To celebrate the AAEA’s 50th anniversary, we’ve interviewed some of the greatest leaders in Arkansas education over the years. This month’s Legacy Leader is Andrew Tolbert.
Dr. Mike Hernandez reviews some outcomes from the legislative session thus far.
Stacy DeFoor offers advice on navigating the challenges that come with spring.
In the Spotlight this month is Dr. Stacey Plumlee, Gifted and Talented Director for the Springdale Public School District.
Dr. Mike Hernandez
Executive Director m.hernandez@theaaea.org
Dr. Karla Neathery
Assistant Executive Director k.neathery@theaaea.org
Lenett Thrasher
Assistant Executive Director l.thrasher@theaaea.org
Sharon Chuculate Fiscal Services Coordinator s.chuculate@theaaea.org
Sarah Shamburger Business Manager s.shamburger@theaaea.org
Alyse Mattox Communications & Technology Specialist a.mattox@theaaea.org
Melanie Thrasher Business Analyst m.thrasher@theaaea.org
Lana Webb Administrative Specialist l.webb@theaaea.org
Rachel Blocker Administrative Assistant r.blocker@theaaea.org
Mike Mertens Consultant m.mertens@theaaea.org
CFD Classes, April 17, 2025
Virco Manufacturing Plant, Conway
CASBO Classes, April 23-24, 2025
DoubleTree Hotel, Hot Springs
ASBA/AAEA Joint Conference, May 6, 2025
Wyndham Riverfront Hotel, North Little Rock
AAFC Spring Conference, May 7-9, 2025
Hot Springs Convention Center
AAEA School Law and Finance Conference, June 3, 2025
Cabot Community Center/Cabot School District
AASEA Conference, June 9-10, 2025
Benton Event Center
ASPMA Custodial Conference, June 12, 2025
Lake Hamilton School District
AAEA Summer Conference, July 28-30, 2025
Marriott Hotel & Statehouse Convention Center, Little Rock
AAFC Fall Conference, September 17-19, 2025
Hot Springs Convention Center
ASPMA Conference, September 29-October 1, 2025
Hot Springs Convention Center
AAEA Fall Conference, November 13, 2025
Benton Event Center
For more information, visit theaaea.org/events.
Stacy DeFoor
AAEA President Assistant Superintendent, Benton
Kelvin Gragg AASA President AssistantPineSuperintendent, Bluff
Dr. Jeff Wasem AAESP President-Elect Principal, Bentonville
Brandie Williams ArkASPA President Superintendent, Trumann
Kelsey Bailey AASBO Past President Chief Financial Officer, Little Rock
Bryce Bennett AAMLA President Director of Academic Assessment Services, Conway
Dr. Mike Hernandez AAEA Executive Director
Charles Warren AAEA President-Elect
Business Manager/District Treasurer, Fort Smith
Dr. Debbie Bruick-Jones AASA President-Elect Superintendent, Bentonville
Shawn Rose AAESP Past President Principal, Hillcrest
Kelli AACTEACypertPresident Career & Technical Administrator, ARESC
Haley Hatch AASEA President Director of Special Services, Lake Hamilton
Greg Collins ASPMA President (until Oct) Maintenance/Facilities Supervisor, Dover
Dr. Jason Reeves AAEA Secretary and AASSP President Assistant Principal, Alma
Dr. Jeremy Owoh AASA Secretary Superintendent, Jacksonville/ North Pulaski
Jason Selig AASSP President-Elect Principal, Lake Hamilton
Christine Harrell AAFC President Federal Programs Coordinator, Searcy
Dr. Marcia Smith AACIA President Deputy Superintendent, Springdale
Randall Bolinger ASPMA President (begin Oct) Maintenance/Facilities Supervisor, Siloam Springs
Brian Kirkendoll AAEA Past President Principal, Alma
Steven Helmick AAESP President Principal, Little Rock
Amy Marek AASSP Past President Principal, Hazen
Justin Robertson AASBO President Chief Financial Officer, Russellville
Valerie King AAGEA President Director of Gifted Programs, Siloam Springs
B.J. TEL-ARBurgessPresident Director of GreenbrierTechnology,
Presidential
American Fidelity Assurance Co.
