Principal Navigator Fall 2022

startfor fall

of the Ohio Association of Elementary School

Ohio's Dyslexia Guidebook provides explicit guidance for educator professional development, but do you have what you need to support your staff? Join OAESA for our Virtual Reading Summit, designed to provide valuable tools to support the literacy needs of your staff and students.

Log in and learn about strategies and solutions that make reading accessible and attainable for ALL learners. Enjoy sessions geared toward principals, teachers, reading specialists, intervention specialists, and literacy coaches that you ' re welcome to use for your own staff.

Attend in real time or access all sessions at your convenience! A recording of all Zoom sessions will be provided to paid registrants after the event.

Featured Sessions

Welcome and Keynote

Literacy for All! Partners on this Literacy Journey

Kerri Larkin, Senior Education Advisor at Lexia Learning

Aligning New Work into the Current Literacy Plan

LaMonica D. Davis, Principal, Akron Public Schools

Maggie Oliver, Teacher, Akron Public Schools

Tricia Merenda, Literacy Specialist

Literacy Improvement Pathway

Michelle Elia, Ohio Literacy Lead

Literacy Assessment Audit

Carolyn Turner, Ohio Literacy Lead

Kim Davis, Literacy Specialist

Professional Development Options for the Ohio Dyslexia Support Laws

Melissa Babcock, Assistant Director Literacy

Sherine Tambyraja, Dyslexia Administrator

per

oaesa.org

Around the Horn

with OAESA Executive Director Dr. Rebecca Hornberger

There is nothing like the buzz of excitement at the beginning of a new school year! I know that you have set many goals for your students and school community for this coming year, and OAESA is here to support you in attaining (and hopefully exceeding!) each and every one of them. In order to prioritize your own professional learning, be sure to check out our engaging and high-impact fall professional development offerings peppered throughout this issue. Each event focuses on a new, relevant topic for this school year, and we encourage you to attend or send a team whenever you can!

September 12-13, we kick off the first two sessions of our Beginning Administrators Academy. This is an extremely beneficial event to enhance new administrators’ professional growth as they learn about all aspects of effective leadership practice. Likewise, we are still accepting applications for limited remaining openings in our grant-funded Administrator Mentoring Program (AMP). New administrators receive many benefits by becoming a part of AMP, so if you are a first or second-year administrator, or if you know one, please encourage them to check out these fantastic opportunities.

Our focus this fall is literacy. We continue to work closely with ODE’s team of literacy experts, providing valuable virtual events to get all the information necessary in order to best serve the literacy needs of your students. You won’t want to miss our annual Virtual Reading Summit on October 13th. Also, you can get prepared for the full day of learning at the Summit by attending our Ohio Literacy Roundtable September 28.

Speaking of OAESA’s 5th Annual Virtual Reading Summit, this event will provide you with the latest information and content from ODE’s dynamic literacy team. This summit is a MUST

for administrators in order to ensure that they are meeting the requirements of the Ohio dyslexia legislation, as well as ensuring that research-based best practices in literacy are deeply embedded in every classroom.

Want to start fresh on your school culture? Consider signing up a team for the grant-funded Ohio Instructional Leadership Academy, and work with Dr. Anthony Muhammad throughout the year on improving your school community as a whole.

These opportunities — plus so many more — are brainstormed, planned, and presented by OAESA members and leadership. We hope you are able to take the time to renew your own personal learning this year, particularly with so many changes on the horizon.

And, if you can’t join an in-person or virtual event this fall, we hope you can put your feet up after school and curl up with the articles in the Principal Navigator that will aid you in your fresh start, too.

From practical tips and tricks courtesy of veteran administrators to ways to improve the mental health of both you and your school communities, this issue is all about the new year and all that a new start has to offer our vibrant school communities.

On a personal note, I, too, am starting fresh this fall. During my first full academic year as the Executive Director of OAESA, my team and I never stop looking for ways to innovate and improve our practices for members across Ohio. Please reach out if OAESA can help or serve you in any way.

Happy Fall, Becky

association of elementary school administrators

Professional Learning Connected

Support educators across your district with a complete ecosystem of authentic learning experiences and high-quality, research-based content when it’s needed most.

Laura Boothroyd

Director of Partnerships

Kristin Folta

Director of Partnerships

tableofcontents

fresh start for fall

in every issue

3 Around the Horn

Fresh start

Dr. Becky Hornberger

6 OAESA Board of Directors

Our 2022-2023 Leadership

8 Highlighting an OAESA Hero

Felecia Evans, OAESA Federal Relations Representative

10 SAIL for Education

Meet the faculty

Dr. Karen Bachman

12 Keeping Up with Mr. Jones

Our next big challenge

Mark Jones

32 Health Matters

Benefits of school gardens for students

Stefanie Lynn and Heidi Scarpitti

34 Legal Issues

Principals provided more protection against personal liability in discrimination cases

Dennis Pergram

36 Legislative Update

The upcoming lame duck session: what legislators need to know from you

Barbara Shaner

38 We’re Booked

New reads for both your prinicpal and school library

41 The Chalkboard

News from your association

42 Welcome New Members

Connect to our new OAESA members

in this issue

17 Remember the Fun!

Carrie J. Sanchez

20 Planning a Fresh Start

Dr. Paul G. Young

23 Perfect Pooch Partnership

Mary A. Louit

24 Minding Your Own Business

Cathryn Rice

26 OAESA’s 65th Annual Professional Conference Recap

Photos from our conference events and awards luncheon

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

Dan Sebring, Bay Village City Schools

Paul Young, Ph.D., retired

Stephen Zinser, retired

OAESA/SAIL TEAM

Rebecca Hornberger, Ph.D., Executive Director of OAESA and SAIL for Education

Mark Jones, Associate Executive Director

Nancy Abrams, Director of Operations & Finance

Patty Cooper, Director of Communications

Melissa Butsko, Director of Professional Learning

Mary Mitton-Sanchez, Director of Publications and Editor-in-Chief

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

ohio association of elementary school administrators • oaesa.org

Board of Directors

Executive Committee

PRESIDENT PRESIDENT ELECT

PAST PRESIDENT

Abbey Bolton

Director

Zone Directors

Sue Brackenhoff, Ph.D.

Principal

REP

FEDERAL RELATIONS

Nick Neiderhouse, Ed.D.

Carrie

Katie Nowak

Ryan

Chad Hinton

Colleen Mudore

Michael Emmert

Jason Orin

Alexandra

Principal

Lori Green

Susanne Waltman

Director

Leadership

Felecia Evans

Zone Map

Representatives

OFFICE

Joe Jasinski

Audrey Staton-Thompson

Bob Buck

ASSISTANT

Matt

Andrew Smith

Taylor-Ivory

Shaking Things Up

a conversation with OAESA Federal Relations Representative

Felecia Evans

Tell us about your background and current position.

I am currently serving as the Director of School Leadership in the Shaker Heights City School District. I have spent 14 years as a school administrator, serving both as a middle school assistant principal for 6 years and elementary principal for 8 years. In my new role, I supervise the school principals in the district, lead the district learning and teaching team, and provide leadership and support for operations across the district. I am also working on my doctorate in educational leadership through CUC.

What are some goals you have for yourself in this new role?

Moving into a new role in a new district is

always a challenge, and here are some of my priorities for starting the year:

• Build and sustain relationships with key stakeholders to learn about the culture, people, systems, and the community to ensure connectedness and effective communication.

• Utilize the district strategic plan as a lens for understanding the systems and structures in place in the district.

• Understand and organize the learning and teaching department to sustain effective leadership and learning across the district.

• Work collaboratively with principals to develop building-level plans and ensure a smooth start to the school year.

• Help principals with the development of leadership skills and support to advance the strategic plan. Establish an evaluation

system with building principals, and align OPES 2.0 with strategic plan goals and objectives.

• Develop a depth of knowledge on how to continuously improve the organization to benefit those we serve, our students. Practice systems thinking and continuous improvement; using continuous improvement cycles to facilitate high-quality implementation across the system.

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

My most important contribution will be to support school principals in implementing their school goals as we seek to advance the strategic plan in our district.

If we interviewed your colleagues, what are three words they’d use to describe you? Why?

Equity-Focused. I am driven by a committment to help disrupt and fix the current disparities in our education system.

Empathetic. I hold deep empathy for all people in our school systems and think that it is important to understand the strengths and challenges we all experience.

Organized. School and district leadership can be overwhelming and intense, and I seek to find ways to keep us organized and efficient.

What are you excited about for this year? In what area(s) are you hoping to grow as a leader?

I am excited about the work that Shaker Heights is doing around inclusive excellence. Our district has a long history of serving a diverse, vibrant community, alongside a tradition of academic excellence. There are two district goals in particular that excite me. The first goal is to strengthen student learning by providing each student with a rigorous and enriching educational experience that aligns with the International Baccalaureate philosophy and framework and that prepares all graduates for post-secondary education and careers.

The second goal is to advance educational equity by disrupting and removing institutional structures and practices which have historically been associated with racism, oppression and other forms of marginalization. Educational excellence and equity go hand-in-hand, and I am excited to be working in a district that prioritizes these two goals.

I am hoping to grow in my skills as a district administrator. Being a building administrator for 14 years, I felt that I had a good handle on building-level leadership. Leading at a district level provides a whole new perspective and set of challenges that I am eager to take on.

Congratulations on serving on the OAESA Board as the Federal Relations Representative. How long have you

been on the board? Why did you join?

