Principal Navigator, Winter 2015

principal

Vol. 10, No. 2

NAVIGATOR The magazine of the Ohio Association of Elementary School Administrators

Making a Difference What’s Your Story? • Empowering Children to Succeed • Ethical Leadership • Ten Helpful Tips for New Administrators • Smart Strategies for Success

Winter 2015 1

HAVE YOU

Signed UP FOR

?

By now you’ve probably heard the buzz about our new service, the OAESA 360° Feedback Tool for Principals.

You may have heard how OAESA 360° gathers critical evidence about your job performance through online assessments taken by you, your teachers, and your supervisors to identify your strengths, weaknesses, and blind spots. But did you know that OAESA 360° can help you track your growth and development over time?

That’s why now is the perfect time to sign up for a year’s access. Let our feedback tool help you navigate through a successful 2014–15 school year. ?PM\PMZ \PQ[ Q[ \PM Ă…Z[\ \QUM aW]Âź^M PMIZL IJW]\ 7)-;) ˆ IVL aW] VMML UWZM QVNWZUI\QWV WZ aW] IZM ITT set to sign up, just visit www.oaesa.org and click on the OAESA 360° icon at the top for all your OAESA 360° needs. Still have questions? Give us a call at 888.646.2372.

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Executive Director’s Exchange Dear Colleagues, Welcome to the Winter 2015 Principal Navigator! We know you are so busy wearing the many hats of an administrator. Sometimes the job can be so overwhelming! For this issue the editorial committee, our editor, and I wanted to give you a magazine that would “feed your soul”—something to take you back to why you got into this profession and to remember who or what inspired you to be the educator you are today. I suggest you get a beverage and settle into a comfy chair so you can read this issue and then reflect on your own experiences. Who made an impact in your life and professional journey? Who inspired you to make a difference for kids—all kids? Who did or said things you swore you would never do or say? We’ve learned from all of them, but we are often so busy in the doing that we don’t take time to connect the dots and appreciate the higher mission and purpose of what we do each and every day.

You’re going to smile when you see yourself in so many of the stories included in the magazine. I thank our colleagues for making themselves vulnerable and sharing their own stories—successes and toe-stubbers alike. But first of all, I’d like to share my own story.

For as long as I can remember, I always wanted to be a teacher. My sister and I had a school set up in our attic, and our younger brothers and neighbors were our willing (?) students. To this day, Mary Lou and I give ourselves credit for the fact that our youngest brother skipped first grade! I entered college in Chicago with every intention of declaring elementary education as my major. However, in those days, it was very tough to get a teaching job. So in my sophomore year, I made an appointment with Dean Nelson to discuss my practical decision to become a business major. After all, my dad was a banker; I was working part time at a bank; and they had promised me a job after graduation. The dean listened to my reasoning and said, “I think there will always be a job for someone called to be a teacher.” I smiled at her but took the school-of-business paperwork back to my dorm to complete.

There, a care package was waiting for me from the women from my church. I quickly opened it, hoping there would be cookies, and I was not disappointed. They had also sent a daily devotional book that I glanced at while chomping down several chocolate chippers. I found the day’s reading, and it was entitled, “Teachers Make Such an Impact in our Lives.” I read and reread the page and knew right then and there that I was called to be in education. I didn’t need skywriting—this was close enough. So I walked back to Dean Nelson, returned the business paperwork, and completed the forms to declare elementary education as my major. And I did happen to land a teaching job right out of college, despite the bleak forecast!

The rest, as they say, is history. I have been fortunate to learn from and work with so many wonderful educators throughout my career. I could not even begin to list all of you who have taught me so much. I know we have made a difference in the lives of the children and their families.

Could I have been as blessed if I had a career in business? Sure, I think so. One of the best life lessons I had was from watching my dad, a bank president. I filed checks for his bank one summer and observed a lot. He was as attentive and kind to the custodian as he was to the millionaire customer. I’ve never forgotten what he said me when I asked him about this. He told me when he met people he tried not to classify them as rich or poor or whatever, but instead in his head, he said, “Hello, human being!” I was sixteen when he taught me that, and that’s been my mantra ever since. Try it—I guarantee you will also be blessed!

Sincerely,

Julie Davis, EdD OAESA Executive Director 3

Feature Stories 12 Smart Strategies for Success Toni Gerber

Check out these strategies for both instructional and cultural success for you and your school.

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15 Ohio’s 2014 –15 Distinguished Principal

Dr. Rachel Jones, principal of Gurney Elementary in Chagrin Falls Exempted Village Schools is this year’s honoree.

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Ethical Leadership Paul Kulik, PhD

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What’s Your Story?

19, 23, 28, 37, 39

OAESA Members share their journeys into education and administration in vignettes throughout this issue.

Learn skills an ethical leader must possess to confront the challenges facing today’s administrators.

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Ten Helpful Tips for New Administrators

Empowering Student Success

A current principal provides ten take-home tips for those new to admnistration.

First-year principal writes about his transition from the business world to education.

Carol Rosiak, EdD

Jack Hunter

Are you interested in writing for the Navigator? We are currently accepting articles for the following theme:

True Grit The Spring 2015 issue wil echo the theme of OAESA’s 58th Annual Professional Conference and will feature articles from OAESA members, clinic presenters from the conference, and other experts on the topic of grit.

Articles are due March 15, 2015.

Please e-mail the editor, Abigail Smith, at navigator@oaesa.org for for article guidelines and to let her know you are interested.

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About the Principal Navigator

Vol. 10, No. 2

In Every Issue

Editorial Committee Jeromey Sheets, EdD, chair, Lancaster City Schools Julie Frankl, North Central Ohio ESC Keith Helmlinger, Sidney City Schools Angela Schaal, Sylvania City Schools Laurie Vent, Upper Sandusky Exempted Village Schools Paul Young, PhD, retired Stephen Zinser, Cincinnati Archdiocese

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Executive Director’s Exchange

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Highlighting a PrinciPAL

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OAESA Board of Directors

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SAIL for Education

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Elementary Essentials

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OAESA Chalkboard

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Legal Report

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Middle School Matters

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Ohio Ready Schools

The Principal Navigator (ISSN 1088-078X) is published three times per school year by the Ohio Association of Elementary School Administrators, 2600 Corporate Exchange Dr., Suite 168, Columbus, Ohio 43231. Subscriptions are available only as part of membership.

Periodical postage paid at Westerville, Ohio, and additional mailing offices.

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Legislative Update

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Health Issues

POSTMASTER: Send address changes to: Principal Navigator 2600 Corporate Exchange Dr. Suite 168 Columbus, Ohio 43231.

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Zone Meetings and New Members

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Sorry... We’re Booked!

OAESA Staff Julie Davis, EdD, Executive Director Mark Jones, Associate Executive Director Nancy Abrams, Business Manager Donna Ball, Special Projects Coordinator Audrey Carson, Communications Specialist Tony Piehowicz, Corporate Partner Advisor Abigail Smith, Editor, Principal Navigator Joanne Turner, Coordinator of Office Operations Kathy Windau, Membership Coordinator

SAIL Staff Tyler Carson, SAIL/University Partnerships Advisor Melissa Butsko, SAIL/University Partnerships Advisor

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 unless so stated. Advertising inquiries should be directed to OAESA by phone at 614.794.9190 or e-mail at info@oaesa.org.

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

Julie Davis, EdD

Kevin Gehres, OAESA President 2014–2015

Mentors Making a Difference by Robert Schutlz, EdD The Impact of Social-Emotional Learning by Kurt Pavelich News from the Association Management-Related Issues for School Leaders by Dennis Leone Connect with Respect by Annemarie Nosse Highlights from the 2014 Fall Ready School Conference Politics and Your Role in Education by Mark Jones Does Hearing Matter? by Melissa McCoy Dates for Spring Zone Meetings Book Reviews from Members 5

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Highlighting a PrinciPAL 2014–15 OAESA President Kevin Gehres Tell us a little bit about your background.

I have a BS in elementary education from The Ohio State University, and my MS in [education] administration from University of Dayton. I taught for nine years at Antwerp Elementary School and have been a principal in Van Wert City Schools for the past sixteen years. During that time, I have been the principal of four elementary buildings, and now I am in my third year at Van Wert Elementary School. Prior to my career choice in education, I spent twelve years as an independent insurance agent. I have also served as a volunteer firefighter/EMT for the past thirty-six years and an AHA CPR instructor for thirty years. I am married to my wife, Carol, and have five incredible children and four beautiful grandkids! To say I have been very blessed would be an understatement.

Who or what inspired you to go into education?

I was inspired by my high school world history teacher; he taught with such passion and energy. His love of teaching and the way he was able to relate to students has always stuck in the back of my mind, and when I began to take college courses at age thirty-two, that passion fostered my desire to become an elementary educator.

What have you learned over the years, and what advice do you have for new/aspiring administrators?

I think the one thing that resonates with me is that, whether you are a classroom teacher, an administrator, an insurance agent, an EMT, or a world history teacher in the early 70s, it’s all about relationships. If you love working with, helping, and also connecting with people, then you can resolve whatever issues may arise. Thus, my advice to new/aspiring administrators would be to continue to foster their passion for their job; to never stop nurturing and supporting the relationships with students, staff, and parents; and to radiate their love of education through energy, laughter, and work ethic.

We visited Van Wert Elementary School and love it!

Tell us about your school and its climate.

Our building is in its third year as one of the final pieces of our district’s master plan. Our HS/MS complex was the first to be built as part of the Ohio Schools Facilities Commission (OSFC) Expedited Plan, opening in November of 2005.

Our elementary building, and our Early Childhood Center, were opened in the 2012–2013 school year. We are very fortunate to have beautiful art rooms, a divided gymnasium, computer lab, media center, and music rooms—one of which contains a rare piano lab, where each of our second grade students are exposed to keyboarding. We are blessed with an incredibly dedicated staff that works very hard, loves to laugh, enjoys time with each other, and is passionate about what they do with kids. As a result, we strive to create a climate that all students want to be a part of and where everyone enjoys coming to school. Additionally, a major part of our climate involves the wellness of the total student.

We have a walking program for twenty-five minutes daily before school that involves all 790 students, and also an after-school Roadrunner’s Club that has nearly 150 student participants this fall.

What expectations do you have of yourself?

The expectations I have of myself include to simply “do the work” on behalf of my students, staff, and parents. I believe if we are good stewards of the gifts that we have been given in life, then we can impact the lives of others in very positive ways.

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What has been your best experience in serving OAESA?

Without a doubt, the best experiences in serving OAESA are the relationships I have had the privilege to foster—be they serving as zone director, on the board of directors, as OAESA president, or by attending conferences. Our roles as teachers, principals, and leaders always max out in the form of a different position or retirement, but the friendships we are granted the opportunity to develop and nurture last forever.

Why did you get involved with OAESA governance? And why should others get involved?

I first became involved with OAESA as a county representative to keep better informed about the growth and changes in education. After serving as county rep for over ten years, I ran for zone director to continue that individual growth and to try to give back to the association that had benefitted me over those years. My parents have always instilled the responsibility of giving back in everything my brother, sister, and I did. I believe that all principals should become involved in OAESA in whatever way their situations allow. At the time I became a zone director, my kids were all in college, so the opportunity was an easier one for me.

Give us an idea of what OAESA hopes to accomplish this year.

This OAESA Board of Directors is very focused in four major areas: advocacy, membership, networking (building relationships), and professional development. As such, we continue to work hard at being as transparent as possible in all that we are striving to do. One of our current goals/challenges is to become “Eighty-eight Strong”—where we plan to recruit a county rep for each of the eighty-eight counties in Ohio.

We have approximately 88 percent filled and are dedicated to reaching our goal! However, to do so means we need our principals to take that step forward and be willing to take on a greater role within their association. The county representative role is a very critical one as it serves as an important conduit of information to and from our membership. Additionally, we continue to refine the professional development opportunities for our membership.

Our OAESA 360° Feedback Tool is designed to offer busy educators insight into their job performance through our web-based assessment system. We have re-energized our professional conference in June and also continue to offer helpful programs, such as the Lunch and Learn webinars.

