TASPAHR Connection
89th
Staff & Executive Board
TASPA STAFF
Chandelle Crane, Executive Director
Kathy Cervantez, Director of Communications & Professional Development
TASPA EXECUTIVE BOARD
Johjania Nájera, President, Keller ISD
Chris Bailey, President Elect, Abilene ISD
Craig Lahrman, First Vice President, Ysleta ISD
Ben Muir, Second Vice President, Northside ISD
Dr. Tamey Williams-Hill, Secretary, Manor ISD
Kimberly Rich, Immediate Past President, Dickinson ISD
TASPA DISTRICT REPRESENTATIVES
Anthony Kosub, District I, Pleasanton ISD
Dr. Tyrone Sylvester, District II, Harris County Department of Public Education
Eddie Curran, District III, Round Rock ISD
Theresa Burkhalter, District IV, Waxahachie ISD
Rodney Caddell, District V, Levelland ISD
Jose Barraza, District VI, Canutillo ISD
ADVOCACY LIAISON
Brian Kroeger, District II, Splendora ISD
TASPA Committees
TASPA ADVOCACY COMMITTEE
Max Flores, District I, New Braunfels ISD
Brian Kroeger, District II, Splendora ISD (Committee Liaison)
Dr. Ronnita Carradine, District III, Waco ISD
Jason Liewehr, District IV, Denton ISD
Robin Fawcett, District V, Ector County ISD
Bobbi Russell-Garcia, District VI, Ysleta ISD
TASPA NOMINATIONS COMMITTEE
Diana Silvas, District I, Robstown ISD
Cyndy Pullen, District II, Angleton ISD
Amelie Sanchez, District III, Round Rock ISD
Greg Gaston, District IV, Plano ISD
Paul Kimbrough, District V, Canyon ISD
Jiovana Gutierrez, District VI, Ysleta ISD
TASPA SCHOLARSHIP COMMITTEE
Rita Uresti, District I, South San Antonio ISD
Marcus Higgs, District II, Texas City ISD
Lindsey Gonzalez, District III, Round Rock ISD
Dr. Sandra Moore, District IV, ESC Region 10
Paige Anderson, District V, Amarillo ISD (Committee Chair)
Celina Stiles, District VI, Socorro ISD
TASPA CONFERENCE PLANNING COMMITTEE
**Includes President, President-Elect & District Representatives
Dr. Destiny Barrera, District I, Judson ISD
Dr. Nkrumah Dixon, District II, Huntsville ISD
Michelle Rocha, District III, Manor ISD
Norma Salazar, District IV, Waxahachie ISD
David Manchee, District V, Amarillo ISD
Fernando Garnica, District VI, Anthony ISD
President’s Message
JOHJANIA NÁJERA 2025 TASPA PRESIDENT
It is May 2025, so it is quite fitting to wish all: “may the force be with you”, as we end a school year while planning and working to open a new one even though graduations have not taken place yet!
In February, I started my message with “In the middle of a storm…”, well, it has been actually storming these past few days. Please, take a moment to admire and take in how green the grass and trees look after these dark skies and incredible lightning shows go away. Have you ever wondered
why the grass and trees are greener after a storm? Scientists say that the lightning in the storm acts like natural fertilizers and the rain washes away pollutants. I see it as bringing new growth and hope. One of my favorite songs even reminds me of this:
A veces llega la Lluvia
Para limpiar las heridas
A veces solo una gota Puede vencer la sequía…
I close with a simple reminder: think about the storm and the green grass effect, focus on doing the best you can each day to lead in our craft with dignity, grace and love of public schools and the students we serve. Continue to reach out to TASPA and HR friends for support and help. We have an opportunity this July to come together to learn, share and encourage our growth and hope as we enter a new school year ahead.
I hope to see everyone at TASPA Summer Conference!
Johjania Nájera is the 2025 TASPA President. She is the Chief Human Resources Officer in Keller ISD.
Correction in February 2025 Article
The authors of Teacher Rights in Texas: Creatively Using Your DOI to Increase Your Flexibility (TASPA Newsletter, February 2025 Edition, https://issuu.com/taspa/docs/taspa_hr_ connection_-_february_2025/s/67258460) would like to correct one of the proposed exemptions. TEA has since rejected any exemption to TEC Section 21.210 (regarding the penalty-free resignation date) on grounds that “that section cannot be exempted since it is not applicable to school districts.” Because that statute, as written, is optional for Chapter 21 employees (and not a requirement of the ISD), it cannot be utilized as an exemption in a DOI.