I have been on the Board since 2019 serving in the role of Minority Representative. I had attended zone meetings for years and always enjoyed participating in the various activities sponsored by OAESA. The position of Minority Representative became available, and Dr. Davis asked me to join the board. I also co-chair the Advocacy Service Team. I officially started the role of Federal Relations Representative in July and had the opportunity to go to the National NAESP conference!

This issue focuses on creating a fresh start with many new initiatives and lessons that educators have learned after the pandemic. How will you plan to make a fresh start during this year?

Starting new roles both professionally and within the organization provides a great opportunity to listen and learn. I am looking forward to learning from new people and adding my expertise to help move us forward.

What are some of your non-negotiables (educational and/or personal) in the new normal that you will never give up?

Professionally: virtual meetings. So much time has been saved by virtual meetings, especially for busy school leaders who often cannot leave the building for a meeting.

Personally: Peloton. Working out at home has become a mandatory part of my self care routines. It is important that we take care of ourselves so we can continue to take care of others.

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?

It is an honor to serve children, families, and staff. Seek first to understand and often the solutions to your problems are already within your reach. Have fun, love your people, and don’t take yourself too seriously. The days are long but the years are short. And you will make it through the toughest times and when you feel like you can’t, go visit a kindergarten classroom.

Highlighting an OAESA Hero!

THE BASICS

FAMILY MEMBERS? My husband, two sons, and two stepdaughters

YEARS IN THE CLASSROOM? YEARS IN ADMINISTRATION? 5 in the classroom, 14 as an administrator

EMERGENCY DESK FOOD? Sparkling water and a granola bar

PERSONAL MANTRA? You can’t pour from an empty cup.

FAVORITE MEMORY FROM BEING A SCHOOL PRINCIPAL? When Lil Nas X came to my school and surprised the students with a performance of “Old Town Road”

FAVORITE DOWNTIME ACTIVITIES? Running, hiking, yoga

UP NEXT ON YOUR BUCKET LIST? Visiting Egypt and seeing the Pyramids

BEST DECISION? Having children

WHAT WERE YOU LIKE AS A STUDENT? Shy and reserved

FAVORITE OAESA EVENT? Regional Meetings and the Annual Professional Conference

ohio association of elementary school administrators • oaesa.org

Meet the passionate Dr. Karen Bachman, OAESA with Concordia University Chicago’s (CUC) adjunct professor of Ohio Principal and Superintendent Licensure Programs, Ohio Teacher Leader Endorsement Program, and principal internship supervisor.

What programs do you teach at OAESA with Concordia University Chicago? What drew you to this field of study? What keeps you excited about it?

The program at OAESA with Concordia University Chicago is comprehensive and provides today’s teacher leaders with the tools needed to move into the administrative role. I have been pleased that CUC stays current and revises assignments based on current educational needs. For example, implementing the Equity Audit assignment in the principal internship, and including cultural awareness throughout assignments and discussion prompts.

BY MAGGIE BENDER, OAESA/SAIL GRADUATE

I have been an educator for more than 40 years. I spent 17 years teaching grades first through eighth, with most of my experience in the first grade. During that time, I became interested in being a teacher leader and realized the impact I could make in the field of administration.

My career evolved into 16 years as an elementary school administrator. During this time, I was asked to teach a graduate course at a small private college and found that I enjoyed helping teachers become teacher leaders.

Presently, I teach two courses at OAESA with Concordia University Chicago, both in educational leadership: EDL 6131 School Evaluation and the Change Process, as well as EDL 6983 and 6984.

For the Principal Internship (EDL 6983 and 6984), I am a supervisor. I greatly enjoy building relationships with my students, guiding them through the courses as they begin to implement positive change in their schools, and learning about schools PreK-12 all over the state.

How will your programs better prepare/equip educators for the current climate they are facing? How will it help them tackle today’s education challenges?

What attracted you to teach at OAESA with CUC? What sets them apart?

I earned my doctorate through the SAIL program before OAESA partnered with CUC. When I was asked to be an internship supervisor, I was honored and excited to work with future principals.

During the past nine years, I have had the chance to work closely with other educators from OAESA with Concordia University Chicago and have been impressed with the knowledge base of my colleagues and their diverse experiences. I also believe that CUC is set apart in their programming and authentic assignments that meet the needs of our students as they achieve the goal of administrator during these challenging times.

What is your professional background as an educator?

My journey through higher education has been long and varied, I received my B.S. degree in Teacher Education from Miami University in Oxford, Ohio. My M.A. degree in teacher leadership was from Defiance College in Defiance, Ohio. My administrative license was achieved through course work at the University of Toledo.

Finally, my Ed.D. through the SAIL program at OAESA took place online from North Central University in Prescott, Arizona. This spring I will

a conversation with adjunct professor Dr. Karen Bachman

retire from teaching at Miami University in the Teacher Education Department, but I will continue to work with the students at OAESA with CUC. I find it very rewarding to work with future principals.

How did you become interested in education?

My mom was a second-grade teacher and from the time I was young, I knew I wanted to follow in her footsteps. I have always had a passion for reading and wanted to share my love of books with young children. To this day, I share books with friends and students whenever appropriate.

What would you tell prospective students considering your programs about yourself?

To any prospective students considering OAESA with CUC as an option for graduate school, you will be pleased with the authentic, thought-provoking courses. The assignments are well written and easy to follow for completion. The instructors are experienced in educational leadership, administration, and supervision. For me personally, I give a great

deal of feedback to my students and share my own experiences whenever it is appropriate.

What advice do you have for students interested in pursuing educational leadership licensure in Ohio? How can people stand out in this field?

For future Ohio students pursuing their educational licensure, I want you to know you are needed in the role of an educational leader. The profession needs caring individuals who are willing to go the extra mile to meet the needs of students, staff, and school families. You can be the one to make a difference in the lives of many! This is the best feeling and makes the job very rewarding. Remember, this job is all about building relationships.

Is there anything else you would like to share?

One final piece of advice is to take time to reflect every day. Think about that instance when you made a difference in someone’s life and make this your focus. You won’t regret this!

Keeping Up with Mr. Jones

a note from OAESA Associate Executive Director Mark Jones

Our Next Big Challenge

The Problem

They say bad things come in threes. But looking back over the past few years, the challenges we’ve faced seem innumerable! A global pandemic that shut down everything for months on end. The murder of George Floyd in Minneapolis, sparking protests and social unrest across the country. A political insurrection on our Capitol, ending a string of peaceful transitions of power dating back to very beginning of our nation. The Russian military invading neighboring Ukraine, committing one atrocious war crime after another along the way. Undeniable climate change, triggering massive deadly floods in our heartland and historic drought out west. Wildfires that rage uncontrolled. Monkeypox. And of course, the latest in a long string of absolutely senseless tragedies . . . Uvalde.

But despite these heartbreaking events, it is more important than ever for us to remain positive as we prepare to face whatever comes next, because the challenges aren’t getting any easier. In our profession, one specific challenge appears looming on the horizon. Indeed, for some it is already here. Staffing.

Yes, I realize that in comparison to the issues raised above, finding enough qualified teachers to fill our classrooms, or bus drivers, cooks and custodians to support our work, might seem insignificant. But, as we all know, the success of our work depends primarily upon the skill and quality of the adults we put in our schools. Across the educational landscape, we are seeing very troubling signs of an impending significant shortage of teachers and support staff moving forward, and this threatens our ability to effectively educate the next generation.

The Solutions

So, what can we do about this dangerous lack of human capital that our systems will require? An obvious solution is to simply call for a significant increase in teacher and support staff pay, which in theory will attract more workers to our profession. Certainly, no educator would oppose a well-deserved pay raise! But since that “fix” isn’t within our control, we would be better served by seeking out solutions that we can actually affect to improve our current staffing crisis.

For example, it has become clear that in some respects, we as educators have lost faith in our purpose and therefore may have become our own worst enemy. With all the public scrutiny and increased criticism directed toward educators, it is understandable that we could become discouraged and disheartened about our chosen line of work. As a workforce, we have often been unfairly targeted for many issues outside our control. We have been ridiculed and screamed at for requiring masks, and for making them optional. We are told we need to do more to foster students’ mental health, then disparaged for not spending enough time on academics. From legislators to school board members to media outlets looking for a story, it seems that no matter how much we do and how well we try to do it, it is never enough. So then, it isn’t surprising that many educators have begun to question the achievability of our mission.

Sadly, when we lose this sense of purpose, we aren’t likely to encourage others to follow in our footsteps. Sometimes we give off this negativity about our work subtly; other times, it is far more overt. Many of you have heard a colleague say, “I would never want my child to go into education!” How many of

you have said this? When we verbalize this mindset, our youngsters hear us and take it to heart. Is it any wonder that our teacher prep programs have seen tremendous declines in enrollment? Solution #1: Stop badmouthing our own profession!

If you stop and think about it, when it comes to finding future talent, our profession has a unique advantage over every other profession in our society. Why? Because we get a sneak preview of the next generation of workers first. They are in our classrooms every single day! How many of you have noticed some accomplished students who enjoy helping other children learn and who demonstrate patience and creativity when working with others? It may seem obvious, but the talent pool is right there in front of us. We need to plant the seeds of encouragement for our most capable and caring students to consider making a positive contribution to society by someday becoming an educator!

