INSIGHT—Summer 2007

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS PROFESSIONAL JOURNAL

SUMMER 2007

INSIGHT

INSIGHT

Summer 2007

Ethnicity

Black White Hispanic Other

Gender

24 (7.5%) Figure 2 240 (7 5.2%) 48 (1 0 ) 105% 7 (2.2%) 80

Total 31 Volume 22 9

No. 2

60 40

Males 183 (57.4%) Females 136 (42.6%) fundamental system change

Total 319

20

Superintendent Program Hours

Summative Evaluation 180 hr s – 54 (16.9%) 225 hrs – 174 (54.5%) 270 hrs – 69

(21.6%) Other – 22 Formative Ongoing (6.9%) Evaluation e ng predictable ra of results Total 319

}

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0

FEATURED Articles

Accountability without Fear: From Wishful Thinking to Reality

Superintendent Program Institution Cl ass

5 – 11 (3.4%) Quality 4 – 40 (12.5%) 3 – 118 (37%) 2 –Student 41 Performance (12.9%) 1 – 72 (22.6) 0 – 37 (11.6%) Total 319

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p. 16 test results

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by Jan O’Neill Examines three approaches to closing the achievement gap, and discusses how leaders can implement fundamental system-wide process changes to establish the kind of culture that leads to shared accountability A Quantitative Model for Leadership Success

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by Rosanne Stripling, John Hamilton, and Dennis Kern Discusses the search for a quantitative formula that will predict a candidate’s success on the TExES exam, in light of an approaching superintendent shortage predicted for Texas A Sound Framework for an Effective Professional Development Plan— at Your Fingertips

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by Rebecca Schlosser and Kip Sullivan Points out the availability of a ready-made professional development plan—the state-mandated Texas superintendent and principal competencies H-E-B Names Ft. Sam Houston ISD “Best Small District in Texas”

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by Gloria Davila Recognizes Ft. Sam Houston ISD in San Antonio—home to 1,400 students who have a parent on active military duty—as a 2007 recipient of a Small District H-E-B Excellence in Education award.

Richardson ISD—The 2007 Large District H-E-B Excellence in Education Award Winner

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by Tim Clark Describes the feelings of honor and validation experienced by Richardson ISD upon receiving a 2007 Large District H‑E‑B Excellence in Education award

p. 26 SUMMER 2007

Officers Departments Upcoming Events at TASA

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Executive Director’s View

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President’s Message

TASA Headquarters Staff Johnny L. Veselka

Executive Committee Michael Sandroussi, Edcouch-Elsa ISD, 1 Henry D. Herrera, Alice ISD, 2 Larry W. Nichols, Calhoun County ISD, 3 Leland Williams, Dickinson ISD, 4 James McGowan, Silsbee ISD, 5 Mike Cargill, Bryan ISD, 6 Mary Ann Whiteker, Hudson ISD, 7 Eddie Johnson, Harts Bluff ISD, 8 John Baker, Seymour ISD, 9 H. John Fuller, Wylie ISD, 10 Jerry W. Roy, Lewisville ISD, 11 Rod Townsend, Hico ISD, 12 Ryder F. Warren, Marble Falls ISD, 13 Kent LeFevre, Jim Ned CISD, 14 Russ F. Perry, Nueces Canyon CISD, 15 David G. Foote, Dalhart ISD, 16 Mike Motheral, Sundown ISD, 17 Michael Downes, Big Spring ISD, 18 Rudy Barreda, Tornillo ISD, 19 Richard A. Middleton, North East ISD, 20

Executive Director

Associate Executive Director, Administrative Services

Assistant Executive Director, Communications & Information Systems

Design/Production

Anne Harpe

At-Large Members

Editorial Coordinator

Karen Limb

Rose Cameron, Copperas Cove ISD Jesus H. Chavez, Round Rock ISD Alton L. Frailey, Katy ISD Gloria Gallegos, Pasadena ISD

Paul L. Whitton, Jr. Ann M. Halstead

INSIGHT is published quarterly by the Texas Association of School Administrators, 406 East 11 Street, Austin, Texas, 78701-2617. Subscription is included in TASA membership dues. © 2007 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. th

Thomas E. Randle, President, Lamar CISD Rick Howard, President-Elect, Comanche ISD John Folks, Vice-President, Northside ISD Kay E. Waggoner, Past President, Grapevine-Colleyville ISD

INSIGHT

Editorial Advisory Committee Thomas E. Randle, Lamar CISD, chair Alton L. Frailey, Katy ISD H. John Fuller, Wylie ISD Patricia Linares, Fort Worth ISD Jim Hawkins, Killeen ISD Rick Howard, Comanche ISD

SUMMER 2007

Upcoming Events at TASA

Excerpts from TASA’s Professional Development Calendar For locations and other information about any of these workshops/trainings, please call TASA, 800-725-8272, or go online at www.TASAnet.org

September 2007 First-time Superintendents Academy, Session One

■ Target Audience: • First- and Second-Year Superintendents

Experts in the Field September 4-6

Texas Association of School Administrators

First-time Superintendents’ Academy Session One • September 4-6, 2007

“Experts in the Field” First- and Second-year Superintendents: Participate in this provocative and interactive opportunity and

• Learn to systematically analyze relevant issues and explore alternative strategies consistent with effective leadership

• Become oriented to relationships, practices, and priorities that are crucial to early and continued success The academy is led by experienced superintendents and other respected professionals who share practical insights on leadership success.

Contact Paul Whitton, Associate Executive Director Administrative Services, TASA, 512-477-6361, or Register online at http://www.tasanet.org

INSIGHT

■ What You Learn: • Effective superintendent practices • School law • Contract negotiations • Facility planning • School finance and budgeting • Time management • Technology leadership • Instructional leadership • Productive superintendent/board relations

October 2007 Handheld Technology Leadership Academy Lori Gracey October 8-9

Curriculum Management Audit Training, Level 1: Curriculum Assessment Design and Delivery

■ Target Audience: • Superintendents • Central Office Supervisors of Principals • Principals • Prior participants of the Technology Leadership Academy

■ What You Learn: • How to use handheld technology to increase your efficiency throughout daily interaction with teachers, students, and community • How to identify and select current software to meet your needs as a school leader • How to use the handheld’s capabilities to support teaching and learning

■ Target Audience: • District-Level Curriculum and Instructional Staff • Principals

■ What You Learn: • How to prepare participants to examine and evaluate deep alignment issues in order to take steps in a district and/or school to raise student achievement • How to embed external assessments into the curriculum along with real-world expectations and examine equality and equity issues in curriculum design and delivery

■ Target Audience: • Training Professionals • Strategic Planning Professionals • Association Membership Directors • Directors of Communications • College/University Staff and Administration

■ What You Learn: • More confidence in decision making and planning • Higher stakeholder engagement and satisfaction • Improved organizational communication • Enhanced involvement of employees at all levels in organizational direction setting • Increased support for organizational change

■ Target Audience: • Training Professionals • Strategic Planning Professionals • Association Membership Directors • Directors of Communications • College/University Staff and Administration

■ What You Learn: • Create an ongoing process for exploring the strategic landscape • Determine vulnerability of strategic objectives to competitor’s actions • Set priorities for choices in organizational direction, marketing, and product development • Test the efficacy of new strategic objectives on already committed-to objectives • Track environmental forces • Set priorities for funding requests • Guide strategy discussions efficiently and fairly in a way that gives everyone the opportunity to contribute

Jan Jacob October 9-12

Joel Barker’s Implications Wheel Certification Training Master Wheel Trainers October 23-25

Joel Barker’s Strategy Wheel Master Wheel Trainers October 26

SUMMER 2007

Liberate the “Super” in Superintendent!

President’s Message “It is time for us to put our own education and

I recently returned from a very powerful and energizing TASA Executive Leadership Planning Meeting in San Antonio. Most of our executive committee representatives and study group chairs were there, and it was a very productive meeting. We addressed many issues, but one priority came up again and again—the need for superintendents to step up and speak out on behalf of public education in Texas.

Superintendents have taken more than our share of criticism lately, and there’s a good chance we haven’t seen the end of it. What should worry us more, however, is the fact that far too often noneducators are not just suggesting but dictating how public schools will be run. The truth is, no one is more qualified to determine the direction of public education in Texas than Texas educators. As leaders of the public schools, superintendents must take the lead in getting that message out and altering the course our education system is taking.

It is time for us to put our own education and experience to work saving the institution to which we have devoted our lives.

experience to work saving the institution to which we have devoted our lives.

It’s not a job for the faint of heart.”

It’s not a job for the faint of heart. For many of us, it may mean stepping out of our comfort zone and speaking forcefully to people who don’t always care to listen. It may mean altering our message a bit to align with those of our fellow superintendents. Your own experience tells you that clear communication is vital to success. Liken it to your high school football team—if the coach, quarterback and receivers aren’t clearly conveying and understanding the play signal, there’s a good chance the play is a bust, and the game may be lost. Right now we’re in a game we cannot afford to lose.

Every superintendent should be actively involved with shaping and guiding education policy, whether we are talking to our Rotary Club or our state legislators. It is imperative that we stand front and center with a clear, universal message in order to succeed. We must familiarize ourselves with political and state policy issues and make it known that we are the experts with information and answers about public education.

If you have any doubts about the urgency of your task, take just a few hours to walk the halls of your schools this summer. Look in on the empty classrooms and envision them a few weeks from now. Then, recommit yourself to the joy of teaching, the pride of leadership, and the honor of serving. Take pride in your profession and be a source of pride for it. Together we can accomplish so much!

