Editor-in-Chief
Wendy Clemons
Associate Editor
Jean Cook
Managing Editor
Kelly Watson
Editor
Allison Allsup
Designer
Chris McMillen
Writers
Allison Allsup
Diane L. Godwin
Amy Roberson
Kelly Watson
All photos were submitted by the MDE or their respective districts unless otherwise noted.
Amy Roberson
For Anita Wansley, principal of Northeast Elementary School in Lauderdale County, being named Mississippi’s 2024 Administrator of the Year is a well-deserved
honor for an educator whose interests and career path have been quite diverse.
Born and raised in Pennsylvania, Wansley has lived in Mississippi for the last 30 years. Married to her husband Chris and mother to four children, she
earned a bachelor’s degree in special education from Eastern Mennonite College in Harrisonburg, VA, and later a master’s degree in educational leadership from Mississippi State University. As part of her award, she will soon begin her specialist’s
students every day.
degree at William Carey University.
Wansley’s path to educational administration has not always been a linear one. She began her career as a special education teacher but then stepped aside for 15 years to raise her children. As well as being mother and caregiver to four young children, Wansley took various roles that allowed her to continue to influence those around her in a positive way. For six years, she directed Community of Hope, a tutoring program which utilized high school students to tutor elementary students. She also worked as a ministry coordinator for her church where she organized events, interacted with the community and created curriculum.
While leading Northeast Elementary School to an A rating three years in a row
is an accomplishment for which Wansley is proud, she sees the smaller daily gains as more important for herself and for her students. She says, “It is the dayto-day wins. It is the child who goes from not wanting to come to school and having meltdowns to adjusting and making friends. It is the building leadership capacity in teachers to be team leaders. It is the partnerships built with parents who are reluctant to trust a school and then become our best advocates. It is creating a vision each year with our hashtags and creating a school culture that is both positive and passionate.” These are the situations and moments that make Wansley proud to be an administrator in Mississippi public schools.
Wansley is quick to share her acco-
lades with those who helped her become the educator she is today. She credits her parents, Allen and Ruth Zendt, for her strong work ethic and for her compassion toward all people. They instilled in her a love for others. Her mother, especially, always reminded her to look for the things that need to be done and to do them without being told to do so. She also credits Dr. Penny Wallin, Dr. Rosalin Operton and Dr. Howard Savage of Mississippi State University’s Educational Leadership program for much of her success. Wansley remarked, “All three of these amazing leaders in education pushed me to think outside the box and figure out the big picture.”
Unsurprisingly, others are just as quick to point out the leadership quali-
ties and inspiration of Wansley. Zachari Ruff, assistant principal of Northeast Elementary School in Meridian, was a fellow student in Mississippi State University’s Educational Leadership Cohort. When asked to describe his feelings about Wansley, Ruff responded, “From the very start, I was inspired by her passion for leadership, her clear vision for building authentic relationships, and her deep commitment to creating a thriving educational community.” He was eager to join her team at Northeast Elementary school when the opportunity arose, and when asked to further describe his experience working and interacting with her, Ruff replied, “She has established a strong foundation grounded in values of learning, collaboration and celebration. These guiding principles have not only shaped our school culture but have also inspired both staff and students to excel. As an innate encourager, she consistently motivates those around her and fosters an environment where others feel
empowered to take on leadership roles.”
Clearly, Wansley has been leading others in the right direction as she has developed close relationships with those around her.
When asked to give some advice to someone entering education as a profession, Wansley says, “Self-awareness is about knowing how you impact others. As teachers and leaders, we impact those in our care and through our attitudes; our abilities and inabilities will affect those around us. It is important to take responsibility for that impact.” She also believes in the importance of reflection on any and every task, no matter the seeming importance or frequency of the task. She believes that reflecting on events, programs and relationships all have a place in educational and personal growth. Additionally, she cites bravery in all situations as a necessary component for teachers and administrators. “Be brave,” Wansley said. “Go for it, try new things, mess up and do it better next time.” And, lastly, she added that laughter is paramount. Finding humor
and seeking out others who find humor amidst difficult situations and seasons is a key component to her success and the success of those around her.
Any educator will tell you that challenges arise at every turn in this profession. To survive and grow in the profession, every educator must find something that motivates them to face those challenges. Wansley is no different. She comments, “Regardless of the decisions that need to be made, urgent issues to discern, heartbreaking circumstances that need comfort or details that need taken care of before they become huge problems, a principal needs to keep being positive and moving his or her school forward. For me, it is about keeping my mindset grounded in the foundation that education is about people. I keep going because I see that good is also happening. I see the wins, the progress, the kindness and the laughter. With all this, I am reminded that I get to do this role every day.”