Toward that end, our educator unions and associations should lobby our Department of Education to fund a chapter of “Future Teachers of America” in every high school in the state. Yes, I know that is an approach from days gone by. But do you know what we also had back in the day? Young people who aspired to be teachers! We all know that with a dynamic faculty advisor and a compelling message, a club like this could spark the interest and passion of potential future educators, sending them on a path to fill our ranks. Solution #2: Start creating intentional pathways for future educators!

Another hot-button issue getting a significant amount of attention these days is the growing cost of a postsecondary degree. Many of our college students

receive two pieces of paper upon graduation: a diploma, and a repayment schedule for hundreds of thousands of dollars in student loans. For many high school seniors, the cost of a college education is simply beyond their reach. As a result, many of our brightest young people are either selecting more lucrative professions than teaching to pursue or discouraged from even going to college at all.

As politicians debate the wisdom of student loan forgiveness, we should suggest they consider an alternative approach to assisting our future workers. One idea would be to identify occupations that are both beneficial to the fabric of our society and underenrolled to meet future demands on the workforce. Sounds like educators, doesn’t it? For such a critical segment of workers in our country, we should create a scholarship program that significantly lowers the cost of a college degree in that field. Such scholarships could be not just substantial in amount, they could also be targeted in number to meet only the projected need, making them competitive in nature. This might allow for our teacher prep programs to be more selective in their acceptance, enhancing the quality of candidates for filling our classrooms. Solution #3: Invest in college scholarships for future teachers!

The three solutions offered here are all simple, affordable approaches that could make a significant difference to looming shortage of educators we will otherwise see in the future. Admittedly, they won’t fix the problem overnight; rather, they are long-range answers intended to change the “appeal” of the teaching profession. But, we need to start somewhere to avoid a potential collapse that will damage our children’s chances for a lifetime of success.

“Across the educational landscape, we are seeing very troubling signs of an impending significant shortage of teachers and support staff moving forward, and this threatens our ability to effectively educate the next generation.”

Any

or

may

any

administrator and/or school.

A secretary can only be nominated by their

the review of the nomination, a link to

OAESA Board members, their direct reports, and their schools are not eligible for

application will be sent via email. Learn more and nominate an exemplary school or individual at oaesa.org.

and close October 14,

January 6, 2023 at 12

OAESA at 614-547-8087 or awards@oaesa.org.

association of elementary school administrators

freshstart

fall

Bythe time you receive this magazine, your school year will have surely started; however that is one of the beautiful things about school. Not only do we have a fresh start every year, but we also have other natural breaks — semesters, grading periods, weekends, and even every day — to start fresh with our students, staff, and school communities.

As is the case every year, educators have a lot on their plates, but it feels like this year we have become accustomed to our new normal. For better or for worse, we are operating differently, but now we are a bit more used to it. We are no longer just surviving, but thriving, under these new circumstances!

So take this time to consider your goals, professional and personal, and think about how you can work to achieve them. OAESA has tips and ideas throughout this magazine on a variety of issues, and we’ve got a myriad of professional learning opportunities this year to meet all of your knowledge needs.

As the leaves fall, we are planting bulbs to bloom in the spring. Start now, start today, and see what grows over the course of your year.

story

Remember the Fun!

BY CARRIE J. SANCHEZ

Therole of an educator is awesome for many reasons: it is meaningful, it is inspiring, and it is invigorating. Being an educator is also fun. It is fun! When we surrender ourselves to the joy that lives in our classrooms, hallways, and schools, we remember the fun. We are in the midst of the onset of the 2022-2023 school year; let us make it our mission to remember and seek out the fun in the work we do!

To take it one step further, the role of school leader is even MORE awesome because of their unique perspective regarding the entire school. While some may jest that from the principal’s perspective the fresh start of the school year resembles Bill Murray’s iconic Groundhog Day, that fresh start is truly one of the greatest gifts of the role.

Having emerged from the vicious grasp of the coronavirus pandemic, now is an opportune time to embrace the fresh start opportunities for school leaders. However, embracing the opportunity is just the beginning. Being strategic and purposeful will serve principals now more than ever.

Principals, as your class lists and bus rosters are finalized and your teacher supplies are arriving, you must also strategically craft your intentional fresh start. We want to thrive and maximize this school year, not just survive the next 180 days.

Debugging Your Daily

While the last two school years have been unlike any in modern history, use that to your advantage. Did you learn anything new about your school in the past two years? Your staff? Your students or their families? Use those new perspectives to your advantage!

I encourage you to scrutinize your school, and find one thing that the pandemic changed about your school that was positive and you would like to continue. Additionally, look for one thing that the pandemic caused that you would prefer to never see happen again (Contact tracing is too easy — be clinical in your analysis).

School leaders must be intentional about the daily operations of their schools. From the volume levels of the students to the logistics of the passing in the hallways to the environment of

the teacher workrooms — school leaders, I encourage you to purposefully design the daily operations of your school.

Fresh Start Suggestion: Ask as many people as you can, “What was your favorite part of school last year?” Keep it simple, but ask everyone (students, parents, teachers, office staff, classified staff, bus drivers). The answers will enlighten you!

Office Norms

The main office of your school is the heart of your building. What is the “feel” of yours? Walk into your main office just as a school visitor would and observe what they see. Are visitors bombarded with signs and procedures and protocols? What is the lighting like? Is there clutter that suggests chaos? Do visitors feel genuinely welcome in that space? Or do they feel out of place? Be intentional with your fresh start this year and seek out some simple but meaningful adjustments to your first impression strategies.

Fresh Start Suggestion: Enter your office as a guest would, beginning in the visitor parking. Observe the walk, the entrance, the admission procedure and the greeting. Then sit and be present in the office for a solid 10 minutes (you can invest 10 minutes!) and observe all of the intricacies. I promise you will be energized, enlightened, and informed.

Your Personal/Professional Goals

School leaders often become consumed by the daily operations of their school, and they lose sight of their own personal and professional goals. Write yourself a note and put it in a place that will offer a friendly reminder: “Who do you want to be next year this time?” Your goals are not selfish, and your goals should not be at the bottom of the priority list. That fairly simple question offers a LOT of layers of contemplation for you.

School leaders are also often very goal-oriented, task-motivated people. Do not let your own goals become an addiction. Set achievable and realistic goals that will enhance, improve and invigorate your work.

In addition to these goals, plan your reward. Plan the celebration of what you have achieved. No one will do that for you. Capitalize

ohio association of elementary school administrators

Reflective, practical steps to focus your year on all that is good

on this time of year and embrace the fresh start that is at your fingertips. Make your growth and development a priority too!

Fresh Start Suggestion: Give yourself a micro-goal to complete by the end of October. Make it something simple yet meaningful. That accomplishment, no matter how small, will fuel you to set and accomplish your next goal.

Family Communication

Teach your parents what you want them to know and how to access that information. While repetition is important, over informing your audience will lead to disengagement and overwhelm. Often, school leaders are encouraged (or required) to send weekly newsletters or daily bulletins. However, if it includes too much information or is sent too frequently, parents will skim and miss the information you truly want them to consume. It is a critical balancing act and one that school leaders must be willing to be flexible with throughout the different seasons of the school year.

Another way to start fresh is to vary the modes of communication used to communicate with your school community. It needs to be more than mere emails. If you video your morning announcements, you may want to consider a print version too (perhaps families cannot listen to the audio at work but want to know what is being said). If you send a weekly S’more newsletter, perhaps the critical updates are in a colored text to draw the reader’s attention. In this information age, getting the right information out in an accessible way is the critical objective, not just frequent information.

Fresh Start Suggestion: Teach and train your families how to access all of your school’s information early in the year. If your website is your information hub, have extra devices at student/family orientation meetings with staff available to help navigate. If an app is your main portal, consider having students create tutorial videos walking users through navigation points. People want information, and they will engage in what they find meaningful.

Teacher Expectations

Teachers work hard. They want to be successful in their classrooms, and they want to feel they are making positive contributions to the school. When you have an expectation, make sure you convey that expectation long before it becomes an emotional event. Share that expectation often and early with everyone when it applies to everyone. Do not surprise your staff with giant initiatives or changes and expect immediate implementation. The professional courtesy of providing time to process, question, and design will build strong relationships and foundations for trust.

Equally important with timing is establishing and conveying the reasoning behind the expectation. Sometimes school leaders do not have the luxury of explaining why a decision is made, but more often than not there is time. This extra effort by the school

leader really stimulates the sense of community within the school and professional team when everyone’s time and perspective is honored. Additionally, extra time also allows for misunderstandings to be resolved before an emotional crisis occurs!

Fresh Start Suggestion: Try this methodology with something simple and watch it unfold. Perhaps it is a staff meeting at an unusual time or different location, or a change in a regular routine for a special event. Start with something out of the ordinary that perhaps you would like to become ordinary. Invest your extra time and effort and be amazed at how grateful your staff is!

Control Your Calendar (Don’t let it control you!)

My favorite fresh start of the school year is my pristine calendar just waiting to be filled with meetings, sporting events, concerts, trainings, and observations. It took me a long time to realize that no matter how busy I become, *I* am still in charge of how each day rolls out.

I live by my Google Calendar synced to my phone, but I also have an old school paper desktop calendar that is critically important to me as well. My electronic calendar is for my day-today activities/operations, and my paper desktop calendar is for bigger events like professional conferences or upcoming travel. It also helps me to see my month at a glance.

