Principal Navigator Virtual Issue: Spring 2020

principal

Vol. 15 No. 3 • Spring 2020

Virtual Edition

Navigator the magazine of the Ohio Association of Elementary School Administrators

g n a H ce a p S ADAPTING, ADVOCATING, AND LEARNING TO LET IT GO

Executive Director’s Exchange Leading in the Hang Space

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elcome to OAESA’s first virtual issue of the Principal Navigator!

As a former kindergarten teacher, I’m going to start my message to you with a story. Once upon a time there was a trapeze artist who loved performing at the circus. She loved the noise of the crowds, the music, the applause, and mostly, the thrill of swinging on the bars and rings; jumping from platform to platform, ring to ring. She loved every minute of it - EXCEPT- that moment of uncertainty when she let go of the bar and was floating and twirling through the air, reaching and hoping that the new bar would be there to help her reach the other platform. She loved that sensation when she clutched the new bar, made it to the other platform, and the audience went wild. Yet, it was that brief Hang Space that made her nervous.

This story can be helpful when we think of people and change. Most of the time, people are comfortable on their current platform- but, sometimes, an effective leader can paint such a compelling picture of the future over on that other platform so far away… that many of her followers are eager to join her there. So, even though they are comfortable, seeing an even brighter future, they jump off the platform, clutch the bar of the trapeze and FREEZE. It’s that Hang Space that is tough.

the 2019-2020 recognition awards program to next year. Many nominated schools or individuals were not visited yet, so we want to be fair to everyone.

We are cognizant that there will be many transitions when we are able to return to school buildings, and our priority will be to be as fair, generous and supportive as possible. We recognize that all of our members deserve leadership awards this year. It is unclear when, or if, we will be able to visit schools, so we will just have to wait and see. Hang Space.

During March and April, we wondered if we could make it to that known platform- holding our annual professional conference in June of 2020. Is it safe? What will Governor DeWine decide? Will the Hilton be open? Will the Hilton let us out of our contract? Will the speakers still come? Will attendees register? (no- they did not) Will the trade show vendors come? Hang Space!

As you know, the Board and I decided, in the interest of the health and safety of our members and guests, to postpone our annual Professional Conference scheduled for June 15-17, 2020 to June 16-18, 2021, when the event will be held at the Nationwide Hotel and Conference Center in Columbus. All three keynote speakers, most of the clinic presenters and vendors are all able to reschedule their participation to the new dates in June of 2021.

And, we have never had such an appropriate themeCELEBRATE…You’re Unstoppable!

Join us in the HANG SPACE for our

I have been a change agent for most of my career, and have many successes, but also some scars and bruises to show for it. One thing I have learned is that the leader has to support people in the hang space. I have also observed that some people will never leave that first platform and I have learned you have to accept that. They may resist, or retreat down the ladder, but no matter what- they’re not going with you. And, I’ve come to realize that that’s OK.

Our conference themed spring 2020 Principal Navigator is being saved for Spring 2021 now to highlight the June 2021 Professional Conference. But, what can we send instead? Hang Space. Hence, our first-ever virtual Principal Navigator. Also, the theme for the fall Principal Navigator is Forever Changed and you can find the call for articles on page 20. I hope you consider writing about some of the amazing things you and your school community are doing for kids and their families.

Virtual Summit June 16 & 17

Well, let’s think about this story in the context of the impact of the Coronavirus. What do you do when an abrupt change is forced upon you?

Think about what your platform looked like in early to mid-March. Were you content there or did you already have your eye on a different platform?

Where were your followers at that time? I am pretty sure that none of us were prepared for the leap- no really the PUSH- that we all experienced and are still sustaining. Governor DeWine abruptly announced at 2 p.m. on March 12 that all schools would close on March 16 for at least three weeks.

And, now, our schools are not re-opening for the remainder of this school year. Then what? It’s this Hang Space that is tough….

How has this Hang Space been for you? How long did you think it would last? A few weeks? HA! What do you think now? And, how are you, your staff, students, parents handling all of these changes? I have studied change a lot; led many, many change initiatives and, I can tell you, the Coronavirus did not follow the researched-based steps and protocols. How is it impacting you and how you are hanging with the unknown?

Like you, the OAESA Board of Directors and I have had to adjust to our new platform, making many difficult decisions during this Hang Space and here are some updates. We have a very robust and rigorous Recognition Awards Program facilitated by the 50+ members of our Recognition Service Team. We were right in the middle of the final visitation process when schools abruptly closed, so the Board and I have decided to postpone

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Mark Jones and I continue to have weekly Skype meetings with Supt. DeMaria and other education stakeholders, members from Governor DeWine’s office, and the Ohio Department of Health officials, where we receive information and also have an opportunity to provide input. I also continue to organize monthly meetings of a group of eight education association leaders and Superintendent DeMaria and his senior staff. On May 4, I was appointed by DeMaria to the Reset and Restart Education CoDesign Team. The team’s purpose is to develop and write a framework for schools and districts to use to prompt and inform thoughtful local conversations and plans for resetting and restarting school. Our task is large and the timeframe is short with a goal of distributing this by the end of May. These are just some of the decisions that we have had to make as we are adapting, advocating, and learning to let go! Remember, out of the uncertainty and chaos of the Hang Space, opportunity for substantive, positive change can occur. Thank you for being amazing and relentless leaders in this time!

You, indeed, are UNSTOPPABLE!

Julie Davis, Ed.D. OAESA Executive Director

The Hang Space

In this issue table of contents 2

Executive Director’s Exchange

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Let the Children March

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Highlighting an OAESA Hero

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SAIL for Education

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From the Desk of our Associate Executive Director

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Moving Mountains for Kids

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Beallsville School Works to Instill Hope, Purpose

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The Vincent Way

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Join Me in the Hang Space Dr. Julie Davis Feature Article Felecia Evans

EDITORIAL SERVICE TEAM & READERS Natalie Buchanan, Cambridge City Schools Julie Kenney, South-Western City Schools Alexandra Nannicola, Champion Local Schools Nick Neiderhouse, Ed.D., Maumee City Schools Katie Nowak, New Albany Plain Local Schools Cathryn Rice, Xenia Community Schools Dan Sebring, Bay Village City Schools Jeromey Sheets, Ed.D., Lancaster City Schools Tammy Elchert, Ed.D., Carey Exempted Village Schools Paul Young, Ph.D., retired Stephen Zinser, retired

Dr. Sue Brackenhoff, 2019-2020 OAESA Zone 3 Director

Taking your career to the next level Kelsey Shackelford Celebrating the next generation of leadership Mark Jones

OAESA/SAIL STAFF Julie Davis, Ed.D., Executive Director Mark Jones, Associate Executive Director Nancy Abrams, Business and Office Manager Patty Cooper, Executive Administrative Specialist Melissa Butsko, Graduate Program Specialist Rebecca Hornberger, Ph.D., Department Chair, SAIL for Education Mary Mitton-Sanchez, Director of Communications

Letter from the Editor Mary Mitton-Sanchez Feature Article Casey Tolzda

Feature Article Lynne Stark

EDITORIAL POLICY Unless otherwise noted, all articles published in the Principal Navigator become the property of OAESA and may not be reprinted without permission from OAESA. The articles published in the Principal Navigator represent the ideas and/or beliefs of the authors and do not necessarily express the views of OAESA.

Educator Tipsheet for Remote Instruction

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

The Chalkboard

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.

ODE’s Office of Professional Conduct

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ABOUT THE PRINCIPAL NAVIGATOR

News from the Association

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Legal Report

30

Legislative Update

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OAESA Board of Directors

Nonrenewals, educator misconduct, and reporting child abuse and neglect Dennis Pergram

Unstoppable advocates for kids Barbara Shaner

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

Our 2019-2020 Board

winter 2020 spring 2020

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VIRTUAL SUMMIT SAVE ~the~

DATE June 16-17, 2020 9:00 am - 1:00 pm

INCLUDING SESSION PRESENTATIONS BY: Ohio Superindendent Paolo DeMaria John Schu

JOIN US IN THE HANG SPACE!

Register Online for this FREE event OAESA members and their staff can register at : www.oaesa.org/events/virtualsummit

SUMMIT HIGHLIGHTS Barbara Shaner

Muriel Summers

...AND MORE TO COME

Updates from ODE Book Talk and Reading Resources SEL in Times of Change Educational Technology for Bilingual Learners Leading from Afar Hang Time with Colleagues Prizes and giveaways from our corporate partners Detailed agenda can be found on the registration page soon

feature story

Let the Children March Lessons in Leading with Love and Purpose

BY FELECIA EVANS

T

he month of February is always a busy one in schools, whether we are gearing up for state testing or starting to prepare already for next school year, it is important to intentionally incorporate Black History Month celebrations at a school and classroom level. Since 1976, every American President has designated the Month of February as Black History Month.

