TASA’s mission is to promote, provide and develop leaders who create and sustain studentcentered schools and develop future-ready students.
We envision innovative, future-focused leaders for every public school student.
OFFICERS
Martha Salazar-Zamora, President, Tomball ISD
Chris Moran, President-Elect, San Angelo ISD
Roosevelt Nivens, Vice President, Lamar CISD
LaTonya Goffney, Past President, Aldine ISD
EXECUTIVE COMMITTEE
Rene Gutierrez, Region 1, McAllen ISD
Sharon McKinney, Region 2, Port Aransas ISD
Robert O’Connor, Region 3, Edna ISD
Walter Jackson, Region 4, La Porte ISD
Stacey Brister, Region 5, Little Cypress-Mauriceville CISD
Darol Hail, Region 6, New Waverly ISD
Carnelius Gilder, Region 7, West Sabine ISD
Jason McCullough, Region 8, Mount Vernon ISD
Brad Owen, Region 9, Burkburnett ISD
John “JJ” Villarreal, Region 10, Rockwall ISD
Jeremy Thompson, Region 11, Denton ISD
Bobby Ott, Region 12, Temple ISD
Steven Snell, Region 13, Liberty Hill ISD
Jonathan Scott, Region 14, Albany ISD
Aaron Hood, Region 15, Robert Lee ISD
Sheri Blankenship, Region 16, Hereford ISD
Scott Harrell, Region 17, Sudan ISD
Jay McWilliams, Region 18, Big Spring ISD
Jeannie Meza-Chavez, Region 19, San Elizario ISD
Burnie Roper, Region 20, Lackland ISD
AT-LARGE MEMBERS
Sanée Bell, Katy ISD
Paula Patterson, Crosby ISD
Diana Sayavedra, El Paso ISD
Tiffany Spicer, Buna ISD
COMMITTEE CHAIRS
Dana Bashara, Professional Learning
Roland Hernandez, Advocacy
Donny Lee, Member Engagement
Michelle McCord, Legislative
EDITORIAL ADVISORY COMMITTEE
Roosevelt Nivens, Lamar CISD, Chair
Dana Bashara, Alamo Heights ISD
Roland Hernandez, Corpus Christi ISD
Donny Lee, Wichita Falls ISD
Michelle McCord, Frenship ISD
Michael O'Malley, Texas State University
TASA Professional Learning Calendar
For details on TASA professional developement events, see https://tasanet.org/professional-learning.
TASA's 2025-26 First-Time Superintendents Academy will kick off in July, and registration for all sessions is open! TASA offered FTSA for the first time in 1990. While the academy has changed over the decades, its objective has remained the same: to prepare new superintendents for the multi-faceted role of the superintendency. In its earliest years, FTSA included three parts, but today it includes four sessions focused on: Understanding the Dynamics of Your District, Community, and Board; Establishing Leadership and Prioritizing Change; Advocating for Your District, Your Students, and Yourself; and Setting Direction for Your District. If you are a first- or second-year superintendent in Texas, you do not want to miss out on FTSA! Learn more at https://bit.ly/ftsa.
Martha SalazarZamora
PRESIDENT’S MESSAGE
The heart of education is not just curriculum or policy — it’s the students whose futures we are shaping.
THE COURAGE TO NAVIGATE CHALLENGE
Leading during uncertain times while always keeping our students and staff at the heart of our decisions is vital more today than in the past.
Uncertainty is not new to education. We have faced changing policies, evolving technologies, societal shifts, and unprecedented challenges. But what defines us as leaders is not the uncertainty itself — it is how we respond to it. In moments of unpredictability, our greatest responsibility is to remain steady, compassionate, and unwavering in our commitment to those we serve: our students and staff.
First and foremost, communication is key. In times of uncertainty, people look to leaders for guidance. Even when we do not have all the answers, we must be honest, transparent, and reassuring. Open and frequent communication fosters trust and keeps our communities united.
Second, we must lead with empathy and support. Our students and staff face challenges beyond the classroom — emotional, social, and personal struggles that impact learning and teaching. As leaders, we must acknowledge these challenges and create environments where both students and educators feel safe, valued, and heard. A supported teacher is an empowered teacher, and an empowered teacher changes lives.
Third, we must embrace flexibility and innovation. Education is evolving, and the ability to adapt is more important than ever. Whether it’s rethinking traditional teaching methods, integrating new technologies, or redefining how we measure success, we must remain open to change. Our goal is not just to react to challenges but to turn them into opportunities for growth.
Fourth, we must use data-driven decision-making to guide us. Uncertainty often leads to fear, but facts and informed strategies provide direction. By analyzing academic performance, mental health indicators, and feedback from our school communities, we can make decisions that truly serve our students and staff.
Lastly, in everything we do, we must stay mission-focused. The heart of education is not just curriculum or policy — it’s the students whose futures we are shaping. It is the staff who dedicate themselves to that mission every day. When we keep them at the center of our leadership, no challenge is too great, and no uncertainty too overwhelming.
As we move forward, let us remember that leadership is not about having all the answers. It is about having the courage to navigate challenges, the wisdom to listen, and the determination to always do what is best for our students and staff.
Together, we can turn uncertainty into opportunity. Together, we can lead with purpose. I remain the proud president of TASA and know that united we can conquer so much.
Martha Salazar-Zamora TASA President Superintendent,
Tomball ISD
MARCH 9-12 AUSTIN, TX
SHAPE THE FUTURE OF TEACHING & LEARNING
Join us at the 2026 SXSW EDU Conference & Festival as we tackle the world’s most critical social issues through the lens of education. Be part of an unforgettable experience where your expertise can drive change, express your creativity, and ignite your passion for education with a dynamic community of thought leaders as we shape a new tomorrow for learners everywhere.
Don’t miss out on all of the opportunities, inspiration, connections, and professional development at SXSW EDU March 9-12, 2026 in Austin, Texas.
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A SALUTE TO INSPIRING WOMEN
Kevin Brown EXECUTIVE DIRECTOR’S VIEW
The need for strong leaders — both women and men — in public education is more important than ever.
Ihave been influenced by some pretty remarkable women in my personal and professional life. As the only boy in a blended family that included five girls, and as the father of two daughters and uncle to two nieces, the amazing women in my family have made a huge impact on me.
My mom showed me how to be a good person until the day she died, reminding me all the time that with leadership comes great responsibility to others to show integrity, kindness, empathy, collaboration, and selflessness. She modeled how to be a great person, but also how to be a great teacher, as she taught in my own elementary school.
Strong, talented and dedicated women like my mother have long blessed the education profession, including others in my family. My grandmother taught in a one-room schoolhouse, my stepmom is a retired professor/administrator, and one of my sisters recently retired as a campus administrator. Other women in my family have served in the role of teacher, occupational therapist, administrator, librarian, professor, ombudsman, social worker, and school board member. Each took an interest in helping me grow as a person, educator and leader, and each left an indelible mark.