This system works for me, and that does not mean it would work for anyone else. My point is, find what works for you, and be brave enough to admit when something is not working for you. There are few things more damaging to a school leader’s reputation than looking disorganized and unprepared. Your calendar can not only be your lifeline, it can be your journal as well.

Fresh Start Suggestion: Invest time to set up your calendar in a way that will allow you to use it consistently. If you set up a system and find yourself not using it, that is a clear indicator that you need to try another system. I like setting repeating events in my calendar, especially “office work” for 30 minutes once per week. That is sacred, uninterrupted time for me to do a few things that need my undivided attention during school hours. I also like setting extra minute/hour reminders, scheduling in 10 minutes of “prep time” before all meetings, and even strategically scheduling preparation time for things like board presentations or parent meetings.

My sincere hope is that every one of our OAESA members has their best year on record. The work you do is incredibly important, honorable, and meaningful. Embrace your fresh start this year (and every year!) and THANK YOU for accepting the challenge to lead your school.

Carrie Sanchez is the Director of Leadership and Learning for the North Point Educational Service Center in Sandusky, Ohio. Carrie is the current president of OAESA as well as an adjunct instructor for the Graduate School of Teaching and Learning at Bowling Green State University. You can contact Carrie at: csanchez@npesc.org.

Two Grant-Funded Opportunities to Build Inclusive Instructional Leadership

Ohio Leadership for Inclusion, Implementation, & Instructional Improvement (OLi )4

A two-year professional learning program for school principals, assistant principals, and teacher-leaders.

This program prepares leaders to support system-wide and sustainable improvements in teaching and learning on behalf of all children. Built to address the challenge of improving learning for every single student, including students from marginalized groups, through the development of inclusive instructional and organizational leadership capacity.

Research-based theory of action that treats improved performance and increased equity as inseparable

Continuously evaluated and revised based on new research and evidence based data Cultivates a reflective approach to leadership through building trust, collaboration, and a system-wide culture of inquiry and learning

Advancing Inclusive Principal Leadership (AIPL)

Selected districts will participate in eight monthly synchronous sessions with a $5,000 honorarium to offset costs.

This virtual professional development series supports partner districts in developing or strengthening shared leadership team structures for improving teaching and learning across the district. Districts will identify a seven-member vertical team in order to augment systemic district-wide continuous improvement efforts

Focus on inclusive instructional leadership as a key function of the interlocking teams that form the foundation of the Ohio Improvement Process

Opportunity for in-district virtual process coaching with the team

Access to resources, team time, reflection, and cross-district conversations

Option to pursue more in-depth learning during a second year of involvement

A PROGRAM BUILT BY EDUCATIONAL LEADERS FOR EDUCATIONAL LEADERS

The 2022-2023 cohorts filled up fast! Don't miss out on your chance to join this opportunity...be on the lookout for information about registration for the 2023 2024 cohort.

Prioritizing Improvement of Teaching and Learning Promoting Systemwide Learning

Building Capacity Through Support and Accountability Sustaining an Open and Collaborative Culture

Don’t miss out, there’s still time!

You have until Oct. 31, 2022 to find out how you and your employees can take advantage of the limited-time changes to Public Service Loan Forgiveness.

ohio association of elementary school administrators • oaesa.org |

Horace Mann Service Corporation and certain of its affiliates (Horace Mann) enter into agreements with educational associations where Horace Mann pays the association to provide services aimed at familiarizing association members with the Horace Mann brand, products or services. For more information, email your inquiry to association.relations@horacemann.com. AM-C04627 (6 22)

Learn more horacemann.com

PLANNING A FRESH START

Tips for Principals

BY PAUL G. YOUNG, PH.D.

In response to the tumultuous 2-3 years of COVID-19 related upheavals, unprecedented stress, mandates, and more, there have been many calls for a great reset, or a fresh start. The pandemic impacted five important categories of the world’s interconnectedness: the economic, societal, geopolitical, environmental, and technological factors.1 Political discussions surrounding these influences have dominated the news. Dictates have impacted numerous aspects of adult and student life. Despite many problems, many positive initiatives have emerged in schools that focus on increased inclusivity, equity, resources, and respect for Mother Nature. Responses to COVID-19 forced good and bad change. Seeking a sense of normalcy, there are significant numbers of people who yearn for a reset back to pre-pandemic times. That’s a predictable response during a time when a polarized nation experiences unprecedented inflation, record crime statistics, and increasing concerns about the mental health of our citizenry, especially our children. Many people view the past as better times and yearn for a fresh start.

What Does a Fresh Start Mean?

Do the discussions imply a clean slate? Is “fresh start” an idiom for “out with the old and in with the new?” Or does it refer to turning the pages of time – to new involvements and activities? How do you know what, or who, needs a fresh start? Is a fresh start future-focused or is it a reset and return to better (or worse) times from the past?

As much as you might want, we can’t bring the past back. We can gain valuable insights through reflection and mastering timetested practices. We can consider the wisdom of elders based on their learned experience. Yet, success and failure must be evaluated in the present realities. The decades of the twenties

and beyond will be much different than that of the teens and decades before. Each generation experiences the world in unusual ways and is shaped by events as they occur. How individuals (and their generational peers) react and respond characterizes their worth – particularly for those who choose to be in roles of leadership.

What Your Community Wants to See and Hear

Regardless of your worldview related to COVID-19, you have an ongoing responsibility to develop a school culture that promotes optimum learning conditions for students and parents and pleasurable working conditions for adults. Focus on clarifying values, beliefs, norms, traditions, relationships, and everyone’s sense of belonging. Frankly, every start to a school year is a fresh start – for students, parents, staff, and your entire learning community. Leaders need to let go of past grievances, replicate what works, and change what does not. You can shape your learning community or be shaped by it. Which do you prefer? And as principals, your voice always should be heard in any “fresh start” discussions that impact schools.

Three Steps to a Fresh Start

Whether it is a routine start of a new year, or a response to a major world event, how should you respond and what do you need to be saying? Try this – “you must pick yourself up, dust yourself off, and start all over again.” To do that,

1. Pick yourself up. Focus on your own self-care. You cannot provide care and lead others if you are not physically, mentally, and spiritually in good health. Spend time reflecting on what has worked and what needs changed. Surround yourself with people

who possess a growth mindset, share an attitude of gratitude, and together will pace each other while moving forward in positive strides.

2. Dust yourself off. Clean, organize, and restructure your policies and practices that need updated and improved. Focus on the most important things. Manage your regrets. Social psychology author Daniel Pink suggests that a good life has a singular focus (forward) and an unwavering valence (positive). In The Power of Regret, he writes, “Regret perturbs both. It is backward-looking and unpleasant—a toxin in the bloodstream of happiness.” We shouldn’t avoid our regrets. Instead, we should embrace them, dust them off, and learn from them. Read Pink’s book to learn how.

3. Start all over again. If you feel like you’ve been knocked down and beaten up, you have a choice to stay down or get back up. Principals face these feelings all the time. To rise again you must choose the right mindset, motivate yourself, and formulate a sharp vision of what lies in the future. In the aftermath of crises such as the pandemic, we must face our fears and anxieties. It is great opportunity for introspection.

Trying times, whether coping with a pandemic or simply dealing with a difficult person, force us to ask the questions that truly matter and can also make us more creative in our responses. We often emerge from darkness better than we were before.

Why a Fresh Start is Good

A fresh start brings a boost of energy and enthusiasm that is an incredible catalyst for positive initiatives. Fresh starts can motivate you to get things done, drop habits that were not productive, and form new ones that are better aligned with your goals and values. Remember the famous quote from industrialist Henry Ford, “If you always do what you’ve always done, you’ll always get what you’ve always got.” Initiating a fresh start requires the leader to convince followers to leave their comfort zones.

Principals Initiate Fresh Starts All the Time

Whether it is the incorrigible, disruptive, unresponsive student, the teacher who cannot manage a class, or the bombastic, threatening parent, principals continuously interact with individuals who have been knocked down, hurt, demoralized, and need help getting back up. Each situation and individual you encounter is different, yet the secrets to the process of unshackling habits and changing behavior has been outlined in numerous books – two of the best being The Power of Habit by Charles Duhigg and Atomic Habits by James Clear. These are must-reads for principals. The difficult part of initiating a fresh

start, and getting your staff to collaborate and join your vision of innovation, is gaining their buy-in for endeavors that form habits and shape positive behavior. As brothers Chip and Dan Heath explained in their book, Made to Stick, innovative ideas and strategies for implementing a fresh start have six qualities: (1) simplicity, (2) some unexpectedness – the ability to capture attention, (3) concreteness – clear and thorough understanding, (4) credibility, (5) emotional appeal, and (6) relatable stories. If you plan to communicate a vision of a fresh start, this book will help you transform the way people think and act.

It’s Never Too Late to Reset

As the pandemic recedes, some people are worried that the lockdowns, restrictions, and time kids spent at home will result in a myriad of missed opportunities. No doubt, there are losses. But if people focus only on the negative, they undoubtedly will miss chances to make solid gains. The end of the pandemic is probably a more opportune time for meaningful change than when you were experiencing the heightened anxiety of lockdowns.

During the last several years that I worked as an adjunct professor at Ohio University-Lancaster, I became increasingly concerned and frustrated with my aspiring education students who appeared to lack interest in learning and any sense of persistence when things got hard. As I stood in front of them, I’d see ineffective habits of poor eye contact, inattentiveness, minimal initiative, and a general lack of participation. I was discouraged.

