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Staff & Executive Board
TASPA STAFF
CHANDELLE CRANE, Executive Director
KATHY CERVANTEZ , Associate Executive Director, Partnerships & Programs
BRYCE CRANE , Marketing Coordinator
TASPA EXECUTIVE BOARD
JOHJANIA NÁJERA , President, Keller ISD
CHRIS BAILEY , President Elect, Abilene ISD
JOSE BARRAZA , First Vice President, Canutillo 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
JIOVANA GUTIERREZ , District VI, Ysleta ISD
ADVOCACY LIAISON
BRIAN KROEGER , District II, Livingston ISD
TASPA Committees
TASPA ADVOCACY COMMITTEE
MAX FLORES , District I, New Braunfels ISD
BRIAN KROEGER , District II, Livingston ISD (Board 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
VACANT, District III
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
VACANT , District III
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
VACANT, District III
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
Time. Is it the same or just disguised in a different outfit? Is it really moving faster than when we were sitting in a high school class watching the clock hands appear as if they never moved? It feels like just the other day that I wrote “as we open the 20252026 school year…” and today, as we close October, we are preparing for the opening of the 2026-2027 school year and about to celebrate the end of 2025!
It feels like it was yesterday when I reminded everyone that we [Human Resources] are the heartbeat of our districts. From August to today, I know our heartbeats are racing past normal at this point. We are “feeling” the impact of new legislation which seems almost impossible to keep up with in addition to other demands of the job. So how do we continue to muster strength to stand firm and lead with heart?
Well, I have no secret formula or a recommendation for a book to read. For me, it is simple: Faith, Family, and
my TASPA Family. All three provide strength, reminders of doing the right thing for others, guidance, challenging conversations, LAUGHTER, LOVE, music, friendship, and validation. Always remember that every day, each of us travel a road to home and work. That road may not be nicely paved. Many have no idea how cracked that road may be, yet we continue to show up. So, while I have no secret formula or book to share, I hope that my last message will make you stop for a few minutes because Time has indeed disguised itself! Time is wearing the rush outfit that makes us feel and believe that there is no Time. Let’s make it a priority to see through that fad outfit and make it a priority to breathe, slow our heartbeat, take care of ourselves, and reach out to an HR friend nearby or across the state to offer a few words of affirmation and encouragement – you make a difference!
Johjania Nájera is the 2025 TASPA President. She is the Chief Human Resources Officer in Keller ISD.
Calander of Events
DATE EVENT
December 2, 2025
December 10, 2025
December 10 - 12, 2025
January 20, 2026
February 2, 2026
February 4, 2026
February 10, 2026
February 10, 2026
February 10, 2026
February 24, 2026
February 26, 2026
March 3, 2026
March 5, 2026
April 7, 2026
May 5, 2026
May 7, 2026
Documentation Basics
Personnel Law Conference
TASPA Winter Conference
LOCATION
ESC Region 20
The Worthington Renaissance Hotel Fort Worth, TX
The Worthington Renaissance Hotel Fort Worth, TX
Webinar: Nonrenewals/Terminations Via Zoom
Maintaining Service Records Goose Creek CISD
Qualifying A Special Education Teacher
Georgetown ISD
Certification Essentials Terrell ISD
Maintaining Service Records Terrell ISD
Webinar: What You Need to Know about School Nurses and the Law Via Zoom
Certification Essentials Region 8 ESC
Personnel Skills for Supervisors of Auxiliary Staff Region 20 ESC
Webinar:Sweating the Small Stuff: Summer Priorities for District HR Leaders Via Zoom
Certification Essentials Amarillo ISD
Webinar: School District Employees and the First Amendment Via Zoom
Webinar: The Ins and Outs of Leave Via Zoom
Maintaining Service Records Region 20 ESC
Welcome New TASPA Members
Michelle Adkins
Round Rock ISD
Lloyd Ashcraft Forney ISD
Cynthia Atilano Ysleta ISD
Vanessa Baray Ysleta ISD
Veronica Bartosh Aledo ISD
Nadia Beauford Frisco ISD
Amber Berger Columbus ISD
Venessa Betancourt Socorro ISD
Haylee Boedecker Northwest ISD
Jessica Branch Wylie ISD
Monica Carrillo
Yolanda Castro
Mission CISD
Mission CISD
Lourdes Colmenero Frenship ISD
Cassandra Cummings Mason ISD
Kendria Davis-Martin
Eagle Mountain Saginaw ISD
Assistant Director
Director of HR
Human Resources Investigator
Certification Specialist
HR Specialist
Fingerprinting/Background Specicalist
Director of Human Resources
HR Director
Human Resources Support Assistant
Assistant Superintendent of Human Resources
Clerk to Human Resource
Clerk to Human Resource
HR Admin Assistant
HR & Accounts Payable/Receivable Specialist
Assistant Director of Human Resources
Jacquelyn Delaney Lamar CISD
Jordan Dimitroff Dumas ISD
Megan Durtche Splendora ISD
Drew Escamilla Shepherd ISD
Nora Fabela Faith Family Academy
Cuthbert Fernandez Arlington ISD
Jackie Fix Clarksville ISD
Jennie Flaa Sanger ISD
Regina Gee Harris County Department of Education
Sara Goolsby College Station ISD
Marisol Harris Idea Public Schools
Allen Haynes ESC Region 19
Serena Hendricks Argyle ISD
Talia Hernandez East Central ISD
Sherri Howard Mount Pleasant ISD
La Tricia Johnson Corpus Christi ISD
Vittoria Kindred Argyle ISD