The celebration of Black History Month and the role that African Americans have played in our Nation’s history, is important to help strengthen and supplement the teaching of the complex and sometimes incomplete history of the American story.

Literature, as a vehicle for teaching African American history, can strengthen the complex analysis and critical thinking skills that are foundational to our students’ success in the future. Our students have access to unlimited amounts of information via the Internet and it is important that we teach them to be critical consumers and knowledgeable about the history of our great nation as it provides the context for our current struggles. According to the 2018-2019 Ohio Report Card, only 39.3% of African American students are proficient in Language Arts and only 32.5% of African American students are proficient in Mathematics. These staggeringly low numbers are a symptom of the historic oppression of African Americans in this country.

Without understanding this history, one may falsely lay blame to a different cause.

a memorial in Birmingham, near the 16th Street Baptist Church to teach about this historic day in our nation’s history. The Children’s Crusade is seen as a pivotal event in the civil rights movement and shows the power and importance of children’s voices.

The activities that we planned for this February included a door decorating contest in which teachers and students decorated their classroom doors to communicate and celebrate the theme of the book. Each Friday, our entire school community wore different colors to signify different important aspects of the civil rights movement. The first Friday, we all wore green (our school district colors are green and white) to signify the importance of unity and bringing people together. The second Friday, we all wore the color red as a way to signify the need to end racism.

On the third Friday, we all wore blue to learn about the history and importance of voting rights in America. On the last Friday of the month, we all wore gold and learned about the importance of Dr. Martin Luther King Jr. and how he was supportive of the Children’s Crusade.

“Our vision is to create classrooms that provide students with equitable access to high-quality learning opportunities, that are engaging and provide them with agency.”

Every year at Lander Elementary School, since taking the lead as Principal six years ago, I select a school book which teaches some aspect of African American history. I purchase a copy of the book for each classroom and then we design activities to go alongside the teaching of this book. This year, I selected a Coretta Scott King Award winning book titled, Let the Children March, by Monica ClarkRobinson. This book highlights the Birmingham Children’s Crusade, which occurred in 1963, as several thousand children took to the streets of Birmingham, Alabama to protest for civil rights. There is

World Read Aloud Day occurred on February 5, and we used this as an opportunity to invite many local community members in to read books about kindness and books from African American authors. This was a great opportunity to share the importance of literacy and reading with our school community. We had our superintendent, local politicians, our safety forces, and even our high school football team reading books aloud to our students.

Lastly, our Instructional Leadership Team, led by kindergarten teacher Mrs. Russo, organized a Lander Children’s March February 21. In the days leading up to our school march, the older grade levels partnered up with the younger grade levels and did various activities together.

Unfortunately, the possibility of holding this event was threatened early on in the month. There were false rumors created and circulated

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on social media that our event was a Black Lives Matter march. This was false, but created a situation which could be unsafe for our children and school community. I ended up issuing a statement to my entire school community, clarifying these rumors and sharing that the purpose of our march was to show the sense of unity, kindness and acceptance that exists at our school.

By sharing this message, the outpouring of positive support from our parents, school board, superintendent, and community was overwhelming, and we knew that it was important to let our children march.

On a cold but sunny Friday in February, our entire school, walked out of the building and walked around the block, with our little ones holding the hands of our older students. We showed our community how much kindness, love, and unity exists in our school, and that our students, though their voices may be little, play an important role in making our society a better place.

This past school year, my district, the Mayfield City School District has undergone an initiative towards personalized learning called “All-Access.�

Our vision is to create classrooms that provide students with equitable access to high quality learning opportunities, that are engaging and provide them with agency. We are designing learning activities that provide students with voice and choice in their learning and we are monitoring outcomes to ensure that all students are growing. We are creating professional learning communities where teachers are empowered to develop relationships with students and co-create learning experiences that help them fully develop their potential. The study of African American history is an opportunity to truly create All-Access learning experiences. Through the activities this past February, I saw students engaged and critically thinking, I witnessed them thinking about their own experiences and developing an understanding that they have a voice in this world.

While I consider myself the primary instructional leader at Lander Elementary School, it is also important for people to see your love, passion, and purpose as a leader. As the first African American principal in the history of my school district, I also see my role as Black History in the making and it is important that we acknowledge and celebrate the diversity of our students, staff and families. It is through the intersections of All-Access learning, instructional leadership, love, and passion, that I find my purpose, or perhaps, it is through purpose that I find my passion. While African Americans and other marginalized groups continue to struggle across this nation, it is through the teaching of history that we can understand our current reality and find hope for a better future for our youngest citizens.

About the Author: Felecia Evans is the Principal at Lander Elementary School, in the Mayfield City School District. Felecia currently serves as the Minority Representative on the OAESA Board of Directors and is a member of the National Association of Elementary School Principals. The author can be contacted via email fevans@mayfieldschools.org and via Twitter at @EduLeadingLady.

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Finding Hope, Fulfillment in Administration a Q&A with OAESA’s Zone 3 Director

D r. S u e B r a c ke n h o f f

T

ell us about your background and current position.

What is the culture/climate like in your district?

to be. The teachers and principals have done all the hard work!

I grew up as a military kid living mostly in the south and three years in Japan. I knew in 7th grade that I wanted to be a special education teacher by volunteering at a summer camp for special needs children. I followed that passion to East Carolina University in Greenville, NC to get an undergraduate and masters degree in special education. I pursued my general education and gifted certification before completing an Educational Specialist degree in Educational Leadership/Administration at the University of Wyoming. I completed an additional 35+ hours of leadership study in California and then completed my Ph.D. in Education concentrating in Organizational Leadership as part of the SAIL program after moving to Ohio. I served as a special education teacher in North Carolina, was a special education and fifth grade teacher in Wyoming, a principal in California, and a principal in Fairborn, Ohio before coming to my current role as the Director of Curriculum and Instruction for Fairborn City Schools.

Our district is united in our efforts and supportive of each other and our community.

We’ve come a long way since I joined the district in 1999 by beginning to develop trust and communication over recent years thanks to leadership from the classroom teachers, principals, central office administration, and our board of education. Our motto of “Relentless in the pursuit of Excellence” is echoed in everything we do.

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

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

Positive: There’s always an opportunity to grow and learn. Together we are better no matter what the challenge is.

Offering hope and direction as we chart our path to excellence. Having been in the district for 16 years as a building principal, I had a good sense of the direction we needed to go and what support building principals and teachers needed to make that happen. All I’ve had to do is provide time, support, and help us focus on a shared vision for where we want

Congratulations on serving on the OAESA Board as our Zone 3 representative? How long have you served? Why did you join?

Dedicated: I’m very focused on continual growth and achievement and will do whatever it takes to help us get there.

Caring: I work hard and care deeply about the students and teachers in our district.

I have been the Zone 3 rep since last year. I have always believed in the support and information that our professional organization provides. I think it is important

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to stay current on issues that shape our profession and encourage others to lead.

I have been a long time active member of the association having presented multiple times at the annual professional conference, served as a district and Greene County rep, and been on the planning committee for the annual professional conference. I believe in service to our profession and hope to continue encouraging elementary administrators to become involved in and help grow our state organization.

videos, used social media to encourage and support students and each other, learned to use Google Hangouts overnight to plan together and meet with students, mailed things to students, helped serve lunch to students, put all their excitement and planning for moving into a new K-2 building on hold while they deal with the crisis at hand, and most of all, have done all of this with a spirit of unity and appreciation for each other, students, and families.

What are some of your goals in your role as Zone 3 representative?

How have the educators in your district been relentless advocates for students now and in the past?

Service to the profession and the organization; maintain and expand membership; connect members and nonmembers with OAESA resources; and of utmost, service to children.

Our district has seen some tough times when we were in financial distress, when there was little to no trust in the district and yet through it all they continued to do their best for students.

This issue focuses on the concept of celebrating the relentless nature of educators. How has your team been relentless during the COVID-19 crisis thus far?

“Being a building principal has the advantage of maintaining contact with students while leading teachers to always put kids first.

What better focus could there be?”

Our team, similar to most others, has been working around the clock to plan and support our staff, students and families in these unprecedented times.

We are a diverse district and face the challenge of not being digitally connected in all our homes.

Teachers rolled out a plan for the first three week period in less than 48 hours, with one of those days being a teacher record day.

