Principal Navigator Spring 2019

principal

Vol. 14 No. 3 Spring 2019 $9.95

Navigator the magazine of the Ohio Association of Elementary School Administrators

Magic Why the

of

IN THIS ISSUE: OAESA’S 62ND ANNUAL PROFESSIONAL CONFERENCE PREVIEW THE MAGIC OF WHY: STORIES OF PURPOSE • JUNE 12-14 • HILTON COLUMBUS AT EASTON

Encumber the funds now for OAESA’s 62nd Annual Conference and Trade Show June 12-14, 2019 at the Hilton Columbus at Easton

FEATURING KEYNOTE SPEAKERS

Educators are driven by a mystical force--the WHY--the reason you’ve chosen this career! Learn how to harness your own WHY, then join colleagues from across the state to explore purpose-driven practices that will transform your WHY into HOW.

TODD NESLONEY aka TechNinjaTodd

SARA HOLBROOK & MICHAEL SALINGER

Principal and award-winning co-author of Kids Deserve It! and Flipping 2.0: Practical Strategies for Flipping Your Class

Educators, poets, authors and “Outspoken Literacy Consultants”

- PLUS PROFESSIONAL CLINICS by colleagues and community partners

NETWORKING Make intentional connections and grow together

DR. JOE SANFELIPPO Superintendent, host of the Hacking Leadership podcast, and co-author of The Power of Branding-—Telling Your School’s Story, and more

TRADE SHOW Find the latest products and services for your school

Register before April 30, 2019 for your chance to win one of two $500 prizes to fund a school project from Horace Mann and DonorsChoose.org!

MEMBERS/STAFF of MEMBERS: $329 NONMEMBERS: $604 (includes membership) ONE-DAY RATE: $199 RETIREE RATE: $249

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REGISTER NOW!

Use Scholastic Dollars™ earned from your Scholastic Book Fairs toward the cost of registration!

See site for details.

Online at OAESA.org or by phone 614-547-8087

Executive Director’s Exchange: Happy Spring from OAESA

S

pring brings the promise of a fresh start, renewal, change, and energy. The Principal Navigator promises to bring you stories of purpose with inspiration, strategies, and resources you can implement today in your work as a leader. This issue continues our yearlong theme of The Magic of Why: Stories of Purpose. For this issue, we asked for article submissions illustrating how you work your magic in your role and to tell us what gives you purpose in your work.

We also asked for reflections on who has worked magic in your own career path. Read on for what you and your colleagues had to say.

OAESA board member, Carrie Sanchez, proudly leads the dream team of nationally recognized Port Clinton Middle School. Sanchez shares that without a doubt her main contribution to her school is removing barriers and solving problems. And, when it works, it’s magic!

unrecognized throughout our country. Maria Goodman and Mike Janatovich’s engaging article illustrates their point that true leadership is simply bringing out the magic in others. They build a strong case that one administrator can make small changes, but a staff can make collective changes, resulting in greater impact. I also believe that collective change creates more sustained change.

Dr. Rebecca Hornberger’s article, “The Story of Us,” examines how teacher leaders enrich schools and enhance educator professional practice. She affirms many of the same points that Goodman and Janatovich share in their article. As part of her dissertation journey, Hornberger had the opportunity to interview many teachers, bringing their stories of professional growth to light. She also charges leaders with encouraging those within whom we see leadership potential to take that next step!

Our colleague, Julie Gulley, writes that her students are her purpose and shares her two-year journey of intentionally connecting with her students through a student leadership team. Dr. Mary Crabtree also affirms the priority of students stating, “magic happens when lessons are in tune with the learner.” She challenges us to “bring it” each and every day for our kids. Paul Hohlbein inquires about the magic that causes one to be an educator. He builds a good case that it is the collective belief that education builds the future one student at a time. I note a theme of student-centered purpose emerging from our authors.

I know that many of you now have early childhood programs within your schools for which you are responsible. If so, I encourage you to read Ann Connelly’s article, “Early Childhood Education Resources,” which provides links and information for your use.

Do you agree with Simon Sinek who said, “If a movement is to have an impact it must belong to those who join it, not just those who lead it?” Jack Hunter does! Hunter is the principal at Chase STEMM Academy in Toledo, Ohio, an ODE-designated School of Momentum. Read his school’s journey as they shifted the learning process in mathematics from teacher-directed instruction to the gradual release of teacher control. I was also excited to read Hunter’s reference to Dr. Lisa Hinkelman’s book, Girl Without Limits, as Hinkelman is one of the keynote speakers for our upcoming March 4-5, 2020 conference, Elevate: Women on the Rise!

OAESA exists to passionately advocate for our members, and I suggest you review Barbara Shaner’s article about the newly elected 133rd Ohio General Assembly. OAESA Board members, Mark Jones, Barbara, and I had the privilege of again representing you in Washington, D.C. during NAESP’s National Leaders Conference. We met with representatives from several Ohio legislative offices.

Paul Young also has been influenced by the work of Simon Sinek, citing Sinek’s much-watched TED talk describing the search for the “why” as what drives us to do what we do—better. I loved Young’s analogy of magicians to principals. Read his bulleted list, and I’ll bet you see yourself and your colleagues.

How do we do the magic we do at OAESA? With all of you, of course! We are giving a special shout out and appreciation to our many members of OAESA’s six Service Teams (page 14) and the wonderful OAESA Board of Directors (page 6)!

I was thrilled to see that many of our authors wrote about the power of collaboration and teacher leadership. As a former teacher leader myself, I believe in the impact and power of teacher leadership— formal or informal. I believe teacher leadership is underutilized and

A special thank you to the OAESA members who did our book reviews for this issue. You will find both children’s books and professional books reviewed for your reference. OAESA attorney, Dennis Pergram, provides timely information on non-renewals, reductions in forces, and termination in the Legal Report.

Like what you’re reading? Then be sure to attend the OAESA Annual Professional Conference. When applicable, we have noted conference presenters, clinic titles, and session times alongside the article.

Happy Reading! I hope to see you at the conference.

Julie Davis, Ed.D. OAESA Executive Director spring 2019

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We invite you to join us for OAESA’s 62nd Annual Professional Conference, The Magic of Why: Stories of Purpose, June 12-14 at the Hilton Columbus at Easton.

Magic Why the

of

stories of purpose

In this issue Service Team Thank You

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Magic? Indeed!

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A shout-out to all of the hard-working members of OAESA’s six Service Teams

Attitude and effort are two crucial ingredients for a magical student experience.

Paul A. Hohlbein

Why Did You Do That?

8 18

Creating professional magic requires years of training, determination, and persistence.

Paul G. Young, Ph.D.

My Students Inspire Me Every Day! 22

A new role has allowed one principal to see another magical side to her students.

Julie Gulley

Do You Believe in Magic? 24

Unlocking the magic in the people in your school is the first step to creating real change.

Jack Hunter

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One, Two Three...It’s Magic! 28

Making magic for our students requires a lot of hard work, research, and planning.

Mary L. Crabtree, Ph.D.

Shifting Our Lens 30

A school leader’s power comes from developing the magic in others.

Maria Goodman & Mike Janatovich

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In every issue

ABOUT THE PRINCIPAL NAVIGATOR

table of contents

EDITORIAL SERVICE TEAM

3

Executive Director’s Exchange

6

OAESA Board of Directors

8

Highlighting an OAESA Hero

10

SAIL for Education

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From the Desk of our Associate Executive Director

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Out & About with OAESA

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Health Matters

Luna Alsharaiha, Columbus Diocese Julie Kenney, South-Western City Schools Kirk Pavelich, North Royalton City Schools Dan Sebring, Bay Village City Schools Jeromey Sheets, Ed.D., Lancaster City Schools Erin Storer, Forest Hills Schools Tammy Elchert, Ed.D., Carey Exempted Village Schools Paul Young, Ph.D., retired Stephen Zinser, retired

Happy Spring from OAESA Dr. Julie Davis Our 2018-2019 Board

Carrie Sanchez, 2018-2019 Middle Level Representative

OAESA/SAIL STAFF

Julie Davis, Ed.D., Executive Director Mark Jones, Associate Executive Director Nancy Abrams, Business Manager Michelle Burke, Executive Administrative Specialist Melissa Butsko, Graduate Program Specialist Rebecca Hornberger, Ph.D., Department Chair, SAIL for Education KT Hughes Crandall, Communications and Project Manager Mary Mitton-Sanchez, Editor, Principal Navigator, and Multimedia Specialist

Teacher leaders enrich schools and enhance educator professional practice Dr. Becky Hornberger Shining a new light Mark Jones

Photos from our spring regional meetings, school visits, and events

EDITORIAL POLICY

Early childhood education resources Ann M. Connelly

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Legal Report

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Legislative Update

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.

Non-renewals, reductions in force, and terminations Dennis Pergram Fresh faces bring optimism Barbara Shaner

Advertising inquiries should be directed to OAESA by phone at 614.547.8087 or by emailing info@oaesa.org.

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The Chalkboard

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We’re Booked

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Welcome OAESA’s New Members!

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.

News from the Association

Members’ reviews of the latest, greatest books for principals and students

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

POSTMASTER INTENTIONALLY C

NNECT

EFFECTIVELY DEVEL PASSIONATELY

P

DVOCATE

Look for these symbols by each article to denote the aspect of our mission that the article reinforces.

Send address changes to: Principal Navigator 445 Hutchinson Ave., Suite 700 Columbus, Ohio 43235

spring 2019

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OAESA’s 2018-2019

Board of Directors PRESIDENT

PRESIDENT-ELECT

Erin Simpson

Gretchen Liggens

Overlook Elementary 650 Broad St. Wadsworth, OH 44281 330.335.1420 esimpson@wadsworthschools.org

Walton Pre-K–8 School 3409 Walton Ave. Cleveland, OH 44113 216.838.7500

gretchen.liggens@clevelandmetroschools.org

ZONE 1 DIRECTOR

ZONE 2 DIRECTOR

Ryan McGraw

Danielle Wallace

Executive Board PAST PRESIDENT

Melanie Pearn

Fairfax Elementary 6465 Curtiss Ct. Mentor, OH 44060 440.255.7223 pearn@mentorschools.org

Zone Directors ZONE 3 DIRECTOR

Cathryn Rice

NAESP REP

Timothy Barton

The Arts Academy at Summit 1100 10th St. NW Canton, OH 44703 330.452.6537 paydock_a@ccsdistrict.org

ZONE 4 DIRECTOR

ZONE 5 DIRECTOR

Jane Myers

Tammy Elchert, Ed.D.

ZONE 10 DIRECTOR

Winton Woods Primary South 825 Lakeridge Drive Cincinnati, OH 45231 513.619.2470 wallace.danielle@wintonwoods.org

Tecumseh Elementary 1058 Old Springfield Pike Xenia, OH 45385 937.372.3321 cpettic@gmail.com

ZONE 6 DIRECTOR

ZONE 7 DIRECTOR

ZONE 8 DIRECTOR

ZONE 9 DIRECTOR

Kesh Boodheshwar

Abbey Bolton

Susanne Waltman

Steve Foreman

kboodheshwar@bcsoh.org

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Davey Elementary 196 N. Prospect St. Kent, OH 44240 330.676.7400 abolton@kentschools.net

Strausser Elementary 8646 Strausser St. Massillon, OH 44646 330.830.8056 sew2jc@jackson.sparcc.org

Aretha Paydock

Galloway Ridge Intermediate 122 Galloway Rd. Galloway, OH 43119 614.801.8850 timothy.barton@swcsd.us

Minford Elementary PO Box 204 Minford, OH 45653 740.820.2287 rmcgraw@minfordfalcons.net

Huntington Elementary 1931 Huntington Circle Brunswick, OH 44212 330.273.0484

FEDERAL RELATIONS

Defiance Elementary 400 Carter Rd. Defiance, OH 43512 419.785.2260 jmyers@defianceschools.net

Zanesville City Schools 956 Moxahala Ave. Zanesville, OH 43701 740.454.9751 foreman@zanesville.k12.oh.us

Carey Elementary 2016 Blue Devil Dr. Carey, OH 43316 419.396.7922 twagner@careyevs.org

Katie Nowak

New Albany Intermediate School 177 N. High St. New Albany, OH 43054 614.741.3000 nowak.3@napls.us

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

Zone Map

Contact your zone director or email info@oaesa.org to find out more information about this opportunity.

Sign up to be a district liaison online: oaesa.org. membership/ district-liaison

Board Representatives CENTRAL OFFICE

ASST. PRINCIPAL

MINORITY

Daniel Graves

Stephanie Morton

Asia Armstrong, Ed.D.

MIDDLE SCHOOL

CLEVELAND DIST.