Sydney Kirk Fort Worth ISD
Brittany Lancaster Royse City ISD
Amy Lemaster San Angelo ISD
Suzy Lofton Bullis Lago Vista ISD
Ricardo Lopez Manor ISD
Mary Lopez Mission CISD
Natasha Moses Royal ISD
Amanda Necessary Belton ISD
David Park Manor ISD
Frances Payne Duncanville ISD
Monica Plowman Everman ISD
Levi Rainer Waco ISD
Jamelah Roberts-Hassan Lamar CISD
Nelly Robles Livingston ISD
Linda Ruiz Dalhart ISD
Isabel Salinas Fort Bend ISD
Victoria Sanchez Duncanville ISD
Brittany Schier Poth ISD
Yee Yan Segovia South San Antonio ISD
Jessica Smith Grapevine-Colleyville ISD
Shayd Speed Flour Bluff ISD
Sandra Stickels Texarkana ISD
Courtney Toller Cuero ISD
Kimberly Toney Alief ISD
Criselda Torres Mission CISD
Amber Townsend Irving ISD
Valerie Trevino Bryan ISD
Donna Trevino-Jones Round Rock ISD
Heather Vandiver Aubrey ISD
Shanda Wood Boyd ISD
DeAnne Young Fort Worth ISD
Director of HR, Operational
Human Resources Manager
Assistant Principal
Assistant Superintendent of HR & Student Services
Assist. Sup. of HR
Director, Risk Management
Executive Assistant / HR
Deputy Superintendent
Officer of Partnerships and Certification
Chief of Staff and School Leadership
HR Compliance Manager
Professional Development Consultant
HR Specialist
Personnel Coordinator
Certification and Mentor Coordinator
Director of Strategic Evaluation Systems & Support
Benefits & Leave Specialist
Compliance Coordinator
Director of Admin Services
Executive Director of Human Resources
Deputy Superintendent
HR Coordinator
Clerk to Human Resource
Executive Director of Human Resources
Manager of Employee Relations
HRIS
Benefits & Leave Coordinator
HR Specialist
Director of HR
Talent Acquisition Recruitment Coordinator
HR Generalist & Benefits
Human Resource
HR Records Specialist
Department Secretary
HR/Payroll
HR Benefits Coordinator
Human Resources Assistant
Assistant Director of HR
Executive Director of Human Resources
Secretary/HR
Director of Strategic Staffing
Clerk to Human Resource
Strategic Compensation Leave / Project Manager
HR Assistant Director
Assistant Director of Employee Relations
Principal
CFO
Assistant Principal
TASPA Regional Meetings
DISTRICT 1 (ESC’S 1, 2, 20)
Anthony Kosub, District I Representative
SAAPA Meetings:
• February 17, 2026
DISTRICT II (ESC’S 4, 5, 6)
Dr. Tyrone Sylvester, District II Representative
GCASPA Meetings:
• Feb 27, 2026
DISTRICT III (ESC’S 3, 12, 13)
Eddie Curran, District III Representative
CTASPA Meetings:
• January 20, 2026
• February 10, 2026
• May 12, 2026
DISTRICT IV (ESC’S 7, 8, 10, 11)
Theresa Burkhalter, District IV Representative
NCTASPA Meetings:
• January 13, 2026
• March 5, 2026
• May 7, 2026
DISTRICT V (ESC’S 9, 14, 16, 17)
Rodney Caddell, District V Representative
WTASPA Meetings:
• February 18, 2026
DISTRICT VI (ESC’S 15, 18, 19)
Jiovana Gutierrez, District VI Representative
Par 19 Meetings:
• December 17, 2025
• January 16, 2026
• February 19, 2026
• March 2026 (TBD)
• April 22, 2026
• May 2026 (TBD)
• June 18, 2026
Providing strategic guidance, training, research, and insights that deliver value to our clients and enhance education for all stakeholders
Policy Development
Leadership Development
Strategic Consulting
Academic Accountability
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.
LEGISLATIVE UPDATES
STRIVE - PUBLIC POLICY RESOURCES
While the Texas Legislature takes a break from regular and special sessions, attention turns to elections, rulemaking, and other news from the administrative branch of government. Here is a rundown of some of the latest Texas elections news.
NOVEMBER 4 ELECTIONS
The 2025 November elections were led by statewide referendums, where Texas voters approved all 17 constitutional amendments on the ballot. Proposition 10, which provides temporary property tax relief to homeowners whose homes have been destroyed by fires, passed by the greatest margin. The proposition that passed with the slimmest margin was Proposition 6, which bans the creation of new taxes on securities transactions.
A special election for the State Senate District 9 seat is heading to a runoff following Election Day. Roughly 2.96 million people voted in that election. In the Special Election for Senate District 9, John Huffman (R) secured 16% of the vote, while Leigh Wambsganss (R) and Taylor Rehmet (D) received 36% and 47% respectively. As none of the three candidates secured a majority of the votes, Wambsganss and Rehmet will now head to a runoff on Saturday, January 31, 2026. SD 9 was vacated when former Sen. Kelly Hancock became Acting Comptroller and is still expected to maintain Republican control.
Many local bond elections were also held, and taxpayers approved roughly 65% of the dollars on the ballot. A breakdown of the bond results show that suburban communities saw a higher success rate than rural communities, and education-specific facilities passed across the state at a higher rate than special purpose facilities like stadiums and natatoriums. VATRE elections had a tougher night with roughly half being approved.
2026 ELECTION ANNOUNCEMENTS
Meanwhile, elected officials are preparing for the 2026 March primaries and November general elections. Candidates have until December 8 to file to run in the 2026 March primaries. While more changes are anticipated leading up to the filing deadline, below is a list of members who have announced they are seeking another seat or are retiring from the Texas legislature.