As a young educator, many of my mentors were women in leadership. I served under several female assistant principals, principals and assistant superintendents. All played a significant role in my life as an educational leader, and many still do. Today, many women, including our TASA officers Martha Salazar-Zamora and LaTonya Goffney, continue to inspire me.
As part of TASA’s centennial celebration in 2025, we have shared that there was only one female charter member of TASA in 1925 (then called the TSTA Section of Superintendence). Mary Carroll served as superintendent of Corpus Christi ISD from 1922 to 1933, and she regularly attended TASA meetings. Mary Carroll High School was named in her honor.
The need for strong leaders — both women and men — in public education is more important than ever. Mary Carroll paved the way for women superintendents in our state, and countless women in my personal and professional life have guided me. Thanks to all of you who have stepped up to lead, and to those who continue to make a difference for the students across the great State of Texas.
Kevin Brown TASA Executive Director
TASA's Executive Coaching Network expands with new packages, additional coaches
While CEOs and other leaders in the business sector often make use of executive coaching, superintendents and school administrators haven’t always had the opportunity to access quality, one-on-one coaching that meets their unique situations.
Seeing a need for school administrators to receive the same level of support in their careers, TASA Deputy Executive Director, Member Engagement and Support, Charles Dupre and Executive Director Kevin Brown developed the TASA Executive Coaching Network.
“We want to support the effectiveness of our leaders,” Dupre says. “We are focused on transformational leadership, and to be transformational as a leader, you need time for reflection.”
For many public school leaders, the idea of participating in executive coaching can be uncomfortable. They might worry about the costs, or the optics of investing in themselves when budgets are tight. TASA is able to offer executive coaching at a far reduced rate compared to corporatebased offerings, and most administrators have professional development built into their contracts.
“Anybody in the business space, any constituents or board members would see this and think, ‘This makes sense, our CEO does this,’” Dupre says. “Even as superintendents, they have to invest in themselves to be better for their organization and to lead more productively. And effective leadership translates to improved student achievement and a positive district culture.”
The coaching TASA provides focuses on reflective inquiry. Coaches ask questions and reflect their client’s words back to them in a way to help them understand their goals, the obstacles and a path forward.
“The feedback I get most often from experienced superintendents is they never realized how much they need-
ed somebody who can sit with them for an hour every couple of weeks to just process in a space that is totally safe and confidential,” Dupre says. “For some it’s about resolving dilemmas about major decisions or their personal wellbeing, or sometimes it’s about board relationships — a coach can sit and help them process all of those things.”
The program's expansion
In August 2022, TASA kicked off the executive coaching program with a pilot group of first-time superintendents. Since then, more than 100 Texas school administrators have participated in the coaching program, and the feedback has been nothing but positive. With that resounding initial success, the association is now expanding the program to be more customizable and available to a wider group of school district leaders, including not just newbies, but seasoned superintendents.
TASA has increased the number of available executive coaches from an initial 10 to 24. Anyone interested in signing up
for executive coaching can select their own coach by reading the bios on the TASA website and scheduling a discovery call with a prospective coach. The goal is to connect administrators with the ideal coach for them, say someone who has experience in a rural district, or has worked in a certain part of the state.
New coaching packages
Participants also get to choose whatever scheduling works for them. Originally the program included once-a-month meetings, but best practice is a biweekly schedule, so TASA encourages administrators to sign up for an initial 12-session package, meet with their coach every two to three weeks, then schedule as needed and on their schedule once the relationship is established. The goal is to make the program as flexible and customizable as possible, allowing participants to mold the specific type and amount of coaching they need.
“All coaching should be about the client,” says Brandon Core, TASA Associate Executive Director, Professional Learning & Member Engagement. “The client should be in the driver’s seat to choose the package that works best for them, one that meets their needs and helps them with the goals they want to accomplish.” TASA offers 12-session coaching packages and 6-session coaching packages that enable clients to continue at whatever pace works best for them.
Another new aspect to the program is group coaching, where one executive coach meets with a small group of leaders. The group may be self-selected or randomly assigned, based on the client’s request. This could be several administrators from neighboring districts who want to go in together on coaching specific to their needs.
It could also be a district’s leadership team coming together for coaching in a way where the coach can address the unique circumstances of that district, not just broad, general leadership topics that might be the norm in large group professional development sessions for school leaders.
With more than 100 happy executive coaching recipients already served, praise continues to roll in for the program as TASA works to expand and improve offerings. From first-time superintendents to those who have held the role for a decade or more, program participants have found that coaching has been not only practical from a job standpoint, but has also helped them to feel personally reengaged and revitalized in their work.
This spring TASA is also expanding programming to include individual and team coaching for executive leaders other than superintendents to help support the overall effectiveness of district leadership teams.
“Every superintendent who has been participating in coaching has only good things to say about the experience,” Dupre says. “It’s helping them feel like they can thrive, like they’re not isolated in the job anymore, and that they’re able to have somebody on their side as their thought partner to celebrate the wins and grieve the difficult times, but more importantly to help them navigate the day-to-day decision-making and dilemmas every superintendent faces.”
For more information on TASA’s Executive Coaching program, and to browse package offerings and learn more about the executive coaches, visit https://bit.ly/tasa-coaching.
“Executive coaching has truly helped me to grow in my confidence and skills as a district leader. My coach has provided me with tools to identify areas that could hinder my success, worked with me to develop a plan of action, and held me accountable to seeing those through. I am a stronger leader today because of my work with my executive coach.”
- Amy Reyna, superintendent, Milford ISD
“Executive coaching provided me with a sounding board each month. It is so important to have a person that has filled the superintendent shoes and can listen and challenge you to grow as a leader. The TASA coaching experience was especially helpful when navigating through difficult decisions and growing as a leader in my district.”
- Jeff Russell, superintendent, S&S CISD
"The coaching and feedback received from my coach was invaluable to me as a new superintendent. You often second-guess yourself and wonder if you’re making the right decisions and really can’t discuss those thoughts with your team. So, having a coach to push my thinking and question if I had considered all the possibilities was key in helping me successfully navigate my first two years as a superintendent. My coach was there as a partner and we discussed very critical decisions. He helped me think through a plan to address a very serious crisis within our district. As a result, I was able to successfully navigate the situation and develop a viable solution. My coach was critical part of my success, and I am filled with gratitude."
- Dr. Usamah Rodgers, superintendent, DeSoto ISD
“As a superintendent of eight years, I felt I needed a nudge for whatever was next for me to usher in a new chapter of leadership. I desired someone who had walked this path to sit with me and not only process the current landscape of challenges in education but also to be a personal coach. My experience with the TASA Executive Coaching Network has been very beneficial to me, and I would recommend it to the most seasoned of leaders. I have learned how important it is for leaders in this difficult environment to redefine themselves as the conditions change. The coaching I have received has allowed this to happen for me. My coach has led me through many reflective questions that I find myself writing down and going back to later to help shape my thinking. It has not only benefited me but also our district. No one understands the weight of the superintendency like one who has felt it himself. I needed someone like this to help me grow.”