Redefining employee benefits for our school district clients
Billing reconciliation & remittance
Benefits technology solutions
Benefits design & consulting
In-house legal & compliance support
Benefits education & enrollment
Calendar of Events
June 4, 2025
June 10, 2025
June 12, 2025
July 16, 2025
July 16, 2025
October 6, 2025 Fall
October 6-9, 2025
October 13-14, 2025
November 10, 2025
December 10, 2025
December 10-12, 2025
TX
TX
TN
Welcome New TASPA Members
New
TASPA
Members (January
25 - April 30)
Angelica Ramirez
Human Resource Specialist
Georgetown ISD
Danielle Garcia
HR Clerk Alief ISD
Cynthia Rubio Senior Director Round Rock ISD
Candy Sosa Benefits Specialist Harris Co Dept of Educ
Tonja Wood District Secretary Burkburnett ISD
Jessica Boswell
HR Specialist Burkburnett ISD
Melissa Cox Director of Human Resources
ESC Region 12
Cynthia Williams CTE Director Spring ISD
Araceli Gamez
HR Specialist Duncanville ISD
Nicholas Wilson Attorney
Abernathy, Roeder, Boyd & Hullett PC
Jason Adam
Assisstant Director of Fine Arts Hays CISD
Lesley Hurley
Certification Specialist Aledo ISD
Donald Davis
Assistant Director - Staffing and Recruitment Round Rock ISD
Denise Russell
Human Capital Specialist Grand Prairie ISD
Teree Berry
Para Specialist Grand Prairie ISD
Adrian Kiser
Administrative Assistant Grand Prairie ISD
Angelica Watson Director of Human Resources Marion ISD
Kimberlee Ashley
Human Resource Specialist Aledo ISD
Shai Holmes
Human Resource Specialist Huntsville ISD
Josie Badilllo
Human Resource Specialist Carroll ISD
Amber Bradshaw-Wooten
Associate Supt of Personnel & Special Programs
Jacksonville ISD
Olivia Luna
Administrative Assistant Ector County ISD
Mandy Musselwhite Director of Human Resources Aledo ISD
Natalie Sanchez Receptionist Terrell ISD
Melanie Elizondo
HR Program Project Manager Idea Public Schools
Adam Benthall Director of HR Investigations Idea Public Schools
Rebecca Logan
HR Speciallist
Schertz-Cibolo-Universal City ISD
Kelly Legg
Assistant Superintendent Dumas ISD
Lizette Gomez Director of Human Resources Idea Public Schools
Kristina Meredith
Administrative Assistant Clarksville ISD
Saira Rodriguez
HR Staffing Specialist Irving ISD
Dinorah Bores Director of HR Del Valle ISD
Darnisha Carreathers
Director Employee Services Fort Worth ISD
Shae Whatley
Executive Director of HR Sealy ISD
Christina Walker
Human Resource Coordinator Killeen ISD
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Calendar Flexibility: The employee calendar is crucial for maintaining accurate time records for K-12 staff. Unlike generic systems, which often fall short, Red Rover is specifically tailored for the K-12 environment. It provides flexibility and facilitates the easy assignment of calendars, serving as a foundational element of the employee record.
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Choosing a workforce management system is a critical decision for any district. While some vendors offer two separate platforms that can leave districts confused and struggling with integrations, others require managing separate jobs for the time and absence systems. In contrast, Red Rover provides the only absence and time system as one unified solution designed specifically for K-12. With Red Rover, there’s no confusion about which platform to use, how to efficiently set up employees, or how to navigate multiple systems that weren’t built with K-12 in mind.
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Even more importantly, Red Rover fosters a connected user community experience something many vendors simply can’t match. While other platforms may leave schools isolated, Red Rover creates a network of K-12 users, enabling districts to share best practices, collaborate, and continuously improve how they manage their workforce.
Successful workforce management isn’t just about features—it’s about how seamlessly those features are implemented and supported. Red Rover excels in both areas, providing a smooth, easy transition and ongoing execution that ensures your district’s success. Competitors often fail in these critical phases, but Red Rover delivers an experience that’s simple, effective, and built for longterm success.
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Policy Development
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ABOUT US
STRIVE Public Policy Resources, LLC is a consulting firm, based in Austin, Texas, that operates in a broad education space, with the capacity and expertise to expand into other areas of policy and practice. Our team has successfully navigated the education landscape in Texas for more than 40 years.
89th Legislative Session Updates
STRIVE Writing Staff
Believe it or not, the 89th Texas Legislature is ending, and with crunch time upon us, the outcome of this legislative session is starting to take shape. Still, just one major piece of education policy has passed to date, and much is still left to do. Funding for schools in HB 2 is among the pending legislation.
The school finance bill is poised to significantly impact school personnel and staffing. Various school finance proposals involve teacher compensation; educator training and certification requirements; special education funding; compensation for nurses, counselors, and librarians; school safety allotments; and increased funding for rural schools, among others.
First, let’s look at the approaching deadlines, which give the House until May 15 to hear House bills and then until May 27 to hear Senate bills.