HOUSE
• HD9 Trent Ashby (R-Lufkin)
* Running for SD3
* S/C on Academic & CareerOriented Education - Chair
• HD15 Steve Toth (R-Conroe)
* Running for CD2
• HD21 Dade Phelan (R-Beaumont)
* Licensing & Administrative Procedures - Chair
• HD41 Bobby Guerra (D-Mission)
* Agriculture & Livestock - Vice Chair
• HD47 Vikki Goodwin (D-Austin)
* Running for Lieutenant Governor
• HD49 Gina Hinojosa
* Running for Governor
• HD50 James Talarico (D-Austin)
* S/C on Academic & CareerOriented Education - Vice Chair
* Running for U.S. Senate
* Trade, Workforce & Economic Development - Vice Chair
• HD71 Stan Lambert (R-Abilene)
* Pensions, Investments & Financial Services - Chair
• HD86 John Smithee (R-Amarillo)
* Criminal Jurisprudence - Chair
• HD93 Nathan Schatzline (R-Fort Worth)
• HD94 Tony Tinderholt (R-Arlington)
• HD96 David Cook (R-Mansfield)
* Running for SD 22
* S/C on Juvenile Justice - Chair
• HD98 Giovanni Capriglione (R-Southlake)
* Delivery of Government Efficiency - Chair
• HD118 John Lujan (R-San Antonio
* Running for CD35
* Appropriations - S/C on Articles VI, VII, & VIII - Vice Chair
* S/C on International Relations - Chair
• HD125 Ray Lopez (D-San Antonio)
* Homeland Security, Public Safety & Veterans’ Affairs - Vice Chair
• HB126 Sam Harless (R-Spring)
* Corrections - Chair
• HD128 Briscoe Cain (R-Deer Park)
* Running for CD9
• HD129 Dennis Paul (R-Houston)
* Running for SD11
* S/C on Transportation FundingVice Chair
• HD131 Alma Allen (D-Houston)
* Public Education - Vice Chair
• HD135 Jon Rosenthal (D-Houston)
* Running for Railroad Commissioner
* Redistricting - Vice Chair
* Congressional Redistricting, Select - Vice Chair
SENATE
• SD3 Robert Nichols (R-Jacksonville
* Transportation - Chair
• SD4 Brandon Creighton
* Texas Tech Chancellor
* Education K-16 - Chair
* Congressional Redistricting, Special - Vice-Chair
• SD9 Kelly Hancock (R-North Richland Hills)
* Acting Texas Comptroller
* Veteran Affairs - Chair
* Water, Agriculture, and Rural Affairs - Vice Chair
• SD11 Mayes Middleton (R-Galveston)
* Running for Attorney General
* Local Government - Vice Chair
• SD17 Joan Huffman (R-Houston
* Running for Attorney General
* Finance - Chair
• SD22 Brian Birdwell (R-Granbury)
* Border Security - Chair
* Natural Resources - Chair
US HOUSE
• CD8 Morgan Luttrell (R-Magnolia)
• CD10 Michael McCaul (R-Austin)
* Homeland Security - Chairman Emeritus
* Foreign Affairs - Chairman Emeritus
• CD19 Jodey Arrington (R-Lubbock)
* House Budget Committee - Chair
• CD21 Chip Roy (R-Austin)
* Running for Attorney General
• CD35 Greg Casar (D-Austin
* Running in Re-Drawn CD37
• CD37 Lloyd Doggett (D-Austin)
• CD38 Wesley Hunt (R-Houston
* Running for U.S. Senate
PEARSON INTRODUCES NEW EDUCATIONAL AIDE ASSESSMENTS
Pearson, the State’s provider of the Texas Educator Certification Examination Program, has introduced two new flexible assessment options to help evaluate current and future Educational Aides and Paraprofessionals: the Foundations of Classroom Support assessment and the Foundations of Classroom Support and Instruction assessment. The Foundations of Classroom Support assessment covers Literacy, Language Arts, and Numeracy. The Foundations of Classroom Support and Instruction assessment adds instructional support strategies, providing deeper insight to guide staffing and development decisions. In addition to these subject matter features, test takers can grant secure, web-based access to their official score reports to recipients of their choice, enabling easy access for those making hiring decisions.
Supporting test-taker preparation for both assessments are study guides, practice tests, and Pearson’s latest test preparation resource, Right Start. Right Start provides a series of interactive, self-paced learning modules that include a diagnostic assessment to gauge readiness, results in real-time, and study plans based on diagnostic feedback.
Learn more at Foundations of Classroom Support and Foundations of Classroom Support and Instruction. Have questions? Contact Pearson at texas.support@pearson.com
SENATE BILL 11: OPTIONAL POLICY FOR PRAYER AND RELIGIOUS READING IN PUBLIC SCHOOLS
BRIAH M. GRAY, ASSOCIATE
& Roalson, PC
In the most recent legislative session, the 89th Texas Legislature amended the Texas Education Code to permit school districts and charter schools to adopt a policy requiring every campus to provide students and employees with an opportunity to participate in a period of prayer and reading of the Bible or other religious text at a designated time during the day (the “Designated Period”).1
The legislation that made this change was Senate Bill 11 (SB 11), effective September 1, 2025.
In order to participate, each employee or parent or guardian of a student must submit a consent form that includes:
1. An acknowledgment that the student or employee has a choice as to whether to participate in the period of prayer and reading of the Bible or
1 Tex. Educ. Code § 25.0823(a).
2 Tex. Educ. Code § 25.0823(b)(1)(A)-(C).
3 Tex. Educ. Code § 25.0823(b)(2).
4 Tex. Educ. Code § 25.0823(b)(3).
other religious text;
2. A statement that the person has no objection to the student’s or employee’s participation in or hearing of the prayers or readings offered during the period; and
3. An express waiver of the person’s right to bring a claim arising out of the adoption of a policy, including a claim under the Establishment Clause of the First Amendment to the U.S. Constitution or a related state or federal law, releasing the district or its employees from liability for those claims brought in state or federal court.2
The district must ensure that students and employees that do not provide consent forms are not exposed to any prayers or readings. This means the prayer or the reading may not be broadcast over a public address speaker or conducted in a setting in which
non-participants are also present.3 Additionally, the Designated Period may not be a substitute for instructional time.4
LEGAL IMPLICATIONS
The Establishment Clause prohibits public schools from establishing, sponsoring, or endorsing a religion.5 For example, school districts are ordinarily prohibited from leading students in any religious observance, including religious messages in classroom lessons or activities.
