Legislative Update: Key Developments from the 89 th Texas Legislative Session
By Mark Terry
The 89th Session of the Texas Legislature presented significant challenges for Texas public schools and the dedicated professionals who serve in them. Several newly enacted bills could negatively impact public education, particularly by limiting vital funding at a time when many school districts are already grappling with budget deficits. While supporters of this legislative agenda argue enrollment declines and rising demand for school choice justify these shifts, TEPSA members should carefully evaluate the long-term implications.
Senate Bill 2: Education Savings Account (Voucher Program)
One of the most consequential measures this session
was Senate Bill 2 (Creighton, Buckley), which established a statewide Education Savings Account (ESA) program— essentially a school voucher. This program includes a $1 billion cap in its first biennium but is projected to expand to $4.8 billion by 2030.
Keep reaching out to lawmakers and championing your communities!
Parents may now qualify for $10,000 per child to cover private tuition and other educational expenses. Children with disabilities may receive up to
Start Strong: A Strategic Approach to Building Staff Culture All Year Long
By Maggie Walton
School leaders often spend the final weeks of summer meticulously planning for student success: academic goals, intervention systems, instructional priorities. But just as critical, and too often overlooked, is the need to proactively plan for staff success. The start of the school year is the perfect time to develop a thoughtful, yearlong strategy for staff culture, appreciation, and morale. These efforts aren’t fluff; they are foundational to staff retention, recruitment, and overall satisfaction.
The best culture-building doesn’t happen by accident— it’s the result of intentionality and planning. One of the most powerful tools I’ve used as a school principal
is a Year-at-a-Glance Staff Culture Calendar. This tool allows me to map out moments of recognition, celebration, and connection across the year before the chaos of the school year begins. It includes everything from back-to-school treats to monthly morale boosters, social media shout-outs, and themed dress-up days. It also includes the long list of appreciation days that are always so difficult to remember. By planning ahead, we ensure our staff feels valued consistently, not just during Teacher Appreciation Week.
Recognition is one of the strongest motivators. Create weekly rhythms of appreciation using social
) page 18 ) page 4
United ISD’s Instructional Transformation Charts a Clear Course to Early Literacy
“We wanted a districtwide approach to structured literacy—and we found it.”
—Dr. Sandra Garcia, Assistant Superintendent, United ISD
Discover how United ISD built a districtwide model for early literacy success.
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
Hello TEPSANs,
TEPSA President / Dana Harley Boyd
We are quickly approaching my favorite season of the year...FALL. As we move through September and approach the heart of what many call Shocktober, I want to take a moment to acknowledge you—the passionate, driven, resilient leaders on the front lines of our schools.
We often say that August is about preparation, but September and October are about endurance. The excitement of the new year begins to shift into the daily grind of decision-making, staffing challenges, behavior concerns, and systems management. And yet, it’s in these months—when the calendar is full, and the energy is low—that your legacy begins to take deeper root.
Let me remind you of this truth: “You are not just managing a school. You are shaping lives.”
Every day, in the quiet consistency of your leadership, you’re leaving fingerprints on the future. Through every hard conversation, every coaching moment, every smile in the hallway, you are pouring into the next generation. This is not small work. This is legacy work.
I know the emails don’t stop. I know the to-do list grows faster than it shrinks. I know the expectations keep rising. But even in the chaos, you are making a difference that cannot be measured in data points alone. You’re modeling courage, empathy, and excellence for your staff and your students.
So, pause when you can. Breathe and give yourself grace. Take the time to be present—with your team, with your students, and with yourself. Balance isn’t a luxury; it’s a necessity if you’re going to sustain this good work.
When it gets overwhelming—and it will—look into the eyes of the children who walk your hallways. They are the living legacy of your leadership. What you do matters. Who you are matters.
Let’s keep going. Let’s keep leading. And let’s keep Leaving an Unforgettable Legacy—one student, one decision, one day at a time.
With gratitude and purpose,
Texas Elementary Principals & Supervisors Association
Legislative Update continued from page 1
$11,500, with some eligible for as much as $20,000. Homeschooling families may access up to $2,000 per child. Notably, up to 20% of the program’s initial funding may go to families earning more than 500% of the federal poverty level, or about $160,000 for a family of four
Additionally, a federal clause introduced by Senator Ted Cruz could further influence this landscape by providing tax credits for private education costs— though its full impact is still unclear.