- Thad Roher, superintendent, Friendswood ISD
Stretching your facilities dollar
by Irene Nigaglioni
As the spring of 2025 draws to a close, the skyrocketing price of eggs has become a common conversation at the breakfast coffee meeting, the water cooler, and the dinner table. It has become evident to all of us that we are spending a lot more on basic necessities, and while not all markets are aligned, we know that costs continue to rise across most markets. While reports state that construction costs leveled in 2024 in the U.S., material costs remain at a much higher level than a mere five years ago. According to the Dodge Construction Network, material prices, which make up close to 50% of all construction costs, remain 39% higher than in 2020. This poses a challenge to public school districts that are in the middle of capital improvements or that are planning for bonds in the near future.
In order to mitigate the higher-than-expected material costs, architectural designers and contractors continually look for alternative materials, alternative suppliers or even alternative designs that in some way can reduce the exposure for their owners. This exercise, which in its true definition is value engineering, provides a new level of extra innovation when thinking and planning projects.
This same level of innovation, coupled with a focus on value, must be exercised by school districts in Texas to stretch their facilities dollar moving forward. This is now more critical than ever as many school districts are faced with the impending “demographic cliff.” Axios reported in the summer of 2024 that school districts are now experiencing a combination of reduced
birth rates since the 2008 recession, lost enrollment due to COVID-19, and shrinking state budgets for education. This calls for creative planning and innovative designs when tackling construction projects.
Every year, the TASA/TASB Exhibit of School Architecture jury strives to find those projects that creatively plan and deliver more for the communities they serve. The idea that everyone can build a new facility is not realistic for all, so major renovations of campuses that may have been considered outdated or obsolete can offer an alternative that can serve the district and its community for years to come. Renovations are a clever way of stretching your facilities dollar, but only if they are executed with creativity, careful planning and innovation. Using the six stars of distinction as guides, the exhibit highlights the creativity, innovation and value focus of successful renovation and reuse projects that school districts can use as examples when planning their own projects.
This year, one of the Caudill Class winners was such a project. Caudill Class winners, named after Bill Caudill, who was not only an architect, but an educator, speaker and writer, elevate the learning experience in new or renovated buildings. Inspired by Bill’s mantra that people are more important than buildings, the renovated Sidney Lanier High School in San Antonio ISD is truly representative of the community it serves, while providing a renovated space that will serve the district for years to come.
Designed by LPA Architects in collaboration with San Antonio ISD, the renovated Sidney Lanier High School took a building that to many could have been considered obsolete and turned it into a future-focused facility. This high school renovation transformed a massive 1970s windowless, brick building challenged
with security, daylight and infrastructural issues into a state-of-the-art campus. The design focused on the power of daylight and high-performance design, the delight of the local Mexican-American culture, and the district’s curriculum innovation through flexible space planning.
The 200,000 square foot campus was given a new life by engaging the community in the planning process. The community, which is 99% minority and 95% economically disadvantaged, had the opportunity to be an active participant in the facility’s renovation, starting with a building funeral where they had the opportunity to mourn the old building to embrace the new. They were able to share with the design team the need for representation, which was included in the final project via the many murals that enhance the walls, a micro representation of the community at large.
Given the inflated costs of construction in the area, this project’s budget was very small — $200 per square foot. The district had conceived this to be an interior renovation only, but given the industrial nature of the original design, the lack of natural light, and the goals for an enhanced learning experience for all students, the approach was changed, though the budget was not.
Abundance was reserved for spaces and their proportions — classrooms with operable partitions, extra wide corridors and stairs, and the introduction of white spaces sprinkled throughout the project. In addition, the building went from 0% of spaces having any daylight and/or views to 100% of occupiable spaces having daylight views.
A conservative approach was given to the constructability, prioritizing decisions that would allow this renovation to simplify future ones at the campus. The entire masonry façade was salvaged and reinforced, and the entire roof deck was replaced to create a resilient shell capable of more renovations beyond this one. The team focused on major systems first — walls, roof and mechanical, electrical and plumbing systems. Reuse was particularly important, so finishes and exposed structure were implemented to serve the bigger goals of an enhanced learning experience. The district’s facilities construction dollar was stretched to provide a wonderful renovation today, and in the future.
The newly renovated Sidney Lanier High School is a splendid example of what can happen when value is coupled with creative planning and an eye for innovation. The renovated campus celebrates and highlights a spirited, engaged community,
preserving those components of the building that needed to be enhanced, while providing a high-performance learning environment for this generation of students, and the next.
Although not always the right solution, in this case, the district succeeded in putting all their eggs in one basket, at a very reasonable cost. When the next renovation comes along, they will be ready for the next transformation.
Want to see more: go to https://texasschoolarchitecture.org/
Irene Nigaglioni, FAIA, ALEP, is president of IN2 Architecture and chair of the Association for Learning Environments, Southern Region Foundation.
DESIGNING SCHOOLS AND WORKING WITH TEXAS EDUCATORS SINCE 1984.
SILVER CORPORATE PARTNER
TASA CENTENNIAL
Washington, D.C. Feb. 28, 1930, President Hoover and Texas Delegation of Superintendents & School Men of the N.E.A. Department of Superintendence." Prior to TASA's disaffiliation from TSTA in 1978, it was a department affiliate of TSTA, which is a state organization of the NEA.
Legislative Advocacy: A TASA Priority Over the Years
by Johnny L. Veselka
For more than 100 years — since its inception in 1925 as the Section of Superintendence of the Texas State Teachers Association (TSTA) and since 1939 as the Texas Association of School Administrators — TASA has been engaged in the development of state policy and legislation affecting Texas public schools.
Taxation and school finance in the 1930s-40s
One of the earliest topics on Texas superintendents’ agenda was the state’s tax policy. Numerous speakers at their annual meetings during the first quarter century addressed this topic, focusing on creating “An Adequate System of Taxation for Public Education in Texas.”
At a 1935 meeting, N.S. Holland, a past president of the TSTA Section of Superintendence who was serving as the Section’s director of research, gave a presentation on “A Proposed Tax Plan for the Schools of Texas.” The next year, the Section proposed a two-year study on taxation.
Holland spent a year’s leave of absence at Columbia University where he earned his doctorate studying under noted school finance experts John K. Norton and Paul R. Mort. As a result of his writings, superintendents advocated for a sales tax to support public education and sought the establishment of a State Tax Commission.
So much interest was generated on the topic of school finance that superintendents recommended that the University Interscholastic League adopt a debate subject on taxation in 1939. The debate topic was: Resolved, “That Texas should adopt a uniform retail sales tax.” In response, TASA produced a 77-page compendium on the subject.
Development of the Teacher Retirement System
By the mid-1930s, establishment of a retirement system became a priority, leading to creation of the Teacher Retirement System in 1937.