Flowood Elementary in Rankin County School District hosted its annual Multicultural Night, and it was a tremendous success! Students explored the cultures and customs of ten different countries, showcasing their learning through writing, art and other standards-based activities. The school was transformed into a vibrant global tour, allowing guests to experience music, food and traditions from around the world. It was an unforgettable evening celebrating diversity and learning.
Amanda Duplessy, a fifth-grade teacher at Lamar County School District’s Oak Grove Elementary school, thought she was attending a schoolwide assembly one morning in honor of a visit from State Superintendent of Education Dr. Lance Evans. Yet, there was another honor in store when Duplessy received the surprise of a lifetime with the Milken Educator Award for Mississippi that includes an unrestricted $25,000 cash prize.
Duplessy was honored as part of the Milken Family Foundation’s 2024-25 Milken Educator Awards season. This season will honor up to 45 pioneering professionals coast to coast, marking the 3,000th Milken Educator in the awards’
ranks and celebrating a history of changing lives in communities across America. Created by philanthropist and education visionary Lowell Milken, the prestigious national recognition is hailed as the “Oscars of Teaching.”
Mississippi joined the Milken Educator Awards in 1991, and 79 educators have been award recipients with a total of $1,975,000 awarded. Dr. Evans joined Milken Educator Awards Vice President Stephanie Bishop in bestowing the award upon Duplessy.
“Great teachers transform students’ lives by creating pathways to success that extend far beyond the classroom walls,” said Dr. Evans. “As a Milken Educator,
Amanda Duplessy demonstrates the powerful impact that dedicated educators have on student achievement and our entire education system.”
“Amanda Duplessy’s creative instruction and outstanding mentorship are making a marked difference in the lives of her students, colleagues and the greater community,” said Bishop, who is a 2001 Virginia Milken Educator herself. “Amanda’s classroom is a hub of critical thinking and hands-on learning where every activity is tailored to inspire growth. Congratulations, Amanda! Today we celebrate you and welcome you to the Milken Educator Network.”
Amanda Duplessy’s exemplary career is
One digit at a time, students hold up cards representing the amount.
evident in the way she tailors instruction and interventions to meet student needs, mentors fellow teachers, and is often the first to arrive and the last to leave each school day. Duplessy’s commitment is reflected in her students’ academic growth each year.
At the beginning of the school year, Duplessy assesses her students and identifies any gaps in comprehension, then adjusts her curriculum with research-based strategies and data personalized to students’ needs. She incorporates creative, high-quality instructional materials into her classroom, engaging students in immersive activities to build strong comprehension and critical thinking skills. Her “Unsolved Mysteries” unit has students dress up as detectives as they study their top-secret case file focused on reading nonfiction and performing research. Role-playing continues in her “Writing Boot Camp,” where students are “ordered” by Duplessy as “class drill sergeant” to complete a series of challenges that boost proficiency.
A leader herself, Duplessy extends her guidance and experience in growing and inspiring student leaders as co-founder
Students can hardly wait to hear which of their teachers will be receiving this national honor.
of Oak Grove’s first-ever student council. She often attends student sporting events or dance recitals in her free time. Her support also encompasses her colleagues: Duplessy serves as a fifth grade ELA professional learning community (PLC) leader, mentors her peers, leads a professional development book study related to implementation strategies for the science of reading, supervises student teachers from the University of Southern Mississippi as-
signed to Oak Grove for clinical practice, and oversees fifth grade’s positive behavioral interventions and supports. She is also on the arts committee and develops strong, meaningful relationships with parents and families.
Duplessy is a graduate of the University of Southern Mississippi. She earned a bachelor’s degree in elementary education K-6 in 2007 and a master’s degree in elementary education in 2012.
Allison Allsup
Shauna Waters, the 2024 Mississippi Teacher of the Year, has spent the past 20 years building an impressive career.
As a second-generation teacher at West Lauderdale High School in Collinsville, Mississippi, Waters instructs dual-enrollment English Composition I, AP English Literature and Composition, senior English and honors sophomore English. She also serves as the Academic Team sponsor, newspaper adviser and National Honor Society adviser.