View the full bill text at https://bit.ly/4odFmMb.
House Bill 2: Public School Funding
House Bill 2 (Buckley) allocates $8.5 billion in new funding for public schools, with much of it targeted at teacher salaries. Due to strong advocacy from TEPSA and other associations, some funds were set aside for nonteaching staff. However, administrators were once again excluded from mandated raises and must rely on local districts to address salary increases.
Other notable components of HB 2 include:
• Funding for special education based on service intensity
• Additional support for early learning and identification of learning difficulties
• Expanded eligibility for prekindergarten for 4-year-olds who are children of educators
• Funding earmarked for school safety upgrades
View the full bill text at https://bit.ly/4fiMS4n.
House Bill 6: Student Discipline Changes
House Bill 6 (Leach/Perry) introduces significant changes to student discipline practices. Key elements include:
• No strict time limit on in-school suspension (ISS), although principals or designees must review ISS placements every 10 days.
• Teachers may now remove students from classrooms after a single incident, with no required documentation. Students cannot return to that classroom without the teacher’s written consent.
TEPSA urges caution: school leaders should avoid overusing these provisions as disciplinary tools and instead focus on creating effective, equitable behavior intervention plans.
View the full bill text at https://bit.ly/46F4Wn7.
These three bills represent only a portion of the legislation passed during the 89th Session. As TEA and the courts implement these laws, TEPSA will continue to update members via our Legislative Summary which includes analysis from legal experts such as Kevin Lungwitz.
For questions or clarification, please contact Mark Terry at mark@tepsa.org. Visit the Advocacy section at tepsa.org for more resources.
Mark Terry is the Deputy Executive Director at TEPSA.
Potential Vote on TEPSA Region Bylaws
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.
At their September 12th meeting, the Board of Directors will vote on proposed changes to the Region Bylaws. These updates are designed to standardize and clarify our volunteer positions. If the Board approves the recommended changes, then TEPSA members will be asked to vote on those changes October 27-31. Learn more about the Region Bylaws proposed changes at https://bit. ly/3IX0aqV.
Keep Growing with New Online Learning
We've partnered with some amazing people to bring you affordable, convenient and targeted online learning opportunities for 2025-26. Take advantage of discounted rates for TEPSA members and keep growing! Learn more at https://bit.ly/4lDrg4M.
TASBO is offering three courses this fall:
• School Office Fundamentals, September 4-5
• PEIMS for Principals, September 30
• Budget Fundamentals for Campus Principals –2-Part Online Program, November 12 and January 14
TEPSA Ignite Powered by Responsive Learning: In addition to a wide variety of relevant learning opportunities, the Free Featured Course of the Month offers timely topics presented by expert practitioners.
Principal Leadership Series - lead4ward: Shift from reactive to proactive, strategic leadership with the support of a month-by-month plan, practical tools and strategies, and a cohort of like-minded principals.
Culture Unleashed: Todd Nesloney will show you how to put purpose into practice with strategies that make a difference every single day.
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.
Free Featured Course of the Month
Timely Topics
1-hour course/month
Learn f rom exper ts like...
Strategies to Improve Attendance in Elementary Schools
If you’re anything like me, you’ve hit that point in the school year where the newness has worn off, and you’re starting to notice more empty seats in your classrooms. Attendance is one of the biggest factors in student success, but let’s be real—getting kids to school consistently isn’t always easy. The reasons behind absenteeism vary, but no matter what type of school community you serve—whether it’s a low-socioeconomic or affluent school—there are strategies that can help keep students showing up every day. Here are some that have worked for me over the past few years.
1. Create a School Environment Where Students Want to Be
At the end of the day, if kids love coming to school, attendance takes care of itself. We all work hard to make school engaging, but sometimes it’s the little things that make the biggest difference. Here are some simple but effective ways to build a culture that keeps students coming back:
• Greet EVERY student with enthusiasm at the front door, cafeteria, and classroom.
• Learn every student’s name—and use it often.
• Foster a sense of belonging through student leadership roles and responsibilities.
• Create a classroom atmosphere that makes kids feel seen, valued, and excited to learn.
2. Schedule Popular Events Before Holidays and on Early Release Days
We all know the struggle—right before a holiday or early dismissal, attendance takes a nosedive. Instead
of fighting it, lean into it! Plan exciting events— assemblies, field trips, annual events—on those days. When students know they’ll miss out on something fun, they’re much more likely to show up.