TASA members joined with TSTA in advocating for the system over multiple legislative sessions. The 1935 Legislature adopted a joint resolution placing a constitutional amendment on the ballot in November 1936, followed by the enactment of “enabling legislation” creating the system the following year.
Emergence as a significant force in shaping policy
In a communication to TASA members in November 1944 (prior to the 49th Texas Legislature convening in January 1945), President Irby Carruth stated that it was time for TASA to present “a strong, vigorous, and united front that will become a power in shaping the policies and future program of public education in our state.”
“I believe that our mission as an organization should be largely one of promoting public relations and securing favorable legislation for the schools.”
Two years later, TASA President R.L. Williams established the association’s Education Policies Commission — a precursor to TASA’s current Legislative Committee — demonstrating TASA’s commitment to a “diligent consideration of proposed legislation, needed legislation, and other needed action affecting education in Texas.”
TASA’s role in Gilmer-Aikin
The 10-member TASA Education Policies Commission, chaired by J.W. Edgar, TASA’s 1942-43 president and Texas’ first commissioner of education, ultimately
influenced the development and passage of the Gilmer-Aikin legislation in the 1949 legislative session.
Five TASA members served alongside legislative and business and community leaders on the Gilmer-Aikin Committee created by the 50th Legislature in 1947 to frame the legislation, which represents the earliest legislative effort to establish a comprehensive public school finance system.
The Gilmer-Aikin Legislation included three separate bills: Senate Bill (SB) 115 provided for the reorganization of the state administration of education into one central agency, an elected State Board of Education and a professional commissioner of education appointed by the board; SB 116 contained the formulas for the Minimum Foundation Program; and SB 117 included a plan of automatic financing through the Minimum Foundation Fund.
laws) in 1949 by Gov. Beauford Jester (seated).
TASA’s first independent legislative program
In May 1975, the TASA Executive Committee authorized the TASA Legislative Committee to develop a legislative program in preparation for the 65th legislative session in 1977. This action represented TASA’s first effort to develop its own legislative program. Before this time, TASA’s
—Irby Carruth, 1944-45 TASA President
TASA President Henry L. Foster (left) was invited to the signing into law of SB 116 (one of the Gilmer-Aikin
legislative initiatives were presented per its affiliate relationship with TSTA.
As the committee developed its legislative program, the focus was on priorities that would support “a quality education program that is results-oriented, adequately funded to provide varied opportunities for each individual student, based on a system that provides for renewal and accountability through the accreditation process.”
School finance in the 1970s
In September 1975, TASA officers, members of the Legislative Committee, and staff met in Dallas to begin what would become two years of efforts to advocate for additional school funding.
TASA conducted legislative workshops, held committee meetings and regional study group discussions, conducted superintendent surveys, met with legislators, testified at the Capitol, created research and simulation models, and participated in a host of other advocacy efforts.
House Bill 72 in the 1980s
By 1983, schools were facing a teacher shortage and other challenges related to funding, and TASA developed a “comprehensive salary and school finance proposal that would increase state funding of the Foundation School Program by approximately $2.3 billion.” The proposal was introduced to the Legislature via SB 699 (Sen. Grant Jones) and HB 1258 (Rep. Bill Haley).
Although Gov. Mark White declared teacher salaries and equalization aid to help low wealth/low tax base districts as emergency matters for the session, the 68th Legislature adjourned without addressing school funding in a significant way. But work continued after sine die, when White, Lt. Gov. Bill Hobby and Speaker of the House Gib Lewis announced appointments to the Select Committee on Public Education, which met over a period of months to gather information from stakeholders, including TASA members.
The following year, the 21-member committee chaired by H. Ross Perot presented its 14 recommendations, and the governor called a special session to convene on June 4, 1984, “to enact comprehensive reform of primary and secondary public education, including revision of school finance structure, and increased compensation and career inducements for public school teachers.”
In a June 1984 message from TASA President Mike Taylor, he wrote: “TASA has achieved a unique status as an influential advocate for quality education, representing the school administrator’s viewpoint. This status has resulted directly from the work of individual TASA members, like yourself. I hope each of you will be actively involved during this special session, presenting your position on critical issues, reacting to various proposals, communicating constantly with your legislators, and informing your community about the impact of pending recommendations on your school district.”
72, representing major education reform legislation that included “no-pass, noplay” provisions, a teacher career ladder, and other major provisions.
As always, TASA provided valuable information to members on what was the most significant legislative action related to public education since the Gilmer-Aikin legislation in 1949.
Following four years of implementing the massive set of new regulations in HB 72 and years of litigation over school finance, Commissioner of Education W.N. Kirby invited TASA President John Horn to keynote the 1988 Midwinter Conference.
The signing of SB 1 by Gov. Dolph Briscoe in July 1977 was the culmination of those initial efforts by TASA in collaboration with other administrator organizations. The $945.4 million school finance bill was passed by the 65th Legislature in Special Session on July 15 with a House vote of 119-24.
TASA had kept school leaders informed throughout the committee’s work and continued to do so during the special session. Every issue of TASA’s “Texas School Administrator” included details and analysis of proposed legislation and made the membership aware of opportunities to provide input.
In July 1984, the Legislature passed a $4.8 billion tax bill (which would raise $2.8 billion for public education) as well as HB
Horn offered his perspective on the political climate and the most prevalent challenges facing public education in the 1990s, referencing the demands for more “say” from all quarters (“voice” and “choice”). Further, he acknowledged the advance of more comprehensive testing programs and their underlying accountability partner, the PEIMS information and data collection system. Horn concluded, in response to the most recent legislative and policy changes,
TASA Legislative Chair Nolan Estes (center) confers with 1977-78 TASA President John Townley during testimony on SB 1 in 1977.
that promoting and providing for greater parental involvement could hold the most potential for improving student learning.
TASA’s political action committee
In November 1990, the TASA Executive Committee established TASA edPAC as a general political action committee noting that the “support of political candidates who are sympathetic to the problems and issues facing Texas public schools will enable edPAC to become an effective tool for counteracting both the continuing decline in public education’s share of state revenues and erosion of management prerogatives at the state and local levels.”
In 1994, for the first time, TASA edPAC distributed more than $13,000 in campaign contributions and endorsed 34 candidates for legislative and State Board of Education (SBOE) positions. Out of the 34 endorsed, 31 won election or re-election.
Houston, We Have Solutions!
In response to the endorsement he received, Lt. Gov. Bob Bullock wrote a letter to the TASA edPAC treasurer saying: “I take particular pride that the endorsement is the first such made by the group. It goes without saying that the leadership of TASA has been a beneficial force in shaping education policy in Texas.”
Following several years of inactivity, in 2006, the TASA Executive Committee voted to dissolve edPAC.
Education reform in the 1990s
In 1995, another round of major reforms was enacted with a complete overhaul of the Texas Education Code in the form of another SB 1 — this one was a 1,088-page bill by Sen. Bill Ratliff.