Bailey Education Group
Curriculum Associates
Educational Benefits
Lifetouch National School Studios
NIET - National Institute for Excellence in Teaching Solution Tree
Prestigious Cognia
Renaissance Learning
Stephens
Distinguished Apptegy
Capturing Kids’ Hearts
Coryell Roofing and Construction
Lexia Learning
The Kirkland Group
Diamond
Amazon Business
Baldwin & Shell
First Security Beardsley
Imagine Learning
OnToCollege
Phoenix Contractors
Platinum
AAMSCO
Architecture Plus
Arkansas Public Safety Solutions
C.R. Crawford Construction
Energy Systems Group
ESS
Hight Jackson Associates PA
HMH | NWEA
Just Right Reader
Legacy Construction Management
Nabholz | Entegrity Energy Partners
Polk Stanley Wilcox Architects
Powers of Arkansas
Progressive Technologies
Pro Service Builders
TRANE
Gold
CDI Contractors
Cromwell Architects Engineers
Cynergy Rehab Group Goalbook
IXL Learning
Kinco Constructors
Middleton Heat and Air
Paragon Architecture
Red Comet
TIPS The Interlocal Purchasing System
White River Services and Solutions
Silver
American Bus Sales
Correll
French Architects, PA
My Benefits Channel
SEAS
SmartData All-In-One
Strategos Group
Stride Tutoring
Dr. Mike Hernandez, AAEA Executive Director
The 95th General Assembly is scheduled to conclude the Regular Session later this month. The next few weeks will be a grind for legislators and constituents alike. There is still plenty of business that has to be completed before adjournment. Outside of education-specific policy, some big-ticket items have to be resolved. The funding for constructing the new prison will take center stage over the next few weeks. This is planned to be an extensive operation in Franklin County that is expected to house around 3000 inmates. This is a continuation of the work from the 2023 session that dealt with the criminal justice system here in Arkansas. The state employee pay plan is another item that will receive some attention in the coming weeks, along with the state budget overall, as part of the Revenue Stabilization Act or RSA. RSA is the last item that the legislature will need to pass before they go home. This is the balanced budget for the upcoming biennium. Some constitutional amendments will be considered for release to all Arkansans. The legislature can recommend up to three constitutional amendments to the voters. You can find the Senate amendments here and the House amendments here. The next few weeks will be a hard slog, but there is some light at the end of the tunnel.
In the education realm, there are still many items of note that will be decided. School funding for the biennium will have to be approved based on the recommendations of the Joint Adequacy Committee. There has been some discussion about changes based on health insurance costs, which are scheduled to increase for district contributions from the current $234.50. This will be one thing to look for in any finalized funding levels. The current bills filed that deal with these changes are SB149 and HB1312. These are mirror bills that will need to start moving soon to get finalized before the session ends. Enhanced Transportation through SB425, has hit a snag in the Senate Education Committee. There are several concerns over the lack of transparency with the formula. Many have had issues in trying to understand the ups and downs of the funding over each cycle since its inception. Districts losing funding versus those gaining funding certainly make for a debate of who likes SB425 and who does not. I believe that this has been something that has been part of the adequacy process for years and doesn’t need to be altered haphazardly at the 11th hour. If there is a desire to change it, let’s take some time to study and change in a way that makes sense. We have lived with the current formula this long, and I am leery of snap decisions. However, if it does not pass, funding levels are supposed to remain at the level they were previously.
Facility Insurance is also recommended for overhaul through SB481 and HB1821. This is after almost two years of work by the ALC Executive Subcommittee that studied the issue with the aid of consultants, which created recommendations to create a new model for insurance for public schools, higher education institutions, and state-owned buildings. The hope is that this plan can keep costs down for facility insurance in the future and hopefully lead to lower costs. Some unknowns at this time include what effect this will have on depreciation or deductibles for schools. These questions have been asked of the sponsors, and answers are expected soon. It is always unsettling when there are major changes, but it appears that if this proposal moves forward, clearer answers will come as the insurance policies are solidified. These bills are more of the framework of how the program will be set up with an initial
$136 million. Recent weather events have changed the way we think about facility insurance and costs. It does seem that rates are falling, but for how long and what insurance coverage will look like in the future remains a moving target. Stay tuned for this.
