INSIGHT—Spring 2011

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS PROFESSIONAL JOURNAL

SPRING 2011

INSIGHT

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SPRING 2011 Volume 26

No. 1 Leadership Focus

School Leaders Rally to Make Education a Priority

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by Jenny LaCoste-Caputo Describes the unified message that district administrators and school board trustees delivered to lawmakers on the south steps of the Capitol following the TASA/TASB Legislative Conference

Stop, Look, Listen, and Research Before You Buy

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by Elizabeth A. Clark Focuses on the procedures that districts need to follow in considering the purchase of a curriculum management system

Cover: On March 30,

school leaders from across Texas gathered on the south steps of the State Capitol and asked legislators to Make Education a Priority.

Embracing New Technology and Transformational Methods: Manor New Tech High School

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by Jenny LaCoste-Caputo Highlights the success of a 21st century school that has embraced new technology and transformational methods to reach underserved kids

Harry and Rosemary Wong: Developing and Retaining Effective Teachers and Principals

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Reminds us that the more effective the teacher, the greater the student gains; the more effective the principal, the greater the achievement levels at the school

Deep Practice: A BookNote™ on The Talent Code by Daniel Coyle

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by Richard Erdmann and Christine Drew Describes one of the three keys written about in Daniel Coyle’s book The Talent Code, which when combined with the other two unlocks the code for talent

2011 TASA/TASB Convention

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Gives a sneak preview of two keynote speakers for this year’s TASA/TASB Convention being held at the Austin Convention Center

Legal Insights

Navigating the Social Media Minefield: The New Ethical Standard Regarding Student Communications via the Use of Social Media Networks

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by Neal W. Adams, Jerry D. Bullard, and Cory S. Hartsfield Emphasizes how educators must be ever vigilant about the risks associated with utilizing social media networks so they can use them appropriately while minimizing risks

TSPRA Voice

When Worlds Collide! How Crisis Communication Theory Meets Crisis Communication Reality

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by Brad Domitrovich Offers a five-point plan of action for managing a crisis situation, which can be accomplished by allowing “reality” to meet with “theory”

Special Report

TASA Annual Report

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Highlights the association’s activities and services during 2009–10

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Departments President’s Message Executive Director’s View

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Officers John Fuller, President, Wylie ISD Rod Townsend, President-Elect, Decatur ISD Jeff N. Turner, Vice-President, Coppell ISD John M. Folks, Past President, Northside ISD

Executive Committee Scott B. Owings, Sharyland ISD, 1 Paul Clore, Gregory-Portland ISD, 2 Robert Mark Pool, El Campo ISD, 3 Alton Frailey, Katy ISD, 4 Philip Welch, Orangefield ISD, 5 Eddie Coulson, College Station ISD, 6 J. Glenn Hambrick, Carthage ISD, 7 Kathy G. Allen, Hooks ISD, 8

TASA Headquarters Staff

Executive Director

Associate Executive Director, Administrative Services

Assistant Executive Director, Communications & Information Systems

Tom Woody, Vernon ISD, 9

Johnny L. Veselka

Todd Williams, Kaufman ISD, 10

Paul L. Whitton, Jr.

Darrell G. Floyd, Stephenville ISD, 11 Kevin Houchin, McGregor ISD, 12

Ann M. Halstead

Design/Production

Anne Harpe

Editorial Coordinator

Karen Limb

INSIGHT is published quarterly by the Texas Association of School Administrators, 406 East 11th Street, Austin, Texas, 78701-2617. Subscription is included in TASA membership dues. © 2011 by TASA. All rights reserved.

TASA members may reprint articles in limited quantities for in-house educational use. Articles in INSIGHT are expressions of the author or interviewee and do not necessarily represent the views or policies of TASA. Advertisements do not necessarily carry the endorsement of the Texas Association of School Administrators. INSIGHT is printed by 360 Press Solutions, Cedar Park, Texas.

David Shanley, Johnson City ISD, 13 Shane Fields, Albany ISD, 14 Russ F. Perry, Nueces Canyon CISD, 15 Mike Lee, Booker ISD, 16 Deanna Logan, Ralls ISD, 17 Kevin Allen, Iraan-Sheffield ISD, 18 Lorenzo Garcia, El Paso ISD, 19 Richard A. Middleton, North East ISD, 20

At-Large Members Charles E. Dupre, Pflugerville ISD Steve Flores, Harlingen CISD Lolly Guerra, San Marcos CISD Karen G. Rue, Northwest ISD

Editorial Advisory Committee John Fuller, Chair Steve Flores, Harlingen CISD Alton L. Frailey, Katy ISD Richard A. Middleton, North East ISD Karen G. Rue, Northwest ISD Rod Townsend, Decatur ISD Jeff N. Turner, Coppell ISD

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INSIGHT

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Rapid Change Is Inevitable

M

uch like our famous Texas weather, change is inevitable. It is a fact of living our lives and of leading educational organizations. Change happens whether we choose to budge or not.

It just occurs all around us leaving us dazed and unprepared to initiate the next necessary steps for success. Public school transformation is happening in our nation and our state; we get left behind at our peril.

President’s Message We are educating our students for jobs, careers, and professions that have not yet been imagined.

Ever-changing technology drives this new world in which our students must compete.

In Texas, superintendents and administrators have the opportunity and obligation to be at the forefront of public school transformation. But how do we address something so large and sweeping, and in such a state of flux? I believe that as leaders we can do three important things:Â embrace change; develop a vision for the future; and then model flexibility for our constituents, parents, staff members, and students.

Embracing change can be as simple as encouraging our staff members and ourselves to think outside of the box or shifting our paradigm. However, technology and the ramifications of social networking by students, staff members, and parents are changing the way that we communicate, teach, discipline, and handle crises situations. In a serious incident at a high school or junior high such as fire, injury, accident, etc., our students will text their parents, each other, and the local television station tip line as the staff responds to the event.

The Communications Department is already responding to media calls, e-mails, and text messages as the incident unfolds.Technology has increased the need to respond while it has changed the ways that we teach and students learn.We are educating our students for jobs, careers, and professions that have not yet been imagined. Ever-changing technology drives this new world in which our students must compete. Combining technology and Internet access moves school systems to an even more sophisticated level in which rapid change is inevitable.The technology for our schools must be top flight; innovative; and include such programs as virtual networks, digital learning, and electronic textbooks.

Besides a personal vision of what the future can hold for his or her district, a transformational superintendent will empower the staff and community to use innovative thinking to define that vision. He or she will lead the staff to design and develop next-generation standards and methods to facilitate student learning.The superintendent will also include the community in the progress being made toward attaining the new vision; he or she encourages community accountability along with the accountability of the students, staff, and parents.

Flexibility allows us to expand our thinking, explore possibilities, and thereby create a whole realm of new possibilities.We, however, must embrace this flexibility and model it to our colleagues and constituents. The transformation of our public schools can indeed begin with school leaders who are willing to redefine where the future will take us.Today is a once in many generations moment; it is an exciting and wonderful opportunity that we need to grasp.

It may feel like the vortex of a Texas tornado, but transformation is an invigorating experience. It is much like representing TASA as its president; it is a wonderful ride. It has been an honor and a great pleasure to serve you in 2010–2011. Thank you for the opportunity.

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Creating a New Path Forward

F Executive director’s VIEW …as we launch our interactive New Vision Implementation Guide, we expect school leaders throughout Texas to move these transformational themes from concept to leadership action and successful implementation.

The Implementation Guide tools are now available on the TASA Web site.

or nearly five years, the Texas Association of School Administrators has been engaged in Creating a New Vision for Public Education in Texas. These efforts began with the 35 superintendents who came together as a community of learners to describe their beliefs and the possibilities for the future of public education. The Public Education Visioning Institute embraced a set of principles and premises embodied in six separate articles: The New Digital Learning Environment, New Learning Standards, Assessments for Learning, Accountability for Learning, Organizational Transformation, and A More Balanced and Reinvigorated State/Local Partnership.

The TASA Executive Committee has adopted the Visioning Institute’s statement of principles and premises and is using the report as a framework for its efforts to transform public education across the state. The Institute’s work has been integrated into our statewide conferences, seminars, and association planning sessions. Now, as we launch our interactive NewVision Implementation Guide, we expect school leaders throughout Texas to move these transformational themes from concept to leadership action and successful implementation.The Implementation Guide tools are now available on the TASA Web site.

During the past year, we formed an assessment working group to design and propose a defensible statewide student testing program that supports improved instruction, emphasizes high-priority learning standards, and ensures that the state’s accountability system is instructionally sensitive. Also, during the past year, Cambridge Strategic Services launched a Principals’ Institute to develop concrete standards against which campuses can measure their effectiveness in achieving the educational aspirations of today’s students.

Most recently, we have initiated a legislative proposal to create the Texas High Performance Schools Consortium, a group of up to 20 participating school districts and open-enrollment charter schools to be selected by the commissioner. The Consortium would inform the governor, legislature, and commissioner concerning methods for transforming public schools by improving student learning through the development of innovative, nextgeneration learning standards and assessment and accountability systems. This legislation was filed by Senator John Carona (SB 1557) and Representative Mark Strama (HB 3261). If passed, it would allow participating school districts to identify restrictions that unduly limit the improvement of student learning and allow the commissioner to seek a waiver from overly burdensome federal laws.The Consortium would focus its work on effective digital learning opportunities, the identification of high-priority learning standards, multiple assessments for learning, and the development of an effective and efficient accountability system that, in the long term, could improve the quality of student learning, reduce the numbers of assessments, and allow greater parent and community involvement. In the midst of a difficult and challenging legislative session we are continuing to seek opportunities to create a system that fosters higher levels of learning so that all students are college, career, and citizenship ready.

spring 2011

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School Leaders Rally to Make Education a Priority

By Jenny LaCoste-Caputo Hundreds of school leaders gathered at the Texas Capitol on March 30 to deliver a message to lawmakers to Make Education a Priority when building the state’s budget.

Roughly 1,000 school district administrators and school board trustees came to Austin in March for a free legislative conference put on by the Texas Association of School Administrators and the Texas Association of School Boards. After the conference, school district leaders headed for the Capitol to meet with their lawmakers. Prior to their meetings, many of them rallied on the south steps of the Capitol, standing unified in their message with red placards, fans, and a banner, all reading: Make Education a Priority.

Faye Beaulieu, a school board trustee from Hurst-Euless-Bedford ISD and chair of TASB’s Legislative Committee, told the group that school district leaders’ first priority was the schoolchildren of Texas. She also talked about the difficult decisions superintendents and school boards will have to make in the face of the draconian cuts to education by lawmakers.

“We certainly feel our souls are being tried along with the very heart of Texas public education, and Texas public education is certainly at a crisis time,” Beaulieu said.“How deeply that crisis affects our kids is the message we’re here to take to those at the Capitol.”

Facing unprecedented cuts in proposed budget bills, Texas school leaders asked legislators to provide funding for new students enrolling in Texas public schools and to use the Rainy Day Fund to lessen the impact of the budget shortfall on public education.

The initial drafts of the state budget proposed by the House and the Senate include approximately $10 billion in reductions to Texas public schools over the next two years.

This proposed cut comes after years of district belt-tightening, since the target revenue system essentially froze revenue for schools at 2005-06 levels.

In light of the proposed state funding cuts, local school districts across the state are facing crippling choices such as staff layoffs, program cuts, and school closures.

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Superintendent Richard Middleton of North East ISD reminded those at the rally that school leaders didn’t create the budget deficit that Texas is now facing and that lawmakers need to not only find a fix for the current budget emergency but also address the reoccurring structural deficit that has been in place since the Legislature reduced property taxes by a third in 2006.

For Texas to have a thriving economy, Middleton said, it needs a well-educated workforce.