COLUMBUS DIST.

Audrey Staton

April Knight

Columbus City Schools 270 E. State St. Columbus, OH 43215 614.365.8951 dgraves@columbus.k12.oh.us

Carrie Sanchez

Port Clinton Middle School 807 S. Jefferson St. Port Clinton, OH 43452 419.734.4448 csanchez@pccsd-k12.net

Iowa-Maple Elementary 12510 Maple Ave. Cleveland, OH 44108 216.451.6630 stephanie.morton@ clevelandmetroschools.org

Warner Girls’ Leadership Academy 8315 Jeffries Avenue Cleveland OH 44105 216.838.8950 audrey.staton-thompson@ clevelandmetroschools.org

Worthington Schools 200 E. Wilson Bridge Rd. Worthington, OH 43085 614.450.6000 aarmstrong@wscloud.org

Avondale Elementary 141 Hawkes Columbus, OH 43222 614.365.6511 aknight@columbus.k12.oh.us

spring 2019

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me et her i n th e

middle

a conversation with OAESA Middle School Board Representative

Carrie Sanchez O

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by Mary Mitton-Sanchez

ver the last two years, Carrie Sanchez had the chance to travel across the country and overseas with other educators after her school was named a National School to Watch.

students and families,” Sanchez said. “That is my overarching goal for middle level educators who are working so hard for our students every day in such a crucial, transitional time.”

Sanchez, principal of Port Clinton Middle School for the last decade, felt inspired by her opportunity to collaborate with so many other educators who were doing great things. It was a life-changing experience for Sanchez, and it prompted her to get more involved in her state association, OAESA.

Sanchez grew up in Toledo and went to Ohio Northern University as a music education major. She worked for three years at Hardin Northern Schools as the K-12 Music teacher, and then transitioned to Bellevue City Schools for the next decade.

“My experiences made me want to have a voice in school leadership,” Sanchez said.

“It’s my first year on the board as the middle level rep, and it’s wonderful to collaborate with people that I wouldn’t have otherwise had the pleasure to know. It’s amazing to see the influence that OAESA has on the state.”

After 13 years as a teacher, Sanchez moved into administration. She is in her tenth year as principal in Port Clinton City Schools.

Knowing this, Sanchez has made it her goal to be an advocate for her passion: middle school.

“Our staff is unbelievable, and they are always coming to me with ideas about how to improve, enhance, and modify things that we already do,” Sanchez said. “I love that when we welcome new families and students, they often say, I had no idea school could be like this.”

“I would like to have a part in strengthening the middle-level voice for OAESA, because it is such a critically important time for

“It is a very supportive district community: vibrant, dynamic, and kid-centered. It is an amazing school district,” Sanchez said.

That mindset trickles down to her building.

The community also embodies that mindset: “We really care for the individual child’s needs, and we try not to back ourselves into a corner with policies,” Sanchez said. “If a family or kid needs something, we work to make that happen and it’s really neat to help people. We have such a small, strong community.”

Sanchez views her role as principal as one of creative problem solving.

“My most important contribution to my school is removing barriers and solving problems,” Sanchez. “If there’s something getting in the way of teaching and learning, it’s my job to remedy that and make sure everyone is learning.”

She aims to be passionate, fair, and compassionate as she and her staff work to create a positive learning environment for their students.

“I refer to my staff as the dream team,” Sanchez said. “They are incredible. It doesn’t matter what role people are playing, everyone is an expert at what they do. We have hosted lots of visiting schools, so if anyone is interested in visiting they are more than welcome!”

As Sanchez considers this year’s OAESA annual professional conference theme, The Magic of Why: Stories of Purpose, she thinks back to her why—why she loves learning so much that she became an educator, and eventually, a principal.

“I wasn’t as motivated as a student as I am as an administrator,” Sanchez said. “It took a really phenomenal teacher to help me get

bitten by the academic bug. My AP English teacher in high school was a game changer for me!”

Eventually, she took that educator influence and love of learning and turned it into a career: “I became an educator because my greatest joy and passion came from when I learned about performing when I was a student. I wanted to give that to kids.”

Once she felt established as an educator, her passion changed.

“As I progressed, leading teachers became an even bigger passion,” Sanchez said. “I wanted to be able to advocate for teachers and provide them an awesome place to do their craft. The more teachers I can help, the more kids, families, etc. We can do better for teachers, and we have to be on their side to help.”

After 23 years in education, Sanchez knows the work isn’t for the faint of heart—or spirit.

“You have to make sure your heart is there to care for everyone under your watch,” Sanchez said. “If you feel that way and you’re thinking about administration, get to know as many administrators as possible, in as many different buildings as you can to broaden your perspective.”

While working in education has its challenges, it has proved to be worth it.

“It is the toughest job I’ve ever had, and it’s the most rewarding work I’ve ever done,” Sanchez said. “I’m honored to serve our school & community.”

“I would like to have a part in strengthening the middle-level voice for OAESA, because it is such a critically important time for students and families.”

Highlighting an OAESA Hero!

THE BASICS FAMILY MEMBERS? Daughters Mia (8th grade) and Ashton (6th grade) attend Carrie’s school, Port Clinton Middle School PETS? A yellow lab mix named #Hashtag YEARS IN THE CLASSROOM? YEARS IN ADMINISTRATION? 13 in the classroom, 10 as a principal EMERGENCY DESK FOOD? Peanuts & Diet Mountain Dew PERSONAL MANTRA? “Live Your Dash” from the poem “The Dash” by Linda Ellis regarding the dates on one’s tombstone.

BIGGEST PET PEEVE? Working to combat people’s assumptions or preconceived notions, rather than discussing something with an open mind.

FAVORITE DOWNTIME ACTIVITIES? Running, road cycling, music, teaching private music lessons, directing my church choir UP NEXT ON YOUR BUCKET LIST? Zip lining with my daughters FAVORITE OAESA EVENT? Professional Conference

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The Story of Us:

TEACHER LEADERS ENRICH SCHOOLS AND ENHANCE EDUCATOR PROFESSIONAL PRACTICE

BY DR. REBECCA HORNBERGER

O

ften, the voices of fellow educators can provide the most rich and insightful descriptions about what makes schools – and teachers – better. Several years ago, as part of my dissertation research, I was afforded the rare opportunity to spend hours interviewing teachers in order to bring their stories of professional growth to light. Teacher after teacher shared with me the profound impact that teacher leaders had upon them – shaping them into more confident and competent educators. Take a moment to read how their teacher leader colleagues inspired them to be the best possible teachers for their students: “Collaborating with my colleagues grew me as a teacher. Talking with colleagues and going in their room and observing the things that they do helps to improve my teaching practice. [These experiences] make me rethink the rationale behind what I am doing. I think our new teachers need to have mentors.”

“To assure other educators grow professionally, [we need to] stick them with a mentor. You have those certain individuals in a building that are proving year after year after year that they know how to grow their kids, so why not use that to your advantage?”

“Seeking out teachers who I want to emulate has improved my effectiveness in the classroom. I‘ve worked with some great teachers.

Bouncing ideas off of each other and collaboration are huge.

Professional growth for educators is a collaborative process; we seek out teacher experts in [various] areas throughout our building. You

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become a tight-knit family; you become a team. And I think that‘s where growth occurs; it is not necessarily trying to do it all yourself, but knowing where your support is and who to go to.”

“Working with other teachers that I respect and value, and being part of the decision making for my building and district [inspires my professional growth]. Staying connected to the teachers above you and below you and feeling like we have some skin in the game because [our opinions] are taken into consideration. That is what inspires teachers. And then sprinkle in some coaches who bring you new ideas or offer book studies or classes. The solutions are not that far out of our reach, but the people who are making the decisions don‘t get it” (Hornberger, 2017).

Throughout Ohio, in recent years, we have seen a shift in the understanding as to the benefits for principals when there are strong teacher leaders in our schools. In 2017, the Ohio Department of Education (ODE) assembled an Ohio Principal Workgroup by partnering with by the Ohio Association of Elementary School Administrators (OAESA) and the Ohio Association of Secondary School Administrators (OASSA). This workgroup “concluded there are many existing effective principals, as well as quality supports in our state. But many of these supports remain untapped…The advisors then outlined strategies for addressing gaps with recommendations for professional development opportunities and additional support structures” (Ohio Department of Education, 2017a, p. 3).

Two of these recommendations specifically addressed the need for teacher leaders in our schools: Capacity supports, such as teacher leaders and assistant principals, to assist with the increasing demands and responsibilities placed on principals. (Ohio Department of Education, 2017a, p. 13) Redefine strategies for principals like distributive leadership and management models that tap the skills of other leaders, such as deans of students, teacher leaders, social workers and school counselors. (Ohio Department of Education, 2017a, p. 14) In response to the expressed need for this “untapped” resource of teacher leaders, ODE has since taken several critical steps to promote and encourage a distributed leadership model in schools throughout the state of Ohio. The first step was to assemble a collaborative group of Ohio educators, including teachers, principals, superintendents, educator associations, and the Ohio Department of Higher Education (ODHE), to create an Ohio Teacher Leadership Framework (Ohio Department of Education, 2017b).

According to ODE (2017b), “The Ohio Teacher Leadership Framework seeks to present the central components of teacher leadership in Ohio while also recognizing the diverse forms (both formal and informal) of teacher leadership that already exist in Ohio’s schools and districts” (p.

3). The framework is comprised of five components that are based upon state and national standards and are intended to specify the essential aspects of teacher leadership in Ohio.

These five components include the following:

Endorsement Standards were first put into place in 2009. Teacher Leader Endorsement is available to Ohio teachers who would like to learn how to effectively lead from the classroom, including a focus on skills such as “mentoring and coaching teachers, providing staff development, and assisting the building principal in developing and supporting a shared vision and clear goals for the school” (Ohio Department of Education, 2009).

A core group of educational stakeholders revised the standards in Spring 2018, making sure that they aligned to both the updated Ohio Teacher Leadership Framework, as well as the national standards.

The revised 2018 Ohio Teacher Leader Endorsement Standards can be accessed via Google by searching “draft revised Ohio Teacher Leader Standards.”

It is not enough, however, to simply provide additional resources at the state level in the hopes that it will advance a distributed leadership model throughout the state. As Ohio leaders, we must encourage those within whom we see leadership potential to take the next step on their leadership journeys. The Ohio Teacher Leader Endorsement is offered through our SAIL program as either a post-master’s endorsement or embedded as part of a master’s degree program.

“As Ohio leaders, we must encourage those within whom we see leadership potential to take the next step on their leadership journeys.”

• Fostering Collaborative Culture • Advancing Instruction and Student Learning • Driving Initiatives • Practicing Equity and Ethics • Building Relationships and Partnerships The Ohio Teacher Leadership Framework serves as an initial resource that can be used by districts, building leaders, and teachers to prioritize the essential components of teacher leadership in Ohio.

Further, the framework can assist stakeholders as they reflect on current levels of distributed leadership practices and plan ahead for future implementation of high-impact teacher leadership programs throughout their schools. The Ohio Teacher Leadership Framework can be accessed via Google by searching “Ohio Teacher Leadership Framework.”

The framework, however, was just the first step taken to advance teacher leadership in Ohio. The next step involved revisiting the Ohio Teacher Leader Endorsement Standards. The Ohio Teacher Leader

Also, be on the lookout for the ODE Ohio Teacher Leadership Toolkit to be published in the coming months.

It will provide a multitude of specific resources that will assist districts and schools as they articulate an individualized vision of teacher leadership that is appropriate for their schools and staff. Teacher leadership is an essential aspect of educator growth, and our support of this critical component of school success is key to developing a healthy and vibrant network of effective teacher leaders.

References: Hornberger, R.E. (2017). A Phenomenological Study of the Experiences of Teachers Evaluated Utilizing a State-Mandated Teacher Evaluation System.

(Doctoral dissertation).

Ohio Department of Education. (2017a). Strengthening Educational Leader Supports. Ohio Principal Workgroup.

Ohio Department of Education. (2017b). Ohio Teacher Leadership Framework.

Ohio Department of Education. (2009). Teacher Leader Endorsement. Ohio Program Standards 2009 Grades P-12.

Rebecca Hornberger, Ph.D. is the department chair for the SAIL/Concordia University Chicago (CUC) partnership with OAESA. She oversees all graduate programs for CUC throughout the state of Ohio. Please contact her at rebecca.hornberger@cuchicago.edu. spring 2019

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FROM THE DESK OF OAESA’S

Associate Executive Director

Shining a New Light: PDK POLL ILLUMINATES POSITIVE CHANGE IN PUBLIC PERCEPTIONS OF EDUCATION

BY MARK JONES

I

might be going out on a limb here, but I’m guessing some of you have, at one time or another, felt underappreciated by the community you serve. Or perhaps misunderstood, or even disrespected. We are regularly bombarded by stories in the media that decry all that is wrong with our nation’s education system, and it can often seem like the general public has lost confidence in our work.

