INSIGHT—Summer 2000

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS QUARTERLY PUBLICATION SUMMER 2000

INSIGHT Back to the Books

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Are You a Professional Educator?

by Marianne Reese

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What If There Were No TAAS?

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Examines responses to a survey sent to superintendents in two regions this past winter to determine the level of awareness and support among superintendents regarding the elimination of certification requirements for central office administrators; reviews sociological literature concerning the suggested five categories of attributes that contribute to a profession; emphasizes the acts necessary to demonstrate professional commitment to education

Presents remarks given by Hayes Mizell at a retreat for educators from Corpus Christi ISD to examine the concept of "self-accountability" as it might apply to three middle schools and the school system

Public Education Health Benefit Proposals Issue Paper Informs school administrators about current discussions regarding health insurance for public school employees, including an overview, the current landscape, options, a note on TRS-Care, and other insurance variables, based on political and practical aspects of health insurance as it relates to school districts

School Violence Prevention Task Force Executive Summary Reports recommendations and possible action steps for violence prevention prepared by a 22-member task force of legislators, law enforcement officials, school representatives, and parents, divided into four categories of general, student/parent, school, and community

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Texas winners of Discover® Card scholarships, nominees for 2000 SOTY Award, 2000 regional honor boards

Executive Director’s View Leadership counts

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President’s Message Great things are happening

The Leader (News from the Texas Leadership Center) Secondary Principalship Academy: A Collaboration between Houston ISD and the University of Houston, review on A Hope in the Unseen

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS QUARTERLY PUBLICATION

Celebrate our history Envision ourfuture

Officers

INSIGHT

James E. Wilcox, President, Hooks ISD Leonard E. Merrell, President-Elect, Katy ISD Don Gibson, Vice-President, Wall ISD Virginia L. Collier, Past President, Brenham ISD

At-Large Members

Marla Guerra, UT–Pan American Willis Mackey, Navasota ISD Lu Anna Stephens, Fabens ISD

Editorial Advisory Committee Executive Committee Eliseo Ruiz, Jr., Los Fresnos CISD, 1 Henry D. Herrera, Alice ISD, 2 Tom R. Jones, Jr., Tidehaven ISD, 3 James F. Smith, Alief ISD, 4 M. R. "Bob" Tilley, Kirbyville CISD, 5 Mike Roberts, Snook ISD, 6 James E. Dunlap, Hallsville ISD, 7 Harvey Hohenberger, Chisum ISD, 8 Robert H. Henderson, Henrietta ISD, 9 Tony Daugherty, Pottsboro ISD, 10 Lloyd H. Treadwell, Springtown ISD, 11 Rex Daniels, Lampasas ISD, 12 Ron Reaves, New Braunfels ISD, 13 Gayle Lomax, Snyder ISD, 14 Billy Jack Rankin, Bangs ISD, 15 Kyle Collier, Claude ISD, 16 Paul L. Whitton, Jr., Frenship ISD, 17 Bobby D. McCall, Iraan-Sheffield ISD, 18 Pam Padilla, Anthony ISD, 19 Alton Fields, Pleasanton ISD, 20 Dawson R. Orr, Pampa ISD, Legislative Chair

James E. Wilcox, Hooks ISD, Chair Michael G. Killian, Lewisville ISD Leonard E. Merrell, Katy ISD Michael W. Moehler, Abilene ISD Shirley J. Neeley, Galena Park ISD Dawson R. Orr, Pampa ISD Kay E. Waggoner, Red Oak ISD Elaine L. Wilmore, UT–Arlington

TASA Headquarters Staff Johnny L. Veselka, Executive Director Ellen V. Bell, Associate Executive Director, Professional Development Louann H. Martinez, Associate Executive Director, Governmental Relations Ann M. Halstead, Director, Communications & Technology Pat Johnston, Director, Special Services Iliana Cavazos, Design/Production Karen Limb, Editorial Coordinator Neal W. Adams, TASA General Counsel, Adams, Lynch, & Loftin—Bedford

Advertising For information on advertising in INSIGHT, contact Ann Halstead, TASA, 512-477-6361.

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. Subscriptions may be purchased for other school officials and employees with authorization from TASA members. © 2000 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 Thomas Graphics, Austin, Texas.

SUMMER 2000 5

NEWS WIRE

Regional Honor Boards Named

Texas Juniors Win Discover® Card Scholarships Nine Texas high school juniors won a combined $16,500 in the Discover ® Card Tribute Award ® Scholarship Program. The program, sponsored by Discover Financial Services, Inc., in cooperation with AASA, recognizes high school juniors for outstanding accomplishments that extend to all aspects of their lives—personal, community, and academic.

Science, Business & Technology Studies Gold: Aaron Golden, St. Mary’s Hall High School, San Antonio Silver: Edward Rocha, Cuero High School, Cuero ISD Bronze: Tommy Clements, Martin High School, Arlington ISD

Winning Gold ($2,500), Silver ($1,750), and Bronze ($1,250) scholarships are:

Trade & Technical Studies Gold: Kaycee Phelps, Caney Creek High School, Conroe ISD Silver: Callie Jenschke, Fredericksburg High School, Fredericksburg ISD Bronze: Ryan Curry, Tahoka High School, Tahoka ISD

Arts & Humanities Studies Gold: Michael Moore, Trinity School, Midland Silver: Ruth-Ann Fenske, Denton High School, Denton ISD Bronze: Luis Moreno, Wyatt High School, Fort Worth ISD

Thank you to all the TASA members and community representatives who assisted in judging the scholarship applications.

Congratulations also to those education leaders involved with these students’ successes.

Nominees Announced for 2000 SOTY Award Superintendents from 19 school districts have been nominated for the annual Superintendent of the Year (SOTY) award sponsored by the Texas Association of School Boards (TASB). The 16-year-old SOTY program recognizes exemplary superintendents for excellence and achievement in educational leadership. The year 2000 regional winners and nominating education service centers are: Jesus H. Chavez, Harlingen CISD (1) Earl H. Luce, Karnes City ISD (3) Richard E. Berry, Cypress-Fairbanks ISD (4) Robert Montagne, Orangefield ISD (5) Leon W. Cubillas, Splendora ISD (6) Jim Wright, Bullard ISD (7) Judy N. Pollan, Daingerfield-Lone Star ISD (8) Harold L. Reynolds, Nocona ISD (9) Annette T. Griffin, Carrollton-Farmers Branch ISD (10)

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Clead A. Cheek, Brock ISD (11) Marlene M. Zipperlen, Clifton ISD (12) Ron Reaves, New Braunfels ISD (13) Robert Damron, Stamford ISD (14) John King, Early ISD (15) Jerry Wright, Highland Park ISD (16) Paul Whitton, Jr., Frenship ISD (17) Scott Barton, Fort Davis ISD (18) Michael F. Quatrini, San Elizario ISD (19) Jack C. Jordan, Harlandale ISD (20) The state committee will select five finalists in August, and the 2000 Superintendent of the Year will be announced September 23 at the 40th Annual TASA/TASB Convention in Houston. The winning superintendent will receive a professional development award funded by the Balfour Company.

Fifteen Texas school boards have been nominated for the 2000 School Board Awards Program sponsored by the Texas Association of School Administrators. Boards are nominated for this prestigious award at the regional level and screened by a committee at the respective education service center before being forwarded to the state level. The 2000 regional nominees and their respective education service centers are: Harlingen CISD (1) Flour Bluff ISD (2) Cuero ISD (3) La Marque ISD (4) Splendora ISD (6) Daingerfield-Lone Star ISD (8) Burkburnett ISD (9) Richardson ISD (10) Burleson ISD (11) Mount Calm ISD (12) Llano ISD (13) Clyde CISD (14) Highland Park ISD (16) Slaton ISD (17) Northside ISD (20) TASA’s School Board Awards Committee will meet in late August to select no more than five of the boards to be recognized as 2000 Honor Boards. The Honor Boards will be interviewed on Friday, September 22, by the committee at the 40th Annual TASA/TASB Convention in Houston, at which time the 2000 Outstanding School Board will be selected. The Honor Boards will be recognized and the Outstanding Board announced at the convention’s Second General Session on Sunday, September 24.

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SUMMER 2000 7

Executive Director’s VIEW

Leadership Counts!