3. Tailor Messaging to Your Unique School Community
Not every attendance message works for every family. Different communities respond to different motivators, so knowing your audience is key:
• For low-socioeconomic schools: Emphasize the benefits that come with daily attendance, like access to free meals, support services, and one-onone time with teachers.
• For affluent schools: Money talks! Highlight the financial impact of absences—how much funding the school loses per missed day—and emphasize instructional hours lost.
• For all schools: Incentives work. Whether it’s classroom competitions, recognition programs, or small rewards, a little motivation goes a long way.
4.
Use Incentives and Recognition Programs
Kids love recognition, and let’s be honest—so do parents! A few ways to celebrate strong attendance include:
• Monthly awards for perfect or improved attendance.
• Raffles for students who meet attendance goals.
• Class-wide rewards when attendance is high.
• Special privileges like extra recess or a fun activity for students with great attendance. ) page 8
Strategies to Improve Attendance continued from page 7
5. Strengthen Parent and Community Partnerships
Improving attendance isn’t just a school effort—it’s a team effort. Building strong relationships with families and the community makes a huge difference. Here’s what’s worked for me:
• Start communicating about attendance from day one—and keep the message going through newsletters, social media, and parent meetings.
• Don’t wait until attendance is a problem—pick up the phone and build relationships early. A phone call is much more personal (and effective) than an email home.
• Partner with local businesses to sponsor attendance incentives.
• Offer support for families struggling with attendance barriers—sometimes a simple “How can we help?” opens the door to finding solutions.
Final Thoughts
At the end of the day, improving attendance isn’t
about punishing families or pressuring kids—it’s about making school a place where students want to be and helping families overcome obstacles that stand in the way. When we focus on relationships, engagement, and the right messaging, we create an environment where showing up every day becomes the norm. And when kids show up, they thrive!
TEPSA member Alana McClure has been the proud elementary school principal at Buffalo Gap Elementary for 5 years. She is dedicated to creating a school culture where students thrive and educators feel valued. With a background in early childhood education and a passion for advocacy for public education, she leads with intentionality, focusing on strong relationships, high expectations, and student-centered decision-making.
Assists with classroom assessments at all stages—formative and summative
Designed to replicate the state
Instructional Resources
Order one subject for the year and receive access to all questions and books for that subject available in the digital platform.
Perfect for Bilingual Students
Receive both English and Spanish versions of the content
Authentic TEKS Based Simulation
Build confidence with a platform that mirrors the real testing experience.
Affordable Add-Ons
Add-on the BME Assessment (Beginning-Middle-End of Year) for $10 when bundled with another subject.
Comprehensive
Coverage
Math & RLA for Grades 3-5; Science available for Grade 5
New Restrictions on Your Side-Hustle — And the Stiff Penalties If You Don’t Follow Them
HB 3372 (soon to be referred to as Texas Education Code Section 11.006) places restraints on your ability to work and make money outside of your employing district. HB 3372 was signed into law by Governor Abbott on June 22, 2025 and went into effect immediately because the bill passed both houses of the Texas Legislature by a sufficiently wide margin. Effective immediately, stop your side-hustle until you determine if you can lawfully continue.
Who Does HB 3372 Apply To?
It applies to “administrators” defined as “a person who has significant administrative duties relating to the operation of a school district, including the operation of a campus, program, or other subdivision of the district.” It is safe to say that it applies to campus principals and assistant principals, as well as superintendents, assistant superintendents, and other central office administrators. It does not apply to teachers or others who primarily provide direct classroom instruction.
What Money-Making Activities Does the Law Restrict?
You may not receive any financial benefit for the performance of personal services for:
1. Any business that conducts or solicits business with your employing school district;
2. An education business that provides services regarding the curriculum or administration of any school district; or
3. Another school district, open-enrollment charter school, or regional education service center.
What is “personal services?” It seems to take aim at educational consulting services and the like. But it includes any kind of personal services you render for a business from which you reap financial gain. Does that include selling on the Internet education-related goods you created, like a book, charts, and other pedagogical aids? Tread carefully.