It’s enough to make even the most ardent educator question their purpose and to wonder where all the “magic” went!

Before you simply take this negative portrayal at face value, I’d encourage each of you to look a little deeper for evidence of how the American public truly perceives the performance of its schools.

Recently, I attended an NAESP conference that featured a session by Joshua Starr, CEO for Phi Delta Kappa (PDK) International.

Mr. Starr’s presentation shed a bright light on the results of the recently completed PDK Poll of the Public’s Attitudes Toward the Public Schools. PDK has conducted this poll every year for the past five decades, so their findings are not only longitudinal, valid, and reliable—they’re fascinating, too!

Want further proof of the public’s support of our work? When asked if they feel the best approach to improving public education is to simply reform the existing system or to find a new alternative, a whopping 78% indicated a desire to work on making our current public schools better. Or, when asked to share what they feel is the biggest problem facing public schools today, for the seventeenth year in a row, the public’s clear winner was “lack of financial support.”

(Prior to the 2000 poll, lack of funding had only topped the list of problems twice in the previous 30 years! So, it appears that our country does, indeed, understand the value in providing quality public schooling for our children, and also the recognition that we haven’t done what is necessary to fund it.

“It appears that our country does, indeed, understand the value in providing quality public schooling for our children.”

For example, want to know what the general public feels about teacher pay, especially in light of recent statewide teacher strikes around the country over poor compensation? You might be pleased to know that, according to the PDK Poll, two thirds (66%) of Americans believe that teacher salaries in their community are too low. Even more surprising, given the anti-school rhetoric we often hear, is the fact that nearly three-fourths (73%) of respondents said they would support the teachers in their community if they went out on strike for higher pay! Now, I’m certainly not advocating that as a labor tactic, but I will view this attitude as a sign of the public’s recognition of, and appreciation for, the hard work our educators perform each day in their classrooms.

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Finally, are you curious about how the public would grade our schools, if asked to use an A-F scale? Well, as you might guess, that depends on which schools they are asked to evaluate. When grading their own child’s school, 70% would score it as an A or B, and this percentage has remained fairly consistent over the past thirty years. When rating the other schools in their community, the percentage giving those schools an A or B dips to 43%. And, when considering public schools across the nation, here public confidence drops off substantially, as only 19% score these in the A-B range.

This year’s poll asks the public many other illuminating questions, including some dealing with school safety and whether or not they would want their own children to become a teacher. The results can be found online at PDKpoll.org and downloaded. Like me, I think you’ll be intrigued by the results, and I encourage you to spend a little time going over them. In fact, you might find them worth sharing in a staff meeting, or with your community. After all, a little enlightenment can be a good thing!

7

%

31

34

%

Improvement in State Science Test Scores

Decrease in Discipline Referrals

University of North Florida Dr. Matt Ohlson

Benedictine University Dr. Chantel Ishola

96

%

%

Increase in Positive SocialEmotional Behaviors

Positive Impact in Developing Leadership Skills

St. John’s University Dr. Loreta Andersen

Samford University Dr. Cherie Humphries

Objective evidence of Leader in Me effectiveness has been steadily growing since 2010. To date, over 30 independent, academic-research studies have evaluated—and validated—positive impacts of Leader in Me across a wide variety of areas. Below are research highlights from each of these areas, organized by the related Leader in Me outcome within three broad categories: Leadership, Culture, and Academics.

The academic studies were conducted by the following colleges and universities: Arizona State University (1)

Missouri Baptist University (1)

University of Northern Iowa (2)

California State University (1)

Northwest Missouri State University (1)

Capella University (2)

St. John’s University (1)

University of Pécs (1) University of Southern Mississippi (1)

College of Saint Rose (1)

Texas A&M University (1)

Virginia Commonwealth University (1)

Dordt College (1) Eötvös Loránd University (1)

University of Alberta (2) University of Louisiana at Lafayette (2)

Walden University (1)

Gardner-Webb University (1)

University of Michigan (2)

Johns Hopkins University (2)

University of Missouri (1)

Lamar University (1)

University of North Florida (2)

Wingate University (1)

Leader in Me is endorsed by CASEL as an evidence-based social-emotional learning process (K-6), and is currently the most comprehensive of all SELect programs.

For more information:

Adriana Berger | 614-580-7449 | adriana.berger@franklincovey.com

T

hank you to OAESA’s 2018 We appreciate all you do to work you do for your association, your fellow administrators, and Ohio’s schoolchildren.

ADVOCACY Jim Alexandrou, North Olmsted City Schools

Jana Alig, Groveport Madison Local Schools Asia Armstrong, Worthington City Schools Timothy Barton, South-Western City Schools Thomas Bates, Worthington City Schools Paulette Baz, Springfield Local Schools Taylor Cox, Hamilton City Schools Francine Dembski , Sidney City Schools Scott Emery, New Albany-Plain Local Schools Michael Emmert, Zanesville City Schools Dennis Evans, Minford Local Schools Beth Hensley, Goshen Local Schools Kristi Molter, Swanton Local Schools Jonathan Muro, Madison Local Schools Aretha Paydock, Canton City Schools Sara Roseberry, Hardin-Houston Local Schools Barbara Shaner, OAESA Advocacy Specialist Cassandre Smolen , Painesville Township Local Schools Brent Swartzmiller, Perrysburg Exempted Village Schools Michelle Unger, New Albany-Plain Local Schools Anitra Van Horn, Clear Fork Valley Local Schools

MEMBERSHIP Kesh Boodheshwar, Brunswick City Schools

Jeri Earley, Fayetteville-Perry Local Schools Leah Filliater, Marion City Schools Kevin Gale, Northwest Local Schools Kevin Gehres, retired/OAESA past president Danny Graves, Columbus City Schools Ryan McLane, West Muskingum Local Schools Ryan McGraw, Minford Local Schools Alexandra Nannicola, Champion Local Schools Jason Orin, Louisville City Schools Phil Roe, retired Steven Vrooman, retired Toby West, Delaware City Schools

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COMMUNICATIONS Luna Alsharaiha, Columbus Diocese Matthew Bradley, Highland Local Schools TJ Ebert, Avon Lake Local Schools Tammy Elchert, Carey Exempted Village Schools Steven Foreman, Zanesville City Schools Julie Kenney, South-Western City Schools Nick Neiderhouse, Maumee City Schools James Nichols, Indian Hill Exempted Village Schools Katherine Nowak, New Albany-Plain Local Schools Cathryn Rice, Xenia Community City Schools Jennifer Schwanke, Dublin City Schools Daniel Sebring, Bay Village City Schools Jeromey Sheets, Lancaster City Schools Nick Wilker, Marion Local Schools Paul Young, retired Stephen Zinser, retired

PROFESSIONAL LEARNING Abbey Bolton, Kent City Schools

Lori Green, Canal Winchester Local Schools Jamie Hollinger, Anthony Wayne Local Schools Eric James, Switzerland of Ohio Local Schools Michael Janatovich, Aurora City Schools Nita Meyer, Lincolnview Local Schools Stephanie Morton, Cleveland Metropolitan Schools Joy O’Brien, Forest Hills Local Schools Jessica Rardon, Hilliard City Schools Stephen Rozeski, Bloom-Carroll Local Schools Carrie Sanchez, Port Clinton City Schools Michael Sedlak, Hudson City Schools Taura Talbert-Salter, Warrensville Heights City Schools Susanne Waltman, Jackson Local Schools Shannon Williamson, Fairfield City Schools Julie Willoughby, Urbana City Schools Kevin Wolf, New Philadelphia City Schools

- 2019 Service Team Members!

RECOGNITION Donna Ball, retired

Kenneth Bernacki, retired Robert Buck, Forest Hills Local Schools Jake Campbell, Lancaster City Schools Cheri Copeland-Shull, Springfield Local Schools Matthew Dansby, Pickerington Local Schools Michael Emmert, Zanesville City Schools Kathleen Erhard, Gahanna-Jefferson City Schools Roben Frentzel, Gahanna-Jefferson City Schools Taryn Fuller, Jonathan Alder Local Schools Janice Gearhart, retired Kevin Gehres, retired Roger Havens, Wadsworth City Schools Jeannette Henson, retired Kristin Hoffman, Meigs Local Schools Pamela Hutto, Mentor Ex Vill Schools Rachel Jones, Chagrin Falls Ex Vill Schools Kori Kawczynski, Ottawa Hills Local Schools Timothy Keller, Ashland City Schools April Knight, Columbus City Schools Bonnie Kubec, Brunswick City Schools Brian Lyons, Forest Hills Local Schools Chad Miller, Graham Local Schools Amy Molnar, Oregon City Schools Cheryl Montag, Kings Local Schools Melissa Moriarty, Pickerington Local Schools Jane Myers, Defiance City Schools Susan Nolan, Buckeye Local Schools (Jefferson) Jason Orin, Louisville City Schools Jay Parks, retired Rhonda Peeples, Columbus City Schools Jessica Rardon, Hilliard City Schools Katharine Rateno, Mayfield City Schools Dave Rogaliner, Kenston Local Schools David Rogers, Marlington Local Schools Mary Rykowski, Worthington City Schools Paul Sallada, retired Patti Schlaegel, Worthington City Schools Robert Schrembeck, Nordonia Hills City Schools

Teresa Smith, New Albany-Plain Local Schools Glen Stacho, Strongsville City Schools Audrey Staton, Cleveland Metropolitan Schools Michelle Unger, New Albany-Plain Local Schools Mimi Verdone, Westlake City Schools Steven Vrooman, retired Danielle Wallace, Winton Woods City Schools Chad Warnimont, Perrysburg Ex Vill Schools Barbara Werstler, retired Cynthia White, retired Tyler Wolfe, Dublin City Schools Stephen Zinser, retired

PROFESSIONAL CONFERENCE Allison Aber, Willoughby-Eastlake City Schools

Michael Acomb, Solon City Schools Sue Brackenhoff, Fairborn City SChools Bob Buck, Forest Hills Local Schools Kara Jackson, Pickerington Local Schools Heidi Kegley, Delaware City Schools Stephanie Klingshirn, Mississinawa Valley Gretchen Liggens, Cleveland Metropolitan Schools Mark Lotycz, Fairbanks Local Schools Melanie Pearn, Mentor City Schools Jodi Ranegar, Bloom-Carroll Local Schools Phil Roe, retired Erin Simpson, Wadsworth City Schools

Want to get more involved with OAESA? Decide what you’re passionate about and join one of our six Service Teams!

Email info@oaesa.org to learn more about joining a Service Team.

spring 2019

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editor’s note

MagicWhy What’s the reason you entered education?

It’s important to reflect on

the

of

Stories of Purpose O

n June 12-14, hundreds of Ohio principals, administrators, teachers, and experts will convene for OAESA’s 62nd Annual Professional Conference. The conference is an amazing opportunity to intentionally connect with your colleagues from around the state; effectively develop your professional skillset through a wide array of speakers, panels, and clinics; and passionately advocate for your students, staffs, and families by accessing information and resources that can help improve the quality of your school community. Additionally, the conference is a great time to personally reflect on the reason you entered this profession, the reason you continue to charge on in the face of challenges, and the people who have worked magic for you along your career path. No matter what those reasons are, I think we can all agree on one thing: When you are witness to student growth and learning, education is truly magical.

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feature story

Magic? Indeed!

W

BY PAUL A. HOHLBEIN

here does the magic come from to embrace the challenges of being an educator? What purpose overcomes the odds that are relatively stacked against educators? We are asked to educate young people from every ability level, every home situation, and every socioeconomic background to a “standard” level. We are asked to do this although we only see the children approximately 25% of a day, 18% of a week and 12% of a year...IF they have perfect attendance.

We are asked to do this despite the why of education being very blurry at best. Students’ why, in general, is the social aspect of being with friends. Parents’ why, in general, is their child being safe, able to get along with others, and become educated. The legislature’s why, in general, is that schools are accountable for the programs and policies they assign to us and the money they sometimes do or sometimes do not put with those initiatives. Educators’ why is generally to make a difference in kids’ lives by teaching and assisting the whole child. Finally, the purpose, the WHY, for which public education was created: a more informed citizenry that could carry on our country’s ideal of liberty and paving one’s own way in life.

Sheesh. With all of those competing perspectives, one better have some magic to approach this profession! Fortunately, most educators do. They have a why that is child-focused. They embrace the “magic of the child” that inspires them to come to school each day. They do not do it for self but for those whose eyes watch their every move.