Teachers voluntarily used that day to plan for the three week closure and be ready to face students for one last day.

Teachers have been so patient and creative as they have worked with families to deliver meaningful remote learning.

They’ve made packets, sent home lesson plans, textbooks, and resources, created YouTube

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Could you share any advice or words of wisdom for those who might be considering an administrative role?

Don’t underestimate the job. Find balance between work and family. Continue to grow personally and professionally. Being a school administrator can seem all encompassing and challenging, but it is the most rewarding thing you will ever do. Being a building principal has the advantage of maintaining direct contact with students while leading teachers to always put kids first. What better focus could there be?

Why should they make this professional leap?

Although working with children in the classroom is an exciting, challenging and fulfilling part of education, being the lead learner and inspiring teacher leaders as a building principal is equally exciting.

Highlighting an OAESA Hero!

THE BASICS FAMILY MEMBERS? Husband of 43 years, Chuck; we have two children, who are married, and have given us seven beautiful grandchildren who all live within 15 minutes of our home!

YEARS IN THE CLASSROOM? YEARS IN ADMINISTRATION? 14 years in the classroom and 26 years as an administrator. I’ve worked as a special education teacher, 5th grade teacher, principal in California, and principal in Ohio before becoming a Curriculum Director 5 years ago. This is my dream job!

EMERGENCY DESK FOOD? Almonds, Chocolate, Diet Coke, and Diet Mountain Dew FAVORITE MEMORY FROM BEING IN THE CLASSROOM? So many years and so many good memories! I learned so much from my first class of MD students (ages 7-20) when I was only 21!

PERSONAL MANTRA? “Learning is the only thing the mind never exhausts, never fears, and never regrets.” -Leonardo da Vinci.

FAVORITE DOWNTIME ACTIVITIES? Spending time with family, traveling, and reading.

UP NEXT ON YOUR BUCKET LIST? Being able to see and hold my 7 grandchildren is my greatest wish right now! Who needs a bucket list when you have grandkids?

FAVORITE OAESA EVENT? Professional Conference

Taking Your Career to the Next Level A Q&A with SAIL for Education/CUC Student Kelsey Shackelford

T

ell us a bit about yourself and why you decided to enter the principal preparation program at SAIL for Education/Concordia University Chicago (CUC)?

My name is Kelsey Shackelford and I am in my sixth year of teaching as an Intervention Specialist at Zanesville High School. I initially decided to enter the principal preparation program at CUC because of the convenience of the online courses and the affordable tuition.

As I started to dig deeper into the required courses, I learned that the program aligned with the Ohio Standards for Principals and provided real-world experiences of administrative responsibilities.

This assured me that CUC was the right choice for me.

Through your program, you are required to take a number of online courses prior to internship. Tell us about your experience with those?

The online courses that were required before the internship were crucial. Each course aligned with a different aspect or situation that you will come across during your internship or as a future administrator. All courses were rigorous, structured, and well organized. I found that by following the syllabus, completing the readings, and checking the provided rubrics it was simple to be successful in the courses. All the professors that I had were responsive and provided meaningful feedback on all assignments. It really wasn’t until I was in the midst of the internship, that I realized how well the courses prepared me and provided the background knowledge I needed to be successful as an administrator.

As you entered your internship, what concerns or misgivings did you have about stepping into a leadership role at your school? How did you feel after you actually started the internship?

My biggest concern was that the internship would be overwhelming to manage alongside my regular teaching duties. After the internship began, I found myself quickly adjusting to the new change of pace.

Just like any administrative position, the internship requires strong

time management and organizational skills. It was also extremely helpful and reassuring to me to have the support of a University Supervisor that I could check in with regularly or have questions answered promptly.

What new skills and/or experiences did you have that are beneficial to you now and in the future?

One experience that was beneficial to me now was the professional network I built throughout the program. The majority of the courses that I took were relatively small, and my internship cohort group only had five other interns. This allowed us to really get to know each other, collaborate, and help problem-solve situations or project issues. We supported each other through setbacks of our internship, and I am grateful for those connections that I still have today.

Throughout the program, how did you manage your time to assure you were able to complete the program successfully?

It was important for me to set a schedule and stick to it right from the beginning of the program. This schedule became routine for two years and consisted of allocating a set time of the day where I would log in and work. I never felt that the workload was too much; it was just a matter of being disciplined and organized.

What was your biggest takeaway from the program overall?

One of the biggest takeaways from the program for me was the confidence that I gained within myself. As I made my way through the courses and learned all the different aspects of educational leadership, I realized that I do have what it takes to become an administrator. I started the program thinking it was a long-term goal. After completing it, I feel so well-prepared that I have the confidence to take on an administrative position now.

Interested in finding out more about SAIL for Education/Concordia University Chicago? Email info@sailforeducation.org to learn more about the educational offerings of the program.

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FROM THE DESK OF OAESA’S

Associate Executive Director Celebrating the Next Generation of Leadership

BY MARK JONES

H

ere’s the understatement of the year: “In these uncertain times, school administrators hold incredibly challenging jobs.” As true as that notion was before the coronavirus pandemic engulfed our society, it is even more apparent now than ever. I doubt there is a school principal in Ohio who hasn’t been told by a teacher or parent, “Boy, I sure wouldn’t want your job!”

Although I heard that sentiment expressed to me often, I was never quite sure how to respond to those comments. Were those statements meant to convince me that I had made a really poor career choice? The reality was that I loved my job as a school principal! Sure, assuming a leadership role requires one to shoulder additional burdens that others are spared, but it also offers incredible rewards, too!

Perhaps this is why I am always so excited each spring to host our annual Preparing to Lead Institute for aspiring administrators.

Each year, these hopeful administrative candidates come in to this event wide-eyed and curious, but still eager to take on the responsibility of being a school leader. We do our very best to educate them on all the critical aspects of the job, trying to set them up for success as they begin their new careers. And, we are careful to present things in a realistic way, ensuring that each participant has a full understanding of both the potential challenges and essential skills needed to meet them.

“As I reflect on that group of hopeful administrators, recalling their passion, their spirit, and their commitment, I cannot be anything other than optimistic about the future of our schools.”

If you are a school principal, I am certain you understand exactly what I mean. During my many years as a building administrator, I attempted to counter this notion in two ways. First, I always wanted to portray the attitude of a “happy warrior.”

I definitely wasn’t oblivious to the many challenges in front of me, but I wanted others to see me eagerly meeting each one, and confident in our collective ability to succeed. And second, I always tried to take a long-range view by intentionally fostering the leadership potential in others. Specifically, I actively encouraged the most talented members of my staff to think about becoming a school principal, too!

This year, the timing of the event could not have been more relevant. Preparing to Lead was held Thursday, March 12, the very day that Governor DeWine called for a statewide closure of our schools beginning the following week. We urged the attendees to watch carefully, as the coming days, weeks, and months would provide countless examples of leadership from which they could take many lessons.

As I reflect on that group of hopeful school administrators, recalling their passion, their spirit, and their commitment, I cannot be anything other than optimistic about the future of our schools. Clearly, it is a reality worth celebrating!

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editor’s note If this year has taught us anything, it’s that educators will do anything for the benefit of their students.

Moving Mountains for Kids Challenging student situation? Check.

Legal issue need to be resolved? Check.

Global pandemic upend your school year? Check.

OAESA members know being an educator, while being the most rewarding career, can sometimes be a bit tough. However, no one was ready for what the 2019-2020 school year brought in regard to social distancing, sheltering in place, school year ended early, remote learning and leading, routine stopped in its tracks, and educators scrambling to provide topnotch care, structure, and learning for students and families from home.

COVID-19, to put it frankly, upended our world.

As we all struggled to make sense of the chaos, stay healthy, and provide continuous support to our school communities, it became evident that this was unlike anything anyone had seen in our lifetime. In the worst of times, we saw the bright lights of educators shining through like beacons of hope. Providing materials to help families be successful at home, driving through neighborhoods waving to students, checking to ensure students had access to food, shelter, and remote learning materials, and personal calls to families and staff to make sure people were ok. We stand in awe of your efforts to make students, staff, and families feel the love in the midst of a crisis. As we reflect on how the year ended, we must give credit where credit is due: to the great educators across the state and country, we applaud all you did for the people in your care.

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Pro fess io n al C on feren c e

UPDATE

CELEBRATE: YOU’RE UNSTOPPABLE! NEW DATE ~ NEW VENUE ~ SAME GREAT LINE-UP

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lthough the novel coronavirus (COVID-19) pulled the rug out from under everyone this spring, Ohio’s educators have remained UNSTOPPABLE in their relentless pursuit of exceptional education for all students.