I spent hours reflecting and reading books for ideas for a reset. When I found Eric Chester’s Reviving Work Ethic: How to End Entitlement Mentality & Create an Environment of Achievement, my vision became clear as to what I needed to do to initiate a fresh start. I concluded that my students lacked a clear understanding of a work ethic. I was perturbed with the learned habits that I was observing from them, but then realized that they had no idea that their conduct and classroom performance was irritating me. To help them develop a healthy work ethic, I started teaching and clarifying my expectations. I taught ten virtues: attitude, commonsense, competencies, gratitude, initiative, integrity, persistence, professionalism, reliability, and responsibility. Within weeks, I was a better teacher, and they became more attentive, harder working students. The “fresh start” ideas embedded in these virtues helped them and me. With a consistent focus on teaching what I expected to see, the concepts and initiatives stuck. Teaching college students became fun once again. You might consider how the tips from this story could be applied to your students and/or your staff.

ohio association of elementary school administrators • oaesa.org

“If people focus only on the negative, they undoubtedly will miss chances to make solid gains. The end of the pandemic is a more opportune time for meaningful change.”

Summary

Whatever is irritating you can be changed and fixed for the better. Considering the disruptions of the pandemic, many of our youngest students were never taught or had opportunities to experience essential components of social and emotional learning. A fresh start might involve starting from scratch to teach the positive behaviors you expect in your school – to students, staff, and parents. The teaching must be continuous, persistent, and positive. Perhaps you need a fresh start to rebuild relationships with parents. Following Edward Deming’s the Plan-Do-Study-Act (PDSA) method is a way to assess a change that is being implemented. The Plan-Do-Study-Act (PDSA) cycle is shorthand for planning a proposal, trying it, observing the results, and acting on what is learned. This is the scientific method, used for action-oriented learning.

At the top of every fresh start “to-do” list for principals should be targeted calendar dates with plans to intentionally connect with your colleagues through OAESA and NAESP activities for the purpose of gathering fresh ideas and support. When inventive minds gather, especially with diverse backgrounds, anything can and will be accomplished. Have fun starting fresh!

Recommended Reading

Chester, E. (2012). Reviving Work Ethic: How to End Entitlement Mentality & Create an Environment of Achievement. Austin, TX: Greenleaf Book Group LLC.

Clear, J. (2018). Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones. New York: Avery, Penguin Random House. Duhigg, C. (2012). The Power of Habit: Why We Do What We Do in Life and Business. New York: Random House. Kotter, J. & Whitehead, L. (2010). Buy-In: Saving Your Good Idea from Getting Shot Down. Boston: Harvard Business Review Press. Pink, D. (2022). The Power of Regret: How Looking Backward Moves Us Forward. New York: Riverhead Books, Penguin Random House LLC. Schwab, K., & Malleret, T. (2020). COVID-19: The Great Reset, Forum Publishing.

About the Author

Paul G. Young, Ph.D., 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 the Ohio Afterschool Network conferences. He can be reached at paulyoungohio@ gmail.com and on Twitter at @paulyoungohio.

Engage Learners

Discover how i-Ready provides motivating, personalized instruction that supports students’ growth and engages them with rigorous grade-level learning.

Melissa Martinsen,

Jennifer Denhard, South/East

JDenhard@cainc.com

Morgan Bennett King, Central Ohio MBennett@cainc.com

story

PERFECT POOCH PARTNERSHIP

BY MARY A. LOUIT

Havinga therapy dog organization that is willing to volunteer their time in schools provides a wonderful alternative for school districts that cannot have their own therapy dogs within their school buildings.

Mt. Healthy North Elementary School has been receiving therapy dog visits with their owners every Thursday for one hour through Canines for Christ of Southwest Ohio. This independent organization started in 2012 as a non-profit corporation. They are an accredited AKC Therapy Dog group.

North Elementary’s first therapy dogs’ visits started September 2, 2021 with John Connor who coordinated the first group of volunteers while I developed the first classroom schedule of visits. Future visits were coordinated by Suzie Kleeman with her dog Harley who collaborated weekly with me. The visits were a success with students and staff who were so delighted and filled with joy to see the dogs. The dogs immediately showed their affection and love towards everyone they visited. Students who were dealing with an emotion or anxiety were mindfully able to calm themselves with the help from a dog friend. Students were ready to touch and pet the dogs while others enjoyed observing the dog’s behavior. The time frame for bonding varied with students in grades 1-6.

Ms. Louit’s fourth grade students were paired with a dog and its owner to assist with helping the owner locate the classes they were visiting and any other requests. This provided these students an incentive to rise to the occasion as they took on the responsibility of helping a dog owner.

Canines for Christ of Southwest Ohio’s adorable furry friends have

brought joy, comfort, excitement, and lots of love to the students in grades 1-6 and the staff. The dog’s main role is to react and respond to people and their environment (Grove, Henderson 2018). Research shows that there are many benefits for including a therapy dog in the schools. Some of the benefits are: It increases student motivation for learning, resulting in improved outcomes; the dogs support children’s social and emotional needs; dogs help with literacy development; and having a therapy dog can help increase school attendance. In addition, therapy dogs enhance the relationship between peers and teachers, and decrease the child’s anxiety when meeting a new adult (Grove, Henderson 2018).

Canines for Christ of Southwest Ohio visits to Mt. Healthy North Elementary School greatly enhanced the lives of students and staff members. Having a therapy dog organization that is willing to volunteer their time in schools provides a nice alternative to school districts that cannot have their own therapy dogs within their school buildings.

Reference

Grové, Christine, and Linda Henderson. “Therapy Dogs Can Help Reduce Student Stress, Anxiety and Improve School Attendance.” The Conversation, The Conversation , 19 March 2018, https://theconversation.com/therapy-dogs-canhelp-reduce-student-stress-anxiety-and-improve-school-attendance-93073.

Mary A. Louit has been an intervention specialist for 22 years, and she works in Mt. Healthy City Schools. She holds a bachelor’s degree in Special Education from Miami University, a master’s degree in Montessori Education from Xavier University, and a master’s degree in Educational Leadership through OAESA’s partnership with CUC. She currently holds an Ohio Professional Principal License. She enjoys spending time with family and friends, staying active, reading of all sorts of literature, and finding time to travel and cook.

ohio association of elementary school administrators

Consider connecting with community organizations to expand SEL services in your school community

feature story

MINDING YOUR OWN BUSINESS

Prioritizing your own wellbeing in the new school year

BY CATHRYN RICE

Each summer for the last twenty-six years, I would spend countless hours planning and preparing for the upcoming school year. As a teacher, this would often take the form of me reviewing my standards; researching new strategies, resources, or ideas to teach my standards; and thinking of how I wanted to best organize my classroom, students, and daily schedule. This process happened regardless of the grade I was teaching, the subjects I would teach, or whether or not I had to move my classroom (which happened on average about every 2-3 years).

As an administrator, this anticipation and planning for the “new year” always included the obvious planning: master schedule, class lists, duty schedules, supply lists, technology needs, budgeting, teacher supplies and materials, office supplies, maintenance and facilities requests, interviewing for open positions, etc. In planning for the school, I would also identify how I needed to organize and plan for myself. I would schedule in advance dental, eye, and doctor appointments. I would add important meeting dates for committees or teams I served on for OAESA, NAESP, as well as those for my district. I would then add our building priorities, such as school events, staff meetings, district professional development days, and board of education meetings.

Those appointments were placed on my personal Google Calendar, school Calendar and in my paper agenda (yes, I still use one of those). I would also coordinate events on those three calendars to make sure I didn’t “forget” something important.

Any necessary additions such as my child’s school or sporting events were also added as were those of my husband’s (notice the order I prioritized everything: school, child, spouse). It is no accident that this was the “order” of things in my life, nor was it an accident that outside of doctor appointments “time for self” was excluded in the order of things.

As educators, we are accustomed to being servant leaders. We are always prioritizing the needs of others above ourselves. This is why education is and always has been a “calling” and not just a job. Now, I will admit that any working parent/spouse will have these same challenges. However, as educators, especially as building or district administrators, we rarely have time “out of the office.” Access to administrators “after hours” through direct calls, text messages, or even district sponsored apps, gives staff, parents and even students unlimited access to us around the clock. For other professionals, this is not the case. And, I would argue, it is truly something that set forth in motion the practices I established in the last three years to prioritize my own wellbeing.

Let’s face it, when we started the 2019-2020 school year, none of us would have predicted what would have happened. But there I was three years ago, preparing for another school year: full of hopes, dreams, and excitement. After organizing my calendars for the upcoming school year, I made the first big decision in a series of decisions that would set me on a course for prioritizing my well-being: I set a “Do Not Disturb” schedule on my phone. This started at 7:30 each night and did not end until 6:00 the

following morning. Why did I do this? Typically, after a normal work day was over for both my husband and me (meaning dinner was made, eaten, and dishes were done), I would not sit down to rest until 7:30. Invariably, Sunday through Thursday night, I would receive either calls, text messages, emails, or other app notifications for communication. I would respond to these, of course, and in the process, miss out on important down time for myself and my family.

The second “big thing” I did was take district email off my personal phone. Whoa! What did she say? That’s right, I took district email off my phone, and even crazier still, I deleted the school communication apps from my phone. In my previous district, building principals did not receive a separate phone nor a stipend for using their personal phones. After learning about the legal implications of using your personal device for school business, I decided that I would have a separation between school and home. If I brought home my school issued laptop, I would log into that to check email (when I had time or if I knew something needed addressed before the next day).