While she’s made quite an impact over the years, it wasn’t always Waters’ dream to
be in this position. Growing up watching her mother, Pam Waters, teach junior English, she was adamant about finding a different career path. Because of this, when she started college at Mississippi State University, she went pursuing a degree in biology. Realizing by the end of the first semester it wasn’t meant to be, however, she switched her major to English, reaching out to those roots she knew so well.
It was through this change that Waters also found herself immersed in foreign languages, soon discovering a love of Spanish. This newfound interest prompted her to travel to Costa Rica with the Business School/Foreign Language Summer
Internship program during the summer of her sophomore year. During her stay, she became invested in teaching English to speakers of other languages (TESOL) when she saw the need for English proficiency for those who had family members working in other countries.
Wanting to help others advocate better for themselves, Waters went on to Indiana University to pursue a master’s degree in TESOL and Applied Linguistics after graduating from MSU. While there, she taught in the Intensive English program, where she was able to work with college students from all over the world. Her continued dedication for this field of work led
her to Toyohashi, Japan, where she taught in the Comparative Cultures department at Aichi University for two years.
After years abroad, Waters felt called home to be closer to her family. When Waters moved back, she found herself doing the one thing she never thought she would: teaching high school English classes. To her surprise, she discovered that teaching high school English became the very thing she loves to do most in the world.
“I am the teacher who gets up excited to teach argumentative writing,” Waters said. “That may make me a very special kind of crazy, but even here in year 21 of this job, I find it the most fulfilling thing I can imagine.”
In fact, Waters now teaches behind the same podium and desk as her mother did before her. In her classroom, Waters fosters an eclectic vibe with the goal of exposing her students to different paths they might not have considered and assisting them as they equip themselves to walk those paths. She does this by immersing her students into various ways of thinking by basing her classes around the 4Cs: the 21st century skills of communication, collaboration, critical thinking and creativity. These four things are at the core of each of her courses because Waters knows if students can do these things well, they will have a world of opportunities available to them.
“We live in a world that seems like it is changing every five minutes,” Waters said. “While I may not know exactly what technology is going to be dominating society or what jobs may develop as time progresses, individuals who can communicate clearly, work well with others, solve problems and create new solutions will always be in demand.”
Waters understands the necessity of school, undertaking responsibilities that often have her going above and beyond no matter her multiple, current obligations. This passion to serve students shows her love and care for them and is one of the many reasons why she was named Missis-
sippi’s Teacher of the Year.
Brayden Alford, a former student and current freshman at Mississippi State University, can’t help but agree. After having Waters not only as a teacher but as a coach, Alford notes the major force of good Waters has been in his life and credits her teaching style for helping him to navigate through college: “Her mentoring led me to the scholarship that made me the first person in my family able to go to a university,” Alford said. “Being able to confidently reference the works that we analyzed in high school during a college level seminar has only increased the respect I have for her teaching style.”
Being so well-versed and traveled has given Waters a strong foundation to help students like Alford succeed in their future endeavors. Her dedication to helping her students accomplish their goals often keeps her going when things get tough. It’s why she likes to remind others to look for
ways to “be the change” when dealing with challenges within the school system.
“What we get out of a situation is in large part determined by the attitude we
bring to that situation,” Waters said. “I love what I do deeply and hope I can represent all the hardworking teachers of Mississippi well.”
Starkville Oktibbeha Consolidated School District (SOCSD) has established a place for excellence, called Maker Spaces, within each of their schools. Maker Spaces are collaborative workplaces that facilitate student-centered exploration through a variety of low-tech and high-tech hands-on experiences. These spaces allow for peer collaboration and
encourage building relationships while working and learning together.
From green screens for student productions, to virtual goggles that take you on an excellent adventure to 3D printer pens for experimentations, these 21st century learning environments fuel imagination and creativity while engaging students as critical thinkers, collabo-
rators and problem solvers.
SOCSD was one of fifteen Mississippi school districts to be selected through a competitive application process by the Mississippi State Board of Education to receive funding for a K-8 STEM Initiative Enhancement Project Grant. The $120,000 grant enabled SOCSD to implement initial Maker Spaces at four campuses.
The State Board of Education honored Mississippi’s National Elementary and Secondary Education Act (ESEA) Distinguished Schools for 2025. The two schools are W.J. Quarles Elementary School in the Long Beach School District and Northside Elementary School in the Clinton Public School District. W.J. Quarles Elementary was chosen for demonstrating exceptional student performance for two consecutive years. Northside Elementary School was chosen for closing the achievement gap between student groups. Each year, MDE’s Office of Federal Programs nominates two schools that meet or exceed the Distinguished School award criteria. Both schools were recognized for successfully using its ESEA federal funds to improve educational outcomes for all students.
