INSIGHT—Spring 2018

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS PROFESSIONAL JOURNAL

INSIGHT

SPRING 2018

When accountability systems fail p. 16 TASA 2025 Task Force serves up the future with new framework p. 26

Dr. Kevin Brown

named TASA executive director p. 25

March 4–7, 2019 | Austin, Texas

THE FUTURE OF LEARNING STARTS HERE

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SPRING 2018

INSIGHT

Volume 33 No. 1

FEATURE ARTICLES & COLUMNS

WHEN ACCOUNTABILITY SYSTEMS FAIL

16

Texas Public Accountability Consortium works to create next-gen assessment and accountability

DR. KEVIN BROWN NAMED TASA EXECUTIVE DIRECTOR

25

Brown to lead TASA starting July 1

TASA 2025 TASK FORCE SERVES UP THE FUTURE

26

What changes may be ahead as TASA advances the Strategic Framework?

LEGAL INSIGHT

10

Public education, advocacy and Texas law: What you need to know

Ramiro Canales TEACHER PERSPECTIVE

12

Will the real educator in the room please stand up?

Marissa Torres

TCEA TECH TAKE

28

Necessity remains the key to effective technology integration

John Bimmerle TSPRA VOICE

30

Empowering your business community: How targeted district tours are increasing business partnerships

Andy Penney SMALL SCHOOLS PERSPECTIVE

34

BOLDness required: An invitation to action for rural schools

Kim D. Alexander, Gary E. Briers, Nelson Coulter and Glen C. Shinn

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INSIGHT

OFFICERS Buck Gilcrease, President, Alvin ISD Gayle Stinson, President Elect, Lake Dallas ISD

DEPARTMENTS

Greg Smith, Vice President, Clear Creek ISD Kevin Brown, Past President, Alamo Heights ISD

TASA Professional Learning Calendar

5

EXECUTIVE COMMITTEE

President’s Message

7

Daniel Treviño, Jr., Region 1, Mercedes ISD

Incoming Executive Director’s View

9

Troy Mircovich, Region 2, Ingleside ISD Jeanette Winn, Region 3, Karnes City ISD Charles E. Dupre, Region 4, Fort Bend ISD Richard Bain, Region 5, Silsbee ISD Clark C. Ealy, Region 6, College Station ISD Stan Surratt, Region 7, Lindale ISD Rex Burks, Region 8, Simms ISD Kevin Dyes, Region 9, Holliday ISD Kevin Worthy, Region 10, Royse City ISD

INSIGHT EDITORIAL STAFF

Executive Director

David Belding, Region 11, Aubrey ISD Johnny L. Veselka

Assistant Executive Director, Services and Systems Administration

Ann M. Halstead

Amy Francisco

Director, Communications and Media Relations

Design/Production Marco A. De La Cueva

Editorial Director

Dacia Rivers

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. © 2018 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.

George Kazanas, Region 12, Midway ISD Jodi Duron, Region 13, Elgin ISD Shaun Barnett, Region 14, Stamford ISD Aaron Hood, Region 15, Robert Lee ISD Steve Post, Region 16, Tulia ISD Keith Bryant, Region 17, Lubbock-Cooper ISD Ariel Elliott, Region 18, Greenwood ISD Jeannie Meza-Chavez, Region 19, San Elizario ISD Brian T. Woods, Region 20, Northside ISD

AT-LARGE MEMBERS Pauline Dow, San Antonio ISD Gonzalo Salazar, Los Fresnos CISD Roland Toscano, East Cental ISD Doug Williams, Sunnyvale ISD

EDITORIAL ADVISORY COMMITTEE Greg Smith, Clear Creek ISD, Chair Kelli A. Moulton, Galveston ISD Dawson R. Orr, Southern Methodist University Jill M. Siler, Gunter ISD Doug Williams, Sunnyvale ISD Kevin Worthy, Royse City ISD

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INSIGHT

TASA Professional Learning Calendar For details on our professional development events, please visit us at www.tasanet.org or call the TASA office at 512.477.6361 or 800.725.TASA (8272)

Date

Event

Presenter

Ethics—Where Black and White Turn to Gray

Various

Location

April 27

Webinar

June 24-26 UT/TASA Summer Conference on Education Various

Hyatt Regency Austin Austin, Texas

August 1-2

2018-19 First-Time Superintendents Academy Various Session 1

Austin Marriott North Round Rock, Texas

2018-19 First-Time Superintendents Academy Various Session 2

Austin Marriott North Round Rock, Texas

September 5-6

28-30 2018 TASA/TASB Convention Various

Austin Convention Center Austin, Texas

October 9-10 Academy for Transformational Leadership Schlechty Center

Session 1

San Angelo ISD Administration Building San Angelo, Texas

November 7-8

2018-19 First-Time Superintendents Academy Various Session 3

Austin Marriott North Round Rock, Texas

11-14 Texas Assessment Conference Various

Austin Convention Center/Hilton Austin Austin, Texas

27-28 Academy for Transformational Leadership Schlechty Center

Session 2

29-30 Administrative Leadership Institute Various

San Angelo ISD Administration Building San Angelo, Texas

Texas A&M University College Station, Texas

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AN ACTIVE AND ENGAGED FUTURE

T

ag lines and slogans (and campaign speeches for that matter) are truly only as good as the quality and integrity of the person, product or entity they represent. During the 2018 TASA Midwinter Conference, our organization’s tag line, “Inspiring Leaders,” was shared with our membership.Think back to your grammar lessons and consider the application of this phrase both as a noun and verb.

Buck Gilcrease

PRESIDENT’S MESSAGE We must embrace our place as leaders who are driven to inspire our fellow educators to serve every student

As school leaders, we have a moral purpose calling us to lead and inspire those we are called to serve.

Gone are the days of running our organizations with a rigid or bureaucratic management philosophy.

We must embrace our place as leaders who are driven to inspire our fellow educators to serve every student in creative and innovative ways. This is often the most challenging, yet rewarding work for school leaders.

Thankfully, TASA’s embrace of “Inspiring Leaders” as a call to action will ensure that we have an advocate, an ally and a community as we pursue this work together. The organization will remain resolute in the pursuit of “Inspiring leaders to promote, provide, and develop leaders who create and sustain student-centered schools and develop future-ready students.”The work of the TASA 2025 Task Force pledged to put those words into action as they developed three aspirational areas to cultivate: • •

in creative and innovative ways.

•

A cohesive, nationally recognized professional learning system that builds leadership capacity and a culture of transferable learning.

A deeply engaged membership that self-organizes around creating the highest level of leadership performance.

A diverse and extensive collaborative of champions equipped to advocate for an educated citizenry.

Those involved in the art of composition, whether literary works or cinema productions, often cite the principle of “show, don’t tell.”This notion speaks to the power of actions and how they carry with them credibility and reliability that far outweighs words alone.Throughout the course of the coming months, these areas of focus will become much more than words and will illustrate that the beliefs of our organization drive our actions.

“Actions prove who someone is.Words prove who they want to be.”Despite the source of this quote being questionable (I’m not sure how to appropriately cite an internet meme), the application to our organization is profound. Over recent years, the actions of our organization have left a legacy that “shows” a true commitment to school transformation.As we transition to our next era,the areas identified above will shift from aspirations to actions. It is the responsibility of each member to hold our organization accountable to these pursuits. It is also incumbent upon each of us to actively support one another in these endeavors.

As the work of the TASA Strategic Framework shifts from aspiration to action, Dr. Kevin Brown will lead the charge as our organization’s next executive director (see p. 25). Kevin has served as an active member of TASA, has extensive school and district leadership experience and, most recently, has been a seated superintendent for the last 10 years. As the search committee conducted the interviews, they were struck by Kevin’s strong desire to ensure that all districts, large and small or urban and rural, are actively served by TASA and have the opportunity to engage in our collective work in meaningful ways.We are looking forward to what the future holds, and we have confidence that Kevin’s collaborative leadership style will build on TASA’s legacy of success.

With Kevin’s leadership, and an active, engaged membership,TASA’s vision of an “innovative, futurefocused leader for every public school student” will become a reality.

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SPRING 2018

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ACCEPTING THE TORCH

O

ne of the best Olympic traditions is the passing of the torch from one person to another, starting in Olympia, Greece, and continuing for hundreds of miles as the flame is carried to its ultimate destination — the lighting of the official Olympic cauldron in the opening ceremony.This is usually done in dramatic fashion, as the flame represents the hopes and aspirations of the Olympics themselves,“the endeavor for protection and struggle for victory.”

Kevin Brown

INCOMING EXECUTIVE DIRECTOR’S VIEW If we work closely together and pour our hearts and souls into our work and organization, we will be able to confidently pass the torch to the next generation.

For the past 32 years, our torchbearer has been TASA Executive Director JohnnyVeselka, along with an engaged TASA membership. Johnny’s wisdom, vision, dedication, character and political acumen have served our organization and public education exceptionally well. He has seen many incredible results in his tenure, but his legacy will not be fully realized for decades to come. Johnny’s impact, like that of all great leaders, will live on through each of us and the work we do together in the future.

The future that we seek was clearly laid out in 2008 in Creating a New Vision for Public Education in Texas. Since that time, that visioning document has provided the groundwork for the transformation of our Texas public schools. Now, in 2018, we have launched the TASA Strategic Framework. Developed collaboratively by TASA members from every type of district in Texas, it gives us clear direction on how we will work toward fulfilling our vision. As we approach TASA’s centennial year in 2025, we will focus our efforts in three areas: professional learning, member engagement and advocacy.

Just as the Olympic flame reminds us of the purpose of the games, the TASA vision and TASA Strategic Framework serve as symbols of who we are and what we want to achieve. They also tie us to our history as an organization and to those who so nobly served our profession before us. As Johnny retires, it is important for the rest of us to step up, to serve and to lead. For TASA and public education to continue to be successful, each of us has to do our part in carrying the torch for our leg of this long journey.