At first, the process was excruciating! My anxiety about responding to emails, texts, and phone calls was in overdrive. However, these were clear signs that I was making the right decision.T his also led me to share this with my staff: I was establishing clear boundaries for myself, and I wanted the same for them. I wanted my staff to enjoy their time with their families or just to enjoy life in general. I knew if they could “turn off” school, they would come to work the next day reinvigorated! What I learned (after getting over the initial shock), is that we all adjusted, families included, that my staff and I would return calls, emails, and messages first thing the next day (we called it our 24 hour window).

Obviously, we all know how that school year ended as the pandemic was just getting started. However, my journey into prioritizing my own wellbeing continued. With the uncertainty that the 2020-2021 school year was bringing, I still planned for the upcoming school year albeit with new challenges and restrictions in place to ensure everyone’s safety. However, what I did differently is that I changed my personal planner/agenda to one that I customized for myself. In this agenda, I included two key sections: “Daily Gratitude” and “Daily Self Care.” Having a moment of gratitude, especially during a very challenging school year each day, was the beginning of me subconsciously needing to practice mindfulness. I think each of us can appreciate

how incomprehensible some of our challenges are as building and district leaders some days. Taking 60-90 seconds to write down what I am grateful for helped see me through some very exhausting days (especially if you were in charge of a building where you had both in-person and remote learning and it felt like you were running two buildings simultaneously).

The second section “Daily Self Care” included things that I needed to do for myself to give me something to look forward to at the beginning or end of the day. As I look back, some of those included a Diet Coke from McDonalds (IYKYK), hot shower, charcoal mask, yoga, exercise, watching a favorite TV show, or reading. Occasionally, the self care section had things like massage, manicure, pedicure, facial, or hair appointment. But more often than not, they were small things that made me smile. These little “nuggets” were not only ways I was going to take care of myself, but also things I could look forward to after school each day.

This past school year, I began journaling. Wow! What a huge difference that has made in my overall wellbeing. Each morning, I begin my day with 10 minutes of reflection and ask myself how I am feeling physically, emotionally, and spiritually. I also write my gratitude entry and self-care of the day entry. I identified patterns with anxiety, my sleep habits, and any physical pain (for example, if I didn’t sleep well due to anxiety, I would feel pain). I knew I needed to make additional changes to ensure that I slept well. Those changes were slow to emerge, but eventually, I knew I needed to incorporate a bedtime routine that allowed me to decompress (and, unfortunately, did not include the the previously mentioned postwork Diet Coke).

So how did all of this really benefit me? By minding my own business and prioritizing my own well being, my relationships with my family improved; my relationships with my staff improved (which surprised me); my sleep improved and I experienced less anxiety; and I was “sick” less than in previous years. Like many, I’m still a work in progress, but if I could tell my younger self anything, it is to slow down and “mind your own business.”

Cathryn Rice is the former NAESP Representative for Ohio and OAESA Executive Board Member. Cathryn currently serves as a member of OAESA’s Advocacy Team. She has 26 years experience in education, with 15 years as a building administrator. You can contact her via Twitter at the handle @PetticrewC.

ohio association of elementary school administrators •

“As educators, we rarely have time ‘out of the office.’

Access to administrators after hours through calls, text messages, or districtsponsored apps, gives staff, parents, and even students unlimited access to us around the clock. For other professionals, this is not the case.”

OAESA’S 65TH ANNUAL CONFERENCE

Morethan 250 education professionals gathered June 15-17 at the Nationwide Hotel and Conference Center for OAESA’s 65th annual professional conference. Wednesday, we reconnected for the first time in 3 years at the welcome reception. Thursday, we hosted an outstanding trade show with 52 vendors. Popular keynotes Dr. Salome Thomas-EL (Principal EL), Kelly Croy, and Dr. Andy Jacks

engaged participants with their speeches. We had dozens of clinics designed to develop and connect attendees with crucial information and resources. Friday, we honored 5 educational award winners and 5 Hall of Fame schools at our recognition luncheon, and attendees left feeling recharged for the new year. Please join OAESA in June 2023 for Stay Gold: Honoring Our Past. Inspiring Your Future. (More info on page 14).

association of elementary

Congratulations

Secretary of the Year, Joyce Paradise Fishcreek Elementary, Stow-Munroe Falls City Schools

Secretary of the Year, Joyce Paradise Fishcreek Elementary, Stow-Munroe Falls City Schools

D. Richard Murray Service Award, Dr. Julie Davis Former Executive Director, OAESA and SAIL for Education (Davis [center] joined by her family and friends)

D. Richard Murray Service Award, Dr. Julie Davis Award presented by D. Richard Murray, Dr. Lucy Ozvat, and Dr. L. Earl Franks

Congratulations

2022 OAESA Awards

presented by OAESA Executive Director Dr. Becky Hornberger and Ohio’s Interim Superintendent of Public Instruction, Dr. Stephanie Siddens

OAESA’s Ohio Principal of the Year and Hall of Fame Principal, Vicki Hudepohl Hudepohl with her colleagues from Fairborn City Schools

OAESA’s Ohio Principal of the Year, Vicki Hudepohl Fairborn Primary, Fairborn City Schools

Outstanding Central Office Administrator, Ericka Thompson Learning Design Specialist, Forest Hills Schools

Outstanding Central Office Administrator, Ericka Thompson Thompson with her Forest Hills Schools colleagues

Congratulations

Dr. Becky Hornberger, OAESA Executive Director; Cindy Marten, United States Deputy Secretary of Education; and Carrie Sanchez, OAESA President emceed the luncheon.

A standing ovation for D. Richard Murray Award winner, Dr. Julie Davis

Hall of Fame School, Vincent Elementary Principal Lynne Stark and her Clearview Local Schools colleagues

After his grandmother’s awards, best part of the event for Vicki Hudepohl’s grandson had to be the balloons.

Hall of Fame School, Fairborn Primary Principal Vicki Hudepohl with her assistant principals

Congratulations

2022 OAESA Awards

presented by OAESA Executive Director Dr. Becky Hornberger and Ohio’s Interim Superintendent of Public Instruction, Dr. Stephanie Siddens

Hall of Fame School, Vincent Elementary Principal Lynne Stark, Clearview Local Schools

Hall of Fame School, Hull Prairie Intermediate Elementary Principal Scott Best with his Perrysburg Schools colleagues

Lunch Remarks by Cindy Marten, United States Deputy Secretary of Education

Hall of Fame Schools, Summit Elementary and Sherwood Elementary, and OCOA winner Ericka Thompson SES Principal Michele Sufsted and SES Principal Dan Hamilton with their Forest Hills Schools colleagues

healthmatters

DIGGING DEEP BENEFITS OF SCHOOL GARDENS FOR STUDENTS

BY STEFANIE LYNN, MS, RD, LD, AND HEIDI SCARPITTI, MS, RD, LD

Schoolgardening programs have been around for over a century. Many Ohio school districts have been planting and harvesting from their own gardens for years. School gardens build important life-long social skills and teach responsibility, communication, teamwork, ownership, and leadership. Gardens also foster a sense of community. They bring together parents, teachers, students, and community members to build a sense of environmental stewardship, as well as civic pride.

Gardens can be used as an outdoor classroom, providing the opportunity to apply math, science, and literacy, through observation and involvement. A school garden can also serve as a much-needed green space in urban environments, giving students an opportunity to spend time outdoors. Even if it is only a small, raised bed next to the parking lot, or tomato vines growing up the fence line, every little bit counts. Students will learn how elements of the natural environment may change over time as they observe and document the daily changes in weather and how it impacts the garden.

School gardens will enhance the learning environment by teaching how food is grown, nutrition, and agriculture. Students who participate in school gardens are more likely to try, and perhaps even have an increased preference for, healthy fruits and vegetables. There is nothing like pulling a cucumber off the vine for the first time, eating a tomato that you have grown yourself, or incorporating fresh-grown strawberries into a classroom snack to get children excited about eating and cooking! School gardens also provide a quiet place of rest,

thoughtful reflection, or just a change of scenery for students, staff, and community members.

There are many things to consider when beginning to plan a school garden project in your district. This includes geographic location, funding, grade level involvement, size, type, and purpose. Funding and geographic location tend to be the considerations of greatest concern. Grants are available through national, statewide, and local organizations. Stay upto-date on national funding opportunities by subscribing to communications from the National Farm to School Network and the USDA’s Dirt Farm to School Newsletter. Find Ohio funding through the Ohio School Nutrition Association. Don’t hesitate to contact your local nurseries or garden stores to inquire about the donation of tools, soil, plants, seeds, and expertise for your school garden! Remember, forming local partnerships is a wonderful way to leverage resources and access to needed materials, volunteers, and technical assistance for your school garden.

You also can contact a local Cooperative Extension office to provide useful, practical, and research-based gardening information at no cost to you. Enlist the help of a local Extension Master Gardener for advice and assistance in keeping your garden maintained and sustained throughout the calendar year.

When evaluating where to place your garden, consider the following questions: Who is your garden serving? What kinds of space(s) is/are available? Parking lots, courtyards, rooftops,

and school yards all can be potential garden sites. Also consider locating your garden at an amenable/partnering community site, such as city parks, vacant lots, houses of worship, nature centers, retirement homes, and/or established community gardens.