The Mississippi Department of Education (MDE) 2023-24 Superintendent’s Annual Report has been released covering Mississippi’s historic decade of academic achievement and improved student outcome within the state’s public school system.
Report highlights include:
• Results from the 2023-24 Mississippi Academic Assessment Program, which showed that overall students scored proficient or advanced reaching a record high of 47.8% in English Language Arts (ELA), 56.3% in mathematics and 63.4% in science.
• Graduation rate reached an all-time high of 89.4%.
• The number of Mississippi students taking Advanced Placement (AP) exams more than doubled since 2013, reaching a record high in 2024 of 12,442 public school students taking 17,717 AP exams, with a record high of 7,733 exams earning a qualifying score.
• 6,720 students earned industry certifications in a Career and Technical Education program.
• The number of Early Learning Collaboratives for pre-K students increased to 40, and the number of State Invested Pre-K programs increased to 24.
• MDE completed development of the Mississippi Educator Career Continuum Archive (MECCA) System that manages licensure and other information about the careers of Mississippi educators from recruitment through retirement.
• A revamped Mississippi Student Information System (MSIS) launched
mdek12.org/mbe/superintendent2024
in July 2024 to improve electronic collection, management and reporting of school district data.
• Mississippi school and district accountability A – F grades for 202324 showed 85.7% of schools and
93.9% of districts earned a grade of C or higher.
• Four schools were named 2024 National Blue Ribbon Schools.
• Highest-ever national rankings in education
Diane L. Godwin
Parents and school district staff who build and maintain positive partnerships might be one of the most influential factors that ensures the best educational outcome for students. These relationships are consequential because most parents with children in special education will be working with a school district for a significant part of the child’s educational career. Districts that embrace and put a high priority on family input and
support are fundamental to the success of special education students.
“Parents know their children best— their strengths, their struggles and everything in between. Families bring valuable insights and experiences that help us truly understand a student’s needs. That’s why their input is so important when determining if a child has a special learning need and figuring out the best way to support them,” said Ginger Koestler, director of Policy and Programmatic Supports at the Mississippi
Department of Education’s (MDE) Office of Special Education.
Educational practitioners advise early communication between parents and school personnel to enhance the support that can be offered to students and families. Working alongside each other builds relationships, opens communication and provides transparency for all involved.
“Mediation shouldn’t be seen as something negative or intimidating. When both families and schools agree to involve a mediator, it helps address the needs of
both sides while maintaining a positive working relationship—something that’s often lost in a win/lose approach” said Amanda Bradley, special education mediator and an individual education planning facilitator.
Bradley and Koestler agree that when both parties focus on the shared goal of a student’s success, mediation fosters stronger relationships between parents and educators, improves communication and ultimately leads to better educational outcomes for students.
“The next question is, how can a parent or educator bring up the idea of inviting a mediator? It starts with feeling comfortable enough to say, ‘I don’t want this issue to drag on—I’m upset and I need help. I want us to communicate better, and I think having a neutral person step in could really help us work through this together,’” Bradley said.
Mediation allows both parties to find
Opposite page: Educators and parents have the opportunity to collaborate and network during conferences held by the Office of Special of Education. Above: Pam Dollar, executive director of the Coalition for Citizens with Disabilities, speaking at a press conference during Disability Awareness Day at the Mississippi State Capitol. Below: Mona Spells-Adou, the director of the Office of Parent Engagement, leading a session focused on family engagement for educators, administrators and family members.
solutions that meet their needs, even if compromises are made. Through open brainstorming and role-swapping, parents and district staff can gain new perspectives, foster understanding and create problem-solving solutions. This process not only helps address concerns but also improves trust and communication—essential for strong family-school relationships.
Pam Dollar, executive director of the Mississippi Coalition for Citizens with Disabilities (MSCCD), emphasizes the power of mediation. She explains that the people who know a child best—the par-
ents and district staff—should be the ones crafting solutions for their education, “Mediation allows for quicker resolutions that directly address a child’s needs, preventing delays that could put their education at risk. We encourage parents to approach these meetings with an open mind and come prepared with possible solutions to discuss.”