On July 1, it will be my great honor to accept the torch from Johnny and serve alongside you as your new executive director.Together we will enter a new chapter in our organization’s history, and we will do so with a strong foundation built on Johnny’s leadership, your incredible support, and the work of a talented and dedicated staff.

We have a clear mission, an aspirational vision, and a framework that will guide us into the future we want for TASA and Texas public schools. If we work closely together and pour our hearts and souls into our work and organization, we will be able to confidently pass the torch to the next generation.

The legacy of those before us, as well as the hopes and dreams of 5.4 million public school children in Texas, depend on us.

SPRING 2018

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LEGAL INSIGHT Public education, advocacy and Texas law: What you need to know

by Ramiro Canales

The Texas Ethics Commission has prepared a document to assist school districts and their employees with compliance of the law regarding political advertising.

E

xercising the right to vote is one of the most cherished civic duties in our democracy. Educators and students are encouraged to participate in elections and vote for the candidate of their choice who best reflects their values and priorities. At a time when voting advocates throughout Texas are encouraging a “culture of voting,” public school districts must be careful not to use public resources and funds to engage in political advertising and electioneering.

Political advertising Section 251.001(16) of the Election Code defines “political advertising” as “a communication supporting or opposing a candidate for nomination or election to a public office or office of a political party, a political party, a public officer, or a measure that: (A) in return for consideration, is published in a newspaper, magazine, or other periodical or is broadcast by a radio or television; or (B) appears: (i) in a pamphlet, circular, flier, billboard, or other sign, bumper sticker, or similar form or written communication; or (ii) on an internet website.”

The Election Code specifically prohibits an officer or employee of the school district from knowingly spending or authorizing the spending of public funds for political advertising. Officers and employees of school districts are also prohibited from knowingly authorizing or using an internal mail system for political advertising. An “internal mail system” is defined as “a system operated by a state agency or political subdivision to deliver written documents to officers or employees of the agency or subdivision.” Using a school district’s computers or servers to access a private email account to distribute political advertising is also prohibited. A violation of the prohibition against political advertising is a Class A misdemeanor and the Texas Ethics Commission may also impose civil penalties.

There is, however, an exception commonly applicable to school bond elections. The Election Code allows the authorization and expenditure of public funds for a communication that factually describes the purpose of a measure, but the communication must not advocate for the passage or defeat of the measure.Whether a communication factually describes or advocates is determined on a case-by-case basis.

The Texas Ethics Commission has prepared a document to assist school districts and their employees with compliance of the law regarding political advertising.“A Short Guide to the Prohibition Against Using School District Resources for Political Advertising” explains in layman’s language the law regarding political advertising.You can access the guide at the following link: https://www.ethics.state. tx.us/pamphlet/Bpad_pol.pdf.

Electioneering Electioneering is not defined in Section 11.169 in the Education Code, but it is prohibited. Specifically, the board of trustees of an independent school district “may not use state or local funds or other resources of the district to electioneer for or against any candidate, measure, or political party.” Under 10

INSIGHT

Section 311.016 (5) in the Government Code (Code Construction Act) “may not” is synonymous with “shall not.”

Texas Attorney General Opinion KP-0177

After analyzing the law regarding political advertising, acknowledging that the term “electioneer” is not defined in the Education Code and without explaining the meaning of the phrase “educational purpose,” Paxton concluded the following: •

Absent an educational purpose in providing students transportation to the polling locations, a court would likely conclude that the transportation serves no public purpose of the school district and therefore violates article III, section 52(a) of the Texas Constitution.

•

If a school district employee has no responsibility or duty to perform on behalf of the school district at the polling location, a court would likely conclude that a school district’s funding of transportation to the polling location for that individual serves no public purpose of the school district and therefore violates article III, section 52(a) of the Texas Constitution.

•

Section 11.169 of the Education Code prohibits a board of trustees of a school district from using public funds to work for a particular measure or candidate. In addition, subsection 255.003(a) of the Election Code makes it a criminal offense for an officer or employee of a school district to knowingly spend or authorize the spending of public funds for political advertising.

A court would likely conclude that the use of public funds to link to an internet website promoting a specific candidate or measure is itself a communication supporting or opposing a candidate or measure in violation of this provision.

Lawmakers often ask the Texas attorney general to interpret Texas law.When requested, the Texas attorney general will issue opinions. However, the opinions are issued with an important caveat.

According to Texas Attorney General Opinion No. 0-7234-A issued in 1946, “[t]he opinions of the attorney general have not the force of law and legally binding on no one. They may be highly persuasive to the courts but apparently only in those cases where they coincide with the court’s view of the law.” In Commissioner’s Court of Titus County v. Agan, 940 S.W.2d 77, 82 (Tex. 1997), the Texas Supreme Court held the following: “While attorney general opinions are persuasive, they are not controlling on the courts.” Significantly, the opinions are only limited to answering questions of law. In Texas Attorney General Opinion No GA-0643 (2008), former Texas Attorney General and current Gov. Greg Abbott was very clear on the limitations of opinions issued by the Texas attorney general: “This office does not find facts or resolve questions of fact; thus, attorney general opinions ordinarily answer questions that can be answered as a matter of law.”

On Jan. 17,Texas Attorney General Ken Paxton issued Opinion No. KP-0177. The non-binding opinion relates to political advertising and electioneering by school districts. The opinion was issued in response to a request by Texas Sen. Paul Bettencourt, chairman of the Select Committee on Property Tax Reform and a member of the Senate Education Committee.

Bettencourt requested an opinion after several school districts adopted a resolution to create a “culture of voting.” Specifically, he asked Paxton to address the following two questions: •

Does a school district providing or securing transportation for employees or students to and/or from polling places violate the Gift Clauses of the Texas Constitution?

•

What legal constraints exist regarding a school district’s ability to spend or authorize the spending of public funds for political advertising or communications designed to influence voters to vote for or against a particular measure or candidate?

P2: Private resources on personal time Elections are an exciting time in our democracy, and everyone should exercise their right to vote. School district employees who wish to participate in the election process must do so within the limitations imposed by Texas law. For those who wish to engage in political advertising and electioneering, it is important to remember P2 (use private resources on your personal time) to comply with the law.n

Ramiro Canales is an attorney and the assistant executive director of governmental relations at TASA. Disclaimer: This article is provided for general information purposes only. It does not constitute legal advice.

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TEACHER PERSPECTIVE Will the real educator in the room please stand up?

by Marissa Torres

T This seemingly small change revolutionized my classroom in ways I never could have imagined.

eachers ask questions and students raise their hands.When we think about a classroom, this is what we imagine. This ritual of hand raising is so ingrained in our culture that it has almost become cliché. Even film portrays school this way: the know-it-all straining to raise her hand the highest, the popular kid rolling his eyes, too cool to lift an arm, and the shy kid trying to hide in the back.While we take this ritual for granted, behind it is an underlying power dynamic, a hierarchy in which the teacher is the keeper of knowledge and the judge who deems students’ answers right or wrong.

How engaged are those students? How much critical thinking is happening in that classroom? How much real learning is taking place? The teacher teaches, asks a question, calls on one student, and then deems the student’s answer correct or otherwise.The students passively hope to be called on (or not) and wait for the teacher to pass judgment on whether they provided an acceptable response, while the rest of class tunes out.

This is what my classroom looked like in the 2016-2017 school year. I had a group of kids struggling to be successful, both behaviorally and academically. I felt frustrated on a daily basis and was willing to try almost anything to improve the situation. Asking students to stop raising their hands proved to be the change my classroom needed.

In October 2016, I visited the Ron Clark Academy and was in awe of their approach to classroom discussion. Considering the lack of success my strategies were yielding with my class that year, I decided to take a page from their playbook and try eliminating hand raising.The thought of relinquishing control to my students was frightening, but I had little to lose. I told my students that if they had an answer or an opinion to offer, they no longer had to raise their hands.They could simply stand up, address the class as a whole, and say their piece. It would be their responsibility to convince their classmates that their answers were correct by providing supporting arguments, and it would be their classmates’ responsibility to actively listen and respond, to support or disprove the speaker’s answer.

This seemingly small change revolutionized my classroom in ways I never could have imagined. Student engagement in my class improved immediately. I watched as kids poised on the edge of their seats, waiting for me to finish a lesson so they could hop up and offer their opinion. I saw kids, even the ones who usually tuned out, begin to really listen and think about what their classmates were saying to them.

Even my shy students, who hadn’t raised their hands all year, started to feel safer in this space and began to stand up.This model of shared dialogue allowed everyone to participate and learn from each other.

As students became more engaged, I also saw them begin to feel more empowered.While looking to the teacher for answers was a hard habit to break, I continually reminded students that they needed to convince their peers rather than just me. Slowly, with time and practice, they began to realize that they were in control of the discussion and they took on that power and responsibility with a maturity I hadn’t entirely expected. Classroom discussion was no longer about receiving approval from the teacher, and I watched as they began to teach, learn and grow from each other.

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INSIGHT

As the power dynamic shifted, an increase in critical thinking was the natural and almost inevitable result. By empowering the students and sidelining the teacher in classroom discussion, students were forced to think critically about what their classmates were saying and how they would justify their own response in return. Kids love to question and argue, and this was the best kind of argument; they began to question, agree, disagree, prove and disprove in thoughtful, reasoned ways.

They were learning not only the material, but a new way of thinking and interacting with others.

Critical thinking and effective communication are perhaps the most important skills I can hope to inspire in my students.

Eliminating hand raising has made academic dialogue second nature to my students; they have learned to command a room, speak confidently and address each other respectfully.

I see them using these strategies even when I’m not looking.

When asked to work in groups, they truly work together, discussing and coming to an agreement on what they all believe is the best answer.They often disagree, but for the most part they now do so respectfully; they have the tools necessary to convince each other instead of simply talking over or at each other.