As we begin another school year, the story of student performance in Texas public schools is being scrutinized as never before. Much of this scrutiny is obviously associated with a national political agenda that seeks to undermine the tremendous professional commitment of thousands of Texas educators at all levels. However, the Texas story is simple and the record is quite clear.

knowledge adventure (FPO) pg. 8

While Texas students have grown in number and diversity, their achievement has steadily improved since 1994–95. This improvement is evident in not only the Texas Assessment of Academic Skills (TAAS), but also in independent measures such as the National Assessment of Educational Progress (NAEP) and the ACT college entrance test. In addition, the number and diversity of students taking the SAT is increasing, an indication that Texas is raising expectations among all student groups. Texas educators have worked hard to close the achievement gap between disadvantaged and advantaged students. The sustained effort to implement and expand the statewide accountability system, the acceptance of incremental expectations for performance, and measured progress toward higher standards has gained wide acceptance among educators and the public.

Texas educators believe that we can teach all students, and that they will learn to master high standards.

We have high expectations for student performance, and we are using test results effectively to guide professional development and student instruction.

Over the past several months, TASA and a number of other education associations, with the commissioner of education, have been working together to develop the Texas story. It is a story that must be told repeatedly, both to convey the message of our success and to respond to those who seek to criticize our efforts.

At TASA, as we turn 75 and launch a new membership year, you will continue to hear about a number of exciting programs to support the leadership efforts of superintendents and other district and campus administrators. The $6.3 million grant from the Bill & Melinda Gates Foundation offers an unprecedented opportunity for superintendents and principals to develop technology leadership skills, while also acquiring a laptop computer. TASA's mentor program for first-time superintendents will be launched in September, with approximately 100 experienced superintendents having been trained as mentors. Our Administrative Services Resource Center will offer several new resources to support your day-to-day decision making, including a Briefing Book developed cooperatively by AASA and the Educational Research Service. Finally, TASA's EduPortal offers a state-of-the-art, Web-based document management system and Translation Library of educational and compliance forms to ease many critical management functions. Your support is essential to our success. Please let us know how we can help.

SUMMER 2000 9

Breathe Easier.

President’s MESSAGE

Great Things Are Happening When I tell people how proud I am to represent and work on behalf of Texas public schools, I’m surprised to sometimes hear some people do not have a good impression of our schools. I’m here to tell you that great things are happening in Hooks’ schools, where I work, and in schools across Texas and across this nation.

The future of indoor air quality in Texas schools is assured.

Think of what an incredible mix of students we are educating in our country in public schools today—students from all different backgrounds, ethnicities, and social classes. It is our job in the public schools to make sure all these students receive an educational experience that brings them together while celebrating their differences. It is an enormous task.

QIC Systems, long the state’s gold standard for indoor air

We are not perfect. We have our faults. There is room for improvement. However, Americans always turn to their schools for solutions. The schools cannot solve all the problems, so someone looking for flaws in schools will always be able to point to some problem.

quality, has partnered with an investment group to assure that Texas school administrators will continue to have the best IAQ service on the planet.

Same leading-edge technology. Same team of experienced experts. Same exclusive relationship with Texas Tech University’s Health Sciences Center. Same TASA endorsement.

New financial resource to assure continued low pricing.

New research funding to assure breakthrough technology.

The wealthy businessmen who want to reap the profits from starting a private school industry in Texas are willing to do whatever it takes to get private school vouchers in our state. These people try to appeal to conservatives and minorities by saying they want to help them escape from low-performing schools.

These "wolves in sheep’s clothing" are really interested in their own profit margin. The public schools are the only place of hope for millions of Texas youth. When we use public tax funds to help separate the "clean from the unclean" we increase divisions among rich and poor and also among various religions. That is not what Texas or America needs for our future.

I think it is a mistake and counterproductive to grow critical and removed from our public schools. In fact, we should all be pulling for our public schools to thrive and do everything we can to make sure they succeed.

I feel that you will find the closer you look, the more respect you will have for public school teachers and the more faith you will have in the next generation. What you will see are good kids doing great things. With your help, work, and support, we will be proud to see that they will do even better in the 21st century.

New name: Assured Indoor Air Quality.

Call Eli Douglas. Let him clear the air for you.

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SUMMER 2000 11

Masonry ad goes (new) p. 12

Are you a professional educator?

by Marianne Reese

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magine yourself the superintendent of a district with 1,500 students and approximately 60 teachers and staff members. Let's suppose there are three schools in your district each having a principal.

Additionally, your district has a director of curriculum, special education supervisor, coordinator of gifted and talented, business manager, and transportation director. Now imagine that only four of you—the three principals and yourself—have ever gone through any type of educator preparation program to prepare for your profession. Impossible, you think? Granted it is not a likely scenario, but a possible one nevertheless under current Texas statutes and administrative policy.

To explain the feasibility of the scenario, we need to recognize that there are four possible routes into the Texas classroom that do not require a person to have entered, much less have completed, a teacher preparation program. These include teaching on (1) an emergency permit (TEC Sec. 21.041; 19 TAC Chapter 230, Subchapter Q), (2) a district teaching permit (TEC Sec. 21.055), (3) an off-campus AEP (TEC 37.008), and (4) being hired as a "long-term" substitute (no definition or criteria in TEC or TAC for this category).

Regarding the administrative team in your district—effective September 1, 1999, rules of the State Board for Educator Certification (SBEC) eliminated assignment criteria for the positions of administrative officer, instructional officer, supervisor, vocational administrator, vocational director, vocational supervisor, visiting teacher, special education director, and special education supervisor. Only individuals serving as superintendents, principals, assistant principals (19 TAC Chapter 230, Subchapter U), or having the responsibility to evaluate

the performance of a certified educator need hold the superintendent or principal (mid-management) certificate.

To determine the level of awareness and support among superintendents regarding the elimination of certification requirements for central office administrators, a survey was sent this past winter to the superintendents in Regions 13 and 20. Of the 113 surveys mailed, 58 percent were returned with 23 percent of the respondents not knowing of the rule change. Over a third of those who did know of the rule change stated they would have their districts seriously consider hiring uncertified people for administrative positions. The majority of respondents noted they would do so for positions in the business office as well as technology and transportation areas, yet were less likely to hire uncertified people in curricular and special education positions.

There was, however, a minority of superintendents who advocated against hiring anyone as an administrator who did not hold the midmanagement/principal certificate. The interest in hiring uncertified people for such positions was not dependent on the size of the school district nor its per pupil wealth.

Specific responses to the survey more clearly represent the variance in superintendents’ beliefs on requiring certification for administrative positions. A few quotes follow, grouped by belief: Certification for All Administrators No. I would not support noncertified employment. A commitment to education is necessary in my opinion. I have never had much success with employees who chose education as an afterthought.

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Central office should all be certified because they need to understand the total educational process in their decision making.

Certification for Specific Positions There is a body of knowledge in leadership of organizations that prepares one for such a position. Also—school law, finance, and the structure of organizations. I believe there are capable individuals, especially in business, technology, and transportation, whose prior work experience would make them prepared for an administrative position without certification in mid-management.

Education is a complicated process and the certification requirements are necessary in areas that directly affect the learning process.

No Required Certification I think that we have enough sense to make decisions on what kind of requirements are necessary for positions at the local level.

A few superintendents noted the increased hiring flexibility would have a positive financial impact as well as offset their availability concern: (I) would employee teachers in some roles— allows more flexibility for good teachers to be in charge of curriculum—pay costs would be less than certified administrators.

More important in the smaller schools where you can’t afford the certified person.

The question of requiring or not requiring educators to complete an educator preparation program and hold a meaningful certificate reminds me of a quote in "Who Should Teach? The States Decide," which reports the findings from the fourth annual 50-state survey conducted by Education Week (2000). The quote refers to " . . . states playing an elaborate shell game.

While they set standards for who can enter the profession on the front end, most keep the door cracked open on the back end. As a result, millions of students sit down every day before instructors who do not meet the minimum requirements their states say they should have to teach in a public school (p. 8)." Is Texas playing a similar game? It would seem so.

Though elaborate, the elements within the shell game seem few. There is the pea, two shells, and the con artist or manipulator—you choose the term. The pea represents the field of education, and the shells represent "professional status" and "occupational status," with the con artist/manipulator being "politics." I don't believe there is a need to discuss the field of education to this readership, but I do want to note what makes a profession.

