What sets apart a conversation with someone who helps others feel smart despite varying levels of experience and college degrees from a conversation that triggers defensiveness and feelings of inadequacy? The distinguishing factor is generosity.
I’ll be the first to admit that I have been selfish in conversations at times, especially when I feel insecure and am trying to prove my worth. Recognizing this area for growth in myself, I’ve studied generous conversationalists in my life. You know the type—those enchanting individuals who exude brilliance yet manage to make you feel inspired rather than intimidated in their presence? Being around them sparks hope and excitement about the limitless possibilities the future holds. Their fusion of intelligence with a generous spirit results in empowering conversations that instill a sense of capability to pursue one’s dreams.
Do you have a person like this in your life? If you do, cherish every moment spent with them, absorbing the subtleties of generosity in conversation and its profound impact. Chances are, you’ll notice them constantly saying things like:
• “That’s an excellent point…”
• “I see a connection to what you’re saying…”
• “You might find this really interesting…”
• “You possess a multitude of skills in this area…”
Generosity in conversations involves acknowledging that when we engage in dialogue, it transforms
Meet the Candidates Running for Office: Vote in TEPSA State Election by March 4
Meet the candidates running for TEPSA State Office including Vice President, Member At-Large and NAESP Representative on pages 10-13. Please cast your eballot by March 4 at 5pm (CST).
Ballots were emailed to voting members in February. Check your inbox (and spam folder) for an email with
voting credentials from electionsonline.com. If you need help with your voting credentials, please email anita@tepsa.org.
Interested in getting more involved with TEPSA? Contact your region leaders or email todd@tepsa.org or belinda@tepsa.org for information.
i-Ready Diagnostic is approved to be used as a pretest/posttest measure to show student growth on your TIA application.
The Diagnostic’s growth model can serve as a rigorous, yet simple-to-understand approach to measuring the impact of an educator’s performance during the school year.
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.
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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.
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Howdy TEPSANs,
My hope with these regular President’s messages in each edition of the TEPSA News has been to share some brief ideas or thoughts around school leadership. I have always valued the advice and perspectives of fellow practicing school leaders, and I want these few paragraphs to be meaningful to my TEPSA peers. As I sat down to begin making my notes for this edition of our publication, my thoughts went to a quote I had recently seen from Todd Nesloney.
The quote was brief and buried inside of an email from Todd, but for some reason it jumped off the page to me. In the email message, Todd was encouraging some of our TEPSA leaders to reach out if they needed assistance. He ended the email with this short note, “Great leadership is knowing when and how to ask for help.”
What a fascinating perspective! We are so accustomed to thinking of leadership as vision, experience, knowledge, having the answers… But I love the way that Todd, in only a brief sentence, expressed how leadership is also vulnerability, openness, and a focus on growth.
No doubt you are a part of our great association for the advocacy, the community, and the legal coverage. My hope is that you are also a part of TEPSA for the growth opportunities. As a school or district leader, how are you finding the help you need when you need it? Whatever the need may be, TEPSA is here for you.
In just a few months, we will host our premier professional learning experience. Our TEPSA Summer Conference is THE event for Texas education leaders. I can’t encourage you enough to attend and to bring a team of leaders with you. You will find sessions and speakers ready to challenge and support you wherever you are along your leadership journey. In addition to our inperson conference, TEPSA offers countless on-demand opportunities. These experiences are current and relevant and are offered by some of the best practitioners and minds in our field. Find out more by following TEPSA on social media, or go to tepsa.org and choose the Learning tab.
Thank you for being the “Pride of Texas.” Don’t hesitate to reach out to the TEPSA team for any help that you may need.
Texas Elementary Principals & Supervisors Association @HiltonCooper
Generous Conversations continued from page 1
into a collective experience, shifting from “me” to “we.” Generous conversationalists extend invitations, even when sharing their expertise. They assume their counterparts possess a robust skill set and positive intentions, a sentiment they convey through their carefully chosen words.
At times, conversations can leave us feeling compelled to defend ourselves, a stark contrast to the spirit of generosity in dialogue. In the field of education, a common statement is, “I always make decisions based on what is best for students.” While often well-intentioned, this statement may not always be received as such. When someone claims to consistently prioritize students in decision-making, it can be construed as an implicit suggestion that others do not. This accusatory tone hinders collaborative problem-solving and hampers the potential for authentic conversation.
“The art of conversation lies in listening.”
– Malcolm Forbes
Perhaps the single most important part of being generous in conversations lies in what you hear rather than what you say. We’ve all encountered discussions where our words seemed negligible, as the other party was simply awaiting their chance to speak instead of genuinely listening. As deep listeners, we strive to understand, taking a moment after listening to reflect before responding, often posing thoughtful questions rather than making declarative statements. True generosity in conversations arises when we assist others in feeling comprehended and valued for their viewpoint.
True generosity in conversations arises when we assist others in feeling comprehended and valued for their viewpoint.