What’s the one thing our organization is doing this year that OAESA members shouldn’t miss?

Kevin’s Presidential Reception, September 20, 2014

If you missed our professional conference at the Kalahari Resort last June, you missed out on a great two days of clinics, speakers, and fun! Building upon that, you certainly want to put June 10–12 on your calendars for our 2015 conference to be held at the Hilton Columbus at Easton, under the banner of “True Grit.” It’s a great opportunity for refocusing, refreshing, re-energizing, and renewal.

Be sure to come out and share some time with “Educators Partnerin’ for Success!”

The theme for this issue is Making a Difference. What are your observations about this topic?

As educators, we have the opportunity to make a difference in someone’s life on a daily basis. It may be as simple as a smile, a fist bump, a hug, or an encouraging word. Too often the fast pace of our lives, of educational changes, and the plethora of testing blur our minds— even at times obstructing our vision. However, our challenge day in and day out is to nurture the responsibility in “Making a Difference.”

There is much that we do not have direct influence over in education, but we can never lose sight of the opportunity to foster positive relationships with students, with staff, and with parents. To accomplish that, we must stop listening to the negative and teach from the heart.

Students walk into our buildings every single day, craving to connect with us and with each other. We have the privilege to work in a great atmosphere each and every day—one that welcomes all who come through our doors. Our challenge is to embrace that and do whatever it takes to make that difference for each student. It is, in my opinion, what public education is all about, and why it’s the difference maker.

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Board of Directors

2014–2015

Executive Board President-Elect

Heidi Kegley

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

740.833.1700 kegleyhe@delawarecityschools.net

NA ES P Representative

Dr. Jeromey Sheets Tallmadge Elementary 611 Lewis Ave. Lancaster, OH 43130

740.687.7336 j_sheets@lancaster.k12.oh.us

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President

Kevin Gehres

Van Wert Elementary 10992 SR 118 South Van Wert, OH 45891 419.238.1761 k_gehres@staff.vwes.net

Past President

Beth Di Donato

Eastport Avenue Elementary 1200 Eastport Avenue Uhrichsville, OH 44683 740.922.4641 edidonato@claymontschools.org

Federal Relations Coordinator

Aretha Paydock

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

Zone Directors & Representatives Zone One Director

Zone Two Director

David Winebrenner

Zone Three Director

Stephanie Klingshirn

Zone Four Director

Zone Five Director

Troy Armstrong

Jonathan Muro

937.968.4464 stephanie_klingshirn@darke.k12.oh.us

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

419.335.4000 tarmstrong@wauseonindians.org

Madison Middle School 1419 Grace St. Mansfield, OH 44905 419.522.0471 jmuro@mlsd.net

Zone Seven Director

Zone Eight Director

Zone Nine Director

Zone Ten Director

Melanie Pearn

Susanne Waltman

Steven Foreman

Timothy Barton

330.335.1420 wadc_simpson@wadsworthschools.org

melanie.pearn@riversideschools.net

330.830.8056 sew2jc@jackson.sparcc.org

740.588.5539 foreman@zanesville.k12.oh.us

614.801.8000 tim.barton@swcsd.us

Middle School Rep

Central Office Rep

Assistant Principal Rep

Daniel Graves

Amanda Albert

330.468.2200 bwerstler@twinsburg.k12.oh.us

614.365.8951 dgraves@columbus.k12.oh.us

419.947.1900 albert.amanda@northmor.k12.oh.us

Cleveland District Rep

Columbus District Rep

To Be Determined Zone Six Director

Erin Simpson

Overlook Elementary 650 Broad St. Wadsworth, OH 44281

Barbara Werstler Geo G Dodge Intermediate 10225 Ravenna Rd. Twinsburg, OH 44087

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

216.920.7000 gretchen.e.liggens@cmsdnet.net

Kings Jr. High 5620 Columbia Rd. Kings Mills, OH 45034 513.398.8050 dwinebrenner@kingslocal.net

Madison Ave. Elementary 845 Madison Ave. Painesville, OH 44077 440.357.6171

Columbus City Schools 270 E. State St. Columbus, OH 43215

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

Strausser Elementary 8646 Strausser St. Massillon, OH 44646

Northmor Elementary 7819 SR 19 Galion, OH 44833

Zanesville City Schools 116 N. Fourth St. Zanesville, OH 43701

Alton Hall Elementary 1000 Alton Rd. Galloway, OH 43119

Zone  Map

April Knight

Avondale Elementary 141 Hawkes Columbus, OH 43222

614.365.6511 aknight@columbus.k12.oh.us

Would you like to get involved with OA ESA governance?

We are currently seeking a Zone One Director, county representatives, and district liaisons in all areas of the state.

Contact your zone director directly or call the office at 614.794.9190 for more information.

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Smart Strategies for Success for You and Your School

by Toni Gerber

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s a lead mentor of the Beginning Principals Mentoring Program (BPMP), I participated in the BPMP training in Dublin, Ohio, in early September 2014. This critical program, funded through Race to the Top and sponsored

by OASSA/OAESA, pairs each beginning principal with an experienced principal who serves as a mentor for the school year.

During the BPMP training, each of the lead mentors presented a breakout session for both experienced and beginning principals.

What could I share in a very short amount of time that would have meaning for them? In these times of ever-increasing expectations and mandates, I have found that a balance is needed to target effective instruction and improvement while minimizing the stress on teachers and students. This combination can only happen if a principal, as the instructional leader of the school, works to build a positive learning environment and culture.

Based on successes I had as a principal, I decided to share Smart Strategies for Success for You and Your School. I broke the strategies into eight core areas in building both instructional and cultural success. I also defined the vision of the school as critical to the core areas.

ents. Really? With the stress of OPES, OTES, Common Core, STEM, new standards, and new testing in a new format, how could it be fun? Yes, it can be. While promoting the academic benefits of teaching with rigor through the Common Core standards, it becomes even more important to promote a special core within your school.

of technology as a tool to understanding is critical. Higher-level thinking and analyzing skills are paramount in the world today. However, a challenging curriculum for all learners will only be effective, if staff members are motivated and positive. If they feel they have no voice and aren’t valued, school results will be minimized.

Developing this special core leads to building a community of learners. It starts with you as a principal. Be a learner. Share your knowledge and enthusiasm. Provide staff development that promotes all teachers as learners and educators. Ensure that your school community is safe for all staff and students—both physically and emotionally.

Students and staff need to feel valued and nurtured to be successful. Parents should feel accepted. Your genuine efforts will create a ripple effect through staff, students, and parents.

The eight core areas that I defined as being key to building success at your school are: the principal as the role model; community and school relations; communication with staff; building team; student and family relationships; discipline; evaluations and observations; and student testing and results.

Please note: student testing and results is not the most important core area nor is it listed in the vision. If testing is the focus of your school’s vision, again, you will not build a positive learning environment. This singular focus leads to an environment of stress for all.

The vision of the school in which I was principal for twenty-four years was to provide a Students deserve a challenging and engagfun, safe, caring, and challenging environ- ing learning environment. The rigor of the ment for learning for staff, students, and par- Common Core can provide this. The use

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continued on p. 14...

SMART STRATEGIES FOR SUCCESS – For You and Your School t Strive to learn your students’ names. Learn something about them. This takes time but it is well worth the time. You are showing the students, staff and parents that the students at your school are valued and known. t Strive to know key parents who volunteer at your school. t Strive to know and build a relationship with parents of at-risk students. This will promote trust in both the parent and the student. t Sponsor themed family nights. t Encourage parent input. t Be consistent t Have clear expectations.

Define rules in writing. Have parents and students sign a Responsibility Contract. Make the contract as clear and positive as possible. t Strive to build a relationship with the students with discipline concerns. If they believe you like them and/or believe in them, their behaviors will decrease. t Catch them in a positive situation.

Praise them.

t Market your school to the communities and families. You are the lead promoter. t School signs should have academic and personalized messages. The community should know that good things are happening. Don’t use your sign to tell when there isn’t school. t Newsletters – Most schools send electronic newsletters. Consider being the exception. Most parents delete emails. Send home an inviting, informative newsletter with student names and photographs. t Use social media to make announcements or to highlight events in a fun way. t All communications should look polished and professional. t Lead Teacher & Learner – Staff meetings should mirror an excellent classroom lesson. t Model respect, responsibility, kindness and enthusiasm. t Show that you have a high standard of the importance of learning. t Be the role model that you want to see in your staff. t Get to know the staff members personally and professionally.

One-on-one or small group conversations help promote this feeling that each staff member is valued by you. t Recognize the strengths of your staff. Share positives in staff meetings or memos to staff.

t Share that testing is important to the district. t Promote the rigor of the Common Core. t Promote the importance of teaching the standards rather than the focus being on the passing of the tests. t Minimize the pressure of testing on staff, students and parents. t Be knowledgeable of OTES levels and strong instructional practices t Set the tone of the importance of evaluations and growth t Be honest, fair and kind t Be prompt to an evaluation and to set up follow-up after the observation t Deal with ineffective lessons and teaching in the evaluation process. Be direct and set goals of improvement with the teacher.

t t t t

t Academically – teachers need concise, focused and effective staff development. Teacher leaders should facilitate trainings with the principal.

Acknowledge the importance of your staff’s family. They are best able to nurture other family’s children, when they know that the importance of theirs is valued.

Sponsor staff events such as Annual Olympics, outing to a game or other fun event or provide a breakfast just as a time to chat.

Value the staff’s input.

Encourage shared decision making.

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continued from p. 12...

The Principal as the Role Model. Be the role model you want to see in your staff.

Demonstrate that you have a high standard of the importance of learning. As a principal, use every opportunity to model respect, responsibility, kindness, and enthusiasm. You are the lead teacher and learner.

Community and School Relations. Market your school to families and the community. Use school signs, newsletters, and social media to highlight the school as a vibrant learning community. If the only posts are listing the dates when there is no school on your building’s sign, you send the message that not much is happening at your school. Will the community think of your school as vibrant? It’s up to you.

school. Be sure to include positive expectations too. Empower students to make a plan to change a behavior when a problem occurs. Let students know you feel they will be successful. Watch to provide honest positive feedback to a student who has had consequences. Work to build positive relationships with the student and his or her parents when there has been a concern.

Evaluations and Observations. Be knowledgeable about the OTES levels and of excellent instructional practices. Set the tone about the importance of evaluations and professional growth. At the same time, recognize the stress that teachers feel about OTES. Be prompt in arriving for an observation as staff members have spent much time preparing. Set up a follow-up to the observation as soon as possible as teachers are anxious to hear your feedback. Be truthful, fair, and kind. Deal honestly and directly with ineffective lessons. Help the teacher set goals for improvement. Be aware that effective teachers are watching to see if you deal with ineffective teaching.

They will have more respect for you if you take this instructional leader role.

Communication with Staff. Take the time to get to know your staff members personally and professionally. Recognize the strengths of your staff. Share positives at staff meetings. Encourage staff members to share a success, no matter how seemingly small. Share humorous stories about school happenings or conversations with the students. Laughing is contagious and therapeutic. Design your faculty meeting Student Testing and Results. Don’t make state testing a focus or vision of the school. to mirror an excellent classroom lesson.

Use it for what it is—a measurement of Building Team. Value the input of your progress. Promote the rigor of the Common staff. Use a shared decision-making frame- Core. Facilitate learning by having teachers work but don’t deviate from the vision. professionally prepared and provide them Provide focused and effective professional with the materials and tools that they need development. All work and no play do not to teach the standards. Promote the concept build a team. Plan fun staff events for after that your school is a learning community in hours. Provide a staff breakfast, without which the standards are taught with rigor an agenda, as a time to chat informally. A and enthusiasm. popular event at my school was the Annual Olympics with activities ranging from Minimize the pressure of testing on staff, basketball, pingpong, euchre, charades, students and parents whenever possible. word games, and Chubby Bunny (How So what’s the payoff for this investment of many marshmallows can you hold in your time when you already have an ever-growmouth?). It’s a fun event to promote the ing list of things to do? The first result will be that you will have more fun by incorpoidea of a team. rating positive interactions into your day.