As a convenience to those who have already registered for this year's conference, we would be happy to transfer your registration over to our 2021 conference.

Additionally, we are excited to announce that we will be at a new venue next year. We are looking forward to the open spaces and park-like setting at Nationwide This accomplishment deserves to be celebrated in Hotel and Conference Center, 100 Green Meadows style and in person, therefore we have postponed our Drive, Lewis Center, Ohio (just north of Columbus). annual Professional Conference to June 2021. We have confirmed that all of our keynote speakers are available Be sure to mark your calendars now and we will to join us next June 2021 and we look forward to see you June 16-18, 2021 to CELEBRATE: You're celebrating the unstoppable spirit of Ohio's educators. Unstoppable!

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feature story

Beallsville School Works to Instill Hope and Purpose

BY CASEY TOLZDA

B

eallsville is a rural school in the Switzerland of Ohio Local School District. In 2015 the school was nearly closed due to low numbers, but was able to remain open. I serve as the K-12 Principal of this public school in a unique area. I am sure not too many people are the principal of a K-12 campus, but I find myself in that situation. Regardless of how small the size of the school is, juggling K-12 responsibilities is never easy. The school is close-knit, housing only about 325 total students. As a student I attended Beallsville, taught here, then left to be a principal in various locations. When the opportunity to “come home� presented itself, I took it without hesitation. I am now in my second year as the K-12 principal at the Beallsville campus.

The school and community have been through a lot. After the temporary closure, many students open enrolled in fear the school would close permanently. Many of those students never returned.

During that tenure, Beallsville went through various changes in leadership. Staff and student morale is naturally low after going through a long-term situation of uncertainty. My goal as a building principal has been to help bring stability, a positive culture, and provide opportunities for those students at Beallsville.

Despite being small in size, I commend the staff and students at Beallsville K-12. With only 70 students projected to be in high school next year I am amazed at what they continue to accomplish.

However, the highlight is the fact that the elementary staff and students work so closely with the middle school and high school in every way imaginable. Often, teachers share responsibilities between students of all ages. Our small size is now a benefit.

The Beallsville community supports the school and students in everything. One example is our Relay for Life committee. The students partner every year with a community group to help raise money for local cancer patients. Last year, over $40,000 was raised.

Every class does a project to contribute to the cause. Each May, an assembly is held where students present checks to local cancer patients or those families impacted by cancer. All money stays local.

Projects such as this help the students learn to serve each other and their community. This type of learning is hands-on, project-based, and meaningful to real life.

After nearly closing a few years ago, we have now added programs, classes, and clubs, as well as places where the students can spend their time, such as a new fieldhouse. Additionally, we have tied community groups into school activities and worked on projects with the community. Recent projects include not only the Relay for Life, but partnering with the community on class picture projects, trophy

projects, honoring veterans, volunteering with civic groups, etc.

The community and the school are linked in every way imaginable.

Though we are rural, students are provided with great opportunities that they may not have at a larger school. In a world where many people measure success in many different ways, we have embraced our culture and have decided to use it to our advantage.

As I touched on earlier, high school students interact daily with our middle and elementary students. For example, we participate in the Second and 7 Foundation Reading program, where high school students read to second graders and distribute books. At the end of every grading period, we have implemented trips to the zoo, trampoline park, roller blading, and Kennywood Amusement Park for students who receive top of the class, honor roll, perfect attendance, etc. Each grade also takes educational trips to provide opportunities that are many times hard to come by due to our geographic area.

Beallsville has taken advantage of the small classroom sizes to provide targeted instruction to small groups and individuals, which has helped improve academics. Many times we can look at our small size as a challenge. However, we have embraced it and used it to our benefit. All students, staff, and community members work together to provide opportunities in a small school setting. I’ve learned that success is not always shown on a state report card, but through seeing students succeed in their own way.

Students in rural areas seem to have challenges that few can understand. We are an hour from about anywhere, and that can be hard. Despite some landowners becoming millionaires overnight because of the gas and oil boom, the vast majority of students remain in poverty with great challenges of daily living. Before we can prepare students for anything, we must give them a positive culture, hope, and a sense of belonging. After that, the change will follow!

As instructional leaders, we all know data is important, but when you have low numbers and look at percentages, you can be deceived.

Instead, we have to look at each student and measure their growth against themselves. Success is not always measured the same way in every circumstance. There are many voices who will continue to tell us what success looks like, but sometimes we have to quiet those voices and instead instill hope, purpose, and opportunity in the students we serve.

Casey Tolzda is in his 7th year as a school principal and his second as the K-12 Campus Principal at Beallsville School. He holds an Ed. S from Muskingum University. The author can be contacted via email at casey.tolzda@omeresa.net and via Twitter at @CTolzda.

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feature story

The Vincent Way

BY LYNNE STARK

I

was excited as I drove to my interview for the principal job at Vincent Elementary School nearly two years ago. Maybe a little too excited.

I evidently gave the car more gas than it needed, and a police officer pulled me over for speeding and ticketed me. It was an ominous start to one of the most important days of my working life, but it didn’t take long for me to forget about it.

During the interview, what I already knew or suspected about Vincent was confirmed for me: the school had scored relatively low on state report cards, students were entering kindergarten unprepared, bad behaviors had become more extreme in recent years, and teacher morale was at an all-time low.

Suddenly, my speeding ticket didn’t mean a whole lot.

When I got the job, I felt overwhelmed and invincible at the same time. I knew that there was a lot to tackle, but I was ready for the challenge. This is what I wanted. Now I had to prove to myself, to the staff, to the students, and to their parents that together we could do this.

for a jeans day ticket are incredible!

Of course, this relationship-building was just the foundation for ultimately helping and educating our children. Despite morale rising, it was an immensely challenging year. With 600 students, many of whom have experienced trauma, I was constantly dealing with extreme behaviors. Just when I thought I had heard it all, I was called another new unflattering name by a student. My saving grace was being part of a principal Facebook group, where I learned that I wasn’t alone—and some of the names my fellow principals had been called were far worse than anything I’d been called! As the year ended, I was exhausted and wondered how I could do it all again the next year. But, I took time to reflect on what had gone well. One thing I knew for sure was that I loved my team, and every one of them was in it for the right reasons. I surveyed my teachers and asked for both feedback and new ideas as we looked ahead. I needed to keep staff morale high and find a way to break down some of the barriers caused by trauma and poverty.

On the final days of school that first year, the district had a breakfast to honor years of service. I sat with the other principals, having no idea what I had to do. My plan was to watch and learn.

Unfortunately, my superintendent called me up first. My staff, in pure elementary fashion, cheered me on by squeaking the rubber ducks I had given out earlier in the year to remind them to “Keep swimming!”

I started speaking by saying, “I’m not really sure how this is traditionally done, but since you have me going first, we will just do things ‘The Vincent Way.’” Ducks squeaked and the elementary teachers cheered! The statement was purely off-the-cuff, but it was at that moment when I realized that those words would be our theme moving forward.

“When offering her the I knew the first key to any success would require building relationships job, I told her, with the staff. I had to earn their trust. Raising scores was the “I’m Batman, and furthest thing from my mind. There would be no chance of scores ever increasing if I didn’t create an I need a Robin. environment where people enjoyed coming to work and knew that they Are you up for it?” were appreciated. Some of the things I did throughout the year included celebrating a “Have Fun at Work Day”’ by conducting a staff, team-building scavenger hunt; developing a calendar for the 12 days before Christmas break to keep it fun for students and staff; putting encouraging notes on staff computers; recognizing the good work of teachers at meetings; sharing ideas without making them mandates (“When I was an AP we used to…” ); using my principal account to give each teacher $100 to spend on their classroom as they wished; keeping my door open and pushing around a mobile desk so that I was always visible; and, on some mornings, beginning the day with chair races down the hallway. The things these teachers will do

My biggest takeaway of the year was that I couldn’t do it alone. I had a great team, but there were too many balls to juggle as principal to do the job well without more help.

Fortunately, I got just the help I needed.

At the start of the summer I was given the opportunity to hire an assistant principal, and the positive transformation of Vincent

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pushed forward. When offering her the job, I told her, “I am Batman and I need a Robin. Are you up for it?” I am grateful that she was!

Little did I know then just how much she would push me to be a better leader. And together, we were going to move mountains!

Later that summer, I invited each grade level team to my home for a “porch chat.”

(I bribed them to come by telling them that I would give them their class rosters. Jeans and class lists…they are truly the way to an elementary teacher’s heart!) My purpose for meeting with them was to get their ideas of what “The Vincent Way” meant to them.