TASA provided input on the bill, securing a provision that gave superintendents sole authority to make recommendations regarding the selection of personnel. TASA
also kept members abreast of details of the bill as it progressed and led efforts by TASA members to stay engaged.
During the 1995 session, TASA staff worked daily with legislators and their staffs, and superintendents provided testimony several times per week.
As passed by the 74th Legislature, SB 1: eliminated a number of state-mandated rules and returned more authority to local school districts; gave the governor the power to appoint the commissioner of education; gave the SBOE authority to grant open-enrollment charter schools; and established the separate State Board for Educator Certification.
Advocacy in the 21st century
Since 2000, advocating for Texas public education has become even more challenging, with an overall decline in state funding coupled with increased
Photo courtesy of Houston First Corporation.
accountability standards, and a growing focus on implementing voucher/education savings account programs.
TASA staff and members have been at the Capitol, session after session, advocating for the priorities outlined by TASA members and defending against numerous efforts that would have harmed Texas public schools and students.
This entry in TASA’s 2002 annual report sums up the day-to-day work that TASA has done and continues to do on the legislative front:
"During each legislative session, the Governmental Relations Department monitors all bills filed that relate to education matters. Legislation must be tracked with a watchful eye, as not all bills dealing with education are assigned to House or Senate Education committees. It is the staff's responsibility to monitor all bills from filing to final passage, keeping TASA members informed as to the status of each bill.
“When a bill of particular significance is introduced in committee, testimony
Johnny L. Veselka is TASA’s executive director emeritus. He retired from TASA in 2018 after nearly 44 years of service to TASA. In observance of TASA’s centennial celebration in 2025, Veselka wrote "Texas Association of School Administrators: A Century of Inspiring Leadership (1925-2025)," which you may view online at https://bit.ly/TASA-History to learn more about TASA’s history.
is prepared and presented on behalf of the association. Staff prepare amendments to modify legislation and recruit sponsors for those amendments.
“When in legislative session, TASA provides updates on legislative developments on the association's website, TASAnet. The Governmental Relations Department publishes Capitol Watch, TASA's online legislative news bulletin, as well as a listing of bills being tracked by TASA, along with summaries prepared by TASA staff."
Prior to each legislative session, the TASA Legislative Committee works with the TASA staff and Executive Committee to develop a slate of legislative priorities and positions (see https://bit.ly/tasa-priorities) that guide TASA’s efforts at the Capitol. While the issues change from session to session, TASA’s mission to shape policy that benefits Texas public school students remains unchanged since its inception.
Then and Now:
TASA Study Groups
In 2011, the Texas Legislature passed SB 1557, a TASA-initiated bill that created the Texas High Performance Schools Consortium (THPSC) and charged its 22 member districts with improving student learning by developing innovative high-priority learning standards and assessment and accountability systems. Prior to the next four sessions, the THPSC offered recommendations to the commissioner and the Legislature. Although the Legislature did not enact changes based on those recommendations, the THPSC’s work, which was based on the principles outlined in Creating a New Vision for Public Education in Texas, also known as the "TASA visioning document," was invaluable in communicating the new vision to school leaders across Texas. The document expresses school leaders’ desire to be free of government over-regulation to be able to innovate schools to prepare futureready students. It continues to guide TASA and school districts across the state. TASA will embark on a “refresh” of the visioning document in 2025.
TASA’s study groups, originally co-sponsored by TASA and TEA and funded by a grant from the W.K. Kellogg Foundation, were started in 1955 as a means for encouraging member discussion of critical education issues. Held regionally, six to eight meetings per year were within the proximity of all Texas superintendents.
Each study group selected a chair for the year, determined meeting topics, and made plans for the year’s study program. Orientation of new chairs took place at the University of Texas Summer Workshop. TEA’s director of Administrative Services served as project coordinator.
In 1968, the 30 study group areas across the state were reduced to 20 by the TASA Executive Committee to conform generally to the new ESC regions.
Going forward, the study groups became an integral part of superintendent meetings in each ESC region. Until the mid-to-late 1970s, TEA staff continued to coordinate the study groups and report on the topics discussed during their meetings to the TASA Executive Committee.
Today, the TASA study groups remain an essential medium for discussion of critical issues, challenges and opportunities by TASA members across the state. Regional study group/ membership chairs are elected annually within the ESC region they represent.
Find a list of TASA study group chairs at https://bit.ly/TASA-study-group-chairs. These leaders encourage membership in TASA and share information on TASA programs and services to administrators in their regions.
Want to read more TASA history? View or download the TASA Centennial Commemorative Magazine, "Texas Association of School Administrators: A Century of Inspiring Leadership (1925-2025)." Researched and written by TASA Executive Director Emeritus Johnny Veselka, the magazine tells the stories of TASA's first 100 years. View it online at: https://bit.ly/TASAHistory
Meet TASA’s Inspiring Leaders
Now more than ever, Texas public school staff members are looking to leaders to inspire them in their day-to-day work as we all cope with an ever-changing educational landscape. TASA’s “Inspiring Leaders” tagline is not just a reminder of TASA’s commitment to leadership development — it describes our members themselves. In this and future issues of INSIGHT, you’ll meet some of those Inspiring Leaders, and it’s our hope that they will guide you and invigorate you in the work that you do. To nominate a leader for inclusion, email drivers@texasschoolbusiness.com.
Michelle Rinehart
In 2022, Michelle Rinehart became superintendent in Alpine ISD, and since has worked tirelessly to support not just her rural West Texas district, but all public schools in the state. It is this dedication and commitment that makes Rinehart an inspiring leader to those who know her.
“Michelle researches positions, speaks to elected officials and reporters as often as possible and encourages other school leaders to join her,” says Amy Reyna, superintendent in Milford ISD. “Michelle is the definition of a public school supporter. She inspires me to be a better advocate each day.”
In her home district, Rinehart is proud of the work the staff puts in every day to “do more with less.”
“Despite being one of the most underfunded districts in Texas, we pursue and achieve excellence in all areas,” she says. “I'm proud to lead in a community where we value resourcefulness, hard work, integrity, and strength of character as defining characteristics of what it means to be a Buck.”
District leaders are community leaders, and Rinehart takes that responsibility seriously, committing herself daily to working to ensure students in Alpine and beyond receive top quality educational opportunities.
“Every community deserves an incredible education leader. Together, we can encourage each other, sharpen each other's practice, and help scale excellence across Texas schools and communities.”
Leading a small, rural, underfunded district comes with more than its share of challenges. Rinehart stays positive and focused by recommitting daily to her mission and appreciating the importance of her role in the local community.
“Rural education matters. All students in all communities deserve an exceptional educational experience where they are known, valued, and equipped to be the best version of themselves. In rural Texas, schools serve as the center of their community, connecting people behind a common identity and purpose that changes lives every day.”
