Coppell ISD Principal Dr. Andra Penny is the 2025 NAESP National Distinguished Principal for Texas. During her 30-year tenure at Cottonwood Creek Elementary, she has created a vibrant learning community that values relationships, creativity and critical thinking.
Dr. Penny’s optimism and joy of learning are hallmarks of her leadership at Cottonwood Creek Elementary. The school’s positive climate has resulted in strong academic performance, social-emotional well-being, and high teacher retention. The campus is a model of academic excellence, fostering joyful and collaborative learning. In addition to a rigorous curriculum, students are provided opportunities to ignite
Board of Directors to Consider Region Bylaws Changes
Last year, TEPSA launched a new program to enhance support for our volunteer leaders. The Leadership U Region Leader Training, held each June in conjunction with the TEPSA Summer Conference, was updated, and monthly workshops were implemented to provide region leaders time to connect with other volunteers, ask questions, and benefit from additional professional development opportunities. While feedback to the new program has been positive, additional clarification has been requested regarding the region leaders’ responsibilities in those roles across the state.
In September, the Board of Directors will vote on proposed changes to the Region Bylaws that are designed to standardize and clarify these volunteer positions. If the Board approves the recommended
their passions, explore issues in their community, and make a positive impact. Programs such as the weekly Genius Hour have not only improved student engagement but also inspired a love for learning that extends beyond the classroom. During Genius Hour, students from kindergarten through fifth grade lead their own learning, attending sessions of their choosing such as dance, broadcasting, karate, gardening, and other topics of interest. Many of the opportunities explored during Genius Hour have led to schoolwide
changes, then TEPSA members will be asked to vote on those changes in October.
TEPSA members have two volunteer options for serving as a leader in their area:
1. TEPSA Standing Committees – Nominations are accepted each year, and appointments are made based on demographics and representation across the state. Standing Committees are approved by the Board of Directors each June. These volunteer leaders serve as members of their region leadership team.
2. Region Leaders – Elected at the local level, these active TEPSA members support school leaders in their region by planning local meetups, sharing information, and recruiting TEPSA members.
) page 15
Coppell ISD Educator Named NAESP National Distinguished Principal of the Year for Texas ) page 4 INSIDE THIS ISSUE
President's Column by Dana Harley Boyd................................3 Building a Stronger School Community: Using Icebreakers to Launch the Year Right by Amy Bay...............................................7 10 Tips to Minimize Your Liability by Kevin Lungwitz..............12
Laying the Foundation: Strategic Practices That Strengthen School Leadership by Cindy Tierney..................................................14 It All Starts with You: The Power of Communication, Connection and Culture by Todd Nesloney and Ross Braun......................16
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Anita Jiles Associate Executive Director for Marketing & Communications
Trae Kendrick Chief Operating Officer
Elizabeth Kernan Membership Services Coordinator
Heather Loomis Events Services Coordinator
Belinda Neal Associate Executive Director for Instruction
Todd Nesloney Director of Culture & Strategic Leadership
Louis Silvas Web Content Specialist
Mark Terry Deputy Executive Director
TEPSA News
Published six times a year by Texas Elementary Principals and Supervisors Association. Subscription is included in TEPSA membership dues. Postage paid at Austin, Texas.
Articles may be reproduced by TEPSA members without written request, provided that duplication is for an educational purpose at a nonprofit institution; copies are available without charge; and each copy includes full citation of the source.
TEPSA 501 East 10th Street Austin, TX 78701 512-478-5268 800-252-3621 Fax: 512-478-1502 www.tepsa.org
Follow on social media @TEPSAtalk
TEPSANs,
TEPSA President/Dana Harley Boyd
Welcome back to what promises to be a powerful and purpose-filled school year. As we step into this new chapter together, I invite each of you to reflect not just on the tasks ahead, but on the legacy you’re building with every decision, every word, and every act of leadership.
My theme for the year is Leave an Unforgettable Legacy. Think about the path you’re walking—the students, staff, and families who journey alongside you. Every one of them is impacted by your presence, your choices, and your belief in what is possible.
Our region leaders are working to make this an Unforgettable membership year for your region. Stay engaged and know your effort and participation matters. Your legacy of leadership is already in motion.
As we prepare our buildings, align our teams, and plan for the year ahead, don’t forget this: take the time to take care of yourself and others. This season can easily become overwhelming with all that goes on behind the scenes, but your well-being is foundational to your impact. Rest, recharge, and remind yourself—and your team—that wellness is not a luxury; it’s a leadership necessity.