Student and Family Relationships. It’s “It’s your job, but don’t do it unless you’re well worth the time to learn the names of having fun,” says Derek Jeter, former New the students in your building. You earn the York Yankees shortstop. Being a principal respect of students, parents, and staff by is a stressful, demanding position. Putting doing so. It reinforces the vision that every fun into your day invigorates you and sets child is valued. Welcome input from your the tone for all those around you. parent leaders. Learn the names of parents as well, as you work with them within a If you incorporate these smart strategies for success into your daily routine, after time, group or individually. the academic results in your school will imDiscipline. Be consistent and clear. Have prove. Teachers and staff will feel they are students and parents sign a responsibili- a part of a learning community with a spety contract stating the expectations of the cial core. They will see more positives than

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negatives in the challenges that are in education today. They will join the team and be proud to be contributing. Students who feel valued will be better engaged in learning and more respectful. Parents will volunteer more.

Family events will be enthusiastically supported. Parents will share with other parents and community members about how pleased they are with their child’s school. Community members will read about the positive things happening. Word will spread. A tiny trickle will turn into a ripple that will keep moving in the direction of success…for your students, families, staff, and yes, for you.

About the Author Toni Gerber retired in 2013 after being a principal and instructional leader with Sylvania City School District in northwest Ohio.

Previously she had served as the principal of a private school.

Dr. Rachel Jones Named Ohio’s 2014–15 National Distinguished Principal of the Year

Dr. Rachel Jones, principal of Gurney Elementary in the Chagrin Falls Exempted Village School District, has been chosen as Ohio’s 2014–15 Distinguished Principal of the Year. She was selected through a statewide search process conducted by the Ohio Association of Elementary School Administrators (OAESA) and chosen by her fellow principals to represent Ohio at the National Distinguished Principal Program in Washington, DC, this past October.

OAESA annually recognizes one elementary principal and/or one middle school principal as Ohio Distinguished Principal(s) of the Year. The OAESA Distinguished Principal Committee, with assistance from OAESA staff members, reviews all of the candidates. To qualify, principals must have at least five full years of service and must exemplify quality leadership in education, as defined by criteria and standards set in the following categories: • Leadership and Management • Parent/Community Relations • High Standards for Students • School Atmosphere • Personal/Professional Growth All nominees completed an extensive written application addressing each of these areas. Three finalists were invited to Columbus for an interview with the OAESA committee. Finally, as Dr. Jones became one of two finalists, a visitation team conducted an on-site evaluation at her school.

Dr. Jones has been the principal of Gurney Elementary since 2001. The school currently has approximately 540 students and seventy staff members. She recently completed the National Board Certification Pilot Program for Principals and achieved her doctorate in 2006 from the University of Akron. Dr. Jones also received her master’s from the University of Akron and her bachelor’s degree from Kent State. Prior to her job at Gurney Elementary, she served as an adjunct faculty member with Ursuline College and the University of Akron, taught in Hudson City Schools, and served as an assistant principal in the Twinsburg City School District.

Dr. Jones was first honored at the OAESA Annual Awards Dinner on June 17, 2014, during the 57th Annual Professional Conference. On October 16 and 17, Dr. Jones represented Ohio at the National Association of Elementary School Administrators’ (NAESP) National Distinguished Principal Program in Washington, DC. The program contained two days of planned activities that honored and brought well deserved recognition to top elementary and middle-level educators chosen by the states, the District of Columbia, and private and overseas schools.

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Mentors Making a Difference

by Robert Schultz, EdD

G

rowing up in the 1950s, I recall the launch of Sputnik. Years later I learned about the National Defense Education Act (1958) and understood why, as a young man, I was guided toward becoming an engineer, even while in elementary school. Following that path leads to concentrations in math and physics, but the thought of working in a sterile environment with a white coat made me physically ill. A re-examination of personal and family values caused a shift in perspective, and I changed focus. I took an education elective as a sophomore, considered my professional path, and transferred to Bowling Green State University as an elementary education major in the second quarter of my junior year. I had a lot of courses to make up but had committed to the pursuit of an education degree.

Pursuing education was an unexpected shift, as I swore that I would never become a teacher. In fact, education was the one career to which I had some exposure, and I wanted no part of it. Looking back, I think I was groomed as a scientist because that was perceived as a national need, with no consideration for the desires and tendencies of the student. My father had been an engineer and then moved into education after WWII, ultimately becoming a school superintendent. My mother was a kindergarten teacher and was loved by many.

To this day she is seen and recognized by hundreds of her former students. My older sister was a teacher and eventually my younger sister, younger brother, and wife all became teachers. The direction of my career was clear.

Among the many that influenced my career choice to become a school administrator, I count my father as the most influential. Seeing his hard work for the good of children and young adults was a true inspiration.

Watching him devote countless hours of operating the business of leading teachers and principals to higher levels of performance raised my respect for the position of administrator. My understanding of what it took to be a truly fine leader matured from seeing the role of the principal as a position of power and influence for good to one of servanthood and sacrifice so that children can learn in a safe and effective school environment.

Now in retirement, I am uniquely blessed to continue to serve through teaching future administrators at the graduate level. I have had the opportunity to be a Standards Aligned Instructional Leadership (SAIL) graduate and a SAIL professor. Serving in the department of Graduate and Innovative Programs at Concordia University in Chicago (CUC), I am also fortunate to work with a cohort of future principals (interns), sharing my experience and expertise with the next generation of school leaders. Each of those intern administrators has a mentor principal to look to for guidance in many areas of leadership. All of their mentors are willing to share their knowledge and skills, most notably as instructional leaders. This cycle of excellence prepares principals with practical experiences to lead Ohio elementary and secondary schools into the future.

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As for my mentor, Dad has long since passed away. Even so, he continues to be a role model for me. If you are fortunate enough to visit the community of Delaware, Ohio, I invite you to stop by Robert F. Schultz Elementary School. Please call before you visit at (740) 8331400. There you will find a picture of my dad in the media center, confidently smiling down on the boys and girls. I know he would be pleased with the quality education and caring environment that his namesake school offers.

Continuing to give back to our profession is a sacred calling. Although for most of us, there are few moments of recognition or fanfare. We will likely never have a school named for us or have our pictures hanging on the wall of an elementary school long after we are gone. However, we can enjoy the deep satisfaction in knowing, as principals, our legacy is in the people we touch. As leaders we continue to influence the lives of kids, teachers, and our community with The Author’s Father, Robert Schultz the fine work we do. Press on!

About the Author Robert Schultz, EdD, received his doctoral degree in organizational leadership from Nova Southeastern University in 2006. He earned his bachelor’s and master’s degrees from BGSU. He spent many years serving as an administrator in both rural and suburban districts. Since retiring from education in 2005, Dr. Schultz has continued to teach, develop courses, and direct seminars on leadership.

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Ethical L eadership: Casting Light or Shadow?

by Paul Kulik, PhD

A

fter seeing reports of data scrubbing in several urban school districts and viewing information of fiscal malfeasance in other districts and educational service centers, one may begin to suspect that ethical leadership has lost its way in education today. Regardless of the pressures placed on leaders to demonstrate improved student achievement and public outcry to operate our schools on leaner budgets, the importance of ethical leadership has never been more critical than it is in today’s society.

In his text, Meeting the Ethical Challenges of Leadership, Craig E. Johnson (2012) uses the metaphor of an educator “casting a light or shadow” while fulfilling his or her responsibilities as the CEO of a school or district. Specifically referenced in his work are the skills that an ethical leader must possess to confront the challenges facing today’s executives (p.64–65): Taking perspective of others. Leaders should accurately understand their settings and be willing to make personal connections with stakeholders, which is so critical in building trust and support for today’s schools. Never before have our leaders been held more accountable by the public than they presently are. Too often leaders depend solely upon informal media, i.e., e-mail, websites, blogs, etc., to communicate crucial messages—all of which can be subject to misinterpretation or are lacking in clarity to communicate to an increasingly diverse group of stakeholders.

Interpreting situations and responding ethically. Educational leaders must perceive the climate and culture of their constituents and respond to them with honesty and integrity, especially relating to student growth and achievement. Most importantly, leaders must recognize the consequences of their actions and demonstrate insight and wisdom as they make decisions that impact our nation’s most precious resource—today’s youth.

Persevering in times of conflict and stress. Effective leaders muster courage and resilience when challenged by interest groups or individuals who neither share nor value the tenets on which our educational system was founded. Leaders must be willing to communicate the urgency for change if we are to prepare our young people for the current, competitive global marketplace. Yesterday’s education is no

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longer appropriate if we expect our students to embrace the challenges of the twenty-first century world.

Expressing care and concern for others. Successful leaders acknowledge and appreciate contributions others make to an organization and know how and when this recognition is most appropriate. They freely give others credit for the many achievements and honors given to the school. Servant leaders put the needs of others foremost in their planning and consideration as they administer their duties and responsibilities.

Engaging in reflective practice. Leaders who are able to affect meaningful change evaluate initiatives based on their processes and outcomes. They are lifelong learners who profit from both successes and failures, and they use the knowledge from both to propel future projects toward school improvement.

Finding meaning in life. Leaders who are most able to survive and thrive in their respective roles have a firm sense of self, have embraced a vision and mission that guide their thoughts and actions, and can clearly communicate these to all stakeholders. They are committed to meaningful educational change that ensures improved achievement for all young people. These individuals are satisfied that they are truly making a difference in the lives of others.

Ethical leadership is a choice that requires self-sacrifice, genuine empathy, and active listening. When partnered with sound communication skills, it is certain to be one that casts a light. Even though recently we have seen examples of leadership casting a shadow, the ultimate question is: Which type of leader will you be?

Reference Johnson, Craig E. (2012). Meeting the Ethical Challenges of Leadership: Casting Light or Shadow. Los Angeles: SAGE Publications.

About the Author Paul E. Kulik, PhD, is a retired principal and superintendent. He currently serves as an instructor for the SAIL/CUC partnership programs.

Laurie (Deckler) Vent, First Grade

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ne of the most influential teachers of my life was Mrs. Barra, my first grade teacher. Her enthusiasm made learning exciting. Back in 1968, centers were something new. I just remember a big, colorful, two-layer cardboard wheel on the wall with our names and activities on it. We would be so excited to see the wheel turn to determine what centers we would get to go to—art being my favorite!

Mrs. Barra had a way of making each child feel special. I remember how she moved around the room, checking our work. I would always color my papers, adding extra doodles, such as lines to make stars “shine.� She would tell me, “Your paper is so bright it makes my eyes hurt!� Then she would laugh and put a star on my paper or help me fix a mistake.

She truly got to know every child.

Mrs. Barra and her husband, who happened to be the principal, actually became good friends of our family. We keep in touch to this day! Because of Mrs. Barra, I can’t remember a time , FDQ¡W UHPHPEHU I didn’t want to be an educator just like her.

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Laurie Vent

Principal East & South Elementaries Upper Sandusky Schools

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Elementary Essentials

The Impact of Social-Emotional Learning

by Kirk Pavelich

An ongoing focus at Royal View Elementary in North Royalton has been to provide students with experiences that impact social and emotional learning while engaging parents to be involved in these activities through social media.

Research indicates a direct correlation between academic attitudes, behaviors, and performance (Zins, et al., 2004). Therefore, in an era when elementary students are facing more state-mandated standardized assessments and increased accountability for high academic achievement levels, Royal View prides itself on focusing just as much attention on the children’s social-emotional learning.

Students at Royal View appreciate these efforts, which in turn leads to an increased attachment to the building and improved attitude toward school in general. Case in point is our Royal Pride Positive Behavior Support System, which enables all classroom teachers, specialists, support staff, custodians, and bus drivers to recognize students who are meeting behavioral expectations through respect, responsibility, and active learning. Since the implementation of the program in 2012, we have witnessed that this research-based approach has a positive impact on students’ engagement in school.

A student who receives a Royal Pride Ticket feels just as proud to receive the initial recognition as he or she does when called to the office at the end of each week when a random drawing leads to a prize and a picture with the principal. When we launched our building’s Facebook and Twitter pages in August 2012, we used these forums as additional avenues to recognize our weekly Royal Pride students—a practice that enabled parents to be engaged through “likes” and “shares” of the pictures of their children being honored.