SUMMER 2007

Meet Vincent.

“When I grow up, I want to be an architect.”

Helping educate 100 million people. Worldwide. www.PearsonSchool.com

Leading in the Digital Age! Executive director’s VIEW “At TASA, we want to focus on ways that we can use ever-changing technologies to enhance the delivery of association services to promote, provide, and develop leadership that champions educational excellence.”

TASA’s mission—to promote, provide, and develop leadership that champions educational excellence—continues to drive our decisions regarding TASA programs and services.

We recently completed our annual planning meeting with the TASA officers, executive committee, and regional study group chairs, where this mission was strongly confirmed.

Participant feedback suggested that we must continue to enhance the linkages between TASA members, while developing and advocating our vision for public education and leading in the use of new and emerging technologies. Participants also stated that building stronger coalitions and alliances, refining our strategies for affecting legislation and state policy, and responding to the criticism of public schools through courageous leadership should continue to be priorities. Meeting the professional development needs of aspiring and first-time superintendents, and the mentoring of new superintendents to ensure their success were also key concerns.

As we approach the new membership year and the 2007–08 school year, we look forward to addressing these priorities in traditional ways, and also through the expanded use of technology. In a recent presentation to participants in the Public Education Visioning Institute, Ian Jukes and Ted McCain described several global exponential trends that have profound implications for our future. They cited the growth of technological processing power and speed, bandwidth speed and capacity, the Internet, and “Infowhelm,” the ability to access far more information than we ever needed. These trends have obvious implications for schools and school leaders.

At TASA, we want to focus on ways that we can use ever-changing technologies to enhance the delivery of association services to “promote, provide, and develop leadership that champions educational excellence.” To that end, we will soon launch the TASA e-Knowledge Portal in cooperation with the Educational Research Service (ERS) in Alexandria, Virginia.

ERS has long been the standard bearer in serving the research and information needs of education leaders and the public. The e-Knowledge Portal gives us the opportunity to provide access to research and information in a digital environment, customize that content for Texas school leaders, and enable TASA members—through participation in our Administrator’s Resource Center—to create content, contribute successful practices, and collaborate with colleagues through Discussion Forums and Communities of Practice.

This effort will be complemented by our continuing partnership with Apple, offering customized iPods and Podcasting in Education seminars, expansion of our Podcast Library, and the exploration of other opportunities to provide digital content and communication tools for use by TASA members.

We look forward to serving you in 2007–08.

SUMMER 2007

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Accountability without Fear:

From Wishful Thinking to Reality

by Jan O’Neill

As NCLB is reviewed for reauthorization, Texas again stands at the center of the accountability movement. No other state has spent more time, energy, and resources in the development of an accountability system to explicitly define what students are expected to learn at each grade level and how this learning will be measured. No other state has as complex a system for meeting AYP targets, nor is as rigorous and specific about communicating school and district ratings to the public. There is no doubt that educators in Texas are working hard on the challenge of helping all kids learn, but a recent study comparing test results from 12 states with National Assessment of Educational Progress results calls into question not only the rate of progress in closing the achievement gap, but whether states are lowering the bar for

passing state tests. In Texas, the disparity between state and NAEP 4th grade results was 48 percentage points in 2002 and had actually widened to 53 percentage points in 2006 (Education Week, April 10, 2007).

How is it that everyone is working so hard and yet such little progress has been made?

Consider three approaches we can take to the achievement gap problem: (1) fix the problem, (2) fix the process, or (3) fix the system.

Given the NCLB pressure for quick results, few would blame administrators for trying to fix the problem as quickly as possible, and “Level-1 Fixes” are certainly the easiest.

Districts spend significant resources on initiatives and programs that are implemented as Level-1 Fixes, without processes and systems to support them. The late Dr. Deming

Figure 1 wishful thinking

100 80 60 40

}

predictable range of results

20 0 test results

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INSIGHT

admonished, “A goal without a method is wishful thinking.” In the U.S. we tend to fall in love with quick fixes, dynamic gurus, and “innovations”—not methods and processes. Assessment For Learning, Professional Learning Communities, Differentiated Instruction, SMART Goals, and Response to Intervention are all well researched and worthy approaches, but if the expectation is that conferences, workshop days, or instructional coaches are going to embed these practices in teachers’ work so that they make a significant difference in student learning, then we’re living in a world of wishful thinking. None of these approaches, without clearly articulated and specific underlying school and instructional improvement processes, constitute a method for improvement.

The second solution, “fixing the process,” requires having a process in the first place.

Few of us have been trained to think in terms of process; rather, we tend to think about activities, resources, and strategies when we consider improvement. A process is comprised of a series of distinct steps, each one leading to the next. A district strategic plan, a campus improvement plan, and a PLC team are not improvement processes. They may be artifacts of improvement processes, but they aren’t the processes themselves.

The complaint that plans and teams aren’t closing the gap fast enough is indicative of a lack of process. What is the process by which the district improvement plan is developed, executed, and monitored? What is the school improvement process that campuses use to develop, implement, and monitor school effectiveness? What is the process teams of teachers use to improve their instruction?

If district leaders can articulate step-by-step processes—not programs and initiatives— then they are at least halfway toward having a system of improvement that can guarantee better results each year.

The third way, “fixing the system,” is the type of deep-level change needed if districts are going to move from wishful thinking to actualizing the long-term vision of all students being proficient by 2014. If 100 percent proficiency seems impossible, it is—without a system in place to support it.

Understandably, 100 percent is a lofty goal, a goal worthy of commitment, and it requires

a fundamental change in how we think about our work. Consider a district that has been producing sub-population proficiency results ranging between 40–60 percent over the past number of years. The scores are varying within a predictable range—we can predict that next year’s results will fall somewhere within the range of 40–60 percent. The goal of 100 percent is well outside that range, representing a significant leap. (When you factor in that currently, in order to be a “recognized” campus in the TAKS system, only 70 percent need to be proficient, the leap is even greater). Without a systems level “fix,” including a clear methodology for improvement, 100 percent will remain a “wishful thinking” goal [see Figure 1, page 12].

To achieve 100 percent, indeed to even approximate close to 100 percent, district leaders will need to get serious about leading a “Level-3 Fix”—a fundamental systems change. What does this look like?

First, let’s raise our sights. If meeting AYP targets and TAKS “recognized” status are the goals, then we’re not asking enough of our systems. AYP goals and TAKS ratings don’t

we just focus on meeting TAKS requirements and AYP targets, we will continue to initiate programs that are Level-1 Fixes, piling “one more thing” on teachers’ plates.

And, unfortunately, if we set and monitor compliance goals, we will get compliance behaviors. In the worse case scenario, when compliance goals are “supported” by inspections of classrooms and campuses, no matter how benevolent, the result can be fear of telling the truth (distortion of the data), apathy, cynicism, or even burnout.

Harley Davidson’s success story is illustrative of the power of moving from compliance to a commitment paradigm. When Harley was on the verge of bankruptcy, then-CEO Rich Teerlink led his executive team through difficult, sometimes even painful, but absolutely critical conversations about who Harley was as a company, what was “good enough,” what they believed was possible and why, and what behaviors were getting in the way of company success that they themselves would need to change as leaders. Teerlink’s book More Than a Motorcycle: The Leadership Journey of Harley-Davidson, co-authored with the coach he hired to help him make these

Figure 2 100 80

fundamental system change

60 40

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predictable range of results

20 0 test results

require the deep level of improvement—to our curriculum, instruction, assessment, professional development, and leadership systems—needed to achieve 100 percent.

Certainly, accountability targets are necessary and important to monitor, but they aren’t sufficient for real change to occur. If

changes, describes in detail the “Harley ride” from near bankruptcy to success. The book’s message is simple but profound: “People are an organization’s only sustainable competitive advantage.” Although Teerlink left the company years ago, today Harley is recognized as an iconic, world-class motorcycle

SUMMER 2007

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company, and those who invested and stayed with the company, including employees, are reaping the rewards.

Teerlink and his team invested their time, energy, and resources in personally leading a successful cultural transformation. They established a clear vision and set of values that guided them away from Level-1 Fixes to deeper, more lasting systemic changes.

Employees no longer “checked their brain at the door.” Instead, they were called upon to set challenging goals and given the tools, methods, and time for teaming that they needed in order to take responsibility for the quality of the product. Harley’s employees felt shared accountability for their work, and were proud about the improvements they made. Harley’s leaders understood that there wasn’t an inspection system in the world that could inspect quality into the product.

They had to rely on their people and on solid improvement processes.

Similarly, if district leaders establish clear improvement methods, ensure that everyone is trained well in those methods, provide time and support for team improvement work, and build in opportunities for public sharing of both progress and results, there won’t be a need for inspection and audits.

(In fact, there is no inspection so powerful as sharing with one’s colleagues, through data, successes and lessons learned.) Most importantly, if leaders establish a culture of trust, teamwork, truth telling, and data-based decision making through their own personal leadership involvement, shared accountability—accountability without fear—can be the result.

Most, if not all, administrators and teachers are working as hard as they possibly can to improve student achievement. Programs, innovations, and initiatives are being installed one after another, often one on top of another. Still, the “heartburn” questions persist:

• Can we predict that our results will improve next year, and every year after that?

• Are teachers changing classroom practices fast enough to close the achievement gap, and are they challenging all students to higher levels of performance?

• Is the cost of closing the gap too high?

Are we at risk of burning out our teachers and administrators?