The topic that has historically been a part of just about every legislative session is school start dates and calendars. This one is no different. HB1864 seeks to change some aspects of the school calendar process. In the past 3-5 years, we have seen several districts take advantage of the flexibility provided in developing a yearly calendar. Districts have opted for a traditional, four-day, 12-month, or alternative calendar. HB1864 repeals several pieces of code that relate to the various calendars and replaces the language with a flexible start date beginning on July 1 and ending the year by June 30. A district would have to initially schedule 178 onsite days and at least 1068 hours. However, if a day has been missed due to an exceptional or emergency circumstance as outlined in the bill, then the 1068 hours would have to be met. This does allow for some flexibility at the local level in dealing with circumstances that arise now and then. The new schedule would take place in the 2026-2027 school year. This will be positive for some, but those with shortened schedules will inevitably not be a fan. This is perfectly understandable, and we enjoy the aspects of local control when they are afforded to us. No, you did not ask for it, but my personal opinion is that I wish we could go more school days than the 178. Don’t get me wrong. I know many communities have worked hard to gain consensus over the years to develop a school calendar that best meets their needs. No one is ever going to be 100% in favor of one calendar or another. I also know there is limited research on both sides of the argument. Regardless of the outcome, my challenge is that we as administrators advocate for the most QUALITY time possible with students in front of teachers who are delivering effective instruction. If you are going four days a week, you must ensure that your staff are prepared to teach bell-to-bell with at least seven and a half hours of instructional time. Administrators should regularly review local data for positive or negative impacts of whatever schedule you are trying and check to make sure it still works for your community. The same can be repeated for any schedule you are looking at. It all comes down to how you are leading the way for instruction and learning in your district. Adult feelings are important, but it is your responsibility to ensure that feelings don’t come at the expense of students. I am certain that if done right, you can see achievement and growth in any variation. We must become students of this concept and do more action research on what is truly best for kids. If anyone is interested in exploring moving to 200 student contact days in the future (at least with elementary), give me a shout. I would like to explore that with you and investigate possible funding sources. Always remember, we are competing nationally and globally. Beating the neighbors is nice, but we need to push Arkansas forward. It will take all of us to do it. Policy cannot do it alone.
There will be other policy changes as a result of the session. We are working hard to develop our notes for upcoming presentations after the session ends. We will likely see you at an upcoming conference or at your local Education Service Cooperative. I have been very blessed with some hard-working legislative committee members who have worked tirelessly to help during this session. Please thank them if you have a chance. Be sure to check the Bill Tracker as well as the Acts of 2025 page which we have recently started. Thank you for all that you do, and I look forward to seeing you soon!
Stacy DeFoor, AAEA Board President
progress, and ensuring students are prepared both academically and emotionally is key. Take time to check in with teachers, counselors, and support staff to address any concerns or challenges students may face as testing begins. By keeping a pulse on the classroom environment, school leaders can help ensure that students have the resources and support they need to succeed during this high-stakes time.
Spring fever is a real challenge in our schools, especially as the weather improves and students’ energy levels rise. As leaders, it’s important to remain proactive in managing student behavior during this season of restlessness. Revisit and reinforce classroom expectations and routines with staff, ensuring consistency in the enforcement of rules. Focus on maintaining structure while keeping the school environment engaging to combat the temptation of off-task behaviors. Spring also offers an opportunity to celebrate the progress your students have made throughout the year which can serve as a positive motivator as they work toward the finish line.
As we head into the final months of the school year, remember that managing structure, maintaining engagement, and keeping students focused on their academic goals are a shared responsibility. By staying actively involved, being visible on campus, and communicating frequently with staff and families, we can ensure that students remain motivated and on track to finish the year strong. Together, we can navigate the challenges of assessments and spring fever, creating an environment where students feel supported, focused, and ready to succeed.