In addition, we have attempted to use this platform as a way to enhance the relationships with our business partners who sponsor the Royal Pride program by including their name and link on our Facebook and Twitter pages when we publish the picture of the weekly honorees. By using social media outlets in this fashion, we are able to portray our business partners as strong

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corporate entities that are willing to give back to the community.

According to research, student perceptions of teachers’ warmth and support and of teachers as promoters of positive and respectful social interactions in the classroom are significant predictors of academic motivation, engagement, and performance (Blum, McNeely, and Rinehard, 2002; Ryan and Patrick, 2001). We see this in action when we recognize more than three hundred fifty students throughout the year with our positive behavior system.

Another initiative to increase family pride in the elementary building was the establishment of Family Day this past June at Cedar Point Amusement Park in Sandusky. The event was attended by nearly one hundred families who spent the entire day alternating between the highest thrill rides to kiddie favorites, all while wearing matching gold T-shirts with a roller coaster design. While the event had nothing to do with our primary academic mission, it did enable students to make an additional connection to the school as a vehicle to enhance their social and emotional well-being.

With more than five hundred followers of the daily content of our

building’s Facebook and Twitter accounts, we decided to capitalize on another popular form of social media when we launched an Instagram page just before the family trip to Cedar Point in June. We had hoped that Instagram might be an additional outlet for parents to follow the itinerary of Family Day at the amusement park while enabling them to meet up with fellow Royal View families at specific attractions they wanted to ride.

In a little over four months, we have gained nearly two hundred more followers on Instagram who use this resource to follow daily updates on class projects, assemblies, guest speakers, and Spirit Day festivities. When speaking with parents, I am always quick to emphasize that our involvement with Facebook, Twitter, and Instagram is simply an additional tool to communicate with parents and engage the community in an era when two-thirds of Americans own a smartphone. We believe that social media should never be viewed as a total replacement for the communication that still takes place through building website content, e-mail messages, and old-fashioned letters sent home with the students.

Another traditional event that enables us to enhance family com-

mitment and attachment to our building is the annual fall festival, held each year in late September. The Royal View Fall Festival started in 2000 as an opportunity for families to come to the school grounds on a Sunday afternoon to play carnival-style games, decorate pumpkins, have their faces painted, and roast marshmallows and hot dogs over a fire pit.

Likewise, each March, Royal View families gather on a weekend for the Shamrock Shaker, an event that takes place near St. Patrick’s Day and features music, dancing, games, activities, and great food. We believe that family engagement is a vital component in advancing our school’s efforts to increase student achievement by enhancing the building’s climate.

We also celebrate other times during the year, including Donuts with Dad in February, Muffins with Mom in May, and Grandparents’ Day during the October book fair. All of these events have a direct impact on the quality of social relationships established and maintained between students, family members, and staff.

During my tenure as principal at North Royalton Middle School, the administrative team also focused on the social-emotional development of students through the establishment of programs such as the Fall Tailgate Party and an academic pep rally/ team building contest based on the popular reality show Survivor. Thanks to my assistant principal, Jeff Cicerchi, who played a key role in organizing the first event in 2011, the NRMS Tailgate Party quickly became the most exciting middle school social event of the year. Nearly eight hundred students opted to stay two hours after school to learn cheers, play games, enjoy music from a popular teacher who served as the DJ, and share pizza with their classmates. The army of students then marched up the hill to our stadium, decked out in fluorescent colors, and cheered on our seventh and eighth grade football teams. With the initial success of the tailgate, we carried the concept to the winter sports season as well, with students being offered the chance to cheer on the eighth grade girls’ and boys’ basketball teams, after participating in the same types of afterschool activities. continued on next page...

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continued from p. 21...

References

Bryk and Schneider (2002) have found that the quality of social relationships, operating in and around schools, can also predict positive student outcomes. While the Fall Festival, Shamrock Shaker, and Tailgate Parties do not directly impact the goals of our district’s academic mission, they do ensure that we are all addressing the broader mission of impacting the social and emotional learning of our students, which in turn enhances their ability to be successful in our school system and throughout their lives.

Blum, R.W., McNeely, C.A., and Rinehard, P.M. (2002). Improving the Odds: the Untapped Power of Schools to Improve the Health of Teens. Minneapolis: University of Minnesota, Center for Adolescent Health and Development.

About the Author Kirk Pavelich has worked as an educator for nineteen years. He has been the principal at Royal View Elementary, a 2010 National Blue Ribbon School, since 2012 after having served as the principal at North Royalton Middle School from 2009–2012. He can be reached via e-mail at kirk.pavelich@northroyaltonsd.org.

Bryk, A.S., & Schneider, B.L. (2002). Trust in Schools: A Core Resource forImprovement. New York, NY: Russell Sage Foundation.

Osterman, K.E. 2000. “Students’ Need for Belonging in the School Community.” Review of Educational Research. 70: 323-367.

Ryan, A.M. & Patrick, H. (2001). The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School. American Educational Research Journal, 38(2), 437-460.

Zins, J.E., Weissberg, R.P., Wang, M.C., & Walberg, H.J. (2004).

Building Academic Success on Social and Emotional Learning: What Does the Research Say? New York, NY: Teachers College Press.

Interested in learning more about Royal View and North Royalton Middle School? Follow them:

facebook.com/RoyalViewElementary

twitter.com/RoyalViewElem

instagram.com/royalviewelem

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“Why did you choose education?”—I love this question. It’s so basic to what we do each and every day. We should ask, “Why did I choose education?” when we wake up in the morning, reflect on our livelihoods on Saturday, in the middle of July when our buildings are vacant, and not just at conferences and workshops. Perhaps I could give the standard reasons I chose education as a profession or maybe I could really dig deep, do some soul searching, and come up with an inspirational epiphany. Or perhaps I could reveal my vulnerability and expose my weaknesses—that some days I really wish I did not choose education. I’m not so sure it’s important that educators and administrators actually answer this question as much as it is to ask it—to others and ourselves—frequently.

Asking why we chose this profession and reflecting critically on that decision can serve to energize and improve what we do to help students each day. In a society where immediate responses are highly valued and quick, clever, shiny answers are prized, reflection and deep contemplation are viewed as antiquated, a waste of time, or even an ineffective practice. I would argue that we must think deeply about why we are educators and also that we need to be content with the fact that what we reflect on today may (and probably should) evolve in two weeks, two months, or two years. Similarly, reflecting on the past, which can be unpleasant, (especially if you’ve made the mistakes I’ve made!), can be equally valuable. In fact, deep reflection on our choice of vocation is more useful than definitively stating once and for all the single, fixed reason why one chooses education as a profession.

Confused yet? Good. Stop reading my article right now and force yourself to remember why you chose education ten, fifteen, twenty years ago. Is this the same reason you’re in education now? If so, why? Has your commitment, dedication, and passion to educate children evolved? If upon reflection you have found that indeed your reasons for choosing education have changed, how exciting! Just think where your evolutionary commitment may take you! The point of this little exercise is we must guard against a fixed mindset when it comes to the “why” of what we do each and every day.

As a building principal with no assistant principal, I don’t have much time to do anything but run around, donning a hard hat and putting out fires all day. Our work in education is not getting easier but more demanding, more encompassing, longer, and more tedious with higher stakes. However, I have to admit that I love reflecting on why I chose education. I’m okay with nonlinear reflections or contemplative thoughts of my commitment to education that change, shift, and circle around.

If I don’t push the limits of my psyche and allow my reflections to be authentic reflections on the “why” of what I do each day, I’ll be stuck. This is my tenth year as an administrator, and I need to grow now, tomorrow, in two weeks, and hopefully forever.

If you’ve made it this far in reading my brief essay, congratulations! You’ll notice I have not given a single reason why I chose education as a profession. Rather, I keep asking myself this question and keep 'HHS UHÁHFWLRQ probing deeper and reflecting on the evolutionary changes of the why. Don’t stop asking yourself why you chose education as a profession. Reflect, contemRQ RXU FKRLFH RI plate, and be okay with change within yourself.

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David Martin, PhD

Principal Hilton Elementary Brecksville-Broadview Hts. City Schools

2323

8LI ¿REP 3-0% -RWXMXYXI [EW LIPH SR 7ITXIQFIV ERH MR (YFPMR 3LMS )HYGEXSVW JVSQ EPP SZIV XLI WXEXI KEXLIVIH XS GIPIFVEXI XLIMV MRZSPZIQIRX ERH PIEVRMRK MR XLMW ]IEV PSRK TVSJIWWMSREP HIZIPSTQIRX STTSVXYRMX] XLEX JSGYWIH SR WLEVIH PIEHIVWLMT (V &VMER 1G2YPX] VIMRJSVGIH XLI MQTSVXERGI SJ XIEQW ERH (V 1MOI 7XEZIV·W QIWWEKI ´0IEHIVWLMT -WR·X JSV 'S[EVHW µ TYRGXYEXIH XLI IZIRX The OAESA booth at the Ohio School Boards Capital Conference Trade Show this past November provided an opportunity to share information about services to our members, including the OAESA 360° Feedback Tools.

It was great to connect with principals, superintendents, and school board members. Here is a photo of Donna Ball, Special Projects Coordinator, explaining the feedback tools to an interested principal:

2424

SAIL for Education and Concordia University, Chicago are welcoming forty new students for the January 2015 start date. The partnership is also slated to graduate a record number of SAIL students in May. Are you a SAIL student or are interested in the program and have a Twitter account?

Follow us: @sailforeducation.org.

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The OAESA Communications Committee began hosting monthly administrator Twitter chats in October 2014. The chats are designatML _Q\P \PM PI[P\IO ¹ WPXZQVKPI\º IVL WKK]Z WV \PM ÅZ[\ <]M[LIa of each month at 8 p.m. These chats have garnered great conversation and participation from principals all over Ohio and several from IKZW[[ \PM KW]V\Za -IKP UWV\P¼[ \WXQK Q[ QVKT]LML QV \PM M6M_[TM\\MZ Join in and start t weeting!

OAESA HAS BIG NEWS: We’re moving at the end of February to a bigger office! We will send you information about the specifics as our moving date draws near.

When was the last time you visited OAESA’s website?

Check it out for the latest news from your association.

Visit www.oaesa.org today.

25

Legal Report

Management-Related Issues for School Leaders

by Dennis Leone While the tips referenced in the Fall 2014 issue of the Navigator were written to help educators avoid legal trouble in their interactions with parents and students, the following six hot-button areas will assist those educators who hold managerial positions to better handle district-wide matters that often have the potential for litigation. The issues summarized below, representing significant oversight challenges for those who supervise others, have frequently been in the national news. They can serve as a trigger for parents and taxpayers to attend school board meetings and demand action.

Becoming anticipatory is a must for those who hold managerial positions so they can avoid the legal headaches associated with the potential problem areas below.

Educators Using District-owned Equipment for Personal Business. The temptation often is great for educators to use district-owned equipment or the district’s e-mail system to engage in personal business without permission. It is possible for the Ohio Department of Education (ODE) to determine that such activity is “conduct unbecoming of an educator,” depending on the filed complaint and the circumstances surrounding it. Educators should never use district communications to do things like try to sell their cars, attempt to find a job for a friend, promote personal business ventures, advertise at church bazaars, etc., without permission.

Likewise, educators also should not borrow school tables and chairs for a garage sale or a family reunion, use the school copier to make copies for a family member, or use the school lawnmower and school district tools for work at home without permission. It is always best to remember that citizens have the right to feel that their tax dollars should not be used for the personal business of educators. Certain school boards have adopted policies authorizing employees to use the district-owned e-mail system for personal business for a certain number of hours per week. While such a policy is legally okay, teachers in other schools may have been disciplined for not having permission to do the same.

what is called a “finding for recovery” against educators who do it, requiring them to pay back the school district. Educators risk being disciplined and losing their licenses for such financial indiscretions.