“If you are going to have a true strong economy in the state of Texas it takes educated children, it takes educated personnel, it takes educated citizens,” Middleton said.“How in the world can we talk about having an economic boom in Texas when you don’t have the quality of people to fill the jobs?”

John Folks, superintendent of Northside ISD, encouraged lawmakers to find the “political courage” to fund education adequately and truly make it a priority. He criticized the idea that cuts from the non-teaching positions can make up for the deficit that’s about to hit school districts and challenged legislators to use the Rainy Day Fund and find new sources of revenue to fund a quality education system for Texas schoolchildren.

He also offered a reminder that custodians, cafeteria workers, nurses, and curriculum specialists all support children and make valuable contributions to what happens in the classroom.

“Leadership is not just about making choices, leadership is about finding solutions. Solutions to a deficit which they created,” Folks said, getting the crowd fired up to talk to their legislators and echoing Middleton’s point about the important link between the future economic success of Texas and the quality of public education. “You go in that Capitol and you tell them that we love our children, we love our schools, we love our cities, we love our state, we love our nation. Make education a priority and don’t cut public education.”

The Make Education a Priority campaign was started by Aledo ISD as a way to increase public awareness about the problems with the school finance system in Texas, which were magnified by the state’s estimated $27 billion budget shortfall. As of March 30, school boards of 600 districts across the state have adopted the same resolution to protect the pursuit of quality education for all children. n Jenny LaCoste-Caputo is the director of communications and media relations at TASA.

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Stop, Look, Listen, and Research Before You Buy!

by Elizabeth A. Clark

The Dilemma Facing Instructional Leaders In today’s environment many districts feel the need more than ever to manage curriculum design and delivery.The stakes of high accountability have been instrumental in shining the light on the need to emphasize curriculum and instructional improvement. Thus, many districts find themselves in a dilemma. Do they go through the tedious and complex process of developing curriculum documents and trying to provide a technological platform for delivering that curriculum to teachers, or do they look for a commercial solution that will provide curriculum as well as a technological platform for teachers to access the curriculum and plan online? This article focuses on the procedures districts need to follow in considering the purchase of a curriculum management system.

Unlike several years ago, the market now offers districts options. It behooves districts, therefore, to take the time to stop and look at available solutions, listen to what experts and practitioners say, and then conduct their own research on each product under consideration.

This stop, look, listen, and research approach will save time in the end and only enhance the probability of making a good choice. The admonition “buyer beware� is still true.

Successful implementation of a curriculum management system is more likely when these few important steps are followed before selecting the system that will determine future functionality.

Defining Specifications for Curriculum Work Before districts start the process, they must stop long enough for staff to have a clear definition of some key terms.This is necessary in order to develop a specification document that will help in the selection process.

Curriculum is defined as that which directs and connects the work of teachers. The best curriculum documents have clearly defined objectives in an articulated scope and sequence.

These documents become the backbone of curriculum for all content areas because everything to support the curriculum must be aligned to these objectives.

Expanded curriculum includes components such as test item examples for each objective so teachers understand what students are required to know and do. Resources are also included with suggested time allotments for teaching the objectives. Other critical components include suggested teaching strategies, grouping structures, and activities that are based on best practices.

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Curriculum-based assessments are test items that are aligned to the curriculum objectives and are administered for the purpose of determining if the curriculum is viable and if it is being taught. They are also used to inform teachers about the degree to which students are mastering the curriculum.

As such, assessment data are shared with students and appropriate actions are taken to help students learn the prescribed curriculum.

Curriculum management is defined as all of the processes that a district implements to minimize the impact of random variation occurring within the design and delivery of curriculum. This is often referred to as the teaching and learning process. If curriculum defines the work that teachers do, curriculum management includes the processes in place to ensure that teachers: 1. have clarity and specificity regarding what students need to know and do (i.e. curriculum), 2. know how to teach the curriculum based on best practice (i.e. instruction), and 3. determine whether or not students are mastering the curriculum (i.e. assessment).

A Model to Outline the Process The model that is most often used to illustrate this process is Fenwick English’s alignment model. It is based upon the notion that when the written and assessed curricula are aligned, and teachers actually teach that aligned written and tested curricula, then students are more likely to do well on high-stakes assessments.The result is a curriculum and instructional system that is aligned, coherent, reproducible, productive, and managed. It is also a system that can be improved over time.

The question then is how curriculum leaders and decision makers use the alignment model to select a management system that not only reduces the impact of random variation but, more importantly, connects the critical pieces in an integrated

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INSIGHT

system (i.e. curriculum, assessment, and instruction) to measure and track student mastery of curricular objectives, including the Texas Assessment of Knowledge and Skills (i.e. TAKS) and the soon-to-beimplemented State of Texas Assessment of Academic Readiness (i.e. STAAR).

In other words, how can you manage something if you can’t or don’t measure it?

If the outcome of the teaching and learning process is improved student performance, then the management system being selected should have all the functionality to connect curriculum, assessment, and lesson planning to improved student performance. If decision makers subscribe to and believe that students are more likely to do well on assessments if teachers teach curriculum that aligns to the assessments, then a specification document and rubric should be developed and used to examine each product being considered.

Some of the questions that should be asked of any vendor and reflected in a specification document include the following: 1. Does the system provide curriculum in all content areas (not just the four core) or does the district have to develop curriculum?

2. Does the district have the option to customize the curriculum so that it meets the unique needs of the district?

3. Does the system have assessment items that have been field-tested for validity (content, context, and cognitive alignment)?

4. Does the system allow teachers to plan lessons or does it provide lessons? (What is the degree of flexibility allowed in the system for differentiation?)

5. Does the system have an instructional management system wherein the district can place and align resources to objectives?

6. Does the system provide an articulated scope and sequence for each content area so gaps can be discovered?

7. Does the system provide alignment documents or is each objective in the system aligned to the appropriate TEKS,TAKS, and STAAR?

8. Is there a way to determine the cognitive level of the objectives and assessments?

9. Is there a way to run a gap analysis based on assessment data?

10. To what extent can reports be constructed based on curriculum content, assessment results, and instructional episodes? In other words, are all three of these areas connected into an integrated system and used interchangeably to provide reports? The issue is to avoid a piecemeal approach.

11. Is there a data-collection mechanism for student assessment and walkthrough observations?

12. What are the software/hardware/ training requirements?

13. What are the support systems that are available to the district by the vendor?

14. What is the total cost of ownership (i.e. initial cost, yearly cost, training, updates)?

15. Is the system under consideration scalable? Are there plans to develop additional functionality, and do customers have access to provide input into the design of future iterations?

Creating a Rubric for Evaluation These questions need to be answered in a document from each of the vendors, so that decision makers can analyze each of the responses and record them on a rubric, enabling a legitimate comparison of the products. It is important to understand how each system works and its overall functionality.To facilitate this understanding, vendors should demonstrate each of their systems so that comparisons can be made in the performance and the responses given on their document. A demonstration can also serve to help decision makers understand the limitations of a system, the flexibility that a system provides, the ease of its implementation, its cost, and its sustainability over time as accountability requirements change.The following format for the rubric might be considered:

Rubric for Evaluating Curriculum Management Systems

Criteria

3 2 1

Comments

1. Provides a process for managing curriculum development, customization, and/or revision.

2. Provides curriculum (i.e. objectives) for all content areas PK–12, including electives.

3. Provides aligned curriculum-based assessments that can be used for district benchmarking as well as by teachers for classroom use.

4. Provides a method for teachers to plan lessons online and share them across the system, and offers flexibility in providing several options for teachers to use in preparing lessons with some specificity for district required components.

5. Allows for district lessons to be developed and shared.

6. Provides a method for lessons to be archived.

7. Provides a means for instructional resources to be aligned to objectives and housed within the system for easy access by teachers as well as managed.

8. Provides all the necessary alignment to TEKS, TAKS, and STAAR, including End-of-Course Exams.

9. Provides elements for cognitive alignment such as objectives and assessments that specify the level of Bloom’s taxonomy.

10. Provides more than an adequate amount of reporting functionality around assessment, student mastery, student trend data, lesson analysis, monitoring of instruction, gap analysis for curriculum work, scope and sequence printouts, etc.

11. Provides a process for walk-through data to be collected and analyzed based upon curriculum delivery (instructional strategies, grouping patterns, use of technology, cognitive levels observed, etc.). Offers flexibility in designing a template.

12. Correlates and connects curriculum to lesson delivery and student performance based on district/classroom assessments. Does the system provide a mechanism to actually connect content, context, and cognitive alignment to student performance?

13. Provides district training (face-to-face as well as online support).

14. Provides technical help and support for developing a deployment and implementation plan.

15. Is scalable, flexible, and dynamic based on the changing accountability requirements of the state and the district.

Subtotal Overall Total Key: 3 = Meets Criteria to a High Degree, 2 = Meets Criteria Somewhat, 1 = Does Not Meet Criteria

spring 2011

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allowed to be a part of the decision-making Another important element in the process. Organizing a committee of teachers, examination process of looking at the principals, and central office staff to study various curriculum management systems why curriculum management is important, is to listen to experts in the field. Districts why the above-mentioned questions should take the time to get input from people need to be answered, and then how to who are using the product or who know a use a rubric based on specifications that great deal about curriculum management. are collaboratively developed will be well Often, curriculum management systems worth the time invested before a decision are selected because the vendors are well- is made.The end result is obviously a better known or because a neighboring district decision, with a cadre of well-informed with entirely different needs or philosophy and committed district- and campus-level is using the system. The best advice is to leaders to support the final decision. go through a process that considers the above-mentioned points and then ask end- The Process Is Worth the Effort users what they see as the strengths and As a former chief academic officer of a large weaknesses of the various systems being suburban district as well as a curriculum considered. Yes, this process will take time auditor, I have seen how districts struggle but it is well worth it.Too frequently, systems with attempts to provide quality curriculum are purchased with little if any opportunity to teachers. As districts rush out to plan provided for the end-users (i.e. teachers) how to position themselves for the new to provide input into making the decision. accountability system that is scheduled to These systems represent a major paradigm occur starting with next year’s ninth-graders, shift in how teachers access curriculum, plan there is a renewed emphasis and interest lessons, and use assessments and assessment in how to provide quality curriculum to data. It only makes sense that teachers be teachers, manage the curriculum and

Research Is Crucial

instructional process, and use curriculumbased assessments to track student mastery of critical curriculum content and skills. Over the years, I have witnessed the frustration, rejection, negative press, and, in the end, cost of making a decision that really does not provide a systemic approach to the complex process of curriculum management.

The intent of this article is to offer a process for curriculum leaders and decision makers to stop, look, listen, and research as they painstakingly go through the myriad available curriculum systems so that their ultimate selection truly meets the definition of curriculum management. n Elizabeth A. Clark is a consultant and lecturer at the University of Houston Clear Lake.

References English, Fenwick W., and Larry E. Frase, Deciding What to Teach and Test: Developing, Aligning, and Auditing the Curriculum.

Thousand Oaks, CA: Corwin Press, Inc., 2000.

2011 Spring/Summer Calendar May 10-13

Level I Curriculum Management Audit Training

Jan Jacob

TASA Headquarters, Austin, TX

June 9-10

Leadership Development Process

TASA Headquarters, Austin, TX

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Accountability Forum

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26-28 University of Texas/Texas Association of

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Embracing New Technology and Transformational Methods:

Manor New Tech High School

by Jenny LaCoste-Caputo

When U.S. Secretary of Education Arne Duncan was looking for an example of a 21st century school, one that embraced new technology and transformational methods to reach underserved kids, he looked no farther than New Tech High in Manor ISD. Duncan highlighted the school, which is located just outside Austin, in a speech last year called “Using Technology to Transform Schools.” Manor New Tech, which first opened its doors in 2007 and had already received national attention, was suddenly on the world’s radar.

