The News Magazine for Public Education in Texas
Texas School Business
MAR / APR
Investment through encouragement Gilmer ISD improves new-teacher retention with Invest Mentoring
Also in this issue:
TASBO President Jennifer Land
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Texas School Business MARCH / APRIL 2022
Cover Story Investment through encouragement Gilmer ISD improves new-teacher retention with Invest Mentoring
TASBO President Profile Jennifer Land carries on TASBO’s mission
by Dacia Rivers
by James Golsan
Departments 7 Who’s News 24 Calendar 28 Ad Index
5 From the Editor by Dacia Rivers
20 Student Voices by Taelyn Hudson
9 The Law Dawg— Unleashed by Jim Walsh
22 Regional View by Haley Turner and Kerri Bowles
11 Digital Frontier by Anne Halsey 18 The Arts by Jess Croshaw
28 The Back Page by Riney Jordan
The views expressed by columnists and contributing writers do not necessarily reflect those of the publisher or Texas School Business advertisers. The publisher also makes no endorsement of the advertisers or advertisements in this publication.
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From the editor
ven before the word “coronavirus” was on anyone’s radar, teacher retention was a huge issue for Texas school districts. Since being hit by a pandemic that shook up the entire education system, Texas schools have only seen teacher retention rates stagnate or even dip. Several school districts have come up with their own teacher-retention programs, and in this issue, we highlight what they’re doing in Gilmer ISD, where new teachers enter an intense mentoring program designed to meet their most basic needs and support them in the ways they need it most. Check that out on page 12. Also in this issue, we highlight some of the unique programs going on in Texas schools, including a guide dog program in Pasadena ISD where students are the trainers (page 20), an adult education program in Northwest ISD that gives students hands-on education in creative product creation and sales (page 18), and a VEX IQ robotics program in Region 8 (page 22). May these stories and this issue be an inspiration to you as we head into the final countdown of the school year. If you’d like to see your district’s success stories covered in these pages, let me know at firstname.lastname@example.org.
Texas School Business MARCH / APRIL 2022 Volume LXIX, Issue 2 406 East 11th Street Austin, Texas 78701 Phone: 512-477-6361 www.texasschoolbusiness.com EDITORIAL DIRECTOR
Dacia Rivers Editorial Director
Phaedra Strecher COLUMNISTS
Riney Jordan Anne Halsey Jim Walsh
TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS EXECUTIVE DIRECTOR
DIRECTOR OF COMMUNICATIONS AND MEDIA RELATIONS
Texas School Business (ISSN 0563-2978) is published online bimonthly with a special edition, Bragging Rights, in December, by the Texas Association of School Administrators. © Copyright 2022 Texas Association of School Administrators
Texas School Business MARCH / APRIL 2022
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Calallen ISD (Corpus Christi)
Allen ISD The district’s new chief financial officer comes to Allen ISD with more than two decades of experience, including stints in the same capacity in Northwest and Kaufman ISDs and as a financial data analyst for the Texas Education Agency. Brian Carter earned his bachelor’s degree in finance from Texas A&M University.
Carthage ISD A former Tyler ISD assistant superintendent has been named superintendent of Carthage ISD. Jarrod Bitter was a principal in Canton and Whitehouse ISDs prior to joining Tyler ISD.
Atlanta ISD Jason Harris, who was
the district’s assistant superintendent, has been promoted to superintendent. Prior to joining Atlanta ISD, he was with Carthage ISD for 13 years as an administrator, including principal of Carthage High School. He also served as a teacher and coach in Texarkana and Redwater ISDs. The Ouachita Baptist University graduate earned his master’s degree in education from Texas A&M University at Texarkana.
Bastrop ISD A new director of athletics is in place for the district. Eliot Allen comes to Bastrop from Brenham ISD, where he was athletic director and head football coach since 2017. Prior to that, he worked in Brownwood, HullDaisetta, Giddings and Spring Branch ISDs. He is a graduate of Oklahoma Panhandle State University.
Bridgeport ISD Bridgeport ISD has confirmed the appointment of Amy Ellis as district superintendent. The 16-year educator previously served as a teacher, assistant principal, principal, curriculum coordinator and, most recently, Rockwall ISD’s chief curriculum and instruction officer. She has also worked in Waxahachie, Carroll and Castleberry ISDs. She is a graduate of the University of Mary HardinBaylor and holds master’s and doctoral degrees from Texas A&M University at Commerce.
Brownsville ISD Shaun Tarantola, former offensive
coordinator at McAllen ISD’s Rowe High School, is now head coach at Lopez High School in Brownsville ISD. He previously worked in the same capacity in his home state of Washington.
Former assistant superintendent Emily Lorenz has been promoted to district superintendent. Prior to joining Calallen ISD, she was director of curriculum and assessment for Gregory-
Channelview ISD Tory Hill, former
superintendent of Sweeny ISD, has been selected to lead Channelview ISD. He previously worked in Katy and Clear Creek ISDs.
Charlotte ISD Jon Orozco, who led Waelder
ISD since 2017, is now superintendent of Charlotte ISD. Prior to his time in Waelder, he was a principal in San Antonio’s Southside ISD and deputy superintendent of San Felipe Del Rio CISD. He is a graduate of Texas State University with a master’s degree in educational leadership and administration from Texas A&M University at Kingsville. After 48 years as an educator, Mario Sotelo has retired as superintendent of Charlotte ISD. He led the district for eight years.
The Corsicana ISD board of trustees has named Stephanie Howell assistant superintendent of technology and strategic initiatives. She was most recently executive director of technology and
Cushing ISD New superintendent Brandon Enos began his career in education in 2007 as a teacher in Castleberry ISD, going on to take his first administrative position, in Kermit ISD, in 2018. He received his bachelor’s degree from the University of Central Oklahoma, his master’s degree from Grand Canyon University,
and his doctorate in education from the American College of Education.
Cypress-Fairbanks ISD Franklin Sampson, the
district’s director of guidance and counseling, has been elected vice president of counselor education for the Lone Star State School Counselor Association (LSSSCA). The association helps to provide professional development, leadership opportunities and advocacy to Texas school counselors. The district’s director of transportation, Kayne Smith, has been named Director of the Year by School Transportation News. He received his award at the publication’s annual Expo in December. He has been with CFISD for a total of six years, also serving in Dallas and Beaumont ISDs.
DeSoto ISD Veteran educator Larry Lewis has accepted the position of interim superintendent of DeSoto ISD. A graduate of Stephen F. Austin State University, where he also earned a master’s degree, he has worked as a teacher, principal, area superintendent and superintendent. He holds a second master’s degree from Harvard University and a doctorate from Texas A&M University.
Denton ISD Lacey Hailey, who led
McNair Elementary since 2016, is now principal of Crownover Middle School. She came to the district in 2005 as a Spanish teacher and volleyball coach at Ryan High School. She earned her bachelor’s degree from Austin College and her master’s degree in educational administration from the University of North Texas. Former McMath Middle School assistant principal Jeffrey Panter has been named principal of Strickland Middle School. He joined Denton ISD in 2001 as an English and language arts teacher at that campus, spending 11 years there before moving to McMath. He has a bachelor’s degree from the University of North Texas and a master’s degree in administration from Texas Woman’s University. > See Who’s News, page 8 Texas School Business MARCH / APRIL 2022
Who’s News > Continued from page 7
El Paso ISD Now serving as principal of Nixon Elementary School is Cindy Contreras, a 15-year educator who has spent her career with El Paso ISD and El Paso’s Socorro ISD. She most recently was EPISD’s coordinator of improvement planning. Additionally, she is an instructional assistant at the University of Texas at El Paso, where she earned her bachelor’s and master’s degrees and where she is pursuing her doctorate in educational leadership and administration. Guerrero Elementary School has welcomed Angelica Hernandez
as principal. The 20year educator has been assistant principal of Green Elementary since 2014. In addition, she has served the district as a summer school site coordinator, literacy coach and teacher. She earned her bachelor’s degree and master’s degree in educational administration from the University of Texas at El Paso. The new principal of Ross Middle School, Wanda Johnson, most recently held the top position at Milam Elementary. She also led Travis Elementary and was an assistant principal, math coach and classroom teacher. She is a graduate of the University of Texas at El Paso. Michael Mendoza will
transition from leading Bassett Middle School to serving as principal of the new Navarrete Middle School when that campus opens this fall. An educator for 32 years, he has worked in the district as a teacher and assistant principal as well as principal. He is a graduate of the University of Texas at El Paso with a master’s degree in education from the same institution. Daniel Montoya, who had
been serving as interim principal of Henderson Middle School, now holds the job on a permanent basis. He previously was dean of operations at the school and also was an assistant principal, active learning leader, and basketball coach at district campuses. He holds a bachelor’s degree from Park University and a master’s degree in education from the University of Texas at El Paso.
Texas School Business MARCH / APRIL 2022
El Paso has hired the first female superintendent in its 140-year history. Diana Sayavedra began her career 30 years ago in Laredo and was most recently interim superintendent of Fort Bend ISD. She holds a bachelor’s degree from the University of Texas and a master’s degree in education administration from Texas A&M University, where she is nearing completion of her doctorate. Yong Vega, newly appointed
principal of Jefferson/Silva High School, had been filling that role in an interim position. She has been an educator for 15 years, previously working as an assistant principal at Franklin and Coronado high schools and as a testing coordinator at Austin High. She received her bachelor’s degree from the University of Texas at El Paso and her master’s degree in educational leadership from Sul Ross State University.