I hope that each of you had a well-deserved spring break and were able to recharge your batteries to finish strong. Continue to keep an eye on the legislative bills as they emerge and look at the potential impact it may have for our districts.
Can our district use school safety grant funding for shatter proof glass?
No to "shatter-proof" but "shatter or ballistic resistant" is an allowable expenditure. The Arkansas DESE 2025 School Safety Grant Approved Expenditures lists shatter or ballistic resistant film or other reinforcement for glass under additional approved safety expenditures for grants.
School safety grant funds are intended to support the implementation of recommendations from the School Safety Commission, as outlined in Governor Sanders' Arkansas LEARNS Act, and to ensure a safe environment for students and staff. A prioritized list of eligible expenses is included in the attached document (School Safety Grant Priorities). Please see COM-25-048 for additional information.
If you have questions for Dr. Neathery, email her at k.neathery@theaaea.org .
Submitted by the National Institute for Excellence in Teaching
Great mentors help grow great teachers - which is why Arkansas is elevating educators through designations. Arkansas’ Educator Professional Designations provide career opportunities and financial incentives for teachers while also building instructional leadership capacity. The DESE encourages districts to leverage teachers with the Lead Professional Educator designation to fulfill a variety of leadership roles based on the school’s culture and climate.
Earning the Lead Professional Educator Designation prepares teachers to guide and support their colleagues from the classroom through training and on-site coaching that builds instructional expertise. Lead educators will develop the skills, knowledge, and disposition to improve teacher collaboration and growth in their schools.
One pathway to obtain this designation is provided by the National Institute of Excellence in Teaching’s (NIET) AR Lead Professional Educator Pathway. Educators who have participated in NIET’s pathway have spoken highly of the experience, including Patricia Dailey, a veteran teacher at Salem High School in Salem School District.
“This has been a wonderful learning experience,” Dailey said about the Lead Professional Educator Pathway. “Not only do I feel able to coach a teacher, but I have learned some skills that I can use in my own classroom. After 33 years of teaching, this has fueled me to try something new and to continue learning.”
If you would like additional information on this pathway to share with your lead teachers, please contact NIET’s Amy Gayle at agayle@niet.org.
Springdale's Gifted and Talented Director, Dr. Stacey Plumlee, always knew she wanted to teach in her hometown. "One of my most vivid childhood memories is sitting in the Elmdale Elementary cafeteria as a second grader when a group of adults in suits walked through with our principal, Mr. Johnson," she says. "My classmates and I whispered excitedly, speculating about who they were. Someone finally declared, 'That’s Mr. Johnson’s boss!' Later, I learned it was Dr. Jim Rollins, a name that carried legendary status among us kids." Years later, she found herself in her first job interview with Maribel Childress at Parson Hills Elementary. "From the very first day, I knew I was exactly where I was meant to be," she states. "The families, the staff, the administration, and most of all, the students made every single day rewarding. I still remember the last day of my first year of teaching—I sobbed so hard that my eyes were practically swollen shut. That classroom, those kids, that experience had confirmed what I had always known: teaching was my calling."
Her next step was becoming an instructional specialist at Parson Hills, and she soon began taking administrative courses, convinced that her future was in elementary leadership. In 2006, she stepped into her first administrative role as an assistant principal at Bernice Young Elementary School. When the opportunity arose to become the GT director in Springdale, she says it was a chance to explore a new dimension of education that she hadn't previously considered. "Gifted education in Arkansas is governed by longstanding rules and regulations, and the more I delved into it, the more I realized how much there was to learn," she says. "Contrary to what some might think, gifted education is incredibly nuanced and complex, making it a fascinating field to explore. So much so, that I chose it as the subject of my dissertation."