We now hold the privilege and the power to influence lives, not only through policy or curriculum, but by how we show up for others. Maya Angelou reminds us, “People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Let that be your legacy.
So, as you open doors this year—literally and figuratively—do so with intention. Speak life into your schools. Lead with heart, humility, and courage. Let your staff and students feel your presence long after they leave your building.
This is our moment. Let’s make it count. Your 2025-26 legacy begins NOW!
Have an amazing year,
Texas Elementary Principals & Supervisors Association
Coppell ISD Educator Named NAESP NDP for Texas continued from page
1
Tribute to Texas Children Monument Rededicated at the State Capitol
service projects. For example, students have harvested fresh produce for the community food pantry, collected supplies for the local animal shelter, and made “blessing bags” to distribute to people in need. Hundreds of educators have visited the campus to learn how to implement Genius Hour at their schools.
“Dr. Penny understands the most powerful learning happens when students’ curiosity and leadership potential are activated and nurtured in a supportive community,” TEPSA Executive Director Harley Eckhart said. “Students at Cottonwood Creek Elementary feel safe exploring their interests and are provided every opportunity to build critical lifelong skills as they learn and grow.”
Dr. Penny received her award at the TEPSA Legacy Luncheon during the TEPSA Summer Conference in June. She will represent Texas in Washington, D.C. later this year.
Sponsored by the National Association of Elementary School Principals (NAESP), the National Distinguished Principals program honors outstanding elementary and middle-level administrators who ensure that America’s children acquire a sound foundation for lifelong learning and achievement. Learn more about the NDP award at tepsa.org.
The NAESP National Distinguished Principal for Texas Award is Supported by
This spring, the Tribute to Texas Children Monument was rededicated on the Texas Capitol North Lawn. Thanks to generous donations from supporters, the 25-year-old statues were removed for restoration in 2023 before being returned to their home this year.
As a reminder to Texas lawmakers to keep children at the heart of their decision-making, students in more than 600 Texas schools raised $190,000 to create the Tribute to Texas Children. Dedicated in 1998, the monument was the result of a five-year collaboration spearheaded by TEPSA. The six life-sized bronze sculptures by world-renowned sculptor Lawrence Ludtke depict children on a field trip to the Texas Capitol. Annually, thousands of children visit the Tribute to Texas Children, making it the most beloved monument on the Capitol grounds.
“The monument serves as a reminder of our shared responsibility to nurture and support every child in Texas,” said TEPSA Executive Director Harley Eckhart. “We take pride in being a vital part of the Tribute to Texas Children, and we are delighted that the statues have returned, stronger than ever, to greet schoolchildren at the Capitol and remind lawmakers that serving children should be their top priority.”
Visiting the State Capitol? We'd love to see photos of you and your students at the Tribute to Texas Children. Tag @TEPSAtalk and #WeLeadTX on social media.
Photo: TEPSA leaders and staff members at the Tribute to Texas Children Monument rededication ceremony.
Photo: Dr. Andra Penny with Coppell ISD and TEPSA leaders at the NDP announcement on her campus.
Texas Retired Teachers Association Awarded Sandi Borden Tribute to Texas Children
For their service and commitment to the State’s retired public-school educators, the Texas Retired Teachers’ Association (TRTA), led by Tim Lee, Executive Director, have been named this year’s recipient of the prestigious Sandi Borden Tribute to Texas Children Award. TRTA was a leader in fighting for the passage of the Social Security Fairness Act in Congress in 2024. Due to TRTA’s work, educators and other public servants are now entitled to receive the full Social Security benefits earned through their service and contributions.
“We are honored to recognize TRTA for championing retired educators and ensuring they have the security they deserve after a lifetime of service to Texas students,” TEPSA Executive Director Harley Eckhart said.
Under the leadership of Executive Director Tim Lee, TRTA has successfully mobilized its mem bership and partnered with the Texas Legislature to create a well-funded pension trust fund. The
STUDENT WORKSHOPS
Get ready for a whirlwind of fun and learning! 4th-7th grade students, along with their advisors, will explore leadership strategies through lively, hands-on activities. Expect plenty of singing, dancing, and laughter as you build an unbeatable team!
Scan the QR code or visit tepsa.org for statewide locations from September to November.