Upcoming Deadlines
As of May 11th, there are approximately three weeks left of the 89th regular session; sine die is June 2nd.
• Monday, May 12: Last day for House committees to report House bills (HBs) and House joint resolutions (HJRs).
• Thursday, May 15: Last day for the House to consider House bills and House joint resolutions on second reading on the House Daily or Supplemental Calendar.
• Saturday, May 24: Last day for House committees to report SBs/SJRs.
• Tuesday, May 27: Last day for House to consider 2nd reading SBs/SJRs on daily or supplemental calendar.
• Friday, May 30: Last day for House to act on Senate amendments.
• Sunday, June 1: Last day for House to adopt CCRs or discharge House conferees and concur in Senate amendments. Last day for Senate to concur in House amendments or adopt CCRs.
• Monday, June 2: Sine Die.
Legislative Session Dates & Data
March 14th marked the 60-day bill filing deadline for the 89th Regular Session. When the deadline passed, a total of 8,898 bills and joint resolutions had been filed.
According to the Legislative Research Library, as of May 2nd:
• 1,247 bills have been passed by their chamber of origin.
• 976 bills have been referred to the committee in the opposite chamber.
• 78 bills have passed the opposite chamber.
As of May 8:
• 8 bills have received signature or approval from the Governor.
• 0 bills have been vetoed by the Governor.
During the 88th session over 60% of the bills finally passed in the last week of session.
We can also examine the legislature’s overall progress so far.
SB 1 (Huffman) is the general appropriations bill. The conference committee is working to finalize the negotiated bill, which is working from each chamber’s proposal that increased school funding by roughly $6.5B and $8B, respectively.
HB 2 (Buckley) is the school finance bill. The House proposal directs approximately $7.7b into public education and has been referred to the Senate Education K-16 Committee. The official Senate proposal has not been shared as it waits to be heard in committee. Conventional wisdom is that leaders are working to negotiate a bill that can be agreed to by the House before moving forward. The overall bill is expected to incorporate any number of finance-related proposals pertaining to compensation, general funding, special education, school safety, certification, and more.
HB 6 (Leach), relating to discipline in public schools, passed the House on May 8. The bill has been referred to the Senate Education K-16 Committee.
SB 27 (Creighton) has been coined the Teacher Bill of Rights and covers topics like duty calendar, contract abandonment, teacher time, and student discipline. The bill is pending in the House Public Education Committee.
HB 610 (Leo-Wilson) involves severance payment to a superintendent of a school district. It has been referred to the Senate Committee on Senate Education K-16.
HB 1178 (Cunningham) creates a temporary educator certificate for educators certified by other states. It has been referred to the Senate Committee on Senate Education K-16.
HB 2243 (Oliverson) creates the Texas Commission on Teacher Job Satisfaction and Retention. It has been referred to the Senate Committee on Senate Education K-16.
HB 2249 (Bernal) establishes the Texas Teacher Recruitment Scholarship Program and the Texas Teacher Retention Incentive Program. The bill has been received in the Senate but not yet referred to committee.
HB 4623 (Little) involves the liability of public schools and professional school employees for certain injuries to students. The bill is on the House calendar for a floor vote.
HB 5627 (Capriglione) creates the Texas Commission on Public School Teacher Retirement Funding Transparency. The bill has been received in the Senate but not yet referred to committee.
SB 965 (Parker) involves the right of a public school employee to engage in religious speech or prayer while on duty. The bill is being heard in the House State Affairs Committee on May 12.
SB 2253 (Creighton)covers many aspects of preparation and certification for public school educators, and certain allotments under the Foundation School Program. The bill has been referred to the House Public Education Committee.
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CONTRACT PACKAGE
Updated Employee Contract Package for 2025-2026 to reflect recent court rulings.
Key updates include:
✅ Favorable Statute of Limitations – Now incorporated into contracts, aligning with a Fifth Circuit Court of Appeals decision.
✅ New Guidance on Employee Reassignments – Just Sign materials now address a Texas Court of Appeals ruling, providing crucial insights.
✅ Flexible Contract Options – Choose traditional 10-month contracts or contracts designed to accommodate extended work periods due to unforeseen circumstances or calendar adjustments.
Same trusted contract provisions. Enhanced legal clarity. The Just Sign publication remains included, offering a comprehensive guide to the contracting process.
Stay ahead of legal changes. Contact us today to update your district’s contracts with confidence!
Administrative Leave
An Occasionally Overlooked Tool When Faced with Potential Misconduct
Dillon W. Stevens, Associate Eichelbaum Wardell Hansen Powell & Muñoz, P.C.