Dr. Plumlee says her favorite thing about her job is twofold: "Firstly, I cherish the opportunity to immerse myself in a facet of education that was previously off my radar. Secondly, I now have the privilege of advocating for gifted, talented, and high-achieving students—a group I hadn't realized was in need of such advocacy. This advocacy work is both fulfilling and challenging, as it requires a deep understanding of the unique needs and potential of these students." She says that while it's easy to recognize the need to devote time and resources to students who aren't achieving at grade level, it is important to recognize that gifted, talented, and high-achieving students need opportunities to stretch themselves academically. "These students, who already grasp the content, require further academic challenges to ensure they continue to grow and learn," she states. "Ignoring their needs can lead to underachievement and disengagement, which is a disservice to their potential."
If someone is considering a career as an administrator in gifted education, Dr. Plumlee says "it's essential to embrace a mindset that thrives on adaptability and flexibility. This role is not suited for those who require a regimented schedule or a predictable daily routine to feel successful." She says that while she never planned her journey in education, she nevertheless felt that each step led her to the next with purpose. "I have been incredibly fortunate to learn from inspiring mentors, work alongside dedicated educators, and impact the lives of so many students," she states. "And through it all, one thing has remained constant—no matter the role, I have always been exactly where I was meant to be."
The best advice I've ever received as a leader and administrator is to ensure that every action and decision is centered around the student. If the student is not at the heart of what you're doing, then you must question the purpose behind it. This principle serves as a guiding beacon, reminding me that the ultimate goal is to enhance the educational experience and outcomes for every student.
As a child and well into adulthood, I was so cripplingly shy that speaking in front of people would cause me to break out in hives and red splotches, with my voice shaking and trembling. In preparation for an upcoming interview, I once asked a mentor for advice, and her response was, "Wear a turtleneck." It's a piece of advice that still makes us both chuckle to this day!
I absolutely love spending time with my family— they’re my everything. But when I have time off and really want to unwind, I turn to the ultimate form of relaxation: reality TV. There’s just something about watching the Real Housewives of some lavish city argue over brunch that helps me completely shut off my brain. It’s like a mini vacation…except instead of packing a suitcase, I’m just reaching for the remote and a snack.
is one of the things on your “Bucket List?”
One of the cherished items on my bucket list is to learn woodworking and carpentry, just like my dad. This endeavor is not only about acquiring a new skill but also about spending quality time with my father, who has always been a master of the craft. Over this past spring break, I ordered my first table saw! My father and I have worked on many home projects together in the past, but I want to become more proficient and create a legacy of craftsmanship and family tradition I can pass down to my children.
What do you see as the biggest benefit of AAEA membership?
Having a membership in the Arkansas Administrators Education Association (AAEA) provides school leaders with valuable professional development, networking, and advocacy opportunities. Members gain access to training sessions, conferences, and resources that help them stay informed about best practices and policy changes in education. The association also advocates for administrators at the state level, ensuring their voices are heard in shaping education policy. Ultimately, AAEA membership supports administrators in making informed decisions that improve schools and benefit students across Arkansas.
Leading up to the 50th anniversary of the AAEA Summer Conference, which will take place on July 28-30, 2025, at the Statehouse Convention Center and Marriott Hotel, we are interviewing some of the greatest Arkansas education leaders over the past several decades. Our second interview features Mr. Andrew Tolbert, former AAEA Board President, district superintendent, and State Superintendent of the Office of Intensive Support.
Mr. Andrew Tolbert grew up in Crossett and never intended to become an administrator. His love for music created a desire to become a band director. For ten years, Mr. Tolbert served as the Warren Jr. High School Band Director. When choosing to further his education, he chose a master’s degree in music because he had no desire to leave the classroom. Mr. Thomas C. Brunson, Assistant Superintendent of the Warren School District, gave the initial push to turn him toward a leadership role and urged him to get a degree in administration. Mr. Tolbert responded that he was talking to the wrong person. He did not want to be an administrator.