Lorie Squalls
Since 2024, Lorie Squalls has served as chief academic officer in Royse City ISD, coming from Richardson ISD, where she previously worked as an area superintendent. Since joining RCISD, Squalls has stood out as an inspiring leader to her peers, including Tyisha Nelson, senior executive director of federal programs and strategic initiatives in the district.
“Dr. Squalls has been instrumental in fostering our growth as leaders,” Nelson says. “Through consistent support and insightful coaching, she empowers us to exceed our potential.”
Squalls is proud of her new district, especially the way all staff is dedicated to providing the best possible education experiences to Royse City students.
“I am exceptionally proud of our CTE programming and our recent designation as a CTE District of Distinction by the Career & Technical Association of Texas,” she says. “This designation demonstrates our commitment to inspire, prepare, and empower students to be college, career, and future-ready by providing a variety of opportunities for students to explore various industries to help them make informed decisions about their future.”
To Nelson, Squalls inspires others by leading by example and keeping her expecting the best from herself and others.
“Her commitment to setting high expectations, coupled with the ability to pose thought-provoking questions, cultivates critical thinking and innovation,” Nelson says. “Notably, her dedication to ‘walking the walk’ serves as a powerful example, inspiring us to uphold the highest standards of leadership in all our pursuits.”
Mentorship and collaboration are important to Squalls in her work. She says that focusing on partnership and community creates a crucial support system for leadership teams, offering a “safe space,” building trust and reducing isolation.
“Collaborating with other administrators is beneficial because we all learned from shared expertise and collective wisdom,” she says. By fostering a culture of mentorship, we create a space where leaders can share their perspective, wisdom, and experiences — both challenges and successes, while also exploring fresh perspectives and innovative ideas. This exchange of knowledge strengthens our collective capacity to use challenges as learning opportunities.”
When the going gets tough, Squall stays committed to her work by the power of her deep belief in the importance of public education.
“I believe that public education is the cornerstone of a just and thriving society. At the heart of that belief is this: Every child has something to contribute to this world and every child is capable of learning and growing. Every child, regardless of background or circumstance, deserves access to a quality education. The words of John Lewis echo in my heart: 'If not us, then who? If not now, then when?' This is our moment to stand up, to fight for every child, and to ensure that public education remains a source of hope and opportunity for all.”
Inspiring leader from TASA history
J.W. Edgar: TASA president and first Texas commissioner of education
By the time J.W. Edgar served as TASA president in 1942-43, he was a seasoned superintendent with experience leading both rural and urban school systems. His first superintendency in 1928-29 was in Heidenheimer in Bell County (a community that is now part of Academy ISD).
From 1929 to 1936, he served as superintendent in Mirando City in Webb County; then, in 1936, he became assistant superintendent of Instruction and Personnel in the Victoria Public Schools. In 1939, while serving as superintendent in Orange, he was elected vice president of TASA for 1940-41 and served as TASA president in 1942-43. He held one more superintendency in Austin that began in 1947.
During Edgar's presidency, Texas superintendents were largely dealing with the impact of World War II on schools. Edgar led a delegation to Washington, D.C., in 1943 to seek assistance from the federal government related to school bus use and gas allowances. In 1946, as a past president, he chaired TASA’s Education Policies Commission (a precursor to the current TASA Legislative Committee).
Recognizing Edgar’s leadership capabilities and expertise, state officials appointed him to various additional committees and called on him for guidance on state policy issues. The State Board of Education appointed him to the State Textbook Committee. Gov. Beauford Jester appointed him to the Board of Trustees of the Teacher Retirement System, and in 1947, Lt. Gov. Allan Shivers appointed him to the Gilmer-Aikin Committee, paving the way for his appointment as Texas’ first commissioner of education — a position established by the Gilmer-Aikin laws and one he held for 24 years, from 1950 to 1974.
For more on J.W. Edgar and TASA's history, be sure to check out “Texas Association of School Administrators: A Century of Inspiring Leadership” by TASA Executive Director Emeritus Johnny Veselka at https://bit.ly/TASA-History.
HIGHER EDUCATION
Nimble and agile: adapting to the needs of the Texas teacher workforce
by Stacey Edmonson and Abbie Strunc
Admittedly, nimble and agile are not the first words that come to mind when one thinks about higher education, but the changing landscape of the Texas teacher workforce demands that university educator preparation programs (EPPs) move beyond a traditional teacher preparation model if they are to continue to prepare Texas teachers.
According to the March 2024 update from the Texas Education Agency, 32.9% of the teachers who were employed and certified in the 2023-24 school year were prepared through an alternative certification program (Landa, 2024). Specifically, that means 123,404 of the 375,169 teachers who worked at least part-time in the 2023-24 academic year were certified via alternative certification pathways.
In the same school year, there were a reported 38,257 uncertified teachers across Texas school districts. This figure indicates that 10.9% of the total teacher workforce in Texas was uncertified, as noted by TEA’s January 2025 update of the “Uncertified Teacher Rates 2018-19 through 2023-24” report (Ghazzawi et. al, 2025). The data from TEA’s reporting on the 2023-24 academic year show that 43.8% of teachers in schools last year were alternatively certified or not certified at all.
While many may agree that the most effective pathway for teacher preparation is a traditional undergraduate degree program, inclusive of scaffolded field experiences in school settings and a well developed curricula comprised of training in content areas, pedagogy, assessment, and instructional techniques, the simple reality is that almost half of the teachers in Texas classrooms did not enter the profession through that route. In looking at this reality through a transparent lens, or perhaps a mirror, where do we go from here? What does the reality of teacher preparation in Texas mean for institutions of higher education with traditional EPPs?
Quite a lot, actually. Higher education EPPs have historically held the lion’s share of teacher preparation, with most preparation occurring through undergraduate programs. These numbers, and a growing teacher shortage, are the wake-up call institutions of higher education need to acknowledge. Aspiring teachers who are looking to enter the profession right now are interested in flexibility, accessibility, affordability, and time-to-completion (2024, p.44). Innovation and outsidethe-box thinking are necessary to meet the demands of those entering the profession while continuing to produce the well-prepared, highly qualified teachers who will serve their students well. A more nimble and agile approach to teacher preparation does not have to mean that we sacrifice effectiveness or quality. In fact, quality and quantity can (and should) coexist to meet the needs of aspiring teachers exactly where they are.
Adapting a willingness to change the modality and structure of educator preparation programs is an excellent place for EPPs in higher education to begin. The goal is not to replace or undermine traditional certification programs, but to open more opportunities for prospective teachers who want to join the profession and for whom a traditional certification program is unrealistic. Long
semesters and waiting months to begin a program isn’t just a deterrent to prospective candidates who may already be in a school or classroom (i.e, uncertified teachers); it is a missed opportunity to provide those novice teachers with the critically important content, instruction, and guidance they need to effectively serve students.