Keep in mind that the sites need to be safe for both students and teachers to access and free of soil contamination. There needs to be an accessible, dependable water source, as well as at least six hours of sunlight for the planting/growing of most vegetables. The addition of trees, shrubs, flowers, and grasses further increases play and learning value by connecting children with nature—which in turn supports healthy child development. According to The Natural Learning Initiative article, “Adding Value to Early Childhood Outdoor Play and Learning Environments,” how indoor and outdoor spaces flow into each other directly affects the ease with which indoor-outdoor programs can be managed. When classrooms open to the outdoors, children and teachers feel intimately connected to the outdoor play and learning environment. Transitional spaces linking individual classrooms with the larger, shared play and learning area provide an option for directly managing outdoor extensions of the indoor classroom.

The Natural Learning Initiative states that some key factors to consider when planning an outdoor learning environment for children include:

• Types. Transitional spaces can take the form of decks and patios. Depending on the area available, planting beds, raised planters, or moveable containers can be installed.

• Enclosure. Visible boundaries are crucial for communicating that transitional spaces are “private” classroom extensions. On the other hand, enclosures should be unobtrusive and relatively open to allow sunlight to penetrate. Invest in best quality lawn turf in a defined space where the subsurface soil has been appropriately amended for good drainage.

• Shade. Vine-covered pergolas can provide a comfortable, semi-sheltered space of flowering vines and edible fruits. Install a deciduous shade tree(s) on the south side to create shady spot(s) for social activity. Deciduous shade trees can also improve comfort in summer and winter.

• Location. Locate a central, “green focus” of the play and learning area, connected to primary pathways. A variety of gathering settings, large and small, located throughout the area, in high activity zones and adjacent to program bases so that tools and materials are close at hand.

• Structure. Options range from simple log or stone circles (located in a grove for added comfort), to substantial pergola-type structures. Provide several sizes to accommodate corresponding group sizes. Vine- or fabriccovered teepees are an attractive, inexpensive option. Lay out in a naturalistic circular/curvy form, with edges defined by low railings and/or shrubs to create calm corners protected from running children.

You can find additional information for creating an outdoor learning environment by viewing the free online training “Safety and Enhancement in the Outdoor Learning Environment,” which can be found on the Ohio Department of Health website. If you are interested in learning more about how your students can gain access to healthy foods, or about planting a school garden, check out the Farm to School and Early Childhood Education programs website.

Resources:

National Farm to School Network: farmtoschool.org

USDA’s the Dirt Farm to School Newsletter: fns.usda.gov/cfs/e-letter-archive

Ohio School Nutrition Association: snaohio.org

OSU Cooperative Extension: extension.osu.edu/home

Adding Value to Early Childhood Outdoor Play and Learning Environments: The Top Ten Activity Settings, The Natural Learning Initiative, College of Design, North Carolina State University. 2012. naturalearning.org/wp-content/uploads/2017/09/Top-Ten-ActivitySettings_InfoSheet.pdf.

Ohio Department of Health: odh.ohio.gov/wps/portal/gov/odh/findlocal-health-districts

Ohio Farm to School: armtoschool.osu.edu/

Stefanie Lynn, MS, RD, LD, and Heidi Scarpitti, MS, RD, LD, are both Public Health Nutritionists with the Ohio Department of Health’s School and Early Childhood Health division.

ohio association of elementary school administrators • oaesa.org |

“Gardens also foster a sense of community.

They bring together parents, teachers, students, and community members to build a sense of environmental stewardship, as well as civic pride.”

legalissues

PRINCIPALS PROVIDED MORE PROTECTION AGAINST PERSONAL LIABILITY IN DISCRIMINATION CASES

BY DENNIS PERGRAM

History:

In 1999, the Supreme Court of Ohio issued a decision in Genaro v. Cent. Transport, Inc., 84 Ohio St.3d 293, that sent a chilling message to supervisors, managers and principals that under Ohio’s civil rights statute they, along with the employer, could be sued personally and found personally liable for violating Ohio’s anti-discrimination laws. Typically, most principals did not have liability insurance which would provide for a defense as well as an indemnification if they were sued under Ohio’s anti-discrimination laws. Many school boards did have insurance covering principals; however, principals still had to fear being involved as a defendant in a lawsuit, adverse publicity regarding being sued, the emotional distress of having to give a deposition and be involved in the litigation process, and the potential for financial responsibility.

While Genaro was hailed as a victory for plaintiffs (employees doing the suing), it was criticized by many. One of the criticisms was that Ohio’s anti-discrimination laws are modeled after the federal anti-discrimination law, Title VII. Nonetheless, the federal courts determined that there was no personal liability for supervisors or managers under the federal anti-discrimination laws.

Notwithstanding the criticism of Genaro, it remained the prevailing law in Ohio for quite some time. Finally, in 2014, the Supreme Court of Ohio distinguished Genaro in a case involving a public employer where a supervisor had been sued along with the employer for age and gender discrimination. Hauser v. Dayton Police Department. The Supreme Court of Ohio found that Genaro involved a private sector employer and supervisor, whereas Hauser involved a public employer and public supervisor and reasoned that was a permissible reason to distinguish Genaro. Consequently, Hauser worked to lessen some of the fears of principals; however, it was case law, not legislation.

Hauser was criticized as it created the distinction that private employees could sue their supervisors and managers but public employees could not. The general assembly appears to have finally settled the matter by enacting the Employment Law Uniformity Act (ELUA) via House Bill 352, which became effective in April 2021, and specifically indicates, among other things, that private as well as public supervisors and managers may be sued under Ohio’s anti-discrimination laws unless the private manager is also the employer or unless the supervisor or manager retaliates against an individual for opposing a discriminatory practice or aided a discriminatory practice or obstructed a person from complying with Ohio’s antidiscrimination laws.

The ELUA also reduces the statute of limitations from six years to two years under Ohio’s anti-discrimination laws, requires an individual to first file with the Ohio Civil Rights Commission (OCRC) and codifies certain affirmative defenses for employers previously explained in two United States Supreme Court cases, finding that employers may raise an affirmative defense to sexually hostile work environment cases if the employer proves that it exercised reasonable care to prevent or promptly correct any sexually harassing behavior and the employee unreasonably failed to take advantage of any preventive or corrective opportunities provided by the employer or to otherwise avoid harm. It should be recognized, however, that these affirmative defenses do not apply if there has been “quid pro quo” actions.

Dennis Pergram, legal counsel to OAESA, is a partner in the law form of Manos, Martin & Pergram Co, LPA/ He is a former chairperson of the Ohio State Bar Association School Law Committee and has practiced school law for over 30years.

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ohio association of elementary school administrators • oaesa.org | 35

legislativeupdate

THE UPCOMING LAME DUCK SESSION: What legislators need to know from you!

BY BARBARA SHANER, OAESA ADVOCACY SPECIALIST

AsI hang around educators and school leaders these days, I hear them reflect that the last two school years have been the most challenging ever experienced. Because of that sentiment, I applaud the theme for this Navigator edition, “Fresh Start.” It provides members the opportunity to draw on lessons learned during those two difficult years, and hopefully look forward to the 2022-2023 school year with positive anticipation.

The start of the new school year also means we’re closing in on the final chapter of the current (134th) General Assembly (GA). There are a number of education related bills that are still pending; some that may see action before the end of the calendar year when the 134th GA sunsets. Things often move quickly during what we call the “lame duck session” (that period of time between the November election and December 31st). We’ll need to watch those pending bills closely and weigh in where possible.

So, while it’s not really going to seem like a “Fresh Start” at the statehouse, it is going to be like the start of school; it’s the beginning of a period when bills will suddenly see a lot of action. The following is information about just a few of the education related bills pending in the legislature. We will be watching them closely during the lame duck session. OAESA members are urged to talk about these proposals with local legislators.

After lying dormant for almost a year, HB 151 was overhauled and passed by the House in June. This bill was originally introduced to replace the Ohio Teacher Residency (OTR) program with a new Mentoring program, however, the House Education Committee revised that intent. Substitute HB 151 would retain the OTR and the Resident Educator Summative Assessment but provide more flexibility for participants.

The new bill would:

• Create new options for online access to “highly qualified mentors.”

• Permit participants who fail the assessment to meet with an instructional coach to review score results and discuss improvement strategies.

• The assessment could be taken multiple times (no limit).

• A participant’s observation of a veteran teacher would qualify for CEUs for license renewal.

The House Primary and Secondary Education Committee sent this new version of HB 151 to the full House, but before a vote was taken it was amended to include provisions from another bill, HB 61.

The following is a summary of HB 61, dubbed the “Save Women’s Sports Act.” (now contained in HB 151):

• Schools would be required to designate separate single-sex athletic teams based on the sex of the participants (also applies to OHSAA and college athletics).

• If applicable, coed teams would be required.

• Would authorize athletes to file a civil action if deprived of an athletic opportunity or suffers harm as a result of a violation of the bill, or experiences retaliation for reporting a violation.

• If an athletic participant’s sex is disputed, the participant’s sex must be established through a signed physician’s statement. The physician must base the statement on only:

• The participant’s internal and external reproductive anatomy;

• The participant’s normal endogenously produced levels of testosterone;

• An analysis of the participant’s genetic makeup.

As you can see, the original provisions in HB 151 and the new measures added from HB 61 are widely different in content and will elicit feedback from a wide range of stakeholders. One message to legislators is that the two topics need to be debated separately.