Training Student Leaders
Photo: TRTA Executive Director Tim Lee with the TRTA Board of Directors at the TEPSA Summer Conference in Round Rock.
Assists with classroom assessments at all stages—formative and summative
Build confidence with a platform that mirrors the real testing experience.
Instructional Resources
Order one subject for the year and receive access to all questions and books for that subject available in the digital platform.
Add-on the BME Assessment (Beginning-Middle-End of Year) for $10 when bundled with another subject.
Math & RLA for Grades 3-5; Science available for Grade 5
Building a Stronger School Community: Using Icebreakers to Launch the Year Right
As a principal, I have witnessed firsthand the transformative power of strong relationships among staff members. At the beginning of the school year, we are focused on setting up classrooms, organizing materials, and preparing for students. However, it is just as important to invest time in building a cohesive team. Team building isn’t just a feel-good activity; it directly impacts collaboration, communication, and ultimately, student success.
When we take time to foster meaningful connections among staff through team building, it reduces the silo effect, miscommunication, and burnout. The time we invest also helps guard against new staff members feeling isolated and helps returning staff not fall into familiar cliques. Building a unified team enables us to share ideas more freely, support each other during challenges, and work more effectively toward shared goals.
One of the best tools I’ve used for team building comes from the work of Chad Littlefield, co-author of Ask Powerful Questions: Create Conversations That Matter. His approach emphasizes authentic connection through curiosity and intentional conversation. Many of his icebreakers require little preparation and can be implemented immediately, making them perfect for those first few staff meetings.
Here are five of my favorite icebreakers from Chad Littlefield’s work to kick off your school year:
1. If You Really Knew Me…
• Purpose: Builds vulnerability and trust.
• Tools Needed: None.
• How to Do It: Ask staff to complete the prompt “If you really knew me, you’d know…” in pairs or small groups. Encourage them to go beyond surface-level facts. This opens the door to deeper understanding and empathy among colleagues.
2. The Curiosity Card Game
• Purpose: Promotes meaningful conversation and listening.
• Tools Needed: A set of question cards (you can use the We! Connect Cards or make your own with open-ended questions from Ask Powerful Questions). Free We Connect Cards can be found with a quick Google search.
• How to Do It: Each person draws a card and answers the question. Others listen without interrupting. This is great for new staff who may be shy—it gives everyone a voice.
3. Common Ground Challenge
• Purpose: Encourages team bonding through shared experiences.
• Tools Needed: A timer or stopwatch.
• How to Do It: In pairs or trios, give teams 90 seconds to find as many things in common as possible—outside of the obvious (like “we’re both teachers”). This encourages laughter and surprises as staff discover unexpected connections.
4. One Word Whip
• Purpose: Gauges mood and builds shared awareness.
• Tools Needed: None. ) page 8
Building
• How to Do It: Go around the room and have each person say one word to describe how they’re feeling about the new school year. No explanations—just the word. This quick activity sets the emotional tone and promotes reflection.
5. Question Swap
• Purpose: Builds rapport and encourages curiosity.
• Tools Needed: Index cards and pens.
• How to Do It: Each person writes a thought-provoking question (e.g., “What’s a moment in your life that shaped who you are?”). Cards are shuffled and redistributed. Participants find someone to ask and discuss their new question with. It’s a simple way to spark deeper conversations.
Team building is not about playing games—it’s about creating a space where every adult on campus feels seen, heard, and valued. When we do this well, it
ripples outward: to our classrooms, to our hallways, and to every child we serve.
As we begin this new school year, it is important to commit to building not just strong lesson plans, but strong teams. Wishing each of you a year filled with connection, growth, and the kind of collaboration that makes a lasting impact.
TEPSA member Amy Bay has been in education for 19 years. She has served in an administrative role in both elementary and middle school for 16 years. Bay, a former TEPSA Region 6 President, is currently serving as Region 6 Advisor.
Timely Topics
NAESP National Outstanding Assistant Principal of the Year for Texas
Lainey Hanna, the 2025 NAESP National Outstanding Assistant Principal of the Year for Texas, has enhanced student learning and strengthened school-community connections at Helena Park Elementary in Nederland ISD. Hanna has played a pivotal role in numerous successful initiatives on her campus including the K-Kids program, a branch of Kiwanis International, which promotes student leadership and imparts the value of community service and involvement. The student-led monthly projects have provided critical opportunities for students to develop valuable life skills and deepen their connection to their community by helping address local needs. Student projects have ranged from supporting the local humane society with pet supply donations, creating a campus garden, and raising funds for cancer research.