I shared that although we are unable to change some of the students’ home situations, we do have the power to make the eight hours a day that they spend with us their special home. In this “home” we have procedures for everything. We have high expectations, we set goals, and we celebrate successes. It is a place where you can take risks and know that you will always be loved. We spoke about what “The Vincent Way” would look like from colleague to colleague, and what it would look like from teacher to student. I had them hooked. They were on board!

Our first staff meeting of this second school year began with a team-building frozen t-shirt contest, followed by the reveal of our focused goals for the year. We made our theme song “Home”

by Phillip Phillips, and our first idea was to find a way to get kids to school on time. We provided them with free breakfast, but we were still averaging more than 30 tardies a day. So, we began “Start Your Day the Vincent Way” on Mondays, Wednesdays and Fridays.

Students could eat breakfast in their classrooms with their teachers and continue to spend some time with them, or they could finish and go to one of several activities: yoga, games, Legos, mindfulness, puzzles, music/dancing, art, coding or be a kindergarten helper. The point was to get students to spend 15 minutes at the start of the day getting in the mindset to learn. They can laugh and have fun, and then the learning begins.

During the day we have a 30 minute WIN (What I Need) period.

Teachers divide the students within their grade level to make small groups (using support staff) to focus on individual needs. On Fridays, students set goals for themselves. The goals can be academic, behavioral or organizational. Then, as a class, they come to the office to ring the bell if they have reached their goal. We have New Year’s horns and noisemakers to really pump them up. Not all of them get to do it, but they still cheer for one another and motivate each other to meet their goal for the next week. There is no greater joy than to hear a child in January say, “This is my first time getting to ring the bell!” Or to watch another child floss for his friends who are shouting, “Oh yeah! Oh yeah!” Their excitement is invigorating! We have taught them that hard work and perseverance pay off.

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We end announcements each day with, “Around here we do things the Vincent Way. We make our words and our actions something we can be proud of. If we choose to Be Safe, Be Accountable, Have Integrity and Be a Leader, we will SAIL through our day!” That is usually followed by “Today. let’s focus on…” Then the teachers reinforce whatever it is that we are going to focus on.

We also concentrate on a character trait each month. This month, that trait is honesty. When you hear the words, “I accidentally put up my middle finger,” or “I accidentally punched him and said a cuss word when I was mad,” it is a great lead-in to the importance of honesty and telling the whole truth! We teach through our conversations and talk about what we did, what we should have done instead, and how we are going to repair the harm we caused. I always tell students, “We all make mistakes. We need to learn from them and make sure that we don’t make the same mistakes again.” The toughest part of our conversation is identifying how our actions affect the people around us and what we think we should do to make it better. Students usually start with, “I will say sorry!” I tell them, “That is a good start… what else?” You would be amazed at the ideas children come up with to make amends! My favorite was from a child who had been disrespectful to his teacher.

He said, “I’m really good at making mac and cheese! I’m going to bring it to her in the morning!”

Our home is not a perfect place. We have issues every day. But what household doesn’t? The best thing we have going for us is that we have so many creative minds to help us overcome and support one another when we face obstacles. When the custodian said, “I hate Thursdays; they are the messy lunch days (tacos, nachos, spaghetti…),” we spent time teaching how to eat a messy lunch and how to clean up our places before lining up. Every Thursday is now the “Messy Lunch Challenge” to see which grade level can leave the cafeteria the cleanest!

When we see a problem, we teach, reteach, set goals, and celebrate.

It’s The Vincent Way!

Lynne Stark is a second year principal of Vincent Elementary for Clearview Local Schools in Lorain, Ohio. Intertwined with being a wife and mother of 3, she has been an elementary teacher, a university supervisor of student teachers, a Parents as Teachers early childhood program coordinator, an instructional coach and an assistant principal. She believes that building relationships is the key to making a difference as a leader. The author can be contacted via email at lynne. stark@clearviewschools.org and via Twitter at @LStark25.

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FOREVER CHANGED Call for Articles for OAESA’s Fall 2020 Principal Navigator

Our world as we know it may never be the same. After all we’ve been through this year, we hope you’ll take the opportunity to share how you worked through unprecedented

challenges during the global pandemic in OAESA’s Principal Navigator magazine. Our fall theme is Forever Changed. We’re looking for articles on the following topics: -Lessons Learned

-Upstream Thinking

-Unsung Heroes

-Blended Learning

-Social Isolation

-Tools and Ideas that “Stuck”

-Remote Learning/Leading

-Community/Morale Building

-Resource Allocation/Distribution

-Self-Care in a Crisis

-Caring for Students

-Planning for the Future

We are also looking for a few readers to review books for our “We’re Booked” feature. Please let us know ASAP if you’re interested.

The submission deadline is July 1, 2020. Email submissions to navigator@oaesa.org.

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Visit us at the OAESA Professional Conference, Booth 37, to learn more.

Office of Professional Conduct

Remote TIP Instruction SHEET

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Educators have a visible place in their communities. The choices they make, even when well-intended, can affect their jobs, families, schools and profession. The Department, OEA and OFT, supported by BASA, OASSA and OAESA, offer this series of tip sheets on how to recognize situations that can get good educators in trouble. #ABConduct tip sheets are designed to help educators identify and mitigate risks that occur in everyday situations. These tip sheets provide guidance for best practices and are not intended to be used in disciplinary actions.

To download additional tip sheets, visit education.ohio.gov/ABConduct

As Ohio educators rose to the challenging, unexpected circumstances of the COVID-19 pandemic, many districts transitioned to remote instruction. The following tips can help educators instruct their students remotely while maintaining the highest educational and ethical standards.

Navigating new instruction methods and platforms The Licensure Code of Professional Conduct for Ohio Educators applies 24/7/365, whether educators are in the classroom, in the community or instructing their students online. Educators always must be aware of all applicable federal, state and district guidelines. These tips will help adjust to new remote instruction formats.

Tip 1: Keep contact with students professional: Contact with students online should be as professional as it is in the classroom. When contacting students, reach out to them as a group or include a colleague or parent on the communication.

Avoid one-on-one contact with students when possible.

Tip 2: Maintain professional decorum: You might be in students’ living rooms, but don’t act like it. If you wouldn’t say it in your regular classroom, don’t say it online. Also, be aware of the content before you share files or links with students.

Tip 3: Protecting confidential information: Don’t save confidential information on your personal device when you can avoid it. If you must do so, be sure to follow all district policies for keeping student information confidential. If personally identifiable information (PII) is included, take a second look at anything that is to be hosted, posted or sent.

Tip 4: Keep personal social media personal: Do not use your personal social media accounts for instruction. Only use districtapproved apps and methods for sharing content with students.

If you do need to sign up for a new account, use your school information.

Resources for remote instruction The U.S. Department of Education offers more guidance on the best ways to deal with personally identifiable information in the classroom and digitally.

The U.S. Department of Education provides helpful tips for educators and districts choosing third-party technology vendors.

Educators need to understand the ways outside parties are breaking into online Zoom classrooms.

Here is Zoom’s best advice for protecting your classroom.

Click here for the Ohio Department of Education’s most up-to-date information on COVID-19.

U.S. Department of Education guidance allows remote instruction for all students, even those on individualized education programs (IEPs).

The Ohio Department of Education offers Ohio-specific information for maintaining services for special needs students.

Department of Education

DO’s & DON’Ts with

Crystal Clear DO remember that everyone is having a

DON’T forget to get permission or photo releases

DO remember that you are a mandatory

DON’T create social media accounts for students

tough time. Self-care and student care are both important. reporter. Report any reasonable suspicion of child abuse to your local children services agency or local law enforcement.

DO

keep parents and students in the loop about technology that is approved for educational use.

DO double-check links and files shared with

if you save an online lesson with students or post a photo online.

without parental and district permission.

DON’T forget to follow proper signing

procedures for all special education documents.

DON’T share personal files with students.

DON’T leave yourself unprotected! Crank up

students.

your privacy settings for social media and other accounts.

Post or Delete?

What are the risks to these educators?

Mr. Salk creates a video lesson for students. He uploads it to his personal YouTube account and shares the link with students.

Ms. Pasteur posts the Zoom link for each lesson on her public webpage. During the lesson, an unknown username enters and shares files.

Delete: Students now have access to Mr. Salk’s entire history

Delete: Ms. Pasteur should send out a password

of personal YouTube videos. Educators should use approved district or professional accounts for social media.

Ms. Action found an age-appropriate science lesson on COVID-19 from her local PBS station. Mr. Ferris watches Governor DeWine’s daily press conference with his 10th grade history class via Zoom.