“We’ve had visitors from all over,” said Manor ISD Superintendent Andrew Kim.“Our kids are used to talking about our school and showcasing what they can do.”

Besides visitors from across the state and country, including Gov. Rick Perry, New Tech recently played host to representatives from Fiji and Singapore who are looking for a way to replicate the school’s success.

In his speech, Duncan praised the school for its accomplishments despite Manor’s challenging population—nearly 70 percent minority with about 60 percent of students qualifying for the federal free and reduced lunch program, according to the Texas Education Agency.

Steven Davenport gives a presentation in his history and literature class. The school uses a projects-based learning approach and students apply their knowledge through team projects and collaboration with their classmates.

“When Manor New Tech High School opened, 50 percent of its teachers had taught for less than a year.Yet within its first year, 2008, Manor students outperformed the state average by 16 percent in science. In its third year, the gains continued, with a dropout rate of virtually zero and a 97 percent attendance rate,” Duncan said in his speech.

The school incorporates rigorous standards and stresses college-readiness skills. Teachers employ project-based learning, and students are free to express creativity, knowledge, and initiative.

“By addressing the way we deliver instruction to students from one of lecture to meaningful engagement and participation, we have created an environment where students are taking ownership of their own learning and succeeding,” Kim said.

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From the moment a visitor enters the school, the differences between New Tech and a traditional high school setting are striking. There is glass everywhere, lending the perception of an office-like environment where collaboration is a constant, rather than self-contained classrooms where work in one subject is entirely independent of that in another.

“We’re not trying to create hundreds of engineers,” said David Greiner, dean of student services.“Our goal is to expose kids to things they otherwise wouldn’t have been exposed to.”

That means advanced math and science classes for all students. Kids who plan to major in business, English, or pre-law still

Admission is handled through lottery. The school currently has about 330 students and won’t grow larger than 400.

One of the reasons the school has garnered so much attention is its demographic makeup. Besides being recognized as an Apple Distinguished School and named a Model School by the International Center for Leadership in Education and a Secondary Showcase School by The Center for Secondary School Redesign, Harvard University recognized New Tech for closing the achievement gap.

According to master teacher Chrysta Carlin, the core of New Tech’s success is project-based learning. Students apply their knowledge through team projects, and collaboration among students, teachers, and administrators is key to the culture of the school.

On a recent day, a sophomore chemistry class was finishing up projects from a stoichiometry lesson. (For you humanities majors, stoichiometry is the math behind chemistry.)

Brian O’Hara and classmate Kelsey Keys work on a project in engineering class. Students at Manor New Tech High School have access to state-of-the-art technology with a one-to-one computer-to-student ratio.

With a one-to-one student-to-computer ratio, technology is ubiquitous, from the laptops and desktop computers in each classroom to the 3D printer students use in architecture classes to produce 3D models of their sketches to the student-produced movies playing in the digital media literacy classroom.

Graduation requirements are higher at New Tech, and include classes in architecture and engineering. But school leaders say that while the school began with a Texas Science, Technology, Engineering and Math grant, the goal is to turn out well-rounded students who are more than prepared for college.

22

INSIGHT

take two years of engineering, and every student sees the value in the technology that is infused into everything they do.

“All of the kids here now have had access to technology since we were born. It’s our world,” said Brian O’Hara, 15.“This kind of education benefits anyone, not just someone going into the field of technology after graduation.”

Instead of simply learning how to work out the formulas mathematically, the students used the formulas to figure out how to make fizzy drinks. They created an entire presentation around the drinks, including marketing research and promotional videos.

“As opposed to just teaching us this, we’re learning how to apply what we’re taught,” said sophomore Brian O’Hara. “When we give the presentations, we’re essentially teaching.You really have to know a topic to be able to teach it.”

The size of the school seems to make a difference too. Teachers and administrators know all of the students.

The only eligibility requirements to attend New Tech are that students live within the Manor ISD boundaries and have completed “I feel like the teachers here really care about the eighth grade. There are no teacher me,” said Steven Davenport, 16.“Ms. Hart is recommendation or grade requirements. the perfect example. She stays after school

This spring, New Tech High’s inaugural freshmen class will graduate. Kim said he couldn’t be more proud of them and the As Steven brags about his chemistry teacher teachers and administrators who shaped Stephanie Hart, Principal Steve Zipkes walks their high school experience. in the classroom. “You’re just the people I was looking for,” Zipkes tells Steve and his “This year, our graduating class is an example of the accomplishments of students, classmate Jasmine Lovejoy. teachers, staff, parents, and board of trustees Zipkes had just been reviewing TAKS in making Manor ISD a district that achieves benchmark results and was pleased to see excellence through innovation,” Kim said. big math gains for both Steven and Jasmine.

He held out his fist for a bump from the two But it’s not just about the kids at New Tech. Kim’s goal is to take what’s been grinning students. learned there and apply it throughout the “That’s what I like to see,” he beams. district. Kim calls New Tech “research and development” for the district.

Fifteen-year-old Jasmine said she didn’t even intend to go to New Tech. She didn’t realize “The holy grail in education today is her mom had enrolled her until the first day whether or not we can scale great initiatives of her freshman year. at district level,” Kim said. “We are on that path to realization.”

“I wasn’t happy and Mr. Zipkes saw it,” she said.“He told me,‘I bet you’ll be smiling by New Tech school leaders began training the end of the day,’ and I was.” teachers in other Manor ISD schools in every day just to help us. She comes in on Saturdays. She does whatever it takes.”

November of 2009 in the project-based learning model. It started with just a handful of teachers from each school, and now entire teaching teams are requesting the training.

Manor’s Decker Elementary is poised to be the first traditional school in the district to take the model schoolwide.

“It was never just about New Tech. It’s about helping all our students,” Greiner said.

“We’ve done it here, now the question is: How do you flip a district?”

Carlin agreed.

“That’s the next step,” she said.“And it’s a big one.” n

Jenny LaCoste-Caputo is the director of communications and media relations at TASA. If you know of an innovative program in a Texas school district you’d like to see highlighted in INSIGHT, email her at jcaputo@tasanet.org.

Jasmine said she appreciates that the teachers and administrators know her so well and work on things beyond academics.

“I tend to have a little bit of an attitude problem,” she admits. “But they understand me here and help me work through it instead of just letting me get myself in trouble.”

One of the ways students and teachers get to know each other is through “circle time” every Tuesday morning. It’s a schoolwide discussion on different topics, often led by Zipkes.

“We get to know each other as individuals,” Jasmine said.“It helps us be less judgmental.”

Another unusual scheduling tactic takes place on Monday mornings, when students come in two hours later than normal. For teachers, those two hours are dedicated to professional development.

Jasmine Lovejoy, shown here taking a math test, has drastically improved her test scores since coming to New Tech. She initially didn’t want to come to the school, but now says she can’t imagine going anywhere else.

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A Bright Future Begins Here

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Harry and Rosemary Wong: Developing and Retaining Effective Teachers and Principals As schools struggle to raise student achievement while walking a budget tightrope, Dr. HarryWong and his wife, Rosemary, remind us that the effectiveness of the teacher is the single most important variable in determining student achievement. As the Wongs discuss in this interview, “… effective teaching is identifiable, teachable, and implementable.The more effective the teacher, the greater the student gains.

The more effective the principal, the greater the achievement levels at the school.” T he following is an abridged version of an interview with theWongs presented by School Leadership Briefing, a professional development audio journal for administrators (www.schoolbriefing.com).

skills and being able to synthesize and apply the information and skills. Achievement is when a student is able to demonstrate Harry Wong: Effectiveness in education an act of accomplishment or attainment, is defined by how well students perform. such as producing a report, writing a poem, This is no different from how well teams performing a weld, singing a song, or even perform, how well companies profit, and solving a problem. how well people in the medical profession provide a service. Very simply, an effective So, we know that effectiveness can be teacher and principal can produce student defined and if you can define it, you can learning, growth, and achievement. Now, teach it. And if you can teach it, you can the number one mandate of the Race to implement it. And that’s the role of an the Top legislation is to produce effective administrator: to teach, to coach, to be the teachers and principals.Yet, the irony is that instructional leader in teaching teachers how the U. S. government, the philanthropic to teach and then implementing effective foundations, and the many commissions and teaching techniques in the school so the groups and even educators that have jumped next teacher who may come along can be on the Race to the Top campaign—few can an effective teacher. Now, you leave a legacy define the term “effective.” Few can describe when you teach someone how to teach so it the characteristics of an effective teacher, and can be passed on.You do not leave a legacy few even know how to train a teacher to be by installing another program. effective.

Q: Can you describe the Rosemary Wong: Effectiveness can be characteristics of an effective teacher? defined. Teachers and principals who are effective can produce student learning, Harry Wong: Very easily! For over 30 student growth, and achievement. years research has identified the three Learning is the process of acquiring basic characteristics of effective teachers. Studies knowledge and skills. Growth indicates reported by Thomas Good, Jere Brophy, increased quantity or progress over time, Robert Pianta, Carolyn Evertson, Robert such as acquiring more information and Marzano and so many others, including

Q: How do you define effectiveness as it refers to teacher quality?

Developing and Retaining Effective Teachers and Principals Download a copy of the report at: www.effectiveteaching.com Permission is given to duplicate and share this document for the sole purpose of developing effective teachers and principals and improving the learning and achievement of students.

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ourselves, have resulted in the same conclusion: there are three most important characteristics of effective teachers: (1) They are extremely good CLASSROOM MANAGERS; (2) they know how to teach a lesson for student LEARNING and MASTERY; and (3) they have POSITIVE EXPECTATIONS for student success.

You do not need massive funds to develop and retain effective teachers and principals.

The number one mandate of the Race to the Top Act is that money is to be spent on improving teacher and principal effectiveness. We contend that a district or school does not need Race to the Top funds to develop effective teachers and principals.

For over 25 years, we have consistently underscored a single point: effective teaching is identifiable, teachable, and implementable.

The more effective the teacher, the greater the student gains. The more effective the principal, the greater the achievement levels at the school.

So, simply put, there are two major ways to implement effectiveness. And what is effectiveness, again? It is improving student learning, student growth, and achievement.

And so, what are those two major ways?

(1) The principal must be an instructional leader and (2) the teachers must work collaboratively.

So, let’s talk about the principal. Principals must know instruction.They have to know instruction so well that they can teach, and they can coach teachers how to teach. The second part of that word is “leader.” You do not lead programs. You do not lead a change in the school structure. Leaders lead PEOPLE. And leadership is “organizing a group of people to achieve a common goal.”

So, a leader is a person capable of inspiring and collaborating with others to fulfill that goal.

So, to implement effectiveness, you need: (1) the principal as an instructional leader Rosemary Wong: A district can use the and then (2) schools where teachers three characteristics of effective teachers work collaboratively. It has been shown to form the framework for an effective that teachers learn more when they are professional development program to teach, in sustained teacher networks and study to train teachers to be effective. Professional groups than with individual mentors. So, in development is the only strategy school high performing schools, teachers are more districts have to strengthen the effectiveness likely to work in a collegial approach to of their teachers and principals. And decision making and are willing to share professional development is also the only with one another their knowledge and way teachers and principals can learn so that skills to help their students and the students they are able to improve their effectiveness. of their colleagues reach higher academic So, school districts that are serious about performance. training, supporting, and retaining effective teachers have a two to three year Q: In your research, is there one comprehensive, coherent, and sustained major strategy for improving teacher new teacher induction program that then effectiveness? One strategy that you seamlessly flows into a lifelong professional can go to any administrator and development program. The schools and say, “All right, you want to improve school districts that can implement a student achievement? Follow this professional development program to strategy and you will!” recruit, develop, and retain teachers—they will be the most effective ones and they Harry Wong: Yes, there is only one—a carefully thought out professional produce the results we want as educators.

development program that is comprehensive, coherent, and sustained. The professional development program begins with new teacher induction, where new teachers are acculturated to the responsibilities, missions, academic standards, and vision of the district.