Administrative leave can be a useful tool when dealing with complicated or sensitive employment issues. When an employee is accused of misconduct against a peer, student, or community member, removing that employee from the workplace is often the best practice to protect accusers and witnesses from retaliation or other bad acts, prevent potential conflicts, and reduce tension in the resulting investigation(s). There are numerous factors that contribute to the decision of when and for how long an employee should be placed on leave. Below is an analysis of some of the most important factors that
will be vital when determining whether to place an employee on administrative leave.
WHEN TO PLACE AN EMPLOYEE ON ADMINISTRATIVE LEAVE
The choice to place an employee on administrative leave will depend largely on the context surrounding a particular alleged infraction. If resolution of the issue requires a prolonged investigation or if the employee’s alleged actions have created tension on campus, placing the employee on leave may be a prudent decision. Decisions about administrative leave, including whether it should be paid or unpaid, depend on the type of employee at issue.
CHAPTER 21 EMPLOYEES
For employees on Chapter 21 contracts, most districts have a specific board policy addressing administrative leave. Specifically, board policy DFAA (LOCAL) and DFBA (LOCAL) typically provide that the superintendent has the authority to place probationary and term contract employees, respectively, on administrative leave with pay in the best interest of the district.
NON-CHAPTER 21 EMPLOYEES
The specific circumstances that would allow for placement of non-chapter 21 employees on administrative leave will typically depend on the individual practices or regulations of a school district. At-Will Employees
A district may have specific
practices or internal administrative guidance that govern decisions regarding paid or unpaid administrative leave for at-will employees. A decision to place such an employee on leave will need to be guided by those regulations, but the district generally has the authority to place the employee on paid or unpaid leave as circumstances require.
Non-Chapter 21 Contract Employees
Employees that are subject to a non-chapter 21 contract or employment agreement may have entirely separate requirements associated with the process depending on the language of their agreements. For those employees, one will first need to review the agreement and ensure that it does not modify when and how the employee may be placed on leave.
THE ILLUSORY AVAILABILITY OF UNPAID ADMINISTRATIVE LEAVE
Chapter 21 of the Texas Education Code places specific restrictions on unpaid administrative leave for those entitled to its protections. A school district may place employees under a probationary or continuing contract on unpaid administrative leave if the district has good cause to terminate their employment during the school year.1 Under the law, good cause is defined as “the failure to meet the accepted standards of conduct for the profession as generally recognized and applied in similarly situated school districts in this state,” and districts may place the relevant employee on unpaid leave in lieu of termination or pending termination for a period not to exceed the end of the current school year.2 Chapter 21 provides probationary and continuing contract employees with the right to a hearing to protest placement on unpaid leave.3 Significantly, the hearing afforded the employee is before an independent hearing examiner (IHE) appointed by the Texas Education Agency, just as it would be for a mid-contract termination.4 Between the cost of attorney’s fees and the administrative costs associated with holding a hearing, which we conservatively estimate to be approximately $30,000, the hearing and appeals process could represent a serious expenditure of district resources and should be considered before making the decision to place an employee on unpaid leave.
1 Tex. Educ. Code § 21.104, 21.156
2 Id.
3 Tex. Educ. Code § 21.1041, 21.159
4 Tex. Educ. Code § 21.251.
5 Tex. Educ. Code § 21.211
6 Id.
The standard for placing employees under term contracts on unpaid administrative leave differs in a small yet significant way. Similar to the requirements for probationary and continuing contract employees, term contract employees may be placed on unpaid leave for good cause following a hearing before an IHE.5 If, however, the employee is placed on unpaid leave pending discharge and is not ultimately discharged from their position, then they are entitled to back pay under the law.6 This difference alters the potential exposure when placing a term employee on unpaid leave; specifically, the administration will also need to consider the likelihood of successfully terminating the employee and assess the potential financial losses if termination fails before placing the employee on unpaid leave pending discharge.
In addition to the costs of conducting a good cause hearing, the Commissioner of Education and the courts have further compounded the concerns around unpaid leave by holding that the employee must continue to be paid until after the school board adopts the IHE’s determination that good cause exists.7 Given that the timeline for this process can conservatively take about 100 days,8 most administrators find the potential for a true unpaid leave is illusory.
The placement of any chapter 21 employee on unpaid administrative leave requires a determination of good cause sufficient to terminate the employee during the year,9 which can be a difficult standard to reach in some cases. For infractions that do not quite meet the threshold for termination, for situations in which placement on unpaid leave presents too much financial risk, or in situations where unpaid leave is simply too harsh a punishment, a district may instead prefer to place the employee on paid administrative leave.