Eanes ISD (Austin) Tony Salazar, longtime defensive
coordinator at Westlake High School, is now the Chaparrals’ head football coach. He began his coaching career at the University of Mary Hardin-Baylor, joining Dripping Springs ISD in 2007 and going on to work in Leander and Marble Falls ISDs before coming to Westlake in 2014.
Fort Bend ISD Kwabena Mensah has
accepted the position of chief of schools of Fort Bend ISD. He was most recently the district’s assistant superintendent supporting elementary schools and previously worked as a campus administrator in Austin, Aldine, Spring and Katy ISDs. He is a graduate of Rice University with a master’s degree in education from the University of Texas and a doctorate in educational leadership from the University of Houston.
Hays CISD Hays CISD’s newest elementary school, its 15th and as yet unnamed, will be led by David MacRoberts when it opens in August. Currently principal of Bastrop ISD’s Bluebonnet Elementary, he has more than two decades of experience as a teacher, technology specialist, assistant principal and principal in San Antonio’s Alamo Heights ISD and New Braunfels ISD.
Jacksboro ISD Former Jacksboro ISD assistant superintendent Brad Burnett has been promoted to district superintendent. He began his tenure with JISD as an agriculture teacher, then spent 10 years as principal of Jacksboro High School. He took his most recent position three years ago.
Jacksonville ISD Former Tatum ISD head football coach Jason Holman now serves as athletic director and head football coach of Jacksonville ISD. A coach for 25 years, he also worked in Lufkin, Chapel Hill and Cypress-Fairbanks ISDs. He is a graduate of Jacksonville High School and earned his bachelor’s and master’s degrees from Stephen F. Austin State University.
Keller ISD Nathan Roub has been
tapped to serve as principal of the district’s new Park Glen Elementary School. He began his career as a special education teacher in Dallas ISD, joining Keller ISD in 2019 as assistant principal of Keller-Harvel Elementary. He holds a bachelor’s degree from Stephen F. Austin State University and a master’s degree in educational leadership from Southern Methodist University.
Killeen ISD Current Eastern Hills Middle School principal Gina Brown will take the top position at Chaparral High School when it opens its doors in August. Prior to joining Killeen ISD, she was assistant principal of Weiss Elementary in Pflugerville ISD. Nino Etienne will transition to principal
of Eastern Hills Middle School from his current position as principal of Gateway Middle and High School.
La Feria ISD Superintendent
Cathy Lee Hernandez has
retired after four years in the district’s top position. Lillian Ramos, who had
been serving as the district’s executive director of special education, has accepted the position of interim superintendent.
> See Who’s News, page 10
THE LAW DAWG – UNLEASHED
Vist TSB online!
A parental bill of rights?
by Jim Walsh
s we head into this election season, it’s clear that we are going to have a vigorous debate about how much control parents should have over what happens at school. Gov. Abbott has proposed a “Parental Bill of Rights,” mirroring similar measures in other states and even a proposal in the U.S. Senate. Anything called a “Bill of Rights” sounds attractive to freedom-loving Americans. Anything that honors that most important relationship between parent and child sounds good. This newly proposed Bill of Rights is designed to guarantee that parents know what’s going on in schools, have the right to speak up about it, and that their children’s privacy will be protected. Any objections to any of that? I think not. But there are problems. First, most of this Bill of Rights is already set out in Chapter 26 of the Texas Education Code. That Chapter, “Parental Rights and Responsibilities,” starts off with our state policy: Parents are partners with educators, administrators, and school district boards of trustees in their children’s education. Parents shall be encouraged to actively participate in creating and implementing educational programs for their children. The chapter then enumerates many of the specifics of the governor’s plan. Parents can opt their child out of any assignment. Parents can request a change of class or teacher. Parents can complain about the curriculum, or, for that matter, anything else. Parents already have access to all of the instructional materials used by the school. They have the right to “full information regarding the school activities” of their child, with strong penalties for any educator who encourages a child to withhold information from the parents. There are other laws
that already protect student data and the confidentiality of student records. Since all of this is already in the law, it makes you wonder what the real motivation for this new Bill of Rights is. As a lawyer, let me point out one other problem with the governor’s proposal. He wants to put all of this into the Texas Constitution. He wants our constitution to guarantee that a parental decision “cannot be overridden without due process of law.” Woo hoo! Something like that would be good for my business. When you put words such as “parental rights,” “parental decisions” and “due process of law” into the state constitution, the lawyers who represent school districts start planning for expansion. If I only looked at the governor’s proposal through the narrow lens of “what would be good for Walsh Gallegos” I would say, “Bring it on!” But it’s bad public policy. It would encumber our most important public institution with additional and unnecessary layers of legalistic process. It reminds me of what the federal government has done with special education. Instead of having a simple educator-driven method for resolving disputes, federal law imposes layer upon layer of legalistic “due process” supposedly designed to protect parents’ rights. Instead, it creates lots of work for lots of lawyers along with hearing officers, paid advocates and expert witnesses. You want more of that? Does that improve our public schools? It’s sad to see our elected leaders display such blatant distrust and disrespect for the people who lead and govern our public schools. The board members, administrators and teachers who work to support our most important public institution are, themselves, parents and grandparents who love their children. It would be nice for the politicians to support them.
Check us out online at texasschoolbusiness.com for: ► recent issues ► how to submit articles ► Bragging Rights nomination info ► advertising information ► and more! Texas School Business THE NEWS MAGAZINE FOR PUBLIC EDUCATION IN TEXAS
69 Years and Counting
JIM WALSH is an attorney with Walsh Gallegos Treviño Russo & Kyle PC. He can be reached at email@example.com. You can also follow him on Twitter: @jwalshtxlawdawg. Texas School Business MARCH / APRIL 2022
Who’s News > Continued from page 8
Leander ISD Ebony Parks has joined the
administration of Wiley Middle School as principal. Most recently assistant principal of Leander Middle School, she previously was an instructional coach and English teacher at Austin ISD’s Garcia Young Men’s Leadership Academy and taught English in Puerto Rico, Nebraska and Chicago. She earned her bachelor’s and master’s degrees from Doane College and is at work on a doctorate from Liberty University. DeWayne Street has been
chosen to serve as the district’s chief of diversity, equity and inclusion, a newly created position. He joins Leander ISD from Round Rock ISD, where he served in the same capacity. A diversity consultant for 20 years, he previously taught in Wisconsin and held leadership positions with the state of Wisconsin, Goodwill Industries and Equus Workforce Solution.
Levelland ISD Rebecca McCutchen comes
to her new position as superintendent of Levelland ISD from Alpine ISD, where she spent 15 years, the past six as superintendent. She earned her bachelor’s degree from Texas A&M University and her master’s degree in education from Sul Ross State University.
Lexington ISD Cliff Lightfoot, newly
appointed superintendent, comes to Lexington from Gladewater ISD, where he was assistant superintendent since 2017. Prior to that assignment, he spent 13 years in Longview’s Pine Tree ISD and also worked as a teacher and coach in Mexia, College Station and Cameron ISDs.
Lubbock ISD The Lubbock ISD board of trustees has approved the appointment of Amy Baker as executive director of career and technical education (CTE). She comes to Lubbock from Frenship ISD, where she was CTE coordinator for five years.
Texas School Business MARCH / APRIL 2022
McAllen ISD After serving as interim head coach at Memorial High School, Walter Patterson has been named the school’s head football coach and athletic coordinator. He has been part of the Memorial coaching staff since 2010, taking over as defensive coordinator in 2013.
Mesquite ISD Superintendent
David Vroonland has
announced his upcoming retirement, effective at the end of the school year.
Midlothian ISD Jennifer Ellison has returned
to her alma mater as chief of staff. She has more than 20 years of experience as an educator, beginning with teaching and coaching stints in Arlington, Lancaster and Bryan ISDs. She then was an administrator in Grand Prairie and executive director of secondary curriculum in Southwest ISD. Most recently, she was director of high school programs at Palo Alto College. She is a graduate of the University of Texas at Arlington with a master’s degree in education from the University of North Texas and is pursuing her doctorate from the University of Texas.
Northside ISD (San Antonio) The following administrative appointments have been announced for the district: • Alejandro Anderson, assistant principal, Holmes High School; • Amanda Banda, assistant principal, Brandeis High School; • Georgette Carrasco, principal, Cody Elementary School; • Jeremy Day, principal, Beard Elementary School; • Patricia Gutierrez, associate principal, Marshall High School; • Roxanne Olvera, associate principal, Cable Elementary School.
Overton ISD Superintendent
Stephen DuBose has
announced his upcoming retirement, effective in June, concluding an 18-year career with the district. He began his time in Overton ISD as an assistant coach and then served as athletic
director and head football coach until 2013, when he accepted the role of superintendent. He has been an educator for 43 years.
Paint Rock ISD The Paint Rock ISD board of trustees announces the appointment of Kristi Mickelson as district superintendent. She is the former superintendent of Mullin ISD.
Pearland ISD Pearland ISD has named a new career and technical education (CTE) director. Mike Akin has spent the past 23 of his 26 years in education with the district, most recently working as its CTE coordinator. The district’s new finance director is Monio Mark, who comes to Pearland ISD from Baytown, where was the city’s controller for three years. He holds bachelor’s and master’s degrees in business administration from Sul Ross State University.