It is possible that policies adopted under Senate Bill 11 will face legal challenges. However, SB 11 provides certain protections for school districts. For example, as stated above, the required consent form incorporates an express waiver of an individual’s right to bring a claim that may arise from adoption of the policy. Furthermore, even if a claim were to arise, SB 11 requires the Texas attorney general, upon request from the district, to defend the district in a cause of action arising out of adoption of a policy.6 Along with providing a defense, the attorney general, upon request, must provide a model consent form and advice on best methods of compliance with SB 11.7
Whether or not a district adopts a policy, SB 11 does not prohibit a student or employee from participating in prayer or reading the Bible or other religious text during a period of the school day that is not designated as such.8 In other words, students and employees are still permitted to voluntarily pray at any time before, during, or after the school day as long as it does not disrupt instructional time or other school sponsored
5 See Everson v. Bd. of Educ., 67 S.Ct. 504 (1947) (“In the words of Jefferson, the clause against establishment of religion by law was intended to erect “a wall of separation between Church and State.”).
6 Tex. Educ. Code § 25.0823(e)(3).
7 Tex. Educ. Code § 25.0823(e)(1)-(2).
8 Tex. Educ. Code § 25.0823(g)
Walsh Gallegos Kyle Robinson
activities.9 In contrast, the law does not permit a student or employee to engage in prayer that is loud and publicly broadcasted in the school, nor does it permit a student or employee to coerce others to join them in religious activities.
In addition, regardless of SB 11, school districts are still required to maintain the protections set forth in the Establishment Clause.10 The opportunity for a designated period of prayer and religious reading under SB 11 is unique and should be handled with care, both in policy and practice.
NEXT STEPS AND TAKEAWAYS
SB 11 became effective on September 1, 2025. To ensure compliance, each school district’s board of trustees must vote on whether to adopt a policy as described in the bill by March 1, 2026. Even boards that do not want to adopt the policy must take a public vote.
If a district’s board of trustees votes to implement a policy under SB 11, the district must ensure a proper consent form is developed, must ensure the Designated Period does not fall during instructional time, and importantly, must take practical steps to ensure that individuals without consent are not exposed to prayer or religious content as a result of the policy.
Our attorneys are standing by to help ensure that your policies and consent forms are compliant with the new law and aligned with constitutional principles.
9 Tex. Educ. Code § 25.901. 10 U.S. Const. amend. I.
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6 TIPS FOR HANDLING EMPLOYEE REQUESTS UNDER THE TEXAS PUBLIC INFORMATION ACT
BACKGROUND ON TEXAS PUBLIC INFORMATION ACT PROCEDURE
Enacted in 1973, the Texas Public Information Act (the “TPIA”) has served for more than 50 years to guarantee that “[p]ublic information is available to the public at a minimum during the normal business hours” of a school district.1 While requestors may submit their inquiries through districtestablished channels, it is ultimately up to the district to decide whether to release the information outright or to attempt to lawfully withhold it. The TPIA, particularly Subchapter C, provides more than 150 statutory exceptions to disclosure—supplemented by numerous others scattered throughout the Texas codes—allowing districts to protect sensitive information when appropriate.
1 Tex. Gov’t Code § 552.021.
2 Tex. Gov’t Code § 552.301(b).
3 Tex. Gov’t Code § 552.301(e).
4 Tex. Gov’t Code § 552.222(b).
strict deadlines apply.
Within 10 business days of receiving a request, a district must ask the Office of the Attorney General (the “OAG”) for a ruling and “specific[ally]” identify the exception(s) it seeks to claim.2
Likewise, by the 15th business day of the request, the district must also submit its supporting arguments.3 Missing either deadline renders the information public by default, requiring its release regardless of any potential harm to the school district. It is common practice for districts to submit their exceptions and arguments in the same filing, thus meeting both deadlines.
As public employers, school districts walk a fine line between ensuring transparency and protecting their ability to manage employment disputes effectively and efficiently. At times, disgruntled employees may attempt to
in these conflicts. To help navigate these situations, here are seven key strategies every administrator should keep in mind when responding to employee information requests under the TPIA
TIP 1: REQUEST CLARIFICATION, UNDERSTAND “QUESTIONS,” AND CONSOLIDATE
First, school districts are not required to decipher or fulfill a request that is overly broad or vague. Instead of trying to decode such a request, a district can—in good faith—ask the requestor to clarify or narrow the scope of their request.4 For example, suppose an employee, Rick Requestor, asks for “all records that mention” his supervisor, Patty Principal. The district may respond by asking Rick to specify what type of “records” he means or to provide a timeframe for the search. Both responses are entirely permissible under the TPIA. Most
REGAN G. WILKINS, ASSOCIATE
Eichelbaum Wardell Hansen Powell & Muñoz, P.C.
importantly, the clock for seeking an opinion from the Office of the Attorney General (OAG) does not begin until the requestor provides the requested clarification.5 This built-in pause can be crucial for districts that may need additional time to gather responsive information and prepare arguments for the OAG.
In addition, school districts are not required to respond to mere questions posed under the TPIA. 6 For instance, if Rick submits a “request” to his employer under the TPIA asking, “How much money does Patty make?” the district has no obligation to respond because the request is not for an existing record. However, if Rick instead asks for “all pay stubs of Patty Principal,” that would constitute a valid request for information under the TPIA and the employer/school district would need to act accordingly.
Finally, when a district elects to seek an opinion from the OAG, it does not have to treat multiple TPIA requests from the same requestor submitted on the same day as separate matters.7 Instead, the district may consolidate those requests and submit a single request for an opinion. Though your school law attorney should be aware of this, it will be important to ensure that they know when requests under the TPIA are submitted to make this determination. TPIA requests from employees which are submitted after school hours are still treated as if they were received the next business day.
TIP 2: PUBLIC INFORMATION IS NOT NECESSARILY FREE INFORMATION
A common misconception about the TPIA is that all public information is “free.” This is far from the truth and, if ignored, could be costing your district money. In fact, the entirety of Subchapter F of the TPIA is dedicated to outlining just how public entities may recover costs
associated with responding to requests. Importantly, employees who submit requests under the TPIA should be treated the same as members of the public. This means charges should never be taken out of an employee’s paycheck; rather, they must pay in the same method as any other requestor.