WHEN AND HOW TO USE PAID ADMINISTRATIVE LEAVE
Most public school districts provide the superintendent or their designee with broad powers regarding the placement of employees on paid administrative leave. As discussed above, policies within the DF series generally will allow a chapter 21 employee to be placed on paid administrative leave for the duration of an investigation into the employee’s alleged misconduct or at any time the
7 See, e.g., Sheldon Indep. Sch. Dist. v. Romero, No. 01-21-00023-CV, 2022 Tex. App. LEXIS 4794 (Tex. App.—Houston [1st Dist.] July 14, 2022, pet. denied).
8 And if there is an appeal to the Commissioner, the timeline extends another 100 days, but the district does not need to wait for a Commissioner decision before stopping pay.
9 Most often, districts will combine a proposal to suspend without pay with a proposal for termination since the standards and process are the same.
superintendent determines that the leave will serve the school district’s best interest. The latter provision provides the superintendent—or other administrator outlined in the policy—with an incredibly broad authority to place employees on paid administrative leave.
So long as one may argue in good faith that the administrative leave is in the best interest of the district, most districts will allow the contract employee to be placed on paid administrative leave at any time and for as long as the designated administrator deems necessary. As this is a local policy decision, however, it will be important to review your district’s policies on the matter to ensure that decisions regarding paid leave are proper.10
Although district policy may provide broad authority to place an employee on paid administrative leave, it is not a cure all to be used whenever a personnel issue arises. First and most obvious, extensive paid leave is a large expense and many school districts may simply be unable to afford to pay an employee to not work for an extended period of time. Replacing the employee for the leave period will also represent additional costs that must be factored into an administrator’s calculation. As such, the district’s financial resources and the potential length of the leave will be chief considerations when determining whether placement on paid leave may be beneficial in a given scenario.
The cost and availability of a long-term replacement may also be a significant factor in determining when and for how long an employee should be placed on paid administrative leave. In addition to the cost of a long-term substitute, if the employee is a teacher, such a sudden change in educators could negatively affect the growth of students within the absent employee’s classroom. In certain situations, it may be important to weigh the severity of the conduct at issue against both the potential economic and educational consequences of an administrative leave placement.
Less obvious is the potential harm administrative leave may cause in a case for proposed nonrenewal. Often, a district may be able to support a proposed nonrenewal recommendation by showing that the employee’s activity, due to publicity or knowledge within the community, impaired or reduced the employee’s effectiveness in the school district. At times, even if a district lacks sufficient evidence to show that misconduct in fact occurred or that
the misconduct alone reached the threshold for nonrenewal, the harm to public relations resulting from the situation may be so severe that the employee’s relationship with students, peers, or the wider community will be irreparably harmed and will impair the employee’s ability to perform their duties. If an employee is placed on leave the moment allegations of misconduct surface and is kept on leave for an extensive time thereafter, it may not be possible to effectively prove that the allegations at issue affected the employee’s abilities to discharge their duties. While an administrator may be able to attain written statements that community members, students, or peers do not wish to see the employee return, the determination of whether the employee’s effectiveness would actually be impacted will always remain in the realm of the hypothetical.
In essence, a discharged employee may argue that a district can’t possibly know how their duties were affected if they were never given a chance to perform said duties to begin with. As an administrator, it may be clear that your community would not accept an individual’s return to campus, but to an outside observer, this may not be so clear without sufficient supporting evidence. As such, there may in fact be times where allowing an employee to return to work will be a vital step in determining whether the employee can or should be recommended for nonrenewal.
In the end, the decision to place an employee on administrative leave is multi-faceted and at times complex. The decision of whether to place an employee on leave at all, whether that leave can or should be unpaid, and how long the employee should remain on leave are all deeply specific to the context surrounding a particular personnel issue. In any given scenario, it will be vital to review district policy, internal administrative guidance, and any available facts before making a decision. And as always, if an administrator is struggling to determine whether a decision is legally sound, they should not hesitate to seek the assistance of counsel.
10 Recent Fifth Circuit precedent has broadened the kinds of adverse employment actions that can trigger a claim of workplace discrimination. See Hamilton v. Dall. Cty., 79 F.4th 494,497 (5th Cir. 2023). And even more recently, the Fifth Circuit applied this precedent in a case against a school district: “Spring ISD correctly concedes that, for purposes of this appeal, Yates’s claims regarding his “reassignment to the ‘push-in position’” and his “being placed on [paid] administrative leave for four months” constitute adverse employment actions under Hamilton.” Yates v. Spring Indep. Sch. Dist., 115 F.4th 414, 420 (5th Cir. 2024). Thus, it is possible that a paid administrative leave placement will open the door to a discrimination claim. As such, in addition to reviewing local policy, it would be prudent to review a proposed leave placement with counsel to ensure that the decision will not implicate any claims of illegal discrimination or retaliation.