Richardson ISD The Richardson ISD Foundation has named a new executive director. Cameka Crawford was most recently chief executive officer of the Keller ISD Education Foundation.
Round Rock ISD The district’s new director of counseling services is LaShanda Lewis, who held the position of coordinator of counseling services since 2016. In addition, she is director of advocacy for the Lone Star State School Counselor Association. She earned her bachelor’s degree from Nicholls State University, her master’s degree in professional counseling from St. Edward’s University, and her doctoral in educational leadership from Texas Tech University.
San Antonio ISD Salvador “Sal” Tellez has been named head
football coach and boys’ athletic coordinator at Lanier High School. He has worked at the school since 2013 as offensive coordinator, defensive coordinator and assistant coach. Prior to joining the Lanier coaching staff, he spent four years as a coach and teacher at Rhodes Middle School.
> See Who’s News, page 15
Small districts, big district needs by Anne Halsey
e’re all in this together.” We’ve all heard that phrase a lot over the last couple of years — and the truth is, when it comes to technology needs, small districts really do have the same issues and requirements as larger LEAs. The catch is that with fewer staff and financial resources available, small school districts are at a severe disadvantage and often struggle to provide the same educational technology assets and opportunities to students. With that in mind, Texas Education Technology Leaders (TETL) recently published a white paper to help small districts effectively and efficiently use existing planning resources, careful budget planning strategies, and strategic staffing decisions to ensure the safety of their school communities and provide students with the same access to education technology as students in large districts. Every administration understands that protecting personal information is a tremendous responsibility, with student information being a high-value target in today’s cyber landscape. It’s critical to ensure that data isn’t inadvertently exposed by insufficient security practices or irresponsible vendors. Data privacy best practices should be incorporated into district policies and processes to ensure: 1.
Compliance is maintained with FERPA, HIPAA, PPRA, COPPA, CIPA, state legislation (i.e. CQB Legal) and board policy (CQB Local).
Staff is appropriately trained to be familiar with data privacy regulations and best practices.
Access to systems with personal information is configured so that staff
and end users only have permissions to view or manipulate data as required by their roles. For example, teachers using a Student Information System (SIS) should only have access to see the records of students for whom they are directly responsible. Likewise, a campus administrator using a Human Resources Information System (HRIS) should typically only have access to the records of staff connected to that campus. National standards for data privacy like these have been set as part of the Trusted Learning Environment (TLE) Framework, and every district in Texas, regardless of size, can strengthen their network by taking advantage of numerous resources provided by the Consortium for School Networking (CoSN), the parent organization of TETL. The TLE framework defines 25 specific standards across five practice areas (leadership, business, data security, professional development, and classroom). Districts that demonstrate adherence to these tenets may apply for the TLE Seal as evidence of their commitment to trust and transparency. Data privacy should also be a consideration when selecting, purchasing and implementing applications and tools used by staff and students. One of the most strategic mechanisms for protecting personal information is a data privacy agreement (DPA). A DPA documents the expectations of a vendor or external entity providing applications or services to safeguard district personal information in the way it is transported, handled, stored, and disposed of. By requiring all vendors to enter into a data privacy agreement, districts raise the bar for the management of student and staff information.
Texas school districts, large or small, that belong to TETL automatically become members of the Texas Student Privacy Alliance and are entitled to use a version of the National Data Privacy Agreement (NDPA) customized specifically for Texas. The NDPA presents a standardized format for vendors and eliminates the need for a district to craft its own legal document. The NDPA eases the logistics, particularly manpower and time, of implementing a data privacy initiative. It’s critical that leaders in smaller districts understand the technology funding mechanisms available at the local level, but they also need to be knowledgeable about opportunities for upgrades and new equipment that exist via grants at the state and federal level. For instance, unless used for security purposes or as part of a new school facility, technology must be a separate bond proposition. Thus, it is especially important that smaller districts consider the expected life cycle of the technology, whether or not it makes sense to pay for it over the life of a bond AND explore the broad range of technology grants that exist in determining which scenario best meets their needs in the short- and long-term. Via collaboration and guidance from colleagues and experts across the state, small district leaders can more effectively leverage a variety of funding sources to meet their specific needs. Since availability of staff and specialization of skills decrease in proportion to the size of the district, smaller districts are frequently limited to a single technology department — rather than multiple departments to focus on different initiatives like infrastructure, security, data integration, > See Digital Frontier, page 15
ANNE HALSEY is communications coordinator for TETL. If you would like to receive a copy of the full white paper, please send an email to Dianne Borreson at firstname.lastname@example.org.
Texas School Business MARCH / APRIL 2022
Investment through encouragement
Gilmer ISD improves new-teacher retention with Invest Mentoring by Dacia Rivers
ver the past few years, there’s been a lot of talk about essential workers. If a school district is an essential component of a society (and it is), then what position could be more essential to a community’s future than the classroom teacher. Yet, teacher positions across the state remain unfilled. Teachers are leaving the classroom in droves, and they’re hard to replace. A recent survey by Texas AFT found that 66% of Texas educators have considered leaving their jobs in the last year.
Texas School Business MARCH / APRIL 2022
Administrators around Texas are looking to fill empty positions, and working to keep existing staff from leaving. In East Texas, one district has found success with a program designed to support new teachers in the ways they need it most.
“I was doing it haphazardly,” Harris says. “I would meet with them once a month and try to iron things out, but I started noticing that second-year teachers on my campus were still having the same issues and problems they had in the first year.”
Dr. Dawn Harris has spent 20 years working in Gilmer ISD. For 10 years she served as principal of the district’s junior high school, and during that time she tried to run a mentoring program for new teachers.
While working as a principal, Harris didn’t have the time needed to invest herself completely into a stronger mentoring program. But as she began working on her superintendent certification and needed to present a project that would have an impact on the entire district,
she focused on mentoring. In 2014, she moved into the position she now holds, assistant superintendent in Gilmer, and in that office she has been able to make new teacher support and retention her priority, through the creation of the Invest Mentoring program.
areas that I train on a little more.”
“It’s not a canned product,” Harris says. “It’s something that I developed from trying to meet our district’s needs.”
Following the outline of Maslow’s hierarchy of needs, Harris has created one for teachers, to make sure that new teachers have their basic needs met and questions answered. She has also noticed a difference in new teachers who received alternative certification and says she works with them differently than she does with traditionally certified teachers to meet their unique needs.
In 2014, Gilmer ISD kicked off the school year with 10 new, first-year teachers. Harris put them into her first Invest Mentoring cohort. After the first year of the program, all 10 teachers stayed in the district. And after their second year, all 10 stayed again. Eight years later, eight of those teachers still work in Gilmer ISD, and the ones that did leave did so due to family needs or changes.
Through the program, Harris has regular meetings and training sessions with new teachers in the cohort. She goes into their classrooms to observe and offer helpful feedback. She serves as chief mentor for these teachers, and also pairs them with an instructional coach, typically a content specialist in the district who works in the new teacher’s respective content area.
“When that group rolled into their third year in the program and I still had all 10, that’s when it clicked,” Harris says. “I think that’s why they were staying, because I spent a lot of time with them talking about things that sometimes principals don’t have the time to do. I know I didn’t have time to do it.”
In addition to these two roles, each new teacher in the program is assigned a lead encourager on their campus. This person serves as a hands-on support, reaching out to give new teachers praise and positive reinforcement. They are there to offer a pat on the back or handful of tissues, whatever the teacher might need.
The Invest Mentoring program in Gilmer covers teachers for their first three years in the classroom. Harris says that for the first year, most of the topics she addresses with the teachers include basics, such as what the code for the copier is, or how much will be taken out of paychecks to cover insurance payments. “Until I meet all those basic questions, they can never progress into, ‘How do we design an engaging lesson?’” Harris says. “At the beginning, I meet with those first years a lot and get all of that stuff out of the way. When they roll into the second year, we beef up the
Harris says that in the past, she’d assign mentors based on who had been on the campus longest. She says that wasn’t the best way to go about things. Now she looks for encouragers instead of traditional mentors — someone who might not necessarily share a content area with a new teacher, but is someone who is always positive. These encouragers can then pass on any issues a new teacher is having to Harris, so she can reach out and offer help from an administrative standpoint. Since 2014, Gilmer ISD has hired 90 first-year teachers, 53% of which received alternative certifications. Harris says that the retention rate for new teachers enrolled in Invest Mentoring is 75%. “I’ve never had anybody leave and say, ‘It’s because I wasn’t supported,’” Harris says. “And when I go to recruit, that’s what I preach. My job is to make sure you don’t fail.” A teacher’s first year in the classroom can be a challenge, and as part of the program, Harris works to recognize the exceptional effort these educators put in day after day. She created a Rookie of the Year award in Gilmer. Delivered along with the district’s Teacher of the Year awards, the Elementary and Secondary Rookie of the Year designations serve to acknowledge new teachers, who Harris hopes are not only surviving but thriving in their positions. Harris acknowledges that district support has been crucial in the development of
Harris says that for the first year, most of the topics she addresses with the teachers include basics, such as what the code for the copier is, or how much will be taken out of paychecks to cover insurance payments.