Universities such as SHSU have existing structures in place, including parts of term admission capacity (multiple entry points throughout the year, rather than traditional fall, spring, or summer) to better meet the needs of candidates and districts. This agility in admissions, timelines, and structures builds capacity and removes arbitrary and out of date barriers to becoming a teacher.
Flexibility also means ensuring that teacher candidates are provided with research-backed support structures as we reimagine what is possible in universitybased teacher preparation. The benefits
of mentoring, coaching, and support on teacher attrition and retention are well established, and so the onus is on higher education EPPs to establish a system in which their candidates are afforded those supports outside of the traditional university setting.
At SHSU, we use Professors of Practice to not only provide required observations and walkthroughs, but to also serve as a mentor, cheerleader, collaborator, and an experienced educator who helps support and develop novice teachers as they earn their certification.
This support can look like many things, including but not limited to: helping a candidate set up their classroom, working on lesson plans, preparing for a parent-teacher conference, substituting in a candidate’s class so the candidate can observe other teachers in the building, reviewing classroom activities to help revise and adjust a lesson that was not successful the first time, or
problem solving classroom management concerns to ensure a successful learning environment for all students. These reinforcements for candidates help them develop not only the requisite teaching skills required to perform the job, but confidence and agency that they can do the job well.
Another innovative practice that will assist institutions of higher education in meeting the needs of candidates who want to enter the teaching profession is the creation of high quality, affordable alternative certification programs.
Numerous studies, reports, and data from interest groups, research consortiums, EPPs, and government agencies highlight the positive impact on learning for all students when they have a well-prepared teacher. Successful EPPs already have the content experts, systems, and structures in place to produce great teachers; the challenge is determining how to make high quality teacher preparation. The healthy
balance among cost, quality, and accessibility has to be a priority.
Meeting this challenge requires institutions of higher education to examine their pricing and cost structures to find sustainable ways for avoiding cost as a barrier to access for future teachers. Costs for higher education have steadily increased over the last 40 years, and those rising costs have excluded candidates from seeking teacher certification at a university.
Rethinking and reimagining options to make earning teaching credentials affordable in institutions of higher education addresses the growing teacher shortage in a meaningful and impactful way. Better prepared, certified teachers produce better results with and for the students in their classrooms.
Finally, it’s important to consider time to completion. While a truncated EPP may seem counterintuitive for a successful preparation program, the needs of candidates, districts, and especially the students in Texas classrooms require a faster pathway to certification without sacrificing the quality of preparation.
It’s possible to ensure that candidates in ACP programs receive high quality content and experiences through mirroring the components of residencies or yearlong clinical teaching.
Using governance meetings with district partners, mentor teachers, campus administrators, professors of practice, and other ACP staff helps ensure that information, experiences, and concerns are addressed.
This intentional and multidirectional communication is imperative so that the most effective types of support for novice teachers can be provided. Yearlong clinical teachers and residents at the undergraduate level exit their experiences having had a tremendously effective preparation experience.
These structures can be adjusted and implemented with fidelity in a higher education EPP to ensure that internship candidates likewise receive the necessary support to be successful teachers and demonstrate significant growth in the first year in the classroom.
Acknowledging the differences between traditional EPP and ACP needs, along with the demand for more high quality alternative certification pathways, is essential for institutions of higher education. We must support education in Texas by adapting our models to be nimble and agile. This adaptability is foundational to our ability to continue producing excellent teachers for the students in K-12 classrooms.
Most importantly, it is critical that higher education does not work in isolation. Becoming nimble, agile, and truly responsive to the needs of the State of Texas requires building strong partnerships with candidates, campuses, districts, EPPs, and other institutions of higher education. In the words of Helen Keller, “Alone we can do so little; together we can do so much.” The time is now! n
Dr. Stacey Edmonson is dean of the College of Education at Sam Houston State University. She was formerly chair of the Department of Educational Leadership & Counseling and has been a teacher, principal, and central office administrator in Texas public schools.
Dr. Abbie Strunc is associate dean for academic administration & enrollment in the College of Education at Sam Houston State University. She was previously chair of the School of Teaching & Learning at SHSU and a high school history teacher in Texas public schools.
References
Ghazzi, D., Olofson, M., Landa, J., and Eluru, M.S. (2024). Uncertified teacher rates 2018 – 2019 through 2023 – 2024. Texas Education Agency. https://tea.texas.gov/reports-and-data/ educator-data/uncertified-teachershistoric-2018-2019-to-2023-2024.pdf
Landa, J. (2024). Employment of initially certified teachers 2019 – 20 through 2023 – 24. Texas Education Agency. https://tea.texas.gov/reports-and-data/ educator-data/employment-of-initiallycertified-teachers-2023-2024.pdf
TECH TAKE
Shaping the future of AI in Texas schools: the TETL Generative AI Consortium
by Dr. Suzanne Newell, Jeremy Walker, Dr. Robin Stout and Dr. Karla Burkholder
The mention of generative AI in any room of school leaders evokes reactions of fear, anxiety, excitement, or a combination of all three. This evolving technology, which by comparison makes the innovation of the internet look small, is rapidly changing the landscape of industrial workplaces, educational goalposts, and legislative priorities.
Amid all the hype — and there is definitely a lot of hype — school leaders must negotiate the need to prepare students for changing job demands, the need to keep students and IT systems safe from potential hazards, and the need to leverage the efficiencies and power of the tools. All of this during a season of scarce time and great demands.
Last fall, hundreds of Texas educators participated in a series of seven “Gen AI Leadership Summits” that were a joint effort between the directors of Texas Education Technology Leaders (TETL) and Dr. Suzanne Newell, chief education strategist at GTS Technology Solutions. This series of summits grew from a breakout session at the TETL Summer Conference copresented by Dr. Newell and Dr. Lindsey Hopkins, assistant superintendent of Hurst-Euless-Bedford ISD, where they described how they partnered to prepare Dr. Hopkins’ school community for this significant new technology.
Fast forward to the regional Gen AI Leadership Summits hosted by Coppell, Cy-Fair, Texas City, North East, San Angelo, Round Rock, and Lubbock-Cooper ISDs. These meetings quickly revealed significant interest and substantial need. District leaders learned the mechanics of generative AI and explored how it differs from “old-fashioned” AI, which has been around since the 1950s. They also learned how to use the most common tools and discussed how the workforce and marketplace are changing the skills students will need upon graduation. Finally, they addressed how to prepare local districts with guidance, policy, training plans, and upskilling to meet the new challenges.