Now, you can see this in everyday life where people are trained.Wal-Mart, Home Depot, and Southwest Airlines train their employees with a comprehensive, coherent, and sustained program.Why, even local small businesses—real estate offices, dentists, and grocery stores—train their new workers, from the day an employee joins a company or team until that person leaves. Compare this with many schools and school districts where training is nonexistent. In too many schools and school districts, we put teachers in a classroom and hope by dumb luck that they become effective teachers.

Teachers want training; they want to fit in; and they want their students to achieve.

For the most part, education has failed to recognize what other industries have recognized almost from the start. Formalized, sustained training matters.

It is better to train a teacher and lose that teacher, than to not train a teacher and keep that teacher. Our children deserve effective n teachers—and nothing less!

Harry K. Wong has authored more than 30 publications, including the bestseller The First Days of School. He has been a general session speaker at major educational meetings and has given over 3,500 presentations to over a million people. Dr. Wong has been awarded the Horace Mann Outstanding Educator Award, and Instructor magazine named him one of the 20 most admired people in education. Rosemary Wong was chosen as one of California’s first mentor teachers and has been awarded the Silicon Valley Distinguished Woman of the Year Award.

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Deep Practice A BookNote™ on The Talent Code by Daniel Coyle

by Richard Erdmann and Christine Drew

“If at first you don’t succeed, try, try again.”

—My maternal grandmother (and yours, too, I’ll bet)

“Practice makes perfect.”

—My paternal grandmother

Recently, the term ‘muscle memory’ has added credibility to the timeless coaches’ mantra to “Get on the Wall!”Whether it is volleyball or lacrosse, coaches have been telling their players that they have to spend time on drills, any combination of drills, but to be diligent about spending a lot of time on the wall. Players could feel it and coaches could see it—the effect of ‘muscle memory’— long before the catchphrase was used.

In his book The Talent Code, Daniel Coyle explains not only the biology behind muscle memory, he also explains the most effective methods to cultivate and develop it. Coyle identifies myelin, the protective and insulating lining that surrounds the nerve fibers in our brains to create muscle memory, and he proceeds to explain the most effective means of teaching and learning specific skills to maximize our body’s creation of myelin. Coyle says, “Skill is a cellular insulation that wraps neural circuits and that grows in response to certain signals.”

In the book, Coyle describes three keys to unlocking the code for talent, and all three must be used.They are: Deep Practice, Ignition, and Master Coaching.When we combine John Medina’s Brain Rules and Coyle’s deep practice with Syfr’s Practices for Change, you can see how simple this can be.

1. Start with the end in mind, or “the big picture” (like a model from which to imitate or copy).

2. Break the “big picture” into very small component parts.

3. Practice the component parts at the edge of proficiency where mistakes occur.

4. Start slowly for understanding, and then build fluency and speed.

5. Always correct errors.

6. Repeat with the next step.

This process applies to how content is presented, as well as to student practice. It also means that the students should understand and internalize the steps for practice, as well as the content. Understanding and executing the steps as part of an internal strategy accelerates the learning, and will deepen the learning. It is also one step to building a student’s autonomy over mastery of any new content.

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Coyle’s work, however, is really all about the discovery of the importance of myelin, and how deep practice, ignition, and master coaching help us to lay down the myelin that causes our neural circuitry to work effectively and efficiently. His basic premise is that skill is actually insulation (myelin) that wraps neural circuits and grows according to certain signals sent to the brain.With that statement, let’s take a short walk into the field of evolving neuroscience and myelin.

Scientists have known about myelin since 1854, but its importance to brain function was underestimated. In the 1970s, a few scientists suggested that the brain was plastic—it was capable of repurposing itself.

If you studied the brain of a violin player through functional magnetic resonance imaging (or fMRI), a form of magnetic resonance imaging of the brain that registers blood flow to functioning areas of the brain, it would show that certain parts of the brain dedicated to the use of fingers had been expanding. In 2000, a slightly different technology, diffusion tensor imaging, looked at water movement in the brain, and neurologists were able to map myelin in the brain. In 2005, they discovered that the brains of concert pianists found a relationship between practice and white matter in the brain. As it turns out, white matter contains a lot of myelin.

In 2006, Dr. Douglas Fields published a paper that described how myelin was created. When a nerve fires, certain cells respond by wrapping myelin around the axon of the neuron. The more the nerve fires, the more myelin. Myelin is a kind of insulation that prevents the electrical signal from leaving the axon (think of being able to hold an insulated wire because the electricity is “held” in the wire by the insulation), and at the same time, increases

the traveling speed. The result can be an overall boost of processing time by 3,000 times. The downside is that this wrapping process is very slow, so the nerve needs to fire over and over again for the myelination to be successful.What causes a specific nerve to fire? Practice, and not just any practice will do. The term used in Coyle’s book is deep practice. A term we use at Syfr is deliberate practice.

Deep Practice: Laying Down the Myelin If deep practice is a way of sending the signals to the brain to produce more myelin, we need to know what deep practice looks like. As we describe it, you will know that

and start again. Each time you find yourself without attention to the page, you back up and start again, right where you left off.

Deep Practice works by “chunking” the learning—by dividing up any task into its logical components. You could almost think of it as a blueprint for learning. In Teach Like a Champion, Doug Lemov talks about chunking as a two-step process: Begin with the End, and then Break It Down. Syfr talks about using “Model, Copy, Repeat, and Improvise, and, finally, Learn” incrementally. Coyle talks about seeing the whole because the learner will want to imitate (copy), then chunk or break the whole into parts. For example, if you want to learn a new piece of music, you start by

From the book: “Skills like soccer, writing, and comedy are flexible-circuit skills, meaning that they require us to grow vast ivy-vine circuits that we can flick through to navigate an ever-changing set of obstacles. Playing violin, golf, gymnastics, and figure skating, on the other hand, are consistent-circuit skills, depending utterly on a solid foundation of technique that enables us to reliably re-create the fundamentals of an ideal performance. (This is why self-taught violinists, skaters, and gymnasts rarely reach world-class level and why self-taught novelists, comedians, and soccer players do all the time.)”

you have seen it.You will remember doing it, but you may not know it as a practice or a process that can be taught and learned and coached. It is something like this:

listening to the whole piece of music, and then begin to break it down. You see the model first, or in Lemov’s terms, you look at the end that you want—to be able to play the entire piece—and then you work You start to read or listen to something. back.You find the natural components of a You realize that you aren’t really focused skill or a task or a unit of study, master them, and that you are ready to turn the page.You link these components together, and then remember maybe the first few sentences, link them in progressively larger groups. but no more. Instead of turning the page In these increments, you can attend more anyway, you stop yourself. You go back. closely to errors, and the errors are precise.

You begin again just where you started to For this to work well, the learner works at wander off, and analyze what you have read the edge of frustration. Coyle calls this the

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sweet spot, and Mihaly Csikszentmihalyi calls it flow. In addition, the learner must repeat to remember. It is the repetition that builds more and more myelin. Repetition is not always just practice, however. When you ask a student to show work, it is a form of repetition. Repetition takes many forms, and the multiple forms make it work. Doug Lemov’s technique for repetition is called “Do It Again,” and John Medina, in Brain Rules, tells us to “repeat to remember and remember to repeat!” However, not all repetition is equal. Successful repetition requires novelty to keep the brain engaged in the repetition. This is not an oxymoron; practice and repetition, done correctly, is not “drill and kill.” Each time you go back and start and go through the process, you are myelinating the circuit that is being wired in your brain.

Coyle believes strongly that students must learn to build this strategy themselves.

They can self-coach for deep practice by observing, judging their performance, and strategizing where it goes wrong. Teachers should not always break it down for them.

One way to explain it to a learner is to say, “pick a target, evaluate the gap, break it into steps, reach for step one, go slow first, correct errors, then go faster and repeat, then reach for step two and begin again. Learning masterful questioning techniques will help find out what and where we need to start with any response to intervention, and it will develop the learner as a strategic thinker.

In the book, Coyle provides numerous examples, but they all come down to the same steps: 1. See the whole.

2. Break it down.

3. Practice the parts at that intersection between mastery and failure.

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INSIGHT

4. Go slow in order to go fast and repeat.

5. Correct errors.

6. Repeat with the next step.

In skills where precision and consistency are the key components (e.g., classical violin, where you’re supposed to play something exactly), master coaches often give rapid fire advice to course-correct the trainee as they go. However, in skills where improvisation is key (soccer, for example), master coaches are often silent. Stopping the activity to impart wisdom would interrupt the flow of the improvisationally based deep practice. In addition, since myelin doesn’t unwind, practicing incorrectly—without consequences that stop the poor practice— results in incorrectly wired myelinated circuits. In other words, bad habits can’t be broken directly—new habits have to replace them.

Also, myelin is a living tissue, which is why a skill must be practiced regularly, otherwise the myelin will start to degrade. Therefore, while practicing new skills, we can’t avoid going back to review while we practice.

Great students, like great players at any sport, aren’t born—they’re made. The great are those who can do what the good, the bad, and the mediocre can’t. Practicing at the limits of our abilities, Coyle argues, is the best way to cultivate myelin. Only through experimentation and failure, followed by correction and repetition, can one develop and maximize the most effective nerve circuits. Exploring Brazilian futsal (smallsided indoor soccer) and specific types of musical instruction, Coyle champions a “mistake-focused practice” in which learners are constantly functioning “at the outer edge of their abilities.” Just as there is no shortcut to a strong ‘off hand,’ Coyle argues that authentic talent is, ultimately, a product

of struggle, both physical and mental.

Because Coyle terms deep practice as the ideal context for creating myelin, chunking highly specific aspects of a skill and then repeating the steps needed to master that aspect of the skill is key. On a lacrosse field, this might look like a knees shooting drill, a defenseman throwing shadow checks, or a goalie walking the line.

In his study of “Deep Practice,” Coyle is undoubtedly the first to link the esteemed Bronte sisters of the literary world to the acclaimed skateboarding innovators, ‘the Z Boyz.’ Considered by many to be ‘natural talents’ in their respective fields, their success came only after months and years of immature and fruitless exploration— and many, many failures. In addition to the ‘Deep Practice’ executed by these celebrated masters, he explores the phenomenon of talent hotbeds. Coyle articulates shared elements of Athens, Florence, and London that could explain the marvelous proliferation of genius in those cities’ most celebrated eras. In this portion of The Talent Code, Coyle might well have examined our long-established lacrosse hotbeds.

Environment and collaboration foster development and innovation, whether in craft guilds in Italy during the Renaissance, or in pickup games at Shove Park during the summer. Echoing fellow author Malcolm Gladwell, Coyle reminds us that, given the right environment and circumstances, along with the passion and the persistence, anyone has the potential to become a genius.

So, if at first you don’t succeed, make more n myelin!

Richard Erdmann is founder and CEO, and Christine Drew is president and COO, of Syfr.

2011 TASA/TASB Convention Join us in beautiful Austin!

Austin Convention Center September 30–October 2 Online Registration & Housing open June 15 at tasa.tasb.org

Since 1960,TASA and the Texas Association of School Boards (TASB) have partnered to bring school board members and school administrators the state’s premier education-related convention.

This convention offers the opportunity to earn almost 17 hours of continuing education credit, hear outstanding keynote speakers, explore a tradeshow with hundreds of exhibitors, and network with more than 6,000 public school officials.

Sneak Preview of General Sessions Friday, 4–5:30 p.m.

