling Natalie Starr ZONE 10 Lucinda Bausum Ashley Beasley Shannon Beeker Jamie Carroll Katherine Davison Michelle Fraley Melissa Garris Lauren Heitkamp Roxanne Holonitch Crystal Johnson Chasity Laufman Monica Lewis Lauren McMahon Melissa Moreland Adam Mott Anthony Paletta Rebecca Poe Ben Severns Carrie Shivers-Mazzei Heath Smith Amy Smock Joshua Sowder Elizabeth Stimmel Maria Vallejo Jennifer Vaughn Kelvin Watson Sheree Wright Erin Zantello-Clary

New job? New school? New house? Contact info@oaesa.org to update your information so you don’t miss a thing! 38

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ohio association of elementary school administrators serving all administrators pre-k through 8

membership form Tell Us About Yourself! Name

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For membership definitions, please view back side. For $100, your professional, aspiring, or associate membership can be upgraded to a PLUS membership allowing 12-month access to the OAESA 360 Feedback Tool.

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Dues paid to OAESA are NOT deductible as charitable contributions. Make check payable to OAESA for both OAESA and NAESP membership dues. Annual membership dues are nonrefundable. How did you hear about us? ___Email __ Website ___Brochure ___Monthly e-newsletter ___Colleague __ Social media ___Mailing/Flyer ___Magazine

Ohio Association of Elementary School Administrators ● 445 Hutchinson Avenue, Suite 700 ● Columbus, OH 43235 ● oaesa.org

445 Hutchinson Ave. Suite 700 Columbus, OH 43235

Save the Date • June 15-17, 2022