During one summit, Jeremy Walker, Friendswood ISD executive director of technology, suggested a repository of resources compiled by Texas K-12 school leaders could help districts navigate these new processes. Walker shared FISD’s AI journey:
“One of the things I found as a small district struggling trying to take on the challenge of AI is that there are countless school districts, big and small, facing the same challenges with the same amount of information available to them. We spent our first year reading through the federal guidelines put forth by the current administration, devouring as many blogs and professional publications as we possibly could, and then tailoring all of that information to fit the unique needs of our district. At the end we were able to bring together a committee of people to generate a set of guidelines that would allow us to grow and adapt as learning around AI grew and changed. But at the end of it, we also recognized we were missing collaboration with other educational and industry leaders. Our technology department operates under the “We Are Better Together” philosophy. When provided a chance to collaborate with other districts at one of the Gen AI Leadership Summits, I decided to embrace vulnerability and offer up what we have currently done in FISD as a way to get the conversation started with other collaborative professionals. Suzanne Newell shared my desire
for collaboration and quickly introduced me to Dianne Borreson, TETL executive director, who immediately recognized the need for this type of work as well.”
Through a series of discussions, the TETL Gen AI Consortium was formed with the goal of developing a rich repository of vetted resources for school leaders throughout the state. Volunteers recruited from summit attendees established a framework for resource organization and evaluation criteria, with the goal of unveiling the repository at the TETL Summer Conference.
Generative AI is poised to revolutionize education by empowering teachers with unprecedented abilities to personalize instruction, effectively analyze data, and ultimately, reclaim valuable time. Additionally, Generative AI can serve students as personalized tutors and thought
partners, but they need guidance and opportunities to use it appropriately.
TETL seeks to partner with professional organizations to expand the reach and impact of the Gen AI Consortium. This initiative presents a significant opportunity for collaboration with TASA to leverage TASA’s leadership expertise and TETL’s technical knowledge to guide Texas schools in effectively and responsibly using generative AI.
Through an extensive network like TASA’s, curated resources and best practices can be readily available to all districts across the state. For additional information about how you can participate in the Gen AI Consortium’s next steps, reach out to TETL Deputy Director Karla Burkholder at deputydirector@tetl.org. n
Dr. Suzanne Newell is the chief education strategist for GTS Technology Solutions.
Jeremy Walker is the executive director of technology at Friendswood ISD.
Dr. Robin Stout is chief technology officer at Carrollton-Farmers Branch ISD.
Dr. Karla Burkholder, CETL, is the deputy director at Texas Education Technology Leaders.systems for Corpus Christi ISD.
LEADERSHIP PERSPECTIVE
Clarity in the balancing act
by Monica Simmons
In the ever-evolving landscape of educational leadership, superintendents are often faced with a challenge that extends beyond student achievement: balancing the demands of operational management with a strong instructional vision. Whether it’s overseeing the construction of new facilities, coordinating transportation logistics, or ensuring compliance with state mandates, operational responsibilities can easily overshadow the core mission of improving student learning. For me, the key to success has been strategic prioritization, collaboration, and maintaining a relentless focus on student outcomes.
The juggling act: facilities, transportation and infrastructure
As a rural district leader, I find myself deeply involved in infrastructure projects that directly impact our students and staff. Currently, we are working on multiple high-stakes projects, including designing a new field house, constructing new tennis courts, and relocating our fuel distribution center. Each of these requires coordination with architects, contractors, and financial planners — all while ensuring that we make fiscally responsible decisions that benefit our students for years to come.
One of the greatest lessons I’ve learned is that facilities projects must be guided by more than just aesthetics or efficiency; they must enhance the educational experience. For example, in our recent design discussions for the new field house, it became clear that the initial plans did not adequately consider the needs of our female athletes. By bringing coaches into the conversation, we ensured that equity remained a priority in facility planning.
Staying grounded in instructional leadership
Despite the operational demands, my leadership must always be rooted in instruction. Through our district’s participation in the Texas Strategic Leadership Framework, we have prioritized classroom walkthroughs, teacher feedback, and professional learning communities to ensure that students receive high-quality instruction. A superintendent’s presence in schools is not optional — it is essential.
I intentionally schedule time each week to visit campuses, observe classroom interactions, and engage with teachers about their instructional needs. This visibility not only reinforces my commitment to student learning but also helps me make informed decisions about budgeting, staffing, and professional development priorities.
Leading through collaboration
Balancing operations and instruction is not a solo effort — it requires a strong leadership team. Our administrators and directors work together to ensure that facility improvements and instructional goals align. We have established clear communication channels to ensure that campus needs inform district decisions. For instance, when discussing the impact of water supply issues on our
septic system, we consulted science teachers to integrate real-world problem-solving into their curriculum, turning a challenge into a learning opportunity.
Superintendents wear many hats, but our ultimate responsibility is to create the best possible learning environment for students. Managing operations and instruction in tandem is not about choosing one over the other; it’s about integrating both seamlessly. By remaining student-focused, engaging stakeholders, and being intentional with our time, we can lead districts where operational excellence supports instructional success.
As I continue navigating these complexities, I am reminded that leadership is not about managing tasks — it’s about inspiring people. And when we keep students at the center of every decision, we find clarity in the balancing act. n
Monica Simmons is superintendent of Elysian Fields ISD.
N2 Learning and TASA are excited to partner to help districts transform the learning experiences for students, teachers, and administrators.
Our strategic initiatives in partnership with TASA are designed to create learning opportunities for school leaders across Texas. These initiatives cultivate purposeful networks of leaders engaged in meaningful work that advances the principles in the New Vision for Public Education.
Scan the QR code or visit N2Learning.com for information, testimonials and registration for our institutes with TASA.
N2P
New 2 Principalship
#TXN2P
New principals will collaborate to share leadership strategies, explore innovative solutions, and build strong, accountable professional networks across diverse districts.
$2,500 * per principal 10 SESSIONS
Ten, 90-minute online coaching sessions
APL
Assistant Principal Leadership Academy
#TXAPL
APL equips assistant principals with the skills and inspiration to become transformative leaders, preparing them for principal roles through targeted learning and leadership development.
$1,000 * per assistant principal 6 SESSIONS
Six, four-hour sessions during the school year
*Pricing excludes travel expenses.
Executive Leadership Institute
#TXELI
ELI empowers district leaders to drive system-wide improvements in teaching and learning, offering strategic development sessions and year-round support from an Executive Coach.
$4,000 * per administrator 4 SESSIONS
Four, two-day sessions during the year rotating between Austin, Dallas, and Houston
Principals’ Institute
#TXPVI
The Principals’ Institute is a year-long professional development series that equips principals with the knowledge and skills to lead and sustain transformative change in public education.
$6,000 * per principal
6 SESSIONS
Six, two-day sessions during the year rotating between Austin, Dallas, and Houston
TLI
Teacher Leadership Institute
#TXTLI
The boundary-breaking Teacher Leadership Institute empowers teachers to collaborate, move beyond traditional accountability standards, and create innovative, student-engaging classrooms.
$800 * per teacher
6 SESSIONS
Six sessions during the year customized for individual or regional consortium of districts
TASA Corporate Partners
TASA is grateful to our 2024–25 corporate partners for their support. Each level of the Corporate Partner Program is designed to offer our partners quality exposure to association members. Partners at the President’s Circle, Platinum, and Gold levels may customize special events and opportunities.