Activities and Awards: Student Performance by Decatur ISD, Introduction of TASA and TASB Officers, Honor School Board Award Keynote:

Jimmy Wales Harnessing the Power of Social Media

Named a “Web Celeb” by Forbes magazine, Jimmy Wales is best known as the founder of Wikipedia, an international collaborative free-content online encyclopedia, and the Wikimedia Foundation. He also co-founded Wikia, a privately-owned free Web hosting service. In a 2004 interview, Wales explained his vision for Wikipedia:“Imagine a world in which every single person on the planet is given free access to the sum of all human knowledge.That’s what we’re doing.” In 2006, TIME magazine named Wales one of its 100 Most Influential People in the “Scientists & Thinkers” category. In 2007, the World Economic Forum recognized Wales as a“Young Global Leader,” a prestigious award acknowledging 250 young leaders for their professional accomplishments, commitment to society, and potential to contribute to shaping the future of the world.Wales’ many awards and accolades include being named a Fellow of the Berkman Center for Internet & Society at Harvard Law School.

Saturday, 10:30 a.m.–noon Activities and Awards: Student Performance by Southwest ISD, SOTY Award Keynote:

Questions?

Registration: Mark Pyeatt at mpyeatt@tasanet.org or 800.725.8272 Hotel Reservations: Convention Housing Management (CHM) at 800.340.1905

Sean and Leigh Anne Tuohy Behind the Blind Side: Overcoming Obstacles in the Face of Adversity

After the Tuohy family’s life was chronicled in Michael Lewis’ New York Times bestseller The Blind Side: Evolution of a Game, they became the subject of a Hollywood feature film. Sean Tuohy is an American success story: he came from nothing, became a record-breaking Ole Miss basketball player, married his college sweetheart (Leigh Anne), and became a successful entrepreneur and broadcaster. Dubbed a “warrior princess” in The Blind Side, Leigh Anne is the inspirational matriarch of the Tuohy family. Both Tuohys are proud Ole Miss alumni.

Almost two years after The Blind Side burst onto the scene, breaking box office records and inspiring individuals nationwide, Leigh Anne and Sean continue to make an impact. In July 2010, the couple released their New York Times bestseller In a Heartbeat: Sharing the Power of Cheerful Giving, and established their charity, Making It Happen.Through both projects, Leigh Anne and Sean continue their mission to inspire hope, ignite generosity, and “make it happen” for deserving but underserved youth. Sean and Leigh Anne are the proud parents of daughter Collins (23) and sons Michael Oher (23) and Sean, Jr. (16).

spring 2011

33

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Legal Insights Navigating the Social Media Minefield: The New Ethical Standard Regarding Student Communications via the Use of Social Media Networks The meteoric rise in popularity of social media networks, such as Facebook, MySpace, Twitter, LinkedIn, YouTube, and Flickr, has dramatically transformed the manner in which people communicate.And students are the driving force. Recognizing the value of this new technology, school administrators have started using social media to communicate with parents, teachers, students, and community members.

Educators are also embracing these tools as a means to post assignments and answer homework questions. In turn, these tools are also used as a way for parents, teachers, students, and community members to voice their views and opinions back to school administrators and education officials.

can be easily misinterpreted or used in an inappropriate manner that can subject administrators and school districts to liability.

In fact, the Texas Education Agency (TEA) has experienced an increase in disciplinary referrals arising out of communications through the use of social media.1 According

Using social media as an education platform is an intriguing concept. However, the use of such technology can also be a potential minefield in that the nature of most forms of electronic communications, such as texting, instant messaging, e-mail, and blogging,

to the TEA, the referrals often involved “thousands of text messages” between educators and students, some of which were not overtly inappropriate but were indicative of an educator “grooming” a student for a future sexual relationship based on the

Based on the increase of disciplinary cases involving social media, the State Board for Educator Certification (SBEC) proposed, and the State Board of Education approved, the following revision to the Educators’ Code of Ethics: (I) Standard 3.9.The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, e-mail, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) th e s u b j e c t m a t t e r o f t h e communication;

1 Press Release, Texas Education Agency,

2 Id.

“Using social media as an education platform is an intriguing concept. However, the use of such technology can also be a potential minefield…”

volume and timing of the messages being sent.2

Updated Educators’ Ethics Code Addresses Social Media (Nov. 19, 2010)(on file with author).

spring 2011

35

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(iii) whether the communication was made openly or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.

19 Tex.Admin. Code §247.2(3)(I).The new social media provisions to the Code of Ethics became effective on December 26, 2010.

Educators should be reminded that, under Texas law, communications utilizing social media may be subject to disclosure under the Texas Public Information Act (Act). Based on Attorney General decisions and judicial decisions issued to date, tangible forms of communication that relate to the official business of a governmental body, regardless of whether it is maintained by a public official or employee of the governmental body or the governmental body itself, is presumed to be “public information” and will be subject to disclosure under the Act unless there is a statutory, constitutional, or common law basis for precluding disclosure. Moreover, absent any applicable statutory, constitutional, or common law exemption preventing public disclosure, communications and documents that are personal in nature, but are generated, received, or otherwise maintained utilizing government resources, will fall within the definition of “public information” under the Act and subject to disclosure.3

liability. For example, engaging in conduct constituting “online harassment,” as such terms are defined in section 33.07 of the Texas Penal Code (TPC), is a third degree felony4; displaying “harmful material” to a minor, as defined under section 43.24 of the TPC, is a Class A misdemeanor5; possession or promotion of child pornography, as such terms are defined in section 43.26 of the TPC, is either a second or third degree felony depending on the facts and circumstances.6 A school district employee commits a second degree felony under section 21.12 of the TPC if the employee engages in sexual contact with a student who is not their spouse.7 Social media networking can be an effective way for educators, parents, and students to communicate. “Social medialites” should know, however, that they lose control over whatever they post as soon as it’s posted and that anything can “go viral” or be reposted by anyone who reads it. Consequently, there are numerous potential negative consequences stemming from the use of social media. The most common negative consequences are embarrassment and a damaged reputation. However, for educators, the inappropriate use of social media could ultimately lead to more severe consequences, such as disciplinary proceedings, adverse employment actions, as well as civil and criminal liability. Educators must be ever vigilant about the risks associated with utilizing social media networks so that 4 A third degree felony is punishable by “not more than 10 years or less than 2 years” in jail and a fine not to exceed $10,000. Tex.Pen. Code §12.34.

Finally, the inappropriate use of social media, as well as engaging in certain types of conduct that may arise from the use of social media, could subject educators to criminal

5 A Class A misdemeanor is punishable by: (1) a fine not to exceed $4,000; (2) confinement in jail for up to one year; or (3) both. Tex.Pen. Code §12.21.

3 An overview of the applicability to the Texas

6 A second degree felony is punishable by: (1) a

Public Information Act to social media

fine not to exceed $10,000; (2) confinement

communications was published in the Summer

in jail for any term of not more than 20 years

2010 Legal Insights article. See Adams, Bullard,

or less than 2 years; or (3) both. Tex.Pen.

et al., Personal Electronic Communications

Code §12.33; See also Tex.Pen. Code §12.34

and the Texas Public Information Act:Will the

(punishment for a third degree felony).

Pubic Get the Message? Insight, Summer 2010, pp. 45–47.

they can use them appropriately while n minimizing risks.

This article is for informational purposes only and is not intended to be a substitute for legal advice. Specific questions and circumstances regarding the issues addressed in this article should be individually discussed with legal counsel.

Neal W.Adams Jerry D. Bullard Cory S. Hartsfield Adams, Lynch & Loftin, P.C. General Counsel Texas Association of School Administrators

TASB 2011 Superintendent of the Year Awards Program The Superintendent of the Year award will be presented in October at the 2011 TASA/TASB Convention in Austin. Program information is available online, including an official entry form. Nominations must be submitted to the appropriate regional education service centers by Monday, May 16.

7 Tex.Pen. Code §12.33 (punishment for a second degree felony).

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TSPRA VOICE TASA joins TSPRA in supporting the critical role of public information and communications professionals in Texas public schools.

When Worlds Collide!

How Crisis Communication Theory Meets Crisis Communication Reality

by Brad Domitrovich What is a crisis? By definition, it is a crucial or decisive situation, a turning point. For those of us who happen to be in the school PR business, a crisis is better defined as any event that causes us to stop what we are doing and react. From a personal standpoint, I define a crisis as any situation that makes me reach into my medicine cabinet and grab my favorite bottle of headache relief!

Over the past year, I’ve presented crisis communication seminars at several conferences across Texas. In attendance at these workshops were school board trustees, superintendents, district-level administrators, and campus-level administrators. It is always such a breeze lecturing people about what to do in a crisis, especially when there isn’t one going on at that very moment. It sure is easy being “the expert” on stage, answering questions about managing the media when there isn’t a line of reporters at my door. Life is so easy when you’re operating in “theory” mode rather than “reality” mode. I’m a big fan of the show Seinfeld. So what happens when, as the character George Costanza states,“worlds collide”?

What happens when reality is here and theory takes a back seat?

Every school district has to deal with a crisis from time to time.The districts I have worked for are no exceptions.A couple of months ago, I had a crisis situation pop up.A big one. One of those in which you know that within the next 24 hours you are going to be contacted by virtually every media outlet in your market. Instead of getting myself worked up into frenzy mode, I opted to close my office door, sit in the quiet for a few minutes, and jot down some notes as a plan of action.When I finished penning my last bullet point, I realized that what I was jotting down was a parroting of what I have been presenting as “theory” throughout the past year.

38

INSIGHT

Be prepared. Although each crisis is different and should be weighed on its own merit, preparation is paramount.What does being prepared mean? Being prepared for me in this case was reviewing information with key individuals. I made sure that I had all the details I needed so I knew what to say.There is no such thing as having too much information when you are preparing for a media blitz. I reviewed timelines, activities, and actions and made sure that all of us knew what to do and what to say during and after the crisis period. Bradley D. Smith, school board president, Georgetown ISD, reiterates this thought.“My advice to administrators would be to completely understand the facts regarding the crisis and then articulate a strong strategy,” he states.

Never say “no comment.” Everyone knows that you should never say “no comment.” I always try to view the crisis from the eye of the public. Do they want to hear you say “no comment”? Anytime you ignore a crisis situation, it only makes things worse. If we provided no comment, we would have lost our greatest opportunity to control the crisis.

Have one spokesperson. Having one spokesperson who is comfortable in front of reporters is an incredible asset in a crisis situation.

One individual should always be designated as the primary spokesperson to make official statements and represent the company. A backup individual should also be identified in the event the primary person is unavailable. “Have a pre-determined spokesperson to handle all the information releases and interviews,” explains Craig Verley, public relations director, Mission Consolidated ISD. “One voice with correct and timely info frees up other staff to do their jobs in dealing with the emergency situation without media distractions,” he adds.

Maintain positive relationships with the media. The best time to build a relationship with the media is when you don’t have a major issue in the spotlight. Stay current with reporter names, phone numbers, and e-mail addresses. Be proactive. Don’t wait for bad news to begin developing relationships. Mansfield ISD’s Director of Media and Communications Richie Escovedo tells us to “establish positive relationships with the media, community, and advocates before you need them.”

Bleed for a day, not a week. It is always good practice to confront the situation immediately and take charge. If you’re hoping that the radar doesn’t find you because you’re lying low, that just doesn’t work. Embracing the crisis, being prepared, and having a statement ready allow you to get on with business as usual after only one day of controlled chaos.