Through a review of sociological literature concerning the attributes of professions,

Greenwood (as cited in Kimbrough and Nunnery, 1976) suggests there to be five categories of attributes. The five are as follows.

1. Systematic Theory The presence of and requirement to complete a program of preparation involving both intellectual achievement (learning the theory of the profession) and apprenticeship (learning the skills of the profession) . . . prior to entry into the profession.

2. Authority The distinction between clients and customers is central to this attribute.

Nonprofessional occupations have customers who are the authorities on the services they desire; whereas, the professional has clients. In the professional-client relationship, the conceptual knowledge resides with the professional who is granted authority by the client to determine his or her needs.

3. Community Sanction Sanction of the community relates to the formal and informal control of a profession over its training centers, licensure, confidentiality of client-professional relationships, and powers to police the profession.

4. Ethical Code As occupations may also have codes, the true distinction lies in the nature of the code of ethics. That is, professional codes tend to be more explicit, systematic, and binding.

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5. Culture Professional culture includes all the norms, symbols, values, and expressions that are unique to that profession. Entrance in the profession's preparation programs may be predicated on the candidate's acceptability to this culture.

So what shell is education under? Are we a profession or not? Given the attributes of a profession as listed above, it would seem that the field of education in Texas is somewhat lacking in attributes: 1—systematic theory, 2—authority, and 3—community sanction. Within the context of our makebelieve school district, it is readily apparent that people are not required to finish a program or even enter one to teach or serve in many of the leadership capacities within the public schools.

Regarding authority—the legislature, business community, nonprofit organizations, forprofit organizations, and parents certainly act as customers. Educators are told what skills the business community needs graduates to possess to fuel our information-based economy, and parents tell us what their child needs to fulfill his or her unique set of abilities as well as address the family’s values. The books we may teach from are scrutinized and limited by noneducators. We are even directed how to teach all children to read.

Only when educators are allowed to perceive students to be clients and to educate them (much like the allowance given to Texas charter schools), will education more closely function as a profession.

The third attribute, community sanction, was partially addressed in 1995 when the state legislature established the State Board for Educator Certification. Of the twelve voting members, seven must be practicing educators: four teachers, one counselor, and two administrators. Clearly, there is now more involvement of educators in having greater control, at least over licensure and ethical conduct.

However, educators do not control their own destiny nor that of public education.

solution is to drop the requirement that people be certified to hold certain positions as exemplified by the rule change concerning mid-management certification. The game is on . . . enter the con artist, enter politics.

Various authors have enumerated the steps to professionalization, but held in common is the need for prolonged political agitation to gain legal protection. This legal protection legitimizes ". . . the monopolistic rights of the profession to control those who enter and to provide criminal prosecution for the "quacks" who attempt to practice without qualification (Kimbrough & Nunnery, 1976, p. 466)." It seems a profession must be incited to action to protect the legitimacy of its unique knowledge and skills base.

Educators in Texas today should be incited to action. We are being asked to produce greater results with and from our students, while having one of our best tools removed—prepared and certified educators.

But we have not risen up, and the reason is clear. We are not of one mind regarding the existence of a distinct body of educational knowledge and skills that one should possess prior to working in the field. The disagreement within the field over this issue (as well as others) most likely contributes to the state’s intervention into our profession.

Are you a professional educator? Is the field of education a profession? If you answer "yes" to these questions, then you (we) must demonstrate professional commitment.

Acts demonstrating professional commitment to education include: ●

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When discussing the emergence of a profession, the question of politics ultimately arises.

This is due primarily to the increase in competition for limited money, power, and prestige.

On any given day in Texas, you will read or hear about the current teacher shortage and more recently the principal shortage looming ahead of us. These shortages are due quite simplistically to the increasing number of students and retirements and decreasing retention of educators in the field. Without a doubt money is at issue. How much money is there to pay to retain teachers and administrators at a higher rate, to train and certify more teachers and administrators for positions that are becoming more demanding and diverse?

When the answer is "not enough," then one

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Taking a stand regarding the importance of being prepared and certified to teach in a specific discipline and being certified as an educational leader Becoming more knowledgeable of and active in state policy development Developing strong linkages among universities, training programs, and schools Eliminating the contravening actions of organizations that represent teachers, administrators, and professors Engaging unequivocally in ongoing professional development ■

Marianne Reese is an associate professor at Southwest Texas State University.

References Kimbrough, R. B. & Nunnery, M. Y. (1976). Educational Administration. New York: Macmillian.

Who Should Teach? The States Decide. (2000, January 13) Education Week, 5 (18), 8–9.

SUMMER 2000 15

What if there were no TAAS?

laidlaw (fpo) p. 16

Remarks of Hayes Mizell on March 30, 2000, at a retreat of 30 central office staff, principals, teachers, and teacher union representatives from Corpus Christi ISD. The retreat was held at the Port Royal Hotel in Port Aransas, TX. The purpose of the retreat was for the educators to examine the concept of "self-accountability" as it might apply to three middle schools and the school system. Mizell is director of the Program for Student Achievement at the Edna McConnell Clark Foundation.

Several months ago, I was at a meeting where there was a lively dialogue between the superintendent of a small Texas school system and a nationally prominent education researcher. The researcher was critical of the Texas Assessment of Academic Skills (TAAS) because in his view it is driving teachers to focus students on relatively unchallenging knowledge and skill development. The superintendent, on the other hand, was from a school system that has made remarkable progress in closing the gap between the TAAS scores of Anglo, Hispanic, and African-American students.

He conceded that the influence of TAAS is not all positive, but said that the test, in combination with the state’s accountability system, has caused school systems to become more concerned about improving the academic performance of all students in all achievement quartiles. He argued that TAAS will be revised and become more challenging, but that in any case it has shaken school systems out of their complacent acceptance of poor academic performance by students from low-income, Hispanic, and African-American families.

This superintendent was being very honest. He could afford to be. The longitudinal TAAS data for his school system documents that the achievement of students whose demographics usually correlate with poor academic performance is now comparable with students who traditionally score at higher levels. To his credit, the superintendent was admitting that before TAAS his school system was not paying much attention to how well it educated low-performing students. He also was saying that his school system has recognized the error of its ways, and it is now expecting the same high levels of performance from all students, and doing all it can to help every student meet those expectations. Its success in doing so is manifest in the similar TAAS scores of all demographic groups.

Of course, there is a worrisome aspect of the superintendent’s admission. He implied that it is because of the Texas accountability and assessment system that schools in his community are doing what they should have been doing all along, taking whatever actions are necessary to improve significantly the academic performance of low-achieving students. This caused me to think, "What if there were no TAAS? What if the influence and pressure of the Texas accountability and assessment system suddenly vanished? Would

this school system and all others that have been prompted to devote more attention and effort to the education of low-performing students simply revert to their former postures of benign neglect? If such backsliding would be a real danger, what does it say about the professionalism of the school system’s administrators and teachers?

To whom do these educators feel they are most accountable, (a) the State of Texas or (b) themselves as professionals and the students they see every day?"

These are questions that I think all administrators and teachers who work in an environment of high-stakes testing should ponder. If we can agree that educating nearly all students to achieve at comparably high levels is important, and if we can agree that not all school systems, schools, and educators are, in fact, taking whatever actions are necessary to achieve that result, then is it only external pressures that will cause them to do so? Obviously, many people believe that is the case. Over time, state legislatures have created accountability and assessment systems because it is their experience that school systems have been too tolerant of low levels of performance among both educators and students. These policymakers have seen little evidence that school systems, schools, and educators are changing to achieve higher levels of performance among both adults and young people. One result is the accountability and assessment systems that now concern many people, but it is only one of the external pressures for accountability that public schools are currently experiencing. As you know, one of the strong arguments for vouchers, charter schools, and private scholarship programs is that they will shake public school educators awake and cause them to make changes necessary to educate all students more effectively, but particularly those who have no other education options.

Whether or not external state interventions will have their desired effects remains to be seen, but the fact that they are ubiquitous and increasingly an accepted part of the education landscape is no reason for educators not to struggle with the issue of accountability.

Indeed, there is no hope that high-stakes testing and punitive state sanctions will ever recede if over time they prove to be powerful forces for causing educators to raise levels of student performance.