Charges may include the reasonable costs of materials, labor, and overhead involved in producing the information. For small requests (50 pages or fewer), recovery is limited to the actual per-page photocopying cost.8 If costs exceed $40, the requestor is entitled to an itemized estimate and notice of alternative methods of access, if available.9 Districts should work with legal counsel to ensure cost estimates include all required elements. By law, requestors must respond to such estimates within 10 business days, or their request is deemed withdrawn.10
That said, charging employees for public information can be a delicate matter of professional judgment and, in some cases, courtesy. Districts should weigh the nature of the request, the scope of the information sought, how much information is responsive, and the context before issuing charges. While it may not be wise to “nickel and dime” requestors for minor requests, providing an estimate for larger requests—and forcing a response within the statutory 10-day period—can be an effective way for the requestor to re-evaluate the necessity for large volume requests and can save time.
TIP 3: USE THE 15 AND 36 HOUR RULES—ENSURE YOUR DISTRICT HAS IT
One lingering question from the last tip is likely: “How much can we actually charge for the time it takes to collect responsive information?” The answer depends on several factors, including the resources used, the time employees spend
5 City of Dallas v. Abbott, 304 S.W.3d 380, 387 (Tex. 2010).
6 Open Records Decision Nos. 563 at 8 (1990).
reviewing and converting information, and the cost of materials. Importantly, attorney time cannot be included in TPIA charges.11 The OAG sets the baseline rates for labor costs, which currently stand at $15 per hour.12 That leads us to the next tip: ensuring board policy is adapted to allow the recovery of more than this baseline rate when substantial amounts of information are requested.
Under the TPIA, school districts may establish limits on how much personnel time may be used by a single requestor in a given month or fiscal year. Once that threshold is met, the district may then begin charging for all “costs attributable to that personnel time,” meaning the actual hourly rates of district employees—often significantly higher than $15 per hour.13 The law sets minimum thresholds of 36 hours in a fiscal year or 15 hours in a single month.14
To take advantage of this option, it is critical that districts reflect these thresholds in its Board Policy GBAA (LOCAL). When it comes to employee requestors, charging these higher rates may not always be ideal for maintaining positive professional relationships. Still, if an employee has already exhausted the initial 36 hours of “grace” time, imposing charges will likely be both necessary and justified.
TIP 4: DON’T BOW TO REPETITIVE AND/OR REDUNDANT REQUESTORS
A school district is not obligated to collect information responsive to TPIA requests that are repetitive or entirely duplicative of a priorly responded-to request.15 While there are still a few procedural requirements, these are minimal compared to recollecting and reproducing the same information. Specifically, the district must provide a certification that includes: (1) a general description of the information previously
7 Tex. Gov’t Code § 552.261(e) (regarding cost estimates); Since timelines for requesting opinions from the OAG would be the same for requests received by a district from one requestor before the time of closing on the same day, many districts elect to combine such requests into a singular letter to the OAG.
8 Tex. Gov’t Code § 552.261(a).
9 Tex. Gov’t Code § 552.2615.
10 Tex. Gov’t Code § 552.2615(b).
11 1 Tex. Admin. Code § 70.3(d)(3).
12 1 Tex. Admin. Code § 70.3(d)(1).
13 Tex. Gov’t Code § 552.275.
14 See id.
15 Tex. Gov’t Code § 552.232.
provided, (2) the date the district received the original request, (3) the date the responsive records were originally furnished, (4) confirmation that no additions, deletions, or corrections have been made since, and (5) the name, title, and signature of the public information officer.16 This certification may be delivered via email.
For employee requestors, it is often best practice to go a step further: not only provide the certification above but guide the employee toward internal systems where the information is available. For example, HR software may already house paystubs, offer letters, or other employment records—saving both the employee and the district unnecessary effort and time.
TIP 5: UNDERSTAND THE ART OF TIMING AND THE LITIGATION EXCEPTION
Employee TPIA requests—especially robust or repetitive sets of such—are often intertwined with grievances. The key factor here is timing—encouraging employees to pursue the grievance process before turning to the TPIA process.
As discussed earlier, the TPIA contains numerous exceptions to disclosure, including the important “litigation exception.” The statute provides that:
“[i]nformation relating to litigation involving a governmental body… is excepted from disclosure… only if the litigation is pending or reasonably anticipated on the date that the requestor applies…for access to…the information.”17
The OAG has consistently held that the filing of an employee’s administrative grievance is sufficient to demonstrate that formal litigation is “pending or reasonably anticipated,” meaning that information related to the grievance may be withheld under this exception.18
However, the exception only applies if the grievance is pending or anticipated “on the date” the TPIA request is submitted.19 For example, if an employee files a grievance on Tuesday and submits a TPIA request on the following Wednesday, the district can likely withhold information related to that grievance under the litigation exception. But if the order is reversed—a TPIA request on Tuesday followed by a grievance on Wednesday—the exception may not apply, and the district could be required to release certain records.
When an employee grievance appears inevitable, districts should provide grievance forms promptly and document conversations that indicate a grievance may be filed. Even a documented “passing comment” suggesting a future grievance could help establish that litigation was “reasonably anticipated” at the time of any subsequent TPIA request.
TIP 6: BE A MASTER OF POLICY, NO EXCUSES!
Like the old saying goes: an exception to one is an exception to all. The same principle applies to public information requests—employees of the district are no different than any other member of the public. All requestors must follow the proper procedures: submitting requests by either mail, e-mail, hand delivery, or through a “district-approved” electronic system to the official designated by district policy to receive TPIA requests.20 Oral requests or informal inquiries to peers do not qualify and should never be treated as a valid request under the TPIA 21
Although it may feel repetitive, districts must redirect employees who attempt to obtain information through the wrong channels. Many districts now use an “approved method,” such as a website submission tool or a Google Form, to streamline the process. However, before directing requestors to one of these options, confirm that the tool is officially adopted, clearly posted on the district’s
website, and not an informal workaround created by an administrator.22
Districts should also make it a routine practice to ask both new hires and departing employees whether they wish to keep certain personal information— such as their home address, home telephone number, emergency contact information, and information about family members—confidential under the TPIA. 23 Though a district can still withhold the social security number of an employee upon request, it cannot require an employee to elect whether to withhold or not.24
Finally, districts must be prepared for situations in which disclosure is required by the Education Code. The most common example is when another district requests a former employee’s evaluations or appraisals.25 In those cases, the records must be provided as soon as practicable. Additionally, if the State Board for Educator Certification (“SBEC”) or the Texas Education Agency (“TEA”) issues a subpoena for a former employee’s personnel file, districts should carefully review the scope of the request. Depending on the Attorney General’s opinion, the district may be able to withhold certain records from another employer.26
Regardless of what Public Information Act circumstances that your school district may face, consultation with your school law attorney is always recommended!