What if, instead, we phrased it as, “Let’s consider this topic from the student’s perspective—what might be best for them?” or perhaps, “We all benefit from a gentle reminder to prioritize students in our decision-making.” How might the conversation evolve from there? By refraining from defensiveness and the need to validate ourselves, we open the door to collaborative problem-solving.
Here are some tips to add generosity to conversations that I have learned from brilliant leaders in my life:
“Everything should be made as simple as possible, but not simpler.” – Albert Einstein
Simplifying language enhances the chance of mutual understanding. It’s crucial to steer clear of using complex words or phrases that may sound sophisticated but lack widespread comprehension. In the field of education, we often employ acronyms, but from my experiences traveling across states, I’ve learned firsthand that they can create obstacles to effective communication. Ensure the information you convey is accessible to everyone involved in the conversation, minimizing the risk of misinterpretation and feelings of inferiority.
“Give others the benefit of the doubt; assume positive intent until proven otherwise. It’s a powerful foundation for understanding and building trust in relationships.”– Unknown
Embracing a mindset of positive intent opens the door to assuming knowledge and skill. Saying things like, “That is a terrific point,” exemplifies this dual acknowledgment of positive intent and expertise. When faced with challenging conversations, even if discomfort arises, we can welcome the exchange with the anticipation of reaching a shared understanding. This involves positively recognizing inquiries, responding with statements like, “That’s a fair question.” In authentically generous conversations, all participants stand on an equitable playing field, each valued and included for their unique contributions and perspectives.
While writing this and delving into the topic of generosity in conversations, I had the opportunity to engage in coaching discussions with new teachers and their mentors. During these sessions, I asked a colleague to give me feedback on my generosity level, with a specific focus on the types of questions I posed. I aimed to ensure that my questions assumed positive intent and showcased active listening. I also asked her to identify any spots where the conversation seemed to be stifled by my responses. Here are additional reflection questions for us to ponder as we strive to be generous conversationalists.
• Where did I ask questions that opened doors to mutual understanding and problem-solving?
• Where did I ask questions or make statements that created barriers?
• When did it appear that I was listening to reply instead of listening to comprehend?
• What language did I use that was subject to interpretation or caused confusion?
• Why did the participants feel included and valued? How did I show them?
You’ll notice I did not suggest any overly simple tips, such as avoiding the use of the word “I”. Engaging in generous conversations allows for the authentic sharing of perspectives and expertise, even if it involves using words like “me” and “I.” The essence of generosity in conversations hinges on an individual’s overarching intentions. If the goal is to assert personal value and worth, the spirit of generosity will be compromised. Conversely, when the intention is to embrace the diverse knowledge, skillsets, and perspectives of all participants, conversations become truly generous. Such conversations inspire and instill a sense of capability, fostering an environment where everyone feels motivated to achieve great
things. In the current landscape of education, where inspiration, hope, and action are paramount, infusing our conversations with a generous spirit is not just beneficial but imperative.
Allyson Apsey, an award-winning educator for over 25 years, is the author of several books—including best-sellers "What Makes a Great Principal" and "Leading the Whole Teacher." Her greatest joy comes from working with dedicated educators to support them in caring for the whole child and the whole educator by implementing research-proven practices.
more from
See page 9 or visit tepsa.org.
Reprinted with permission from Allyson Apsey. Copyright Allyson Apsey. This article originally appeared on the Allyson Apsey's blog December 5, 2023 at https://allysonapsey. com/2023/12/generous-conversations-inspiring-hopecollaboration-and-action-in-every-interaction/
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Allyson Apsey during her keynote at the TEPSA Summer Conference, June 10-12 in Round Rock.
Building Positive Relationships with Students is Not Science, It is Necessary
The role and responsibilities of educators have expanded dramatically in the last decade. The educator/student relationship is becoming increasingly crucial to student development, engagement and achievement. Now more than ever, educators often find themselves counseling students, providing basic needs for students, as well as teaching life skills to help students transition to adulthood.1
Over the past 10 years, the role of teacher has transformed from being in the front of the classroom affixed to a blackboard to being hands on, and oftentimes knee deep, in teaching curriculum from the carpet, at a small group table or interactively online. This shift has placed students in the driver seat of learning and has allowed teachers and students to take a more collaborative approach in learning.2
Building positive relationships with students is critical to achievement as well as student development and maturation. It has been said students spend more time at school with their teachers than they do at home with their own families. Educators are often tasked with teaching students basic life skills, from tying their shoes in early primary education to tying a tie in high schools. In upper secondary education, students learn life skills such as automotive care to robotics which ushers in career pathways. These lucrative skills are only made possible by educators who intentionally curate opportunities to build positive relationships with the students, unleashing the potential in which they can achieve and excel. Herein are suggested guideposts that can help your teachers build positive relationships with students.3
1. Be authentic in how you interact with students. Kids are highly discerning human beings. Their radar can de-
tect fakeness and inauthenticity. Get to know them by being genuinely interested in what they are interested in. When I was a classroom teacher, I had a worksheet on hand that kids completed at the beginning of the school year with their favorite things. I used this worksheet to understand why the items on the list were their favorite things. This also gave me a preview of their personality, home life and how they think. As an assistant principal, I use this same worksheet when a student is referred to my office. After addressing the behavior that caused the infraction, this gives me an opportunity to reward more of the positive behaviors that I expect to see moving forward. Being authentic allows the student and educator to collaborate on what is necessary for achievement while also discovering productive methods of communication reinforcing academic and behavior expectations.