“Lainey leads with empathy and a student-centered vision. She optimizes the emotional and relationship aspects that drive student engagement to ensure learners on her campus reach their full potential,” TEPSA Executive Director Harley Eckhart said. “Students feel valued, supported and empowered to contribute to their community.”
The National Assistant Principal of the Year for Texas Award is Supported by
Retired Educator and Former TEPSA State President Named TEPSAN At-Large
Bill Barnes, retired principal and former TEPSA President, was named the 2025 TEPSAN At-Large. Selected by the Executive Committee, the TEPSAN At-Large recognizes TEPSA leaders who have given tremendous amounts of time, talents, and gifts to the profession and the Association.
For the last two decades, Barnes has frequently visited the State Capitol and Washington, D.C. as a steadfast advocate for retired educators to ensure their voices are heard in legislative matters. His efforts through the Texas Retired Teachers Association have been instrumental in influencing policies that benefit future and current retired Texas educators.
“Bill’s unwavering dedication and tireless efforts have made a significant difference in the lives of public
school educators,” TEPSA Executive Director Harley Eckhart said. “We are truly grateful for his outstanding service and invaluable contributions to our profession.”
After 37 years, Barnes retired from the elementary principalship in 2002. Barnes and his wife, Janice, organized the Northwest Retired School Employees Association unit. His volunteer service with TRTA has included service as the TRTA State Legislative Committee Chair, TRTA State Legislative Coordinator, and on the TRTA Board of Directors. Barnes also represented retirees as a Board member of the TRS Retiree Advisory Committee for two terms.
Special Thanks for Supporting TEPSA's Awards Program
2025 TEPSA Award Recipients
H-E-B Excellence in Education Principal
Anabel Ruiz, Carolyn G. Bukhair Elementary, Richardson ISD
Region Assistant Principals of the Year
• Amanda Martinez, Los Fresnos CISD, Region 1
• Jeanine Hoover, Flour Bluff ISD, Region 2
• Leather McCall, Calhoun County ISD, Region 3
• Bobby Durst, Cleveland ISD, Region 4
• Lainey Hanna, Nederland ISD, Region 5
• Megan Parker, Montgomery ISD, Region 6
• Lindsay Bell, Hawkins ISD, Region 7
• Lalonna West, Paris ISD, Region 8
• Nanette Mills, Wichita Falls ISD, Region 9
• Kristie Hudspeth, Rockwall ISD, Region 10
• Karen May, Aledo ISD, Region 11
• Lauren Phipps, Midway ISD, Region 12
• Michael Buthe, Eanes ISD, Region 13
• Nicole Churchill, Abilene ISD, Region 14
• Jennifer Gwathmey, Brownwood ISD, Region 15
• Anna Ortega, Canyon ISD, Region 16
• Missy Ware, Lubbock-Cooper ISD, Region 17
• Samantha Natividad, Ector County ISD, Region 18
• Crystal Salom, Ysleta ISD, Region 19
• Salena Valdes, Alamo Heights ISD, Region 20
Region TEPSANs of the Year
• Cindy Clayborn, San Benito CISD, Region 1
• Lori Maldonado, London ISD, Region 2
• Inez Kucera, Boling ISD, Region 3
• Solmaria Benavides, Pasadena ISD, Region 4
• Jennifer Fisher, Silsbee ISD, Region 5
• Kerri Ashlock, Montgomery ISD, Region 6
• Brandi Sutton, Malakoff ISD, Region 7
• Dori Beasley, Daingerfield-Lone Star ISD, Region 8
• Charlie Stone, City View ISD, Region 9
• Mary Pugh, Rockwall ISD, Region 10
• Clarence Scott, Keller ISD, Region 11
• Clint Glaesmann, Midway ISD, Region 12
• Jared Stevenson, Pflugerville ISD, Region 13
• Jamie Munoz, Clyde CISD, Region 14
• Erica Cruz, Crockett County CCSD, Region 15
• Andrea Brown, Hereford ISD, Region 16
• Rebecca Lashaway, Seminole ISD, Region 17
• Jeannie Jackson, Monahans-Wickett-Pyote ISD, Region 18
• Michelle Corral, El Paso ISD, Region 19
• Erika Garza, Judson ISD, Region 20
TEPSA Student Leadership Award
A record number of student leadership teams were recognized this year! Congratulations to the 130 award recipients.