What is a “business?” Does this apply to the U.I.L.? If so, this law will greatly impact an administrator’s ability to work as a judge or referee for the U.I.L. One Texas appellate court found that the U.I.L. is a governmental entity and is not a business.1 Similarly, is a public community college or public university a “business?” If so, an administrator cannot work for these institutions on the side. But a Texas public community college and public university are creations of the state, run on tax dollars, and are not for profit. It remains to be seen how this will be interpreted.
If you have an education-related side-hustle, stop! If an exception might exist, talk to your supervisor or superintendent about how to proceed.
Are There Exceptions to the Restrictions?
No and yes. There are no exceptions to receiving financial benefit for personal services you perform for any business that conducts or solicits business with your school district. That door is shut.
But yes, you might be able to make money for performing personal services for an education business that provides services to districts other than your own; or for providing services to another school district open-enrollment charter school, or regional education service center; if the following things happen:
1. Your contract for personal services is provided to your employing school board;
2. Your school board determines that your contract will not harm the district, does not present a conflict of interest, and that your personal services will be provided entirely on your own private time; and
3. Your school board approves the contract.
If you have an education-related side-hustle, stop! If an exception might exist, talk to your supervisor or superintendent about how to proceed. A quick Internet search has revealed Texas school boards already considering exceptions to this law, as set out above. For example, in Pflugerville ISD the school board recently considered exceptions for employees who also work for the regional education service center. If your bosses support you, then it can be put before the school board. You will need to draft a “contract” that specifically describes the “personal services” you provide. Your contract for personal services and the board’s action is public information.
Note: The exceptions above do not apply to a superintendent or assistant superintendent. The law repealed a former statute (Tex. Educ. Code Sec. 11.201(e)) that allowed exceptions for a superintendent.
What are the Penalties for a Violation?
“An administrator who violates this section is liable to the State for a civil penalty in the amount of
$10,000 for each violation.” The assumption is that this will be enforced by the Texas Education Agency or State Board for Educator Certification. Those entities currently investigate and enforce educator ethics complaints, and they have authority to assess fines against educators for other legal infractions.2
Each line in this new law contains words that need further clarification, but there are no reported experiences or court cases to shed light. So read it carefully and put more than one set of eyes on it. Discuss it with your supervisor or superintendent and see what they say. Document the discussions in an email so you can show your good faith communications. Finally, hire a lawyer if you need specific advice on whether this law applies to you and your side hustle.
Endnotes
Kevin Lungwitz practices law in Austin and is a former Chair of the School Law Section of the State Bar of Texas.
1University Interscholastic League v Southwest Officials Assoc. Inc. 319 S.W. 3d 952 (Tex. App. – Austin 2010, no pet.) The UIL “is required under the education code to act as an arm of the State in carrying out certain education policies (citing Tex. Educ. Code Sec. 33.081(c) et.seq.); and that “The UIL also enjoys greater statutory recognition than [other private entities], given that it is [by law] a part of UT-Austin, which derives its authority directly from the Texas Constitution. See Tex. Const. art. VII, §10.”
2See Tex. Educ. Code Sec. 21.0006 (i)
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.
Groundbreaking TEPSA Student Leadership Initiative Celebrates Years
Twenty-five years ago, TEPSA’s Executive Committee and former Executive Director, Sandi Borden, recognized the importance of cultivating leadership skills early. They saw a need—and an opportunity— to empower students with the confidence, communication, and collaboration skills necessary to lead effectively on their campuses. With no leadership programs available for elementary students at the time, TEPSA’s student development initiative was groundbreaking.
Carolyn Solomon, a retired educator, and Harley Eckhart, former Associate Executive Director and current TEPSA Executive Director, brought this vision of nurturing and supporting student leaders to life. In the spring of 2000, Solomon piloted the first three workshops, testing the program's structure and impact. That fall, Solomon and Eckhart officially launched TEPSA's inaugural Student Leadership Workshops and oversaw everything from registration to transporting training materials across Texas.
Solomon became the face of the workshops, leading hands-on sessions that trained thousands of students to lead with courage and optimism. She made the workshops fun by engaging students through lively discussions, singing and dancing. Meanwhile, Eckhart collaborated closely with advisors to establish strong
leadership teams and sustainable programs, while also broadening the initiative's reach through direct mail campaigns, distributing thousands of flyers and letters to schools. Outreach eventually expanded online, enhancing the program's accessibility to campuses statewide. With increasing demand, the workshops evolved into two traveling teams, enabling TEPSA to connect with even more aspiring student leaders.