®

Perhaps more important, they are learning that it is OK to be wrong or to be open to changing their mind; hearing a thirdgrader stand up and say, “After listening to everyone else, I’d like to add to their thoughts and disprove what I said before,” is a pretty amazing thing. My hope is that this type of classroom discussion will not only make my students more successful in the third grade, but will yield future adults capable of having constructive and respectful discourse. Students who can think critically, communicate their ideas effectively, and actively engage with others will be better suited for the real world; indeed, they may even be suited to make the real world a little better.

Getting rid of hand raising was a small change that produced big results in my classroom. I’d like to challenge all educators to change the status quo. We shouldn’t accept what we’ve always done just because we’ve always done it. As teachers, we need to continually push ourselves outside of our comfort zone. Let’s start to rethink the strategies and approaches we take for granted and strive to make our classrooms and future a better place. n Marissa Torres, Texas’ 2018 Elementary Teacher of the Year, teaches third grade in White Settlement ISD.

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In Memoriam: 1966-67 TASA President Archie A. Roberts Archie A. Roberts, who served as TASA president in 1966-67, while he was superintendent of Beeville ISD, passed away at age 93 on March 12 in Austin.

Roberts began his education career following World War II as a teacher and coach in Higgins, Texas. He then moved to Pampa, Texas, where he was the high school assistant principal for three years. Roberts’ first superintendent position was in Lefors ISD. In 1955, at just 31 years old, he took on the challenge of a much larger school system when he moved to Beeville to serve as superintendent of schools.

He was active in many professional organizations and served as president of TASA and state president of the Texas State Teachers Association (TSTA).

After 17 years in Beeville, Roberts moved to Austin to work for TSTA, where he remained until his retirement in 1979.

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When accountability systems fail Texas Public Accountability Consortium works to create next-gen assessment and accountability

By Dacia Rivers

Texans are known for their colorful idioms. Evocative and to-the-point, many Texas turns of phrase are applicable in countless situations.

One of the most famous of these is “all hat and no cattle,” as in “Boy, that A-F accountability system is all hat and no cattle.” Or how about: “If you don’t like the weather, give it a minute.” In Texas public schools, the weather is due for a mighty big change, especially when the climate you’re talking about is the one surrounding public school accountability.And it’s been a long time coming.

In 2006, after decades in which the Texas public education system had grown increasingly reliant on punitive, compliance-focused accountability centered around a single, standardized test, 35 public school superintendents began working together with TASA to build a new vision for Texas’ public schools.Twelve years later, the visioning document they created is the driving force behind TASA’s transformation initiative, a large part of which focuses on a change away from a focus on standardized testing to multiple measures of assessment and a more comprehensive community-based type of school accountability.

Although the state’s public school accountability system has only grown more punitive with the 2015 adoption of A-F ratings, which will brand schools and districts with letter grades based largely on the results of a single standardized test, there continues to be pushback from those who know a more comprehensive, less “one-size-fits-all” type of system is the better solution.

They are the driving force behind the Texas Public Accountability Consortium (TPAC), a group of 51 school districts working together to come up with a new, well-rounded and inclusive way of assessing schools based on the needs of Texas’ many diverse communities that will be more accurate and instructive than the current system.

The failure of A-F accountability TPAC was formed in 2017, after John Tanner, founder of Test Sense, wrote a series of articles on accountability for TASA as a response to the unpopular A-F accountability system. The articles grew into a conversation, which led to the creation of a consortium of 44 school districts looking to change the way Texas school districts measure success.

Many school leaders across Texas agree with this thinking. In 2017, 566 Texas school boards passed resolutions opposing the A-F rating method, pointing out that besides being culturally biased, similar rating systems have not fared well in other states and give districts limited feedback on what they’re supposed to do to improve.

“There are no A-F success stories,” says Eric Simpson,TASA’s director of learning and leadership services. “The foundation these accountability systems are built upon is seriously flawed.”

Five years before that, 881 school boards adopted a resolution that noted the state’s over-reliance on standardized, highstakes testing and called on the Texas Legislature to reexamine the public school accountability system to develop a system that relies on multiple assessments and more accurately reflects what students know, appreciate, and can do.

Simpson says that Texas’ A-F system was introduced to give power to privatization, and it is harmful since it relies in large part on data from a standardized test that is being misused.

“The STAAR was never designed to predict college readiness, and it was never designed to measure growth,” Simpson says, “but those are two things that it’s being forced to do within our current state accountability system.”

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INSIGHT

Those who lead Texas public schools are saying that public school accountability — and the way students are assessed — must change.To bring about this change,TPAC has partnered with multiple groups, including the University of Pittsburgh’s Institute for Learning, Envision Education, NWEA, the Great Schools Partnership and the Research Triangle Institute.

Not your state’s accountability system Since House Bill 22 was passed by the Texas Legislature during the 2017 regular session,TEA has also been in the process of creating an optional local accountability plan through a pilot program. However, this effort is not part of or related to TPAC, which is working toward influencing a much bigger change.

For starters, the TEA’s local accountability option is still testbased. It also still uses the A-F rating system.

“I think it’s a step in the right direction, but it’s disingenuous to say it’s local accountability; there’s nothing communitybased about it,” Simpson says. “TPAC is focused on creating something really different.The TEA plan is more of the same, while we’re trying to really reshape the system.”

While TEA was beginning its pilot program,TPAC members spent 2017 putting together a manual that defines the components of a healthy community-based accountability system.

They had some models from which to draw inspiration, as a number of TPAC districts, including Amarillo, Clear Creek, College Station, Huntsville, Northwest and Sunnyvale ISDs, already have such systems in place. (Learn more about them at https://goo.gl/Xs2WXP.)

A community’s needs A community-based accountability system (CBAS) allows a district to set goals for itself based on local needs and expectations. Districts that have developed a CBAS have first gathered information on what their local communities value, then moved forward from there to see what metrics should be used to assess whether or not their schools are achieving success as defined by their communities.

Using a CBAS involves working with local business leaders, colleges, elected officials and community leaders to determine where growth is needed.This method of local accountability allows educators to serve as direct assessors, measuring each student’s levels of achievement in a more complete and holistic way.

Community-based accountability isn’t meant to be an option for districts that wish to escape from standardized testing. It’s a model that incorporates many different measures of student success and weighs them, rather than relying largely on the results of one test that can make or break a school district.

“We think it’s actually a greater accountability for a district to make its own system,” Simpson says.“Our teachers understand a lot more about student achievement and where their students are than the current state accountability system gives them credit for.”

TPAC’s manual outlines seven pillars for a successful CBAS as a starting point for districts looking to create their own: student learning and progress; student readiness; engaged, well-rounded students; community engagement and partnerships; professional learning/quality staff; fiscal and operational systems; and safety and well-being. With this list as a guide, districts can determine where they need growth and adjust their assessment methods accordingly.

“Our long-term goal is to create an alternative that can replace the state system for districts that choose to commit to a greater accountability,” Simpson says. “A lot of districts might choose to stay involved in a standardized test-based accountability system, if that works for them, but we want to give a richer option.”

Testing grounds Now in their second year of work,TPAC has added 19 new districts. Its members are devoting 2018 to creating tools and acquiring resources and expertise to determine what’s needed to create and implement a CBAS in their schools.

Michael Kalnbach, principal of Glenn Middle School in San Angelo ISD and a TPAC member, has already begun incorporating CBAS aspects at his school. He feels it’s a giant leap in the right direction.

“Community-based accountability from the campus level perspective looks at the whole child, and measures so many other things besides just what they do on one test on one day,” Kalnbach says.“Even if we’re going to test a certain skill, performance assessment within a CBAS will look at them over the whole course of the year, over the whole course of their career, which will allow students to see their value through other ways of performing.”

While each district in TPAC is looking independently into what new types of assessments might look like, the group meets regularly to collaborate and share ideas and success stories. Simpson points out that these new assessments may or may not include some form of testing, but the overall community-based accountability systems will incorporate

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“My hypothesis is that we’re going to get better results from these kids’ learning because they’ll have to apply their knowledge instead of just bubbling in a multiple-choice answer,” Satterwhite says. “I’m hoping that by using project-based assessment, we’re going to be fostering the things we want to see in our graduates as opposed to producing efficient test-takers.”

A brighter future Everyone involved in TPAC is excited about the work they’re doing and hopeful for a future that includes more locally created accountability methods in Texas schools. After 34 years of seeing it done the same old way,Test Sense’s John Tanner says he is hopeful that the folks in charge will be on board with incorporating CBAS on a statewide level. His talks with policy makers have made him realize that they’re interested in a new accountability method — they just need help determining what a new system should look like.

Clark Ealy, superintendent of College Station ISD.

“If we build a better mousetrap, I firmly believe that policy makers will follow up,”Tanner says.“We just haven’t been able to offer them a decent alternative until now.”

other types of measures as well to generate a more balanced result.

Kalnbach has seen firsthand the changes that can occur when switching to community-based accountability. For staff at his school, he says it’s put the fun back in teaching.

“We are not anti-test, but the test can’t carry all of the burden,” Simpson says. “When you’re assessing somebody, you sit next to them, you interact with them, you really understand what they’re communicating, and then a test serves to confirm that you’ve assessed things correctly.”

Clark Ealy, superintendent of College Station ISD, has been using some form of community-based accountability since he took the position in 2014. As a TPAC member, he is happy to share what he’s experienced with the group in the hopes of creating a more robust accountability system.

“As a school district, we’re going through a curriculum rewrite, and we’re going through the process of developing our own learner profile,” Ealy says. “We’re taking our old system and pivoting off of that into this new concept we’ve been developing over the past year with TPAC and the seven pillars that are part of the process.”

In Lubbock-Cooper ISD, Deputy Superintendent Macy Satterwhite is working with TPAC while introducing project-based learning and assessments at a new elementary school in the district as a testing ground of sorts.

Michael Kalnbach, principal of Glenn Middle School in San Angelo ISD. 18

INSIGHT

“With my teachers, it’s like they’ve realized the profession again for what it was intended to be,” he says. “The joy is coming back. Their eyes are lighting up. It’s been amazing.”