ASCA School of Excellence Award
16 Texas schools recognized by NAESP.
New this year, NAESP established the ASCA Exemplary Advisor Award to recognize educators who go above and beyond to support student leaders. Congratulations to the 7 Texas ASCA advisors who received this recognition!
View the list of student leadership winners at https:// www.tepsa.org/student-council/campus-awards/.
Award recipients with students on their campuses (left to right): Lori Maldonado, Region 2 TEPSAN; Michael Buthe, Region 13 AP; Missy Ware, Region 17 AP, and Charlie Stone, Region 9 TEPSAN.
10 Tips to Minimize Your Liability
This is not an exhaustive list, but here are some best practices for staying in the schoolhouse and out of the courthouse. Please feel free to share these widely among your professional staff.
1. If Time Permits, In Difficult Situations, Two Heads Are Better Than One: If you have a controversial decision to make or an angry staffer or parent to respond to, have your supervisor or your assistant think it through with you. Bringing your assistant into a sticky situation and valuing their input is also good mentoring. If you fear your decision could trigger legal action, firmly request the school lawyer review it before it is released. Should things take a turn for the worse after your decision is made, at least the rationale will have been vetted by others, thereby minimizing errors and bolstering its credibility.
2. If Time Doesn’t Permit, Do What Is Best for Student Safety: If you must act in an emergency, let student safety be your north star. Decision-makers such as courts, school boards, the TEA and CPS will be more likely to forgive if they understand the pressure you were under and if you are able to articulate that student safety guided your decision.
3. Keep All of Your Communications Professional, Including Texts, Which You Should Not Use: Would you be okay with seeing your professional notes posted in the Lubbock Avalanche-Journal? Or read at a school board meeting or on the local news? If not, don’t send it. Also, texting your assistant after hours about the student or staff disciplinary issue today is not the end-run around open records you might think. Those texts might be disclosable under the Public Information Act to the angry parent or staffer. It is best to
confine your professional communications to the school district’s platforms where everyone is attuned to professionalism. While we are on the subject, you should assume the angry parent or staffer is recording your phone call or meeting. Act accordingly.
Additionally, do not become too comfortable with how you communicate with staff. More than one principal has mistakenly believed they had personal confidants with whom they could gossip freely about the intimate private lives of staff, students and parents when actually the “confidants” were merely tolerating the boorish behavior because of your position of power. It is lonely at the top for a reason. Your ascendance to a supervisory position means you need to respect the physical and personal boundaries of others and always be professional.
4. Stay Within the Boundaries of Protocols, Policies, and Your Job Description: You have legal immunity from personal injury claims if you are doing your job. Immunity is a legal suit of armor that protects you from negligence lawsuits. If you follow normal protocols and something goes wrong—even if you make a mistake—you cannot be successfully sued for negligence.1 Negligence is a legal claim alleging that you mistakenly did—or failed to do—something that caused harm to another. If the lawsuit claims, for instance, you negligently hired, trained, or supervised staff, or negligently supervised children, it will not likely succeed. But—see below.
5. Do Not Use Corporal Punishment: If your job involves corporal punishment, you could be civilly and criminally liable for injuries. Corporal punishment is only lawful where the school board has authorized it, and
it means “the deliberate infliction of physical pain by hitting, paddling, spanking, slapping, or any other physical force used as a means of discipline.”2 You have no legal immunity if you use “excessive force or negligence in discipline.”3 One swat too many, one swat too hard, and the sheriff, CPS, the school board, the TEA, and parents will seek to hold you accountable. Everyone who told you it was okay to do this, including the school board and the parents who signed the form and okayed it over the phone, will turn on you when the parents show pictures of bruises and injuries to the authorities. You have everything to lose and nothing to gain by using corporal punishment.
6. Never Use Force In Anger—Tap In, Tap Out: You have a right to use reasonable force to maintain discipline in a group and to protect the health and safety of the campus community.⁴ We are not talking about premeditated corporal punishment, but rather the normal contact educators have with children lining them up for lunch, helping a first-grader with a rain coat, delivering instruction in P.E., etc., and contact made for safety reasons or group order. Is a student’s tantrum absolutely wearing you out? Call for help and tap out. If a teacher is losing control of a class or a student, tap in for five minutes. Most primary educators could not do their job without making some sort of physical contact with students, but if contact is made in anger, the educator is on thin ice.