Post: Ms. Action and Mr. Ferris address student concerns

at appropriate grade levels. Educators should remain objective when discussing sensitive or political topics.

for each Zoom meeting only to approved users.

Mr. Curie does a Facebook Live chemistry lesson every day. He wears his favorite brewery t-shirt and conducts experiments in his «lab» that doubles as his basement bar.

Delete: Some could perceive Mr. Curie as promoting

alcohol to students. Educators should be mindful of their dress and home environment when recording lessons or chatting with students

Principal Mayo receives attendance reports for ninth grade. He sees that Doug, a student with attendance issues, did not attend any virtual lessons. Principal Mayo does not record Doug’s attendance issues.

Delete: Principal Mayo should accurately report Doug’s attendance. Educators should ensure that virtual learning

data is accurate and true.

Department of Education

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halkboard

did you know?

news from the association

CALLING ALL RETIREES! Retired members are a major asset to our association. As a token of our appreciation, your first year of retired membership is FREE! Email membership@oaesa.org for more information.

W

TEAM UP!

Want to be more involved in your association? OAESA is always seeking members to fill vacancies on our service teams. Sign up on our website www.oaesa.org/ membership/service-teams.

360 DEGREE VIEW

If you want to gain more perspective on yourself as a leader, consider adding OAESA’s 360 Feedback Tool to your membership. You selfevaluate, and we’ll help you do the rest!

elcome

ZONE 1 Julie Byers Rebecca Geletka Lora Lowe Sandra Plantz

ZONE 2 Shannon Broermann Amy Jill Clements Shirley Coulter Mendy Hamilton John Hill Lori Huff Chiquita Hughes Guyton Mathews Angela McFarland Jane Miller Lori Palmer Sean Ryan Allen Seitz Dan Smith

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OAESA’s New Members ZONE 3 Timothy Gszabo Jennifer Jones Danielle Leiter Ashley Lemen Darla Moore Bradley Oyer Beth Patterson ZONE 4 Carolyn Anderson Julie Cross Meghan Davis ZONE 5 Brooke Comerford Chris Dulka Jennifer Fazio Troy Howell Lisa MacMurray Sarah Marsden

Douglas Potts Geneva Stein Ryan Vermillion ZONE 6 Courtney Bischof Justin Christopher Nicholas Doehr Haley Duerr Jennifer Ervin Ellen Foster Jennifer Hendrickson Julia Howell Ashley Mayberry Nicholas Palumbo ZONE 7 Kelsey Brown Larry Cassano Jennifer Fekete Levi Miller

Michelle Rentsch Christine Sawicki ZONE 8 Hope Cantrell Matthew Collins LaToya Gispert Michael Groholy Nate Jenkins Michael McKee Allison Pyles Nicole Rumbold Jorri Zmuda ZONE 10 Chelsea Brown Christopher Campbell Linda Ford Dawn Horne Matthew Imperato Cody Jordan

Charlotte Kemmerer Kelly Long Kim Markle Jeffry Mayzum Ray Mowery Jaclyn Palone Alivia Ragan Brandy Seydler Todd Spadaro Jenny Thaxton Dave Zwiebel OUT OF STATE Daniel Kruse

out&about with OAESA

T W E E T Y O U R HEART OUT Log in to Twitter and follow our hashtag, #ohprinchat during our fall Twitter chats.

It’s a great way to get new ideas and inspiration on the fly from the comfort of your own couch.

August

Date: Tuesday, August 4 Time: 8PM-9PM Topic: Gratitude: We Made It!

September Date: Tuesday, September 1 Time: 8PM-9PM Topic: Updates to OTES and OPES

October

Date: Tuesday, April 7 Time: 8PM-9PM Topic: Long-Term Impact: Strategies and Lessons Learned from COVID-19

Watch Out Glass Ceiling! One of the last events before COVID-19 struck was OAESA’s first women in educational leadership conference, Elevate: Women on the Rise. Attendees spent March 4-5 connecting with each other, hearing motivational keynote speakers, learning from colleagues, strengthening bonds among mentors and mentees, and allowing themselves to be vulnerable and open toward one another. It was an event to remember!

Don’t miss out, join us next year for this uplifting event!

Stay tuned for details on the 2021 Elevate Conference.

November

Date: Tuesday, November 10 Time: 8PM-9PM Topic: Digital Learning Successes

join the conversation

#ohprinchat spring 2020

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LEGAL

report

NONRENEWALS, EDUCATOR MISCONDUCT, AND REPORTING CHILD ABUSE AND NEGLECT

BY DENNIS PERGRAM NONRENEWALS

to discuss the reasons for it considering the renewal or nonrenewal of your contract?

If you are facing a possible nonrenewal and wish to inquire about the lawfulness of the same, you should prepare to answer the following questions:

f. If you have requested a meeting, are you going to have a representative present with you at the meeting?

(1) Beginning with the first school year under your current contract, did you receive a written evaluation for each contract year and, if so, on what dates did you receive the evaluations?

g. Were you granted a meeting with the board of education and did it discuss the reasons it was considering the renewal or non-renewal of your contract?

(2) With respect to question #1, who signed the evaluations (on behalf of the administration)?

h. If you have received a notice of non-renewal, when did you actually receive the notice and who signed the notice?

(3) If this is the year that your contract is due to expire:

i. Do you feel that you have been discriminated against on the basis of your race, color, national origin, sex, religion, handicap, disability or age?

a. Have you received your first evaluation during this contract year and, if so, when did you receive it and who signed your evaluation? b. Have you received your second evaluation this school year and, if so, when did you receive it, who signed it, and does it contain the superintendent’s recommendation relative to your renewal or non-renewal? c. Have you received a notice from the board of education informing you that your contract expires at the end of this contract year and that you may request a meeting with the board of education? d. If you did receive the notice from the board of education, when did you receive it and who signed it?

It is also important to recognize that if the nonrenewal of your administrator’s contract is lawful, it is possible that you will be entitled to continued employment in the district, as a teacher, if you previously attained continuing contract status as a teacher in your present district. If you attained continuing contract status in another district and have served at least two years as an administrator in your current district, you also will have acquired continuing contract status as a teacher in your current district.

EDUCATOR MISCONDUCT REPORTING IN OHIO Several consequences can result from a misconduct report made to the Superintendent of Public Instruction.

I. No Formal Investigation Warranted. (No Action.)

e. Have you requested a meeting with the board of education

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The office of professional conduct may, after receiving the report of misconduct, make a preliminary inquiry to determine whether a formal investigation is warranted. If there is a determination that no informal investigation is warranted or that the office of professional conduct does not have jurisdiction, no further proceedings take place.

administrative hearing, which must be submitted in writing and received by ODE within 30 days of the mailing of the notice. If the educator does not request an administrative hearing, the state board of education may, in the educator’s absence, determine whether to suspend, limit or revoke the educator’s license.

II. Investigation.

2. Administrative Hearing – If, however, the educator has requested an administrative hearing, the hearing will be conducted by a hearing officer. At this hearing, the educator has a right to be represented by legal counsel, call witnesses, present documentary evidence and crossexamine witnesses called against him/her. The burden of proof rests with ODE.

The office of professional conduct may determine, after a preliminary inquiry, that a formal investigation is warranted.

The office of professional conduct is, by statute (R.C. 3319.311) authorized to conduct an investigation. As a general rule, the office of professional conduct will inform the educator that it has received a report and that the educator, and his/her legal counsel, may meet with the investigator in connection with the matter and/or provide information to the investigator.

III. No Disciplinary Action.

A. No Action.

It may be determined, after the investigation, that no disciplinary action is merited and, therefore, the educator will be notified that there is “no action” being taken.

B. Warning Letter.

The educator may also receive a warning letter, but the warning letter is not “discipline.”

IV. Disciplinary Actions.

A. Letter of Admonishment.

The ODE may propose a letter of admonishment. While the letter of admonishment does not result in a suspension or revocation, it is “discipline” and a public record and remains part of the educator’s disciplinary record.

B. Consent Agreement.

A consent agreement is a formal settlement agreement between the educator and the state board of education, and may include, among other things, a short- or long-term suspension of the educator’s license, community service, course work and/or other conditions. The consent agreement is a public record and remains a part of the educator’s disciplinary file.

3. Hearing Officer’s Report and Recommendation – The hearing officer is required to submit a report, including, among other things, a recommendation of the action to be taken by the state board of education. The hearing officer may recommend no disciplinary action, a suspension, a limitation or a revocation of a license. The report and recommendation is submitted to the department of education which, in turn, forwards a copy to the educator.