HB 497 would eliminate the mandatory retention under the Third Grade Reading Guarantee. The bill would maintain the current requirement that districts offer intervention and remediation services to students who are reading below grade level. The bill also requires only one administration of the thirdgrade English language arts assessment per year (presumably in the spring).

OAESA testified in front of the House Primary and Secondary Education Committee in support of HB 497. Word has it that the Senate committee may not be in favor of the proposal. Members are urged to speak with local Senate members in support of the bill.

Introduced in January but yet to see a hearing in the House Primary and Secondary Education Committee, HB 529 is dubbed the “Teacher Transparency Bill.” The bill would require that by July 1 of each school year, each school must post on its website:

• Every textbook

• Every course syllabus with a list of instructional materials

• A written summary of each instructional course

• The state academic standards related to each course

and it would put restrictions on teaching materials related to sexual orientation or gender identity.

It is unclear whether a bill in some form on these topics will move during the lame duck session. Local conversations with legislators around these issues are needed in order for them to understand context and reality — in other words, it’s important they hear all sides of the issues.

Introduced in the House in March and passed in late May, HB 606 is dubbed “Sarah’s Law for Seizure Safe Schools Act.” The bill would establish new requirements for school districts when a student has been identified as having a seizure disorder. The following are provisions from the bill:

• A school nurse (or other employee if no nurse) must create an individualized seizure action plan for each student enrolled who has an active seizure disorder diagnosis.

Integrated assessment and practice solutions help accelerate learning.

inform any staff member who interacts with the student about the plan (classroom teacher, bus driver, etc.).

One person in each building (other than the school nurse) must undergo one hour of training every two years on the implementation of student seizure plans.

These new requirements (if passed) may not be a lot different than how students diagnosed with a seizure disorder are currently addressed. It would be a good time to make legislators aware of current practice in this area as well as any additional mandate proposed HB 606 would create for your district/building.

As I have mentioned, it is hard to think about the looming lame duck session with a “Fresh Start” in mind. After all, there are pending legislative proposals that public education professionals do not support and the prospect of them becoming law is not something to look forward to. However, OAESA members have an opportunity right now to utilize their own experiences in making conversation with local lawmakers, to educate them about the real story that is public education. In an effort to make it a “Fresh Start” at the statehouse, let’s renew our resolve to keep building relationships with legislators so they can better understand the education issues they are faced with.

ohio association of elementary school administrators

we’rebooked

FOR THE PRINCIPAL LIBRARY

HOW TO BE A TRANSFORMATIVE PRINCIPAL

BY Jethro Jones

REVIEW BY Traci Kosmach, Principal Riverview Elementary, Stow-Munroe Falls City Schools

First, I have to say that I am reviewing a signed copy of this book. Jethro Jones sent his comprehensive book to me after a 5 minute phone conversation I had with him last spring. He spelled my name right, personalized his message to our brief conversation, suggested where I might start reading, and included some swag. He is a nice guy. He is also a guy who understands this principal gig and has generously created quality content sharing his experience and expertise. He is a continual learner who interlaces insights from his podcast, Transformative Principal, and his own extensive knowledge.

This book is clear, concise, well formatted and includes research citations from many thought leaders including, but not limited to, Stephen Covey, Todd Whitaker, Baruti Kafele, Zaretta Hammond, Michael Stanier, Patrick Lenconi, Jim Collins, and more — including numerous podcast guests.

The introduction addresses the current reality in our schools: “It’s my goal to make positivity a trend in your school, even when bad stuff happens.”

He manages to integrate significant amounts of information in a way that supports clear direction for school administrators. Several quotes initiate thinking for each of the nine chapters and lead readers into meaningful and substantive information which begins with a clearly stated takeaway. Each chapter ends with a summary and key questions providing support to begin synthesizing one’s learning. The nine chapters cover selfcare, getting and giving support, strengths and delegation, vital vision, observations and feedback, communication, relationships, and hiring and culture.

As school administrators, we’ve all heard (and lived) that culture eats strategy. We know this to be true. Jones suggests that culture is the final/biggest domino in a string of incrementally smaller dominoes: “Culture is the most important thing in a school, but you don’t improve the culture by trying to improve the culture. You improve culture by working on the things that make up culture.” The earlier dominoes in the line make up what needs to be built to improve culture. This might sound cryptic, but it is clearly defined in this impactful book.

After reading How to be a Transformative Principal, I have several new tasks on my list and am excited to use this new learning in my own principal-ing. Improved self care and vital vision are at the top of my list. I strongly recommend this book whether you are a first-

year principal or a veteran administrator. So much of Jones’ work resonates with who I am and who I aspire to be, (but had not yet been clearly defined after all that has happened in schools the past few years).

I want to be a transformative principal: “A school leader who inspires and helps others to achieve their full potential as human beings.”

I invite each of you to join me, because I believe our schools will be improved as we decide to move in the direction Jethro Jones shares in this book. There are many entry points and more possibilities that increase the potential for each of us to improve school leadership.

BY Jan Burkins and Kari Yates

REVIEW BY Jane Myers, Consultant Northwest Ohio ESC Review on next page.

SHIFTING THE BALANCE: 6 WAYS TO BRING THE SCIENCE OF READING INTO THE BALANCED LITERACY CLASSROOM

It seems that everywhere you look in education, opinions abound regarding the ‘right way’ to teach reading. The debate between balanced literacy and the science of reading is real. Practices that veteran teachers have been integrating into their classroom instruction for years are being brought into question, forcing many of us to wonder about those kiddos who just never seemed to break the code. Personally, I wonder about AW, a student who just could not ‘get’ the phonics instruction I was trying to impart to my first graders back in 2002.

In Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom by Jan Burkins and Kari Yates, the authors, like many veteran teachers, describe themselves as balanced literacy advocates. They did the research and wrote this book in order to offer a fresh insight into the shifts that educators can make to “help more children to read and with less struggle.”

The book is organized in six sections, each outlining simple and scientifically sound shifts that help to build a bridge between balanced literacy and the science of reading. Comprehension, Phonemic Awareness, Phonics, High Frequency Word Instruction, Cueing Systems, and Texts for Beginning Readers are addressed in a sequential and logical order. The sections tackle many of the Big Ideas of reading independently but connect and build upon each other. Each section includes a before and after look into a typical classroom setting, a summary of the science, recommendations for making the shift, and questions for reflection.

Throughout each section of the book, the science of reading is further clarified for both the veteran and rookie teachers. The book offers a balance between the research and simple, sound practices that any educator can immediately put into action within their classroom. It provides practicing educators, frustrated with their current reading instruction, authentic high-leverage practices that, if done with fidelity, will have a real and lasting impact on reading for ALL students.

LOVE TO READ?

Review a professional book for the Principal Navigator.

navigator@oaesa.org to

more about this opportunity!

2022 FALL REGIONAL

ZONE MEETINGS

Join OAESA members from your area to:

Connect and talk with other admins about the issues you face on the job

Crowdsource ideas about how other schools are doing things Hear the latest updates from the statehouse and the association Have some fun together — you deserve it!

Just FYI:

Join any meeting that is convenient to you, no matter where you live or work

Any Ohio administrator or aspiring administrator is welcome to attend

Brought to you at no-cost thanks to the generosity of OAESA's Corporate Partners: BetterLesson, Curriculum Associates, Equitable, FranklinCovey, Horace Mann, Lexia Learning, and Renaissance.

Visit our website or scan the QR code here Learn the details Register (and pass it on to a friend)! Now what?

ZONE 5

September 20, 4:30 PM - 6:30 PM

ZONE 3 September 21, 4:30 PM - 6:30 PM

ZONE 9/10 September 22, 4:30 PM - 6:30 PM

ZONE 1 September 27, 9:00 AM - 12:00 PM

ZONE 4 September 29, 4:30 PM - 6:30 PM

ZONE 10 October 6, 4:30 PM - 6:30 PM

ZONE 2 October 18, 5:00 PM - 7:00 PM

ZONE 6/8 October 20, 4:30 PM - 6:30 PM

Attendees have the chance to win a year-long subscription to OAESA’s 360o Feedback Tool!

ZONE 7 October 25, 4:30 PM - 6:30 PM

ZONE 6 October 26, 4:30 PM - 6:30 PM

WE'RE BACK — and we're thrilled to see you again. It's been too long, and we would love to have you join us at one of our regional zone meetings this fall.

news from the association

CALL FOR ARTICLES

Submit your article for the winter 2023 issue of the Principal Navigator magazine. Articles are due October 15 Please contact navigator@oaesa.org for more information.

TEAM UP!

OAESA is now accepting teams for the 22-23 Ohio Instructional Leadership Academy. Get your principal and teacher leader team together and email info@oaesa.org by Oct. 10 about this evidence-based, grant-funded opportunity.

WITH OAESA

OCTOBER IS OHIO PRINCIPALS MONTH! After years of effort and persistence, Ohio legislators passed into law that October is Ohio Principals Month! OAESA has lots of exciting ways to celebrate in store. #treatyourself

know? you did chalkboard MORALE BOOSTER

Trying to think of ways to boost morale during this unique year?

We’ve made it easy to celebrate your colleagues! Mark your calendar and celebrate using the recognition certificates found on the “Resources and Initiatives” tab in the member resources section of our website!

ohio association of elementary school administrators

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newest members

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