Educators Providing Unconditional Trust to Those Who Handle Money. Educators need to become more professionally suspicious of peers, support staff, and volunteers who handle money for the school or for student activities. This is a must. New oversight mechanisms must be developed to produce meaningful checks and balances, even when trusted, long-time employees are involved. Sadly, educators now must try to think like a thief, becoming anticipatory of how others might steal school money due to their access to it.

Peers that educators least expect to take money might be casing the school’s monetary past practices without anyone knowing it.

Whether it’s handling of school lunch money, athletic gate receipts, student activity funds, dance tickets, petty cash, or concession revenue, educators must develop improved ways to oversee and protect the money that is ultimately under their supervision. If money comes up missing, educators may be held legally responsible for restitution, even if they personally had nothing to do with the loss.

Providing unconditional trust to those who handle school money is a risky proposition—now more than ever before. The school district’s treasurer is often the best go-to person for advice and direction pertaining to the handling of school money and the proper use of receipts.

Educators Engaging in “Deliberate Indifference.” With antibullying legislation sweeping the country, educators are under new pressure to properly follow up on claims by students that they have been bullied by other students. While the US Supreme Court stipulated in 1999 that teasing and normal student-to-student banter should not result in damages against school districts (Davis v. Monroe County Board of Education), the nation’s high court also has Educators Co-mingling School Money and Student Activity said that damages may be incurred when educators fail to follow Funds with Personal Bank Accounts. Naively, some educators up on severe harassment that jeopardizes a student’s educational who collect money for school projects and school activity funds opportunities. The court describes this as “deliberate indifference.” co-mingle these dollars with their personal checking accounts. Further, a 2012 decision by the federal circuit appellate court that When called on the carpet for doing so, educators may claim that serves Michigan, Ohio, Kentucky, and Tennessee (Mathis v. Wayne the co-mingling was “temporary” in nature. Even if this were true, County Board of Education) suggests that the deliberate-indiffersuch behavior can fall under the Ohio Board of Education’s defi- ence standard could be violated if school officials are slow to renition of “conduct unbecoming of an educator” (Licensure Code spond to bullying claims and if the student disciplinary disposition of Professional Conduct for Ohio’s Educators, 2008, p. 7). Ohio’s is minimal in light of the severity of the student harassment (CarAuditor of State not only frowns on co-mingling but might issue ey, 2013, p. 1083). Complicating this matter is the fact that Section

26

3313.666(A) of the Ohio Revised Code defines bullying as student harassment that occurs more than once. Further, this provision of Ohio law states that the bullying or harassment must be such that it causes “mental or physical harm to the other student and is so sufficiently severe, persistent, or pervasive that it creates an intimidating, threatening, or abusive educational environment for the other student.” Parents, of course, do not want to be told that what happened to their child has to occur twice for school officials to consider it bullying. Parents also always will have their own interpretation of whether the act involved threatens their child’s educational environment.

While educators may determine they can wait until a second alleged bullying offense occurs before taking action because they feel it is minor misconduct, a wiser course of action when there are serious allegations is to swiftly and efficiently follow up on the matter to avoid a “deliberate indifference” conclusion by a federal court.

Educators Searching Student Electronic Devices. Educators should not necessarily assume that if a student’s electronic device goes off in a classroom, which certainly would be in violation of a school regulation, this would open the door for school officials to search the contents of that electronic device. Such a search may be legally permissible—a federal circuit appellate court serving Michigan, Ohio, Kentucky, and Tennessee ruled in 2013 (G.C. v. Owensboro Public Schools)—but only if it would likely “produce evidence of a criminal activity, an impending violation of other school rules, or potential harm to persons in school.” Educators need to remember that the legal standard established by the US Supreme Court (New Jersey v. T.L.O., 1985) stipulates that student searches cannot be “excessively intrusive” in light of the pupil’s age and the nature of the infraction. Interpreting this standard, some federal courts outside of Ohio have supported searches of student electronic devices (J.W. v. DeSoto School District, 2010), while others have not (Klump v. Nazareth Area School District, 2006).

Educators Disciplining Students for Off-campus Cyberbullying.

In 2012, after the Ohio legislature added electronic communications to the list of student actions that statutorily may constitute harassment or bullying, some educators felt this new law empowered them to discipline students for mean-spirited social media postings, even if they originated from a student’s home on Saturday night. This is not the case. It is imperative for educators to remember the following about Ohio’s current bullying law: (A) While student-generated electronic communications now may constitute harassment, intimidation, or bullying pursuant to Section 3133.666(B)(1) of the Ohio Revised Code, the board-adopted policy is to specify that such acts are prohibited “on school property, on a school bus, or at school-sponsored events;” (B) the Ohio legislature specifically rejected proposed legislation (Senate Bill 127) in 2012 that attempted to empower school officials to discipline students for any electronic cyberbullying act—regardless when or where it originated; and (C) no federal district court or circuit appellate court that serves Ohio has weighed in on the legal question of disciplinary action being imposed for student cyberbullying that originates off campus during nonschool hours.

night social media posting that originates from a student’s home.

While it appears that school officials have more ability to discipline students for electronic postings that occur when they use schoolowned devices, federal courts and circuit appellate courts across the country have not been uniform in their interpretation of student free speech rights when it involves electronic cyberbullying that originates off school property and involves the student’s own electronic devices. In 2013, the US Supreme Court refused to consider conflicting circuit appellate court decisions—one that supported the discipline of a student in West Virginia who electronically wrote nasty, inappropriate things about another student and one that did not support the discipline of two Pennsylvania students who electronically wrote inappropriate things about their high school principals. It seems that state and federal courts have generally been supportive of disciplinary action when students threaten violence against other students, school employees, or the school, no matter how it is communicated, especially when students allege that they intend to use weapons or explosive devices.

While Ohio law does not specifically authorize the discipline of students for electronic acts that are generated from a student’s home, school officials can take discipline if such postings are distributed on school property or at school activities. It also is legally permissible and advisable—when principals are shown a copy of a troublesome electronic posting that originated from a student’s home—to communicate with the parents of that student about the agitation their child’s electronic posting has caused at school. Such communication can serve as a formal notice to parents that the principal does not want their child to associate with the other student at school, that the principal will be naturally suspicious of the student because of the posting, and that disciplinary action will occur should their child cause any problems at school with the student who was the subject of the electronic posting. This communication may show a judge that the school did all that it legally could to be helpful and sensitive to the matter.

One south-central Ohio school district suspended a student during the first week of school in August of 2012 because the student— writing at home—posted a mean-spirited electronic statement about another student in July. Would the school’s suspension decision a month later survive a First Amendment legal challenge in federal court? Likely not.

About the Author Dennis Leone served as a public school district administrator for thirty years in Ohio between 1980 and 2010, spending twenty-three of those years as a superintendent of schools. He currently teaches school law courses for Ashland University as an assistant professor of educational administration.

For these reasons, educators are rolling the dice legally and engaging in overreach if they decide to discipline a student for a Saturday

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A

special spot in heaven is reserved for Miss Lewis, my second grade teacher. Miss Lewis taught me the importance of preserving dignity and of offering encouragement to students through her wise and effective manner in helping me move forward in my literacy journey. A lazy eye and a September birthday were factors that did not help me become a strong learner when first starting school. Reading was not at all what I had hoped it would be. In fact, it was quite the opposite. My mother had always read wonderful stories to us, and I knew all about Mr. Popper’s adventures with his penguins, Heidi’s idyllic life in the mountains, and the Five Little Peppers and all of their antics before going to school where my mother promised I would unlock the mystery of making those words come to life for myself. On day one of first grade, I got my brand new reader, and I read the first page: “Oh!” The second page said, “Oh! Oh! Oh!” In fact the whole book had only fifteen words in it! I determined then and there that this was not reading, and I wanted no part of it. So right from the start of school, I had already decided that reading was not for me.

We had to do a weekly book report for Miss Lewis. She had a table laden with a treasure trove of literature from which we were to pick a book, read it, and write about our favorite parts. Instead, I chose to make up a book rather than deal with all of those words that someone else chose. I remember walking home from school thinking of a plausible title and an author’s name that Miss Lewis would believe really penned a story. After about my third made-up book report, Miss Lewis pulled me out to the hall to ask me about this book that she had never heard of before. I assured her that my mother took me to the library every week (which really was the truth). When I looked into her eyes, I knew she knew. I knew that I had let down my teacher when I lied.

Yet instead of admonishing me for lying, Miss Lewis took me by the hand and simply said, “I want to introduce you to a friend of mine.” We walked to the back table together. She handed me a book called Curious George and said, “Linda, I want you to meet my friend, Curious George. I think he will become your friend too!”

Of course I loved the book, and even more, I loved Miss Lewis for teaching me that helping students to maintain their dignity may require some level of grace but is always worth it. Thank you, Miss Lewis, for teaching me this most important lesson of all! You will always be my hero.

Linda Locke, PhD Principal South Elementary Urbana City Schools

2828

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Middle School Matters

Connect with respect to Make a Difference for Students

by Annemarie Nosse As I wandered into the school parking lot, weighed down by my thoughts and an overstuffed briefcase, I nearly collided with an old man walking his dog. “Rough day, huh? Bet every day is tough in there,” he mused, gazing at the school building with a look of awe.

Smiling at the seriousness of his tone, I said, “Every day is a challenge, but the kids make it worth it.”

“That’s a lot of kids,” he said, shaking his head as he walked away.

On the drive home, I thought about the students and our responsibility to make them feel comfortable, safe, and welcome and how little things make a big difference. I thought about positive experiences at our school and the success of one student in particular that the principal took time to connect with, inspiring the student with the confidence to do what he needed to do.

As other students enjoyed sixth grade orientation activities, Randall cowered by the bushes, afraid to go into the school. The principal spoke with him and encouraged him to take a few steps into the building. He wasn’t where he needed to be, but the principal was confident that he would get there in time.

As the school year started, “Randall” sometimes refused to go to class and stayed in the hallway. The principal kept an eye on Randall, telling others to leave him alone because he knew that Randall would eventually go in if no one paid attention to the problem.

Critics thought this strategy was a little odd and the time taken with one student was a little excessive.

Randall was a frequent visitor to the office, having conversations with the principal, the office staff, and me to help him to feel more secure as he transitioned into sixth grade. He was always given time to voice his concerns, with the focus on helping him do what he needed to make it through the day successfully. It didn’t take much time to get Randall going in the right direction, and his relief at being heard was obvious as his tightly drawn lips turned into a smile before leaving the office.

Randall chose to eat lunch in the office the first couple of months, and he was always given individual attention and respect. As he became more comfortable, he made conversation and laughed, instead of focusing on his worries. Over time, we gave him less attention. Sometimes I worked while he visited and only spent ten

minutes in conversation with him. Eventually we made a plan for Randall to gradually integrate himself into the cafeteria for lunch.

A couple of weeks into the plan, I glanced up from my paperwork to see the tip of a shoe protruding into my office door. Without leaving my desk, I asked, “Randall, aren’t you supposed to be in the cafeteria now?”

He appeared in the doorway and said, “yeah, but I’m gonna miss you guys,” in a way that made me want to let him stay. Instead, I got up and asked him to follow me, and he reluctantly complied.

As I led him toward the cafeteria, we were met in the hallway by his teacher who helped him to find a seat and talked to the students at the table until he knew that Randall was comfortable enough to stay.

Randall never returned to the office to eat lunch after that day.

Although I missed him, seeing his independence inspired me. I knew that Randall was a success story due to the patience and confidence of our school team, led by the principal. I also knew the dedication it took to make this happen. Our team giving Randall the temporary levels of support and progressive scaffolding of the skills he needed helped him become fully independent at school.

As Randall progressed, the supports were gradually taken away when they were no longer needed.

As education becomes complicated with change in more and more places, it is easy to lose sight of the big picture. Things can be tough every day. Educational leaders who embrace the challenge with a determined focus on creating situations that are good for students drive school culture. The success stories of a school help keep our focus on the students. They keep us motivated, even when things get difficult and inspire us to keep positive momentum and remember that educators make a difference—our greatest reward.