4. Objections to the Hearing Officer’s Report and Recommendation – If the educator is dissatisfied with the hearing officer’s report and recommendation, he/she may file written objections to the same.

5. State Board of Education Review – The state board of education will consider the hearing officer’s report and recommendation and any objections filed thereto at the state board of education meeting, and may approve, modify or reject the hearing officer’s report and recommendation regarding disciplinary action.

6. Appeal From the State Board of Education’s Order – If the educator is dissatisfied with the state board of education’s order, he/she may appeal by filing a notice of appeal with the department of education and the common pleas court in his/her county of residence, in accordance with the time parameters set by forth by law. The common pleas court will then consider the appeal and a further appeal may be filed with the appropriate court of appeals, or, finally, with the Supreme Court of Ohio. The appeal to the Supreme Court of Ohio is a discretionary appeal, which means that the Court does not have to accept the appeal.

REPORTING CHILD ABUSE OR NEGLECT

C. Proposed Suspension, Limitation or Revocation of the Educator’s License.

1. Written Notice – If the state board of education intends to suspend, limit or revoke an educator’s license, it must give written notice of its intended action to the educator and the educator is afforded the right to request an

Here, I will focus on the reporting of child abuse or neglect in the education setting.

1. Where is the law? The relevant law is found in Section 2151.421 of the Ohio Revised Code, titled “Reporting child abuse or neglect.” This law has undergone many amendments.

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Therefore, it is important to make certain that you are aware of the most recent amendments that became effective September 29, 2011.

occurred or of the threat of injury, abuse, or neglect that is known or reasonably suspected or believed, as applicable, to exist.

2. Mandatory reporters in the public school setting. Section 2151.421(b) lists, in the public school setting, the following as mandatory reporters: licensed school psychologist, school teacher, school employee, school authority, registered nurse, licensed practical nurse, visiting nurse or other healthcare professional.

5. Is there a risk in making a child abuse report? The mandatory reporters mentioned above are provided with an absolute immunity from civil liability or criminal liability for participating in the making of the reports under Section 2151.421(A). Once again, this absolute immunity is for mandatory reporters.

3. What is the legal prohibition under the law? The legal prohibition is specified in Section 2151.421(A)(1)(a), as follows:

6. What can the consequences be for a mandatory reporter not making the report?

No person described in division (A)(1)(b) of this section who is acting in an official or professional capacity and knows, or has reasonable cause to suspect based on facts that would cause a reasonable person in a similar position to suspect, that a child under eighteen years of age or a mentally retarded, developmentally disabled, or physically impaired child under twenty-one years of age has suffered or faces a threat of suffering any physical or mental wound, injury, disability, or condition of a nature that reasonably indicates abuse or neglect of the child shall fail to immediately report that knowledge or reasonable cause to suspect to the entity or persons specified in this division. Except as provided in section 5120.173 of the Revised Code, the person making the report shall make it to the public children services agency or a municipal or county peace officer in the county in which the child resides or in which the abuse or neglect is occurring or has occurred. In the circumstances described in section 5120.173 of the Revised Code, the person making the report shall make it to the entity specified in that section.

(a) Criminal Liability: Section 2151.99(C)(1) provides that except as otherwise provided in division (C)(2) of that section, the mandatory reporter who fails to report is guilty of a misdemeanor of the fourth degree. A misdemeanor of the fourth degree carries a maximum penalty of 30 days of imprisonment plus a $250 fine and court costs.

4. How is the report made? The report shall be made forthwith either by telephone or in person and shall be followed by a written report, if requested by the receiving agency or officer. The written report shall contain: (a) The names and addresses of the child and the child’s parents or the person or persons having custody of the child, if known; (b) The child’s age and the nature and extent of the child’s injuries, abuse, or neglect that is known or reasonably suspected or believed, as applicable, to have occurred or of the threat of injury, abuse, or neglect that is known or reasonably suspected or believed, as applicable, to exist, including any evidence of previous injuries, abuse, or neglect; (c) Any other information that might be helpful in establishing the cause of the injury, abuse, or neglect that is known or reasonably suspected or believed, as applicable, to have

The penalty is increased to a misdemeanor of the first degree (maximum sentence of 180 days and maximum fine of $1,000 plus court costs) under the following circumstances: The offender is guilty of a misdemeanor of the first degree if the child who is the subject of the required report that the offender fails to make suffers or faces the threat of suffering the physical or mental wound, injury, disability, or condition that would be the basis of the required report when the child is under the direct care or supervision of the offender who is then acting in the offender’s official or professional capacity or when the child is under the direct care or supervision of another person over whom the offender while acting in the offender’s official or professional capacity has supervisory control. (b) Civil Liability: The mandatory reporter may be personally liable for compensatory and punitive damages. (c) Employment: The failure of the mandatory reporter to report the known or suspected child abuse or neglect could result in the employer (Board of Education) taking action to terminate the employee’s contract or employment. (d) ODE-Office of Professional Conduct: The failure to report may result in a report to the Office of Professional Conduct for an investigation and a potential license limitation, suspension or revocation for a criminal conviction (if applicable) and/or for conduct unbecoming the profession.

DID YOU KNOW? Your OAESA professional membership entitles you to one free hour of work-related legal consultation with OAESA legal counsel, Dennis Pergram, every year.

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Re pre se nta tive A ssem b ly

RECAP

OAESA GOVERNANCE GOES VIRTUAL

T

his spring brought a unique twist to our annual OAESA Representative Assembly.

Although the current health crisis precluded any large, in-person gatherings, the Board of Directors proved once again that the work of our association is truly unstoppable!

A virtual meeting was held for the board, county representatives, district liaisons, and members using the Zoom platform, and the group was able to successfully complete the work in record time. The association’s Platform and Legislative Positions were reviewed and approved, as well as the 2020-2021

W

budgets for both OAESA and SAIL for Education.

Also, the recommendation to set the Professional Membership dues for the coming school year at $295 was unanimously accepted by the group.

While we would certainly have enjoyed connecting with everyone face-to-face, it was really great to see so many smiling faces all at once on our computer screens!

elcome OAESA’s New Representatives

ZONE 2 DIRECTOR

ZONE 4 DIRECTOR

Chad Hinton

Nick Neiderhouse

Maude Marshall Elementary Talawanda City Schools hintonc@talawanda.org

Wayne Trace Elementray Maumee City Schools nneiderhouse@maumeek12.org

ZONE 6 DIRECTOR

T.J. Ebert

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

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LEGISLATIVE

update

Unstoppable Advocates for Kids Coming out in opposition against EdChoice vouchers

BY BARBARA SHANER

I

f ever there was a time when school leaders might see themselves as ‘unstoppable’ advocates, it is now. Recently, Ohio’s Educational Choice Scholarship (EdChoice) program expanded to unreasonable proportions. The number of school buildings deemed ‘failing’ under Ohio’s report card/accountability measures was projected to grow to over 1200, and therefore EdChoice eligible for the 2020-2021 school year. When this news hit, school leaders from across the state began speaking out in opposition to this egregious program and its harm to public education. Common sense tells us that Ohio does not have 1200 ‘failing’ buildings.

While the expansion of the number of new buildings to qualify for EdChoice was nothing to celebrate, the overwhelming response and the advocacy activity that ensued is cause for celebration. The Ohio General Assembly began discussing possible changes to the program and eventually scheduled public hearings on the topic.

Kudos to those OAESA members who came to Columbus alongside the many superintendents, school board members and community members to testify in support of the elimination of the negative impact the EdChoice program is having on school districts and the students who remain. Proving once again that school building administrators are effective advocates, we are proud of your participation in this important work.

Another reason why the EdChoice expansion is cause for celebration, is the bigger picture implications of our advocacy on this issue. Over time, a number of new laws and regulations have been enacted in the name of public education reform. Everything from extensive testing requirements to teacher and principal evaluations to report cards; Ohio’s education system has become complicated and, in many ways, detrimental to the goals of public education. But because many of these laws and regulations creeped in over time, there has not really been a collective outrage that’s needed for effecting change.

The expansion of the EdChoice program may have changed all

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that. Through the course of the fifty hours of testimony presented in those hearings on EdChoice, educators and school leaders from across the state shared frustrations about the state’s report cards, school funding, student assessments and other topics besides just the EdChoice program. They politely and effectively showed their outrage at what the system has become.

Could this new collective outrage work for good? If we all agree that ‘enough is enough’ and resolve to take advantage of the advocacy momentum the EdChoice example has provided, maybe so. There is already a serious effort in the legislature to change school district report cards. It is possible that we’ll see changes to the state’s school district takeover laws yet this year. There could be no end to the influence the public education community could have on future legislation if we take advantage of this new collective determination to do something.