Schools will only be free of these external pressures when there is compelling evidence that the interventions are no longer necessary or are ineffective or are no longer politically viable. The state accountability system will become irrelevant only when school board members, administrators, and teachers measure their success not by the state telling them their schools are "exemplary," "recognized," "acceptable," or "low-performing," but by holding themselves accountable for proving that their students consistently demonstrate high levels of proficiency.

Whether this day will ever come is very much in doubt. We have reached a sad state of affairs when educators do the right thing not because they understand and act on what they know must be done for their students to perform at higher levels, but because the state establishes and enforces thresholds of satisfactory performance.

Curiously, nearly all of these educators also are parents. Few of them would ever say they are raising their own children only to do the right thing when they are being watched and judged by someone in authority. Most would say they want their children to develop internal standards of ethics and morality so they will do the right thing even if no adult is around. These educators would 18

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say they want their own children to do their best and rise to the challenges of life not because the young people should be afraid of what will happen to them if they do not, but because they have high expectations for themselves.

Yet, when it comes to their professional lives, many of these educators settle for less than second best. Most of them are good people. They work hard. They are honest and trustworthy. They get along with their colleagues. They try to do what their supervisors and colleagues expect of them. But they are not self-critical.

They seldom face up to the gaps in their knowledge of the subjects they teach or the deficiencies of their pedagogy, both of which have a direct impact on the learning of their students. They too often wait for someone else to set the expectations and standards for their practice and its results. They resist judging their performance by the performance of their students. These educators wait for their students and their school to be held accountable annually by the state, rather than holding themselves accountable throughout the year for knowing and improving the performance of both their students and their school. They work hard and hope for better results, but they shrink from the focus and discipline required to assess and strengthen the linkage between their practice and how their students perform.

I know that the culture of external accountability and assessment, as well as local educators’ long-standing personal and professional relationships, makes it very difficult to even begin to shift the locus of accountability. But what if there were no TAAS? What levels of student and school performance would educators expect of themselves?

How would they know, how would they really know with greater certainty and depth of understanding than TAAS can determine, the authentic performance levels of their students and schools?

How would they forcefully document and clearly communicate to other audiences, including the state, what their students authentically know and can do? And how would they hold themselves and their schools accountable for making the professional and institutional changes necessary to cause nearly all students, particularly those who are far behind, to perform at the mastery level? These are difficult questions, but if educators are serious about being professionals, if they want to take control of their own destiny and that of their schools, and if they see themselves not as victims but as potentially powerful agents for change, then these are the types of questions they will have to engage.

There is no road map for you to follow if you want to begin the process of self-accountability. That is part of the challenge. There are, however, almost certainly some essential elements of holding yourselves and your schools accountable: The first of these is acceptance of responsibility. If a school is going to hold itself more accountable for student performance, it has to accept the responsibility for doing so. It proclaims its role in the equation of factors critical for student achievement. The school recognizes that while there are personal, home, and community factors that affect whether or not a student performs at the mastery level, the school expects more of itself than it does of any other entity. Student performance is not an accident or aberration, it is a consequence of the school’s actions and teachers’ instruction. In the self-accountable school, administrators and teachers know this and embrace it; they do not make excuses. The

school establishes high levels of performance for its administrators and teachers, putting the academic needs of students above the personal convenience and prerogatives of the school’s adults, and it takes responsibility for school staff who do not meet the school’s performance standards.

The second element is shared responsibility. Self-accountability is not something a principal can impose on a faculty. It is not something a faculty can achieve without the principal. There has to be consensus among a school’s administrators and the school’s teachers that they want to work together to demonstrate that they will expect more of their students’ performance than does the state, that they will know more about their students’ performance levels than does the state, and that they will more convincingly confirm what their students know and can do than does the state. There also has to be shared distribution of work and answering for results, or the lack of them.

demographics similar to your schools but which are obtaining better results in student performance. Have you visited and learned from them? There also is an abundance of test data from a variety of sources that document how your students are performing. Have your site councils and faculties used multiple sources to analyze this data to isolate weaknesses in students’ learning and teachers’ instruction? Have you then implemented specific interventions to address both the students’ and the teachers’ problems, and monitored their subsequent performance to determine the results? Also, over a period of years the Foundation has supported a qualitative evaluation firm, Education Matters, to help us and you better understand how standards-based reform is unfolding in your middle schools. Based on periodic visits by Education Matters staff and their classroom observations, they have consistently identified low levels of instruction as a problem that needs greater attention.

Are schools prepared to take initiative to address this issue forcefully? This would be a critical component of self-accountability.

The third element is initiative and inquiry. There is no point in a school seeking to hold itself more accountable if it does not intend to be more aggressive about taking initiative to determine which of its operations, structures, and practices it must change to cause students to perform at higher levels. The school does not assume it has nothing to learn. To the contrary, it assumes that someone somewhere is addressing a problem or issue much more effectively than is a school in this system. For example, there are almost certainly some high-performing middle schools in Texas that have

The fourth element is assessment. For schools to hold themselves truly accountable they will have to use means other than the state test to assess whether or not students are progressing towards meeting the school’s high standards. The goal is not to invent a new test; it is to understand more about students’ authentic performance than one can learn from the state test results. What do students really know and what can they do? How well can they apply what they have learned to new and challenging problems presented in different contexts? The most obvious means of assessment is

spectrum (fpo) p. 19 SUMMER 2000 19

The sixth element is professional development. There is no question that it is scary for schools to hold themselves accountable. When they do so, they not only boldly claim their responsibility for student performance but they commit themselves to taking whatever steps are necessary to cause their students to perform at much higher levels. One such step is to make sure that teachers are confident in their knowledge of the subjects they teach and have the skills to weave together curriculum and pedagogy so students want to learn and can learn what they need to perform to the mastery level. Some teachers have the knowledge but not the instructional skills. Others relate well to their students but have only a barely adequate grasp of their subjects. Still others strike out on both counts.

the collaboration among teachers to frequently and systematically analyze student work. If you are interested in authentic student performance at higher levels, there is no surer way of getting there than the routine use of clear rubrics tightly linked to standards, teachers’ use of anchor papers to illustrate each level of a rubric and guide their grading, and incredibly focused and intensive efforts to improve teachers’ assignments and student work. School districts already use publicly available test items from old TAAS tests. It may even be appropriate for a school to identify, purchase, score, and analyze some other assessment more specifically targeted on a nagging problem such as reading.

The fifth component is full disclosure. To be more accountable, schools must be forthcoming and open about the performance of their students. Schools could have Internet sites that clearly describe and interpret all their most recent TAAS and other student performance data. But in a school system like this one where many families do not have computers or Internet access, schools will have to develop other means to document and explain students’ authentic performance. Are schools prepared to cover their walls with student work clearly linked to standards and rubrics, and to update these displays throughout the school year? Will the posted student work show the evolution of student writing from one draft to another draft to still more drafts to the final draft that represents high quality performance? Are schools prepared to use their newsletters to share information, in ways that make sense to families, about students’ authentic performance? Just as one purpose of standards is to "take the mystery out of learning," so is one purpose of self-accountability to make information about student performance transparent and pervasive throughout the school community.

Some schools fail to treat student performance data as a means to better understand the learning needs of both students and teachers, and improve their performance.

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In any of these cases, however, it is difficult for the teachers to step forward and admit that they do not have all the answers and need help. Most school cultures do not expect, encourage, or support teachers to identify their learning needs, nor do they take the initiative to ensure that these teachers participate in and benefit from appropriate staff development. There is no better investment a school or school system can make than to increase the capacity of its teachers to meet the instructional challenges they face each day.

Yet, in most schools staff development is a sometime thing, often inappropriate to the specific learning needs of specific teachers, and lacking the intensity and follow-up necessary for it to produce significant changes in student performance. Any school that wants to hold itself accountable for student performance has to spend time analyzing and understanding what its teachers and administrators need to learn in order for them to help their students learn. Then it has to provide the context and support that causes these educators to develop, practice, refine, and apply the knowledge and skills they need to increase student performance.

The seventh element of self-accountability is central office support.