the Invest Mentoring program. She says the biggest challenge is finding the time to dedicate to the mentoring work, and she is lucky to be able to have mentorship a priority in her job description. The district also provides a budget for the program, to cover stipends and any resource a new teacher might need, including classroom supplies. She suggests that any administrator looking to increase teacher retention through a mentoring program begin by reaching out to their peers. “Speak with your superintendent, your school board, your principals,” she says. “Find time for someone to gather these teachers as one, develop a cohort and let them communicate with each other, because they all share the same concerns and obstacles. Meet the needs of your teachers, just like you do with the kids in the classroom.” Looking ahead, Harris jokes that her personal goal is for the Invest Mentoring program to put itself out of business. And perhaps one year the district will have retained enough of its staff that there won’t be any brand-new teachers to form a cohort. But for now, she’s keeping on, with 13 firstyear teachers expected to join Gilmer in the fall of 2022. “I’m proud of the program, and I think any school district can create their own,” Harris says. “Looking back when I was a first-year teacher, if an administrator would have told me, ‘I’m not going to let you fail,’ I can imagine how that would have made me feel. So when I recruit, that’s the message I try to send. And I’m thankful and honored to be in a district where they realize that new teachers are a priority.” DACIA RIVERS is editorial director of Texas School Business. Texas School Business MARCH / APRIL 2022
Save the dates! June 21-23, 2022 Kalahari Resort & Convention Center Round Rock, TX Details coming soon to txedfest.org
Ideas, Insights, and Inspiration
September 23–25 San Antonio Henry B. González Convention Center
APRIL 1–MAY 1
Session Selector is open for session proposals to be submitted.
Session Selector is open for attendee voting.
Want to write session titles and descriptions that pack rooms? Ready to submit your session proposal? Visit tasa.tasb.org for details.
Texas School Business MARCH / APRIL 2022
Who’s News > Continued from page 10
Savoy ISD Jance Morris, a former principal in Sunray
ISD, is now superintendent of Savoy ISD.
Schertz-Cibolo-Universal City ISD The district’s newly appointed director of communications and community engagement is Deanna Jackson, who was principal of Watts Elementary School since 2017. She is a product of SCUCISD schools with a bachelor’s degree from Midwestern State University and a master’s degree in educational leadership from Lamar University. She previously was a news reporter and worked in public relations in the private sector before working as a teacher and administrator in San Antonio and Georgia. Brian Moy is now serving as
chief financial officer. He was with San Antonio’s North East ISD since 2002, initially as its comptroller and most recently as executive director of finance and accounting.
> Continued from page 11
application management, etc. — and their IT directors are likely to be heavily involved in daily tactical operations and unlikely to be able to focus exclusively on strategic planning.
Sherman ISD Sherman ISD’s new police chief is Heath Wester. He is a former member of the Grayson County Sheriff ’s Office, where he oversaw the criminal investigations division.
Socorro ISD (El Paso) Longtime Socorro ISD coach Edward Cano has been named Socorro High School’s head varsity football coach and athletic coordinator. He began his time in the district 17 years ago at Americas High School, transferring to Eastlake High School to help launch its football program. For the past seven years he has been an English teacher and assistant football coach at Pebble Hills High.
Spring ISD Spring ISD’s new superintendent, Lupita Hinojosa, has been promoted from her previous position as chief of equity and innovation. A graduate of the University of Houston, where she earned her master’s and doctoral degrees, she joined the district in 2014 as chief academic officer. She is the first Hispanic woman in the history of Spring ISD to serve in the lead position.
Ysleta ISD (El Paso) Sophia Fierro has been
selected to lead the district’s new Hulbert Elementary School. She began her career in 2009 as a bilingual teacher in El Paso’s Socorro ISD, going on to serve as a coordinator and assistant principal. She holds a bachelor’s degree from the University of Texas at El Paso and a master’s degree in educational administration from Lamar University. Bobbi Russell-Garcia was
honored as the Mary Hopkins Personnel Administrator of the Year by the Texas Association of School Personnel Administrators (TASPA) at its annual conference. She began her career in Ysleta ISD in 2005 as a teacher, subsequently serving as a counselor, employee relations coordinator and chief human resources officer before assuming her current position as chief human capital management officer. <
the services available fill gaps that a limited technology team may not have time and manpower to address.
As such, the strategic use of outside consultants and contractors can yield high returns. Staff augmentation through contractors can move significant projects forward, while funding from bond proceeds or E-rate can typically accommodate outside sourcing for major projects such as construction, infrastructure refreshes, or program expansions. Third-party consultants are also able to provide expertise and implementation around products that a district may not have internally.
As data privacy becomes increasingly important for K-12 districts in a digital age where student and staff information is stored across many systems, small school districts in Texas are able to adhere to existing standards for security implementation and staff training by taking advantage of existing resources from established partners. Further, through a comprehensive understanding of the mechanisms for school funding, small districts can leverage existing local, state and federal funding streams and maximize efficiency in order to provide students with the technological opportunities and district systems necessary for K-12 education in the 21st century.
The Texas Department of Information Resources (DIR) has an IT Solutions and Services program available for small districts to use. Offerings range from hardware and software solutions to cloud services, information security resources and IT staffing. Small districts can benefit from discounts that have already been negotiated through state contracts, and in many cases
TETL is here to help Texas school district leaders be successful in all their technology endeavors. If your district is not yet a member, we encourage you to join. From white papers like the one previewed here, to professional learning and networking opportunities, we provide a wealth of resources for large and small districts alike. Because truly, we are all in this together. <
SAVE THE DATE: TETL Summer CTO Clinic Wednesday/Thursday, June 22-23, 2022 Kalahari Resort, Round Rock, TX “Empowering Ed Tech Leaders … for today and tomorrow.” The 2022 Texas Ed Tech Leaders Hybrid Summer Clinic will be held June 22-23, at the Kalahari Resort and Conference Center, in Round Rock, TX. Register at TETL.org. Texas School Business MARCH / APRIL 2022
Texas Association of School Business Officials
Jennifer Land carries on TASBO’s mission by James Golsan
hen it comes to the many impressive career achievements of new Texas Association of School Business Officials President Jennifer Land, the credit starts with her parents. A native of Jasper, Land says her mother, who never graduated high school herself, and father, who had his post-secondary education plans disrupted by the Vietnam War, always made sure their children knew how critical their own education was to their future. “My parents had a rule for us: When we graduated high school, we had to leave Jasper and go to college, just to see if it was for us. They realized there were opportunities out there for us outside our hometown, and they wanted us to have the opportunity to take advantage of those,” Land says (she is quick to note that this is not in any way meant as a slight against the city of Jasper). “That love of education was instilled in me, and that made me who I am.” A CPA by training, Land did not start her college career with a goal of working in education, or even a goal of becoming an accountant. “I signed up to be a nursing major. Then I found out what nursing was really like and changed my major on the first day,” Land says with a laugh, adding that it would take four more major changes at
Texas School Business MARCH / APRIL 2022
the University of Texas at Austin before she homed in on her love of accounting. After a highly successful college career, Land graduated from UT’s McCombs School of Business with many career options in front of her. She went into contract manufacturing and interned at IBM, as well as Southern Union Guess, ultimately working for a manufacturer called Selectron. Still, while she enjoyed the nature of her work, Land says she has always felt a desire to serve. She says that marrying an educator — her husband is a teacher and a coach — gave her a nudge toward the career in which she ultimately found her home. “We were going through RIFs (reductions in force) at my job, and I just remember thinking, ‘There has to be more,’” she says. “Something more meaningful than me just being a number on a company’s books, so I went home and started looking for jobs online, and found a posting for a grant accountant position at Round Rock ISD.” As it happens, that was the same ISD employing Land’s husband at the time. She decided to apply and got the job. It would mark
the start of a 20-plus year career in the education business world. She would transfer quickly from being a grant accountant into the district’s internal audit department, a transition she says opened her eyes to many things. She held that position at Round Rock ISD for 12 years before deciding she wanted to do more. “I wanted to give back in bigger ways to school districts than I was as internal audit director at Round Rock ISD, so I applied for and got a job in Manor ISD as their chief financial officer.” After a two-year stint at Manor ISD, Land would accept a position at Belton ISD before moving into the CFO role she currently holds with Pflugerville ISD. Through four districts and 20 years, Land has been involved with TASBO the whole way, and she describes her affiliation with the organization as the best thing that happened to her career. “I could not do what I’ve done in my career without the great people I’ve met, the networks I’ve built, and the lifelong friends and mentors I’ve met through TASBO,” Land says. Now that she has achieved the
presidency of the organization, Land says she wants to ensure TASBO remains the Texas school business community’s most trusted leadership organization for its members, as well as carry on what she says is the great work of her predecessors. “I just want to be able to build on the greatness of the leaders who have come before me, and make sure that our organization continues to be the trusted resource it always has been for our members, especially during the difficult times the education community has experienced during the COVID-19 pandemic,” she says. Given her passion for and success in the world of school business operations, it is impossible to imagine someone more suited for leadership at TASBO than Jennifer Land. She made the most of her parents’ emphasis on her education and has turned herself into a leader in the Texas education community. While she may have left Jasper a long time ago, she has certainly done her hometown proud. JAMES GOLSAN is a writer and education professional based in Austin.