They do it because they see the magic of young minds processing and gaining knowledge with which to learn, adapt, and grow.

Educators face these seemingly impossible odds, because they know their objective. Their why IS the future!

The real magic is that every student is on his or her own trajectory.

Students “magically” undergo the process of defining themselves through experiences, knowledge, and interactions. Educators get to experience the magic of students becoming themselves. One who educates does not seek a final product but rather to enhance, encourage, and assist the person who already exists.

So what is the magic that causes one to be an educator? I propose it is the collective belief that education builds the future one student at a time. Further, education can reveal, refine, and empower a young person to seek his or her best self, day after day after day! Educators know that interactions with their students hold tremendous potential, so they embrace the tough odds of today in order to hopefully ensure a better tomorrow.

All this being said, I believe that despite all the stress, expectations, and evaluations that educators face, it is the collective spirit of educators that influences each of us. We see our colleagues giving of themselves to work “magic” in their students and schools.

Despite being asked to educate students with wide-ranging ability levels, experiences, and social status. Despite being asked to educate students having a limited amount of time, often limited resources and—at best—a blurry purpose, educators KNOW their why makes a difference. I have long said that there are two evaluations in life that every person should do every day.

1. When you wake up and look in the mirror, are you ready to be and give your best at ALL you do that day?

2. When you lay your head on your pillow at night, do you know you were your best and gave all you had?

Yes and yes is a very good day. I can say with great confidence, that when it comes to magical educators, that most every day, they answer, “YES and YES!” Paul A. Holhlbein believes that educating children is an honor and one of the most difficult yet rewarding professions that exists. This year marks his 30th in education, 24 of those spent as a teacher and six as an administrator. He has a BS from The Ohio State University and MSE and Principal Licensure from University of Dayton. He is an avid reader and student of motivational leadership materials and ideas. Paul can be contacted via email at hohlbein-p@troy.k12.oh.us.

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WHY DID YOU DO THAT?

BY PAUL G. YOUNG, PH.D.

OAESA PROFESSIONAL CONFERENCE PRESENTER

W

hen I was a young boy and did something my parents would question, they’d often ask, “Why did you do that?”

Sometimes, I didn’t know. Other times, I did. I wasn’t always a good kid. I tested limits. Along the way I realized there was much to learn as I figured out the mysteries of life.

It never occurred to me then how much value judgement was embedded in the “Why did you do that?” question. Everything I did, or did not do, reflected some assessment of my parents’ (and others’) differentiated standards for my behavior and expected accomplishments. I learned that whatever I did, and why I did it, could be done better or worse. The voice inside my head taught me that to do things better, to be different than other kids, to attain quality according to my loved ones’ standards, required making choices and putting forth effort that would gradually make me better.

SO, WHY DID I BECOME A TEACHER? I wanted to be just like the music teachers I’d loved during school. I sought for myself the respect, wisdom, and the prestige I’d witnessed them attain. I was probably too young to completely grasp everything it meant to become a professional, but I did know that I enjoyed emulating them and sharing my passion for music with others. Over the years, I’ve never lost the desire to teach, but I gradually realized it wasn’t enough.

SO, WHY DID I BECOME A PRINCIPAL? I wanted to be better.

A decade ago, Simon Sinek published Start with Why: How Great Leaders

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Inspire Everyone to Take Action. A subsequent TED Talk has become the third most-watched TED video of all time. His work explains how leaders with the greatest influence think, act, and communicate differently than others. The release of the book started a movement that has helped people become more inspired at work by focusing on choices, purpose, and effort. He described the search for the “why” as what drives us to do what we do—better.

I’m sure you’ve been asked the question “Why did you become a principal?” I was, and I often struggled to give a good answer. I know many aspiring and practicing principals similarly grapple with the same question. Even as a retiree, Sinek’s work has helped me focus, but still, common responses that I hear today seem to reflect ideas, perhaps somewhat cliché, such as: • I want to do good things for people.

• I have a vision that I want to bring to life.

• I want to turn kids on to learning and reading.

I’m not convinced that these types of responses are as sufficient, descriptive, or remarkable as they could be.

Explaining why you chose to become a principal is hard to do.

To me, an effective response reveals common sense and modesty wrapped with a strong desire to be more than mediocre. Principals must inspire children and adults to become better today than they were yesterday. Principals must commit to continuous self-growth and making schools better tomorrow than they are today. Of all the common responses heard about reasons to become a principal, we seem to focus very little about how the job allows us to make magic.

“Explaining why you chose to become a principal is hard to do....

Principals must inspire children and adults to become better today than they were yesterday.� spring 2019

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WHAT IS THE MAGIC? Thousands of years ago, magicians were advisors to kings and queens. They made illusions seem like reality. They still do. Artistically different from musicians who produce masterful sounds with a series of pitches, or painters who create visual displays with basic colors, magicians combine a potpourri of effects to create their mystifying illusions. Similarly, principals merge instinctive influences in their work that make magic. Those effects include: •Appearance: thousands of skills and strategies that make things look big, small, good, or bad •Disappearance: tricks of the hand that make problems and challenges seem to vanish •Presence: bearings of authority, confidence, commitment, and competence •Levity: capacities which can defy the downward pull of deeprooted challenges •Production: understandings of how professional attire, staging, lighting, directions, theatrics, and storytelling combine to influence daily performances •Penetration: abilities that drill deep and gain insights that others cannot •Transposition: initiatives that move ideas from point A to point B •Transformation: practices that convert problems into something else, something better •Perception: gifts for envisioning a better future •Restoration: sensitivities that rebuild those who hurt and make them whole again

Not only did I understand the studying that would be necessary to fulfill licensing requirements to become a principal, I realized I needed continuous practice in being a good person. I recognized that I wouldn’t know why I had to do what I needed to do as a principal if I didn’t simultaneously develop social, emotional, and spiritual strength. I made time to read, collaborate, study, learn, and strengthen my personal and professional values. I believed that I might become an accomplished principal by advocating the best interests of kids, but I realized I’d ultimately fail as a person (as well as a principal) if I flopped at being a good husband, father, brother, son, neighbor, and friend to those around me.

Principals will never be equal in our abilities or the professional outcomes we achieve. The specifics unique to each of our positions are such that many comparisons are simply inappropriate. The knowledge and skills needed to lead urban schools differ from what is needed in suburban and rural areas. But what is similar, and a common standard for what we must know and do, is sharing the magical purpose of our positions and developing greatness, together.

Magicians aren’t born as magicians.

Neither are we born as principals. Both professions require years of training, determination, and persistence to perfect a craft.

Magicians aren’t born as magicians. Neither are we born as principals. Both professions require years of training, determination, and persistence to perfect a craft. To observers, principals’ good performance is pure mystery.

And when it is really good, it brings smiles and great satisfaction to children and adults—and us!

Differentiated Standards of Accomplishment When I decided to become a principal, I recognized that my work would be evaluated as better or worse than my peers. I realized the job came with a chance of success or failure. Yet, I assuredly knew it was worth doing—for kids, for teachers, for parents, for my community, for my family, and for me. I genuinely wanted to help people, but more, I sought opportunities to make magic. To do that, I knew I needed to practice.

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This professional association played a critical role in developing the standards for my performance as well as my colleagues. Both OAESA and NAESP facilitated intentional gatherings, developed and elevated our professional dialogues, and supported and advocated for our interests.

I am grateful for those who served before and with me and, by example, showed me how to create the magic of being a principal. Those mentors were generous of their time and knowledge. But when I’d ask them the “Why did you do that?” question pertaining to the principalship, most couldn’t answer with great specificity. They just knew that what they did was often very instinctive.

Instinct is a critical part of the mysterious magic of why we do what we do.

Recommended Reading National Association of Elementary School Principals, (2007). Leading Learning Communities: Standards for What Principals Should Know and Be Able to Do. Alexandria, VA: NAESP. Sinek, S. (2009) Start with Why: How Great Leaders Inspire Everyone to

LEADING LEADING INNOVATION INNOVATION FOR FOR TODAY’S TODAY’S LEARNERS LEARNERS

Take Action. New York: Portfolio/Penguin.

Sinek, S., Mead, D. & Docker, P. (2017). Find Your Why: A Practical Guide for Discovering Purpose for You and Your Team. New York: Portfolio/ Penguin.

Peterson, J. (2018). 12 Rules for Life: An Antidote to Chaos. Toronto: Random House of Canada.

JUNE 5-6, 2019

Young, Paul (2004). You Have to Go to School - You′re the Principal! - 101 Tips to Make It Better for Your Students, Your Staff, and Yourself. Thousand Oaks, CA: Corwin Press.

Dr. Paul G. Young, a past-president of OAESA, also served as President of both the National Association of Elementary School Principals (NAESP) and the National AfterSchool Association (NAA). He most recently retired as an adjunct professor of music and education classes at Ohio UniversityLancaster. He has written extensively on topics of school leadership, school and afterschool alignment, teacher preparation, and more. His books for principals and afterschool professionals can be found on Amazon.com. He has led training workshops throughout the country for school and afterschool leaders. He can be contacted via email at paulyoungohio@gmail.com or via Twitter at @ paulyoungohio. He will be presenting “Why or Why Not? 5 Whys of Principal Determination” as a clinic topic at the 62nd Annual Professional Conference and Trade Show on Thursday, June 13, at 12:45–1:30pm.

CENTRE CENTRE PARK PARK OF OF WEST WEST CHESTER CHESTER 5800 5800 MULHAUSER MULHAUSER RD RD WEST WEST CHESTER, CHESTER, OH OH 45069 45069 L EARN MORE & REGI STER AT W W W.HCESC.O R G / NAV I GATO R

1. Download the app and create your conference schedule.

CONNECT TO OAESA’S ANNUAL PROFESSIONAL CONFERENCE

GET THE APP! Get the free conference app today to create your custom clinic schedule, learn about the presenters, meet other attendees, and more.

1. Visit OAESAMagic2019.sched.com on your mobile device.

2. Add the shortcut to your home screen— no download required!

2. Attend no-cost PD online prior to the conference.

Webinar: RSVP at oaesa.org April 26, 9:30–10:30 AM Hacking Leadership with Dr. Joe Sanfelippo

Twitter Chats follow along with #ohprinchat May 7 at 8:00 PM Avoid Summer Slide (for Kids & Adults!)

3. Tag your friends on Twitter using #oaesamagic2019 & invite them to join in on the fun.

/OAESA

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spring 2019

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feature story

My students inspire

me every day!

BY JULIE GULLEY

I

s it cliché to say that my students are my purpose in my work?

As an educator it has always been my purpose to be my students’ supporter, cheerleader and mentor. I have always loved my students with my whole heart whether as their teacher or as their principal. My interactions with my students whether it is on the playground, classroom, hallway, cafeteria, after school, or at a district activity are intentional, purposeful, and meant so that each student knows that he or she is special, loved, valued, and capable of accomplishing anything.

One way I make intentional and purposeful connections with my students at Richfield Elementary is being the supervisor of our student leadership team. Two years ago we added a student leadership team as part of our after school activities. I decided to be the supervisor of the team to have more time with students directly.

principal navigator

The student leadership team runs itself. By believing in the magic of our students, they quickly began to work collaboratively, taking ownership of what they are working on as a team. They have become tour guides, lost and found ambassadors, greeters, positive message makers, and student voices for our cafeteria improvements. When students are provided with a problem to solve and time to collaborate with each other, it is magical to see what they can create and an amazing reminder of why I do this rewarding work. My Richfield students inspire me every day to look for the magic in all of us!

“When students are provided with a problem to solve and time to collaborate with each other, it is magical to see what they can create.”

The staff and I quickly learned that this team was helpful in gathering students’ input, addressing school issues, assisting with projects, and building the self-confidence of our students. Our student leadership team is made up of students in grades K-3, and the main goal of the

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leadership team is to build leadership skills in our students through student collaboration, input, and school projects.

Julie Gulley has been a principal for the last 5 years at Richfield Elementary School in Revere Local Schools, as well as 6 years in a previous district. She also has over 18 years of classroom experience as a 2nd, 3rd, 4th, 5th and 6th grade teacher. She is passionate about her involvement in many community organizations that benefit her students and families. Julie can be contacted via email at jgulley@revereschools.org or via Twitter at @gulley_julie.

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Magic?

feature story

DO YOU BELIEVE IN

Unlocking the magic in the people in your school is the first step to creating real change.