There is a better way, but it requires leaders to stop, reflect, and ask themselves some tough questions, just as Harley’s leaders did: Who are we as a district? What is good enough?

Do we have a process in place that will assure improved student learning year after year? What are we, as district leaders, doing that gets in the way of improving results?

What do we need to change? If leaders are tired of wishful thinking and ready to roll up their sleeves for some hard but rewarding work, the good news is that educators as a whole deeply care about their mission. With training, ongoing support, and leaders who understand their charge, anything is possible. Margaret Mead famously said, “Never doubt that a group of committed people can change the world. Indeed it’s the only thing that ever has.” Add “a method for improvement” to “committed people,” and changing the educational world can move from a wish to reality.

■ Jan O’Neill is co-founder and president of QLD Learning, an educational consulting company specializing in school and systems improvement.

She can be reached at www.QLDLearning.com or joneill@qldlearning.com.

References

Conzemius, A. and O’Neill, J. (2001).

Building Shared Responsibility for Student Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Education Week, “Skills Gap on State, Federal Tests Grows, Study Finds.” Lynn Olson, edweek.org. April 24, 2007.

Teerlink, Richard and Ozley, Lee (2000).

More Than a Motorcycle: The Leadership Journey at Harley-Davidson. Boston, MA: Harvard Business School Press.

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25th Annual Administrative Leadership Institute • November 14–15, 2007 College Station Hilton and Conference Center and Williams Alumni Center, College Station, Texas

Call for Nominations of ALI Awards Hoyle Award in Educational Leadership—The Administrative Leadership Institute is pleased to announce a new award to be presented to a public school administrator in honor of John Hoyle, Ph.D. Dr. Hoyle has been recognized nationally as one of the “living legends” in educational administration due to his inspiring work as an author, a researcher, and a professor at Texas A&M University. The recipient of the Hoyle Award in Educational Leadership should represent an educator who “leads with love,” is a futurist with “one foot in the present and one foot in the future,” champions the “generic kid,” and tackles difficult situations. Most importantly, the recipient must be someone who has made a difference in the lives of all youth for the betterment of all of society.

Golden Deeds Award—The coveted Golden Deeds Award is presented annually to an individual from any profession who has consistently supported Texas students and teachers through their positive impact on the public. The Golden Deeds Award recipient may be a practicing educator or anyone who has shown their commitment to public education through their “golden deeds.”

To nominate your candidate for either of these awards: E-mail a one-page nomination letter listing their accomplishments and contributions to education to the selection committee chair, Dr. Virginia Collier (vcollier@tamu.edu), Associate Clinical Professor, Texas A&M University, on or before September 15, 2007. You may also mail the nomination to: Dr. Virginia Collier, College of Education and Human Development, 4226 TAMU, College Station, TX 77843.

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A Quantitative Model for Leadership Success

by Rosanne Stripling, John Hamilton, and Dennis Kern

The public school leadership void continues to be a major concern, as evidenced by the shrinking applicant pools for current executive positions. Normore (2006) reports that nearly one-half of the 15,000 sitting superintendents will soon reach retirement age.

Whether or not their departure is balanced by an equal number of new leadership candidates is questionable. Many principals and other mid-level school leaders (most like-

Examination for Certification of Educators (ExCET evolving into the current version— Texas Examination of Educator Standards (TExES). In 1995, the Texas Legislature enacted law that created the Accountability System for Educator Preparation (ASEP) that holds educator preparation programs accountable for candidate success on all exit examinations. Clearly, all public education stakeholders have reason to be concerned

“We must raise the search for new leadership to a national priority.

We desperately need women and men who can take charge…”

(Bennis & Nanus, 2003, p. 220)

ly candidates in the superintendent career path) indicate they do not believe the “pain is worth the gain,” referencing the growing expectations and political challenges that superintendents face. Texas is certainly impacted by the supply and demand gap, as evidenced by an average of 65–75 superintendent vacancies at any given time.

One factor in the shortage of superintendent candidates is that most states now require licensure or certification for top level school administrative positions (e.g., principal and superintendent), and such credentials almost always require passing a standardized examination based on a set of approved professional standards. Texas began requiring a test for certification in 1987 with the development and administration of the 16

INSIGHT

when a candidate does not pass a leadership gatekeeper examination.

The primary purpose of the current study was to determine the possibility of developing a quantitative formula or model that can be used to predict a candidate’s success on the superintendent TExES. If so, and program modifications can be made to increase the success rate, Texas will have a larger and more diverse pool of superintendent candidates to lead schools.

Predictor Factors A search of the literature for factors that predict success on the TExES superintendent examination was unsuccessful. However, two related studies were found that indicated a

predictive relationship between the Graduate Record Exam (GRE) and the Texas principal certification exam scores. Jones, Sherman, Ross, Ninness, and Hallman (2002) found that a statistically significant positive correlation existed between a candidate’s GRE and Examination for Certification of Educators (ExCET) scores. Wilmore and McNeil (2002) reported a significant relationship between GRE, race, gender, and undergraduate Grade Point Average (GPA) and a candidate’s principal ExCET score.

Seven predictor factors were chosen for the current study. The rationale for including each one was based on the authors’ general knowledge of predictors or correlates to performance on standardized tests, logic, and data availability: • the candidate’s score on the first administration of the principal TExES (a prerequisite to taking the superintendent TExES) • the candidate’s gender, ethnicity, and age • the time (expressed in days) between the initial principal TExES and superintendent TExES administrations • the number of semester credit hours or courses required in the candidate’s superintendent preparation program • the classification of the institution housing the superintendent preparation program (using a variation of the Texas Higher Education Coordinating Board [THECB] classification system): Group 5– Research Universities; Group 4– Emerging Research Universities;

Group 3– Group 2– Group 1– Group 0–

Doctoral; Comprehensive; Masters; and Education Service Centers (assigned by authors).

(For more information on this factor, see http://www.thecb.state.tx.us// ClosingTheGaps/UNIV_Forming.pdf:) The data analyzed in this study, obtained from the State Board for Educator Certification (SBEC), included the matched principal and superintendent TExES scores of 319 superintendent certification candidates and each candidate’s age, gender, ethnicity, and preparation program institution. The data set included only those candidates who took the principal TExES and superintendent TExES between September 2000 and May 2005.

The age range of candidates was 25 to 63 years, with a mean age of 40.2 for all candidates, 39.3 for males, and 41.4 for females.

The median age was 39. The mean number of days between the principal TExES and superintendent TExES was 707 days, with a standard deviation of 367 days, indicating that the time between tests for approximately 67 percent of all candidates was from one to three years. Table 1 (below) provides a summary of other candidate demographic and program preparation data: • Over three-fourths (75.2 percent) of the candidates who took both examinations were White, with the next largest group being Hispanic (15 percent).

• The majority of candidates (approximately 57 percent) were male.

• More than half of the candidates participated in superintendent preparation programs that required 225 hours of instruction, equivalent to 15 semester credit hours (SCH). Ninety-three percent of the candidates attended programs that required from 12 SCH to 18 SCH. • More than one-third (37 percent) of the candidates attended superintendent preparation programs that are classified as “Doctoral Universities,” with the next largest category (22 percent) being “Masters Universities.” Together, these two groups comprise 59 percent of the candidates.

A stepwise regression procedure was used to analyze the data. Eighty-seven (87) percent of all candidates passed the principal TExES, but only 73 percent passed the superintendent TExES at first administration. The mean principal and superintendent TExES scores by gender and ethnicity are provided in Table 2 (page 18): • The mean superintendent TExES score for females of all ethnic groups except Other was higher than the mean score for men.

• With regard to ethnicity, White candidates had the highest superintendent TExES means, with Other, Hispanic, and Black candidates following in order.

• White women out-performed all other combined gender and ethnic groups on the superintendent TExES with a mean score of 259.

• Black males had the lowest superintendent TExES mean of 229, 11 points

Table 1 Candidate Demographics and Program Information Ethnicity

Black 24 White 240 Hispanic 48 Other 7

Total 319

Superintendent Program Hours

Superintendent Program Institution Class

Males 183 (57.4%) Females 136 (42.6%)

180 hrs – 225 hrs – 270 hrs – Other –

Total 319

Total 319

5 – 11 4 – 40 3 – 118 2 – 41 1 – 72 0 – 37 Total 319

Gender

(7.5%) (75.2%) (15%) (2.2%)

54 174 69 22

(16.9%) (54.5%) (21.6%) (6.9%)

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(3.4%) (12.5%) (37%) (12.9%) (22.6) (11.6%)

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Table 2 Mean (P)rincipal and (S)uperintendent TExES Scores by Gender and Ethnicity Black

Hispanic

White

(P) 244.3 (P) 244.0 (P) 258.6 (S) 228.7 (S) 239.6 (S) 252.7 (P) 248.0 (P) 251.2 (P) 263.7 Female (S) 238.6 (S) 243.3 (S) 259.2 (P) 246.5 (P) 247.6 (P) 260.6 Total (S) 234.5 (S) 241.4 (S) 255.3 The passing score for both examinations is 240 in a 100–300 range Male

below the minimum passing score of 240.

• The principal TExES mean for all candidate groups was higher than the superintendent TExES mean.