Texas Association of School Business Officials (TASBO) Membership: TASBO supports Texas school district employees in all areas of business and operations, including accounting and finance, operations and student services, personnel, purchasing and inventory management, technology and student data, and safety and risk management. Mission: TASBO maintains a high standard for ethical conduct while continuing to evaluate the direction of the organization and the profession. Using its core values and purpose as a guide, TASBO seeks a bright future for schools and its members. Year founded: 1946 Number of members: 7,000 Website: tasbo.org
ARCHITECTURE ▪ INTERIOR DESIGN
Texas School Business MARCH / APRIL 2022
▲ Adult students in Northwest ISD design and create items for sale through the SunRISE Creations program.
News in fine arts education
Empowering future learners by Jess Croshaw
elcome into SunRISE Creations! How can we help you today?”
When I walked through the doors of the SunRISE Creations classroom, custom shirts, crafts, notebooks and earrings filled the shelves and lined the display cases of the room’s storefront. Adult transitional students in Northwest ISD’s RISE carefully selected, designed, manufactured and displayed each item. “I like to make the shirts for all the different schools and to see the teachers so excited,” said Jaheim, a third-year student in the program. “It makes me feel good!” The RISE program (Reaching Independence through Supported
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Education) is a school-based transition service offered by Northwest ISD. The program serves as an instructional arrangement for adult students — ages 18 through 21 — who have completed the academic graduation requirements and are working within the continuum of transition services in order to complete implementation of their individual interests, strengths and choices. With recent expansion of product offerings and significant program success, SunRISE Creations recently moved into a new building. Their new, larger space — located in the district’s recently remodeled Special Programs Center in Haslet — features a storefront that allows community access to experience SunRISE items in person and to work with students to further develop their customer service skills.
“Our values consistently align with our main goal,” said RISE teacher Elyse Pennington. “We strive for all students to have a seamless transition from the RISE program to independent living to include paid employment for those capable, be connected to their communities, and have a plan for the future without public education.” More than 10 years ago, with a need to foster independence to the fullest extent possible, the SunRISE Creations program was designed as a break-off learning option from RISE to offer specialized business and industry experiences to students who may present with autism or similar conditions. These experiences help students develop lessened anxiety, improved social skills, more self-awareness, and executive functioning. When I visited the SunRISE Creations classroom, it was obvious teaching exceptional customer service skills was a high priority. Eager students were led by professional faculty members who walked their students through a variety of business and entrepreneurship practices. “This program allows us to grow upon our underlying principles to foster independence to the fullest extent possible, to promote self-advocacy, to prepare our students for transition into the adult world, and to obtain competitive employment and employment opportunities,” Pennington said. Each school year, the adult students in RISE elect board officers and conduct regular business meetings. The elected officers decide what business items to create for sale, determine pricing and budget, and review revenue and expenditures under faculty supervision each month. Minutes are recorded at each meeting and are shared with the campus staff, special education department, and finance department.
▲ A SunRISE Creation student works on a craft to be sold through the program's store.
▲ Students in the SunRISE Creations program learn employment-related skills through hands-on lessons.
“This program, it helps me understand perfect job opportunities, proper dress codes, and the etiquettes of different jobs and how to do different jobs,” said Nathaniel, a first-year RISE student who often helps make and sell creations in the program. SunRISE Creations’ student performance is monitored closely by maintaining effective communication with program teachers, specialists, and families. Individualized supports for a successful transition to adult life are provided in the areas of employment, independent living, and recreational activities. Each young adult’s daily schedule is based upon his or her postsecondary goals. “We wanted to create a program that would provide delivery of employment-related transition services to include activities that take place in the classroom, home, neighborhood, and community,” said Pennington. “And once our district and community caught on, it’s been a successful endeavor ever since.” For the SunRISE program, the COVID-19 pandemic presented the largest obstacle for facilitators to overcome. With many businesses shutting down, directors and teachers quickly found themselves with limited options available for their students to get out into the community to work on their vocational training skills. The SunRISE team strategized ways to simulate the work environment and bring it to life within the classroom. SunRISE has always been a portion of the RISE program, but now it needed to be the foundation to build and maintain students’ skills.
To help increase their presence and to further build interactions within the community, SunRISE started hosting live sales and recently posted a poll for community input on their next endeavor that generated 222 likes, 159 comments and 1,800 engagements. The success of the program’s $10 Tuesdays campaign receives more online orders than any other campaign offered. Teachers, department heads, and community members alike reach out daily for T-shirt design assistance, earring orders, or any additional requests they feel SunRISE students will be able to tackle. “Our largest hurdle and obstacle has quickly become one of our most recent successes,” said Pennington. “The best part, hands down, is to see our students become active participants within the community they live in and to give back. We are now able to reach beyond our four walls of our school community and help our students be fully immersed into our local community as a whole.” My exceptional customer experience proves just that — the familial and caring atmosphere within the SunRISE Creations program prepares students to thrive within the community. “Our largest success is always when a student obtains paid employment and graduates from RISE with a solid plan for their future,” Pennington said. “Empowering future learners. That is our program’s greatest accomplishment.” JESS CROSHAW is Communications Specialist in Northwest ISD. Texas School Business MARCH / APRIL 2022
Guide Dogs program is the pick of the litter by Taelyn Hudson
◄ Donnie is one of the puppies trained through Pasadena ISD's Guide Dogs program.
hey say it takes a village to raise a puppy. My experience is evidence that they were right. On average, the process to raise a puppy through the Guide Dogs for the Blind program involves 250 people who dedicate countless hours to care for a guide dog from the time they are puppies to working guides. I had the honor and privilege of volunteering to raise a puppy through the Guide Dogs for the Blind program at J. Frank Dobie High School. I learned about the Guide Dogs for the Blind program in 2018 when the Houston-based organization visited my middle school. The purpose of the visitation was to help students discover what extracurricular activities and clubs they wanted to join once they
reached high school. While I was a seventh grader at the time, I was still thoroughly interested in the program and decided to seek information about how to get involved. Years passed and it was not until my sophomore year of high school that I was finally able to get closer to joining. I was especially ready to join the program after seeing upperclassmen with their dogs around Dobie High. The timing was perfect as I became interested in joining nonprofit charitable organizations in the area. Sadly, I did not meet the age requirement for many of them; however, I did meet the age requirement for Guide Dogs. Upon reading their mission statement and learning more about the Guide Dogs program, I was ready to start my journey and become a raiser.
“Student Voices” is a regularly featured column in Texas School Business. It’s an opportunity for students of all ages from across Texas to share their experiences in K-12 public schools. Contact Editorial Director Dacia Rivers at email@example.com for publishing guidelines.
Texas School Business MARCH / APRIL 2022
The process to become a puppy raiser was not easy. It took a lot of dedication, time and effort and involved attending their monthly meetings and outings. During these meetings, my guide, the Houstonarea club leader who is also a guide dog volunteer, meets with fellow club and prospective new members to discuss and teach training techniques, the terminology, the arrival of new puppies, updates about recalled puppies, and graduated pups who are now active guides. On outings, the entire club, composed of new members, sitters, raisers and their dogs, goes out to various public settings such as the mall, grocery stores, or parks to work on different training techniques. I had the opportunity to raise a guide dog puppy after being a member of the club for a little over a year. When I got Donnie, a black Labrador, everything changed. Even though I am still a high school student, I have a list of grave responsibilities as a puppy raiser. I am now responsible for feeding, relieving, grooming, scheduling doctors’ appointments, giving monthly preventative care medicines, maintaining training, completing monthly reports, and attending monthly outings and meetings to ensure my dog is excelling in his training. Having a guide dog puppy in training in high school is like having your best friend by your side 24/7. As a high school puppy raiser, a typical day for Donnie and I starts at around 6 a.m. As soon as I wake up, I feed Donnie and then relieve him. Next, I work on getting ready for school. During this time, Donnie is usually in my bedroom playing with his toys. When I finish getting ready, I pack Donnie’s essentials, such as his guide dog puppy vest, gentle leader, a bait bag that holds his treats for training throughout the day, a raincoat (if necessary) and his booties. At school, Donnie attends all of my classes, sits right under my desk and walks the halls with me. During lunch, we walk to the lunch line and then sit down to eat together. Being a high school senior comes with a lot of added stress. From college applications, graduation, grades, and other typical senior issues, it’s not easy maneuvering the quintessential high school experience. Having Donnie by my side through it all has been a welcomed experience. When I am having a bad day, I remind myself that Donnie is there and his presence motivates me to push through those bad days and stay positive. Since day one of a puppy’s arrival, the main goal of the training is for them to be recall ready. Recall is considered the second stage of training for our guide dog
▲ Taelyn Hudson and her dog-in-training, Donnie, pose while on an outing.
pups. When puppies are recalled they return to a Guide Dog campus for formal training and breeding evaluations. This generally happens when the puppies are 13-18 months old, but the time frame varies depending on a variety of factors. For a dog to be considered recall ready, they must respond immediately to commands, cues and positioning. Most importantly, they must be in a healthy state. As I am reaching the end of my senior year, Donnie is approaching recall age, so I try to dedicate more time to his training to ensure he is ready, including going to a variety of places and making more memories together. This stage is difficult for me, as it signifies that my journey and his first stage of training are coming to an end. As of today, I have served as a Guide Dogs for the Blind volunteer for three years.