So those were the five bullet points I jotted down. As I look back, worlds can collide! Managing a crisis can be accomplished as long as you allow “reality” to meet with “theory.” n

Brad Domitrovich is director of school and community relations for Georgetown ISD, past president of the Texas School Public Relations Association, and a self-proclaimed “PR zealot” with more than 30 years of experience in the academic, entrepreneurial, and corporate environment.

spring 2011

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For more information or to obtain a cost estimate for a study in your district, contact Paul Whitton, Jr. (pwhitton@tasanet.org), associate executive director,TASA, 512.477.6361 or 800.725.8272; or Jerry Gideon (jmgideon@suddenlink.net), project coordinator, 325.223.1113.

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42

INSIGHT

   Texas Association of School  Administrators   ANNUAL REPORT  2009–10  The Texas Association of School Administrators was formed in 1925. The purpose of the organization is to promote the progress of education in the state of Texas. In pursuit of this objective, the association works for the improvement of instruction and administrative practices in the schools of the state.

The association also works in close cooperation with the Texas Association of School Boards and the American Association of School Administrators in all areas of common interest.

   

   Mission,Vision, Goals, and Objectives  Mission The mission of the Texas Association of School Administrators is to promote, provide, and develop leadership that champions educational excellence.

Vision TASA provides support for school leaders through: • Fostering programs and activities that focus on leadership development • Impacting laws, policies, and practices that will improve education • Supporting and promoting research-based decision making • Developing, retaining, and supporting highly qualified educational leaders • Cultivating positive school climates in which quality education can thrive • Enhancing the influence of and respect for educational leaders • Recognizing diversity and building on commonalities • Serving as a catalyst for cooperative efforts

Goals and Objectives Quality Student Learning

Proactive Governmental Relations

To promote and provide leadership for the advancement of education in order to attain programs that result in high levels of student achievement

To impact laws, regulations, and decisions to improve the quality and effectiveness of education, and to elevate the status of educational leaders in the governmental decision-making process

Positive School Climates

Advanced Educational Technology

To engage in activities that foster positive climates for learning and to advocate as a high priority of our society a public understanding of and support for quality education

To promote the development and effective utilization of advanced educational and administrative approaches and technologies

Systemic School Improvement

44

Synergistic Organizational Relationships

To promote ongoing, proactive leadership that recognizes and utilizes a systemic approach to improvement and restructuring in education

To recognize and respect diversity and to build upon commonalities between educational organizations in efforts to achieve mutual goals for the benefit of Texas schoolchildren

Ongoing Professional Development

Effective Member Assistance

To offer high-quality, professional development opportunities for educational leaders in order to promote effective organizational management and leadership

To provide educational leaders and their systems of education with well-managed, innovative services that assist in the orderly and effective discharge of professional responsibilities for quality education programs and student achievement

   Revenue  Making an Investment in Progress

• • • • • •

Engage in Leadershi p ©Brendan Byrne

Any strong, viable organization requires a continuing source of revenue to fulfill its goals and objectives, and TASA is no exception to that rule. In order to drive the development and delivery of association programs and services,TASA relies on diversified revenue sources, including: membership support TASA/TASB Annual Convention seminars and training corporate sponsorships program endorsements building operations

The chart below illustrates TASA’s revenue sources for 2009–10.

Texas Association of School Administra tors Member Services and Benefits

17% 36% 11% 2%

Professional Development/Services Royalties/Sponsorships Miscellaneous Building Operations Convention Membership Dues

36% 23% 11% 2% 11% 17%

11% 23%

       45

 Governmental Relations  With the active assistance of its members, TASA’s Governmental Relations Department has a vital role in keeping superintendents and other administrators informed of state legislative and policy decisions and pending actions.

2009–10 Highlights n

n

Developed a Grassroots 2011 initiative with talking

n

points for superintendents and other school leaders to share with parents, teachers, community leaders, and locally elected officials on education issues that impact Texas public schools, including school finance, increased standards, and changing student demographics.

Provided continuous updates on legislative developments on the association’s Web site, TASAnet.

n

Identified unfunded mandates impacting school districts

Focused on numerous issues that arose following the

n

Monitored hearings and provided testimony regarding school finance, public school accountability, and other education-related issues.

n

Published Capitol Watch, TASA’s online legislative news

2009 (81st) legislative session, including working with the State Board of Education to set indirect cost limits in accordance with legislative intent and statute; seeking clarification from Education Commissioner Robert Scott on whether school districts must provide step increases to teaching staff in the second year of the biennium; providing input to SBOE members about proposed graduation requirements; meeting with the Comptroller’s office on the required ranking of districts by financial and academic accountability; securing formula-based funding for Accelerated Reading Instruction (ARI) and Accelerated Math Instruction (AMI); and initiating discussions with TEA about the attendance issues related to H1N1 absences and ADA funding.

n

bulletin, with regular updates during the interim session.

n

Published TASA XPress News, a weekly legislative/public policy news bulletin for subscribers that offered a digest of legislative news and events; for the new year, a new protocol for delivering time-sensitive information to all members includes both breaking news and longer analysis pieces on the Capitol Watch section of TASAnet; a new presence on the social networking sites of Twitter and Facebook; and a new blog called EduSlate, which will provide analysis and commentary on what’s going on in the world of education policy and what it means for school districts.

n

Updated TASA’s Legislative Program for the 82nd

Devoted significant time, energy, and resources to legislative and state policy matters.

n

that were a result of legislation passed during the 2009 legislative session.

Hosted special events for TASA Accountability Forum

Legislative Session.

subscribers, including fall (The Impact and Implementation of House Bill 3) and summer (Transitions in the State Accountability System) seminars, to foster an understanding of the changes districts are making in response to House Bill 3 passed by the 81st Texas Legislature. n

n

2011

■ ■

■

■

Engaged legislators and policymakers during the interim by providing information and testimony to boards and agencies, including the State Board of Education, Texas Higher Education Coordinating Board, State Board for Educator Certification, Teacher Retirement System of Texas, and Texas Education Agency.

■

Monitored developments regarding the use of federal

406 East 11th

Project Overvie

w State Budget and School Finance Data

Texas Public Sch Overview and ools Facts Texas Public Sch for Discussion ools: Issues

Talking Poin ts Superintendenfor with Legislat ts to Share ors Changes in the Accountability from 2009— System Highlights of HB3 Changes to Sch System in 200 ool Finance of HB 3646 9—Highlights ■

■

Continued efforts to address school funding and equity

issues, while simultaneously dealing with the changes to our accountability system and other issues that evolved from the session.

n

TASA Grassr oots

The 82 nd Legi slative Session than ever supe is rintendents and quickly approaching and now more with legislator other school s about publ leaders need ic education to be talking shortfall has . The risen to $18 billion. The gove state’s estimated budget and speaker of the house rnor, lieutenan have already t governor, totaling $1.2 directed cuts 5 billion. In to state agen addition, chan tem from 2009 cies ges to the acco and the upco untability ming transition require incre ased to end-of-cours syselected officials commitments from stud e exams ents, parents, . educators, and It is importan t for munity leaders, administrators to talk with and locally elect parents, teach impact Texas ers, comed officials on public schools. education issue To partnerships, s that TASA has deve help facilitate local discu ssion loped materials tion regardin g school financ with statewide s and e, accountability among other informatopics. The mate , and state budg shared with rials are easy et matters, all interested to understan stakeholders d and can be in your com It is equally munity. impo other stakehold rtant that superintenden ts share with ers what is happ legislators and with regards to school financ ening in their local scho ol distr icts e, increased stand demographic s, and the man ards, changing y student succ student ess stories occu Our goal is to rring. ensu on relevant educ re every legislator is cont acted by TAS ation issues prio A members intendents are r to the next valuable reso legislative sessi urces for legis ful dialogue on.

Superlators, and build with your loca lly elected lead ing meaning tive session is ers prior to the the next legislawhen education best way to ensure supe rintendents are at the table With the curr issues and legislation are being crafted ent budget crisi and delib cannot afford s facing the state to sit idle. , Texas superinte erated. ndents Please contact Amy Beneski, TASA governm Ramiro Can ales, or ental relations the materials staff, if you have Casey McCreary, or need addi any question tional ings with legis s about lators and othe information in preparati on for meetmonitor whic r interested stake h legislators holders. In an have been cont ings are prog effort to acted ressing, we are asking superinte and how the meetthe governm ental relations ndents to follo staff after their comments, reco w up with meetings with mmendation any relevant s, suggestions, etc.

Street • Aust in, TX 78701-261 7 • 512.477.63 61, 800.725.TA SA (8272) • Fax: 512.482.86 58 • www.TAS Anet.org

stimulus money for public education.

n

Briefed members on new accountability requirements for school districts.

46

If you have questions for TASA’s Governmental Relations Department, please contact Associate Executive Director Amy Beneski (abeneski@tasanet.org).

 Communications and Information Systems  TASA makes every effort to maintain a strong and active communications program, providing information to help members command respect, spur activity, and win public support for their districts.

2009–10 Highlights n

Added a director of communications and media relations to assist the entire staff as we expand our outreach

as an organization, a sign of TASA’s commitment to enhance communication with our members, the media, and the public regarding our Grassroots Initiative, the work of the Public Education Visioning Institute, and other initiatives across the state. n

Launched EduSlate, a new blog that aims to bring our

members insight into what’s going on at the Capitol and around the state in the world of education policy, including up-to-the minute news as well as in-depth analysis on education issues and how decisions made in Austin could affect local school districts.

n

Formed a new presence on social networking sites Twitter and Facebook, providing information on several different platforms to get information out faster and to a wider group of people, allowing our members to use whatever tool works best for them.

n

Produced numerous podcasts, audiocasts, interviews, and documentaries for the TASA Podcast Library and

related sites, including presentations from:  UT/TASA Summer Conference on

Education — Creating a New Vision for Public

Education: Transforming Schools in a Time of Economic Stress; School Budgeting in Hard Times, Confronting Cutbacks and Critics; School Finance Perspectives; Budget Planning for 2010-11 and Beyond; Grown Up Digital; The Global Achievement Gap

 TASA Midwinter Conference — What ARRA Tells Us

about Federal Education Reform; Disruption: Unsettling, Inevitable, Good; Going Digital: What It Means to Administrators; Improving Postsecondary Readiness: Increasing Collaboration; Listening to the Greeks: The Revolution in Education; Facilities for All Learners; Success by Design, Not by Chance; Managing Collective Creativity; Merging TAKS Score Improvement with the 21st Century; Making the New Vision for Public Education in Texas a Reality

 Public Education Visioning Institute — The

New Digital Learning Environment; New Learning Standards; Assessment & Accountability for Learning; Organizational Transformation; and Reinvigorated State and Local Partnership public education

VISIONING I N S T I T U T E

47

   First-time Superintendents’ Academy —Four-

Session Series for the academy’s Ning site

SIO NAL TOR S PRO FES ADM INIS TRA OF SCH OOL

Session One: Creating and Maintaining an Effective BoardSuperintendent Relationship; Law and Policy Regarding Honorariums, Outside Employment, and Ethical Reporting; School Finance Basics

JOU RNA L

INSIGHT

FALL 2009

ATIO N TEX AS ASS OCI

Session Two: The Superintendent’s Contract—What Should and Should Not Be Included; Unwritten Rules of the Superintendency; School Finance Session Three: Teacher Contracts 101: An Overview of Teacher Contracts, Non-Renewal, and Terminations; School Funding ton!