BY JACK HUNTER

OAESA PROFESSIONAL CONFERENCE PRESENTER

M

agic is defined as influencing the course of events through unusual means. If you followed sports in the 80’s you would remember Earvin “Magic” Johnson doing amazing things on the basketball court. Musical artists have written countless songs depicting the magic in their lives and the lives of others. Magic is everywhere: sports, music, people, and even schools.

What created the “magical growth” in our staff and school community is the change process that follows. This year, we were designated as a School of Momentum by the Ohio Department of Education. It seems like magic that we improved our school from an “F” rated school to a “C” rated school. We are an urban school with a 100% free/reduced lunch population and 76% minority.

Two years ago, I challenged my staff to look at a new math philosophy to change the systematic instruction of students in mathematics. This process was not just one strategy but a plethora of immediate formative assessment practices. We wanted to shift the learning process in mathematics from teacher-directed instruction to the gradual release of teacher control.

Teachers began videotaping their lessons and sharing them with students prior to instruction. This allowed our staff to work at alternative pacing with different learners. It also allowed our educators to be mathematical coaches. Instead of teaching students the teacher’s way of solving the problems, the students were developing their own

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strategies with the guidance of an educator. We noticed that through this process, students began to remember more of what they learned and were able to apply it on assessments.

The magic of this model entailed embedding John Hattie’s highest effect size practice into the classroom. We chose to focus on the most applicable practice for immediate student growth, which was the self-reporting of student grades. The Instructional Model of Mastery in Mathematics (IM3) model that was created embedded John Hattie’s self-reporting of grades strategy, organically. This required very little professional development, as we were not looking to change our teachers’ styles. We were changing our mindset and content delivery. Through the creation of IM3, both students and teachers were beginning to experience the magic!

Magic must also come from the administrator. The climate and the culture of a building starts with you, the administrator. You set the tone each and every day. You influence the mood of teachers and students prior to them attending class. You have the magic to improve your culture by your actions. Students will behave and culture will change when they believe you advocate for them. Behavior improves when students know that YOU care. You can improve your school just by focusing on mentorship and advocacy for students.

Teachers also need support in behavior management and modification, as it is something that must be done frequently and consistently with your support. Anytime you are asking your staff

“Disruptive innovation must occur in education for the status quo to be challenged.”

to make a systemic change in instruction, you need to be present through the process and support the needs of the staff. This was a critical first step in changing our entire building’s philosophy on student-led learning.

Author Simon Sinek said, “If a movement is to have an impact it must belong to those who join it, not just those who lead it.” I was ready to move the school forward, and I knew that I needed staff support. The climate and culture of the school was ready for the model. Improve your staff culture and morale by celebrating your teachers and their achievements in genuine ways. In my book, Five Phases of Successful Urban Leadership, I discuss numerous ways to celebrate educators and create more buy-in for new initiatives.

One way to improve staff morale is to share leadership. Nothing creates staff cohesion better than having teacher leaders as a part of the process. After ingraining shared leadership in my thought process, I would then share all decisions with my teacher leaders. This empowers teachers to discuss and debate new initiatives to ensure we were doing what was best for all stakeholders. Using shared leadership, I was able to ask staff to implement a new model with fidelity in the middle grades.

When I mentor principals, I emphatically state anything that changes and impacts student achievement or safety is a decision you need to cast quickly. Let your teacher leaders make the decisions that are

best for the school. If you allow teacher leaders to make decisions, it builds your staff leadership capacity immensely and creates more advocates for the mission of driving student achievement.

Some of the magic lies in the design I use to support my educators: 1. Reach out to local business communities and solicit volunteers.

You want volunteers to come to your school on a weekly basis and work with your students who struggle, as well as with your high achieving students. Every time an adult volunteer comes to your building and works with a child, the child has an advocate and mentor. That is 30-45 minutes of individual attention spent on that child. Imagine if you had 20 volunteers each week!

Through hard work and networking, we have over 50 volunteers who come weekly or biweekly to support the magic of learning in the classroom.

2. Parent engagement is a key component of school success.

Parent events should occur on a monthly basis and should be educational. One of the key magical moments we had was when we conducted a book study with 4th through 7th grade girls and their parents. We read and discussed the book Girls Without Limits by Dr. Lisa Hinkelman. This created a shared discussion and became a change event for parents and their students.

3. Community involvement should be a year-long process. Create spring 2019

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magic through monthly engineering design projects that impact the community. For example, we conduct recycling, food waste/reduction, paper towel waste, milk waste, senior citizen projects, etc. Make sure to let district personnel, school board members, and local news media know what exciting events are happening at your school.

4. Support your educators! Remove minutia from their plate so they can use their magic in the classroom. Every educator went to school to impact students, not to do meaningless paperwork that could be completed by a volunteer or support personnel. Teaching doesn’t burn teachers out, behavior and non-teaching items do. When you have teachers with that magical touch, support them and ensure they have every tool they need. Walkthroughs, discussions with students, and parent conversations all support the educator and allow more student achievement to occur.

How did I find my why or magic to lead this new initiative?

I have always had a passion for helping children, as well as a love of mathematics. As I was reading Rick Warren’s book The Purpose Driven Life and John Maxwell’s numerous leadership books, it occurred to me that I had the skill set and hardworking aptitude that would impact students. I knew if I took the same vigor I did in the business world and worked with urban children through collaboration, the status quo could be changed. I would wake up in the morning and think of a powerful John Maxwell

quote such as, “Each day is an unrepeatable miracle. Today will never happen again, so we must make it count.”

Disruptive innovation must occur in education for the status quo to be challenged. We are striving each minute of every day to improve the lives of all students. The goal has not been reached, but we are moving closer to the goal line, which is magic in and of itself!

Jack Hunter and his amazing staff instruct daily at Chase STEMM Academy in Toledo, Ohio. They have presented around the tristate area and Hunter has been a keynote conference speaker on Urban Leadership and currently mentors numerous Urban Leaders. If you are interested in visiting the school or learning more about the IM3 model, publications are available on his website or Amazon.com. Be sure to look for his books The Five Phases of Successful Urban Leadership and Mastery-Based Learning in Mathematics which was co-authored with one of his amazing educators.

Jack can be contacted via email at jackh5057@gmail.com or via Twitter at @principaljack. He will be presenting “Closing Gaps Using the Ohio Improvement Process and Mastery Process” as a clinic topic at the 62nd Annual Professional Conference and Trade Show on Thursday, June 13, from 1:40–2:25pm.

Editor’s Note: Dr. Lisa Hinkelman will serve as a keynote speaker at OAESA’s new event, ELEVATE: Women on the Rise, March 4-5, 2020 in Dublin, Ohio. For more information on this exciting new event, please see page 29.

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spring 2019

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feature story

it’s magic!

One, two, three...

BY MARY L. CRABTREE, Ph.D.

W

hen you are standing in front of a classroom of 7th graders, (or a room full of teachers, really it’s not much different), and they are looking at you with expectant eyes, for something that will make them WANT to be there in that classroom or meeting, it’s up to you to work your magic. Most teachers and principals know that there really is no magic to the work that we do, but every once in a while it seems like magic up and walked into the room! And how does that happen? Was there a wand waving, a black hat, or some hocus pocus going on?

Teachers who can reach students are often thought of as magical, but those of us who practice teaching, whether as a teacher or principal, know that a lot of hard work, research, and planning are what goes into making magic for our students.

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interest in the content, I will never be able to teach them the skills.

I think the same is true for school leaders. If you know your staff and you understand how to relate to them, then you can plan staff meetings, individual conferences, and fun outings that help your staff learn and grow together.

For me, the “magic” is really about three things, and it starts with what I consider to be the most important: knowing my students.

Each year I think about the standards I must teach, the outcomes that I want for my students, and the requirements they must reach.

I imagine the things that might get them there, and I begin to think of materials that might be used in that journey.

The second thing that creates magic is unbridled enthusiasm. I know this sounds a little cliché, but the truth is, if I don’t “bring it” every day in my classroom, how can I expect my learners to be fully present? Each day, before each lesson, I think about the importance of the work I do and about the need to assure the students are invested in the learning. Then, I launch into the lesson with as much energy and enthusiasm as I can muster, usually beginning with a story, to help connect the learning to the students’ lives. I have found that my students like to hear about my life in small bits, in particular if it involves a bit of folly on my part.

They like stories of my own pre-teen mishaps (even if I have to embellish), as well as things I’ve heard on the news, or introducing a lesson in “ASMR,” as a way to peak their interest.

Of course, all of that is just a list of possibilities until I get to know them. Magic, or at least the kind created in the classroom, happens when the lessons are in tune with the learners. What this means is that the fiction we read, the non-fiction we study, and the writing we do, has to capitalize on those things the students are interested in, because if I do not know them well enough to capture their

Anything I can do to hook my learners is key to creating the magic for optimal learning. As a principal, your enthusiasm for the work shines through you, and when you walk through your building each day, the staff know you are there, ready to lead. They can see you, believe in what you do, and sense your enthusiasm for the work. They support you, because they know you want to be there.

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“...a lot of hard work, research, and planning are what goes into making magic for our students.”

Finally, the magic comes from a HUGE knowledge pool.

By this I mean a continued desire to research new ideas and techniques, to be open to suggestions, and to grow continually as a teacher. Additionally, I believe it is important to understand that the materials I use one year may not be relevant to my learners the next year, so I must constantly adjust my lesson and planning to meet the interests and needs of the learners.

I know teachers who use the same lesson plans year after year, doing the same things at the same time, and hoping for better results. I have long abandoned the idea that I will EVER be able to read a novel with my students two years in a row, because each year their interests are so different. Flexibility is a must. Moreover, my students’ needs are highly varied, creating a cornucopia of differentiation that must be addressed. Given this, it is imperative that I also continually read about brain research, learning styles, and motivational methods, in order to target the best whole group, small group, and individual instruction that will meet all their needs.

Then there is collaboration with colleagues. Over the years, I have learned some of the most important things from colleagues, those who have taught many years and those who are new to the field. Different perspectives add richness and depth to my teaching knowledge, so that I don’t have to experience everything in order to “know” more.

Principals, just like teachers, can benefit from a large knowledge pool. Keeping current on research about teaching and learning allows administrators the opportunity to share that research with staff who might benefit from that knowledge or staff who would appreciate knowing they are on the right path. The job of a principal can also be lonely, so building a group of supportive colleagues who will offer suggestions, advice, and be there to listen is equally important.

Making magic in the classroom, or in a school, really is not a miracle. It is the result of many things coming together to create the optimal learning environment. When teachers focus on knowing their students, enthusiasm for what they do, and building a knowledge pool, they can create a magical space in which their students learn. Principals are truly just the “teachers of teachers” and can use those same three techniques to create a whole school learning environment for teachers, where positivity, collegiality, and the desire to learn lead the way.

Dr. Mary Crabtree is a teacher of 7th grade Language Arts. She has a Ph.D. from Concordia University of Chicago, and lives in Wooster, Ohio with her family. Mary loves teaching, and in her free time loves to read, bake, and garden.

spring 2019

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feature story

SHIFTING

our lens

A school leader’s power comes from developing the magic in others.

BY MARIA GOODMAN AND MIKE JANATOVICH OAESA PROFESSIONAL CONFERENCE PRESENTERS

A

s educational leaders, we can feel it. It is that feeling when we walk into a building and it is empty. There is an echo with each step, and the sound of dripping water in a nearby restroom reverberates throughout the hallways. As we navigate the halls, we realize that we are just in a building.

No matter what your physical building may look like, a building alone has no magic.

So where does the magic come from? As building leaders, some feel that we need to “work our magic” in order to make all of the wonderful things take place in our schools. As we reflect, we realize it has nothing to do with our personal magic that makes our school magical. It is the magic that the staff and students pump into our empty building that is the catalyst for all great things.

THE MAGIC OF THE STUDENTS Students come flooding into the school with smiles on their faces, crisp new clothes, and backpacks filled with all sorts of supplies. It becomes crystal clear that children are excited to step foot into another year filled with learning and growth.

However, as building leaders, we quickly refocus our attention once again on the important work of helping our young children discover that learning is all around and not just within the walls of our school building. We create an environment that fosters

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leadership, responsibility, and personal awareness that learning is in the hands of the child and not just something that happens to them when they enter school.

Our students are an integral part of the school puzzle that cannot be complete until they enter the building. They enter the classrooms of our many teachers and into the hands of remarkable adults that comprise our school staff. We help students thrive in our learning environments by providing them a culture of collaboration, rich dialogue, and problem-solving.

This space is safe to make mistakes, celebrate progress, and learn by doing. They quickly realize that the staff all around are facilitators of the learning path that the children are designing throughout each passing day and week.