In December 2021, I decided to start training another puppy, making me a raiser of two dogs. I took on this additional responsibility because raising a dog has been one of the most fulfilling experiences I will ever have in my lifetime. Not only do I get firsthand experience training a dog, but I also get to watch the puppy I raised become a working guide, possibly changing someone’s life in a positive way. Knowing that I have the power to make a positive impact on someone’s life in such a meaningful way through volunteerism has been the most meaningful and rewarding thing I have had the pleasure to do. TAELYN HUDSON is a senior at J. Frank Dobie High School.
Texas School Business MARCH / APRIL 2022
Education service center programs & practices
A VEX-ing challenge by Haley Turner and Kerri Bowles
Macy Wright, PGHS Student
▲ PGHS students Zach Cassil (left) and Andy Hilton (right) made adjustments to an iteration of their robot.
pring at Region 8 ESC often meant our halls and elevators were filled with nervous students in the building for one competition or another. From UIL events, career and technical student organization events to robotics contests, we always looked forward to the energy the students brought when they entered the building. In the spring of 2020, the chatter of nervous energy stopped as school and student competitions went virtual. After a nearly two-year drought, the ESC is once again bustling with student activity.
and construction involved in a VEX IQ robot. Mullins has had experience starting VEX programs in school districts.
The first of the events we hosted during the 2021-22 school year was a new project by the Region 8 ESC STEM department. Last summer, TEA provided a grant that allowed the ESC to sponsor a STEM cohort of teachers. The cohort had the opportunity to attend various training sessions and gather resources to expand what STEM education looks like on their campuses.
On any given day, the sounds of a hacksaw slicing through metal and motors maneuvering robots through obstacles can be heard coming from the robotics lab. Students work on their projects and presentations for the VEX Robotics competitions.
Each teacher in the grant cohort received two VEX IQ robot kits and spent the day with Colton Mullins, robotics instructor at Pleasant Grove High School. Mullins introduced them to the programming
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“I first got into VEX as a teacher when I started the program at Redwater ISD. When I moved to Pleasant Grove ISD, I brought VEX here. Even though the students I had at Redwater are now competitors of my current students, I’ve been so proud to see their progress and growth in robotics,” Mullins says.
What does it look like in a VEX classroom?
“Many people may think it’s ‘easy,’ but to build a robot, you use metal and saws and power tools,” explains Evan Wyche, freshman at Texas High School. “It’s not just putting plastic together like you’re playing LEGO; it’s a bit more complex than that.” Some students learn how to program, or code, by enrolling in classes
Gracie Kennedy, PGHS student
at their school. Other students, like Wyche, take matters into their own hands. “I taught myself how to code the year schools shut down because of COVID, so about 7th grade,” Wyche says casually. “I read tutorials online and watched videos and downloaded things to test my programs.” Robotics is different from typical classes and programs in schools. Teachers do not give a lecture then test students on what they learned; it’s quite the opposite. Students start by testing ideas and fail many times before finding a solution that works.
▲ PGHS students George Matthews and Michael Glenn compete in a platform challenge during class.
Haley Turner, Region 8 ESC
“There are times where I have no idea what I’m doing, so I have to go through online forums and watch YouTube videos,” says Pleasant Grove student programer Matthew Brannan. “I love the unexpectedness of something working when you didn’t think it would. We took an overly simple bot to a competition to test out and ended up tournament champions,” says Peyton Philyaw, Texas High School senior and lead builder for his team. Students say the lessons learned from failures transcend the class itself by developing skills like teamwork and problem-solving. “Robotics has helped me learn to think of things in a different way,” Jones says. “It’s less of an analytical and statistics thing, instead you can see the functionality and real-life application of what you are working on. It’s taught me how to use a different side of my brain.” Students take pride in the problems they solve for their team, but it’s also apparent that soft skills like teamwork and sharing credit are often reinforced. “We have a smaller team so I have multiple jobs,” explains senior Andy Hilton. “But I want to point out that Dylan, our builder, is one of the best builders I’ve ever seen. He can build an entire functioning robot in three days, and he’s only a sophomore, which is even more impressive.” As VEX Robotics continues to spread to more schools in the East Texas area, Region 8 ESC expects to host larger competitions. The first VEX event in the building was Dec. 10, 2021. This day was a VRC competition that involved 25 teams from seven different East Texas school districts. Pleasant Grove High School swept the day’s awards, winning every trophy available for the competition.
The second VEX event was held on Jan. 19, 2022. This event was an IQ event for students in elementary and junior high schools. At the IQ event, 20 teams from six different schools competed. The awards were won by the New Diana and Sulphur Springs teams. “These two events were a first for us and presented many challenges,” says Kerri Bowles, Region 8 STEM consultant. “We were incredibly grateful for the guidance and support of our trio of VEX Superheros — Colton Mullins from Pleasant Grove High School, Clint Edmonds from Redwater High School and Mark Ahrens from Texas High School.” HALEY TURNER is a marketing communications specialist and KERRI BOWLES is a CTE Specialist, both in the Region 8 ESC.
Haley Turner, Region 8 ESC
Growing the competition
▲ THS student Evan Wyche makes adjustments to his prototype.
▲ PGHS teammates Jacob Jones and
Matthew Brannan discuss possible adjustments to their robot Texas School Business MARCH / APRIL 2022
Calendar Professional development & events APRI L April 1 TEPSA Region 10 Spring Meeting Virtual event For more info, (512) 478-5268 or (800) 252-3621. www.tepsa.org April 4 TCASE Ignite Conference 2022 (session 8 of 11) Virtual event For more info, (512) 474-4492 or (888) 433-4492. www.tcase.org Cost: Administrator and associate members, $995; nonmembers, $1,195.
TASBO Workshop: State Aid Template for School Districts San Angelo ISD, San Angelo For more info, (512) 462-1711. www.tasbo.org Cost: TASBO members, $225; nonmembers, $275. TEPSA Region 19 Spring Meeting Location and city TBA For more info, (512) 478-5268 or (800) 252-3621. www.tepsa.org April 8 TSPRA Regional Meeting, Central Area Eanes ISD, Austin For more info, (5120 474-9107. www.tspra.org
TASBO Workshop: State Aid Template for School Districts TASBO offices, Austin For more info, (512) 462-1711. www.tasbo.org Cost: TASBO members, $225; nonmembers, $275.
TRTA Retirement Seminar Virtual event For more info, (512) 476-1622 or (800) 880-1650. www.trta.org
April 6 TASB Webinar: Special Education Update, Part 4 Virtual event For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org Cost: Free to Texas school districts. TASSP Region 15 Meeting Zoom meeting For more info, (512) 443-2100. www.tassp.org TASSP Region 18 Meeting Zoom meeting For more info, (512) 443-2100. www.tassp.org April 7 TASB Spring School Board/ Superintendents Workshop Location TBA, Nacogdoches For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org TASBO Workshop: FSLA and FMLA in a COVID World Online For more info, (512) 462-1711. www.tasbo.org Cost: Members, $75; nonmembers, $125.
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April 11 TASBO Workshop: Certified School Risk Managers TASBO offices, Austin For more info, (512) 462-1711. www.tasbo.org Cost: Members and nonmembers, $250. TASBO Workshop: Deep Dive into Self-Auditing Service Records Katy ISD, Katy For more info, (512) 462-1711. www.tasbo.org Cost: Members, $225; nonmembers, $275. April 12 TASB Training: Asbestos Designated Person Spring ISD, Spring For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org TASBO Workshop: PEIMS Fundamentals Online For more info, (512) 462-1711. www.tasbo.org Cost: Members, $225; nonmembers, $275. TASBO Workshop: Small District Succession Planning for CFO/ Business Managers Online For more info, (512) 462-1711.
www.tasbo.org Cost: Members, $75; nonmembers, $125. TASSP Region 16 Meeting Zoom meeting For more info, (512) 443-2100. www.tassp.orgt TCASE and TEA Talk Webinar For more info, (512) 474-4492 or (888) 433-4492. www.tcase.org Cost: Administrator, associate and auxiliary level members, no charge; paid affiliate members, $45; nonmembers, $75. April 13 ED311 Spring Conference on Special Education Law Convention Center, Irving; simulcast; or available as recordings through June 1 For more info, (512) 478-2113. www.ed311.com Cost: $210 per person; $235 per person with printed workbook. Groups of five or more: $185 per person; $210 per person with printed workbook. Groups of 10 or more: $175 per person; $200 per person with printed workbook. TASA/N2 Learning Assistant Principal Leadership Academy, Houston Area Cohort (session 5 of 6) Cypress-Fairbanks ISD, Cypress For more info, (972) 515-2268. www.n2learning.org Registration is closed. TASA/N2 Learning Assistant Principal Leadership Academy, Virtual Cohort (session 5 of 6) Virtual event For more info, (972) 515-2268. www.n2learning.org Registration is closed. TASB Spring School Board/ Superintendents Workshop Location TBA, Houston For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org TASB Training: Integrated Pest Management Spring ISD, Spring For more info, (512) 4677-0222 or (800) 580-8272. www.tasb.org
TASBO Workshop: Purchasing Fundamentals Online For more info, (512) 462-1711. www.tasbo.org Cost: Members, $225; nonmembers, $275. TASSP Region 10 Meeting Zoom meeting For more info, (512) 443-2100. www.tassp.org April 13-14 TASB Webinar: Determining Employment Status and Benefits Virtual event For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org Cost: Members and nonmembers, $225. April 14 TASB Webinar: Transition – Assessments, Graduation Types, Summaries of Performance Virtual event For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org Cost: Free to Student Solutions members; $25 per person for nonmember Texas school districts. TASB Workshop: Best Practices in Maintenance and Operations Spring ISD, Spring For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org TSPRA Regional Meeting, West Central Area ESC Region 12, Waco For more info, (512) 474-9107. www.tspra.org April 18 TASSP Region 7 Meeting Zoom meeting For more info, (512) 443-2100. www.tassp.org April 19 TASA/N2 Learning Assistant Principal Leadership Academy, Dallas Area Cohort (session 5 of 6) McKinney ISD, McKinney For more info, (972) 515-2268. www.n2learning.org Registration is closed.