The regression model indicated that five of the seven factors made a significant contribution to the prediction of a candidate’s superintendent TExES score: the candidate’s principal TExES score (first administration), age, gender, and ethnicity and the number of days between the two exams. All appropriate interactions between the factors were examined for possible inclusion in the model. The only interaction among the seven factors found to be significant was the principal TExES score with ethnicity. The complete model along with an interactive prediction formula is contained in a Microsoft Excel© spreadsheet that may be downloaded from the following website: http://www.tamut. edu/~dkern/Stripling/ In addition to the data provided in Tables 1 and 2, the regression model revealed the following: • The principal TExES score was the most predictive factor of the five.

• Age does make a difference. On average, an examinee will score 1 point less for each four years in age.

• A candidate will score 1 point more for every 8 months longer between test dates.

• Combining the above two points (age and time between tests) produces a formula that predicts an increase of approxi-

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mately 1.3 points per year for each year after taking the principal TExES. • Each increase of 1 point on the principal TExES score increases the predicted superintendent TExES score most for Whites and least for Hispanics.

Summary and Recommendations The findings of this study provide valuable information to a number of public education stakeholders—people who are considering entering a superintendent preparation program, program administrators, policy makers, superintendents who are concerned about and interested in developing promising education leaders, parents, and others who share concern about the growing supply and demand gap of quality leaders for schools.

First, two of the seven factors studied had no predictive value in whether or not a candidate passed the superintendent test at the first administration and are just as significant to note as the factors that do contribute. The two with no impact were (1) the number of courses/semester hours in the superintendent preparation program, and (2) the Texas Higher Education Coordinating Board’s classification of the parent entity of the preparation program.

Implications and conclusions for the neutral program preparation requirement factor are clear and validate SBEC’s decision to move toward a standards-based program instead of a course or credit-hour requirement.

Whether or not the program requires 12 or 27 semester credit hours (4 or 9 courses) makes no difference, having major implications for prospective students shopping for a program if tuition expense and time are concerns. Program administrators may want to examine their program’s marketability and competitive edge in delivering a standardsbased program and reconsider how they can successfully accomplish doing so in fewer courses through curriculum alignment and compaction.

In a recent study of teacher education programs, Levine (2005a) concluded that Masters I institutions (using the Carnegie Classification system) are not as effective in preparing teachers as research institutions (Doctoral Intensive and Doctoral Extensive).

This finding was based partially on the fact that faculties in Masters I programs received their credentials from “less distinguished graduate schools” than faculty in research institutions and that Masters I programs have higher student-faculty ratios and spend less money per student than research institutions.

Although Levine did not address this specific issue in his study on educating school leaders (2005b), he did state that “Masters I and weaker research-intensive universities are pushing to award doctoral degrees in education administration” and that “too often these new programs have turned out to be little more than graduate credit dispensers” (p. 24). One might infer that Levine believes there is a relationship between a university’s classification and administrator preparation program quality. Such a position is not supported by the results of the current study.

The fact that many if not most of the faculty in superintendent preparation programs, regardless of the university classification, are former practicing administrators may suggest that experience in the field and wisdom from that experience negate any perceived or real advantages that a prestigious graduate school might provide.

The three demographic factors included in the study (gender, age, ethnicity) each emerged as having some value in predicting how a candidate would perform on the

superintendent TExES. The fact that females are more likely to score higher on the test has implications for future candidates as well as policy makers. While the gender advantage is good news in universally accepted efforts to promote diversity in a historically maledominated career field, the disadvantage that Hispanic and Black candidates face exacerbates the growing challenge of supplying racial diversity in leadership to match the growing racial diversity of Texas students.

The factor with the highest predictive value in the study is the candidate’s performance on the Principal TExES, not a big surprise since the standards for both the principal and superintendent certificates are very similar. However, this finding raises an additional question regarding the overall value or contribution of the superintendent preparation program curriculum, as well as intervening leadership experience, to the superintendent TExES score, an issue that is certainly related to the program factor (number of required program courses) but not totally addressed within the scope of this study. On the other hand, the fact that a candidate’s superintendent test score is more likely to be higher as time passes since the principal TExES supports the theory that one or more interventions (e.g., program quality, leadership experience) between the two tests does make a positive difference.

The five factors in this study that predict success on the superintendent TExES can

be used in a proactive manner to develop a characteristic profile for each candidate and subsequently tailor the preparation program to support successful and timely completion of certification requirements (not unlike the “differentiated instruction” that public school teachers are often asked to provide to students). Although the authors have no evidence of a definite link between success on the test and success as an education leader, in Texas (without specific approval from the Commissioner), the opportunity to demonstrate one’s leadership ability is not possible until this education leadership/CEO “gatekeeper” test is passed.

Candidates who are Hispanic or Black, male, and/or who didn’t pass the principal TExES at first trial may need additional support and monitoring as they move through a superintendent preparation program to maximize their learning and probability of success on the superintendent TExES. Providing this “added value” service is certainly one logical and doable step that can be taken in a focused effort to increase the supply of quality, ethnically and gender diverse education leaders for the children in Texas.

■

Rosanne Stripling is professor and dean at the College of Art and Sciences and Education, John Hamilton is associate professor of education administration, and Dennis Kern is associate professor of mathematics—all at Texas A&M University–Texarkana.

References

Bennis, W.G., & Nanus, B. (2003). Leaders: Strategies for taking charge (2nd Edition). New York: HarperCollins.

Jones, T. B., Sherman, R. B., Ninness, H. H., & Hallman, P. J. (2002, February). The relationship between GRE scores and performance on the standard principal examination for certification of educators in Texas (ExCET).

Paper presented at the Annual Meeting of the Southwest Educational Research Association, Austin, TX. Levine, A. (2005a). Educating school teachers.

The Education Schools Project.

Levine, A. (2005b). Educating school leaders.

The Education Schools Project.

Normore, A. H. (Spr 2006). Leadership recruitment and selection in school districts: Trends and issues. Journal of Educational Thought. Vol. 40 (1), 41–73.

Wilmore, E. L. & McNeil, J. J. (2002, April). A five-year analysis of GRE, race, gender, and undergraduate GPA as predictors of state certification examination results. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Implications and conclusions for the neutral program preparation requirement factor are clear and validate SBEC’s decision to move toward a standards-based program instead of a course or credit-hour requirement.

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INSIGHT

A Sound Framework

for an Effective Professional Development Plan— at Your Fingertips

by Rebecca Schlosser and Kip Sullivan

In recent years, educational leaders have recognized the importance of professional development. State legislators have also mandated increasing levels of professional development for renewal of educator certificates (TEC 21.054). Texas statute provides that educator professional development be tied to student achievement (TEC 21.451). Researchers generally concede that the classroom is the critical unit of change in improving student achievement (SEDL, 2006; SEDL, 2004; Fullan, 1995) and that professional development is an important factor in producing meaningful change in classroom instruction

Continuous Improvement Process Needs Assessment • Data Collection • Data Analysis Goals & Objectives

(SEDL, 2006; Elmore, 2002). One element of the emerging view of professional development includes the component of staff development driven by a clear, coherent strategic plan (TEA 2005; Sparks & Hirsh, 1997).

A Ready-Made Professional Development Framework Texas has a ready-made framework for a comprehensive professional development plan found in the state-mandated Texas superintendent and principal competencies.

These competencies were developed under the guidance of the Texas Education Agency (TEA) based on standards promulgated in Texas statute for superintendents and principals. The competencies form the knowledge base that is the core of superintendent and principal certification and preparation programs throughout the state.

Summative Evaluation Quality

Ongoing Formative Evaluation

Strategies & Activities

Student Performance

Professional Development & Sustained Support

Implementation • Who? • What?

• What do we need?

TEA, 2005

The benefits of adopting the competencies as a framework for professional development are multifold: (1) administrators are already familiar with the competencies; (2) the competencies are aligned with certification renewal requirements; and (3) the competencies are grounded in data-driven research on school improvement. In fact, there is a consensus among experts on the characteristics of effective professional development

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(SEDL, 2006; Hirsch, 2004). These characteristics include content and approaches that are grounded in research and aligned with standards and curricula, a focus on in-depth subject matter understanding, a provision of in-depth support, approaches that encourage collaboration and leadership, and ongoing evaluation of effectiveness (SEDL, 2006; Hirsch, 2004).

The Role of Professional Development in School Improvement Identified initially by the National Staff Development Council (Hirsh, 2004; NSDC, 2001), the characteristics of effective professional development can be found in the Texas principal and superintendent competencies. In the TEA manual for Instructional Leadership Development (2005), school improvement is defined as a process that echoes the NSDC’s characteristics of an effective professional development plan. TEA’s process for continuous school improvement includes the following: (1) assessing needs and data collection and analysis; (2) forming goals and objectives; (3) formulating strategies and activities; (4) implementing the plan; (5) professional development and sustained support; and (6) ongoing formative and summative evaluation (TEA, 2005).

As seen from the research, the key to continuous school improvement is effective profes-

sional development. Instructional Leadership Development (ILD) training stresses professional development premised on three key concepts: (1) student achievement is improved by the professional development of all stakeholders; (2) professional development is based on identified needs and goals; and (3) effective professional development is learner-centered and self-directed. These key concepts, incorporated into the competencies and ILD training, derive directly from research by NSDC (2001) that indicates that there are several important components to training: (1) presentation of theory, (2) modeling, (3) practice and low-risk feedback, (4) coaching/study groups/peer visit. Only when staff reaches this final step does the training achieve meaningful application rates of 80 to 90 percent (TEA, 2005).

The Superintendent and Principal Professional Development Competencies There are the three primary domains contained in the superintendent and principal competencies: Domain I is School Community Leadership, Domain II is Instructional Leadership; and Domain III is Administrative Leadership. Each competency consists of a general introductory statement and more detailed descriptive statements.