It is doubtful schools will take the risks to hold themselves more accountable if the school board, superintendent, and central office send explicit and implicit signals that what matters most is student performance on the state test. The state accountability and assessment system will not go away, and by now everyone is aware of its consequences. But is it more important than deep, verifiable learning that has as one, and only one, of its effects that students perform well on the state test? Is satisfactory student performance on the state test the purpose of public education in this community, or is it one indicator of one result of that education? Which is more important, for the state to document some evidence of what students know and can do, and use that evidence to pressure schools into performing differently, or for schools to consistently and thoroughly understand the performance levels of each student, and use that information to take whatever actions are necessary to raise student performance to much higher levels? These two are not mutually exclusive, but too many school system leaders act as though they are. State oversight of student performance is appropriate, and state intervention to reform persistently failing schools is necessary, but these roles should not substitute for school administrators and teachers holding themselves accountable for the performance of their students.

School system leaders have to be clear what they think about and where they stand on these issues. If a school system expects schools to spend weeks preparing students to take the state test, it sends a powerful message about the school system’s values. On the other

hand, if school system leaders expect principals and teachers to change their schools and their practice to increase the performance levels of all students, and if they expect them to produce evidence of that result that is more convincing than student performance on the state test, that sends another message about the school system’s values. An important role of a school system’s leaders is to keep the state test in perspective, but at the same time demand that schools take responsibility for presenting compelling evidence of what their students know and can do, and for using that information to implement personal and institutional reforms that improve those results. It is essential for school system leaders to raise and defend the banner of higher levels of performance for all students, and provide schools the support that makes it possible for them to hold themselves accountable, but first the leaders have to be clear about the evidence of higher performance they believe really counts.

test is almost irrelevant, or they can continue to define their roles, students’ education, and schools in terms of student performance on the state test. I suppose the latter is fine for educators who merely want a job and are content to more or less do what the job requires. But for educators who think of themselves as professionals, as people with integrity, internal high standards of performance, imagination, and a strong commitment to their students, then I do not understand how they can, in effect, allow themselves, their students, and their schools to be defined by the state test.

Until the teachers and administrators who do think of themselves as professionals decide to set and bring to fruition an agenda of true high performance for their schools, and until the result is demonstrable deep learning and the compelling application of that learning, then educators’ protests about the state accountability and assessment system will have little credibility.

The final component of self-accountability is take whatever actions are necessary to improve student performance. This may be the most difficult task for schools and school systems. You are familiar with the litany of excuses schools use not to take actions they know are necessary to increase student achievement: "We have only one teacher in some subjects, so it’s hard to plan professional development for that one." "Our teachers don’t seem to get much from our professional development program, but it’s hard to please everyone." "The professional development doesn’t fit me, but maybe it’s good for someone." "We just do not have time." "We have a group of teachers that do not want to do anything new; they have seen so many initiatives come and go that they are completely cynical." "If we try to do that we will get in trouble with the union." And of course: "We are doing the best we can but we have all these hard-to-teach students, and you know that they always perform poorly on tests." "We do well on the state tests, what else can you expect?"

What if there were no TAAS? Would your schools breathe a sigh of relief, not because they would no longer have to put up with the logistics of the testing but because they would no longer be subject to pressures for their students to perform well on the test? Would there be any guiding star, any pressure for making changes necessary for nearly all students to perform at high levels? Would schools have any credible process for holding themselves accountable for high levels of student performance?

I take these excuses seriously. They are rooted in real experiences and real concerns. They also portray the school as a static, adultcentered institution, powerless to take itself in hand and make changes necessary to increase the performance levels of all students.

So long as these excuses prevail, so long as they are more powerful than principals’ and teachers’ acting on what they know is the right thing to do, the only means for reform is the kind of external pressures represented by the state test and by vouchers, charter schools, and private scholarship programs.

There is no real hope for self-accountability unless principals and teachers are willing to take whatever actions are necessary to increase their students’ performance levels. This will mean inconvenience. It may mean conflict. It certainly means entering a zone of new and perhaps uncomfortable experiences. It also means getting serious, truly serious, about the education and performance of low-achieving students, not just hoping that implementing any "good idea" will improve results.

By this time I may have painted such a daunting picture of selfaccountability that you may be thinking to yourselves, "I’ve got enough problems. This is not for me." It is a challenging prospect.

Perhaps I am, as is often the case, too optimistic about what principals and teachers can do. But I believe these educators are facing a choice. Teachers and administrators can either demonstrate that they can cause students to learn at such high levels that the state

Perhaps we will never know the answers to these questions because TAAS, or some iteration of it, may always be with us. It will be, at least until schools hold themselves so accountable that nearly all students perform at high levels. ■

BRB (fpo) p. 21 SUMMER 2000 21

Public Education Health Benefit Proposals Issue Paper The following information has been prepared by the Texas Association of School Administrators to inform school administrators about current discussions regarding health insurance for public school employees. Like most legislative issues, available state resources (if any) during the next biennium will play an integral role in the outcome. Although healthcare is at the forefront of discussions among educators and policymakers during the interim, it is too early to determine all possible scenarios. For the time being, however, we believe the information contained below represents to the best of our ability, political and practical aspects of health insurance as it relates to school districts. For additional information, contact Louann Martinez, associate executive director for governmental relations (LMartinez@tasanet.org), or David Backus, assistant executive director for governmental relations (DBackus@tasanet.org), 406 East 11th Street, Austin, TX 78701, 512-477-6361.

Overview For the last several years, the Texas legislature has shown interest in involving the state in the funding of public school employee health benefits. In 1999, four bills were filed that would have injected state money into providing school employee healthcare. Fiscal notes on the bills ranged from $500 million to $5 billion. In the end, none of the bills passed because the major teacher groups opted instead for a pay raise.

Current Landscape Several interim committees currently are studying ways for the state to support public school employee health benefits. The House Select Committee on Teacher Health Insurance is addressing the matter most squarely. The select committee includes members from the House Committees on Pensions and Investments, Public Education, and Appropriations.

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Other committees in the House that have public school employee healthcare falling within their domain include the House Committee on Pensions and Investments and the House Committee on Public Education. Both of these committees will inevitably weigh in on the issue either during the interim or certainly throughout the upcoming legislative session.

In the Senate, the chair of the Senate Finance Committee has appointed Sen. Steve Ogden to lead its Subcommittee on TRS and ERS Employee Benefit Issues, which is addressing school employee healthcare as it addresses the impending insolvency of TRS-Care. Also, Sen. Teel Bivins, chair of the Senate Education Committee, has heard testimony regarding the importance of providing health insurance for recruiting and retaining teachers.

Added to the interim mix are several individual legislators who have indicated that they

are interested in the matter and are exploring their own possible legislative options.

Since the state currently does not give specific aid to school districts for employee healthcare, any infusion of state money for that purpose could provide relief to districts. According to the 1999–2000 TASA/TASB Benefits Report, the average total monthly premium for employee-only health insurance was $190.01.

This amount represented an increase of more than 8 percent from the 1998–1999 school year. The average monthly contribution made by all districts for employee health insurance was $139.31, or 73 percent of the total premium cost. Thirty percent of school districts paid 100 percent of the total cost for employeeonly health insurance.

Unquestionably, healthcare costs have risen sharply over the last several years. If a state aid proposal obligates districts to provide a certain level of benefits to employees, the obligation would tie district spending to the volatile healthcare market and could, in the long run, end up creating a large financial burden to school districts.

Options In a recent committee hearing, the Legislative Budget Board (LBB) provided an updated fiscal note for comprehensive healthcare for all public school employees with 100 percent of employee-only premiums paid and 50 percent of family premiums paid (an ERS equivalent healthcare plan). The projected state cost was $3.2 billion for one year beginning the second year of next biennium, escalating to nearly $8 billion for the following biennium. Though state budget/revenue surplus figures for the coming biennium are not readily available, it is highly unlikely that the state will have the resources to fully fund a compre-

hensive statewide program based on the latest estimates. Consequently, such an option is not addressed below.

School districts in the aggregate currently pay roughly $800 million per year for employee healthcare benefits. The remaining cost is borne by employees. Below is a set of possible options for state involvement in healthcare. The strengths and weaknesses discussed are speculative, since none of the ideas has been finally drafted.

Option 1—Grants to school districts for healthcare costs (proposed by Rep. Henry Cuellar in 1999).

Strengths—Simple, direct infusion of money into healthcare. Any amount of money would work. Allows the state to "control" its participation at whatever level it chooses.