See you in Hous

Session Four: The Functions of Human Resources; School Trustee Elections; SBEC Superintendent Reporting Requirements; School Finance Update and Template Review

Convention TAS A/TASB 2009 October 2-4, n Convention Cen ter Geo rge R. Brow

Who’s Who in Texas Pub

lic Schools

 TASA-Syfr Conference Series — Part Two, A Whole

New Education; and Part Three, A Whole New World

 SyfrSpace — Multiple weekly enhanced podcasts,

webinars, and “Share the Vision” interviews for the SyfrSpace Podcast Library

© Brendan Byrne

 Digital Learning Pavilion — Series of documentaries

for the TASA/TASB Convention Web site

Administrators tion of School Texas Associa Directory Membership

n

2009–2010

Published TASA Daily, the association’s daily news bulletin, packed with newsclips, updates from state/

education organizations, TASA and AASA news, and more; e-mailed to all members and posted on TASAnet.

n

Published Interchange, TASA’s monthly newsletter; e-mailed to all members and posted on TASAnet.

n

Published INSIGHT, TASA’s professional quarterly journal, with a newly added TSPRA VOICE column to support the critical role of public information and communications professionals in Texas public schools; mailed to all members and posted on TASAnet.

n

Published Who’s Who in Texas Public Schools, TASA’s

popular annual Membership Directory, with distribution to all TASA members. n

Collaborated with Educational Research Service (ERS) through TASA’s Research Connection to produce

a 2010–11 Planning Calendar for Texas Schools for TRC subscribers.

48

If you have questions for TASA’s Communications and Information Systems Department, please contact Assistant Executive Director Ann Halstead (ahalstead@tasanet.org).

  Professional Development A great portion of time, energy, and talent on the part of TASA’s professional development and special services staff, as well as the advisory committees that assist them, are devoted to planning and executing effective programs designed to meet the needs of today’s education leader.

2009–10 Highlights Initiatives n

Provided ongoing support for the Public Education Visioning Institute, a unique opportunity for

superintendents to learn from one another by challenging conventional thinking to improve leadership capacities and school systems and develop a vision for public education in the 21st century; continued use of the May 2008 publication “Creating a New Vision for Public Education in Texas.” n

Embarked on the second phase of the Collaborative Teacher Induction Project, made possible by a grant

from The Houston Endowment awarded to the Texas Leadership Center, to schedule awareness sessions for Texas superintendents and ESC staff at the 20 regional education service centers at TASA Study Group meetings. n

TASA Midwinter Conference & Education Expo n

Provided sessions, exhibits, showcases for more than 4,200 attendees.

n

Facilitated interaction with other practitioners and presenters who tackle the issues head-on, offering real-

world solutions for everyday challenges. n

Exhibited products and services from more than 300

vendors from across Texas and the nation to help districts make the right choices.

n

Launched the Public School Research Scholars Program in partnership with the Center for Research,

Recognized TASA Honorary Life Members, Superintendent of the Year, Administrator of the Year, Principals of the Year, Teachers of the Year, United States Department of Education Blue Ribbon Schools, H-E-B Excellence in Education Award Recipients, Milken National Educator Award Recipients, and Texas Business and Education Coalition Honor Roll Schools for their dedication and commitment to the schoolchildren of Texas.

Evaluation and Advancement of Teacher Education (CREATE) in an effort to encourage practicing teachers and administrators within the Texas Public Schools Research Executive Development Network (TPSRN) districts to develop doctoral research n TASA First-time in areas of teacher quality and effectiveness and to support Superintendents’ Academy their implementation of successful dissertation research in the field.

n

Targeted professional development to the needs of superintendents and central office administrators by

offering quality seminars and institutes through the Texas Leadership Center and the Texas Curriculum Management Audit Center, aligned to TASA’s mission and goals, featuring noted experts in curriculum, assessment, and instructional improvement. n

n

Continued partnership with the Schlechty Center to

n

Aspiring Superintendents’ Academy

n

Learning for Leadership: A Mentoring Program for Texas Superintendents

n

Budget Boot Camps

Other General Events

provide support in identified Texas school districts, including a customized Standard-Bearer School District Network and The Schlechty Center Texas Engagement Consortia (consortia of five or more districts).

n

TASA/TASB Annual Convention

n

Cosponsor of Texas Assessment Conference and Texas Association of Collegiate Testing Personnel Conference

Conducted curriculum management audits to support

n

TASA/Texas A&M University Administrative Leadership Institute

n

UT/TASA Summer Conference on Education

alignment of curriculum, instruction, and assessment in Texas schools.

49

 



Texas Association

Institutes and Seminars

of School Administrators

2009 –10

Professional ities Learning Opportun

g, Levels I and II. ement Audit Trainin

Manag Join us for Curriculum either order.)

(May be attended in

e curriculum and examine and evaluat to prepare you to t achievement.

Level I—designed to improve studen ent issues in order assessment alignm October 13–16, 2009 Level I dates in Austin: May 11–14, 2010 e systems-based examine and evaluat g. to prepare you to e teaching and learnin Level II—designed e the delivery of effectiv issues in order to optimiz February 15–18, 2010 for your district ized Level II dates in Austin: custom be g can ment Audit Trainin Curriculum Manage . and offered on-site

yourself with Do you need to equip ts necessary to the skills and concep e the curriculum objectively evaluat in your district? management system better decisions Do you need to make factors that about the issues and ance? impact student perform

re and observation structu Downey Walk-Through through Learn how the 5-step you develop your staff visitations can help frequent classroom reflective dialogue.

exciting approach Do you need a new, has a powerful to supervision that achievement, impact on student sor/teacher teaching, and supervi relationships?

in your when conducted on-site le for districts g is most effective g (two days) is availab district This two-day trainin y of Walk-Through trainin district. Advanced or building the capacit ing their practice . interested in deepen within the district personnel to be trainers

pment in Classroom

your Do you need to deepen m assessment understanding of classroo and keys to es FOR learning practic ent quality? classroom assessm skills in Do you need to develop ment and providing staff develop ues in classroom leadership to colleag g? assessment FOR learnin

Visit TASAnet.org for n n

Develo Leading Professional

The ely and effectively.

This professional learnin m assessment accurat in the classroom teams to use classroo activities that can be implemented ctory al includes some practic provide time for you to outline an introdu how will s that will demonstrate e student right away. It also own district/campu improv presentation for your m assessment will classroo ed g teams. t-involv ful d in success learnin high-quality, studen teachers can get involve how and ance perform

information on:

TASA’s Texas Curr

January 24–27, 2010

TCMAC Seminars

r services and audito ulum management audit ration with Curric array of curriculum e seminars, in coope In addition to an the following on-sit training, TCMAC offers Inc. (CMSi), with licensed trainers: s, ment AudiManagement System a Curriculum Manage

Becoming a half-day program tor is explained during candipotential auditor required for all g the final morndates conducted followin II Level I and Level ing session of both reI and Level II are trainings. Both Level manum e as a curricul quired for licensur third program, focusing agement auditor. A also be completed must writing, on report is by This level of training ds for certification.

Work for Standar g submission of appliExamining Student invitation only, followin ment Real-World/Test-Item to Curriculum Manage Alignment and ad- cation materials d for school-based Formats is designe to Systems, Inc. (CMSi). teacher participants and tors ministra artifacts of student tive Reflec the ring examine classroom Mento those artifacts with work, and calibrate pal tested objectives. The Princi lly state standards and has been specifica rs provides educato This eight-day series calibration process supervise or mentor g the grade level of designed to those who with feedback regardin trators. Four two-day school-based adminis prostudent work. present one or two seminar segments ls focus on using protoco six all in the tocols each; Training Seminars with principals and collaborative dialogue Process imCurriculum Audit ls for reflection and assistant principa goal lum Assessment Design with the ultimate n Level I: Curricu proved performance, The proto3½ day training prostudent achievement. and Deliver y is a participants of higher prepare ional strategies in to d motivat gram designe cols incorporate evaluate deep alignased administrators, school-b with to examine and working to improve student ment issues in order as well. achievement.

Out of Tests and Textn Taking the Mystery es teaches eduWalk-Through training book Alignment Strategi h to supervision high-stakes tests is an exclusive approac cators how to analyze for l content being asleader responsible for any educational to identify the essentia who ing teachers also provides parmentoring and supervis sessed. The seminar to collaba to ion principles needed desires to move supervis ticipants with the l ional can have a powerfu and other instruct orative level, which analyze textbooks nt to the tests in use. achievement. impact on student resources for alignme Walk-Through Followhad n districts that have Up is designed for in Downey Walkadministrators trained be The follow-up can Through training. the administrators’ customized to meet

inute n The Three-M

needs. iew: n Protocol (SchoolV n School Visitatio on Curricular

Data Gathering Trend s) Classroom Practice and Instructional hering tool that is a diagnostic data-gat school leaders can principals and other data regarding curuse to gather trend the ional practices in instruct and ricular tional data can be classroom. This observa ent and changes in used for needs assessm des as a result of staff classroom practice es. velopment initiativ

Test Scores: A Baker’s n Raising Student to teachers, school-

nce, Dozen Ways presents Factors: Governa and other instruc- n Level II: Systems Services is a 3½ based administrators, s to Leadership, and Support powerful strategie tional leaders 13 d to prepare particThe seminar foday training designe raise student test scores. and evaluate systemipants to examine with low-performing dethe e cuses on working optimiz to based issues in order approaches to imand learning. students with effective livery of effective teaching ent. prove student achievem

TASA’s Texas Curr

n

Leading Professional Development in Classroom Assessment FOR Learning

n

Leadership Development Process (Training of Trainers)

n

Quality Questioning to Develop Engaged, Responsible, and Reflective Learners

n

50 Ways to Close the Achievement Gap

Texas Curriculum Management Audit Center

out 2009–10

Four sessions through

Audit Center iculum Management

inute n The Three-M

Levels I and II Curriculum Management Audit Training

g Assessment FOR Learnin

Dallas Highland Park ISD, lead learning October 28–29, 2009— g opportunity will prepare you to seminar

y tendents’ Academ and First-Time Superin Facilities Institute nce, including the Midwinter Confere s’ Academy Aspiring Superintendent

n

iculum Management

Audit Center

Offered in cooperation with Curriculum Management Systems, Inc., focused specifically in optimizing audit services for Texas school districts in a cost-effective manner; conducted 5 curriculum management audits [Clear Creek ISD, Hondo ISD, La Feria ISD, Lyford CISD, Seguin ISD]; and offered customized Downey WalkThrough seminars and other trainings for districts, thus saving the high costs of travel for district leaders and developing leadership capacity within districts.

Customized Services n

[Conducted 11—Austin, El Campo, La Feria (2), Northside, North East (4),Ysleta (2) ISDs]

n

www.tasanet.org

Curriculum Audit Services

system: reading/ selected by the school atics, science, soManagement Audit language arts, mathem Texas Curriculum tion education, and vocaoffered in coopera cial studies, special Center (TCMAC), s, n. This audit reManagement System tional-technical educatio with Curriculum serd as a blueprint from of the most valuable port is often describe Inc. (CMSi), is one can plan the imto its members. Dewhich a school system vices offered by TASA and learning in the complement the work provement of teaching signed to support and lly on is focused specifica system. of CMSi, TCMAC school services for Texas optimizing audit tic folAudit is a diagnos ctive manner. The n Individual School districts in a cost-effe to to reveal the extent available: process designed lowing services are ontrators and professi which the adminis is a tion with Management Audit of a school, in conjunc staff al n Curriculum ed and imh to organizationofficials, have develop structured approac district um ndirection, curricul valid, and operatio al analysis, policy plemented a sound, of and system use student achievement quality and equity, al approach for high efof ne school district audit is a key piece feedback to determi performance. This a detailed, diing student educaany school desiring for fectiveness in promot data on those factors The curriculum mantional attainment. agnostic report focused perfect for any district student achievement. agement audit is shown to improve feedvaluable leadership team seeking efforts to improve back regarding its ance Cadre students.