It has always been true that if educators don’t speak out, legislators will be listening to others who think they know what’s good for public education (or even those who don’t like public education).

One of the most laudable traits school administrators and other educators exhibit is their commitment to students and to taking care of the day-to-day public school challenges. Yet that same trait can work against us when it comes to advocacy. It isn’t like school administrators entered the profession thinking that advocacy is part of the job. Yet building administrators have the best information about the realities and needs of public schools and their students.

Who better for a legislator to listen to?

OAESA members can take advantage of this attitude that ‘enough is enough’ and participate in advocacy efforts; both at the state and local levels. The good news is, many others in your district may be thinking the same thing and it will be easier if it becomes a team effort. In any case, let’s all celebrate this opportunity to collectively advocate for public education; we’re unstoppable!

Barbara Shaner is OAESA’s Advocacy Specialist. If you need more information, contact the author at barbaracshaner@gmail.com.

ohio association of elementary school administrators

serving all administrators pre-k through 8

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OAESA 445 Hutchinson Ave., Suite 700 • Columbus, OH 43235 Phone: 614.547.8087 Fax: 614.547.8089

BE GI NN I NG A DM IN I S T R AT OR S A CA DEM Y Part I

.PES

14-15

Part 2

.CED

8-9

HILTON COL UMBUS AT EAST ON, COLUMBUS

Designed for the new and growing administrator, this two-part academy will help you bridge the gap from theory to practice by providing guidance, networking, and a thorough overview of the practical details of your new role.

Led by experienced principals, superintendents, and other education community leaders, the Beginning Administrators Academy gives you all the tools you need to run a successful school community.

O AE S A RE AD I N G S U MMI T

DOUBLET RE E H OT E L, COL UMBUS-WORT HI NG T ON .TCO

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Join OA ES A f o r an e x p l o r at i on o f cr e at i ng s tr ong r e ad i ng c om m un it i es with an e mpha si s o n e q ui ty, acc e s s , and f ami l y e ng ag e me n t . En j oy breako ut s e ss i o ns ge ar ed to wa r d p r i nc ip al s , t e ache r s, r e ad in g spe cialist s , i nte r v e nti o n s peci al i s ts , and li te r ac y c o ache s . Th e d ay w i ll be topp ed o f f w i th a S cho l as t ic B oo k Fai r and an e x ci t i ng k e y no t e b y Ste phanie Ha rv e y. G et r e ad y f or a f ul l d ay of i ns p i r at i on al , l i t e ra c ybase d le ar ni ng .

SE CO ND I N CO MM AN D

OAE SA CONFE RE NCE ROOM, COLUMBUS-WORT H ING TON .VON

STNEVE 1202-0202

J oi n us fo r t he followin g opport un it ies to in tent ion ally con nect and effect ively develop th e essen ti al skil ls to crea te a spect ac u lar admin istrative team!

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Whether you're a Dean of Students, an Assistant Principal, or any type of administrative intern, the "Second-in-Command" position is a diverse role with unique challenges. Join OAESA to explore the essential practices for school leadership, and make meaningful connections with colleagues from across the state in similar roles.

SECRETARIES CONFERENCE

DOUBLET RE E H OT E L, COL UMBUS-WORT HI NG T ON

.VON

19-20

Re ward a nd d e ve l op yo ur e ss e nt ia l o f f i ce s t af f . Thi s p r ac ti c al , h an d s- o n sessio n is d e s ig n ed to h el p y our s ec r et ar y— and yo ur schoo l— go t o t h e next lev e l wi t h to p ic s f ro m ti me ma nag e me nt and o r gan i za t i on, t o te ch nolog y s ki l l s, of f i c e manag e me nt, and l e ga l upd at e s.

BUI LDI N G CU L T U RE .NAJ

NATIONWID E H OT E L & CONFE R ENCE CE NTE R, L EWI S C ENT ER

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Healthy sc hoo l cul tu re i s bui l t f r om t he g r o und up . F ro m P B IS a nd restorative j ust i ce , to di g i tal c iti z e ns hi p , to s af et y, r ig ht d o w n t o t h e nitty-gri tty de t ai l s o f yo ur s ch oo l hand bo o k. T hi s OA ES A l e ad e r sh i p institute of f e r s co ncr e te s tr ate g i e s an d t he t oo l s yo u ne e d t o t a k e o n yo ur cultur e - b uil d i ng c hal le ng e .

E LEV AT E : W OME N O N TH E RI SE COLUMBUS AR EA VE NUE .RAM

TBD

Women and men are invited to attend OAESA’s conference celebrating, developing, and elevating women in educational leadership. Enjoy incredible keynote speakers selected specifically to speak on the unique challenges facing women in leadership positions.

Prepare to be inspired and rejuvenated at this event focused on connection, inspiration, strategy, and learning!

PR EP AR I NG T O L EA D

OAE SA CONFER ENCE ROOM, COL UMBUS-WOR T H ING TON .RAM

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Have an as p i r ing a dmi ni s tr ato r i n yo ur b ui l d i ng , o r j ust own pr i nci p al ’s l i ce nse ? We ’l l co ve r the i n- de p th to p i c s need f o r a s ucc es s f ul s tar t: int er v i e w i ng t e chniq ue s, thro ug h the hi r i ng p r oc es s , a dmi n is t rati ve c ontr act s, an d stud ies f r om t he f i e l d .

g e t t in g y ou r n e w a d m in s m an e uv e r i n g r e al- li f e c a se

CELEBRATE: YOU'RE UNSTOPPABLE!

OAESA ANNUAL PROFESSIONAL CONFERENCE .NUJ

16-18

1 and 2 day and retiree

options available

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Register online at www.OAESA.org or mail this form with payment to SAIL for Education 445 Hutchinson Ave., Suite 700, Columbus, OH 43235 / Fax: 614.547.8089 Member / Nonmember Rate (circle 1)

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OAESA’s 2019-2020

Board of Directors PRESIDENT

PRESIDENT ELECT

Gretchen Liggens

Abbey Bolton

Walton Pre-K–8 School Cleveland Metropolitan Schools gretchen.liggens@clevelandmetroschools.org

Davey Elementary Kent City Schools abolton@kentschools.net

ZONE 1 DIRECTOR

ZONE 2 DIRECTOR

Ryan McGraw

Danielle Wallace

Executive Board PAST PRESIDENT

NAESP REP

Erin Simpson

Cathryn Rice

Overlook Elementary Wadsworth City Schools esimpson@wadsworthschools.org

Zone Directors ZONE 3 DIRECTOR

Sue Brackenhoff, Ph.D.

Minford Elementary Minford Local Schools rmcgraw@minfordfalcons.net

Winton Woods Primary South Winton Woods City Schools wallace.danielle@wintonwoods.org

Office of Curriculum & Instruction Fairborn City Schools sbrackenhoff@fairborn.k12.oh.us

ZONE 6 DIRECTOR

ZONE 7 DIRECTOR

ZONE 8 DIRECTOR

Kesh Boodheshwar

Alexandra Nannicola

Susanne Waltman

Huntington Elementary Brunswick City Schools

kboodheshwar@bcsoh.org

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Central Elementary Champion Local Schools alexandra.nannicola@championlocal.org

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

Tecumseh Elementary Xenia Community Schools cpettic@gmail.com

FEDERAL RELATIONS

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

ZONE 4 DIRECTOR

ZONE 5 DIRECTOR

Jane Myers

Tammy Elchert, Ed.D.

ZONE 9 DIRECTOR

ZONE 10 DIRECTOR

Defiance Elementary Defiance City Schools jmyers@defcity.org

Natalie Buchanan

Garfield Administrative Center Cambridge City Schools

natalie.buchanan@cambridgecityschools.org

Carey Elementary Carey Exempted Village Schools telchert@careyevs.org

Jessica Rardon Hilliard Tharp Sixth Grade School Hilliard City Schools jessica_rardon@hboe.org

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

Zone Map

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

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

Board Representatives CENTRAL OFFICE

ASST. PRINCIPAL

MINORITY

Bob Buck

Joy O’Brien

Felecia Evans

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

Mercer Elementary Forest Hills Schools joyobrien@foresthills.edu

Lander Elementary Mayfield City Schools fevans@mayfieldschools.org

MIDDLE SCHOOL

CLEVELAND DIST.

COLUMBUS DIST.

Carrie Sanchez

Audrey Staton-Thompson

Andrew Smith

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

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

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

spring 2020

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