TASB Spring School Board/ Superintendents Workshop Location TBA, Lubbock For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org TASBO Workshop: Business Manager Fundamentals Online For more info, (512) 462-1711. www.tasbo.org Cost: Members, $225; nonmembers, $275. TASBO Workshop: Student Data Reviews Series: Student Transcripts Online For more info, (512) 462-1711. www.tasbo.org Cost: Members, $75; nonmembers, $125. April 19-21 TASBO Construction Academy Online For more info, (512) 462-1711. www.tasb.org Cost: Members, $325; nonmembers, $375. April 20 TASA/TASB/TASBO Budget Cohort for Texas District Leaders (session 7 of 8) Webinar For more info, (512) 462-1711. www.tasanet.org Registration is closed. TASB Webinar: SHARS Matters – Random Moment Time Study (RMTS) Virtual event For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org TASBO Workshop: Personnel Fundamentals Online For more info, (512) 462-1711. www.tasbo.org Cost: Members, $225; nonmembers, $275. TASSP Region 2 Meeting Zoom meeting For more info, (512) 443-2100. www.tassp.org April 21 TASA/N2 Learning Assistant Principal Leadership Academy, Victoria/Corpus Christi Cohort (session 5 of 6) Corpus Christi ISD, Corpus Christi For more info, (972) 515-2268. www.n2learning.org Registration is closed.
April 26 TASA/N2 Learning Assistant Principal Leadership Academy, Austin/San Antonio Cohort (session 5 of 6) Northside ISD, San Antonio For more info, (972) 515-2268. www.n2learning.org Registration is closed. April 26-28 TASBO Workshop: Texas School Records Management Online For more info, (512) 462-1711. www.tasbo.org Cost: Members, $325; nonmembers, $375. TSPRA Regional Meeting, East Texas Area Virtual meeting For more info, (512) 474-9107. www.tspra.org April 27 ED311 Spring Conference on Special Education Law Convention Center, New Braunfels For more info, (512) 478-2113. www.ed311.com Cost: $210 per person; $235 per person with printed workbook. Groups of five or more: $185 per person; $210 per person with printed workbook. Groups of ten or more: $175 per person; $200 per person with printed workbook. TASBO Workshop: ESSER Compliance Pittsburg ISD, Pittsburg For more info, (512) 462-1711. www.tasbo.org Cost: Members, $225; nonmembers, $275. TASPA Workshop: Certification Fundamentals Wylie ISD, Wylie For more info, (512) 494-9353. www.taspa.org TASSP Region 14 Meeting Zoom meeting For more info, (512) 443-2100. www.tassp.org April 28 TASA Breakaway Leadership Program (session 7 of 9) Virtual event For more info, (512) 477-6361. www.tasanet.org Registration is closed.
TASBO Workshop: MGT301 Functions and Duties of School Business Officials Harris County Department of Education, Houston For more info, (512) 462-1711. www.tasbo.org Cost: Members, $185; nonmembers, $235.
MAY May 2 TASB Spring School Board/ Superintendents Workshop Location TBA, San Angelo For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org TASBO Workshop: Deep Dive into Self-Auditing Service Records ESC Region 19, El Paso For more info, (512) 462-1711. www.tasbo.org Cost: Members, $225; nonmembers, $275. TCASE Ignite Conference 2022 (session 10 of 11) Virtual event For more info, (512) 474-4492 or (888) 433-4492. www.tcase.org Cost: Administrator and associate members, $995; nonmembers, $1,195. May 3 TASB Spring School Board/ Superintendents Workshop Location TBA, El Paso For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org May 4 TASB Spring School Board/ Superintendents Workshop Location TBA, Alpine For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org TASBO Workshop: ESSER Compliance ESC Region 19, El Paso For more info, (512) 462-1711. www.tasbo.org Cost: Members, $225; nonmembers, $275.
TASSP Region 11 Meeting Zoom meeting For more info, (512) 443-2100. www.tassp.org May 5 TASB Spring School Board/ Superintendents Workshop Location TBA, Iraan For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org May 6 TSPRA Regional Meeting, Houston/Beaumont Area Sheldon ISD, Sheldon For more info, (512) 474-9107. www.tspra.org May 10 TASB Spring School Board/ Superintendents Workshop Location TBA, Abilene For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org TASB Spring School Board/ Superintendents Workshop Location TBA, Huntsville For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org TASBO Workshop: MGT306 Board Policies and Administrative Procedures Harris County Department of Education, Houston For more info, (512) 462-1711. www.tasbo.org Cost: Members, $185; nonmembers, $235. TASBO Workshop: Preparing for Your Financial Audit Online For more info, (512) 462-1711. www.tasbo.org Cost: Members, $75; nonmembers, $125. TCASE and TEA Talk Webinar For more info, (512) 474-4492 or (888) 433-4492. www.tcase.org Cost: Administrator, associate and auxiliary level members, no charge; paid affiliate members, $45; nonmembers, $75.
TASPA Webinar: Employee Mental Health Issues Webinar For more info, (512) 494-9353. www.taspa.org
Texas School Business MARCH / APRIL 2022
May 11-12 TASB Webinar: Understanding Wage and Hour Law Virtual event For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org Cost: Members and nonmembers, $225. May 12 TASB Spring School Board/ Superintendents Workshop Location TBA, Uvalde For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org TASB Webinar: It’s a Wrap – 2021-22 Recap and Plans for Moving Forward Virtual event For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org Cost: Free to Student Solutions members; $25 per person for nonmember Texas districts. TASBO Workshop: Mid-Large District Succession Online For more info, (512) 462-1711. www.tasbo.org Cost: Members, $75; nonmembers, $125. May 13 TASBO Workshop: Purchasing Standards and Specifications Harris County Department of Education, Houston For more info, (512) 462-1711. www.tasbo.org Cost: Members, $185; nonmembers, $235. May 17 TASA Breakaway Leadership Program (session 8 of 9) Virtual event For more info, (512) 477-6361. www.tasanet.org Registration is closed. TASB Spring School Board/ Superintendents Workshop Location TBA, Commerce For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org May 18 TASB Spring School Board/ Superintendents Workshop Location TBA, Canyon For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org
Texas School Business MARCH / APRIL 2022
TASB Webinar: SHARS Billing Virtual event For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org May 18-20 Texas ASCD Curriculum Leadership Academy 36 (session 2 of 3) ESC Region 7, Kilgore For more info, (512) 477-8200 or (800) 717-2723. www.txascd.org May 20-21 TASB Spring School Board/ Superintendents Workshop Location TBA, South Padre For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org
Texas Gifted and Talented Conference: Gifted + Equity – Serving the Underserved Embassy Suites by Hilton, Denton For more info, (512) 499-8248. www.txgifted.org
THSADA State Conference Kalahari Resort, Round Rock For more info, (832) 623-7803. www.thsada.com
June 7 TSPRA Regional Meeting, Gulf Coast Area Location and city TBA For more info, (512) 474-9107. www.tspra.org June 8
TASA/N2 Learning Assistant Principal Leadership Academy, Virtual Cohort (session 6 of 6) Virtual event For more info, (972) 515-2268. www.n2learning.org Registration is closed.
TCASE Ignite Conference 2022 (session 11 of 11) Virtual event For more info, (512) 474-4492; (888) 433-4492. www.tcase.org Cost: Administrator and associate members, $995; nonmembers, $1,195.
TASB Webinar: Get a Grip on the Family and Medical Leave Act (FMLA) Virtual event For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org Cost: Members and nonmembers, $225.
Texas ASCD Curriculum Leadership Academy 35 (session 3 of 3) Robinson ISD, Robinson For more info, (512) 477-8200 or (800) 717-2723. www.txascd.org
TASB Webinar: Managing State and Federal Leave Virtual event For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org Cost: Members and nonmembers, $225. June 2 TASA/N2 Learning Assistant Principal Leadership Academy, Victoria/Corpus Christi Cohort (session 6 of 6) Corpus Christi ISD, Corpus Christi For more info, (972) 515-2268. www.n2learning.org Registration is closed. June 6 TASA/N2 Learning Assistant Principal Leadership Academy, Dallas Area Cohort (session 6 of 6) McKinney ISD, McKinney For more info, (972) 515-2268. www.n2learning.org Registration is closed.