TASA–CMSi Assist achievement for all to provide research service is available especial- This onal development Audit is designed based, dynamic professi n Small Schools tailored to with enrollments programs or services ly for school districts is based training and , individual needs meet students of less than 2,500 help school districts um audits. This and approach of the curricul ology their in method ed the on delineat face-to-face consultment audit. The purcurriculum manage service might include ce Audit is to comum design, assistan pose of the Small Schools ing, training in curricul , in an affordable and/or planning, and prehensively evaluate in policy development The of the system’s curricachievement gaps. manner, the quality guidance in closing curriculum manprocesses. certified ment manage includes ulum cadre rs of and licensed provide gen- agement auditors Audit is based on programs with extenn Program-Specific many CMSi training cures pertaining to expertise in leading erally accepted principl sive experience and and curricular deand providing profeseffective instruction riculum management program-specific .

Each . www.tasanet.org districts to delivery ce sign and sional assistan content area or areas audit focuses on a

n

TCMAC is focused specifically on

in a cost-effective manner.

t opportunities, contac customizable training pment, Leadership Develo ation on any of these tional Support and For additional inform ive Director, Instruc Associate Execut 5.TASA(8272).

512.477.6361 or 800.72 sholley@tasanet.org,

Susan Holley, TASA

SchoolView: Gathering Trend Data on Curricular and Instructional Classroom Practices

[Conducted 1—La Feria ISD]

optimizing audit

services for Texas school districts

Level I Curriculum Management Audit Training

[Conducted 5—Copperas Cove, Mansfield (3), Navasota, ISDs]

t opportunities, contac customizable training pment, Leadership Develo ation on any of these tional Support and For additional inform ive Director, Instruc Associate Execut 5.TASA(8272).

512.477.6361 or 800.72 sholley@tasanet.org,

Susan Holley, TASA

The Downey Three-Minute Walk-Through

n

50 Ways to Close the Achievement Gap [Conducted 1—Clint ISD]

Texas Leadership Center A 501(c)(3) nonprofit organization supported by TASA that provides grant services and conducts seminars to strengthen the leadership of Texas schools.

If you have questions regarding activities of the Texas Curriculum Audit Center,Texas Leadership Center, or Professional Learning,

50 please contact TASA Associate Executive Director Susan Holley (sholley@tasanet.org).

  Administrative Services The Administrative Services Department monitors current research, trends, and developments in education and provides professional assistance and support to TASA members on matters related to school leadership and management.

2009–10 Highlights n

Administered TASA’s Legal Support Program, which offers two

hours of legal consultation related to the superintendent’s employment contract, superintendent/board relations, and other topics related to professional duties and employment rights, provided through TASA by General Counsel Neal W. Adams, Adams, Lynch & Loftin, P.C.; more than 250 members took advantage of this service.

Texas Association

Member Services and

formerly Administrator’ s Resource Center

District-level decisio n making requires reliable and the Educational Research Service have , objective research to ensure that decisio sive array of educati ns are informed and joined forces to offer onal research in the accurate. TASA Texas school admini country. We offer two strators access to the research needs. levels of support—both most comprehenprovide affordable solutions to your n TASA

Research Connection Basic

Offered superintendent mentoring services to 53 new

superintendents. n

Continued the Research Connection in partnership with

Educational Research Service (ERS), offering publications and resources designed to keep school district leadership teams alert and highly informed.

n

Conducted facility planning studies for 6 school districts, designed to assist in addressing requirements related to space, educational programming, and long-range planning—4 standard studies [Barbers Hill, Hamshire-Fannett, Skidmore-Tynan, Three Rivers ISDs]; 1 basic study [Thrall ISD]; and 1 enrollment study [Harlingen CISD].

n

Planned and coordinated or co-directed major statewide conferences and executive development programs (See listing

Subscr

iption • ERS Electronic Perio dical Publications—E RS e-Bulletin (bi-mo (six times per year) e-m nthly) and ERS Infor ailed to all administrat med Educator Series issues. ors. Both contain con cise research summar • ERS Focus On—rese ies on emerging arch-based profession al development for pr times per year). incipals to use with t • Resources for Plannin eachers (mailed six g the School Calendar • FREE ERS Info-File , Texas Edition (availa s: Two free ERS Infoble online).

Files of your choice s and researched topics elected from over 200 (sent electronically).

• TASA e-Knowledge P constantly updated ortal access: Free 24-7 including a 25% disco online access to our unt on all ERS perio interactive, research-b • Custom Search Servic dicals and publication ased collection, s housed within the P e—25% discount on c ortal. specific topic of interest ustomized collection s of the best literature • 25% Discount on AL . available on your L Purchases from ER S.

n TASA Research Conne

n

of School Administ rators

Benefits

TASA Research Con nection

ction Comprehens

ive Subscription

Recommended for superintendents who put a priority on student TRC Comprehensive subscription include achievement and researc s everything in a Basic free Custom Searches h-based decision making or ERS Info-Files (f subscr iption PLUS: , the our, six, or eight depe ERS Spectrum (maile free ERS periodicals f nding on district size) d quarterly); or all employees dow ; free copy of all new nloaded from the efrom ERS. Knowledge Portal; a ERS books, nd a 50% discount on ALL purchases Subscription Fees, 2009–10 Subscr iption fees are based on student enrollm unique research service ent. The subscription , log into TASAnet period is September and click the Memb 1–August 31. To subscri erships/Subscription be to this s link under Your TASAn TASA Research Conne et Account. ction ADA

Basic Fee Comprehensive Fee Under 500 ❏ $500

❏ $1,730 500-2,499 ❏ $650

❏ $2,230 2,500-9,999 ❏ $850

❏ $2,810 10,000-24,000 ❏ $1,100

❏ $3,605 25,000-49,999 ❏ $1,350

❏ $4,375 50,000+ ❏ $1,700 ❏ $5,790 Contacts: Paul L. Wh itton, Jr., Associate E xecutive Director, Ad Zirkle, Manager, Mem ministrative Services, bership and Data Ser pwhitton@tasanet.org vices, bzirkle@tasanet ; or Brettany .org; 512.477.6361 or 800.725.TASA (8272)

under Professional Development).

n

Received $1 million in federal funding for the Texas Leadership Center (TLC), a 501(c)(3) arm of TASA, to find and enroll children

who are uninsured but eligible for either Medicaid or the Children’s Health Insurance Program (CHIP). n

Offered field services to statewide membership through a team of

member services representatives. n

n

Assisted in liaison activities with the American Association of School Administrators, the Texas Association of School Boards, and other professional associations and state agencies.

Represented the association at national, state, regional, and local

meetings.

If you have questions regarding activities of the Administrative Services Department, please contact Associate Executive Director Paul L.Whitton, Jr. (pwhitton@tasanet.org).

51

  TASA Staff 2010–11 Corporate Headquarters Staff Johnny L. Veselka

Executive Director (8/5/74)

Amy Beneski

Associate Executive Director, Governmental Relations (5/6/02)

Susan Holley

Associate Executive Director, Instructional Support and Leadership Development (5/1/07)

Paul L. Whitton, Jr.

Associate Executive Director, Administrative Services (2/1/01)

n

Ramiro Canales

Assistant Executive Director, Governmental Relations (1/10/05)

Ann M. Halstead

Assistant Executive Director, Communications & Information Systems (11/17/86)

Casey McCreary

Assistant Executive Director, Education Policy and Leadership Development (4/16/07)

Pat Johnston

Director, Special Services (1/4/70)

Larry Coffman

Regions 9, 16, and 17

Jenny LaCoste-Caputo

Director, Communications and Media Relations (8/12/10)

Stephanie Cravens

Regions 3, 4, 5, and 6

Roy Dodds

Regions 12, 14, 15, and 18

Terry Harlow

Regions 7, 8, 10, 11, and 13

M. Roel Peña

Regions 1, 2, 19, and 20

Member Services Representatives

n

Denise Burns

Executive Assistant, Executive Director’s Office (6/9/08)

Maria Cruz

Administrative Secretary II,Administrative Services (9/26/07)

Kimberly Ferraro

Administrative Secretary II, Instructional Support and Leadership Development (2/8/10)

Jennifer Martter Garrido

Administrative Secretary II, Governmental Relations (12/1/10)

Kara Hamann

Controller (8/5/08)

Anne Harpe

Graphics Coordinator (5/29/07)

Karen Limb

Editorial Coordinator (3/13/91)

Mark Pyeatt

Accountant, Registration Services (3/1/00)

Larry Coffman

14 19

Roel Peña

Webmaster (1/1/01)

Marita Rogers

Receptionist (9/1/88)

Montana Steinbock

Accounting Clerk (8/23/10)

Brettany Zirkle

Manager, Membership & Data Services (1/1/01)

Terry Harlow 7

12 15

18

10

11

Roy Dodds

6

Terry Harlow 13

20

Roel Peña

2

5 4

3 Stephanie Cravens

1

Consultant Jerry Gideon

52

8

9

17

Albert Rivas

Dates in parentheses indicate employment date

16

Facility Planning

President’s Circle

Platinum

Corporate Partners 2009–10 Gold

TASA Corporate Partner Program In 2009–10, TASA received support from 44 corporate partners, mutually benefiting the association and the corporate partner. TASA’s Corporate Partner Program offers a wide array of advertising, sponsorship, and exhibitor opportunities for businesses interested in supporting the association and expanding their recognition and visibility in Texas. Each level of the program is designed to offer our partners quality exposure to association members. Partners at the President’s Circle and Platinum levels also have the option of customizing special events and opportunities. A listing of the various levels and opportunities for Corporate Partners is available online at www. tasanet.org.

If you have questions regarding the association’s Corporate Partner Program, please contact TASA Executive Director Johnny Veselka (jveselka@tasanet.org) or Director of Special Services Pat Johnston (pjohnston@tasanet.org).

Silver

Bronze

Apple CTB/McGraw Hill Pearson Penn Foster SHW Group Tango Software CompassLearning CORE K12 Houghton Mifflin Harcourt Indeco Sales, Inc. PBK Scholastic Scientific Learning SMART Technologies TCPN The Princeton Review Discovery Education Health Matters LifeTrack Services, Inc. Renaissance Learning The Learning Together Company Balfour Cisco eInstruction Linebarger Goggan Blair & Sampson, LLP SureScore TCG Group Holdings, Inc. Wireless Generation Agile Mind Alton Lynch Associates Cambridge Strategic Services Creating and Managing Wealth, LLC First Southwest Company Laying the Foundation LenSec OdysseyWare Petermann Southwest, LLC PrepMe.Com PuraDyn Sodexo Texas Instruments The College Board Time To Know VALIC

               Texas Association of School Administrators           406 East 11th Street • Austin, TX 78701-2617

512.477.6361 (local) • 800.725.8272 (toll-free) 512.482.8658 (fax) www.tasanet.org

Searching for Solutions, Balancing Budgets, and Performance Expectations

Mark Your Calendar!

June 26–28, 2011 Renaissance Austin Hotel Register Online!

Registration and housing open April 18 at www.tasanet.org

Texas Association of School Administrators

UT/TASA Summer Conference on Education

TASA 2011 School Board Awards Program Information on TASA’s 2011 School Board Awards Program is available online. In addition, an informative how-to guide for nomination is included. Start now! Remember, in order for your district to be eligible for the 2011 School Board Awards Program, your superintendent must have been serving in his/her current position since July 1, 2009.

Entries are due to the appropriate regional education service centers by Thursday, June 30.

Los Fresnos ISD TASA’s 2010 Outstanding School Board of Texas The selection committee was impressed with Los Fresnos CISD’s high expectations for students and commitment to providing students with the tools they need to succeed. Los Fresnos is a district of 9,620 students in the Rio Grande Valley, serving a population that is 95 percent Hispanic and nearly 80 percent economically disadvantaged.This year, the Texas Education Agency rated 11 of Los Fresnos’ 13 schools exemplary.The other two, a middle school and the district’s high school, were rated recognized.

spring 2011

55

406 East 11th Street Austin, TX 78701-2617

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