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Spring ISD: A District of Choice for Quality Education and Support
Pearl Ivory M. Ed Director of Organizational Culture Spring ISD Office of Human Resourcce Services
At Spring Independent School District (ISD), we are more than just a place of learning – we are a community that thrives on academic excellence, innovation, and specialized programs designed to meet the needs of every student. Our commitment to fostering a positive and inclusive learning environment is not just a vision; it is something we live out daily in our interactions with students, colleagues, and the broader community.
Our mission is clear: we strive to prepare students to become lifelong learners, critical thinkers, and responsible citizens with strong character. We are dedicated to ensuring that our students are equipped to contribute, compete, and lead in a global society. To achieve this, we prioritize equitable access to resources and opportunities, creating meaningful daily encounters that support each
student’s success.
CULTIVATING A POSITIVE ORGANZATIONAL CULTURE
Organizational culture is the foundation of how we work together at Spring ISD. It encompasses our shared values, beliefs, and practices, shaping the way we interact with one another, our students, and external stakeholders. It’s about more than policies – it’s about the unwritten norms that influence our communication, decision-making, and overall work environment.
One of our six strategic priorities is equity – and it is woven throughout everything we do. We are committed to ensuring that our practices, resources, and decisions promote fairness and are inclusive of all perspectives.
ADVANCING CULTURAL AWARENESS AND RESPONSIVENESS
In line with our commitment to equity, our department plays a key role in developing policies,
practices, and programs that enhance cultural awareness and responsiveness across the district. We believe in creating an environment where all students and staff feel respected, valued, and supported. Our efforts focus on addressing disparities, narrowing achievement gaps, and promoting educational opportunities for all.
A critical part of this work involves offering professional development opportunities that encourage self-reflection and the exploration of implicit and explicit biases. We want to create spaces where every voice is heard, and every perspective is respected. To address the needs of our diverse student and employee population, we’ve introduced the Cultural Competence Professional Learning Series, which helps staff develop deeper understanding and stronger relationships across cultures and departments.
Through these sessions, we aim to foster better communication, improve interpersonal connections, and enhance the overall climate within our organization. By understanding the diversity of experiences and perspectives, we can create a more harmonious and effective work environment, benefiting both our employees and students alike.
A SAFE SPACE FOR SUPPORT AND GROWTH
I am incredibly fortunate to work alongside not only our students but also our teachers, administrators, and staff, helping to build a culture of trust and support within our district. My office has become a safe space for educators to share their concerns, seek advice, and reflect on their experiences. The relationships
we’ve built are a testament to the openness and warmth of our community.
Over the past five years, the challenges of the education profession have become increasingly complex. Teachers are being asked to do more with less, often without adequate support or compensation. I understand the frustrations – and I am here to listen. As Simon Sinek says, we should “Replace judgment with curiosity.” By fostering a non-judgmental, supportive environment, I am able to help educators navigate their challenges, offering guidance, wisdom, and encouragement.
Our conversations aren’t just about venting; they are about empowering educators to find solutions, feel validated, and leave with renewed energy and confidence. I truly believe in filling others’ cups, whether that’s through offering sound advice or simply creating a space where individuals can be heard and understood.
OUR COMMITMENT TO EVERY STUDENT, EVERY TEACHER, EVERY DAY
As we continue to embrace and act on our district’s
equity statement, I want to echo a powerful message: every student in Spring ISD is valuable and brings unique strengths to the table. We are committed to creating policies and practices that honor diversity, foster growth, and support the success of every student.
The work I do in ensuring equitable practices across our district brings me immense joy. It fills my cup to know that we are making a difference in the lives of students, educators, and staff each day. I encourage you to read Street Data by Shane Safir and Jamila Dugan. This book offers valuable insights and strategies for recognizing and amplifying the voices of all students, ensuring they are seen and heard in meaningful ways.
Together, let’s continue to build a district where every student, every teacher, and every staff member thrives every day!
www.springisd.org I facebook.com/springisd I twitter.com/springisd I youtube.com/user/springisdweb
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• Attract top talent your candidate pool
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TRAININGS AVAILABLE
• Certification Essentials
• Documentation Basics
• Maintaining Service Records
• Qualifying a Special Education Teacher
• Personnel Skills –Supervisors of Auxiliary Staff Contact Kathy Cervantez to Schedule a Workshop Today!
kcervantez@taspa.org
• Certification Essentials is a comprehensive, interactive workshop designed for both new and experienced school personnel seeking a thorough understanding of educator certification in Texas.
• Documentation Basics provides basic documentation training based on The Documentation Handbook.
• Maintaining Service Records will provide you with the tools and knowledge needed to determine eligibility for creditable service, learn best practices for maintaining service records, accurately complete the FIN-115 form, and properly calculate service credit.
• Qualifying a Special Education Teacher provides an in-depth overview of the Texas Administrative Code (TAC), Chapter 231 Special Education certification requirement, the new Texas Content Competency Worksheet, and the qualifications and options for unqualified special education teachers.