Satterwhite agrees that community-based accountability raises teachers to a level of professionalism that they deserve, while also benefiting students.

“TPAC gives me hope for the future,” she says. “It gives me hope that we can really improve the educational system in Texas by being transparent and accountable to our stakeholders while still driving for the very best we can do for our students, but doing it in a way that is fair to all and does not punish based on poverty.”

For Ealy, developing a new system as they go along is the challenge of being a TPAC member, but an exciting one that he feels is important enough to be worth any difficulty.

“It’s going to have a payoff for us as a district, but we’re trying to pay it forward for the entire state to look at a better way to do this,” he says.

“We’re excited to be partnering with so many others districts who are doing that work and others jumping in this year to join us.

For more information on TPAC, visit https://goo.gl/yPGA6x.

Macy Satterwhite, deputy superintendent of Lubbock-Cooper ISD.

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LEADING WITH PASSION AND PURPOSE How the new leadership standards support the work of today’s superintendent

by Donna Augustine-Shaw, Ed.D., Julia Ballenger, Ph.D., and John Burke, Ph.D.

T

oday’s school superintendents are advocates for students and system improvement.Their leadership provides inspiration as they design programs that are student-focused and support student learning goals. As the chief executive officer, the superintendent best understands the perspectives of teachers, staff and community stakeholders and allocates local and state resources to make things happen.The voice of the superintendent makes a difference for every student in every school.

Today’s school superintendent must always be thinking ahead, looking for opportunities to bring together resources that address the hierarchy of student needs in a constantly changing world.The need to provide nurturing and supportive environments for students is paramount. District-level leadership matters as superintendents guide and form collaborative and goal-oriented systems with a clear vision for best practice and instructional excellence. They creatively allocate resources aligned with system needs and establish methods to monitor agreed-upon goals.

Superintendents have a key responsibility in developing the skills of building leaders as they orchestrate improvement initiatives at the school site, form positive school cultures and strive to reach challenging student learning outcomes.Through sustained efforts and leadership, a clear commitment and direction by the superintendent provides system-level support to achieve system-level improvement (Waters & Marzano, 2006). Superintendents leading with passion and purpose pave the way for real-life examples of leadership that impact organizational growth.

Leadership and the work of student learning As the world transforms around us, schools must embrace global economies and 21st century workplace skills with a relentless vision for student- and equity-focused decisions. Facilitating change in systems with long-standing cultural traditions and practices is not easy. Superintendents encounter increasingly diverse student populations with a variety of social, academic and economic needs, compounding technological landscapes, micro and macro politics, scarce resources and growing competition.Along with these social, economic and structural changes, superintendents must lead the district’s instructional efforts to move their school systems toward higher levels of achievement and accountability.

Despite these challenges, a superintendent’s excitement and influence make a positive difference.

Superintendents exhibit caring leadership, support innovative practices and programs, and develop strategic policies to address the needs of local communities. As superintendents strive to harness the critical energy of human potential within their organizations, they scaffold new levels of support for diverse cultures and improvement in instructional practice.The authors showcase findings in the stories of four superintendents embracing current-day challenges with vigor and positivity, providing true examples of how the new leadership standards accentuate the necessary skills and attitudes critical to successful leadership in today’s schools.

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The new leadership standards The new Professional Standards for Educational Leaders 2015 (PSEL 2015) provide guideposts applied to school-level and district-level leadership.These standards have been recast with a stronger, clearer emphasis on students and student learning, outlining foundational principles of leadership to help ensure that each child is well-educated and prepared for the 21st century (NPBEA, 2015).These new standards embody a research-and practicebased understanding of the effectiveness of leadership on critical issues of equity, excellence, and social justice.Today’s superintendents must constantly be mindful of equity and cultural responsiveness, doing what’s right for all students, acting in fairness and promoting justice for every student.

The PSEL 2015 further clarifies the new landscape of leadership responsibilities and collaboration with stakeholders that encompass the daily work of the school leader.The standards define leadership practice and expected outcomes and call upon every leader to promote the “learning, achievement, development, and well-being of each student” (NPBEA, 2015, p. 3). Superintendent commitment to the spirit of the new leadership standards, emphasizing equity, opportunity and understanding, makes a difference in leading in politically complex and challenging times.

Additionally, these standards serve as guideposts to direct practice and provide an emphasis on a culture of working together for common goals and organizational learning. Leaders must simultaneously foster caring and safe learning environments while insisting on rigorous curriculum and assessment practices.The job of serving as an educational leader today is charged with increased pressures and intricate strategies.The next section offers a description of the

superintendents participating in the focus group and the process used to determine subsequent themes, aligned to the standards, which illuminate the challenges and successes of leadership.

A focus group of four superintendents from Kansas and Texas (a) shared highlights of their leadership experiences, (b) discussed current state and national programs and initiatives to improve education, (c) shared their concerns and Method and data analysis successes regarding pressing issues facing education, and (d) discussed their role Using purposive and snowball sampling as leaders in serving all students in their (Bogdan & Biklen, 2007), the researchers schools.The researchers then aligned sought superintendents who worked in these practices to the new PSEL 2015 small and medium-sized, rural and subur- leadership standards. The findings most ban school districts, and were familiar with closely aligned with four PSEL standards using standards to guide their practice in (Curriculum, Instruction, & Assessment, directions that were most productive and Professional Capacity of School Personnel, beneficial to their students.We selected Meaningful Engagement of Families & superintendents from different states who Communities, and School Improvement). did not know each other.This type of These findings shed light on important group interview created a supportive envi- aspects on the leadership knowledge, skills ronment.We asked questions to encourage and dispositions critical in designing effecopen discussion and the expression of tive leadership preparation programs. different opinions and points of view.The results have high “face validity,” because Demographics.These superintendents the method is readily understood and the ranged in experience from early career to findings appear believable. having more than 30 years’ experience.

Their district enrollments represented The focus group questions were develdistricts sized 500 to more than 5,000 oped prior to the group interviews and students with poverty levels between 26 consisted of six key questions with the and 75 percent. Superintendent 1 was a moderator providing an opportunity for Euro-American female with fewer than introductions, opening and ending quesfour years of superintendent experience, tions, and a wrap-up summary.The length representing a district from 500-999 stuof the focus group was one hour and was dent enrollment. Superintendent 2 was a conducted online using the software pro- female of other ethnicity with five to nine gram Zoom.The lead researchers received years of experience as a superintendent approval from each of their university’s and represented a district between 1,000 institutional review board in 2015 to and 1,999 in student enrollment. Superconduct this pilot study.The results of the intendent 3 was a Euro-American male pilot study provided insight into curwith more than 30 years’ experience as a rent issues faced by superintendents and superintendent and represented a district consideration of relatedness to leadership of more than 5,000 students. Superintenstandards.These findings were shared with dent 4 was an African-American female an established group of researchers across with more than 10 years of experience as the United States who are involved in the a superintendent and represented a small, Voices 4 University Council of Educarural central Texas district with 2,000 tional Administrators National Research students.

Study, which is designed to inform the Voices 4 national research project on Data analysis.The primary data collecstandards and leadership preparation. tion method used a focus group interview.

Patton (2002) stated that focus groups

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provide an opportunity for participants to hear perspectives from each other, thus, enhancing the quality of data.

Furthermore, the focus group interview allows interactive discussion among group participants (Krueger, 1994).The focus group interviews were transcribed, then hand-coded initially for reoccurring themes related to the professional standards using a constant-comparative method of analysis. Coded data were then grouped within the initial codes, whereupon they were organized into broader categories (Corbin & Strauss, 2015).

Sample categories included: leadership experiences, program initiatives, concerns and success, external pressures and role as leader. Finally, the categories were organized into themes aligned with the PSEL 15 standards.The trustworthiness of the data was confirmed via a “member check,” which provided the researchers an opportunity to read each other’s codes and categories to confirm (or disconfirm) interpretations and understanding derived from the data (Creswell, 2012).

Findings: Stories of leadership with passion and purpose The findings are categorized by discrete standards from the PSEL 15.The findings are stories or illustrations presented by the superintendents participating in the focus group as examples of issues, programs and leadership experiences as they worked to engage district stakeholders in positive action for the school and community. Examples of their impact leadership weave common threads around innovative and promising practices.These stories embrace the spirit of leadership today, encouraging professional reflection, analysis of needs and creative solutions that guide the focus and impact of daily decisions and long-term planning.

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Curriculum, instruction and assessment: PSEL standard four Substantial focus and effort in standard four practices provide superintendents an avenue to improve achievement gaps and respond to high-stakes accountability.

Instructional practices exemplify research on leadership and student achievement as superintendents establish non-negotiable goals for student learning. Clear goals and aligned instructional practices and resources enable personnel to focus on what matters most in the local context.

Superintendents committed to implementing coherent instructional practices throughout the system ensure strong results as practices individualize, stimulate and build on knowledge of student learning and authentic assessment. In this conversation, superintendents were excited about the potential in focusing on teaching and learning and less on testing in transitioning to new federal guidelines.

They reported new opportunities to: •

uild deeper understanding B and attainment of concepts by reporting levels of mastery through standards-based grading,

We have implemented project-based learning (PBL) in the curriculum.

Students are given more control of their learning.They actively participate in projects that focus on real-world issues rather than passively sitting in class taking notes from a teacher’s lecture. PBL provides content and skills that students can apply in the future.

Superintendent 4 spoke of the importance of data walks. She explained that all principals in the district must conduct weekly data walks.The principals look for learning objectives that clearly state expectations for lessons.They observe what the students are learning, not just what they are doing.The principals ask at least four different students to describe what they are learning.The superintendent exclaimed,“Everyone with a different lens to view the student learning and teachers’ instructional practices can help target student needs based on the evidence they observe in the classroom.”