Koestler, Bradley and Dollar urge districts and parents to address and resolve disagreements early by inviting a mediator to help them approach each other with an open mind, actively listen and come prepared with solutions for discussion.
Recognizing the importance of mediation, last fall MDE’s Office of Special Education took proactive steps and offered training to qualified mediators who can facilitate constructive dialogue between districts and parents.
For more information about inviting a mediator to help resolve differences, please contact Mona Spells-Adou, director of MDE Office of Parent Engagement at 601.359.3498 or mspells@ mdek12.org. For more information about MSCCD, please contact Pam Dollar at 601.969.0601.
share his unique way of storytelling through poetry,
and written word. Students were guided by
and given prompts to encourage them to think and write creatively.
Four schools in Mississippi were among 356 named 2024 National Blue Ribbon Schools by the U.S. Department of Education. This prestigious recognition highlights schools that excel in academic performance or make significant strides in closing achievement gaps among different student groups.
The four Mississippi schools were:
Exemplary High Performing Schools
• Magnolia Park Elementary School, Oceans Springs School District
• Mannsdale Upper Elementary, Madison County School District
Exemplary Achievement Gap Closing Schools
• Ripley High School, South Tippah
• Stone Elementary School, Stone County School District
“Congratulations to the educators, students, families and communities of all four schools for earning this national recognition of achievement,” said Dr. Lance Evans, state superintendent of education.
“The Mississippi Department of Education applauds their hard work and intentional focus on best practices for academic and professional success to become a 2024 National Blue Ribbon School.”
While national awardees reflect the full diversity of American education and represent a wide array of schools, they also share common traits. National Blue Ribbon
Schools are led by leaders who articulate a clear vision of instructional excellence and uphold high standards. They showcase effective teaching methods and offer robust professional development for their staff. Data-driven instruction is a hallmark, and there is a concerted effort to ensure every student succeeds. Collaboration among families, communities and educators is a key component of their success.
“The National Blue Ribbon Schools Award is a testament to the exceptional achievements of students and educators at each of these schools,” said U.S. Secretary of Education Miguel Cardona. “The 2024 National Blue Ribbon Schools are raising the bar for our nation’s students,
Michael
serving as models for effective teaching and intentional collaboration in their schools and communities. As we celebrate their achievements, let us look to these schools for inspiration as we champion education as the foundation of a brighter future for every child.”
A National Blue Ribbon School award flag displayed in a school’s entryway or on a flagpole is a widely recognized emblem of exceptional teaching and learning. These schools serve as models of effective and innovative practices for educators across the nation.
The U.S. Department of Education
recognizes all schools based on student performance data including assessment results, student subgroup performance and graduation rates. Schools are recognized in both or either of two performance categories:
• Exemplary High Performing Schools: These schools are among the top performers in their state as measured by state assessments or nationally normed tests.
• Exemplary Achievement Gap Closing Schools: These schools excel in narrowing achievement gaps between different student groups and the overall student body.
Each nominated school submits a comprehensive application detailing its school culture, curriculum, assessments, instructional practices, professional development, leadership, family, and community involvement.
Up to 420 schools may be nominated each year. The U.S. Department of Education invites nominations for the National Blue Ribbon Schools award from the top education official in all states, the District of Columbia, U.S. territories, the Department of Defense Education Activity, and the Bureau of Indian Education. Private schools are nominated by the Council for American Private Education.
Kelly Watson
To strengthen the education system within the state of Mississippi, the Mississippi Department of Education (MDE) established the Office of School and District Transformation led by Chief John Ferrell. According to Ferrell, the primary focus of this office is to provide “a proactive support system that helps struggling schools and districts meet their unique needs. Since every district
is different, our approach is tailored to provide targeted assistance that drives student success.”
The establishment of the Office of School and District Transformation (OSDT) is a strong and positive move towards reaching the goal in the current State Board of Education’s strategic plan that all schools and districts are rated C or higher. The office, which is made up of school improvement, career and technical education and work force develop-
ment, is centered not only on providing supports for schools and districts that need them but also ensuring that options are available for Mississippi’s graduates once they complete high school.