THE MAGIC OF THE STAFF While we understand that kids come first and foremost, as leaders we must be focused on the fact that our most valuable resource in education is the staff that works with our kids on a daily basis. These educators inspire, motivate, create, challenge, love, and support our students with each interaction. When we recognize this as leaders, we can shift the magic away from us and onto one of the many treasures in our buildings.

The collective magic of a school’s staff is much more powerful

than any single building administrator’s magic. A single administrator can make changes. Changes are small. Changes can change. We need to think bigger. We need a collective staff.

A collective staff can be magical. A collective staff can empower learners.

DEVELOPING TEACHER LEADERS When we shift our lens and think of magic as a collective vision, we as leaders can then narrow our focus. As leaders, our true power is simply bringing out the magic in others. When we see the power of the collective magic of our staff, we can see the impact that we can have if we focus on bringing out the wondrous gifts that others may possess. If we continue to create a culture of supportive leadership, we can continually spread our magic to others.

if your teachers are stepping up to be leaders: Do not provide so much opposition to their passion that they feel the effort is not worth it. Create those magical opportunities to support and grow their passions.

We must foster an environment that all educators can break free of traditional thinking and allow everyone to be involved in the decision-making and leadership process. If we have the courage to embrace the struggle and invite others to be a part of it, we can grow and transform our schools to a place where learning never ends. When you watch this happen, it is magical.

For us, the best way we can work our

magic is by bringing

When do administrators really work their magic? It is when they develop teacher leaders. Teacher leaders are the catalyst for educational change.

This change is not easy. It can be a struggle, but when it happens, it is truly magical.

out the magic in others, whether it be the students who

IT IS THEIR MAGIC While we are both building administrators, we truly see ourselves as teachers. We both loved being classroom teachers and making the decision to enter administration was not an easy one. For us, the best way we can work our magic is by bringing out the magic in others, whether it be the students who enter our buildings or the many teachers and staff members who walk through our doors.

enter our buildings

Frederick Douglass once said, “If there is not struggle, there is no progress.” Reflecting on Frederick Douglass’s quote, it is easy to become drawn to the word struggle.

A struggle is simply defined as “to make forceful or violent efforts to get free of restraint or constriction.” While the definition stated above might not be suited for education, if you use a thesaurus to change the words forceful and violent, we believe you have an educationally sound definition that can define struggle. A more suitable definition of a struggle for purposes of teacher leadership can be; to make assertive (forceful) or passionate (violent) efforts to get free of restraint or constriction.

We want our students to grow as learners in today’s world. We want teachers to be empowered to make instructional decisions that will have the most impact on the individual needs of each of our students. We need to continually remember that our personal magic as building leaders is small, but those around us have the real magic. As we observe, listen, interact, and question, we are looking for opportunities to help teachers and students grow. This is our most important work, and this work is MAGICAL.

or the many teachers and staff members who walk through our doors.

True change that comes as a result of a struggle must be driven with passion. Educational leadership, whether on the teacher or administrative level, is challenging. That is why many initiatives fail. Many educators either do not have the passion for embracing the struggle, or they receive so much opposition that the effort needed to make that change is greater than the passion. As a school administrator, this is the most critical thing to remember

Mike Janatovich and Maria Goodman are instructional leaders at Leighton Elementary School in the Aurora City School district. They are passionate about growing leaders and creating a culture of learning for not only students but educators. While they both have administrative positions, they will always be teachers first. Contact Mike via email at mjanatovich@aurora-schools.org or via Twitter at @mjanatovich. You can contact Maria via email at mgoodman@aurora-schools.org or via Twitter at @MrsMariaGoodman. They will be presenting “Developing Leaders and Learnings in Our Schools” as a clinic topic at the 62nd Annual Professional Conference and Trade Show on Thursday, June 13, from 12:45–1:30pm.

spring 2019

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Women and men are invited to attend OAESA’s first conference celebrating, developing, and elevating women in educational leadership. Watch for announcements regarding event details and clinic sessions in the coming weeks, and prepare for an evening and a day of connection, inspiration, strategy, and learning!

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spring 2019

33

Out & about this spring with OAESA

EVENTS ARE SPRINGING UP EVERYWHERE: Just like in schools, spring is a busy time for OAESA! Since the start of March we have held regional meetings (Zone 6 featured here), professional learning events (Rigorous Reading with Nancy Frey and Preparing to Lead), and numerous school visits to our nominees and candidates for our annual awards program. Thank you to all of our Service Teams and leadership who spend time planning events, connecting with colleagues at said events, and giving feedback after they occur. We are always looking to intentionally connect our members!

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principal navigator

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Reimbursement of up to $35 for transportation if you find yourself away from home and you feel you can’t safely drive Increased road service coverage when you purchase Emergency Road Service A replacement car if your new car is declared a “total loss” NO deductible if you have a collision with another vehicle insured by Horace Mann Up to $1,000 for veterinary bills or related expenses if your pet is injured or dies as a result of injuries sustained in a covered accident

Matt Kliewer Territory Leader 614-202-3597 Matt.Kliewer@horacemann.com Horace Mann Insurance Company and its affiliates underwrite Horace Mann auto insurance. The benefits and discounts listed are only general descriptions of coverage and do not constitute a statement of contract, are subject to terms and conditions and may vary by state.

CM-V41267 (Mar. 18)

horacemann.com

H E A LT H

matters

EARLY CHILDHOOD EDUCATION RESOURCES

BY ANN M. CONNELLY

M

any schools now serve pre-kindergarten students. What early childhood education (ECE) looks like varies from school to school. The ages served, program purposes, and program licensing agencies vary from school to school. While licensers have tried to make their requirements as similar as possible, there are some differences.

People often assume that any ECE program that is located within a school building is a public preschool. However, ECE programs of all kinds may have space in a school building. An ECE program in a school building may be a Head Start program, a public preschool, a licensed childcare program, a developmental disabilities program, a special needs preschool, may be part of a school-age childcare program, or some other type of program. The ages served may be limited to 3-year-olds and 4-year-olds, or they may start as young as six weeks of age.

When there are questions about the health and safety rules for ECE programs, the first thing to do is to identify the sponsor and licensing agency of the program. It can be confusing, because some programs may have overlapping oversight by more than one entity.

For instance, Head Start programs have standards set at the federal level, with new rules established in 2016 (https://eclkc.ohs.acf.hhs. gov/ ). They typically must also be licensed by the Ohio Department of Jobs and Family Services (http://jfs.ohio.gov/CDC/index.stm ) and follow those rules. And when yet another entity, such as the local health department, comes to inspect your school, there can be some confusion about which rules need to be followed by your ECE program. It’s important to identify the specific sponsor and licenser to make sure you are following the appropriate rules and then to communicate that to key staff members, such as the secretary and school nurse, who may be in a position to answer questions and implement the appropriate standards for your program.

Another important matter to clarify is what services your school staff provides to the ECE program in your school. For instance, does your secretary communicate with the ECE families? Is your attendance officer responsible for working with the ECE students?

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Does the school nurse provide screenings, first aid, medication, tube feedings, and other health services? Does your school website reflect ECE program information that must be maintained by school staff ?

Are emergency preparedness plans such as evacuation or shelter-inplace made by your school administration for the ECE program? Or are some or all of these and other tasks provided independently by the ECE program in your school? It is best to have these roles and responsibilities clearly stated early on to prevent problems as the school year progresses. Otherwise these can become problematic issues as the school year goes on and tasks are not completed because no one has been clearly identified as being responsible for them.

Where can you go for help clarifying these issues? There are resources available to help: • http://jfs.ohio.gov/cdc/providers.stm: This Ohio Department of Jobs and Family Services Childcare Provider page has links to numerous resources for their programs.

These include the Child Care Rules, Forms and Policy Changes, Child Care Licensing Rule, Required Trainings, Licensing Compliance Resources, Step Up to Quality information, Ohio Healthy Programs to Prevent Childhood Obesity, Child Development and Behavioral Health Resources, and Reducing Suspension and Expulsion Practices in Early Childhood Settings. Health and safety information for the ECE program in your school may be found in many of these resources.

• http://education.ohio.gov/Topics/Early-Learning/ Preschool-Licensing: The Ohio Department of Education Preschool Licensing page has links to the preschool licensing administrative rules, sample forms such as the Child Medical Statement and Medication Administration, Step Up to Quality information, Preparation for Preschool Site Visit, Health and Safety Resources and Training Guidelines, and the Communicable Disease Chart.

• https://odh.ohio.gov/wps/portal/gov/odh/home: The Ohio Department of Health website has numerous programs that interact with ECEs. For example, when you arrive at the website, on the top right corner you will see “A to Z Index.”

Click on that and select the letter for Early Childhood Health, Children’s Vision and Hearing, Asthma, Bureau of Children with Medical Handicaps (BCMH), Childhood Lead Poisoning, School Nursing, Immunizations, and more. You can also “Find Your Local Health District” by clicking on that link at the top.

• https://mha.ohio.gov/Supports/Children-Youth-Families/ Early-Childhood: The Ohio Department of Mental Health and Addiction Services Early Childhood Mental Health (ECMH) webpage houses resources for preschool expulsion reduction; ECMH consultation and technical assistance; Grow Power packet that includes videos, pamphlets, and brochures.

• https://www.ocali.org/center/cyc: The Ohio Center for Autism and Low Incidence has many resources about working with people with disabilities. The website has the Center for the Young Child, and they offer many high-quality online trainings regarding working with people with disabilities.

• https://occrra.org/: Most people providing early care and education must receive continuing education hours that are Ohio Approved (OA). There are courses available online, large conferences, and local meetings that can provide these OA hours. The Ohio Child Care Resource and Referral Agency (OCCRRA) houses the statewide registry of providers and OA course registration platform.

Ensuring the health and safety of young children in ECE programs allows them to achieve optimal development and support kindergarten readiness. Licensing rules are the minimum standards for ensuring young children are safe and healthy, but the program in your school can rise above that minimum to help your young children soar. While all ECE programs will be required to be star rated for Step Up to Quality by next year, investing in your program to add stars to your rating should improve outcomes for the young children in your programs and their families.

While the early childhood landscape can seem complicated and confusing, having an ECE program in your school can improve the kindergarten readiness of the children who will be coming in to your school. Establishing a good relationship with families during Family Engagement Activities in the ECE program can help families, students, and school staff as the child progresses through your school system to graduation. Early childhood education fits well within the Each Child, Our Future strategic plan released by the Ohio Department of Education (http://education.ohio.gov/ About/EachChildOurFuture). The magic of ECE can enhance outcomes for all of your students!

Ann M. Connelly, MSN, RN, LSN, NCSN, is a Public Health Nurse Supervisor for School Nursing and Early Childhood Health Programs in the Women and Family Health Services. She serves for the Bureau of Maternal, Child and Family Health, a branch of the Ohio Department of Health. Ann can be contacted via phone at 614-728-0386 or via email at Ann.connelly@ odh.ohio.gov.

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LEGAL

report

NON-RENEWALS, REDUCTIONS IN FORCE, AND TERMINATIONS

BY DENNIS PERGRAM

P

rincipals’ contracts are involuntarily discontinued through three statutory procedures, and those are non-renewals, reductions in force, and terminations.

NON-RENEWALS R.C. 3319.02(C)(i) provides that in any school year that your contract of employment is not due to expire, at least one evaluation shall be completed in that year, and you are to be provided with a copy of the same no later than the end of your contract year.

R.C. 3319.02(C)(i) provides that in any school year that your contract of employment is due to expire, you are to be provided with a preliminary evaluation and at least a final evaluation in that school year, you are to be provided with a written copy of the preliminary evaluation at least 60 days prior to any action by the school board on your contract, and you are to receive the final evaluation at least 5 days prior to the board acting to renew or non-renew your contract.

That final evaluation shall indicate the Superintendent’s intended recommendation to the board.

R.C. 3319.02(D)(4) provides that before taking any action to renew or non-renew your contract, the board shall, prior to the first day of June, notify you of the date that your contract expires, and that you may request a meeting with the board. Upon such a request, the board shall grant you a meeting in executive session.

Under R.C. 3319.02(D)(4), you are entitled to have a representative present at the executive session, and the board is obligated to discuss its reasons for considering renewal or non-renewal of your contract.

R.C. 3319.02(C) provides that if you did not receive a notice of non-renewal on or before the first day of June, you are deemed re-employed at the same salary plus any increments that may be authorized by the board. The term of the automatic re-employment is one year, except that if you have been employed in the district as an administrator for two years or more, the term of re-employment shall be two years.

R.C. 3319.02(C) provides that: “When a teacher with continuing

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service status becomes an assistant superintendent, principal, assistant principal, or other administrator with the district or service center with which the teacher holds continuing contract status, the teacher retains such status in the teacher’s non-administrative position as provided for in sections 3311.77, 3319.08, and 3319.09 of the Revised Code.”