Professional capacity of school personnel: PSEL standard six

Standard six capitalizes on building the capacity of people in the organization to dedicate efforts to individual student • Assist transient student populasuccess through collective efficacy. tions such as military families Differentiation of learning with embedthrough a more standardized approach to national curriculum, ded feedback develops both student and staff skills.This brings to the surface the and need for leaders to form effective and knowledgeable teams to support per• Design promising innovations sonalized student learning. Developing for student learning pathways the professional capacity and practice of including project-based learnstaff through “identifying problems in ing, instructional technology, practice together” was a common theme. soft skills, critical thinking, and Integrated with efforts aligned to standard integration and application of four, superintendents shared that staff concontent. sistently engage in instructional rounds In addition to implementing programs to and data walks, discussing indicators and support student achievement, superinten- student performance expectations with a dents in the focus group spoke of other focus on what students are learning not promising initiatives. Superintendent 2 just on what they are doing. District leadstated: ers commented that specific programs,

organizational book studies and targeted interventions for students also contributed to building capacity in professional staff.

Professional capacity of school personnel: PSEL standard six Standard six capitalizes on building the capacity of people in the organization to dedicate efforts to individual student success through collective efficacy.

Differentiation of learning with embedded feedback develops both student and staff skills.This brings to the surface the need for leaders to form effective and knowledgeable teams to support personalized student learning. Developing the professional capacity and practice of staff through “identifying problems in practice together” was a common theme.

Integrated with efforts aligned to standard four, superintendents shared that staff consistently engage in instructional rounds and data walks, discussing indicators and student performance expectations with a focus on what students are learning not just on what they are doing. District leaders commented that specific programs, organizational book studies and targeted interventions for students also contributed to building capacity in professional staff.

Meaningful engagement of families and community: PSEL standard eight Another strong leadership standard theme encompassed meaningful engagement of families and communities through opportunities to connect and create collaborative relationships with parents in specially designed programs and advisory committees. School health services was one topic that created an important advisory opportunity and link to community resources. Superintendent 1 spoke of the impact of student health and nutrition choices in her school district. She stated: I want happy and healthy children in the district; therefore,

we provide a nutritious school program in all our schools.We have transitioned from serving foods with a high concentration of sugar and starches to serving fresh fruits and vegetables and healthy snacks.This transition to healthy foods has had a huge impact on the learning.

A focus on early childhood education, adding programs to ensure students are ready to learn, and working with staff to build understanding of student needs were noted by these superintendents as important to keeping a focus on student learning needs in schools.They shared that deeper conversations with community stakeholders were necessary to keep student service as the primary goal, engaging in two-way communication and forming partnerships that support the mission and goals of the district. Superintendents deepen the understanding of community values and cultural strengths, advocating for student programming to meet and sustain prioritized learning needs.

School improvement: PSEL standard 10 A focus on systemic improvement was created by a team of stakeholders steered

by Superintendent 3 to broaden input and support for new initiatives. In 2010, Superintendent 3 shared that his school district found itself on corrective action for low state assessment scores.The state’s department of education sent a team to help the district create systems that would produce better test scores and improve instruction. Because of meetings involving the superintendent, a decision was made to create a team that would serve as a coordinating council for district school improvement initiatives.This broadbased coalition consisted of 45 members, meeting six times a year. Because of the work done by the guiding coalition,

Superintendent 3 stated that the district quickly made progress, moving off corrective action.

In conclusion Embodied in the daily work of these superintendents is the clear articulation of the mission and vision of the district.

This shared understanding defines the collective work of the organization.A focus on continuous school improvement and system effectiveness brings student learning to the forefront and creates synergy for success.The superintendent’s skill in navigating community support and establishing clear expectations among all stakeholders intentionally influences leadership practices, decisions, and subsequent outcomes. Inspirational leaders find meaning in their daily interactions and nurture relationships that help people learn and grow. Superintendent 3 stated,“I go around and ask what can I do to help people have the best school year ever and I try to make that happen.” In addition, Superintendent 4 noted the importance of leaders seeking opportunities to mentor others in educational and community-based settings.

Exemplified in the findings and stories of these leaders is an undaunting commitment to excellence to create progressive and responsive school systems that embrace 21st century learning needs of students. Great superintendents hire great people to do great things. It is the passionate and purposeful leadership of the school superintendent that diligently builds and supports organizational learning, making a difference for students, families and communities. n

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Resources: Berger, W. “Home Overview.” http://amorebeautifulquestion.com/. Retrieved 30 Oct. 2017.

“Hattie Effect Size List.” 195 Influences Related To Achievement. https://visible-learning.org/hattie-ranking-influences-effect-sizes-learningachievement/. Retrieved 27 Oct. 2017.

Hatch, M. (2013). The Maker Movement Manifesto. New York, NY: McGraw-Hill.

Kohn, Alfie. “The Case Against Grades (##).” http://www.alfiekohn.org/article/case-grades/. Retrieved 29 Oct. 2017.

“Question Formulation Technique.” Right Question Institute. Retrieved 27 Oct. 2017., from http://rightquestion.org/education/ Stager, G., & Martinez, S. (2013). Invent to Learn: Making, Tinkering, and Engineering in the Classroom. Torrance, CA: Constructing Modern Knowledge Press.

Donna Augustine-Shaw, Ed.D., is an assistant professor in the Department of Educational Leadership at Kansas State University. She serves as the department’s director of assessment and also as the associate director for the Kansas Educational Leadership Institute, providing mentoring and induction for new state leaders.

Julia Ballenger, Ph.D., has been an educator for more than 40 years in public and private schools in Texas. During that time she has been a teacher, principal, counselor, consultant, central office administrator, TEA regional director and university professor. Currently, she serves as a professor in the Department of Educational Leadership Doctoral and Master’s Program at Texas A&M University-Commerce, Texas.

John Burke, Ph.D., has served as a superintendent of schools in Haysville, Kansas, for the past 33 years. He is beginning his 15th year as superintendent in Haysville USD 261. In addition to his work as superintendent, he serves as a halftime assistant professor of graduation education at Newman University in Wichita, Kansas.

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DR. KEVIN BROWN NAMED TASA EXECUTIVE DIRECTOR mitment to the three pillars of the TASA 2025 vision and is focused on engaging rural schools, especially in West Texas, and ensuring their voices remain heard at the state level.”

The search committee conducted a survey of TASA members to identify the characteristics and qualifications that should be held by the next executive director. Among other characteristics, the survey results placed value on recent superintendent experience as a key qualification for the position.

The TASA Executive Committee has named Dr. Kevin Brown as the new TASA executive director effective July 1. Brown has a wealth of experience in public education having served in four school districts, including time spent as a teacher and Title I principal, and in district-level positions in human resources and communications.

For the past 10 years, Brown has served as the superintendent of Alamo Heights ISD. He has been active in TASA’s Texas Public Accountability Consortium, and in numerous organizations including the Texas Association of Mid-Size Schools, Texas School Coalition, and Texas Association of Community Schools. Brown’s advocacy and engagement at the legislative level have influenced policy and ensured that public schools have a voice at the state level.

Arrow Educational Services, Inc. led the extensive search, and the critical task of selecting the association’s next senior leader was conducted by an 11-member search committee composed of the TASA officers and eight TASA Executive Committee members, and was chaired by Dr. Charles Dupre, superintendent of Fort Bend ISD. Following the formal interviews, Dupre said: “The quality of the applicants was impressive and illustrates the statewide, and even national, reputation held by TASA.Throughout the interviews, we had the opportunity to hear from proven leaders who are passionate about public education and hold a strong desire to serve TASA. Kevin is deeply committed to ensuring that TASA remains dynamic and responsive while focusing on advocacy, engagement and professional learning. He spoke extensively to the value of membership engagement, and he has creative ideas to ensure that the association remains engaged with members in all types and sizes of districts throughout the state.The committee is confident that Brown’s leadership will continue TASA’s legacy of excellence.”

The sentiments shared by Dupre were unanimous across the 11-member search committee. Dr. Shaun Barnett, Stamford ISD superintendent, who recently served as president of the Texas Rural Education Association said: “Dr. Brown has displayed a strong com-

When asked about the future of TASA, Buck Gilcrease, TASA president, stated: “TASA has developed a reputation of credibility and influence over the years by focusing on school transformation and advocating for the needs of public schools. This work has supported systemic improvements in schools and districts across the state, so it is critical that we remain committed to our vision as we look toward the future. TASA serves a broad membership ranging from small rural districts to large urban districts. The organization must be responsive to the varied needs of our members and their districts, and yet we must collectively pursue our common purpose as outlined in the TASA Strategic Framework.”

After accepting the appointment, Brown said: “I am extremely humbled and grateful for the opportunity to serve public education and the membership of TASA in this new capacity. I believe in the promise of public education for individuals, families, communities and our entire nation. TASA is uniquely positioned to defend public schools, help them transform into student-centered organizations, celebrate their success, and develop the strongest leadership capacity our state has ever known.”

Although Brown will not officially begin his new role until July 1, he has already begun to put in place a number of strategies to ensure that all TASA members continue to have a voice. “I am sensitive to the fact that many of the school districts in our state are relatively small and often not in close proximity to Austin,” Brown said. “It is our responsibility to provide opportunities to engage these members and hear their needs, and we must begin that work right away.”

Additionally, Brown will schedule multiple opportunities to meet with school leaders in various areas of the state. He plans to visit each region and build strong ties that will provide resources and support in closer proximity to districts.

Dr. Johnny Veselka, TASA’s tenured leader, is retiring after serving 32 years as the association’s executive director, effective June 30.

Veselka is leaving behind a legacy of visionary leadership and service to both public education and the TASA membership. n

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TASA 2025 Task Force serves up the future with new framework Attendees of the 2018 Midwinter Conference probably won’t soon forget the “beach ball scene” from the conference’s opening general session. It was a moment of fun and celebration in which many of the TASA members who played a role in the development of the new TASA Strategic Framework, a long-range plan that will guide the association as it approaches its 100th anniversary in 2025, sent beach balls bearing the new TASA logo soaring into the air to symbolize the launch of the plan.