2. Be consistent in your habits. This creates a sense of security, predictability and trust for students. Habits such as arriving on time, being present at threshold to greet scholars, and having clear expectations of assignments will determine the academic productivity of the day. In Spring ISD, we call these actions Strong Start. Students are aligned across the district knowing that their teachers will greet them at the classroom door, with a fist bump, high five or a kind word. For some students, this may be the only positive interaction they have with adults.
Our school is fortunate to have a before and after school care program. Early arriving teachers take this time to create intentionality with students. The same occurs for teachers who choose to remain on campus after contract hours to get to know students. During such interaction, a 4th grade student was struggling to start his day off positively. He was always upset and
clearly not ready to learn before 7:35AM. In building a relationship with the student during before school care, the teacher discovered the student’s parents woke him up before 6AM every morning. From that moment on he was constantly rushed and yelled at in the morning to get up, get dressed, get his siblings together and a host of other responsibilities. We have no idea what kids are dealing with. For some of these students, just seeing and knowing their teacher is present and calming sets their day off positively. It is important for educators to set the tone for achievement by removing learning barriers and de-escalating difficult situations.
3. Be willing to not take things personally. You may have heard the saying: “Quit taking it personally” or the acronym QTIP. Building relationships tests the limits of this statement. As we get to know our students and their capabilities, they get to know us and sometimes push our limits. Disarming our own triggers by modeling self-control helps students understand that although emotions arise, the way we handle our emotions determines the outcome of the situation. When I was a classroom teacher, I sometimes took it personally when kids would not do what I wanted them to do, especially those who I was intentionally trying to build a positive relationship with. My principal reminded me that a learning opportunity was present for me to find ways to engage all students even those who were not exhibiting their capabilities. During a data discussion, I expressed to my principal all the ways I prepared the students for the writing assessment which included countless revision strategies and countless conferring opportunities I implemented with students. While expressing my dismay in how the students performed, she said to me, “Quit taking it personally when your students do not perform the way you would want them to achieve.” This helped me realize that while the outcome is important, what is more important is that I consistently create an atmosphere of high achievement based on continued practice and intentional preparation.⁴
4. Be accountable. When you make a mistake, own it. Students need to see adults modeling accountability. Taking responsibility and being accountable means modeling how to apologize and make a commitment to not repeat the same actions moving forward. As a classroom teacher, I have had to apologize to students for the tone I used with them when I was disappointed in their behavior. As an assistant principal, I practice accountability for classroom observations as well as staff communication. We are all fallible creatures, but we can model accountability for students, showing them how to take responsibility for their actions. This creates oppor-
tunities for atonement, a vital life skill that helps build strong relationships. By teaching and modeling this, we empower students to thrive in life.⁵
5. Be vulnerable. I must admit this one is hard for me. I too am working on being more authentic in communicating how I really feel. Students have modeled for me what vulnerability looks like. They often give me the truth about their actions and what they are truly feeling. Educators must caution themselves to not overshare personal experiences that may compromise the positive relationship they are building with students. For educators, being vulnerable sounds like, “I don’t know everything or have all the answers, but we can work through this together.”⁶
Building positive relationships with students is fundamental to fostering an environment where learning and personal growth can thrive. Prioritizing active listening, showing genuine interest in students’ lives, and respecting their individuality encourage mutual respect and deeper connections. Such relationships not only enhance academic performance but also contribute to the development of students’ self-esteem, resilience, and social skills, paving the way for their long-term success and well-being.⁷
TEPSA member Quiana Williams is an assistant principal in Spring ISD. With more than 10 years of teaching experience in both public and private schools, Quiana's educational toolkit is filled with engaging and interactive ways to teach curriculum and elevate student curiosity.
The S in TEPSA stands for supervisors, but as supervisors, we should shift the S to support. Supervisors in public school education play a critical role in supporting the success of school principals. Authentic and genuine support from a supervisor fosters a collaborative and empowering environment where principals can lead effectively.
In my role as the Director of School Supports, I have the opportunity to support principals in navigating ESSA federal program requirements and driving continuous improvement at both the campus and district level. Some of the areas of support include:
• Deepening an understanding of ESSA federal programs through professional learning related to state and local accountability systems, campus improvement plans, and effectively using federal funds ensuring compliance.
• Fostering data-driven decision-making by supporting principals on how to effectively analyze student data and using evidence of success to determine areas of strengths and areas of growth.
• Building campus improvement teams that lead to an authentic culture of shared leadership.
• Celebrating successes when schools and principals meet intended goals.
• Embracing challenges principals and schools face as they work towards continuous improvement.