Both the superintendent and principal competencies contain a specific competency dedicated to professional development. A

closer look at the professional development competencies, with the research on effective professional development in mind, reveals that the descriptive statements provide a sound framework to guide administrators in implementing a comprehensive professional development plan.

Domain II, Instructional Leadership, Competency 007, of the superintendent competencies contains the professional development framework to be implemented districtwide. The introductory statement for Competency 007 reads as follows: “The superintendent knows how to implement a staff evaluation and development system to improve the performance of all staff members and select appropriate models for supervision and staff development” (SBEC Preparation Manual, 064 Superintendent, 2006, p. 11). The descriptive statements for Superintendent Competency 007 elaborate on the nature of the professional development model by providing the following details.

The superintendent knows how to: • enhance teaching and learning by participating in quality professional development activities and studying current professional literature and research.

• develop, implement, and evaluate a comprehensive professional development plan to address identified areas of district, campus, and/or staff need.

Relationship Between Levels of Impact and Components of Training

Levels of Impact Knowledge

Skill

Application

Presentation of Theory

85%

15%

5-10%

Modeling

85%

18%

5-10%

Practice and Low-Risk Feedback

85%

80%

10-15%

Coaching/Study Groups/ Peer Visit

90%

90%

80-90%

Components of Training

National Staff Development Council Adapted from Standards for Staff Development

22

INSIGHT

• facilitate the application of adult learning principles to all professional development activities, including the use of support and follow-up strategies to facilitate implementation.

• implement strategies to enhance professional capabilities at the district and campus level.

• work collaboratively with other district personnel to plan, implement, and evaluate professional growth programs.

• deliver effective presentations and facilitate learning for both small and large groups.

• implement effective strategies for the recruitment, selection, induction, development, evaluation, and promotion of staff.

• develop and implement comprehensive staff evaluation models that include both formative and summative assessment and appraisal strategies.

• diagnose organizational health and morale and implement strategies and programs to provide ongoing assistance and support to personnel. (p. 11) Likewise, the principal competencies contain a competency dedicated to professional development tied to campus-level student achievement. The introductory statement to Domain I, Principal Competency 006, reads as follows: “The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal require-

ments for personnel management” (SBEC Preparation Manual, 068 Principal, 2006, p.

10). The descriptive statements which follow, like those of Superintendent Competency 007, elaborate on each component necessary for effective professional development.

The principal knows how to: • work collaboratively with other campus personnel to develop, implement, evaluate, and revise a comprehensive campus professional development plan that addresses staff needs and aligns professional development with identified goals.

• facilitate the application of adult learning principles and motivation theory to all campus professional development activities, including the use of appropriate content, processes, and contexts.

• allocate appropriate time, funding, and other needed resources to ensure the effective implementation of professional development plans.

• implement effective, appropriate, and legal strategies for the recruitment, screening, selection, assignment, induction, development, evaluation, promotion, discipline, and dismissal of campus staff.

• use formative and summative evaluation procedures to enhance the knowledge and skills of campus staff.

• diagnose campus organizational health and morale and implement strategies to provide ongoing support to campus staff.

• engage in ongoing professional development activities to enhance one’s own

knowledge and skills and to model lifelong learning. (p.10) It is not intended that these competencies be equated with the professional development plan. Rather, they should be viewed as the skeletal framework of the plan. Once the framework is in place, the next step is simply to build proven programs and best practices for each of the key components of the framework. One place to find material to build on the competency framework is a recent comprehensive evaluation of professional development programs in Texas conducted by Southwest Educational Development Laboratory (2006). The entire report is available on TEA’s Web site at http://www.tea.state.tx.us/opge/progeval/ ProfessionalDevelopment/prodev.html.

Conclusion School district administrators need look no further for a framework for an effective professional development plan than the one provided by TEA in the superintendent and principal competencies. These competencies provide a comprehensive framework to implement reflective, continually improving professional development that overcomes the initial introductory hurdles for resistance to change—the unknown. Superintendents and principals have already been immersed in the theory, research, data, and practice of the key concepts of this framework in their certification and preparation programs. It is therefore suggested that superintendents and principals need not recreate the wheel by

School district administrators need look no further for a framework for an effective professional development plan than the one provided by TEA in the superintendent and principal competencies.

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developing a framework for their school district’s comprehensive professional development plan. Instead, it is recommended that administrators utilize the practical application of the familiar framework of the Texas superintendent and principal competencies already at their fingertips.

■

Rebecca Schlosser is an assistant professor and Kip Sullivan is a professor in the educational administration program at Sul Ross State University.

References

Elmore, R. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington, DC: The Albert Shanker Institute.

Fullan, M. G. (1995). The limits and potential of professional development. In T. R. Guskey & M. Huberman (Eds.) Professional development in education: New paradigms and practices (pp. 253–267). New York: Teachers College Press.

Hirsch, S. (Winter 2004). Putting comprehensive staff development on target. Journal of Staff Development, 25 (1).

National Staff Development Council (2001).

Standards for Staff Development (Rev. ed.).

Retrieved January 22, 2007 from http:// www.nsdc.org/standards/index.cfm.

SEDL (2006). Southwest Educational Development Laboratory’s evaluation of educator professional development programs implemented at the regional and local levels: Final report prepared for the Texas Education Agency. A Report to the 80th

Legislature retrieved on January 22, 2007 at http://www.tea.state.tx.us/opge/progeval/ ProfessionalDevelopment/prodev.html.

SEDL (2004, December). The Southwest Educational Development Laboratory’s approach to professional development. Austin, TX: Author.

Sparks, D. & Hirsch, S. (1997). A new vision for professional development. Alexandria, VA: Association for Supervision and Curriculum Development.

TEA (2006). TExES: Texas Examinations of Educator Standards: 064 Superintendent Preparation Manual. Austin, TX: Author.

TEA (2006). TExES: Texas Examinations of Educator Standards: 068 Principal Preparation Manual. Austin, TX: Author.

TEA (2005). Instructional Leadership Development Manual. Austin, TX: Author.

Texas Education Code (1999), Sections 21.054 & 21.451.

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Leadership • Curriculum • Instruction • Assessment 24

INSIGHT

H-E-B Names Fort Sam Houston ISD

“Best Small District in Texas”

by Gloria Davila

Melinda (not her real name) is an Army “brat” who grew up in a military family. In 2005–2006, she was a junior in high school in Alaska when her father was deployed to Iraq. Actively involved in volleyball, basketball, and the JROTC program, Melinda enjoyed close friendships she hoped would last forever.

where they were assigned to one of Fort Sam Houston Army Installation’s Fisher Houses, living quarters designed to house families of recovering wounded warriors.

Besides worrying about her father’s recovery, Melinda stressed over leaving her friends, starting over in a new school her senior

Fort Sam Houston ISD recently earned the 2007 H-E-B Award for Excellence in Education in the small district category.

Its 1,400 students are the children of active duty military personnel, some of whom are deployed in Iraq and Afghanistan.

FSHISD specializes in providing not only successful learning experiences but also a supportive and nurturing environment for its military-connected children.

Dr. Gail Siller, Fort Sam Houston ISD superintendent, proudly displays the H‑E‑B Award for Excellence in Education trophy presented by Charles E. Butt, H‑E‑B Chairman and CEO, at the awards presentation.

Siller also received a check for $50,000 for the school district as part of the award.

In the latter part of her junior year, Melinda and her family were notified that her father had been seriously injured in Iraq, when the truck in which he was riding was hit by an explosive device. Burned over 50 percent of his body, Melinda’s dad was transported to the burn unit at Brooke Army Medical Center at Fort Sam Houston for treatment. That summer, the family moved to San Antonio,

year, and facing different graduation requirements. Her concerns were eased after being welcomed and supported by Robert G. Cole High School administrators, counselors, teachers, and students soon after her arrival.

With its boundaries coterminous to the U.S. Army Installation it serves, Fort Sam Houston ISD educates military children like Melinda, who face extra challenges of having

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a parent deployed in a war zone, increased family separations, frequent moves, and ensuing isolation from relatives and friends.

Military families move an average of every 2.9 years; three times the rate of their civilian counterparts, and attend six to nine different schools during their K–12 education. Routinely, military students experience different school calendars, varying course standards, loss of credits, and changing state exit-level exams and/or graduation requirements.

Believing that students’ basic physiological, safety, belonging, and esteem needs must be met before they are able to focus on academic learning, Fort Sam Houston administrators and counselors have designed special activities and events for this purpose. Examples include New Kid Camps, First Day Pizza Parties, Student 2 Student orientation programs, Room Ambassador programs, mentoring programs, and Army Pride groups for students with deployed parents. Academic help is provided by transition labs and credit recovery programs, as well as reciprocity agreements.

“Our teachers, counselors, and administrators work hard to ease not only the social and emotional adjustments that a move to a new school entails but also to help smooth the academic transitions our students encounter,” stated Dr. Gail Siller, superintendent.

26

INSIGHT

Campus staff at both Fort Sam Houston Elementary School and Robert G. Cole Junior/Senior High School provide programs for building high levels of self-esteem and motivation, including the Sunshine Group (self-esteem), Success Club (at risk), COOL group (anger management), Banana Splits (parents’ divorce), Moving On (grief counseling), Senior Men’s and Women’s Club, and School Health Helpers.

“Students who need extra instruction or assistance are referred to student support teams, a cadre of teachers who meet to discuss strategies for students with academic, behavioral, or transition problems,” added Siller. “The team determines the appropriate instruction, assistance, or action to take.”