16 Tex. Gov’t Code § 552.232(b).
17 Tex. Gov’t Code § 552.103.
18 Open Records Decision No. OR1991-588.
19 Tex. Gov’t Code § 552.103.
20 Tex. Gov’t Code § 552.234(a).
21 Open Records Decision No. 304 at 2 (1982).
22 Tex. Gov’t Code § 552.234(b).
23 Tex. Gov’t Code § 552.024(a).
24 Tex. Gov’t Code § 552.024(a-1).
25 Tex. Educ. Code § 21.355(c).
26 Tex Gov’t Code § 552.101; Tex. Educ. Code § 21.062(d).
FROM PAPER TO PROGRESS
Supporting Leaders with Effective Employee Coaching and Documentation
CYNTHIA BUNDAGE
Director of Performance Management
Spring ISD
In schools, “documentation” and “coaching” often carry a negative weight, seen as compliance tasks or precursors to discipline. Yet when used well, they empower leaders, support employees, and improve student outcomes.
At Spring ISD Human Resource Services (HRS), we noticed that leaders - both new and experienced - struggled with documentation. Common pitfalls included reactive responses, vague or emotional wording, inconsistent follow-through, and missing directives or support. This cycle eroded employee trust, strained leadership, and weakened organizational stability.
We reframed documentation from a compliance task into a growth-oriented practice. With training, resources, and consistent support, leaders gained confidence, employees gained clarity, and the district gained readiness. Done well, documentation strengthens relationships, increases retention, and ensures fairness.
THE CHALLENGE: DOCUMENTATION DONE POORLY
Many supervisors enter leadership without ever learning how to document effectively. They may excel in instruction or technical expertise but lack this skill until it becomes urgent.
A frequent issue is reactivity. Leaders may delay addressing concerns until problems escalate, then write in frustration. Employees interpret these late documents as punitive rather than supportive, losing earlier chancesto adjust and grow.Language is another challenge. Broad statements like “poor attitude” lack clarity, while specifics such as “interrupted colleagues during meetings” or “missed parent email deadlines” provide actionable feedback.
Without precision, documentation loses developmental value and is difficult to defend in employment matters. Consistency is also often missing. Leaders may begin with a memo but fail to follow up with monitoring or support. Documents that list only concerns, without directives or resources, leave employees confused about how to improve.
These gaps create a cycle where employees feel blindsided, leaders feel unsupported, and the district risks unnecessary turnover.
THE PURPOSE OF PERFORMANCE DOCUMENTATION
To shift forward, leaders had to see documentation as more than a paper trail. Its real purpose is to create clarity, build accountability, and support growth.
A well-written memo outlines expectations, provides a path to success, and signals that the district invests in employee improvement. Framed
within the mission, documentation ties directly to student outcomes. Forexample, missed lesson-plan deadlines affect classroom instruction, not just procedure.
Documentation also preserves relationships. While some leaders fear it damages trust, the opposite occurswhen communication is clear and consistent. Ambiguity breeds frustration; clarity demonstrates fairness. Whenpaired with coaching, documentation shows commitment to employee success.
OUTCOMES
The changes produced measurable results.
• Collaboration with HRS: Leaders began seeking support earlier, reducing crisis-driven interventions. Documentation quality improved, confidence increased, and errors decreased.
• Employee Growth: Employees reported clearer expectations and stronger support. Documentation linked tocoaching gave direction and resources. More employees improved, while those unable to meet expectationsmade informed choices about next steps.
• Readiness and Fairness: Documentation files have become more complete and defensible. Leaders nolonger discovered too late that their records were insufficient for employment decisions. Directives, follow-up notes, and support plans provided a fair, comprehensive picture of performance.
Collectively, these outcomes build stronger employees, stronger leaders, and a stronger district.
• 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.
WHY THEY STAY:
Retention Through Connection and Conversation
DR. TAMELA CRAWFORD Chief Human Resources Officer, Highland Park ISD
THE URGENCY OF TEACHER RETENTION
Teacher turnover continues to challenge districts across Texas and the nation. In Texas alone, the 2025 teacher turnover rate stands at 17.99% (TEA, 2025), with the cost of replacing a single teacher ranging from $11,860 in small districts to nearly $25,000 in large ones (Vertex Education, 2024). Beyond its financial impact, turnover disrupts instructional continuity, burdens the remaining staff, and weakens the culture that schools work so hard to build.
For HR professionals, the question is no longer just how to replace departing staff but how to keep great educators from leaving in the first place. One emerging best practice is the intentional use of check-in and stay interviews. These purposeful conversations strengthen engagement, build trust, and help address concerns before turnover occurs.
MOVING BEYOND EXIT INTERVIEWS
Most HR leaders are familiar with exit interviews, but by the time those conversations occur, the district has already lost talent. Check-in and stay interviews shift that timeline, creating space for proactive dialogue that addresses concerns, reinforces
satisfaction, and strengthens a sense of belonging long before a resignation letter appears.
• Check-In Interviews typically occur with new hires, often within the first semester or year, to assess how well expectations are being met, clarify communication, and identify areas where additional support could improve the onboarding experience.
• Stay Interviews are conducted with experienced staff to explore what motivates them to remain, what challenges they face, and what might cause them to consider leaving. These conversations help leaders better understand engagement drivers and areas for improvement.