About the Author Annemarie Nosse is an aspiring principal with more than twenty years of experience in education. She is in her thirteenth year as a school psychologist with Elyria City Schools. Contact her by phone at (440) 284-8041 or e-mail at nosseannemarie@elyriaschools.org.

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Three questions to ask when developing thinking children: 1) What do I believe about children?

2) How do my practices fit what I believe about children?

3) What do I need to change to make them fit?

Daniel’s tips for multisensory learning: 1) repeat visually 2) repeat orally 3) repeat kinesthetically

Daniel says that when a child feels like a failure, learning stops.

The Fall Ohio Ready Schools Professional Development Forum brought together representatives from Ready School sites across Ohio and their supportive partners. The Forum was held in Dublin, Ohio, at the OCLC Conference Center on October 28, 2014. Early childhood consultant, author, and national presenter Daniel Hodgins engaged participants in the morning session by sharing information related to “Creating the Thinking Child.”

“Physical activity is cognitive candy.” ~ Daniel Hodgins

30 30

• Attention span for children is basically their age plus two, which equals the number of minutes the child can sit/attend (6 years +2 = 8 minutes of attention).

• Three ways to get information to stick by attending to the three Hs: head, heart, and hands.

One of Ann’s exercises in mental clarity.

The #1 impact on student achievement is expectations students have for themselves.

“The true art of memory is paying attention.” ~ Ann Anzalone The afternoon session was led by Ann Anzalone. Ann teaches at the university level, serves as a consultant to school districts throughout the country, and maintains a private practice. She shared her expertise on brain organization for learning and the high-return achievement factors that enhance learning. In addition to new information, the day provided multiple experiences for networking.

3131

TEN HELPFUL

ADMINIS

3232

TIPS FOR NEW

TRATORS

by Carol Rosiak, EdD

“Success is liking yourself, liking what you do, and liking how you do it.” ~ Maya Angelou

A

principal’s job description is multifaceted. It involves varied tasks and roles, all of which come with the expectation of leadership that inspires a school community. According to the Ohio Department of Education (2013), the effectiveness of a principal directly correlates to high student achievement. The expectation that all students gain a minimum of one year’s growth and this connection to building leadership can overwhelm a new administrator. Pivotal to the success process is an administrator’s ability to create a shared vision, ensure continuous progress, support high-quality standards, allocate resources and manage school operations, establish and sustain collaborative learning and shared leadership, and engage parents and community members in the educational process to create a resourceful environment (Ohio Standards for Principal Effectiveness, 2013).

The potential for building administrators to miss out on liking what they do and becoming overwhelmed by the demands of school leadership is real. Being aware of these demands and identifying and implementing strategies to help organize the day is critical in making sure administrators enjoy what they do every day. The following list is not written in order of importance, nor should these tips be viewed in isolation. Leadership is a cohesive dance in which many parts make up the whole. continued on p. 34...

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TIP # 1: Touch Once As an administrator multiple items will cross your desk on a consistent basis. Your inbox will quickly become overwhelmed with papers, e-mails, phone calls, meeting requests, and a host of random staff, parent, and student needs.

These are not necessarily negative or problems, just daily items that need attention. This organizational tip helps alleviate the overflow in the inbox by taking care of simple tasks as soon as you “touch” them. When you touch the item, you complete that task fully prior to moving to the next. The use of two folders in your mailbox will help with identifying tasks that need immediate response (red folder) and those that are not urgent (green). Staff will place the items in the appropriate folder in your mailbox. Always start with the items in the red folder. Categorizing the importance of each item is an essential component of the touch-once process.

TIP # 2: Be Visible Be visible every day to students, parents, and staff. Think of this as just a part of what you do. One example of being visible is welcoming the students outside at morning arrival. This simple routine is purposeful and has great impact on the entire day. Rain, snow, or sunshine—being visible should be a priority. This act places the focus on students, which helps build rapport and promotes positive behavior and attitudes. Even when you have morning meetings, excuse yourself for a few minutes to be present with students. Another simple way to be visible is to make sure to spend time walking around the school. Scheduling this out-of-office time each day will ensure that this act can be stress free. Whether this is done first thing in the morning, during lunch hours, or by grade level or department, planning for it is critical.

TIP # 3: Present a Positive Demeanor Positive attitudes are contagious. Staff and students will know if this is phony, so be genuinely positive. Norman Vincent Peale was quoted by Ron Clark in his book The Excellent 11: Qualities Teachers and Parents Use to Motivate, Inspire and Educate Children (2004), and the quote is appropriate in leadership as well: “Your enthusiasm will be infectious, stimulating and attractive to others. They will love you for it. They will go for you and with you.” (Clark, 2004, p. 1)

TIP # 4: Focus on Team “Us” There is a difference between being a teacher and an administrator, of course. However, school leaders started as teachers. Being cognizant of your beginning as a teacher helps you relate to those still in the classroom. The old cliché, it takes a village to raise a child, is apropos in today’s schools. Verbally stating “us,” not “them,” helps build team mentality.

TIP # 5: Hold Purposeful Staff Meetings The length of a staff meeting in many public schools is dictated by teacher contracts, so time is limited. Providing meaningful information is critical in creating an effective and efficient meeting. Designing the flow and dissemination of information as you would an instructional lesson is a great approach. Best practice requires thoughtful reflection on agenda items and the importance placed on each topic. According to Simon Sinek, author of Start With Why: How Great Leaders Inspire Everyone to Take Action (2009), “There are only two ways to influence human behavior: you can manipulate it, or you can inspire it.” (p. 17) Use your staff meetings to inspire the great work educators engage in every day. Be purposeful to promote professional development within your staff, highlighting what your teachers are doing in the classroom and asking them to share. Minimize housekeeping items to a small portion of the meeting—if you can send it in an e-mail, don’t waste time going through it verbally.

TIP # 6: Take Time to Think An administrator will have many conversations throughout the day with staff, parents, students, central office personnel, and outside organizations. It is not uncommon to be presented with a question that you do not know the answer to immediately. Take time to think when someone makes a request or asks you a question to ensure you can give an appropriate, high-quality response. This reflection will help minimize poor decisions that appear to be made in haste.

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TIP # 7: Communicate Openly and Honestly The building administrator is the leader. Whether behavior and actions are positive or negative, the principal is a model. Modeling honest communication facilitates a positive culture that promotes respect. Even when challenging situations or conversations occur, you must remain calm and present information in a straightforward manner that promotes trust. Open and honest communication is essential in establishing respect and confidence in the leader’s ability.

TIP # 8: Survey Your Staff Knowing your staff members and their perceptions is an integral part of being successful. Understanding that you will not make everyone happy and that not everyone will like you all the time is critical in accepting professional critique.

Self-deception is the process of denying or rationalizing important evidence so that one can make up his or her own truth. The Arbinger Institute proposes that “self-deception blinds us to the true cause of problems, and once blind, all solutions we can think of will actually make matters worse. (The Arbinger Institute, 2000, p. viii). As leaders we need to be aware of our blind spots. Surveying the staff not only helps the administrator with taking a real look at how the staff works and thinks, but it also gives the staff a voice and shows their professional engagement. Some outliers are inevitable and should be analyzed cautiously. However, patterns of responses can be a powerful tool in determining leadership strengths and areas of consideration. Staff perception of the leader is a reality and can help or hinder the culture of a building. Being aware of these perceptions and analyzing why they exist can transform professional relationships, reduce conflicts, and, therefore, strengthen rapport. Although surveying the staff may appear scary or uncomfortable, it doesn’t have to be personal; it can simply be a way to engage the staff in a conversation that leads to true collaboration.

One simple example is to create a survey, using an online survey company, after a staff meeting that asks what they liked or didn’t like and how the staff meeting could be more purposeful. The staff will be appreciative and feel valued- a great way to continue building a respectful rapport.

TIP # 9: Be Available An open door policy is more than a cliché; it is a philosophy or belief that truly embodies successful leaders. Encouraging the staff to share positives, concerns, questions and ideas will help you understand the world outside the principal’s office. This proactive approach will take time to foster, but the impact will be evidenced by the parents’ and staffs’ perceptions, as they regard you as approachable and as an advocate for education.

TIP # 10: Be in the Trenches An administrator that knows the importance of jumping in and helping, at every level, is greatly appreciated and will be viewed as a team player. Additionally, chipping in gives the administrator a better understanding of what each job entails. Seek out opportunities to cover classes, supervise recess and/or the lunchroom, answer phones, vacuum if the custodian is absent, and assist the cafeteria workers.

References Arbinger Institute (2000). Leadership and self-deception: Getting out of the box. San Francisco: Berrett-Koehler Publishing.

Clark, R. (2004). The excellent 11: Qualities teachers and parents use to motivate, inspire, and educate children. New York: Hyperion.

Macias, A. (2014). 15 Pieces of Advice From Maya Angelou. Retrieved from http://www.businessinsider.com/maya-angelou-quotes-2014-5.

Ohio Department of Education (2013). Ohio Principal Evaluation System, 3-6. Retrieved from http://www.education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/Ohio-Principal-EvaluationSystem-OPES/Additional-Information/OPES-Model-Final-7_9-Revised-2013-1.pdf.aspx.

Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. New York: Portfolio/Penguin.

About the Author Carol Rosiak, EdD, is the principal at Goldwood Primary School, which is part of the Rocky River City Schools in Rocky River, Ohio.

35

Legislative Update

Politics

and Your Role in Education

by Mark Jones, OAESA Associate Executive Director

W

hen I began my career in public education nearly thirty-five years ago, I suppose I was like many new teachers who enter the field with lofty ambitions of changing the lives of my students, delivering what I hoped would be memorable and rewarding lessons. I focused nearly all my energy and attention on the events occurring inside the walls of my classroom, with barely an eye on what might be happening in the rest of the school building, let alone the district or state. As far as my twenty-one-year-old mind was concerned, the topics of politics and public education were about as related as spaghetti and polar bears. Oh, the ignorance of youth!

Today, I would assert that the relationship between education and politics is more like that between polar bears and global warming. Anyone presently involved in teaching or administration feels the significant impact that political decisions have on the daily work they do. For the past few decades, there has been a growing demand for accountability from schools, including many associated reforms intended to address perceived flaws and shortcomings in education. I would like to believe that each initiative was well intended, but outcomes are more important than intentions.

For the most part, educators have been so busy trying to implement these reforms, improve our schools, and meet the growing demands placed upon them that they have rarely taken the initiative to actively engage with legislators about these issues. Perhaps educators wonder if just one voice will be heard. Perhaps we feel uninformed about the details of how the legislative process works.

Or maybe, we just want someone else to speak for us instead.

All of these ideas work to keep us comfortably on the sidelines. Unfortunately, what is required now, even more than any time in the past, is for educators to take an active role in advocating for the needs of our students. We cannot afford to sit this one out. As Ohioâ&#x20AC;&#x2122;s new 131st General Assembly convenes in the near future, we must rethink our level of political engagement when it comes to legislation affecting our schools. In the coming weeks and months, OAESA will work harder to keep you informed about issues at the statehouse. Weâ&#x20AC;&#x2122;ll also offer suggestions about how you can support, individually, our collective efforts on behalf of our students, staff, and schools. Together, we can make a difference!

36

M

y love for working with children started early: babysitting, coaching summer softball, and teaching Sunday school in high school. At first my goal was to become the next Miss Barbara for Romper Room, but I soon left my telecommunications major to work directly with students on a daily basis. Kent State University had a wonderful program with dedicated and forward-thinking staff members who prepared me well. In fact, all along my journey, I had positive role models and people who saw my potential, and Iâ&#x20AC;&#x2122;m very grateful.

My education journey began in 1984 at the rural district that was then Plymouth Local Schools (now Plymouth-Shiloh). There I had the opportunity to work with teams that had a great passion for helping students reach successful outcomes, even if they sometimes had very different styles and philosophies. Our administrators understood the power of working together, and we had the opportunity to help create the courses of study for the county and to work on early efforts to differentiate with strategies that worked universally to engage more students from the start. We had time to plan together and to have â&#x20AC;&#x153;Kid Talks,â&#x20AC;? creating positive supports and celebrating. We were mindful of our data and worked to provide meaningful integrated experiences in literacy, math, and writing that set rigorous goals and created success.