More than 125 TASA members, including the TASA 2025 Task Force, the TASA Executive Committee, and the members of TASA’s three major committees: Advocacy, Professional Learning and Member Engagement, set the balls, and, metaphorically speaking, the plan, into motion with a mix of float, topspin and – we’re pretty sure – a few jump serves. (See video: https://vimeo.com/255971078.)

“We’re going to launch these balls, but once they get launched, it’s everybody’s job in this room to keep them going,” said TASA 2025 Task Force Chair Kevin Brown (selected in February 2018 to serve as TASA executive director starting July 1; see p. 25) read his introductory “Executive Director’s View” column on p. 9). “These balls are representative of who we are and who we aspire to be. It can’t just be one or two or 10 or 100 people; it has to be every single member of our organization across the state. We want you to be involved, we want you to learn, and we want you to advocate.”

Brown’s final reference was to the three strategic areas included in the new TASA Strategic Framework: member engagement and support, professional learning experiences, and community and policy advocacy. The framework also declares aspirations that are aligned with each of those strategic areas and outlines the long-term strategies the association will use to reach them. “TASA 2025 sets the framework for our organization to do the work that’s imagined in our visioning document,” Brown said. “It will set the stage so that as we go into 2025, we can fulfill the dreams that we not only have for our organization but for every child in our state.”

What changes may be ahead as TASA advances the Strategic Framework?

Long before the celebratory launch of the TASA Strategic Framework, the association began working on its long-range plan.

TASA leaders at the July 2016 Executive Planning Meeting identified the areas of strategic focus: professional learning, member engagement and advocacy. Later that fall, the TASA members who served on the then-five major TASA committees provided feedback, identifying potential roadblocks and opportunities related to the three areas.

Their input led to the reorganization of the major committees in May 2017 to the current three: Professional Learning, Member Engagement and Advocacy. The new committees, made up of members from across the state representing the diversity of TASA’s membership, met for the first time in October 2017.

Each committee’s work supported TASA’s 2017-18 Annual Priorities, which were selected by TASA leaders at the July 2017 Executive Planning Meeting for their abil26

INSIGHT

ity to move TASA closer to activating the association’s long-term strategies as outlined in the TASA Strategic Framework.

In a single meeting, the committees brainstormed some innovative ideas for activating the long-term strategies outlined in the TASA Strategic Framework.

Advocacy Committee brainstorms launch, advocacy toolkits The new Advocacy Committee’s charge goes beyond activism. Being an advocate also means being an ambassador for Texas public education, and to that end, for TASA as well.

“Advocacy is inside and outside our organization and profession,” said Advocacy Committee Chair Kelli Moulton, superintendent, Galveston ISD. “If we can design the message to serve both how we work (inside) and why we work (outside), our efforts are more productive.”

Accordingly, last fall the Advocacy Committee discussed and contributed ideas for how best to celebrate and share the launch of the TASA Strategic Framework among

members and others in the education community at the Midwinter Conference. The TASA Member Engagement Center, which proved to be a popular place for conference attendees to gather and get more information on TASA’s new direction, was among the committee’s successful ideas.

5 ways to learn more about TASA’s framework for the future 1. Download a PDF of the TASA Strategic Framework: https:// goo.gl/KP9ysj 2. Video: “TASA … Inspiring Leaders”: https://vimeo. com/252199458 3. Video: “There’s a Place for You in This Organization” (https:// vimeo.com/251521617) 4. Video: “Our Declaration” (https://vimeo.com/253543024) 5. Browse TASA’s new online brochure (a new full website will go live later this year!): https:// www.tasa.live

In addition, given the importance of the then-upcoming primary elections and the TASA long-term strategy of “recruiting local advocates to connect with legislators and accelerate grassroots public school advocacy efforts,” the committee also brainstormed the development of TASA’s online advocacy toolkits, which were launched just prior to the Midwinter Conference.

The following toolkits are accessible at www.tasanet.org/toolkits: •

•

•

Voting & Elections Toolkit – resources to guide you through the voting and election processes and to help you encourage others to vote in support of public education Engaging with Policymakers Toolkit – resources to assist you as you engage with your elected officials in an effort to influence legislation and policy to benefit Texas public schools and students Advocating for Public Schools Toolkit – resources that can help you shine the spotlight on the amazing things happening in Texas public schools every day as you engage with policymakers on behalf of schools and students

“The opportunity to join together ‘as and for’ TASA establishes a platform for us to advocate collectively to further our individual districts,” said Moulton. “Working together creates a synergy to accomplish more for each district. TASA and our committee work is a ‘catalyst on fire’ to move public education into the spotlight like never before.”

Professional Learning Committee proposes changes to superintendent mentoring program The Professional Learning Committee’s work this year centered around the TASA long-term strategy related to “developing a robust onboarding and mentorship experience by brainstorming a framework for a purposeful induction process.”

“Creating a strong mentor program is essential to give every new superintendent the tools needed for success,” said Professional Learning Committee Chair Kevin Worthy, superintendent, Royse City ISD. “Through this program we hope to build meaningful partnerships between mentor and mentees that will provide the opportunities to build capacity among our future leaders.”

“The TASA membership base has incredible diversity — geographic, economic, size, etc.,” said Member Engagement Committee Chair Jill Siler, superintendent, Gunter ISD. “The hope with our focus on regional member engagement is to facilitate meaningful, purposeful collaboration without travel as well as to reach a broader population of TASA members than we are able to with our current regional model.”

The committee’s work last fall was to collaborate on ideas for reimagining the TASA mentoring program for new superintendents.

Last fall the Member Engagement Committee explored ideas for a new structure to deepen the impact and purpose of TASA member engagement at the regional level.

The committee agreed that any new model would deploy technology tools to foster engagement and eliminate geography to engage members regionally in each of the strategic framework priority areas.

“When you think of professional learning you think of personal growth,” Worthy said. “In our profession it’s important that we lay the foundation that creates opportunities for growth. New superintendents need to have the mindset that every day is an opportunity to grow and transform the learning for our students.”

The committee’s ideas for redesigning the mentoring program included adding a regional induction/outreach chair and co-chair to facilitate meetings, make meaningful contact with first-time superintendents, and recruit additional mentors based on the number of new superintendents in the region. The committee also shared ideas for an enhanced summer mentor training.

Member Engagement Committee explores new structure for regional engagement

“Our goal is to better engage TASA members regionally to further all three areas of the TASA Strategic Framework: professional learning, member engagement and advocacy,” said Siler. “In professional learning that might look like regional forums, supporting local learning consortiums, or leveraging technology to host EdChats.

In terms of member engagement, it might look like creating a repository of experts on specific initiatives or re-envisioning the mentoring process. For advocacy, it might mean mobilizing grassroots efforts across the state or collaborating on legislative priorities. The hope is to unleash TASA’s ability to promote, provide and develop leaders who create and sustain studentcentered schools and develop future-ready students.”

Early in the planning process, the importance of regional engagement in a state as large and diverse as Texas was identified.

Interested in serving on a TASA Major Committee?

As the TASA leadership makes plans for the 2018-19 school year and engages members in the work of advancing the TASA Strategic Framework, TASA President-Elect Gayle Stinson, who takes office as president June 1, will be appointing members to the three TASA major committees.

TASA members who are interested in serving on a committee should contact their regional representative on the TASA Executive Committee (see tasanet.org/executivecommittee for contact information) or contact Ann Roland at TASA Headquarters (aroland@tasanet.org or 512.477.6361) to express interest in serving.

TCEA TECH TAKE Necessity remains the key to effective technology integration

by John Bimmerle

H The reality is students today learn very differently and we need to continue to adapt practices to meet their needs.

aving spent the last two weeks at technology conferences,TCEA in Austin and NCCE in Seattle, it’s clear technology integration has moved beyond basic how-to style sessions on the next cool tool.The need to prepare students for a future that does not yet exist has been heavily discussed.Arguments can be made about the slow pace of change in education, but an important shift is taking place when it comes to educational technology.

Technology integration is not the primary goal; disruption of traditional practices instead has become the focus.What has been clear for years is that until strong instructional strategies and practices are in place, technology integration will be ineffective and possibly detrimental to improved student performance.The reality is students today learn very differently and we need to continue to adapt practices to meet their needs.The real question is how disruptive does change need to be to shift practices that fail to take full advantage of technology.

George Couros shares the idea of “innovating inside the box” in his book “The Innovator’s Mindset.”

While many believe major overhauls are vital to the future of public education, the reality is meaningful change does not have to be complicated. It can be said that standardized testing and traditional methods limit potential for creativity and the ability to challenge students, which in turn limits the impact of technology integration.Teachers and administrators certainly face tough challenges in this regard, but we can also argue the same practices that feel restricting could also serve as the springboard for powerful change. Continual improvement models are already impacting education and can make technology integration a natural part of teacher and student learning.

Continual and continuous improvement are often used interchangeably, and are centered around an ongoing effort to improve products, services or processes. A four-step plan known as the Deming Cycle or Shewhart Cycle is typically associated with continual improvement.

This plan includes the plan, do, check and act steps. If a foundational belief exists that improving the connection between real-world problems and lesson design is important, then the concept of continual improvement will create a necessity for technology. Tony Wagner’s seven survival skills for the 21st century provide key ingredients as we move to real-world oriented lessons.

These skills include: •

Critical thinking and problem solving

•

Collaboration across networks and leading by influence

•

Agility and adaptability

•

Initiative and entrepreneurship

•

Effective and oral written communication

•

Accessing and analyzing information

•

Curiosity and imagination

Traditional practices have long focused on gathering information and memorization of facts. While there will always be a time and place for this, everyone agrees learning opportunities must go further.

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Educators have found many ways to attempt to bring learning to life and add relevance.Take any of the popular approaches today, and the argument could be made that technology is the key to bringing them to life.As each of these approaches require various levels of disruption of the status quo they also create a need for technology that goes far beyond fitting technology into what has always been done.