• Personnel Skills topics include learning effective hiring and interviewing skills, personnel management, conflict resolution, supervising a multi-generational workforce, and appropriate social media usage.
All workshops are 3 hours in length. Certification Essentials, Maintaining Service Records, Qualifying a Special Education Teacher, and Personnel Skills are $150 for members of TASPA and $185 for nonmembers. Documentation is $200 for members and $235 for non-members.
A Special Education Teacher Just Quit
Now What?
Arieana Martinez
Walsh Gallegos Kyle Robinson & Roalson P.C.
It is well established that the Individuals with Disabilities Education Act (IDEA) requires “highly qualified personnel” to provide special education and related services. Federal regulations require these “highly qualified personnel” to be appropriately and adequately prepared and trained, which includes having the content knowledge and skills to serve children with disabilities.1
These days, with public schools struggling to hire and retain teachers across the country, districts may have questions about providing highly qualified teachers of special education on a consistent basis. The process of replacing certified special education teachers and staff members can sometimes take months to complete, particularly in understaffed school districts. Districts may need to use substitute teachers to cover special education classes while they look for a properly certified
1 34 CFR §300.156(a).
replacement. This interim period raises legal questions. What are a district’s responsibilities under the “highly qualified” requirement when students are being taught by a substitute teacher?
The commissioner of education has determined that an individual who is hired to substitute for a teacher is not considered the teacher of record and is therefore not required to meet the requirements of “highly qualified.”2. However, the Texas Education Code states a school district must provide written notice of the assignment of an inappropriately certified or uncertified teacher to a parent or guardian of each student in that classroom if the assignment is for more than 30 consecutive instructional days.3
In addition to providing the required notice to parents and guardians, when a substitute teacher is providing instruction to students in special education during the search for a replacement, the district must also ensure the substitute is properly trained. Federal
regulations specify that districts must inform any provider of special education services under a student’s individualized education program (IEP) of their specific responsibilities related to implementing the IEP. This provision under the IDEA specifically highlights the importance of training so that providers understand how to implement accommodations, modifications, and supports that must be provided to a child pursuant to the IEP. Therefore, districts need to provide appropriate training to substitutes with responsibilities in special education. Documenting this training will help show that the district is meeting its obligation to inform providers of special education services of their specific responsibilities related to implementing the IEP.4
Finally, when a substitute is in the classroom, districts should ensure that a certified special education teacher oversees their work and helps create and implement lesson plans while implementing their instruction, accommodations, and/ or services.
While employee turnover is inevitable, districts can ensure that students continue to receive a free appropriate public education and related services by knowing the legal processes for temporary vacancies.
2 Student b/n/f Parent v. LaJoya Independent School District, TEA Docket No. 030-SE-1022, SOAH Docket No. 701-23-02377.IDEA (2023).
3 Tex.Educ.Code §21.057.
4 34 CFR §300.323
Blended Learning Cohort | December 10-11, 2025
Engage with a community of PK-12 practitioners. Learn about cross-industry
December 10-11, 2025
8:30 a.m. – 4 p.m.
The Worthington Renaissance Hotel 200 Main Street, Fort Worth, TX 76102
Explore real-world scenarios to deepen your understanding.
To register, scan the QR code or visit taspa.org
Blended Learning: 2 days in-person + self-paced online learning with 12 months access Cost
50 hours (certificate of completion provided upon finishing coursework)
$1,200
Includes TASPA Winter Conference meals, events and Friday sessions
Advocacy Committee Update
BRIAN KROEGER SPLENDORA ISD
Brian Kroeger serves as the Advocacy Liason to the TASPA Board.
TASPA’s Day at the Capitol was held on March 6, 2025. It was a great day, with a special thank you to David Anderson and Kate Kuhlman of Hillco. With their partnership, the TASPA Legislative members were able to meet and hold valuable meetings with staff from both the House and Senate. Items of focus that we as an organization discussed were:
• Teacher Pipelines
• Yearlong Clinical Teaching Funding
• Testing Requirements
• Special Education Testing and Funding
• DOI
• Public School Funding
• Teacher Retention
TASPA will continue to monitor the remainder of the 89th Legislative Session. We will continue to be voices for our districts and communities. If you have any questions about the Legislative Committee or an area of focus we need our attention to be on, please contact me at bkroeger@splendoraisd.org
CRAIG LAHRMAN
YSLETA ISD
Board Member Spotlight
Craig Lahrman is celebrating his 31st year in education, with his entire career dedicated to Ysleta Independent School District (ISD). Currently, he serves as the district’s Director of Support Personnel. Throughout his tenure, Craig has held various leadership roles, including teacher, athletic trainer, assistant principal, principal, and Director of Secondary Personnel.