That early experience as a young teacher opened doors that created my thirty-plus-year mission, spanning four Ohio school districts and now a state support team. I never considered my career a job but a mission thatâ&#x20AC;&#x2122;s still alive today.

I have always believed in high expectations and that children are capable of much more than most people believe. Because of all of the rich experiences and relationships I have had along the way, Iâ&#x20AC;&#x2122;ve also come to appreciate the importance of sustainable systems embedded in transparent, high-impact strategies to support the enthusiastic teachers joining our ranks and re-energize the experienced.

As a principal, I saw several circumstances out of our control that broke my heart yet further instilled the importance of empathy, unconditional love, and safe boundaries, within the context of discovery, for our students. If we look for the positive, listen for the celebrations, and open our hearts and minds to the possibilities, theyâ&#x20AC;&#x2122;re mostly joyful. My wish for you is that you seek out the $OO DORQJ P\ people who see what youâ&#x20AC;&#x2122;re capable of, encourage you, challenge you, and expect lots from you and that you, in turn, do MRXUQH\ ,¡YH KDG that for the staff and students in your care. One step at a time, SRVLWLYH UROH one day at a time, one smile at a timeâ&#x20AC;&#x201D;we can do this.

PRGHOV DQG SHRSOH ZKR VDZ P\ SRWHQWLDO

Julie Frankl

Retired Principal and Educational Consultant State Support Team Region 7

3737

Health Issues

Does

Hearing Matter?

by Melissa McCoy

H

earing loss in school children may interfere with the ability to learn and the development of normal speech and language. Children with hearing loss score significantly lower on comprehensive tests of basic skills, and they exhibit behavioral problems and lower self-esteem. The American Speech and Hearing Association estimates that eighty-three out of every thousand US children have educationally significant hearing loss. In Ohio, the Dangerous Decibels Program and the Ohio Hearing Aid Assistance Program are making a difference through prevention and treatment of hearing disorders to assure school readiness.

Today, children of all ages are exposing themselves to loud music through MP3 players, iPods, concerts, and other noisy activities. Continuous exposure to loud noise can damage the structure of hair cells in the inner ear, resulting in tinnitus (ringing in the ears) and noise-induced hearing loss. A majority of children have experienced tinnitus and hearing impairment after listening to loud music. While hearing loss is usually painless, it is always permanent.

The good news is that noise-induced hearing loss is 100 percent preventable.

One resource geared toward the prevention of hearing loss through education is the Dangerous Decibels Program. This program makes a difference by educating children about dangerous sounds. According to the outcomes of a study conducted by W.H. Martin involving 1,630 first, fourth, and seventh grade students, this educational program significantly improved the knowledge and attitudes about noise exposure and positive behaviors about hearing-loss prevention. This free program is evidence based and meets Ohioâ&#x20AC;&#x2122;s benchmarks for physical science and mathematics.

Dangerous Decibels is an interactive fifty-minute lesson for students designed to reduce the incidence of noise-induced hearing loss and tinnitus by changing knowledge, attitudes, and behaviors about sound exposures.

Common underlying educational messages in the Dangerous Decibels program include: 1. Sources of dangerous sounds.

2. Consequences of dangerous sounds.

3. Protection from dangerous sounds.

Ohio children diagnosed with permanent hearing impairment should be given the tools to succeed in school. However, treatment for children with hearing impairment is expensive and, for some, inaccessible. Children who

38

have untreated hearing loss may have difficulty in all areas of academic achievement, especially reading and mathematics. According to the American Speech and Hearing Association, children with hearing loss achieve one to four grade levels lower than their peers with normal hearing, unless appropriate management occurs.

The Ohio Hearing Aid Assistance Program (OHAAP) makes a dif-

ference by providing financial assistance to these families with children less than twenty-one years of age, for purchasing hearing aids and covering additional out-of-pocket expenses. Families with incomes at or below 400 percent of the federal poverty guidelines are eligible for the program. Families are encouraged to contact participating providers about the OHAAP program. Providers can be found at http://1.usa.gov/1DXDcUx.

Reference Martin, W.H. (2008). Dangerous DecibelsÂŽ: Partnership for preventing noise induced hearing loss and tinnitus in children. Semin Hearing 29: 102â&#x20AC;&#x201C;110.

About the Author The Ohio Department of Health Childrenâ&#x20AC;&#x2122;s Hearing and Vision Program provides the Dangerous Decibels program and the OHAAP to prevent and treat hearing loss. Schools interested in these resources may contact Melissa McCoy, MA Public Health Audiologist, by calling (614)466-1995 or by e-mailing her at Melissa.McCoy@odh.ohio.gov.

39

I

chose education as my career because I wanted to make a difference in the lives of children. I donâ&#x20AC;&#x2122;t think there is a greater feeling than seeing the â&#x20AC;&#x153;light bulbâ&#x20AC;? go off when a child understands something or the smile that children get when they succeed at something. I got to see firsthand that individually and as a group educators have the opportunity to change the world.

Growing up, I had the opportunity to make a difference in the lives of three people who are very close to me.

Due to some unfortunate circumstances, my family adopted my three cousins to give them an opportunity to have a better life. My cousins had a lot of issues when they joined our family. They were physically and mentally delayed and not functioning at their appropriate age levels. I felt really bad about this and wanted to do something to help them. They were not this way by choice, and I didnâ&#x20AC;&#x2122;t want them to suffer and be behind their entire lives.

My parents knew how far behind they were, became involved in their education, and wanted to do whatever they could to help them be successful. My parents formed great relationships with the teachers they had, and I witnessed how amazing and helpful my cousinsâ&#x20AC;&#x2122; teachers were. They went above and beyond to help them be successful, and we noticed a big difference in their progress. Watching the effect the teachers had, I started to work with my cousins nightly on their homework and the skills they were lacking. At times, I didnâ&#x20AC;&#x2122;t understand why they couldnâ&#x20AC;&#x2122;t get simple things, but seeing them struggle and then finally getting it and the happiness it brought to them was so rewarding for me. It drove me to want to help them more and more. As I watched them grow up, I saw them accomplish many things that I never would have thought possible. Because of this experience, I knew education was the career for me.

Being an educator is such a rewarding career. We donâ&#x20AC;&#x2122;t get into the field for financial reasons but because of the passion we have for watching kids succeed. There is not a day that I donâ&#x20AC;&#x2122;t want to wake up and go to work.

I absolutely love working with kids and knowing that I may be the person to make a difference in their lives.

Jamie Franko Administrative Intern Parma City Schools

4040

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Spring Zone Meetings ZONE ONE

Feb. 12, 8:30–12 pm OSU Endeaver Center 1862 Shyville Rd. Room 160 Piketon, OH 45661

ZONE THREE April 8, 10–12 pm TBD

ZONE SIX

March 18, 5–7 pm Winking Lizard 1615 Main St. Peninsula, OH 44264

ZONE TWO

March 12, 5–7 pm Scholastic Book Fairs Warehouse 5459 West Chester Rd. West Chester, OH 45069

ZONE FOUR

ZONE FIVE

April 11, 2–4 pm Wood County ESC 1867 N. Research Dr. Bowling Green, OH 43402

Feb. 2, 5:30–7:30 pm Old Bag of Nails Pub 625 Lexington Ave., #7 Mansfield, OH 44907

ZONE SEVEN

ZONE EIGHT

April 22, 5–7pm Pufferbelly 152 Franklin Ave. Kent, OH 44240

March 3, 8:30–11 am Schoenbrunn Inn (Delaware Room) 1186 W. High Ave.

New Philadelphia, OH 44663

Mark your Calendar!

ZONE NINE

April 1, 10–12 pm Zanesville Country Club 1300 Country Club Dr. Zanesville, OH 43701

ZONE TEN

April 23, 4:30–7 pm Buckeye Hall of Fame Grill (Film Room) 775 Yard St., #100 Columbus, OH 43212

WELCOME TO OAESA’S NEW MEMBERS! Zone 1 Phillip Fitch Lisa Imel Michelle Kight Nicholas Morris Josh Morris Shane Rhea Elaine Seimer Zone 2 Cynthia Anderson Cynthia Berding Lisa Courtney Dafney Davis Kendell Dorsey Chrissy Edds Jill Fanning Christopher Flanagan Christine Foote Andrew George Tamara Gilbert Dustin Goldie Sarah Greb Traci Griffen Jamie Hood Aaron Hopkins Jamie Kunz Justin McCollum Nina Miller Paige Patton-Radel Kari Pennington Nick Roberts Tonya Schmidt Sarah Sloan Eric Thomas Harry Voll Katrina Wagoner Leslie Zurmehly Zone 3 Izdihar Abadi

Hayley Barhorst Jonathan Burke John Burkholder Matt Dillon Jennifer Fledderjohann Heather Henning Paul Hohlbein Lynda Holycross Chad Lensman Todd Pencek Jeremy Pequignot Kylie Pritchard Marlo Schipfer Michelle Teis Vanisa Turney Mike Vagedes Nathan Walters Zone 4 Allison Benner Matthew Carr Kirsten Coffman Karyn Cox Tammy Darrow Matthew Davis Amy Dominique Matthew Dube Heath Huffman Kirk Jones Justin Krogman Thomas Lammers Angela Macwhinney Lindsey McVey Andrew Mickey Taryn Miley Mark Pugh Elizabeth Scaife Wesley Schroeder Lance Thorp Jennifer Wensink

Zone 5 Tyler Bates Kelli Bauman Kari Case Laurie Czaplicki Leah Filliater Micah Gibbs Annette Gorrell Jennifer Hickman Valerie Kaminski Danny Kissell Matthew Millinger Lawren Neeley Penny Reinhart Nora Ruddy Andrew Schiefer Wayne Schneider Alex Sharick Lynne Stark Pamela Veletean Sarah Walker Karly Watterson Holli Weber Zone 6 Victoria Abdow Lashonda Abdussatar Wilma Alexander Jim Alexandrou Scott Astey Kristen Booth Elizabeth Burke Laxmi Chari Nia Davis Matthew Doslak Stephanie Eafford Nicole Franks Judy Gray Daniel Harlan Justin Harnist Holly Heiple

Danjile Henderson Robin Holden Ruth Hotchkiss Kimberly Hussing Christopher Jolly Paul Kijinski James Kovi Becky Luth Michael Malloy Kelsey Mellino Ian Miller John Musat Loi Nguyen Amy Olivieri Marc Petty Suweeyah Salih Paula Shafer Brian Siftar Erin Spencer Kimberly Summers Ja Tina Threat Erica Wigton Zone 7 Gregory Bonamase Sarah Chapman Ron Dahlhofer Beth Dyer Kim Fisk Julie Fulton Janet Halicki Annette Harris Eric Jones Stephen Kovach Brett McCann Kim Menta Brock Miller Abigail Miller Jeff Novak Emily Petrick Mathew Prezioso

Grantley Richardson Daniel Sebring Jennifer Soukenik Anthony Stretar Cynthia Tomassetti Dawn Vilk Julie Weber Zone 8 Sara Crooks Kaylee Early Scott Giammarco Ryan Holmes Alyssia Kappas Matthias Karolewski Dana Kendziorski Tom Kotsanis Angela Leggett William Liberatore Cherie Marthey Diana McMillen Kate Plant Jesse Robinson John Spondyl David Thompson Zone 9 Larry Bevard Michael Brewer Natalie Buchanan Mark Edwards Kimberly Hearing Kristen Schreiber Tiffany Speck Tim Van Camp Todd Woodard Zone 10 Jessica Anderson Lenora Angles Michelle Banks

Jaclyn Baumann Coleen Boyle Diane Campbell Blair Cerny Brian Coffey Susan Drake Amy Estepp Sean Flynn Judy Frazier William Giacomelli Ryan Gramlich Joel Grant Nicole Henry Gabe Hoover Ebone Johnson Staci Lutz Karrina Lynch Robin Mayo-White Amey McGlenn Andrea McVay Amber Mocarski Cynthia Moore Kathryn Myers Tricia Myers Morgan Nagel Angel Negron Angela Nelson Katyn Olszewski Audra Pearson Naim Sanders Jillian Sims Miguel Thompson Shannon Trexler Leslie Uhl Germaine Wells Akya Williams William Wion Laura Wolfe

41

Empowering Children to Succeed

by Jack Hunter

My career started immediately after college in an urban teaching environment.