By actively supporting principals in navigating the complexities of ESSA and fostering a culture of continuous improvement, supervisors can empower schools to effectively serve all students to reach their full potential. However, there are some key principles to keep in mind.
1. Building Trust and Open Communication
Building strong, trusting relationships is vital for effective supervision and support. Creating open and honest communication channels where principals feel comfortable sharing challenges, successes, and concerns without fear of judgment is imperative for a supervisor. To build a strong, trusting rapport, a platform for open dialogue should be established through regular meetings, both formal and informal.
2. Providing Meaningful Professional Learning Opportunities
High-quality professional learning opportunities must be sought out, tailored, and delivered to the specific needs of principals at the hands of supervisors. This could include workshops on instructional leadership, data-driven decision-making, school improvement planning, conflict resolution, and building a positive school culture.
) page 18
June 10-12, 2025
Round Rock Kalahari
Join the brightest minds in education for a celebration of bold ideas around Texas education! Discover actionable insights and make meaningful connections to take student learning to new heights.
Keynotes
by
Manny Scott, Allyson Apsey and Gerry Brooks
Extend Your Learning and Unlock New Insights During Master Classes
Add a Master Class to your registration and dive in to hot topics with education experts (separate fee). Featuring Eddie Damian, Andrew Marotta, Amy Mayer, Onica L. Mayers, Nathan Maynard, Valerie Arechiga, Robert Thornell and Betsy Wierda.
Special Thanks to TEPSA Partners
Election Information - TEPSA State Office
Dana Harley Boyd
El Paso ISD
Region 19
President
Continued Term
Stephanie Coronado Boerne ISD
Region 20
President-Elect
Continued Term
Each year TEPSA members elect two officers:
Lori Gallegos Northside ISD
Region 20
Member At-Large Continued Term
• Member At-Large: A 2-year term that supports the work of the association.
Annette Sanchez Beeville ISD
Region 2
NAESP Zone 8 Director
NAESP Elected Position
• Vice President: A 3-year term that supports the work of the association and culminates in serving as the President. Every three years, members elect the NAESP Representative.
Required Qualifications to Run for TEPSA State Office
• Service on the TEPSA Board of Directors or TEPSA Standing Committees
• Must be a TEPSA member in good standing for at least three consecutive years immediately prior to nomination
• Support from the TEPSA Region Executive Committee and school district superintendent
• Must be a practicing administrator who deals directly with early childhood through grade eight instructional programs
• Professional demeanor and ability to communicate
Member At-Large – Contested
Christy Watley
Current Position: Principal, Hewitt Elementary, Midway ISD, Region 12, PK3-5th
Formal Education
Tarleton State University – M.Ed. Educational Leadership 2009
Baylor University – Bachelor of Science in Education 2003
• McLennan Community College- Associates of Applied Science – Child Development 1999
Educational Leadership
• 2016 TEPSA Presentation Making the Move: Improvement Required to Met Standard with Distinctions
• 2017 TEPSA Presentation Scholastic Book Fair Family Engagement
• 2018 TEPSA Presentation: Game Changer: Bringing Independent Reading Alive
• 2021 National Association of Professional Development Schools Presentation Redesigning Early Field Experiences During COVID-19
• 2021 Presentation at National Association of Professional Development Schools Finding the Perfect Match
• 2022 National Association of Professional Development Schools- Presenter
• 2023 Principal Leadership Institute Region 12
TEPSA Leadership/Involvement/Awards
• TEPSA Member since 2012
• 2022-2023 Advocacy Committee
• 2021-2023 Board of Directors
Formal Education
Elodia Witterstaetter
Current Position: Director of 21st Century Community Learning Centers ACE Program, Texarkana ISD, Region 8, Serving 5 elementary campuses and 1 middle (PreK-8)
I have been with the Texarkana ISD for 22 years.