7. Call CPS Immediately Any Time Someone Suggests a Student is Being Mistreated: If someone hints at child abuse taking place on your campus, call CPS within 48 hours, and immediately report it to your supervisors and H.R. (Call 911 in an emergency.) Failure to timely report is a jailable offense. “What if I am not sure about the allegation? Should I investigate before I report?” No. Make the report. Do not investigate the allegation before calling CPS. Any attempts you make to verify the allegation before reporting is time wasted in reporting. You are a busy administrator. Move this off your desk and onto CPS’s desk.
8. Keep Parents Regularly Informed Especially When Odd Things Happen: Failure to promptly notify a parent when their child is involved in an incident will fuel speculation of a cover-up. Parents may be angry about the incident, but they will be angrier, and potentially more litigious, if they find out about it before you tell them. Have staff document communications with parents about student progress. This documentation will come in handy when the parent claims no knowledge of their child failing the class due to not turning in homework.
9. Regulary and Fairly Document Staff Performance : The best way to defeat a claim of discrimination or retaliation is with steady, objective, performance-based documentation. You may not need much documentation to terminate a probationary contract teacher at the end of the school year, but if the teacher alleges discrimination or retaliation, you will need to produce something to the school district lawyers or EEOC, etc. Producing documentation is step one. Step two is demonstrating you documented this teacher just like you documented—or would have documented—other teachers for the same conduct. People will want to know: Do you have something to back up the termination? Did you treat the teacher fairly?
10. Know Where to Find Applicable School Board Policies: The Texas Association of School Boards school policy manuals almost every school district uses are a wealth of legal information. Policies are a compendium of state and federal school laws. Whenever I have to study an issue I am not familiar with, I will often start with the board policies for an overview. You should, too. They are on every school district website, usually under the School Board tab. If you can quickly reference these policies, you will have answers to many school law questions. Those answers will likely keep you in the schoolhouse and out of the courthouse.
Endnotes
Kevin Lungwitz practices law in Austin and is a former Chair of the School Law Section of the State Bar of Texas.
1See Tex. Educ. Code §22.0511
2Board policy FO (legal); Tex. Educ. Code Sec. 37.0011(a)
3See Tex. Educ. Code §22.0511
4See Tex. Penal Code Sec. 9.62
Note: Information from Legal Ease is believed to be correct upon publication but is not warranted and should not be considered legal advice. Please contact TEPSA or your school district attorney before taking any legal action as specific facts or circumstances may cause a different legal outcome.
Laying the Foundation: Strategic Practices That Strengthen School Leadership
As a supervisor, my core responsibility is to empower school leaders to drive success for students, staff members, and families. With ten years of experience as a campus principal, I understand how quickly the school year fills with the daily demands of leading a building. I also recognize the value of using the summer months to complete key tasks in advance—setting the stage for a smoother, more focused year. This work requires intentional planning, transparent communication, and a strong commitment to both instructional leadership and operational excellence. As we prepare for the upcoming school year, I focus on several strategic practices that support our leadership teams and help them build a solid foundation for sustained success.
As a district leader, I am intentional about challenging the mindset of continuing initiatives simply because "that’s how we’ve always done it." Each summer, I facilitate focused planning sessions with campus leaders to reflect on the previous year and gather their input on how best to approach key initiatives moving forward. Their feedback is essential to refining our systems, ensuring they remain relevant, effective, and aligned with the unique needs of each school community.
One key area of focus is the development of Campus Improvement Plans. This year, I took a more strategic approach by starting with each campus’s “Wildly Important Goals,” asking principals to identify the top initiatives they aim to accomplish by the end of the year. From there, we collaboratively mapped out the necessary actions, established timelines, and cre-
ated a clear, actionable plan to guide implementation. To anchor this process, we used The 4 Disciplines of Execution by McChesney, Covey, and Huling—a proven framework for transforming high-level goals into focused, measurable outcomes.
Supporting our Title I campuses is another key priority. My goal is to ensure that most compliance requirements are thoughtfully planned and prepared before the school year begins. I meet with principals to review each requirement and develop an intentional plan that ensures all components are addressed throughout the year. Together, we calendar Title I events and activities, and I share access to ready-to-use templates—such as flyers with required language and sign-in sheets that clearly identify stakeholder groups. Proactively preparing these materials and scheduling events in advance significantly reduces stress during the school year and allows campus leaders to focus on meaningful engagement with students and families.