Both approaches are rooted in the belief that retention depends on listening early and often. By understanding what keeps employees connected before they decide to leave, HR leaders can take meaningful action to strengthen commitment and reduce turnover.
DESIGNING MEANINGFUL CONVERSATIONS
Planning is essential to ensure these interviews lead to meaningful and actionable insights. When designing questions, HR leaders should be intentional about identifying the key information the district needs to gather and ensuring that responses align with
broader strategic goals and priorities. The goal is to craft questions that inspire genuine reflection and honest dialogue. Each question should be purposeful and thoughtfully constructed to encourage employees to share their experiences openly and with authenticity.
To support this process, consider the following key principles when developing interview questions:
1. Clarity and Relevance: Questions should connect directly to the employee’s experience, engagement, and satisfaction.
2. Open-Ended Framing: Prompts should invite deeper insights and personal reflection rather than yes/ no responses.
3. Psychological Safety: Use neutral language and emphasize confidentiality to create an environment where employees feel comfortable sharing candid feedback.
4. Alignment to Goals: Ensure each question supports districtwide initiatives, strategic priorities, and professional learning objectives.
The following examples demonstrate how these principles can be applied in both Check-In and Stay Interviews, helping HR leaders ask questions that promote reflection, trust, and actionable feedback.
CHECK-IN INTERVIEW (NEW HIRE) STAY INTERVIEW (EXPERIENCED STAFF)
1. How well have your expectations of working in our school district been met so far? Are there any differences between what you expected and what you’ve experienced?
2. How would you describe the overall culture and climate of our district so far, and are there any areas that feel especially positive or that you think could be improved?
3. If you could change one aspect of your onboarding or dayto-day experience to make your transition smoother, what would it be?
4. Our district is focused on reducing teacher turnover and supporting long-term growth. What can we do during your first year to make you feel valued and committed to staying?
1. How has your role changed since you joined the district, and what supports would help you continue to grow in ways that align with our goals for retention and teacher success?
2. What keeps you most engaged and motivated in your work, and what could the district do differently to sustain that motivation over time?
3. If you could adjust one thing about your current role or campus experience to make your work more fulfilling, what would you change and why?
4. As we continue our efforts to reduce turnover, what steps do you think would make long-term teaching in this district even more rewarding and sustainable?
COORDINATING EFFECTIVE CHECKIN AND STAY INTERVIEWS
Conducting check-in and stay interviews with intention and consistency ensures the process is meaningful, productive, and aligned with district priorities. Each conversation should foster trust, transparency, and genuine connection. When employees feel heard, valued, and supported, they are more likely to share honest feedback that leads to meaningful improvement.
1. Preparing in Advance: Before scheduling interviews, work with campus principals or department leaders to identify which employees will participate. Offer teachers a flexible window of time, such as one week with several available slots, so they can choose what works best with their teaching schedule. This approach shows respect for their time and helps minimize scheduling stress. Also, share the interview questions ahead of time so teachers can reflect and come prepared. This will foster transparency and more thoughtful, authentic conversations.
2. Setting the Intention: When sending the invitation, clearly communicate the purpose of the interview. Emphasize that the goal is to learn from the employee’s experience, not to evaluate performance, and to gather feedback that supports retention, growth, and teacher wellbeing. This sets a collaborative tone and reinforces that the district values each teacher’s perspective.
3. Creating a Comfortable Environment: Whenever possible, interview in the teacher’s own space, such as their classroom or office, to create familiarity and ease. A comfortable, natural environment helps reduce formality and encourages authentic conversation. Begin with light, welcoming dialogue to build rapport and set a positive tone before moving into the discussion questions.
4. 4. Structuring the Interview: Keep the conversation focused yet relaxed. Ideally, each interview should last between 20 and 30 minutes, allowing time for meaningful discussion without feeling rushed. Be attentive and flexible, listening actively and asking follow-up questions that show genuine interest in the employee’s experiences and ideas.
5. 5. Ensuring Confidentiality and Data Integrity: At the start of the meeting, reassure the employee that their feedback will remain confidential. Explain that identifying details will be redacted before data is shared outside of HR. Summarized trends and insights will be communicated to the appropriate departments, such as professional learning, compensation, or leadership development, to address systemic needs and celebrate successes.
TURNING FEEDBACK INTO ACTION
Collecting feedback is valuable only when it leads to meaningful change. The true impact of check-in and stay interviews comes from what happens afterward, when the information is analyzed,
communicated, and used to improve the employee experience. By turning insight into action, HR leaders demonstrate that teacher voices matter and that their perspectives directly shape district practices, culture, and retention efforts.
HR teams should:
• Compile and Analyze Data: Look for trends across grade levels, campuses, and years of service.
• Share Findings Transparently: communicate themes to principals and leadership teams so action can occur at both the district and campus level.
• Close the Loop: Teachers need to see that their input leads to real change, whether through improved communication about processes, clarified compliance expectations, or revised professional learning supports.
• Celebrate Success: Share teacher voices publicly using campaigns like #WhyIChoose[District], reinforcing the community and culture that keep educators invested.
FROM RETENTION TO RECRUITMENT:
SHARING THE STORY
The insights gathered through check-in and stay interviews don’t just strengthen retention; they can also fuel recruitment strategies and culture-building efforts across the district. When districts listen deeply and act on employee feedback, they uncover authentic stories worth sharing that highlight what makes their schools exceptional places to attend, work, and grow.
1. Use Feedback to Shape Recruitment Tools: Transform what you learn from staff conversations into messaging that reflects the real experience of working in your district. Incorporate teacher voices and themes from interviews into recruitment materials, career pages, and onboarding communications. Candidates respond to authenticity, and demonstrating that your district understands and supports educators’ needs helps attract like-minded professionals who will thrive in your culture.
2. Foster a Positive Culture and Climate: When teachers see their feedback turned into visible change, it builds trust and strengthens morale. Recognize and celebrate improvements, big or small, that come directly from employee input. This cycle of listening, acting, and acknowledging creates a climate where people feel heard and empowered, deepening the sense of belonging that keeps great teachers invested.