“Overall, military students are extremely resilient,” stated Siller. “Their experiences as Army dependents help to make them strong, successful young adults.”

Melinda’s experience confirms that belief, as she is a JROTC Company Commander, has adjusted well to Cole High School, and has made many new friends.

“I feel at home at Cole, and I give credit to the teachers and staff,” commented Melinda.

“They are aware of the unique situations that military kids face,” continued Melinda.

“They care about us and don’t let us fall through the cracks.”

Students routinely arrive at FSHISD from other states or countries at any time during the school year. New students are assigned to a transition lab where discrepancies in scheduling, courses, transcripts, etc., can be addressed. The lab is an opportunity for students to “catch up” with missing credits or courses. Also, when possible, the sending school’s diploma is awarded if the student is unable to complete the Texas high school’s graduation requirements. Many hurdles are jumped in order to arrive at a reciprocity agreement with the previous school district.

FSHISD’s culture is based on the district’s high expectations for its students’ achievement in academics, sportsmanship, and citizenship. Military parents value education and embrace the district’s high standards.

They are active participants in their children’s progress and success—and successful they are! Last year’s graduating class, which included 68 seniors, earned more than $6.2 million in scholarship opportunities, including four military academy appointments.

Seeing that as a challenge, the Class of 2007, with its 72 graduates, earned more than $9.5 million in scholarships, the largest amount a Cole Senior Class has amassed.

Both the Fort Sam Houston district and its two campuses, Fort Sam Houston Elementary School and Robert G. Cole Junior/Senior High School, are “Recognized” under Texas’ Public School Accountability System and

have annually met Adequate Yearly Progress (AYP) requirements under the No Child Left Behind Act. Additionally, the district has met all compliance indicators under the Performance-Based Monitoring Analysis System.

Fort Sam Houston ISD is proud to receive the 2007 H-E-B Excellence in Education Award for successfully educating the children of the active duty military personnel who serve this country. By the way, Melinda’s father is recovering. Despite the loss of several fingers and exhausting physical therapy, he keeps his hopes high for himself and for his family and has plans to relocate to their home state of Kentucky, once his treatment is completed.

■

Gloria Davila is an associate superintendent at Fort Sam Houston ISD.

As part of the selection process for the H‑E‑B Award for Excellence in Education, site judges visited Robert G. Cole Junior/Senior High School in Fort Sam Houston ISD. Cole science students explain the steps in the electromagnetic experiment they are conducting to H‑E‑B site judges.

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Richardson ISD—

The 2007 Large District H-E-B Excellence in Education Award Winner

by Tim Clark

“I’ve never felt more pleased for a group of people than I do for our extraordinarily talented, professional, and dedicated staff,” says RISD Superintendent Dr. David Simmons.

“This recognition is wonderful validation of

representatives, and even community members with no children in RISD. “One thing that really seemed to stand out to the judges was our student-centered

Richardson ISD staff, students, and community were thrilled last month to learn that RISD was named the Large District Winner of the prestigious 2007 H‑E‑B Excellence in Education Award. what our community already knows—RISD is an exceptional place to receive an excellent, well-rounded education.”

District officials learned of the honor at the finale of H-E-B’s annual awards ceremony in Austin, culminating a comprehensive application and evaluation process.

“After we were named a finalist, a team of distinguished and accomplished judges visited our campuses, interested in virtually every aspect of our schools,” explains RISD Deputy Superintendent Patti Kieker.

“They looked in-depth at our curriculum, culture, and philosophy, and were particularly interested in our data-driven student interventions.”

Judges spoke with central administrators, principals, teachers, professional support staff, students, parents, volunteers, business 28

INSIGHT

philosophy,” says Richardson High School Principal Charles Pickitt. “Everything we do is guided by our Board of Trustees’ vision and goals. Basically, if something isn’t good for kids, and doesn’t directly relate to those core beliefs, we don’t do it, and that starts at the top with our board and superintendent.”

That culture of genuine commitment to student success, both academic and personal, was apparent to judges as they conducted their visit.

“One of the areas in which we were able to shine was with the site team’s one-onone interaction with our students,” offers Richardson West Junior High Principal Walter Kelly, whose campus is a National AVID demonstration site. “When they asked our kids how they felt about their school and teachers, they just answered honestly that

every adult in the building has high expectations for them and would do whatever we, as a school, could do to help them prepare for success in life. As an educator, that’s probably one of the most gratifying aspects of this—to hear directly from our students that they feel like we’re making a difference for them.”

The districtwide implementation of AVID (Advancement Via Individual Determination) program principles has significantly contributed toward RISD’s team-oriented culture of preparing students for success in life.

While just a portion of RISD students are directly in the AVID program, all students benefit from the structure and culture the program brings. It teaches leadership, service, thoughtful planning, collegiate-level note-taking, time management, and organization skills. The program encourages and allows students opportunities to understand the larger picture of what it means to prepare for postsecondary education and inculcates an expectation in them that college is not only realistic, it’s a natural progression.

“The AVID factor really contributed to the judges’ understanding of what we’re trying to achieve as a campus and district,” continues Kelly. “Regardless of background, demographics, or at-risk status, every student with whom they spoke had an expectation of col-

lege and life success, which reflects volumes about our campus and district culture.”

Another area of specific interest to judges was RISD’s commitment to data-driven student intervention.

“Our continuous improvement plan is designed to allow teachers, campus administrators, and instructional support staff the ability to identify where an individual student is at risk of falling behind, and then provide the tools to help,” says Kieker.

“Our goal is for all of this to occur within a timeframe that delivers each student the appropriate assistance in enough time to make a difference for them. The timing is critical—because once a student falls too far behind, they can get discouraged, lose motivation, or feel disconnected, making it more difficult to get them re-engaged.”

Beyond interventions, the judges also learned how RISD addresses the need to continually challenge and develop higher-achieving students.

“We strongly encourage Pre-AP and AP participation among virtually all students,” says Pickitt, whose campus Interact Club is the largest Rotary International-sponsored student chapter in the world and includes almost the entire senior class. “It’s incumbent

upon us to set the bar high for each student to challenge themselves, both academically and in extracurricular activities.

We have an expectation that every student be involved in something beyond academics, and that really helps them develop as people and learn important skills that they can take back to the classroom.”

RISD’s emphasis on providing opportunities for student involvement outside of traditional academics, coupled with the support those efforts receive from the community at large, was a particular point of interest to the judges.

“We’re certainly aware of the correlation between involvement in extracurricular activities and academic success,” says Dr. Simmons. “For years, this district and community has supported fine arts, athletics, and club-based endeavors for our students. We strive to have something for every student to be engaged in their school community, and as times have changed, this focus and challenge has changed as well.”

Taken together, the judges agreed that RISD embodies the right blend of student-centered philosophy, best practices, commitment to continuous improvement, community support, and dedicated staff to be called the continued on page 30

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Richardson ISD, continued from page 29 Texas 2007 Large District H-E-B Excellence in Education Award Winner.

“On behalf of our district and each of our 54 school communities, we wholeheartedly thank the H-E-B Corporation and the esteemed panel of judges for this recognition,” concludes Dr. Simmons. “We are humbled and honored to have been selected from among so many worthy and outstanding districts in Texas, and truly gratified that the ongoing hard work, commitment, teamwork, and sacrifice of our more than 4,000 staff members and thousands of additional PTA members, partners, and volunteers have been recognized on ■ such a grand scale.”

Tim Clark is a communications specialist at Richardson ISD.

Share Your Lighter Moments At The School Administrator, we’re always on the lookout for worthy material for our back-page humor column called "Leadership Lite."

Some of our best contributions over the years have come from those in communications, so I’d like to solicit your stories for possible use.

We’re trying to replenish our supply of good humor for 2007-08.

What we seek are short, humorous anecdotes (that generally can be told in no more than four or five paragraphs) that relate to some telling aspect of life in educational administration or the day-to-day work in a school district or a state association serving educators.

Anecdotes should be based on the contributor's own experience—something you’ve seen or heard or that’s been shared by a colleague—in a school setting, administrative office, board meeting, educational administration class, etc.

To spark your creative thinking, I can send you electronically a few recent installments of “Leadership Lite.” Of course, if you have access to back issues of The School Administrator, you can review the humor page yourself.

I hope you might have something to share now or down the line.

Please keep us in mind. And if you have a small space to fill in your next statewide publication, please feel free to include this invitation. Please submit your stories to me at jgoldman@aasa.org.

Thank you!

Jay P. Goldman Editor, The School Administrator

30

INSIGHT

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INSIGHT

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The following seven pages of INSIGHT showcase the products/services of seven of TASA’s

Platinum and Gold Corporate Partners

Thank You to TASA Corporate Partners Our Corporate Partners support TASA and its mission through sponsorship of major association events throughout the year, including contributions for general session speakers, distinguished lecturers, receptions, meal functions, golf tournaments, and more. Their generosity makes it possible for us to enhance the quality of events we offer our members. Please take any opportunity you can to express your appreciation to these companies (a complete list is shown on page 43).

Partnerships that Work

F

or the past 26 years, The Princeton Review has proven itself a true partner by working with districts nationwide in support of student achievement initiatives at various levels. The Princeton Review has evolved into an organization with breadth and flexibility that provides a comprehensive suite of effective educational solutions that help millions of students achieve academic success. While our SAT/ACT test preparation courses continue to aid thousands of college-bound students to gain admittance each year to their college of choice, our PSAT clinics are helping students become National Merit Scholars. While our Intervention programs are helping students bridge the gaps to meet state standards, our Formative Assessment programs are providing practice and preparation for high stakes state exams as part of districts’ scope and sequence. Our partnerships nationally and especially in Texas demonstrate that Every Child Can Achieve.