Potential Weaknesses—Employee groups would likely demand mandated levels of coverage and a premium comparable to state benefits. If grants were insufficient to pay for requirements, the plan could become a significant unfunded mandate.

Option 2—Create a statewide healthcare system funded in some statutory proportion by the state, employees, and districts (proposed

by Rep. Sherri Greenberg and Sen. Ken Armbrister in 1999).

Strengths—Establishes a uniform, portable healthcare system with some level of state support. Adds state dollars to the system.

Potential Weaknesses—By establishing a statutory level of benefits, an open-ended liability for the funding parties would be created. If state share is insufficient, or if healthcare costs continue to rise, unfunded liability for school districts would result.

Option 3—Create a statewide basic catastrophic coverage plan funded by the state.

Allow school districts to provide varying levels of supplemental coverage stacked on top of the basic coverage. Supplemental programs could be crafted to suit local needs.

Strengths—Establishes a basic, portable safety net for employees while preserving some local flexibility. Adds state dollars to the system in the form of basic coverage for all employees.

Potential Weaknesses—Requires substantial minimum participation by the state to work.

Careful costing would be required to determine full advantages. Employee groups would criticize potential lack of statewide uniformity in district-provided supplemental coverage.

A Note on TRS-Care Several legislators have mentioned the possibility of combining TRS-Care, the retired teachers’ health program, with any active plan established by the state. TRS-Care is current-

ly in terrible financial shape, with liabilities over the next several years running into the billions of dollars. In fact, TRS-Care will go bankrupt as of May 2001, unless the state appropriates $426 million in additional funds for the 2002–2003 biennium. Combining TRS-Care with an active program would not reduce the liability of TRS-Care; the liability would simply become a subset of the larger,

tance in providing healthcare benefits to all school district employees. TASA members must, however, carefully review proposals for potential fiscal problems. Note: The general legislative goal is to reduce costs and increase services to employees, which may not necessarily save money for school districts. Any infusion of state money is likely to include an expectation, and possibly a

“School districts in the aggregate currently pay roughly $800 million per year for employee healthcare benefits.” combined system. For example, instead of the state continuing to assume its obligation to subsidize retired teacher healthcare, it could easily shift that obligation to the active members in the system. In order to ensure that the state continues to honor its obligation to provide affordable healthcare for TRS retirees and that schools actually receive assistance, any combining of active TRS members with retirees must be above and beyond the $426 million TRS-Care needs to stay solvent.

Otherwise, that debt will be shifted by the state to the districts that are paying the premiums of the active members in the system.

Other Insurance Variables

statutory requirement, of broad "comparability" with state employee benefits. A monetary windfall for districts is very unlikely.

Rather, districts will do well to maintain the current aggregate expenditure of $800 million with some local flexibility.

Option 3 may present the best solution if the state commits to provide a decent level of basic coverage. Option 2 holds the greatest fiscal dangers for districts because it locks them into a percentage of the cost of a mandated set of benefits and administrative costs over which they have no control. The quality of Option 1 (which would be an excellent default if Option 3 could not be funded) depends entirely on what levels of coverage (or other "strings attached") would be required in exchange for state money. ■

As reported both to the Senate and House committees in the spring of 2000, not only is TRS-Care needing an infusion of state dollars to stay solvent, but also other existing state-funded or stateassisted healthcare programs will need huge increases in appropriated funds for the next biennium in order to maintain their healthcare programs anywhere near current levels. ● ERS—Estimated to need an additional $500–600 AJ Capital has the experience and desire to million in state increase your earnings and hold down your taxes. dollars for next biennium. ● Texas A&M and UT systems— Estimated to need an additional $250–300 million in state dollars for the next biennium.

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SUMMER 2000 23

School Violence Prevention Task Force Executive Summary

T

he Attorney General's School Violence Prevention Task Force was created in April 1999 following the tragedy at Colombine High School. The 22-member task force of legislators, law enforcement officials, school representatives, and parents spent a year researching, collaborating, and discussing the problem of school violence. The task force's attention was divided into four categories to help organize its work: general, student/parent, school, and community. The task force released a report in May 2000 with its recommendations and possible "action steps."

General Recommendations in this category focused on information and information sharing. It was suggested that the Texas School Safety Center serve as a clearinghouse for information on school violence prevention. Other recommendations were that schools and communities conduct structured, comprehensive needs assessments and that community groups collaborate for creative methods of service provision. Training, adequate resources, and program evaluation also were addressed.

response plan that covers the following issues: containment and response; individualized plans for each campus in a district; communication among school staff, students, and parents; communication with the media, including designating media liaisons; and recovery strategies, including providing victim assistance information. All of the agents necessary to respond to a crisis situation should be included in the plan and should be trained and rehearsed in responding to a situation.

The task force recommends that a school safety assessment should be conducted regularly in order to correct weak areas and stay abreast of innovations. These assessments should include reviews of buildings and grounds, policies, staff development, student involvement opportunities, parental/community involvement, law enforcement presence, and crisis management plans.

Community One focus of the Community section is media violence and Internet safety. It is recommended that adults educate themselves about the potential effects of media violence on youth and the kinds of information children can access on the Internet. The task force also states that "Communities should work to fight violence in all forms of media."

The report recommends that communities continue to work together to ensure that gun laws are enforced and to safeguard themselves against criminal street gang activity. Several legislative suggestions also were given: (1) gun possession should be prohibited for juveniles who have been adjudicated for a determinate sentence offense, and (2) proof of age should be required for all gun purchases at gun shows.

Several other recommendations deal with school districts and law enforcement working together to ensure that the schools' needs are best met. It is suggested that districts that do not already have designated school resource officers (SRO) should explore the possibility of using them. Also, law enforcement officers who work in schools should be certified and have access to specialized, standardized training.

Referring to a report by the U.S. Departments of Education and Justice that concluded that children involved in a supervised activity are less likely to commit crimes or become victims of crime, the task force recommended that communities and schools explore opportunities for after-school and weekend activities. It also is suggested that communities actively support mentoring programs and that an effort be made to recruit mentors from diverse backgrounds.

Other recommendations for schools include: 1. Expanding the opportunities offered to students for developing skills in avoiding conflict through programs on anger management, peer mediation, conflict resolution, etc.

2. Maintaining a zero-tolerance policy toward bullying and actions based on prejudice.

3. Requiring students to follow a dress code or wear standardized dress or uniforms.

4. Collaborating with their communities on ways of reducing truancy and studying the effect that truancy has on the overall school environment.

A final recommendation is that, to the extent possible, law enforcement and schools should share information regarding school violence.

Conclusion The Attorney General’s School Violence Prevention Task Force report is an invaluable resource to schools. It includes a variety of resources, tips, and examples of programs for schools and communities wishing to adopt its recommendations. A list of programs offered by the 20 regional education service centers also is offered.

Student/Parent This section recommends that parents as well as school faculty and staff be educated in several areas: the effects of early abuse and neglect, the early warning signs that a child is at risk for violent behavior, and teen suicide. It also stresses the importance of making sure that students feel connected to the school and their peers through activities, clubs, organizations, and mentoring programs.

Schools should include students in designing their violence prevention strategy and facilitate parental involvement, especially through programs that increase the role of fathers in their children's lives.

Also addressed is students’ "veil of silence." The report suggests that parents, youth, schools, and community leaders need to be involved in a community-wide dialogue about youth taking responsibility for their actions.

Suggested action steps for schools and communities include implementing programs that help students understand the ramifications of their behavior, expand the community's understanding of the Student Code of Conduct, teach good citizenship, and curb underage drinking. The report also cites several systems that allow students to anonymously report threats or acts of violence in schools to the proper authorities.

School A major recommendation of the report is that each community develop a comprehensive critical-incident

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CHECKLIST OF CHARACTERISTICS OF YOUTH WHO HAVE CAUSED SCHOOL-ASSOCIATED VIOLENT DEATHS The National School Safety Center (NSSC) offers the following checklist derived from tracking school-associated violent deaths in the United States from July 1992 to the present. In most cases, the perpetrator demonstrated or talked to others about problems with bullying and feelings of isolation, anger, depression, and frustration. While there is no foolproof system for identifying potentially dangerous students who may harm themselves and/or others, this checklist provides a starting point.