Today, under the leadership of TEPSA’s Deputy Executive Director Mark Terry, Student Leadership Manager Kristina Jaimes and Directors of Student Leadership Lisa McLaughlin and Belinda Box, that initial vision has blossomed into a dynamic statewide initiative. With more than 40,000 student leaders trained, the program's evolution reflects the transformative journey of student leadership development.
To everyone who has participated in the program over the years—thank you! We're proud to celebrate this milestone and look forward to continuing training the next generation of student leaders! We hope to see your 4th-7th grade students and their advisors at one of the 35 TEPSA Student Leadership Workshops happening this fall throughout the state. Learn more at https://bit.ly/44WAL8i.
Photo: Student leaders at a 2024 fall workshop in the Austin area.
School Office Fundamentals
September 4–5, 2025
A two-day workshop covering campus-level accounting, activity funds, purchasing, records management, and more.
Empower Your Campus Leadership
Practical Training for Principals & Office Staff
PEIMS for Principals Budget Fundamentals for Principals
September 30, 2025
A focused session on data accuracy, TEA reporting, and the financial implications of student data.
November 12, 2025 January 14, 2026
These sessions cover account codes, audit readiness, and budgeting for special programs.
Leave an Unforgettable Legacy by Prioritizing Support
This year’s TEPSA presidential theme is “Leave an Unforgettable Legacy,” a mantra that rings true for supervisors across the state as we support campuses. As supervisors, we must be systematic and intentional about leaving a legacy or we can become overwhelmed with navigating compliance tasks and putting out daily fires. Fall is a great time of year to set priorities and get the calendar organized! Here are a few ways we support our campuses in my district.
1. Plan out your principal and assistant principal meetings. Make sure all meeting dates are on everyone’s calendar at the beginning of the year. Ensure the priority of these meetings is instruction and supporting campus leaders on growing educators and learners.
2. Schedule curriculum walks or campus visits. Each fall and spring, our curriculum and special programs team prioritizes visiting every classroom across all campuses. The teams consist of people from the campus (administrators and/or instructional coaches) and district administrators. During these visits, we make note of strengths and opportunities for improvement and leave a special note for each educator. We then gather to debrief and help develop next steps for each campus.
3. Schedule data digs with campus administrators. Use your assessment calendar to think through when student data will be collected (MAP, unit assessments, mCLASS, etc.). Plan a protocol for campus administrators to present strengths, opportunities and next steps to the district and find out what support they need!
4. Plan professional learning for educators. If your district is like ours, you have district professional learning days built into the calendar a few times a year. Use data to plan the topics of these days with your district team. Additionally, plan specific ways to support campuses either through unpacking units with educators (this can be done in PLCs, on Zoom or afterschool) or consider a cohort to dig down into a specific topic. An example we have implemented is a math cohort. Educators who voluntarily participate in the cohort (and receive a small stipend to participate) meet a few times after school for about an hour. In between these sessions, the math coordinator visits their classroom to provide feedback based on their specific learning from the cohort (ex. adjusting to student needs during small groups).
5. Plan professional learning for administrators. We are intentional about providing mentors and support
groups for all new administrators to thrive in their role. In addition to job-like mentors, we plan growth groups for first and second-year principals and assistant principals. These groups meet separately, but the goal of this time is to provide our administrators with an opportunity to meet with different departments, growing their professional knowledge and preparing them for upcoming tasks.
6. Develop an Aspiring Administrators program. If your district does not have a way to develop your bench, now is the time to plan your program and add the dates to the calendar. Educators interested in becoming assistant principals or current assistant principals who are ready to move into the principal seat soon, would be ideal candidates. Use your built-in district professional learning days and after school sessions to develop this group. Ask them how they want to grow and use that to develop your scope and sequence for the year. Also, having these Aspiring Administrators
Exclusive for TEPSA Members: Save 10% on registration!
complete a project focused on instruction will grow them, support your campuses and give you a great idea about their passions and skills!
While programs and calendar items alone won’t allow you to “Leave an Unforgettable Legacy,” the quality time you spend engaging with your campus leaders, offering them encouragement and support, absolutely will!
Dr. Mary Pugh, a former elementary principal, is the Senior Executive Director for Elementary Curriculum and Instruction in Rockwall ISD. She is starting her 25th year in education. A longtime TEPSA member and region leader, Dr. Pugh currently serves as the Region 10 President.