The pillars of OSDT’s support for struggling schools and districts focus on governance, leadership development, professional learning and instruction within schools. The on-going Transformational Leadership Learning Series is one of the strategies that the office is using to sup-
Opposite page: Collaboration between leaders is a key aspect of the Transformational Leadership Learning Series. Above: Each session builds off the previous one, which helps promote building relationships with and between leaders from across the state and allows for growth and reflection.
port this effort. The professional learning series provides an opportunity of professional development for school districts actively seeking resources that will promote growth and innovation within their schools. The series is hosted in partnership by the Mississippi Department of Education (MDE) and the Research and Curriculum Unit (RCU). The project leads for this are Dr. Sonja Robertson, executive director for school improvement at MDE; Dr. Myra Pannell, associate director of the RCU; and Crosby Miller, project manager for professional learning and school innovations at the RCU.
While professional learning opportunities with similar goals have been available in previous years, these sessions are unique in several ways. “A key strength of this program is its ongoing nature—it
consists of four modules spread throughout the school year,” said Ferrell. “This structure allows participants to apply what they’ve learned in their districts, assess the impact and refine their approach through collaboration with colleagues.”
There are multiple resources used to guide sessions, including the Four Domains of Rapid School Improvement and the RCU’s Design Principles for Innovative Schools, which work in tandem to reach common goals. The four sessions are divided into the following sections:
During this session, participants are asked to answer questions that focus on why they became educators and why they are determined to ignite transformation within their schools or districts.
For the second session, they are asked to reflect on who they are bringing alongside them to enact change, how they communicate with them and how they are creating buy-in with these partners.
This session focuses on the provision of tools to aid leaders in their transformation. During this session, participants are provided tangible resources they can replicate within their district that will lead to positive outcomes within their school system.
During the final training, they submit to Robertson an action plan that is aligned with the researched-based principles and domains that have been discussed. This
will be their game-plan moving forward and will guide their decision-making as they transform their school.
When asked what makes these sessions so impactful, Miller referenced the reflective nature of the sessions, “At each session, participants are given time to reflect and process how what they are learning can be applied to their districts. This personalized approach ensures that each participant leaves with feasible steps they can take that will lead to positive outcomes in their school.” Everything they leave with is ready to be implemented into their school, and this
*Principle 1: Ready for College and Career
Principle 2: Require Powerful Teaching and Learning
aspect has been a highlight of the positive feedback Panell and Miller have received from participants. Robertson added to this sentiment saying, “We wanted to avoid the perception that this was another obligation, but rather a value-added component that aligns with existing work within the school or district.”
The program’s design aligns with the Office of School and District Transformation’s commitment to supporting educators across the state. As Ferrell said, “Great schools thrive under innovative leadership, and we’re creating opportunities for educators to connect,
learn and grow together. There’s no better resource for an educator than a fellow educator, and our training programs will continue to focus on building strong leadership at both the school and district levels. This training and future trainings from our office will continue to focus on supporting building-level administrators to grow and thrive as the instructional leaders of the schools.” This allows for change to come from the inside, which can drastically increase the rate of buy-in from educators and community partners.
During the sessions there have been
College and career readiness is an essential part of secondary education. Educators must prepare students for postsecondary success and allot time, support, institutional visits and resources to accomplish this goal. Educators must promote college and career opportunities at all applicable times.
*This principle also includes a rubric for Grades K-5.
Powerful teaching and learning are developed when the classroom and learning are student-centered. Students should be able to identify problems, synthesize information, use technology, assist other students and manage learning on their own without teacher direction. Students who take responsibility, and teachers who allow that to occur, often perform better in school.
Principle 3: Personalization
Principle 4: Redefine Professionalism
Principle 5: Leadership
Principle 6: Purposeful Design
School personalization is a powerful tool for connecting with students. Educators should use opportunities such as common planning, teacher-student grouping, scheduling, data and academic support classes to impact student success. Educators and staff should make efforts to be involved in the community and reach parents through well-run social media and school websites.
Professionalism is defined as the conduct or competence of an individual in a particular setting. Educators should aim to collaborate with their colleagues, share information, provide feedback to one another, engage with stakeholders in the community and reflect to improve professionalism. Educators must model this practice for students so that students can also become professionals.
Leaders have a duty to help support all individuals within schools to collaborate, develop, examine and empower one another to enhance the overall school environment. Leaders can use data and self-assessment to achieve leadership goals and provide solutions to problems.
Purposeful design is intended to build powerful relationships among staff and administration. Principals and staff should meet regularly to review decisions, budgets and collaboration with outside-of-school partners. Teams should use time wisely and be flexible to ensure the best interests of all involved, especially the students, are met.