Michael Fullan, in “The New Meaning of Change,” suggests the need for “strategy capacity building with a focus on results.” Applying this concept, school leaders need to avoid linear approaches to their vision for instruction. Top-down and bottom-up attempts at school change often fail. Instead a blend between the two that encourages strategic risk taking with continual improvement will enable teachers to challenge student thinking in new ways.

The idea of continual improvement is already in place in schools, and is embraced as an important piece of school improvement.

Here are some of the places where the plan, do, check and act process is already being used:

From time to time things will look messy, but if the emphasis on constant improvement is in place, progress can be made. Leaders need to support teachers as they craft opportunities for students to connect with a global audience and real-world problems. Keeping focused on collaboration, communication, critical thinking and creativity is enough to help teachers begin to look beyond traditional resources for new ideas. Educators recognize and embrace things need to change. The key is to remember technology is not the focal point, but instead we should build lessons that bring learning to life. Simplicity is key, as Kevin Worthy, Royse City ISD superintendent suggests, “We need to simply let the students use technology where it makes sense for them to achieve success.” The key to technology integration is to disrupt traditional practices in ways that make technology use necessary. n

•

Professional learning communities/lesson planning

•

Student assessment data analysisAgility and adaptability

•

T-TESS evaluations

•

SMART goal setting

•

Response to intervention

The items listed above at least informally follow the PDCA process. Each requires educators to have a plan, continually measure the success of the plan and regularly make improvements. This is the same process educators must use when adapting learning opportunities to embrace Wagner’s seven survival skills.

As technology companies expand into the education sector they also bring exciting insight, and can teach us a lot about the PDCA process and its impact on change. Companies must work to quickly get a product in the market. Due to the speed of the market, this is often released as a minimally viable product.

The product is fully functional, but developers understand they will continually measure usage data and feedback from users to continually improve upon the first iterations of the product.The product undergoes regular, ongoing changes during its life cycle.

John Bimmerle is the coordinator of instructional technology in Sulphur Springs ISD, east of Dallas.

He currently serves on the TCEA board of directors representing area 8.

So how do we bring the conversation to where it matters most, student learning? Popular educational programs such as STEM/ STEAM, blended learning, and problem/project based learning all create this natural need for technology and are already being introduced across the state.

References American Society for Quality. n.d. http://asq.org/learn-about-quality/continuous-improvement/overview/overview.html Cator, Arne Duncan and Karen. “Expanding Evidence Approaches for Learning in a Digital World.” February 2013. US Dept of Educational Technology. https://tech.ed.gov/wp-includes/ms-files.php?file=2013/02/Expanding-Evidence-Approaches.pdf Fullan, Michael. The New Meaning of Change. Teachers College Press, Fifth edition.

Wagner, Tony. Seven Survival Skills for the 21st Century. http://www.tonywagner.com/7-survival-skills

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TSPRA VOICE Empowering your business community: How targeted district tours are increasing business partnerships

by Andy Penney

Allowing a business to identify its desired

H

ow to better involve and engage the community is an ongoing annual conversation in school districts everywhere. Just like the other challenges school districts face, the challenges in engaging the business community can feel just as varied and wide-ranging.

involvement helps FISD understand the business’ interests and helps the company connect appropriately with campus needs.

There is no “one size fits all” approach, and once the busy schedule of the school year sets in it can feel next to impossible to implement and execute a program that seems to be a moving target from year to year.

For Frenship ISD, the moving target of community engagement landed this year on a new design — business partner tours of campuses and facilities coupled with a new Community Partners Program.

This design would focus old models of large tours down to small intimate groups with just a handful of guests.

The new design allows for thorough presentation and an in-depth dialogue throughout the time together.

“We were looking for new ways to engage our business community and demonstrate our culture to outside stakeholders,” said Keith Patrick, FISD director of entrepreneurship and innovation.“An idea was suggested last summer to invite a handful of local housebuilders on a tour of FISD facilities.That idea grew into identifying and inviting small targeted groups from various business industries to tour FISD.” Currently, the district hosts two tours per month.The first wave of guests have included local realtors, home builders and land developers. Upcoming tours will consist of elected officials, bankers, media members, civic groups and faith leaders, to name a few.

Each tour varies to address the interests of each group. All tour groups make a visit to the new Ninth Grade Center, which opened in August 2017, and to the updated career and technical programs at Frenship High School. Other group tours have included requested to see the district’s ag and athletic facilities or to view an elementary or middle school campus.

The tours, lasting about two hours, are led by Frenship High School students who are members of FISD Superintendent Dr. Michelle McCord’s Student Advisory Board. The students are well versed with facts about the different

30

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facilities including square footage and unique building features, as well as student enrollments and successes. They also add in their own personal experiences during their time at Frenship.

District staff answer questions, provide insight and point out the many improvements made through recent bond elections as well.

Considered a fast growth district currently serving 9,700 students, FISD is located in west Lubbock County. District enrollment has grown 2,300 students in the past six years, and three new campuses have opened during that span.

FISD serves families living in both Wolfforth and Lubbock, along with a large unincorporated portion of Lubbock County.The combination of rapid growth and serving three separate populations makes the importance of purposeful connection a top priority for the district.

“We’ve realized that our school district can feel very large and unapproachable to an outside observer,” Patrick added.“We have 14 campuses and multiple other facilities at Frenship.When you’re talking 10,000 students and 1,150 employees, people don’t always know where to begin.

“The tours provide us time to connect with our business community and allow them to see our programs in action. It

provides a front door of sorts for our local employees to step through and connect with Frenship ISD.They leave with a new appreciation of what we do, the challenges we face, the needs we have and the opportunities for growth.They have the chance to see we are working very hard to ensure students are getting real world skills that will be applicable to both careers and postsecondary education.”

Early feedback is showing the tours has proven positive for FISD. “Many of the groups we provide tours are spending their days selling Frenship as they build and sell homes, tell the stories from our community, or lead congregations,” Patrick said. “By giving them fresh new information and perspectives, they are better equipped to tell the story of our students and school district with those whom they come in contact.

“This idea of our staff inviting, planning, and conducting a small group tour was new for us, but

the outcomes have certainly exceeded our early expectations,” added Patrick.

“Sometimes we get tied up in our busy day-to-day schedules, and it can be easy to forget how excited, passionate and interested our stakeholders are in the success of our students.

George McMahan, a long-time business owner and current owner of McMahan Development, LLC, and his wife Linda are two of the most dedicated and passionate FISD supporters. Even with their level of support and involvement, George had not been on a tour of Frenship educational facilities in more than 20 years.

“Linda and I were amazed at what high school kids are learning,” McMahan said.

“We were very impressed by everything we saw. It was obvious that the Ninth Grade Center was a very well planned and thought out facility. Plus all of the CTE modules in the high school were very impressive.The auto shop program, welding classes and health classes blew me away.

And then the robotics and culinary school were icing on the cake.”

Trey Strong, owner of Trey Strong Custom Homes and a local housebuilder in numerous Frenship subdivisions, echoed the same sentiments.

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“It was a great opportunity to see the growth and expansion that FISD has been going through,” Strong said. “You forget what school was like for yourself, and it’s good to be able to go back and see how much it’s all changed for the better. I really learned a lot about how focused FISD is on technology training and vocational programs. I think it’s really great for someone who may not be going to college.”

The tours also provide an avenue for FISD staff to introduce the district’s new Community Partners Program. This program allows businesses or organizations to identify their desired level of involvement and what type of project best suits their civic efforts.

Ideas have included providing classroom speakers or volunteers to read, preparing meals for teachers, supplying food for kids, or collecting school supply through donation drives.

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Allowing a business to identify its desired involvement helps FISD understand the business’ interests and helps the company connect appropriately with campus needs.

And both programs, whether through the business tours or the Community Partners Program, are win-win situations.The businesses and organizations involved enjoy their involvement with Frenship, and the district reaps the benefits of their local stakeholders.

students themselves,” McMahan added.

“We were both impressed with how knowledgeable our two student guides were as far as facts and figures about the district and all of the many programs.

“Any district that does not have some form of business partners program is really missing the boat as far as keeping the business community engaged and supportive of their district. n

“The tours are one of the most personal Andy Penney is director of public things we can offer,” Patrick said.“It’s huge relations for Frenship ISD. for us to either start the partnership conversation or to just take the time to say thank you to those folks dedicated to helping serve the students, families and staff of Frenship ISD.” “Our tour is a microscopic piece of that program, a personal tour for a few people at a time, and conducted mostly by the

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Before e2L Partnership After e2L Partnership

Increase achievement through blended active learning STAAR % AT APPROACHES GRADE LEVEL OR ABOVE El Paso ISD High Schools

Improved literacy 2ND GRADE ON GRADE LEVEL DRA Mesquite ISD

TEACHER RETENTION Alamo Heights ISD

Ensure equity of Life Ready Skills POSTSECONDARY READINESS Harlingen CISD

15%

+9%

Effectively roll out a technology plan while increasing teacher retention

Increase student engagement STUDENT ENGAGEMENT El Paso ISD Gallup Poll

24%

+7%

54%

47%

Martha Raines HS, Katy ISD

33%

+7%

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SMALL SCHOOLS PERSPECTIVE BOLDness required: An invitation to action for rural schools

by Kim D. Alexander, Gary E. Briers, Nelson Coulter and Glen C. Shinn

F

or some of us, time flies. Do you remember the year 2000? Remember how we worried about a 1999-2000Y2K computer crash because of the binary year code? No worry, the old Intel 486 clock just rolled on without a hitch.Today’s computers work faster, are ubiquitous and Moore’s Law keeps doubling every two years.

However, 9/11 shook our 2001 world with unpredicted turbulence and aftershocks.While some events seem insignificant, others now reshape our world. Taleb (2010) calls such shifts a Black Swan event — like the one that completely surprised us on that Tuesday morning in September 2001.