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The presence of a pattern of these characteristics should serve to alert school personnel that the youth could need assistance, such as school counseling, mentoring services, and referrals to appropriate community health/social services and law enforcement agencies.

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NSSC identified the following behaviors as possible indicators for potential violence: 1. ___ Has a history of tantrums and uncontrollable angry outbursts 2. ___ Characteristically resorts to name calling, cursing, or abusive language 3. ___ Habitually makes violent threats when angry 4. ___ Has previously brought a weapon to school 5. ___ Has a background of serious disciplinary problems at school and in the community 6. ___ Has a background of drug, alcohol, or other substance abuse or dependency 7. ___ Is on the fringe of his/her peer group with few or no close friends 8. ___ Is preoccupied with weapons, explosives, or other incendiary devices 9. ___ Has previously been truant, suspended, or expelled from school 10. ___ Displays cruelty to animals 11. ___ Has little or no supervision and support from parents or a caring adult 12. ___ Has witnessed or been a victim of abuse or neglect in the home 13. ___ Has been bullied and/or bullies or intimidates peers or younger children 14.___ Tends to blame others for difficulties and problems s/he causes her/himself 15. ___ Consistently prefers TV shows, movies, or music expressing violent themes and acts 16. ___ Prefers reading materials dealing with violent themes, rituals, and abuse 17. ___ Reflects anger, frustration, and the dark side of life in school essays or writing projects 18. ___ Is involved with a gang or an antisocial group on the fringe of peer acceptance 19. ___ Is often depressed and/or has significant mood swings 20. ___ Has threatened or attempted suicide Developed by the National School Safety Center © 1998 Dr. Ronald D. Stephens, Executive Director; 141 Duesenberg Dr., Suite 11, Westlake Village, CA 91362; Ph: 805-373-9977; Fax: 805-373-9277; www.nssc1.org/reporter/checklist.htm Permission to reprint for professional purpose as long as credit is given to NSSC. VICTIM SERVICES RESOURCES Helping Children Cope with Trauma ● Be direct, simple, honest, and appropriate. Explain what happened in a truthful and open manner.’ ● Encourage the child to express feelings openly. Crying and feelings of anger are normal.

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Listen to what the child is feeling and asking you. Respond according to the child’s needs and your own ability.

Accept the emotions and reactions the child expresses. Do not tell them how they should or should not feel.

Share your feelings with the child and allow them to comfort you.

Offer warmth and your physical presence and affections.

Be patient. Children need to hear and/or tell what happened and to ask the same questions again and again.

Reassure the child that the loss is not contagious. The death of one person does not mean that another loved one will also die or be injured.

Maintain order, stability, and security in the child’s life.

Take your own advice. Take care of yourself. If you are not okay, the child cannot be okay.

Information adapted from: Colorado Organization for Victim Assistance 789 Sherman Street, Suite 670 Denver, CO 80203 Phone: 800-261-2682 E-mail: COVA789@aol.com www.ColoOrg.com TIPS FOR STUDENTS You have been through something very unexpected, violent, and scary.

Lots of other students are feeling what you are feeling. Everything you are feeling is NORMAL! Over time, your feelings will calm down and you will feel better. The following information should help. ● Do not be afraid of your feelings. Crying will help you to feel better, because it lets go of stress. ● Everyone has different feelings at different times. Accept your own feelings and those of others. ● If you feel sad or angry a lot, or if you feel numb, talk about it with a friend, teacher, parent, or counselor. ● If you are afraid, nervous, or spaced out, do not worry—these feelings are normal. ● You may have nightmares or think about bad things a lot. Try to talk it out with someone. Other ways to work out your feelings include writing, drawing, playing music, hiking, running, or biking. ● The adults around you have a lot of feelings about what happened, too. Be patient and remember they are doing the best that they can. ● If you are jumpy or bad-tempered, know that this will go away. ● Remember everyone heals in their own way. It will take time. ● Do not be afraid to ask for help. If you feel the need to talk about your feelings, you can ask your parent or teacher to arrange for a counselor to help. ● When you feel you are ready, try to go back to some of the activities you enjoy.

VICTIM AND WITNESS REACTIONS TO TRAUMA When an individual witnesses or is victimized by violence, they experience the symptoms of trauma. Over time, as people work through their feelings, they learn to move through the trauma and are once again able to focus on their lives and interests. If a victim or witness needs more than you are able to provide, seek professional assistance.

The following are expected reactions to trauma. Individuals may experience different reactions at different times. ● Shock, disbelief, or numbness ● Anxiety, panicky feelings, hypervigilance, or exaggerated startle response ● Intrusive thoughts, flashbacks, or unwanted memories of the event ● Loss of sense of security and safety ● Withdrawal from family and friends continued on page 30

mbia (fpo new) p. 27

The Secondary Principalship Academy: A Collaboration between Houston ISD and the University of Houston

by Sharon Koonce and Ludmilla P. Mercado The secondary principalship in a large urban school district is one of the most challenging roles in the field of education.

During the past 15 years of educational reform, it has become increasingly clear that principals play a key role in determining excellence in our schools. To identify educators ready for the challenges of the secondary principalship, institutions of higher learning, as well as school districts, must implement alternative approaches to existing administrator preparation programs.

It has been well documented that the administrative ranks in the field of education are aging. The urgency of developing and implementing innovative approaches for principal identification and preparation programs is more important today than ever before. Data show that in the next five years, up to half of the nation’s principals will be eligible for retirement (Buckner, Jones, 1990).

Calabrese, et. al, state that, ". . . the high turnover rate of experienced school administrators will continue . . ." (1998, page 3). If this trend does continue, who will be leading our schools? Where should concerned educators look to ensure that the best-qualified individuals consider the principalship? How should these individuals be recruited, trained, and nurtured to do the most effective and efficient job of educating our children?

(Buckner, Jones, 1990).

The institution of public education must respond to the changing environment and changing societal needs by developing leaders ready to operate successfully in the 21st century schools. The role of school leaders is becoming more challenging with the advent of decentralization. Not only are principals to have expertise in areas of leadership, management, curriculum, and instruction, but they must develop the skills of a chief executive officer (CEO), chief financial officer (CFO), and social worker. ". . . these leaders can no longer concentrate on implementing systems, policies, and rules—their role must shift toward support28

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ing and developing the organization’s capacity for change" (Hallinger, P. and Bridges, E., 1997, page 595).

The Secondary Principalship Academy The Secondary Principalship Academy, a collaboration between Houston ISD (HISD) and the University of Houston, is an innovative administrative preparation program for teachers who aspire to become secondary principals in HISD. The focus of this academy is to provide participants with the opportunity to develop the comprehensive set of skills necessary for the middle school or high school principal in HISD. Components of the program include university courses, problem-based learning projects, field-based experiences, action research, and a full year of internship. The participants function as members of a cohort group throughout the two-year program.

They earn a master’s degree in educational leadership and a Texas principal certificate.

Applications for this program are accepted in March of the school year, and the selection process includes a screening process, a structured oral interview with a committee of university and HISD representatives, a written interview, and, finally, an interview with Rod Paige, superintendent of schools.

This laboratory school approach to principal preparation requires a two-year commitment by the participants. During the first year, the participants attend university classes while still working in their assigned campuses. The fast-paced, rigorous, seamless curriculum includes problem-based learning, projects, action research, and field experiences. Coursework is taught by a combination of university faculty and HISD practitioners. This first year is driven by an emphasis on reflection and personal growth with heavy diagnostic assessments being given at the beginning of the semester.

Individual feedback on these instruments shapes the focus of the learning experience of each participant.

The second year of the program is a full paid internship. These future administrators

leave their classroom assignments and are placed as administrative interns on secondary campuses under the supervision of the mentor principals. The identification of the mentor/intern team is facilitated through a mutual selection process that includes an interview, an informal meeting of interns and mentors, and a structured "job fair" event. During this second year, it is the intern’s responsibility to study the leadership and management style of the mentor principal. Additionally, the intern attends university classes, district level in-services, conferences, and seminars. Throughout the entire program, HISD assumes financial responsibility for 50 percent of each participant’s expenses for university coursework, including registration, fees, books, and parking. Each participant pays for the remaining university expenses.