Craig is married to Stephanie, an elementary principal within Ysleta ISD, and together, they have five children and six grandchildren, with a seventh on the way.
Ysleta ISD serves approximately 34,000 students across 49 campuses. Among the district’s current challenges are funding instability, declining enrollment, and teacher shortages, which continue to impact the district’s ability to meet the needs of its students.
Craig joined the Texas Association of School Personnel Administrators (TASPA) board with a commitment to serve the organization and its members while representing the school districts in far West Texas. Looking ahead, he believes that ensuring equitable access to high-quality education and addressing the ongoing teacher shortage will be among the most pressing challenges for the profession.
MEET YOUR TASPA COMMITTEE MEMBERS
Scholarship Committee
Paige Anderson
Coordinator of Auxiliary Personnel
Amarillo ISD
I was born and raised in Amarillo, TX. I attended Amarillo College and West TX A&M University. I graduated with a Bachelor of Science in Biology. I began my career as a 7th grade science teacher in Plainview, TX. I taught there for five years. After my twin daughters were born, I stayed home with them and my son for four years. During that time, I worked to earn my Master of Education in Administration. I then returned to Amarillo and worked for Canyon ISD. I worked one year as an Academic Achievement Science Teacher, three years as an Instructional Coach, four years as an Assistant Principal, and three years as the Human Resources Coordinator. I then was hired as the Coordinator of Auxiliary Personnel for Amarillo ISD. I have worked in this position for six years now. I have been a part of TASPA and WTASPA for nine years. I have been the WTASPA Secretary, Vice President, and President. This is my last year as the WTASPA president. I have been on the TASPA Scholarship Committee for eight years, seven of these years as the Scholarship Committee Chairperson.
I am the Scholarship Committee Chairperson for TASPA. I have served on this committee for eight years. The biggest challenge this committee faces is increasing TASPA university membership. Only universities who are members of TASPA are able to nominate students for a scholarship. This limits the number of nominations that are received.
Closing Schools or Opening Schools
Human Resources Professionals have an Obligation for an Effective Transition, and Our Greatest Weapon is: AC - Abundant COMMUNICATION
Dr. Nkrumah H. D. Dixon
Assistant Superintendent of Human Resources, Huntsville ISD
The conversation is usually the same, and the tone of uncertainty fills the air like smoke in a bowling alley in the 80s. Sorry if that analogy can only be internalized for those of us who were born in the 1900’s. Nevertheless, as an HR professional, the task of planning for district change begins immediately, with numerous variables entering every planning conversation. Whether your district is expanding and needs to open a new campus or your district is consolidating campuses because of decreasing student population, there is one constant that we must control relentlessly - COMMUNICATION.
A favorite saying of one of my previous superintendents was the quote, “There is no such thing as over communication.” Establishing a timeline as to when you will communicate with the employees is as critical to the process as a flytrap at an outdoor barbeque. Taking the time to organize the rationale for the move and establishing as much transparency as possible can ease anxiety from employees. No one wants to be confused and have further complications that can be avoided. George Costanza once stated,
“The sea was angry, my friends, like an old man at a deli trying to give back soup.” No one wants anyone to be angry while the district transitions
and develops a plan that’s best for kids and fiscally responsible.
An effective staffing plan is your road map and the concrete foundation to help steer the entire process. While staffing plans vary from district to district based on community desires and student needs, I strongly encourage you to collaborate with other districts and/or TASPA to obtain best practices. After your concrete plan solidifies and your Superintendent/Cabinet agrees on the game plan, the next step is the discussion with principals. The conversations can sometimes be difficult as most of us are past principals and we understand how essential every human can be on a campus. There will always be exceptions, but the goal is to establish as much consistency throughout your district as possible.
The communication should involve the timeline of events and when employees can express their desires for employment for the next school year. A simple Google form can kill two birds with one stone. For the record, I still do not know why someone is still using stones to kill birds. But I digress. The information from employees allows you to truly start the process of understanding where your future holes and hiring emphasis need to focus upon. Below is a timeline that we used to strategically communicate the consolidation of two campuses and the process of relocating staff throughout the district.
October
• Present timeline to stakeholders
November
• Survey Distribution & Analysis
January
• Budget & Staffing Analysis
February
• Staff Transfers & Staff Openings
March
• Placement of Staff
April
• Resignations & Decisons on New Hires
As an HR professional with 10 years of experience, I have had the opportunity in various districts to experience strategic efforts to reshape the district. Fortunately, I’ve learned that our role truly is the fabric for effective transitions that exponentially impact students at the start of the new year. Obviously, with everything we do, the first part is the timeline. The earlier we can receive the final decision, the earlier the HR team has time to plan. Our goal is to communicate intentionally and repeatedly. As John Powel once stated, “Communication works for those who work at it.”
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