Dr. Steve Castleberry was later hired as the superintendent and his son was in the band. Dr. Castleberry’s interactions with Mr. Tolbert allowed him to see first-hand the leadership skills in Mr. Tolbert. Mr. Brunson retired and Dr. Castleberry called Mr. Tolbert to his office and asked if he was interested in becoming an administrator. Again, Mr. Tolbert replied that administration was not his goal. Dr. Castleberry continued pushing him toward an administrator role and Mr. Tolbert responded that he did not have the educational degree to serve in this area. Dr. Castleberry encouraged him to apply for an administrative assistant position, but someone else applied who was more qualified. The encouragement of these two district leaders had an impact on Mr. Tolbert and he went back to college to obtain his administrative certification. After a few months, Dr. Castleberry moved to Newport and hired Mr. Tolbert as an assistant principal.
Mr. Tolbert served as the assistant principal at Newport High School for three years before returning to Warren where he served as high school principal for five years. After those five years in this position, he moved to the Pine Bluff School District where he served as Jr. High Principal and High School Principal before moving to the district office as Assistant Superintendent for Secondary Instruction. Mr. Tolbert then returned to Warren as the superintendent; a role he served in for the next thirteen years.
One day Mr. Tolbert received a call from Dr. Tom Kimbrell, Arkansas Commissioner of Education, asking him to consider coming to work at the state level. Initially, Mr. Tolbert did not accept the call to this opportunity but Dr. Kimbrell continued to encourage his consideration of the position as the State Superintendent for the Office of Intensive Support. Finally, Mr. Tolbert accepted and he served there for four years. He said this about that state position, “The work was very challenging but I really enjoyed going into the districts and trying to make a
difference in the lives of those children, especially those that were economically deprived.”
The man who never intended to be an administrator spent 33 of his 43 years in education doing just that. He said, “Dr. Kimbrell, Mr. Brunson, and Dr. Castleberry saw something in me that I didn’t see in myself. Sometimes people see things in you that you don’t see yourself. Thank the Lord for allowing you to have that opportunity when someone opens that door, and walk through it.”
Mr. Andrew Tolbert is an advocate for leaders at all levels to be involved in the AAEA. He advises that “school leaders should be actively involved in everything at AAEA and the constituency groups. Don’t just be a member, but be involved. You are accountable for anything that happens in the district, good or bad. Stay abreast of all the trends and laws, anything that affects education so that you can provide the best education possible to the students entrusted in your care.” He has firsthand knowledge of the importance of being involved because he served as the AASA Board President as well as the AAEA Board President (2011-2012) during his career. Mr. Tolbert said he is blessed to have had a great career with a lot of people in his corner. Those great people include Marilyn Johnson and Mary Jo Wisener along with all the leaders who made him a leader. He is grateful for the support of his local school board and the community of Warren where he has lived for 40 years.
Mr. Tolbert says this about retirement, “I don’t have to worry about the clock and don’t have to dress up every day. I travel quite a bit and enjoy doing things with my grandkids like watching them in sporting events.” He exclaimed, “Grandchildren are the best! You get to spoil them and send them home.” Mr. Tolbert has four grandchildren, Adrien (8th grade), Alysse (4th grade), Collin (10th grade), and Erin who will soon graduate from UAPB and plans to attend UAMS to obtain a medical degree. He has a daughter, Andi, and a son, Varick. Mr. Tolbert lost his wife, Marilyn Jean in 2014 and a grandson, Julian in 2023.
Mr. Tolbert stays actively involved in his community by serving on the Bradley Medical and Health Foundation Board, the Bradley County Historical Museum Board of Directors, and the Water Commission Board. He is also a member of the Rotary Club.
Click here to watch Mr. Tolbert’s complete interview and learn more about this Legacy Leader.
Join Mike Mertens for a historic review of the AAEA from founding to today in this monthly Youtube series. Watch Part 2: The Bishop Street Years.
Also, be sure to visit the AAEA Photo Archive to view photos of AAEA over the past 5 decades!
Come help us celebrate the 50th Anniversary of the AAEA Summer Conference! The 2025 AAEA Summer Conference will be held on July 28-30, 2025, at the Statehouse Convention Center and Marriott Hotel in Little Rock, AR. The event will feature keynote speakers, over one hundred breakout sessions from inspiring educational leaders, an exhibit hall, and hospitality events. Join administrators from across the state to learn, network, and celebrate with those who love public education!