• The Bill Ratliff Academy for School Executives, partnership with Region 8 ESC and Texas A&M-Texarkana, Superintendent Certification
• Master of Education, Texas A&M University-Texarkana, Educational Administration
• Bachelor of General Studies, Texas A&M University-Texarkana, Concentration in Mathematics
• Associate of Arts with highest honors, Phi Theta Kappa Society-Texarkana College
• Current Certifications: Superintendent (EC-12); Principal (EC-12) Math Grades 4-8; ESL (4-8)
Educational Leadership
• Presenter at Out-of-School-Time Initiatives Conference 2024 (OSTI-CON)
• Presenter at Junior League of Texarkana’s Women Who Lead Panel
• Presenter at Texarkana ISD Literacy Focus District Conference
• Presenter at our local Texarkana Sunshine Rotary
• Presented at Texarkana Leadership Academy
• Served on several district steering committees
• Served as a member of NETASBE & on the planning committee for their first Annual Administrative Leadership Symposium
Christy Watley continued
• 2016-2023 Standing Committees
• 2021-2023 Nominating Committee
• 2019-2021 Programs & Services Committee
• 2019-2024 Region 12 TEPSA Board
• 2016 TEPSA Assistant Principal of the Year
• 2021-2022 TEPSAN of The Year
School Honors/Accomplishments
• 2023 Educational Results Partnership Honor Roll List –Outstanding Achievement
• 2023 Leader In Me Campus
Community Involvement
• Baylor Professional Development School Partnership – Host of Intern Teaching Candidates, Teaching Associates, and Novice Teachers
• Hewitt Third Graders Participation in the Annual Veteran’s Day Parade
• Campus Summer Feeding Program
• Mentor Alliance Summer Program
• Kids Hope Mentoring partnership with First Baptist Hewitt
• School Community Relationship with Hewitt Police and Fire Department
• Hewitt Trunk or Treat 2022-2024
• MELA- Math and Early Learners Academy Baylor University 2023-2024
• Hewitt WHObilation Community Holiday Drive Thru- 20192022
• Campus Host for Food Distribution during COVID
Other Professional Networks
• 2023 Speaker at Hispanic Leadership Network Luncheon –Trust the Process
• 2021 Leadership Plenty Institute
Platform Statement
As a member of TEPSA for the past twelve years, I have come to understand the importance of connecting with others. Being a principal can sometimes feel lonely, and the challenges of being an administrator—a principal, assistant principal, or supervisor—have increased significantly. The expectations and demands on administrators are higher than ever before. We face growing pressures from state education requirements and assessments, concerns over the mental health of students and staff, a teacher shortage, and a lack of funding for our schools, teachers, and staff. All while job demands continue to rise, it is difficult to focus on what is truly essential: our students, staff, and families. If you have worked as an administrator or in any leadership position before COVID-19, you know the previous norms have changed. These times have required resilience, adaptability, and, above all, the support of a robust professional network. For me, TEPSA has provided that network—a source of encouragement, guidance, and inspiration as we navigated these uncharted waters together. We have had to adjust and pivot to establish new leadership norms while discovering innovative ways to lead others. Reflecting on my journey, I realize my passion for serving Texas principals and administrators has only grown. I am eager to give back to the community that has supported me, advocate for our profession, amplify the voices of our leaders, and celebrate the remarkable work happening in public schools.
Elodia Witterstaetter continued
TEPSA Leadership/Involvement/Awards
• TEPSA Member since 2014
• Current TEPSA Advocacy Chair
• Former Advocacy Standing Committee Member
• Region 8 TEPSAN of the Year
• TEPSA Member Spotlight March of 2023 with Todd Nesloney
• Region 8 TEPSA Assistant Principal of the Year
• Contributor to TEPSA News 2022 & 2024
School Honors/Accomplishments
• Nash Elementary named Leader In Me Lighthouse School Franklin Covey
• Four States Living Magazine Tribute to Women Honoree
• The Faces of Texarkana
• Texas Association of Future Educators (TAFE) Principal Panel with Texas A&M University-Texarkana
• Stronger OST Grant recipient for one of our after school programs
Community Involvement
• Junior League of Texarkana member since 2018, current board member as Membership VP; previous co-chair for Shoes for the Soul and served various community projects.
• Leadership Texarkana Class Graduate of 2018 and current member. Attended professional development on Strategic Doing and facilitated as a table guide on the Strategic Doing Community Workshop.
• Katina Levington Tough Kookie Foundation Committee Member & Recording Secretary since 2022
• First Baptist Wake Village Church
• Leadership Texarkana’s Today’s Youth Tomorrow’s Leaders (TYTL) Core Team Member
Other Professional Networks
• National Association of Elementary School Principals (NAESP)
• Northeast Texas Alliance of Black School Educators (NETABSE)
Platform Statement
I have been a proud member of TEPSA since 2014, joining as a new Assistant Principal when our former leader introduced me to the invaluable work TEPSA does to support public education and school leaders across Texas.
Over the years, I have had the privilege of learning from many talented leaders within my district and through TEPSA’s Summer Conferences. These experiences have profoundly shaped my journey as an Assistant Principal, Campus Principal, and now as a Director. I firmly believe our greatest impact comes from sharing our talents to inspire, motivate, and empower others, ultimately influencing the success of our students.
In recent years, I have served as both a member and current Chair of the Advocacy Standing Committee. This role has allowed me to focus on how to build and maintain strong relationships with legislators and state decision-makers to amplify the voice of educators. Our voice matters.
It would be an honor to serve as a Member At-Large on TEPSA’s Executive Committee. I am committed to leading with passion, purpose, and determination to support TEPSA’s organizational goals; learning from outstanding leaders; and growing through shared experiences—both successes and challenges. This opportunity is a responsibility I hold in the highest regard, and I am dedicated to advocating for public education and the students and educators across the great State of Texas.