El Paso Independent School District “The Princeton Review was a tremendous resource for EPISD throughout our efforts to turn around many of our low performing schools this year. Of the four schools with which Princeton Review worked with us, three of them fully met accountability requirements, and in these three cases the work of the Princeton Review was instrumental.

The Princeton Review team was professional, service-oriented, and a pleasure to work with. Not only did they do what we asked of them, they often went above and beyond their basic role, helping us by giving added improvement suggestions, tweaking and changing program components as they saw the need, and basically serving as a full partner in improving the educational delivery in our district. We couldn’t be happier with their performance.”

Waco Independent School District

Damon Murphy Ed.D. Associate Superintendent, Priority Schools Division El Paso ISD

Royce Avery, Ph.D. Director of Secondary Education Waco ISD

South San Antonio Independent School District Last summer, our district adopted the SideStreets program to support the goal of providing intervention services for children in our elementary schools who were performing below State Standards. I was immediately impressed by the quality of the materials provided with the program, as well as the instructional framework. SideStreets addressed a significant component of our intervention programming which was the ability to adapt instruction and curriculum to the unique needs of our students.

Evelyn Trinidad Director of Curriculum & Instruction South San Antonio ISD

It is with great pleasure and conviction that I share my experiences and thoughts regarding Princeton Review and their Side Streets program. In addition to the adoption of the Side Streets program, our district has successfully implemented other programs from the Princeton Review. These experiences have strengthened our belief in the company and we share their passion for the academic achievement of our students.

Dallas Independent School District “The Princeton Review has been a dedicated and significant partner in Dallas ISD’s mission to have more students collegeready. Together, we have developed programs which specifically meet the needs of our district and our schools. The quality of customer service, training, and programs are unmatched. The Princeton Review exemplifies true collaboration between business and public education in the common goal of improving student achievement and making access to higher education a reality for our students.”

Liliana Valadez, Ed.D Assistant Superintendent, College & Career Readiness Dallas ISD

To learn more about products from The Princeton Review, call us at 800-Review2 or visit PrincetonReview.com.

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Welcome to the Math Classroom of the Future!

The best technology for the classroom is technology that brings results—results you can see in high stakes test scores, on adequate yearly progress reports, and in the smiles of eager learners throughout your district. With Accelerated Math™ software and the 2Know!™ Classroom Response System, you can get these results!

Better Instruction

Better Practice

The 2Know! Classroom Response System is revolutionizing classroom instruction. Now teachers can assess students “on the fly” to see if they understand the important concepts being taught. Teachers simply ask a question to their class, and their students key their answers into handheld, wireless responders. Responses are displayed in the 2Know! Toolbar, showing teachers immediately if students understand the lesson or if further instruction is needed.

Once a math objective has been taught, Accelerated Math helps teachers provide personalized math practice by printing assignments tailored to each student’s level.

What’s more, the software gives teachers more one-on-one time with students by scoring assignments automatically with the AccelScan™ mark reader.

2Know! helps build excitement for learning.

Students love using the handheld responders as they become actively involved in the learning process—even students who rarely participated before.

The Interactive Renaissance Dashboard This computerized report gives you a high-level overview of your students’ math performance to help you ensure that students are progressing as expected. You can view this screen from any web-connected computer!

More Success!

Combining Accelerated Math with 2Know! can mean only one thing for your district—more math success! For more information, call toll free (800) 656-6740, ref. #11219.

Best of all, you can monitor the math improvement of every student, class, and school in your district from any web-connected computer. Now you can make critical, data-driven decisions about shifting resources, adjusting curricula, and ensuring that your district achieves adequate yearly progress.

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School Reform Involves Everyone!

Imagine having access to graduates of your high school for information about how the school has done in providing readiness for their post-graduate experience. Using student feedback improves your decision-making ability. Improving your decision-making enhances your school improvement efforts!

Imagine that as your school makes adjustments, creates new delivery plans, and changes curriculum and instruction you have an excellent, easy to access, relatively inexpensive set of data to inform decisions and evaluate progress toward your mission.

Good data makes your job easier and graduate follow-up surveys on an annual basis will allow you to see trends and make adjustments more efficiently.

time. Think of it as an opportunity for a Senior Exit Survey, Initial Graduate Survey (18 months after graduation), Advanced Graduate Survey (5 years after graduation), and multiple opportunities for public relations letters to alumni all packaged together to assist you. LifeTrack’s proven approach to collecting survey response and customized survey questions insure you’re gathering data you can use. The easy-to-read compilation reports make analysis a snap.

Data collection through graduate follow-up surveys from LifeTrack Services, a TASA Corporate Partner, is an effective and economical way to gather feedback without burdening staff or breaking the bank! Begin enjoying the same quality feedback from graduates that other Texas high schools/districts have been enjoying for years…

In this time of challenge for public schools, as you examine most of what you do, from business practices to curriculum and instructional delivery, accountability has become a leading byword. Many schools have found excellent help in the engagement of a professional survey company that focuses on their student and graduate population.

LifeTrack Services builds surveys to provide input directly from graduates. Their 1800-REUNION program keeps your student contact information current allowing phenomenal response percentages at survey

Additionally, check out our Middle School Exit Survey and Athletic/Activity Satisfaction Survey programs as well. Let LifeTrack do the paperwork and you can spend your time analyzing the results!

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INSIGHT

For a FREE, self-running CD presentation or for additional information, contact: Larry Ledgerwood, CEO Phone: 1-800-738-6466 E-mail: info@lifetrack-services.com

Cutting Edge Technology: Texas’ Progressive Priority Dan Boggio, AIA, President & CEO, PBK Soon after the first personal computers became available in the 1980’s, school districts began incorporating technology and educational software into classrooms and administrative offices. Educators saw the need and benefits of educating students through technology. Texas school districts continue this trend in 2007 by modernizing schools with “cutting edge” technology.

Architects are fulfilling these requirements by implementing current technologies such as ceiling mounted projectors, wireless technology, classroom sound systems, smart boards, new forms of parent communication and involvement, and newly developed projector asset management tools. With new software and educational tools being developed, educators are recognizing the need to update technology in their educational facilities. As a state, Texas is a leader in promoting new technologies in education. With organizations and corporations such as the Texas Computer Education Association and Apple supporting and implementing modern technology in Texas schools, it is no surprise that school districts and architects are paying closer attention. K-12 schools are integrating wireless technology into the overall scheme of learning, which can be extremely beneficial for students and teachers.

Issues such as security, safety, interference, cost and bandwidth should be addressed when preparing for the renovation or construction of a new school. Many of these issues can be addressed from a design standpoint. However, other kinds of management controls are needed.

Student learning is constantly motivated and enhanced in new technological ways.

Smartboards™ are replacing the traditional wall-mounted chalk/marker boards.

This technology mirrors the size of a wallmounted marker board, but is more mobile and connects to a computer. Whatever a teacher pulls up on the computer is not only displayed on the Smartboard™, but the board’s surface literally becomes a computer touch screen. Students can use their fingers as a computer mouse and also write on and erase from the board’s screen.

A new Asset Management Tool for projectors has begun appearing in facilities.

Extron developed the tool to control and manage individual projectors. The Wylie Independent School District implemented the Asset Management Tool to control their projectors throughout the district.

Projectors can be extremely temperamen-

tal. Their lamps need to be changed every 1,000 to 2,000 hours, their air filters need to be cleaned every few hours, and they require fairly high-cost maintenance. Wylie ISD decided to implement a solution that would give them the ability to control their projectors and keep track of the necessary maintenance.

The Texas Education Agency’s Educational Technology Division clearly shows Texas’ dedication to technology in education. With a goal that “technology-savvy students will develop personal skills that include the ability to self-assess their behavior...and to react to situations that require an ethical response,” the Educational Technology Division certainly has the future in mind (tea.state.tx.us/technology). The Division’s long-range plan and funding for technology show that Texas recognizes the need for the implementation of modern, innovative technologies in education.

Students exposed to the latest technology will be well-prepared for careers that await them. It is apparent that Texas clearly recognizes this need and continuously promotes technology in education.

Source “Educational Technology” http://www.tea.state.tx.us/technology

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Bridging Assessment and Instruction Tango Software along with its integrated researched-based curriculum and assessment content modules will instantly let you know what your students know and can do. The Tango Software PK-12 handheld solutions make assessment, instruction, intervention and reporting for educators intuitive and easy.

Cost Effective Handheld Solutions

Response to Intervention

While there is no doubt that Tango software saves educators a tremendous amount of time and money that can be redirected towards instruction or intervention, the latest Tango version makes it easier for teachers to share handhelds to assess student learning and attractive to campus administrators wanting to increase the efficacy of the assessment while keeping the initial implementation cost down.

Tango software makes it easy for administrators and teachers to monitor and report on a student’s response to intervention on a handheld. A seamless connection between the assessment and intervention modules within the Tango application gives educators an easy way to identify, tag, date and notate appropriate intervention activities for a student.

Easy to Implement Teachers simply insert a Tango Software Secure Digital (SD) card into a handheld to install the Tango applications and teacher roster information. This feature makes Tango easy to deploy without a computer system, while at the same time enhancing the user experience and streamlining the deployment and training process.