If you have continuing service status as a teacher in another district and have served two years as an administrator in your current district, you have also acquired continuing service status as a teacher in your current district as a result of serving two years as an administrator.

R.C. 3319.11 provides that teachers eligible for continuing service status include those who, having obtained continuing contract status elsewhere, have served two years in the district or center where they are employed as an administrator.

REDUCTIONS IN FORCE Most school districts have administrative personnel suspension policies that they use to achieve reductions in force, and under R.C. 3319.171(B), the administrative personnel suspension policy must include the following: (1) One or more reasons that a board may consider for suspending any contract of employment entered into under section 3319.02 of the Revised Code. A reason for such suspension may include the financial conditions of the school district or educational service center.

(2) Procedures for determining the order of suspension of contracts within the employment service areas affected; (3) Provisions requiring a right of restoration for employees whose contracts of employment are suspended under the policy if and when any positions become vacant or are created for which any of them are or become qualified.

An area of concern is the administrator’s recall rights when his/ her contract has been suspended under an administrative personnel suspension policy. As set forth above, R.C. 3319.171(B)(3) provides

that the administrative personnel suspension policy shall include a right of restoration (recall) for administrators “if and when any positions become vacant or are created for which any of them are or become qualified.” It is my opinion that an administrator is qualified for such a position if they are licensed for that position. I have seen some administrative personnel suspension policies that I do not believe are compliant with R.C. 3319.171. For example, a policy that states that the administrator may only be recalled to the position that was abolished if that position is recreated is, in my opinion, violative of the executor’s recall rights under R.C. 3319.171 and most likely meaningless as it is highly unlikely that the abolished position would be recreated.

I have also seen some administrative personnel suspension policies that vest discretion in the superintendent to determine what is in the best interest of the district when deciding an educator’s right to be recalled. I also believe that such a provision is violative of R.C. 3319.171, as it is my opinion that R.C. 3319.171 was intended to provide the administrator with a “right” of restoration (recall), not merely a “chance” of being recalled if a position becomes vacant or is created for which they are qualified.

TERMINATIONS If a school board seeks to terminate a principal’s contract before its expiration date, it must proceed under R.C. 3319.16 and R.C. 3319.161. Under R.C. 3319.16, the termination must be based on “good and just cause.” Good and just cause is not defined in the statute and has been developed through Ohio’s case law.

The first step in the formal termination of a principal’s contract is for the school board to provide the principal with a pre-termination hearing, often referred to as a Loudermill hearing. Essentially, this rather informal hearing is to enable the principal to provide reasons why his or her contract should not be terminated and is not a fullblown due process hearing. Most often, this Loudermill hearing is merely the first formal step used by a school board to start the termination process.

The next step under R.C. 3319.16 requires the school board to furnish the principal with a written notice signed by its treasurer of its intention to consider the termination of the principal’s contract with full specification of the grounds for such consideration.

R.C. 3319.16 provides that a school board may suspend a principal, without pay, pending final action to terminate the principal’s contract if “in its judgment, the character of the charges warrants such action.”

It is rare for a school board not to suspend a principal without pay at the same time that it votes to provide the principal with written notice of the charges. Of course, that means that the principal will be without pay from the school board during, at least, the pendency of the termination proceedings.

A principal who receives a written notice of intention to consider the termination of his/her contract and who desires to challenge the termination, must file, with the treasurer, a written demand for a hearing before the school board or before a referee. That demand must be filed with the treasurer within ten (10) days after receipt of the notice of the charges. It would be rare for a principal to demand a hearing before the school board in light of the fact that it is the

school board which has initiated the termination proceeding.

After a written demand for a referee hearing is made, the school board informs the Ohio Department of Education that such a demand has been made. The superintendent of public instruction provides legal counsel for the school board and legal counsel for the principal with the names of three prospective referees. The prospective referees usually are practicing attorneys. Legal counsel for the school board and legal counsel for the principal first attempt to determine whether they can agree on one of the three prospective referees. If so, the superintendent of public instruction is so notified and the referee is appointed. If legal counsel for the school board and legal counsel for the principal cannot agree upon a referee, the superintendent of public instruction is so notified and appoints one of the three prospective referees to serve. The school board is responsible for paying the referee’s attorney fees, the fees charged by a court reporter, the costs of the transcript of the hearing, and its own attorney fees.

Once a referee is either agreed to or appointed, the referee schedules the due process hearing, and it is fairly well established that the school board must prove its case by a preponderance of substantial, reliable, and probative evidence. The statute specifically provides that the hearing “shall be confined to the grounds given for the termination.”

That means, of course, that the school board may not add additional grounds for the termination that are not set forth in the written notice of its intention to consider termination.

The school board is obligated to provide a complete stenographic record of the termination proceedings with a copy of the record to be provided to the principal. It is fairly common for the referee to continue the hearing after all of the evidence has been presented to enable the parties to receive a complete stenographic record and to permit their legal counsel to file briefs with references to the record.

After those briefs are submitted to the referee, the referee then issues a report and a recommendation. The referee’s recommendation is a recommendation as to whether the principal’s contract should or should not be terminated.

The school board must, by majority vote, accept or reject the referee’s recommendation. If the school board’s decision is against termination of the principal’s contract, the charges and the record of the hearing shall be physically expunged from the minutes and, if the principal has suffered any loss of salary by reason of being suspended, the principal shall be paid the principal’s full salary for the period of such suspension.

If, on the other hand, the school board votes in favor of terminating the principal’s contract, the school board is to provide the principal with the order of termination, which must state the grounds for the termination.

The statute further allows for appeals from the school board’s order of termination if that is the action taken by the school board.

Dennis Pergram, legal counsel to OAESA, is a partner in the law firm 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 30 years. spring 2019

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LEGISLATIVE

update

FRESH FACES BRING OPTIMISM

BY BARBARA SHANER

OAESA PROFESSIONAL CONFERENCE PRESENTER

T

he 133rd General Assembly convened in January. The Ohio House welcomed a relatively large freshman class of newly elected members. The new faces in the House make up about a third of the total membership. A new Speaker of the House was elected and committee assignments doled out.

I should point out that the “new” Speaker is not really new–Speaker Larry Householder began a second run as a state representative two years ago. Term limits ended his first stint as Speaker back in 2004, so he comes back to the job with some experience.

A challenge for lobbyists like me is getting to know all these new legislators. And it takes awhile for them to remember who we are and who we each represent.

Typically, new members coming in aren’t given a leading role in the legislative process. But this time around, with so many new members and because of other factors tied to the election of the House Speaker, we’re seeing some new members taking on significant responsibilities. There are also differences in the assignments for returning members.

“It’s important that we stretch beyond the boundaries of the profession to enlighten those who are in a policymaking role.

For instance, Representative Louis W. Blessing, III (R – Cincinnati) will serve as the House Primary and Secondary Education Committee Chairman. Chairman Blessing is a professional engineer and has never served on the Education Committee. He

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freely admits he has a lot to learn. He has chaired committees on topics other than education since coming to the legislature, and most observers count him as a thoughtful, fair-minded, and effective leader. To prepare himself for the committee’s work, he has already reached out to stakeholders for help in getting up to speed on education issues.

Even though Representative Don Jones (R – Freeport) was just elected to the House in November 2018, he has been appointed ViceChairman of the Primary and Secondary Education Committee.

A former educator of 23 years, Representative Jones brings a fresh look to the legislature, and he comes with a good understanding of what it’s like to be where the rubber meets the road. He was an agriculture education teacher in eastern Ohio, and he’s an enthusiastic supporter of public education. He has already gained a reputation for being accessible and easy to talk with.

The Senate has several new members, too, but some have merely switched chambers (former House members, term limited and then elected to the Senate). Senator Peggy Lehner (R – Kettering) returns as chair of the Senate Education Committee. While there are some new committee members, only one is completely new to the legislature.

As I walk the halls of the statehouse and schedule office visits for meeting and greeting new legislators, I’m struck by the generally positive mood and air of optimism these new faces bring with them. It may just be they haven’t yet been “beaten down” by the difficulty in getting bills passed, but it is refreshing to witness such optimism. They came to Columbus to make a difference, and they’re determined to do so. Many are also talking about how important education is to the success of our state. It’s not new for elected officials to claim they’re an “education legislator,” but what I see with many of these new members is an ability to articulate the details of some specific education policy issues. Their claim of concern doesn’t seem to be just a campaign slogan.

5 REASONS TO BE PART OF THE MAGIC OF WHY: STORIES OF PURPOSE

All that said, it’s not hard to find evidence of naïveté in both new and veteran lawmakers. This issue of the Navigator highlights “Stories of Purpose” with a view toward highlighting the magic that occurs every day in school buildings across the state. The goal is to share our stories and inspire each other as we work to improve the lives of students. It’s important that we stretch beyond the boundaries of the profession to enlighten those who are in a policymaking role.

My meetings with new House members have reminded me of kindergarten. Those eager new faces are excited to get to work, and they’re trying to soak up all the new information they can. They’re learning about roads and bridges, Medicaid, the judicial system, higher education… you get the picture. More than one new House member has mentioned the expression, “drinking from a fire hose.”

While many know something about public education and can talk about pressing issues like problems with Academic Distress Commissions, the need for report card reform, and for changes in graduation requirements, there is a lot they don’t know. OAESA members will need to feed them information about the details, and help to put a “visual” with the stories.

You’ll soon be hearing more about an initiative the OAESA Advocacy Service Team is undertaking that encourages members to invite a legislator to visit their school. We hope you’ll participate. If our brains operate like our closets should, “in with the new, out with the old,” it’s important to keep information flowing about the good things happening in schools, the challenges you face, and the possible positive or negative effects of specific legislative proposals. Be sure to watch for the details of this exciting (and magical) initiative in future publications and communications.

Barbara Shaner is OAESA’s Advocacy Specialist. If you need more information, contact the author at barbaracshaner@gmail.com. She will be presenting “Education Legislation Update” as the morning session at the 62nd Annual Professional Conference and Trade Show on Friday, June 14, from 11:15–12pm.

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NAESP

March 17-20 Washington, DC

TAKING OVER CAPITOL HILL: The OAESA Executive Committee—Erin Simpson, President; Gretchen Liggens, President-Elect; Tim Barton, NAESP Representative; and Aretha Paydock, Federal Relations Coordinator—joined OAESA Executive Director Dr. Julie Davis, OAESA Associate Executive Director Mark Jones, and OAESA Advocacy Specialist Barbara Shaner at the NAESP National Leaders Conference March 17-20 in Washington, DC. Nearly 200 elementary and middle-level principals from across the country gathered in the nation’s capital to discuss the most pressing issues in education with legislators as part of NAESP. The team had the opportunity to meet with the offices of Representatives Joyce Beatty, Marcia Fudge, Anthony Gonzalez, David Joyce, Robert Latta, Steve Stivers, as well as Senators Sherrod Brown and Rob Portman. They were advocating on behalf of Ohio’s principals regarding funding of grants for disadvantaged students and districts, grants to improve teacher and principal training and retention, programs to support school safety and climate, and grants regarding the Individuals with Disabilities Education Act (IDEA) and preschool development.

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know? didyou news from the association CONGRATULATIONS!

REP. ASSEMBLY

Congratulations to April D. Knight on being named NAESP’s newly elected Zone 3 Director. Her 3-year term for NAESP begins August 2019 after several years on OAESA’s Board of Directors as the Columbus District Rep.

Please consider joining OAESA to witness the governance of the association in action and enjoy a delicious lunch April 27 from 11am-2:30pm at Smith and Wollensky at Easton Town Center.

PD IN THE USA

BE SOCIAL

If you’re looking for more professional development this summer, head to NAESP’s National Conference in Spokane, WA July 10-12. #NAESP19

Connect with OAESA online. ig: @oaesa twitter: @oaesa fb: /oaesa web: oaesa.org

ASSESS THE SITUATION By law, each school district’s Board of Education is required to determine the format (online or paper-pencil) they will use for next year’s Grade Three Ohio State Assessments by May 1, 2019. In a survey of the OAESA membership, nearly 250 participants responded that their districts would use: •Online testing for both the ELA and Math tests (56.9%) •My district has not yet decided (24.4%) •Paper-pencil testing for both ELA and Math tests (14.2%) •Online testing for Math, paper-pencil for ELA (4.1%) •Online testing for ELA, paper-pencil for Math (.4%)

PRINCIPALS ADVOCATING WITH LEGISLATORS Advocating for the legislative needs of your students, school, and community might seem like a daunting task to add to your To-Do list. Even so, it is crucial for administrators to provide boots-on-the-ground perspectives to legislators at the national, state, and local levels in order to push for effective change in educational legislation and policy.