Classroom placement is also a vital step in setting the stage for success. I work with campus leaders to identify Tier 2 and Tier 3 students, ensuring their placement is both intentional and supportive. These students are paired with teachers who understand their unique needs and can provide consistent, compassionate support. We also consider additional strategies such as quiet start with the counselor, assigning mentors, and creating personalized regulation plans. One highly effective practice is facilitating conversations between
outgoing and incoming teachers during summer professional development. These exchanges provide insight into students’ strengths, triggers, and needs— helping build strong relationships from day one.
Preparing for a new school year requires a thoughtful balance of reflection, strategy, and support. As supervisors, our influence is multiplied through the leaders we serve. By equipping principals with the tools, clarity, and encouragement they need, we create the conditions for every school—and every student—to succeed.
Cindy Tierney, a dedicated TEPSA member since 2008, currently serves as the Assistant Superintendent for PK–5 Programs in Lufkin ISD. She served on TEPSA’s Executive Committee from 2018 to 2024, including two terms as State President. Throughout her career, she has remained passionate about advancing student achievement and is deeply committed to empowering fellow educators to grow and thrive in their roles as campus leaders.
Board of Directors to Consider Region Bylaws Changes continued from page 1
The proposed changes to the Region Bylaws will standardize these roles and ensure that members have equal representation across the state.
Standardized Region Model Proposal 2025
ARTICLE IV REGION OFFICERS AND ELECTIONS
Section 2. Number
Current Language: The o&icers of this region association shall consist of a minimum of three (3) region o&icers. These shall be: President, President-Elect, and Secretary/Treasurer.
Proposed Language: The o&icers in the region associations shall follow the standardized model for the number of region o&icers (based on historical trends in region liaison group membership): Regions Number OCicers
3, 9, 14, 15, 16 4
2, 5, 8, 18, 19 5
1, 6, 7, 12, 17 6
4,10, 11, 13, 20 8
Currently only Region 4 *10 when membership is 800+
President, President-Elect, Vice President, Treasurer, Secretary, Member at-Large
President, President-Elect, 1st Vice President, 2nd Vice President, Treasurer, Secretary, 1st Member at-Large, 2nd Member at-Large
President, President-Elect, 1st Vice President, 2nd Vice President, 3rd Vice President, Treasurer, Secretary, 1st Member at-Large, 2nd Member at-Large, 3rd Member at-Large
This section will be updated to reflect the roles in each region.
STANDING COMMITTEES:
According to TEPSA Policies and Procedures, each Standing Committee will consist of 10-12 members, plus state o&icers.
The standardized formula for representation will be as follows: Regions Representation on a Standing Committee
3, 9, 14, 15, 16 1 (total 5)
2, 5, 8, 18, 19 1-2 (total 5-10)
1, 6, 7, 12, 17 1-2 (total 5-10)
4,10, 11, 13, 20 2-3 (total 10-15)
NOTE: 30-36 TOTAL Standing Committee Members (not counting state o&icer representation)
Lead from the Heart/Todd Nesloney and Ross Braun
It All Starts with You: The Power of Communication, Connection and Culture
Walk into any successful school, and you’ll feel it before you see it: the buzz in the hallways, the warm energy in classrooms, the pride on students’ faces, and the steady rhythm of things being done with purpose. That kind of school climate doesn’t happen by chance.
It starts with you.
In every building, there’s one person whose actions ripple farther than any memo, meeting or mission statement…the school leader. The leader sets the tone, not just through what they say, but how they show up every single day. Whether a school is thriving, surviving or struggling, the school’s leadership in three key areas—communication, connection, and culture—makes all the difference.
1. Communication: What You Say (and Don’t Say) Matters
Clear, consistent, and transparent communication is the bedrock of a healthy school environment. When principals communicate with clarity and purpose, they reduce confusion, build trust, and set a tone of professionalism and respect.
But communication isn’t just about sending emails or delivering announcements…it’s about being intentional with every word, gesture, and decision.
Great communication means:
• Share the “why,” not just the “what.”
• Listen as much as you speak.
• Follow through on your word.
• Stay visible and approachable, not just behind a desk.
If communication is a mirror of leadership, make sure your reflection is clear, encouraging, and rooted in your values.
2.
Connection: Relationships Drive Results
If you want to change a school, you must reach people first. Connection isn’t a bonus—it’s the foundation of everything. People will go the extra mile for a principal who they know sees them, values them, and believes in them.