Tango also simplifies the synchronization of handhelds with its proprietary mobile syncing solution that allows for up to eight (8) handhelds to be synchronized simultaneously anytime from anywhere.

PDAS and Classroom Observations NEW to the Tango Software Suite is an observation module that incorporates the latest Texas Professional Development and Appraisal System (PDAS) and a Classroom Observational tool that makes it ease for administrators to conduct appraisals and walk-throughs using a handheld computer. Documentation and reporting is easy using either a handheld or the web reporting portal.

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INSIGHT

TPRI®-Tejas LEE® Progress Monitoring Tango software integrates the complete K-3 TPRI and Tejas LEE suite of progress monitoring assessments. Using the student’s benchmark tier outcome, Tango automates the progress monitoring schedule assignment for a student and gives teachers an interactive handheld progress monitoring tool that makes it easy to track and report student progress.

TPRI®-Tejas LEE® Reporting With a robust reporting engine at the core of the Tango Software framework, handheld computers running Tango applications give educators immediate feedback on student performance and their learning needs. Teachers get immediate student class tier and small group assignment information without ever having to sync a handheld computer to view the results.

Colorful data formats, charts and interactive column sorts give educators the flexibility to view the detailed information they need as it makes most sense during the assessment, instruction or intervention task at hand.

Team Tango Administrators Administrators leverage the robust reporting engine on the handheld or web portal to track and analyze student performance, tutorial programs and staff development needs at a district, campus, subject, grade, teacher or classroom level. Getting a clear and accurate picture of program implementations and student improvement is fast and simple.

Specialists Special education teachers, instructional specialists and coaches use the Tango intervention management system to help teachers get a quick handle on remediation plans for whole group, small group and individual student instruction and intervention.

Teachers Teachers who use Tango love its simplicity, automation and reporting ease that are seamlessly integrated with the progress monitoring and response to intervention modules making intervention tracking and accountability a breeze.

Parents Parents are engaged in their child’s learning progress throughout the process with reports that reflect the students latest performance, ongoing progress monitoring and prescribed intervention.

sales @ tangosoftware.com

(888) 932•5282 ext. 27

The idea of rewiring someone’s brain sounds like science fiction.

achievement, which comprised vocabulary and comprehension skills.

But it’s actually science fact, based on over 30 years of neuroscience

At pre-test, the group of students was performing well below grade

research, and it’s a concept that’s helping struggling students in

level in reading achievement. Post-test results revealed that the

Texas achieve scholastic success.

group attained grade-equivalent scores that brought them above their true grade levels.

An exciting and effective group of products called Fast ForWord is helping students build learning capacity. Introduced in 1997 by

“The results from using Fast ForWord clearly demonstrated that stu-

Scientific Learning Corporation, Fast ForWord combines the latest

dents from various populations, including those with limited English

advances in brain research and proprietary technology to help devel-

proficiency, can significantly improve their reading and phonological

op the fundamental cognitive abilities required to read and learn.

awareness abilities,” said Susan Holley, assistant superintendent of the district. “We were extremely pleased with the achievements our

“The impetus for creating our Fast ForWord family of products

students made.”

was to harness cutting-edge neuroscience discoveries in a way that made them applicable to students dealing with everyday challenges in literacy,” said Robert C. Bowen, Chairman and CEO of Scientific Learning. Today, there are 10 products in the Fast ForWord family, all based on research that demonstrates that the brain exhibits “plasticity” — that is, new neural pathways can be created as we learn new skills. The products use patented technology to retrain the brain by targeting language and reading skills, which allows struggling students to achieve increased proficiency and success in these areas.

The Fast ForWord family of products are enabling Texas educators to conquer some of the unique challenges faced by their school districts. Two of these issues: helping non-English speaking students learn English more quickly while improving their scholastic skills, and working to support the success of at-risk students. Scientific Learning has also been selected by the Texas Education Agency as a provider for the Texas IRI (Intensive Reading Instruction) Program.

Helping At-Risk Students Succeed Keeping kids in school until graduation is often a battle; that’s why the Dallas Independent School District created its Reconnection Program, which allows students who’ve left the system to earn their high-school diplomas or GED (General Educational Development) credentials by completing standardized coursework. But when Principal Gene Ward at Barbara Manns High School realized many of his Reconnection students lacked the basic reading skills needed to participate in the curriculum, he turned to Fast ForWord for help.

And it worked: In 2000-2001, students at the school demonstrated an average of two and a half years’ worth of gains in their language and reading skills. “I was truly amazed at how quickly these students made gains. I’ve never seen anything to equal it,” said Ward.

Fast ForWord products are now licensed for each of Dallas Independent

Accelerating Language Acquisition

School District’s high schools and middle schools, where they serve

With its large population of students for whom English is not a first

ing skills. This is the largest district implementation of Fast ForWord

language, administrators and educators face the challenge of accel-

products at the secondary-school level in the United States.

all student populations in need of augmented reading and learn-

erating these students’ language acquisition and reading skills so they can keep up with school curricula and standardized testing. The

The Fast ForWord products, which have been confirmed effective by

Fast ForWord products have been an invaluable aid in this endeavor,

numerous independent studies and research, do more than increase

and one such success story was with the Killeen Independent School

test scores; they develop the cognitive skills that prepare students

District.

for learning and reading proficiency. Fast ForWord’s unique ability to develop and strengthen memory, attention, processing, and

In Killeen, over 1,300 students — including students with limited

sequencing abilities supports student achievement while laying the

English proficiency — who used Fast ForWord during the 2002-2003

foundation for a lifetime of continued successful learning.

school year averaged significant improvements in their total reading

For further information about our award-winning products, contact us at 888-452-7323 or view school results on the web at www.scientificlearning.com/results

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Technology-Based Math Intervention for At-Risk Students

By Melanie Pritchett

While No Child Left Behind brought a new era of accountability to our public schools, the statistics regarding high school drop-out rates remain startling. A significant percentage of our nation’s high school graduates lack the literacy and numeracy skills to survive in college or the workplace, and for minority, low-income and second language learners, the problems are exacerbated. The time has come to change the way we think about teaching and learning – to focus on improving the quality of instruction in the general education classroom in our elementary and middle schools. CompassLearning has embraced this challenge and our product development efforts are based on current and confirmed research in content and pedagogy. We strongly believe that highly trained teachers can use technology-based program materials in a Response to Intervention (RtI) model to effectively and efficiently differentiate instruction and meet the wide range of student learning needs in today’s classroom.

CompassLearning Odyssey Math successfully applies these research-based principles to technology-based math intervention.

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INSIGHT

Easily customized to meet the needs all learners in the classroom, CompassLearning Odyssey Math can assist the teacher in providing a variety of instructional approaches – for students in need of enrichment and extension, to students in need of specific skill support in critical math components. Using interactive technology, based on national and state curriculum standards, the teacher is freed to work intensively with small groups of children, comfortably assured that other students in the classroom are working in individualized and age-appropriate learning paths based on an assessment of their specific learning needs. Whether students lack foundational knowledge, have language difficulties, or have persistent misunderstanding(s) of specific skills and concepts, numerous customizable online diagnostic and progress monitoring reports provide educators with aggregated and disaggregated student data to inform classroom instruction and guide professional development processes.

CompassLearning Odyssey Math is systematic, explicit, and designed to promote diagnostic

teaching through small group and/or individualized instruction. Engaging, interactive, and age-appropriate instructional materials focus skills development through extensive scaffolded online guided practice activities and offline individual practice. Materials are carefully constructed to build conceptual understanding and develop numerical fluency and automaticity. As a result, teachers are better equipped to prevent learning difficulties before they have time to take root and develop.

The research on RtI is compelling, and data from CompassLearning Odyssey Math implementation sites clearly suggest that diagnostic assessment, comprehensive and targeted intervention instruction, and quality professional development designed to enhance teacher knowledge of how to address math difficulties can significantly improve learning outcomes for all students.

Melanie Pritchett is a senior policy advisor with CompassLearning. For additional information, please visit www.compasslearning. com.

President’s Circle Platinum Gold Silver Bronze

TASA Corporate Partners 2006–07 TASA is grateful to our corporate partners for their support: President’s Circle Apple ETS LeapFrog SchoolHouse Pearson Education QLD—Quality Leadership by Design Scholastic Inc. SHW Group, LLP

Platinum CompassLearning The Princeton Review Scientific Learning

Gold LifeTrack Services, Inc. PBK Renaissance Learning Tango Software Silver AIG Valic ARAMARK Horace Mann Indeco Sales, Inc. KAPLAN K12 Learning Services Linebarger Goggan Blair & Sampson, LLP MIND Institute Promethean Schoolware, Inc. Summit Interactive Taylor/Balfour TCG Consulting, LP

BRONZE Alton Lynch Associates AT&T Bank of America DriversEd.com First Southwest Company Huckabee & Associates Parsons Questia Media, Inc Saxon Publishers Sodexho The Staubach Company Vantage Learning

Each level of the Corporate Partner Program is designed to offer our partners quality exposure to association members.

Partners at the President’s Circle, Platinum, and Gold levels may customize special events and opportunities.

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inspiring the journey

Meet our new Gesture Learning spaces and facility planning are evolving as rapidly as teaching and technology.

SHW Group is changing along with you. Our new logo better represents the inspired journey we take with our clients every time we design spaces that ignite learning.

Experience the effect of inspired design where ideas are sparked, minds are engaged and students reach their full potential.

shwgroup.com

406 East 11th Street Austin, TX 78701-2617

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