In an effort to encourage administrators across the state to invite and host legislators in their schools, OAESA is launching an online toolkit that will serve as a resource for administrators, who already have so much on their plates as it is.

Principals Advocating with Legislators (PAL) will be launched at our 2019 OAESA Annual Professional Conference and available to you on our website after that. Resources available to members will include materials like: • your legislators and their contact information • letters of invitation • tips for success • talking points on key issues • activity ideas • thank you notes

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EDUCATED: A MEMOIR

BY Tara Westover

REVIEW BY Misha Monnin Principal of Central Academy Middletown City Schools

E

ducated: A Memoir by Tara Westover is a New York Times Best Seller and has been reviewed thousands of times. It is a highly controversial, highly emotional, and thought-provoking read. It is a story written in an almost lyrical prose that describes a girl’s love of her home and connection to her family.

Westover’s parents maintain that in the book, she falsely portrays their family as fundamentalist Mormons living in isolation in the mountains of Idaho with a paranoid, apocalyptic view of the world. Westover tells the story of growing up in a family who did not trust doctors or hospitals. Instead, they relied on the homeopathic remedies her mother created in the home. She shares her belief that her father’s hatred of doctors

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was so strong, it outweighed his love for his children. She believed he would let them die rather than get them medical help. While never diagnosed, Tara shared her belief that her father had the characteristics of a person who had Bipolar Disorder. Not only did Westover endure erratic behavior from her father, she also endured violence from her older brother.

In addition to the family’s distrust of modern medicine, there was also a distrust of the government and public schools. Until Westover turned 16, she received most of her education by helping her mother create tinctures for her work as a midwife. At sixteen Tara decided with encouragement from one of her brothers to study and take the ACT. She was accepted at Brigham Young University. Her desire for an education led her to Harvard and Cambridge University.

However, the further she went in her education, the further apart she grew from her family, but the knowledge she gained transformed her. She became educated.

As an educator, this memoir made me reflect on how important family connections are to a child’s educational experience. How a parent’s experience with education can be so influential on a child’s growth. My own experience was very different from Tara’s.

Even though my mother never attended any schooling beyond high school, she insisted on nothing less than my acquisition of a bachelor’s degree and she set the expectation for academic excellence. When I reflect on these two vastly different experiences, I am reminded of the diversity within my school too. Each child is bringing to class a different perspective of school and education.

Recognizing and respecting that diversity is paramount. This reinforces the importance of forming relationships with families and students, because those connections can be so critical to ensuring a child’s success.

SPARKS IN THE DARK: Lessons, Ideas, and Strategies to Illuminate the Reading and Writing Lives in All of Us

BY Travis Crowder & Todd Nesloney REVIEW BY Chad Warnimont, Ed.D. Principal of Frank Elementary Perrysburg Schools

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parks in the Dark, written by Travis Crowder and Todd Nesloney, is a must read for all educators. Although the book focuses specifically on igniting a love of reading and writing within our students, the book shares practical strategies that all educators can implement in a meaningful, practical, and relevant way in any K-12 classroom. The book is written from the perspectives of two educators sharing personal experiences from the classroom, making this book relatable to a wide range of educators. This book is important for educators to read because it emphasizes the importance of student

BOOK REVIEWS FOR THE PRINCIPAL LIBRARY

choice, challenging students, and resources that can be used by all educators.

The frameworks “zero in on practical writing strategies and creative elements, and can ‘plug into’ any existing writing resource or program” (p. 9). The conversational tone of the entire book truly honors teacher and student voice.

The authors do a tremendous job of highlighting the importance of student choice as a way to engage and motivate learners, as student choice allows the students to have a voice in the classroom learning and allows for opportunities for the students to learn from and with the teacher.

Challenging students is one of the key components of a solid education and one that is reiterated in this text. This book states that challenging students can take a variety of forms. This includes the idea of challenging the status quo by providing scaffolding to ensure that students are able to read higher level books, while also encouraging students to step out of their comfort zone and read books that challenge them to consider other cultures and perspectives.

The resources section in the book is a great starting point for any educator looking for ways to use authentic texts in the classroom as part of instruction. One of the best parts of the resources section is that it highlights professional books alongside fiction/ nonfiction books, picture books, chapter books, and young adult books. It also includes helpful websites and English/Language Arts experts to seek out online.

The “framework process” is designed around eight goals: 1. Discuss lesson goals 2. Analyze a model piece of writing 3. Write together/model writing process 4. Research and discuss in pairs 5. Compose version 1 6. Revise into version 2 7. Share with one another/the class 8. Transfer: combine frameworks!

FROM STRIVING TO THRIVING:

Strategies That Jump-Start Writing

BY Sara Holbrook & Michael Salinger, with Stephanie Harvey REVIEW BY Matt Bradley, Principal of Highland Middle and Amber Clay-Mowry, Curriculum Director Highland Local Schools OAESA PROFESSIONAL CONFERENCE PRESENTERS

If you are looking for one book to read this year, I would recommend this one. This book would be ideal for a book study or a summer read. Additionally, one of the authors, Todd Nesloney, will be one of the keynote speakers at the OAESA Professional Conference June 13 from 9-10:15am. I would encourage you to read this book if you are attending the conference, because the ideas and thoughts shared in this book align perfectly with the conference theme, The Magic of Why: Stories of Purpose.

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n their new book From Striving to Thriving Writers, authors Sara Holbrook, Michael Salinger, and Stephanie Harvey present ways to help “students harness the power of language to accomplish their own purposes for writing: to tell a story, to investigate an issue, to prioritize information, to persuade a reader, and to generally inform” (p. 6).

Specifically, the authors present writing frameworks that serve as scaffolds to meet the needs of all learners.

The book can be read from cover to cover; however, this is not the intent of the authors.

Readers can look for specific strategies for existing units or lessons, based around three topics: learning about language, learning through language, and using language to learn about self.

Each section/topic provides different strategies to address these writing needs.

Within each strategy, the authors provide several resources: grade-level range, digital tools and lesson plans (slide deck to implement each framework), blank templates, and completed examples. Also included for each strategy are appropriate rubrics.

In addition to being authors, Sara Holbrook and Michael Salinger are also educators, poets, and “outspoken literacy consultants.”

They are also keynote speakers at the OAESA Professional Conference June 13 from 3:30-4:40pm.

Reviewers Matt and Amber are presenting on “Every Student is Known: Meeting the Needs of All Learners June 13 from 1:40-2:25pm.

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I AM ENOUGH

WORDS BY Grace Byers; ART BY Keturah A. Bobo

REVIEW BY Joanne Bratten Principal of Fishcreek Elementary Stow-Munroe Falls City Schools

Even though this is categorized as a children’s book, I Am Enough is written for girls to empower them against the effects of bullying and contains a message that is universal.

It made me smile. It reminded me that all the work we do as educators is important, because we should be helping all of our students know that they are enough just as they are.

We often see girls struggle with self-worth as they compare themselves to others at school and in the media. We know that girls’ words to each other may be hurtful at times. This book celebrates that girls, no matter their background or appearance, are strong when they support each other.

Each page contains a positive image and characteristic that reflects strength and resilience. Girls are pictured in the many different facets of their lives, reflecting the hopes and dreams, as well as the struggles, that make up life. It encourages them to find the commonalities, rather than the differences, in each other.

The simple text and detailed, colorful drawings of girls of all sizes, shapes, cultures, and abilities send a powerful message that girls, “…are right here to live a life of love, not fear…to help each other when it’s tough, to say together: I am enough.”

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BOOK REVIEWS FOR THE SCHOOL LIBRARY

SAVE ME A SEAT

BY Sarah Weeks AND Gita Varadara jan

REVIEW BY Michael J. Sedlak Principal of East Woods Elementary Hudson City Schools

Ravi (rah-VEE) and Joe could not be more different from home to school, both academically and socially. Ravi recently moved to America from India, and Joe has lived in New Jersey his entire life. Like all of us, it is their likeness that brings them together—even if their likeness is being misunderstood by their classmates and teachers. The two eventually bond over a common enemy, the class bully. Ravi and Joe end up helping each other in the most unlikely ways all within the first week of the new school year.

This book would be a great addition to any school library or classroom collection. The character development of Ravi and Joe affords students the opportunity to make real life connections as the characters self-reflect and grow. Both characters are relatable to most students, as their struggles and hopes could be the same for so many students in any school. For teachers and administrators, Ravi’s and Joe’s perspectives allows us the opportunity to reflect on our procedures for learning about new students and cultures.

The cultural connection is an added bonus! There is something in almost every chapter that will surely spark conversation in your classroom. The Scholastic Gold edition includes great bonus material including a glossary, kid-friendly recipes, author information, and an interview with the authors.

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LOOK AHEAD TO SOME EXCITING EVENTS WITH

OAESA'S ANNUAL PROFESSIONAL CONFERENCE THE MAGIC OF WHY: STORIES OF PURPOSE Hilton Columbus at Easton June 12-14, 2019

SECOND-IN-COMMAND THE DEANS AND ASSISTANTS INSTITUTE Nationwide Conference Center October 1 & November 6, 2019

OAESA READING SUMMIT Nationwide Conference Center October 7-8, 2019

BUILDING CULTURE Nationwide Conference Center January 14, 2020

ELEVATE: WOMEN ON THE RISE Embassy Suites Du blin March 4-5, 2020 For more information visit oaesa.org/events

Call for articles for OAESA’s Fall 2019 Principal Navigator At the start of the school year, you’ve got to establish your team, put your heads together, and work to do the best you can for your students. Working together and putting your ideas into action for students is essential for a successful year. Here’s your opportunity to share how you work with your colleagues for the betterment of your school community in OAESA’s Principal Navigator magazine. Our fall theme is Collaborate: Don’t Try This Alone! We’re looking for articles on the following topics:

-What are your strategies for success when it comes to collaboration?

-When have your efforts to collaborate been successful? How did you know it was working?

-Describe how you have overcome obstacles or forged unique collaborative relationships.

The submission deadline is July 1, 2019. Email submissions to navigator@oaesa.org.

Learn how you can reduce your student loan debt Loan forgiveness for educators and other public employees If you work for a public school, nonprofit 501(c) (3), military, nonprofit hospital or government entity, you may be eligible for one or more loan forgiveness programs that can help you lower your monthly payments and pay off your student loans more quickly. AXA partners with StudentLoan Tech to simplify the process.

LEARN MORE

Let AXA help you As the #1 provider of retirement plans for K-12 schools and a leading provider of retirement plans for public service employees, AXA understands the need to help eliminate student debt, and now offers tools and resources that can help you take advantage of the federal student loan forgiveness programs.

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1 LIMRA, Not-For-Profit Survey, Q3 2017 results, based on 403(b) participants and contributions.

AXA Equitable, AXA Advisors and its associates do not provide tax or legal advice. Student loan forgiveness services are offered through StudentLoan Tech.

StudentLoan Tech helps to determine your eligibility for the Federal Loan Forgiveness program. StudentLoan Tech is not an affiliate of AXA Advisors, AXA Equitable or its affiliated companies. Neither AXA Advisors, AXA Equitable, nor its affiliates are responsible for the output provided by StudentLoan Tech.

“AXA” is the brand name of AXA Equitable Financial Services, LLC and its family of companies, including AXA Equitable Life Insurance Company (NY, NY); AXA Advisors, LLC; and AXA Distributors, LLC. AXA S.A. is a French holding company for a group of international insurance and financial services companies, including AXA Equitable Financial Services, LLC. The obligations of AXA Equitable Life Insurance Company are backed solely by its claims-paying ability.

AXA Equitable Life Insurance Company (NY, NY). Distributors: AXA Advisors, LLC and AXA Distributors, LLC (members FINRA, SIPC). AXA Equitable, AXA Advisors and AXA Distributors are affiliates and do not provide tax or legal advice. © 2019 AXA Equitable Life Insurance Company. All rights reserved. 1290 Avenue of the Americas, New York, NY 10104, (212) 314-4600.

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Your financial professional is ready to help you see if you qualify for student loan forgiveness. Give them a call, or visit axa.com/studentloan to get started today.

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

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June 12-14, 2019 at Hilton Columbus at Easton

Educators are driven by a mystical force—the WHY—the reason you’ve chosen this career. Learn how to harness your own WHY with keynotes by Todd Nesloney (Kids Deserve It), “Outspoken Literacy Consultants” Sara Holbrook and Michael Salinger, and Joe Sanfelippo (Hacking Leadership) then join colleagues from across the state to explore purpose-driven practices that will transform your WHY into HOW.