Vice President –Uncontested NAESP Representative –Uncontested
Jaci Underwood
Current Position: Principal, Preston Smith Elementary, Lubbock ISD, Region 17, Early Childhood-5th Grade
Formal Education
Bachelor of Science in Multidisciplinary Studies from Texas Tech University
• Master of Education in Educational Administration from Lubbock Christian University
Educational Leadership
• Texas Tech University Principal Fellowship Mentor Principal
• Lubbock ISD Foundation for Excellence Grant Committee Member
• Lubbock ISD Summer Leadership Institute Committee Member
• Lubbock ISD Budget & Finance Committee Member
• Lubbock ISD Future Focus Committee Member
• Region 17 Data Driven Instruction Principal Cohort Participant
• Current campus has maintained an A rating from TEA and earned all possible distinctions
• Lubbock Christian University Summer guest presenter and summer instructor
TEPSA Leadership/Involvement/Awards
• TEPSA Executive Committee Member at At-Large (currently finishing 2-year term)
• TEPSA Programs & Services Standing Committee Chair and Committee Member
• TEPSA Region 17 Board Member (served as treasurer, secretary, president-elect, president, and past-president)
• Region 17 TEPSAN of the Year
• TEPSA Summer Conference Session Presenter
• TEPSA Member for 10 Years
• Led Region 17 to historical membership numbers while president
School Honors/Accomplishments
• Ranked as a Top Elementary School in the area by U.S. News & World Report
• Earned all possible TEA distinctions while maintaining an “A” rating and scoring a 98% in closing the gaps
• Destination Imagine state qualifying team(s)
• Texas PTA award winning campus -National PTA School of Excellence candidate
Community Involvement
• Member of First Baptist Church Lubbock
• Participant in Food to Kids program
• Involved in Kingdom Come Ministries
• Lubbock Chamber of Commerce Young Professionals (awarded Top 20 Under 40 recognition)
• Actively involved in campus and district Parent Teacher Association
Other Professional Networks
• National Association of Elementary School Principals
Lorena Carrasco
Current Position: Principal, L.F. Smith Elementary, Pasadena ISD, Region 4, ECSE, Pre-K to 4th Grade
Formal Education
University of St. Thomas Houston, TX Instructional Leadership Development and Bilingual Education Master of General Education 2008
• University of Houston – Downtown Bachelor of Business Administration Majoring in Business Management Graduated December 2000
• Leadership Training – TAMU 2019
Educational Leadership
• Principal L.F. Smith Elementary Pasadena ISD, Pasadena, TX 7/2020- Present
• Principal Royalwood Elementary Sheldon ISD, Houston, TX 7/2017- 2020
• Assistant Principal Parks Elementary, Pasadena ISD, Pasadena, TX 2013-2017
• TEPSA Chair for Standing Committee Membership, PR and Marketing
• 2024 TEPSAN of the Year Region 4
• 2024 Summer Conference Presenter
• 2022-Present TEPSA Region 4 Board Member
School Honors/Accomplishments
• Sheldon ISD Principal of the Year 2019
• America’s Healthiest Schools Award 2024
• TEPSA School Student Leadership Award 2024
• 2024 School Wellness Award by the Rotary Club- Silver Medal
• 2022 HEB Excellence in Education Semi-Finalist
Community Involvement
• Pasadena Police School Supplies Drive
• Houston Food Bank – Brighter Bites
• Pasadena City Food Drive
Other Professional Networks
• Pasadena ISD DEC
• Pasadena ISD and Good Reason Houston Steering Committee
• Impact Pasadena Leadership Cohort
• NAESP – member
• Pasadena ISD Innovation AI Committee
• Mentor new Principals
Platform Statement
Fostering Collaborative Excellence in Education: As a candidate for the NAESP Representative, I commit to support the work that we do and cultivate an environment of collaboration and growth among elementary leaders, administrators, state representatives and TEPSA.
Jaci Underwood
continued
• The Holdsworth Center: Campus Leadership Program cohort member
• Learning Forward Texas
• Texas State Teachers Association
Platform Statement
As a child, I always knew that I wanted to be an educator because of the incredible influence that teachers and school leaders made on my life! During my career, I have greatly enjoyed opportunities to collaborate and network with other educators and leaders. Learning truly is a lifelong process, and educators who work and learn together make a powerful impact on our students! TEPSA has been the greatest source of networking and collaborating to support my work. My passion is serving others through my voice and advocacy. I am a passionate person who is always looking for ways to be innovative as I support leaders, teachers, and of course our students in the great state of Texas.
Public education has always been challenging, but recent years have made our work even more difficult. There were a few golden moments when everyone showed intense respect for educators, but that appreciation quickly faded as education was scrutinized, funding was cut, and the demands continue to grow for educators across the state. My hope is that I can work to advocate for educators and help support leaders across the state as I continue to serve TEPSA members. I am excited about the possibility of continuing to be a cheerleader for public education while supporting and encouraging leaders through connections, relationships, and support!
ote by 5pm Central March 4
Lorena Carrasco
continued
Promoting Professional Development:
I aim to advocate for comprehensive professional development programs that empower educators with the advanced teaching methodologies, technology integration and AI, and socialemotional learning strategies for teachers and leaders that will help improve student outcomes. Increase the importance of wellbeing and self-care for educators and leaders through professional development.