Whether it’s a teacher battling burnout, a student who’s acting out, or a parent unsure of where they fit, your ability to connect authentically can shift the entire experience.
Ways leaders build real connection:
• Greeting students by name every morning.
• Checking in with staff before diving into to-do lists.
• Showing up in classrooms to support, not just observe.
• Creating family events that feel welcoming, not intimidating.
People don’t need perfect leaders; they need real ones. Connection builds the trust that transformation depends on.
3. Culture: The Way We Do Things Around Here
School culture isn’t a slogan on the wall or a theme for spirit week. It’s the shared beliefs, daily behaviors, and invisible expectations that drive how things get done. And no one shapes that more than the school leader. If the culture is positive, inclusive, and growth-focused, it likely starts with a school leader who models those same values. If it’s negative, reactive, or fragmented? That’s a leadership issue too.
Leaders cultivate culture by:
• Responding to challenges with grace and purpose.
• Celebrating what truly matters: effort, improvement, collaboration.
• Holding firm on what won’t be tolerated.
• Prioritizing student well-being and staff morale.
Culture isn’t a one-time push—it’s a daily decision. Every interaction, every email, every hallway conversation builds it or breaks it.
The Leader as the Pulse
At the heart of every school is the leader—not just managing operations, but serving as the pulse, the steady beat driving everything forward.
Yes, test scores, curriculum, and resources matter. But none of it sticks without strong leadership at the core.
So, if you’re a school leader, remember:
• Your voice sets the tone.
• Your presence builds trust.
• Your energy becomes the school’s energy.
Exclusive for TEPSA Members: Save 10% on registration!
It all starts with you. Communication. Connection. Culture.
Every day, every hallway, every relationship. Lead with intention, and the school will follow.
Todd Nesloney is TEPSA’s Director of Culture and Strategic Leadership. He is an award-winning educator, author and international speaker.
Ross Braun is a former elementary principal who is passionate about supporting schools and leaders to ensure every child has a safe, loving and engaging learning environment. Ross is now the VP of Positive Education at Spring, Texas-based, School Life.
TEPSA & lead4ward are excited to introduce the a comprehensive, month-by-month plan to:
Principal Leadership Series
• lead change with clarity & confidence
• build a culture of learning & growth
• empower teams to thrive with sustainable processes
• reduce overwhelm by focusing on the right things each month
Lead with purpose. Build momentum. Stay in rhythm.
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TEPSA Highlights
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• Log in at tepsa.org to check your membership status and ensure you've renewed for 2025-26. Don't lose access to critical resources including professional liability insurance!
• Grow your student leaders. Visit https://bit.ly/43B5UgP for fall Student Leadership Workshop dates and locations. Designed for 4th-7th graders, this high-energy training equips student leaders and their advisors to make a positive impact on campus.
• Learn at your convenience with high-quality PD. Explore our new line-up of online learning in the Learning/Online Learning tab at tepsa.org.
• Discover leadership tips and insights on the TEPSA Talk podcast available on Spotify and Apple Podcasts. Visit https://bit. ly/3MyAX4T.
Why Student Attendance in September Matters
September is recognized as Attendance Awareness Month for a significant reason. Research indicates that this month plays a crucial role in school attendance. A study conducted by the Baltimore Education Research Consortium revealed that “students who missed 2 to 4 days in September were 5 times more likely than those who missed fewer than 2 days to be chronically absent for the year”(Olson, 2014, p. 2).
Understanding the latest research, as well as your school's attendance data (such as attendance rates, chronic absentee rates, and total days missed), is essential for crafting and executing a thorough campus attendance plan. In his webinar for members,“Attendance Rocks,” Montgomery ISD Principal Christopher Stowe shares effective strategies to enhance student outcomes and boost attendance. Stowe covers everything from initial goal-setting and research to successful implementation, highlighting his school's achievement in reducing chronic absenteeism by fifty percent. View the webinar and access Stowe's draft comprehensive attendance plan in the Learning/ Member Webinars tab at tepsa.org.
Sources: Olson, L.S. (2014, July). “Why September Matters: Improving Student Attendance.” Baltimore Education Research Consortium. https://baltimore-berc.org/ wp-content/uploads/2014/08/SeptemberAttendanceBriefJuly2014.pdf
Stowe, C. (2025, January). "Attendance Rocks! Ideas for Implementing a Comprehensive Campus Attendance Plan." [YouTube]. Texas Elementary Principals and Supervisors Association.