KEYNOTE SPEAKERS
DR. TODD WHITAKER JACK BERCKEMEYER
This segment features content from other AAEA publications. Instructional Leader is a quarterly publication available to subscribing districts. The following excerpt comes from the March 2025 issue.
The typical school setting is designed with rigidity in mind: the bells ring at designated times, the curriculum pacing guides are outlined in detail, and the daily lesson is scripted minute by minute. Students often find their voices and input mean little throughout their school day, because the adults have already planned everything. However, research tells us that the adolescent brain craves the reward that is felt when an independent choice is made and that engagement soars when students feel like they have a say in their learning.
In his blog, John Hattie asserts that student choice leads to an increase in intrinsic motivation, student effort, task performance, and subsequent learning as long as the teacher has “created choices that are robust enough for students to feel that their decision has an impact on their learning.”
The concept of student choice is not new. In fact, think back to the most memorable activities and assignments from your own school days. I imagine most of them allowed you to have some say in the way you approached that learning. My most memorable lessons came in my junior high grades when we did “exhibitions” that incorporated research, essays, 3-d models, and presentations about a topic we as students had selected. I remember my topics for both semesters: the punishments during the Salem Witch Trials and the Arkansas Nuclear One power plant. I was fascinated then and spent countless hours on those projects--both of which I remember more vividly now than any other homework I had been given.
This year, our Gifted and Talented team led an intentional effort to reduce one-way learning and put more responsibility into our students’ hands by incorporating student choice into more of our instruction. We knew we needed to start small, so during summer professional development, our G.T. team shared a few tried-and-true strategies, primarily choice boards and the RAFT writing strategy (Role, Audience, Format, Topic) with our intermediate campuses. We provided content-specific examples and modeled how to use AI tools to create standards-based materials--all
making the workload a little less daunting for our teachers. Our goal was to put the concept of student choice in the forefront of teachers’ minds and model it in our gifted and talented classrooms all along the way.
Teachers responded positively, and embraced giving students more agency in their learning. Jennifer Hardin, a third-grade teacher at East End Intermediate, decided to use choice boards with her students who show mastery of the essential standards that are being taught. She uses the instructional tool to provide extensions for those mastered standards in a creative way. The choices always include reading and math, and students must select three of the options. The board is given as an “instead of” task instead of an “in addition to” assignment, which makes students feel excited about the choices rather than as if they are being penalized. Mrs. Hardin provides feedback all along the way and posts students’ final products or shares them with the class. In this mixed ability classroom, choice boards have allowed students to rise to the level of which they are both comfortable and capable.
Our G.T. teachers, who model both the presented strategies in their classrooms, have seen a lot of growth in student engagement and quality of work. They use the RAFT strategy in their enrichment lessons with continued
second graders when they show images of paired items such as a pencil and paper. Students have to consider how those items relate then take on the role of one of those items and write valentines to the other object. Students loved the creativity of the task and delivered some impressive products.
Those same G.T. teachers embed choice boards regularly into their lessons: as culminating book reports for their recent novels, to show their research on Arkansas-based companies during the Stock Market Game, and even to share their findings about local urban legends. By pairing these student choice activities with an initial multiple intelligence assessment, our teachers are able to deliver individualized options that will appeal to students, infuse rigor, and connect appropriately to predetermined objectives. G.T. teachers Angie Walters and Lyndsey Rogers both agree that student choice is critical in an advanced classroom and that it “increases engagement, gives students ownership of their work, and allows their creativity to shine.”
What has been the most interesting thing to see is how the push for student choice has moved beyond the original intermediate and gifted and talented classrooms. I’ve seen high school teachers get creative with it as well. In Jessica Downs’s Advanced Placement Literature class, she provides “blind choice” when students select their independent novels. She reads descriptions aloud that omit character names, specific settings, and time periods and asks students to select their book solely off an auditory summary. This gives students some autonomy when selecting their novels, but does it in a way that removes preconceived bias about a text. Just down the hall, in Olivia Lewis’s Advanced Placement U.S. History class, students select their historical figure for both the Constitutional
Convention and Progressive Era reformers speed dating activity, both huge hits with her classes. These activities ask students to research and pretend to be their selected figures when interacting with each other. Some get so excited that they come to class dressed as their historical figure and assume that persona beyond their history class time. Mrs. Lewis asserts that activities such as these “allow their creativity to be limited only by their own imagination” rather than her own.