3. Amplify Success Through Storytelling: Use social media and district communication channels to spotlight the great things happening every day, led by your own staff. Feature classroom innovations, mentorship moments, and teacher highlights that show your district’s values in action. A consistent, positive message across platforms not only uplifts current employees but also attracts potential candidates who see your schools as inspiring, supportive communities.
A CALL TO ACTION FOR HR LEADERS
In education, people are the work. Retention is not a side project; it is the core of building sustainable, thriving schools. As Dr. Andy Hargreaves reminds us, “Teachers don’t just stay because of pay. They stay when they feel valued, supported, and part of something that matters.”
For HR professionals, this means creating consistent opportunities to listen, learn, and respond to teachers’ experiences. By embedding check-in and stay interviews into the rhythm of HR practice, districts can foster trust, address concerns early, and build a culture where great educators choose to stay.
ABOUT THE AUTHOR
Dr. Tamela Crawford serves as Chief Human Resources Officer for Highland Park ISD in Dallas, Texas. She leads districtwide HR strategy with a focus on teacher retention, employee engagement, and organizational culture.
REFERENCES
Texas Education Agency. (2025). Teacher attrition by school system size, 2024–2025 [PDF]. https://tea.texas.gov/reports-anddata/educator-data/teacher-attrition-by-district-size-2024-2025.pdf
Vertex Education. (2024, October 1). Teacher turnover is draining district budgets and costing schools millions. https:// vertexeducation.com/teacher-turnover-is-draining-district-budgets-and-its-costing-schools-millions/
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Providing More Benefits to School District Employees
Board Member Spotlight
KIMBERLY RICH
Executive Director of Human Resources, Dickinson ISD
ABOUT KIMBERLY RICH
Kim Rich brings over three decades of distinguished experience in education leadership to her role as Executive Director of Human Resources for Dickinson ISD, where she has provided strategic leadership to the district’s human capital initiatives for the past eleven years, supporting the growth and success of Gator Nation.
Prior to her executive role, Kim dedicated 19 years to classroom instruction and educational leadership across four school districts, gaining comprehensive experience at every grade level. Her diverse background includes roles as a special education teacher, high school English instructor, instructional technology specialist, ARD facilitator, Career and Technical Education (CTE) Director, assessment and accountability director, alternative school administrator, and grant manager overseeing federal, state, local, and competitive funding programs.
Kim’s commitment to education extends beyond her professional responsibilities. She and her husband, Brad, have been married for over 26 years and are proud parents of two accomplished sons: Holden, 22, who recently earned his
captain’s license and works for Houston Pilots, and Cody, 20, who serves in the United States Coast Guard.
DISTRICT OVERVIEW
Dickinson Independent School District, proudly known as Gator Nation, serves approximately 12,500 students and employs more than 1,900 staff members across 15 campuses. As a 6A school district, we serve a diverse and growing community that extends well beyond the City of Dickinson itself. Covering over 61 square miles and five different communities, this geographic diversity presents both opportunities and challenges as we work to meet the varied needs of our communities.
CURRENT CHALLENGES
Like many Texas districts, we’re navigating deficit budgets due to stagnant state funding while inflation and student needs rise. We’ve prioritized spending that directly impacts student achievement through comprehensive program evaluations, while protecting classroom instruction and competitive compensation. We’re also securing additional funding through grants and community partnerships.
The evolving school choice landscape has required a proactive approach. We’re investing strategically in programs that distinguish our district—expanding CTE pathways, enhancing fine arts and athletics, and strengthening special education and gifted services. Simultaneously, we’re developing sustainable virtual school programming with robust technology infrastructure and professional development to meet diverse family needs while maintaining rigorous standards.
How TASPA Has Benefited My HR Role
My ten years with TASPA, including six on the executive board, have been transformative. The network of HR professionals provides valuable
opportunities to share innovative solutions and learn from colleagues across the state. Through committee leadership and conference presentations, I’ve gained insights into trends, legislative effects, and best practices that benefit Dickinson ISD directly. Most importantly, serving on the executive board has enhanced my strategic thinking and deepened my understanding of systemic challenges facing Texas school personnel administration.
ADVICE FOR TASPA MEMBERS
● Get actively involved: The real power of TASPA comes through active participation—volunteer for committees, present sessions, and engage in collaborative conversations. Your perspective is valuable to colleagues across the state.
● Build your network intentionally: Develop relationships that become your most valuable professional resources. When challenges arise, having trusted colleagues to call makes all the difference.
● Bring solutions back to your district: After every conference, identify at least one strategy or tool to implement. This multiplies TASPA’s value across your entire organization.
● Stay current on policy changes: Engage with TASPA’s legislative updates and policy briefs. Being proactive positions you as a strategic leader in your district.
Our work in HR directly impacts student education quality. Through TASPA, we learn from one another, advocate for our profession, and ensure Texas districts can attract and retain exceptional educators. Your engagement strengthens not just your own practice, but the entire profession across our state.
The pHCLE certification is appropriate for anyone who has a stake in improving people practices in education systems, including:
HR department staff
Building leaders Principals, Assistant Principals, Head of Schools
Public, private, and charter school executives including Superintendents, Assistant Superintendents, Chiefs, and Department Directors
School board members
Educator preparation faculty
State departments of education and other education-related government employees
The Blended Cohort prepares participants to become a Certified Professional Human Capital Leader in Education (pHCLE) All learning aligns to the updated pHCLE standards The professional-level standards outline the competencies that leaders in PK-12 and related organizations need to strategically manage human capital processes at the department, team, or individual level Cost
To become a Certified Professional Human Capital Leader in Education, you must obtain a passing score on the certification exam The pHCLE certification exam, which is managed by AASPA, is an additional cost Learn more and register for the exam at HCLeader org
AASPA Members....…………………………….$300
Non-members $550
Blended Learning: 2 days in-person + self-paced online learning with 12 months access
Contact Hours
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Prerequisites
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Scan the QR code or register using this link. Group discounts available. Email Chandelle Crane (ccrane@taspa.org) for more information
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