The Design Principles for Innovative Schools was developed by the Research and Curriculum Unit and is one of the resources used to guide sessions and action plans.
two exercises in particular that have built a sense of community within participants. The first exercise is known as the Dilemma Protocol where members were able to share a specific struggle within the district while other participants were given the chance to ‘thinktank’ and roundtable potential solutions. This presented an opportunity for districts to see that in some instances, their neighboring schools might be struggling with similar situations. At the second session, districts participated in the Success Analysis, where they shared a successful implementation of their mini-action plans they’ve created during each session. Through this activity, they were able to learn about the strategies their neighboring schools are implementing and seeing success with. Celebrating these successes together gave them an opportunity to see how growth can happen rapidly and through small, yet intentional steps. Ferrell remarks, “The opportunity to exchange insights, discuss successes and challenges, and receive real-time feedback from fellow educators across the state makes these trainings invaluable.”
Where districts often experience setbacks in growth is when administration and educators that are enacting change leave the district for varying reasons. Therefore, the goal put forth by these sessions is to put systems in place that build a culture of growth and innovation within the district that will withstand personnel turnover. That way leaders can pick up where their predecessors left off and development isn’t lost. Instead, there is a path laid out to continue the on-going work.
Reflecting on the effectiveness of the Transformational Leadership Learning Series, Pannell said, “We love the sustainability that comes with these sessions. It’s not a one-stop-shop or a checkbox to be marked off, it is growth for participants as individuals as well as members of their school communities, and it is built so that it will outlast them in years to come.”
Sessions were held regionally in Oxford, Flowood and Hattiesburg.
The Four Domains of Rapid Improvement was developed by the Center on School Turnaround and is one of the resources used to guide sessions and action plans.
MDE’s Office of Early Childhood celebrated its 10-year anniversary earlier this year! The Early Childhood Office helps build the state’s childhood education infrastructure by providing training, resources and coaching support. Mississippi’s Early Learning Collaborative Act helped launch the office with one staff member, Dr. Jill Dent, who has led the office since its inception. Now, the Early Childhood Office is one of MDE’s largest offices with 72 staff members and 46 contractors.
Dr. Dent and her team have gone from managing $3 million in state funds annually for 11 Early Learning Collaboratives to more than $47 million in state funds for 40 Collaboratives, 24 State-Invested Pre-K programs and 21 blended pre-K classrooms. This translates to serving 1,400 pre-K students in the first year to more than 8,300 students this year.
As a result of their hard work, leadership and service, the National Institute for Early Education Research (NIEER) has consistently recognized Mississippi as one of only five states that meets all 10 of NIEER’s quality standards for pre-K.
This week, six Mississippi educators were among 336 teachers nationwide who were named recipients of the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST).
The Mississippi teachers are:
• Jacqueline Lewis, a 2021 PAEMST state-level finalist, teaches AP computer science, geometry and robotics at Enterprise High School in Enterprise School District.
• Kenneth Peagler, a 2021 PAEMST state-level finalist, teaches physics, statistics and physical science at Brandon High School in the Rankin County School District.
• Dr. Jana Chao, a 2022 PAEMST state-level finalist, played an integral role in the installation of Clinton Public School District’s Computer Science program in all elementary grades.
• Jennifer Hite, a 2022 PAEMST
state-level finalist, a fifth-grade science teacher at Pearl Upper Elementary School in the Pearl Public School District.
• Leah Peavey, a 2023 PAEMST state-level finalist, teaches science at Brookhaven Technical Center in the Brookhaven School District.
• Judith Terry, a 2023 PAEMST state-level finalist, teaches math at Center Hill High School in the DeSoto County School District.
Established in 1983, PAEMST is the highest award K-12 math and science teachers can receive from the U.S. government. Award recipients over the years represent schools and organizations from all 50 states, Washington D.C., Puerto Rico, Department of Defense Education Activity (DODEA) schools and the U.S. territories (American Samoa, Guam, Commonwealth
of the Northern Mariana Islands and U.S. Virgin Islands).
Nominees complete a rigorous application process to demonstrate deep content knowledge and an ability to adapt to a broad range of learners and teaching environments.
A panel of distinguished mathematicians, scientists and educators at the state and national levels assess nominations before recommending awardees to the White House Office of Science and Technology Policy (OSTP). Teachers are selected based on their distinction in the classroom and dedication to improving STEM education. These awards honor the vital role that America’s teachers and mentors play in shaping the next generation of technical leaders, including scientists, engineers, explorers and innovators.