June 8-10 TEPSA Summer Conference Kalahari Resort, Round Rock For more info, (512) 478-5268 or (800) 252-3621. www.tepsa.org Cost: Members, $389; nonmembers, $628. June 9-10 TASA/N2 Learning Principals’ Institute (session 6 of 6) Hilton Post Oak, Houston For more info, (972) 515-2268. www.n2learning.org Registration is closed. June 10 TSPRA Regional Meeting, Central Area Austin ISD, Austin For more info, (512) 474-9107. www.tspra.org
June 13 TASBO Workshop: Certified School Risk Managers Location TBA, Irving For more info, (512) 462-1711. www.tasbo.org Cost: Members and nonmembers, $250. June 13-15 Texas ASCD Transformative Principal Leadership Academy Peterson Middle School, Kerrville For more info, (512) 477-8200 or (800) 717-2723. www.txascd.org June 14 TCASE and TEA Talk Webinar For more info, (512) 474-4492 or (888) 433-4492. www.tcase.org Cost: Administrator, associate and auxiliary level members, no charge; paid affiliate members, $45; nonmembers, $75. June 15 TASA/N2 Learning Assistant Principal Leadership Academy, Austin/San Antonio Area Cohort (session 6 of 6) Northside ISD, San Antonio For more info, (972) 515-2268. www.n2learning.org Registration is closed. TASA/N2 Learning Assistant Principal Leadership Academy, Houston Area Cohort (session 6 of 6) Cypress-Fairbanks ISD, Cypress For more info, (972) 515-2268. www.n2learning.org Registration is closed. TASA/TASB/TASBO Budget Cohort for Texas District Leaders (session 8 of 8) Convention Center, Irving (during TASBO Summer Solutions Conference) For more info, (512) 462-1711. www.tasanet.org Registration is closed. June 15-17 TASPA Training: Human Capital Leaders in Education Blended model: In-person and online
ESC Region 10, Richardson For more info, (512) 494-9353. www.taspa.org TASSP Summer Workshop Convention Center, Austin For more info, (512) 443-2100. www.tassp.org Cost: Through May 22: Members, $285; nonmembers, $485; students, $139. After May 22: Members, $335; nonmembers, $535; students, $139. June 15-18 TASB Summer Leadership Institute Marriott Rivercenter, San Antonio For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org June 21 TASA Breakaway Leadership Program (session 9 of 9) Kalahari Resort, Round Rock For more info, (512) 477-6361. www.tasanet.org Registration is closed.
TASA txedFest Summer Conference Kalahari Resort, Round Rock For more info, (512) 477-6361. www.txedfest.org
TAHPERD Summer Conference Embassy Suites, Frisco For more info, (512) 459-1299. www.tahperd.org
June 22-23 TETL Summer Clinic Kalahari Resort, Round Rock For more info, (855) 458-9286. www.tetl.org June 29-July 2 TASB Summer Leadership Institute Omni, Fort Worth For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org
J U LY July 7-10 TASSP New Principal Academy Location TBA, Georgetown For more info, (512) 443-2100. www.tassp.org
July 11-14 TGCA Summer Clinic Convention Center, Arlington For more info, (512) 7089-1333. www. austintgca.com July 12 TASB Training: Asbestos Designated Person TASB offices, Austin For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org July 13 TASB Training: Integrated Pest Management TASB offices, Austin For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org July 13-15 TASPA Summer Conference Kalahari Resort, Round Rock For more info, (512) 494-9353. www.taspa.org
TASPA Webinar: Service Dogs in the Workplace Webinar For more info, (512) 494-9353. www.taspa.org July 25-27 TCASE Interactive Convention 2022 Location and city TBA For more info, (512) 474-4492 or (888) 433-4492. www.tcase.org July 26-27 TASB Webinar: HR for Campus Leaders Virtual event For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org Cost: Members and nonmembers, $225. July 29-31 Texas PTA Launch Gaylord Texan Resort and Convention Center, Grapevine For more info, (512) 320-9801. www.txpta.org
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Discover upcoming conferences and continuing education opportunities in the calendar section of each issue of Texas School Business and on our website.
TexasSchoolBusiness.com Texas School Business MARCH / APRIL 2022
THE BACK PAGE
The touching words of a child by Riney Jordan
was recently ordained as a deacon at our church. A few weeks later, each of the newly selected deacons were asked to give their “testimony” at one of the regular services on Sunday morning. Oh, how I poured over my life, doing my best to determine what would be appropriate, what would be meaningful to the congregation, and what would best express my zeal and passion for what I believed. Originally, we were told that the presentation should be somewhere between 10 and 15 minutes. Trying to compress my story into that amount of time was going to be difficult, but I managed to make an outline of key words, and I was as prepared as I would ever be. Since we now hold two services each Sunday morning, I arrived on that cold, windy morning around 8:15 for the first service, scheduled to begin promptly at 8:30. A few minutes after I arrived, one of the associate pastors came up and casually asked, “Have you spoken to the preacher this morning?” “No, I haven’t seen him yet. Why?” “Well, he’s been exposed to COVID, and he’s not going to be here this morning. He said that you will have the entire time after the song selections to do your testimony.” My testimony of no more than 15 minutes had suddenly become a 40-minute “sermon.” So, when I was introduced following the song service, I held onto the pulpit with trembling hands and began. Actually, the first service was OK, considering, but all during the Sunday school hour, all I could think about was how can I make it better? While the crowd at the 8:30 service had been scarce, the 11 a.m. service was packed. I practically did away with my little outline, and just began talking from my heart. (That’s always the advice I give someone when they
ask how to become a more effective speaker.) As I spoke, there were moments of laughter when I told of amusing incidents in my past. I saw several people wiping tears as I related sad and heartbreaking stories from years gone by. When the church service ended, several individuals came forward to tell me how much they enjoyed my remarks. Suddenly, there was a polite young boy standing in front of me who appeared to be 9 or 10 years old. He introduced himself as Tristen, then gave me a hug and looked me squarely in the eyes and said, “Mr. Jordan, that’s the best thing I’ve ever heard!” I thanked him profusely and then, as the crowd around me began to disperse, I noticed that he was still standing there, looking up at me with a big smile on his face. I knelt down and whispered in his ear. “Tristen, a lot of people have said a lot of nice things to me this morning, but I’m going to tell you the truth. Your comment is at the top of the list!” The following Sunday, a young mother met me as I was going in the doors of the church. “Riney, my teenagers talked about you all the way home last Sunday. They really loved what you had to say.” The older I get, and I’m approaching 80 years of age faster than I can believe, I think I’ve discovered an amazing truth about reaching kids, and adults, too, for that matter. When you teach, be passionate about it. Use examples from your own life experiences. Let them see that you are a real person who makes mistakes. Assure them that you don’t have all the answers. Let them know you are someone who can be trusted. But above all, let them know how much you care about them. It just might be “the best thing” they’ve ever heard.
RINEY JORDAN is the author of two books and a frequent public speaker. To invite him to speak at your convocation, graduation or awards banquet, visit www.rineyjordan.com.
Texas School Business MARCH / APRIL 2022
Texas School Business Advertiser Index
Corgan........................................................17 Corgan.com N2 Learning .......................................... 29 n2learning.org Pearson.......................................................6 pearson.com Renaissance..............................................4 renaissance.com School Outfitters...................................2 schooloutfitters.com TASA.................................................. 14, 30 tasanet.org TASPA.......................................................... 5 taspa.org TETL............................................................15 tetl.org Texas School Business.................9, 27 texasschoolbusiness.com
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The Principals’ Institute (PI) is a year-long professional development series that provides a unique opportunity for principals to understand why transformation of public education is necessary. PI is designed to help principals develop the knowledge and skills required to be transformational leaders and to help build the capacity it takes to sustain transformation over time. The PI experience includes exposure to inﬂuential superintendents and speakers, such as Eric Sheninger, Rob Evans, George Couros, Dwight Carter, John Tanner, Jimmy Casas, and Joe Sanfelippo.
The Assistant Principal Leadership Academy (APL) provides learning opportunities to develop, challenge, and inspire assistant principals to be transformative leaders. APL participants will engage in processes which support the development of skills speciﬁc to transformational leadership and building a learning organization while preparing them for the role of principal.
• Registration Fee: in-person sessions - $1,000 per participant (excluding travel expenses); virtual sessions - $800 per participant • Six, 4-hour sessions throughout the year
• Registration Fee: $6,000.00 per participant (excluding travel expenses) • Six, 2-day sessions alternating between Austin, Dallas, and Houston
The Executive Leadership Institute (ELI) is designed to build the capacity of district executive leaders for system-wide improvements in teaching and learning. Sessions will include opportunities for leaders to cultivate strategic approaches and actions in order to support district transformational efforts. In addition to the scheduled sessions, each participant will receive the support of an Executive Coach throughout the year. Logistics: • Registration Fee: $4,000.00 per participant (excluding travel expenses) • Four, 2-day sessions alternating between Austin, Dallas, and Houston
The Teacher Leadership Institute (TLI) is a boundarybreaking institute for classroom teachers. Throughout the 6 sessions, committed teachers are empowered to revitalize learning cultures while leaning N2 an inspired future. Centered on teacher voice and grounded in a foundation of collaboration, the Teacher Leadership Institute challenges teachers to move beyond accountability standards and toward innovative learning that ignites student engagement. Logistics: • •
Customized for individual districts or regional consortiums of districts Six full day sessions
Find out more about our partner initiatives with TASA at www.N2learning.org
Join Us! TASA is the professional association for Texas school leaders. In addition to advocacy and professional learning, we provide networks and services that offer mentorship and inspiration to our members. TASA is working hard to provide the support that Texas school leaders need. We invite you to be part of TASA!