Incorporating student choice has proven beneficial to all levels of our students. One of our special education teachers, Katie Drake, embraced the RAFT writing strategy in her high school ELA classroom, and found great success with it. Students first read a short story about an environmental conflict in class. Then they used the RAFT strategy and chose a character’s perspective to write from and a format (letter, rap, speech, etc.) for their final product. Miss Drake said, "This was my first time using the RAFT writing strategy and I'm hooked! I was blown away by the creativity from students and how engaged they were. Students who normally do not talk, were talking, and even some wanted to share with their peers. My favorite was when students wrote from the perspective of a bird warning their other bird friends to stay away from the oil spill.”
While its beginnings were simple, our push to encourage and model student choice strategies will grow and evolve over time. All students deserve more opportunities to take their learning into their own hands and make their learning memorable and relevant to their own interests.
References:
Marzano, Robert J., and Debra J. Pickering. The Highly Engaged Classroom, Marzano Resources, Bloomington, Indiana, 2010, pp. 101–105.
The AAEA Job Board is a calendar-year subscription that assists districts with the ever-increasing challenge of recruiting quality staff. It is a significant resource for educators, both in-state and out-of-state, seeking employment in Arkansas schools.
Over 165 school districts are participating in the program, which has been extremely helpful to schools and educators over the years. The site is used year-round and is accessed extensively during the second semester. It is not unusual to see over 400 jobs posted on the Job Board at one time. With an account, school districts may post unlimited job vacancies throughout the year.
To subscribe (by district) or to post job openings, contact Lana Webb, Administrative Specialist, at l.webb@theaaea.org or at 501-372-1691.
District Name
Lonoke School District
Cutter Morning Star School District
Position
Elementary Principal
Assistant Superintendent
Green County Tech School District Assistant Principal
Barton School District
White Hall School District
High School Principal
High School Principal
Pea Ridge School District Intermediate School Principal
Eureka Springs School District Middle School Principal
Van Buren School District
High School Assistant Principal
Van Buren School District Elementary Principal
Mount Vernon/Enola School District Assistant Principal/Athletic Director
Bauxite School District Elementary Assistant Principal
Lakeside School District - Hot Springs K-4 Assistant Principal
Lakeside School District - Hot Springs High School Assistant Principal
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Hot Springs School District
Principal - Park Magnet
Hot Springs School District Principal - Oaklawn STEM
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Mineral Springs School District
Lamar School District
Mount Ida School District
Heber Springs School District
Batesville School District
Genoa School District
Strong-Huttig School District
Mountain Pine School District
Pulaski County Special School District
Charleston School District
Blytheville School District
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Assistant Principal/Athletic Director
Elementary Principal
Elementary Principal
Middle School Principal
Elementary Principal
Principal
Superintendent
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Elementary Principal
Elementary Principal
Superintendent
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Shavon Jackson, Principal of Crawford Elementary in the Russellville School District, has been named the 2025 Arkansas Association of Elementary School Principals (AAESP) Principal of the Year. This award is sponsored by Lifetouch. Ms. Jackson received the award during a surprise assembly at her school on March 14.
The National Association of Federal Education Program Administrators (NAFEPA) recently announced its 2025 State Leadership Recipients. These awards are in recognition of service for outstanding dedication and commitment to serving NAFEPA, federal educational programs, and most importantly, our children. These Arkansas winners were recognized and received their award at the NAFEPA 2025 National Conference which took place in Washington, DC on March 17-19, 2025.
Recipients from Arkansas include Terry Darnell from the Green Forest School District, Amy Robson from the Flippin School District, and Amanda Bittle from the Bald Knob School District. Pictured with the recipients are NAFEPA Board Members Kimberly Glass from the Springdale School District and Lea Metcalf-McDonald from the Texarkana School District.