Strengthening Community Engagement:
Connections with parents, community leaders, and policymakers is crucial. I intend to foster strong partnerships that create a more holistic and supportive educational experience for our students. Collaborate with community members and representatives to improve the view on public education and showcase all the great things we do.
Advocating for Resources:
I’ll work with TEPSA to advocate for adequate resources, equitable funding, and representation for public education and grow our advocacy reach.
Together, let us build a future where collaboration, innovation, and inclusivity define public education in Texas, ensuring every child receives the highest quality education they deserve. Our students, staff and educational leaders are worth it!
Ballots were emailed to voting members in late February. Check your inbox (and spam folder) for email with voting credentials. If you did not receive your voting credentials, email anita@tepsa.org.
Legal Ease/Kevin
Reassignments: What Is and Is Not Legal
Three things must be considered to determine whether a school district can reassign an employee. First, does the employee’s contract speak to their position or capacity (principal, teacher, librarian, coach, administrator, etc.)? Second, what position does the employee actually hold, and is it aligned with the contract? Third, is there something else, like the education code or local policy, that tempers in any way what the contract says?
Can an at-will employee be reassigned?
Let’s start with an easy one. Yes. At-will employees do not have a written contract. The at-will employee may be reassigned to any position for which they are qualified. They may also be terminated without due process for any lawful reason. They may also resign at any time, with no advance notice.
Can a coach be reassigned from head coach to assistant coach?
Assuming a contract does not speak to the particular coaching job in question, the answer is yes. A coach may be reassigned from one coaching job to another.
Most coaches in Texas are employed under a teaching contract. Their coaching duties are supplemental and not protected by the contract. If the coaching duties are truly supplemental, then those duties are at-will. Although the teaching contract is protected by due process, the supplemental coaching duties may be reassigned—and terminated—at any time,
without cause. The flip side is the coach can resign from coaching—even during the season—without affecting the teaching contract.
Are the coaching duties truly supplemental—separate from the contract? Or do the employment words just say that? That was the question in a case decided by the Texas Commissioner of Education.1 There the school district wrote a “supplemental coaching contract” and attached it to the teaching contract. The supplemental contract and local policy said the district could terminate coaching duties at any time, but the coach could not resign from coaching duties without also resigning from teaching. The district terminated the coaching duties without cause, and the coach appealed. The commissioner held that a true at-will relationship is a two-way street. Either party may terminate it at any time for any lawful reason. Here the district could not treat the coaching job as at-will but also contractually bind the coach to those same duties. Therefore, the coaching duties were protected by due process just like the teaching duties, and the coach won this case. This case is why supplemental duty agreements are carefully scrutinized by school attorneys.
A small minority of coaches have dual contracts, where the teaching and coaching duties are bound by the same “Teacher/Coach” contract. The district needs good cause to terminate either of those jobs.
The employee is also bound to both jobs and may not freely resign from either. Even in these situations, unless the contract specifies the exact coaching job (i.e. “head football coach”) then the coach may be reassigned from one coaching job to another.2
Can a principal be reassigned as a teacher?
No. While this should be an easy answer, a recent case to the commissioner still generated a seven-page decision.3 The devil is in the details. For starters, this case involves an important part of the education code which says unless the district properly nonrenews an educator’s contract at the end of the contract term, the district must hire the educator back the next school year “in the same professional capacity.”
In this case, the principal’s contract said she was a “professional employee.” This is a familiar sign of sloppiness on the part of the district’s HR department. The district punitively reassigned the principal to a teaching position, saying she was still a “professional employee” in agreement with the contract—no harm, no foul. The commissioner said, “not so fast.” When the contract is too vague, the professional capacity is determined by looking at the position held, not the words of the contract. Here, the principal’s reassignment as a teacher violated the law that says an educator must be employed “in the same professional capacity” from year to year, absent a contract nonrenewal.
Can they reassign a principal to assistant principal?
Unless the contract specifically says “principal,” the commissioner has said yes, and the courts agree.4 According to the commissioner, “principal” and “assistant principal” are the “same professional capacity.” Consequently, a veteran elementary school principal can be reassigned at any time to be an assistant principal.
Can they reassign assistant principal to “xyz” administrative position?
The commissioner has never met an administratorto-administrator reassignment he didn’t like. According to the commissioner, almost any administrative position is the “same professional capacity” as any other, except superintendent. (A superintendent may not be involuntarily reassigned.) According to the commissioner, assistant principal is the same as: science support specialist⁵, athletic director⁶, attendance coordinator⁷, Even-Start director⁸, unspecified
central office position⁹, executive director of special education10, and human resources coordinator11
In math terms, if (a) [principal] = (b) [assistant principal]; and (b) = (c) [all other administrative positions], does (a) = (c)? Maybe. While administrator-to-administrator reassignment cases are difficult, they are very case-specific. You should immediately consult legal assistance if you feel like you are on the wrong side of a punitive reassignment. Your specific contract, position, certification, and salary should be examined to test whether the school district cut corners.