My goal was to become a foundational leader for children from a lower socio-economic background. I knew these children could accomplish anything they put their minds to; they just needed to be empowered to succeed. This became the driving force behind my daily teaching.

As a new teacher, I worked tirelessly to empower the children to see the symbiotic nature of a positive attitude and their self-worth to succeed in school and all activities. The passion my students witnessed led to substantial gains on standardized tests. Students were amazed at the growth that occurred and my passion and drive for teaching was forever instilled.

After teaching for a few years, I was offered a business opportunity.

I accepted and worked for a large, private company for eight years.

After leading this company through a venture capital acquisition, I gained insightful information about how to run businesses. However, my passion had always been to educate children in urban environments, so I made the tough choice between financial growth and public service. I decided to take my experience and knowledge in business, couple it with my love of education, and venture back into the public sector. I knew I had found my true mission yet again.

Once I was placed back in an urban environment, I felt at home, and my passion began to drive my success. I took the same tenacity and goal-driven attitude I had in business and put it to work in the classroom and school. Failure was simply not an option. I made sure students knew my expectations, and I continued to lead with empathy. However, I did not allow students to be coddled or fall short of their goals. My business experience showed the connection between the private and public sector as well as the importance of aligning the private entities and the school system. This kind of re-

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lationship has an empowering connection on all stakeholders.

In learning how private businesses work, the experiences I gained prepared me to lead a public organization. The multifaceted nature of a private organization provided me with the structure and processes to implement similar procedures in a school with fidelity.

I encourage all leaders to network with the business community.

Simple conversations, for example, can lead to initiatives that could result in thirty-plus volunteers coming to your school to mentor students. Discussions with business leaders may open up financial resources that allow you to bring programs to your school to assist with academic endeavors. As academically focused leaders, we have to reach out to anyone and everyone in the community who can become stakeholders and help our children. In my case, I reached out to the Department of Aging to recruit senior citizens to read to students and to the Police Association for afterschool sporting opportunities, and I wrote numerous grants to businesses that traditionally do not fund public schools. A large majority of our wealth exists in the small business sector, yet we spend the majority of our time reaching out to the Fortune 100 for monies. My recommendation is to solicit the small businesses for assistance with funding opportunities. A good example is to solicit private sector employees to assist with First Lego League. With a nominal investment of a thousand dollars, you can start an afterschool Lego competition team. Once a business is involved, you will see more opportunities

become available. We had success recruiting a company, and our school team qualified for a regional event that the company fully sponsored. This was the first time my students had been to a hotel, not to mention dine at a restaurant with cloth napkins.

By bringing in outside programs, students recognize that the entire educational focus is on them. For instance, our 2012â&#x20AC;&#x201C;2013 school year suspension days were 420 days lost. However, after joining the school team last year as principal and implementing Love and Logic, District Behavior PBIS (Positive Behavior Intervention and Supports) and a plethora of extracurricular programs, our suspensions dropped to forty-eight school days last year. Our value-added score improved one letter grade in one year, and our performance index also improved. We showed a large gain in the lowest 20 percent of our students. Additionally, by using district programs, such as Dr. Durantâ&#x20AC;&#x2122;s Young Men and Women of Excellence, we were able to connect troubled youth with peer mentors and have team-building programs on the weekends. Having students engaged and looking forward to getting acquainted with their mentors meant students were willing to continue the program. This yielded a 1.2 percent gain in attendance in the first year. In the second year, we looked to further reduce the negative and celebrate the positive. I now have businesses contacting our school to get involved and become a part of the exciting changes that have begun to happen. Community involvement is on the rise and we no longer have a PTO but a Chase POSSE (Parents of Superior Soaring Eagles). Our data wall is one of the first things you see as you enter the building because learning is our top priority. Students, attendance, community involvement, parent involvement, and determination for success are the other goals that drive my position as principal and instructional leader.

Changing the culture of the school is multifaceted. Gone are the days of just watching students during lunchtime and being a presence in the school. Both new administrators and veteran principals all have the same opportunity: the obligation to students and stakeholders to focus on the entire development of the student. This can only be achieved if principals are focused on community resources that lead to community involvement. It takes time to coordinate all of these resources, along with all the other administrative responsibilities, but the rewards are truly worth the time. The individualized educational experience of each student in your school will surprise you with all positive results. I welcome interested administrators and/or teachers to visit our school and witness the above referenced opportunities for our students. As a first year principal, I have only scratched the surface of community resources and opportunities for all involved in our school. The student growth that has occurred becomes our driving force.

About the Author Jack Hunter obtained his administrative degree from the University of Cincinnati. Prior to his career in education, he worked in private business as a successful chief operating officer in Chicago. Using gained business acumen, Jack recently returned to education and is currently transforming his Toledo Public STEM school into a thriving learning environment as its principal. Mr. Hunterâ&#x20AC;&#x2122;s school has been featured on the front page of the Toledo Blade and is currently involved in national STEM competitions.

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Deliberate Optimism— Reclaiming the Joy in Education

by Debbie Silver, Jack Berckmeyer, and Judith Baenen

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Reviewed by Marybeth Harter, principal, Firelands Elementary, Firelands Local Schools

ould you like to remember the optimism that made you choose education as a profession? Would you like a book to read that encourages you to embrace optimism and offers a fresh perspective on teaching in the 21st century?

Student Voice: The Instrument of Change

Deliberate Optimism offers a candid look and a refreshing viewpoint about the significance of developing positive relationships within a school environment. Now more than ever, as the education landscape faces some tough challenges (high-stakes testing, Common Core, teacher evaluations, etc.), the authors reinforce tudent voices are critical if we are to improve outcomes—be- the consistent need for healthy interactions between students, yond testing—for all students. The authors make a case for staff, and the community in order to bring about real change for empowering students as partners in education, using much the greater good. of their own research as proof.

This book recognizes the benefits of choosing optimism over deThe book is divided into three sections: Listening, Learning, feat and encourages all stakeholders to take action in some way. and Leading. The Listening section summarizes the Aspirations The authors outline small steps that educators can take each day Framework, focusing on working with each student to dream that can amount to substantial growth and progress overall. The and achieve. The next section, Learning, summarizes data from book examines ways to rediscover self-motivation and how to their My Voices Survey, suggesting that only half of students are embrace a positive viewpoint, even when events seem out of your engaged and interested in schooling. Finally, Leading proposes control. In addition, the book explores how educators can create that schools can and should increase opportunities for students to an optimistic classroom that students not only enjoy but where work as partners in all areas of education. They make connections they flourish academically, emoto the whole child movement, the hierarchy of needs, and 21st tionally, and socially. Finally, the century learning. Readers may make connections to other initia- book emphasizes the systemic need for educators to partner with other tives in their schools. stakeholders in an effort to build a Late in the book the authors admit that many people may think stronger school and a stronger learn“that this is the ‘soft’ work of teaching…[not] the ‘hard’ work of ing community. teaching the academic disciplines.” I will admit that early in the book I had the same view; however, the authors are persuasive in Deliberate Optimism—Reclaiming their arguments. Their passion for student voice forces the reader the Joy in Education is filled with reto reflect on important questions: What do we want for students? search-based strategies, real-life sceWhy did we become educators? Is the test score the most import- narios, and practical examples that ant measure of a student’s worth? Discussing the book as a staff any individual or school can incormay help refocus our aspirations as educators in this era of in- porate now for a brighter tomorrow and a successful future. creased testing and mandates.

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by Russell Quaglia and Michael Corso Reviewed by Shannon Kriegmont, principal, Madison South Elementary, Madison City Schools

The Relevant Educator

by Tom Whitby and Steven Anderson Reviewed by Louise Henry, principal, Munson Elementary, Chardon City Schools

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re you someone who loves to share and collaborate?

Are you a lifelong learner who embraces the power of technology as a connection to other educators? If so, The Relevant Educator may be the professional resource you’ve been looking for!

In this book authors Tom Whitby and Steven Anderson explore the many ways that “connectedness” empowers learning. Specifically, the power of social media collaboration is highlighted as a way to affect change in education. Technology has removed the previous constraints of time and space, allowing educators to communicate globally and opening up the whole realm of professional development. The book offers sound advice on how to navigate the many 21st century technology skills available to us as educators. Within the book you’ll find a number of social media sites to examine and evaluate so you can explore ones that best fit your needs. With a focus on staying relevant. as we move through a rapidly advancing technological world of learning, this book gives practical advice that can easily be applied in virtually any educational setting.

Leading with Inquiry and Action

by Matthew Militello, Sharon Rallis, and Ellen Goldring Reviewed by Steve Perry, principal McGregor Elementary School, Washington Local Schools

While it is clear that “the principal matters,” it is equally vital that high-quality instruction needs to take place in order to achieve academic goals of a school. The authors give clear examples about what it takes to turn a failing school into one that is effective academically and emotionally.

Leading with inquiry requires crucial, specific steps needed to create change. First, the authors define the characteristics of dynamic schools and basic characteristics critical to the inquiry-action cycle, such as joint enterprise, mutual engagement, and a shared repertoire. This is true whether changes are required in instructional strategies, community involvement, or simply evaluating one’s goals.

In creating a collaborative cycle, there are specific steps in reaching a goal: 1) identifying the problem of practice; 2) establishing acceptance and responsibility for the problem; 3) articulating the theory of action that is specific; 4) taking action toward the goal; 5) evaluation of what is taking place; and 6) reflection on what has or has not been accomplished.

By using the collaborative cycle of inquiry and action, the authors defined problems of practice and included all the groups involved in this process: community, teachers, students, government, district, superintendent, parents, principals, and school board.

While I consider my school one that is high achieving, the detailed examples have made me re-evaluate my focus as an administrator along with my building goals. The principles examined in this book will work whether you are in a school that needs to make great strides in instructional strategies or if you are looking to self-evaluate yourself and/or your building goals.

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fter being a successful leader in two elementary schools for a small urban district, Lee, an elementary principal, learns that he will be moved to a middle school. Apprehensive and simply scared are great words to describe his outlook. While he admittedly has the full support of the superintendent to turn his new school around, finding the root of the problem is key as Lee realizes he cannot do this alone.

The text begins with “the myth of the great principal.” The first chapter details what goes into a new position and how to win the buy-in of all stakeholders, specifically staff delivering instruction.

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Practical highlights of Unmistakable Impact include an in-depth breakdown of his core concepts of humanity, focus, leverage, simplicity, and precision, which are detailed as critical in strengthening learning opportunities for staff. His idea that “professional learning enables authentic dialogue” (p. 38) is another concept for administrators to think about. In order to create an environment that embraces learning at all levels, administrators must engage staff members in critical thinking and sharing, regarding professional development.

Unmistakable Impact: A Partnership Approach for Dramatically Improving Instruction

by Jim Knight Reviewed by Carol Rosiak, EdD, principal, Goldwood Primary School, Rocky River Schools

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ward-winning author, Jim Knight, wrote Unmistakable Impact. In this book he proposes that successful schools, or Impact Schools, are dependent on the positive, professional learning relationship between school leaders, instructional coaches, and teachers. He connects the importance of imbedded, sustainable professional development to the positive impact on teaching and student learning. He purports that in many school districts, school improvement plans are too long and complicated focusing on short-term goals. The author further states that these plans do not propel a district toward positive change but can cause teachers to feel overwhelmed and diminish teachers’ impact on student learning. In this book he also identifies five core concepts essential to professional learning opportunities that will help propel a district toward positive impact.

Jim Knight effectively addresses current issues that face instructional coaches and leaders. He presents the roadblocks to success in a clear and understandable manner, and his solutions to these roadblocks are detailed and provide current research to support his contentions. The overall premise of the book is to give realistic solutions in the journey to create Impact Schools.

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If you are interested in reviewing a book for the Navigator, please e-mail the editor at smith@oaesa.org.

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