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.
Lead from the Heart / Todd Nesloney and Ross Braun
When the Honeymoon Phase Wears Off: Leading Through Relationships That Last
There’s something electric about the start of a school year. The energy is high. The hallways are buzzing. Staff are refreshed, students are (mostly) excited, and as the leader, you feel that fresh-start fire. It’s what we often call the “honeymoon phase.” Everything feels new, hopeful, and full of possibility.
But then…reality walks in.
Maybe it’s late September. Maybe it’s not even past Labor Day. Suddenly that new-year sparkle starts to fade. The to-do list gets longer. The smiles get shorter. Systems get strained. You can feel the shift—and it’s real.
This is where leadership truly begins.
See, anyone can lead when the skies are clear. But the real work happens when things get tough. When the honeymoon ends, your greatest leadership tool isn’t a new initiative or a shiny idea—it’s relationships. That’s where the magic still lives.
Here’s how to lead through the post-honeymoon stretch—and keep your people (and yourself) grounded in what matters most:
1. Name It, Don’t
Fake It
Let’s be honest: this season can feel heavy. Pretending it’s not doesn’t help anyone. When you name the hard stuff, you show your staff that you see them— and that builds trust.
Try this: start a staff meeting with, “Y’all… this time of year is tough. But I see you. I appreciate you. And we’re in this together.” That kind of realness goes a long way.
2. Be Present, Not Perfect
By now, people have seen the real you—and that’s a good thing. You don’t have to have it all together. What they need most is your presence, not your perfection.
Pick two people a day. Say hey. Ask about their weekend. Check in about something non-work related. That five-minute moment in the hallway? It means more than you think.
3. Bring the “Why” Back into Focus
When you’re deep in the grind, it’s easy to forget why we do this. Remind your team. Tell the story of that student who’s thriving. Shout out the teacher who made someone’s day. Celebrate the little things. When people feel seen, they remember the mission.
4. Own It and Repair It
Let’s be real—by October, some relationships might feel a little tense. Misunderstandings happen. Feelings get hurt. Strong leaders don’t ignore that. They lean in with humility.
Say, “I didn’t handle that well,” or “Can we reset?” Owning our mistakes builds way more credibility than pretending we don’t make any.
5. Lead with Empathy and Grace
Everyone’s carrying something—some of it invisible. Maybe it’s burnout. Maybe it’s personal. Maybe it’s both. Your compassion creates safety.
Be the leader who checks in quietly. Loosen expectations when it’s needed. Say, “Take a moment. I’ve got you.” That’s not weakness—that’s real leadership.
6. Protect the Joy Joy is usually the first thing to disappear when the pressure piles on. Don’t let it. Fun fuels connection— and connection sustains momentum.
Jeans day. Coffee cart. Silly staff challenges. Spotify playlists. Five minutes of laughter can shift the energy of an entire week.
7. Set the Tone (Even When You’re Tired)
You’re human. You’re tired too, but your team is watching how you lead through the hard. You don’t have to be the loudest or the happiest—you just have to be steady.
A smile. A kind note. A calm presence. That’s how you model hope—and right now, people need that more than ever.
Here’s the Truth:
The honeymoon phase might be over, but your leadership matters more now than ever. This is where real impact is made. In the middle. In the mess. In the choosing to show up anyway.
When you keep people at the center, when you lead with empathy and authenticity, you’re not just surviving the stretch—you’re leading a team that sticks together through it.
You don’t have to do it all. You just have to keep showing up, heart first.
You’ve got this. We’re in it with you.
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.
CALL FOR NOMINATIONS
Let's celebrate outstanding Texas PK-8 school leaders! Visit the Awards section at tepsa.org to submit a nomination for the 2025-2026 TEPSA awards.
NAESP National Distinguished Principal for Texas
In partnership with the National Association of Elementary School Principals (NAESP), the prestigious National Distinguished Principal (NDP) award recognizes exemplary school leadership. The award recipient represents Texas at the NAESP NDP program in Washington, D.C. and receives a monetary gift from Curriculum Associates. Nominees must meet all criteria for selection.
• Nominations due December 12.
• Applications due January 23.
NAESP National Outstanding AP of the Year for Texas
One TEPSA Region Assistant Principal of the Year will be selected as the 2026 NAESP National Outstanding Assistant Principal of the Year for Texas.