Endnotes
Kevin Lungwitz practices law in Austin and is a former Chair of the School Law Section of the State Bar of Texas.
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.
Lead from the Heart/Todd Nesloney and Ross Braun
How to Apologize
We all mess up. None of us are perfect. But one of the most important lessons we can learn in life is how to apologize well. And it’s not just about saying the words “I’m sorry.” It’s about showing up, owning up, and making things right. A recent song that came out by Brandon Heath (How to Apologize) also really helps hit the message right on the head!
And to be clear, we are no experts in this realm. We mess up…a lot. But we think apologies are one of those things we must constantly practice. Because here’s the thing: apologizing isn’t easy. But it’s necessary. In the song, Brandon Heath talks about how an apology is more than just words—it’s about sincerity and taking responsibility. It’s about recognizing the hurt you caused and doing everything in your power to make things better.
So, how do we apologize well? We believe it comes down to three key steps:
1. Own It – Take Responsibility
Don’t make excuses or try to explain what happened. Own your mistake and the impact it had on the other person.
2. Be Genuine
An apology isn’t just about words; it’s about your heart. You have to mean it. Like Heath says in the song, it’s about making sure your apology feels real to the person you’re talking to.
3. Make It Right
A true apology includes a commitment to change. It’s not enough to just say sorry; you must show through your actions that you’re committed to doing better. An apology never includes the words, “I’m sorry, but…”
At the end of the day, apologizing isn’t just about you. It’s about the other person, their feelings, and how you can work to repair what’s been broken. This song reminds us that an apology, when done well, can be the first step toward healing and rebuilding trust. So, the next time you need to say “I’m sorry,” remember: own it, be genuine, and make it right. That’s how we grow stronger together.
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.
3. Partnering for Resources and Support
Supervisors should partner with principals for the resources they need to succeed. This includes supporting principals for a variety of things such as ensuring adequate staffing levels, securing sufficient funding for school operations, and providing resources tailored to specific student needs.
4. Empowering School-Based Decision Making
Supervisors should empower principals to make decisions at the school level while providing appropriate guidance and support. This includes:
• Allowing principals the authority to make decisions regarding school operations, staffing, and teaching and learning.
• Supporting principals to create a collaborative decision-making process that involves teachers, staff, and parents.
• Recognizing and celebrating the accomplishments of principals and their schools.
As supervisors, leading with a supportive mindset can lead to improved student outcomes, a more positive school climate, and a stronger, more resilient school through an empowered and thriving principal.
Dr. Manuel Gonzales, Jr is the Director of School Supports in Frisco ISD. He has served in education for 25 years with 22 of those years in Frisco. He has been a classroom teacher and elementary assistant principal and served eight years as an elementary K-5 principal. Dr. Gonzales has been a member of TEPSA since 2005 and served as the president in 2017. He currently serves on the TEPSA Nominating Committee.
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Permit No. 127
Vote in the TEPSA State Officer Election by March 4 at 5pm (CST). See pages 10-13.
TEPSA Highlights
Learn more at tepsa.org.
Calendar/Deadlines
• Develop an action plan to ignite a culture of excellence in your school. Hurry and register for the Leadership Edge Series! Learn ondemand and at your own pace until April 30.
• Connect locally to leaders, ideas and inspiration at a region meetup near you. Visit https://bit.ly/40RIbcA.
• Make plans to grow your leadership at the event of the year for Texas PK-8 school leaders. Don't miss the TEPSA Summer Conference June 10-12 at the Round Rock Kalahari. New Tuesday-Thursday conference schedule!
• Stay informed and make a difference during the 89 th Texas Legislative Session. Sign up for the TEPSA Advocacy Network at https://p2a.co/7IEGjpl.
Preventing Burnout: Start by Asking Teachers What They Need
According to Moss (2019), employee burnout is not only preventable, but it is a management problem that leadership must proactively evaluate and address. In education, school leaders in recent years have focused on self-care and wellness strategies to address teacher burnout. While these are important components for supporting and retaining teachers, Moss (2019) writes that a more comprehensive burnout prevention strategy "requires good organizational hygiene, better data, asking more timely and relevant questions, [and] smarter, more micro budgeting."
Asking people what they need is a key step in developing a sustainable prevention strategy (Moss, 2019). Regarding teacher burnout, Dampf (2023) recommends that “school leaders...talk to as many teachers as possible about how to improve the school environment. This might mean setting up formal committees and focus groups devoted to addressing burnout, or it might simply mean taking teachers’ concerns about everything—even seemingly trivial things— seriously.” Read Dampf's recommendations for addressing and preventing teacher burnout at https://bit.ly/3Pwzf5w.
Sources: Dampf, E. (2023, November 21). "Leaders: It's Time to Rethink Teacher Burnout." ASCD Blog. https://ascd.org/blogs/leaders-its-time-to-rethink-teacher-burnout Moss, J. (2019, December 11). "Burnout Is About Your Workplace, Not Your People." Harvard Business Review. https://hbr.org/2019/12/burnout-is-about-your-workplace-not-your-people