More recently, do you remember the year 2007? What began as a predictable year turned out to be a major inflection point with dramatic changes. Friedman recapped 2007 as the year that delivered the iPhone, the Android, Kindle, Facebook, YouTube, Office 365, Hadoop and the launch of IBM’s Watson Deep QA.The next 10 years have seen advances in silicon chips, software, storage, sensors, networking and A.I. that surpassed “Star Wars:The Legacy Revealed.”

However,“digital natives” born in 2007 are now 10 years old and in the fourth grade, with favorite toys that include robots and drones, hover boards, smartphones and tablets, but a classroom that in too many cases looks just like a 20th century school — your classroom of 1977 or 1987.

Projections are that only 20 percent of today’s fourth-grade students will earn a college degree or an advanced certificate within six years of high school, 2030.

Freidman (2017) warns that new technology platforms are “reshaping everything from how we hail a taxi to the fate of nations to our most intimate relationships.” For many of us in rural Texas, it’s difficult to believe that our “digital natives” are now 10 years old and it’s still challenging to get an Uber.

Describing the condition of education, the United States Department of Education (USDE) (2007) projected increased participation in education but warned of the correlations between poverty and achievement gaps, especially in reading and mathematics. Kaplan (2017) cautioned that today’s “technology-enabled disruption means workers increasingly [are] being replaced by technology,” … and that the transformation “requires structural reforms” (p. 7).

How can schooling and education increase hope, engagement, well-being and future employment? Kaplan (2017) continued that reforms could include “improving early childhood literacy and overall college readiness in order to increase the percentage of students who graduate college in six years or less….” Structural reforms would “improve educational attainment levels in order to help our citizens better thrive in a world that increasingly demands greater education, training and adaptability” (p. 7).

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INSIGHT

Perhaps the most critical alteration in the transformation of schools is a shared vision and an understanding of the development process by stakeholders.Today’s 10th-grader is unlikely to be ready immediately for the rigor of college courses. However, by students creating aspirations and expectations, and by our supporting and nurturing them, students can begin to engage in an integrated college experience. Building a robust and collaborative teaching faculty is essential. That also takes time, nurturing and a sustainable reward system.

In a focus group of 10 rising seniors at Roscoe Collegiate Independent School District (RCISD), students described their rural school as “…caring about us as individuals,” and that it “feels like I belong.”The engaged group expressed hope and optimism.Three transfer students who recently moved into the community were “positive about the nurturing we are receiving.”

A female from a third-generation college family was quick to respond with her rationale about transferring from another school as a sophomore, especially describing not only the opportunity for earning an associate of science degree and a certificate as a veterinary assistant, but also her dream of becoming a veterinarian.

The Texas Higher Education Coordinating Board (THECB) 60x30TX strategic plan is to have 60 percent of Texans between the ages of 25 and 34 hold a postsecondary credential or degree by 2030. The current number is 38 percent; that’s a 22 percent change-gap (shortfall) that reduces employment and Texas global competitiveness. Educational transformations require persistence and time, but not too much time: 2030 is approaching rapidly.

A long journey begins with the first steps, essential school-based elements and partners, that start with implementing AVID (Advancement Via Individual Determination), gearing up specialized staffing and launching Early College. Sure, there are other crucial elements including nurturing the aspirations and expectations of individual students, engaging their parents/ guardians, increasing student engagement throughout elementary grades and beyond, and partnering with colleges and universities to access distributed baccalaureate degrees and additional certifications. HowWhile a shared vision of aspired learning ever, taking first steps are crucial, staring in outcomes for students can and should serve pre-K. the purpose of coalescing resources and aligning processes to achieve those realities, When asked where they saw themselves more is needed.The current (and expected) four or five years after high school gradutrends in knowledge creation, information ation, the focus group of 10 RCISD flow and skills development suggest the students wrestled with the idea with a need for flexibility in realizing those goals. long, thoughtful pause. One student veriSasse (2017) argues that the traditional con- fied that they would be 22 or 23 years old. cept of institutionalized public schooling That helped them project the unknown. (as conceived and spawned by the likes of Suddenly, most concluded they would be John Dewey and Horace Mann) must be “out of college” and have a job. A couple transformed to afford more flexibility and of seniors remarked that they would still broader opportunity for student migra- be in college, in professional school pursution from adolescence into meaningful ing an M.D. degree, or in graduate school and rewarding adulthood. Schwahn and pursuing a master’s degree. Wow, a feelMcGarvey (2011) as well suggest that our ing of confidence and well-being swept conceptions of schooling must shift toward the group — “life is good,” at least at the greater degrees of personalization and cus- moment. tomization, and away from the lock-step approach of students marching through the Stretch out another 10 years, to 2038, formal educational process in cohorts, with and the lifelong learner has likely earned curricular and pedagogical deployments a bachelor’s degree plus a professional or aimed primarily at the middle. graduate degree or advanced certifications and is experiencing early-career success in As we anticipate 10 years ahead, 2028, chil- a changing world. If they begin now, many dren born in 2007 are now in “grade 15.” of Texas’ 700 small and rural schools can Trend lines predict they have associate of have active partnerships, design rigorous arts or associate of science degrees coupled curricula, create a cohesive college experiwith industry-recognized certifications; ence and provide an integrated workplace they are college and career ready. Or they experience. The reciprocal of this trend may face continuing generational poverty line is unrealized aspirations, increased povand likelihood of unemployment if their erty, disengagement, unemployment and schooling and education did not prepare decreased hope. them for this “age of accelerations.”

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RCISD students learn Computer Numerical Control (CNC) to create program instructions to control machine tools. The P-20 model experience calls for an integration of STEM with aspirations for college and careers.

Of course, there may be a Black Swan event that surprises us completely. Even in such unanticipated chaos, handicappers favor those who are willing and able to think and act — outcomes that Tough (2013) contends are at the intersection of conscientiousness, curiosity, optimism, perseverance and self-control.

Duckworth (2016) describes these characteristics as “grit,” something that recognizes the strength of will, stick-to-itiveness and focus, and something that can be learned and cultured in a transformational environment. Grit may be missing in reluctant leaders and helicopter parents. Norman Borlaug, the father of the Green Revolution, urged us to “be bold.” Michelangelo warned, “the greater danger for most of us lies not in setting our aim too high and falling short, but in setting our aim too low,

36

INSIGHT

and achieving our mark.” Saying, “that’s just the way we do it here,” is not a legacy of leaders. Our students depend on our willingness to move forward step-by-step with principle, courage and grit.

Be bold. But, just how bold are we willing to be? While boldness is always an individual decision, it is greatly facilitated when one feels a sense of collaborative support and collective endeavor. While there was a time when students in rural schools most certainly were at an educational disadvantage as a result of their geographic disposition, the world of connectivity and pervasive informational access no longer enslaves rural students to such educational limitations. Unless, of course, the leaders of their schools and communities choose a conventional pathway rather than one of boldness.

For rural school and community leaders who aspire to something bigger, better and enticingly significant for their children, this is an invitation to join in a collective endeavor to stretch the educational prospects of rural students across the state of Texas, and beyond. Join us if you can in the Roscoe Collegiate ISD P-20 transformation. n

Kim D. Alexander is superintendent at Roscoe Collegiate ISD. Gary E. Briers is professor at Texas A&M University.

Nelson Coulter is interim superintendent at Throckmorton ISD. Glen C. Shinn is senior partner at GCSGlobal Consulting Solutions.

References Alexander, K. Briers, G., & Shinn, G. (2017). A view from a rural superintendent’s corner of the world: Small town, big dreams. Insight, 32(3), 16-20.

Retrieved from https://issuu.com/tasanet/docs/fall17?e=11039933/55901079 Duckworth, A. (2016). Grit: The power of passion and perseverance. New York, NY: Scribner-Simon & Schuster.

Friedman, T. L. (2007). The world is flat 3.0: A brief history of the twenty-first century. New York, NY: Farrar, Straus and Giroux.

Friedman, T. L. (2017). Thank you for being late: An optimist’s guide to thriving in the age of accelerations. New York, NY: Farrar, Straus and Giroux.

Kaplan, R. S. (2017). Kaplan discusses importance of closing the workforce skills gap. Video Federal Reserve Bank of Dallas. Retrieved from https:// www.dallasfed.org/news/speeches/kaplan/2017/rsk170413 Roscoe Collegiate ISD. (2017). Roscoe Collegiate Early College/STEM Academy. Available at: http://www.roscoe.esc14.net/ Sasse, B. (2017). The vanishing American adult: Our coming-of-age crisis—and how to rebuild a culture of self-reliance. New York, NY: St. Martin’s Press.

Schwahn, C., & McGarvey, B. (2011). Inevitable: Mass customized learning. Author.

Taleb, N. N. (2012). Antifragile: Things that gain from disorder. New York, NY: Random House.

Taleb, N. N. (2010). The black swan: The impact of the highly improbable. 2nd ed.). New York, NY: Random House Trade Paperback.

Tough, P. (2013). How children succeed: Grit, curiosity, and the hidden power of character. New York: Mariner Books: Houghton Mifflin Harcourt Publishing Company.

Texas Education Agency. (2017). Elevating support for Texas rural and small schools: Texas rural schools task force report. Available at: http://tea. texas.gov/Texas_Educators/Educator_Initiatives_and_Performance/Rural_Schools_Task_Force/ Texas Education Agency. (2017). Rural schools task force. Available at: http://tea.texas.gov/Texas_Educators/Educator_Initiatives_and_Performance/ Rural_Schools_Task_Force/ Texas Higher Education Coordinating Board. (2017). 60x30TX. Available at: http://www.60x30tx.com/ U.S. Department of Education, National Center for Education Statistics. (2007). The condition of education 2007 (NCES 2007-064). Washington, DC: U.S. Government Printing Office. Retrieved from https://nces.ed.gov/pubs2007/2007064.pdf

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