HISD and the University of Houston are anticipating completion of the second year of the program. Cohort 1 (1998–2000) initially included 20 teachers who were selected to participate in the Secondary Principalship Academy. To date, 15 participants remain in that cycle and are scheduled to complete their coursework and internship in August 2000. Cohort 2 (1999–2001) includes 21 teachers who are in their first year of the program and are completing the first 12 hours of university coursework. This second cohort will begin internship at the beginning of the 2000–2001 school year.

The HISD Leadership Academy and the University of Houston are in the process of screening and identifying 20 participants for Cohort 3, which will begin in August 2000.

The research methodology being used to evaluate this study is Critical Ethnography.

These data will provide an in-depth study of the planning, development, and implementation phases of the program. The HISD/University of Houston Secondary Principalship Academy promises to be a stellar program for the preparation of future administrators.

Sharon Koonce is director, and Ludmilla P. Mercado is manager, of the Leadership Academy for Houston ISD.

theLeader

From the Director

News from the Texas Leadership Center

Book Review

A Hope in the Unseen, by Ron Suskind Published by Broadway Books ISBN 0-7679-0125-8

Reviewed by Jody Mason Westbrook, consultant, Texas Leadership Center and TASA A Hope in the Unseen: An American Odyssey from the Inner City to the Ivy League takes us on a journey that follows the high school and early college years of Cedric Jennings. The path from a crime-infested high school in Washington, D.C., to Brown University was filled with danger, discouragement, identity crises, anger, hope, and triumph. The author, Ron Suskind, is a staff writer for the Wall Street Journal and followed Cedric (literally about 20 feet behind) for two years. He chronicled Cedric’s high school years, summer at MIT, and freshman year at Brown University. His two-part story of Cedric’s high school years won a Pulitzer Prize.

At Ballou High School, students who excel are honored at assemblies, but they are afraid to accept their awards for fear of being the focus of violence. Cedric, like only a few others who went to school to learn, was committed to learning, hard work, study, and discipline. But most of the students went to school because that was where their social life, drug business, and friends were. Teachers put their efforts into working with those like Cedric, and, for him, that attention paid off. His relationships with some of his teachers gave him refuge and intellectual challenge. Frequently having to defend himself from someone in the "crew," or gang, Cedric learned to avoid major altercations.

Surrounded by drug dealers, both at school and in his neighborhood, he focused forward, did not make eye contact, and pretended not to hear taunts about his scholarly work.

His mother, Barbara Jennings, focused her entire life on his success from the beginning of his life. Teaching him important lessons, such as "I tell you once, but not twice," Cedric knew he would answer to his mother if he strayed from walking a straight line. Having

had three children, each by a different man (none of whom she wed), and been on welfare, she decided that her life must become a model one so that her son could grow up safely and successfully. She never wavered in her belief of his ability and was consistent with her demands that he have responsibility in their tiny project apartment. His father, never a dominant figure in his life, was in and out of jail, and in and out of Cedric’s life. Never anyone he could count on, Cedric merely viewed his father as someone whom he did not want to emulate; a disappointing drug-addicted thief. And yet, as children often do, he needed to know about his dad and sometimes sought him out.

Equally involved in his development were members of the Scripture Cathedral, a Pentecostal congregation, and the minister, Bishop Long. Many of Cedric’s essays focused on his relationship with God and his belief that God had guided him throughout his life. The title of this book, A Hope in the Unseen, comes from an interchange between Cedric and a supportive teacher, Mr. Taylor.

Mr. Taylor often quotes a scripture to Cedric, but takes some liberty with the verse, which Cedric is able to quote in its correct form.

Although Cedric is accepted into a summer program at MIT, he quickly realizes that he has not received an education equal to the other students. The other students in the minority-focused program are mostly from suburban schools who have faced more rigor, received more opportunities, and are of a different experience than Cedric’s. He is disappointingly told at the end of the summer that he is "not MIT material." But he is not daunted. He makes up his mind that he will go to Brown University.

Acceptance into Brown was a high point for Cedric and his mom; arrival and assimilation were not. Facing myriad social challenges, including a roommate whose parents were both doctors and who vacationed in exotic places Cedric had never heard of, and seeing very few other African-Americans with whom

he could socialize, he struggled to find a place of comfort. Surrounded by mostly privileged white students and middle class blacks, he often didn’t know what they were talking about. In classes, he was constantly challenged by authors, concepts, and situations new to his experience. Freud? Churchill? Much of his study time went to catching up and building a background similar to the other students.

But prevail he did—by studying and striving, studying and striving, and then more studying and striving. His faith, intelligence, and determination are inspiring. Entering his junior year, Cedric had a B average, still struggled, but with each semester gained social and intellectual capacity.

A story of triumph over great adversity, one has to wonder what made the difference for Cedric, and how we can replicate that success.

Was it a few caring teachers, a mother who gave everything (including being evicted from her apartment so that money could be sent to her son), the benefactor who financially and emotionally supported him, or the church?

Was it the combination? Or was it his raw courage, determination, and true grit?

The other question that keeps turning in my mind is "What do we, as educators, need to do to ensure that students who are making straight A’s, as Cedric did, also are getting content and curriculum that is necessary for success?" Do we ignore those who are not trying and focus on a select few? That won’t work. Do we shut down schools that are not producing educated students? Some political candidates would say yes to that one. Or do we abandon the neighborhood school concept entirely and have centralized schools? Not in our lifetime. It comes down to this: every one of us has the opportunity to nurture a student, or perhaps to nurture and encourage the teachers working with inner-city students.

We only produce what we nurture, and in this young man, an achiever was produced. Read this compelling story and then ask yourself, "What will I produce today?"

SUMMER 2000 29

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Clinging to family and friends Anger, irritability, or being argumentative Blaming themselves for the tragedy Nightmares, difficulty falling or staying asleep, or sleeping more than usual Changes in appetite Feeling like emotions are out of control Regression to behaviors exhibited at an earlier age Difficulty concentrating Deep sadness or depression Physical complaints such as headache, stomach ache, muscle tension, or nausea

REMEMBER: Most of these reactions will diminish over time and are completely NORMAL. TIPS FOR TEACHERS, STAFF, AND MENTORS ● Be sure that YOU are calm and ready to talk before expecting students to do so. Take deep breaths. Use your support system.

If you are in crisis, you cannot be effective. ● Learn the symptoms of trauma and let students know that what they are feeling and experiencing is NORMAL and will be less frequent and painful over time. Let them know that everyone reacts differently, on their own schedule, and all feelings are acceptable. Let them know that asking for help or seeing a counselor is okay. ● Encourage event discussions. This allows students to express some of the emotions. Discussion also dispels rumors and misinformation. ● Encourage support systems. Groups become vital to reestablish a sense of security and belonging. ● Do not expect students to "tough it out" or "move on." Grieving and trauma recovery are processes that cannot be rushed.

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Do not expect students to perform well in the weeks immediately following the traumatic event. One of the hallmarks of trauma is difficulty concentrating and processing information.

Encourage alternative ways of expressing feelings. Suggest journals, drawing, painting, music, dance, etc. Many students cannot express themselves verbally.

If the student exhibits symptoms that are overwhelming or disruptive, refer the student to outside counseling.

TIPS FOR PARENTS AND FAMILY MEMBERS Encourage discussion of the traumatic event. Be sure that YOU are calm and ready to talk before expecting children to do so.

Take deep breaths. Talk with your support system. If you are in a crisis, you cannot be effective. ● Learn the symptoms of trauma and let your child know that what they are experiencing is normal and expected. Tell and show them that they are loved and valued. Be patient. ● Know that sleep disturbances are one of the most common symptoms. Nightmares, difficulty falling or staying asleep, and fitful sleep are normal reactions. ● Recognize that a child may experience regression. If they revert to behaviors from an earlier age, allow it. This will pass over time.

Examples of this behavior include sleeping with the light on, wanting to be held, sucking their thumb, and wetting the bed. ● Talk to your child and LISTEN to what they have to say.

Accept and support their feelings, no matter what they are. Do not try to talk them out of how they are feeling. Let them know that all of their feelings are normal. ● Encourage time with their friends and support systems. ● Understand that loss of concentration and achievement is a symptom of trauma. Do not expect your child or teen to perform at their usual level for a while. ■ ●

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TASA/TASB Convention Texas Association of School Administrators Texas Association of School Boards George R. Brown Convention Center Houston, Texas ● September 22–25, 2000

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