TEPSA Region Assistant Principals of the Year
Selected by their peers at the region level, this award recognizes assistant principals for their efforts to improve student learning. Recipients may apply for the national award. Contact your TEPSA region officers.
Region TEPSANs of the Year
Selected by their regional peers, this award recognizes school leaders for outstanding service to the association. Contact your TEPSA region officers.
Special Thanks for Supporting TEPSA's Awards Program
Start Strong: A Strategic Approach to Building Staff Culture
media—think staff shoutouts from students and families, teacher of the week posts, or your own campusspecific series. Use engaging graphics, hashtags, and candid photos to showcase the amazing work your teachers and staff are doing. This not only builds internal morale but also broadcasts your school’s values to your broader community. People want to work where others feel appreciated.
Small treats and surprise celebrations go a long way, especially when stress runs high. Whether it’s a hot cocoa bar in December or popcorn and prep during testing season, these small gestures communicate that you see your team and care about their well-being. Better yet, bring in a dose of fun and connection with lighthearted competitions, games, or staff challenges that allow your team to laugh and bond together. A staff lip-sync battle, rock-paper-scissors challenge, and March Madness Connect 4 tournament are some of our favorites. Culture is built as much in the silly moments as in the serious ones.
Of course, many of these things cost money, and with school budgets tighter than ever, that can feel like a barrier. But where resources are limited, creativity and community can fill the gap. Consider partnering with local churches, businesses, or civic organizations. These groups
are often looking for ways to support schools and are happy to sponsor small treats, luncheons, or giveaways. Another powerful tool is a simple social media post or sponsorship letter at the start of the year, inviting families or local organizations to sponsor a treat, cover a staff lunch, or donate gift cards. You’ll be surprised how many are eager to contribute when they see the direct impact their support will have.
When you prioritize staff culture, you’re not just boosting morale, you’re building a brand. You’re telling the story: In this school, we love, value, and appreciate our staff. And that message travels fast. It attracts highquality applicants, reduces turnover, and builds a positive climate where students thrive because adults feel supported. Culture isn’t created in a day, but it can be sustained through strategy. Plan ahead. Be intentional. And make this the year your staff feels the difference.
TEPSA member Maggie Walton is a principal in Granbury ISD. With over 15 years in education, she is passionate about cultivating culture, developing staff, and creating schools
501 East 10th St
Austin, TX 78701
800-252-3621
www.tepsa.org
U.S. Postage PAID Austin, TX
Permit No. 127
Learn at your convenience with high-quality and affordable PD. Explore our new line-up of online learning at https://bit.ly/4lDrg4M.
TEPSA Highlights
Scan the QR code to learn more.
Calendar/Deadlines
• 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 at a fall Student Leadership Workshop. Designed for 4th-7th graders, this high-energy training equips student leaders and their advisors to make a positive impact on campus.
• Connect locally! Join us for a region meetup in your area.
• Discover leadership tips and insights on the TEPSA Talk podcast available on Spotify and Apple Podcasts.
Building, Nurturing and Sustaining Trust with Teachers
Employees with high-trust in their organizations "report 74% less stress...50% higher productivity, 13% fewer sick days, 76% more engagement...and 40% less burnout than people at low-trust companies" (Lewis, 2025). Williamson & Blackburn (2024), write that teachers in high-trust schools "are more likely to remain even during times of stress, and...are more committed to working collaboratively on behalf of students and their learning." They recommend the following 10 behaviors to help build, nurture, and sustain trust with teachers:
1. Follow Through on Commitments
2. Admit Mistakes and Correct Them Quickly
3. Build Positive Relationships
4. Avoid Being Judgmental
5. Show Gratitude
6. Demonstrate Vulnerability
7. Maintain Confidentiality
8. Hold Clear Expectations
9. Manage Change
10. Act with Confidence
Learn more about these 10 trust-building behaviors at https://bit.ly/4lsKYQk.
Sources: Lewis, A. (2025). "Good leadership? It all starts with trust." Harvard Business Impact: Insights. https://www.harvardbusiness.org/insight/good-leadership-it-all-starts-with-trust/ Williamson, R., & Blackburn, B. R. (2024). Trust: The Key to Motivating Your Teachers. TEPSA Leader, Vol 37 (4). https://www.tepsa.org/resource/trust-the-key-to-motivating-your-teachers/
